Discover How Vail Mountain School Students Embrace a Student-Driven Science Class Initiative

A unique science class has emerged at Vail Mountain School. It’s called Neuropsychology, born five years ago from a student’s idea. Each year, students look forward to this engaging elective.

The concept came from Will McLoota, a 2022 graduate. While choosing his courses in his junior year, he felt traditional science classes didn’t spark his interest. However, he was curious about the workings of the brain.

“This class fills a gap by offering something different and interesting,” McLoota noted. “It’s not typical biology or chemistry; it provides an alternative for those eager to learn.”

He approached the science department with his idea. The faculty challenged him to find others interested in the course and research similar classes in other schools.

“I think they were surprised I took it seriously,” McLoota said.

Determined, he gathered the necessary information and presented it to the school administration. “Will did his homework,” praised Ross Sappenfield, the science department head.

The staff embraced the idea. Steph Lewis, an Anatomy and Physiology teacher, was eager to teach the course. “The brain is complex, and there’s so much to discover,” she said. “My goal is to make science enjoyable and relevant, even for those who usually don’t find it intriguing.”

By the following fall, McLoota was able to take the class he had imagined.

“It was an incredible experience,” he shared. “Learning in a group is different; you gain insights and perspectives that solo research just doesn’t provide.”

His favorite part? Witnessing his classmates embrace the learning experience. “Seeing everyone engaged was the best part for me,” he added.

After four successful years, the class enjoys full enrollment. “Every year, students tell us it’s one of their favorite classes,” said Maggie Pavelik, head of the upper school.

“This shows the power of a student’s curiosity turning into something meaningful in our school community,” Pavelik said. She attributed the class’s success to its evolving curriculum, engaging peers, and dedicated teaching from Steph Lewis.

This class goes beyond standard science lessons. It helps students become better, more effective individuals in their daily lives.

“Students learn skills that apply outside the classroom,” Lewis remarked. “It’s about understanding science and life.”

“Mental health is a major challenge for teens today,” Sappenfield added. “Teaching how the brain works has never been more relevant.”

The yearlong course, intended for juniors and seniors, covers various topics such as memory, sleep, perception, and neurodiversity.

“We explore cellular biology linked to behaviors and psychology in a relatable way for adolescents,” Sappenfield explained.

Labs are a key part of the curriculum, involving real experiments. Students study everything from sheep brains to their own brain responses.

For instance, in the memory unit, students conduct tests to compare their ability to remember information. “We often experiment on ourselves to illustrate different concepts,” Lewis said.

In another unit, they track their sleep patterns, analyzing how factors like exercise influence their sleep quality. “These insights are especially relevant for high school students,” Pavelik said.

Each lesson connects to their lives outside the classroom. For example, understanding the effects of substance use can help students make informed choices.

“With a deeper understanding of brain function, we can foster empathy for those who think differently,” Sappenfield noted. “Our school community thrives on this understanding.”