The Inside Press

Magazines serving the communities of Northern Westchester

Byram Hills High School

Annual Science Research Symposium at Byram Hills High: June 2, 7 p.m.

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Byram Hills High School in Armonk, NY, will be hosting the 32nd Annual Dr. Robert Pavlica Authentic Science Research Symposium on June 2nd, 2021 at 7 p.m. The Authentic Science Research Program is a three-year course that encourages students to pursue excellence in areas of original research. “Especially in times like these, it is imperative that we celebrate our future generation of scientists and promote scientific literacy in our community,” noted the Byram Hills announcement.

The symposium will begin with a montage and a livestream event featuring remarks from Program director Ms. Stephanie Greenwald,  principal, Mr. Christopher Walsh, and senior speaker Chloe Weissman, as well as ceremonies for senior graduation and program-wide awards. The livestream portion will conclude with an explanation of the symposium website’s “Virtual Presentation Hall.” Within this hall,  you will find Virtual Rooms with recorded presentations of Senior PowerPoints, as well as Sophomore and Junior posters. All are invited to watch this livestream event and then visit the Presentation Hall to learn more about the 101 dedicated student researchers and their amazing work.  Byram Hills Authentic Science Research Symposium Website

Nora Lowe Selected As National Semifinalist for Mars 2020 “Name the Rover” Contest

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PHOTO COURTESY OF BYRAM HILLS HIGH SCHOOL MEDIA CENTER

Nora Lowe, a Byram Hills High School sophomore was selected as a national semifinalist for the Mars 2020 “Name the Rover” contest and is now eligible to enter into the next round of competition.

NASA’s Mars 2020 rover is one step closer to having its own name after 155 students across the U.S. were chosen as semifinalists. Just one student will be selected to win the grand prize–the honor of naming the rover and an invitation to see the spacecraft launch in July 2020 from Cape Canaveral Air Force Station in Florida.

The currently unnamed rover is a robotic scientist weighing more than 2,300 pounds (1,000 kilograms). It will search for signs of past microbial life on Mars, characterize the planet’s climate and geology, collect samples and pave the way for human exploration of the Red Planet.

“This rover is the first leg of a round-trip mission to Mars that will advance understanding in key science fields like astrobiology,” said Lori Glaze, director of NASA’s Planetary Science Division. “This contest is a cool way to engage the next generation and encourage careers in all STEM fields. The chosen name will help define this rover’s unique personality among our fleet of Martian spacecraft.”

Nora’s entry was selected as New York’s winner in the high school category. The suggested name was Ambition Tardigrada.

NEWS COURTESY OF THE BYRAM HILLS SCHOOL DISTRICT

Twenty Byram Hills High School Seniors Inducted Into Cum Laude Society

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Pictured in back, from the left are: Christina Ferrari, Caroline Kelly, Allison Stillman, Kallie Hoffman, Spencer Karp, Sarah Ilany, Sam Aberman, Benjamin Hammond, Victoria Ganeles, Alison Lehman. From the bottom left are: Madison Higgins, Reese Tateo, Michael Vaquero, Elena Lowe, Ella Manners, Meredith Mayers, Isabelle Nelson, Dominic Picca, Arielle Ragals, and Bryan Roden.

Twenty Byram Hills High School seniors were honored for their academic achievement as they were inducted into the Cum Laude Society during a ceremony in late October. Byram Hills High School Principal, Christopher Walsh, pointed out the importance of the event for three main reasons. He said, “First, it allows us to focus on and celebrate these students whose GPA are within the top 10% of their class. Next, we get to honor faculty members who are being inducted into Cum Laude and gain inspiration from their remarks. Finally, inductees have invited teachers who have had a positive impact on their learning and this tradition represents the best of Byram Hills.”

Walsh continued by sharing that the class of 2020 was special to him because they were incoming freshmen the year he started as Byram Hills High School principal. The first time he met with them that year, he asked them to write down on index cards something special about themselves. Walsh salvaged the inductees’ index cards and read their responses to the audience. Along with their academic growth over the years, the cards demonstrated tremendous growth in the inductees’ character, personalities, and identities. 

The faculty addresses were given by high school math teacher, Chris Lewick and Social Studies Chairperson, Jen Laden, who were inducted into the Cum Laude Society during last year’s ceremony. Lewick delivered his address in the form of an audience participation song with an impactful message: Create your own opportunities, never set limits and enlist all the people you can in your life. Laden offered the following advice, “My wish for the honorees is that you can experience learning opportunities that help you to develop empathy and that you never lose the desire to engage with others.”

Pictured from left are: Superintendent, Dr. Jen Lamia, and English teacher, Ms. Lisa Squadron.

Dr. Sandra Abt, Chapter President of the Byram Hills Cum Laude Society, said, “Perspective will help you become happier, more successful and more self-fulfilled. Try new things and don’t judge in advance.” Dr. Abt closed by saying, “Your future lies before you–make the most of it.”

The two 2019 staff inductees were English teacher, Lisa Squadron and Byram Hills Superintendent, Dr. Jen Lamia. The students inducted into Cum Laude were: Samuel Aberman, Christina Ferrari, Victoria Ganeles, Benjamin Hammond, Madison Higgins, Kallie Hoffman, Sarah Ilany, Spencer Karp, Caroline Kelly, Alison Lehman, Elena Lowe, Ella Manners, Meredith Mayers, Isabelle Nelson, Dominic Picca, Arielle Ragals, Bryan Roden, Allison Stillman, Reese Tateo and Michael Vaquero.

The Cum Laude Society is a nonprofit organization founded in 1907 to recognize scholastic achievement in secondary schools. Today it has over 350 chapters throughout the country. – Courtesy of Byram Hills Media Center

PHOTOS COURTESY OF BYRAM HILLS MEDIA CENTER

At Byram Hills High School, Scholars Think Globally

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Global Scholar students attend We Day for youth leaders at the Barclays Center –attendance by invite only

While STEM pursuits are enthusiastically encouraged these days, there are still students who love – and wish to find rigorous academic challenges – in the humanities. To better serve those students, a team of educators at Byram Hills High School has developed a three-year humanities track called Global Scholars. It’s research-based, and each year is “completely different,” according to program co-founder Duane Smith, chair of the English department for Byram Hills high school and middle school–grades 6 through 12. Smith designed and implements the Global Scholars program with Jennifer Laden, social studies chair, and Melissa Stahl, world languages chair.

This school year, 150 students will be involved with the Global Scholars program which is generously supported by the Byram Hills Education Foundation. “It really took off so quickly, and it said to us that this is something that is meeting a need,” Laden said. The three-year program starts with a seminar year that provides an overview of global issues. This first year is the most teacher-led while still emphasizing student-led learning, and most often taken by sophomores.

There are multiple entry points, though, so students can still join if they do a year or two of the program, although all first-year students in the program start at the beginning, with the seminar year. “We think year one is a great course for anybody,” Laden said, explaining that juniors and seniors are welcome to take the course.

(L-R): Isabelle Levy, Madison Gummer and
Ellie Margolin led a workshop on how
climate change affects human rights at
Iona College

A Focus on Global Competency Skills

From the United Nations Sustainable Development Goals, Smith and his colleagues developed three units for the first year of the program, in poverty, the environment and human rights. Students in the Global Scholars program find an area to explore more deeply within one of these three categories. “Within these units, we work on global competency skills,” Laden said, such as analyzing multiple perspectives, studying global issues and communicating ideas well.

“We want to expose the students to the problems facing this 21st century world and give them the preparation to do research, take action and communicate their ideas,” Smith said.

“The students are charged with choosing a topic that they are interested in,” Smith said, such as air pollution or sex trafficking in the U.S. The second year is the “action research” year. Much of this year is self-guided work by the students, and they learn time management while doing much work on their own in order to meet due dates. Students do independent research and “start to develop and implement an action plan,” Laden said.

Isabelle Levy’s area of interest is the lack of school supplies in Costa Rica, an area she said is considered to otherwise have a strong educational system. “I like that I can explore topics I wouldn’t get to explore in my other classes.” Levy, a senior at BHHS, said. Levy also enjoys the opportunity to do independent research. She has had a bake sale to raise funds and is currently selling bracelets and expects to assist La Escuela Balsaville in Costa Rica with a donation of hundreds of dollars so that school supplies can be purchased.

Student artwork exploring human rights
issues in Yemen

The Birth of the Program

Smith said the naissance of the Global Scholars program came from a conference at Harvard on global competency that he and some colleagues attended in the spring of 2016.

“Our mission was purposeful in that it was basically a charge from the former superintendent – he said the humanities were basically on the dark side of the moon and he wanted us to focus on the humanities. He wanted us to think big,” Smith said, adding that the current superintendent, Jen Lamia, has also been supportive of the endeavor.

Besides utilizing UN ideas, the teachers have drawn on sources such as the Asia Society, which offers a framework to guide those seeking to “understand the world through disciplinary and interdisciplinary study.” The Global Scholars program uses this framework to “guide the learning.” It has four parts: investigating the world, recognizing perspectives, taking action and communicating ideas. The third year of the program, that’s part of what students do: communicate their ideas to other students in the program, in part by leading workshops.

Creating Global Leaders

“The big goal is to develop leadership qualities, capacities and skills,” Laden said. Third-year students work as mentors for first- and second-year students to “put their leadership skills in action. Additionally, they will continue the action plan and see it through to fruition.”

“I really like it because it’s really different from the other classes,” Ellie Margolin, a senior at BHHS in her third year of the program, said. Margolin is focusing on water conservation issues in the U.S., originally inspired by an interest in the water issues in Flint, Michigan. But besides her personal area of study, Margolin said she has enjoyed the focus on discussion in the Global Scholars program, and also a trip she took with fellow students during her sophomore year to the Holocaust and Human Rights Education Center at Iona College in New Rochelle, where they attended a variety of seminars on human rights issues.

The following year, as a junior, Margolin returned and with two other students, led a seminar on climate change. Margolin also said she enjoys the unconventional assessments employed in the Global Scholars program. “There’s always an audience that’s not just the teacher,” Laden said. Students have shown their work in a public art exhibition and entered podcasts in a contest sponsored by NPR. This way, it’s clear that work is being created for a broader impact – not just done for a teacher.

“Our sophomore class coming in is roughly 200 students and we have roughly 60 students who have signed up for the program,” Smith said. “That’s a huge testament to the need for a global competency program – and it’s a testament to the kids in the school who really want to make a difference. We’re thrilled that we’re tapping into something that’s an important part of the development of our students.”

“We’re continuing to work on it and reflect on what we do,” Smith said, with input from students as well as colleague-to-colleague. “We have to rely on a feedback circle.”  “It’s a great collaboration between professionals and we’re collaborating with the kids in developing the program,” Laden said. “They’re really creating the program as much as we are.” “I love the program,” Margolin said. “It’s absolutely amazing.”

Global Scholar students attending a Holocaust & Human Rights Education Center conference

Spiral Giving Teaches Local Children About Philanthropy

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What makes a philanthropist? Google the word and a bevy of images of Bill Gates, Warren Buffet and Oprah Winfrey pop-up making us believe that a philanthropist is well known and extremely rich and that to earn the label of philanthropist one must make a huge financial impact to society. Two Chappaqua women, Sue Fuirst and Julie Gerstein, set out to show how even small donations can have a big impact on our community, and while doing so dispel the idea that only the super rich can be philanthropists.

In 2015, Fuirst and Gerstein introduced Spiral Giving as an extracurricular program to the Greeley and Byram Hills high school communities. Their program teaches the fundamentals of philanthropy through a specially designed curriculum that focuses on the value of local impact.  “We discuss the needs of our neighbors and donate money to local charities through a grant-awarding process that the students themselves administer,” tells Gerstein. Spiral Giving participants learn to embrace the many needs in and around our community and realize that they have the power to make a meaningful, measurable impact. While doing so, they gain an understanding of the nonprofit and philanthropic landscape of Westchester County.

Fuirst and Gerstein feel that service projects and volunteerism help to teach charity and benevolence, but often worry that these are seen as one-off events–something that is checked off as done, not something that one does. Spiral Giving was formed to help teens identify the social issues that matter to them and to provide them with the tools necessary to make a difference in this increasing backdrop of need.

Girls (L to R): Sami Miller, Chloe Greenstein and Natalie Bass

Leadership Opportunities for Participants

Spiral Giving also provides communication and leadership opportunities and encourages stewardship around giving back. Orestes Rellos, a senior at Horace Greely High School, is a third-year participant and Peer Leader at Spiral Giving. Rellos comments, “Spiral Giving is all about personal growth and leadership development, while learning about the needs of various segments of our community and doing the greatest good by giving back. Giving back takes on even greater meaning and personal application as we, the students, contribute the money that funds Spiral Giving grants. We request, review, and approve grant applications. Spiral Giving is about us, students learning, understanding and then helping our community.”

Over the past four years Spiral Giving has awarded 22 micro-grants to Westchester-based charities and nonprofit agencies. The students recently awarded a grant to Lifting Up Westchester, a nonprofit that assists those struggling to overcome the challenges of poverty, homelessness, and hunger, and provides support that leads to greater self-sufficiency. Anahaita Kotval, Executive Director of Lifting Up Westchester commented, “I love that Spiral Giving engages its student members to critically think about what funding an issue really means and that they are empowering young people to help those in need.” Learning about the various agencies’ budgets has exposed the students to something that was previously unfamiliar.

Bailey Todtfeld, another Peer Leader, says, “Spiral Giving is unique in that it shows us the business side of nonprofits, a side that teenagers rarely see. Learning about nonprofits as a business has taught me the importance of responsible usage of funds and the challenge of sustainability within organizations.”

Inspiring the Next Generation of Philanthropists

At the heart of Spiral Giving is the issue of how parents and educators can work together to inspire the next generation to become engaged in issues surrounding them. Spiral Giving wants the next generation to become invested in their future and to feel empathy for their neighbors.  Fuirst believes, “This is often a challenge in communities such as ours, where basic needs are small and personal wants are big.  Places where the discrepancy of wealth between towns is often large and affluence can lead to misplaced values.”

Spiral Giving illustrates how individuals can become a philanthropist.  By giving teens the power to make an impact at this formative time in their lives, Spiral Giving has the ability to alter the perception of high school students and show how each person has the potential to change a life, strengthen a community, and make an impact on the world.

Spiral Giving’s grants are funded by Spiral Giving 501c3 through student fundraising, collective giving and private donations. Please visit www.spiralgiving.org to donate or learn more.