RH in the News
Including Gabriella Miranda, class of 2024
Including boys tennis player Hans Baker, class of 2026
By Nadia Scharfstein, class of 2024
By Brady Smith, eighth-grade English teacher
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On Friday, April 19, more than 300 members of the Rowland Hall community gathered for the groundbreaking of the Richard R. Steiner Campus, future home of our Middle School and Upper School, as well as a new athletic complex and performing arts center.
Scheduled to open for the 2026–2027 school year, the Steiner Campus will reunite all Rowland Hall students at one location for the first time in four decades and provide welcoming, collaborative, and flexible-use spaces that better support our students’ learning.
The groundbreaking event began with remarks by Mick Gee, head of school, followed by Sarah Lehman, chair of the Board of Trustees, who told attendees, “We are going to break ground and embark on the boldest vision yet: to unite our campus by 2026.”
Reuniting our community has never just been about a new building. Our focus is on providing thoughtfully designed, modern learning spaces that aren’t available at our Lincoln Street Campus—spaces that better support how today’s students learn and that are in line with our school’s extraordinary vision.—Mick Gee, head of school
Students (and sisters!) Zoe Y. (grade 5) and Elle Y. (grade 3) then spoke, wrapping their speech by announcing that it was time to officially break ground. Zoe and Elle joined Mick, Sarah, members of the Steiner family, and school trustees to scoop the first shovelfuls of earth from the lot on which the Steiner Campus will be built.
“The Rowland Hall community has long looked forward to the day when all our students would be reunited at one location,” said Mick about the momentous event. “But reuniting our community has never just been about a new building. Our focus is on providing thoughtfully designed, modern learning spaces that aren’t available at our Lincoln Street Campus—spaces that better support how today’s students learn and that are in line with our school’s extraordinary vision.”
In support of this vision, Developing People the World Needs, the Steiner Campus will include state-of-the-art facilities that support programmatic priorities (including applied mathematics, engineering, environmental and research science, technology, and entrepreneurship) and flexible-use spaces. The campus will also house three centers that emphasize deep learning: a Center for Community Impact, which will educate, empower and inspire students to become agents of positive change, as well as support our commitment to being an indispensable partner to educational institutions, nonprofits, and businesses; a Center for Science, Engineering, and Research, which will feature collaborative science classrooms and a student-led research area; and a Center for Design and Creativity, which will feature maker workshops and a robotics hub. The Steiner Campus will also provide space for an expanded student body, welcoming more students who value the innovative, authentic learning for which Rowland Hall is known.
Want to get involved? Visit Rowland Hall’s capital campaign website to learn more.
Strategic Priorities
Signs of spring are beginning to show on the McCarthey Campus, which means people are already hard at work preparing for end-of-year festivities. What might be surprising, though, is that not all of these people are grown-ups.
This year, fifth-grade interns have been playing important roles in planning some of Rowland Hall’s most exciting events, including the upcoming Richard R. Steiner Campus groundbreaking and Lower School Spirit Game. But events aren't the only way fifth graders are making a difference. That’s because the 2023–2024 school year is the inaugural year of the 5-I Fifth-Grade Internship Program, a first-of-its-kind optional leadership program that connects fifth graders with McCarthey Campus staff, administrative, and leadership teams for a yearlong authentic learning experience in which students make real impact on campus.
The in-school 5-I Fifth-Grade Internship Program is designed to help fifth-grade leaders:
• Take initiative
• Individualize learning
• Develop interests
• Impact the community
• Be inspired
In this first year alone, the program’s 34 interns are supporting 19 departments and teams, making it difficult to find an area of the beginning and lower schools that students aren’t impacting. They’ve helped to plan, execute, and lead Community Sings, Roar and Soar assemblies, Grandparents Day, and Maker Night. They’ve observed teachers and supported younger students with their math, reading, and writing. They’ve welcomed prospective families on campus tours. They’ve surveyed their peers to learn what they want to see on the new campus. And they’ve provided necessary behind-the-scenes support, from sorting the mail to answering technology support tickets.
“I think it’s cool seeing how the school works,” said fifth grader Anna F., one of three interns who’s helped create Lower School Spirit Nights, new opportunities for lower schoolers to come together to cheer on the Winged Lions. Classmate Bergen S., one of two interns who assisted with Grandparents Day and is now weighing in on the upcoming Steiner Campus groundbreaking festivities, added, “It’s a really good learning experience. It’s nice to know how much people in the offices contribute to our daily lives.”
Beginning School and Lower School Assistant Principal Brittney Hansen ’02, who led the design and rollout of the 5-I program, knows this kind of opportunity is developmentally appropriate for fifth graders, and right in line with the school’s strategic priorities, which emphasize authentic learning that increases student choice and voice. As the oldest students in the division, fifth graders are ready to stretch their leadership skills while also exploring their budding interests. They want to put into practice their talents and knowledge to better their school. And they’re interested in what it’s like to have a job, with many ready to explore the type of right-fit challenges that internships provide—and which can help prepare them for the next stage of their education.
“We’re looking at the trajectory for what they’ll need by middle school,” said Brittney. “What skills do they need to be successful?”
Photos by Charlie P., marketing and communication intern
And because Brittney and the Lower School principals team wanted to emphasize the real-world nature of the program, they kicked it off with an application process that echoes what students may one day see when applying for positions outside of school. Prospective interns were asked to write essays explaining why they wanted to join the program, what they hoped to learn, why they were strong candidates, and any areas of the school in which they’d like to work and why. They also needed a parent or guardian signature, as well as a letter of recommendation from an adult who wasn’t a relative or homeroom teacher because, as Brittney explained, “We wanted to give the kids practice in appropriately asking a grown-up for help in completing an application process.”
Building these kinds of life skills is important to the 5-I experience. “This program builds skills that are hard to learn in a classroom or traditional curriculum, like writing a professional email and responding in a timely way, or writing thank-you notes to express gratitude for someone giving their time to you,” said Brittney. Students also had to take on responsibility for their applications; although plenty of grown-ups were on hand to provide support and guidance, applicants were in charge of ensuring that their essays and other materials were completed and turned in on time. But the fifth graders weren’t deterred.
“I always get my work done and never say no to a little challenge,” read one aspiring intern’s essay. Another shared, “I am a hard worker. I always take my best shot at every challenge that comes my way.”
Thirty-four fifth graders—more than half of the class—submitted applications in which they made clear their excitement for this new opportunity.
And though the idea of the 5-I program had been met with enthusiasm by fifth graders, Brittney didn’t expect a big group for the first year (she originally envisioned a pilot program of 12 participants). However, 34 fifth graders—more than half the class—submitted applications in which they made clear their excitement for this new opportunity. Since October, these interns have been hard at work, connecting with mentors monthly and taking on tasks across campus that both teach them how the school runs and help them learn more about themselves.
For Anna, one of the interns behind Lower School Spirit Nights, a major takeaway from the program (so far) is an understanding of the effort it takes to transform big-picture brainstorming into a real community event. “It’s important because kids see how much work and effort go into major events, from thinking big to making it happen,” said Anna. She also shared how exciting it’s been for students to have a hand in creating school events. “It’s not a little bubble; it’s more real-world scenarios,” she said. “It really improves teamwork, and trying hard, and dedication.”
It also improves connections across grades. Fifth grader Katie P., one of two interns for the Student Support Team, gives mini lessons to kindergartners and third graders every week and is learning that working with kids is one of her passions. “It’s fun. We get to have a different experience every time,” she said. And as a longtime Rowland Hall student, Katie can also apply her own experiences to this work. “I remember when I was that young,” she said. “I remember when I was so confused or when I understood things.” By tapping into what helped her, she’s making concepts easier for students and building connections, especially with the third graders.
Importantly, 5-I also helps interns learn the value of their voices. Bergen, one of the interns who helped plan this year’s Grandparents Day, shared that he helped write the program script in collaboration with intern Zoe Y. and under the guidance of Associate Director of Alumni and Donor Engagement Marc DeCoste, and that being a part of that process was really fun. “They listened to me and asked me to contribute my ideas,” he said. Additionally, using the script to welcome visitors to campus for the event boosted Bergen’s public-speaking confidence. “I never spoke to a group that large before,” he said. “I felt like I knew what I was doing.”
These benefits go both ways. Adult mentors across campus are full of stories about how wonderful it’s been to have the interns’ support. Director of Enrollment Management Shuja Khan, for one, said his intern, Mila P., greatly benefited his team during the admission season, when she helped build the Rowland Hall community by giving time during recess every Tuesday morning for 12 weeks to welcome prospective families to campus. “Every family was surprised and happy to see her,” said Shuja. “Parents have so many interactions with teachers, administrators, and other parents, but it’s harder to have authentic interactions with kids.”
And Mila’s willingness to share her own experiences opened opportunities for Shuja and his team to have deeper discussions with families about curriculum and the school’s strategic vision. The Admission Office is so impressed they're already thinking about how they can expand opportunities for next year’s interns—and they’re not alone. Chief Information Officer Patrick Godfrey, whose team is supporting three interns, also looks forward to the future of 5-I.
Photos by Charlie P., marketing and communication intern
“This is a fantastic program,” said Patrick. “It’s a way for students to connect outside the classroom with people like me that they wouldn’t ordinarily connect with, and see other sides of the school that they would never see otherwise.” As a result, many members of the staff, especially those who don’t regularly interact with students, feel a deeper commitment to Rowland Hall’s vision. “It’s a more direct path to the why behind the work we do each day,” added Brittney.
This internship program is one example of how we're thinking creatively about learning.—Brittney Hansen ’02, Beginning School and Lower School assistant principal
It’s also a rewarding way for staff to see firsthand how authentic learning successfully builds skills and confidence in students, and helps those students actually see themselves as problem solvers and critical thinkers. For Patrick, who’s watched his team’s interns blossom as they’ve taken on tasks such as basic troubleshooting, running a light board, and beta testing software, this is the ultimate end product for a school.
“I have three students now who can troubleshoot classroom tech for teachers,” he said. “Kids are talking about it all the time when they go home; they’re really jazzed about it. There’s no cost but extremely high reward for students who participate. It’s a huge win for the school in my book.”
And it’s already promising to become a top experience for Rowland Hall’s fifth graders (younger students are even asking when it’ll be their turn to intern). Brittney said she could see it turning into a capstone-like project for this grade, marking the end of their Lower School careers—and serving as just one example of the exceptional outcomes of a Rowland Hall education.
“The Lower School team really does take the work of providing authentic learning experiences seriously and in a way that’s appropriate for our young learners,” said Brittney. “This internship program is one example of how we're thinking creatively about learning, in the broad sense, on this campus.”
Authentic Learning
Banner photo: Interns Zoe Y. and Bergen S. welcome visitors to Grandparents Day.
If you’ve walked by Robin Hori’s science classroom during periods 2 or 7 this semester, chances are you’ve caught a glimpse of students in the middle of a project build.
From water towers to bridges to trebuchets, students in grades 10 through 12 have been putting science and math to the test this year in the Upper School’s first ever, and student-requested, engineering class. Titled Integrated Engineering I and II (Engineering I and II beginning in 2024–2025), this lab-based course deeply emphasizes the engineering design cycle while exploring a variety of engineering fields: civil, mining, and chemical engineering in the fall, and mechanical, electrical, and materials engineering in the spring.
The Upper School engineering class is a lab-based course that emphasizes the engineering design cycle while exploring a variety of fields: civil, mining, and chemical engineering (fall), and mechanical, electrical, and materials engineering (spring).
“For years, we’ve been getting feedback from students that they want an engineering class,” said Upper School Principal Ingrid Gustavson. By designing a fresh approach to the Upper School’s earliest science courses (taken in 9th and 10th grades), Ingrid and her team made room for more subjects that students are interested in, including engineering. Longtime physics teacher Robin Hori was also game to take on this new opportunity—though he wasn’t prepared for the overwhelming reaction from the student body.
“It’s been more successful than I expected,” laughed Robin, whose fall class was filled with students who wanted to continue the course into spring semester—in addition to an entirely separate group of students who wanted to join the spring class. (Upper School students can take engineering during either fall or spring semester, or they can enroll in both semesters consecutively.) The Upper School had to add a second spring class to meet demand.
“The kids were so excited about it that we were approved to open up another section,” said Ingrid, “and Robin took on the class to give everybody that experience.”
It’s clear that this experience is meaningful to these students, many of whom were excited to share their gratitude, particularly about the hands-on nature of the class. As junior Spencer Brady put it, “Engineering is something you do; it's not something you just learn in theory,” and it was important to Robin to structure the class so students fully experience that doing of science in ways that stretch their brains and build their confidence.
“A lot of students have never built anything before and they’re really impressed they can actually build something that works,” said Robin. “Kids are really making an effort to understand why something works. And I’m trying to give them a sense that they can build things out of almost anything, and as long as they follow the science, they know it’ll work.”
To nurture these skills, Robin has structured the class around projects that support each field of engineering, such as building bridges during the study of civil engineering or building trebuchets during the study of mechanical engineering. Students are placed in small groups to promote real-world collaboration and given plenty of room to lead their own learning. Though Robin decides on assignments and parameters—for example, the first-semester bridge-building final required students’ projects to span 100 centimeters and support a moving load—he gives students plenty of freedom, acting as a coach and guide while they problem solve.
There’s lots of freedom in the class to explore.—Andrew Johnson, class of 2024
“He provides materials and concepts, then it’s up to the students to decide what path they want to take—and they can push outside guidelines,” explained senior Andrew Johnson. “There’s lots of freedom in the class to explore.”
For senior Kelton Ferriter, there’s also very low pressure. “It's kind of a perfect, stress-free, good way to get into engineering and explore various areas,” he said. “There’s so much creative freedom.” And this low-pressure approach is beneficial when it comes to practicing the engineering design cycle, from conducting research to creating a prototype to building a final project—and moving back and forth along that path through trial and error.
“These are big concepts, but being able to put them into a physical project and to really see how that works, and to watch where failures happen and when, it’s just a different dimension for learning,” said Kelton.
It’s also helping students become more comfortable with mistakes. “This semester, kids are more patient with failures because they know failure in engineering helps them become more successful,” said Robin. As a result, he continued, “final products are getting a lot better in terms of design, and students are better at explaining the mechanics of how and why a machine works or doesn’t work.”
To help his students become better at learning from mistakes, Robin requires them to keep professional engineering notebooks in which they record projects, including notes, observations, steps, designs, and corrections. All work is done in ink and students are trained to never tear out pages so that they can refer back to what they’ve done. For Spencer, an aspiring engineer and member of the school’s Monochromats robotics team, this is a key takeaway from the class. As a young builder, Spencer said he’s always been told to write down what he’s working on, but he never quite knew how until this year. “I really like how the class has taught me how exactly you write everything down and what you put in an engineering journal,” he shared.
“It’s nice to be able to go back and see where we made a mistake,” added Kelton, who’s acted as project manager for his group at times, a role that’s also helped him better understand how many ways there are to tackle a problem. “Everyone has a different idea and way to approach it, no matter what the project is,” he said. “The class is so open and creative.”
These are big concepts, but being able to put them into a physical project and to really see how that works, and to watch where failures happen and when, it’s just a different dimension for learning.—Kelton Ferriter, class of 2024
And the class isn’t just for one type of student. Every person brings to the table their individual talents and ideas, strengthening each project and even helping the students better understand where they may want to go next in their education and careers. Senior Rosie Schaefer, for one, said that the engineering class, which she’s taking after a summer 2023 internship with biomechanics professor Dr. Brittany Coats at the Utah Head Trauma Lab, has helped her better identify her career path.
“I realized I want to go into biomechanics—to help people with engineering,” she said. “I really enjoy research and I think that’s what I ultimately want to end up doing.” And, continued Rosie, in-class opportunities to share her evaluations of her group’s projects have helped her identify a talent of conveying science. “Where I’ve excelled is in the explanation of how things work: putting into words why what we’re doing makes sense,” she said.
Whatever their individual takeaways, though, many of the students agree that the class isn’t just for aspiring engineers. It’s for anyone who wants to learn more about the field, to build like a kid again, and to discover more about themselves. And because there are no prerequisites for the class, it makes what can often be thought of as a rarefied subject more accessible, opening doors to students who may not have tried it out otherwise. It’s just one example of how the team is putting Rowland Hall’s vision into action.
“As we evolve new courses, we’re offering new opportunities for students to go really deep,” said Ingrid. “And we’re offering life-changing and skill-building opportunities that are accessible to everyone.”
STEM
Black History Month is in February, but Black history is being made every day by people taking action and building on the work of their predecessors. Reconciling the two can be a tricky process, but recently eighth graders at Rowland Hall not only made the connections, but were able to bring them to life in an afternoon of art, spoken word, and other expressions.
Resist: An Arts Cafe was a community event where each student presented about two Black activists, one from the past and one from the present. Students were encouraged to find not only what the two had in common, but also where their work or ideas differentiated, and how the idea of resistance may have morphed or changed over time.
With activism in the past, it was more focused on speaking out and protesting. But my present-day changemaker focuses on working on the system and trying to change injustices within the law.—Yara B., eighth grade
“With activism in the past, it was more focused on speaking out and protesting,” said eighth grader Yara B. “But my present-day changemaker focuses on working on the system and trying to change injustices within the law. It gave me different perspectives.”
“This was an amazing opportunity to further our commitment to equity and inclusion,” said Director of Strategic Initiatives Jij de Jesus. “The students were not only talking about what change looked like in the past but what it looks like now in our local community.”
For the project, numerous members of Utah’s Black community were invited to come into the classroom and speak to the students about their work, their influences, and their lives. This was an important element of the project for eighth-grade American Studies teacher Eve Grenlie, who wanted it not only to be about learning but also about creating community.
“This was a way to build authentic relationships with changemakers and activists, and let the students find similar elements of resistance or resilience on different historical timelines to kind of blend together a narrative,” she said. “I don’t think it would have been impactful if we hadn’t had these people get involved.”
James Jackson, author and founder of the Utah Black Chamber, welcomed the invitation to meet with the students. He saw this as an opportunity not only to introduce them to activism but also to lift students of color.
“Projects like this are critical, especially for underrepresented students, because they don’t usually see professionals that look like them walking around,” James said. “This was a way to bridge that gap, by inviting community members in to share their backgrounds and their experiences.”
This project was about expanding the mindsets of all of the students, not only through the subject matter but also in how they would present their projects at the event. Everyone was allowed to decide on how best to communicate the lives of their subjects and their impacts on resistance efforts. Some chose to write, while others composed dances, built art pieces, or even cooked up gumbo.
“It wasn’t about writing an essay. It was about students being able to make connections and create pieces to explain their message and their takeaways,” said Middle School Principal Pam Smith. “The students really had to grapple with different topics and ideas, do personal investigation, and then decide how to display.”
“There were some pretty profound pieces created that showed empathy and understanding and personal connection with both historical and current-day figures,” added Middle School Assistant Principal Charlotte Larsen. “This project pushed and stretched students in some really wonderful ways.”
Many of the people interviewed by the students attended the cafe to view the finished projects—and were blown away by the work the students had done. Melanie D. Davis, Rowland Hall parent and mental health care activist, was amazed that one of the students compared her work helping people carry grief and other emotions with how Harriet Tubman helped people carry themselves as they were escaping enslavement. She also was excited by the possibilities this event created for the future.
It was so inspirational. It gave me a whole new perspective on how I can get involved in the community.—Yara B., eighth grade
“It was pretty cool, not only for the community to realize that this is what’s happening at Rowland Hall, but for the kids to realize that there are these really amazing community organizations that they can be a part of too,” she said. “I think it’s amazing for the kids to meet people of color doing cool stuff and know they are invited to take part.”
The presence of their modern-day mentors at the event was an important part of this project for the students. Having their finished pieces viewed by their subjects gave the work they had done a greater gravitas.
“It was so inspirational,” said Yara. “It gave me a whole new perspective on how I can get involved in the community, talking to these activists and having them see what I think and what I can do.”
Experiences like these are ones Eve hopes will be repeated through a strengthening of community ties. “You don’t want to do a one-off; you hope you are building strong roots within a community so you can continue moving forward and have further depth of knowledge,” she said. “Everything gets hopefully stronger in time.”
Community Engagement
Have you ever watched a child play with blocks?
It’s something that almost every child does. There is something innate in the human brain that makes us want to stack and position items from our earliest age. Building with blocks is such an important skill that is tracked as a child development milestone. In the Rowland Hall Beginning School, though, blocks are more than that—they are the foundation of a transformational education.
In the work we are doing you can see all the skills we teach the students at Rowland Hall, no matter what their age. Making a plan, organizing it, sticking with it, learning to fail, learning to make mistakes, listening to others, it’s all there.—Isabelle Buhler, 4PreK lead teacher
“We have been doing block study and block building for many, many years,” said 4PreK lead teacher Isabelle Buhler. “In the work we are doing you can see all the skills we teach the students at Rowland Hall, no matter what their age. Making a plan, organizing it, sticking with it, learning to fail, learning to make mistakes, listening to others, it’s all there.”
Block study starts out with the basics: the names and shapes of blocks, their functions, how to care for them, how to work together to build with them, and how to put them away. It doesn’t stay simple for long, though: by four years old, students in the Beginning School have transformed into miniature architects.
“We start looking at how to make structures more stable and learn building techniques like plank and pillar, and staggering,” said 4PreK lead teacher Ella Slaker. “We start looking at buildings in books, like the Leaning Tower of Pisa, and talk about how we could make it better. And we look at buildings locally to see where we can identify the building techniques we are learning.”
This year the 4PreK took advantage of the school’s central location and visited the Utah State Capitol as part of their block study. Accompanied by their fourth-grade buddies, the students walked up and down the grand stairs, counted the beehives that dot the grounds, and marveled at the high domed ceilings covered in beautiful murals. They also noticed how the marble walls are built in a staggered pattern to make them stronger, and how the soaring pillars support the planks of the ceilings and roof. They took in all these details for their next project: building models of the capitol themselves.
“The idea was to get them thinking about it,” said 4PreK lead teacher Kirsten White. “We wanted to start with inspiring them by seeing the capitol firsthand, the inside and all around.”
Like any good architects, the students didn’t start building immediately. First, they had to draw up blueprints. Using pictures from books as well as those taken on their field trip, the students drew plans to build their capitols. Then, they decided which blocks and techniques to use to build the levels, the columns, the dome, and other aspects of the structure.
The great thing about this project is that it goes across the curriculum. When we drew the blueprints from memory and photos, it required tracing straight or curvy lines and orienting them correctly. The building process required knowing shapes and counting blocks, which falls under math skills. Building a balanced, stable, and symmetrical building engaged physics skills.—Kirsten White, 4PreK lead teacher
“The great thing about this project is that it goes across the curriculum,” said Kirsten. “When we drew the blueprints from memory and photos, it required tracing straight or curvy lines and orienting them correctly. The building process required knowing shapes and counting blocks, which falls under math skills. Building a balanced, stable, and symmetrical building engaged physics skills.”
Social-emotional learning concepts came into play during the construction of the capitol models. No child built their model alone; they all had to work either in small groups or as a class. That meant using cooperation and letting everyone have a say in how they were going to proceed. It also meant learning to deal with setbacks.
“The collaboration is huge. It takes a lot of stamina and a lot of coaching,” said Isabelle. “And when it falls down what do you do? You start again and you don’t give up.”
The wide range of skills being explored in this project meant that every child could have a role, no matter their learning style or talents. It’s an excellent example of how voice and choice are promoted in the classroom. Students with an eye for detail helped perfect the plans and guide the builders, while those with more adept motor skills placed blocks so they balanced perfectly in the trickier parts of the structure.
Of course, when you ask the four-year-olds what their favorite part of the block study was, they won’t mention any of these lessons initially. The first thing they all say is that they had fun. Of course they did—they were playing with blocks. When you dig a little deeper, though, they will start telling you about the ways they built, showing you the blocks they used, and telling you how they solved problems when something went wrong. That’s when it becomes obvious that they are taking away knowledge to help them build a lifetime of learning.
Experiential Learning
Utah has seen an influx of new residents in recent years—and not all of them have been welcomed with open arms.
Balsam woolly adelgids, fox squirrels, field bindweed, quagga mussels, and other invasive species have found comfortable homes in the state, and in some cases have made life difficult for native species by competing with them for limited resources. It’s a real problem, and it recently presented a perfect project-based learning opportunity for students in the seventh grade. Science teacher Lindsay Mackintosh challenged her students to use skills from across the curriculum to find a solution and put it into action—and maybe even impress scientists working in the field.
“The students designed and built traps to capture invasive insect species, and help ecosystems be more biodiverse by limiting their impact,” said Lindsay. “This required them to explore engineering concepts to research, build, and revise their traps.”
Engineering helps students become problem solvers and think critically..—Lindsay Mackintosh, seventh-grade science teacher
Engineering may appear to be an advanced topic for seventh graders, but these kids were up to the challenge. It all comes down to problem solving in a methodical way, while at the same time considering numerous possibilities. That’s why increasing engineering opportunities is expressly mentioned in the school’s strategic priorities.
“In making these traps they had to consider some constraints but also had freedom to be creative,” Lindsay said. “Engineering helps students become problem solvers and think critically.”
Research was the first order of business for the students, as all bugs can’t be caught the same way. “We had to do a lot of research so we could engineer the trap around the bug,” said seventh grader Atticus P., whose group chose the elm seed bug as their target. “We had to figure out, What does it eat? Where does it live?, and other things like that so we could catch it.”
The design and build process came next, with students doing multiple concept sketches and revisions before building their first prototype. There were lots of different factors to consider when coming up with designs. Students only had ten dollars total to spend on materials for their traps, and that wasn’t the only practical concern facing them.
“We had to think about where we would put it,” said seventh grader Ben D. “We had to think about how it would be sustainable so the wind or rain wouldn’t destroy it. We had to think about so many different things when creating a good and effective trap.”
Once the first prototypes were built most students found themselves going back to the drawing board. While that may have been frustrating for some, it was a valuable lesson that engineering is not a linear process. “Some groups had to make drastic changes when they saw their first prototype,” said Lindsay. “It was interesting to see them walk through this process and decide what changes they want to make.”
We took our mistakes, and we turned it into something better.—Harper J., class of 2029
“Our prototype was trash. It was really bad,” said seventh grader Harper J., who was in a group chasing down Japanese beetles. “We used Saran wrap to keep them from getting out, but it was too sticky, so we switched that out to mesh. We took our mistakes, and we turned it into something better.”
Students started their bug studies at the beginning of the school year, perfecting them by mid-November. Then it was time to present their inventions to scientists from the University of Utah who study invasive species. This is when they learned that you can have a great idea, but that might not matter if you don’t know how to communicate it. Presentation preparation built upon lessons the students had already learned as part of their writing curriculum, and seventh-grade English teacher Jill Gerber helped them apply those skills to the science realm.“We talk a lot about task, audience, and purpose in class,” said Jill. “That’s what they had to do here. Identify their key points and have a clear idea and message going into the presentations so their audience would come away understanding their content.”
This shift from focusing on their content to focusing on how the audience received it meant the students had to change the way they viewed the project. While they had a wealth of information about their bugs, the invasive species problem, and their design and construction process, all of that data could now be a hindrance to clearly and succinctly communicating their message.
“Our goal was to tell everyone how the trap worked, and what the purpose of the trap was, and how we would get the bugs to the trap,” said seventh grader Stella O. “We had to take a lot of information about the bugs out because the main purpose of the presentation was talking about the trap.”
In the end the presentations were successful, and the students not only got to show off their work, but also interact with working scientists. Additionally, they got a deeper understanding of how all learning is connected and, when used together, is greater than the sum of its parts: problem-solving skills learned in the science classroom can be applied to other subjects, and communication skills from English can be used to get messages across in any field. It’s a kind of understanding that’s already gone far beyond this fall project, continuing to benefit students in the second half of the year—and will undoubtedly continue to do so beyond seventh grade.
“Layering skills and concepts is something I know we all try to do,” said Lindsay. “That way we are giving students skills that are transferable and can be used across the curriculum and outside the classroom.”
It all adds up to creating people the world needs, whether they are building bug traps to combat invasive species or shaping solutions to the world’s hardest problems.
Authentic Learning
In preparation for this year’s dance concert, Integrated, middle and upper school students researched topics related to technology, AI, and how we as humans relate to these machines in our everyday lives. Students thought critically about their personal experiences with tech and created pieces inspired by their findings and curiosities. Their works explore how we can utilize AI as a resource moving forward, while also giving space to the many moral and existential questions that come along with developing non-human intelligence. Two Upper School students, Hayley Trockman and Mattie Sulivan, reflected on their own processes and interviewed peers to give the audience an inside look into the complex questions underlying this year’s concert.
Reflecting on Process: Dance Students’ Voices on Integrated
By Hayley Trockman, Class of 2024, and Mattie Sullivan, Class of 2025
During the summer workshop our dance teachers, Sophia Cutrubus ’18 and Grace Riter ’18, presented us with the question: how can we express our thoughts about the advancement of technology through dance? At first, we were unaware of just how many different paths we could take to explore this growing industry. But as we dove deeper, we discovered that this topic left us with endless questions and conversations to have. Both our Intermediate and Advanced Dance Ensembles classes endeavored to answer these questions with open minds and a willingness to delve into our movement explorations.
How can we express our thoughts about the advancement of technology through dance?
Junior Mattie Sullivan decided to ruminate on their individual relationship to transforming technologies, using their piece to uncover a duality that often comes with spending huge amounts of time online.
“When I was presented with the theme of this year's dance concert I felt excited, overwhelmed, and honestly scared,” said Mattie. “Walking into dance class this year, I was full of ideas but really struggling to articulate them. Even a couple of days ago I was reminded of our initial question: can you really express all of these feelings through dance? But in the few weeks leading up to the concert, I feel confident that our relationships with AI and technology have and will continue to be voiced.”
They continued, “The Internet has been my primary form of communication with those I care about and my main source of entertainment. On the flip side, I have observed the detrimental effects an Internet addiction can have on a person. For my piece, I focused on both of these aspects of Internet usage. By manipulating the energy qualities of my movement I was able to portray both loneliness and connection. In our creative processes, we dove into the complexities of using the Internet and AI, and through movement we have been able to tell our unique stories.”
In Mattie’s work with the Iron Lions robotics team captain, junior Evan Weinstein, they discussed how technology has a different kind of intelligence than humans do. Evan highlighted that we don’t need to fear AI; rather, we should focus on how we set boundaries around its use.
He said, “AI is incredibly important because as we learn to harness the power of computing, technological strides become more accessible. When we don’t need to worry about spending time regulating budgets and doing mundane tasks, the future workforce will be able to put our collective energy towards doing new things while AI can maintain what we already know. Additionally, AI will be able to pick up on patterns that humans can’t. This level of pattern recognition can also help us predict and regulate our response to relevant social and environmental issues.”
While neural networks and AI are incredible tools, they are just that—tools. We can learn to use them as innovators and problem solvers, but at the end of the day they can only perform as well as we teach them.
Evan also pointed out, “While neural networks and AI are incredible tools, they are just that—tools. We can learn to use them as innovators and problem solvers, but at the end of the day they can only perform as well as we teach them. AI is an advancement that we need to understand and accept. I urge the support of AI and hope that we can help learn within our communities to set our generation up for success.”
Senior Hayley Trockman gave a look into what her process looked like as she learned about how AI-generated images are created.
“I believe in integrating technology into our lives with human intelligence guiding its role,” said Hayley. “I began the process of choreographing a piece that specifically looked into the ways that AI-produced images are created from our insecurities and unrealistic beauty standards. However, after speaking with Rowland Hall staff member Ashley Atwood, her advice of ‘accepting the new and upcoming’ resonated with me. I realized that we can’t put all of the blame on technology—because we are actually the ones feeding it the ideal body image through our engagement with social media. Whether it be likes and positive reactions, or critical comments, AI recognizes this trend in data and takes that information to generate its own images. My piece is a commentary on that process. The use of mirrors as props represents how AI-generated images become both reflections and distortions of our own insecurities.”
Senior Lauren Bates pivoted the conversation in a new direction, with her inspiration coming from the increase in the use of AI to help process grief.
“My initial idea dealt with how AI does not feel or process grief the same way that we do,” said Lauren. “However, as I did more research, I found a number of articles talking about ‘Grief Tech.’ I learned that there is already technology that allows people to feed information from their loved ones who have passed into AI chatbots. Subsequently, the software can recreate their personality and identity. This has brought up a lot of ethical and psychological concerns, along with questions about if this is a healthy way to process grief. I was initially inspired to create this piece after listening to Kendrick Lamar’s ‘United In Grief’ and applying its meaning to dance. For me, dance has always been a way to express ideas that are too difficult to express with words.”
I hope that our audience will resonate with both our fear and love of technology, and spend a minute thinking about their own relationships, both on and off the screens.
As we have reflected on the past months of choreographing, researching, and critically evaluating our relationship with tech and AI, we hope that the concert encourages our audience to turn inward and think about how they relate to technology in their own lives. As Mattie Sullivan said, “I hope that our audience will resonate with both our fear and love of technology, and spend a minute thinking about their own relationships, both on and off the screens.” We want this moment in time to allow viewers to take pause and evaluate where we are and how we want to move forward.
Student Voices
Sophie Zheng remembers the first time she saw a competition math problem in fifth grade. “It was nothing I’d ever seen before,” she remembered.
At the time, Sophie had been tackling her first-ever American Mathematics Competition (AMC) exam, an optional test that’s designed to promote problem-solving skills in students. She remembered that initial excitement about the test, about using unique perspectives to observe the world and weaving connections between concepts with utmost flexibility.
“I see competition math as a puzzle,” Sophie explained. “It’s not like school math, where you have an equation and follow it. There’s a lot more creativity involved.”
Math really isn’t a competition in itself. It’s about learning skills and a way to connect with friends around the world. It’s vibrant and joyful.—Sophie Zheng, class of 2024
So when she came to Rowland Hall in seventh grade, Sophie, now a senior, embraced the middle and upper schools’ offerings for students interested in the creative world of competition math. She joined (and now leads) MATHCOUNTS and the Upper School Math Club, and, inspired by the division’s successful Writing Center, founded the Math Center to offer tutoring to students. Along the way, she delved into the wider competition math community by joining the Utah American Regions Mathematics League (ARML) team, the Ross Mathematics Program, Math Prize for Girls, and the Harvard-MIT Math Tournament (HMMT). Sophie has also continued to take the AMC every year, placing in the top five of all girl competitors in the Intermountain Section since 2020, and has qualified for the American Invitational Mathematics Examination (AIME), the next level of AMC competition, every year since eighth grade. In 2020, she even earned an inaugural Maryam Mirzakhani AMC 10 Award for her work on the AMC, just one of the many recognitions she’s collected during her high school career.
Sophie has enjoyed opportunities to travel for mathematics competitions, both as an individual and as a member of the Utah ARML team, a selective group of mathematicians from Utah high schools. And this year has been especially exciting, as she’s had three opportunities to travel to Boston to compete not only in math, but also in scientific research. In October, Sophie went to MIT to participate in the Math Prize for Girls. In November, she attended HMMT with her ARML team. And later that month, she flew east again for the S.-T. Yau High School Science Award, where she defended her astronomy research, “Investigating the Origins of Hot Neptunes from Radial Velocity Data,” a project Sophie has spent two years on and which beautifully exemplifies how her math journey has helped to shape her goal to become an astrophysics researcher—a career, she said, that provides “a perfect integration of applied and pure math.” (By the way, Sophie’s research won silver.)
For Sophie, these trips to Boston go far beyond any wins or recognitions, though. In a journal she wrote about the experiences, titled “Three Trips to Boston,” the young mathematician and scientist shared how these opportunities have furthered her advocacy for gender equity, inspired collaboration, and invigorated her personal enjoyment of STEM.
“Math really isn’t a competition in itself. It’s about learning skills and a way to connect with friends around the world. It’s vibrant and joyful,” she said.
And though Sophie is busy preparing for college and the next chapter of her own journey, her senior year STEM experiences aren’t over quite yet. Sophie recently took the AMC and AIME once more, achieving personal records for both. As head MATHCOUNTS coach, she’s guiding middle schoolers to the state competition in March. She’s also extending her astronomy project to participate in this year’s science fair and to submit her paper for publication. And in May, she’ll be traveling with her ARML team for the national ARML tournament. Best of luck, Sophie! We know you’ll do great.
Below, we share Sophie’s journal reflection, “Three Trips to Boston.”
Three Trips to Boston
By Sophie Zheng, Class of 2024
This fall: three times I stepped out of the same airport at 5 AM, Utah time, on a Saturday morning and rushed to university campuses with a sense of purpose. The Math Prize for Girls (MPFG), Harvard-MIT Math Tournament (HMMT), and the S.-T. Yau North America High School Science Award were all held at the most famous universities in Boston through back-to-back weekends. The MPFG, the largest contest for female students, brought together about 250 girls who were invited to promote gender equity in STEM through showcasing their mathematical creativity. The HMMT, as one of the most popular high school competitions in the world, draws thousands of students in over a hundred teams globally to engage in math reaching beyond traditional curriculums. Lastly, the S.-T. Yau High School Science Award, founded in 2008 by Fields Medal winner Prof. Shing-Tung Yau, inspires scientific innovations from high school students all over the world. Through writing academic papers and defending their research, students cultivate innovative thinking and collaborative spirits. Amidst 48-hour whirlwind trips every weekend, I traversed the corridors of three renowned Boston universities, immersing myself in all three of these STEM endeavors.
MPFG is not just a platform to spotlight individual skills. It is a crucial frontier for female participation in math competitions. In the world of STEM, where the gender gap looms prominently, competitors like me who have felt the strength of solidarity in the battle for gender equity carry a responsibility to pass on our vision. It's a call for everyone, irrespective of gender, to fearlessly pursue their passions in STEM.
This July, I was thrilled to receive the news that I qualified for the MPFG and immediately intensified my math studying in preparation. The night before the contest, over 250 girls met each other at game night at MIT. I not only reunited with friends from past summer math camps, but also met a larger community of girls who all shared a profound love for mathematics. We exchanged stories about our mathematical journeys and experiences, forging connections through our shared passion. The following morning thrust us into the 20-question, 150-minute test. Despite the jetlag, the adrenaline had woken me up hours earlier, and I felt ready to face these problems head-on. 263 tables, 263 chairs, and 263 school girls spread out in a massive ballroom to stretch our brain muscles to their limits. Out of all the math contests I had ever taken, I felt this was definitely the one where time was the tightest. I was able to solve 7 out of the 20 questions correctly, and secured the rank of 42nd place, narrowly missing an honorable mention, which needed 8 correct answers. While my performance received much praise, what resonated more profoundly with me was the substantial gap that separated me from the first-place winner. Rather than discouragement, this wide margin inspires me to continue striving for proficiency. Moreover, MPFG is not just a platform to spotlight individual skills. It is a crucial frontier for female participation in math competitions. In the world of STEM, where the gender gap looms prominently, competitors like me who have felt the strength of solidarity in the battle for gender equity carry a responsibility to pass on our vision. It's a call for everyone, irrespective of gender, to fearlessly pursue their passions in STEM.
In my second trip to Boston, together with five other Utah ARML team members from various schools and our coach, we flew to the east coast to represent Utah in the HMMT. The Utah ARML team—a club that convenes weekly to practice cooperation on math problems and partake in national tournaments—traditionally competes in the HMMT twice every year; once in November, and once in February. The competition lasted a whole 8-hour day and consisted of two individual rounds—the General Round and Theme Round; and two team rounds—the Team Round and Guts Round. The individual rounds offered exciting challenges with stimulating questions, but the true highlight was undeniably the team rounds, which displayed the synergy we had honed during team practices throughout the year. The ability to synchronize a flow of individual ideas toward a shared solution is what I love most about math. It is in these moments of collaborative problem-solving that the beauty and joy of mathematics come to life. Our Utah team won an impressive 19th place out of approximately 120 teams, as all 6 members in our team displayed strong performances. I placed 11th in the Theme Round, and another team member ranked 10th in the General Round. Our achievements continue the legacy of the Utah ARML team and serve as an inspiration for the rising younger generation. In the Rowland Hall MATHCOUNTS team and Upper School Math Club, I have encountered so many talented students during my years as a member and coach. My hope is that more Rowland Hall students can venture into the wider community of competition math and see the Utah ARML team for themselves.
The entire process of my research served as a constant reminder of why STEM captivates me. It taught me to identify core issues, explore creative solutions, and build upon past contributions for advancing scientific frontiers.
On my latest trip to Boston, I defended my astronomy research thesis for the S.-T. Yau High School Science Award at Brandeis University. In the 15-minute presentation and ensuing question session from professional judges, I explained how I modeled astronomical data to detect extrasolar planets, coded statistical analyses to study their parameters, and derived physics equations to interpret my results. The feedback from my judges and winning the Silver Award (second place) in the physics category brought back memories of the past two years, from learning foundations of physics to mathematically resolving astronomical mysteries. The entire process of my research served as a constant reminder of why STEM captivates me. It taught me to identify core issues, explore creative solutions, and build upon past contributions for advancing scientific frontiers. Looking to the future, my exploration is only the first glimpse into the greatest mysteries of the universe and our existence.
Banner: Sophie Zheng competes at the 2023 Math Prize for Girls. All photos courtesy Sophie Zheng.
Student Voices
Academics
If you’ve walked by Robin Hori’s science classroom during periods 2 or 7 this semester, chances are you’ve caught a glimpse of students in the middle of a project build.
From water towers to bridges to trebuchets, students in grades 10 through 12 have been putting science and math to the test this year in the Upper School’s first ever, and student-requested, engineering class. Titled Integrated Engineering I and II (Engineering I and II beginning in 2024–2025), this lab-based course deeply emphasizes the engineering design cycle while exploring a variety of engineering fields: civil, mining, and chemical engineering in the fall, and mechanical, electrical, and materials engineering in the spring.
The Upper School engineering class is a lab-based course that emphasizes the engineering design cycle while exploring a variety of fields: civil, mining, and chemical engineering (fall), and mechanical, electrical, and materials engineering (spring).
“For years, we’ve been getting feedback from students that they want an engineering class,” said Upper School Principal Ingrid Gustavson. By designing a fresh approach to the Upper School’s earliest science courses (taken in 9th and 10th grades), Ingrid and her team made room for more subjects that students are interested in, including engineering. Longtime physics teacher Robin Hori was also game to take on this new opportunity—though he wasn’t prepared for the overwhelming reaction from the student body.
“It’s been more successful than I expected,” laughed Robin, whose fall class was filled with students who wanted to continue the course into spring semester—in addition to an entirely separate group of students who wanted to join the spring class. (Upper School students can take engineering during either fall or spring semester, or they can enroll in both semesters consecutively.) The Upper School had to add a second spring class to meet demand.
“The kids were so excited about it that we were approved to open up another section,” said Ingrid, “and Robin took on the class to give everybody that experience.”
It’s clear that this experience is meaningful to these students, many of whom were excited to share their gratitude, particularly about the hands-on nature of the class. As junior Spencer Brady put it, “Engineering is something you do; it's not something you just learn in theory,” and it was important to Robin to structure the class so students fully experience that doing of science in ways that stretch their brains and build their confidence.
“A lot of students have never built anything before and they’re really impressed they can actually build something that works,” said Robin. “Kids are really making an effort to understand why something works. And I’m trying to give them a sense that they can build things out of almost anything, and as long as they follow the science, they know it’ll work.”
To nurture these skills, Robin has structured the class around projects that support each field of engineering, such as building bridges during the study of civil engineering or building trebuchets during the study of mechanical engineering. Students are placed in small groups to promote real-world collaboration and given plenty of room to lead their own learning. Though Robin decides on assignments and parameters—for example, the first-semester bridge-building final required students’ projects to span 100 centimeters and support a moving load—he gives students plenty of freedom, acting as a coach and guide while they problem solve.
There’s lots of freedom in the class to explore.—Andrew Johnson, class of 2024
“He provides materials and concepts, then it’s up to the students to decide what path they want to take—and they can push outside guidelines,” explained senior Andrew Johnson. “There’s lots of freedom in the class to explore.”
For senior Kelton Ferriter, there’s also very low pressure. “It's kind of a perfect, stress-free, good way to get into engineering and explore various areas,” he said. “There’s so much creative freedom.” And this low-pressure approach is beneficial when it comes to practicing the engineering design cycle, from conducting research to creating a prototype to building a final project—and moving back and forth along that path through trial and error.
“These are big concepts, but being able to put them into a physical project and to really see how that works, and to watch where failures happen and when, it’s just a different dimension for learning,” said Kelton.
It’s also helping students become more comfortable with mistakes. “This semester, kids are more patient with failures because they know failure in engineering helps them become more successful,” said Robin. As a result, he continued, “final products are getting a lot better in terms of design, and students are better at explaining the mechanics of how and why a machine works or doesn’t work.”
To help his students become better at learning from mistakes, Robin requires them to keep professional engineering notebooks in which they record projects, including notes, observations, steps, designs, and corrections. All work is done in ink and students are trained to never tear out pages so that they can refer back to what they’ve done. For Spencer, an aspiring engineer and member of the school’s Monochromats robotics team, this is a key takeaway from the class. As a young builder, Spencer said he’s always been told to write down what he’s working on, but he never quite knew how until this year. “I really like how the class has taught me how exactly you write everything down and what you put in an engineering journal,” he shared.
“It’s nice to be able to go back and see where we made a mistake,” added Kelton, who’s acted as project manager for his group at times, a role that’s also helped him better understand how many ways there are to tackle a problem. “Everyone has a different idea and way to approach it, no matter what the project is,” he said. “The class is so open and creative.”
These are big concepts, but being able to put them into a physical project and to really see how that works, and to watch where failures happen and when, it’s just a different dimension for learning.—Kelton Ferriter, class of 2024
And the class isn’t just for one type of student. Every person brings to the table their individual talents and ideas, strengthening each project and even helping the students better understand where they may want to go next in their education and careers. Senior Rosie Schaefer, for one, said that the engineering class, which she’s taking after a summer 2023 internship with biomechanics professor Dr. Brittany Coats at the Utah Head Trauma Lab, has helped her better identify her career path.
“I realized I want to go into biomechanics—to help people with engineering,” she said. “I really enjoy research and I think that’s what I ultimately want to end up doing.” And, continued Rosie, in-class opportunities to share her evaluations of her group’s projects have helped her identify a talent of conveying science. “Where I’ve excelled is in the explanation of how things work: putting into words why what we’re doing makes sense,” she said.
Whatever their individual takeaways, though, many of the students agree that the class isn’t just for aspiring engineers. It’s for anyone who wants to learn more about the field, to build like a kid again, and to discover more about themselves. And because there are no prerequisites for the class, it makes what can often be thought of as a rarefied subject more accessible, opening doors to students who may not have tried it out otherwise. It’s just one example of how the team is putting Rowland Hall’s vision into action.
“As we evolve new courses, we’re offering new opportunities for students to go really deep,” said Ingrid. “And we’re offering life-changing and skill-building opportunities that are accessible to everyone.”
STEM
Most middle school–aged students aren’t yet driving cars—but at Rowland Hall, some of them are already flying planes.
That’s because aviation is just one of the opportunities available to seventh and eighth graders as part of Rowland Hall’s expansive electives curriculum. And while some may think of electives as classes meant to give students downtime, or pad out schedules, nothing could be further from the truth.
“Electives not only enrich the core subjects students are taking, they also introduce new areas of study and interest,” said Middle School Principal Pam Smith. “Students can dive deeper into subjects they find interesting and discover passions they never knew they had.”
Middle School students use elective classes to look at the world and the skills they are learning in new and different ways. They discover competencies, and how to put them to work to become people the world needs.
Students use these classes to look at the world and the skills they are learning in new and different ways. They discover competencies, and how to put them to work to become people the world needs. Currently, seventh- and eighth-grade students have dozens of options to choose from when it comes to electives. Topics range from guitar to app design, and cover a range of diverse fields of study including fine arts, multimedia production, climate science, and public art and discourse. (Sixth graders, while not eligible for elective classes, are introduced to many of the concepts in their foundation classes with subjects like computer science, music, and debate.)
“Electives give students more of a voice and choice in the curriculum,” said Pam. “When they choose a class, it often leads to a greater investment in what’s being taught, as well as incorporates concepts they are learning in their other classes.”
Some of the electives offered are direct offshoots of core curriculum. Math teacher Jen Schones, for example, decided to start teaching personal finance as a Middle School elective after being told by several people that they wished they had learned about money management in school. Now she is helping students use addition, subtraction, percentages, and other math skills to discuss concepts like budgeting, investing, building credit, and taxes—skills they’ll use for the rest of their lives.
“The thing I stress to students a lot is that every decision you make with money has a consequence—both good and bad,” Jen said. “We do simulations looking at various choices like career, location, living expenses, and potential financial emergencies, and then students decide if they are willing to live with those choices, or if they would have done something different.”
The class also walks students through financial matters they are currently facing or will face in the near future. Paying for college is a topic of conversation, as is how to set a budget and save for a goal that is weeks, or even months, into the future. Guest speakers come in to talk about investment opportunities students could engage in now, including apps that allow them to buy stocks or money market accounts.
“I actually had one student ask their parents for a custodial IRA for Christmas after hearing about it in class,” said Jen. “Students are really responding well to the course, and not only learning skills for later, but putting some skills into action right now.”
Elective courses not only give students the opportunity to use skills they are learning in different ways, but also awaken them to aptitudes they didn’t know they had.
“There’s this misconception that you are either creative or you are not,” said visual art teacher Anne Wolfer. “I really try to help the kids push through and get to the mindset that we are all creative and that it just takes time, dedication, and a lot of hard work.”
In the public art elective, students unlock their creative minds by learning the many ways that art is created in communities, how a piece goes from an idea to a finished work, and the benefits of art in community spaces. It’s a great way for students to feel further connected to the community around them and to see themselves as contributors to a shared community. If you are walking through Salt Lake City’s 9th and 9th neighborhood, stop to take a look at the large mural that now graces the side of the Tower Theatre. The sweeping mountains, flowers, and a butterfly were all painted by Rowland Hall students. “It feels like we have a bigger connection to 9th and 9th now,” said eighth grader Callie L. “It’s like we are leaving a piece of ourselves there.”
“The kids are really putting themselves out there with this mural,” added Anne. “And in doing so they are gaining confidence in their abilities and preparing themselves to move on to bigger and even more expansive projects.”
Students aren’t the only ones given the opportunity to take on more expansive projects in electives; teachers do as well. Bill Tatomer was teaching math and American studies at Rowland Hall when he decided to put his 20-plus years as a Navy pilot to use for the benefit of the students. He now teaches three different aviation courses in the Middle School, covering everything from basic principles of flight, aerospace science, and aviation design to engineering, careers in aviation, and flight training. During the course of the program, some students even earn their drone TRUST certification, while others take their first steps to getting their private pilot’s license.
“The exposure these classes create, especially as a Middle School student, is truly incredible,” said Bill. “Additionally, when I see students have fun and thrive in the environments created by these classes, whether they continue in aviation or not, my heart is full. I love what I do, and I so love sharing this passion with Rowland Hall students.”
I wanted to be a pilot for as long as I can remember, and the classes I took from Mr. Tatomer really gave me a leg up. I still use the information I learned today, and I utilize some of the lessons in my own teaching as well.—Davis Kahler ’17
The students love it too. Now-ninth grader Alexa Tracey admits she was a bit nervous when she found herself at the controls of a plane at the age of 14, but she knew she was ready for it because of all she had learned in Bill’s class. “It was nice to be able to know that I knew what was going on and that I was somewhat qualified to fly,” she said. “I would love to be a pilot someday, and taking this class made me realize getting my pilot’s license is an attainable goal.”
Alexa wouldn’t be the first Rowland Hall student to have found a career path thanks to the Middle School electives program. Alumnus Davis Kahler ’17 got his pilot’s license and is now working towards his hours as a commercial airline pilot while also teaching flying in Dallas.
“I wanted to be a pilot for as long as I can remember, and the classes I took from Mr. Tatomer really gave me a leg up,” said Davis. “I still use the information I learned today, and I utilize some of the lessons in my own teaching as well.”
The elective courses at Rowland Hall give students the opportunity to differentiate themselves as individuals while deepening their understanding of core subjects through additional knowledge. They allow them to explore and learn new things and develop lifelong interests in subjects they otherwise may have missed out on. They also are a lot of fun.
Electives allow students to take flight.
Banner: Students in the Middle School's metal arts class, another elective option, working on a project in spring 2023.
Authentic Learning
On June 1 and 2, visitors to Rowland Hall’s Eccles Library on the Lincoln Street Campus were treated to an exciting opportunity to step into Utah’s past.
Around the room, 30 prototypes of museum exhibits, designed by eighth graders, showcased fascinating areas of Utah history, including homages to the state’s extreme sports, performance and public art, inventors, and local activist movements, among other topics. There was even an exhibit that recreated the area around Delicate Arch and one designed in the style of a Navajo hogan.
As visitors made their way around the library, poring over the models, students shared how and why they decided on their ideas, as well as fun tidbits—for example, the group behind an exhibit on the history of the Utah governor’s mansion shared that a Christmas tree sparked a fire in the mansion in 1993, while the group behind Pixel Pioneers, an exhibit dedicated to Utah’s long connection to the tech industry, introduced visitors to the Utah teapot, a 3D test model created in 1975 by University of Utah researcher Martin Newell that’s become a standard reference object in the computer graphics community.
This event was the culmination of a month-long learning opportunity designed by Mary Jo Marker, eighth-grade American studies teacher, and Brady Smith, eighth-grade English teacher, that asked students to think about the role museums play in society, and allowed them to connect with historians from the Utah Department of Cultural and Community Engagement (CCE), who are currently designing a new state history museum that’s scheduled to open in 2026. The teaching team wanted to give students a chance to pitch their own ideas for museum exhibits to CCE, believing the opportunity would help them think beyond an audience of their teachers and peers, as well as connect their ideas to the larger community through this real-world opportunity.
We wanted them to understand their ideas have value and to think outside the classroom box for their audience.—Mary Jo Marker, eighth-grade American studies teacher
“We wanted them to understand their ideas have value and to think outside the classroom box for their audience,” explained Mary Jo.
To kick off the project in early May, the eighth graders met with Kat Potter, a former Rowland Hall faculty member and a current parent, who is now deputy director of the CCE. Kat partnered with Mary Jo and Brady during the year to design the project, and during her visit she shared with students the need for the museum and what her team is working on, then invited the group to pitch their own exhibit ideas. “Their challenge was to make an engaging, interactive exhibit,” said Mary Jo.
To help the students prepare to take on that challenge, Mary Jo and Brady held in-class discussions about the role of museums and what makes for engaging exhibits, and had students interview community members, including Rowland Hall fourth graders who have been studying Utah history and residents of the Columbus Senior Center, to get their ideas about what would be interesting in a state history museum. The students also had the chance to analyze current exhibits at the Utah Museum of Contemporary Art and a variety of national museums during their visit to Washington, DC, and to reflect on which exhibits were engaging, which were not, and why. This helped them as they began working on their own exhibit pitches and making decisions about how to engage viewers with the people and events that have shaped the state.
Best of all, the real-world connection to the future museum helped to deepen learning and drive students, who knew they may be contributing ideas that will influence the team of historians. It’s clear the teachers are proud of what the students came up with and how their work may potentially help shape the museum.
School is often fully teacher-facing, but I think having students prepare a big project for the outside world is motivating, and hopefully gives a different perspective.—Brady Smith, eighth-grade English teacher
“We were incredibly happy with how the project went,” said Brady. “We had an excellent turnout from parents, community members, and staff from the Department of Cultural Engagement. The latter gave the kids great feedback and suggested that the projects would impact their thinking about the museum going forward.”
Brady added that he also hoped that this opportunity has helped the eighth graders understand how the past year of studies applies to the bigger world and will inspire them to continue to think of ways they can share their knowledge beyond the classroom.
“School is often fully teacher-facing, but I think having students prepare a big project for the outside world is motivating, and hopefully gives a different perspective,” he said. “I hope they see how everything we’ve done throughout eighth grade has concrete applications to public-facing work.”
Authentic Learning
When Rowland Hall debaters gathered to defend their two-time state title at the 2023 3A tournament at Ogden High School in March, they weren’t facing an easy challenge.
First, as title defenders, the team had a target on their backs. They were also up against a formidable 19 schools, all of which are larger than Rowland Hall, as the debate team plays up a classification level (meaning our students compete in 3A, rather than 2A, to access more events, including Policy, the school’s flagship event). However, the team felt confident, not least because of the changes they had put into place in the 2020–2021 season and that continued to guide them over this most recent debate season.
“Three years ago, we expanded our goals and expectations,” explained Mike Shackelford, Rowland Hall’s head debate coach. Mike said that online debate during the pandemic greatly shifted the team’s approach to state. Motivated by the isolation of online competitions and distance learning, they chose to compete as a collective unit, rather than individually, that year. “We had always tried to win individual titles,” said Mike, “but had never set our sights on competing as a 30-person roster across 10 different events.”
And when they did, they claimed the school’s first-ever state debate victory, solidifying the collective-approach strategy, which they’ve continued to hold themselves to, even though it is often more difficult to pull off as it requires a deeper commitment from debaters, who must remain flexible, push the boundaries of their comfort zones, and even take on multiple events to make the Winged Lions competitive. But it works: the strategy paid off again in 2022, and for a third time this spring (complete with a new overall point record).
“We continued to demand the most from each other, working hard and flexing our skills across different topics and formats,” said Mike; these topics included immigration, universal healthcare, artificial intelligence, high-speed rail, the Supreme Court, and global security strategy (not to mention the impromptu topics and legislative proposals from Student Congress simulations). “Now we enjoy knowing that we have the depth, consistency, and talent to always be in a position to win,” said Mike.
Our third state victory solidifies the school as a premier program in the eyes of the larger debate community. Winning state one year is an achievement, but winning it three years in a row is a trend. It builds a narrative that Rowland Hall and debate success are synonymous.—Mike Shackelford, head debate coach
Senior Layla Hijjawi agrees with her beloved coach. As a five-year Rowland Hall debater (who will go on to debate for Harvard in fall 2023), Layla has had a front-row seat to the team’s incredible growth, and it’s clear she has a deep respect of her fellow debaters and the work they put in to hold onto the state title for three consecutive years.
“It’s easy to say, but it’s harder to actually comprehend how much work this team puts in to consistently remain nationally competitive and locally dominant,” said Layla. “These students are completing thesis-level research annually on unbelievably complex contemporary political issues. They’re spending upwards of 20 hours at tournaments on weekends, not to mention the hours of practice that lead up to those competitions. And they’re committing to an activity where they’re repeatedly told they’re wrong … for fun! That’s difficult, and it necessitates maturity and tenacity you wouldn’t generally expect from teenagers.”
And as a result of their hard work, the team has built on the name of Rowland Hall Debate, which is becoming more broadly known. While the school has long been known as a place to be if you want to go far in debate, the team’s third consecutive state victory is making more people in the debate world pay attention.
“Our third state victory solidifies the school as a premier program in the eyes of the larger debate community,” said Mike. “Winning state one year is an achievement, but winning it three years in a row is a trend. It builds a narrative that Rowland Hall and debate success are synonymous.”
This narrative definitely shapes how students view the program. Ninth grader Zion Wirthlin-Ngugi, who impressed in their first year on the team by competing in different events with different partners, and finishing in the top five in Student Congress at state, said they knew the reputation of Rowland Hall Debate before enrolling at the school last year, and that reputation played a major role in their choice to attend Rowland Hall. In their first year, Zion was determined to soak in as much knowledge as possible from their more experienced peers, citing an opportunity to debrief with seniors Anna Hull and Zachary Klein after Zion’s first national tournament at the University of Nevada, Las Vegas, among their top memories of the year.
Looking back, Zion is grateful to have played a role in this year’s state victory. “I feel accomplished to have assisted the team by making it to finals,” they said, adding that they are impressed by the skill level of the nation’s top debaters and, as they move through the program, determined to be among those ranks. “It was a shocking experience to truly apprehend the depth and scope of the skilled debater realm, both from national competitors and in Rowland Hall,” said Zion. “I am looking forward to being amongst them in the future.”
For Layla, the Tournament of Champions—or TOC, to debaters—was a top memory of the year. (The team attended TOC in person this year for the first time since 2019. TOC was held online in 2020 and 2021, and the team didn't qualify in 2022.) It was a chance to, as Layla shared, “compete with some of the best debaters in the country and to join the legacy of Rowland Hall debaters who have attended the TOC,” and to enjoy the camaraderie built among teammates during these experiences—on planes, at dinner, or during late-night research sessions. These “little moments,” as Layla calls them, are a major part of what she will miss after graduation.
“It’s hard to find a group of kids where someone can make a joke about the state of political affairs in Croatia, and the entire room bursts into laughter,” she said. “We often jokingly call ourselves ‘the most distractible debate team in the nation,’ and I think that’s a testament to how well we get along and how many things we want to share with each other—albeit unrelated to the actual task at hand. I’ll miss that companionship dearly.”
Layla and her fellow seniors will also miss their coaches, Mike Shackelford and new recruit Zach Thiede. In fact, the entire team is quick to point out how the coaching staff’s support and dedication to the debate program has been absolutely essential to establishing Rowland Hall Debate as a premier program in the larger debate community. They especially recognize how Mike, who has coached the team since fall 2007, has created an environment that allowed the program to grow to its current level, and whose dedication to each debater has shaped them into, in Layla’s words, “the competitors, students, and people we are today.”
Our team is special because our collaboration is organic and we have many committed members. Mr. Shackelford, Zach Thiede, and upperclassmen to novices prioritize our learning, experience, and understanding of debate conceptually, which in turn improves performance.—Zion Wirthlin-Ngugi, class of 2026
“Mr. Shackelford is an incredible force on this team, and the Rowland Hall debaters and I couldn’t be more grateful for his dedication,” said Layla. “The Rowland Hall Debate team would cease to exist without the overwhelming amount of care and coaching Mr. Shackelford invests in the team. As I’ve mentioned, the debaters are incredible people, but it’s Mr. Shackelford who cultivates their talent and effort into a cohesive team that is capable of achieving results that lead to Tournament of Champions qualifications. It’s an honor and a privilege to be coached by him, and he deserves immense amounts of praise for both the success Rowland Hall has found debating and the truly uplifting and positive environment on the team.”
After all, it’s this uplifting and positive environment that will continue the momentum of this season, and returning members are excited to build on the team’s latest success. They also recognize the exceptional group they are part of.
“Our team is special because our collaboration is organic and we have many committed members,” said Zion. “Mr. Shackelford, Zach Thiede, and upperclassmen to novices prioritize our learning, experience, and understanding of debate conceptually, which in turn improves performance.”
This team-first approach also builds confidence, and while the debaters can’t know for sure what the future holds, their collective experiences over the last three years have shown them that they can believe in themselves and are capable of holding their team to their newest standard of excellence.
“Success breeds expectations, but as an optimist, I've found that expectations dictate outcomes,” said Mike, who knows that the state of Rowland Hall’s debate program is solid—and its future promising. “Our students can compete against anyone, on any topic, in any format. Our program is as strong as ever thanks to great student leaders and mentors who continued the guidance for each new batch of young debaters and reinforced a culture of success.”
Rowland Hall Debate State Performances 2023
Below are Rowland Hall’s top performances at the 2023 state tournament, by debate event.
- Informative Speaking: Senior Angel Wang earned an excellence rating in this event, where debaters present a 10-minute prepared speech that seeks to inform and explain.
- Lincoln-Douglas: Senior Julia Summerfield was Rowland Hall’s top performer in this event, finishing as a quarterfinalist for her solo debate on the Supreme Court.
- Impromptu Speaking: Ninth grader Anya Ellahie was a finalist in this event in which debaters are given a random topic and have one to two minutes to prepare before delivering five-minute speeches.
- Extemporaneous Speaking: Senior Zachary Klein took second place in this event in which debaters are given a current-event question and have 30 minutes to research, write, and deliver seven-minute speeches. Senior Amelie Corson was also a finalist in the event.
- Student Congress: Sophomore Andrew Murphy took second place in this event where students lead and participate in a simulation where they debate different pieces of national legislation. Ninth grader Zion Wirthlin-Ngugi also finished in the top five of the event.
- Policy: Seniors Ruchi Agarwal and Layla Hijjawi took first place in this event for their debate on the best proposals for NATO security. Juniors Marina Peng and Logan Fang, sophomores Eli Hatton and Aiden Gandhi, and ninth graders Enzo Rust and Baker Campsen all had winning records in Policy, finishing in second, third, and fourth, respectively. That's a clean sweep!
- Public Forum: Senior teammates Micah Sheinberg and Anna Hull took first place in this event for their debate on the pros and cons of India's space program. Junior Sophie Baker and sophomore Elena Owens also made it to finals, giving them the co-championship. Senior teammates Amelie Corson and Iman Ellahie, as well as the team of junior Harris Matheson and ninth grader Harrison Lasater, were quarterfinalists in the event.
Debate
The rhythms of West Africa, created by Tiya Karaus’ second graders, filled the chapel.
It’s a chance to expose students to different art forms and give them opportunities to interact with experts in artistic fields. They get to see the arts in action and start making connections between themselves and the outside world.—Tiya Karaus, second-grade teacher
Some students took turns on dundun drums while others danced, each taking a part in telling a story. The activity was part of the Artist in Residence program at the Lower School, which brings musicians, painters, photographers, dancers, and more onto Rowland Hall’s McCarthey Campus each spring. For Tiya’s class, the artist was dancer and drummer Déja Mitchell, who was instructing the students on the kuku rhythm, a celebratory call-and-response drumbeat that, in Guinea, is used to signal the return of women to the village from a successful fishing outing. Opportunities like these, Rowland Hall teachers agree, are a great way to deepen student learning and connect them to the larger community, which is what makes the Artist in Residence program so special.
“It’s a chance to expose students to different art forms and give them opportunities to interact with experts in artistic fields,” said Tiya. “They get to see the arts in action and start making connections between themselves and the outside world.”
In addition to West African drumming and dancing, this year lower schoolers took part in learning about photography with artist Kirsten Hepburn, and explored modern dance with a performer from Tanner Dance. The arts are an important part of a Rowland Hall education from the earliest stages of learning. Music and visual arts are woven into the curriculum in Beginning School classrooms, and regular music and art classes are part of the weekly schedule in the Lower School. In the middle and upper schools, students are given multiple opportunities to take part in a variety of artistic endeavors. The arts enjoy a place of prominence at the school not only for the joys they bring, but also for the lessons they teach. Music, dance, theatre, painting, and other means of artistic expression give the students windows into experiences that they may not otherwise be privy to, and also provide mirrors to their own experiences and how they connect them to the world. They also are a way of learning that feels natural to children.
“The whole child is a musical child, is a dancing child, is an artistic child,” said McCarthey Campus music teacher Susan Swidnicki. “That’s part of being human.”
Part of the human experience for Tiya’s students also involved learning about the people on the other side of the world who invented the rhythms they played and the dances they performed. Along with the music and dance, Déja shared with the class the history behind the rhythms and dances, and how and why they evolved. “It’s a way for them to connect with another part of the world and get a deeper appreciation of other people and cultures,” she said.
We live in a very noisy world. For children to do that kind of focused concentrating, listening, and responding is really important to their learning.—Susan Swidnicki, music teacher
A deeper cultural competency is just one of the additional benefits Tiya’s students are gaining through the Artist in Residence program. Self-control and cooperation are two other skills they have developed as they played the drums and learned the dances. Every student will tell you the kuku rhythm isn’t just about where you strike the drum, but also how hard you hit it. You have to have the balance. And you have to be listening to what others are playing, and watching the movements the dancers are making, in order for everything to work together.
“We live in a very noisy world. For children to do that kind of focused concentrating, listening, and responding is really important to their learning,” said Susan. “It’s a great lesson in how to get along with others collaboratively and joyfully.”
The students also gain confidence in themselves, not only as artists but as people. After all, drumming is not easy. But if you mention the term “kuku” to them, they do not hesitate to show you. Dozens of hands instantly start drumming on tables.
“It’s a full-body experience for them. It’s hard work when you are little, and you have little hands,” said Tiya. “As one student said, ‘I love this so much, but my hands are so tired.’”
Academics
This story won Gold in the "Magazine Writing" category of the 2022 InspirED Brilliance Awards.
By Ashley Atwood and Robert Wilson
Original Watercolors by Annie Nash, Class of 2023
Editor's note: This piece is republished from Rowland Hall's 2021–2022 Annual Report.
In May, Upper School science teacher Rob Wilson embarked on an opportunity of a lifetime: a trip to Ketchum, Idaho, to reside in the home of Ernest and Mary Hemingway as a visiting scholar. There, he wrote teaching resources based on his own use of Hemingway in the science classroom, as well as conducted the property’s first biological inventory. It was both a personal journey and a chance for the educator to invite students into his experience, showing them what is possible when you pursue and cultivate knowledge and passion.
In late 1939, riding the high of celebrity built as a bestselling author and international war correspondent, Ernest Hemingway traveled to the newly built Sun Valley resort in Idaho on a publicity trip. While the writer was familiar with opportunities like this, it’s almost certain he was unprepared for the impact this trip would have on his life. From that first visit, he saw the Wood River Valley—home to Sun Valley and the former mining town of Ketchum—as a refuge, an idyllic place in which to socialize, hunt, fish, and write. He returned often over the next 20 years, and in 1959 moved to Ketchum full time with his fourth wife, Mary, after their exile from Cuba. The home they bought would be their last together, a place in which they could recharge, write, and entertain, whispers of cottonwood leaves and the rumble of the Big Wood River their constant companions. It is also where, on the morning of July 2, 1961, Ernest’s life ended in the foyer.
Mary Hemingway kept the home after her husband’s death and continued to visit it until her own passing in 1986, when she bequeathed it to The Nature Conservancy with instructions that it be turned into a nature reference library. In 2017, ownership of the house passed to The Community Library of Ketchum, which today honors the Hemingways’ legacy in Idaho through preservation work and educational opportunities, including an annual seminar that attracts those captivated by the author’s life and work. In 2019, the library completed a renovation of the home’s ground-floor garage into an apartment for visiting writers and scholars—a space in which invited guests can take in the landscape that inspired one of the greatest writers of a generation, find sanctuary in which to create, and walk away changed by this house of light.
Silkworms
That night we lay on the floor in the room and I listened to the silkworms eating. The silkworms fed in racks of mulberry leaves and all night you could hear them eating and a dropping sound in the leaves. I myself did not want to sleep because I had been living for a long time with the knowledge that if I ever shut my eyes in the dark and let myself go, my soul would go out of my body.
— Ernest Hemingway, “Now I Lay Me”
For a long time I avoided seeing the house. When I went to Ketchum, I would visit the grave in the town cemetery or the monument on Trail Creek, but I did not want to see the house. It seemed like an invasion of privacy, and it was not until I was invited late last year that I laid my eyes upon it. When I was invited to stay there, I was both thrilled and frightened; I was afraid that I might not be able to sleep knowing what happened in the foyer.
My first night in the house I did not fall asleep for a long time, until I slept deeply in the wee hours of the morning and awoke with a start from a bad dream. There was a hint of light to the east, and I could hear a robin. Ecologist Aldo Leopold calculated that “the robin will give voice when the light intensity reaches 0.01 candlepower.” I’ll take his word for it. I got up and made coffee and went outside to watch the day emerge. Four geese came downstream and turned around right in front of me and landed in the channel. A house wren commenced to sing. Eventually, some pine siskins and a ruby-crowned kinglet started talking. The sun lit up the peaks of the Boulder Mountains. Like a flash, the sun came out from behind a layer of clouds on the eastern horizon, and the house lit up. Glorious! The place was alive, truly alive. I came in to make breakfast, and only then did I realize the hour had already passed of the event that I’d been afraid would haunt me too much. The life of the land and the house outshines the darkness of the foyer.
— Rob Wilson, May 2022
* * *
Rob Wilson fell in love with the writing of Ernest Hemingway in eighth grade.
To this day, he remembers the thrill of that first reading of The Old Man and the Sea: how the novella brought to mind his own fishing trips with his dad. His mind readily painted a picture of the story’s setting: the boat, the deck, the handlines so different from his own rod and reel.
He remembers, as a high schooler, discovering a hardbound copy of Hemingway’s short stories on his dad’s bookshelf late one Friday and spending hours flipping its yellowed pages, reading long into the night. He remembers bonding with college friends over Hemingway, as well as quiet evenings during his early career as a field biologist, sitting on a cabin porch in southern Idaho and watching the sun set over the Pioneer Mountains above Sun Valley as he, again, made his way through Hemingway novels: The Sun Also Rises, A Farewell to Arms, For Whom the Bell Tolls.
Hemingway’s writings were one of the first influential connections Rob had into the life of an artist, his stories and novels windows into worlds different from Rob’s in many ways, but also strikingly similar, with familiar streams of human experiences running through each tale. With each passing year, Rob began to see beyond the adventure stories that had first captivated him. Each new reading, supplemented by his accumulating life experience, became an opportunity to get lost in a story’s subtext. In Hemingway, Rob also found a kindred spirit—someone who, like him, respected the natural world. “Hemingway noticed the little things around him, and how they lived,” Rob said. The author’s writings are abundant with those observations: how trout hold in a clear river, for example, or the features of a wildfire-blackened mountainside, all described in such honest, sharp ways that it heightens the real-world experience of being outdoors.
In 2015, while re-reading Hemingway’s short story “A Pursuit Race,” Rob’s connection to Hemingway deepened in a new way when he realized how well its understated portrayal of alcoholism and heroin withdrawal could be applied to his health class lesson on substance abuse. He thought it would complement the textbook he usually used for the lesson, but more effectively invite students to contemplate the human impact of substance abuse in a way a textbook can’t.
“What fiction is,” he explained of that choice, “is a way to invite you into examining life.”
It was a successful experiment, one that excited both Rob and then-Head of School Alan Sparrow. Over the years, Rob began adding more texts to his lesson plans, including Aldo Leopold’s A Sand County Almanac and Robin Wall Kimmerer’s Braiding Sweetgrass, as well several Hemingway short stories: “Now I Lay Me” for its themes of metamorphosis, “The Snows of Kilimanjaro” for its tie to the climate, and “Big Two-Hearted River” for its portrayal of earth systems. Like the living creatures he brings to campus—pigeons for genetics, jellyfish to animate the history of life on Earth—Rob has found that Hemingway texts are an effective resource to enrich students’ understanding of science concepts. They’re also unexpected.
Research continues to make it clear that interdisciplinary learning, combining two or more subjects into one activity, benefits students by broadening how they think and how they approach problem solving.
“Students can be strict about silos,” he said, referring to the kind of thinking that draws lines around areas of study: students should reference a textbook or case study in science class and read Hemingway in English class. But research continues to make it clear that interdisciplinary learning, combining two or more subjects into one activity, benefits students by broadening how they think and how they approach problem solving. Hemingway’s signature iceberg approach—the idea that an author should allow a story’s deeper meaning to be implicitly realized by the reader—is an effective method for stretching young minds, allowing students space to lean on their own interpretations and observations.
“This is a major component of my teaching strategy,” said Rob. “If I tell you something, you are more likely to forget it. If you discover it for yourself based on what I provide, you will remember it and be proud of yourself.”
Many Hemingway stories build this skill with multiple examples of inference and deduction, forms of logic necessary to the scientific process, as well as sensory details that can deepen an understanding of natural sciences. While he was in Idaho, one of the stories Rob had his ninth-grade biology students read was “Now I Lay Me,” throughout which narrator Nick Adams, a soldier convalescing behind the front lines during World War I, refers to the sound of silkworms devouring mulberry leaves in his room. It was a natural tie to the class, which had been observing and caring for their own colony of silkworms that spring. Over the weeks, thanks to their worms’ diet of mulberry leaves, the class had watched the invertebrates grow from eyelash-sized hatchlings to fat, round, white worms. And as they read the story—for many, their introduction to Hemingway—that experience both provided a mental picture and enhanced the story’s subtext.
“It was easier to visualize the things described in the reading,” remembered Loc Ossana-Aoki, while classmate Rachel Brague added, “Having silkworms in the classroom helped emphasize the story, showed the bigger picture. Knowing about silkworms, I understood the emphasis on the man's experience.”
It was an experience that helped drive home the ideas that science isn’t static and that interdisciplinary connections enhance learning in exciting ways. Much like a Hemingway story, the students realized, there is always another layer to discover, something new to take away, to enrich overall understanding.
“Without any knowledge or experience, you can read these stories and understand what is happening,” explained Rachel, “but once you know more, the simple writing suddenly seems like the story is much longer and filled with more information than before.”
In past years, Rob has had students share Hemingway discoveries like these in class, but this year’s trip to Idaho gave them an opportunity to make even more connections among the stories, their studies, and his experience when he invited them to ask questions about his time away. “They were really curious,” said Rob. “All I did was say, ‘What would you like to know?’ and they asked questions for the entire period.” Discussion flowed around the Hemingway property’s major geographic features and how they change over time, natural selection, and the landscape itself: mature cottonwoods and blue spruces the Hemingways may have looked upon, a house wren whose call Rob imitated, and pileated woodpeckers whose strikes Rob demonstrated by knocking on the whiteboard. Rob also shared how he placed the class silkworms on the writing desk as he composed his own work, a metamorphosing muse, and his own feelings of fear, peace, and reverence for the sacred space.
“It was really personal for him,” said student Winston Hoffman, “but I think all of us appreciated what he had to say because he was trying to include us in the experience. It was like we had been there too, almost.”
Grasshoppers
As he had walked along the road, climbing, he had started many grasshoppers from the dust. These were just ordinary hoppers, but all a sooty black in color. Nick had wondered about them as he walked, without really thinking about them. Now, as he watched the black hopper that was nibbling at the wool of his sock with its fourway lip, he realized that they had all turned black from living in the burned-over land. He realized that the fire must have come the year before, but the grasshoppers were all black now. He wondered how long they would stay that way.
— Ernest Hemingway, “Big Two-Hearted River, Part One”
I headed north on Highway 93 around 1 pm. It was cool and windy, and I could see flurries of snow in the mountains ahead of me. I always feel such great anticipation during this part of the drive, and I remembered making the drive at other times of the year, doing other things with other people, and always having the sense that I am gravitating toward Ketchum. It’s funny to think of the warm summer nights on Big Cottonwood Creek, when I sat on the porch and looked across the Magic Valley to the Pioneer Mountains and wondered who had watched them fill with snow and returned to see that the snow had melted. Nothing about the drive reminded me of my dad except loading the car, driving past the duck club on the Jordan River and the other one on the Bear River, looking for ducks when I passed canals, geese in fields, bridges over rivers, and birds circling; the exit at Tremonton that we used to take to hunt and fish in Swan Valley (in the winter, the ducks would circle over the cottonwoods and disappear and reappear over the channel under the branches, closer than you were ever used to seeing them); looking out into the sagebrush, wondering if it held sage grouse; and the drive to Magic Valley where we took our last hunting trip that winter, when I broke through the ice on the Big Wood River, and I didn’t know if it would be 10 inches deep or 10 feet.
What I did not know going north is how much better I would understand this way when I took it, just a few days later, going south. I drove on knowing that I could share this experience and return to it.
— Rob Wilson, May 2022
* * *
Rob’s journey to his Hemingway House residency began in September 2016, when he received an invitation to that year’s Ernest Hemingway Seminar from his best friend from graduate school, Jeff Motychak. Titled Hemingway and Nature, the seminar was to feature discussions on “Big Two-Hearted River” and aimed to, in the words of The Community Library, “stimulate deep thinking about the role of nature in Hemingway’s works.” It was a perfect opportunity for two natural scientists fascinated by Hemingway and would play a transformative role in Rob’s life. “I was so deeply inspired,” Rob remembered. “I came back different.”
Rob has participated in the seminar each fall since, and in 2019 joined the planning committee to assist in its arrangement. His annual journey north is a pilgrimage of sorts, where he observes the landscape, reflects, and recharges. It’s also a chance for him to connect with Hemingway enthusiasts—literary scholars, scientists, art curators, educators, writers, and the curious public—who gather to examine a Hemingway novel, topic, or even passage. It was through these discussions that Rob built a relationship with the library, which in September 2021 extended a writer-in-residence invitation, initially hoping Rob would use the time to write the Hemingway lessons he had developed into teaching resources for other educators, a goal that would expand in the intervening months. And though he knew the experience would be deeply personal, he and Upper School Principal Ingrid Gustavson also knew it was a valuable opportunity, a chance to further help students perceive, seek, and discover connections in their learning, and they decided he would schedule the trip during the school year.
“So much of what we're doing with kids in education is modeling lifelong learning,” explained Ingrid. “This opportunity allowed Rob to explore, through his biologist lens, his observer lens, the home of a literary giant and give a new perspective on it.”
So many scientists know the quantitative evidence of what they’re looking at, but the quantitative evidence doesn’t matter unless you know who you’re impacting.—Annie Nash, class of 2023
It’s this kind of thinking that can change students’ lives. For upper schooler Annie Nash, who was first introduced to Hemingway in 2020 as one of Rob’s ninth-grade biology students, and who identifies as both a scientist and an artist, the confluence of subjects in Rob’s classroom felt natural, freeing her to think about how she can apply both sides of herself to her life’s work.
“I never really imagined art separate from the sciences,” she explained. “Science is artistic, nature is artistic, math is artistic—we can’t separate them.” And the older she gets, Annie said, the more she realizes an interdisciplinary approach to education is preparing her for a dynamic world that needs creative-minded and collaborative thinkers to take on its big challenges. “So many scientists know the quantitative evidence of what they’re looking at,” she said, “but the quantitative evidence doesn’t matter unless you know who you’re impacting.”
An aspiring pharmaceutical scientist, Annie knows her personal definition of success depends on more than an understanding of analytical chemistry and biostatistics. One area she’s especially concerned about is the historically negative impact of medicine on marginalized communities. She worries that the traditional approach to science education, one that focuses strictly on data, leaves scientists removed from the real-world impact of their work, and she believes applying topics like English, art, and history to her science studies helps her recognize worrying trends in her desired field so she can do her part to interrupt them. Novels and short stories are especially powerful ways to frame this history, she’s learned. More than other media, they effectively invite readers to reflect on humanity’s shared history and paint an understanding of how the human journey—what we’ve believed, what we’ve valued, how we’ve lived—has shaped the current world so readers can take away lessons for their own lives.
“You understand the time period but also separate the good and the bad—and then further the good in your own studies,” said Annie. “Scientists are sometimes viewed as being antisocial hermits who are detached from real-world issues. I want to break this stereotype so that I can encourage others to be empathetic in their research, to always strive to better the world.”
Cottonwoods
Best of all, he loved the fall. The leaves yellow on the cottonwoods, leaves floating on the trout streams, and above the hills the high, blue, windless skies.
— Ernest Hemingway, eulogy for Gene Van Guilder
I can track with my eye the flow through the deepest part of the channel that would have ruptured the beaver dam. The flow is deflected off of the bedrock wall. Parts of the channel are visible from the east-facing windows, and it is easy to imagine that residents of the house would have watched the river shape this bend over the years. They would have seen cottonwoods bloom with beet-colored catkins, fill in with lush green leaves, and fill the air with a distinct perfume; leaves yellow on the cottonwoods; and the transformation to black and white skeletons against the winter land. From here, they could watch the plumes of snow raised by the wind from the highest peaks. They would have heard the gossip of geese and had a view into the nests of hawks and private lives of kinglets, and been witness to the comings and goings of myriad birds throughout the year. It saddens me to know how much Ernest would have enjoyed this setting over the decades he could have lived here and did not. He has left us his gifts of perception so that we may enjoy it ourselves and teach others to experience the sublime and to protect it.
Teaching is a service of paying forward knowledge, skills, and values that enable another to cope and thrive in an ever-changing world. You can’t be a beacon if your light doesn’t shine. Mary could have walked away, and she chose to stay and have the house protected in perpetuity. The house on the hill of bedrock above the sea of cottonwoods is a beacon that both signals danger and radiates hope.
— Rob Wilson, May 2022
* * *
The house on the hill is designed to maximize its view.
From its wide patios, large windows, or broad lawn, visitors gaze upon a landscape of colors and textures: snow-capped peaks of the Boulder and Pioneer mountains, the Big Wood River flowing over gray stones, the dark trunks and lush foliage of black cottonwoods that, in late spring as they burst into new life, fill the warming air with a honey scent.
Cottonwood forests, or galleries, tell a story of resilience: their survival depends upon the ability of seedlings to keep their roots in contact with capillary fringe, the area of soil that draws moisture from the water table. When flood conditions are met, the trees grow in cohorts, but most years, due to weather or human disruption, those conditions are not met. As a result, one cohort of cottonwoods matures to nurture the next, a process that strengthens the entire gallery.
There are times, though, when a cottonwood forest stops regenerating altogether, a process that happens so gradually the untrained eye misses the first signs. For the caregivers of the Hemingway House and its estate, a loss like this—of Mary’s desire for how the property would continue on—would especially hurt, and so Rob volunteered to conduct the first biological inventory, a task necessary to fully realize Mary’s vision.
“It's the library’s mission, as stewards, to protect that little bit of land,” he explained. “The biggest thing I could offer was to describe the living landscape for them.”
In addition to writing teaching resources, Rob spent hours of his residency walking the property’s 13.9 acres looking for cottonwood saplings as evidence of regeneration and documenting the landscape, from the bedrock on which the house stands to the kinglets and house wrens calling into early spring mornings, all of which he included in a reference document for the land’s ongoing protection and conservation—his personal contribution to its stewardship. “This idea of stewardship is: if you're here, it's your job to take care of things,” said Rob. “That's maintaining a landscape, if that's what you have the opportunity to do, or a place, or a relationship.”
A recurrent theme at Rowland Hall is: be the change you want to see in the world. That’s stewardship. My message to students is they can be interested in something and cultivate it and watch it become bigger and better than they ever imagined.—Rob Wilson
As a scientist, Rob has too often seen how our time in history is marked by a collective lack of stewardship, from climate change to the imperiled animals he studies, and he believes each individual plays a role in stewarding our world. He knows that if in his classroom he can tap into our shared humanity by breaking down learning silos and showing students how their passions, whatever those are, connect to something bigger, he can better prepare them to be the people the world needs.
“A recurrent theme at Rowland Hall is: be the change you want to see in the world. That’s stewardship,” said Rob. “My message to students is they can be interested in something and cultivate it and watch it become bigger and better than they ever imagined.”
It’s a perspective that can be found in hundreds of ways across Rowland Hall classrooms, from cross-disciplinary teaching partnerships in the Upper School to experiential learning in the Beginning School. “Adults at Rowland Hall model so well how to see connections in the world, to get excited about learning across disciplines,” said Ingrid. “No one is too young or too old to discover things we really care about, then go deep and figure out how to teach them to others, support a cause, or further someone else's learning.”
This sharing of knowledge is often viewed as a pinnacle of education, a way of students continuing the journey their teachers set them on. Just as a younger cohort of cottonwoods benefits from the stability and nourishment provided by an older cohort, students benefit from their teachers’ examples, then go on to share what they know. “The true test of a student's learning is not the answer they write on an exam,” said Rob. “It is how they share what they learned with the people around them.”
Ingrid remembered seeing evidence of this truth in May when she stopped by Rob’s classroom to find him and three earth science students caring for tanks of betta fish and the class jellyfish, Calypso. Rob encouraged the students to tell Ingrid about the creatures, which they excitedly did, showing her how they harvest brine shrimp for jellyfish food and test the water, and sharing who was caring for the animals over the summer. In that moment, Ingrid said, she realized the students had fully taken ownership of their learning. “This is theirs now,” she thought.
“I always thought science was supposed to be very straightforward—not bringing your own opinion, your own feelings into it,” said Hope Thomas, one of the students in the classroom that day, and Calypso’s summer caretaker. “For a while, it made it a hard subject for me because I’m a very creative person.” But being in Rob’s classes, where she’s encouraged to see connections among areas of study that another science teacher may never approach, Hope realized that making science personal wasn’t just okay, it was necessary to understanding, and taking on, the challenges of today.
“It makes it more applicable to us when we can think about science in a more personal way,” she said. “When you care about it more, you are more willing to take action.”
And ultimately, this is the goal of education: to help students make meaningful connections about what matters to them and take action to leave the world a better place than they found it. It’s a lesson, Rob has found, that means more to him with each passing year and is especially clear when he returns to The Old Man and the Sea, the book that started his journey, and the one Hemingway himself called “an epilogue to all my writing and what I have learned, or tried to learn, while writing and trying to live.” With the benefit of time, study, and lived experience, said Rob, it’s now more than just a fishing story—it’s a reminder of what is most precious in the time he has.
“What gets me now,” he said, “is the poignancy of how brief a moment is going to be.”
Authentic Learning
Banner photo credits: Ernest Hemingway by Robert Capa (c) International Center of Photography/Magnum Photos; Mary Hemingway courtesy of the Jeanne Rodger Lane Center for Regional History, Dorice Taylor Collection. Other photographs provided by The Community Library and Rob Wilson.
Special thanks to The Community Library for their partnership on this story.
For this year’s debate team, there may be one thing that feels better than claiming Rowland Hall’s second consecutive region and state titles.
Doing it in person.
After two years of online-only competition, debaters from across the state were able to gather in person once again for the 2022 regional and state tournaments. After numerous Zoom-room competitions, said Mike Shackelford, Rowland Hall debate coach, these in-person gatherings were a welcome change.
"A return to in-person debate was rejuvenating,” said Mike. “Sure, it meant more planning and earlier mornings—but it also meant pep talks and motivational speeches, real-time collaboration, bonding and playing together between rounds, and supporting one another by watching final rounds as a group. It allowed our students to be truly seen and heard by their opponents, judges, and teammates." And it was especially exciting for the team members who hadn’t yet experienced in-person debate events. “They didn't even know what they were missing,” said Mike.
Sophomore Zac Bahna was one of these students. He experienced his first year of competition—where he placed third in Foreign Extemporaneous Speaking at state—on Zoom, and now understands the contrast between the two settings.
We were able to foster an environment in which everyone was willing to help each other out and push each other to succeed.—Zac Bahna, class of 2024
“The in-person experience is a lot different but more fun,” said Zac, who, with fellow sophomore and partner Harris Matheson, took third place in this year’s Public Forum event. “You get to talk to debaters from other schools and hang out with your teammates between rounds. Although last year’s debate season was still a great experience, the team felt more isolated and disconnected when we were all debating from our own homes. The state tournament was one of the first times that I could really feel the good energy of a team environment.”
That energy makes a difference for Rowland Hall not only because the team plays up a division into the 3A classification, pitting them against larger schools, but also because they had to spend a lot of time preparing for individual speech events—an area they don't practice during the regular season—to be competitive.
“It was so awesome to see so many Rowland Hall debaters come together and push themselves to compete in different events than they normally would and work together to achieve a common goal,” said Zac. “We were able to foster an environment in which everyone was willing to help each other out and push each other to succeed.”
As a result, the team walked away from the state tournament with their second consecutive 3A state title (their total score, 108, was 33 points higher than the second-place team) and an impressive list of performances:
- Senior Samantha Lehman took first place in National Extemporaneous Speaking, an event in which debaters are given a domestic affairs question and have 30 minutes to research, write, and deliver seven-minute speeches.
- Senior teammates Ella Houden and Kit Stevens took first place in Public Forum, an event that includes short speeches interspersed with three-minute crossfire sections, on the topic of the pros and cons of organic agriculture. Senior Samantha Lehman and junior Micah Sheinberg as well as sophomores Zac Bahna and Harris Matheson closed out the top three spots, giving them a co-championship.
- Junior Layla Hijjawi and sophomore Joey Lieskovan took first place in Policy, an event in which teams advocate for or against a policy change resolution, for their take on the best proposals for water resource protection. Juniors Ruchi Agarwal and Julia Summerfield also went undefeated in this event, giving them the co-championship, while senior George Drakos and sophomore Gabe Andrus, as well as sophomores Marina Peng and Logan Fang, tied for third place—a clean sweep of the top four spots! (Learn more about how debaters across the state, including Rowland Hall students, prepared for this topic in The Salt Lake Tribune.)
- Freshman Aiden Gandhi took fifth place in Lincoln-Douglas, a solo debate event, for his speech on journalistic ethics.
- Junior Zachary Klein took third place in Foreign Extemporaneous Speaking, an event in which debaters are given a foreign affairs question and have 30 minutes to research, write, and deliver seven-minute speeches.
- Freshman Andrew Murphy took fifth place in Student Congress, a competition in which students lead and participate in a simulation where they debate different pieces of national legislation.
- Junior Micah Sheinberg took fourth place in Impromptu Speaking, an event in which debaters are required to prepare and deliver speeches on a random topic, with only one to two minutes to prepare.
Samantha Lehman also made school history by being the first Rowland Hall student to win an individual state championship in three different debate events over her high school career. The senior said the accomplishment showed her that she can successfully debate on both national and state levels—and reminded her of what she’s learned over four years.
Debate has made me more confident in my voice.—Samantha Lehman, class of 2022
“Debate has made me a more confident person,” said Samantha. “I’ve always been willing to put myself out there, but debate has made me more confident in my voice, in my ability to convey ideas. I know how to speak to a specific audience, to use my research skills and cater arguments to different groups. I know how to speak efficiently and clearly, in a way that’s not pedantic. I know more about the world: criminal justice issues, arms sales, international relations, water, climate change—subjects you would never find out just in school and reading the news.”
This perspective was echoed by ninth grader Aiden Gandhi, who emerged as a team phenom in his novice season, taking fifth place in Lincoln-Douglas at his first state tournament.
“The season allowed me to grow and learn about topics and ideas that I never would have explored otherwise,” said Aiden. And though he is thrilled about the accomplishments of this year, he’s even more excited about his personal growth. “I think I am most proud of achieving the growth that I did this year in debate. It means that I will be better equipped for next year and future debates.”
It’s this kind of attitude, found across the team, that promises continued excellence for Rowland Hall Debate. Even after graduation, said Samantha, she’ll be keeping an eye on the team—she’s that excited about what lies ahead. Zac and Aiden, also looking forward to what's in the team’s future, have already promised to contribute to ongoing success by challenging themselves and their teammates, cultivating a positive and fun environment, and building community.
“I am excited for the opportunity that next year's season brings to connect, grow, and improve,” said Aiden.
Debate
Research is clear: Investing in early childhood education is a smart move. Not only is it one of the surest ways to set students on paths of lifelong curiosity and well-being, but it’s also been proven to enhance both individual lives and society at large. At Rowland Hall, thanks to a focus on evidence-based education, we have long been crafting a top-tier early childhood program centered around best practices for young learners during crucial years of their development. As a result, students leave the Beginning School viewing themselves as capable knowledge-makers, ready to thrive in the next stage of their joyful educational journeys.
In Melanie Robbins and Mary Grace Ellison’s kindergarten classroom, a small sign hangs over a row of student cubbies. It’s inconspicuous, but, once noticed, seems to summarize the day-to-day happenings of the energetic and vibrant room.
“Play,” it states, “is the work of childhood.”
This Jean Piaget quote, beautifully succinct, is a reminder that the activities that take place in Melanie and Mary Grace’s room, and in all Rowland Hall Beginning School classrooms, are not just fun—they’re incredibly meaningful, and essential to children’s development. By tapping into the most natural and essential of early childhood activities—play—educators are building crucial connections in young brains and setting a joyful foundation for discovering, exploring, embracing, and creating knowledge.
On a Thursday morning in February, the Piaget quote kept watch over a bustle of activity among the kindergartners. Walking by, a casual observer may have thought the activity was free play, but there was a thoughtful academic purpose behind the fun: the five- and six-year-olds were busy making their way through an array of learning centers designed for their Animals in Winter unit, a study of how animals hibernate, migrate, and adapt during the coldest months.
It was a time of play—and yet it was about so much more than the play. The longer the class was observed, the more apparent it became that a trove of educational and developmental benefits were taking shape just below the surface.
At one table, two girls bent over the covers of the animal reports they were creating for the unit; using library books as guides, they illustrated their chosen animals, a chipmunk and a fox, on the report covers. Nearby, a group of students, sprawled across cushions, worked on core literacy skills on iPads, while another, more rowdy, group rolled an oversized die and moved animal figurines across a homemade playing board. On the far side of the room, students looked through a pile of materials—empty oatmeal canisters, bits of cardboard, string—to be crafted into an animal habitat. In between these stations, children sorted animal pictures into groups or practiced writing letters, some with crayons on paper, others with fingers in sand. For an hour, the students enjoyed the freedom to sample whatever most appealed to them at any given moment, and to take from the group what they needed—for a few, it was a time to step back to reflect and quietly work on activities alone; for others, to engage with peers.
It was a time of play—and yet it was about so much more than the play. Like taking a cursory glance at a frozen winter landscape, which doesn’t reveal the rabbit blending into the snow or the entry to an animal den, just glancing at the fun would have limited the viewer’s understanding of what was occurring in the classroom. The longer the class was observed, the more apparent it became that a trove of educational and developmental benefits were taking shape just below the surface: Students cutting materials for the animal habitat or practicing writing the letter S with stumpy crayons were honing fine-motor skills. Those at the game board were mastering math by matching the number of dots on the die to the number of spaces they had to move. And all around the room, students were building social skills, whether while waiting for a turn or while navigating a disagreement.
“This is the power of early childhood,” said Melanie.
A Solid Foundation
At Rowland Hall’s Beginning School, an emphasis on well-grounded early childhood research, such as that around the benefits of purposeful play, is at the heart of the student experience—and for good reason. Between the ages of three and six, the time during which they begin to attend school, children’s brains are in the midst of a tremendous evolution that educators need to understand to fully support.
“The three-to-six age range is marked by huge transformation in the architecture of the brain, and the structures that get laid down during that time will persist,” said Principal Emma Wellman, who has led the Beginning School since 2018, and, in the 2021–2022 school year, took on the expanded role of Beginning School and Lower School principal. During the preschool and kindergarten years, Emma explained, foundational behaviors, aptitudes, skills, and values are ingrained in the brain, so it’s essential that children’s first teachers know how to positively impact this development.
“Early childhood teachers are laying the foundation for lifelong learning in terms of how students relate to school and to one another, and to themselves as learners and workers,” said Emma.
During the preschool and kindergarten years, foundational behaviors, aptitudes, skills, and values are ingrained in the brain, so it’s essential that children’s first teachers know how to positively impact this development.
Through thoughtful play and other proven early education tactics, educators can boost brain-building in ways that last: studies show that students who attend early childhood programs are more likely to later demonstrate high-functioning skills, such as strong emotional and social intelligence, curiosity, and discipline, and more likely to report high rates of fulfilling relationships and fulfilling careers. And it’s not just individual lives that benefit; there are also economic advantages to investing in early childhood education. Dr. James J. Heckman, professor of economics at the University of Chicago and an expert in the economics of human development, has found that investments in early childhood education result in the highest rates of economic returns, both for individuals and society at large. Simply put: investing in early childhood education is one of the best ways to greatly impact lives.
“You’re giving extra support in a time when it matters most,” said Emma.
An Emphasis on Relationship
When it comes to how children relate to school, teachers are often the key factor, and this is especially true in early childhood classrooms, where the trust educators build with young students sets them on paths of learning, curiosity, and self-discovery. In fact, said Emma, because warm, trusting relationships are strongly shown to be vital to early learning, they’re the first thing she recommends people look for when exploring preschool and kindergarten programs.
“The most important thing is the teacher-student relationship, because learning happens in the context of relationship,” she explained. “Everything is built on that.”
In the Beginning School, a focus on relationship, alongside an emphasis on reciprocal respect between teachers and students, guides everything from class sizes to division specialties; as a result, students remain at the center of decision-making. A focus on relationships also encourages more natural student participation in classroom happenings, an essential component to building brain connections in young learners.
“We want to make sure that kids remain in charge of big chunks of their own learning so that they don’t become dependent on the grown-ups to drive it for them,” said Emma.
This ownership over learning expands during children’s time in the Beginning School. As they build strong relationships with their students, teachers can encourage them to work on mastering both early academic skills and self-care activities. Through a process known as scaffolding, teachers support students as they make their way through the zone of proximal development—that is, the difference between what a child can do without help and what they can do with guidance and encouragement from a teacher. It’s a way to meet each learner where they are their own individual development, and it can be applied to both academic subjects, like building foundational skills in number sense and phonological awareness, or life skills, like putting on a coat or a mask.
“School is the perfect place for that practice to happen and to develop those skills, which are critical in other learning,” said Beginning School Assistant Principal Brittney Hansen ’02. “We take our time to let everyone learn that they can do an activity all by themselves and feel that confidence, that sense of pride, and carry themselves a little bit taller because of it.”
A Child-Sized Experience
It’s not difficult to find students owning their learning in the Beginning School: the process can be observed in the 3PreK student working to zip her coat, the kindergartner choosing a quiet-time book from the classroom library, and the 4PreK student sorting a pile of twigs, pine cones, and leaves gathered during outdoor classroom. Active learning is around every corner.
“All of our learning is entirely exploratory and we foster kids’ natural curiosity,” said Kelley Journey, the Beginning School’s experiential learning specialist. “We give kids a lot of authentic opportunities to learn in real-world situations.”
The design of the building even encourages this exploration; you don’t need to walk far into the Beginning School to realize that the place is built for young learners. Bulletin boards, supplies, and books are set at the children’s eye level. Easy-to-access cubbies provide space for each person’s belongings. Child-sized restrooms are attached to classrooms, encouraging independence (while also providing reassurance that trusted adults are nearby, if needed). Simple decor and minimal reference material leave room for imagination. All of these choices, explained Brittney, are based on sound research and made mindfully and intentionally to encourage natural curiosity and to empower students to move effortlessly among spaces as they follow their interests or learn to manage their personal needs.
“A key function of early childhood education is for students to learn, to be able to take care of themselves and their belongings, to feel ownership over their space and learning environment, and to feel confident navigating the school,” said Brittney.
Educators in the Beginning School are very intentional about integrating areas of learning in meaningful, authentic ways for children.—Brittney Hansen ’02, Beginning School assistant principal
Beginning School days are also set up to harness the ways in which children learn best: there are moments of active play as well as quiet time, and educators stretch young brains with both structured lessons and space for choice and self-exploration—what Rowland Hall often refers to as choice and voice. This inclusion of choice, explained Kelley, is important for all students, but especially significant to young learners who often don’t feel they have a lot of control over their lives: when much of your day includes being told what to do, and when to do it, by adults, having choice in how you want to learn—alongside access to child-sized structures and materials that allow you to work without a grown-up’s help—you begin to view yourself as a capable knowledge-maker. Students given choice can see themselves as scientists, engineers, or artists, and they believe in their ability to find solutions, improve processes, or add beauty to the world.
And because Rowland Hall is an independent school, Beginning School teachers (like teachers across all of the school’s divisions) have the flexibility to explore the topics that spark their students’ interests. They’re naturals when it comes to identifying subjects that light up students’ eyes, and they enjoy the flexibility to adjust lesson plans in order to follow these paths, weaving foundational academic knowledge into the areas their individual classes wish to explore.
“Educators in the Beginning School are very intentional about integrating areas of learning in meaningful, authentic ways for children,” said Brittney. “We are less about saying, for instance, ‘Now is our time for science.’ Instead, we think of something that’s captivating and interesting for the child and then say, ‘It’s my job to figure out how to weave science into this.’”
A Community of Learners
There is a common refrain about Rowland Hall’s Beginning School: “This is a happy place.” Visitors frequently comment on the division’s warm atmosphere and often report feeling a sense of joy during their time there. For Emma and her leadership team, these reactions to the school aren't a coincidence; they’re confirmation that Rowland Hall is providing support exactly where it’s needed—for young learners, as well as for the adults who make their education possible.
Rowland Hall is so special. All faculty members are complete lifelong learners and continually challenge themselves to practice the best theories and pedagogies for children.—Kelley Journey, experiential learning specialist
“One way we show respect to teachers is by giving them opportunities and responsibility to be learners in their own right, to continue their own professional lives,” explained Emma. And this is important because early childhood programs that prioritize the well-being of their educators see numerous benefits—for instance, teachers with supportive administrators spend more of their time focused on students, and they’re more likely to stay with a school for the long haul. Professional development opportunities at Rowland Hall range from growing personal passions or areas of growth, like when kindergarten teacher Melanie Robbins helped incorporate outdoor classroom into the division’s curriculum, to exploring ways teachers can support Rowland Hall’s mission and strategic priorities, such as when 4PreK lead teacher Isabelle Buhler studied equity and inclusion in the early childhood programs.
“Rowland Hall is so special,” said Kelley. “All faculty members are complete lifelong learners and continually challenge themselves to practice the best theories and pedagogies for children.”
They challenge each other too: faculty are encouraged to share takeaways from their professional development experiences, a practice that supports one another’s engagement with, and investment in, their essential roles. It’s a practice that also ensures everything they do comes back to students: by staying current with early childhood research findings, the Beginning School team can provide the school’s youngest learners with what they most need, creating a solid educational foundation for those students and, at the same time, illustrating for them the value of learning.
And it’s perhaps this practice that best explains why the Beginning School is such a happy place: it’s a place that highlights the thrill of learning, where students see in teachers the lifelong benefits of staying curious, and where, through the eyes of children, adults are continuously reminded of the pure joy of discovery, of allowing curiosity to take you to new places, and of understanding just what you’re capable of.
It’s the magic of early childhood.
Looking for a preschool or kindergarten? Download Rowland Hall's tips for picking a top-tier early childhood program.
Academics
Arts
In preparation for this year’s dance concert, Integrated, middle and upper school students researched topics related to technology, AI, and how we as humans relate to these machines in our everyday lives. Students thought critically about their personal experiences with tech and created pieces inspired by their findings and curiosities. Their works explore how we can utilize AI as a resource moving forward, while also giving space to the many moral and existential questions that come along with developing non-human intelligence. Two Upper School students, Hayley Trockman and Mattie Sulivan, reflected on their own processes and interviewed peers to give the audience an inside look into the complex questions underlying this year’s concert.
Reflecting on Process: Dance Students’ Voices on Integrated
By Hayley Trockman, Class of 2024, and Mattie Sullivan, Class of 2025
During the summer workshop our dance teachers, Sophia Cutrubus ’18 and Grace Riter ’18, presented us with the question: how can we express our thoughts about the advancement of technology through dance? At first, we were unaware of just how many different paths we could take to explore this growing industry. But as we dove deeper, we discovered that this topic left us with endless questions and conversations to have. Both our Intermediate and Advanced Dance Ensembles classes endeavored to answer these questions with open minds and a willingness to delve into our movement explorations.
How can we express our thoughts about the advancement of technology through dance?
Junior Mattie Sullivan decided to ruminate on their individual relationship to transforming technologies, using their piece to uncover a duality that often comes with spending huge amounts of time online.
“When I was presented with the theme of this year's dance concert I felt excited, overwhelmed, and honestly scared,” said Mattie. “Walking into dance class this year, I was full of ideas but really struggling to articulate them. Even a couple of days ago I was reminded of our initial question: can you really express all of these feelings through dance? But in the few weeks leading up to the concert, I feel confident that our relationships with AI and technology have and will continue to be voiced.”
They continued, “The Internet has been my primary form of communication with those I care about and my main source of entertainment. On the flip side, I have observed the detrimental effects an Internet addiction can have on a person. For my piece, I focused on both of these aspects of Internet usage. By manipulating the energy qualities of my movement I was able to portray both loneliness and connection. In our creative processes, we dove into the complexities of using the Internet and AI, and through movement we have been able to tell our unique stories.”
In Mattie’s work with the Iron Lions robotics team captain, junior Evan Weinstein, they discussed how technology has a different kind of intelligence than humans do. Evan highlighted that we don’t need to fear AI; rather, we should focus on how we set boundaries around its use.
He said, “AI is incredibly important because as we learn to harness the power of computing, technological strides become more accessible. When we don’t need to worry about spending time regulating budgets and doing mundane tasks, the future workforce will be able to put our collective energy towards doing new things while AI can maintain what we already know. Additionally, AI will be able to pick up on patterns that humans can’t. This level of pattern recognition can also help us predict and regulate our response to relevant social and environmental issues.”
While neural networks and AI are incredible tools, they are just that—tools. We can learn to use them as innovators and problem solvers, but at the end of the day they can only perform as well as we teach them.
Evan also pointed out, “While neural networks and AI are incredible tools, they are just that—tools. We can learn to use them as innovators and problem solvers, but at the end of the day they can only perform as well as we teach them. AI is an advancement that we need to understand and accept. I urge the support of AI and hope that we can help learn within our communities to set our generation up for success.”
Senior Hayley Trockman gave a look into what her process looked like as she learned about how AI-generated images are created.
“I believe in integrating technology into our lives with human intelligence guiding its role,” said Hayley. “I began the process of choreographing a piece that specifically looked into the ways that AI-produced images are created from our insecurities and unrealistic beauty standards. However, after speaking with Rowland Hall staff member Ashley Atwood, her advice of ‘accepting the new and upcoming’ resonated with me. I realized that we can’t put all of the blame on technology—because we are actually the ones feeding it the ideal body image through our engagement with social media. Whether it be likes and positive reactions, or critical comments, AI recognizes this trend in data and takes that information to generate its own images. My piece is a commentary on that process. The use of mirrors as props represents how AI-generated images become both reflections and distortions of our own insecurities.”
Senior Lauren Bates pivoted the conversation in a new direction, with her inspiration coming from the increase in the use of AI to help process grief.
“My initial idea dealt with how AI does not feel or process grief the same way that we do,” said Lauren. “However, as I did more research, I found a number of articles talking about ‘Grief Tech.’ I learned that there is already technology that allows people to feed information from their loved ones who have passed into AI chatbots. Subsequently, the software can recreate their personality and identity. This has brought up a lot of ethical and psychological concerns, along with questions about if this is a healthy way to process grief. I was initially inspired to create this piece after listening to Kendrick Lamar’s ‘United In Grief’ and applying its meaning to dance. For me, dance has always been a way to express ideas that are too difficult to express with words.”
I hope that our audience will resonate with both our fear and love of technology, and spend a minute thinking about their own relationships, both on and off the screens.
As we have reflected on the past months of choreographing, researching, and critically evaluating our relationship with tech and AI, we hope that the concert encourages our audience to turn inward and think about how they relate to technology in their own lives. As Mattie Sullivan said, “I hope that our audience will resonate with both our fear and love of technology, and spend a minute thinking about their own relationships, both on and off the screens.” We want this moment in time to allow viewers to take pause and evaluate where we are and how we want to move forward.
Student Voices
“In my darkest nights and brightest days, in times of unbridled joy and unbearable heartbreak, poetry has been a refuge, a soothing companion that gives voice to emotions I can’t always articulate on my own.”
This reflection on the power of poetry was given by First Lady Dr. Jill Biden as she appointed the five 2023 National Student Poets at the White House on Monday, November 13. Rowland Hall senior Gabriella Miranda was among these poets, representing the West Region of the United States. She was joined by Jacqueline Flores of Zolfo Springs, FL (Southeast Region), Miles Hardingwood of Brooklyn, NY (Northeast Region), Shangri-La Hou of Saint Louis, MO (Midwest Region), and Kallan McKinney of Norman, OK (Southwest Region).
Gabby has an instinct for images and rhythm that resonates through the deepest channels of human experience.—Joel Long, Upper School English, creative writing, and literary magazine teacher
In addition to welcoming the poets and their families to the White House, event organizers worked with the honorees’ high schools to arrange live watch parties, which allowed many of Gabby’s classmates, teachers, and well-wishers to gather in support of the celebrated young poet. School representatives were also asked to introduce their students, each of whom shared an original poem. Joel Long, Upper School English, creative writing, and literary magazine teacher, had the honor of introducing Gabby prior to her reading of her poem “Almanac.”
“Gabby showed her gifts as a writer from her first classes with me in ninth grade,” Joel shared. “As a voracious reader and a lover of words, Gabby has an instinct for images and rhythm that resonates through the deepest channels of human experience.”
The 2023 National Student Poets were chosen by the Institute of Museum and Library Services and the Alliance for Young Artists & Writers from a group of high schoolers who collectively submitted more than 24,000 works in the 2023 Scholastic Art & Writing Awards. From a pool of National Medal recipients, 40 semi-finalists were identified as the most gifted young poets in their regions, based on their originality, technical skills, and personal voice, and invited to submit additional poetry and performance videos to distinguished jurors for the final selection of the five National Student Poets, chosen for their exceptional creativity, dedication to craft, and promise. The National Student Poets serve as national poetry ambassadors, sharing their passion for poetry, literacy, and the literary arts with their communities and throughout their regions, and each received a $5,000 academic award.
Congratulations, Gabby!
Arts
Most middle school–aged students aren’t yet driving cars—but at Rowland Hall, some of them are already flying planes.
That’s because aviation is just one of the opportunities available to seventh and eighth graders as part of Rowland Hall’s expansive electives curriculum. And while some may think of electives as classes meant to give students downtime, or pad out schedules, nothing could be further from the truth.
“Electives not only enrich the core subjects students are taking, they also introduce new areas of study and interest,” said Middle School Principal Pam Smith. “Students can dive deeper into subjects they find interesting and discover passions they never knew they had.”
Middle School students use elective classes to look at the world and the skills they are learning in new and different ways. They discover competencies, and how to put them to work to become people the world needs.
Students use these classes to look at the world and the skills they are learning in new and different ways. They discover competencies, and how to put them to work to become people the world needs. Currently, seventh- and eighth-grade students have dozens of options to choose from when it comes to electives. Topics range from guitar to app design, and cover a range of diverse fields of study including fine arts, multimedia production, climate science, and public art and discourse. (Sixth graders, while not eligible for elective classes, are introduced to many of the concepts in their foundation classes with subjects like computer science, music, and debate.)
“Electives give students more of a voice and choice in the curriculum,” said Pam. “When they choose a class, it often leads to a greater investment in what’s being taught, as well as incorporates concepts they are learning in their other classes.”
Some of the electives offered are direct offshoots of core curriculum. Math teacher Jen Schones, for example, decided to start teaching personal finance as a Middle School elective after being told by several people that they wished they had learned about money management in school. Now she is helping students use addition, subtraction, percentages, and other math skills to discuss concepts like budgeting, investing, building credit, and taxes—skills they’ll use for the rest of their lives.
“The thing I stress to students a lot is that every decision you make with money has a consequence—both good and bad,” Jen said. “We do simulations looking at various choices like career, location, living expenses, and potential financial emergencies, and then students decide if they are willing to live with those choices, or if they would have done something different.”
The class also walks students through financial matters they are currently facing or will face in the near future. Paying for college is a topic of conversation, as is how to set a budget and save for a goal that is weeks, or even months, into the future. Guest speakers come in to talk about investment opportunities students could engage in now, including apps that allow them to buy stocks or money market accounts.
“I actually had one student ask their parents for a custodial IRA for Christmas after hearing about it in class,” said Jen. “Students are really responding well to the course, and not only learning skills for later, but putting some skills into action right now.”
Elective courses not only give students the opportunity to use skills they are learning in different ways, but also awaken them to aptitudes they didn’t know they had.
“There’s this misconception that you are either creative or you are not,” said visual art teacher Anne Wolfer. “I really try to help the kids push through and get to the mindset that we are all creative and that it just takes time, dedication, and a lot of hard work.”
In the public art elective, students unlock their creative minds by learning the many ways that art is created in communities, how a piece goes from an idea to a finished work, and the benefits of art in community spaces. It’s a great way for students to feel further connected to the community around them and to see themselves as contributors to a shared community. If you are walking through Salt Lake City’s 9th and 9th neighborhood, stop to take a look at the large mural that now graces the side of the Tower Theatre. The sweeping mountains, flowers, and a butterfly were all painted by Rowland Hall students. “It feels like we have a bigger connection to 9th and 9th now,” said eighth grader Callie L. “It’s like we are leaving a piece of ourselves there.”
“The kids are really putting themselves out there with this mural,” added Anne. “And in doing so they are gaining confidence in their abilities and preparing themselves to move on to bigger and even more expansive projects.”
Students aren’t the only ones given the opportunity to take on more expansive projects in electives; teachers do as well. Bill Tatomer was teaching math and American studies at Rowland Hall when he decided to put his 20-plus years as a Navy pilot to use for the benefit of the students. He now teaches three different aviation courses in the Middle School, covering everything from basic principles of flight, aerospace science, and aviation design to engineering, careers in aviation, and flight training. During the course of the program, some students even earn their drone TRUST certification, while others take their first steps to getting their private pilot’s license.
“The exposure these classes create, especially as a Middle School student, is truly incredible,” said Bill. “Additionally, when I see students have fun and thrive in the environments created by these classes, whether they continue in aviation or not, my heart is full. I love what I do, and I so love sharing this passion with Rowland Hall students.”
I wanted to be a pilot for as long as I can remember, and the classes I took from Mr. Tatomer really gave me a leg up. I still use the information I learned today, and I utilize some of the lessons in my own teaching as well.—Davis Kahler ’17
The students love it too. Now-ninth grader Alexa Tracey admits she was a bit nervous when she found herself at the controls of a plane at the age of 14, but she knew she was ready for it because of all she had learned in Bill’s class. “It was nice to be able to know that I knew what was going on and that I was somewhat qualified to fly,” she said. “I would love to be a pilot someday, and taking this class made me realize getting my pilot’s license is an attainable goal.”
Alexa wouldn’t be the first Rowland Hall student to have found a career path thanks to the Middle School electives program. Alumnus Davis Kahler ’17 got his pilot’s license and is now working towards his hours as a commercial airline pilot while also teaching flying in Dallas.
“I wanted to be a pilot for as long as I can remember, and the classes I took from Mr. Tatomer really gave me a leg up,” said Davis. “I still use the information I learned today, and I utilize some of the lessons in my own teaching as well.”
The elective courses at Rowland Hall give students the opportunity to differentiate themselves as individuals while deepening their understanding of core subjects through additional knowledge. They allow them to explore and learn new things and develop lifelong interests in subjects they otherwise may have missed out on. They also are a lot of fun.
Electives allow students to take flight.
Banner: Students in the Middle School's metal arts class, another elective option, working on a project in spring 2023.
Authentic Learning
Can art save the Great Salt Lake?
It’s a question that students have been asking all year at Rowland Hall through dance, visual arts, and other mediums. In May, the question was laid out in black and white with the production of The Great Salt Film, a one-act play commissioned by theatre teacher Matt Sincell and Upper School students that examines the issues of the lake, and how, or even if, the artistic pursuits of teenagers could have an impact on a looming environmental crisis.
I wanted to empower them to have a voice in the creative process ... to see how art can impact people.—Matt Sincell, theatre teacher
“The play centers on a group of teenagers in a short-film competition to bring awareness to saving the Great Salt Lake,” said Matt. “We start to understand what their frustrations are with feeling powerless, and being asked to solve these problems but feeling like they have no voice and no vote.”
These are feelings the young actors in the play related to and were able to work through by helping create a new piece of art. Playwright Rachel Bublitz brought drafts of the play to the students and allowed them to contribute to not only the semantics of the work, but also to its overall structure and theme. “I wanted to empower them to have a voice in the creative process,” said Matt. “This was a way for them to see how art can impact people.”
The impact is already being felt in small ways. More than $500 was raised through the world premiere of the play, all of which went to FRIENDS of Great Salt Lake. This may not seem like much, but that is a key message of the play: every bit matters. The character of Truth, played by ninth grader Anaïs Bray, makes that point by emptying one bucket of water at a time into the dying lake. “It’s all about the small steps,” she said. “Truth’s mindset is: ‘It’s the best I can do and I need to do what I can do.’”
The bigger impact will be putting the play out into the world. Now that it has premiered at Rowland Hall, it is eligible for publication and subsequent production at schools and theaters all over the world. People who have never even heard of the Great Salt Lake will be able to learn more about its shrinking, and the environmental impact. They will also learn the names of the first cast to perform the play, as they will be printed on every future edition. “It’s fun to know that I’m the first person to do this role,” said ninth grader Henry Olsen.
The message is one of hope.—Owen Thomas, class of 2023
The impact is also through the students who participated in the creation of the play and its first production. They now possess a sense of agency to pick up and examine complex dilemmas and not shy away from them, no matter how insurmountable they seem. After all, there is a lake to save.
“I think the message is one of hope,” said twelfth grader Owen Thomas. “This isn’t a battle we’ve lost yet, but we still have a long way to go.”
Theatre
The rhythms of West Africa, created by Tiya Karaus’ second graders, filled the chapel.
It’s a chance to expose students to different art forms and give them opportunities to interact with experts in artistic fields. They get to see the arts in action and start making connections between themselves and the outside world.—Tiya Karaus, second-grade teacher
Some students took turns on dundun drums while others danced, each taking a part in telling a story. The activity was part of the Artist in Residence program at the Lower School, which brings musicians, painters, photographers, dancers, and more onto Rowland Hall’s McCarthey Campus each spring. For Tiya’s class, the artist was dancer and drummer Déja Mitchell, who was instructing the students on the kuku rhythm, a celebratory call-and-response drumbeat that, in Guinea, is used to signal the return of women to the village from a successful fishing outing. Opportunities like these, Rowland Hall teachers agree, are a great way to deepen student learning and connect them to the larger community, which is what makes the Artist in Residence program so special.
“It’s a chance to expose students to different art forms and give them opportunities to interact with experts in artistic fields,” said Tiya. “They get to see the arts in action and start making connections between themselves and the outside world.”
In addition to West African drumming and dancing, this year lower schoolers took part in learning about photography with artist Kirsten Hepburn, and explored modern dance with a performer from Tanner Dance. The arts are an important part of a Rowland Hall education from the earliest stages of learning. Music and visual arts are woven into the curriculum in Beginning School classrooms, and regular music and art classes are part of the weekly schedule in the Lower School. In the middle and upper schools, students are given multiple opportunities to take part in a variety of artistic endeavors. The arts enjoy a place of prominence at the school not only for the joys they bring, but also for the lessons they teach. Music, dance, theatre, painting, and other means of artistic expression give the students windows into experiences that they may not otherwise be privy to, and also provide mirrors to their own experiences and how they connect them to the world. They also are a way of learning that feels natural to children.
“The whole child is a musical child, is a dancing child, is an artistic child,” said McCarthey Campus music teacher Susan Swidnicki. “That’s part of being human.”
Part of the human experience for Tiya’s students also involved learning about the people on the other side of the world who invented the rhythms they played and the dances they performed. Along with the music and dance, Déja shared with the class the history behind the rhythms and dances, and how and why they evolved. “It’s a way for them to connect with another part of the world and get a deeper appreciation of other people and cultures,” she said.
We live in a very noisy world. For children to do that kind of focused concentrating, listening, and responding is really important to their learning.—Susan Swidnicki, music teacher
A deeper cultural competency is just one of the additional benefits Tiya’s students are gaining through the Artist in Residence program. Self-control and cooperation are two other skills they have developed as they played the drums and learned the dances. Every student will tell you the kuku rhythm isn’t just about where you strike the drum, but also how hard you hit it. You have to have the balance. And you have to be listening to what others are playing, and watching the movements the dancers are making, in order for everything to work together.
“We live in a very noisy world. For children to do that kind of focused concentrating, listening, and responding is really important to their learning,” said Susan. “It’s a great lesson in how to get along with others collaboratively and joyfully.”
The students also gain confidence in themselves, not only as artists but as people. After all, drumming is not easy. But if you mention the term “kuku” to them, they do not hesitate to show you. Dozens of hands instantly start drumming on tables.
“It’s a full-body experience for them. It’s hard work when you are little, and you have little hands,” said Tiya. “As one student said, ‘I love this so much, but my hands are so tired.’”
Academics
Chloe Jones ’11 is back on familiar ground. As the new executive director of UtahPresents, and the assistant dean for art and creative engagement for the College of Fine Arts at the University of Utah, her home base is now Kingsbury Hall.
“I took my first dance class at Tanner Dance when I was two,” Chloe said. “I have vivid memories of being in Kingsbury Hall growing up. It’s surreal to be back on campus in this new capacity.”
I am very committed to continuing our mission of bringing diverse artistic and cultural experiences here to
Salt Lake.—Chloe Jones ’11
While Chloe’s office may be in Kingsbury Hall, the mission of UtahPresents reaches well beyond the grand staircase that leads to the theater. The organization stages performances and cultural experiences across Salt Lake County with the help of several partner organizations. It is also instrumental in arts education, with programs spanning from kindergarten through high school, and into colleges and universities.
“I was drawn to UtahPresents because of the organization’s strong foundation, and I’m excited to continue building on the successes they have had in the past,” Chloe said. “I am very committed to continuing our mission of bringing diverse artistic and cultural experiences here to Salt Lake.”
Chloe is one of the hundreds of thousands of people who make art possible in communities around the world, but she’s not who you might think of when you think of someone who works in the arts. You may picture an actor or prima ballerina, or an up-and-coming sculptor with a hot new show, and while those people are important, they aren’t all the arts have to offer—and are actually a very small part of the overall puzzle.
“A career in the arts is not only about being a performer,” said Sofia Gorder, Rowland Hall’s arts chair of dance education and Chloe’s former dance teacher. “The way we frame a career in the arts has to really shift and change and recognize that it is part of a larger whole, rather than an isolated marginalized space where very few succeed.”
The opportunity to explore different facets of the arts is one of the reasons Chloe is now with UtahPresents. In her new role, she said she is asking what is possible within the arts, and how to tap into the sense of curiosity that brings people to the spaces where art occurs. “Often younger individuals’ relationship to art is through their own practice of art or through consumption of art,” she said. “There are infinite ways to be an artist or an arts worker. That's the beauty of the arts—the space for imagination, creativity, and innovation is vast.”
And those active in the arts will tell you that art should not be centered around a person or persons in the spotlight, but instead involve entire communities. The more voices and contributions to the process, the richer and more profound it becomes. That is the power of art, and its presence enriches the lives of everyone it touches. This is why schools, including Rowland Hall, so strongly emphasize the importance of arts education.
“Art turns up the volume on our nerves so we confront the world in a way that is more human. It allows us to see the world and feel the world, perceive that world that is richer because of the lenses that art gives us,” said Chloe’s former English teacher Joel Long, who teaches Upper School English and creative writing at Rowland Hall today. “All those things heighten our ability and our vulnerability and allow us to enter the world more fully.”
Chloe also knows it isn’t just how art connects us to the world, but also how it connects us to each other and spurs us to action, making us brave in the times when we are most fearful. “I think the arts give us inroads to understand different social issues,” said Chloe. “They are a critical way of convening and building community around those issues. I feel very strongly we need the arts to inspire us.”
Chloe’s education at Rowland Hall laid the groundwork of her arts-filled career. She was a Lifer, or a student who attended the school for 12 or more years. She described the school as her community growing up, and said she is especially thankful she was chosen as a Cumming Scholar in ninth grade. During high school she was a member of the dance company and the co-editor-in-chief of the literary magazine, Tesserae. But it was the more intangible skills she gained that proved to be the most useful.
Rowland Hall made me a critical and curious thinker, and reinforced my love of questions and helped me become more creative and strategic in trying to answer those questions. It was such a nurturing and academically challenging environment, and that combination made me more resilient—and you need to be resilient to pursue a career in the arts.—Chloe Jones ’11
“Rowland Hall made me a critical and curious thinker, and reinforced my love of questions and helped me become more creative and strategic in trying to answer those questions,” she said. “It was such a nurturing and academically challenging environment, and that combination made me more resilient—and you need to be resilient to pursue a career in the arts.”
After Rowland Hall, Chloe attended and graduated from Wesleyan University, and began her career working at the Wesleyan Center for the Arts. From there she went to The Yard, a residency supporting performers and creators on Martha’s Vineyard, where she worked as director of development and associate producer before becoming executive director. Moving through the organization helped her develop skills in fundraising, nonprofit management, curation, and programming. “It was a unique opportunity to invest in the creative process by supporting new work development, while also investing in public programs that build community through the arts,” Chloe said.
“I’m super proud of her. She has done amazing things,” said Joel of Chloe’s work in the arts. He’s also excited about how these skills promise to now make an impact on Chloe’s hometown. “I am thrilled that she is doing something that will matter to her and could matter to others in relation to the arts,” he said
Now back in Utah, Chloe is certainly applying these early career experiences to her new role. UtahPresents engages more than 45,000 people throughout the Salt Lake Valley in the arts every year through performances, education, and outreach, and Chloe hopes to see those numbers grow and to see experiences diversified. Currently, they are looking at more off-site performances and opportunities like the “Stagedoor” series, where the audience enters from backstage and then sits on the stage to watch the performance.
“It's been energizing to rejoin a campus community at the University of Utah and tap into the sense of curiosity that exists in that environment,” Chloe said. “It is helping me ask the question of what else is possible within the arts. This job really is a homecoming of my dreams.”
It’s a dream homecoming for Salt Lake and the extended community as well. Chloe is set to open doors to a whole new generation of artists, arts sector professionals, and patrons of the arts. Because of her work more people will know what’s possible, and it all started with a Rowland Hall education that never discounted the power of the arts.
Alumni
One common thread you’ll find across Rowland Hall classrooms this year is students’ dedication to protecting the Great Salt Lake—and to educating and inspiring others to do the same.
On February 10 and 11, middle and upper school students took this work to a new level when they used Submerge, this year’s winter dance concert, as a springboard to more widely educate the Rowland Hall and larger Salt Lake communities about the lake through art.
I hope audience members not only learned something new and were spurred to make change, but felt as though this problem isn't some looming, overwhelming thing, but something that can be tackled. I also hope they took away how art can bring many people together, create change, and shape the world for the better.—Mackenzie White, class of 2025
“The arts have the important job of identifying the issues of the day and reflecting, expressing, and interrogating those issues in order to build on-ramps to community development,” explained Sofia Gorder, arts chair of dance education. To further ensure that attendees had the information they needed to get involved, the dancers collaborated with five local organizations—Brolly Arts, FRIENDS of Great Salt Lake, Great Salt Lake Collaborative, Save Our Great Salt Lake, and The Nature Conservancy—who generously agreed to set up tables for concert-goers interested in learning more, and to help promote the event. (Thanks to the collective efforts of all involved—including an essay by senior Anna Hull and a spot on FOX 13—Submerge became the school’s best-attended dance concert ever.)
But the event went even further when it came to inspiring attendees through the arts. Audience members were also treated to two Great Salt Lake–inspired student visual art installations, displayed outside the Larimer Center for the Performing Arts: one of three-dimensional paper tiles, the other of ceramics. It was a way to deepen the learning, but also, the students hoped, to inspire people to leave motivated to help contribute to solutions that benefit us all.
“I hope audience members not only learned something new and were spurred to make change, but felt as though this problem isn't some looming, overwhelming thing, but something that can be tackled,” said tenth grader Mackenzie White, who choreographed the Submerge dance “Ritual Solitude” with junior Lilly Swindle, as well as contributed artwork to both displays. “I also hope they took away how art can bring many people together, create change, and shape the world for the better.”
We invite you to enjoy galleries of the dance concert and student artwork below.
Submerge Dance Concert
“It is a rare event that has the capacity to unite teens, kids, parents, divisions, multiple subject matters, and faculty to explore, discuss, invent, research, learn, and affirm each other's ideas toward solving a shared collective problem all in one night,” said Sofia. “I think these dances did just that.”
Great Salt Lake–Inspired Paper Tiles
A collection of paper tile reliefs, created by ninth- through twelfth-grade students enrolled in the intro to studio art class, lined the hallway leading to the Larimer Center.
“Students researched imagery of the Great Salt Lake, its flora and fauna, and came up with a visual language to represent the essential nature of their chosen subject,” said art teacher Rob Mellor. “We discussed not just the visible qualities, but sensory ones as well. How does one represent sound, or the feel of wind or salt on the skin?” Rob wanted students to think in modernist and reductive terms, and to work within a limited palette of colors that reflect those of Great Salt Lake’s biome.
Ninth-grade English teacher and poet Joel Long also contributed to the project by supplying short phrases from his own writings, which students digested as they brainstormed pieces.
Great Salt Lake–Inspired Ceramics
Concert attendees enjoyed a collection of middle and upper school students’ ceramic birds, as well as representations of microbialites (rock-like underwater structures made of microbes), in the east hallway display outside the Larimer Center. Some birds were sculpted individually, while others were part of totems (created by first trimester classes) or fountains (created by second trimester classes). Alongside their work, students posted facts about Great Salt Lake, further educating viewers.
“The kids were really excited to use their art as a way to speak out in support of the Great Salt Lake and to teach others about it,” said ceramics teacher Molly Lewis.
Arts
It’s clear: Rowland Hall students are inspired by the Great Salt Lake—and, in turn, they are inspiring others through their tireless work to educate themselves on the crises facing the famous landmark and their actions to save it. This dedication extends to the school’s middle and upper school dancers, who have spent the school year creating original pieces about the lake. As Submerge, the culmination of their months of work, approaches, senior dancer Anna Hull reflects on the vital role the arts play in activism.
Art and Activism: A Student's Interrogation
By Anna Hull, Class of 2023
I’ve been in a Rowland Hall dance concert every year of high school, and each one brings unique feelings of anticipation, pressure, joy, and the knowledge of success.
However, this year’s dance concert—titled Submerge, which will be performed on February 10 and 11—has a different purpose and relevance than our past shows. When Rowland Hall decided to apply the thematic focus of Great Salt Lake’s climate crisis to the 2022–2023 school year, the dance department adopted this matter as well. This thematic shift meant that along with dealing with costuming and choreography, we’ve been asking questions of the role of activism within the arts. Specifically, how do we address the depleting Great Salt Lake through dance and, at the end of the day, can we actually make an impact?
When we worked on our first Great Salt Lake–inspired piece during the summer workshop, a weeklong intensive for all Rowland Hall dancers that takes place each August, we loved the ways that Great Salt Lake, an integral feature of our childhoods in Utah, was integrated into the choreography: the number of people on stage reflected a change in elevation, echoing the declining water level of the lake, and the multiple scores intensified the piece over time. Despite the fact that the Advanced Dance students understood these elements and their reasoning, we were constantly questioning if the dance accurately portrayed the impending crisis—and did it do so to an extent that it would cause an audience to change their behavior, join the activist cause, or simply care?
When we finished the dance, we were shocked to see tears in the eyes of the audience. Despite our apprehension, our short performance had created a massive impact. Since then, we’ve been trying to recreate this outcome.
Our first time performing one of the dances inspired by the lake, “In Form Memoriam,” was at the Great Salt Lake outdoor auditorium following a University of Utah academic forum. We expected this performance to be a throwaway and felt largely unprepared both as dancers and as agents of change. However, when we finished the dance, we were shocked to see tears in the eyes of the audience. Sofia Gorder, our dance teacher, informed us that despite our apprehension, our short performance had created a massive impact. But what caused it to be so moving? Was it the kind of audience, the setting of the lake, or simply the experience of watching young adults perform? Since then, we’ve been trying to recreate this outcome and the relationship that occurred between us and our audience.
Our second showing, at the Rowland Hall Deliberate Dialogue event Aridity, did not quite succeed at this goal. Although the arts played a role in this event, they were placed as a finalé to speeches full of alarming facts and calls to action. And although the speakers eloquently conveyed their message, our glances toward the audience told us that the information was crushing, rather than motivating. We realized that the art needed a place at the forefront of the event in order to create a context, gain the audience’s attention, and establish an emotional connection rather than a cerebral one.
I hope that Submerge succeeds in representing our efforts as artists and activists, and that it doesn’t only leave the audience with a collection of information, but a desire to truly be a part of the solution.
So in preparation for Submerge, we’ve strategically recorded informative video clips conveying the magnitude and timeline of Great Salt Lake’s evaporation to accompany the dances, allowing logic to complement the art instead of overwhelm it. Moreover, each piece in the concert has a clear story that displays a human experience as an on-ramp to the dense material, rather than coercing a sudden wave of activism. This, to me, is the best way to use the arts to make social change. Performance has the unique ability to quickly and profoundly reach an audience, and only by using that connection can art be successful as advocacy.
Thus, I hope that Submerge succeeds in representing our efforts as artists and activists, and that it doesn’t only leave the audience with a collection of information, but a desire to truly be a part of the solution.
Update March 2023: Thanks to the efforts of students like Anna, Submerge became the school’s best-attended dance concert ever. View photos from the event.
Student Voices
Experiential Learning
Signs of spring are beginning to show on the McCarthey Campus, which means people are already hard at work preparing for end-of-year festivities. What might be surprising, though, is that not all of these people are grown-ups.
This year, fifth-grade interns have been playing important roles in planning some of Rowland Hall’s most exciting events, including the upcoming Richard R. Steiner Campus groundbreaking and Lower School Spirit Game. But events aren't the only way fifth graders are making a difference. That’s because the 2023–2024 school year is the inaugural year of the 5-I Fifth-Grade Internship Program, a first-of-its-kind optional leadership program that connects fifth graders with McCarthey Campus staff, administrative, and leadership teams for a yearlong authentic learning experience in which students make real impact on campus.
The in-school 5-I Fifth-Grade Internship Program is designed to help fifth-grade leaders:
• Take initiative
• Individualize learning
• Develop interests
• Impact the community
• Be inspired
In this first year alone, the program’s 34 interns are supporting 19 departments and teams, making it difficult to find an area of the beginning and lower schools that students aren’t impacting. They’ve helped to plan, execute, and lead Community Sings, Roar and Soar assemblies, Grandparents Day, and Maker Night. They’ve observed teachers and supported younger students with their math, reading, and writing. They’ve welcomed prospective families on campus tours. They’ve surveyed their peers to learn what they want to see on the new campus. And they’ve provided necessary behind-the-scenes support, from sorting the mail to answering technology support tickets.
“I think it’s cool seeing how the school works,” said fifth grader Anna F., one of three interns who’s helped create Lower School Spirit Nights, new opportunities for lower schoolers to come together to cheer on the Winged Lions. Classmate Bergen S., one of two interns who assisted with Grandparents Day and is now weighing in on the upcoming Steiner Campus groundbreaking festivities, added, “It’s a really good learning experience. It’s nice to know how much people in the offices contribute to our daily lives.”
Beginning School and Lower School Assistant Principal Brittney Hansen ’02, who led the design and rollout of the 5-I program, knows this kind of opportunity is developmentally appropriate for fifth graders, and right in line with the school’s strategic priorities, which emphasize authentic learning that increases student choice and voice. As the oldest students in the division, fifth graders are ready to stretch their leadership skills while also exploring their budding interests. They want to put into practice their talents and knowledge to better their school. And they’re interested in what it’s like to have a job, with many ready to explore the type of right-fit challenges that internships provide—and which can help prepare them for the next stage of their education.
“We’re looking at the trajectory for what they’ll need by middle school,” said Brittney. “What skills do they need to be successful?”
Photos by Charlie P., marketing and communication intern
And because Brittney and the Lower School principals team wanted to emphasize the real-world nature of the program, they kicked it off with an application process that echoes what students may one day see when applying for positions outside of school. Prospective interns were asked to write essays explaining why they wanted to join the program, what they hoped to learn, why they were strong candidates, and any areas of the school in which they’d like to work and why. They also needed a parent or guardian signature, as well as a letter of recommendation from an adult who wasn’t a relative or homeroom teacher because, as Brittney explained, “We wanted to give the kids practice in appropriately asking a grown-up for help in completing an application process.”
Building these kinds of life skills is important to the 5-I experience. “This program builds skills that are hard to learn in a classroom or traditional curriculum, like writing a professional email and responding in a timely way, or writing thank-you notes to express gratitude for someone giving their time to you,” said Brittney. Students also had to take on responsibility for their applications; although plenty of grown-ups were on hand to provide support and guidance, applicants were in charge of ensuring that their essays and other materials were completed and turned in on time. But the fifth graders weren’t deterred.
“I always get my work done and never say no to a little challenge,” read one aspiring intern’s essay. Another shared, “I am a hard worker. I always take my best shot at every challenge that comes my way.”
Thirty-four fifth graders—more than half of the class—submitted applications in which they made clear their excitement for this new opportunity.
And though the idea of the 5-I program had been met with enthusiasm by fifth graders, Brittney didn’t expect a big group for the first year (she originally envisioned a pilot program of 12 participants). However, 34 fifth graders—more than half the class—submitted applications in which they made clear their excitement for this new opportunity. Since October, these interns have been hard at work, connecting with mentors monthly and taking on tasks across campus that both teach them how the school runs and help them learn more about themselves.
For Anna, one of the interns behind Lower School Spirit Nights, a major takeaway from the program (so far) is an understanding of the effort it takes to transform big-picture brainstorming into a real community event. “It’s important because kids see how much work and effort go into major events, from thinking big to making it happen,” said Anna. She also shared how exciting it’s been for students to have a hand in creating school events. “It’s not a little bubble; it’s more real-world scenarios,” she said. “It really improves teamwork, and trying hard, and dedication.”
It also improves connections across grades. Fifth grader Katie P., one of two interns for the Student Support Team, gives mini lessons to kindergartners and third graders every week and is learning that working with kids is one of her passions. “It’s fun. We get to have a different experience every time,” she said. And as a longtime Rowland Hall student, Katie can also apply her own experiences to this work. “I remember when I was that young,” she said. “I remember when I was so confused or when I understood things.” By tapping into what helped her, she’s making concepts easier for students and building connections, especially with the third graders.
Importantly, 5-I also helps interns learn the value of their voices. Bergen, one of the interns who helped plan this year’s Grandparents Day, shared that he helped write the program script in collaboration with intern Zoe Y. and under the guidance of Associate Director of Alumni and Donor Engagement Marc DeCoste, and that being a part of that process was really fun. “They listened to me and asked me to contribute my ideas,” he said. Additionally, using the script to welcome visitors to campus for the event boosted Bergen’s public-speaking confidence. “I never spoke to a group that large before,” he said. “I felt like I knew what I was doing.”
These benefits go both ways. Adult mentors across campus are full of stories about how wonderful it’s been to have the interns’ support. Director of Enrollment Management Shuja Khan, for one, said his intern, Mila P., greatly benefited his team during the admission season, when she helped build the Rowland Hall community by giving time during recess every Tuesday morning for 12 weeks to welcome prospective families to campus. “Every family was surprised and happy to see her,” said Shuja. “Parents have so many interactions with teachers, administrators, and other parents, but it’s harder to have authentic interactions with kids.”
And Mila’s willingness to share her own experiences opened opportunities for Shuja and his team to have deeper discussions with families about curriculum and the school’s strategic vision. The Admission Office is so impressed they're already thinking about how they can expand opportunities for next year’s interns—and they’re not alone. Chief Information Officer Patrick Godfrey, whose team is supporting three interns, also looks forward to the future of 5-I.
Photos by Charlie P., marketing and communication intern
“This is a fantastic program,” said Patrick. “It’s a way for students to connect outside the classroom with people like me that they wouldn’t ordinarily connect with, and see other sides of the school that they would never see otherwise.” As a result, many members of the staff, especially those who don’t regularly interact with students, feel a deeper commitment to Rowland Hall’s vision. “It’s a more direct path to the why behind the work we do each day,” added Brittney.
This internship program is one example of how we're thinking creatively about learning.—Brittney Hansen ’02, Beginning School and Lower School assistant principal
It’s also a rewarding way for staff to see firsthand how authentic learning successfully builds skills and confidence in students, and helps those students actually see themselves as problem solvers and critical thinkers. For Patrick, who’s watched his team’s interns blossom as they’ve taken on tasks such as basic troubleshooting, running a light board, and beta testing software, this is the ultimate end product for a school.
“I have three students now who can troubleshoot classroom tech for teachers,” he said. “Kids are talking about it all the time when they go home; they’re really jazzed about it. There’s no cost but extremely high reward for students who participate. It’s a huge win for the school in my book.”
And it’s already promising to become a top experience for Rowland Hall’s fifth graders (younger students are even asking when it’ll be their turn to intern). Brittney said she could see it turning into a capstone-like project for this grade, marking the end of their Lower School careers—and serving as just one example of the exceptional outcomes of a Rowland Hall education.
“The Lower School team really does take the work of providing authentic learning experiences seriously and in a way that’s appropriate for our young learners,” said Brittney. “This internship program is one example of how we're thinking creatively about learning, in the broad sense, on this campus.”
Authentic Learning
Banner photo: Interns Zoe Y. and Bergen S. welcome visitors to Grandparents Day.
Utah has seen an influx of new residents in recent years—and not all of them have been welcomed with open arms.
Balsam woolly adelgids, fox squirrels, field bindweed, quagga mussels, and other invasive species have found comfortable homes in the state, and in some cases have made life difficult for native species by competing with them for limited resources. It’s a real problem, and it recently presented a perfect project-based learning opportunity for students in the seventh grade. Science teacher Lindsay Mackintosh challenged her students to use skills from across the curriculum to find a solution and put it into action—and maybe even impress scientists working in the field.
“The students designed and built traps to capture invasive insect species, and help ecosystems be more biodiverse by limiting their impact,” said Lindsay. “This required them to explore engineering concepts to research, build, and revise their traps.”
Engineering helps students become problem solvers and think critically..—Lindsay Mackintosh, seventh-grade science teacher
Engineering may appear to be an advanced topic for seventh graders, but these kids were up to the challenge. It all comes down to problem solving in a methodical way, while at the same time considering numerous possibilities. That’s why increasing engineering opportunities is expressly mentioned in the school’s strategic priorities.
“In making these traps they had to consider some constraints but also had freedom to be creative,” Lindsay said. “Engineering helps students become problem solvers and think critically.”
Research was the first order of business for the students, as all bugs can’t be caught the same way. “We had to do a lot of research so we could engineer the trap around the bug,” said seventh grader Atticus P., whose group chose the elm seed bug as their target. “We had to figure out, What does it eat? Where does it live?, and other things like that so we could catch it.”
The design and build process came next, with students doing multiple concept sketches and revisions before building their first prototype. There were lots of different factors to consider when coming up with designs. Students only had ten dollars total to spend on materials for their traps, and that wasn’t the only practical concern facing them.
“We had to think about where we would put it,” said seventh grader Ben D. “We had to think about how it would be sustainable so the wind or rain wouldn’t destroy it. We had to think about so many different things when creating a good and effective trap.”
Once the first prototypes were built most students found themselves going back to the drawing board. While that may have been frustrating for some, it was a valuable lesson that engineering is not a linear process. “Some groups had to make drastic changes when they saw their first prototype,” said Lindsay. “It was interesting to see them walk through this process and decide what changes they want to make.”
We took our mistakes, and we turned it into something better.—Harper J., class of 2029
“Our prototype was trash. It was really bad,” said seventh grader Harper J., who was in a group chasing down Japanese beetles. “We used Saran wrap to keep them from getting out, but it was too sticky, so we switched that out to mesh. We took our mistakes, and we turned it into something better.”
Students started their bug studies at the beginning of the school year, perfecting them by mid-November. Then it was time to present their inventions to scientists from the University of Utah who study invasive species. This is when they learned that you can have a great idea, but that might not matter if you don’t know how to communicate it. Presentation preparation built upon lessons the students had already learned as part of their writing curriculum, and seventh-grade English teacher Jill Gerber helped them apply those skills to the science realm.“We talk a lot about task, audience, and purpose in class,” said Jill. “That’s what they had to do here. Identify their key points and have a clear idea and message going into the presentations so their audience would come away understanding their content.”
This shift from focusing on their content to focusing on how the audience received it meant the students had to change the way they viewed the project. While they had a wealth of information about their bugs, the invasive species problem, and their design and construction process, all of that data could now be a hindrance to clearly and succinctly communicating their message.
“Our goal was to tell everyone how the trap worked, and what the purpose of the trap was, and how we would get the bugs to the trap,” said seventh grader Stella O. “We had to take a lot of information about the bugs out because the main purpose of the presentation was talking about the trap.”
In the end the presentations were successful, and the students not only got to show off their work, but also interact with working scientists. Additionally, they got a deeper understanding of how all learning is connected and, when used together, is greater than the sum of its parts: problem-solving skills learned in the science classroom can be applied to other subjects, and communication skills from English can be used to get messages across in any field. It’s a kind of understanding that’s already gone far beyond this fall project, continuing to benefit students in the second half of the year—and will undoubtedly continue to do so beyond seventh grade.
“Layering skills and concepts is something I know we all try to do,” said Lindsay. “That way we are giving students skills that are transferable and can be used across the curriculum and outside the classroom.”
It all adds up to creating people the world needs, whether they are building bug traps to combat invasive species or shaping solutions to the world’s hardest problems.
Authentic Learning
Tribulus terrestris is a deceptively lovely plant.
It fans out across surfaces with delicate fern-like leaves and, when in full bloom, displays tiny and charming yellow flowers.
Under the surface, though, this plant is a nightmare. More commonly known by names like goathead, tackweed, devil’s weed, and puncturevine, it has learned to adapt to almost any environment, pushing out native plants in its wake. It also has a myriad of defenses, making it hard to kill. Students in Rowland Hall’s fifth grade can tell you all about it. The first problem? The thorns.
“The thorns can get stuck in tires and shoes and all sorts of things,” said fifth grader August P. “It was sharp enough that it would just go through your gloved hands when you were pulling it. It went through the trash bags too.”
Hannah Blomgren got the fifth graders involved in puncturevine eradication efforts after seeing the vine’s damage on the trails along the river and realizing how perfectly the situation illustrated lessons she was teaching about the problem of invasive plants in Utah.
The roots also pose an issue. They go deep into the soil and spread around the plant in all directions. “You have to get all the roots,” said Katie P. “If you leave any of the puncturevine it’s going to regrow. It’s hard to pull it all out. Some of them were very heavy and bigger than they looked.”
The students battled the prolific and hazardous weed this fall as part of the Jordan River Commission’s puncturevine eradication efforts. Science Specialist Hannah Blomgren got the fifth graders involved after seeing the vine’s damage on the trails along the river and realizing how perfectly the situation illustrated lessons she was teaching about the problem of invasive plants in Utah.
“In fifth grade, we talk about what plants need to survive, and how invasive species use up the nutrients native plants need,” Hannah said. “We also discuss the environmental impacts involved, like erosion, especially in river areas.”
So in late September, the grade headed to Jordan Park on the west side of Salt Lake City to help remove the vines from fields and riverbanks. While working to pull the puncturevine, the students quickly learned that the tools provided to them (basic two-prong weed pullers) were not up to the task. “We noticed seeds were being left behind,” said Freya S. “We needed a machine that would pull out the roots, but then vacuum up the seeds too.”
Luckily for the students, TREC (technology, robotics, engineering, coding) teacher Kaelis Sandstrom had joined them for their field trip and was ready to help them design better tools for the job. After returning to campus, the students were given class time to build their own. Using LEGOs and basic building materials, the kids built models of their ideal puncturevine pullers. Groups came up with lots of ideas, like a puncturevine-sensing drone that could destroy the weed on sight, or a robot that looked like a small animal but was designed low to the ground to successfully get under the vines and pull them out. Since coming back from the field trip, the students have continued working on these designs in the TREC Lab on campus, working through design issues and developing new prototypes.
They’re taking on the engineering process. They are learning you can build something really cool in a short amount of time, but in order for something to be lasting and useful, it takes time and work. And they’re learning that they can take on local problems here in Utah.—Kaelis Sandstrom, TREC teacher
“They’re taking on the engineering process,” Kaelis said. “They are learning you can build something really cool in a short amount of time, but in order for something to be lasting and useful, it takes time and work. And they’re learning that they can take on local problems here in Utah.”
Community engagement was a big reason for getting the students involved in the puncturevine eradication efforts. Part of Rowland Hall’s first strategic priority is about cultivating community partnerships, and the students did just that in a part of the city many had not visited before.
“We wanted to tie this into the idea of all of us being a part of a community or an ecosystem,” said fifth-grade teacher Samantha Hemphill. “One area where they were working was a soccer field, and so pulling out the puncturevine and helping the people who would play there made it feel important.”
In addition to the time spent working, the students also got to spend time exploring the International Peace Gardens, a site on the banks of the Jordan River that features different areas devoted to the diverse populations that call Utah home. Fifth-grade teacher Rachel Slivnick said the visit highlighted lessons the kids were learning in social studies at that time.
“We had talked a lot about the idea of windows and mirrors, learning about how their cultures can be both a window into a different way of life and also a mirror that reflects your own values and the things that are important to you,” said Rachel. “So, at the International Peace Gardens, it was almost like a scavenger hunt or a treasure hunt, identifying what makes cultures unique and how students could relate to them.”
The students aren’t done with their work along the Jordan River. In the spring they plan to return, not to pull out plants but to place new ones. They will be planting trees in the area along with their kindergarten buddies. And their impacts on the community go beyond the banks of the river. You see, puncturevine has a bounty on its leaves, and the students received two dollars a pound for the plants they pulled. A grand total of $204 will be donated to the school on their behalf, and they have lots of ideas on how it could be used.
“Maybe they use some of it for the new Upper School,” said fifth-grader Aster S.
Tribulus terrestris is a terrible plant, but Rowland Hall’s fifth grade may have helped stop its spread. At the same time, the lessons they learned planted seeds that have already grown roots, sprouted, and will continue to grow for years to come.
STEM
Kicked off in 2013, the annual ninth-grade Camp Roger trip is a special experience for the newest members of the Upper School community.
Camp Roger, which took the place of the annual Southern Utah trip led by the late Peter Hayes, offers ninth graders an unforgettable chance to come together in a natural setting to learn and build community as they establish connections and bonds they’ll carry through their Upper School experiences.
The Camp Roger itinerary was revised to better complement the ninth-grade curriculum, to emphasize points of connection among students and teachers, to strengthen the place-space aspect of the experience, and to add opportunities to break down learning silos, enabling learners to find connections among subjects and apply them to real-world scenarios.
And while Camp Roger has long been a thoughtful opportunity to build on on-campus learning and community, this year a group of Rowland Hall educators—Rob Wilson (biology/climate studies), Ben Smith (computer science), Ryan Hoglund (ethical education), Joel Long (English/creative writing), and Laura Meyer (science)—came together to find ways to further strengthen the experience for students.
Thanks to the generosity of the school’s Bamberger grant program, sponsored by the Ruth Eleanor Bamberger and John Ernest Bamberger Memorial Foundation as a way to support teachers’ professional growth over the summer, the group spent time in summer 2023 rethinking the Camp Roger trip itinerary. They revised it to better complement the ninth-grade curriculum and emphasized points of connection among students and teachers, as well as the place-space aspect of the experience—the idea that what students learn in school is relevant in where they live. They also looked for further opportunities to break down learning silos, enabling learners to better find connections among a variety of subjects and to apply them to real-world scenarios
Among the outcomes of this work was a 38-page field notes document that guided this year’s experience, housing not only the trip’s lessons, schedules, and group duties, but also space in which students could record thoughts and observations as they made their way through seven rotations that built both hard skills and self-understanding—areas they’ll need as they continue to identify and build on their individual strengths, develop their voices, and find their leadership skills.
Below, three ninth graders share their reflections on their Camp Roger experiences. Responses have been lightly edited.
Much of the Camp Roger experience is about building community with other Upper School students. What moments from camp were especially important to you when it came to building community and how do you think those moments will play a role during your time in the Upper School?
“Moments from camp that helped build the community in Upper School for me were being in a cabin with people that I haven’t spent too much time with and might not have gotten to know without sharing a cabin with them. The talent show as well helped build community because we were all just there to share with people and have a good time. These moments will play a role throughout Upper School by improving relationships and memories between people. We now all have memories that we all share with each other and can remember or discuss.”
– Mina Granger
“Some moments from camp that were especially important to me when it came to building community happened during our recreation time, when we were done with everything we had to do for the day and we could all just have fun with each other. I think these moments will play an important role in my time in the Upper School in the way that my community sees me, because I feel like they taught everyone a lot about me, and me a lot about them.”
– Grey Obermark
“It showed who would stay with you up in the middle of nowhere with only a volleyball, a bed, and bad food. I love that it shows people what you're made of—doesn't matter if you're a frequent camper or a first timer, the mental challenges/stress is hard for everyone. It allows you to be closer. I said things up there to people I had only known in the past few minutes that I wouldn't dare to down here.”
– Jacob Gerhardt
How did your Camp Roger experience teach you to think beyond first impressions? How will you apply this to your learning this year?
“This trip has taught me that you should always consider the bigger picture and impact everything has, rather than focusing on the object or person in one part. This will help me in the future by making me look at many different and close details in classwork and allow me to see the whole picture as well as small parts of that picture.”
– Mina Granger
“It changed how I see water. A lot more water goes down that stream every second than I thought.”
– Jacob Gerhardt
How did you surprise yourself at Camp Roger? What did you learn in that moment and what did it teach you about who you are as a person, learner, and community member?
“During Camp Roger I didn’t feel too well and got pretty sick, but I surprised myself by still going on the hike even though I wasn’t feeling up to it. It showed me perseverance in a harder time for me and I eventually did accomplish it proving that I can accomplish hard things and I shouldn’t give up just because of an inconvenience.”
– Mina Granger
“I surprised myself at Camp Roger because I realized how much nature was in my day to day life. I spent so much of my time at the start of the trip paying attention to myself that I almost forgot to pay attention to the world around me. But when I finally did, it was beautiful. Nature tends to really surprise you like that. It taught me that maybe I needed to look around more, that maybe there were more things to learn about the world than what I’d like to see, and that maybe my community isn’t as different from me as I might have thought.”
– Grey Obermark
“It taught me it doesn't always have to be your friends, or in my case, my brother, that I hang out with. Everyone here is a spectacular person that you could talk to, no matter what age, for hours on end.”
– Jacob Gerhardt
Community
For 10 years and counting, Rowland Hall’s Upper School internship program has played a role in shaping the people our world needs.
Established in summer 2013 (then known as Project 12, a senior job shadow program), the summer internship program has exposed more than 150 Rowland Hall sophomores, juniors, and seniors to a variety of careers, helping them build real-world skills, explore professions, and even uncover their passions. And the program’s future continues to look bright: this summer, which marked its 10th anniversary, the program had its highest number of participants to date.
English and publications teacher Dr. Laura Johnson, known as LBJ to students, manages the internship program and sees the many benefits these opportunities provide to Rowland Hall students who are thinking about their future careers and the impact they could have.
“Through our internship program, students get exposure to various professions and what going into those professions entails,” said Dr. Johnson. “They see in real time where there are gaps in our systems—medical systems, social systems, governmental systems, and so on—and consider the roles they might play in filling those gaps.”
Through our internship program, students get exposure to various professions and what going into those professions entails. They see in real time where there are gaps in our systems—medical systems, social systems, governmental systems, and so on—and consider the roles they might play in filling those gaps.—Dr. Laura Johnson, English and publications teacher, internship program manager
And while students often come to Dr. Johnson for help in finding internships that meet their interests or career goals, it can work the other way around too. This was certainly the case for now-senior Diego Ize-Cedillo, who, in spring 2023, was approached by Dr. Johnson about a new opportunity for the Rowland Hall internship program. People’s Health Clinic, a nonprofit medical clinic in Park City that provides high quality, no-cost health care to uninsured residents of Summit and Wasatch Counties, was looking for volunteer medical assistants, and because such a high percentage of the clinic’s patients speak Spanish, they wanted a fluent Spanish speaker. Many Upper School teachers, including Dr. Johnson, thought Diego, who is bilingual as well as emotionally mature, empathetic, and curious, may be the right fit for the role. And although Diego, who comes from a family of medical professionals, hadn’t considered a career in medicine, he was excited about the opportunity—especially because it would allow him to share his language skills in a way that would give back to the Park City community, where he and his family live.
“LBJ brought it to me and it was such a good fit,” said Diego. “I was like, ‘That sounds so cool.’” It would also give him the chance to learn more about People’s Health Clinic, a community resource he was shocked he hadn’t known existed until then. “It showed my ignorance,” he said.
So for three months this summer, Diego rose early to report to People’s Health Clinic at 8 am, where he’d receive his daily assignment. (Diego worked five half days each week, and though his title was volunteer medical assistant, he was paid for his work.) As an intern, Diego provided both administrative support (answering phones, scheduling appointments, notifying patients of lab results) and was trained to assist doctors by taking vitals, completing patients’ medical history questionnaires and depression/anxiety screenings, charting, and acting as a translator during appointments, among other duties. Diego said this work could be nerve-racking at times, given doctors’ seniority and knowledge, and because he knew he was responsible for providing accurate, thorough information to provide the best care to patients. “There’s this sense of accountability—real mistakes have real consequences and can affect people's health,” he explained.
But even though the role could be intimidating, Diego also understood what an incredible opportunity it offered him to get hands-on experience in a variety of medical specialties, and to be coached by the People’s Health Clinic team. “I had great mentors who showed me how to do everything,” he said.
Beyond the hard medical skills he gained, though, what Diego may be most grateful for from his unexpected internship is how it opened his eyes to the most vulnerable in his community. “People’s Health Clinic is really trying to help a population that sometimes people choose to not see,” said Diego, despite the fact that these community members play vital roles in the tourism industry that Park City is known for. The clinic even goes beyond providing high-quality, essential medical care by helping patients find resources that support their overall well-being.
“What’s really important to the clinic are social questions: Who’s running out of food? Who needs a stable place to live? Who’s struggling with transportation?” said Diego. He saw firsthand how the clinic works to acknowledge and care for all community members as part of health care. “Empathy is essential in order to provide good quality care,” explained Diego in an internship reflection assignment. “I saw how the doctors … took the time to empathize with everyone, asking them about their living situations, food insecurity, and issues with transportation, as well as truly dedicating time and energy to finding the best course of treatment.”
Dr. Johnson said this kind of understanding about one’s ability to make the world a better place within a chosen profession is a strong takeaway for many Rowland Hall interns. “I’ve watched students become fired up to address inequities in nursing care, or to follow in their mentors' footsteps to create a more representative democracy at the state level,” she said. “On the ground, they see the kinds of people the world needs, often in their mentors; they see the need for more such people; and they see how they can continue and further the kinds of projects they contribute to over one high school summer.”
Dr. Mairi Leining, chief executive officer of People’s Health Clinic and a Rowland Hall parent and trustee, said she’s touched by Diego’s takeaways from his summer at the clinic. “That’s the awareness that comes with working with the vulnerable population, and it speaks to how important it is to work for nonprofits addressing these needs,” she said. Dr. Leining also complimented Diego’s work, calling him an exceptional intern and praising his natural ability to connect with patients, to break down medical conversations for them, and to make them feel comfortable.
“He was responsible, dedicated to the patients and the importance of his role,” she shared. “He was able to adapt to challenging patient situations very quickly and with a maturity that I haven’t seen out of high school students in the past. It wasn’t just his Spanish skills, but his intuition in helping patients and discerning urgent from not urgent—usually you need a lot of clinical experience to know how to react to these situations.”
In turn, Diego is grateful for People’s Health Clinic’s patients and the many lessons they taught him this summer.
These mentors have inspired my future professional goals. What's more clear than ever to me is that I want to dedicate my life to doing something that helps people on the ground. I think this will be the key to a fulfilled life, and I look forward to finding out how I will help the world be a better place for everyone.—Diego Ize-Cedillo, class of 2024
“The patients taught me the value of shared humanity and of realizing that we might be different—we might not go to the same schools or interact often—but in the end, everyone is human and has this essential right to health care,” he said. “In a world so polarized, this experience showed me we need to realize that divisions and differences are superficial, and creating the world we want requires a recognized shared humanity—realizing that in the end we are all human and we all have undeniable human rights. In its simplest form: we need to be kind to each other now more than ever.”
Diego expressed his gratitude to all who made this valuable internship experience possible and said he hopes to return to the clinic as a volunteer after graduating in June. Whatever lies ahead, he shared, he knows he’ll carry the experience with him and it will shape his future.
“I want people to know how grateful I am to LBJ and all the mentors at the clinic for such a unique opportunity,” said Diego. “Please, know how grateful I am for my invaluable time at the clinic, and that I left with this sense that there are such good people in this world—people who are so kind and so selfless and dedicated to others. These mentors have inspired my future professional goals. What's more clear than ever to me is that I want to dedicate my life to doing something that helps people on the ground. I think this will be the key to a fulfilled life, and I look forward to finding out how I will help the world be a better place for everyone.”
Are you a Rowland Hall student or parent who’s interested in the Upper School internship program? Check out our internship web page to view available opportunities or reach out to Dr. Laura Johnson for help finding an internship that meets your interests.
We are also always looking for professionals who are willing to host Rowland Hall interns. Submit your internship opportunity.
Authentic Learning
Beyond the Classroom, an Upper School tradition, is a four-year sequence of experiences designed to take the classroom into the field, expose students to life skills and possible paths, engage in the greater community, and develop leadership skills. In short, it’s an experience that helps Rowland Hall students embrace being community builders.
This year’s event was held September 19 (grades 10–12) and September 19–22 (grade 9), and included the following experiences.
Ninth Grade
Ninth graders traveled to Camp Roger to engage in the natural landscape and laboratory of the Uinta Mountains. Over four days, students enjoyed academic rotations that allowed them to investigate, explore, and observe the wonders of this natural environment, and built community and support for one another.
Tenth Grade
Tenth graders studied world religions through field study and film. In the morning, students visited Holy Trinity Cathedral (Greek Orthodox Christianity), Krishna Temple (ISKCON Hinduism), and Urgyen Samten Ling Gonpa (Tibetan Buddhism), and spoke to religious leaders about their communities, spaces, beliefs, and practices. In the afternoon, students watched and discussed films that follow pilgrims to sacred sites in Mecca and Nigeria.
Eleventh Grade
Eleventh graders worked with fourth graders, who are studying the Great Salt Lake, traveling to visit three sites on the lake: Great Salt Lake State Park, to focus on watershed aspects of the lake and their impact on lake biology and migratory birds; Black Rock, to focus on the physical aspects of the lake, mining interests, and dilemmas facing the shrinking lake; and Saltair, to focus on the area's rich history, politics surrounding Great Salt Lake, and examples of the individual and collective solutions to dilemmas facing the lake. Students then returned to the McCarthey Campus to work on a field guide that can be used by our, and the wider, community.
Twelfth Grade
Seniors worked on their college applications, particularly essays, with Rowland Hall’s college counselors and English teachers.
Experiential Learning
On June 1 and 2, visitors to Rowland Hall’s Eccles Library on the Lincoln Street Campus were treated to an exciting opportunity to step into Utah’s past.
Around the room, 30 prototypes of museum exhibits, designed by eighth graders, showcased fascinating areas of Utah history, including homages to the state’s extreme sports, performance and public art, inventors, and local activist movements, among other topics. There was even an exhibit that recreated the area around Delicate Arch and one designed in the style of a Navajo hogan.
As visitors made their way around the library, poring over the models, students shared how and why they decided on their ideas, as well as fun tidbits—for example, the group behind an exhibit on the history of the Utah governor’s mansion shared that a Christmas tree sparked a fire in the mansion in 1993, while the group behind Pixel Pioneers, an exhibit dedicated to Utah’s long connection to the tech industry, introduced visitors to the Utah teapot, a 3D test model created in 1975 by University of Utah researcher Martin Newell that’s become a standard reference object in the computer graphics community.
This event was the culmination of a month-long learning opportunity designed by Mary Jo Marker, eighth-grade American studies teacher, and Brady Smith, eighth-grade English teacher, that asked students to think about the role museums play in society, and allowed them to connect with historians from the Utah Department of Cultural and Community Engagement (CCE), who are currently designing a new state history museum that’s scheduled to open in 2026. The teaching team wanted to give students a chance to pitch their own ideas for museum exhibits to CCE, believing the opportunity would help them think beyond an audience of their teachers and peers, as well as connect their ideas to the larger community through this real-world opportunity.
We wanted them to understand their ideas have value and to think outside the classroom box for their audience.—Mary Jo Marker, eighth-grade American studies teacher
“We wanted them to understand their ideas have value and to think outside the classroom box for their audience,” explained Mary Jo.
To kick off the project in early May, the eighth graders met with Kat Potter, a former Rowland Hall faculty member and a current parent, who is now deputy director of the CCE. Kat partnered with Mary Jo and Brady during the year to design the project, and during her visit she shared with students the need for the museum and what her team is working on, then invited the group to pitch their own exhibit ideas. “Their challenge was to make an engaging, interactive exhibit,” said Mary Jo.
To help the students prepare to take on that challenge, Mary Jo and Brady held in-class discussions about the role of museums and what makes for engaging exhibits, and had students interview community members, including Rowland Hall fourth graders who have been studying Utah history and residents of the Columbus Senior Center, to get their ideas about what would be interesting in a state history museum. The students also had the chance to analyze current exhibits at the Utah Museum of Contemporary Art and a variety of national museums during their visit to Washington, DC, and to reflect on which exhibits were engaging, which were not, and why. This helped them as they began working on their own exhibit pitches and making decisions about how to engage viewers with the people and events that have shaped the state.
Best of all, the real-world connection to the future museum helped to deepen learning and drive students, who knew they may be contributing ideas that will influence the team of historians. It’s clear the teachers are proud of what the students came up with and how their work may potentially help shape the museum.
School is often fully teacher-facing, but I think having students prepare a big project for the outside world is motivating, and hopefully gives a different perspective.—Brady Smith, eighth-grade English teacher
“We were incredibly happy with how the project went,” said Brady. “We had an excellent turnout from parents, community members, and staff from the Department of Cultural Engagement. The latter gave the kids great feedback and suggested that the projects would impact their thinking about the museum going forward.”
Brady added that he also hoped that this opportunity has helped the eighth graders understand how the past year of studies applies to the bigger world and will inspire them to continue to think of ways they can share their knowledge beyond the classroom.
“School is often fully teacher-facing, but I think having students prepare a big project for the outside world is motivating, and hopefully gives a different perspective,” he said. “I hope they see how everything we’ve done throughout eighth grade has concrete applications to public-facing work.”
Authentic Learning
The rhythms of West Africa, created by Tiya Karaus’ second graders, filled the chapel.
It’s a chance to expose students to different art forms and give them opportunities to interact with experts in artistic fields. They get to see the arts in action and start making connections between themselves and the outside world.—Tiya Karaus, second-grade teacher
Some students took turns on dundun drums while others danced, each taking a part in telling a story. The activity was part of the Artist in Residence program at the Lower School, which brings musicians, painters, photographers, dancers, and more onto Rowland Hall’s McCarthey Campus each spring. For Tiya’s class, the artist was dancer and drummer Déja Mitchell, who was instructing the students on the kuku rhythm, a celebratory call-and-response drumbeat that, in Guinea, is used to signal the return of women to the village from a successful fishing outing. Opportunities like these, Rowland Hall teachers agree, are a great way to deepen student learning and connect them to the larger community, which is what makes the Artist in Residence program so special.
“It’s a chance to expose students to different art forms and give them opportunities to interact with experts in artistic fields,” said Tiya. “They get to see the arts in action and start making connections between themselves and the outside world.”
In addition to West African drumming and dancing, this year lower schoolers took part in learning about photography with artist Kirsten Hepburn, and explored modern dance with a performer from Tanner Dance. The arts are an important part of a Rowland Hall education from the earliest stages of learning. Music and visual arts are woven into the curriculum in Beginning School classrooms, and regular music and art classes are part of the weekly schedule in the Lower School. In the middle and upper schools, students are given multiple opportunities to take part in a variety of artistic endeavors. The arts enjoy a place of prominence at the school not only for the joys they bring, but also for the lessons they teach. Music, dance, theatre, painting, and other means of artistic expression give the students windows into experiences that they may not otherwise be privy to, and also provide mirrors to their own experiences and how they connect them to the world. They also are a way of learning that feels natural to children.
“The whole child is a musical child, is a dancing child, is an artistic child,” said McCarthey Campus music teacher Susan Swidnicki. “That’s part of being human.”
Part of the human experience for Tiya’s students also involved learning about the people on the other side of the world who invented the rhythms they played and the dances they performed. Along with the music and dance, Déja shared with the class the history behind the rhythms and dances, and how and why they evolved. “It’s a way for them to connect with another part of the world and get a deeper appreciation of other people and cultures,” she said.
We live in a very noisy world. For children to do that kind of focused concentrating, listening, and responding is really important to their learning.—Susan Swidnicki, music teacher
A deeper cultural competency is just one of the additional benefits Tiya’s students are gaining through the Artist in Residence program. Self-control and cooperation are two other skills they have developed as they played the drums and learned the dances. Every student will tell you the kuku rhythm isn’t just about where you strike the drum, but also how hard you hit it. You have to have the balance. And you have to be listening to what others are playing, and watching the movements the dancers are making, in order for everything to work together.
“We live in a very noisy world. For children to do that kind of focused concentrating, listening, and responding is really important to their learning,” said Susan. “It’s a great lesson in how to get along with others collaboratively and joyfully.”
The students also gain confidence in themselves, not only as artists but as people. After all, drumming is not easy. But if you mention the term “kuku” to them, they do not hesitate to show you. Dozens of hands instantly start drumming on tables.
“It’s a full-body experience for them. It’s hard work when you are little, and you have little hands,” said Tiya. “As one student said, ‘I love this so much, but my hands are so tired.’”
Academics
STEM
If you’ve walked by Robin Hori’s science classroom during periods 2 or 7 this semester, chances are you’ve caught a glimpse of students in the middle of a project build.
From water towers to bridges to trebuchets, students in grades 10 through 12 have been putting science and math to the test this year in the Upper School’s first ever, and student-requested, engineering class. Titled Integrated Engineering I and II (Engineering I and II beginning in 2024–2025), this lab-based course deeply emphasizes the engineering design cycle while exploring a variety of engineering fields: civil, mining, and chemical engineering in the fall, and mechanical, electrical, and materials engineering in the spring.
The Upper School engineering class is a lab-based course that emphasizes the engineering design cycle while exploring a variety of fields: civil, mining, and chemical engineering (fall), and mechanical, electrical, and materials engineering (spring).
“For years, we’ve been getting feedback from students that they want an engineering class,” said Upper School Principal Ingrid Gustavson. By designing a fresh approach to the Upper School’s earliest science courses (taken in 9th and 10th grades), Ingrid and her team made room for more subjects that students are interested in, including engineering. Longtime physics teacher Robin Hori was also game to take on this new opportunity—though he wasn’t prepared for the overwhelming reaction from the student body.
“It’s been more successful than I expected,” laughed Robin, whose fall class was filled with students who wanted to continue the course into spring semester—in addition to an entirely separate group of students who wanted to join the spring class. (Upper School students can take engineering during either fall or spring semester, or they can enroll in both semesters consecutively.) The Upper School had to add a second spring class to meet demand.
“The kids were so excited about it that we were approved to open up another section,” said Ingrid, “and Robin took on the class to give everybody that experience.”
It’s clear that this experience is meaningful to these students, many of whom were excited to share their gratitude, particularly about the hands-on nature of the class. As junior Spencer Brady put it, “Engineering is something you do; it's not something you just learn in theory,” and it was important to Robin to structure the class so students fully experience that doing of science in ways that stretch their brains and build their confidence.
“A lot of students have never built anything before and they’re really impressed they can actually build something that works,” said Robin. “Kids are really making an effort to understand why something works. And I’m trying to give them a sense that they can build things out of almost anything, and as long as they follow the science, they know it’ll work.”
To nurture these skills, Robin has structured the class around projects that support each field of engineering, such as building bridges during the study of civil engineering or building trebuchets during the study of mechanical engineering. Students are placed in small groups to promote real-world collaboration and given plenty of room to lead their own learning. Though Robin decides on assignments and parameters—for example, the first-semester bridge-building final required students’ projects to span 100 centimeters and support a moving load—he gives students plenty of freedom, acting as a coach and guide while they problem solve.
There’s lots of freedom in the class to explore.—Andrew Johnson, class of 2024
“He provides materials and concepts, then it’s up to the students to decide what path they want to take—and they can push outside guidelines,” explained senior Andrew Johnson. “There’s lots of freedom in the class to explore.”
For senior Kelton Ferriter, there’s also very low pressure. “It's kind of a perfect, stress-free, good way to get into engineering and explore various areas,” he said. “There’s so much creative freedom.” And this low-pressure approach is beneficial when it comes to practicing the engineering design cycle, from conducting research to creating a prototype to building a final project—and moving back and forth along that path through trial and error.
“These are big concepts, but being able to put them into a physical project and to really see how that works, and to watch where failures happen and when, it’s just a different dimension for learning,” said Kelton.
It’s also helping students become more comfortable with mistakes. “This semester, kids are more patient with failures because they know failure in engineering helps them become more successful,” said Robin. As a result, he continued, “final products are getting a lot better in terms of design, and students are better at explaining the mechanics of how and why a machine works or doesn’t work.”
To help his students become better at learning from mistakes, Robin requires them to keep professional engineering notebooks in which they record projects, including notes, observations, steps, designs, and corrections. All work is done in ink and students are trained to never tear out pages so that they can refer back to what they’ve done. For Spencer, an aspiring engineer and member of the school’s Monochromats robotics team, this is a key takeaway from the class. As a young builder, Spencer said he’s always been told to write down what he’s working on, but he never quite knew how until this year. “I really like how the class has taught me how exactly you write everything down and what you put in an engineering journal,” he shared.
“It’s nice to be able to go back and see where we made a mistake,” added Kelton, who’s acted as project manager for his group at times, a role that’s also helped him better understand how many ways there are to tackle a problem. “Everyone has a different idea and way to approach it, no matter what the project is,” he said. “The class is so open and creative.”
These are big concepts, but being able to put them into a physical project and to really see how that works, and to watch where failures happen and when, it’s just a different dimension for learning.—Kelton Ferriter, class of 2024
And the class isn’t just for one type of student. Every person brings to the table their individual talents and ideas, strengthening each project and even helping the students better understand where they may want to go next in their education and careers. Senior Rosie Schaefer, for one, said that the engineering class, which she’s taking after a summer 2023 internship with biomechanics professor Dr. Brittany Coats at the Utah Head Trauma Lab, has helped her better identify her career path.
“I realized I want to go into biomechanics—to help people with engineering,” she said. “I really enjoy research and I think that’s what I ultimately want to end up doing.” And, continued Rosie, in-class opportunities to share her evaluations of her group’s projects have helped her identify a talent of conveying science. “Where I’ve excelled is in the explanation of how things work: putting into words why what we’re doing makes sense,” she said.
Whatever their individual takeaways, though, many of the students agree that the class isn’t just for aspiring engineers. It’s for anyone who wants to learn more about the field, to build like a kid again, and to discover more about themselves. And because there are no prerequisites for the class, it makes what can often be thought of as a rarefied subject more accessible, opening doors to students who may not have tried it out otherwise. It’s just one example of how the team is putting Rowland Hall’s vision into action.
“As we evolve new courses, we’re offering new opportunities for students to go really deep,” said Ingrid. “And we’re offering life-changing and skill-building opportunities that are accessible to everyone.”
STEM
Have you ever watched a child play with blocks?
It’s something that almost every child does. There is something innate in the human brain that makes us want to stack and position items from our earliest age. Building with blocks is such an important skill that is tracked as a child development milestone. In the Rowland Hall Beginning School, though, blocks are more than that—they are the foundation of a transformational education.
In the work we are doing you can see all the skills we teach the students at Rowland Hall, no matter what their age. Making a plan, organizing it, sticking with it, learning to fail, learning to make mistakes, listening to others, it’s all there.—Isabelle Buhler, 4PreK lead teacher
“We have been doing block study and block building for many, many years,” said 4PreK lead teacher Isabelle Buhler. “In the work we are doing you can see all the skills we teach the students at Rowland Hall, no matter what their age. Making a plan, organizing it, sticking with it, learning to fail, learning to make mistakes, listening to others, it’s all there.”
Block study starts out with the basics: the names and shapes of blocks, their functions, how to care for them, how to work together to build with them, and how to put them away. It doesn’t stay simple for long, though: by four years old, students in the Beginning School have transformed into miniature architects.
“We start looking at how to make structures more stable and learn building techniques like plank and pillar, and staggering,” said 4PreK lead teacher Ella Slaker. “We start looking at buildings in books, like the Leaning Tower of Pisa, and talk about how we could make it better. And we look at buildings locally to see where we can identify the building techniques we are learning.”
This year the 4PreK took advantage of the school’s central location and visited the Utah State Capitol as part of their block study. Accompanied by their fourth-grade buddies, the students walked up and down the grand stairs, counted the beehives that dot the grounds, and marveled at the high domed ceilings covered in beautiful murals. They also noticed how the marble walls are built in a staggered pattern to make them stronger, and how the soaring pillars support the planks of the ceilings and roof. They took in all these details for their next project: building models of the capitol themselves.
“The idea was to get them thinking about it,” said 4PreK lead teacher Kirsten White. “We wanted to start with inspiring them by seeing the capitol firsthand, the inside and all around.”
Like any good architects, the students didn’t start building immediately. First, they had to draw up blueprints. Using pictures from books as well as those taken on their field trip, the students drew plans to build their capitols. Then, they decided which blocks and techniques to use to build the levels, the columns, the dome, and other aspects of the structure.
The great thing about this project is that it goes across the curriculum. When we drew the blueprints from memory and photos, it required tracing straight or curvy lines and orienting them correctly. The building process required knowing shapes and counting blocks, which falls under math skills. Building a balanced, stable, and symmetrical building engaged physics skills.—Kirsten White, 4PreK lead teacher
“The great thing about this project is that it goes across the curriculum,” said Kirsten. “When we drew the blueprints from memory and photos, it required tracing straight or curvy lines and orienting them correctly. The building process required knowing shapes and counting blocks, which falls under math skills. Building a balanced, stable, and symmetrical building engaged physics skills.”
Social-emotional learning concepts came into play during the construction of the capitol models. No child built their model alone; they all had to work either in small groups or as a class. That meant using cooperation and letting everyone have a say in how they were going to proceed. It also meant learning to deal with setbacks.
“The collaboration is huge. It takes a lot of stamina and a lot of coaching,” said Isabelle. “And when it falls down what do you do? You start again and you don’t give up.”
The wide range of skills being explored in this project meant that every child could have a role, no matter their learning style or talents. It’s an excellent example of how voice and choice are promoted in the classroom. Students with an eye for detail helped perfect the plans and guide the builders, while those with more adept motor skills placed blocks so they balanced perfectly in the trickier parts of the structure.
Of course, when you ask the four-year-olds what their favorite part of the block study was, they won’t mention any of these lessons initially. The first thing they all say is that they had fun. Of course they did—they were playing with blocks. When you dig a little deeper, though, they will start telling you about the ways they built, showing you the blocks they used, and telling you how they solved problems when something went wrong. That’s when it becomes obvious that they are taking away knowledge to help them build a lifetime of learning.
Experiential Learning
Utah has seen an influx of new residents in recent years—and not all of them have been welcomed with open arms.
Balsam woolly adelgids, fox squirrels, field bindweed, quagga mussels, and other invasive species have found comfortable homes in the state, and in some cases have made life difficult for native species by competing with them for limited resources. It’s a real problem, and it recently presented a perfect project-based learning opportunity for students in the seventh grade. Science teacher Lindsay Mackintosh challenged her students to use skills from across the curriculum to find a solution and put it into action—and maybe even impress scientists working in the field.
“The students designed and built traps to capture invasive insect species, and help ecosystems be more biodiverse by limiting their impact,” said Lindsay. “This required them to explore engineering concepts to research, build, and revise their traps.”
Engineering helps students become problem solvers and think critically..—Lindsay Mackintosh, seventh-grade science teacher
Engineering may appear to be an advanced topic for seventh graders, but these kids were up to the challenge. It all comes down to problem solving in a methodical way, while at the same time considering numerous possibilities. That’s why increasing engineering opportunities is expressly mentioned in the school’s strategic priorities.
“In making these traps they had to consider some constraints but also had freedom to be creative,” Lindsay said. “Engineering helps students become problem solvers and think critically.”
Research was the first order of business for the students, as all bugs can’t be caught the same way. “We had to do a lot of research so we could engineer the trap around the bug,” said seventh grader Atticus P., whose group chose the elm seed bug as their target. “We had to figure out, What does it eat? Where does it live?, and other things like that so we could catch it.”
The design and build process came next, with students doing multiple concept sketches and revisions before building their first prototype. There were lots of different factors to consider when coming up with designs. Students only had ten dollars total to spend on materials for their traps, and that wasn’t the only practical concern facing them.
“We had to think about where we would put it,” said seventh grader Ben D. “We had to think about how it would be sustainable so the wind or rain wouldn’t destroy it. We had to think about so many different things when creating a good and effective trap.”
Once the first prototypes were built most students found themselves going back to the drawing board. While that may have been frustrating for some, it was a valuable lesson that engineering is not a linear process. “Some groups had to make drastic changes when they saw their first prototype,” said Lindsay. “It was interesting to see them walk through this process and decide what changes they want to make.”
We took our mistakes, and we turned it into something better.—Harper J., class of 2029
“Our prototype was trash. It was really bad,” said seventh grader Harper J., who was in a group chasing down Japanese beetles. “We used Saran wrap to keep them from getting out, but it was too sticky, so we switched that out to mesh. We took our mistakes, and we turned it into something better.”
Students started their bug studies at the beginning of the school year, perfecting them by mid-November. Then it was time to present their inventions to scientists from the University of Utah who study invasive species. This is when they learned that you can have a great idea, but that might not matter if you don’t know how to communicate it. Presentation preparation built upon lessons the students had already learned as part of their writing curriculum, and seventh-grade English teacher Jill Gerber helped them apply those skills to the science realm.“We talk a lot about task, audience, and purpose in class,” said Jill. “That’s what they had to do here. Identify their key points and have a clear idea and message going into the presentations so their audience would come away understanding their content.”
This shift from focusing on their content to focusing on how the audience received it meant the students had to change the way they viewed the project. While they had a wealth of information about their bugs, the invasive species problem, and their design and construction process, all of that data could now be a hindrance to clearly and succinctly communicating their message.
“Our goal was to tell everyone how the trap worked, and what the purpose of the trap was, and how we would get the bugs to the trap,” said seventh grader Stella O. “We had to take a lot of information about the bugs out because the main purpose of the presentation was talking about the trap.”
In the end the presentations were successful, and the students not only got to show off their work, but also interact with working scientists. Additionally, they got a deeper understanding of how all learning is connected and, when used together, is greater than the sum of its parts: problem-solving skills learned in the science classroom can be applied to other subjects, and communication skills from English can be used to get messages across in any field. It’s a kind of understanding that’s already gone far beyond this fall project, continuing to benefit students in the second half of the year—and will undoubtedly continue to do so beyond seventh grade.
“Layering skills and concepts is something I know we all try to do,” said Lindsay. “That way we are giving students skills that are transferable and can be used across the curriculum and outside the classroom.”
It all adds up to creating people the world needs, whether they are building bug traps to combat invasive species or shaping solutions to the world’s hardest problems.
Authentic Learning
Sophie Zheng remembers the first time she saw a competition math problem in fifth grade. “It was nothing I’d ever seen before,” she remembered.
At the time, Sophie had been tackling her first-ever American Mathematics Competition (AMC) exam, an optional test that’s designed to promote problem-solving skills in students. She remembered that initial excitement about the test, about using unique perspectives to observe the world and weaving connections between concepts with utmost flexibility.
“I see competition math as a puzzle,” Sophie explained. “It’s not like school math, where you have an equation and follow it. There’s a lot more creativity involved.”
Math really isn’t a competition in itself. It’s about learning skills and a way to connect with friends around the world. It’s vibrant and joyful.—Sophie Zheng, class of 2024
So when she came to Rowland Hall in seventh grade, Sophie, now a senior, embraced the middle and upper schools’ offerings for students interested in the creative world of competition math. She joined (and now leads) MATHCOUNTS and the Upper School Math Club, and, inspired by the division’s successful Writing Center, founded the Math Center to offer tutoring to students. Along the way, she delved into the wider competition math community by joining the Utah American Regions Mathematics League (ARML) team, the Ross Mathematics Program, Math Prize for Girls, and the Harvard-MIT Math Tournament (HMMT). Sophie has also continued to take the AMC every year, placing in the top five of all girl competitors in the Intermountain Section since 2020, and has qualified for the American Invitational Mathematics Examination (AIME), the next level of AMC competition, every year since eighth grade. In 2020, she even earned an inaugural Maryam Mirzakhani AMC 10 Award for her work on the AMC, just one of the many recognitions she’s collected during her high school career.
Sophie has enjoyed opportunities to travel for mathematics competitions, both as an individual and as a member of the Utah ARML team, a selective group of mathematicians from Utah high schools. And this year has been especially exciting, as she’s had three opportunities to travel to Boston to compete not only in math, but also in scientific research. In October, Sophie went to MIT to participate in the Math Prize for Girls. In November, she attended HMMT with her ARML team. And later that month, she flew east again for the S.-T. Yau High School Science Award, where she defended her astronomy research, “Investigating the Origins of Hot Neptunes from Radial Velocity Data,” a project Sophie has spent two years on and which beautifully exemplifies how her math journey has helped to shape her goal to become an astrophysics researcher—a career, she said, that provides “a perfect integration of applied and pure math.” (By the way, Sophie’s research won silver.)
For Sophie, these trips to Boston go far beyond any wins or recognitions, though. In a journal she wrote about the experiences, titled “Three Trips to Boston,” the young mathematician and scientist shared how these opportunities have furthered her advocacy for gender equity, inspired collaboration, and invigorated her personal enjoyment of STEM.
“Math really isn’t a competition in itself. It’s about learning skills and a way to connect with friends around the world. It’s vibrant and joyful,” she said.
And though Sophie is busy preparing for college and the next chapter of her own journey, her senior year STEM experiences aren’t over quite yet. Sophie recently took the AMC and AIME once more, achieving personal records for both. As head MATHCOUNTS coach, she’s guiding middle schoolers to the state competition in March. She’s also extending her astronomy project to participate in this year’s science fair and to submit her paper for publication. And in May, she’ll be traveling with her ARML team for the national ARML tournament. Best of luck, Sophie! We know you’ll do great.
Below, we share Sophie’s journal reflection, “Three Trips to Boston.”
Three Trips to Boston
By Sophie Zheng, Class of 2024
This fall: three times I stepped out of the same airport at 5 AM, Utah time, on a Saturday morning and rushed to university campuses with a sense of purpose. The Math Prize for Girls (MPFG), Harvard-MIT Math Tournament (HMMT), and the S.-T. Yau North America High School Science Award were all held at the most famous universities in Boston through back-to-back weekends. The MPFG, the largest contest for female students, brought together about 250 girls who were invited to promote gender equity in STEM through showcasing their mathematical creativity. The HMMT, as one of the most popular high school competitions in the world, draws thousands of students in over a hundred teams globally to engage in math reaching beyond traditional curriculums. Lastly, the S.-T. Yau High School Science Award, founded in 2008 by Fields Medal winner Prof. Shing-Tung Yau, inspires scientific innovations from high school students all over the world. Through writing academic papers and defending their research, students cultivate innovative thinking and collaborative spirits. Amidst 48-hour whirlwind trips every weekend, I traversed the corridors of three renowned Boston universities, immersing myself in all three of these STEM endeavors.
MPFG is not just a platform to spotlight individual skills. It is a crucial frontier for female participation in math competitions. In the world of STEM, where the gender gap looms prominently, competitors like me who have felt the strength of solidarity in the battle for gender equity carry a responsibility to pass on our vision. It's a call for everyone, irrespective of gender, to fearlessly pursue their passions in STEM.
This July, I was thrilled to receive the news that I qualified for the MPFG and immediately intensified my math studying in preparation. The night before the contest, over 250 girls met each other at game night at MIT. I not only reunited with friends from past summer math camps, but also met a larger community of girls who all shared a profound love for mathematics. We exchanged stories about our mathematical journeys and experiences, forging connections through our shared passion. The following morning thrust us into the 20-question, 150-minute test. Despite the jetlag, the adrenaline had woken me up hours earlier, and I felt ready to face these problems head-on. 263 tables, 263 chairs, and 263 school girls spread out in a massive ballroom to stretch our brain muscles to their limits. Out of all the math contests I had ever taken, I felt this was definitely the one where time was the tightest. I was able to solve 7 out of the 20 questions correctly, and secured the rank of 42nd place, narrowly missing an honorable mention, which needed 8 correct answers. While my performance received much praise, what resonated more profoundly with me was the substantial gap that separated me from the first-place winner. Rather than discouragement, this wide margin inspires me to continue striving for proficiency. Moreover, MPFG is not just a platform to spotlight individual skills. It is a crucial frontier for female participation in math competitions. In the world of STEM, where the gender gap looms prominently, competitors like me who have felt the strength of solidarity in the battle for gender equity carry a responsibility to pass on our vision. It's a call for everyone, irrespective of gender, to fearlessly pursue their passions in STEM.
In my second trip to Boston, together with five other Utah ARML team members from various schools and our coach, we flew to the east coast to represent Utah in the HMMT. The Utah ARML team—a club that convenes weekly to practice cooperation on math problems and partake in national tournaments—traditionally competes in the HMMT twice every year; once in November, and once in February. The competition lasted a whole 8-hour day and consisted of two individual rounds—the General Round and Theme Round; and two team rounds—the Team Round and Guts Round. The individual rounds offered exciting challenges with stimulating questions, but the true highlight was undeniably the team rounds, which displayed the synergy we had honed during team practices throughout the year. The ability to synchronize a flow of individual ideas toward a shared solution is what I love most about math. It is in these moments of collaborative problem-solving that the beauty and joy of mathematics come to life. Our Utah team won an impressive 19th place out of approximately 120 teams, as all 6 members in our team displayed strong performances. I placed 11th in the Theme Round, and another team member ranked 10th in the General Round. Our achievements continue the legacy of the Utah ARML team and serve as an inspiration for the rising younger generation. In the Rowland Hall MATHCOUNTS team and Upper School Math Club, I have encountered so many talented students during my years as a member and coach. My hope is that more Rowland Hall students can venture into the wider community of competition math and see the Utah ARML team for themselves.
The entire process of my research served as a constant reminder of why STEM captivates me. It taught me to identify core issues, explore creative solutions, and build upon past contributions for advancing scientific frontiers.
On my latest trip to Boston, I defended my astronomy research thesis for the S.-T. Yau High School Science Award at Brandeis University. In the 15-minute presentation and ensuing question session from professional judges, I explained how I modeled astronomical data to detect extrasolar planets, coded statistical analyses to study their parameters, and derived physics equations to interpret my results. The feedback from my judges and winning the Silver Award (second place) in the physics category brought back memories of the past two years, from learning foundations of physics to mathematically resolving astronomical mysteries. The entire process of my research served as a constant reminder of why STEM captivates me. It taught me to identify core issues, explore creative solutions, and build upon past contributions for advancing scientific frontiers. Looking to the future, my exploration is only the first glimpse into the greatest mysteries of the universe and our existence.
Banner: Sophie Zheng competes at the 2023 Math Prize for Girls. All photos courtesy Sophie Zheng.
Student Voices
Sophomore Fanni Ventilla used to have a stream in her backyard.
It was a place in which she and her siblings could splash on summer days, the flowing water nourishing the trees along the bank that provided refuge both for children who needed a break from the sun as well as for the owls that roosted in their branches. As the sun lowered, the family could hear the owls hooting into the cooling air.
But over the years, as global temperatures have continued to rise, Fanni watched her beloved stream slowly shrink, then fully dry out.
“As the temperature increased, the stream stopped flowing,” she shared, and the losses cascaded from there. “This caused many of the nearby trees to dry out. Some of these trees were recently cut down, and, as a result, the owls that used to come to our yard were forced to find a new home. It’s sad to not hear the hooting.”
Extreme heat has been the number-one weather-related cause of death in the United States for the last three decades, and future heat waves will continue to threaten lives around the globe. By identifying urban heat islands, we can better pinpoint where life-saving heat mitigation resources should be prioritized.
In today’s changing climate, stories like these are not uncommon. Rising temperatures are affecting environments as small as individual backyards and as massive as polar ice caps. They’re also wreaking havoc on human bodies: extreme heat has been the number-one weather-related cause of death in the United States for the last three decades, and future heat waves will continue to threaten lives around the globe.
And even though extreme heat is here to stay for the foreseeable future, Rowland Hall Coordinator of Climate Studies Rob Wilson hasn’t lost hope in our ability to protect one another from its impact—and he doesn’t want his students to either. That’s why, in early 2023, Rob jumped on an opportunity for his climate science class to get involved in a community project to map extreme heat, to better safeguard lives.
In partnership with representatives from Utah State University's Utah Climate Center, Salt Lake City, and the Natural History Museum of Utah, the class helped to apply Salt Lake City for participation in the annual urban heat island mapping campaign, a citizen scientist program funded by the National Oceanic and Atmospheric Administration. Cities chosen for this program (more than 60 to date) are provided support from CAPA Strategies, an organization that helps map heat distribution within communities. The goal of this work is to identify urban heat islands—hotspots that can measure up to 20 degrees Fahrenheit hotter than areas with more trees, more grass, and less pavement that absorbs heat—so that local decision-makers can better pinpoint where life-saving heat mitigation resources should be prioritized. This work is necessary because urban heat islands are often home to those most vulnerable to the health impacts of extreme heat, which are exacerbated in environments that are unable to cool to under 80 degrees Fahrenheit, the temperature bodies need for recovery. And when people don’t have access to cooler environments, Rob explained, damage can happen quickly.
Being able to collect the data, view the data afterward, and see how people are going to use that information to better our community makes me feel proactive rather than a bystander.—Maddie Mulford, class of 2024
“When experiencing extreme heat, the body responds by dilating the peripheral blood vessels to release heat through the skin. This causes a drop in blood pressure and leads to reduced blood flow to internal organs, and can lead to chronic heat-related illness such as kidney failure,” he said. “In acute cases, when body temperature gets too hot—such as when you live in a space without air conditioning in a city hotspot, over multiple days of a heat wave—the body experiences heat exhaustion or heat stroke. Heat stroke is a medical emergency, and develops when body temperature exceeds the range of tolerance of the cells and organs begin to fail.”
Rob and his students knew that mapping Salt Lake’s hotspots would make a real difference in saving lives during heat waves, so when it was announced that the city was one of 18 communities in 14 US states and one international city chosen for the 2023 campaign, they were ready jump into action—both to help map data and to use that information to make a difference to others.
“I think there's not enough opportunities for people to feel like they're doing something hands-on to help people, especially when it comes to issues like extreme heat or climate change,” said senior Maddie Mulford, who was integral to the early project proposals to the city and who, along with classmate Max Jansen, drove a route for the Salt Lake City campaign. “Being able to collect the data, view the data afterward, and see how people are going to use that information to better our community makes me feel proactive rather than a bystander. I think programs like these are a good way of showing that people don't need to be a huge political figure or start a super new and innovative organization to fight climate change. Helping can look as simple as driving around on a Saturday afternoon.”
Maddie’s observation is what Rob always hopes his climate science students take away from class.
“I want students to feel empowered,” he said, and this goal has played a major role in how he’s structured climate science, now in its fourth year. “This subject feels alarmist—and you’re going to get the alarmist message for your entire life. I want to avoid that. Part of helping students to not give in to alarmist messages is to offer them opportunities to take real action against some of the hardest problems our planet is facing. Action is incredibly empowering, and it helps you realize that you can make a difference. We saw this as we worked on this campaign: the mapping project gave us agency. We could address something that’s important to ourselves, our neighbors, and our city, that will help us cope with changes that are happening in our city.”
Part of helping students to not give in to alarmist messages is to offer them opportunities to take real action against some of the hardest problems our planet is facing. Action is incredibly empowering, and it helps you realize that you can make a difference.—Rob Wilson, coordinator of climate studies
Many members of the community also felt that empowerment as they came together for Salt Lake’s heat mapping campaign on July 15. That day, 42 volunteers, including Rowland Hall students and community members, mounted sensors on their cars and drove 10 routes around the city in the early morning, afternoon, and evening, recording the temperature and humidity data that CAPA Strategies would use to create the city’s heat map. This work, which took place over a weekend in which tens of millions of US citizens were under heat advisories, captivated more than just those who were there. Multiple news outlets covered the project between July 13 and 19, and Maddie and Max, along with classmate Angus Hickman, joined Rob on RadioACTive, a local program that highlights grassroots activists and community builders, to share their experiences and talk about why heat mapping is necessary.
Fanni was among those watching the coverage on the news and via the school's Instagram account, and she was inspired by what she saw. Since taking AP Environmental Science at her last school (Fanni transferred to Rowland Hall for sophomore year), she’s spent a lot of time thinking about how pollution contributes to the heat waves that have affected not only her backyard trees, but also her grandmother, who lives in Europe. “My grandma is worried about going outside due to the extreme heat because she has heart issues,” said Fanni. “She has no access to AC, and if homes don’t cool down it causes health problems. That really worries me.”
As she watched some of her new peers contribute to a project that will provide real solutions to local residents, Fanni realized she, too, could do something that would both ease her worries and help support ongoing heat mitigation efforts. This fall, she took action by starting the Upper School’s Climate Action Club, which has set a goal to collaborate with TreeUtah to help plant trees in the hotspots identified in Salt Lake City’s Heat Watch Report and to create a website that will teach others how they can help.
“The heat mapping data makes it clear that we need to take action and we need to take it now,” said Fanni, who joined junior CJ Wujkowska on an October 30 follow-up episode of RadioACTive to discuss next steps that will be taken in Salt Lake’s heat mitigation efforts. “I want to help the city stop the urban heat island effect by planting trees and educating the population in this area about the importance of taking responsibility for the environment.”
I felt like I could do nothing, but now I know I can, and I want people to know they can do something. Everyone can take small steps that will make a better future—and even help now.—Fanni Ventilla, class of 2026
And Fanni isn't the only student applying the data. This year’s climate science students have been hard at work studying the Heat Watch Report findings, and each has picked an area that speaks to them and that they want to explore further: long- and short-term heat-related illness (Ani Agarwal), heat and mental health (Brooke Brown), heat and topography (Hayden Kaufman Schiller), heat and outdoor work (Kiri Mannelin), urban heat and sports training (Bea Martin), heat and air quality (Lulu Murphy), urban heat and redlining (Cam Prichard), and heat and invasive insects (CJ Wujkowska). In addition to writing articles about their chosen subjects for submission to The Gazette, the Upper School newspaper, each student created a poster about their subject that was shared with community members who attended Making the Invisible Visible, a November 5 community event that brought together members of the Salt Lake City heat mapping team, scientists, policy makers, and community members to discuss the Heat Watch Report and solutions that will help the community be more resilient to future heat waves.
It is just the start of what’s to come of this important work, and a promising glimpse of how Rowland Hall students will continue to tackle climate concerns.
“I felt like I could do nothing, but now I know I can,” said Fanni, “and I want people to know they can do something. It’s not just a problem that only scientists and professionals can solve. Everyone can take small steps that will make a better future—and even help now."
Banner photo: Upper schoolers Maddie Mulford and Max Jansen show one of the heat mapping probes that was used to gather temperature and humidity data in Salt Lake City on July 15, 2023.
Authentic Learning
Tribulus terrestris is a deceptively lovely plant.
It fans out across surfaces with delicate fern-like leaves and, when in full bloom, displays tiny and charming yellow flowers.
Under the surface, though, this plant is a nightmare. More commonly known by names like goathead, tackweed, devil’s weed, and puncturevine, it has learned to adapt to almost any environment, pushing out native plants in its wake. It also has a myriad of defenses, making it hard to kill. Students in Rowland Hall’s fifth grade can tell you all about it. The first problem? The thorns.
“The thorns can get stuck in tires and shoes and all sorts of things,” said fifth grader August P. “It was sharp enough that it would just go through your gloved hands when you were pulling it. It went through the trash bags too.”
Hannah Blomgren got the fifth graders involved in puncturevine eradication efforts after seeing the vine’s damage on the trails along the river and realizing how perfectly the situation illustrated lessons she was teaching about the problem of invasive plants in Utah.
The roots also pose an issue. They go deep into the soil and spread around the plant in all directions. “You have to get all the roots,” said Katie P. “If you leave any of the puncturevine it’s going to regrow. It’s hard to pull it all out. Some of them were very heavy and bigger than they looked.”
The students battled the prolific and hazardous weed this fall as part of the Jordan River Commission’s puncturevine eradication efforts. Science Specialist Hannah Blomgren got the fifth graders involved after seeing the vine’s damage on the trails along the river and realizing how perfectly the situation illustrated lessons she was teaching about the problem of invasive plants in Utah.
“In fifth grade, we talk about what plants need to survive, and how invasive species use up the nutrients native plants need,” Hannah said. “We also discuss the environmental impacts involved, like erosion, especially in river areas.”
So in late September, the grade headed to Jordan Park on the west side of Salt Lake City to help remove the vines from fields and riverbanks. While working to pull the puncturevine, the students quickly learned that the tools provided to them (basic two-prong weed pullers) were not up to the task. “We noticed seeds were being left behind,” said Freya S. “We needed a machine that would pull out the roots, but then vacuum up the seeds too.”
Luckily for the students, TREC (technology, robotics, engineering, coding) teacher Kaelis Sandstrom had joined them for their field trip and was ready to help them design better tools for the job. After returning to campus, the students were given class time to build their own. Using LEGOs and basic building materials, the kids built models of their ideal puncturevine pullers. Groups came up with lots of ideas, like a puncturevine-sensing drone that could destroy the weed on sight, or a robot that looked like a small animal but was designed low to the ground to successfully get under the vines and pull them out. Since coming back from the field trip, the students have continued working on these designs in the TREC Lab on campus, working through design issues and developing new prototypes.
They’re taking on the engineering process. They are learning you can build something really cool in a short amount of time, but in order for something to be lasting and useful, it takes time and work. And they’re learning that they can take on local problems here in Utah.—Kaelis Sandstrom, TREC teacher
“They’re taking on the engineering process,” Kaelis said. “They are learning you can build something really cool in a short amount of time, but in order for something to be lasting and useful, it takes time and work. And they’re learning that they can take on local problems here in Utah.”
Community engagement was a big reason for getting the students involved in the puncturevine eradication efforts. Part of Rowland Hall’s first strategic priority is about cultivating community partnerships, and the students did just that in a part of the city many had not visited before.
“We wanted to tie this into the idea of all of us being a part of a community or an ecosystem,” said fifth-grade teacher Samantha Hemphill. “One area where they were working was a soccer field, and so pulling out the puncturevine and helping the people who would play there made it feel important.”
In addition to the time spent working, the students also got to spend time exploring the International Peace Gardens, a site on the banks of the Jordan River that features different areas devoted to the diverse populations that call Utah home. Fifth-grade teacher Rachel Slivnick said the visit highlighted lessons the kids were learning in social studies at that time.
“We had talked a lot about the idea of windows and mirrors, learning about how their cultures can be both a window into a different way of life and also a mirror that reflects your own values and the things that are important to you,” said Rachel. “So, at the International Peace Gardens, it was almost like a scavenger hunt or a treasure hunt, identifying what makes cultures unique and how students could relate to them.”
The students aren’t done with their work along the Jordan River. In the spring they plan to return, not to pull out plants but to place new ones. They will be planting trees in the area along with their kindergarten buddies. And their impacts on the community go beyond the banks of the river. You see, puncturevine has a bounty on its leaves, and the students received two dollars a pound for the plants they pulled. A grand total of $204 will be donated to the school on their behalf, and they have lots of ideas on how it could be used.
“Maybe they use some of it for the new Upper School,” said fifth-grader Aster S.
Tribulus terrestris is a terrible plant, but Rowland Hall’s fifth grade may have helped stop its spread. At the same time, the lessons they learned planted seeds that have already grown roots, sprouted, and will continue to grow for years to come.
STEM
By Caelum van Ispelen, Class of 2023
Saunter past Upper School room A-11 on Wednesdays at lunch and you will hear the rumbling gears of some fascinating minds.
Some days you'll listen to combinatorics; other times it might be hyperbolic trigonometry—or if you're lucky, the venerable Chicken McNugget theorem. But invariably, that classroom holds students exploring the reaches of mathematical knowledge that extend well beyond what is traditionally taught in school.
This is the Math Club: a group of students coming together to connect over mathematics and its enigmas. Led by senior Zachary Klein, with the guidance of seasoned math teacher Adella Croft, its five-year history has seen not only valuable connection and bonding over a shared interest, but also exceptional performances in national and international mathematics competitions.
Compared to the courses offered at school, the Math Club offers a much more varied perspective on mathematics. "We don't have a set agenda; we just do what interests us," said club president Zachary. For many students across all knowledge levels, this flexibility rekindles an appreciation for math's intrinsic beauty. "It's refreshing to think about a broader range of approaches to problems rather than peering through the same lens for the whole year, as would be the case in a class," said club member Caelum van Ispelen.
There's something meaningful in struggling with a problem and not managing to make progress. It's valuable exposure for everyone, and we learn how to deal with things that seem impossible.—Senior Zachary Klein, Math Club president
A primary goal of the club is to enrich people's appreciation for the creativity in math and problem-solving. Asked about the difference between competition and school math, Zachary said, "The main difference is your level of preparedness ... when you take a math test at school, you've already seen the same problems, just with different numbers." In competition math, he argues, none of the questions follow this pattern. "You're never going to see a problem you've seen before. You have the tools to solve them, but you have to figure out how to use those tools in a way that's almost unique to yourself and your identity."
Even students who might not find a use for the range of mathematical concepts covered in the Math Club still walk away with indispensable wisdom: the ability to fail. "There's something meaningful in struggling with a problem and not managing to make progress," said Zachary. "It's valuable exposure for everyone, and we learn how to deal with things that seem impossible."
As students leave for college and brace themselves for the much-increased challenge of its courses, this exposure will certainly come into play. In fact, many Math Club members are already experiencing university-level rigor in the form of the newly introduced Advanced Topics in Mathematics course. Faced with the complexities of percolation and group theory, these students find themselves remembering the Math Club wisdom in their struggle to persevere. "Doing competition math and taking tests where 25 percent is considered a good score definitely sparked my tenacity for challenging material," said Caelum.
Armed with a drive to connect to other math-minded people, the members of the Math Club are helping to spread their burgeoning knowledge to younger students as well. Zachary now leads Mission Math Utah, a nonprofit organization dedicated to creating awareness and appreciation for STEM topics across elementary and middle school students. Remarking on the organization's no-questions-asked financial aid policy for tutoring and competitions, Zachary said, "I've heard from people how thankful they are for the easy financial aid, and it lets them discover more math. That's really meaningful to me."
Senior Zachary Klein and juniors Dean Hijjawi, Sophie Zheng, and Isabelle Jiang ranked in the top 5 percent of American Mathematics Contest test takers, qualifying for the American Invitational Mathematics Examination (AIME). This success marks the second-highest number of AIME-qualifying students from any school in Utah in 2023—as well as the fourth year in a row Rowland Hall students have performed at this level.
Beyond the Math Club's success in spreading creativity, the 2022–2023 school year has been no exception to the students' prowess in nationally renowned competitions. After periods of intense studying, wrestling through heaps of problems and scratch paper, students in the Math Club participated in the American Mathematics Contest (AMC), an immensely competitive exam that demands the most creative and intricate problem-solving skills. In a stellar performance, senior Zachary Klein and juniors Dean Hijjawi, Sophie Zheng, and Isabelle Jiang ranked in the top 5 percent of AMC test takers, qualifying for the American Invitational Mathematics Examination (AIME). This success marks the second-highest number of AIME-qualifying students from any school in Utah in 2023—as well as the fourth year in a row Rowland Hall students have performed at this level.
On top of this astounding achievement, students from the Math Club participating in the American Regional Mathematics League (ARML) are performing phenomenally as well. With their participation, the Utah team won first place in the ARML Power international competition in 2022. The team was then invited to travel to Boston where they competed in the Harvard-MIT Mathematics Tournament. In the team round, they ranked seventh place in the nation.
Given this legacy of achievement and contributions spread throughout the past five years, the Math Club will continue to thrive. And with Zachary graduating this year, it will be up to the younger generations of students to take the helm—and they are well prepared.
Student Voices
Dr. Sophie Janes ’12 remembers when she first realized she could have a career in STEM.
“I was in Mr. Hayes’ ninth-grade biology class and it just clicked for me,” she said. “I realized I really liked science.”
Dr. Janes is now an OB/GYN resident at the University of Utah, and she returned to Rowland Hall’s Lincoln Street Campus on March 17 to talk to current students about how they, too, can find a place in science, tech, engineering, and math—or STEM.
We want students to see themselves reflected in different role models and in different fields. We want them to know they can successfully navigate career pathways they are passionate about.—Dr. Chandani Patel, director of equity and inclusion
Dr. Janes, a representative from the medical field, was one of the speakers who attended the school’s first annual The Future of STEM: A Symposium with Local Innovators event, a program held in honor of Women’s History Month. She was joined by physician Dr. Tricia Petzold (medicine) and mathematics professor Dr. Priyam Patel (math), as well as teachers Ben Smith ’89 (computer science), Dr. Padmashree Rida (biology), and Christian Waters (technology); Great Salt Lake Institute Coordinator Carly Biedul (environmental science) was also scheduled to attend, though she had to cancel due to illness. The event was set up so students could meet with women currently working in STEM, learn about various career paths, and find out how to get started on their own pathways to STEM careers, while also supporting peers along the way. The event’s keynote speaker, tech CEO and incoming Rowland Hall Board Chair Sarah Lehman, advised the group to “get comfortable with the uncomfortable,” to not be afraid to stake their claims in fields that interest them, and, when faced with challenges, to "focus on what is important to you and let other things roll off."
The symposium included a goal of encouraging historically underrepresented individuals to pursue their interests in STEM fields, including seeking out mentors who are doing work that is exciting to them. One of the sessions was on how women can navigate these fields, while another explored how to be an ally and make STEM more inclusive to a variety of people. “We want students to see themselves reflected in different role models and in different fields,” said Dr. Chandani Patel, director of equity and inclusion. “We want them to know they can successfully navigate career pathways they are passionate about.”
Dr. Patel said the STEM symposium was only the first of what she hopes will be many events aimed at bringing community leaders and professionals to the school to share with students career options and opportunities the students may not have even considered. Events like these underscore the importance of building strong partnerships to create learning opportunities, both in and out of the classroom.
“I am so glad to be able to help show them what’s possible and what steps they need to take,” said Dr. Janes. “I want them to be brave and make the most of the opportunities available to them.”
STEM
Community & Traditions
On Friday, April 19, more than 300 members of the Rowland Hall community gathered for the groundbreaking of the Richard R. Steiner Campus, future home of our Middle School and Upper School, as well as a new athletic complex and performing arts center.
Scheduled to open for the 2026–2027 school year, the Steiner Campus will reunite all Rowland Hall students at one location for the first time in four decades and provide welcoming, collaborative, and flexible-use spaces that better support our students’ learning.
The groundbreaking event began with remarks by Mick Gee, head of school, followed by Sarah Lehman, chair of the Board of Trustees, who told attendees, “We are going to break ground and embark on the boldest vision yet: to unite our campus by 2026.”
Reuniting our community has never just been about a new building. Our focus is on providing thoughtfully designed, modern learning spaces that aren’t available at our Lincoln Street Campus—spaces that better support how today’s students learn and that are in line with our school’s extraordinary vision.—Mick Gee, head of school
Students (and sisters!) Zoe Y. (grade 5) and Elle Y. (grade 3) then spoke, wrapping their speech by announcing that it was time to officially break ground. Zoe and Elle joined Mick, Sarah, members of the Steiner family, and school trustees to scoop the first shovelfuls of earth from the lot on which the Steiner Campus will be built.
“The Rowland Hall community has long looked forward to the day when all our students would be reunited at one location,” said Mick about the momentous event. “But reuniting our community has never just been about a new building. Our focus is on providing thoughtfully designed, modern learning spaces that aren’t available at our Lincoln Street Campus—spaces that better support how today’s students learn and that are in line with our school’s extraordinary vision.”
In support of this vision, Developing People the World Needs, the Steiner Campus will include state-of-the-art facilities that support programmatic priorities (including applied mathematics, engineering, environmental and research science, technology, and entrepreneurship) and flexible-use spaces. The campus will also house three centers that emphasize deep learning: a Center for Community Impact, which will educate, empower and inspire students to become agents of positive change, as well as support our commitment to being an indispensable partner to educational institutions, nonprofits, and businesses; a Center for Science, Engineering, and Research, which will feature collaborative science classrooms and a student-led research area; and a Center for Design and Creativity, which will feature maker workshops and a robotics hub. The Steiner Campus will also provide space for an expanded student body, welcoming more students who value the innovative, authentic learning for which Rowland Hall is known.
Want to get involved? Visit Rowland Hall’s capital campaign website to learn more.
Strategic Priorities
This year, the Rowland Hall community honored Dr. Martin Luther King Jr.’s life and legacy with Weavers and Dreamers: Leading the Beloved Community, a time to imagine a beloved community where everyone can be themselves in multifaceted ways alongside local Black storytellers, artists, and musicians.
This year’s event kicked off on Thursday, January 11, with a tribute to Reverend France A. Davis, a longstanding Rowland Hall board member, community trailblazer, and civil rights activist. Rev. Davis’ tribute was followed by a performance by alum Micah Willis ’14 and his band and a storytelling program presented by Charlotte Starks and Ashley Finley, members of the Nubian Storytellers of Utah Leadership (NSOUL).
On Friday, January 12, middle and upper school faculty and staff gathered for a professional learning opportunity, and then a special daylong program was held for students in grades 6–12. Students engaged in conversations about building a beloved community; participated in activities featuring musicians, poetry, and storytelling; and reflected on the connection between our imaginations and questions of belonging and inclusion, as well as storytelling as a crucial leadership skill that can help us imagine different and better futures. Alum Micah Willis and NSOUL storytellers also joined this gathering.
On Monday, January 15, Rowland Hall students and their families honored the Martin Luther King Jr. holiday by coming together for a day of community engagement. Volunteers planted wildflower seeds and built greenhouse benches with the Jordan River Nature Center in the morning, and then community members were invited to join an afternoon march, organized by the University of Utah’s MLK Week Committee, from East High School to the University of Utah.
The celebration continued on Tuesday, January 16, when Charlotte Starks of NSOUL gathered with Beginning School students to read a story and speak about Dr. King. The Lower School then came together for a Changemaker Chapel, where students heard from two guest speakers, Micah Willis and Charlotte Starks, and engaged in the division’s annual tradition of creating an artifact and marching around the quad to demonstrate how they can see themselves as future changemakers. This gathering allows our younger students to express what they need to feel belonging and how they might imagine a world where everyone feels included and valued.
We invite you to enjoy the linked Weavers and Dreamers photo gallery.
Community
Kicked off in 2013, the annual ninth-grade Camp Roger trip is a special experience for the newest members of the Upper School community.
Camp Roger, which took the place of the annual Southern Utah trip led by the late Peter Hayes, offers ninth graders an unforgettable chance to come together in a natural setting to learn and build community as they establish connections and bonds they’ll carry through their Upper School experiences.
The Camp Roger itinerary was revised to better complement the ninth-grade curriculum, to emphasize points of connection among students and teachers, to strengthen the place-space aspect of the experience, and to add opportunities to break down learning silos, enabling learners to find connections among subjects and apply them to real-world scenarios.
And while Camp Roger has long been a thoughtful opportunity to build on on-campus learning and community, this year a group of Rowland Hall educators—Rob Wilson (biology/climate studies), Ben Smith (computer science), Ryan Hoglund (ethical education), Joel Long (English/creative writing), and Laura Meyer (science)—came together to find ways to further strengthen the experience for students.
Thanks to the generosity of the school’s Bamberger grant program, sponsored by the Ruth Eleanor Bamberger and John Ernest Bamberger Memorial Foundation as a way to support teachers’ professional growth over the summer, the group spent time in summer 2023 rethinking the Camp Roger trip itinerary. They revised it to better complement the ninth-grade curriculum and emphasized points of connection among students and teachers, as well as the place-space aspect of the experience—the idea that what students learn in school is relevant in where they live. They also looked for further opportunities to break down learning silos, enabling learners to better find connections among a variety of subjects and to apply them to real-world scenarios
Among the outcomes of this work was a 38-page field notes document that guided this year’s experience, housing not only the trip’s lessons, schedules, and group duties, but also space in which students could record thoughts and observations as they made their way through seven rotations that built both hard skills and self-understanding—areas they’ll need as they continue to identify and build on their individual strengths, develop their voices, and find their leadership skills.
Below, three ninth graders share their reflections on their Camp Roger experiences. Responses have been lightly edited.
Much of the Camp Roger experience is about building community with other Upper School students. What moments from camp were especially important to you when it came to building community and how do you think those moments will play a role during your time in the Upper School?
“Moments from camp that helped build the community in Upper School for me were being in a cabin with people that I haven’t spent too much time with and might not have gotten to know without sharing a cabin with them. The talent show as well helped build community because we were all just there to share with people and have a good time. These moments will play a role throughout Upper School by improving relationships and memories between people. We now all have memories that we all share with each other and can remember or discuss.”
– Mina Granger
“Some moments from camp that were especially important to me when it came to building community happened during our recreation time, when we were done with everything we had to do for the day and we could all just have fun with each other. I think these moments will play an important role in my time in the Upper School in the way that my community sees me, because I feel like they taught everyone a lot about me, and me a lot about them.”
– Grey Obermark
“It showed who would stay with you up in the middle of nowhere with only a volleyball, a bed, and bad food. I love that it shows people what you're made of—doesn't matter if you're a frequent camper or a first timer, the mental challenges/stress is hard for everyone. It allows you to be closer. I said things up there to people I had only known in the past few minutes that I wouldn't dare to down here.”
– Jacob Gerhardt
How did your Camp Roger experience teach you to think beyond first impressions? How will you apply this to your learning this year?
“This trip has taught me that you should always consider the bigger picture and impact everything has, rather than focusing on the object or person in one part. This will help me in the future by making me look at many different and close details in classwork and allow me to see the whole picture as well as small parts of that picture.”
– Mina Granger
“It changed how I see water. A lot more water goes down that stream every second than I thought.”
– Jacob Gerhardt
How did you surprise yourself at Camp Roger? What did you learn in that moment and what did it teach you about who you are as a person, learner, and community member?
“During Camp Roger I didn’t feel too well and got pretty sick, but I surprised myself by still going on the hike even though I wasn’t feeling up to it. It showed me perseverance in a harder time for me and I eventually did accomplish it proving that I can accomplish hard things and I shouldn’t give up just because of an inconvenience.”
– Mina Granger
“I surprised myself at Camp Roger because I realized how much nature was in my day to day life. I spent so much of my time at the start of the trip paying attention to myself that I almost forgot to pay attention to the world around me. But when I finally did, it was beautiful. Nature tends to really surprise you like that. It taught me that maybe I needed to look around more, that maybe there were more things to learn about the world than what I’d like to see, and that maybe my community isn’t as different from me as I might have thought.”
– Grey Obermark
“It taught me it doesn't always have to be your friends, or in my case, my brother, that I hang out with. Everyone here is a spectacular person that you could talk to, no matter what age, for hours on end.”
– Jacob Gerhardt
Community
A heartfelt welcome to the seven individuals who joined Rowland Hall’s Board of Trustees in the 2023–2024 school year.
Board members’ terms began on July 1.
Ping Li
Ping Li has been a partner at Accel, a global multistage venture capital/private equity firm, since 2004. He graduated from Harvard University and received his MBA from Stanford University.
Ping and his wife, Kim, live in Park City and have three children at Rowland Hall, Miles (8th), Layla (6th), and Felix (5th). He enjoys traveling with his family and rooting for the Utah Jazz and Real Salt Lake.
Molly McCarthey Spain ’03
Molly McCarthey Spain ’03, a Rowland Hall Lifer, holds a degree in political science from the University of Arizona and a juris doctor from Gonzaga University. After moving back to Salt Lake City to begin her legal career, Molly was introduced to her now-husband, Seth, by a friend she met in 2PreK at Rowland Hall. Molly spent a few years in civil litigation but is now a full-time chaos manager for two energetic dogs and two extremely energetic little boys. Sawyer (kindergarten) is thriving in the Beginning School, and Weston (age 2) is eagerly awaiting the day he is old enough to join his big brother at Rowland Hall.
Molly spent the better part of a decade serving on the Alumni Executive Board at Rowland Hall. She also serves on the Board of Directors at the Humane Society of Utah.
Jeff Miller ’98
Jeff Miller ’98 is the general manager, chief executive officer, and owner of two Mark Miller Subaru locations. He holds an MBA from the University of Utah and a bachelor's degree in business from the University of Southern California. Jeff has served or is serving as a member of various prestigious corporate boards, including Subaru of America's National Retailer Advisory Board and Regional Dealer Advisory Board, the Cox Automotive National Advisory Board, Google's National Dealer Council, and the National Roadster Advisory Board. Jeff is also very involved in the community and has served on the charitable boards of the Community Foundation of Utah, Discovery Gateway Children's Museum, Boys & Girls Clubs of Greater Salt Lake, and the Ronald McDonald House.
Jeff and his wife, Deanna, have three children at Rowland Hall, Natalie (7th), Caden (5th), and Miles (4th). In his free time, Jeff enjoys golfing, playing basketball, and being with his family.
Jenna Gelegotis Pagoaga ’98
Jenna Gelegotis Pagoaga ’98 is a proud Rowland Hall parent, Lifer, and alumna. She has a strong passion for the vision, mission, and values of Rowland Hall, which is evident in the numerous ways she builds community throughout the school: Jenna has long been an avid member of the Home & School Association, serving as the McCarthey Campus Home & School president for two consecutive terms, a room representative coordinator, and a new family outreach team member, as well as on multiple committees. Volunteering and building community within Rowland Hall is one of Jenna's greatest joys and she is looking forward to bringing this passion to the school’s Board of Trustees.
Jenna is a graduate of the University of Utah, and for 20 years she has served the university’s division of Student Affairs through her work in the Office of Orientation & Transition, the Office of the Dean of Students, and, currently, the Office of Fraternity & Sorority Life.
Jenna and her husband, Steve, live in Salt Lake and have two children, William (6th) and Ollie (2nd).
Jeffrey Rhodes
Jeffrey (Jeff) Rhodes is a partner of TPG and a co-managing partner of TPG Capital, TPG’s private equity business in North America and Europe. He also co-leads the healthcare group and the firm's investment activities in the healthcare services, pharmaceutical, and medical device sectors.
Jeff serves or has served on several boards in the healthcare and healthcare IT sectors. He is also chairman of Troon Golf and active in community and conservation organizations. Jeff received his MBA from the Harvard Business School and earned his BA in economics from Williams College.
Jeff and his wife, Tracy, have three children, Alden (10th), Chet (7th), and Hadley (5th). All three are in the Rowmark Ski Academy program.
Keith Taylor
Keith Taylor moved to Utah in 2016 after spending most of his life on the East Coast. After earning a BS in accounting from Washington and Lee University in Virginia, Keith joined the investment banking group at J.P. Morgan. He received an MBA from the Kellogg School of Management at Northwestern University, after which he continued in investment banking at Goldman Sachs. In 2007, Keith left Goldman to build a new private equity fund for The Carlyle Group in Washington, DC.
At Carlyle, Keith was fortunate enough to have a wonderful partner from Utah, who convinced him to move to Salt Lake in 2016 to start The Cynosure Group, a multi-discipline asset management firm primarily focused on managing assets for nonprofit entities. Intending only to be in Utah for three years, Keith and his wife, Elizabeth, and their three boys, Ben (10th), Mac (8th), and Wells (5th), have never left, and are excited to have made Utah home.
Dr. Mary Ann Villarreal
Dr. Mary Ann Villarreal is the inaugural vice president for equity, diversity, and inclusion at the University of Utah, where she provides leadership and strategic oversight across campus. Mary Ann is an Air Force veteran and first-generation college graduate who holds degrees from Mount Holyoke College and Arizona State University. She began her academic career as a history professor at the University of Utah and is also the former associate vice president of strategic initiatives at California State University, Fullerton, and the former associate dean at Colorado Women's College, a division of the University of Denver.
Mary Ann serves the broader higher education community as chair of the Board of Directors for the American Association of Colleges and Universities; a member of the Executive Committee for the Association of Public & Land-Grant Universities’ Council on Diversity, Equity, & Inclusion; and part of the TIAA Inclusion Council. In her work, Mary Ann strives to strengthen the dignity of all individuals through organizational transformation in practice, policy, and processes.
Mary Ann and her partner, Lisa, have two children, Aliana (8th) and Amaris.
People
Each August, Rowland Hall holds Convocation, a traditional gathering that brings our school community together to connect, learn, and celebrate the start of a new school year. This year’s event, held the morning of Friday, August 25, centered around the 2023–2024 theme, and school value, Learn for Life.
Every year, Rowland Hall’s student body president is invited to address the group of students, faculty, staff, trustees, alumni, and families gathered for Convocation. This year, Student Body President Omar Alsolaiman highlighted the values of learning, the importance of seeking and applying knowledge, and how dedication to lifelong learning can inspire students to become people the world needs.
Omar’s speech, lightly edited for style and context, appears below.
Good morning, everyone. My name is Omar Alsolaiman, and I’m your student body president.
Before I start, let’s have the seniors stand up just to be recognized for being in their last year.
Let me first congratulate you all on being here in general—whether you’re in your first years, like our first graders, or you’re about to graduate, like our seniors, or graduated about a century ago like Dr. Dan Jones, you have taken your first steps this year towards lifelong friendships, thinking deeply, and, most of all, learning. Wherever you are on your journey, let’s all take a moment to reflect and appreciate it—to appreciate what we have done and where we will be in the future.
But perhaps more backbreaking than all of our learning put together was of course the middle and upper schoolers’ walk up the hill—give yourselves a round of applause.
I know, it’s just awful. Impossible, really.
Now, I know many of you, despite the fact that you just applauded for yourselves, don’t want to be here on this hot morning, picking grass and listening to people, but as an old lady told me about a week ago on the train when I apologized for being in her way, “We all have to be somewhere,” and you know what, I think your place just so happens to be here today.
Now, when Mr. Hoglund first emailed me in the middle of my summer to tell me what this year’s theme was, Learning for Life, I decided to ignore the email until the end of the summer. But in all seriousness, I basically had no idea how I, a 17-year-old high schooler, could impart the wisdom of a lifetime. I mean, they told me lifetime learning and what am I supposed to do? But as I thought about it, and my internship professor reminded me what his thesis advisor had told him before he graduated, that learning is never ending, even after a single degree or accomplishment. And I realized that the Rowland Hall theme Learning for Life was not about dropping off a big bio textbook in your office cubicle in 20 years to make sure that you still know that the mitochondria is the powerhouse of the cell, but instead to prepare you by developing the skills to naturally and easily continue learning, problem solving, and critically thinking for life.
Rowland Hall has taught me to value that journey that leads to what I learn—this effort is what really teaches us and carries on after we are done with a project.—Omar Alsolaiman, class of 2024
So I sat down and thought about what the values of learning are, and I came up with a couple, and that was in the only way I knew how—Arabic.
Now, I do feel kind of bad for KP, who spent the last year teaching me about English rhetoric only for me to come up in front of the entire school to talk about Arabic rhetoric and grammar, but I swear, KP, I did actually pay attention in class last year and I didn’t do too bad on the AP.
But let me give you a quick crash course for Arabic. Now, like some words in English, the building blocks in Arabic are three-letter roots. I will make this short and simple, but for example, F A L, which means to do. And from this, you can conjugate basically any derivative of the original meaning. Yes, lower schoolers, there is actually a purpose of conjugating in Spanish and you do sometimes do it in English as well.
Now, for our case, let's focus on a different word. F A L means to do, but that’s not perfectly relevant right now, so let’s focus on I L M. I L M, try to say that with me: I L M. It’s all in the throat. That wasn’t actually too bad. I was expecting to give you guys a bit more. But, Rowland Hall, you should make sure that Arabic is at some point a course option. Until then, if you need Arabic tutoring, just text me.
Anyway, I L M means to learn, to teach, or just knowledge in general. Now, that’s all well and good, but what’s cool and very appealing to my strict rule-based engineering brain is that if you rearrange those letters in any format, any root you come up with is actually directly related to the original meaning of the word, or sometimes even the direct opposite. So this means that if we take some of these combinations, for example, we switch the lam and the meem, we get I M L, which means to work or to do something deliberately. This tells us that learning for life, and just learning in general, is not just a one-stop shop. In fact, it’s something that requires some intentional effort. Throughout the years, Rowland Hall has taught me to value that journey that leads to what I learn—this effort is what really teaches us and carries on after we are done with a project. For example, last year, as the juniors this year will do, my class worked on the vintage ad project—I know, it's a name that sends shivers down any high schooler’s spine. But despite the torturous time frame we’re given, the scope of the assignment, and the literal countless number of days that I spent with less than a couple hours of sleep, the teachers make a point to let us do the bulk of our research, making sure that our papers aren't spoon-fed evidence and instead have our own lines that we gather from pages of unnecessarily long research papers about Japanese airline statistics in 1964.
Now, that’s one part of I M L’s, or to work, relation to I L M, to learn, but I'd also argue that the work doesn't end with the acquisition of knowledge. Even more literally, another meaning of I M L is to exercise an influence; so instead, after we learn, we have to work to use our knowledge and benefit the world with it. Mr. Wilson has always made a point, and repeatedly taught me and my friends that, when teaching us about global climate patterns and climate change, it's not just classroom knowledge—it’s immediately applicable to the world and must be applied. There's an old Arab parable that compares one who pointlessly absorbs knowledge, or doesn’t absorb it all, to a donkey carrying books on its back. Even if it has every book in the world, it can't really do anything with it and it can’t properly learn and implement the books. That's our job as lifelong learners. Always seek out knowledge, whether that’s learning why your friend has an unhealthy obsession with Crocs or learning about the solutions to making Salt Lake more walkable. And then, once you have the knowledge, use it and invest in it.
The more we continue to learn, the more we shine and become examples for our communities, our families, and even our friends, the more we can actually make an impact.—Omar Alsolaiman
Now, the second rearrangement of I L M that can benefit us is L M I, which means to beam or shine with color. What this tells us is the result of our learning for life. The more we learn intentionally, and the more we implement it in the communities around us, as cheesy as it sounds, makes one stand out, makes us the people that the world needs, as Mr. Hoglund mentioned, and a shining light of hope for our communities and even the world. While I've been at Rowland Hall, it has continued to highlight our students and beckon them to become people the world needs—well, that begins with a dedication to lifelong learning. Even if you came out of high school the person the world needed, especially in the age of information, within five years, you could be as good as obsolete, or even cringe. As such, the more we continue to learn, the more we shine and become examples for our communities, our families, and even our friends, the more we can actually make an impact. Make yourself a toolbox of the bits of wisdom you learn in school and life, and the little bits of knowledge that Rowland Hall, its teachers, its values, and its people have given you. That toolbox will act as a lifelong guide and make you hopefully choose to continue learning as the opportunities arrive.
So when you go home today, or actually, back to school (sorry about that), I want you to remember these qualities and prerequisites of knowledge—knowledge does allow us to make an impact and gleam, but we also must work to gain it and use it.
Thank you.
Student Voices
Welcome, Winged Lions!
Rowland Hall is thrilled to welcome students and families to our campuses for the 2023–2024 school year.
The year kicked off on Wednesday, August 23, with smiles, hugs, and excitement. As students and families poured onto campus, they were greeted by an enthusiastic team of faculty and staff, said hello to old friends (and met new ones), and, for many of our youngest learners, gave a hug or a high-five to Roary, our trusty school mascot. And as the week went on, students had even more opportunities to connect, settle in, and prepare for an exceptional year of learning, including by gathering for Convocation and our annual Back to School Bash. Alumni even got in on the fun at the All-Class Reunion.
We invite you to enjoy some of the images captured during the first days of school.
Community
Rowland Hall is excited to introduce two new assistant principals joining the school in the 2023–2024 school year: Josy Alcindor, Beginning School and Lower School assistant principal, and Stacia McFadden, Upper School assistant principal.
Both bring to Rowland Hall a wealth of knowledge as educators and administrators, and we are thrilled to welcome them to our community.
Learn a bit more about Josy and Stacia below.
Meet Josy Alcindor, Beginning School and Lower School Assistant Principal
Since childhood, Josy Alcindor knew she wanted to work in education. She can even recall one of the first times she stepped into the role of teacher: at 10 years old, Josy borrowed her parents’ English learning workbooks to help an older family friend learn the language, a job she took very seriously. The child of Haitian immigrants, Josy was inspired by her parents’ tenacity and dedication to their own learning, and she wanted to help her friend succeed in a new country. It was an experience that helped to spark a love of teaching that she’s carried through her life. Paired with what Josy calls her “mama bear” approach to supporting and advocating for learners from preschool to the brink of adulthood, it’s clear she’s found her sense of purpose in education spaces.
“I’ve always been in the business of children, for their well-being across the board; emotionally, mentally, academically,” said Josy. “My life’s work is for the betterment of children. It’s my motivator.”
FUN FACT: Josy refers to herself as a closet poet (“I love the spoken word,” she said) and enjoys sharing her passion for poetry with others—especially students. At Wildwood School, she even created a fifth-grade activist poetry unit that allowed students to explore causes they care about. Josy said bringing out the poet in a child can help build their confidence and self-understanding.
And Josy has dedicated her career to this work, earning a bachelor’s degree in women and gender studies from Hunter College and a master of science education from the Bank Street College of Education. She’s spent years in the classroom, teaching students in preschool through fifth grade on both coasts: Josy worked at the Dalton School and the Hewitt School, both in New York City, and Wildwood School in Los Angeles, where she was most recently a fifth-grade teacher and diversity division coordinator. She’s also been a dedicated mentor for teens and young adults as a former board chair of Urban Neighborhood Services, and a board member at the YA-YA (Youth Activists-Youth Allies) Network. In all her roles, Josy has built classroom experience and deep administrative knowledge, and has worked to strengthen communities, including by training other teachers and facilitating conversations around DEIBJ or social-emotional learning. She understands that relationships are at the heart of education, a perspective that played a role in her decision to come to Rowland Hall.
“The sheer joy that I experienced when I walked in here—that solidified it for me,” said Josy of her first visit to the McCarthey Campus. She remembers seeing children happily engaged in learning and hearing faculty speak highly of the school, and knew that Rowland Hall was a place that also valued relationships, and where she could help children, as well as families and teachers, thrive. She was further moved by Rowland Hall’s strategic vision and is excited to be part of its continued rollout.
“I love this philosophy. It aligns with my core values: setting children for success, preparing them for tomorrow, for a changing world,” said Josy. “I look forward to being part of the forward-moving thinking and building off the amazing things that have happened.”
Meet Stacia McFadden, Upper School Assistant Principal
It doesn’t take long when chatting with Stacia McFadden to learn just how much she enjoys collaborating with people, as well as bringing others together.
“I’m such a connector,” she said.
Though Stacia’s professional life is filled with opportunities for connection-making in educational spaces, she didn’t start her career in education. Stacia majored in computer science as an undergraduate, earning a full-ride scholarship to Michigan State University to continue her studies. But a month into the graduate program, she realized that the path she was on didn’t feel quite right—she didn’t want a career that comes with a cubicle, a screen, and, often, isolation. She wanted to work closely with others. Heeding this self-understanding, Stacia changed course, moving to New York City to join IBM as a business analyst programmer. It wasn’t her dream job, but it played a pivotal role in her professional journey.
“While I didn’t find true fulfillment in this role,” Stacia explained, “I discovered joy via outreach through one of IBM's diversity networks, Black Network of New York, and my sorority.” Through these opportunities, Stacia mentored college students studying STEM disciplines, taught community technology workshops, and led a mentoring program for middle schoolers, all of which helped her understand that education is within her—and that she could apply her love of computer science to the field, helping students and teachers use technology to strengthen their work. “I got passionate about the integration of technology to enhance, empower, and inspire thinking and learning,” she said.
FUN FACT: Stacia plays tennis and has been to three United States Tennis Association (USTA) state championships and one USTA sectionals championship. She’s also shared her athletic talent in her career—tennis coach is just one of the many hats Stacia has worn as an educator.
Stacia pivoted again, earning a master’s degree in computing in education from Columbia University’s Teachers College, and teaching math, web design, and computer applications at a public charter school in Washington, DC. She then moved to independent schools, and over the years has held both teaching and administrative roles, many of which center around academic technology (she was most recently chief information officer at the Lovett School in Atlanta). Stacia has also accepted chances to build connections among national colleagues: she’s a faculty member for the National Association of Independent Schools’ School Leadership Institute, and facilitated programming at the 2023 Leadership + Design conference at Rowland Hall, an event which led to her accepting the assistant principal job.
No matter her role, Stacia has kept connections at the center of her work, prioritizing community building and empowering others, and has always found the most joy in student support. While interviewing on the Upper School campus, she said she was impressed by Rowland Hall’s bright, passionate students and their enthusiasm for their studies and interests. “You could tell they really care about the community and had ideas of what they wanted to see the next assistant principal do,” she said. She also loved observing how students and teachers were doing powerful work to bring to life Rowland Hall’s vision of what’s possible in education.
“The vision statement spoke to me: developing people the world needs,” said Stacia. “How simple is that, and how powerful is that?”
Stacia is looking forward to being part of this important work, knowing her experiences as an educator (and the mother of a 20-year-old college student) have prepared her to support today’s students as they find their voices, discover their passions, learn to get comfortable with an ambiguous and dynamic world, and make real and lasting change.
“I want kids to not only find their voice, but, if they see something they want to change, learn how to do that,” she said.
Banner photo: Stacia McFadden, third from right, with colleagues at the 2023 Opening Meeting for faculty and staff. Photo courtesy Stacia McFadden.
People
Rowland Hall is thrilled to welcome students and families to the 2023–2024 school year.
As you spend time on our campuses in the following weeks, you’ll get to know the newest additions to our faculty and staff, as well as see some of our returning team members in new, adjusted, or expanded roles. For your reference, we’ve listed these staffing changes below. (Please see Fond Farewells 2023 for a list of those not returning for this school year.)
Be sure to check back, as this list will continue to be updated during the school year.
Administration and Staff
New and Returning Administration and Staff
- Josy Alcindor joins Rowland Hall as a Beginning School and Lower School assistant principal. Learn more about our new assistant principals.
- Caleb Barnett joins Rowland Hall as a McCarthey Campus operations team member.
- Isabella Camacho joins Rowland Hall as a Lower School lunch and playground monitor.
- Kristi Chaffee joins Rowland Hall as a McCarthey Campus lunch and recess monitor.
- Steve Cross joins Rowland Hall as chief financial and operations officer.
- Aliette Frank ’96 joins Rowland Hall as program coordinator for athletics.
- Eric Graves, CPA, CMA, joins Rowland Hall as controller.
- Traci Grigg joins Rowland Hall as director of stewardship and engagement.
- Dulce Horn ’20 joins Rowland Hall as a playground monitor and Extended Day counselor.
- Olive Jacoby joins Rowland Hall as a McCarthey Campus lunch and recess monitor.
- Cristina Jimenez joins Rowland Hall as a Lower School lunch and playground monitor.
- Kynsie Kiggins joins Rowland Hall as director of auxiliary programs.
- Yvonne Martinez returns to Rowland Hall as a McCarthey Campus lunch and recess monitor.
- Stacia McFadden joins Rowland Hall as the Upper School assistant principal. Learn more about our new assistant principals.
- Alina Meneken joins Rowland Hall as advancement operations manager.
- Alexandria Mumphery joins Rowland Hall as a McCarthey Campus lunch and recess monitor.
- Ana Rico joins Rowland Hall as a Lower School lunch and playground monitor.
- Tawny Lott Rodriguez joins Rowland Hall as director of human resources.
- Charlie Smith joins Rowland Hall as a McCarthy Campus lunch monitor.
Administration and Staff Role Changes and Expansions
- Alec Baden is now director of transportation and assistant director of operations.
- Jij de Jesus is now director of capital giving and director of strategic initiatives.
- Harper Lundquist ’16, equity and inclusion intern, is now director of SummerWorks.
- Rebecca Mueller-Jones, formerly the Beginning School administrative assistant, is now admission associate.
- Kathryn Pickford is now executive administrator and Steiner Campus project manager.
Beginning School
New and Returning Beginning School Faculty and Staff
- Josy Alcindor joins Rowland Hall as a Beginning School and Lower School assistant principal.
- Mimi Andrews joins Rowland Hall as a kindergarten assistant teacher.
- Jennifer Claesgens joins Rowland Hall as the early childhood experiential learning specialist.
- Liz Ellison joins Rowland Hall as the five-day 3PreK lead teacher.
- Katherine McMahon joins Rowland Hall as the Beginning School administrative assistant.
- Kiara Rivera joins Rowland Hall as a Beginning School and Lower School associate teacher.
- Kirsten White returns to Rowland Hall as a 4PreK lead teacher.
Beginning School Role Changes
- Dani Carpenter, formerly a Beginning School lunch/playground monitor and experiential learning afternoon support staff member, is now the five-day 3PreK assistant teacher.
- Lynelle Stoddard, formerly the five-day 3PreK lead teacher, is now the three-day 3PreK lead teacher.
Lower School
New and Returning Lower School Faculty and Staff
- Josy Alcindor joins Rowland Hall as a Beginning School and Lower School assistant principal.
- Bethany Anderson joins Rowland Hall as a fifth-grade teacher.
- Hannah Blomgren returns to Rowland Hall as the Lower School science specialist.
- Jennifer Claesgens joins Rowland Hall as the early childhood experiential learning specialist.
- Cass Cossette joins Rowland Hall as the McCarthey Campus administrative coordinator and receptionist.
- Samantha Hemphill joins Rowland Hall as a fifth-grade teacher.
- Alissa Kean joins Rowland Hall as a second-grade teacher.
- Kiara Rivera joins Rowland Hall as a Beginning School and Lower School associate teacher.
- Kaelis Sandstrom joins Rowland Hall as the TREC (technology, robotics, engineering, and coding) teacher.
- Rachel Slivnick joins Rowland Hall as a fifth-grade teacher.
Lower School Role Changes
- Dr. Torry Montes, formerly a fifth-grade teacher, is now a second-grade teacher.
- Liz Sorensen, formerly a second-grade teacher, is now the Lower School Spanish specialist.
Middle School
New Middle School Faculty and Staff
- Kayden Al-Mosawi joined Rowland Hall as the Middle School social-emotional support counselor, covering Leslie Czerwinski during her maternity leave. When Leslie returned to school, Kayden’s role shifted to part-time sixth-grade advisor.
- Alana Boynton joins Rowland Hall as a Middle School Spanish teacher and a seventh-grade advisor.
- Mauricio Morán joins Rowland Hall as a middle and upper school computer science teacher.
- Kimberly Gooder joins Rowland Hall as eighth-grade French teacher.
- Eve Grenlie joins Rowland Hall as the eighth-grade American studies teacher.
- Paul Hochman joins Rowland Hall as the middle and upper school media arts teacher.
- Lindsay Mackintosh joins Rowland Hall as the seventh-grade science teacher and an advisor.
- Cassia Peeler joins Rowland Hall as a Middle School French and Spanish teacher.
- Grace Riter ’18 joins Rowland Hall as a middle and upper school dance teacher.
- Kate Siwicki joins Rowland Hall as a sixth-grade English teacher and an advisor.
Middle School Role Changes
- Sam Thomas, Middle School substitute, is now seventh-grade Spanish teacher.
Upper School
New Upper School Faculty and Staff
- Jesse Chavez joins Rowland Hall as the associate director of college counseling and lead class advisor.
- Paul Hochman joins Rowland Hall as the middle and upper school media arts teacher.
- Dr. Lydia Jackson joins Rowland Hall as an Upper School English teacher.
- Stacia McFadden joins Rowland Hall as the Upper School assistant principal.
- Mauricio Morán joins Rowland Hall as a middle and upper school computer science teacher.
- Grace Riter ’18 joins Rowland Hall as a middle and upper school dance teacher.
Upper School Role Changes
- Carlos Eyzaguirre ’06, formerly a debate coaching assistant, is now entrepreneurship teacher.
Rowmark Ski Academy
New Rowmark Staff
- Jimena Carlin joins Rowmark as FIS coach.
- Andy Hare joins Rowmark as the Rowmark Junior program director.
- Hans Poelmann joins Rowmark as the Rowmark Junior Program AP1 lead coach.
- Alli Rathfon joins Rowmark as a Rowmark Junior program coach.
- Tyler Utendorfer joins Rowmark as a Rowmark Junior program coach.
Banner photo: New and returning Rowland Hall faculty gather for a workshop in summer 2023.
People
Athletics
Rowland Hall is proud to congratulate four student-athletes from the class of 2023 who will be going on to compete at the college level.
Rowland Hall Athletics recently recognized these students at our first Senior Signing Celebration, held on May 30.
- Jada Crockett will run track at California State University, Fresno
- Maile Fukushima will play soccer at Occidental College
- Arden Louchheim will golf for the University of Nebraska–Lincoln
- Ezra Shilling Rabin will run cross country and track at Emory University
“We are so proud of these talented athletes and wish them all the best as they go on to compete for their colleges,” said Kendra Tomsic, director of athletics. “We will be cheering them on.”
Watch the Senior Signing Celebration.
Athletics
Since childhood, Jada Crockett has played a lot of sports.
“I've been involved with sports from a very, very young age,” she said. “My parents put me in gymnastics, tennis, swimming, basketball—almost every sport. And that gave me the opportunity to continue the sports that I enjoyed the most.”
For much of her life, Jada found herself most drawn to two sports: soccer, which she started playing as a preschooler, and track, which she first tried in fifth grade. And while over the years she often took long breaks from track to concentrate on soccer, by her sophomore year, Jada decided to fully devote herself to running.
“I wanted to do track at the highest level that I could,” she said.
I wanted to do track at the highest level that I could.—Jada Crockett, class of 2023
And as a member of Rowland Hall’s track and field team, Jada certainly pushed herself to new heights. Some of her top accomplishments as a Winged Lion include taking first place in the 100 meter and second place in the 200 meter at state (as well as setting school records in these events) as a sophomore, completing the 200-meter dash in 25.46 seconds as a junior, and taking first, and setting a new 2A record of 56.74 seconds, in the 400 meter as a senior.
During her time on Rowland Hall’s team, Jada also worked toward a goal to run track at the NCAA Division I level, a hope that recently became a reality when she committed to join the track and field team at California State University, Fresno. Not only will she get to run at Fresno State, she shared, she’ll also enjoy a big school with good academics, diversity, and year-round warm weather. Jada said she knew Fresno State would be a good fit as soon as she set foot on campus, where she was able to get a feel for the team, coaches, and academics.
“I went on an official visit a few months ago and as soon as I got there, I just knew it was the right spot,” she said. “ It was just a great environment. I was very confident in my decision. I'm super excited to go out there and continue to run.”
To celebrate Jada’s decision to run for Fresno State, we asked her to share a bit more about her athletic journey and what she’s looking forward to in college. The following interview has been lightly edited.
Congratulations on committing to Fresno State! What do you love about running that made you want to continue the sport at the college level?
I enjoy the individual and team aspect of everything, just being able to run for yourself as well as get points for your team. And it's just a time where I can really free my mind of everything, clear my head. It's a good getaway from all the stressors in my life.
What are you looking forward to as a college athlete?
I want to continue to improve my times and get close to all my new teammates. And I'm really excited to figure out what my major will be and to use all the tools that I've been given from all the teachers at Rowland Hall.
Looking back on your time as a Rowland Hall athlete, both in track and field and in soccer, what moment as a Winged Lion are you most proud of?
It's very hard to narrow it down just to one, but I'd say my top two would definitely be winning state soccer my freshman year with my sister, because that was the first time we ever played together, and the last time, so that was an amazing moment. And I'd also say probably last year, my junior year, winning state in the 100 and 200 and breaking some of the school records was exciting.
Rowland Hall has definitely prepared me for this next chapter in my life, and I want to thank the faculty and staff, my peers, and my family for all their support because I wouldn't be where I am today without all the support of my amazing village.—Jada Crockett
Tell us about the skills, both academic and athletic, you built at Rowland Hall that you'll be taking with you to Fresno State.
I'd say the biggest thing is definitely time management because being a student-athlete at Rowland Hall, with the heavy workload and everything, made me manage my time and be very productive whenever I got the chance. I'll definitely bring that to college.
Is there anything else you want our community to know about your athletic and/or academic journey?
I want to say that Rowland Hall has definitely prepared me for this next chapter in my life, and I want to thank the faculty and staff, my peers, and my family for all their support because I wouldn't be where I am today without all the support of my amazing village.
Congratulations, Jada, and best of luck at Fresno State!
Athletics
For most of her life, Arden Louchheim was a dual-sport athlete in golf and ski racing.
Arden first discovered an interest in golf at just three years old after her family moved to Park City and rented a house on a golf course, which gave the preschooler plenty of chances to hit golf balls, a skill she quickly discovered she was not only good at, but enjoyed. “When you’re a little kid you don’t get to hit stuff very often, so I thought that was fun,” she said.
Ski racing came just a couple years later, in kindergarten, and by the time Arden was in elementary school, she was succeeding in both sports. Thanks to the support of club pros and coaches on the golf course, Rowmark Ski Academy coaches on the mountain, and her parents—whom she credits with a no-pressure approach that drove her interest in both sports—Arden excelled. By the time she was an upper schooler, she was regularly playing in tournaments against the nation’s top young golfers, had joined the Rowland Hall’s girls golf team, and was competing for Rowmark. And though Arden was successfully juggling both sports, alongside her academic responsibilities, over time it started becoming clear that her long-term interest lay in golf. “I knew golf was what I should be doing and what I love the most,” she said. And because Arden wanted to play golf at the college level, she didn’t want to risk a racing injury derailing that goal. “I didn’t want to do anything that could mess up the rest of my golf career,” she said.
Arden has been the player every coach dreams to have on their team. She is dedicated to the game, dedicated to the sport, and inspires everyone else around her.—Brianna Coopman, coach
So Arden made the difficult decision to quit Rowmark after her sophomore year to focus on her golf game, using the time previously spent on the slopes for golf-specific workouts, which target different muscles than ski conditioning does, and golf practices. As she worked, Arden dropped her score significantly—a welcome result as she began contacting schools of interest. With her parents’ help, said Arden, she made a list of schools she’d like to attend, narrowing them down not only based on their women’s golf programs, but also on their size and school pride. Though her family helped her make sure her choices were achievable, said Arden, some of them still felt like a reach, including the NCAA Division I University of Nebraska–Lincoln, which remained in the golfer’s top-three schools during nearly the entire recruiting process. “It felt for a long time that Nebraska was a dream,” she said.
But over time, by highlighting her achievements, determination, and team-positive attitude, Arden built a relationship with Jeanne Sutherland, head coach of Nebraska’s women’s golf team. They first emailed and talked on the phone, then Coach Sutherland came to watch Arden compete in a tournament and ended up offering her a spot on the team. In July, Arden headed to Lincoln for her first visit and immediately felt a connection to the golf team and coaches, and—necessary for the aspiring journalist—Nebraska’s College of Journalism and Mass Communications. At the conclusion of their trip, her parents asked her an important question: Would you want to be here with a broken leg?—meaning, if you couldn’t golf, would you still want to attend the school? For Arden, the answer was an enthusiastic yes. Later that month, she verbally committed to Nebraska, and this week she signed her National Letter of Intent, making her an official Husker.
“Arden has been the player every coach dreams to have on their team,” said Brianna Coopman, head coach of Rowland Hall’s girls golf team. “She is dedicated to the game, dedicated to the sport, and inspires everyone else around her. When I heard the news she was signing with Nebraska and the Big Ten Conference, I could not have been a prouder coach. Nebraska will be lucky to have her, and I have full confidence she will excel at both golf and academics during her time there. Congrats! Go, Cornhuskers!”
To celebrate Arden’s decision to golf for Nebraska, we asked her a few questions about her athletic journey. The following interview has been lightly edited.
Congratulations on signing with Nebraska! You’ve long wanted to play golf for a large university; in 2020, you even told HER Fairways, “I would love to play for a D1 women’s golf team at a school with a lot of school spirit and a football team.” How does it feel to know you’ll be attending and competing for a Big Ten school next fall?
It still doesn’t totally feel real. If you compare Nebraska to what I said in the HER Fairways article, it literally checks every box that I had for a college and more. Not only does it have a strong golf program, a football team, and school spirit (for all sports, not just football), it also has one of the best journalism schools in the country, which is what I want to major in. I feel so incredibly lucky that I get to go to Nebraska next year because it truly feels like it is the perfect place for me.
There have been so many people who have put in time and effort to help me achieve this goal.—Arden Louchheim
The recruitment process is a long journey. How did you feel when you received the offer from Nebraska?
Overall, I felt so extremely grateful. Grateful to the Nebraska coaches, Coach Sutherland and Coach Zedrick, for their belief in me; grateful to my parents for their undying love and support; grateful to my coach for all of his guidance with my swing; and grateful to everyone else who supported me on this journey. There have been so many people who have put in time and effort to help me achieve this goal, so it was really amazing to see not only my hard work, but also everyone else’s effort, come to fruition. I also definitely felt some relief. I learned and grew so much from the recruiting process, but it was long and stressful, so it was nice knowing that I had finally reached the end of it.
You've had a successful golf career at Rowland Hall, including helping to lead your team to back-to-back 2A state championships, earning top 2A medalist honors for three consecutive seasons, and being named team MVP twice. What moment as a Winged Lion are you most proud of so far?
I am most proud of the team’s back-to-back state wins. It is really fun to win individually, but it is even more rewarding to come together as a team and achieve our goals as a unit. In the 2021 season I believe we only won state by three strokes, so we knew going into the 2022 season that we needed to practice hard to make sure we defended our state title. Watching all of my teammates come to practice motivated me every day, and seeing all of our hard work pay off with a large margin of victory at state in 2022 is a moment I am very proud of.
As previously mentioned, you’ve achieved so much already as a Rowland Hall golfer, but because girls golf is a spring sport for the UHSAA, you still have one more season to play before graduating. What are your hopes and/or goals for your final season as a Winged Lion?
My two main goals for the season are for the team to defend our back-to-back team state titles and for me individually to gain my fourth state title. My goal going into high school was to be a four-time state champion, so it would be really cool to achieve that goal with a win this year. Other goals I have include setting a new personal best for 18 holes, and maybe even trying to set a 2A record. My 67 in state last year was my personal best and set a Rowland Hall record, and I would love to try to lower that even further.
Tell us about the skills—both academic and athletic—you built at Rowland Hall that you'll be taking with you to Nebraska.
Rowland Hall played a massive part in achieving my goal of playing D1 college golf. Academically, Rowland Hall is a very challenging school, and while balancing golf and school was difficult, it taught me to be disciplined and to manage my time well. I learned to budget the time I had each day for practice, homework, workouts, and social events so that I could excel in academics and athletics while still enjoying time with friends and family. Additionally, the discussions that we have in classes like history and English helped me gain comfort expressing myself clearly and concisely. A lot of the recruiting process is emails and phone calls with coaches, and the speaking skills that Rowland Hall taught me benefited me greatly in these conversations with coaches.
Rowland Hall provided me with a place to grow as an athlete.—Arden Louchheim
Athletically, Rowland Hall provided me with a place to grow as an athlete and to experience team golf for one of the first times. Golf is largely an individual sport, and there are only a couple of team tournaments per year, so getting the chance to play with my classmates representing my school every year has been an incredible experience for me. Additionally, our school’s ski academy, Rowmark, is a very competitive program and the athletes are expected to hold themselves to the team’s high standards. These expectations instilled in me at a young age the responsibility, work ethic, and focus needed to be a member of the team. Once I built these habits, I was able to apply them outside of ski racing, and they have served extremely useful in my golf career, and my life as a whole. I have been at Rowland Hall since kindergarten and I take a lot of pride in this school, so getting a chance to use my athletic skills to represent the school is an opportunity I am very thankful for.
What do you think golf has taught you about yourself?
In my opinion, golf is one of the sports that most closely resembles life, so it has taught me so much about myself as an athlete but also just as a person. First and foremost, golf has taught me that I am a competitor. I love the feeling of adrenaline that comes with a must-make putt or a drive on a tight hole where I have to hit the fairway. The opportunity that competition provides to showcase every skill that I have worked so hard on is my favorite part of the sport. Golf has also taught me to be very, very resilient. In golf, progress is not always linear, and learning to fight through a single tough round or a couple weeks of rough play has made me a stronger golfer and person who is more prepared to face adversity.
Is there anything else you want our community to know about your athletic and/or academic journey?
I am so thankful for the support that Rowland Hall has provided me. Golf tournaments, as well as Rowmark events, required me to miss a lot of class, but my teachers were always so understanding and supportive. I have had math teachers take time out of their lunch breaks or free periods to go over material I missed, and history teachers who allowed me to sit in on class periods other than my own to hear lectures that I was not at school for. The faculty and staff’s willingness to be flexible in order to allow every student to achieve their full potential is not something that I take for granted, and my success is a direct result of the support that I have received from Rowland Hall. I am very proud to be a Winged Lion.
Congratulations, Arden!
Athletics
At only 18 years old, Rowmarker Mary Bocock has already had an impressive skiing career.
In addition to her achievements as a top Rowmark Ski Academy athlete, Mary had the chance to compete with the US Ski & Snowboard Team in Europe in January 2021, an opportunity that led to her first nomination to the US Alpine Ski Team later that year. Earlier this month, she was nominated to the US Ski Team for a second time. And prior to sustaining a knee injury in December, Mary was ranked first in super-G, third in giant slalom, and eighth in slalom in the United States for her age.
Mary will soon add another achievement to her resume—college athlete—when she joins the Dartmouth College women’s ski team next year. She plans to enroll as a first-year student in fall 2023, after taking a gap year to continue her healing and focus on her commitment to the US Ski Team before she dives back into a routine of balancing school, training, and racing.
“Joining the Dartmouth ski team has been one of my athletic goals since I started thinking about colleges,” said Mary, who long considered the Ivy League school not only because it offered a top ski program, but also because of its academic excellence.
“This is a great fit for Mary on all levels,” said Todd Brickson, Rowmark Ski Academy program director. “Dartmouth has a long history of developing world-class ski racers within their storied NCAA Division I ski team, in conjunction with their flexible academic structure and top-notch education.”
To celebrate Mary’s plan to attend Dartmouth, we asked her a few questions about her decision and her journey as a skier. The following interview has been lightly edited for length and clarity.
When did you find out that you have a spot on Dartmouth's ski team? How did it feel to receive that news?
I started talking to the coach about a year and a half before I committed to skiing for him. I knew the coach was interested in me, but I knew that I shouldn’t get my hopes up because there could be other girls out there. So when he told me he wanted to offer me a spot in the fall of 2023, I felt relieved and excited that I didn’t have to worry about my college experience.
You'll be taking a gap year before heading to Dartmouth. Why did you make that choice?
I will be taking a gap year after I graduate in the spring so that I can focus on my commitment to the US Ski Team and take advantage of all the resources they provide. Throughout my whole racing career, I have always had to balance traveling and school, so I want to experience the sport without having to balance the stresses of high school alongside the pressure of performing well in races and traveling. The Dartmouth coach actually offered me a spot to start in the fall of 2022, but I decided that I want to take a year to mature as an athlete and really focus on racing to make the most of my opportunity with the US Ski Team.
You've been offered a spot on the Dartmouth team and you're on the US Ski Team—basically, you've achieved two of your dreams. While you can't know what lies ahead, how are you approaching these two amazing opportunities?
I feel very lucky to have these two incredible opportunities ahead of me. I am trying to stay present and not worry about how I will balance the two programs. I am just trying to take advantage of the places and lessons I am experiencing. I always try to not take anything for granted—especially after COVID—and make the most of my time traveling and exploring new mountains and countries.
Focusing on your time at Rowland Hall, what moment as a member of Rowmark are you most proud of?
I’ve had a lot of great experiences on Rowmark, so it’s hard for me to pick my favorite moment. But if I had to, I would say one of my favorite memories is when I won a GS [giant slalom] race in Breckenridge, Colorado, at the end of my junior year. It was that race that helped me lower my points enough to make criteria for the US Ski Team. When I came down and everyone was cheering for me, I was so excited that I couldn’t stop smiling. Then, a few minutes later, my coach came down and gave me a hug (which is rare because he’s not one for hugs), and I started to experience an overwhelming amount of emotions because it all felt real.
On the other side, some of the most memorable experiences from Rowmark have been off the snow. The conditioning/team bonding week is always a highlight of the year because the whole team comes together to compete with each other in a very cohesive way. Competition is one of my favorite aspects of ski racing, so I always have a lot of fun on the camping weekend when the whole trip is just filled with competition.
Tell us about the skills you built at Rowland Hall and on Rowmark that you'll be taking with you after graduation.
One of the most notable skills I’ve learned from being on Rowmark while attending a challenging high school is time management and communication. In order for me to keep up with my work while I’m gone, I have to be very diligent with letting my teachers know when I will be gone and updating them on my progress throughout my trips. My first few training camps with the US Ski Team have been very different compared to those with Rowmark because nobody else in my group is in school. I am the only one trying to keep up with classes while skiing at a high level. I have to find time to separate myself and sit down and do school work while my teammates do their other activities. However, I have actually started to really enjoy Zooming into my classes while I'm away on ski trips because it is an opportunity for me to take time off from thinking about skiing and still feel connected with my life at home.
Congratulations, Mary!
Athletics
Congratulations to junior Elisabeth Bocock, who this week was nominated to the US Ski Team.
Elisabeth is one of 42 athletes nominated to the US Alpine Ski Team and one of three athletes who will be joining the women’s Development Team (D-Team) for the first time for the 2022–2023 competition season. (Athletes qualify for the team in the spring based on selection criteria, and the official team is announced in the fall once nominees complete physical fitness testing and medical department clearance.) She is the youngest addition to the D-Team and the only new member from the state of Utah.
“It was unreal,” said Elisabeth of the moment she received the call from US Ski Team Coach Chip Knight congratulating her on her season and confirming her place on the team. “It was what I’ve been hoping for basically my whole life.”
She’s not kidding. Thanks to her family’s love of skiing, Elisabeth has been involved with the sport for as long as she can remember: she clipped into her first pair of skis at age two, and some of her earliest memories include traveling with her family to Colorado to watch the World Cup—an experience that inspired her first dreams of joining the US Ski Team. “Seeing people on the team there was super exciting,” she remembered. “It made me want to be a part of that.”
It was unreal. It was what I’ve been hoping for basically my whole life.—Elisabeth Bocock, class of 2023, on being nominated to the US Ski Team
It also didn’t hurt that Elisabeth has three older siblings—brothers Scottie ’18 and Jimmy, and sister Mary—who were early naturals on the slopes and whose ski racing journeys inspired her own competitive drive. Elisabeth began racing for the Snowbird Ski Team at age six, and she joined Rowmark Ski Academy at age 13—a move she credits for preparing her to excel in both racing and academics, and where she’s had an exceptional career. In the 2021–2022 season alone, Elisabeth had five podium finishes in elite-level FIS races and is currently ranked first for her age in the US in slalom, giant slalom, and super-G, and second in the world in giant slalom.
“What is so impressive about Elisabeth objectively earning a spot on the US Ski Team is that her season was filled with setbacks,” said Foreste Peterson, Rowmark Ski Academy’s head women's FIS coach. “Whether it was having to quarantine from COVID exposures, or the many hard crashes she took that left her concussed, bloody, bruised, and banged up, she was knocked down time and time again. Yet, she bounced back every time, better than before, and always with a smile on her face. It was truly a pleasure to work with Elisabeth this year, and I so look forward to seeing what her future holds.”
And while Elisabeth’s riding the high of simply making the US Ski Team, she’s also enjoying an additional perk not available to every athlete in her position: the knowledge that this new experience will include her older sister (and role model), Mary, who was nominated to the US Ski Team last spring. “I’m super excited to work together in a different atmosphere,” said Elisabeth. “Mary’s been a real inspiration to me and has shown me what it takes to get to where I need to go.”
We can’t wait to see where she goes next. Congratulations, Elisabeth—we’ll be cheering you on!
Rowmark
Ever since Briggs Ballard learned he could play lacrosse while also studying finance and business development in college, he focused on turning that goal into a reality.
“From the day I realized I could play college lacrosse, it has been my biggest dream,” he said.
That dream came true on March 4, when Briggs committed to play for Texas Christian University (TCU), a Division 1 school with a lacrosse team that competes in the Men’s Collegiate Lacrosse Association. It’s an impressive step for the talented young athlete, who has been passionate about lacrosse since the age of three, when a Rowland Hall parent who moved to Utah from the East Coast created a mini lacrosse team for the community as a way to introduce students to the sport.
“I was a little too young to suit up,” Briggs said about the experience. “However, my brother [Boston Ballard ’20] played and I was always there watching and waiting for my turn. As I watched the older kids, I knew I wanted to play, and from that day on lacrosse was my sport. When I got my chance, I hit the ground running.”
And he’s excelled: by third grade, Briggs was playing competitive club lacrosse, and by sixth grade, club box lacrosse, and he was a member of youth teams at both Brighton High School and Corner Canyon High School, where his eighth-grade team won the state championship. In ninth grade, after a family move, Briggs began playing for Highland High School, where, as the only freshman on the varsity team, he led in goals, assists, and total points, earning him Freshman of the Year and Most Valuable Player accolades. When COVID-19 canceled his sophomore season, Briggs decided to use the time to think about how to take the skills he’d been building to the next level. “During quarantine, I decided I needed to push myself and play at the highest level of high school lacrosse,” he said. After making the team at IMG Academy, a prestigious sports training facility and boarding school in Florida, Briggs chose to spend his junior year there, where he practiced seven days a week and traveled the country playing top teams.
“It was a difficult decision to move away from my family and to leave Rowland Hall, but I decided to go for it and spent my junior year at IMG,” said Briggs. “The experience was one I will never forget; I learned so much about lacrosse and myself.”
He also learned just how much he appreciates his family and the Rowland Hall community: Briggs returned to Utah for his senior year, where he’s been enjoying time with friends, wrapping up his studies in the Upper School, playing lacrosse (of course!), and preparing for the next chapter of his story.
To celebrate Briggs’ decision to play lacrosse for TCU, we asked him to share more about his athletic journey. The following interview has been lightly edited for length and clarity.
You're a Rowland Hall student who has pursued the sport you love (but one that's not offered by the school) alongside your studies. How have you juggled both responsibilities?
Juggling the rigor of Rowland Hall and the intensity of my lacrosse schedule has been challenging. I've had to learn to manage my time and plan ahead. I've done a lot of homework and studied on planes while flying home from tournaments. Even though Rowland Hall does not have a lacrosse program, the school and teachers have been very supportive and have always worked with me. Along with the challenges, playing for other schools has also been a blessing in many ways. It has enabled me to meet and socialize with kids outside of Rowland Hall and it's really expanded my social circle.
Can you briefly describe how you connected with the TCU team and how you made your decision to join them?
The lacrosse recruiting experience has been both awesome and stressful. I've had to really consider what level of lacrosse I want to play and balance that with the kind of college experience I want. My options were all over the board, from D1 schools to some smaller D3 schools, and several club options. Ultimately, I was heavily recruited by TCU, which happens to be where my brother goes to school. My brother has several friends currently on the TCU lacrosse team and because he knew I would love TCU, he had them reach out to me and from there the coach reached out. I fell in love with everything TCU has to offer, including their D1 lacrosse program. In addition to the lacrosse program, TCU checks all of the academic boxes for me and I can't wait to be a Horned Frog!
How did you feel when you officially committed to play for TCU?
I felt proud of myself and like all of my hard work paid off. I felt like I had finally done it and was relieved to have made a decision. The feeling of finally committing is a feeling I will never experience again and I am so grateful for how everything worked out.
What are your top memories from your lacrosse career (so far)?
My top memories of my lacrosse career so far are traveling all over the country with my parents and my best friends/teammates. I have played with several of the same kids since we were in the first grade and they have truly become some of my best friends. The summer tournaments are always memories; staying together as a team and playing the sport we love are memories I will never forget. Finally, last year, my IMG team traveled to Indiana, where we played Culver Academy, one of the best teams in the country. While we did not come away with the win, playing in front of so many people, and in a nationally televised game, is a very cool experience and a major memory for me.
Tell us about the skills you built at Rowland Hall that you'll be taking with you to TCU.
I strongly believe Rowland Hall has set me up to succeed at TCU both academically and socially. Rowland Hall has taught me how to learn, how to be a critical thinker, and how to manage my time. Rowland Hall is a one-of-a-kind school and I cherish my time here and the education I’ve received. I know I will be a strong writer and contribute to the TCU community because of my Rowland Hall experience.
Is there anything else you want our community to know about your athletic and academic journey?
Just that I am beyond grateful for everyone who has supported me and helped me on my journey. My Rowland Hall friends have always been so supportive and encouraged me to keep on with lacrosse. From the teachers and staff to my friends, family, and coaches, I will forever be thankful for all of you.
Lastly, GO FROGS!
Athletics
We are proud of the Olympians representing Rowmark Ski Academy and Rowland Hall at this month's Olympic Games, which kick off February 4.
Since their earliest days on the mountain, these skiers have been on a journey toward athletic excellence. Being named to their countries’ alpine ski teams is one of the highest honors of their careers, and represents hours of sacrifice and a steady commitment to intense training and competition.
While four of our former athletes qualified for the 2022 Olympics, two will be competing in Beijing this month.
“Unfortunately, Breezy Johnson and Madi Hoffman both sustained season-ending knee injuries while training for the Games and will not be able to compete,” said Todd Brickson, Rowmark Ski Academy program director. “Nevertheless, they qualified for the Olympics and we could not be more proud of Breezy and Madi. Injury is a common reality in our sport and the timing is devastating, but they will be back stronger than ever. Katie Hensien and Katie Vesterstein will carry the Rowmark Ski Academy and Rowland Hall torch, and we will be watching!”
To help the Rowland Hall community prepare to cheer on our former Rowmarkers at the Games, we have provided brief overviews of the Olympians below (as well as a throwback photo for each!).
Team USA: Katie Hensien ’18
Katie Hensien graduated from Rowmark and Rowland Hall in 2018. She is a five-year member of the US Ski Team, and also currently skis for and attends the University of Denver. Katie is originally from Redmond, Washington, and will make her Olympic debut in Beijing. She is the 2020 national champion in giant slalom and was a part of the Junior World Championships team that won the silver medal in the team event in Val di Fassa, Italy.
“Katie is an incredible talent and hard worker, and is someone who always has a huge smile on her face,” said Todd. “She brings incredible energy and positive vibes into every room.”
Update February 9, 2022: Katie placed 26th in slalom.
Team Estonia: Kaitlyn (Katie) Vesterstein ’17
Katie Vesterstein graduated from Rowmark and Rowland Hall in 2017. A native of Duluth, Minnesota, Katie is currently a senior at the University of Utah and an All-American member of the university’s national champion ski team. Katie is a dual citizen of the US and Estonia and will be representing Estonia at the Beijing Games.
“Katie is a fierce competitor and incredibly kind teammate who grew up ski racing on the small hills of Minnesota before joining Rowmark and Rowland Hall for two years and propelling herself onto the prestigious University of Utah ski team,” said Todd.
Update February 7, 2022: Katie placed 35th in giant slalom.
Update February 9, 2022: Due to a crash, Katie received a DNF in slalom.
Team Australia: Madison (Madi) Hoffman ’18 (Injured)
Madi Hoffman graduated from Rowmark and Rowland Hall in 2018. She has been a member of the Australian National Team for several years and is also a two-year member of the national champion University of Utah ski team. Madi is a three-time Australian National Champion in slalom and giant slalom, and was one of only two Aussie women to qualify for the 2022 Olympics in alpine skiing. She had been preparing for this moment with her coach (and former Rowmark head coach) Jim Tschabrun for four years.
“Madi is one of the hardest working and thoughtful young women I have ever had the pleasure to coach,” said Todd. “Her unfortunate knee injury will keep her from competing in this Olympics, but she is a very determined, talented ski racer, and I have no doubt that she will be back stronger than ever."
Team USA: Breezy Johnson ’13 (Injured)
Breezy Johnson graduated from Rowmark and Rowland Hall in 2013. Originally from Jackson Hole, Wyoming, Breezy joined the US Ski Team in 2014 and qualified for her first Olympic Games in 2018, where she placed seventh in downhill and 14th in super-G. Prior to her knee injury, Breezy was a clear medal contender after reeling off seven podium finishes and nine top-fives in her last 10 World Cup downhill races.
“In Breezy's time at Rowland Hall and Rowmark, she was incredibly determined and hardworking, both on the hill and in the classroom. At a young age Breezy had a very strong belief in herself and what was possible for her to achieve,” said Todd. “All I can say is that she is one of the world's best and she will be back with a vengeance.”
Schedule
Women’s alpine skiing events begin on Monday, February 7. Check out the full Alpine skiing schedule for event information.
Help Us Cheer on the Athletes!
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Banner: Katie Hensien competing for Rowmark Ski Academy.
Alumni
When you realize that Rowland Hall senior Drew Lang grew up in a family filled with passionate and successful wrestlers—including two adored older brothers—it’s not surprising that he became intrigued by the sport at an early age.
When asked when Drew first showed an interest in wrestling, his mom, Jill Lang, shared an especially sweet memory: at a wrestling tournament for the family’s two oldest boys, Will and Jack, then in elementary school, where she discovered the then-toddler Drew attempting to change out of his training pants and into a wrestling singlet.
“I said, ‘Oh no, honey, it’s a little too soon,’” she said, chuckling at the memory.
Luckily for that determined toddler, the wait didn’t last much longer: Drew stepped on the mat for the first time at age three. And he hasn’t stopped wrestling since.
Though Drew’s initial interest in wrestling can be traced to simply wanting to do what his big brothers were doing, a deep personal connection to the sport has kept him going for more than 15 years. It’s clear when talking to Drew that wrestling—a sport that, though organized by teams, is very individual—speaks to his innate drive for excellence. He said he remembers enjoying the repetition of early training sessions, which allowed him to slowly hone his skills, as well as benefiting from exposure to a variety of styles shared by the array of families that made up the first wrestling club the Lang family joined after moving to Utah, Team Legacy. He believes these early experiences set a foundation for success.
Wrestling is very much a sport where what you put in, you get out. The feeling of putting in so much time and effort and sacrifice, and then at the end of the day receiving the results you want, it’s very satisfying and worth it for me.—Drew Lang, class of 2022
“A lot of wrestling is knowing what to do in certain positions, and the only way you can really know that is by wrestling in all sorts of positions,” explained Drew. “You pick up on different things when you learn to wrestle against different types of kids.”
And even though Drew was one of the youngest kids in Team Legacy when he got started, his mom said he wasn’t scared to challenge himself. “From a very early age, he has never, ever been afraid of anything,” said Jill. “It wasn’t that he always thought he was going to win, necessarily, but he always was confident in his ability and he was always willing to try things.” It was an approach that worked: around age five, Drew began to place in, and even win, national tournaments, and that taste of victory marked a turning point.
“The feeling of winning is really what sparked my passion for this sport,” Drew remembered. “Wrestling is very much a sport where what you put in, you get out. The feeling of putting in so much time and effort and sacrifice, and then at the end of the day receiving the results you want, it’s very satisfying and worth it for me.”
Since those first wins, Drew has continued to amass an impressive list of achievements, both in national competitions as a now-member of the Sanderson Wrestling Academy and on the West High School wrestling team (although Drew attends Rowland Hall, he is one of its students who plays a sport not offered by the school at another local high school). In January alone, the two-time 6A state wrestling champion finished in eighth place at the Doc Buchanan Invitational in California (”arguably the toughest high school tournament in the country attracting the nation’s top high school wrestlers,” said Jill), first place at the Utah All-Star Duals, and first place at the Rockwell Rumble. On January 19, he was ranked the number-one Utah wrestler, pound for pound, by the Beehive Top 25. And to top it all off, he’s inching his way toward becoming the winningest wrestler in West High School history, a title currently held by his brother Jack Lang ’19 (who, by the way, won it from the oldest Lang brother, Will, in 2019); Drew should take the title by the time the 2022 state tournament wraps later this month. As Drew heads into the final phase of his high school wrestling career, his chances of additional victories, including a third state championship, are promising indeed—especially when you factor in the impressive mental fitness, refined alongside his physical strength, that the young athlete will tap into as he faces his last high school opponents. It’s a kind of fitness that, at such an elite level of wrestling, can truly mean the difference between victory and defeat.
“Once you get to a certain point,” Drew explained, “mindset is almost more important than the physical aspect, just because everyone is so good. But the people that are the best are mentally strong.”
Nowhere is this more evident for Drew than when he revisits opponents who have previously bested him on the mat: his 2021 6A state championship win, for instance, came against Westlake High School’s Jacob Finlinson, who wrestled the state title away from Drew in 2020, and this year’s win against Juab High School’s Channing Warner at the Utah All-Star Duals was revenge for Channing’s one-point victory over Drew at the same event in 2021.
“I think that’s what’s really helped propel him to do so well in this sport,” Jill said. “He’s never made excuses. He’s accepted what has happened, win or lose, and if he does lose then he immediately goes into the mindset, ‘OK, how do I need to train differently? What would I have done differently in this match if I had a rematch?’”
It’s a mindset that Drew has also applied in the classroom: while the young athlete said he doesn’t often view himself as the top student, his years of wrestling have taught him that he is one of the hardest working. “I think having that work ethic at such a young age really helped me,” he said.
It certainly made a difference in his college search. In middle school, Drew told his parents that he wanted to wrestle for an Ivy League school, and it became a goal that he dedicated himself to with the same energy that he brings to the mat—and with similar results. This fall, he’ll be heading to Princeton University, where he hopes to reach new wrestling heights (he’d like to be a starter by his sophomore year as well as an All-American) and make connections toward a fulfilling career. “The academic growth I’ll have there,” he said, “I think is going to set me up for the rest of my life.”
I think the skills from this sport—learning how to be a good winner, learning how to be a gracious loser, time management, accountability, not being afraid of taking risks—are so beneficial.—Jill Lang, parent
Because when it comes down to it, Drew explained, few people go on to wrestle professionally—but that doesn’t mean the sport doesn’t continue to shape them. “There’s a quote about wrestling: ‘Once you’ve wrestled, everything else in life is easy,’” he said. “I think there’s some truth behind that, just because wrestling is the same as everything else: you’re going to fail at times, you’re going to be successful at times.”
Jill agreed. “Drew’s not going to be a wrestler his entire life,” she said, “but I think the skills from this sport—learning how to be a good winner, learning how to be a gracious loser, time management, accountability, not being afraid of taking risks—are so beneficial, whatever he decides to do.”
The sport has also shown him, and those around him, the power of family and community, all of which came together to support Drew’s dreams. While much of this credit goes to Jill and her husband, Dave, as well as to Drew’s favorite role models, Jack and Will, and his coaches, Jill also took time to express gratitude to Rowland Hall for playing an important role in Drew’s journey.
“I’ve been so blown away by how accommodating the school has been; that’s helped Drew be where he is today,” she said. “Middle School Spanish teacher Bill Shann literally has watched more matches of Drew’s than I could ever tell you—away matches, home matches, matches online. He’s just been so supportive. The teachers have been so accommodating, as I’m sure they are with other kids that have interests they want to pursue. That’s been such a blessing for our family, to have such a supportive network.”
And no matter what happens on the mat this month, Drew will end his high school wrestling career surrounded by those who love him most.
“This is Drew’s moment, and I’m so grateful I get to share in it,” said Jill. “I just want him to go out there, and do his best, and enjoy that moment, and just know, whatever place he takes, we’re right up there watching him, as we always are.”
Update February 7, 2022: Drew won the 6A Boys Division Tournament, held February 4–5, and will be the #1 seed going into the 6A Boys State Tournament, which begins on February 18.
Update February 19, 2022: Drew has ended his high school wrestling career with a third state championship; read more about his victory in the Deseret News. Congratulations, Drew!
Athletics
Ethical Education
By Dr. Chandani Patel, Director of Equity and Inclusion
My second year in the inaugural director of equity and inclusion role was an opportunity to build capacity across the school so that more individuals share the responsibility for advancing an equitable and inclusive school community. One key addition this year was the Divisional Equity and Inclusion Coordinators program, through which one faculty member in each division coordinated learning and action centered on equity and inclusion. These coordinators now help make up the Office of Equity and Inclusion, which brings together key partners across the school to collaborate on equity and inclusion initiatives, including the committees listed below. This year in review highlights programs and initiatives we led this year to cultivate a community where each member thrives.
This year in review highlights programs and initiatives we led this year to cultivate a community where each member thrives.
We want to thank the students, faculty, staff, trustees, alumni, and parents/caregivers who have contributed to this work this year. We look forward to working with many more of you in the years to come.
New Faculty Support for 2022–2023
During the 2022–2023 school year, divisional equity and inclusion coordinators collaborated with and provided support to faculty colleagues to advance equity and inclusion in classrooms and divisions. Coordinators worked closely with Dr. Patel and division principals to identify key needs, design resources, and facilitate learning opportunities. The coordinators were Quincy Jackson (Beginning School), Abigail Bacon (Lower School), Susan Phillips (Middle School), and Dr. Kate Taylor (Upper School).
We also hosted a national Seeking Educational Equity and Diversity seminar, led by fifth-grade teacher Jen Bourque, where participants considered how they can use their classrooms, communities, or workplaces to create a more equitable environment for all.
2022–2023 DEI Committees and Affinity Groups
- JEDI Committee: This faculty and staff committee focused on four main areas this year: community education, inclusive and accessible practices, curriculum, and making our core values actionable.
- Student JEDI leaders: This group of Upper School students developed and facilitated learning opportunities for peers, including on topics like microaggressions and recognizing and respecting differences.
- Affinity groups: Affinity groups—spaces that bring together people with common identifiers or life experiences—in the lower, middle, and upper schools built relationships and engaged in shared learning (see list of groups below). A faculty and staff BIPOC affinity group, for those who identify as Black, Indigenous, and other People of Color, gathered to recognize cultural heritage months and build community. The White Antiracist Educators group met to discuss key readings related to equity and inclusion and ways to activate allyship.
- Inclusion, Outreach, and Equity (IEO) Committee: This committee of board members and administrators worked to identify and support strategic alignment centered on Rowland Hall’s priority to advance diversity, equity, and inclusion across the school community.
Student Affinity Groups
Sixteen affinity groups supported lower, middle, and upper schoolers this year:
- Banana Splits, Lower School*
- Kids of Color, Lower School*
- Rainbow Club, Lower School*
- Neurodivergent and Allies Affinity Group, Middle School*
- Sexuality and Gender Alliance, Middle School
- Students of Color, Middle School*
- Asian Affinity Group, Upper School
- Black Student Union, Upper School*
- Girls of Color, Upper School
- Infinity: Neurodivergent and Allies Affinity Group, Upper School*
- Jewish Affinity Group, Upper School
- Latine Affinity Group, Upper School
- Multiracial Affinity Group, Upper School*
- Muslim Affinity Group, Upper School
- Pagan Affinity Group, Upper School*
- Queer Straight Alliance, Upper School
*New in 2022–2023
Affinity groups in the Lower School are requested by families, led by faculty mentors, and provide space to build community and support. Affinity groups in the middle and upper schools are requested by students and are student-led in terms of topics and activities. Those interested in forming affinity groups should speak to their principal (Ingrid Gustavson, Upper School, or Pam Smith, Middle School) or Dr. Patel.
2022–2023 Programming
- MLK Week 2023: Afrofuturism: Building a Beloved Future: This year’s MLK week theme, Afrofuturism, invited us to imagine more inclusive futures and featured two prominent guest speakers: New York Times bestselling author Rio Cortez and youth climate activist Aniya Butler. Rio Cortez’s community poetry reading, “Afrofuturism, Frontiers, and Pioneers,” drew over 100 audience members from the broader community. The daylong student program featured dance, poetry readings, discussion, and artifact creation, all centered on building a future in which all individuals are celebrated.
- The Future of STEM: A Symposium With Local Innovators: This inaugural program was designed to offer our middle and upper school students an opportunity to learn from innovators in STEM about the state of their fields and about their journeys to their current roles. The program was also a recognition of Women’s History Month, highlighting prominent women leaders in STEM and providing allies with some tools to support underrepresented folks in STEM.
- Pride Parade 2023: More than 100 participants from the Rowland Hall community marched in the Utah Pride Parade this year. The group was led by student members of the Upper School’s Queer Straight Alliance and Middle School’s Sexuality and Gender Alliance.
Community Education
Deliberate Dialogue Series
- Practice the Unpracticed: A Deliberate Dialogue On Racism (November) was an opportunity for the community to practice unpracticed conversations together around topics of race and racism.
- Making the Invisible Visible: A Deliberate Dialogue on Neurodiversity (March) was a forum for the community to learn about neurodiversity and how it impacts all types of learners, including the challenges and opportunities they encounter in educational settings.
- Celebrating Our Stories: A Deliberate Dialogue on Storytelling (May) allowed participants to explore how different ways of storytelling can help us connect to others' stories as windows or mirrors to our own experiences.
Have You Been Wondering About… Resource Series
- The Office of Equity and Inclusion continued our series Have You Been Wondering About… as resources to help deepen learning in our community. This year’s topics were “How Racism Affects All of Us,” “Neurodiversity,” and “How to Be an Upstander.”
Banner photo: Aniya Butler and Rio Cortez join Dr. Chandani Patel for Rowland Hall's Afrofuturism event in January 2023.
DEI
Can art save the Great Salt Lake?
It’s a question that students have been asking all year at Rowland Hall through dance, visual arts, and other mediums. In May, the question was laid out in black and white with the production of The Great Salt Film, a one-act play commissioned by theatre teacher Matt Sincell and Upper School students that examines the issues of the lake, and how, or even if, the artistic pursuits of teenagers could have an impact on a looming environmental crisis.
I wanted to empower them to have a voice in the creative process ... to see how art can impact people.—Matt Sincell, theatre teacher
“The play centers on a group of teenagers in a short-film competition to bring awareness to saving the Great Salt Lake,” said Matt. “We start to understand what their frustrations are with feeling powerless, and being asked to solve these problems but feeling like they have no voice and no vote.”
These are feelings the young actors in the play related to and were able to work through by helping create a new piece of art. Playwright Rachel Bublitz brought drafts of the play to the students and allowed them to contribute to not only the semantics of the work, but also to its overall structure and theme. “I wanted to empower them to have a voice in the creative process,” said Matt. “This was a way for them to see how art can impact people.”
The impact is already being felt in small ways. More than $500 was raised through the world premiere of the play, all of which went to FRIENDS of Great Salt Lake. This may not seem like much, but that is a key message of the play: every bit matters. The character of Truth, played by ninth grader Anaïs Bray, makes that point by emptying one bucket of water at a time into the dying lake. “It’s all about the small steps,” she said. “Truth’s mindset is: ‘It’s the best I can do and I need to do what I can do.’”
The bigger impact will be putting the play out into the world. Now that it has premiered at Rowland Hall, it is eligible for publication and subsequent production at schools and theaters all over the world. People who have never even heard of the Great Salt Lake will be able to learn more about its shrinking, and the environmental impact. They will also learn the names of the first cast to perform the play, as they will be printed on every future edition. “It’s fun to know that I’m the first person to do this role,” said ninth grader Henry Olsen.
The message is one of hope.—Owen Thomas, class of 2023
The impact is also through the students who participated in the creation of the play and its first production. They now possess a sense of agency to pick up and examine complex dilemmas and not shy away from them, no matter how insurmountable they seem. After all, there is a lake to save.
“I think the message is one of hope,” said twelfth grader Owen Thomas. “This isn’t a battle we’ve lost yet, but we still have a long way to go.”
Theatre
What do you get when you ask a class of resourceful fifth graders to take the lead on a community-focused project?
An impressive array of impact-making solutions.
That’s a truth that Rowland Hall’s fifth-grade teaching team discovered this year, thanks to a new project-based learning (PBL) opportunity that kicked off in the fall and, after months of dedicated student work, wrapped earlier this month.
The project, the first of its kind for the grade, began taking shape at a summer PBL workshop attended by two of the fifth-grade teachers, Sam Johnson and Colleen Thompson, who brought an idea to fellow teachers Jen Bourque and Dr. Torry Montes, both of whom had PBL experience from previous schools and were excited to bring a new idea to life in their Rowland Hall classrooms. The team wanted to connect their students’ learning with an understanding of their place within community, as well as—thanks to the nature of PBL, which promotes deep learning through student choice and leadership—empower them to take charge of an opportunity to build connections across the larger Salt Lake community. They decided to identify a shared public space that could use improvement, picturing it as a canvas on which students could lead the charge of finding ways to better serve the community, and they chose Bend in the River, a somewhat neglected park along the Jordan River Parkway, as the space for the project. They planned an October field trip to introduce students to the area.
Their discussion focused not on transforming the space they stood in, but on examining larger societal issues that contributed to unmaintained spaces, pollution, and a lack of housing. And since PBL is designed to follow students’ areas of interest, rather than adults’, it quickly became clear that the project was going to shift in unexpected, and exciting, ways.
But when the teachers took the students to Bend in the River, things didn’t unfold quite as expected. Instead of discussing how they wanted to change the area, the kids instead wanted to discuss the why behind what they were seeing: litter, broken structures, water pollution, and unhoused people. Their conversation focused not on transforming the space they stood in, but on examining larger societal issues that contributed to unmaintained spaces, pollution, and a lack of housing. And since PBL is designed to follow students’ areas of interest, rather than adults’, it quickly became clear that the project was going to shift in unexpected, and exciting, ways.
“We had this idea of proposals to change this park, but that didn’t come from the kids,” said Jen. As a result, the role of Bend in the River changed. “It became the place we used to come back to how that place is related to issues that touch the greater Salt Lake community.”
To better support their students’ burgeoning interests, the fifth-grade team refocused the project, moving away from transforming a specific space to answering an essential question: What do communities need to thrive? In November, they relaunched the project with an in-school field trip composed of rotations that would help students answer that question, determine what they were most passionate about, and identify where they wanted to work toward making an impact. “We were embracing the ever-moving target that is project-based learning,” explained Jen.
As part of the in-school field trip, the teachers brought in community members who could speak about creating connections and working toward solutions that benefit a shared community, a choice that was well-received and led to visits from additional representatives who generously shared their knowledge over the coming weeks: Britney Helmers and Josh Schuerman from Little City; Will Wright from the Salt Lake City Office of Economic Development; Tyler Fonarow, recreational trails manager for Salt Lake City Corporation; Ann Wigham (parent), Stan Stensrud, and Kimo Pokini from Ruff Haven; David Garbett (parent) from O2 Utah; Greta Hamilton, stormwater program supervisor for Salt Lake County Public Works & Municipal Services; Brian Tonetti from Seven Canyons Trust; Mat Jones, District 2 supervisor for the Utah Department of Public Lands; and foothill rangers Haley Long and Eric Creel.
As the students learned about and discussed what communities need to thrive, four areas of interest naturally rose to the surface: environment, unhoused community, arts and community spaces, and trails and parks. It was decided that, in place of the original Bend in the River idea, students would find solutions to community problems within the four areas, each of which would be led by a teacher who could provide coaching, feedback, and support. And as an added benefit, the teachers structured the project so that students could work with their peers in other fifth-grade classes, a helpful experience for this group of rising middle schoolers.
The three A's allow students to be young changemakers in their own communities and prepare them for the challenges of the world they are going to inherit.—Dr. Torry Montes, fifth-grade teacher
The teachers also wanted to use the experience to help students better understand the many ways people can make real-world impact, which they did by introducing them to the three A’s: awareness, action, and advocacy. They explained that each A stood for a way people can make change: generate awareness by bringing attention to a problem, take action by moving forward on a solution, or act as advocates for policies that help people. The three A's, explained Dr. Torry, are often considered the goal of high-quality PBL.
“Educator Tony Wagner states that project-based learning is one of the best ways to meet all of the 21st-century learning goals,” she said. “The three A's allow students to be young changemakers in their own communities and prepare them for the challenges of the world they are going to inherit.”
Inspired by the ways they could make communities better, the students set to work researching causes and solutions, reaching out to groups and organizations, and creating a variety of projects that impressively showcased each of the three A’s, including proposals, petitions, posters, websites, flyers, and even a poem. By early March, when the students shared their final solutions at an open house, they had truly illustrated how young learners, when empowered to lead their learning, can take action, build awareness, and advocate for what they believe in. And as parents and caregivers wandered the fifth-grade wing, examining the projects, they were amazed by what they saw, recognizing how this work would benefit community organizations—including Salt Lake City Corporation, Tiny Village, Family Promise, Crossroads Urban Center, and Rowland Hall, not to mention the community members whose lives would be enhanced through the students’ ideas around clean water, safe shelters, and environmental protections—as well as the students themselves. Through this experience, the students learned life skills that will benefit them long after they leave their fifth-grade classrooms—including leaning on their own thinking to approach real-world problems. It’s a skill that’s essential, and one they’ll be encouraged to build on as they move on to middle school, and beyond.
“This is preparing them for their futures,” said Jen.
Project Galleries
As part of their community project, Rowland Hall’s fifth graders were asked to not only choose the areas of change they wanted to pursue, but also to decide how they wanted to creatively share their work with others. We’re proud to include in this story the students’ choices for the Rowland Hall community’s enjoyment, and have provided examples of the students’ work in the galleries below. We also invite readers to read the students’ reflection essays on the experience, written to be published here in Fine Print.
Awareness
Students learned that generating awareness is essential to bringing attention to a problem, what needs to be done, and who should be involved. Click below to view the gallery.
Action
Students learned that action means moving forward on solving a problem they have identified. Click below to view the gallery.
Advocacy
Students learned that advocacy is designed to influence policy, helping to mobilize community members toward improvements. Click below to view the gallery.
Authentic Learning
Change may be slow, but it’s worth the wait.
This life truth was recently made clear to Jodi Spiro’s third graders, a group of students passionate about doing their part to save the earth—particularly when it comes to limiting the amount of garbage that’s dumped into the environment, a topic they’ve discussed often this year.
“We knew there was a problem, then we watched this video of how much trash ends up in rivers and oceans, and we thought it was really sad,” said class member Helena A. “We saw this island made out of trash—it’s bigger than Texas.”
“It feels like people don’t really care about what they’re throwing out,” added classmate Declan M.
And it really bothered the third graders to imagine Rowland Hall contributing to the problem—especially in one specific way: even though the school had returned to a traditional serving line at lunch (during the pandemic, individually packaged meals were delivered to classrooms), the dining hall hadn’t shifted back to using metal cutlery. The students knew the use of plastic utensils had to be creating a lot of waste, so in October they visited the dining hall to get an idea of just how much. The third graders began by counting the number of plastic utensils that fit into the dining hall’s cutlery dispenser, then determined how many times that dispenser was filled. They were shocked to learn that the McCarthey Campus was tossing around 900 plastic forks, knives, and spoons each week.
We realized how much we were throwing away and we wanted to know why, and we wanted to change it.—Third grader Declan M.
“We realized how much we were throwing away, and we wanted to know why, and we wanted to change it,” said Declan.
And though the students were anxious to make those changes right away, Jodi knew they would need the support of campus partners, including SAGE Dining Services, Rowland Hall’s lunch provider, which she knew was probably using plastic cutlery for a reason. Jodi saw the moment as an opportunity for her class to not only understand the reasoning behind that decision, but to learn how to respectfully present their request to reverse it.
“The way you go about something is the way you’ll get lasting change,” she told the class. “You’re going to get better buy-in from everybody if you’re respectful.”
So the class began by writing persuasive letters to explain their concerns and to propose their solution, which they sent to Julia Simonsen, food service director for SAGE, in November. They received a prompt response explaining that there was indeed a reason behind the use of plastic cutlery: students had been throwing away the dining hall’s metal cutlery, as well as reusable cups and even lunch trays. This was its own problem—the dining hall simply couldn’t afford to keep replacing these items. The third graders realized that, in order to address their cutlery concerns, they would first have to tackle another waste issue. So they made Julia an offer: they would teach lower schoolers how to properly use lunchroom materials if SAGE agreed to bring them back. Julia agreed.
With their end goal in mind, the third graders jumped into making plans for educating fellow students both on the proper use of cafeteria materials and on limiting what they sent to the landfill. They knew they would have to talk to every Lower School class, so they divided into teams, with each team choosing the grades they wanted to present to and the approach they thought best for that age group, such as a slideshow, a game of Kahoot!, or a Book Creator story. They also teamed up with staff and faculty members Emily Clawson, Mary Anne Wetzel, and Collin Wolfe to create a TikTok video demonstrating these skills, which they played for every class.
@rowlandhall1867 Jodi Spiro's third-grade class is on a crusade to make our school more environmentally friendly, and their first stop is the dining hall. After seeing how many plastic utensils were being thrown away, the students knew they had to take action. They urged the school to bring back metal cutlery, reusable cups, and compost buckets. Even at such a young age, these students are authentically learning and making a difference not only for our school, but for the world. Great job, third graders!
♬ original sound - Rowland Hall
Rowland Hall third graders demonstrate where to discard leftover milk, how to separate trash from compostable materials (which are then used by the Lower School’s Garden Club), and where to return utensils, cups, and trays.
These class presentations were another chance for the third graders to tap into their respectful dialogue skills: they had to present their material in ways that didn’t place blame on anyone and inspired students to want to help. “We wanted to make sure everyone understood the problem,” explained Helena. “We showed them what’s been happening and what they can do.”
And the presentations made an impact. From first to fifth grade, students expressed a desire to help fix the dining hall’s dual waste problems through their daily actions. “I didn’t really know that I could actually convince people this well of what's been happening in the cafeteria,” said Declan. “It felt really good.” Fellow third graders in Matthew Collins’ and Katie Schwab’s classes even created posters to help remind students to pay attention when disposing of items on their lunch trays, which are helpful resources as students continue to build these habits.
From her perspective, Jodi was thrilled to see not only how other classes responded to her students’ hard work, but how the experience also built the students’ confidence. She said her class loved being seen as experts on a subject and answering their peers’ questions; after each presentation, they returned to the classroom beaming and asking to talk to more people. “I think it brought out parts of themselves that they probably didn’t even expect,” she said.
They learned change is slow, but change is possible, and to be persistent: just because you want something to change doesn’t mean it’s going to follow your timeline.—Jodi Spiro, third-grade teacher
It also showed them that hard work on a cause you believe in is worth it. When the reusable cutlery and cups returned to the dining hall after April break, the moment was more than just the culmination of a nearly school-year-long goal; it was a strong reminder of how young learners can help address problems that seem insurmountable—such as waste in the environment—and truly make a difference.
“It’s so easy to get overwhelmed with the bigness of it,” said Jodi, “but the students learned you can start with something small and in your control, like what’s happening in our school. They learned change is slow, but change is possible, and to be persistent. Just because you want something to change doesn’t mean it’s going to follow your timeline.”
They also learned that making good choices add up and that, often, being the change you wish to see in the world starts by simply making a small decision to do something.
“Don’t be a problem starter,” summarized Jodi. “Be a problem solver.”
Ethical Education
Disagreement is everywhere. At times it feels like it has overtaken discourse and that a civil exchange of ideas is near impossible. How are young people supposed to navigate this world?
When faced with disagreement the natural reaction is to pull back. But it is in those moments when leadership is needed most.—Ryan Hoglund, director of ethical education
At Rowland Hall, it is with the help of their teachers, administrators, and a bevy of special guests who are part of the recently revived Upper School Speaker Series.
The theme of this year’s series is “Leading with Impact While Navigating Disagreement.” The aim is to help students understand the importance of listening to diverse perspectives when forming opinions and to teach them to become leaders even in the face of contentious arguments.
“When faced with disagreement the natural reaction is to pull back,” said Ryan Hoglund, director of ethical education. “But it is in those moments when leadership is needed most. The speakers are helping our students learn how to lead in those moments.”
English teacher Kody Partridge began the speakers series more than a decade ago as part of her 11th-grade rhetorical research project. (As was the case with many programs, the series was shelved last year due to the COVID-19 pandemic.) Series speakers are all considered changemakers—people who recognize when positive change is needed and take action to make a difference—in their respective fields. In their presentations, they lay out for students how they have dealt with disagreements in their professions and how those disagreements have helped them grow their skill sets and reach important goals.
The series kicked off in October with Brittney Cummins, educational advisor to Utah Governor Spencer Cox. Since then, Salt Lake Tribune Executive Editor Lauren Gustus, Millcreek City Council Representative Silvia Catten, alumna and activist Dulce Horn ’20, First District Congressional Representative Blake Moore, Senate Candidate Becky Edwards, Flourish Bakery and Flourish Ventures Executive Director Rev. Aimee Altizer, and Utah Senator Derek L. Kitchen have spoken to students.
I have really enjoyed how the speakers have helped us understand the importance of implementing these dialogue tactics in our day-to-day lives.—Kaitlyn Bates, class of 2022
“Millcreek City Councilwoman Silvia Catten discussed navigating billboard controversies,” said Dr. Carolyn Hickman, English department chair, when asked to share an example of a message from this year’s series that stood out to her. “She vividly illustrated the importance of active listening and empathy building as she spoke to the challenges of building compromise at the local level.”
“She explained how she worked around conflicts to help benefit her own community; I found her tactics about how to approach the more tense situations to be super informative and engaging.” added senior Kaitlyn Bates. “I have really enjoyed how the speakers have helped us understand the importance of implementing these dialogue tactics in our day-to-day lives.”
The speaker series is a companion piece to the Deliberate Dialogue skill set taught throughout the Upper School curriculum. These skills, defined early in the year so that students can develop an awareness of when to use them, include:
- Open-Mindedness: I am open to learning about the lives, values, and beliefs of others.
- Listening: I can reflect what the other person is saying.
- Speaking: I can speak for myself and not on the behalf of others.
- Responding: I am able to respond empathetically to others.
- Reflecting: I can find differences as well as similarities between my life, values, and beliefs, and those of others.
“Collaboration is messy. We want students to know that conflict can be productive and when that mess is managed you get the best outcomes,” said Ryan. “This not only helps prepare them for college, but for the world at large.”
Ethical Education
This week, Rowland Hall celebrated Dr. Martin Luther King Jr.'s life and legacy by focusing on the ways we can build a beloved community—a trusting, loving place where all people feel welcome and where individuals unite across differences.
Because each person in a community plays a role in realizing this vision, Rowland Hall dedicated the week surrounding Martin Luther King Jr. Day to a series of events and conversations designed to prompt reflection and foster solidarity towards action.
"Students across the lower, middle, and upper schools were able to collectively engage in a program called Beloved@RowlandHall,” said Dr. Chandani Patel, director of equity and inclusion. “The interconnected program focused on Dr. King's idea of the beloved community, one that leads with love, understanding, and solidarity. Beloved@RowlandHall helped remind students that each of them holds the potential and responsibility to be a changemaker and that each of them is a valued and integral member of our beloved community."
Beloved@RowlandHall helped remind students that each of them holds the potential and responsibility to be a changemaker and that each of them is a valued and integral member of our beloved community.—Dr. Chandani Patel, director of equity and inclusion
On January 14, middle and upper schoolers had the opportunity to view the Brolly Arts film Beloved Community, a documentary featuring some of Utah’s civil rights leaders, and enjoy a performance by Utah’s Hip Hop Education and Resource Center—activities that, Dr. Patel explained, allowed them “to interrogate the power of storytelling through multiple methods towards a shared goal of recognition—of ourselves, each other, and our community.” Students then created artifacts depicting what they need from one another to feel beloved and how they can help build a community in which each member feels valued, integral, and beloved.
At Lower School’s annual Changemaker Chapel, held on January 18, students continued this practice of creating their own reflective artifacts, as well as learned from dancer and educator Ursula Perry, who performed a piece for students and “elicited their reflections about Dr. King, movement, stories, and each of their hopes for the world,” said Dr. Patel.
In addition to student events, Rowland Hall celebrated Dr. King’s legacy with a virtual evening of dialogue for all members of the school community. After viewing Beloved Community, participants had the chance to engage in a Q&A session featuring the Rev. France Davis, pastor emeritus, Calvary Baptist Church; Marian D. Howe-Taylor, communication and media outreach manager, Salt Lake Community College, and co-creator, Black Social Change Utah; Ursula Perry, dancer, Repertory Dance Theatre; and Amy MacDonald, director and founder, Brolly Arts.
Thank you to all members of the Rowland Hall community for your thoughtful participation this week and for the steps you are taking to shape our beloved community. As you continue on your own personal journey, we invite you to view educational material related to Brolly Arts’ current project, Black Social Change Utah 2.0. Also, keep an eye on our diversity, equity, and inclusion web page, where we’ll continue to announce upcoming evenings of dialogue.
Equity & Inclusion
Dr. Chandani Patel wasn’t looking for a new job when she learned that Rowland Hall in Salt Lake City was searching for its first director of equity and inclusion. But when a recruiter sent her the posting, she found her interest piqued.
At the time, Dr. Patel was director for global diversity education at New York University, a challenging and rewarding role that she had no immediate plans to vacate. However, as she read Rowland Hall’s position statement, Dr. Patel was surprised to find herself contemplating a move: not only did Rowland Hall demonstrate a long-term commitment to the diversity, equity, and inclusion (DEI) work she’s dedicated her career to, but the school greatly emphasized community—a value that had risen in importance to her family after nearly a year of the COVID-19 pandemic.
“In the New Jersey/New York area, we did not have much community at all, really, because we were far from our workplaces—everyone commutes,” explained Dr. Patel. “The pandemic really shifted our priorities. We didn't feel embedded in a community, and we really wanted that.”
As Dr. Patel and her husband, English teacher Dr. Brady Smith, discussed the Rowland Hall opportunity, they realized that Salt Lake City may be just the place to grow the community connections they craved, both for themselves and for their young daughter, Aashna, then four years old. The location worked both personally—Dr. Patel already had a sister in Salt Lake, her parents were willing to relocate, and Brady’s parents live in nearby Colorado—and professionally: Salt Lake’s size and growth opportunities, including the ability to build partnerships in the DEI space, greatly appealed to the two academics-turned-educators. Furthermore, Rowland Hall serves a student population that, after more than a decade in higher education, Dr. Patel felt pulled toward.
“I had been thinking about transitioning to PreK–12 education for a couple of years,” she said, “because I was starting to see key challenges in higher education: a lot of the unlearning that folks were engaged in as adult learners needed to have happened a little earlier in their lives.” In other words, Dr. Patel had been observing students entering college classrooms with little to no experience engaging with those whose backgrounds or beliefs differ from their own, and it had become clear to her that students need earlier opportunities to practice navigating conflict and building trust across their differences.
“The world is, in many ways, super interconnected, yet we continue to be siloed; we continue to see patterns of kids only hanging out with kids who look like them or like the same things,” explained Dr. Patel. “Research backs this up, even from—or maybe especially from—a racial identity standpoint.”
School Today: What’s It For?
As Rowland Hall’s inaugural director of equity and inclusion, Dr. Patel is now playing a role in building the collaboration skills that today’s students will need in college classrooms and beyond. But even though preparing students to respectfully handle tough conversations, particularly with those who have differing opinions, in today’s world is of vital importance, she explained, it still often isn’t a priority in PreK–12 schools.
“In many schools, those are not the skills educators are explicitly talking about or helping students learn,” said Dr. Patel, “yet in every single industry, the first thing that any hiring committee will ask about is collaboration skills or a time you encountered and navigated a conflict.”
And employers need staff members who work well with others. Many cite so-called soft skills—such as teamwork and collaboration, leadership, critical thinking, and communication—as areas they most desire in new hires. And it isn’t just day-to-day business tasks that benefit from these skills; the most pressing problems we now face—the ones today’s students will help find solutions to, including inequality, climate change, and a global pandemic—can only be solved by coming together.
“Students have inherited a whole lot of problems that require really creative and out-of-the-box solutions; we have to imagine different possibilities to build a different and better world,” said Dr. Patel. PreK–12 schools offer ideal environments in which students can safely learn how to build relationships, practice collaboration, and navigate conflict—which, Dr. Patel pointed out, is a helpful life tool.
Schools are now the places where students should acquire and practice human-centered skills that machines can’t replicate—like teamwork, curiosity, judgment, and creativity—and where they learn what to do with all the information available at their fingertips.
“We need to help students understand that when conflict arises, you don't back away from it but embrace it, so that you can learn something new—maybe about yourself, maybe about the other person, maybe about that issue, maybe about the world,” she explained. “If that process can happen at a younger age, then we have many more opportunities for students to practice, and to understand how to work across their differences.”
For some, this can be an unfamiliar perspective: we haven’t often thought of PreK–12 schools in that way. But just as twenty-first century employers have been rethinking the skills employees need to succeed, so too should educators be rethinking the role twenty-first century schools play in student success.
“School is no longer a place to just learn facts and information—we have that available to us on the internet,” said Dr. Patel. Instead, she explained, schools are now the places where students should acquire and practice human-centered skills that machines can’t replicate—like teamwork, curiosity, judgment, and creativity—and where they learn what to do with all the information available at their fingertips.
Creating Student Leaders
For a DEI professional like Dr. Patel, refocusing the role schools play as we look to the future is important in enhancing students’ learning experiences, especially as they participate in current conversations around equity and inclusion. By emphasizing human-centered skills alongside traditional academic subjects, students are better able to see the humanity behind their studies, building a stronger understanding of our collective history and how it shaped, and shapes, our daily lives. Examining diverse lived experiences in an English class, for instance, or learning about the contributions of historically underrepresented groups to the sciences helps students understand cultural contexts, while engaging in classroom discussions helps students learn to express themselves, make connections, and practice respectful disagreement.
By emphasizing human-centered skills alongside traditional academic subjects, students are better able to see the humanity behind their studies, building a stronger understanding of our collective history and how it shaped, and shapes, our daily lives.
“It’s important for them to recognize that even if we have a lot of shared experiences and shared identities, we're still not going to always agree—and that's not a bad thing: that means you always have something to learn from each other,” said Dr. Patel. This applies to educators, too, who help solidify these skills by modeling what it means to learn from others. “My goal,” said Dr. Patel, “is to help students learn how to facilitate conversations, navigate conflict, and build a collaborative process.”
Importantly, this focus on building human-centered skills in the classroom should be viewed as an enhancement to learning—not something that comes at the expense of the academic rigor we expect from schools—because it enriches learning, helping to develop lifelong thinkers who can ask thoughtful questions to build their understanding of the world, their place in it, and their role in creating knowledge and change.
“Our students want to have hard conversations, and we want them to have the tools to ask questions of the world,” explained Dr. Patel. “We're not in the business of making any student feel bad or responsible for something that's way bigger than them—that is not how learning happens. The goal is to give students tools to ask questions around why things are the way they are and how they might be different in the future so that everyone can thrive.”
These actions benefit students in other ways too: as we emphasize human-centered skills, we show the value of all lived experiences, giving students a deeper sense of belonging to their school communities. And as they feel that belonging—and their confidence grows—students are more likely to speak up, to take action, and to believe in their own ability to make change.
“I'm really invested in the idea that every single one of our students is a leader,” said Dr. Patel. “And we need to cultivate that sense of leadership.”
Looking Ahead
For Dr. Patel, building leaders doesn’t stop at students—in fact, she said, one of the most exciting things about joining Rowland Hall is discovering the community’s collective commitment toward lifelong learning and making the school a welcoming place for all.
Rowland Hall has been doing this for over a decade. This is a community that really does care for each other, that really does want to do the hard work, because everyone is in the space of wanting to learn.—Dr. Chandani Patel, director of equity and inclusion
“Rowland Hall has been doing this for over a decade,” said Dr. Patel. “This is a community that really does care for each other, that really does want to do the hard work, because everyone is in the space of wanting to learn.”
As she continues to settle into the school community—now her family’s community—Dr. Patel is committed to involving all stakeholders, including families, in supporting their students as well as in navigating their own learning journeys, and she’ll be engaging various groups in conversation to identify the top challenges, opportunities, and questions that will inform Rowland Hall’s DEI work in the coming years.
“I'm invested in learning from a diverse array of folks,” she said.
And because Dr. Patel knows that it will take time to get to know the entire community, she’s also committed to providing ongoing updates on what she’s learning and what families can expect from her, beginning with a community forum tentatively scheduled for February.
“I want to talk with the community about what I'm learning, answer questions, and really make sure the work that I'm doing is transparent. This is not work done in secret; it’s shared work that is always going to be important to talk about and make visible,” said Dr. Patel with a smile. “There is a lot of excitement and enthusiasm, and we have a really great opportunity to build on that momentum.”
Equity & Inclusion
On Tuesday, October 13, Upper School students and faculty participated in Half Day/Whole Heart, a long-standing Rowland Hall tradition.
“Half Day/Whole Heart is meant to get students out in the community, exposing them to organizations they could do continued service with, providing illustrations of concepts from classroom curriculum and dilemmas, and experiencing the satisfaction of doing good in the community,” said Director of Ethical Education Ryan Hoglund, who organized the event. “We know from brain science that service opportunities benefit the giver as well as the receiver. Also, when illustrating classroom concepts like working at the Jordan River while studying Utah watersheds or helping organizations that support the most vulnerable in our community, learning and empathy come to life in ways not possible in the classroom alone.”
This year’s Half Day/Whole Heart included the following grade-level opportunities, many of which supplemented Beyond the Classroom curricular connections.
When illustrating classroom concepts like working at the Jordan River while studying Utah watersheds or helping organizations that support the most vulnerable in our community, learning and empathy come to life in ways not possible in the classroom alone.—Ryan Hoglund, director of ethical education
Ninth Grade
Ninth graders continued their study of local watershed dilemmas, working with the Jordan River Commission to clean the river corridor and seed native species and wildflowers, mitigating invasive weed species.
Tenth Grade
Guided by Chaplain Jeremy Innis, tenth graders continued their exploration of world faith traditions in our community by visiting local religious sites to meet with faith representatives, then reviewing pilgrimage films.
Eleventh Grade
Eleventh graders continued their study of community dilemmas requiring individual and legislative action, this time focusing on food insecurity and unsheltered people. They heard from Glenn Bailey, executive director of Crossroads Urban Center, and Rina Jordan, a local food security advocate (and parent of two Rowland Hall alums), about individual commitment to this work and the legislative challenges of addressing the needs of the most vulnerable in our community.
Twelfth Grade
Twelfth graders completed deferred maintenance projects around the campus of The Sharing Place, a nonprofit that helps children and adolescents navigate their grief following the loss of a parent or caregiver.
Ethical Education
Rowmark
Todd Brickson stands tall as a mountain in the world of ski racing.
For the past 20 years, he has served as the program director of Rowmark Ski Academy, Rowland Hall’s world-class ski racing program, founded in 1982. An international level 500 coach in the US Ski & Snowboard Association, Todd has worked with hundreds of top-level Olympic, World Cup, and collegiate athletes. But, even with all that experience, those who know Todd don’t immediately bring up his coaching prowess, or his experience on the slopes. Instead, they talk about who he is as a person—and for good reason.
Priority one, before coaching, is to be a very good role model. You need to be the kind of person who young people aspire to be one day. Todd is solid in that way.—Olle Larsson, Rowmark Ski Academy co-founder
“Priority one, before coaching, is to be a very good role model in front of people. If you fail that, it doesn’t matter what kind of coach you are,” said Olle Larsson, former Rowmark program director and the co-founder of the program, who was instrumental in hiring Todd. “You need to be the kind of person who young people aspire to be one day. Todd is solid in that way.”
Building athletes of good character is central to Todd. He makes that clear on the first page of the handbook given to all team members. There, he writes that the main goal of the program is “for each Rowmarker to learn and develop responsible independence.” He emphasizes that there is more to being on the team than just making it down the hill, adding, “This is above all a process, a time of trial and error, a time to learn from mistakes, a time to learn how to win—and learn how to lose.”
The values of responsibility and independence that Todd promotes create a strong bedrock on which he builds exceptional competitors and people. But here is where Todd steps back a bit, to let the athletes find that fire within that’s needed to push themselves farther and achieve more. He’s the iconic definition of a coach in these moments, trusting that his athletes are capable of practicing what to do, and he allows them to do it. That mutual respect is what launches Rowmark athletes into greatness.
“Todd provided me with tools and then didn't put any pressure or expectation on race day. He knew that pushing wouldn’t help, and that I needed to figure it out,” said former Rowmarker and Olympic athlete Breezy Johnson ’13. “He provided me with the means to reach my incredibly high goals, and then was there with a hug and a word of advice, win or lose, at the end of the day.”
Todd does teach competitive spirit, but not in ways you may expect. He meets his students in competition in other arenas to show them that he respects them enough to go nose to nose. It may be on the golf course, in a go-kart, or by the side of a lake with a fishing pole in hand. Todd understands that coaching is a disposition and not contained to a certain time or place.
“There have been times when Todd has played hockey with us on a pond after skiing, or field hockey on dry land,” said Elisabeth Bocock, a senior who currently competes for both Rowmark and the US Ski Team. “He is never afraid to go shoulder on shoulder with us if that’s what it takes. He is super intense and does what he needs to do to win the game.”
And in his 20 years with the program, Todd’s intensity has helped raise the bar for Rowmark as an elite ski academy. Since 1988, there has been a representative from Rowmark at each Winter Olympics, and in 2014, the program became one of the first in the nation to achieve the Gold Certification level from the US Ski & Snowboard Association, and they’ve held onto that certification in the eight years since.
Rowmark’s skiers achieve off the slopes as well. The team currently has a 100 percent college placement rate, and its students are sought after by the best colleges and universities in the nation. “Todd is very involved in our academic success,” said Ian Hanrahan, co-captain of the Rowmark Academy Program. “He and the other coaches do a lot of work to make sure our teachers understand our busy schedules to help us stay on top of school and make sure we are successful skiers while still growing our academic careers.”
And Todd’s concern about the success of Rowmark skiers starts before they are even on the team. From the outset, he makes sure new recruits can thrive in the program. “Todd gives so much time to prospective families,” said Kathy Gunderson, former director of admission for Rowland Hall. “He cares so much about the candidates not only being a good fit for Rowmark but also finding academic success at the school as well. He’s brought recruiting to the next level.”
Todd’s recruiting prowess also extends to the coaches he selects to help guide the team. Every coach on Todd’s team knows they were selected for their excellence and are expected to reach extraordinarily high standards. But they also know that Todd views them as peers and wants them to feel welcome and able to grow as professionals through trial and error.
“Todd works to develop his staff,” said Rowmark Junior Program Director Troy Price. “Recently, three former staff members have gone on to coach for the US Ski Team. You must have excellent training to get job offers at that level.”
Staff development goes beyond coaching skills under Todd’s mentorship. After all, there is much more to the job than improving skiing skills. There are also all the logistical concerns, financial planning, health tracking, and emotional support needs that must be handled. Then there are the moments that are totally unexpected.
“My first season with the team we had a group of Rowmarkers involved in a head-on car accident while racing in Oregon,” said Troy. “Todd was coaching at another race in Whistler, Canada, yet he made arrangements to get to Portland. He stayed with our injured members during this extremely difficult time and was the glue that held everyone together. His empathy for others and his ability to stay calm in difficult situations is unmatched.”
Todd was a very important person in my development as an athlete. He taught me the tools I needed both technically with the fundamentals, and the greater work ethic required to make it to the highest level.—Breezy Johnson ‘13, Olympian
Todd’s two decades with Rowmark have left an indelible mark on all aspects of the program, and that impact will only continue to grow in the coming years. In 2019, an alpine training addition to the Utah Olympic Park became the team’s primary training facility, giving athletes access to the very slopes where their idols have competed. “This is the most important development for Rowmark since 1982,” said Olle. “The training arena that they now have does not exist anywhere else in the Northern Hemisphere.”
Time will tell what athletes will come off those slopes and into the national and international spotlights, but it’s clear that all of them will have benefitted from having Todd Brickson as a coach, mentor, and friend, just as those who came before them have.
“Todd was a very important person in my development as an athlete,” said Breezy. “He taught me the tools I needed both technically with the fundamentals, and the greater work ethic required to make it to the highest level.”
Rowmark
Todd's anniversary isn't the only celebration for Rowmark Ski Academy this year. Rowmark is also excited to celebrate its 40th anniversary with a celebration weekend, March 10–12.
At only 18 years old, Rowmarker Mary Bocock has already had an impressive skiing career.
In addition to her achievements as a top Rowmark Ski Academy athlete, Mary had the chance to compete with the US Ski & Snowboard Team in Europe in January 2021, an opportunity that led to her first nomination to the US Alpine Ski Team later that year. Earlier this month, she was nominated to the US Ski Team for a second time. And prior to sustaining a knee injury in December, Mary was ranked first in super-G, third in giant slalom, and eighth in slalom in the United States for her age.
Mary will soon add another achievement to her resume—college athlete—when she joins the Dartmouth College women’s ski team next year. She plans to enroll as a first-year student in fall 2023, after taking a gap year to continue her healing and focus on her commitment to the US Ski Team before she dives back into a routine of balancing school, training, and racing.
“Joining the Dartmouth ski team has been one of my athletic goals since I started thinking about colleges,” said Mary, who long considered the Ivy League school not only because it offered a top ski program, but also because of its academic excellence.
“This is a great fit for Mary on all levels,” said Todd Brickson, Rowmark Ski Academy program director. “Dartmouth has a long history of developing world-class ski racers within their storied NCAA Division I ski team, in conjunction with their flexible academic structure and top-notch education.”
To celebrate Mary’s plan to attend Dartmouth, we asked her a few questions about her decision and her journey as a skier. The following interview has been lightly edited for length and clarity.
When did you find out that you have a spot on Dartmouth's ski team? How did it feel to receive that news?
I started talking to the coach about a year and a half before I committed to skiing for him. I knew the coach was interested in me, but I knew that I shouldn’t get my hopes up because there could be other girls out there. So when he told me he wanted to offer me a spot in the fall of 2023, I felt relieved and excited that I didn’t have to worry about my college experience.
You'll be taking a gap year before heading to Dartmouth. Why did you make that choice?
I will be taking a gap year after I graduate in the spring so that I can focus on my commitment to the US Ski Team and take advantage of all the resources they provide. Throughout my whole racing career, I have always had to balance traveling and school, so I want to experience the sport without having to balance the stresses of high school alongside the pressure of performing well in races and traveling. The Dartmouth coach actually offered me a spot to start in the fall of 2022, but I decided that I want to take a year to mature as an athlete and really focus on racing to make the most of my opportunity with the US Ski Team.
You've been offered a spot on the Dartmouth team and you're on the US Ski Team—basically, you've achieved two of your dreams. While you can't know what lies ahead, how are you approaching these two amazing opportunities?
I feel very lucky to have these two incredible opportunities ahead of me. I am trying to stay present and not worry about how I will balance the two programs. I am just trying to take advantage of the places and lessons I am experiencing. I always try to not take anything for granted—especially after COVID—and make the most of my time traveling and exploring new mountains and countries.
Focusing on your time at Rowland Hall, what moment as a member of Rowmark are you most proud of?
I’ve had a lot of great experiences on Rowmark, so it’s hard for me to pick my favorite moment. But if I had to, I would say one of my favorite memories is when I won a GS [giant slalom] race in Breckenridge, Colorado, at the end of my junior year. It was that race that helped me lower my points enough to make criteria for the US Ski Team. When I came down and everyone was cheering for me, I was so excited that I couldn’t stop smiling. Then, a few minutes later, my coach came down and gave me a hug (which is rare because he’s not one for hugs), and I started to experience an overwhelming amount of emotions because it all felt real.
On the other side, some of the most memorable experiences from Rowmark have been off the snow. The conditioning/team bonding week is always a highlight of the year because the whole team comes together to compete with each other in a very cohesive way. Competition is one of my favorite aspects of ski racing, so I always have a lot of fun on the camping weekend when the whole trip is just filled with competition.
Tell us about the skills you built at Rowland Hall and on Rowmark that you'll be taking with you after graduation.
One of the most notable skills I’ve learned from being on Rowmark while attending a challenging high school is time management and communication. In order for me to keep up with my work while I’m gone, I have to be very diligent with letting my teachers know when I will be gone and updating them on my progress throughout my trips. My first few training camps with the US Ski Team have been very different compared to those with Rowmark because nobody else in my group is in school. I am the only one trying to keep up with classes while skiing at a high level. I have to find time to separate myself and sit down and do school work while my teammates do their other activities. However, I have actually started to really enjoy Zooming into my classes while I'm away on ski trips because it is an opportunity for me to take time off from thinking about skiing and still feel connected with my life at home.
Congratulations, Mary!
Athletics
Congratulations to junior Elisabeth Bocock, who this week was nominated to the US Ski Team.
Elisabeth is one of 42 athletes nominated to the US Alpine Ski Team and one of three athletes who will be joining the women’s Development Team (D-Team) for the first time for the 2022–2023 competition season. (Athletes qualify for the team in the spring based on selection criteria, and the official team is announced in the fall once nominees complete physical fitness testing and medical department clearance.) She is the youngest addition to the D-Team and the only new member from the state of Utah.
“It was unreal,” said Elisabeth of the moment she received the call from US Ski Team Coach Chip Knight congratulating her on her season and confirming her place on the team. “It was what I’ve been hoping for basically my whole life.”
She’s not kidding. Thanks to her family’s love of skiing, Elisabeth has been involved with the sport for as long as she can remember: she clipped into her first pair of skis at age two, and some of her earliest memories include traveling with her family to Colorado to watch the World Cup—an experience that inspired her first dreams of joining the US Ski Team. “Seeing people on the team there was super exciting,” she remembered. “It made me want to be a part of that.”
It was unreal. It was what I’ve been hoping for basically my whole life.—Elisabeth Bocock, class of 2023, on being nominated to the US Ski Team
It also didn’t hurt that Elisabeth has three older siblings—brothers Scottie ’18 and Jimmy, and sister Mary—who were early naturals on the slopes and whose ski racing journeys inspired her own competitive drive. Elisabeth began racing for the Snowbird Ski Team at age six, and she joined Rowmark Ski Academy at age 13—a move she credits for preparing her to excel in both racing and academics, and where she’s had an exceptional career. In the 2021–2022 season alone, Elisabeth had five podium finishes in elite-level FIS races and is currently ranked first for her age in the US in slalom, giant slalom, and super-G, and second in the world in giant slalom.
“What is so impressive about Elisabeth objectively earning a spot on the US Ski Team is that her season was filled with setbacks,” said Foreste Peterson, Rowmark Ski Academy’s head women's FIS coach. “Whether it was having to quarantine from COVID exposures, or the many hard crashes she took that left her concussed, bloody, bruised, and banged up, she was knocked down time and time again. Yet, she bounced back every time, better than before, and always with a smile on her face. It was truly a pleasure to work with Elisabeth this year, and I so look forward to seeing what her future holds.”
And while Elisabeth’s riding the high of simply making the US Ski Team, she’s also enjoying an additional perk not available to every athlete in her position: the knowledge that this new experience will include her older sister (and role model), Mary, who was nominated to the US Ski Team last spring. “I’m super excited to work together in a different atmosphere,” said Elisabeth. “Mary’s been a real inspiration to me and has shown me what it takes to get to where I need to go.”
We can’t wait to see where she goes next. Congratulations, Elisabeth—we’ll be cheering you on!
Rowmark
We are proud of the Olympians representing Rowmark Ski Academy and Rowland Hall at this month's Olympic Games, which kick off February 4.
Since their earliest days on the mountain, these skiers have been on a journey toward athletic excellence. Being named to their countries’ alpine ski teams is one of the highest honors of their careers, and represents hours of sacrifice and a steady commitment to intense training and competition.
While four of our former athletes qualified for the 2022 Olympics, two will be competing in Beijing this month.
“Unfortunately, Breezy Johnson and Madi Hoffman both sustained season-ending knee injuries while training for the Games and will not be able to compete,” said Todd Brickson, Rowmark Ski Academy program director. “Nevertheless, they qualified for the Olympics and we could not be more proud of Breezy and Madi. Injury is a common reality in our sport and the timing is devastating, but they will be back stronger than ever. Katie Hensien and Katie Vesterstein will carry the Rowmark Ski Academy and Rowland Hall torch, and we will be watching!”
To help the Rowland Hall community prepare to cheer on our former Rowmarkers at the Games, we have provided brief overviews of the Olympians below (as well as a throwback photo for each!).
Team USA: Katie Hensien ’18
Katie Hensien graduated from Rowmark and Rowland Hall in 2018. She is a five-year member of the US Ski Team, and also currently skis for and attends the University of Denver. Katie is originally from Redmond, Washington, and will make her Olympic debut in Beijing. She is the 2020 national champion in giant slalom and was a part of the Junior World Championships team that won the silver medal in the team event in Val di Fassa, Italy.
“Katie is an incredible talent and hard worker, and is someone who always has a huge smile on her face,” said Todd. “She brings incredible energy and positive vibes into every room.”
Update February 9, 2022: Katie placed 26th in slalom.
Team Estonia: Kaitlyn (Katie) Vesterstein ’17
Katie Vesterstein graduated from Rowmark and Rowland Hall in 2017. A native of Duluth, Minnesota, Katie is currently a senior at the University of Utah and an All-American member of the university’s national champion ski team. Katie is a dual citizen of the US and Estonia and will be representing Estonia at the Beijing Games.
“Katie is a fierce competitor and incredibly kind teammate who grew up ski racing on the small hills of Minnesota before joining Rowmark and Rowland Hall for two years and propelling herself onto the prestigious University of Utah ski team,” said Todd.
Update February 7, 2022: Katie placed 35th in giant slalom.
Update February 9, 2022: Due to a crash, Katie received a DNF in slalom.
Team Australia: Madison (Madi) Hoffman ’18 (Injured)
Madi Hoffman graduated from Rowmark and Rowland Hall in 2018. She has been a member of the Australian National Team for several years and is also a two-year member of the national champion University of Utah ski team. Madi is a three-time Australian National Champion in slalom and giant slalom, and was one of only two Aussie women to qualify for the 2022 Olympics in alpine skiing. She had been preparing for this moment with her coach (and former Rowmark head coach) Jim Tschabrun for four years.
“Madi is one of the hardest working and thoughtful young women I have ever had the pleasure to coach,” said Todd. “Her unfortunate knee injury will keep her from competing in this Olympics, but she is a very determined, talented ski racer, and I have no doubt that she will be back stronger than ever."
Team USA: Breezy Johnson ’13 (Injured)
Breezy Johnson graduated from Rowmark and Rowland Hall in 2013. Originally from Jackson Hole, Wyoming, Breezy joined the US Ski Team in 2014 and qualified for her first Olympic Games in 2018, where she placed seventh in downhill and 14th in super-G. Prior to her knee injury, Breezy was a clear medal contender after reeling off seven podium finishes and nine top-fives in her last 10 World Cup downhill races.
“In Breezy's time at Rowland Hall and Rowmark, she was incredibly determined and hardworking, both on the hill and in the classroom. At a young age Breezy had a very strong belief in herself and what was possible for her to achieve,” said Todd. “All I can say is that she is one of the world's best and she will be back with a vengeance.”
Schedule
Women’s alpine skiing events begin on Monday, February 7. Check out the full Alpine skiing schedule for event information.
Help Us Cheer on the Athletes!
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Banner: Katie Hensien competing for Rowmark Ski Academy.
Alumni
Since the age of six, Rowland Hall junior—and passionate ski racer—Mary Bocock has had a big goal: to join the US Ski Team. That dream just came true.
I’ve wanted to be on the team ever since I started racing, so getting the call felt like I was achieving a goal I’d had for over 10 years.—Mary Bocock, class of 2022
On May 3, US Ski & Snowboard announced that 44 top national athletes, including Mary, have been nominated to the US Alpine Ski Team for the 2021–2022 competition season (athletes qualify based on published selection criteria in the prior season). Mary is one of only three new members of the women’s Development Team, also known as the D-Team; she’s also the youngest addition to that team and the only new member hailing from the state of Utah.
“When I got the call from [US Ski Team Coach] Chip Knight congratulating me on my nomination to the D-Team, I was overwhelmed with excitement,” said Mary. “I’ve wanted to be on the team ever since I started racing, so getting the call felt like I was achieving a goal I’d had for over 10 years. I am looking forward to skiing with a group of girls who push me and who know what it takes to be the best.”
Mary had a sensational 2020–2021 race season, which included a November 2020 US Nationals performance with Rowmark Ski Academy that earned her an invitation to compete with the US Ski Team in Europe. After placing in several races in Cortina, Italy, and Garmisch, Germany, in early 2021, Mary returned to the United States to finish the season: at the FIS Elite Races at Sugar Bowl Resort and Squaw Valley, California, she took 10th place overall (second for U19s) in giant slalom, and 11th place overall (fourth for U19s) in slalom. At the FIS Spring Series in Breckenridge, Colorado, she won the giant slalom race—a win that currently ranks her second in the nation and sixth in the world in giant slalom for her age, as well as first and ninth in the world in super-G. Finally, she ended the season with a 12th-place finish in super-G at the US National Championships in Aspen, Colorado.
Mary's fierce competitive nature is among the best in the world and I'm confident that she will take advantage of this opportunity.—Graham Flinn, head FIS coach
“Mary has worked incredibly hard day in, day out, not only this season but for many years in order to put herself in a position to accomplish the goal of being named to the US Ski Team,” said Graham Flinn, head FIS coach for Rowmark Ski Academy. “I'm very proud of the way she carried herself throughout this past year's successes and challenges. She continues to impress with her drive and ability to be a student of the sport. Her fierce competitive nature is among the best in the world and I'm confident that she will take advantage of this opportunity.”
The US Ski Team’s alpine athletes have already kicked off pre-season camps, and the official team will be announced this fall once nominees complete required physical fitness testing and US Ski & Snowboard medical department clearance. We will continue to update the Rowland Hall community on Mary’s progress in this exciting new chapter in her ski-racing career—which she’ll balance alongside her senior year at Rowland Hall—through the fall and winter.
Congratulations, Mary!
The below video, first shared with the Rowland Hall community in April 2021, features Mary's reflections on competing in Europe earlier this year.
Rowmark
Congratulations to junior Mary Bocock, who's had a banner year with Rowmark Ski Academy.
Thanks to her performance at US Nationals in November 2020, Mary was invited to compete with the US Ski & Snowboard Team in Europe, starting in January. She kicked off her journey in Cortina, Italy, where she skied to fourth place overall (second for U19s) in super-G, earning an invitation to travel to Garmisch, Germany. There, she took third place (first for U19s) in super-G, followed by fourth overall and second place in alpine combined, ending with a ranking of 12th overall (second for U19s) at the German National Junior Championships.
“Mary has had an incredible season and has shown on multiple occasions that she is one of the fastest skiers her age in the world,” said Graham Flinn, head FIS coach. “The years of hard work and dedication that she has put in are showing, and we look forward to watching her continue to compete on the international stage. We are proud of her work ethic, ownership, and commitment to being an elite student-athlete.”
Since returning from Europe, Mary has continued to excel on the slopes. In the beginning of March, at Breckenridge, Colorado, she won the giant slalom. At the FIS Elite races at Sugar Bowl Resort and Squaw Valley, California, in March, she placed 10th overall (second for U19s) in giant slalom, and 11th overall (fourth for U19s) in slalom. She then won again in the giant slalom race in Breckenridge, Colorado—with this finish, Mary is currently ranked second in the nation and sixth in the world in giant slalom for her age, as well as first and ninth in the world in super-G. Mary will complete her season at the Women’s US Nationals in Aspen, Colorado, later this week.
Well done, Mary, and good luck in Colorado!
Update April 19, 2021: At the Women's US Nationals in Colorado, Mary placed an outstanding 12th in super-G.
Check out the below video to hear Mary reflect on her time in Europe, as well as to hear Coach Graham Flinn and English teacher Kody Partridge attest to how Mary's a force on the slopes and in the classroom.
Banner photo credit: Steven Earl
Rowmark
This summer, Rowland Hall welcomed former competitive ski racer Foreste Peterson to the Rowmark Ski Academy team.
We could not be more excited to have Foreste on board to work with our Academy athletes on and off the hill to share her knowledge, work ethic, and grit.—Todd Brickson, Rowmark program director
Foreste joins Rowmark as U19 International Ski Federation coach and academic liaison. A former racer for the Squaw Valley Ski Team, US Ski Team, Dartmouth College Ski Team, and Team X Alpine private women’s team, Foreste brings to Rowmark valuable elite athlete knowledge and experience that will benefit our student-athletes.
“We are thrilled that Foreste has joined our Rowmark Ski Academy staff,” said Todd Brickson, program director. “Her international experience and skill as an elite ski racer; her determination to scratch and claw her way to the top of collegiate skiing, all the way to the World Cup; and her humble yet confident demeanor all combine to bring an incredible person and personality to our coaching team. We could not be more excited to have Foreste on board to work with our Academy athletes on and off the hill to share her knowledge, work ethic, and grit.”
To help introduce Foreste to the Rowland Hall community, we asked her to play a round of 20 questions. (Be sure to also check out 20 questions with Colette Smith, Upper School girls soccer coach, published earlier this fall.) Foreste's answers have been lightly edited for style and context.
1. We’re so excited that you’re one of our Rowmark Ski Academy coaches. What made you decide to join the Rowmark team?
Thank you, I’m excited too! It was a pretty easy decision to join Rowmark. I had just retired from my own racing career and knew that I wanted to stay in the sport and give back to the next generation of ski racers. I also knew I wasn’t ready to leave Utah, so it was a no-brainer to not pass up this opportunity.
2. What initially got you interested in ski racing as a kid?
Both my parents were ski racers and avid skiers, so they put my older sister and me on skis at the age of two. At four I joined the Squaw Valley Ski Team junior program, which transitioned into the race program. Skiing has always been a huge part of my family’s lifestyle, so I didn’t really have a choice in the beginning. Luckily, I fell in love with it early on and knew that I wanted to take it as far as I could.
3. You have impressive credentials: you were a member of the US Ski Team for four years, then competed for Dartmouth College, where—among your many achievements—you raced in World Cup competitions and earned the Class of 1976 Award as one of the college’s most outstanding female athletes of 2017. You also skied for Team X Alpine, the elite private women’s team, for two years. How did these opportunities as an athlete prepare you for this new chapter of coaching?
While I’ll certainly take all that I’ve learned from my experiences as an athlete into my coaching career, I think what prepared me most were certain pieces of feedback and advice I got from my former coaches over the years. How I thought about skiing and how I carried myself as an athlete were largely influenced by how I was coached. Now that I’m the one in the coaching role, I’m still benefiting from the pearls of wisdom that struck me back when I was an athlete. This wisdom has not just prepared me, but has compelled me to stay in the sport so that I can pass it on to the next generation, and hopefully make a difference in their athletic careers.
4. You are coaching Rowmark’s U19 athletes (students aged 16–18). As someone who began competing with the US Ski Team at age 16, you understand what it’s like to juggle athletics and academics at a young age. How do you see yourself helping your student-athletes balance those areas?
I do know what it’s like to juggle athletics and academics, and I know how challenging it can be. It wasn’t until I got to Dartmouth that I realized what time management really meant. More than that, I learned how incredibly important it is to make the most of the limited time you have, whether in the library, in the gym, or on the ski hill. I found that staying present, focusing on the task at hand, and being deliberate about what I was trying to accomplish helped keep me grounded, especially in times of stress.
I’m already so impressed by how much the student-athletes I’m working with have on their plates and how well they manage the loads. That said, I realize there will inevitably be bumps in the road for each of them, so as their coach I fully intend to serve as a resource, provide guidance, and do whatever I can to help them figure out how to best strike a healthy life balance so they can focus on what’s important in the moment.
5. As a competitor, you skied all over the world. If you could only ski at one resort for the rest of your life, which one would you choose?
That is a really tough one, but if I had to pick one, it would probably be Jackson Hole.
6. If the powder fairy granted you the chance to pick your perfect ski weather, what would it be?
Twenty-five degrees, bluebird skies, little to no humidity, and no wind!
7. Necessary equipment aside, what’s the one item you can’t be on the mountain without?
A neckie, a.k.a. neck warmer, neck gaiter, or buff. No matter the temperature, I feel naked if I’m not wearing one.
8. What’s your favorite aprѐs ski meal?
Nothing beats Wiener schnitzel in Europe.
9. Who’s your favorite professional skier to watch?
When I was younger it was always Bode Miller. Nowadays, it’s probably Wendy Holdener for the women and Alexis Pinturault for the men.
10. Let’s step away from skiing for a moment and chat about other areas of your life. What is one of your favorite things you did this summer?
I went home to California to see each of my parents, which I hadn’t done in a long time. Part of my time I spent visiting my dad in Squaw Valley and Berkeley (where I split my time growing up), and the rest of my time I spent visiting my mom in Santa Barbara. Squaw Valley and Santa Barbara are two of my favorite places, so getting some quality time in each place made me really happy in and of itself.
11. What book do you read over and over?
All the Light We Cannot See by Anthony Doerr.
12. What’s the last show you binge-watched?
I’m not much of a binge-watcher, let alone TV watcher, but I’m currently making my way through Ozark.
13. What’s your dream vacation?
Anywhere that has white sand and clear blue water. It would also include eating freshly caught seafood for most meals, hiking to waterfalls, no snakes, and daily massages.
14. What’s one fun fact about you that you don’t often get to share?
I have two: (1) I am a fifth-generation Californian, and (2) I strangely enjoy the hiccups.
15. What one phone app could you not live without?
Probably Spotify. Music and podcasts add a lot of enjoyment to my days.
16. If you could have dinner with anyone in history, who would you pick?
This one is really hard for me, so I picked three from our lifetime: [musician] Taylor Swift, [tennis player] Naomi Osaka, and [basketball coach] Steve Kerr.
17. You grew up in Berkeley, California, but moved to Park City when you joined Team X Alpine. What do you most enjoy about living in Utah?
I love being able to walk out my front door and be on a hiking or mountain biking trail within five minutes, or to be within a 30-minute drive to some of the best skiing in the US. The access here is truly incredible. I also love the community feel of living in a mountain town. There’s always something going on, and it’s so fun to live in a place where the options are endless everyday.
18. Who has been one of the biggest influences in your life?
Each of my parents has been very influential in my life. They have always been my biggest supporters, no matter what the outcome looks like. They’ve taught me how to put my best foot forward and give 100% in whatever it is I’m pursuing. They’ve shown me what it means to set your mind to something, and what it takes to get there. I definitely wouldn’t be where I am today if it weren’t for them, and I feel incredibly fortunate to have had them as my role models.
I’d love to be able to instill a resilient mindset in my student-athletes … if they can learn to be resilient in this sport, they will be resilient in all other areas of life.
19. What is the top life skill that you want to help build in your student-athletes this season?
I’d love to be able to instill a resilient mindset in my student-athletes. 2020 is certainly showing all of us that life can throw some major curve balls, so whether it’s on the scale of a global pandemic or a DNF [Did Not Finish] in a ski race, I want my athletes to be able to pick themselves up when the going gets tough and “keep on keeping on.” That’s not to say I want them to be heartless, emotionless robots—absolutely not. I just think that ski racing can teach them so much about not giving up when things aren’t going well or as planned, and if they can learn to be resilient in this sport, they will be resilient in all other areas of life.
20. If you had to give your athletes one piece of advice or one affirmation to keep in mind before they race, what would it be?
Trust in your abilities and take the reins. Once you get into the starting gate, you are the boss, so make the most of it!
Rowmark
After a four-month delay caused by the global pandemic, the US Ski & Snowboard Intermountain Division (IMD) announced on September 22 their 2019–2020 season awards. We are thrilled to share that Rowmark Junior Program Director Troy Price was named IMD Official of the Year.
An already well-recognized coach (Troy was most recently named US Ski and Snowboard’s Development Coach of the Year in 2018), Troy’s career is marked by an exceptional commitment to his student-athletes and colleagues, as well as to the larger division—he is actively involved with IMD, running yearly officials’ clinics and, this month, completing studies to become a International Ski Federation (FIS) technical delegate, the senior alpine official at internationally scored events. With the completion of this certification, Troy has become the division’s first new FIS technical delegate in 25 years—a necessity for this area of the country.
“There is a desperate need for this certification in our division and region,” said Rowmark Program Director Todd Brickson, who also noted that Troy takes on both his IMD and Rowmark tasks “with tremendous passion and knowledge of our great sport.”
As someone who is enthusiastic about helping to improve the ski-racing experience for athletes not only in Utah, but throughout the West, Troy is honored to be recognized by his peers for his work—although he is quick to point out that he is one of many working toward this goal.
“All alpine officials play a critical role to ensure our athletes have a safe environment and to enforce the rules of our sport. Our division is full of great individuals willing to donate their time and expertise,” Troy said. “I have had the pleasure to follow the lead of many great officials that have guided me throughout my career. I now have the pleasure to share my experience with the next generation and some outstanding folks who volunteer their time throughout our division. I look forward to continuing my education and giving back to the sport for many years to come.”
In addition to Troy’s recognition, five Rowmark student-athletes were recognized by IMD:
The breadth of the awards, both academic and athletic, across all ski racing disciplines is a reflection of our Rowmark values of teamwork, balance, and determination.
- Carter Louchheim ’20 was named the 2019–2020 season’s Alan Hayes Intermountain Scholar for his athletic and academic achievements.
- Harry Hoffman ’23 earned the Bryce Astle Intermountain Cup Award for men’s overall, as well as Intermountain Cup Awards for men’s slalom (first place), men’s giant slalom (first place), and men’s super-G (second place).
- Elisabeth Bocock ’23 earned the Bryce Astle Intermountain Cup Award for women’s overall, as well as Intermountain Cup Awards for women’s slalom (third place), women’s giant slalom (first place), and women’s super-G (second place).
- Jack AbuHaidar ’22 earned an Intermountain Cup Award in men’s giant slalom (third place).
- Dagny Brickson ’21 earned an Intermountain Cup Award in women’s downhill (second place).
“I'm so pleased to have so many Rowmark athletes receiving awards from our Intermountain Division,” said Troy. “Carter, Harry, Elisabeth, Jack, and Dagny all came through the Rowmark Junior Program. It is extremely rewarding to see them continue their love for the sport and their pursuit of excellence.”
Todd echoed Troy and said Rowmark is proud of its award winners. “The breadth of the awards, both academic and athletic, across all ski racing disciplines is a reflection of our Rowmark values of teamwork, balance, and determination.”
Banner photo: Troy Price, left, with coaches Megan Hanrahan and Jay Sawyer and some of the members of the Rowmark Junior 2019–2020 All-Mountain Rippers team.
Rowmark
Alumni
Author's note: Daisy's pronouns are she/they and have been used interchangeably throughout this article. Learn more.
Staring at her phone, Daisy Innis ’23 almost couldn’t believe what she was seeing.
It was a June morning, and Daisy was busy at her summer job as a camp counselor. Just moments before, while preparing to wrangle a group of children and their gear onto a bus for that day’s field trip, Daisy had seen a notification from The New York Times Learning Network in their inbox. The winners of the 2023 Student Editorial Contest, to which Daisy had entered an original essay (shared at the end of this story), had been announced.
This year, students from around the world submitted 12,592 essays to the New York Times Learning Network’s annual competition, and only 151 were chosen for recognition.
Part of Daisy’s mind remained on their inbox as she got campers seated and ready for the drive. When that task was accomplished, Daisy settled into a seat, clicked the announcement, and began scrolling. Suddenly, their heart gave a leap of recognition: her own name was among the contest’s 33 honorable mentions. She almost couldn’t believe it. “I was a little bit in shock,” she remembered.
That emotion was understandable. This year, students from around the world submitted 12,592 essays to the New York Times Learning Network’s annual competition, and only 151 were chosen for recognition: 11 top winners, 12 runners-up, 33 honorable mentions, and 95 round-four finalists. Daisy was also the only student from Utah to be recognized in this year’s contest.
For Daisy, the recognition was huge, not only because so few entries could be honored, but because the moment marked an important milestone in a months-long process of reflection and healing.
Daisy’s journey to New York Times recognition kicked off in a somewhat unexpected way: with a trip to Utah’s Capitol Hill.
On January 24, 2023, Daisy attended a House Health and Human Services Standing Committee meeting for House Bill 132 (later Senate Bill 16) during the Utah State Legislature’s 2023 General Session. As an experienced peer educator for Planned Parenthood Association of Utah, a lobbyist during this year’s session, and a devoted community advocate, Daisy had a clear understanding of the impact that this bill, designed to prevent all gender-affirming care for minors, would have on young Utahns.
“This sort of legislature affects so many people in the state of Utah, in a way that is overall life-changing,” she explained.
As she sat in the meeting, Daisy watched, frustrated, as the bill’s sponsor introduced witnesses who argued against gender-affirming care but were unable to provide evidence of their claims. This was a high-stakes legislative session, Daisy thought, and would affect people’s lives. How could it be that students like her were held to far higher standards in the classroom than legislative witnesses were in committee meetings? “I have been taught that you need to have sources, evidence—you need to back it up, you need to list your sources,” said Daisy.
This lack of sources made the passage of the bill three days later especially upsetting for Daisy. “I was so angry,” they remembered, and that anger, as well as the fear Daisy felt for those affected by the bill, stayed with them. Come spring, said Daisy, they still found themself reflecting on the experience. The anger hadn’t dimmed.
It was at this time that Daisy’s AP Literature teacher, Dr. Carolyn Hickman, introduced a unit titled What Makes Us Human?, an opportunity for students to read works such as Ted Chiang’s Exhalation, Jean-Paul Sartre’s “Existentialism Is a Humanism,” and Megan Garber’s “We’re Already Living in the Metaverse” while collectively trying to process broader hot-topic conversations around generative AI and ChatGPT, which had been picking up in earnest since OpenAI launched their chatbot in November 2022. Dr. Hickman asked students to reflect on these in-class conversations, then find ways to share their own commentary with real-world audiences. As she reflected, Daisy kept thinking back to the misinformation leading states, including Utah, to pass bills limiting or blocking transgender youth health care—and realized she wasn't as worried about AI and ChatGPT as others. What she was actually afraid of were politicians who share propaganda and misinformation that impact human lives.
“What I was afraid of was the legislation being passed. To me, it feels more tangible,” Daisy explained. “At least if you use ChatGPT you can ask it to give you sources.”
Daisy decided to tackle this topic, choosing for their real-world audience The New York Times Learning Network, which had recently opened its 2023 Student Editorial Contest, an annual opportunity for middle and high school students between the ages of 13 and 19 to share original opinion pieces on the issues that matter to them. Student writers are asked to use at least one source published in the Times and at least one source from outside the Times, and to limit arguments to 450 words, with winners chosen from those who “not only ground their claims in strong evidence, but also engage [the judges] with voice and style.”
Once she had picked her topic, Daisy remembers sitting down in English class, putting on her headphones, and letting the words flow onto the page. It was as though all she had been ruminating on had been ready to come out, and she remembers the writing process as cathartic and healing. “It was an honest expression of what I’d been reflecting on for months, and probably a good exercise in writing for me,” Daisy remembered. The process also helped Daisy feel renewed passion for the often exhausting work of community advocacy, as well as helped her better understand, learn from, and harness the anger she’d been feeling.
Daisy's opinion piece asked readers to focus not on how the writing is produced, but instead on all the ways we fail to hold others accountable for the information they disseminate.—Dr. Carolyn Hickman, AP English teacher and Upper School English Department chair
“This was a reminder of the passion piece of advocacy—I was so angry, and being able to channel that anger into this piece helped me to think through it and reflect on it, and also to sort of share that anger, because it can be hard to be angry by yourself,” said Daisy.
Importantly, sharing that anger also helped Daisy realize she wasn’t alone. The New York Times recognition showed her that her perspective had struck a chord, providing a necessary perspective in ongoing conversations about not only AI but human-generated misinformation.
“Daisy's opinion piece asked readers to focus not on how the writing is produced, but instead on all the ways we fail to hold others accountable for the information they disseminate,” said Dr. Hickman. “It doesn't matter if it's generated by AI or simply fabricated out of thin air, she challenged, if we don't insist on careful sourcing of facts, data, and opinions as others wield information in ways that affect us all.”
Daisy said their New York Times recognition has given them more confidence in their writing—and that being recognized by a national paper of record isn’t too shabby, either. “It’s pretty cool to be picked out of 12,000 entries, and it’s also really cool that my name is in the New York Times, especially as an avid New York Times reader and crossword-doer,” she said.
Daisy is currently attending the University of Puget Sound, where she’s planning to pursue a degree in the school’s Science, Technology, Health & Society program, with a minor in bioethics, and is contemplating later earning a master of public health. As a Matelich Scholar, Daisy is also working to build community on the Puget Sound campus and said they’ll continue to draw on this experience to stay passionate about this important work.
“I intend to continue working in the same vein that I have been doing,” said Daisy, “and it’s really important to me to remember my values, and my anger, because that is really going to fuel me, that passion and anger and desire, but also the joy that I feel doing work in the community. Finding that balance, but also remembering the fact that I feel emotions about it, whether good or bad, is the best motivator.”
We invite the Rowland Hall community to enjoy Daisy’s essay, shared below.
When It Comes to Secondary Education, Are We Fearing the Right Things?
By Daisy Innis, Class of 2023
In the wake of ChatGPT’s release, I cannot quite find it in myself to care as much as my parents and teachers. My mother says I’m a fatalist, and my teachers want to know why. But my question is: is generative AI and ChatGPT the right thing to fear?
Much like Mr. Aumann, a professor interviewed for the New York Times’ reflection on ChatGPT and education, my teachers are considering methods to discourage use of this technology. They’ve considered hand-written assessments and detection programs. They have, like many, spent a significant amount of time trying to outwit AI. For them, the possibility of AI-generated student writing is one of their biggest educational concerns.
But it isn’t mine. It is difficult for me to be concerned about the possibility of academic dishonesty in classrooms when I see much more pressing issues within the (mis)use of information. As a student in Utah, I have watched state legislators—in my state and others—be held to a lower academic standard and pass legislation with disastrous consequences.
As a high school student, had I submitted a paper without sources, or even used an AI tool, I would have been failed, and further disciplined in the case of the latter. That disciplinary action would likely follow me for the rest of my education.
During this year’s legislative session, S.B. 16, a bill preventing all gender-affirming care for minors, became law. I attended the committee meeting of a prior iteration of the bill, H.B. 132. I watched Representative Shipp introduce witnesses who spoke without regard for the desires of trans kids and without clear evidence for their claims. Most memorably, when asked for his sources, Dr. David Boettger replied that he didn’t remember, and that he didn’t have them with him.
As a high school student, had I submitted a paper without sources, or even used an AI tool, I would have been failed, and further disciplined in the case of the latter. That disciplinary action would likely follow me for the rest of my education. Dr. Boettger’s testimony was accepted without consideration of his sources, and used to later pass S.B. 16. His choices won’t follow him. This bill, backed by unnamed sources, endangers the lives of trans kids across the entire state of Utah—a state which already boasts a consistently higher suicide rate among the LGBTQ+ community than the national rate. This bill, which has been held to a lower standard of research than a high school English paper, deprives people I love of care crucial to their livelihood and survival.
So no, I am not terrified about the use of generative AI in classrooms. I am no more afraid of plagiarism than before. I am terrified of the world we live in, where I have been held to a higher standard of academic honesty than my legislators. I am terrified for those who are going to die because of the choices they have made.
Works Cited
Huang, Kalley. “Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach.” New York Times. January 16, 2023. https://www.nytimes.com/2023/01/16/technology/chatgpt-artificial-intelligence-universities.html?smid=nytcore-ios-share&referringSource=articleShare.
“LDS Church and Suicide Prevention.” PFLAG. https://pflag.org/resource/lds-church-and-suicide-prevention/.
“Minutes of the House Health and Human Services Committee.” Utah Legislature. January 24, 2023. https://le.utah.gov/interim/2023/html/00000887.htm.
Schott, Brian. “Blocking Gender-Affirming Care in Utah Could Be Found Unconstitutional, a Legal Review Found.” Salt Lake Tribune. January 26, 2023. https://www.sltrib.com/news/politics/2023/01/26/breaking-bill-blocking-gender/.
Wen, Anne. “ChatGPT and Plagiarism: Student Cheating Concerns May Be Overblown.” Teen Vogue. February 13, 2023. https://www.teenvogue.com/story/chatgpt-plagiarism-cheating-students.
Student Voices
Chloe Jones ’11 is back on familiar ground. As the new executive director of UtahPresents, and the assistant dean for art and creative engagement for the College of Fine Arts at the University of Utah, her home base is now Kingsbury Hall.
“I took my first dance class at Tanner Dance when I was two,” Chloe said. “I have vivid memories of being in Kingsbury Hall growing up. It’s surreal to be back on campus in this new capacity.”
I am very committed to continuing our mission of bringing diverse artistic and cultural experiences here to
Salt Lake.—Chloe Jones ’11
While Chloe’s office may be in Kingsbury Hall, the mission of UtahPresents reaches well beyond the grand staircase that leads to the theater. The organization stages performances and cultural experiences across Salt Lake County with the help of several partner organizations. It is also instrumental in arts education, with programs spanning from kindergarten through high school, and into colleges and universities.
“I was drawn to UtahPresents because of the organization’s strong foundation, and I’m excited to continue building on the successes they have had in the past,” Chloe said. “I am very committed to continuing our mission of bringing diverse artistic and cultural experiences here to Salt Lake.”
Chloe is one of the hundreds of thousands of people who make art possible in communities around the world, but she’s not who you might think of when you think of someone who works in the arts. You may picture an actor or prima ballerina, or an up-and-coming sculptor with a hot new show, and while those people are important, they aren’t all the arts have to offer—and are actually a very small part of the overall puzzle.
“A career in the arts is not only about being a performer,” said Sofia Gorder, Rowland Hall’s arts chair of dance education and Chloe’s former dance teacher. “The way we frame a career in the arts has to really shift and change and recognize that it is part of a larger whole, rather than an isolated marginalized space where very few succeed.”
The opportunity to explore different facets of the arts is one of the reasons Chloe is now with UtahPresents. In her new role, she said she is asking what is possible within the arts, and how to tap into the sense of curiosity that brings people to the spaces where art occurs. “Often younger individuals’ relationship to art is through their own practice of art or through consumption of art,” she said. “There are infinite ways to be an artist or an arts worker. That's the beauty of the arts—the space for imagination, creativity, and innovation is vast.”
And those active in the arts will tell you that art should not be centered around a person or persons in the spotlight, but instead involve entire communities. The more voices and contributions to the process, the richer and more profound it becomes. That is the power of art, and its presence enriches the lives of everyone it touches. This is why schools, including Rowland Hall, so strongly emphasize the importance of arts education.
“Art turns up the volume on our nerves so we confront the world in a way that is more human. It allows us to see the world and feel the world, perceive that world that is richer because of the lenses that art gives us,” said Chloe’s former English teacher Joel Long, who teaches Upper School English and creative writing at Rowland Hall today. “All those things heighten our ability and our vulnerability and allow us to enter the world more fully.”
Chloe also knows it isn’t just how art connects us to the world, but also how it connects us to each other and spurs us to action, making us brave in the times when we are most fearful. “I think the arts give us inroads to understand different social issues,” said Chloe. “They are a critical way of convening and building community around those issues. I feel very strongly we need the arts to inspire us.”
Chloe’s education at Rowland Hall laid the groundwork of her arts-filled career. She was a Lifer, or a student who attended the school for 12 or more years. She described the school as her community growing up, and said she is especially thankful she was chosen as a Cumming Scholar in ninth grade. During high school she was a member of the dance company and the co-editor-in-chief of the literary magazine, Tesserae. But it was the more intangible skills she gained that proved to be the most useful.
Rowland Hall made me a critical and curious thinker, and reinforced my love of questions and helped me become more creative and strategic in trying to answer those questions. It was such a nurturing and academically challenging environment, and that combination made me more resilient—and you need to be resilient to pursue a career in the arts.—Chloe Jones ’11
“Rowland Hall made me a critical and curious thinker, and reinforced my love of questions and helped me become more creative and strategic in trying to answer those questions,” she said. “It was such a nurturing and academically challenging environment, and that combination made me more resilient—and you need to be resilient to pursue a career in the arts.”
After Rowland Hall, Chloe attended and graduated from Wesleyan University, and began her career working at the Wesleyan Center for the Arts. From there she went to The Yard, a residency supporting performers and creators on Martha’s Vineyard, where she worked as director of development and associate producer before becoming executive director. Moving through the organization helped her develop skills in fundraising, nonprofit management, curation, and programming. “It was a unique opportunity to invest in the creative process by supporting new work development, while also investing in public programs that build community through the arts,” Chloe said.
“I’m super proud of her. She has done amazing things,” said Joel of Chloe’s work in the arts. He’s also excited about how these skills promise to now make an impact on Chloe’s hometown. “I am thrilled that she is doing something that will matter to her and could matter to others in relation to the arts,” he said
Now back in Utah, Chloe is certainly applying these early career experiences to her new role. UtahPresents engages more than 45,000 people throughout the Salt Lake Valley in the arts every year through performances, education, and outreach, and Chloe hopes to see those numbers grow and to see experiences diversified. Currently, they are looking at more off-site performances and opportunities like the “Stagedoor” series, where the audience enters from backstage and then sits on the stage to watch the performance.
“It's been energizing to rejoin a campus community at the University of Utah and tap into the sense of curiosity that exists in that environment,” Chloe said. “It is helping me ask the question of what else is possible within the arts. This job really is a homecoming of my dreams.”
It’s a dream homecoming for Salt Lake and the extended community as well. Chloe is set to open doors to a whole new generation of artists, arts sector professionals, and patrons of the arts. Because of her work more people will know what’s possible, and it all started with a Rowland Hall education that never discounted the power of the arts.
Alumni
Dr. Sophie Janes ’12 remembers when she first realized she could have a career in STEM.
“I was in Mr. Hayes’ ninth-grade biology class and it just clicked for me,” she said. “I realized I really liked science.”
Dr. Janes is now an OB/GYN resident at the University of Utah, and she returned to Rowland Hall’s Lincoln Street Campus on March 17 to talk to current students about how they, too, can find a place in science, tech, engineering, and math—or STEM.
We want students to see themselves reflected in different role models and in different fields. We want them to know they can successfully navigate career pathways they are passionate about.—Dr. Chandani Patel, director of equity and inclusion
Dr. Janes, a representative from the medical field, was one of the speakers who attended the school’s first annual The Future of STEM: A Symposium with Local Innovators event, a program held in honor of Women’s History Month. She was joined by physician Dr. Tricia Petzold (medicine) and mathematics professor Dr. Priyam Patel (math), as well as teachers Ben Smith ’89 (computer science), Dr. Padmashree Rida (biology), and Christian Waters (technology); Great Salt Lake Institute Coordinator Carly Biedul (environmental science) was also scheduled to attend, though she had to cancel due to illness. The event was set up so students could meet with women currently working in STEM, learn about various career paths, and find out how to get started on their own pathways to STEM careers, while also supporting peers along the way. The event’s keynote speaker, tech CEO and incoming Rowland Hall Board Chair Sarah Lehman, advised the group to “get comfortable with the uncomfortable,” to not be afraid to stake their claims in fields that interest them, and, when faced with challenges, to "focus on what is important to you and let other things roll off."
The symposium included a goal of encouraging historically underrepresented individuals to pursue their interests in STEM fields, including seeking out mentors who are doing work that is exciting to them. One of the sessions was on how women can navigate these fields, while another explored how to be an ally and make STEM more inclusive to a variety of people. “We want students to see themselves reflected in different role models and in different fields,” said Dr. Chandani Patel, director of equity and inclusion. “We want them to know they can successfully navigate career pathways they are passionate about.”
Dr. Patel said the STEM symposium was only the first of what she hopes will be many events aimed at bringing community leaders and professionals to the school to share with students career options and opportunities the students may not have even considered. Events like these underscore the importance of building strong partnerships to create learning opportunities, both in and out of the classroom.
“I am so glad to be able to help show them what’s possible and what steps they need to take,” said Dr. Janes. “I want them to be brave and make the most of the opportunities available to them.”
STEM
You don’t have to be part of Rowland Hall for long to realize: this community is really special.
In fact, community is often the top reason people say they love Rowland Hall, and this feeling runs especially deep for those who grew up on our campuses. It’s not unusual for former students to return to Rowland Hall to share their time and expertise in a variety of capacities—including as members of our faculty and staff.
Today, the Rowland Hall team boasts 16 of our own alumni, whose graduation years span nearly three decades. Below, eight of those alums—Ben Smith ’89, Laura Hermance ’90, Mary Anne Wetzel ’01, Brittney Hansen ’02, Gita Varner ’05, Chris Felt ’06, Robert Lainhart ’11, and Sam Thomas ’16—share some of the reasons why they love Rowland Hall.
Ben Smith, Class of 1989
Computer Science Department Chair and Teacher
Tell us some of your favorite memories from your time as a student.
Having Tony Larimer as a teacher, going on the senior raft trip, and having a senior lounge (now the Forum).
Why did you decide to work for Rowland Hall?
I was teaching in West Jordan at Copper Hills High School, but lived a block from Rowland Hall and went in to ask about openings one day. It just turned out they were hiring, and 22 years later….
What do you love about your job?
I like to think that my experiences as a student inform my teaching.—Ben Smith ’89
The freedom I have been given to explore teaching different subjects, the energy around supporting us to become better teachers, my colleagues, and the support of the entire community. I love the innovative spirit and the transformation the school has and is taking.
How does your role help provide today’s students with the kind of life-changing experiences you had at Rowland Hall?
I like to think that my experiences as a student inform my teaching. I stay connected to continuing the tradition of teachers who encourage thinking deeply, ask students to solve problems, engage with students in meaningful ways, and develop relationships that are more than just about the subject I teach.
What do you love most about Rowland Hall?
My colleagues. And Interim.
Laura Hermance, Class of 1990
Lower School Administrative Assistant
Tell us one of your favorite memories from your time as a student.
I loved science classes. Ed Macner could easily be derailed by a question about driving in Italy, but he was also super interesting and we got to do all sorts of experiments. Also, in seventh grade, my vision started to decline. My parents weren’t too concerned until Paul Christensen, my math teacher, phoned to say he thought I was struggling to see the board. I got glasses immediately and I’ve been forever grateful to him.
Why did you decide to work for Rowland Hall?
I was working at Nordstrom and taking my lunch break during one of the incredibly busy Anniversary Sales that happen in the summer. I would often do a crossword in the newspaper, and on the opposite page were the classified ads, where I saw a posting for an administrative assistant in the Lower School. I was nervous to apply since I didn’t have any experience working with kids, but I loved the idea of working at the school I had attended and I was pretty done with working retail.
What do you love about your job?
I love that I’m part of the important work of educating people the world needs without having to be in a classroom. I love the variety that comes with each day, I love feeling useful and helping people, and I love the funny things kids say.
How does your role help provide today’s students with the kind of life-changing experiences you had at Rowland Hall?
Being a person that kids know, feel comfortable with, and trust helps me help them be a part of this amazing community.
What do you love most about Rowland Hall?
I really appreciate the long history of the school and my long history within that. I love that so many teachers I knew as a student are still involved in the school, and that so many have worked here for so long. And it’s really neat how many former students come back as board members or employees, or send their own kids to Rowland Hall.
Mary Anne Wetzel, Class of 2001
Director of Financial Aid and Assistant Director of Admission
Tell us one of your favorite memories from your time as a student.
There are so many! I will pick one. We were reading Absalom, Absalom! by William Faulkner in Dr. Carolyn Hickman’s AP English class. This was a particularly challenging text not only due to Faulkner’s unique writing style, but also because of the many complex themes and subject matter. As a reward after our final test on the novel, Dr. Hickman made us some authentic Southern pecan pie. It was my first time tasting pecan pie, and it was delicious. But that day was about more than just a wonderful dessert, made with care by our teacher. Our class had a shared feeling of accomplishment that we had successfully made it through the Deep South together with Dr. Hickman as our guide. It was a moment to pause, celebrate, and breathe a sigh of relief that after all our hard work, we had our first Faulkner novel under our belts.
Why did you decide to work for Rowland Hall?
I thought it would be a great way to continue being part of a community that I love and that I could perhaps help impact students positively in the way I was impacted by the faculty and staff at the school.
What do you love about your job?
I love developing relationships with families and sharing things we love about Rowland Hall. Also, even though I don’t get to work with students directly every day, I love to work in a place with children around. They provide energy, humor, and spots of joy every day.
How does your role help provide today’s students with the kind of life-changing experiences you had at Rowland Hall?
I have the opportunity to help families realize the dream of a Rowland Hall education for their children by helping make tuition affordable through financial aid and scholarships. As an Ian Cumming Scholarship recipient myself, I know the transformational power financial assistance can have for students and their families. I would not have been able to attend Rowland Hall and experience the life-changing education I had without the generosity of Ian Cumming. Now, I hope I can pay that forward in my job every day by helping families who would otherwise not be able to afford Rowland Hall have the opportunities I did.
What do you love most about Rowland Hall?
The people I work with and the values we share as a community.
Fun Fact:
Mary Anne married her high school sweetheart, Conor Bentley ’01, whom she met in her sophomore Western Civilizations class (the couple, at their 2001 graduation, is pictured on the right). Conor is a Rowland Hall Lifer (someone who attended the school for 12 or more years), a former faculty member, a current member of Rowland Hall’s Alumni Executive Board, and the host of Rowland Hall’s award-winning podcast, princiPALS.
Brittney Hansen, Class of 2002
Beginning School and Lower School Assistant Principal
Tell us some of your favorite memories from your time as a student.
I have so many fond memories from my time as a student at Rowland Hall. I remember writing and performing a decidedly mediocre rap at Middle School morning meeting to solicit donations for a food drive for the Crossroads Urban Center and spending hours with my friends sorting food into brown paper bags in the cafeteria to be handed out each Winter Break.
I remember so clearly exploring tide pool life forms while on the Oregon Coastal Adventure Interim trip, alongside my closest friends and our legendary biology teacher Peter Hayes. We learned so much not only about biology, but also about one another and ourselves while traveling by plane for the first time without our parents.
How does your role help provide today’s students with the kind of life-changing experiences you had at Rowland Hall?
I love that my current role at Rowland Hall allows me to help maintain some of the most beloved traditions held by our community, many of which were a part of my own school experience, and to move the program forward in meaningful and exciting ways. I get to think daily about what excellent education looks like for kids today and work hard to develop programs that are uniquely Rowland Hall.
Gita Varner, Class of 2005
Operations Project Manager
Why did you decide to work for Rowland Hall?
I accidentally fell into working at Rowland Hall. I was moving back to Salt Lake and didn’t have a job lined up. I checked Rowland Hall’s website for teaching positions for someone else and saw the development database and office manager position posted. The job was in my skill set and I knew Robyn Jensen ’02, director of institutional advancement, from growing up (she was my neighbor and in my sister’s class), so I decided to apply and I’ve been here since.
How does your role help provide today’s students with the kind of life-changing experiences you had at Rowland Hall?
Helping Rowland Hall through COVID-19 allowed me to help ensure that students had the opportunity to see and continue to connect with the amazing faculty and staff at the school.
What do you love most about Rowland Hall?
I know it is said a lot, but I love the community. I love the friendships I have maintained with classmates and faculty/staff since I was four years old, but also enjoy the new communities and connections I have found since working here in my colleagues and fellow alumni.
Fun Fact:
Andrea Hoffman ’05, all-school nurse, and Gita have been BFFs since 4PreK.
Chris Felt, Class of 2006
Accounts Payable and Accounting Associate
Tell us one of your favorite memories from your time as a student.
My first year at Rowland Hall was seventh grade. Just before classes started in the fall, I was invited to join other incoming peers on a field trip (Star Trek space mission!). From that icebreaker of an afternoon, I forged friendships that have lasted over two decades.
Why did you decide to work for Rowland Hall?
My wife, Andrea Hoffman ’05, is the all-school nurse. She let me know as soon as a job opened in the business office. It has been a wonderful fit for me.
What do you love about your job?
I love the community. My team is amazing.
What do you love most about Rowland Hall?
I love the lifelong relationships that have formed from my time at school and through the Alumni Association.
Robert Lainhart, Class of 2011
Digital Communications Associate
Tell us one of your favorite memories from your time as a student.
In trying to decide one favorite moment to mention, I realized that doing so was an impossibility; there are too many to count. From Jeanne Ziegler teaching me to tie my shoes in first grade to making music videos for Battle of the Classes in the Upper School; from making the move from the Avenues Campus to the McCarthey Campus in fourth grade to having my first kiss at a seventh-grade dance in the Lincoln Street Campus cafeteria; and from the many sponge fights of Color Day to forming lifelong relationships with faculty, the memories are endless.
Rowland Hall transformed me into the person I am today, and the thought of helping the school that I love so much have that same impact on the next generation of students made me want to return.—Robert Lainhart ’11
Why did you decide to work for Rowland Hall?
Rowland Hall was my home for 15 years of my life, and when I graduated I couldn’t shake that feeling of wanting to return home. Rowland Hall transformed me into the person I am today, and the thought of helping the school that I love so much have that same impact on the next generation of students made me want to return.
What do you love about your job?
The people. Rowland Hall is a special community where the people are truly the heart and soul of the school. Being around like-minded faculty, staff, and students who want to make the world a better place is unbelievably gratifying.
Fun Fact:
In fall 2021, Robert and Ashley Meddaugh, McCarthey Campus Technology Support Center manager, reestablished the popular Lower School Pokémon Club after it was put on hold during the pandemic.
Sam Thomas, Class of 2016
Substitute, Extended Day/SummerWorks Counselor, and SAGE Cashier
Tell us one of your favorite memories from your time as a student.
At the end of my senior year, the Upper School choir got to perform at the Utah Renaissance Festival & Fantasy Faire in Marriott-Slaterville. We dressed up, met early in the morning, snacked on doughnuts, and rode a bus an hour to get there.
Why did you decide to work for Rowland Hall?
I’d heard nothing but good things about it, wanted experience in education and working with kids, and was eager to work with fellow alumni, including ones I’d been friends with as a student.
What do you love about your job?
I feel like I can bring my whole self to work every day, and everyone I work with is someone I enjoy seeing and talking to. Additionally, the students are a phenomenal group of humans. They bring spirit and wisdom to school each day, and I feel privileged to be able to see that.
How does your role help provide today’s students with the kind of life-changing experiences you had at Rowland Hall?
My relationship with this school has evolved over the years, but the feeling that I belong and am valued has never changed.—Sam Thomas ’16
My work with auxiliary programs especially is aimed at the development of students outside a traditional academic setting. Social skills and a love of non-classroom learning are key aims of Extended Day, SummerWorks, and Winter Sports. It is always my aim, in my role, to help students grow in these areas.
What do you love most about Rowland Hall?
Rowland Hall’s relatively small size makes it a very familiar setting to work in, and I enjoy being on a first-name basis with most people in our community. In general, I have always felt that people communicate with me efficiently and effectively, and I can feel confident in knowing what I can expect and what is expected of me. Most importantly, I feel genuinely accepted and cared for by those around me, and I can only hope I make others feel the same way.
Is there anything else you want us to know?
I have now spent far more time working at Rowland Hall than as a student here. My relationship with this school has evolved over the years, but the feeling that I belong and am valued has never changed.
Alumni
Rowland Hall equips students with the skills and experiences they need to thrive in a dynamic world. We believe education is active, and that deep, authentic learning experiences engage students in powerful ways, enabling them to view themselves as innovators and creators. Our new vision and strategic priorities are helping to center and formalize this work, but it’s long been a part of the Rowland Hall experience, inspiring generations of students to pursue, create, and share knowledge both in and outside the classroom. In the past year alone, we’ve watched many of our young scientists and engineers, fueled by their personal passions, tackle real-world problems and offer innovative solutions designed to better our shared world. This fall, we’re spotlighting some of their stories. (Be sure to also check out "Ruchi Agarwal Named Runner-up in National Stockholm Junior Water Prize Competition," "Three Rowland Hall Students Place Fourth at International Science and Engineering Fair for Aviation Engine Design," and "Research Science: Taking Classroom Discoveries to the International Level.")
The below text is an abridged version of this story for Fine Print. If you would like to learn more about the science behind the academic paper highlighted in this story, we invite you to view the full version.
With more than 20 years of experience as a molecular and cell biologist—including over a decade as a breast cancer researcher, with a particular interest in racial disparity among breast cancer outcomes in the United States—Upper School science teacher Dr. Padmashree Rida has had plenty of opportunities to support other scientists.
Prior to joining Rowland Hall in 2021, Dr. Rida worked as a university research scientist, a role that offered her regular opportunities to advise graduate students working on original research and academic papers. A natural-born mentor, Dr. Rida has always enjoyed opportunities to help others blossom in their careers. But she’s also seen how disheartening it can be for scientists who, years into their professional journeys, realize that academic research—a field rife with opportunities for failure in everything from choosing the right hypothesis, to uncovering negative or inconclusive results, to the struggle of getting top-notch journals to publish work, to securing grants—isn’t for them. “There are no guaranteed returns in research; it’s always a gamble,” she said. “You can put in so many years to discover you were barking up the wrong tree.”
When Dr. Rida was invited to contribute to a special issue of the International Journal of Molecular Sciences, she saw an opportunity for a teaching experiment. What if she were to invite one of her Rowland Hall students to assist her? She thought it may be an ideal way to challenge a promising young scientist, exposing them not only to the processes, skills, and risks of real-world research, but also to the nature of scientific collaboration.
So in April, when Dr. Rida was invited to contribute to a special issue of the International Journal of Molecular Sciences (IJMS) focusing on hypoxia, a state of oxygen insufficiency in the body, she saw an opportunity for a teaching experiment. What if she were to invite one of her Rowland Hall students to assist her? She thought it may be an ideal way to challenge a promising young scientist, exposing them not only to the processes, skills, and risks of real-world research, but also to the nature of scientific collaboration, as Dr. Rida would be working closely with one of her long-standing collaborators, Dr. Nikita Jinna, and a group of Dr. Jinna’s colleagues from the City of Hope cancer treatment and research center to write the article. She thought the opportunity could be similar to an internship, allowing a student to try out a career option, risk-free, to get a sense of fit. “They could get their feet wet and ask if it’s for them,” she said.
For the student to do well in this project, though, they would have to have a certain set of skills: a strong biology background, of course, as well as the ability to critically read and write, as they would be reviewing dense academic materials, drawing conclusions, distilling insights, and synthesizing information. Dr. Rida saw these traits in Max Smart, then a senior in her Advanced Topics in Biology class.
“Dr. Rida recognized a project like this was perfect for me,” said Max, a Rowland Hall Lifer whose love of the natural world has driven his lifelong interest in the sciences, and who also loves to write. And Max recognized how valuable the experience could be. “I could tell this was a phenomenal opportunity,” he remembered. He said yes and, after completing finals in May, began assisting Dr. Rida, first by helping her and Dr. Jinna look into the role hypoxia may play in patient resistance to androgen receptor inhibition, a treatment option for a subset of patients with a particularly lethal type of cancer: triple-negative breast cancer (TNBC). “We knew these treatments often work successfully for a short period, but most patients eventually develop resistance,” explained Dr. Rida. “Consequently, their disease relapses or progresses, and when this happens, we don't have good next-line treatment options for such patients.”
With several lines of evidence supporting their suspicions on hypoxia’s role in therapeutic resistance, the team focused their IJMS article on the topic, hoping their research would help shed light on how and why existing treatments fail, offer a broad view of study results on treatment options, and, because such therapeutic resistance is a problem for some other androgen-signaling-dependent cancers, make progress that could potentially have wide benefits. And though early evidence indicated a promising direction, as they began writing, Dr. Rida, heeding her own experience, made sure to set Max’s expectations. “There’s no guarantee we’ll find anything,” she remembered telling him, “but that’s the gamble with science.”
That gamble didn’t deter Max, though, who jumped enthusiastically into the project, even, he said, as he faced a series of steep learning curves—beginning with getting acquainted with science writing. After Dr. Rida taught him how to use PubMed, a biomedical literature database, to search for primary literature with clinical trial data, Max remembered initially feeling overwhelmed as he worked to make sense of the jargon, acronyms, and medical terminology within these studies. “These are serious medical publications; it’s no joke,” he said. “It was like hitting a brick wall right out the gate—every sentence is riddled with words that mean nothing to you.” But after Dr. Rida recommended that Max make lists of unfamiliar words, terms, or methods so they could discuss them together, he got better at understanding the complex material. “With Dr. Rida's help, it became second nature,” he remembered. “Her mentorship broke down that brick wall.”
That mentorship continued as Max was challenged in other ways. He had to learn, for instance, how to pull from hundreds of pages of information the hard data that can benefit cancer researchers, and leaned on Dr. Rida’s advice to give himself space to process complicated material before looking for gaps or clarity within it. He also learned from Dr. Rida the importance of reading the literature critically, as well as broadly, to avoid scientific siloing. “Reading broadly allows ideas from different domains to network in ways that allow us to see things anew or from different vantage points,” explained Dr. Rida. So, in addition to reviewing studies on androgen-dependent TNBC, Max looked at studies on androgen-dependent prostate cancer, which behaves similarly to androgen-dependent TNBC and, because it has been researched for longer, offers an array of data on drug options and combinations that might be able to help researchers find what he called the “golden treatment” for TNBC patients.
Getting Max on board with this collaboration taught him team science—and all good science these days is team science.—Dr. Padmashree Rida, science teacher
Additionally, Max learned firsthand the essential, though often tedious, nature of academic collaboration: how a group of researchers narrows a paper’s focus, finds consensus, reviews drafts prior to submission to a journal for peer review, and revises a manuscript to address reviewers’ feedback and concerns. By letting Max participate in the full process, Dr. Rida was helping to prepare him for success in a world in which the best scientists, no matter their fields or roles, need to be able to go beyond the scope of their individual disciplines to solve problems or create change collaboratively. “We teach science in class, but we don’t talk much about how science is really done, how science is disseminated, and the community behind it,” she said. “Getting Max on board with this collaboration taught him team science—and all good science these days is team science.”
It also taught him the joy of team success. After more than two months of collaborative researching, drafting, peer reviewing, revising, and waiting, “Adaptation to Hypoxia May Promote Therapeutic Resistance to Androgen Receptor Inhibition in Triple-Negative Breast Cancer” was published in IJMS on August 9. When asked what it felt like to see his name listed in an international science journal alongside his mentor’s and five City of Hope researchers only two months out of high school, Max said it was gratifying—but was quick to point out that that gratification went far beyond his personal benefits.
“I hope it’s going to play some small role in this field of research so we can get better treatments for people suffering from cancer,” he said. “If we helped just a tiny bit, that’s really gratifying.”
For Max, who will start at Middlebury College in January after taking a gap semester, it’s clear the experience will drive his professional decisions. Though he’s still deciding what he wants to study, working on this paper taught him how much he values using his passion for science and his love of writing—skills he worked on during his time at Rowland Hall—to help people. “I really appreciated being able to put knowledge and skills I’ve spent my entire academic career honing toward something that is actually going to, hopefully, play one tiny, small part in benefiting people who need good treatment,” said Max. “That was a pretty unique and awesome feeling.”
I really appreciated being able to put knowledge and skills I’ve spent my entire academic career honing toward something that is actually going to, hopefully, play one tiny, small part in benefiting people who need good treatment.—Max Smart ’22
For Dr. Rida, her self-described teaching experiment was also gratifying. Even before the rollout of Rowland Hall’s strategic priorities, she had been thinking about how she can harness her experience, resources, and background to give Upper School students opportunities to help find solutions to real-world problems and to participate in the construction of new knowledge. With this project under her belt, she’s even more aware of how she can best support them. “I learned so much about how to teach about clinical issues, to mentor, how students learn, what misconceptions they may have, and how to explain things,” she said of her time working with Max. She also learned how inspiring it can be to watch a high school student step up to a new challenge. “Max was willing to put in hours and hours of reading and writing, painstakingly plowing through literature,” she said. “Not once did he say, ‘I’m done.’”
And while she knows future experiences might not always be such a good fit, seeing how Max blossomed over their months together—his openness to new ideas, willingness to take risks, ability to successfully take feedback, and determination—showed her that offering them is worth the risk. Moreover, she knows such authentic learning experiences can impact young scientists’ identities, sense of belonging, and understanding of science. Thanks to this opportunity, Max took away an essential life lesson he’s grateful for—and one that will continue to give back to him, whether or not he becomes a researcher himself.
“I certainly got a taste of how some research can end up leaving you with very little to show. It can be discouraging. But then again, what isn't discouraging from time to time?” said Max. “It was an experience that helped teach me that anything you invest time and energy into can end up disappointing when it doesn't always pan out how you want. But when you hit those junctures, you just have to keep persevering.”
Authentic Learning
Relationships are the beating heart of Rowland Hall. Most are educational in nature, some are professional—and quite a few are downright romantic.
Yes, that’s right: there are multiple love stories on display every day on campus, and some of these relationships are more than passing notes and making plans for prom. Below, we highlight a handful of Rowland Hall couples—all of whom also work for the school—in long-term relationships.
Relationships matter. Maybe that’s why we see so many great, long-standing relationships in our community every day—and new ones forming all the time.
Rob and Susanna Mellor have spent 12 years of their married life at Rowland Hall, with Rob teaching art in the Upper School and Susanna teaching first grade in the Lower School. Working at the same school has helped them navigate their busy lives with two growing boys. “It’s great for all of us to be on the same schedule,” said Susanna. “It’s super convenient. This has been a perfect place to raise the boys up.”
The calendar is one perk Rowland Hall couples agree on. Having a friendly face in the workplace is another. Director of Capital Giving Jij de Jesus makes sure to time his lunch every day to coincide with when his wife, Claire Shepley, is having recess with her 4PreK students. “I walk outside, and I see Claire. It’s lovely,” Jij said. “Of course, then I have to explain to her students who I am and why I’m talking to her. Her students kind of know who I am, but they need reminding.”
Collin and Anna Wolfe love the fact they both get to work with the same students at different points in their academic development. “My seventh-grade students had Collin for PE at the Lower School, so they know who he is and it's fun to hear their stories,” Anna said. “When we were both teaching from home last year, my science students would hear his class going on in the background and tell me they would rather be joining his class than talking about convergent plate boundaries in their plate tectonics lesson.”
Andrea Hoffman ’05 and Chris Felt ’06 first met as students in their physics class at Rowland Hall in 2004. Eighteen years later, they are loving working together in a place that is special to them. “I started here first, as the school nurse, and I was bummed that Chris wasn’t here,” said Andrea. “Rowland Hall is as much his as it is mine.”
Chris started work in the business office last fall. Since then, the pair have started checking in throughout the day, sharing lunch dates, and sometimes surprising parents and coworkers. “Some people still don’t know that we’re married,” said Chris. “It’s fun to shock people with that realization.”
Dan and Rebecca Jones are also happy to let everyone know their relationship status. “It makes me look good,” said Dan, who teaches ninth-grade history. “People meet me after meeting her and say, ‘Oh, you’re Rebecca’s husband.’ Then they give me more credit."
Rebecca, who tends the front desk at the Beginning School, sees the bond to Rowland Hall as more of a family affair, since all three of their boys are currently students. “We love the community. It’s very family friendly,” she said. “I love feeling known, and that everyone is looking out for my kids and each other’s kids.”
It’s a sentiment Susanna echoed. “We’re in a place that we value and values us,” she said. “We are appreciated not just as teachers but as humans.”
Relationships matter, whether they are between a husband and wife, a parent and child, or a teacher and student. Everyone needs to be in a healthy environment to grow and thrive. Maybe that’s why we see so many great, long-standing relationships in our community every day—and new ones forming all the time. They truly are the heart of the school.
People
We are proud of the Olympians representing Rowmark Ski Academy and Rowland Hall at this month's Olympic Games, which kick off February 4.
Since their earliest days on the mountain, these skiers have been on a journey toward athletic excellence. Being named to their countries’ alpine ski teams is one of the highest honors of their careers, and represents hours of sacrifice and a steady commitment to intense training and competition.
While four of our former athletes qualified for the 2022 Olympics, two will be competing in Beijing this month.
“Unfortunately, Breezy Johnson and Madi Hoffman both sustained season-ending knee injuries while training for the Games and will not be able to compete,” said Todd Brickson, Rowmark Ski Academy program director. “Nevertheless, they qualified for the Olympics and we could not be more proud of Breezy and Madi. Injury is a common reality in our sport and the timing is devastating, but they will be back stronger than ever. Katie Hensien and Katie Vesterstein will carry the Rowmark Ski Academy and Rowland Hall torch, and we will be watching!”
To help the Rowland Hall community prepare to cheer on our former Rowmarkers at the Games, we have provided brief overviews of the Olympians below (as well as a throwback photo for each!).
Team USA: Katie Hensien ’18
Katie Hensien graduated from Rowmark and Rowland Hall in 2018. She is a five-year member of the US Ski Team, and also currently skis for and attends the University of Denver. Katie is originally from Redmond, Washington, and will make her Olympic debut in Beijing. She is the 2020 national champion in giant slalom and was a part of the Junior World Championships team that won the silver medal in the team event in Val di Fassa, Italy.
“Katie is an incredible talent and hard worker, and is someone who always has a huge smile on her face,” said Todd. “She brings incredible energy and positive vibes into every room.”
Update February 9, 2022: Katie placed 26th in slalom.
Team Estonia: Kaitlyn (Katie) Vesterstein ’17
Katie Vesterstein graduated from Rowmark and Rowland Hall in 2017. A native of Duluth, Minnesota, Katie is currently a senior at the University of Utah and an All-American member of the university’s national champion ski team. Katie is a dual citizen of the US and Estonia and will be representing Estonia at the Beijing Games.
“Katie is a fierce competitor and incredibly kind teammate who grew up ski racing on the small hills of Minnesota before joining Rowmark and Rowland Hall for two years and propelling herself onto the prestigious University of Utah ski team,” said Todd.
Update February 7, 2022: Katie placed 35th in giant slalom.
Update February 9, 2022: Due to a crash, Katie received a DNF in slalom.
Team Australia: Madison (Madi) Hoffman ’18 (Injured)
Madi Hoffman graduated from Rowmark and Rowland Hall in 2018. She has been a member of the Australian National Team for several years and is also a two-year member of the national champion University of Utah ski team. Madi is a three-time Australian National Champion in slalom and giant slalom, and was one of only two Aussie women to qualify for the 2022 Olympics in alpine skiing. She had been preparing for this moment with her coach (and former Rowmark head coach) Jim Tschabrun for four years.
“Madi is one of the hardest working and thoughtful young women I have ever had the pleasure to coach,” said Todd. “Her unfortunate knee injury will keep her from competing in this Olympics, but she is a very determined, talented ski racer, and I have no doubt that she will be back stronger than ever."
Team USA: Breezy Johnson ’13 (Injured)
Breezy Johnson graduated from Rowmark and Rowland Hall in 2013. Originally from Jackson Hole, Wyoming, Breezy joined the US Ski Team in 2014 and qualified for her first Olympic Games in 2018, where she placed seventh in downhill and 14th in super-G. Prior to her knee injury, Breezy was a clear medal contender after reeling off seven podium finishes and nine top-fives in her last 10 World Cup downhill races.
“In Breezy's time at Rowland Hall and Rowmark, she was incredibly determined and hardworking, both on the hill and in the classroom. At a young age Breezy had a very strong belief in herself and what was possible for her to achieve,” said Todd. “All I can say is that she is one of the world's best and she will be back with a vengeance.”
Schedule
Women’s alpine skiing events begin on Monday, February 7. Check out the full Alpine skiing schedule for event information.
Help Us Cheer on the Athletes!
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Banner: Katie Hensien competing for Rowmark Ski Academy.
Alumni
In early September, only days into her first semester at New York University, Rowland Hall alum Katie Kern ’21 was already busy.
Like other first-year students across the country, Katie had been navigating the numerous tasks involved with starting college, from exploring campus and starting classes (she’s currently studying politics) to settling into dorm life and meeting new people—all while adapting to the evolving safety measures of the pandemic, and even dodging severe weather: some of her first days in the city included record-breaking rainfall caused by the remnants of Hurricane Ida.
“The unprecedented hurricane that occurred within my first week of moving in was definitely a little shocking,” said Katie.
Starting college against a backdrop of flooded subways and sidewalks, as well as surging cases of COVID-19, isn’t the preference of any new college student. But instead of giving into what she calls the “heaviness” of global issues like these, Katie has been leaning on her well-established activism experience to look for solutions. Only days after arriving at NYU, whether on coffee dates with new friends or in class lectures, she’s been involved in plenty of conversations aimed at solving tough problems.
For those who know Katie, this isn’t surprising. During her four years at Rowland Hall, she was a blur of the same kind of activity. In addition to a full course load, she was a member of the school’s Roots & Shoots club, Navajo Project, mental health educators, and dance company. Off campus, she interned at Alliance for a Better Utah and taught dance to refugees at a 4-H after-school program. And even with all that going on, Katie also volunteered at least eight hours a week for March for Our Lives Utah, the local chapter of the student-led organization that’s helping to drive US gun reform—a commitment so impressive that, as Katie learned in August, it earned her YWCA Utah’s inaugural Leader of Tomorrow Award, an honor designed to highlight the outstanding volunteerism of Utah women under the age of 19.
“YWCA Utah wants to recognize that activists are doing incredible work while young,” said Lisa Brown Miranda, associate director of admission for Rowland Hall’s Lincoln Street Campus and member of the YWCA Utah Board of Directors.
And to the selection committee, Katie’s work most definitely stood out: as an early supporter of the March for Our Lives movement (she joined as a lead ambassador right after its 2018 founding), Katie was able to play a key role in the Utah chapter’s administration, and was ultimately named state co-director her senior year, alongside fellow high school student Tory Peters. In the co-director role, Katie helped lead difficult but necessary conversations about the toll of gun violence, as well as encouraged legislative change.
“Katie wanted to look for practical ways to approach gun safety,” said Ryan Hoglund, Rowland Hall’s director of ethical education, who taught and mentored Katie, giving him a front-row seat to her dedication to March for Our Lives Utah. “She worked with her peers, took to the airways on KRCL's RadioACTive program [in December 2019 and February 2020], lobbied the Utah legislature, and ultimately developed a school curriculum to increase the awareness of gun safety: what to do if you find a gun as a young child, and how to keep a loved one who is struggling with mental illness and is considering self-harm safe.”
Of the many March for Our Lives projects she supported, Katie said she’s especially proud of the group’s legislative work, including her own experience testifying for universal background checks at the state capitol in February 2020. Even though it was scary, she said, because she knew she’d be speaking to a group largely against gun reform, it underscored her commitment to finding a solution to the country’s gun-violence problems. It also taught her to see activism from a big-picture perspective: she might not be part of the group that gets a reform bill passed, but she’s helping to lay the groundwork.
“Every year we make a little bit of progress,” said Katie. “It’s going to be awhile, and understanding that is important. But we have the utmost determination to get it done, and I’m excited for the future.”
For Lisa, watching Katie receive recognition for her volunteerism is exciting: Lisa first met Katie when she was a prospective ninth grader and remembers being impressed even then by the young student’s early devotion to grassroots work. Knowing Rowland Hall supports, values, and celebrates these kinds of contributions—and works with students to develop their own unique voices—Lisa was thrilled when Katie enrolled in the Upper School, and she spent the next four years enthusiastically watching the young leader do great things, both in the school community and for the state of Utah.
“Katie did everything she thought she was going to do—and more,” said Lisa. “She’s not the kind of person to face a challenge and look for ways to dodge it. She just jumps in, using her gifts to make others’ lives better.”
Katie remembers sharing with Lisa this desire to volunteer at the grassroots level, and noted that she ultimately chose to attend Rowland Hall because she was impressed by our teachers’ obvious passion for their subjects—something she recognized in herself. And Katie credits many Rowland Hall instructors for playing a role in her journey, like history teacher Nate Kogan and English teachers Kody Partridge and Carolyn Hickman for helping her better understand politics and how the legislature works, and Director of Arts and Co-Director of Dance Sofia Gorder for showing her, a longtime and passionate dancer, how arts and activism intersect. She is also grateful to the school for providing safe spaces, whether in classrooms or at the Dinner & Dialogue events Katie helped plan and lead, to practice having the crucial conversations necessary to spark change.
“Rowland Hall gave me a lot of space and independence to do what I wanted, and I did feel supported,” Katie said.
And as evidenced by how she’s already spending her time at college, Katie isn’t slowing down. She plans to continue to devote herself to a variety of movements because, as she explained, “it feels very heavy, all the problems going on.” And she hopes this involvement—and perhaps even her Leader of Tomorrow Award—will encourage others to take action. After all, after spending so much time at the grassroots level, she’s learned how empowering it is to help chip away at problems that, at first glance, seem too enormous to tackle.
I definitely feel hope in moments when community comes together.—Katie Kern ’21
“I hope other young women—or students in general—recognize that they can do something about all these crises, that they can get involved,” she reflected.
And contrary to what some might think, Katie said, it doesn’t take much time to make a difference: she recommends everyone set aside just 10 minutes a day to learn about an issue affecting their community, and then find opportunities to help fix them. This is key, because in a world filled with nonstop news about everything that’s going wrong, having a hand in change is inspiring. In fact, Katie said, it’s these moments—watching communities join together in pursuit of solutions—that make her most optimistic about the future.
“I definitely feel hope in moments when community comes together,” she said.
Alumni