PASSION-DRIVEN LEARNING

Reprinted from The Hilltopper Magazine, Spring 2025

 

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Learning, driven by genuine enthusiasm, becomes a source of continuous growth. When students are able to immerse themselves in an experience that facilitates deep learning based on a passion, they have the ability to explore topics beyond their typical curriculum. 

This year Marshall piloted the Pathways Program as a way to connect Upper School students with focused and specialized opportunities for innovation, inquisitiveness, and exploration. Each program has relevant entry requirements, enhanced curricular requirements, goals, and expected outcomes. Marshall Head of School Anthony Pisapia explains, “We want Marshall students to be scientists, journalists, teachers, and researchers. We want them to explore topics in deep ways that spark lifelong learning. Opportunities like these give students incentive to finish college, gain graduate degrees, and move into powerful and meaningful work.
Our message to them is, you are capable of more than you know.”

Two pathways were part of this year’s pilot program: STEM Scholars and Outdoor Experience. 

 

STEM SCHOLARS

Dr. Greg Rohde, Upper School chemistry and physics teacher, has been leading students through independent STEM research for the past few years. The STEM Scholars program adds additional requirements that take learning to the next level. The program places a strong emphasis on the STEM field while developing students’ abilities to solve problems, communicate effectively, think curiously and creatively, and become engaged and ethical citizens.

STEM Scholar Lizzie Van Hees ’25 chose the STEM Scholar program because it allowed her to pursue a passion for chemistry at a deeper level. This year she worked with fellow student Ethan Perlinger ’25 to synthesize a porphyrin compound so it can be used in research at the University of Minnesota–Duluth (UMD). Van Hees explains, “Grad students will use our porphyrin for whatever they need it for: as a catalyst, as a different type of solar energy, and then we get feedback and then a next assignment.” She is grateful for the hands-on lab experiences with Dr. Rohde at Marshall saying, “We have opportunities that not a lot of kids get to have.” Perlinger adds, “It gives such a great opportunity to do what you actually want to do, it guides your own learning, it teaches you about self-discipline, intellectual curiosity, and so many other important factors that I think are important for college and just moving forward in life.” They have not only developed research skills, but have learned to collaborate with researchers at UMD and present about their process and findings.

 

OUTDOOR EXPERIENCE

The Outdoor Experience program emphasizes connecting students with nature and the outdoors, while building the skills necessary to teach and lead in outdoor recreation and nature-based settings. Students have two emphasis areas to choose from: Nature-Based Learning Practitioner or Outdoor Recreation. Students in this program intern in Marshall’s Forest School, working with our elementary-age students.

Pisapia explains, “The more we can do to help students experience college-level opportunities now, the more sure they will be about their next steps into higher education. It saves our students time, so that they can step out into the world and be confident in their choices.” 

That was the motivation for Quentin Roth ’25 to participate in the Nature-Based Learning Practitioner program. He is interested in studying elementary education in college and he said working with Marshall’s Forest School teachers through this program allows him to get a head start, saying, “You really get to learn what it takes to be a teacher and experience it first hand. You don’t get that opportunity as a high school student in many places.” Working in the Forest School has helped confirm for him that pursuing an elementary education degree is exactly what he wants to do when he graduates. 

Mariah Lucero ’26 also credits the Nature-Based Learning Practitioner program with inspiring her interest in teaching. “I love helping students with their literacy and math lessons and learning about all the cool ways we can teach them.” Lucero is mentored by kindergarten teacher Sally Goodman. “Sally was my 8th grade science teacher and we had already formed a great bond. Getting to work in her kindergarten class has shown me what skills I need to be a great teacher and I want to study education in college and become a kindergarten teacher just like her.”

Pisapia adds that expert mentors are a key component of the Pathways Program saying, “We are lucky to have the faculty and alumni connections we do. Marshall is a powerful connection point for students. As they aspire to roles and careers, we can align them with individuals who have done the work and have true expertise. This is not just about looking up to individuals, it’s about having people in your corner who traveled the path you soon will travel. This community sets a Marshall education apart.”

This year’s pilot program focused on STEM Scholars and Outdoor Experience, but Pisapia said its success will likely lead to additional opportunities for students next year. A Social Entrepreneurship and Justice program is currently in development that will give students the opportunity to explore applied social entrepreneurship experiences.

 

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