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Young children play on a playground climbing structure.

The Beginning School Is Getting a New Playground

After two decades of inspiring play, the 4PreK and kindergarten playground is getting a makeover. And there’s no way Head of Beginning School Emma Wellman was going to tackle the project without student input.

“We really care about feedback from the kids,” she said.

A new playground has been on the division’s to-do list in recent years, as the current equipment, original to the McCarthey Campus, nears the end of its lifespan.

“It’s brought joy and challenge to hundreds of children—and it’s given its all,” said Emma. She credits the equipment’s impressive longevity to the school’s dedication to its upkeep, as well as the forward-thinking of her predecessor, Carol Blackwell, who was instrumental in designing the Beginning School’s high-quality child-centered spaces, inside and out. Since her first visit to the school, Emma has been impressed by Rowland Hall’s commitment to outdoor learning, which greatly benefits children. Her approach to the playground update has aimed to further this important part of the student experience, starting with thinking about play.

We wanted the playground to be designed to capitalize on what children do developmentally when they play outside.—Emma Wellman, head of Beginning School

Knowing an update was on the horizon, Emma began collaborating with her team over the last few years, seeking out Beginning School teachers’ feedback on a play space that’s best for kids and that allows for manageable supervision. After receiving approval for the rebuild during 2024–2025, Emma invited three teachers, one from each Beginning School level, to form a committee tasked with thinking holistically about the types of play they want to prioritize in the space. Considering what’s best for children’s development and the division’s overall goals, they decided they want the space to act as a blank canvas that encourages open-ended play that’s child-led, imaginative, collaborative, and emergent (that is, without a clear objective or outcome).

“We wanted the playground to be designed to capitalize on what children do developmentally when they play outside,” said Emma.

Goal in mind, Emma began considering equipment manufacturers that could create this experience. She chose to partner with Utah company Big T Recreation, which installs custom wood playgrounds by award-winning manufacturer Earthscape. Once an initial design was completed in fall 2025, Emma was ready for input—from her teaching team and, importantly, students.

The timing was ideal, occurring at the same time as the kindergarten’s community unit, which includes learning to use maps to organize information about places, including geographical characteristics and human features. Students had studied campus maps, created bird’s-eye view classroom maps, and used blueprints for a group building project, so the opportunity to examine the design draft perfectly connected their in-class learning to a real-world project.

“We explained to the students that we wanted children's feedback on the playground plans because, as the people who play on playgrounds most, they are our community's playground experts,” said lead kindergarten teacher Bethany Stephensen. “Their input could help our school make choices that would work well for kids.”

As they showed the plans to their class, Bethany and her teaching partner, Mimi Andrews, directly recorded their feedback for Emma. It was plentiful.

“I really think the rock climbing wall is a good idea,” shared one student. Others commented, “I like that little house,” and, “I like that the swings are staying.” In addition to identifying what they like about the plans, students offered a variety of suggestions. Some, like a mini Ferris wheel, were a bit out of reach, while others, such as a request for both high and low monkey bars, were important to explore.

The kindergartners’ feedback also included thoughtful reflections that showed how seriously they were taking the assignment. These included comments on student well-being (“I think there should be a little corner where if we want to take a little break we can go in there”), health (“Could there be like an outdoor water fountain in case the kids get thirsty?”), and safety (“I'm not sure we should have the house because what if the teachers can't see inside it?”).

This process signaled that [students’] experiences matter and are meaningful to us, and that their ideas are important and valued by their school community.—Bethany Stephensen, lead kindergarten teacher

Bethany said the exercise was valuable not only because it helped solidify learning the children were engaged in, but also because of the message it conveyed. “This process signaled that their experiences matter and are meaningful to us,” she said, “and that their ideas are important and valued by their school community.”

Their ideas also made a difference.

“Much of the feedback was affirming, flagging items the committee had identified as important for kids and calling attention to items that still needed to be attended to,” said Emma, who deeply believes it’s good for grown-ups to listen to and consider children’s ideas. “They knew their feedback would be responded to and that I would care about it.”

And while the children knew not every suggestion could be incorporated, they soon learned their feedback indeed helped shape the final playground design. Thanks to their suggestions, the school chose items like an inclined monkey bar unit, as well as a covered, playhouse-like structure that allows for quality supervision while also providing a child-sized retreat.

A design of Rowland Hall's new Beginning School playground.

That’s just the start of the intentionally selected pieces for the new playground, which will also include:

A climbing wall and double slide as part of the house-like tower
A log tangle-style structure with a second double slide and variety of climbing materials, including a rope bridge and sling, offering students opportunities to practice balance and work upper and lower body coordination as they choose their challenges
A stepper cluster for climbing and developing gross motor skills
Bog stilts that invite children to maneuver between pieces of equipment without touching the ground, creating a play circuit and encouraging challenge and imaginative play (this is an excellent complement to the loose parts play already happening)
A shade shell—crucial for sun protection at the beginning and end of year

“We’re adding a lot more places for children to be and play,” said Emma. “We’re installing so many new pieces all at once, adding so much choice.”

We can’t wait to play.

Keep an eye out for the new playground! Installation is scheduled for April and will wrap before the end of the school year, allowing the kindergartners who submitted feedback to enjoy the equipment they were instrumental in choosing.

Rowland Hall students at the 2026 Roots to Routes conference in Philadelphia.

Students Reflect on Their Experience at Roots to Routes National Conference

At Rowland Hall, we embrace opportunities to help students build real-world connections and leadership skills.

One of the most meaningful ways we do that is by providing students with chances to attend conferences with peers from across the country—experiences that allow them to exchange ideas, build community, and grow as leaders.

“When students are able to learn alongside peers from schools across the country, they not only sharpen their own thinking and leadership skills, they help others recognize the good work they are up to in Utah as well,” said Dr. Chandani Patel, director of equity and inclusion. “These experiences are transformative, often resulting in lifelong learning and friendships. It's really special to see the impact of conferences on our students’ understanding of themselves and others.”

In late January, a group of upper schoolers—11th graders Elayna Hoglund, Elidi Lawson, and Hayden Thompson; 10th graders Beck LaBore, Mia Zhang, and Mina Bailey; and ninth graders Gael Alfaro and Shea Gainer—were invited to attend the Roots to Routes: A Call Forward national conference in Philadelphia. This conference is described as an opportunity for independent school K–12 educators, administrators, and high school students to engage in bold learning; transformative dialogue; deep reflection on self, school, and society; and skill-building for strategic change.

The experience wasn’t without bumps. While the group, accompanied by Dr. Patel and Upper School Learning Specialist Shannon Foy, was scheduled to arrive in Philadelphia on Sunday, January 25, a severe winter storm on the East Coast caused their flight to be canceled. Rather than miss the conference, the students came together to rework their travel, knowing that even a shortened experience would be valuable. When they finally arrived in Philadelphia on Tuesday, January 27, they jumped right in, dedicating themselves to their learning and to getting to know fellow attendees.

“Not only did they show up to make Rowland Hall proud, everywhere they went, people knew who they were and the determination they exhibited to get to the conference,” said Dr. Patel. “They are all shining examples of what the world needs.”

Below, two of the students, Elayna and Hayden, reflect on Roots to Routes and what the experience meant to them.

What did you learn at Roots to Routes?

Leadership is not about authority or recognition, but it is about stepping forward when something needs to be done, even if no one is watching. Leadership is about listening just as much as it is about speaking, uplifting others rather than competing with them, and turning ideas into action that serves a greater purpose.—Elayna Hoglund, class of 2027

Elayna: During a discussion, I had posed the question, "What is leadership?" I mentioned how we use the word leadership every day; it is printed on school flyers, used in speeches, and put on resumes, but what does it even mean? I learned at this conference that leadership is not about authority or recognition, but it is about stepping forward when something needs to be done, even if no one is watching. Leadership is about listening just as much as it is about speaking, uplifting others rather than competing with them, and turning ideas into action that serves a greater purpose.

I learned that leadership can be loud, but it can also be quiet. At this conference, I saw leadership in the quiet moments, in the people who stayed behind to clean up after bowling night, or the people who sat with someone sitting alone in our family groups, or who even walked me to a room I couldn't find. I saw leadership that was loud, and I saw leadership that was quiet, both of which made a lasting impact.

Hayden: I learned that there is hope for our world’s future, that if we can just give everyone who attended and whom I met a few more years, they will show up in our society as a force to bring change. I learned that I am not crazy for thinking this way and having hard-to-achieve goals for our future. I learned that it is possible to walk into a room of strangers and feel comfortable and be able to slip into an easy rhythm and banter with them. I learned what kind of leader I am, could be, want to be, and might need to be. I learned that I am not one of few people who use their brains and enjoy doing hard things and pushing the boundaries of what we are told we can do. Most importantly I learned that no matter who you are, how much you missed, how many planes it took you to get to wherever you are, you can belong there. It doesn’t matter if you're from the other side of the country or the next block over, you can belong there, and you do belong there. Whatever route you took/take to get there, you can set down your roots and thrive.

What are some reflections you’d like to share?

Elayna: One reflection I continue to think about is how powerful a genuine connection can be, even in a short amount of time. Because our flight was canceled, we were only able to attend the conference for one day. At first, that felt disappointing. It felt like maybe we were missing out, but instead, that one day became even more meaningful. From the moment we arrived, people welcomed us without hesitation. Even though we were only there briefly, no one made us feel like outsiders. People went out of their way to include us in conversations, to invite us into their groups, and to make sure we felt like we belonged and had something special to offer to the conference. That immediate sense of warmth showed me that leadership is not about how long you’ve been somewhere and held that role, but it is about how intentionally you treat the people around you.

I learned that there is hope for our world’s future, that if we can just give everyone who attended and whom I met a few more years, they will show up in our society as a force to bring change.—Hayden Thompson, class of 2027

I also reflected on the effort our group put into simply getting there. When our flight was canceled, it was decided that our group was not going to physically go to the conference in Pennsylvania. However, instead of giving up, we sent emails, made calls, searched for new flights/alternative options, and problem-solved together to eventually split ourselves up into two groups to go on two separate flights. That experience itself felt like leadership. It required persistence, teamwork, and believing that something meaningful was worth fighting for, even when it felt very unlikely.

Being there for only 24 hours taught me that impact doesn’t depend on time, but on intention. The friends we made, the conversations we had, and the growth we experienced did not depend on how long we were in Pennsylvania, but on how fully we showed up.

Why was attending this conference meaningful?

Elayna: Attending this conference was meaningful not just because of what I learned about leadership, but also because of what I experienced firsthand. I experienced our group’s resilience when our travel plans fell apart and we didn’t quit. I experienced community when people welcomed us immediately (and when I say immediately, I mean immediately; people were literally cheering and screaming once we set foot into the hotel). I experienced leadership in both discussions and simple acts of kindness. The fact that we fought to get there, even when it didn’t feel possible, reminded me that growth often requires uncertainty. The way we were all TOGETHER, even if we weren’t close in school or had never even talked before, also showed me that leadership creates belonging instantly. This conference was meaningful because we all belonged; we all felt like it too.

What is one interaction, experience, question, or moment from this conference that will stick with you for the rest of your life?

Hayden: I remember so many moments. First, the group we met in the lobby when we had landed and arrived at the airport, who shouted, “Utah!” and gave us all hugs when we asked where the check-in was.

The moment I walked into my house and everyone’s eyes were on me but I felt safe and relaxed and it was as if I had been their classmate for years.

Bowling in the basement and just getting to comfortably talk with other students and get to know what their lives are like—not necessarily related to the conference, but just personal interactions.

The last activity we did in our houses, where we made eye contact with someone and wrote them a note, and how mine said that my smile was radiating. And then I realized that I hadn’t stopped smiling since I had arrived!

A laptop displaying independent school Rowland Hall's new website.

Rowland Hall’s New Website Reflects Who We Are and Where We’re Headed

In recent years, Rowland Hall has been shaped by a bold vision: Developing People the World Needs. Now, our website more fully reflects that vision.

Launched on February 17, Rowland Hall’s new website offers a vibrant, welcoming first step into our community. Going beyond simply informing visitors, it’s designed to help them really get to know the school.

“We wanted the site to give people a true feel for Rowland Hall—more showing, less explaining,” said Digital Communications Manager Robert Lainhart ’11, the school’s project lead for the redesign.

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That intention shaped every step of the process, which began in fall 2024. Armed with a solid understanding of how visitors use our site, the Marketing and Communications team knew from the start they wanted to prioritize creating a clearer, more visual experience for families getting to know Rowland Hall.

“We wanted to make sure the messaging, navigation, and visuals were all geared toward someone just discovering Rowland Hall and trying to imagine their child here,” said Robert. “We kept coming back to one question: If we were parents looking at this for the first time, what would we want to know?”

A major component of this work was showing families the real student experience through visual storytelling. MarComm worked with their project team at Finalsite to create a design that increases these capabilities, including more space for engaging photography and expanded video capabilities.

“Our old platform didn’t support video well, so we relied heavily on text,” said Robert, who devoted hours to gathering B-roll for video headers, filming interviews with community members, and collaborating with fellow alums Chris Lee ’93 and Alex Lee ’03 on an interactive virtual tour that lets families explore campus at their own pace. “Now you can actually see classrooms in action and hear from students and teachers.”

I wanted the site to reflect what I loved about the school when I was a student—the community and sense of belonging—but also show how much it’s grown.—Robert Lainhart ’11, digital communications manager

The team also wanted to ensure the new site helps families understand what sets Rowland Hall apart: our ability to connect classroom learning to real-world impact. Content Manager Ashley Atwood, who managed copy for the new site, said they embraced the school’s value proposition, Learn. Think. Do., to tell the story of what happens at Rowland Hall every day.

“It was important to us to show families real examples of our approach to learning,” said Ashley. “For instance, when we say we believe students of all ages can create knowledge, how do we show that? When we say students have opportunities to solve the world’s hardest problems, how do we prove that?”

To make Rowland Hall’s approach more visible to families, the team wove illustrations of Learn. Think. Do. throughout the site, including on the Academics and divisional pages. They also looked for opportunities to clarify what Rowland Hall means by common terms families encounter during a school search, like rigor and authentic learning, so visitors can better determine whether our community is the right fit for them.

And while the redesign centers prospective families, students, parents, caregivers, and alumni will notice meaningful improvements as well, including streamlined navigation, a clearer structure, and updated resources pages for commonly accessed links. Beyond usability, the MarComm team hopes the refreshed design reflects the school experience our community already cherishes—and inspires pride in how we tell our story. That sense of care was especially important to Robert as an alum now serving as a member of staff.

“It gave me a personal stake in getting it right. I wanted the site to reflect what I loved about the school when I was a student—the community and sense of belonging—but also show how much it’s grown,” he reflected. “The community is more diverse, there are more advanced classes, and there’s a bigger emphasis on computer science, to name just a few. It still feels like Rowland Hall, but it’s evolved, and that felt important to capture.”

And after more than a year of strategic planning and collaboration, he’s proud of what the team has built.

“It feels like a true front door for the community, especially at a moment when we’re coming together on one campus,” said Robert. “I’m just really proud of how closely it reflects who we are and where we’re headed.”

Cliff Caldwell, Rowland Hall's director of safety and security, chats with students at recess.

Rowland Hall Welcomes Cliff Caldwell as Director of Safety and Security

The majority of Cliff Caldwell’s law enforcement career has been focused on protecting students—and that’s what he prefers.

“I have a passion for that type of environment,” said Cliff, who started working in education-sector security when he joined Indiana State University’s public safety team in 2012. “It’s the most impactful. You get to know the people you’re serving, see the same people every day.”

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Since then, Cliff’s built an impressive resume, with experience at both the university and PreK–12 levels, including as a lead school safety specialist for a public school district in Lake County, IN, and as director of public safety and security for the Gary Community School Corporation. This background made Cliff a top candidate in an impressive pool of applicants for Rowland Hall’s first director of safety and security position, and he’s excited to bring his experience to an independent school setting.

“I felt like I could really be impactful here and give value-add to this school community,” he said.

Rowland Hall’s beliefs and values align with how I think about school safety and keeping kids safe.—Cliff Caldwell, director of safety and security

While private, independent schools can often get overlooked when it comes to school safety resources, as these schools don’t receive federal or state funding, Rowland Hall is in a fortunate position. As part of an ongoing focus on student and campus safety, the Board of Trustees approved the addition of the director of safety and security role. This position is essential as we prepare for the opening of the Steiner Campus, which will unite all students at a single location.

“It’s time to bring on help to oversee policies, procedures, and safety systems at Steiner, as well as think of this whole 32-acre piece of property and how to make it as safe and secure as possible,” said Chief Information and Safety Officer Patrick Godfrey, who led safety efforts until the new director role was filled.

Patrick said Cliff also stood out during the interview process due to his history of data-driven decision-making, student-centered approach to security, and experience creating welcoming spaces—an area Rowland Hall greatly prioritizes. “We’re building castles, not prisons, providing safety but also an environment for learning,” Patrick said.

It’s a difference Cliff knows well, having seen the effect prison-like security measures, like metal detectors, chainlink fences, and gates, have on students. They don’t understand these systems are preventative, he explained; instead, they get the message that they’re not trusted, or they’re entering a place that’s dangerous.

“We as adults can process this, but kids can’t,” said Cliff. “When you have kids walking into an environment like that, automatically their anxiety is up, they’re on edge. How well do we think they can learn in class?”

Instead, Cliff said, schools must use systems that keep kids safe while also protecting their well-being. This means thinking outside the box instead of relying on what he calls “the easy way” of securing spaces with overly restrictive measures. “This is a tech age we’re living in,” he said. “You don’t need those physical barriers.”

And Rowland Hall wants to lead the way in this space, focusing on technology and nonintrusive tools, such as weapons detection systems and AI cameras, to keep students safe.

FUN FACTS ABOUT CLIFF: Cliff is a dedicated bike rider and can’t wait to get up to Utah’s mountain trails. He also recently bought a car carrier for his two Lhasa Apsos, Chase and Marshall, so they can explore their new state together. (And yes, beginning and lower school families, you correctly guessed the dogs are named after Paw Patrol characters. Students picked the name Chase for Cliff’s first puppy and the theme stuck.)

To assist him with making the best decisions for our community, Cliff is using his first months on the job to explore and more deeply understand the solid safety foundation Rowland Hall already has in place, from building security and emergency communication to drills and evacuation routes. He’s also planning to meet and collaborate with other security and law enforcement professionals in the area, including the Utah Association of School Resource Officers, the University of Utah’s Department of Public Safety, and Salt Lake City. And he’s focused on getting to know students so they know he’s a trusted adult they can approach.

“I love interacting with kids, building good relationships and rapport,” said Cliff.

Only a few days in, he’s already building those relationships, introducing himself to students as he walks the hallways and playgrounds in between meeting with colleagues. He described his onboarding process as one of the best he’s experienced, and it’s reinforced the positive impression he had when he first visited campus in early January.

“Rowland Hall’s beliefs and values align with how I think about school safety and keeping kids safe,” said Cliff. “I knew 100% it was for me.”

A woman with long brown hair is standing in front of an American flag, holding a gold medal and smiling enthusiastically.

Breezy Johnson ’13 Earns Team USA’s First Gold, Shines in Early Days of 2026 Winter Olympics

The first few days of the 2026 Winter Olympics have been something special, and Breezy Johnson ’13 has been right at the center of it.

Breezy kicked off her 2026 Olympic journey on Sunday in the women’s downhill event. True to her name, Breezy blew down the hill in 1 minute, 36.10 seconds, securing Team USA’s first gold medal of the Games. Breezy is the second Rowmarker to win an Olympic gold medal (the first was Picabo Street ’87).

The victory—one that inspired emotion in Breezy as well as those watching her on the podium—marks a significant milestone in her ski racing journey. After making her Olympic debut in 2018, Breezy was scheduled to return in 2022 but withdrew just weeks before the Games after sustaining a knee injury in a training crash. The four years that followed marked an incredible comeback, as Breezy reestablished herself as one of the world’s top ski racers, complete with winning two gold medals at the 2025 FIS Alpine World Ski Championships, one in women’s downhill and another in the team combined alongside Mikaela Shiffrin.

Riding Sunday’s momentum, Breezy was back on the course today, paired again with Mikaela for the women’s alpine team combined. Breezy reinforced her place among the world’s elite speed skiers, powering a first-place finish in the event’s downhill leg. And while the duo narrowly missed the podium by just six hundredths of a second, Breezy’s speed, composure, and ability to deliver were undeniable.

It’s been an incredible start to the Games, with more still to come. Breezy is scheduled to compete in the women’s super-G on Thursday, and the Rowmark and Rowland Hall communities will be cheering her on.

Congratulations, Breezy!

Want more Breezy news? Be sure to check out our RH in the News page for a collection of local and national coverage. And don’t forget to read about the other Rowland Hall athletes competing at the 2026 Olympics.

Image credit: © GEPA Pictures

Rowland Hall seventh graders studying at the Tetons Science School.

Nearly Four Years In, Rowland Hall Demonstrates Ongoing Impact of Strategic Priorities

A center devoted to connecting learning and community. An array of classes focused on student-designed, college-level research. Ongoing opportunities for learners of all ages to solve real-world problems. A brand-new campus designed to promote innovation and collaboration. The outcomes of Rowland Hall’s newest strategic plan are numerous and impressive—and they’re still unfolding.

Today, the school is nearly four years into an estimated five-year strategic plan guided by an overarching vision, Developing People the World Needs, and centered on four bold strategic priorities that give students a meaningful head start academically and intellectually. Since the plan’s unveiling in April 2022, the school has regularly shared progress and outcomes from this work with the Rowland Hall community.

This diligent work from both faculty and school leadership has significantly elevated our school’s profile.—Brittney Hansen, assistant head of school for academics

“We made commitments to our community about this strategic work, and transparent reporting is essential to showing that we're following through,” said Brittney Hansen, assistant head of school for academics. “Strategic planning requires continuous assessment and iteration, and sharing that process openly creates genuine accountability. When we communicate both our progress and our areas for continued growth, we invite partnership and ensure that these priorities are driving real, lasting impact.”

When Brittney took on the assistant head role in July 2025, she knew it was important to gather the school’s progress into one place, both to illustrate what’s been accomplished and to identify gaps that need to be addressed before the plan wraps. With input from team members across the school, she assembled the Strategic Priority Four-Year Review, a record of how Rowland Hall has followed through on the commitments we’ve made to the community. First shared with parents and caregivers at this year’s State of the School on January 29, the review is available to all members of the community and reflects the ongoing impact of our strategic priorities on students, as well as their role in strengthening our reputation as a leading independent school.

“This diligent work from both faculty and school leadership has significantly elevated our school's profile,” said Brittney. “We've built deeper partnerships with the University of Utah, been featured in Independent School magazine multiple times, and continue to gain recognition as leaders in the delivery of rigorous, student-centered PreK–12 education.”

Read Rowland Hall’s Strategic Priority Four-Year Review (2022–2026)

Four alpine ski racers carve tight turns around slalom gates during international competition, kicking up snow at high speed.

Meet Rowland Hall’s Four 2026 Olympic Alpine Skiers

We’re celebrating four Rowland Hall and Rowmark Ski Academy alumnae who will represent the United States and Australia at the 2026 Winter Olympics in Milan Cortina, Italy: Breezy Johnson ’13, Katie Hensien ’18, Madison Hoffman ’18, and Mary Bocock ’22.

These alpine skiers’ selections continue a remarkable Olympic legacy: at least one Rowmark alum has been selected to compete at every Winter Olympic Games since 1988.

A Guide to Alpine Skiing Events

Alpine skiing events are broken into two categories: technical and speed.

Technical events, slalom and giant slalom, emphasize precision and control. Slalom focuses on rapid, short turns and exact edge control, while giant slalom features wider gate spacing, blending technical skill with higher speeds and longer turns.

Speed events, downhill and super-G, are, unsurprisingly, all about going fast. Downhill is the fastest event, prioritizing maximum speed, aerodynamic efficiency, and the ability to handle long jumps and sustained gliding. Super-G combines elements of downhill and giant slalom, requiring high speed alongside more frequent turns and technical precision.

Alpine skiers also compete in a team combined event, a two-run race where teammates pair up, with one racing a technical discipline and the other a speed discipline. Their combined times determine the final result.

Meet the Athletes

Breezy Johnson ’13

Olympic selections: 3 (2026, 2022, 2018)
Anticipated events: Downhill and super-G; possibly team combined
Known for: Fearless, high-speed racing and World Championship–level consistency in downhill
Team: US Alpine Ski Team

Breezy Johnson, Rowland Hall alumna and Team USA Olympian

Breezy Johnson made her Olympic debut at the 2018 Winter Games in PyeongChang, South Korea, competing in super-G and downhill. She was set to return in 2022 but withdrew weeks before the Beijing Games after sustaining a knee injury in a training crash, a significant loss for the US women’s speed team.

Since then, Breezy has mounted a standout comeback, highlighted by a career-defining performance at the 2025 FIS Alpine World Ski Championships in Saalbach, Austria, where she won gold in the women’s downhill. Three days later, she added a second gold in the team combined event alongside Mikaela Shiffrin, reestablishing herself as one of the world’s top speed racers heading into Milan Cortina.

Update, February 8, 2026: Breezy Johnson won Team USA’s first gold medal of 2026 in the women’s downhill. She is the second American woman ever to win gold in this event.

2026 Olympics Results:

Women’s downhill: 1st
Women’s super-G: DNF (did not finish; the super-G saw 39.5% of the field record a DNF, underscoring the course’s difficulty)
Women’s team combined (with Mikaela Shiffrin): 4th

Katie Hensien ’18

Olympic selections: 2 (2026, 2022)
Anticipated events: Slalom and/or giant slalom
Known for: Precision, rhythm, and control in the technical events
Team: US Alpine Ski Team

Katie Hensien, Rowland Hall alumna and Team USA Olympian

Katie Hensien made her Olympic debut at the 2022 Winter Games in Beijing, China, competing in the women’s slalom. Her first Olympic selection followed a standout collegiate career at the University of Denver, where she won the 2022 NCAA slalom national title and was named National Women’s Alpine Skier of the Year.

After a severe knee injury sidelined Katie for the 2023–2024 season, she returned to top form in 2024–2025, posting a career-best fourth-place finish in giant slalom at Sölden, Austria (the top American result that day), and later qualifying for her first World Cup Finals.

Update, February 4, 2026: Katie Hensien announced she will sit out the Games this year after determining she is not yet back at the competitive level required to race at the Olympics.

Madison Hoffman ’18

Olympic selections: 2 (2026, 2022)
Anticipated events: Slalom and giant slalom
Known for: Consistency and technical precision on the World Cup circuit
Team: Australian Alpine Ski Team

Madison Hoffman, Rowland Hall alumna and Team Australia Olympian

Madison Hoffman will make her Olympic debut at the Milan Cortina Games after being selected for the 2022 Winter Olympics but sidelined by a season-ending ACL injury before competition.

Madi’s long-awaited Olympic appearance follows a return to full health and a breakout collegiate season at the University of Utah in 2023. That year, she swept the NCAA slalom and giant slalom titles (the first University of Utah woman to do so since 1990) and earned First Team All-America honors. Madi continued to balance NCAA and World Cup racing in 2024, earning podiums on both circuits and recording a top-25 World Cup slalom finish in Levi, Finland, the first by an Australian woman in more than 20 years.

2026 Olympics Results:

Women’s slalom: 23rd (Australia's best slalom result since 1998)

Mary Bocock ’22

Olympic selections: 1 (2026)
Anticipated event: Super-G
Known for: Versatility across multiple disciplines and strong results on the Nor-Am circuit
Team: US Alpine Ski Team

Mary Bocock, Rowland Hall alumna and Team USA Olympian

Mary Bocock will make her Olympic debut at the Milan Cortina Games after emerging as one of the most versatile racers in the US alpine pipeline, with the ability to compete in both technical and speed disciplines.

Mary captured the 2022–2023 Nor-Am Overall title, securing a World Cup quota and making her World Cup debut during the 2023–2024 season opener in Sölden, Austria. In 2024–2025, she expanded into speed events, racing her first downhill and super-G World Cup starts while continuing to collect Nor-Am Cup victories, including a giant slalom win at Stratton, VT. She is currently balancing her ski career with her studies at Dartmouth.

2026 Olympics Results:

Women’s super-G: DNF (did not finish; the super-G saw 39.5% of the field record a DNF, underscoring the course’s difficulty)

Former Rowland Hall Students to Also Keep an Eye On

In addition to the four Rowmarkers covered in this story, two former Rowland Hall students will be competing at Milan Cortina. Tallulah Proulx will represent the Philippines in alpine skiing, and Tasia Tanner will represent the United States in freestyle aerials.

Tallulah Proulx 2026 Olympics Results:

Women’s giant slalom: 52nd
Women’s slalom: 50th

Tallulah made history as the first woman to represent the Philippines in alpine skiing at the Winter Olympics and had the honor of carrying her country’s flag at the Opening Ceremony.

Tasia Tanner 2026 Olympics Results:

Women’s aerials: 11th

Image credit: © GEPA Pictures

Rowland Hall students practice a dance for the 2026 winter dance concert.

‘Immanent Flux’ Dance Concert Is All About the Rituals and Traditions That Connect Us

Every year, the Rowland Hall community gathers for the middle and upper school winter dance concert, an engaging event that showcases our dancers’ talent and creativity.

This annual dance concert is one of many traditions and rituals that connects the Rowland Hall community, making it an apt platform to explore this year’s theme, Immanent Flux, an exploration of the habits, rituals, and customs that help humans make meaning of our lives during times of change.

The theme was chosen during the dancers’ summer workshop, as students reflected on changes in their own community—particularly those that will occur when their divisions move to the Steiner Campus later this year.

“Students wanted to better understand what it meant to identify the parts of our daily life that leave a lasting texture on our memory, from the mundane to the supernatural,” said dance teacher Sophia Cutrubus ’18.

Listen to dancers talk about this year’s concert.

We invite you to join us as we explore rituals and traditions in Immanent Flux, the last winter dance concert on the Lincoln Street Campus. Performances will be held at 7 pm on Friday, February 6, and Saturday, February 7, in the Larimer Center for the Performing Arts. Tickets are not required for entry, but a donation of $10 per attendee is suggested.

Academics

Rowland Hall high schoolers Izzy Utgaard and Chloe Vezina at the 2025 Mock Trial competition.

Upper School Students Take the Law Into Their Own Hands

Students at Rowland Hall’s Upper School are experiencing their 1L year—yet none of them has taken the LSAT.

Teacher and coach Mike Shackelford is providing a legal education for these students through a variety of courses. They cover the basics of court proceedings in the Mock Trial class, which culminates in a statewide competition. In the Supreme Court class, they look at the docket of the highest court in the land, how it deliberates, and the precedents it has set. They also take the time to dissect some of those legal precedents through law review.

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Some kids want to be lawyers; they want to grow up and work in the legal field. These courses prepare them in the same way we are teaching scientists to do real lab work or teaching historians to publish research.—Mike Shackelford, political science teacher and debate coach

“Some kids want to be lawyers; they want to grow up and work in the legal field,” Mike said. “These courses prepare them in the same way we are teaching scientists to do real lab work or teaching historians to publish research.”

The curriculum is about more than preparing students for their future careers. It’s also about making them aware of their constitutional rights, how to use them, and how to defend the civil liberties of others. “We are demystifying the legal system and teaching them how their rights might be applied in their own circumstances,” Mike said.

Since 2014, the law curriculum has been centered around the Political Science: The Supreme Court course taught by Mike. Here, students look at a variety of legal precedents and the arguments that led to their decisions. They have looked at cases like Miranda v. Arizona, which ruled that law enforcement must inform suspects of their constitutional rights.

“We’re looking at the actual legal proceedings that brought us these precedents, and the people who were involved,” said junior Luna Saad. “It makes you realize how important it is for the courts to get it right the first time because it is so hard to go back and change it later.”

In addition to studying the historical decisions of the high court, the class is charged with looking at the current issues facing it, the arguments being made, and the decisions being handed down. It brings immediacy to the lessons being taught that doesn’t exist in many other classes.

“It’s not just watching the court, but also politicians and how they are positioning themselves,” said junior Grey Obermark. “It’s interesting to try and predict what will happen next and where we should be directing our attention.”

Members of Rowland Hall's winter 2025 Mock Trial team. — Rowland Hall's 2025 Utah Mock Trial team. This year's team will begin competition in late January.

This year, the class is taking on a new project: law reviews. Each student has chosen a case to put under the microscope and examine. The topics that have been chosen range from corporate political speech to Native American sovereignty, environmental justice, and intellectual property rights. It isn’t just about knowing the subject matter, though; it’s also knowing how to write in a way they haven’t before, formatting their thoughts in a style that’s acceptable as a legal document.

We are learning to construct a legal argument, which is a key skill to get this early in our education.—Baker Campsen, class of 2026

“It’s different in structure and the kind of evidence that you use compared to other writing that you do,” said senior Baker Campsen. “We are learning to construct a legal argument, which is a key skill to get this early in our education.”

When finished, all the papers will be collected into an online volume and submitted to the High School Law Review for possible publication. This is a national organization that is committed to the study of constitutional law and a deeper understanding of those principles.

“We are one of 20 schools in the nation involved in the High School Law Review,” said Mike. “It involves submitting our papers for review by other schools and reviewing their work. Putting that academic work that students really have a lot of pride in out into the world is valuable.”

While the Supreme Court class is looking at the law from its highest point, the Mock Trial team is putting it into action. This is the third year of the class in the Upper School, and the second year in the Middle School. In this class, students take on a variety of courtroom roles from lawyers to witnesses, and even bailiffs. They study every aspect of the case presented to them and then participate in tournaments where they argue both the prosecution and defense sides against other Utah schools.

“There is so much preparation that goes into it before we even set foot in the courtroom,” said junior Rana Rakib. “You have to know every part of the case and how to use them and be confident in what you are saying. And even then, the other side can take the advantage just in the way they make their arguments.”

Not a lot of teams were able to take advantage of the squads from Rowland Hall in last year’s competition. The Upper School team more than doubled their number of wins from the year before, finished 10th in the state, and won multiple awards, including “Star Witness” and “Star Attorney.” The Middle School team also finished 10th and won several awards.

A courtroom sketch from the 2025 Utah Mock Trial competition. — The Mock Trial experience is ultra-realistic—from the courthouse setting to the courtroom sketches of team members.

“You can’t just throw everything at the wall and see what sticks,” said team co-captain Emery Lieberman. “You have to think strategically and be very composed, and we have gotten better at this as a team every year since we’ve been competing. It will be exciting to see what we can accomplish this year.”

Our goal as students is to participate in society in ways that matter and ways that help people. So to be able to see what’s happening and who needs help through a legal lens is really important.—Grey Obermark, class of 2027

All of this work, from Mock Trial to law review, isn’t just an academic exercise; it’s about making a difference in the world. The students are not only being encouraged to understand their rights and liberties, but how to help others understand them and fight for them as well.

“Being an activist is only so good unless you can change the law,” said Mike. “Knowing the law and understanding where injustice occurs and being able to speak the language of power helps people fight for a more just world.”

It’s a cause the students are eager to take on.

“Law pervades any successful society, and thus to be successful in society you need a fundamental understanding of the law,” said sophomore Gregory House. “There is a real necessity in knowing how the legal system works.”

Added Grey, “Our goal as students is to participate in society in ways that matter and ways that help people. So to be able to see what’s happening and who needs help through a legal lens is really important.”

These students aren’t just learning how the legal system works—they’re preparing to step into it with clarity, confidence, and a commitment to justice.

Banner: Members of the 2024–2025 Mock Trial team in the courtroom, March 2025. This year’s team is currently preparing for 2026 competition.

Rowland Hall media arts teacher Danny Schmidt teaching Foundations to Media Literacy.

Sixth-Grade Foundations: An Intentional Step in the Middle School Transition

“Warning,” reads a new sticker recently spotted at the Middle School. “Social media is one of the most addictive creations that mankind has ever made. Exercise caution while using.”

Designed by sixth grader Ethan S. and created in the style of a surgeon general warning, this sticker is one of several projects produced this fall by students in Danny Schmidt’s Foundations of Media Literacy class (others include personal narratives, video reflections, and analog social media photos shot on a Polaroid camera).

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“We top off the class with a media project—something fun that ties the learning together and lets students put something back into the world they find interesting,” Danny explained.

The Middle School is committed to helping students build practices that will help them stay safe online, understand the long-term consequences of digital footprints, and responsibly and skillfully navigate platforms and mediums.

Media literacy is a fundamental skill for today’s students, and while most sixth graders don’t yet have cell phones (Danny’s in-class surveys find it’s fewer than 20%), it’s inevitable that most will by the time they enter high school. Because of this, the Middle School is committed to helping students build practices that will help them stay safe online, understand the long-term consequences of digital footprints, and responsibly and skillfully navigate platforms and mediums, particularly in an age of misinformation and artificial intelligence.

“The point isn’t to scare the kids, but to let them know this is a big world,” said Danny. “I want them to be a little more self-aware about phones and what they do—and maybe more heads up and cynical.”

Through engaging discussion and activities, Danny prepares sixth graders to be critical thinkers online. They talk about safety and red-flag scenarios, and how to verify claims and find sources, whether they’re looking at a news story or TikTok video. One particularly eye-opening exercise happens during a discussion of AI, when students take the New York Times quiz “Which Faces Were Made by AI?” Everyone is surprised by how tricky it is.

Just as they build sharper critical-thinking skills online, students also learn how to protect their mental well-being in a digital world. Aware of how much sixth graders have going on in their brains, Danny encourages them to reflect on their values, both online and in real life, especially when it comes to friendship, a key part of adolescence. Students further explore how phones, apps, and digital platforms are designed to be addictive, and how they can reinforce thinking traps, or negative thought patterns.

“A constant use of tech puts things in our heads: inadequacy, constant comparison, shoulds,” said Danny. “We all fall victim to thought traps, but we can’t let them dominate us.”

Sixth-grade media literacy students engage in conversation. — Meaningful discussions and activities allow sixth graders to engage deeply with Foundations classes.

Media literacy is one of four Foundations classes taken by every sixth grader at Rowland Hall. First introduced in the 2010s under the leadership of then Middle School Principal Tyler Fonarow, Foundations has become a major component of how the division prepares new middle schoolers for success, both instilling necessary skills and preparing them for secondary-level learning.

“The idea behind Foundations is to make the fifth-to-sixth-grade transition smoother and more welcoming to sixth graders,” said sixth-grade math teacher Chad Obermark, known as Mr. O.

The idea behind Foundations is to make the fifth-to-sixth-grade transition smoother and more welcoming to sixth graders.—Chad Obermark, sixth-grade math teacher

That’s because while seventh and eighth graders are ready to take more ownership of their learning, including by choosing several of their classes from the Middle School’s wide variety of extension and elective courses, sixth graders aren’t yet ready for as many choices. While their older peers choose up to six classes each year, sixth graders start by choosing only their world language and period 1 extension—an approach that bridges the elementary-style schedule they’re used to and schedules in grades 7–12. Foundations further ease this transition by giving students a glimpse of the elective experience, explored within a consistent cohort of peers.

“I felt like we all bonded,” said Elliot R., who took media literacy this fall, about learning with her cohort.

In addition to media literacy, sixth graders study computer science, which explores digital citizenship, computational thinking, AI, and coding, and health and wellness, which focuses on social and emotional growth and the development of interpersonal skills. The fourth area of study, debate, builds skills around public speaking, effective argumentation, and reflective listening—and has the added benefit of introducing students to one of the school’s signature programs.

“Rowland Hall has always valued the debate program because of its strong record of competitive success, but also because of how debaters perform in the classroom,” said Mike Shackelford, who has taught Foundations of Debate since 2014.

Like all Foundations topics, debate greatly benefits all students—in this case, shaping them into stronger communicators, researchers, thinkers, and advocates who effectively contribute across all their classes. Whether or not students choose to pursue debate after sixth grade, Mike’s goal is that everyone leaves the class feeling more confident and comfortable in public-speaking situations, knowing how to craft effective arguments and deliver them persuasively, and able to appreciate and analyze the perspectives of others.

It’s clear when talking with this year’s sixth graders that the goals of these classes are hitting the mark. The current group of debate students, for instance, is quick to call out the many things they’ve learned about themselves by taking the class. Pallavi L. said it helped her realize that she really enjoys public speaking, while Emily M. said it’s shown her she’s a good writer and strengthened her presentation skills. Many also talk about the transferable nature of the subject.

“It teaches many portable skills—skills that you can take with you and use for the rest of your life,” said Gavin F. “Debate enhances your confidence, improves your critical-thinking skills, teaches you how to research in depth, and makes you want to challenge yourself more.”

Importantly, sixth graders notice the care and intentionality behind Foundations, a program that’s designed to make them feel supported, understood, and ready to step into middle school with confidence. Student Christian S. may have said it best when expressing his gratitude for his first Foundations experience.

“I’d like to give a big shout-out to all the sixth-grade teachers for welcoming us into middle school with open arms and big smiles,” he said.

Rowland Hall fourth-grade teacher Hannah Ruske teaches a math lesson.

Confidence Unlocked: How Voice and Choice Engages Students in Deeper Learning

The concept of voice and choice is essential to Rowland Hall’s vision to develop people the world needs, giving students of all ages agency and purpose in their learning.

Voice and choice is often called out when it comes to giving students a say in what they learn (think: elective classes in middle and high school), and that’s certainly true at Rowland Hall.

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This dual commitment [to voice and choice], both in the breadth of our program and in the daily classroom experiences of students, ensures that they not only acquire skills, but also discover how they learn best, cultivating depth of understanding and confidence as learners.—Brittney Hansen, assistant head of school for academics

“Voice and choice begins with a rich array of offerings in our course catalog,” said Brittney Hansen, assistant head of school for academics. “Students have genuine opportunities to pursue subjects that ignite their curiosity and dive deeply into areas of passion.”

But at Rowland Hall, voice and choice also extend beyond course selection.

“In every classroom, from 3PreK to 12th grade, teachers design multiple pathways to engage with the same learning targets, whether through different ways of exploring a concept or diverse avenues for demonstrating understanding,” Brittney explained. “This dual commitment, both in the breadth of our program and in the daily classroom experiences of students, ensures that they not only acquire skills, but also discover how they learn best, cultivating depth of understanding and confidence as learners.”

Examples of voice and choice are found in classrooms across all divisions every day—for instance, during a recent math lesson in Hannah Ruske’s fourth-grade class. Over the early weeks of the school year, the fourth graders had been reviewing multiplication and division, and Hannah wanted to highlight the many methods for visually solving division they’d been covering.

Hannah invited students to gather on the rug, then asked the group to identify a number sentence to tackle together. Class members called out ideas until Hannah heard one that would suit the group well—not too hard, not too easy. She wrote it on the white board:

56 ÷ 8 = ?

“Okay,” said Hannah, turning back to her class. “What are the different ways we can show this problem? What works for your brain?”

“An array,” came one suggestion.

“Great,” said Hannah, uncapping her dry erase marker. “Let’s count together.”

As the class started counting, Hannah began drawing a column of circles—one for each number—on the board. When she completed a column of eight, the divisor in the problem, she began a new column, repeating the process until the class counted to 56. At that point, the board showed seven columns, each containing eight circles. It was an illuminating way to identify the missing quotient: 56 ÷ 8 = 7.

“This works well,” said Hannah. “I would love to know a different way. I want to know what works for you.”

Students began tossing out other favorite strategies: traditional skip counting, skip counting on a number line, the loops and groups method. Hannah added their contributions to the board, showing how each one arrives at the same answer: 56 ÷ 8 = 7. Along the way, Hannah engaged the group’s critical-thinking skills: What strategies take more time? Where do we need to be careful to not miss a step?

The more strategies [students] have, the more likely they are to find something that clicks for them.—Hannah Ruske, fourth-grade teacher

As the board filled, it became clear just how many problem-solving options there are for today’s students. That’s a good thing. Making space for a variety of approaches to in-class work, whether it’s solving a math problem or presenting a book report, is at the heart of voice and choice. It lets students be their authentic selves at school by allowing them to embrace the learning approaches that feel most intuitive to them. This grows their understanding of themselves, not to mention their confidence.

“It reiterates that every kid has a math brain,” said Hannah when asked about why she uses choice in daily math work. “The more strategies they have, the more likely they are to find something that clicks for them.”

Class member Kinley P. said voice and choice has definitely made her more confident, and she believes her classmates feel similar.

“At my old school, they’d teach the same strategy and everyone had to do the same steps,” she said. She’d see peers struggling with this approach and said many finished the lesson feeling defeated. Kinley now enjoys being in an environment where students are reminded of their capabilities, and where it’s safe to try out strategies to find what works best for you. “It makes school fun,” she said.

Classmate Claire C. agreed, saying this approach lets students focus more on getting better at what they can do, not on what others are doing. “You’re all learning the same thing but you learn it at a different pace and a different way,” she said.

And as students find the approaches that work for them, they begin to more easily grasp the lesson at hand, preparing them to navigate increasingly challenging material. In fourth-grade math, this can be seen as students move from concrete approaches to problem-solving (like drawing an array) to more abstract approaches—using efficient mental shortcuts, built on a solid mathematical foundation, to solve problems even quicker. A glimpse of this kind of learning transformation happened during Hannah’s lesson, when class member Stevie S. raised his hand to offer a final strategy to the problem on the white board.

“I already knew eight times eight,” he shared, “so then I just went backwards.”

Stevie’s approach—based on the multiplication fact “snap” that 8 × 8 = 64—shows that students begin to build sophistication around material once they identify the learning methods that make the most sense to them.

“Kids don’t need to memorize every fact,” explained Hannah. “They just need access points.”

Rowland Hall fourth graders solve division problems. — Problem-solving in action: fourth graders showcase their understanding by solving division problems in multiple ways.

As the discussion began to wind down, Hannah moved to reinforce the day’s lesson by having students return to their tables to write their own division number sentences. She asked them to challenge themselves with a problem that’s a little tricky for them—like writing a sentence with 7 as the divisor if you’re working on mastering your 7 times table. Students were then to show how to find the answer in three different ways, using methods covered in that day’s discussion or others they’d learned, such as area models and ratio tables.

“And if your strategy is like Stevie’s, something that works in your brain, show me that too,” said Hannah.

While the class worked, Hannah walked around, offering fist bumps and affirmations that fueled their efforts. “Proud of you for picking a big one. I hope you’re proud of yourself,” she told Monroe O., who was solving for 84 ÷ 12. Hannah then held up a paper as an example: “Check out the way Stanley labeled his number line.”

At Rowland Hall, we’re huge on kid voice. It solidifies concepts and lets students take ownership.—Hannah Ruske, fourth-grade teacher

As she continued to circle the room, Hannah offered support as a coach and cheerleader, as well as provided plenty of opportunities for students to speak out as the experts—another way educators use voice and choice to strengthen learning.

“At Rowland Hall, we’re huge on kid voice,” Hannah explained. “It solidifies concepts and lets students take ownership—they say in their own words and feel like they’re the pro. Plus, it’s easier to understand a concept when you explain it.”

And, added class member Elliana R., “It’s fun to teach one another.”

Before long, the students began completing their division models and prepared to head to lunch. To many, the math lesson they’d just completed was fun, but routine—and that’s exciting. That’s because at Rowland Hall, this way of learning—of prioritizing students’ self-understanding and curiosity—is baked into the day-to-day. This allows for the full reach of voice and choice, which builds over time, quietly accumulating toward something profound: students who know and trust themselves, and, as a result, are empowered to lean into their passions as they become people who positively impact the world.

A Rowland Hall middle schooler flies a drone during drone photography class.

Middle School Aviation: A Gateway to Deep Learning

“I used to be scared of flying,” said eighth grader Ike C.

The middle schooler isn’t alone. Many Americans (experts estimate anywhere from 15% to 40%) have some level of anxiety about flying, which most work to manage—though few have taken the same path as Ike. He conquered his fears by studying aviation at Rowland Hall.

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“I’ve taken the drone class and introductory and advanced flight,” said Ike, referring to three of the Middle School’s current aviation classes. Ike said learning how airplanes work, including how they stay airborne, played a major role in easing his anxieties and completely changed how he thinks about flying.

“I have a test flight on Tuesday,” he said. “I’m looking forward to getting in the air.”

Ike’s story is just one of hundreds of positive experiences middle schoolers have shared since Rowland Hall’s aviation program was established by retired Navy pilot Bill Tatomer in 2009. First introduced as a six-week elective, this ever-popular program has continued to grow. Today, the division offers four classes: Primary Flight School, which introduces students to the field; Flight Design, an engineering course focusing on aviation design; Advanced Flight School: Top Gun, a deep dive into operating private and commercial aircraft, including drones; and Advanced Photography and Drone Photography, added in response to students’ excitement around the emerging world of drone technology. The program has also expanded to the Upper School, allowing interested students to continue their studies into their high school years—some have even gone on to earn their Federal Aviation Administration (FAA) Part 107 commercial drone operator license and FAA private pilot license.

Rowland Hall middle schoolers engage in aviation activities. — Middle schoolers can continue their aviation studies when they move to the Upper School. The division offers aviation classes, an Aviation Club, and a Cornerstone Aviation–hosted Interim experience.

“It’s a very rare experience in Utah,” said Bill, and one that gives students choice and voice in learning. Students can dip their toes in with the primary class, then choose to go deeper in advanced courses. The deeper they go, the more opportunities they have. Middle schoolers first learn on X-Plane 11 flight simulators, earn their FAA TRUST certification to fly drones, and, by the advanced class, pilot a real plane alongside Cornerstone Aviation instructors. Rowland Hall is also the only school in the state that takes field trips to Collins Aerospace, where students learn from software and design engineers.

Whether or not a student dreams of working in the industry, it’s no surprise why these classes have stayed popular year after year: they provide fun, hands-on ways to learn the science and mathematical principles that make flying possible. As a former math teacher, Bill believes practical applications of material are the best ways to help students understand concepts—as well as inspire more meaningful learning.

It’s no surprise why these classes have stayed popular year after year: they provide fun, hands-on ways to learn the science and mathematical principles that make flying possible.

“It’s tactile,” he said of why this approach works. “You can touch, and see a reaction, versus someone telling you about it.”

And aviation offers a bounty of tactile learning experiences that help students grasp concepts—like engineering a foam board glider to protect a raw-egg passenger or conducting fluid and pressure experiments to understand Bernoulli's principle. It’s no wonder so many middle schoolers get hooked.

“I remember learning about Bernoulli's principle and the four forces of flight—lift, weight, thrust, and drag—and being mesmerized on how these principles can keep thousands of pounds of metal in the air and flying,” said eighth grader Zoe H. And, added Ike, these lessons help make connections across subjects. Like Zoe, he called out Bernoulli's principle, noting that the knowledge he built in aviation prepared him to revisit the topic when his science class was studying physics. It also goes the other way, said Ike, like when he used the skills he sharpened in math to accomplish flight tasks such as figuring out an aircraft’s weight balance.

Two Rowland Hall middle schoolers build a mini airplane in aviation class. — Bill also works to show his female students that they belong in the male-dominated aviation industry. Classes work with female engineers and flight instructors, and Bill invites Delta Captain Christina Crutchfield to speak to classes.

Aviation benefits aren’t limited to STEM, though. These classes also build skills in areas including critical thinking, collaboration, working under pressure, and public speaking.

“Taking aviation helped me overcome my discomfort with speaking publicly. We do this whole unit on communication and how to use your voice,” said Ike. He also appreciates the life skills nurtured in class, like when Bill taught students the difference between a professional and a “dead fish” handshake.

“Most of the time it’s not like he’s teaching us how to fly. He's teaching us how to live our lives,” said Ike.

Hearing about experiences like this, it’s easy to understand why Bill has continued to share his love of aviation in the classroom rather than make a move to the commercial airline industry (his initial plan after retiring from the Navy). He said he’s grateful to be at a school where he has the time and flexibility to tailor lessons to bring out the best in his students—and, often, watch them blossom with confidence as they tackle tasks not often associated with the middle school experience. “That’s probably the most rewarding,” he said. “That’s why I’m not flying for an airline.”

My confidence has grown so much, in ways that I never would have expected it to.—Zoe H., class of 2029

Zoe can certainly attest to this. As she wraps up her Middle School aviation classes (she plans to take more as an upper schooler), she reflected on just a few of the aviation tasks she can now do with confidence: run preflight checklists, communicate with tower and ground crews, read runway signs and markings, and stay nimble while in flight.

“My confidence has grown so much, in ways that I never would have expected it to,” she said. “What I have learned about myself is that I can do the unexpected, even if it seems impossible at first.”

It’s an experience Zoe can’t wait for others to have.

“For students considering the class but nervous to take it, just do it, because you can do the unexpected, even if it feels impossible,” she said. “Trust me, you will have so much fun and learn so much.”

Rowland Hall middle schoolers prepare to take flight from Salt Lake International Airport. — Rowland Hall middle schoolers attend a preflight lab at Cornerstone Aviation in April 2025.

Rowland Hall debaters at the 2025 state speech and debate tournament.

Rowland Hall Debate: A Season of Growth, Grit, and Global Impact

Rowland Hall Debate made a lasting impact in the 2024–2025 season, building on a legacy of commitment, camaraderie, and achievement that goes far beyond trophies.

This is the year the team went global, heading to Taiwan to compete in their first international tournament and serving as ambassadors for the fast-growing event overseas. Stateside, the team remained just as impressive, competing in 20 tournaments across six states and appearing in 383 rounds across eight different events. They also gave more than 1,500 speeches on 12 different topics.

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“We were really nimble and adaptive,” said Coach Mike Shackleford. “We embraced new experiences, new events, and new partnerships. This was one of our best years yet.”

We were really nimble and adaptive. We embraced new experiences, new events, and new partnerships. This was one of our best years yet.—Mike Shackelford, debate coach

Teamwork is so important in debate. Even though each team member competes as an individual or as part of a two-person unit, the team's backing is essential in everything they do. This year, the team was especially strong, with 40 members spanning all four Upper School grades and covering a variety of debate and speech events.

“This year, it felt particularly like we were all connected, and we were all working as one unit,” said 10th grader Emery Lieberman. “We helped each other in making files, in practice debates, and just supporting each other and working together. It felt very collaborative.”

That spirit of collaboration is likely why almost every debater on the team said their favorite tournament of the year (besides Taiwan) was at Arizona State University. This tournament had the highest number of team members competing, and the time spent together meant a lot to everyone.

“It's super fun to travel with everybody,” said ninth grader Gregory House. “It was good to get to know my classmates more. A lot of these are people I just wouldn't talk to otherwise, and it’s fun to get to know them through debate.”

The tournaments weren’t just about spending time with other Rowland Hall students. Debate is a thriving national community, and one spreading internationally. At every tournament, our students made connections and learned techniques from opponents from more than 150 schools and 25 countries.

“One of the best parts of debate for me was getting to connect with the community,” said senior Eli Hatton. “It’s a tight-knit, amazing group of people. So, it’s always really nice to get to see everybody.”

Eli and his partner, senior Aiden Gandhi, were among the teams competing this May at the Tournament of Champions (TOC) in Kentucky. It was a nice end to their high school partnership, and a goal the pair had pursued since they began the activity. They didn’t win the tournament, but the experience is one they will never forget.

“One of my good friends from my very first summer debate camp won the Tournament of Champions, so it was fun to see her do that,” said Eli. “It was great to be there and celebrate our careers together.”

To qualify for the TOC, teams have to earn at least two “legs” by winning or reaching a certain level in qualifying tournaments. Eli and Aiden gained one of their legs when they won the extremely competitive tournament at the Meadows School in Las Vegas, besting some of the top teams in the country. The last time a team from Rowland Hall won the top spot at Meadows was in 2016.

“This is one of the tournaments where every school puts a lot more emphasis on their prep,” said Mike. “Teams bring their A game. They save their best cases and best arguments for the Meadows and strategize their approaches. So, getting there once in a decade is awesome.”

Rowland Hall Debate won the 2025 3A regional championship. — Rowland Hall Debate took first place at the 2025 3A regional competition—the team's fifth-straight region title.

The team turned in another impressive performance at this year’s 3A state tournament, taking second place. While the team as a whole didn’t finish in the top spot, there were several bright spots for individuals and teams in their respective events.

Rowland Hall took all four top sports in Policy debate, with 10th graders Izzy Utgaard and Chloe Vezina winning first place.
Junior Baker Campsen took second in Lincoln-Douglas debate.
Juniors Harrison Lasater and Sawyer Orgain took second in Public Forum debate.
Ninth grader Reid Venkatsan took second place in Extemporaneous Speaking.
Ninth grader Ada Tyser was a finalist in Impromptu Speaking.

“I was in a room with a whole bunch of juniors and seniors who had done this for a while,” said Ada. “I thought, ‘I guess this is happening,’ and tried to do my best.”

This year, it felt particularly like we were all connected, and we were all like working as one unit.—Emery Lieberman, class of 2027

Every win racked up by the team was cheered on by Coach Shackelford. But it wasn’t just about the wins; it was also about the losses and the learning opportunities. In each moment, Mike was there to help shepherd his team through, making them stronger and not just better as debaters, but as people.

“Mike works harder than anyone. He's just such a good teacher and so good at meeting students where they are,” said Gregory. “He makes everything so much easier.”

The season may be over, but the team isn’t slowing down. Many members will attend debate camps this summer to sharpen their skills and prepare for an even stronger year ahead. Mike has no doubt they’ll reach—and exceed—their goals.

“We're going to have an even better year, with dynamic partnerships and more teams in contention for the TOC. Our practice rounds should be better, and our collective preparation should be even better,” Mike said. “It's great seeing kids come into their own, and I'm fortunate to teach them and coach them.”

Rowland Hall senior Spencer Brady presents his research project on spacial optimization.

Upper School Adds AR Computational and Mathematical Sciences to Advanced Research Offerings

Student-Led Research Defines a New Era in Rowland Hall Computer Science

When Rowland Hall introduced Advanced Research Computational and Mathematical Sciences in 2024, it marked a milestone: for the first time, students could pursue self-directed, college-level research in computer science. In the class’s inaugural year, students looked into how technology can help solve real-world questions in a variety of areas—including cybersecurity, emergency response services, and health care—and published work with the potential to influence industry and academia.

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The milestone was a decade in the making. While Rowland Hall has offered computer science classes for more than 40 years, the program we recognize today really kicked off in 2014—the year the Upper School began offering Exploring Computer Science. Class options only grew from there. Initially spurred by the school’s 2014 Strategic Plan, which set a goal to provide the Intermountain West’s most outstanding math and science program, the Upper School grew its computer science offerings over the next 10 years, adding classes in robotics and programming, as well as two Advanced Placement courses. And students can't get enough. Today, the most passionate can exhaust the division’s offerings by the end of their junior year—and they still want more.

Ben Smith ’89, chair of the Computer Science and Innovation Department, is constantly on the lookout for ways to expand his department's offerings, and he was aware his advanced students were ready for a new challenge. So when the Upper School rolled out Advanced Research in 2023 to provide more avenues for student-designed projects and original research, Ben knew adding a computer science option to the lineup would be a success.

“It’s a testament to the maturity of the computer science department, which was an infant 10 years ago,” said Ben. In one short decade—thanks to Rowland Hall's ongoing investments not only in the Upper School, but also in the lower and middle schools—the program has gotten to the point where students are prepared to design their own areas of study and conduct college-level research as juniors and seniors.

In its first year, seven seniors jumped at the opportunity to take AR Computational and Mathematical Sciences. Like those in AR Humanities, students choose their individual fields of interest. They also identify at least one professional in their field who will act as subject matter expert and mentor, with Ben further assisting with project management and the research process. This year’s students focused their research on a variety of topics:

Spencer Brady explored using Grover’s algorithm for efficient quantum space optimization.
A. Cichos used field-programmable gate arrays, or FPGAs, and 8-bit computer design to explore instruction set architecture.
Aiden Gandhi explored U-Net vertebrae segmentation for spinal cord stimulation.
Frances Hodson looked into drone-based 3D modeling for smarter surveying.
Jack Revoy examined the supply chain dangers of open-source software and cyberattack prevention.
Evan Weinstein explored drone pathfinding algorithms for emergency response.
Teo Welton conducted a comparison of CNN and tree-based algorithms on MNIST and Tiny ImageNet datasets.

The projects aren’t only impressive—they’re making a real impact in students’ chosen fields. One local team benefiting from this collaboration is the University of Utah NERVES Lab, which works to improve quality of life for people with neurological impairments. Class member Aiden Gandhi, who’s interested in artificial intelligence’s role in health care, interned at the lab and used his AR project to contribute to their work. “I knew I wanted to do some research in this area, and my interests and what they need aligned,” he said.

Aiden was able to jump into an early project around spinal cord stimulation, a process in which doctors implant electrodes into a patient’s spine to improve their quality of life. Because this process is imprecise, the team is interested in how AI can improve it. Leaning on his computer science background, Aiden programmed U-Net architecture to build maps of patient spines from X-rays, which will help doctors better determine the ideal spots to place electrodes. He found the experience incredibly rewarding and is thrilled his research will help further the NERVES Lab’s goal to improve lives.

Helping people worldwide has always been what’s appealing to me.—Aiden Gandhi, class of 2025

“Helping people worldwide has always been what’s appealing to me,” said Aiden. “This has been much more challenging than other projects, but much more rewarding because the impact is clear.”

Classmate Spencer Brady also helped further knowledge in his chosen field: quantum computing. Spencer said he’s fascinated by this young area of computing, which uses quantum mechanics to more quickly solve complex calculations, including those a classical computer can’t handle. (For comparison, classical computers—the ones we use daily—use bits, or 0s and 1s, to solve calculations, while quantum computers use qubits, which use quantum mechanics to be both 0 and 1 simultaneously.)

Spencer decided to look into how quantum computing can be used for spatial optimization—the best way to arrange items within a space, such as efficiently packing a box or a container ship. While classical algorithms exist, he explained, actually finding the optimal configuration involves a level of testing that very quickly becomes too complex. Using Grover's algorithm, a classical quantum search algorithm, as a foundation, Spencer experimented with using a quantum computing program for spatial optimization, defining the problem so the quantum computer could understand it, and consequently solve it. And while his project didn’t end with a perfect answer or solution, Spencer feels it’s helped move forward our understanding of this emerging technology.

“Quantum computing is such a new field; you have to try it on every program to see if it’s better,” he said. This contributes to collective knowledge around possible solutions to complex problems, and may also serve as a jumping-off point for other researchers.

“At some point you just have to put research out in the world. You learned stuff, you found stuff, you maybe put another stepping stone out there for future researchers,” said Spencer. “Maybe someday it will help somebody. Maybe somebody will see my work and think, ‘We can do this even better.’”

Rowland Hall's first AR Computational and Mathematical Sciences class, 2025. — From left: Jack Revoy, Evan Weinstein, Spencer Brady, Frances Hodson, Teo Welton, and A. Cichos. Not pictured: Aiden Gandhi.

It’s a perspective that Ben wants his AR students to take away from the class: that they can contribute to a body of knowledge, even if their projects don’t feel “done.”

“Research is inherently never done, by definition,” he said, and he wants students to get comfortable with that fact. “You are contributing, to the best of your ability, to the knowledge that already exists. If you’re lucky, you might push the ball farther than someone else.”

Like in any other AR class, students are required to share their work publicly. In addition to giving presentations this spring, many class members are ending the year writing papers they’ll send to science journals for consideration. “I didn’t realize how valuable that experience would be, putting your ideas on paper, explaining to others the culmination of your scientific research,” said Aiden.

Rowland Hall is pushing toward students doing things that actually matter to the world—not writing essays just to write essays, but to publish and advance science. AR classes enable you to do that.—Spencer Brady, class of 2025

It’s an opportunity these young researchers hope their peers try—especially because these valuable experiences can’t be found at every school. When asked why he’d recommend AR classes, Spencer recalled this fall’s State of the School address, where Head of School Mick Gee highlighted the growth of exciting research opportunities.

“Mick talked about how Rowland Hall is pushing toward students doing things that actually matter to the world—not writing essays just to write essays, but to publish and advance science,” he said. “AR classes enable you to do that. That’s an opportunity everybody should take advantage of. Not many high schoolers get to do that.”

Ben agrees, and he’s using his experience creating and teaching AR Computational and Mathematical Sciences to imagine future courses—with an eye on equity.

“I’m now thinking about how this can be broadened. How do we give more students, not just our top students, this type of opportunity?” he said. A longtime proponent of breaking down barriers in computer science, Ben believes this begins by taking STEM off a pedestal.

“Most people’s knee-jerk reaction to computer science is, ‘I could never understand that,’ but in fact these students have delved into areas that on the surface look really complicated, but are accessible for everyone,” he said. “Anybody who has the fortitude, really, can engage with these topics and learn.” And his role, he added, is to help even more students understand this so they’re empowered to do great things.

Special thanks to the professionals who mentored this year’s AR Computational and Mathematical Sciences students:

Spencer Brady was mentored by Adam Crenshaw (L3Harris) and Dr. Nathan McLaughlin (PsiQuantum).
A. Cichos was mentored by Dr. David Hovemeyer (Johns Hopkins University), Jakub Oleksy (GitHub), and Caelum van Ispelen ’23 (computer science student at the University of Utah and Rowland Hall Middle School MathCounts coach).
Aiden Gandhi was mentored by Ashley N. Dalrymple, PhD, Chimdi Ihediwa, and Kyle Valestrino (all at the University of Utah NERVES Lab).
Frances Hodson was mentored by Anson Fogel (Locus Studio), Mina Golazad (construction engineering student at the University of Utah), and Bill Tatomer (Rowland Hall).
Jack Revoy was mentored by Adam Crenshaw (L3Harris) and Noah Masur (Take-Two Interactive Software).
Evan Weinstein was mentored by Charles Dawson (Massachusetts Department of Energy Resources), Anson Fogel (Locus Studio), Mary-Lou Smulders (Dedrone), and Tascha Knowlton (Rowland Hall).
Teo Welton was mentored by Maiko Sell and Yi Jin (both at Rio Tinto).

Rowland Hall senior Frances Hodson presents original research at the Impact Summit, April 2025.

Innovation Meets Action at Rowland Hall’s Center for Community Impact

A school can only truly thrive when it’s changing and growing to meet learners where they are.

Rowland Hall is thriving.

This year, the school held its first-ever Impact Summit on the themes of innovation and social impact. The afternoon event brought together students, faculty, staff, alumni, and partners from the community to look at how the world is changing—and how they can change it for the better.

“Our students are preparing to tackle the world’s toughest problems,” said Director of Community Engagement and Impact Ryan Hoglund. “It was about taking a moment to realize what can be done when we center student voices and collaborate with the community to learn together.”

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The summit started with a panel of keynote speakers made up of established innovators from the Rowland Hall community. They covered a wide range of topics, from biotechnology to diversifying finance to the future of the Great Salt Lake. And they also gave students advice on how to succeed in their endeavors, even when success doesn’t seem possible.

“Owning your failure—there is a real power in that. Give yourself that room and that compassion to fail and try again,” said Caroline Gleich ’03, a former candidate for the US Senate. “Remember, when people tell us our dreams are impossible or too big, we say, ‘Watch us.’”

The keynote speakers were followed by breakout sessions led by Upper School students presenting projects and research they had worked on for the past year. Again, the projects presented spanned a number of fields, from the possibilities of upcycling tires to create road pavers, quantum computing, and fungi research, to the reality of engaging in AR Debate and attending conferences on inclusion.

Twelfth-grader Frances Hodson presented on using drones to create 3D models of potential building sites. It was a project she had worked on in her AR Computational and Mathematical Sciences class with teacher Ben Smith, and she received help from engineer, architect, and Rowland Hall parent Anson Fogel.

“This was a really exciting opportunity,” she said. “And having everyone show up, like a completely full room, was really empowering, and it helps me believe in myself, my project, and this program.”

Rowland Hall upper schoolers gather for an Impact Summit panel, April 2025. — Upper School students listen to panelists at the school's first Impact Summit.

The Impact Summit was put on by Rowland Hall’s newly formed Center for Community Impact. The core mission of the center is rooted in the school’s primary objective: developing people the world needs. It also exists to further one of the school’s strategic priorities: being an indispensable partner to the larger community.

“Rowland Hall has long been a private school with a public purpose,” Ryan said. “We do not want to be insular and removed from those around us, but instead be a valued partner in co-creating solutions for other schools, nonprofits, businesses, and others in the community.”

Rowland Hall has long been a private school with a public purpose. We do not want to be insular and removed from those around us, but instead be a valued partner in co-creating solutions for other schools, nonprofits, businesses, and others in the community.—Ryan Hoglund, director of community engagement and impact

The center has already launched several programs, including a series of breakfast meetings for community partners, a mentorship program aimed at bringing in experts from the community to work with students, and placing students in nearby schools to tutor younger children in subjects like reading and math. This summer, the center will launch its most ambitious program: Horizons at Rowland Hall. This six-week summer camp will bring students from two Title I schools in Salt Lake City to the McCarthey Campus for instruction in math, reading, swimming, and other skills. The program is the first Utah affiliate of the Horizons National program, which is aimed at reducing summer learning loss and advancing equitable educational opportunities.

“What really excites me about this camp is that Rowland Hall teachers and teachers from Salt Lake City schools will be working together,” said Program Coordinator Kiara Rivera. “It’s an opportunity to exchange best practices and support these young learners.”

Rowland Hall isn’t only looking at bringing the larger community in, but also putting representatives from Rowland Hall, especially students, out in the community. This work already exists with the current internship program, a robust experiential learning program led by Dr. Laura Johnson. The center is helping to identify more opportunities like these by building trust with community partners.

“There are very few high schools in the country that are doing this,” said Head of School Mick Gee. “We are creating changemakers by letting them work with those in this community already making changes.”

Students are being encouraged to find mentors and opportunities in fields that interest them. The real world is a lab for the curriculum being taught in the classroom. And the opportunities are endless.

“We’ve got a small group of students participating in events we are hosting. They’re learning about the civic process and how they can engage productively on issues like this,” said Jake Dreyfous ’18, managing director of Grow the Flow. “It’s incredible to provide students at such a young age opportunities to pursue their passions and interests in a really unstructured way that allows them the freedom to do what they want to and succeed.”

Letting the students choose where to focus their efforts, and work on projects important to them, furthers another strategic goal of the school: increasing student voice and choice in their educational journeys. Giving them that sense of ownership creates a deeper learning experience and makes it so they are more likely to continue their work.

“As we develop relationships with community partners, we hope to find opportunities that will interest every student and let them develop new skills and capacities in themselves,” said Ryan. “Luckily, Salt Lake and Park City are such rapidly growing places with diverse interests that I don’t think that will be a problem.”

As the Intermountain West grows, Rowland Hall is growing with it. As an educational institution committed to evolving to best serve students and the community, we’re finding opportunities not only for learning, but for leading and generating changes.

“Rowland Hall is leading the charge into this new, different world,” said Impact Summit keynote speaker and Board of Trustees member Zach Smith. “They are going to change the world. I am a big believer in future generations. They are going to make the world much better than we are today.”

Rowland Hall senior Claire Hersh leads a small learning group for her elementary education independent project.

Upper School Independent Projects Expand Authentic Learning Opportunities

Every time senior Claire Hersh enters Susanna Mellor’s classroom, the first-grade teacher thinks of the sitcom Cheers.

“The kids always call out, ‘Claaaaaaire,’” she laughs, in a way that reminds her of how the character Norm was greeted when he entered a scene on the television program. “They’re always excited to see her and to show her things.”

And this year, Susanna’s first graders have had a lot of chances to greet and interact with Claire, who joins their class several times each week as part of her independent project on elementary education.

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“Since I was little, I’ve known I wanted to be a teacher,” said Claire, and she’s taken every opportunity she can to prepare for this career: she’s an expert babysitter, has worked as a summer camp counselor, and has a part-time job at an after-school program.

But one of Claire’s goals—to intern in a real classroom—felt out of reach. After all, elementary schools are often on break during the summer, the time when most high school internships take place. So you can imagine Claire’s delight when English teacher Dr. Laura Johnson, who also manages the internship program, proposed that Claire instead take on an independent project, an option the Upper School offers to interested juniors and seniors in good academic standing.

Upper School Assistant Principal Stacia McFadden, who approves and oversees independent projects, said the division has offered an informal version of this kind of experience for years, often used to resolve class scheduling conflicts. But as the Upper School has worked to create even more authentic learning opportunities for students who want to follow their interests and build real-world skills, the team has started featuring independent projects more prominently as an option for deep learning, fitting naturally alongside opportunities like internships and Advanced Research classes.

“We want to make sure students don’t just leave here with book knowledge, but also with experiential knowledge—and perhaps find their passion while in high school,” said Stacia. “Allowing students to follow their passions leads to more engaged learning, which helps them succeed.”

And the division has found that students who take on independent projects tend to feel empowered by the experience. Each student-led project, which earns credit toward graduation requirements, includes a proposal, regular check-ins with an advisor, and possibly a presentation at an end-of-year showcase, all of which require full engagement with their subject. Fueled by their own interests or passions, students build confidence as they exercise their agency and find purpose in their chosen work.

It's a very unique opportunity, and I'm very grateful for it. It's something I would not be able to achieve, really, if I went anywhere else for school.—Claire Hersh, class of 2025

The benefits that come from these opportunities are as varied as the projects themselves. For Claire, who’s dreamed of teaching since she was four years old, an independent project has allowed her to try on her dream career, solidifying her confidence in that path.

“I’m actually teaching,” said Claire, who’s led both small- and full-group lessons that have helped her get a feel for the job—a rare opportunity for a high school student, and one that most student teachers only have in their last year of college. And it goes beyond benefiting her today: Claire will continue to tap into the knowledge she’s building as she begins her undergraduate work this fall.

“Claire’s going to be able to connect these experiences with her studies,” said Susanna, who views Claire’s independent project journey as a perfect example of the natural learning cycle that builds meaningful, lasting knowledge. “She can use these concrete experiences to hook theoretical ideas back to. I would have loved to engage in something like this prior to studying educational theory, approaches, and history.”

“It’s a very unique opportunity, and I’m very grateful for it,” added Claire. “It’s something I would not be able to achieve, really, if I went anywhere else for school.”

Rowland Hall senior Claire Hersh reads a book to a first-grade class. — Claire hopes her project is the first of many for aspiring teachers and that being on one campus will add benefits.

Junior Catherine Seagrave has a similar perspective, knowing her independent project experience could have only happened at Rowland Hall. Like Claire, Catherine found her passion early in life: a love of all things French, nourished by Fancy Nancy, fashion, and her father’s fondness for romance languages. She planned to take a year of French IV as a junior, but at the start of the year, she spotted a second-semester conflict: the Ornithology class she was interested in was the same period as French. Around the same time, French teacher Effy Bentley, whom students call Madame, approached Catherine about an exciting opportunity: the chance to work as a server in Effy’s friend’s bakery, located in a coastal city in northern France, for the upcoming summer—a dream come true for the young Francophile.

I’m grateful I have access to so many teachers who are invested in their students.—Catherine Seagrave, class of 2026

The duo saw a chance to turn the scheduling conflict into a transformative learning experience that would prepare Catherine to live and work in France for eight weeks this summer. After starting in French IV in the fall, Catherine switched to an independent project for the second semester. Building on her first-semester studies, she created a plan that would further the skills she’ll need for her time in France, like a solid knowledge of travel, home, and time vocabulary, opportunities for oral practice, and even creating a French resume. It’s been a purposeful way to deeply engage with her language studies and build her confidence, and Catherine is thankful to be at a school where her passion was recognized and supported in such an unexpected way.

“It’s been so meaningful. It makes me feel very valued as a community member,” she said. “I’m grateful I have access to so many teachers who are invested in their students. I feel personally recognized by my teachers, specifically Madame.”

She’s also grateful that the experience has helped her better understand herself as a learner.

“I like to work independently, so being able to plan my own coursework and learn things on my own, and sometimes work with Madame, is something that I really enjoy doing,” said Catherine.

This ability to take a new kind of ownership of learning has been a game-changer for many of the students conducting independent projects. Senior Ashlyn Lieberman, for one, has enjoyed the chance to determine how and when she wants to take on her studies in wilderness first aid, a subject she felt would be a wise use of her time as someone who spends a lot of time outdoors. With a busy senior-year workload, including four AP classes, it’s been refreshing for Ashlyn to have a project where she’s fully in charge of setting tasks and managing deadlines.

“It’s allowed me to take my time and learn the material I’m interested in,” she said. And it’s let her apply the skills she’s been building at Rowland Hall in new, low-pressure ways that are good practice for college.

“It gave me freedom that I really haven’t had before,” said Ashlyn. “I have a new sense of when things need to get done, and how I can do them to meet my internal standards.” It’s even, she shared, proving to be a smart move as she applies for summer jobs like river guiding, because it shows initiative to employers.

Rowland Hall student Ashlyn Lierberman hiking. — Ashlyn's project helped her better understand herself as a learner, and she hopes others have similar experiences.

Ashlyn said she’s hopeful more students who enjoy a bit of independence in learning will consider this kind of option. “The type of student who will do well with this doesn’t have to have the best grades of all time or be the most academic,” she said. But if you crave a chance to be more self-reliant and you’re willing to try out a path that may help lead to success, it can be a wonderful way to uncover your personal strengths and build your self-confidence.

And whether a student chooses a project on education, or French, or physics, or finance, the many benefits, and memories, that stem from this type of authentic learning opportunity stay with them long after the work is complete. For Claire, those memories are numerous, though there’s one that rises above all others. When she walked into the first-grade classroom on her 18th birthday, she was greeted by the students as usual, though this time with cries of “Happy birthday!” mixed in. The class then presented Claire with a stack of handmade cards, each of which shared something special: an “I love you” message, a hand-drawn picture of Claire as a cat. As she read through the cards, Claire teared up.

“They reflected the lessons I taught them about punctuation, the impact that our conversations and relationships have had on them,” said Claire. Each was a representation of a child she’s gotten to know, whose life she’s brought joy into, and each is a reminder of the passion that led her to take on this opportunity. She plans to bring the cards to college, where they’ll continue to inspire her as she takes the next step on her journey to bring her teaching dream to life.

“Those will always be treasures to me,” she said.

Arts

‘Immanent Flux’ Dance Concert Is All About the Rituals and Traditions That Connect Us

Every year, the Rowland Hall community gathers for the middle and upper school winter dance concert, an engaging event that showcases our dancers’ talent and creativity.

This annual dance concert is one of many traditions and rituals that connects the Rowland Hall community, making it an apt platform to explore this year’s theme, Immanent Flux, an exploration of the habits, rituals, and customs that help humans make meaning of our lives during times of change.

The theme was chosen during the dancers’ summer workshop, as students reflected on changes in their own community—particularly those that will occur when their divisions move to the Steiner Campus later this year.

“Students wanted to better understand what it meant to identify the parts of our daily life that leave a lasting texture on our memory, from the mundane to the supernatural,” said dance teacher Sophia Cutrubus ’18.

Listen to dancers talk about this year’s concert.

We invite you to join us as we explore rituals and traditions in Immanent Flux, the last winter dance concert on the Lincoln Street Campus. Performances will be held at 7 pm on Friday, February 6, and Saturday, February 7, in the Larimer Center for the Performing Arts. Tickets are not required for entry, but a donation of $10 per attendee is suggested.

Rowland Hall ceramics teacher Molly Lewis is retiring after 30 years at the school.

From Microscopes to Kilns: Celebrating Molly Lewis

Some people consider teaching an art; others say it’s a science. For Molly Lewis, it has quite literally been both.

During her 30-year career at Rowland Hall, Molly not only taught science foundations as a sixth-grade teacher in the Middle School, but also ceramics in the Upper School. While the two subjects may seem to have little to do with each other, she approached them with the same mindset.

“A good science class was one where I set the kids up and let them go, where I had them be hands-on and engaged,” Molly said. “And that’s exactly the same as a good art or pottery class.”

She made it okay not to do my best the first time around and showed me that trial and error is okay.—Abby Downs, class of 2025

In all her years at the school, Molly’s intention has been to let the students lead, and for her to facilitate their learning as needed. Students came to think of her not only as a teacher, but also as a friend. “On the sixth-grade team, she was the only one who went by their first name,” said former colleague Mary Lawlor. “Over the course of the year, the kids would eventually shift over to Molly, where the rest of us, they just kept us right there in our last name.”

By building those types of relationships with students, Molly created a safe space for them to explore, fail, and try again. It didn’t matter if it was a bad grade on a science test or a bowl that just didn’t quite turn out, she was there to support them to give it another go and correct previous mistakes. Senior Abby Downs had Molly not only for science in sixth grade, but for ceramics in the Upper School.

“I wanted to make a vase, and every time Molly would say, ‘Try it out, if it doesn’t work I can help you fix it or you can try again,’” Abby said. “She made it okay not to do my best the first time around and showed me that trial and error is okay.”

Molly Lewis teaches an engaging middle school science lesson.

While Molly fostered an environment where students could learn from failure, she was also always ready to cheer their accomplishments. In her ceramics class, she encouraged each student to write a reflection every time they finished a project. And at the end of the semester, they each made a bowl to use at an ice cream party.

“She always loves celebrating student work,” said senior Evan Weinstein. “It’s really important to her that we just have fun and enjoy a frozen dessert out of something that we made.”

Creation was always at the heart of Molly’s teaching style.

Creation was always at the heart of Molly’s teaching style. Even before she transitioned to teaching art full time, she was interspersing projects into her curriculum. Students learning about animal adaptations had to create a model of their animal and its habitat to go along with their written work.

“She was always trying to figure out how to get the kids to create something artistically with her science curriculum,” said former colleague Mary Jo Marker. “She wanted things to be hands-on and interactive to help the students connect with the lessons.”

Molly was passionate about introducing students to the arts beyond the classroom as well. She was a proponent of the Artist in Residence program in the Middle School, which brought in working artists once a year to help the kids with projects like colorful styrofoam fish or pottery monsters.

“The kids' brains are in a different space when they're doing art,” said Molly. “They're just chill, they're relaxed, they're creative, they're talking, but they're working all this stuff.”

Art was just one of the tools Molly used to get kids to engage with the curriculum. She also worked to make the subject matter relevant to them by showing them how it directly impacted their lives. When studying environmental science, she had students track air quality around the school using a purple air sensor. They then looked at ways to improve the problem and called on lawmakers to address the issue.

“The kids were really engaged. It was relevant to their lives, and they gobbled it up,” Molly said. “I think it's wonderful if I can build on kids' strengths and let them tackle the project.”

That willingness to let students be so hands-on let them experience science on a deeper level, and made many of them more curious about the subject. It created a lot of future scientists. “She started my love of science in middle school,” said Abby. “I’m going into STEM in college, but coming into middle school, I hated science.”

Teacher Molly Lewis has been beloved by generations of students.

While Molly let the students take the lead, she was always there to guide them and get them back on track. She also did that for her colleagues, who viewed Molly as someone willing to go with the flow, unless she saw the flow needed a bit of help. She wasn’t afraid to speak her mind when she felt something needed to be said, and was never afraid to roll up her sleeves and get her hands dirty.

“We had terrible weather one year on our sixth-grade camping trip. All of our tents had been blown helter-skelter, and everything was wet,” Mary Jo said. “Molly was nonplussed. She was very matter-of-fact, telling the kids to shake their tents out and get everything cleaned up. She was a calm anchor.”

This has been 30 really wonderful years working here. I can't imagine a better place to be a teacher.—Molly Lewis

Molly is weighing anchor from Rowland Hall and is ready to go see the world. She’s planning to travel to Italy and New Zealand, and see where else the wind takes her. But she will always remember her time at Rowland Hall.

“This has been 30 really wonderful years working here,” she said. “I can't imagine a better place to be a teacher.”

Molly’s ability to blend the precision of science with the creativity of art defined her unique teaching style for three decades. Her retirement shouldn’t be viewed as the end of an era, but a celebration of the countless ways she inspired students to take risks and trust in their potential.

“We are so lucky to have had Molly at this school for so long. Whether it was experiments in science or throwing clay in ceramics, she gave kids the confidence to make mistakes and believe in their abilities,” said Middle School Principal Pam Smith. “She is a rare combination of teaching talents and will be missed.”

Rowland Hall fourth graders, joined by their teachers and composer Robert Stephenson.

Fourth Graders Collaborate with Former Utah Symphony Oboist on Great Salt Lake Song

It’s not every day you get to be among a first group of performers who premiere a song, but that’s exactly what happened to this year’s fourth graders.

That song, The Great Salt Lake by local composer, and former principal oboist of the Utah Symphony, Robert Stephenson, was recently shared for the first time with the Rowland Hall community on Thursday, February 27. On that lovely late winter day, families, faculty, staff, and even two classes of beginning schoolers gathered in St. Margaret’s Chapel on the McCarthey Campus. As the afternoon light gently streamed through the stained glass windows, the accompanist began to play and the students’ voices joined together.

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“Once covered by Lake Bonneville, above the waves eleven rise,” they began. “The islands of the Great Salt Lake reaching for the skies.”

As they sang through each movement, the students led the audience on a tour of the famous lake: its islands and the many creatures that call them home, its essential role in bird migration, its conservation needs. It was an honor for those gathered to witness the piece’s first public performance, as well as to learn how this opportunity came to be.

It all started with a trip to the Great Salt Lake.

Any time we can get them out in the field, it’s huge.—Haas Pectol, fourth-grade teacher

Each September, Rowland Hall’s fourth graders, joined by 10th-grade learning buddies, travel to the Great Salt Lake for a field study of the lake’s ecosystem, history, and impact. This trip, one of many the grade takes during the year as they study Utah’s past and present, is designed to engage students’ senses as they connect their in-class learning to a local landmark.

“Any time we can get them out in the field, it’s huge,” said fourth-grade teacher Haas Pectol, as these experiential learning opportunities invite students to engage their senses, which helps them more easily grasp concepts, make connections, and care about the subject at hand.

At the lake, teachers encouraged sense engagement by having students make scientific observations through the I see, I think, I wonder lens. As they named what they saw, the students began to notice more in the environment around them. They noted their observations as they walked. We wonder, they wrote, why so many dead brine shrimp are floating around … why the sand has waves … how dead fish got out so far … why it smells so bad.

“I looked at it with a new perspective because we were learning about it while we were there,” remembered fourth grader Jojo T.

Rowland Hall fourth graders conduct a field study at the Great Salt Lake in September 2024. — Fourth graders engage their senses as they explore the Great Salt Lake during their September field study of the area.

Ryan Hoglund, director of community engagement and impact, said sensory learning approaches like I see, I think, I wonder are powerful when it comes to building lifelong learners and critical thinkers because they don’t allow learning to be siloed. As scientific observers at the lake that day, students sparked their own curiosity and wonder as they asked questions and made connections across their knowledge and interests.

“Wonder is a cue,” he said. “There’s a wow there, but you also know you need to go beyond yourself to learn more—do some research, talk to an expert, hear stories.”

These experiences can also help shape people who are empowered to find solutions to the world’s hardest problems by connecting them to a place, person, group, or cause. At the Great Salt Lake, students began to understand that they, too, can advocate for the lake they hear so much about.

“They care more and take more ownership because we’re creating a really meaningful, memorable experience and instilling that this is an awesome place,” said Haas.

So when McCarthey Campus music teacher Susan Swidnicki approached Haas about a multidisciplinary opportunity to link the students’ scientific observations from the lake to an artistic experience that would further their role as its advocates, Haas was excited to help out. Susan explained that her friend Robert Stephenson, who goes by Bob, was writing songs for the school’s children’s choruses. They wanted to include a piece about the Great Salt Lake and hoped fourth graders could contribute to its creation by sharing with the composer what about the lake most inspires them.

Did you know that collaborating with Bob Stephenson wasn’t the only way fourth graders built on their Great Salt Lake field study? The students and their 10th-grade buddies also created brochures for the lake’s 2024 intercoastal cleanup event. And the teachers shared their expertise with FRIENDS of Great Salt Lake, which creates fourth-grade curriculum for Utah schools. Their advice? Build in opportunities to engage students’ senses so they feel more connected to their lake studies.

The teachers decided to use picturing writing, a sensory engagement project in which students create a piece of art, then describe elements of that art through poem or prose. Susan led the students through the artistic process, providing photographs of the lake to inspire the class as they created crayon and watercolor paintings. Next, Haas led them through a descriptive writing exercise where they interpreted their paintings through vivid descriptive language. Thanks to their field study, they were well prepared.

“They drew on their own senses,” said Haas. “They’ve been there, saw it, smelled it.”

When the class was done, they had a gallery showcasing a range of subjects, from the lake itself to the landscape that surrounds it. Salty banks. Invasive phragmites grass encroaching on nesting areas. Mountains. Bird nests. The lake’s animals were there, too, from brine shrimp and antelope to the snowy plover. Even Pink Floyd, the legendary Chilean flamingo who wintered at the lake from 1988 to 2005, was represented. Below each image, the students’ words brought the lake to life, waking the reader’s own senses as they described the colors of sunset, the grit of a shoreline, the prickle in your nose as you catch a whiff of the lake’s signature scent.

The class then invited Bob to campus to view the gallery and gather inspiration for the subjects that would shape his songwriting. Bob said it was important to him to incorporate as many aspects of the lake as possible to illustrate its vital, multifaceted role, and its importance to the community and environment. Over time, this took shape as three separate movements: “Above the Waves,” which describes the lake’s landscape through the lens of its 11 islands; “Brine Shrimp, Brine Flies,” which playfully highlights the lake’s role in bird migration; and “Nowhere to Go,” which addresses the crisis of the shrinking lake. The goal, Bob explained, was to inspire listeners to aid in Great Salt Lake’s preservation.

“I hope somebody listening to the piece realizes the lake’s relevance, and that if we put our minds together and we collaborate, and we’re careful, it’ll be something that lasts,” he said.

It’s a perspective that fits beautifully with Rowland Hall’s approach to shaping empathetic, ethical citizens through our curriculum. In music class, this happens through discussions of musical changemaking. “We’ve been trying to teach them that music can sometimes get a message through to people when other things can’t,” explained Susan.

This role as musical changemakers, coupled with their own experiences from the field study, inspired and energized the entire fourth grade, which agreed to perform the song’s world premiere. Over the months they prepared and practiced, Bob visited rehearsals several times to collaborate with the students, gathering feedback and making adjustments in real time. The teachers hoped these experiences were memorable not only because they gave students a peek into how a professional musician works, but also because they proved that others are invested in and available to them as they work to make change.

“We want students to be exposed to all these different people in our community—it makes them feel having access to community partners is normal and within the realm of feasible things that can happen,” said Haas. And the chance to work with Bob, like the chance to visit the lake, more deeply connected them to the learning experience.

Rowland Hall fourth graders collaborate with Utah composer Robert Stephenson. — Left: Students' picturing writings set up for Bob. Right: Bob discusses songwriting during his gallery visit.

“They feel so lucky to have a composer work with them and really honored to be part of the process,” said Haas, “and they really took it seriously,” even and especially as they were challenged to learn three complicated movements, stretch their singing abilities, and master new vocabulary. Fourth grader Noelle B. explained that learning the song could be challenging (like when she was trying to hit the high notes!) but it was fun to be part of the process. It’s clear that the confidence built through the experience helped students like Noelle feel real ownership of the collaboration.

“It’s exciting that we get to have our own song,” she said with a smile.

And the students are excited about the song’s potential impact. After the February premiere, Bob began the process of searching for a publisher, with the goal of making the piece available to more schools so it can, hopefully, inspire greater advocacy.

Our goal is for children to awaken all senses and know they can use their whole self to learn.—Susan Swidnicki, McCarthey Campus music teacher

As for the song’s first, and perhaps most passionate, singers, the teachers hope the multidisciplinary process behind this experience has a long-term impact on how they view themselves. After all, this kind of learning, explained Susan, is one of the best ways to help students see themselves as multifaceted people: scientists and musicians and writers and painters, as well as people who can make a difference, all at the same time.

“Our goal is for children to awaken all senses and know they can use their whole self to learn,” she said. “We want to grow and encourage the whole person, and help them understand they can come at challenges from many ways to make their lives, and others’ lives, more beautiful, worthwhile, and better.”

Rowland Hall dancers prepare for their winter dance concert.

‘Where We Meet’ Winter Dance Concert Emphasizes Human Connection

When determining this year’s dance concert theme, middle and upper schoolers knew one thing for certain: they wanted to focus on community.

The process of choosing a dance concert theme begins in the spring with brainstorming sessions designed to narrow the dancers’ focus. As the group began thinking about the 2025 concert, it quickly became clear that, whatever was chosen, they wanted to break away from the messages of polarization and disagreement that seemed to be all around them. Later, as teachers Sophia Cutrubus ’18 and Grace Riter ’18 reviewed the dancers’ brain maps, they saw such a focus on connectivity that they decided on the theme, Where We Meet.

After students returned to campus in August, Sophia and Grace tasked dancers with choosing topics that fit under the Where We Meet umbrella. Then, before beginning choreography, students were asked to go into the community and conduct interviews that explored the connection between their chosen topics and real people’s lived experiences.

“We wanted them to be curious about their community, and to make an effort to connect with and see someone else’s humanity, perspective, and story, and elevate that, even if it’s not what they expected,” explained Sophia.

These topics led dancers in a variety of directions, producing a concert that will delight viewers as they, too, are invited to explore the many ways our human experiences meet.

Check out the above video for a sneak peek of Where We Meet and to hear from the dancers behind the performance. And please plan to join us for Where We Meet, on Friday, February 7, and Saturday, February 8, at 7 pm in the Larimer Center for the Performing Arts. Tickets are not required for entry, but a donation of $10 per attendee is suggested.

Rowland Hall second graders became honeybees in music class.

Bugging Out on New Ways of Learning, and Teaching, in the Second Grade

Students are not the only learners at Rowland Hall. Every day, teachers are finding new ways to practice their craft and make education more impactful and resonant to the children in their classrooms. And this fall, in Tiya Karaus’s second-grade classroom, that meant starting small. As small as a bug.

The study of insects has been part of the second-grade curriculum for decades. The students learn about the anatomy, the biology, and the ecological impact of various bugs. This year, though, Tiya partnered with music teacher Susan Swidnicki to add a creative layer to the lessons.

“Working together allows us to try new methods and get feedback in real time,” Tiya said. “It makes it easier to put ideas into practice and refine and iterate on them through constant check-ins with each other.”

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Before starting, the pair came up with a number of ideas of how the unit could be structured and how to make the lessons as cross-curricular as possible through the addition of music, movement, creative writing, and more. “We were looking for ways to put more child-friendly creativity into the day,” Susan said. “We wanted to do something that would engage the children and add meaning for them.”

It started with the basics, as it has in years past. The students learned the biological and anatomical features of insects, worked bugs into their math problems, and read both fiction and non-fiction books on the subject. Then, on Fridays, a new layer was added: they took all of their knowledge and set it to music.

“We usually didn’t have a set plan in place; we wanted to let the kids lead and then help them build upon it,” Tiya said. “That feeling of creation at the moment allowed us and the students to find and learn unexpected things.”

During the Friday sessions, the students would explore their knowledge of insects by creating dances that turned them into honeybees, and by playing instruments that helped turn stories into songs.

The creative exploration of insects led to the students seeing things differently across the board.—Tiya Karaus, second-grade teacher

“The music tells us certain points in the story. It’s hard to forget when you are listening to the music,” said second grader Ember H. “It’s really hard at first but it gets easier and easier.”

The kids did more than expand their knowledge of insects. Allowing the children greater freedom to be self-directed required them to use and improve social and collaborative skills. Without a teacher as the central focus, the students had to regulate their own behaviors more closely. Listening and finding compromises became much more important.

“We got to do special things,” said William J. “We acted out The Very Clumsy Click Beetle and we all worked together to make the songs.”

Rowland Hall second-grade musicians make music inspired by bees. — Second graders turned inspiration from bugs like the honeybee into music.

The lessons learned on Friday went beyond the walls of the music room and into everyday classroom activities. “The creative exploration of insects led to the students seeing things differently across the board,” said Tiya. “They’re becoming more open to exploring new ideas and finding different ways to express themselves.”

Susan sees it as the children embracing their potential. “The child is a whole child. They are an artist and musician and a dancer and a creator and a reader and a mathematician and scientist, and they are all equally important,” she said. “By putting the academic and the creative together, they learn those different aspects shouldn’t be isolated and compartmentalized.”

The child is a whole child. They are an artist and musician and a dancer and a creator and a reader and a mathematician and scientist, and they are all equally important. By putting the academic and the creative together, they learn those different aspects shouldn’t be isolated and compartmentalized.—Susan Swidnicki, McCarthey Campus music teacher

The partnership between Tiya and Susan will continue for the rest of the year with an exploration of the Great Salt Lake and a study of native Utah animals. This continued collaboration is a great benefit for the students, and also a benefit for them as both work to improve their pedagogy, even as veteran teachers.

“I’ve brought that musicality back to my classroom,” said Tiya, and it can be used for more than just lessons. “Using rhythms and movement with the kids is so much more comfortable and effective than asking for their attention in more traditionally used ways.”

“I am constantly finding ways to integrate the academic curriculum into music classes,” added Susan. “Whether it’s incorporating a book into a lesson or bringing in other subject matter, there is always a way to find that bridge.”

Teachers at Rowland Hall are preparing students to go out into an ever-changing world. By being lifelong learners, and embracing collaboration, they are teaching not only through instruction but also by example. These are the lessons Tiya hopes her students will carry with them long after they have forgotten which bugs have zero wings and which have four.

“I want them to remember the importance of working together,” she said. “And I want them to look for ways to learn, in any way they can.”

Watch the second graders perform their original skit, “The Very Impatient Honey Bee”:

Rowland Hall Tesserae creative magazine editors Gabriella Miranda and Nadia Scharfstein, 2023–2024.

Through Award-Winning ‘Tesserae’ Literary Magazine, Upper Schoolers Capture the Creative Voices of Generations of Students

At the end of every school year, students in the Upper School are given two books that highlight the past year.

One, their yearbook, is full of pictures of their classmates and recordings of the events of that year. The other, Tesserae, is the school’s national award-winning literary magazine, filled with artistic impressions of life at Rowland Hall. It features poetry, prose, art, and photographs, all produced by students, giving a creative slant to everything that happened in the past 12 months.

“It’s an emblem of art and expression for the Rowland Hall community,” said senior Gabriella Miranda. “It feels like a very celebratory work. Everyone gets excited when it comes out.”

It encapsulates the voices of that particular generation of writers.—Joel Long, English, creative writing, and literary magazine teacher

Poet Joel Long teaches the creative writing class that creates the publication every year. The class is made up of a staff of student writers and editors, many of whom have been enrolled for all four of their years in the Upper School. In his tenure, Joel has watched 19 editions of Tesserae go to print and says each one has been unique.

“It encapsulates the voices of that particular generation of writers,” he said. “It tells the stories that they are dealing with, what sorts of things matter to them at that moment.”

The publication of Tesserae is a major event for the creative writing students, but it is not their only project of the year. They spend the majority of their time working on and refining their own creative writing processes and pieces, and they begin by examining the works of other writers.

“We read a ton of poetry and get exposed to different poets,” said junior Erika Prasthofer. “Poetry is a way to stop and reflect and understand what a moment meant to us. It’s shaped my high school experience and the way I tell stories and think about the world.”

Joel also brings in guest speakers who work as writers. He wants the students not only to learn from them about the craft of writing but also the hard work that goes into it. “They answer questions about the writing process, about how they wrote their poems and novels,” he said. “And they show the students they are just humans. They are people who sit down in their chairs with a cup of coffee to write and work away at it.”

Each student gleans lessons from these experiences that help shape how they create their own art. They discover habits that might hold them back and learn how to finesse a piece to take it from ordinary to extraordinary. “My writing process has evolved because I often used to try to plan what I was going to write before starting,” said Erika. “With time, I have discovered that while a structural border for writing can be important, that border can’t always be a distinct shape because the piece may otherwise feel forced and unnatural.”

And students are encouraged to discover their own voices by examining different types of writing, including poetry, nonfiction prose, and short works of fiction. As they move through the process, each person finds a unique way to express themselves and discovers the reasons why they prefer certain types of communication.

“We’re really able and encouraged to write in the way we want,” said Gabriella. “I’ve been able to write about any topic that’s important to me and that I found resonance with.”

“I really like freeform slam poetry,” added ninth grader Aoife Canning. “I find that being able to perform poetry for others is a way in which you can get them involved in it.”

To further develop his young writers, Joel encourages students to share their poetry with various audiences throughout the year, not only by reading aloud but also by submitting to various contests and publications across the country. This year, thanks to her writing, Gabriella was chosen as one of five National Student Poets and traveled to Washington, DC, to meet with First Lady Dr. Jill Biden. In addition, Aoife, Erika, and senior Nadia Scharfstein were all honored at Poetry Ourselves and Poetry Out Loud events sponsored by the Utah Division of Arts & Museums and the National Endowment for the Arts. Nadia was also showcased in the young writer’s edition of the Roanoke Review.

The most rewarding part is the outcome and the ability to read your writing and feel proud of your work.—Nadia Scharfstein, class of 2024

“I am so proud of the students and their outside successes,” Joel said. “They set the bar high, worked really, really hard, and earned it.”

While the accolades are nice, the students say the work is its own reward. “The most rewarding part is the outcome and the ability to read your writing and feel proud of your work,” said Nadia. “It’s a way for me to express myself through my words. It brings a lot of joy to me.”

This joy is also felt by showcasing their works, and the works of other students, each year in Tesserae. The entire staff takes the process very seriously, from submission selection to editing individual pieces to the final layout. Every step is done with careful consideration, and the goal is to live up to the responsibility of creating an artifact that accurately represents the artistic pursuits of this year’s student body.

“Every year I look forward to working on Tesserae. I like being able to contribute to that and be a part of bringing it all together,” said Nadia. “It represents all the creativity that is going on in our school.”

Banner: Editors Gabriella Miranda and Nadia Scharfstein with the 2023–2024 edition of Tesserae.

Students Reflect on Creation of AI-Inspired Dance Concert, ‘Integrated’

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.

Rowland Hall senior Gabriella Miranda was honored as a National Student Poet at the White House on November 13, 2023.

First Lady Dr. Jill Biden Honors Gabriella Miranda and Fellow National Student Poets at White House

“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!

Experiential Learning

Rowland Hall third graders outside the Carmen B. Pingree Autism Center of Learning.

Rowland Hall-Pingree Partnership Makes World More Welcoming to All Learners

A note on language: While there are multiple ways to identify as Autistic, Rowland Hall has chosen to use the identity-first language that many Autistic adults advocate for. We have also chosen to capitalize Autism and Autistic to affirm this identity.

Third-grade teacher Hannah Ruske has a passion for inspiring children to make the world a better place for every type of learner.

“I feel very strongly that kids need to be exposed to neurodivergence really early,” said Hannah.

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The daughter of a special education teacher, who for years has supported neurodivergent learners herself, Hannah has plenty of experience working with students of all abilities. But she knows these opportunities aren’t available to everyone—and she’s working to change that. That’s because when people, of any age, have chances to learn about neurodivergence, as well as disability, they’re better prepared to be welcoming and inclusive.

When you get in early and proactively teach kids to notice differences without othering differences, it sets the groundwork for them to be better community members in the future.—Hannah Ruske, third-grade teacher

“When you get in early and proactively teach kids to notice differences without othering differences, it sets the groundwork for them to be better community members in the future,” said Hannah.

So Hannah has committed to making her classroom a place where students learn about the many ways brains work and practice skills that help others feel welcome and included. She also looks for real-world opportunities for students to practice these skills in their own communities. At Rowland Hall, this has happened through an exciting new partnership between Hannah’s class and the Carmen B. Pingree Autism Center of Learning, located next door to the McCarthey Campus.

Thanks to the nature of the independent education model, which leaves space for teachers to pursue learning opportunities around classroom areas of interest, Hannah was able to design a powerful authentic learning experience that connected, and mutually benefited, students at both Rowland Hall and Pingree. After sharing her initial idea with Rowland Hall’s Center for Community Impact team, Hannah met with Rafael Ochoa, clinical director of the Pingree Center, in November to discuss how they could work together. They decided one to two monthly meet-ups, which would allow the Rowland Hall class to work with several grade levels, would most benefit both schools.

To prepare for these visits, Hannah spent two months helping her class understand the best ways to be good friends to Pingree students. They learned about Autism, including viewing Autism as a skill, not a deficit, and began forming an understanding that there are a wide array of Autistic experiences. They talked about the many ways brains work. They discussed disabilities, including how to notice differences without making people feel singled out and uncomfortable. And as they learned, Hannah made sure there was lots of time for questions.

“It’s important to teach how to categorize difference in a safe environment where students can ask questions and make mistakes before they’re out in the world and don’t know how to approach it,” she explained.

To assist with their learning and guide neurodiversity-affirming interactions, the class created a list of tips, from how to engage a friend to how to be respectful of a student’s sensory needs. They identified activities they could enjoy with their friends, including reading, drawing, working on booklets, playing on the playground, and engaging in outdoor games designed for students of all abilities. And after they began their meet-ups in January, they started reflecting on each visit together and in personal writings—an important step in helping the third graders more deeply engage in the experience

A Rowland Hall third grader creates a poster to educate peers. — Hannah's students shared their tips on posters in preparation for a presentation at an April Roar and Soar assembly.

“It felt like such a privilege to have this time and freedom,” Hannah said about this space to prepare and reflect. “I think that’s why it’s been so successful.”

It’s been a success for Pingree, too, making space for students in a range of classes to sharpen their social and communication skills within safe, welcoming relationships with other children.

“As an Autism center supporting clients with social communication challenges, our partnership with Rowland Hall’s third-grade classroom has been an incredibly meaningful experience,” said Rafael, Pingree’s clinical director. “These shared moments create natural opportunities for our clients to practice social skills in a fun, inclusive, and supportive environment. Watching friendships form over ‘get to know you’ booklets, playground games, and shared laughter has been a reminder of how powerful connection and kindness can be. Together, we’re building a stronger, more inclusive community—one smile, game, and conversation at a time.”

Together, we’re building a stronger, more inclusive community—one smile, game, and conversation at a time.—Rafael Ochoa, clinical director, Carmen B. Pingree Autism Center of Learning

And what’s perhaps most exciting is how this community, fostered among preschool and elementary students from two campuses on Guardsman Way, is growing every day. Drop by Hannah’s classroom and it won’t be long before you’re treated to a variety of stories—like how a class member used these new skills to make a friend at the airport during April break, or how another, a young ballerina, said this knowledge has helped her be a better friend to a fellow dancer.

The third graders are also doing their part to engage others in this work. From teaching their families and friends to sharing their list of tips with the entire Lower School at a recent Roar and Soar assembly, these changemakers are shaping a world of belonging for every type of learner—and they hope you’ll join them. Read on to learn more.

Tips for Being a Good Friend, by Ms. Ruske’s Third Graders

Below, Hannah’s class share their top takeaways from this year’s partnership with Pingree. (Please note that these tips are based on the class’s experience at one center that serves Autistic children and don’t encompass every Autistic experience. Additionally, while these tips focus on making friends at Pingree, many are helpful for making friends with anyone.)

Remember that everyone you meet is, first and foremost, a person. One of the top things every class member will tell you is to center an Autistic or disabled person’s humanity in your interactions. “These friends are not different,” said class member Kitty K. “Their brains work differently.” And, added Monroe O., like any other kid, each person has their own likes, dislikes, and preferences. “I think about it as: when you have friends they can sometimes do different things,” she said.
Ask before you help someone. Just as you wouldn’t want someone to assume you can’t do something based on your age or how you look, don’t assume an Autistic or disabled person needs your help. Show them the same respect you’d want. “Ask before you help someone,” said Jack S. And that goes for any devices a person may use—they’re an extension of that person. “Don’t touch a wheelchair without permission. The user might not want to be moved,” added Jack. (It’s also good practice to always ask permission before you touch someone, even when it’s not to help—such as when they may need a hug. “Ask before you touch,” advised Gracie W.)
Laugh with your friends, not at them. Everyone knows how much it hurts to be laughed at or left out of a joke, so keep these things out of your friendships. Also, be aware that friends, including Autistic ones, may do things that are out of their control or feel unfamiliar to you, like calling out in class. Never react by laughing. “You don’t want to laugh. It’s kind of rude,” said Cooper C.
Be aware that loud noises might be upsetting to Autistic people or anyone with over- or under-sensitive sensory systems. “Be really sensitive,” said Rohan C. about supporting these friends. “You should be quiet and calm,” added Calder O. And be aware that sensory needs take lots of shapes, including visual and tactile sensitivities.
Be respectful of people’s patterns and organization systems. Some Autistic people may rely on patterns, such as repetitive behaviors, as well as organization systems that are integral to their routines. Be respectful of both and never interfere without permission. “Ask to help,” said Cara D.
Follow your friend’s lead—you don’t always need to be in charge. At each visit, the third graders found it was best to start by letting their Pingree friends take the lead. This not only helped them gauge each friend’s comfort level (“Some kids ran up to you and hugged you; others were nervous and shy,” said Leo A.), but also showed their friends that they were excited to engage in what they wanted to do. “You don't decide for others, and you have to let friends take the wheel, like if they want to talk or play,” said Zoe P.
Talk with your friends, not at them. Be sure everyone is part of the conversation. Including everyone in the conversation shows they belong, as does respecting everyone by seeing them as a full person. “Don’t use markers that could be hurtful,” said Zoe T., referring to labels that reduce a person to just one part of who they are. And, of course, remember these rules still apply when someone isn’t in the room. “Don’t talk behind backs,” said Leo.

Further Resources