ACADEMIC CENTERS PROVIDE STUDENTS WITH SPECIALIZED LEARNING

This year, Hoban has created and expanded five academic centers to provide individualized learning to students. Spearheaded by Associate Principal of Academics Catherine Perrow and Science Teacher Candy Bates, academic centers provide students with opportunities to explore topics of interest and examine ideas and concepts. Each center includes a culminating presentation or project in which students present new knowledge or synthesis of current information.

"As educators, we know there is a finite level of instruction we can produce during a school year," Perrow said. "We are dictated by curriculum mandates and time. Hoban's academic centers provide an opportunity to expand teaching and learning while students explore specific topics of relevance and interest in a deeper and more meaningful way."

Each center is a year-long course and limited to students in junior and senior year. To begin, students explore topics and conduct initial research to determine the feasibility of creating a presentation or product throughout the first semester. A thesis statement, investigative outline, product concept or internship opportunity can be considered with the help of the center's mentor. During the second semester, students refine their projects and conduct an in-depth investigation leading to a presentation or product completed by the final weeks of the school year. Regardless of the center in which a student may choose to participate, it's an additional academic commitment to complete individual projects and research outside of school hours.

"Academic centers are the pinnacle of student-directed learning," Bates said. "With the added workload and time commitment comes a level of autonomy in their learning that is not typical in high school classroom settings."

This year, Hoban offered five new academic centers, including Sustainability, International Politics, Exercise Science, Fine Arts and Independent Research in Social Studies. The Center for Archaeological Studies, Hoban's first academic center is still offered and has been incredibly successful over the past 10 years under Social Studies Department Chair and teacher Jason Anderson.

Center For Independent Research In Social Studies

Anderson, assisted by Social Studies Teacher Rob Yanko ’66, has created a second social studies-related academic center for students. The Center for Independent Research in Social Studies allows students to complete independent research on any topic related to social studies. In its initial year, seven students have chosen to participate and the research topics are as unique as each student. Seniors Katherine Schimmoeller and Parker Smith have selected areas of interest.

"I chose to research ways of life during the Revolutionary and Civil wars through women's fashion," Schimmoeller said. "Through research and interpretation, I am exploring how people lived at those times. Sewing is an interest of mine, and I'm able to essentially build my own class to incorporate a hobby into an a class...something I wouldn't be able to do in other classes."

Smith, has chosen to complete comparative research on the Crusaders code of chivalry versus the Samurai Bushido code of honor.

"Mr. Yanko and Mr. Anderson have done everything in their power to make this course a great environment," Smith said. "They are helpful and care about students. I would encourage anyone interested in history to take advantage of the Center."

The students used the first semester to complete academic research on their chosen topic, outline their research paper, create a list of professionals in the field and learn how to complete a scholarly book review.

"When students leave Hoban after completing a center, they will be able to write any academic paper assigned at the collegiate level," Anderson said. "The newly created Archives and Research Library at Hoban offers a perfect space for students in our academic centers to complete work around their class schedule."

Anderson and Yanko meet monthly with students to discuss their progress and help them problem solve any challenges they may be having in their research. Ultimately, it is the responsibility of each student to complete the work without a formal class or schedule.

"I have definitely grown in my time management skills through this course," Smith said. "You have to be disciplined to work outside of school and it's prepared me for college to be able to help myself and not rely on a teacher to tell me what and how to do everything."

Throughout the second semester, students will interview the professionals in the field and choose an internship location based on their topic. Schimmoeller has chosen to work at Hale Farm and Village during their living history exhibits.

Center For Sustainability

Bates piloted her first academic center during the 2021-22 academic year. The Center for Sustainability launched with three participants. This year, six students are exploring areas related to environmental science, bioethics and public health.

"Last year, students researched topics that I would have never dreamed," Bates said. "That is the beauty. Students learn through the lens of their experience. Giving them the freedom to figure out their interests, problem-solve, make mistakes, create processes and solutions and develop a final product...that's learning in the real world."

Students in the Center for Sustainability visit Cuyahoga Valley National Park each month during the school year to learn along side the park's professionals. During their visits, they explore the park, learn about nature and provide services such as planting native plants and habitat restoration.

Seniors Maggie McCarthy and Lukas Cinko have chosen projects based on their interests. McCarthy will be surveying females to learn about their experience using public parks and identify areas to make these spaces feel safe for women. Cinko will be organizing information to write a grant to purchase a hoop house for a greenhouse on Hoban's campus.

"Throughout each project, students develop critical-thinking and problem-solving skills and gain real-life experience," Bates said. "Most of what we do as adults is project based. Very few people are hired for a position and given step-by-step instruction. It's necessary to learn how to work within a larger process and figure it out."

The success of the Center for Sustainability in its first year was the catalyst for Hoban educators to create academic opportunities in other areas, and positive word-of-mouth marketing from students like Cinko and McCarthy has helped the centers gain interest among the student body.

"I love the Center for Sustainability because it really is one of the only truly immersive courses I have taken at Hoban," Cinko said. "Going on our monthly field trips to Cuyahoga Valley National Park has been the most fun. Our van ride to and from the park are always filled with laughs, and I wouldn’t trade it for the world!"

"I enjoy working with my hands," McCarthy said. "It's a nice break from learning in classrooms and has helped me better understand what we have studied."

Center For International Politics

Social Studies Teacher Margaret Reed teaches international politics I and II, and this year, seven students are participating in the Center for International Politics in its pilot year. Those involved with the Center had to explore and select a single research topic by December and will ultimately present their research at Kent State University, Stark Campus to a panel of faculty members in May.

Although this is the first year for the Center, Reed's students participated in the KSU project with the Department of Peace and Conflict Solutions, along with Jackson High School students last school year.

"Based on students' interests, they are placed in groups with other domestic and international students. Together, they create a project proposal that is approved by KSU and they work throughout the second semester to complete the project."

Those selected projects are often comparative and cross cultural. Senior Roland Sturgill completed the Center's requirements last year by researching the psychological effects of social media usage.

"I enjoyed talking and learning about different parts of the world and their history," Sturgill said. "We had debates about what to do about issues that the U.S. faces, and how to best resolve them."

Reed's international politics courses challenge students to analyze world affairs from varied perspectives. Themes include war vs. peace, human rights, nationalism, ethnic and religious extremism, democracy and authoritarianism, immigration, women, electoral systems, developing nations and the various international relations paradigms. The goal is to build an understanding of world events that allows students to develop reasoned solutions to complicated scenarios.

Reed invites several guest speakers to her classroom to help build upon classroom instruction. In November, Pacifique Niyonzima presented about the genocide in Rwanda against the Tutsi and the restoration of the country, centered around Umuganda, the practice and culture of communities collaborating and serving each other to help one another rebuild.

Niyonzima is a Ph.D. candidate at Kent State University and has recently helped to establish a partnership between KSU and the University of Rwanda. The schools will offer studies in undergraduate and graduate areas, particularly in aerospace engineering, education and conflict management.

Center For Fine Arts

Fine Arts Department Chair Zach Feador moderates the Center for Fine Arts. With two students enrolled, Feador consults junior Sam Mazzola and senior Zadrian Neloms to bring their artistic vision to life.

"Zadrian and Sam both bring their own personal interests to the table," Feador said. "In its first year, we are focusing on building the process so that more students can participate in the future."

Neloms is creating a game set in medieval times and is based in the fantasy genre. Mazzola, who also interns for the Hoban athletic office to create athletic videos, is creating athletic trading cards for Hoban alumni who have competed at the professional level.

"I am titling the set “The Gold Standard” because they performed at the highest level and because gold is a prominent color in Hoban’s branding," Mazzola said. "Throughout the year, I have most enjoyed being able to have free reign over all the decisions effecting the project. Being able to have complete freedom has allowed me to expand my creativity while also learning to keep track of deadlines to make sure I finish the project."

Center For Exercise Science

Mitch Wagner teaches an introduction to exercise science course. The course introduces students to the concepts and principles of exercise for lifelong fitness. With an emphasis on practical application, students learn about and interpret exercise measurements in the fitness components of cardiovascular endurance, muscular strength and endurance, flexibility and body composition.

"Understanding exercise science allows us to understand our bodies and how to take care of ourselves as we age," Wagner said. "I am thrilled to be able to introduce this technology to our students to help them learn how to make exercise and nutrition a valuable part of their lives."

In its inaugural year, 13 students are in the year-long course. Wagner's goal is to grow student interest in taking part in the Center in the future.

"This is a fantastic opportunity for any student with aspirations to be in the exercise science and medical fields," Wagner said. "This course is a great precursor to a lot of the material and information they will study in college."

In the first semester, students learned how to conduct metabolic tests using clinical lab equipment called PNOĒ. Wagner was able to secure grant funding to purchase the equipment by which each of the students were tested to analyze their cardiovascular and lung health, and determine how effectively they utilize oxygen and burn fat as a source of fuel.

GAR FOUNDATION FUNDS NEW ICONOGRAPHY, EDUCATIONAL PROJECTS

Iconography is an ancient method of bringing together the natural elements of wood, cloth, minerals, clay and eggs in an art form known as “tempera painting.” This year, Hoban is offering a new iconography program called Reflecting on My Journey through Iconography. Funded by an Educator Initiative Grant (EIG) from GAR Foundation, Theology Teacher Amie Mancine instructs nine students in the year-long enrichment session as they write their own icons.

Mancine began her iconography journey about three and a half years ago and has since written roughly 20 icons and instructs a summer retreat for adults. Through iconography, Mancine guides students to grow in their spirituality, be more mindful in everyday life, and release stress.

"The process of writing a finished icon mirrors the spiritual and emotional journey we all take in life," Mancine said. "We all depend on others when we struggle. We celebrate victories. It’s very community driven. Each icon will be unique and beautiful if you are open to the process and the Spirit, just like in life."

Mancine meets with her students during the enrichment period, approximately twice a week. While choosing to participate in iconography eliminates an oftentimes helpful study hall for students, junior Emma Boring is happy to be part of the pilot project.

"Iconography has helped me connect spiritually and is a time to remember to take a break and relax," Boring said.

Boring is currently completing two icons–a historically and culturally-accurate illustration of Mary, mother of God, and a depiction of what she believes her guardian angel looks like.

“I plan to keep the guardian angel icon and give the other to someone as a gift,” Boring said.

To begin, Mancine asked each student to choose a member of the Holy Family, Trinity or saint they admire. Students then wrote a prayer to the person they chose that they say to begin each session. From there, each step of the process, every brush stroke is a prayer.

"They call icons 'windows to heaven’," Mancine said. "A finished icon is a reminder that God and the saints are with us in the icon and always. It is Gospel in color, and anyone can write one."

Practicing iconography teaches students a skill they can continue long after the initial process is complete. The methods Mancine teaches students about mindfulness and stress release are tools they will use throughout life.

"I can be somewhat of a perfectionist and iconography has helped me accept my imperfections and accept the times when I make a mistake," Boring said. "There are a couple of points when I painted outside the line of my halo, but it's part of the bigger process and I am learning to accept those details."

The art of iconography dates back to the first century. There are countless historical Catholic icons. In fact, Hoban has an icon of Brother André Bessette at the entrance of the school, symbolizing his work as a doorkeeper of Notre Dame College in Montreal. Icons are also prevalent in Greek Orthodox churches. Students visited the Cleveland Museum of Art in November and plan to visit Annunciation Greek Orthodox Church in Akron to see inspirational examples.

"At the museum, students learned about and saw the visual symbolism in art," Mancine said. "Colors, hand gestures, facial expressions, things in the foreground and background–it all has special meaning and intention. It was a great experience, as students will begin introducing colors to their icons."

Although the final product is a visual image with deep symbolism and meaning, it’s the creative process that is most impactful.

"I want this course to plant seeds with each student to bring more prayer into the world and to help them be mentally well," Mancine said. "Iconography allows for this to happen naturally in a less structured environment and process. There are no deadlines…no grades. All you have to do is try."

By the end of the school year, each student will have completed their personal icons, which they will present to Mancine and other faculty members to explain their method and choices in creating the icon. They will then be on display for the Hoban community as part of the spring visual arts festival.

This year's students will receive an academic letter for their participation. Next year, Hoban plans to offer iconography as a theology elective course, which will be open to students in all grade levels.

"Anyone can write an icon," Mancine said. "You do not need to be artistically inclined. Students are only required to be open to the Spirit. God guides our hands. We simply need to allow it to happen by being peaceful and ridding ourselves of negative thoughts. Get out of the past. Get out of the future and pay attention to the now."

Gar Foundation

During the 2021-22 school year, GAR Foundation awarded $350,000 in funding to 42 teams of educators through its annual EIG program, including nearly $40,000 to Hoban for four educational projects. The EIG program offers grants to K-12 educators in Summit County’s public and nonprofit private schools who present classroom innovations to support student success.

In addition to the iconography program, Hoban received grant money for the following projects:

1. Knight and Day Cafe A student-operated coffee shop serving the Hoban community, teaching students the fundamentals of starting and running a business.

2. Escape from Trig Island Students will create escape rooms to foster problem-solving strategies and develop a growth mindset in trigonometry.

3. Words and Actions Matter Provide an emotional and educational series for teachers on the perspective of Social-Emotional Learning (SEL) and mindful language while providing strategies and tools for their students.

Fall Play Presents The Curious Savage

Hoban's Troubadours presented the comedy The Curious Savage by John Patrick, directed by Mrs. Erin Bennett on November 5 and 6 in Barry Gymnasium.

The Curious Savage is a heartwarming comedy centered around Mrs. Ethel Savage, her family, several new friends, and a coveted inheritance. Comedy ensues when Mrs. Savage’s scheming step-children commit her to The Cloisters Sanatorium in an attempt to gain control of the family’s money. A hilarious chain of events and battle of wills will have audiences laughing and crying as they marvel at the antics of Mrs. Savage and the residences of The Cloisters who try to make things right.

The Curious Savage, a high school and community theater staple for more than 70 years, originally appeared on Broadway in 1950. It was written by John Patrick, who also wrote two Pulitzer Prize winning plays, “The Teahouse of the August Moon” and “Everybody Loves Opal.” With a message of love, loss, and the things that matter most in life, the non-stop fun of The Curious Savage made this an ideal show for the entire family.

The cast included seniors Ava Branz, Colin Doss, Jack Folk, Elizabeth ‘Biz’ Savitski, Parker Smith, juniors Kelly Brumbaugh, Rylee Zaucha, sophomore Abby Chirdon, freshmen Tommy Gaffney, Olivia Pfander, and leading the talented cast is juniors Fiona Marlborough as Mrs. Ethel Savage and Emma Boring, stage manager.

Hoban Cast And Crew

Fiona Marlborough ...... Mrs. Ethel Savage

Colin Doss Hannibal

Ava Branz Fairy May

Kelly Brumbaugh ......... Lily Belle

Abby Chirdon ............... Mrs. Paddy

Jack Folk Titus

Tommy Gaffney Jeffrey

Olivia Pfander............... Miss Wilhelmina

Elizabeth Savitski ......... Dr. Emmett

Parker Smith Samuel

Rylee Zaucha Florence

Emma Boring ............... Stage Manager

Maddie Svenson ........... Production Head

Hair and Makeup: Charity Boley, Wynter

Gibson, Reese Nichelson and Anna Stankard

Front of House: Karlyn Brinson, Sam Loos, John Lopez, Jocelyn McAninch, Madelyn

McAninch and Natalie Morton

Props: Rachel Brewer, Sammi Hessel and Kay Plaspohl

Costumes: Grace Fricker and Kate Schimmoeller

Stage Crew: Logan Adams, Charlie Hite, Luke Mowery, Griffin Wentz and Mark Yovichin