Natasha Armbrust, third from left, is shown in Sweden with the Bostrom lab group at Karolinska Institute, where she did research on her project.
“We are humbled by these students,” science teacher Michael Yagid said of the seniors now in their third year of Ridgefield High School’s Science Research course.
“The drive that they have, the work ethic they have, is not something we ever expected. They blow us away every single day,” he said.
Mr. Yagid and fellow RHS teacher Pat Hughes have been working with the students for three years now, guiding and encouraging them as they went from general reading about science, to focusing in on a potential area of research, to finding a professional mentor in the field and putting together a real and substantial research project.
“Pat and I really feel like coaches. We’re really on the sidelines. The kids do the brunt of the work,” Mr. Yagid said. “And that’s the way it’s supposed to be. It’s the kids who make this successful.
“We’re coaches. We’re on the sidelines, just trying to help them get through.”
The seven seniors in the 30-member class are polishing up their written papers and practicing presentations before the juniors and sophomores in the class. They’re getting ready to enter high school science competitions.
“We are very excited that our students will be entering the Intel Science Talent Search competition, possibly the most renowned science competition for high school seniors in the world,” Mr. Yagid said. “This is a chance for our students to share their research with the world.”
The seniors will also be entering the Connecticut Science and Engineering Fair at Quinnipiac University.
Two seniors, Izy Gordon and Natasha Armbrust, are also entering the prestigious Siemens Science Competition, and are working hard to meet its earlier deadlines.
Both juniors and seniors are entering the Junior Science and Humanities Symposium at UConn.
And all 30 students in the class — sophomores, juniors and seniors — plan to enter the Southern Connecticut Invitational Science and Engineering Fair which accepts both proposed and completed research.
It’s not about coming home with prizes, according to Mr. Yagid.
“We look at these as a way for the students to hone their skills — presentation, time management, organizational, networking, etc.,” he said. “If they happen to do well in competition, that is just an added bonus.
“Simply entering, presenting, and being part of the competition is an accomplishment in itself.”
Mr. Yagid also insists he and Mr. Hughes don’t see the course as exclusive, though the kids it attracts tend to be good students.
“This class is designed for all levels of students. Pat and I do not want this to be perceived as a class for the AP/Honors students,” he said. “We have found that when students find their passion, it does not matter what ‘level’ they are: They will produce amazing work.”
Science Research has two sections, each meeting daily, for 45 minutes, with one longer two-hour class, as well as one day with no class, every eight school days.
The students are each pursuing their own project, and are at varying stages. Sophomores are reading, writing up summaries of articles they’ve read, looking for a topic.
Juniors are narrowing their focus, moving their reading from science articles in general publications to research papers in scientific journals. Later in the year they’ll be looking for a specific research topic and a professional mentor in the field to work with.
Seniors, having done their research over the summer, are getting ready for the science fairs and competitions.
Through it all, the RHS science teachers are there to keep the students plugging away, making progress.
“They’re all over the place in their research,” Mr. Yagid said. “We set short-term goals, they set long term goals.
“They present to each other. They critique each other, critique those presentations. Sometimes they have formal presentations designed to mimic science competitions: They’re 12 minutes, with five minutes for question and answer.
“The sophomores and juniors, they don’t know as much about the research process, so they ask a lot of questions. So, the seniors have to be on their toes.”
And they have lots to share with the underclassmen.
“The seniors, have been through it. So when the sophomores make presentations, they’ll say, ‘I used to do this, this how I fixed it.’ Or, ‘I found it easier to do this.’ They talk from experience,” Mr. Yagid said. “They’re critiquing and giving constructive criticism, through their experience, which is immensely beneficial.
“It is also wonderful to see the juniors and seniors take the role as mentors to the sophomores in the program,” he said. “The upperclassmen truly care about the success of these new students, and the success of the class.”
Outside of the class, the students meet regularly with the teachers to report on their progress and share doubts and concerns.
“We have bi-weekly meetings,” Mr. Yagid said. “We meet with each student, individually, every eight-day cycle, every week.
“I’d say half of it is during class time, but there’s also a lot of time out of class. So, I have nine students I meet with, outside of class time, during their free periods, or before or after school. Those meetings usually run 20 minutes to half an hour.
“That’s where we talk about what they’ve done the past week, week and a half, what their goals are for the next week and a half, where they are in the big picture.
“It takes a lot of time, but it’s really what makes this course tick,” he said. “That time to talk to a student pointedly and individually, and to figure out where they are and where they’re going.”
Mr. Yagid does not view the course as leading students, inevitably, toward a future in science.
“I want these students to walk away from this course knowing that if they pursue something they love, if they work hard at it, they can accomplish much more than they ever expected,” he said.
“I want these students to walk away with self-confidence and an understanding that if they are polite, respectful and dedicated, that people will respond to them,” he said. “They are learning interpersonal skills that most of their peers will not until much later in life.
“If science and research are the path that these students want to take in their life, they have a solid foundation to build on once they leave our program,” he said. “However, if they choose to go down a different path, I still feel that the skills they are learning while here, will carry them very far.”
This is last story in a three-part series on Ridgefield High School’s Science Research course.