STEM in the Upper School
Through our science, technology, engineering, and math offerings, high schoolers develop as critical thinkers, flexible problem-solvers, and responsible citizens.
Core courses in biology and chemistry highlight fundamental concepts and provide students with a foundation to choose and excel in electives as upperclassmen. Teachers regularly provide students with opportunities to ask questions, conduct experiments, and analyze data. Upper schoolers become confident in evaluating evidence, constructing arguments, and applying their knowledge to novel situations.
In math, students are introduced to new techniques and strategies on a daily basis. They employ concepts from algebra, geometry, and statistics in modeling real-life applications and building a skill set that prepares them for college. Lessons challenge upper schoolers to take their abilities to the next level, be resilient to setbacks, and eventually, master the concepts. Students develop an approach to learning that ensures success in math and everyday life.
Our computer science program empowers students to solve problems through abstraction, algorithmic thinking, and utilizing the design process.
Computer science taps into students’ interest in technology, helping them become innovators who can design technical solutions to problems in science, math, social studies, the arts, and literacy. Class topics include proficiency and literacy in hardware, software, computer programming (coding), physical computing (engineering and robotics), data analysis, design, digital citizenship and computational thinking.
Upper schoolers enjoy plenty of opportunities for STEM experiential learning. During a class trip to the Uintas, freshmen study the biology, geology, and hydrology of the mountain range. Interim trips allow upper schoolers to explore the natural world of Utah and beyond. Computer science students make apps with real-world uses. And extracurriculars such as Make Club and Science Olympiad let our upper schoolers further explore their interests while they develop their peer-leadership skills.
Our Upper School has an average class size of 13. Every student is well-known and supported in the ways that best meet their needs.
A Record Four Rowland Hall Students Take on the Challenge of the 2020 American Invitational Mathematics Examination
For three hours on March 11, four exceptional Rowland Hall mathematicians—juniors Zach Benton and Yuchen Yang, freshman Zach Klein, and eighth grader Sophie Zheng—were in the Eccles Library, focused on the 15 problems that made up this year’s American Invitational Mathematics Examination.
The AMC 10 and AMC 12 are optional mathematical exams designed to promote the development and enhancement of students’ problem-solving skills. Each test is 75 minutes long and consists of 25 multiple-choice questions. The AMC 10 is offered to students in 10th grade and below, while the AMC 12 is offered to students in 12th grade and below. AMC 10/12 qualifiers are invited to take the AIME, a three-hour exam that consists of 15 questions, with each answer an integer number between 0 to 999.
Known to test takers as simply the AIME, this exam is offered to students who excel at the American Mathematics Competition (AMC) 10 or AMC 12 exams (see sidebar). According to the Mathematical Association of America (MAA), which creates the AMC exams, approximately the top 2.5% of scorers on the AMC 10 and the top 5% of scorers on the AMC 12 qualify to take the AIME.
“The fact that we had four students from Rowland Hall take the AIME is extraordinary,” said Upper School math teacher Adella Croft. In fact, this is the largest number of AIME qualifiers in Rowland Hall history. (It’s also worth noting that Nathan Zhou, who took the AIME at Rowland Hall on March 11, attended the school last year and was coached with the other qualifiers.)
“The AIME is about mathematics beyond the classroom, about kids’ ability to be creative,” Adella explained. “And it’s typically non-traditional problem-solving—it’s very clever, sometimes even humorous. It’s cool.”
The MAA points out a variety of exam benefits, from helping students develop positive attitudes toward analytical thinking and mathematics that can assist in future careers, to challenging them with interesting questions that align with what they’re learning in school. But to be prepared for this level of competition, students must be willing to devote hours outside of class to studying topics like number theory, set theory, geometry, and probability. Rowland Hall students also meet weekly for Math Club and with coach Hiram Golze, one of Adella’s former students and a one-time USA Mathematical Olympiad qualifier (the Mathematical Olympiad is the next level of competition for top AIME scorers). Adella likened these preparatory measures to violin soloists who devote hours each day to mastering their instrument. “This is like taking math to the level of an artist,” she said.
And it’s that devotion to mathematical proficiency that truly motivates these students. While earning as high a score as they can on the AIME is always a goal, it’s clear there’s much more to the experience than that. These exams, taken by some of the brightest young mathematicians in the world, are extremely difficult—in 2006, for example, 22,764 students sat for the AIME and earned an average score of 2.741 out of 15 points (and only four students had a perfect score that year). In 2019, the average score was 5.87. But rather than discouraging them, the difficulty drives the Rowland Hall students toward their individual bests, helping them sharpen problem-solving skills, embrace hard work, and enjoy pursuing knowledge for its own sake—skills that will serve them for life.
It is a persistence exercise. They do it in absolute silence and isolation, pitting their mental faculties against each problem.—Upper School math teacher Adella Croft
“It is a persistence exercise,” said Adella. “It’s too bad it’s not a spectator sport because these are as competitive performers as any. They do it without an audience. They do it in absolute silence and isolation, pitting their mental faculties against each problem. They’re resilient, they’re passionate, they’re driven, they’re fearless.”
And they’re also not letting social distancing stop them. Each week, the students are meeting virtually for tutoring and for Math Club—amazingly, as a bigger group.
“It’s growing!” Adella said, noting that after she sent an email to students about ways to participate in Math Club during distance learning, she received several replies from kids who were interested in joining for the first time.
“Beyond finding a way, it’s spreading. It’s infectious in a good way,” she laughed.
Due to COVID-19, the MAA has put an indefinite hold on all aspects of the AMC program, including postponing until further notice competitions and the scheduled grading session. We will update this story with news as it becomes available.
In the meantime, if you’re curious about what the AIME looks like, visit Art of Problem Solving. They create test prep resources for math exams and offer a collection of past AIME questions and answers.
Top photo, from left, standing: Yuchen Yang, Nathan Zhou, Sophie Zheng, Zach Klein, and Hiram Golze. From left, seated: Adella Croft and Zach Benton.
In their inaugural year, our Upper School FIRST Tech Challenge (FTC) robotics team not only racked up enough wins to qualify for the Utah Championship at Weber State University on February 22—they also left that event with the coveted Control Award.
According to teacher Ben Smith, Rowland Hall cinched that accolade—one of 10 awards in a competition among 36 teams—"for use of telemetry, image recognition, autonomous programming, and creative coding."
"This was our rookie year," Ben explained, "and given that fact and the fact that it was the first robotics experience for many of the team members, our qualifying for state and winning the Control Award is commendable to be sure." Below, watch Ben's video of Rowland Hall's robot roaming an Upper School hallway prior to the state match.
Senior Lucas Erickson, the team’s lead coder, said the group had hoped to continue in the challenge beyond the state level—but they still agree they did a great job for their first year. “Building the robot and getting to become a member of the FIRST competition community was well worth the time and effort that we spent, even if we're not thoroughly satisfied with our performance at state,” Lucas said. And the Control Award was no small feat, he added. Competition for it was stiffer than usual this year, “and we were still able to beat out the veteran teams that have been perfecting their code for years.”
Building the robot and getting to become a member of the FIRST competition community was well worth the time and effort.—Senior Lucas Erickson, lead coder
FTC is a global competition for teams of up to 15 members, and it’s open to students in grades seven through twelve. It involves designing, building, programming, and operating robots to complete tasks based around a given theme. The theme is reimagined annually, meaning challenges change every year. Watch FTC’s video explaining this year's theme, SKYSTONE, and how the competition works.
Our team—known in competitions as Rowland Hall Rowbotics (emphasis added to show the intended pun)—is currently made up of seven active members who have coding, organizational, and engineering skills to share. This year's team leaders include seniors Lucas (coding), Logan Bateman (organizing), and Shoji Mori (engineering), as well as junior Maddy Eatchel (scouting). After their success at the state competition, the group also got a chance to showcase their robot at the March 10–11 Utah Coalition for Educational Technology Conference in Provo. Following the COVID-19 outbreak and our campus closure, the team now maintains its momentum via regular Zoom meetings. And there are some virtual and in-person events still planned for the summer, Ben said.
Looking ahead, Ben hopes to expand this program for next year: in addition to a varsity team of 10 to 15 members, he wants to add a rookie team for students in grades seven through nine.
If you’re a Rowland Hall community member interested in volunteering to coach or otherwise help organize our growing FTC robotics program, or you know of a business or enterprise that might want to sponsor the team, Ben wants to hear from you—email firstname.lastname@example.org.
Junior Wins National Award for Young Women in Computing, Teacher and Three Other Students Win Regional Accolades
After several years of success in the National Center for Women and Information Technology’s (NCWIT) Aspirations in Computing (AiC) awards program, 2020 marks Rowland Hall’s winningest year yet—the capstone of which is our first national winner, junior Katy Dark.
Katy is one of 40 high schoolers tapped from a pool of 4,700 applicants to receive the highest AiC honor this year. She and the other winners will receive cash, prizes, and a trip to the Bank of America headquarters in Charlotte, North Carolina, to celebrate and network in early March.
“I’m ecstatic that I’ve gotten the privilege to win the national award,” Katy said, adding the recognition for pursuing her passion has left her stunned. Katy has applied for the AiC awards three times; in 2019, she won an honorable mention from the NCWIT Northern Utah Affiliate.
In addition to Katy’s national win, the NCWIT Northern Utah Affiliate gave senior Ellie Nichols and juniors Maddy Eatchel and Yuchen Yang AiC honorable mentions. Teacher and alum Ben Smith ’89 earned the Educator Award.
In addition to Katy’s distinction, our local affiliate gave senior Ellie Nichols and juniors Maddy Eatchel and Yuchen Yang AiC honorable mentions. And after an honorable mention last year, computer science (CS) teacher and alumnus Ben Smith ’89 secured our affiliate’s Educator Award for his steadfast support of young women in computing.
NCWIT’s Award for AiC honors women, genderqueer, or non-binary high schoolers for their computing-related achievements and interests. Winners are picked for their aptitude and aspirations in tech and CS—as demonstrated by their computing and leadership experience, tenacity in the face of barriers to access, and plans for college.
Not only is Katy committed to pursuing a computing career, she’s already using her knack for the subject to make a difference in her community. She’s been teaching coding to students—primary at-risk Latinx youth—at Salt Lake City’s Dual Immersion Academy since the school lost funding for CS in 2018. Read our story on her President’s Volunteer Service Award. Now, Katy hopes to make her program permanent through a combination of grants and fundraising.
“I’m honored to have Katy as one of my students,” Ben said. “She is deserving of the NCWIT national award because she has taken her interest in and passion for technology, cybersecurity, coding, and computer science and found ways to bring that passion to students who would not ordinarily have the opportunities that she has had. She is selfless and dedicated to making the world a better place.”
Ben started encouraging his students to enter the AiC awards in 2014. Since then, 13 Winged Lions have earned a collective 18 awards, including one win and two honorable mentions at the national level. On top of that, Ben won two educator honors at the affiliate level. Under Ben’s leadership, Rowland Hall has been committed to ensuring all students—especially young women, who are underrepresented in computing careers—feel welcomed and supported in CS. That effort shows in our classes: in January, Rowland Hall earned the College Board's 2019 Advanced Placement (AP) CS Female Diversity Award for achieving high female representation in our AP CS Principles class. Out of 20,000 institutions that offer AP courses, 818 won the award. We're one of only two in Utah.
Top photo: from left, Yuchen Yang, Ben Smith, Maddy Eatchel, and Katy Dark at the NCWIT Utah Affiliate Award Luncheon on March 7.
After years of watching CSforAll Summit videos online, Rowland Hall alumnus and computer science teacher Ben Smith ’89 is elated to attend the national conference in person: the third-annual event is happening October 21–23 here in Salt Lake City, at the University of Utah.
In conjunction with the summit, CSforAll asks participants to make a specific commitment to support the ultimate goal of “making high-quality computer science an integral part of the educational experience of all K–12 students and teachers.” Accordingly, Rowland Hall is committing to increase girls’ participation in computer science to more closely mirror the school's demographics.
Read on for a Q&A with Ben about that commitment, the summit, and why this matters to Rowland Hall.
Who from Rowland Hall is attending the CSforAll Summit?
I’m going with Chief Information Officer Patrick Godfrey and Director of Technology Integration Christian Waters. It’s Rowland Hall’s first time sending anyone. The summit was originally held in the Obama White House for the first few years, and now it travels to a new city each year. This is a great opportunity to have this event in our hometown, very close to the school.
The summit is the one place each year that focuses on equity, inclusion, and access to CS for all students, a goal that Rowland Hall and the computer science program have been dedicated to for quite some time.—Computer Science teacher Ben Smith ’89
Why are you excited to attend the summit?
I’m a member of the CSforAll teacher community, and I watch the announcements and videos coming out of the summit each year. The summit is the one place each year that focuses on equity, inclusion, and access to CS for all students, a goal that Rowland Hall and the computer science program have been dedicated to for quite some time.
Why did we set a broad commitment, as opposed to a narrow one (for instance, “launch a coding camp”)?
We wanted a commitment that each division and each teacher could adopt, even if the method by which they accomplish it varies based on circumstances. Perhaps one division could pursue integrating CS into all science and math classrooms, thereby reaching all students, while another one might make a concerted effort at recruitment strategies, and another might reconfigure the course offerings or schedule to accommodate CS for all students.
What do you hope to get out of the conference that will help us reach our goal?
I hope to hear from people about structures, innovative strategies, and methods for making our commitment possible. There are some important topics at the conference, such as "Teaching Ethics and Social Impacts of Computing in K–12 CS," "Building a Supportive Pathway for Girls in CS, Engineering, and Beyond," and "Inspiring Engagement through Popular Culture and Media."
What has our male/female CS participation looked like in the past several years?
We’ve tracked participation in tech and CS classes in the Middle School and Upper School for six years. In both divisions, we’ve moved the needle for girls participating in CS classes closer to our school demographics (which are roughly 50/50), with the Middle School reaching a high in 2017 of 40% participation by girls. This year, the Advanced Placement CS courses in the Upper School have 60% girls—a majority for the first time at Rowland Hall. We still have challenges with the competing interests of sports, theater, dance, and music on students’ schedules, as CS is not a required course. What’s impressive is that we’ve been able to consciously and successfully close the gap for girls, though we still need to look at students of color and other demographic factors.
Add anything else you think is important.
Rowland Hall's CS, engineering, and STEM program has grown immensely in the last six years, and we’re on the precipice of changes and adoption at all divisions.
By Alisa Poppen, Upper School science teacher and department chair
Editor's note: Alisa gave the following talk—lightly edited here for style and context—during a September 3 Upper School chapel that explored creativity in academics and life.
If you’re a sophomore in chemistry right now, I wouldn’t fault you for thinking that science is solely about precision. We’ve spent days and days making sure you know how to include the appropriate number of digits in a measurement. Most of you are with one of two women who seem strangely enthusiastic about the difference between 12 and 12.0.
When, in first-period chemistry last year, then-sophomore James Welt said, “In math, those two numbers might be the same, but in science…,” I nearly teared up. And then quoted him at least 25 times. And possibly mentioned it at parent-teacher conferences. And in the first semester comments. And, most importantly, secured his permission to mention it, again, today.
The start of the year has been all about measurement and certainty. And doing it right. And if that was all you learned, you might lose sight of the fact that science is, at its essence, a creative endeavor.
If you’re in Advanced Topics Biology, you’ve been counting and counting, and then carefully making graphs on which you place your error bars correctly to represent the range in which we would expect to find most sample means. In short, the start of the year has been all about measurement and certainty. And doing it right. And if that was all you learned, you might lose sight of the fact that science is, at its essence, a creative endeavor.
An example: In the 19th century, Gregor Mendel bred pea plants. Lots and lots of pea plants. He knew that, like many flowering plants, peas were most likely to self-pollinate, but he asked, “What if I force them to cross-pollinate?” When he finished, he counted pea plants. This many with purple flowers, this many with white…that’s all he had: numbers of purple and numbers of white. But to make sense of those numbers, he imagined. What could be going on, deep inside those pea plants, to explain those numbers? He settled on this: each plant has two factors, pieces of information, only one of which was transferred to offspring. He couldn’t see those factors with the naked eye, but he imagined they must be there. How else would those numbers make sense?
Mendel's rudimentary model inspired others—far too many to name—to creatively search for and characterize his factors. Spoiler alert: they’re chromosomes, composed of DNA. Along the way, we’ve realized that Mendel’s factors alone don’t determine how we develop. And so we continue to look. A woman in California, Jennifer Doudna, characterized a protein complex from bacterial cells called CRISPR, and because of her work, we now ask questions like this: what if we could modify our own DNA? And (for Upper School ethics and English teacher Dr. Carolyn Hickman) if we could, should we?
We get to imagine. Anyone who tells you that creativity belongs only to the artists, or the writers, hasn’t been paying attention. Science is, at its core, the act of asking questions—What if? How? Why?—and then creatively designing experiments to test those questions.
The summer before last, I worked in a lab that uses cotton as a model to study how genomes change. I would love to go on and on about the work, but to keep this short, I’ll just say this: the cotton seeds were breathtakingly uncooperative. On Monday they behaved one way, and on Thursday they were completely different. The data were never the same twice. After testing several possible explanations, we were stumped.
Sitting in the lab one afternoon, I threw out a possible explanation that, truth be told, I wasn’t completely sure of. Justin, my grad student/mentor, thought for a moment and then said, “What if that’s it?” and then grabbed three paper towels and a Sharpie. “We could do this,” he said, while sketching out the experiment. “And if we’re right, the results will look like this,” and he quickly drew a graph. We then sat quietly for a minute or so, staring at the paper towels, and then he said this: “This is my favorite part, when we get to imagine what the experiment would look like.”
We get to imagine. Anyone who tells you that creativity belongs only to the artists, or the writers, hasn’t been paying attention. Science is, at its core, the act of asking questions—What if? How? Why?—and then creatively designing experiments to test those questions. Testing a scenario that hasn’t been tested before. Yes, we measure, and yes, we replicate, so that the answers to our questions are supported by evidence. But the measuring and the replicating is always preceded by an act of creativity. And that, for us, is often the favorite part.
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.”
Junior Alex Armknecht named Aspirations in Computing Northern Utah Affiliate winner, sophomore Katy Dark and teacher Ben Smith ’89 receive honorable mentions
It helps me confirm my commitment to equity and inclusion of girls in computer science classes at Rowland Hall.—Teacher Ben Smith ’89
Computer science teacher and alumnus Ben Smith ’89 has spent the past several years encouraging his students as they apply for—and often place in—the National Center for Women and Information Technology's (NCWIT) Aspirations in Computing awards. For the first time this year, NCWIT recognized the teacher alongside his students.
Ben learned in March that he’d been named a 2019 Northern Utah Affiliate Honorable Mention recipient of the NCWIT Educator Award, which goes to teachers who continually encourage young women’s aspirations in computing.
“I have been active with NCWIT for several years now, and it was good to get recognition for those efforts—it was a bit of a surprise,” Ben said. “It helps me confirm my commitment to equity and inclusion of girls in computer science classes at Rowland Hall.”
Ben was one of three teachers honored by the regional affiliate, junior Alex Armknecht was one of 16 student winners, and sophomore Katy Dark was one of 30 honorable mentions. Student winners are selected annually "based on their aptitude and aspirations in technology and computing; leadership ability; academic history; and plans for post-secondary education," according to Aspirations in Computing (AiC).
Since 2014, 11 Rowland Hall students have earned a collective 14 NCWIT awards, including two honorable mentions at the national level.
Alex’s 2019 award follows her honorable mention last year. A Middle School coding seminar first sparked Alex’s interest in the subject—from there, she worked with administrators and faculty to create a computing elective, and even recruited other girls to take the class. Last year in Ben’s AP Computer Science Principles class, Alex made a math app to help kids learn division, and fourth graders in teacher Tyler Stack's class picked her project as their favorite. She plans to keep studying computer science.
Katy also plans to pursue computing. In addition to the AiC award, she recently won a national President's Volunteer Service Award for her work tutoring students and developing a coding club at Dual Immersion Academy, a bilingual Spanish-English charter school she attended during her elementary years.
Ben, Alex, and Katy attended a March 16 ceremony in Provo where they met peer students and teachers, accepted their awards, and left with swag bags—a much-anticipated highlight for Ben. “Every year I see my students getting these killer swag bags and I go home empty handed,” the teacher joked before attending the ceremony. “I might just get one of my own this year.”
Since 2014, 10 Rowland Hall students have earned a collective 14 NCWIT awards, including two honorable mentions at the national level. The center and its AiC awards have become big names in the computer science world. Women are underrepresented in that field, but the 2004-founded organization is working hard to move the needle and empower women to pursue and succeed in computing.
- Three Upper Schoolers Win Honorable Mentions in Computing Awards
- Ben Smith '89, Pioneer of Computer Science Education at Rowland Hall, Wins Utah Tech Teacher of the Year Award
- Senior Wins National Computing Award for Young Women
- Bucking Trends, Rowland Hall Girls are at the Forefront of STEM
By Steven Doctorman, Class of 2020
I begin by applying a double-sided adhesive sticker to a motion-reflective marker—a small, silvery sphere. There are about 30 markers on the floor, each one in need of a sticker. These markers are then applied to certain parts of the patient's body, each one in a specific location in relation to a joint or muscle mass.
Patients crack the occasional joke: about the tight shorts they have to wear, about how tearing off the markers will feel like removing a Band-Aid, about how their midriff is on display when markers are used to track hip joints.
As I became more interested in lab work my sophomore year, I reached out to Dr. Laura Johnson, who manages student internships. She's the archetypal Rowland Hall teacher, dedicated to helping her students succeed. Her efforts were heartwarming: she worked tirelessly to identify an opportunity that matched my schedule and interests.
I sit on a stool, scoot behind the computer, and watch as one of the personal trainers gives the same instructions: the cameras in the ceiling track every movement, and we first have to calibrate those cameras by having the patient make certain movements, such as marching with one leg or kicking out to the side. The markers appear on the computer and we record movements, from walking and running to jumping and squatting. Patients are here because of certain injuries, and by monitoring movements the computer algorithm can calculate the data necessary to diagnose treatment options. I, both literally and figuratively, take a backseat to the computer work, but I'm captivated by the procedure and by doctors' discussions of the asymmetry of certain joints.
I intern at The Orthopedic Specialty Hospital (TOSH) in a lab that works with physical trainers to help individuals in post-surgical recovery. My responsibilities range from data tracking and analysis to marker prep and observation. On days when we don't have a patient, I use a computer program to identify flaws in previously recorded data and replace those flaws with accurate estimates. On days when we have a patient, I help apply adhesive stickers to markers and then observe data collection and doctors' analyses. This kind of lab work fascinates me, and witnessing the real-world implications of technical and biomedical innovation is inspirational.
I first learned about Rowland Hall's internship program from a flyer on a hallway bulletin board. It described how students worked in a blood-synthesis lab over the summer, and what they learned. As I became more interested in lab work my sophomore year, I reached out to Dr. Laura Johnson, an Upper School English teacher who also manages student internships. She's the archetypal Rowland Hall teacher, dedicated to helping her students succeed. Her efforts were heartwarming: she worked tirelessly to identify an opportunity that matched my schedule and interests. She contacted an array of labs and eventually found the TOSH internship in September, the beginning of my junior year.
My work at TOSH has directly intersected with my classes, and vice versa. My schoolwork applies to real-world concepts, which, in my opinion, is priceless.
My work at TOSH has directly intersected with my classes, and vice versa. In Advanced Topics Biology, learning about data collection with standard error bars allowed me to identify whether someone's hip flexion was within the healthy range. In physics, learning about motion and gravity have helped me understand the results from force plates. Even calculus has helped me with data synthesis, as I'm able to track a graph on the x-, y-, and z-axes and apply the correct computer algorithm to replace faulty data. My schoolwork applies to real-world concepts, which, in my opinion, is priceless.
As recording wraps up, I help one of the physical trainers remove the markers. I take off the adhesive stickers and throw them away. I then watch as the doctors write a report about what treatment and exercises are needed. They compare the patient's data with a database that shows the abilities of healthy individuals. When I'm not actively helping, I either watch the doctors write their report, or return to old data and correct errors. The latter improves their database. And each recording helps make a difference in people's lives, which is an added bonus to an already meaningful internship.