Where students become self-sustaining and self-evolving learners
Our upper school students are dynamic, creative, and diverse individuals who are engaged in and excited about their learning. Through the immersive learning approach, which we call the Immersion Method, students have ownership over their studies, creating an even more authentic learning experience.
We encourage our students to explore material with vigor, ask questions, and take risks. We support them in their endeavors and challenge them to own their ideas with confidence and passion. And we give them hands-on learning opportunities to cultivate leaders and life-long learners, innovators capable of generating and applying their knowledge in real-world settings. Whether studying multivariate calculus, composition, or printmaking, we give our students opportunities to discover their individual passions and pursue them with intellectual and emotional rigor.
One of the ways we best illustrate the Immersion Method is through Immersion, our four-week signature program in the upper school where students travel all over the state, country, and world to dig deep in a particular area of study. What better place to learn about biodiversity than the Galapagos Islands? Why not take students to hike Machu Picchu rather than teaching about ancient civilizations from a textbook?
While Immersion is an important component of the upper school, developed community service, diverse student body, competitive athletics, dynamic morning announcements, student-led clubs, and robust electives are just as integral to the MVS experience and culture.
Another large piece of life in upper school is our rigorous college prep program, the only one of its kind in the greater Dayton area. Students experience mentorship and receive individualized direction from a devoted college counselor in our small school environment.
Along with the director of college counseling, the college counseling team at MVS educates every student and family on the details and intricacies of the college planning process. This occurs through individualized conferences, group seminars, classroom meetings, and regular communication with families concerning all aspects of this most important phase of school life.
By the time students leave MVS, they have the tenacity, grit, and desire to face challenges, take advantage of opportunities, and manage ambiguity with the knowledge that they have the tools and personal resilience to deal with life beyond MVS.
MVS Class of 2020 College Acceptances
Our class of 2020 has been accepted into over 100 of the top schools and universities!
- Allegheny College
- Appalachian State University
- Arizona State University-Tempe
- The University of Arizona
- Baldwin Wallace University
- Belmont University
- Boston College
- Bowling Green State University-Main Campus
- Brandeis University
- Butler University
- University of California-Berkeley
- University of California-Davis
- University of California-Irvine
- University of California, San Diego
- Capital University
- Carleton College
- Case Western Reserve University
- College of Charleston
- University of Chicago
- University of Cincinnati-Main Campus
- Cleveland State University
- University of Colorado at Boulder
- Columbia College Chicago
- Columbia University
- University of Connecticut
- Creighton University
- University of Dayton
- University of Dayton (University Honors Program)
- University of Delaware
- Denison University
- University of Denver
- DePaul University
- DePauw University
- Dickinson College
- Eckerd College
- Elon University
- Emerson College
- Florida Southern College
- Fordham University
- Furman University
- George Washington University
- Georgia Institute of Technology-Main Campus
- Goucher College
- Hobart William Smith Colleges
- University of Illinois at Chicago (Honors College)
- University of Illinois at Urbana-Champaign (College of Engineering)
- Illinois Institute of Technology
- Indiana University-Bloomington
- Indiana University-Bloomington (Kelley School of Business)
- Kenyon College
- Lafayette College
- Lake Forest College
- Lehigh University
- Loyola University Chicago
- Macalester College
- University of Massachusetts-Amherst
- Miami University, Oxford
- Miami University, Oxford (Arts & Sciences)
- University of Michigan
- Northwestern University (Engineering)
- Oberlin College of Arts and Sciences
- Ohio University-Main Campus
- Ohio Wesleyan University
- University of Oregon
- Otterbein University
- Pace University-New York
- Pennsylvania State University
- University of Pittsburgh-Pittsburgh Campus
- University of Puget Sound
- Purdue University-Main Campus
- Rhodes College
- University of Richmond
- University of Rochester
- Roger Williams University
- Ryerson University
- State University of New York
- University of Saint Francis-Fort Wayne
- Santa Clara University
- Sarah Lawrence College
- Seattle Pacific University
- Sinclair Community College
- Skidmore College
- Stevens Institute of Technology
- Stony Brook University, State University of New York
- Sweet Briar College
- The University of Tampa
- The Ohio State University
- University of Toledo
- Transylvania University
- Union College (New York)
- University of Vermont
- Villanova University
- Virginia Tech
- Wake Forest University
- Washington University in St Louis
- University of Washington, Seattle
- Wesleyan University
- Wilfrid Laurier University
- William and Mary
- Wilmington College
- University of Wisconsin-Madison (College of Engineering)
- Wittenberg University
- Wittenberg University
- The College of Wooster
- Wright State University-Main Campus
- Xavier University
English
The upper school English program promotes an understanding of and appreciation for humanity that transcends cultural boundaries. The literature-rich and writing intensive curriculum stimulates intellectual curiosity and a greater sense of self.
Students are encouraged to revise, to conference individually with faculty, to research authors and content, and to discover their own voice through analytical and creative assignments. Students exercise freedom of thought and expression as they explore diverse and universal human concerns and integrate ideas from literature with daily life. Students discover the pleasure and value of reading and writing as lifelong learning processes and participate in active and lively critical discussions of their own work as well as the work they read.
Ninth-grade English is designed to acquaint students with the various literary forms and the ways in which a writer and/or literary critic might respond to these forms. The course, Art of the Essay, will ask students to brush up on their grammar, expand their vocabulary, and become writers capable of writing complex and informed essays. Art of the Essay will emphasize close reading, as well as the creation and revision of several types of essay forms. The concept of peer revision and the writing/revision process are introduced at this level and heavily emphasized. In the past, major texts have included Shakespeare’s Romeo and Juliet, Butler’s Kindred, Homer’s The Odyssey, and Golding’s Lord of the Flies.
World Literature focuses on authors outside the American canon for the purpose of enriching students’ knowledge and perspectives. A major goal is to grow students’ capacity to read and write appreciatively, critically and analytically and to study some of the historical contexts which inform many of the major works we will read. In this discussion-heavy course, students will learn to express their thoughts and ideas both verbally to classmates and in writing through academic and creative writing. Some of the major texts are Hesse’s Siddhartha, Achebe’s Things Fall Apart, Sepety’s Between Shades of Gray, and Nadeem’s Dara. In this course students will continue to learn about elements of fiction and literary strategies. While academic writing will be varied (definition and literary analysis), it will be mainly geared toward argument. Analytical papers, tests, presentations, and class discussions make up the majority of this course’s work. Students will continue to expand their vocabulary and learn grammar, both independently and in writing.
How do we define American Literature? Is it simply the birthplace of the author that helps us categorize its identity or is there more to it? In our nation’s short history, we’ve established, defined, and countlessly changed what we represent. Throughout the year, we will continue to build upon the question: What makes American Literature “American?” We will address this through analytical essays, class discussions, multimedia projects, and creative writing. Some of the authors that come to mind when thinking of American Literature are Poe, Whitman, Dickinson, Hughes, Fitzgerald, Hemingway, Morrison, Thoreau, Hawthorne, Steinbeck, and many more. We will approach these authors through thematic discovery and connection. Instead of viewing our literature through the scope of history, we will try to find the connections of past and present, modern authors and classic, and try to see how the future of American Lit may look. Regular discussions, presentations, and papers represent the major components of assessment in the course.
Classical English Literature offers a survey of major works of British literature from Anglo Saxon through 17th century contributions; from Beowulf through Canterbury Tales, Shakespeare, and Paradise Lost. Creative and analytical writing assignments support the development of writing skills and understanding of the literature and contexts of readings. Readings include elegiac and lyrical poetry, epic, drama, and essay. The Norton Anthology of English Literature, a state-aid book provided for student use, offers a variety of excerpts and short works, supplemented by paperback editions representing major works in their entirety.
The Aries project, a year-long capstone program for seniors, is undertaken as part of the CEL curriculum. Its focus on skills of writing, research methods, presentation, and pursuit of appropriate field work related to a selected topic enhances learning that promotes independence, creativity, and preparation for college-level coursework and research.
Who are the Arabs? Are all Arabs Muslim and all Muslims Arab? Do all Arabs speak Arabic and live in the Middle East? This semester-long course is designed to explore representations of Arab identities across a number of literary genres. Throughout the course we will examine some of the historical, political, and social influences on Arab identities in order to situate them in a global context. We will be looking at the Arab Spring, the Palestinian-Israeli conflict and other contexts which have influenced literary productions such as Ghassan Canafani’s Returning to Haifa and Hisham Mattar’s In the Country of Men. In addition, we will be looking at Arab immigrants in the US and examine some of their literary contributions in the works of Naomi Shihab Ni, Suheir Hammad, and others. By focusing on the themes of oppression, patriotism, displacement, nostalgia, love, among many others, we will develop an informed understanding and appreciation of Arabic literature, and hopefully, Arabs as well.
In survey courses around the country, students are often asked to read plays. From Shakespeare to Simon, Guffman to Wilder, Miller to Chekov, students get small glimpses into the genre of plays. This course will take a step further into the world of theatrical plays, encouraging students to find the complexity of writing for the stage. We will read plays, act out scenes, dive into character analysis, imagine set and light designs, and discover truths about “staged” literature. In this semester long course, students will become more versed in the genre, leading them to a creative project that shows off their deeper understanding of the style. Trips to local theatres will be part of this course. This is not a performing arts course, but elements of performance may be asked of students from time to time.
Grammar and Writing Workshop seeks to review general grammar and composition rules while offering students the opportunity to explore new grammar and composition rules. A great deal of emphasis will be placed on punctuation, capitalization, and correct usage. Latin and Greek roots, prefixes, and suffixes will be reviewed and utilized in vocabulary practice. Writing as a process will be emphasized through practice of drafting, editing, and revision. Students will be allowed to pursue levels of writing equal to or slightly above their individual level.
Breaking Oppression Through Literature is a semester-long English elective that would try to answer the question: How can we break down the innate social conventions of white supremacy? This course will deconstruct the reality that the white male narrative is one of the most prominent stories told in our schools. Why else can you explain that we read Shakespeare, Twain, Hawthorne, Fitzgerald, Steinbeck, Hemingway, Hesse, and countless other white male authors, but Morrison, Nguyen, and Diaz are rarely incorporated into curriculum? Through multicultural texts, SEL activities, service learning, the concept of vulnerable conversations, and Kimberle Crenshaw’s term, “intersectionality,” we will embark on a semester long journey to discover how we can make the stories told by our society the narratives of all people.
Critical thinking is perhaps one of the most commonly used phrases in academic circles. But do we know what it really means? More importantly, are we critical thinkers? How can we become fair-minded thinkers? Why are many people confused about ethics, and what do ethics have to do with critical thinking?What is egocentric thinking, and how do we practice skilled thinking? Does critical thinking involve such values as humility and the willingness to change one’s mind? These are some of the guiding questions for this semester-long course. Using Richard Paul and Linda Elder’s book, Critical Thinking: Tools for Taking Change of Your Learning and Your Life as our textbook, we will learn some of the essential tools of critical thinking. Additionally, we will be reading Mark Twain’s The Adventures of Huckleberry Finn and Antony Flew’s There Is a God: How the World’s Most Notorious Atheist Changed His Mind in order to see critical thinkers at work.
What is the difference between sex and gender? Are there any other sexes than male and female? Who is “the madwoman in the attic”? Why are women who call themselves feminists in our society often described as angry man-haters? Does our culture feminize love and masculinize sex? Has feminism failed the modern American woman in ways while granting her an equitable place with man in the workforce? What does feminism outside the US look like? How do gender issues intersect with class and race? And what exactly do terms such as patriarchy, gender binary, male gaze, and intersectionality mean? Starting the course with a historical document, The Declaration of Sentiments, we will examine some of the origins of the women’s movement in the US, understand its impact on other texts and historical moments, and make connections with its British counterpart. Our approach is interdisciplinary; we will be drawing on literature, sociology, history, and popular culture to understand some of the origins of what has come to be called gender studies. We will read representative texts and gain a better understanding of some terms which have been overused and perhaps misused. This is a rigorous course in both the quality and quantity of the work. In particular, writing assignments will be geared toward synthesis.
This course provides students the opportunity to explore the intertextual relationship between Shakespeare and film, with emphasis on the and, following the belief that each has an independent existence. Using Shakespeare’s original play scripts as pre-text, students will examine film adaptations as independent works of art that are open to exploration as texts in their own right. A brief history of Shakespeare on film from the silent era to the present will provide the social, cultural, and historical context for “reading” the films. The study of major film theories and terminology will encourage insightful close “reading” of the films. Special emphasis will be placed on developing students’ ability to write thoughtfully and critically, from movie reviews to theoretical and critical essays. Production selections will focus on four influential Shakespeare directors (Laurence Olivier, Orson Welles, Kenneth Branagh, Franco Zeffirelli) and may include adaptations of Henry V, Hamlet, Othello, and Much Ado About Nothing.
World Civilization is a year-long course that surveys humans and the development of civilization from Neolithic times through contemporary history in the 21st century. Designed to educate and enlighten students’ appreciation of other ages and cultures, the course stresses historical events and cultural developments that helped shape our world today. The evolution of social, political and religious structures is examined. Emphasis is placed on the formation and interaction of cultures and the development of a global perspective on both local and international events. Students will compose original papers based on independent research of relevant topics. Critical thinking skills will be honed with a priority placed on the motivations and implications of events rather than rote memorization of facts and dates
The U.S. Government and Politics course introduces students to the various institutions, groups, beliefs, and ideas that shape the American political landscape. The foundation of the course is several weeks studying the drafting of the US Constitution, the key concepts embedded in our founding documents, and the rights of individuals. From there we spend the remainder of the semester examining the logic and structure of the three branches of government with a particular focus on the relationships between members of each branch. We will also pay close attention to contemporary policy issues with an emphasis on whatever issues and topics are dominating news headlines during the semester.
The First World War was a turning point on a number of levels. It was one of the first modern, technological wars. It was the first war to be fought on land, air, and sea. And, as the war progressed, new strategies emerged that challenged the boundary between the battlefield and the homefront in new ways. While the study of WWI is often situated in European or American History, this class aims to contextualize WWI as a truly global war that affected the lives of people in Africa, Asia, and the Middle East as intimately as it affected Europeans and Americans. This course will introduce students to several strands of historical thinking about the First World War, aiming to complicate the standard, textbook narrative of the war. The hope is that our reading and discussions would allow us to focus on the role of individuals whose experiences are less visible in traditional narratives of WWI.
In this year-long course, students learn about United States history by studying the development of the social, political, intellectual, technological, and economic institutions from the Pre-Colonial period to the present. Although primarily taught chronologically, specific topics will be pursued more in-depth within these parameters. A heavy emphasis is placed on the development of research, analysis, and writing skills. A major research project will be developed in a series of steps, culminating in year-end mini-thesis presentation.
The goal of this course is to engage with the theme of modernity and better understand how the dominant material, intellectual, and political realities of our time came to be. While we are interested in Europe and the rise of the West, we are also going to pay close attention to global influences on modernity and the sites of contact, exchange, transmission, and entanglement between Europe and other societies.
Overarching questions that will be considered throughout the course include: Why have Europeans sought contact and interaction with other parts of the world? What political, technological, and intellectual developments enabled European contact and interaction with other parts of the world? How have encounters between Europe and the world shaped European culture, politics, and society? What impact has contact with Europe had on non-European societies?
As with all history courses at the Miami Valley School, Europe in a Global Context emphasizes historical thinking rather than the absorption of historical knowledge. As such, this course does not aim to cover every important milestone in modern European history. Rather, students will be tasked with thinking like a historian. The hope is that in challenging students to interrogate evidence, evaluate others’ arguments, and make their own historical arguments, they will be better prepared for college and whatever career field they pursue.
TED Talks constitute the primary content material for the course. That content is meant to give students access to inspiring ideas and genuinely creative, innovative, and successful people from a wide variety of domains. Students are encouraged to identify their own passions and voice and produce a series of their own video talks. Methodologically, all students in the course practice and hopefully master the philosophy and technique formally called, The Moral Conversation. Thoughtfully and precisely answering seven questions for each TED Talk viewed, students improve analytical, comprehension, and communication skills. Perhaps more importantly, they expand, enrich, and deepen their language through the disciplined examination.
This course explores the nature of science and the relationship between cultural values and scientific practice in different communities. Thomas Kuhn’s concept of the paradigm and his model for the structure of major changes in the history of science will be explored and critiqued. A cross-cultural study will be employed as a means of questioning ethnocentric assumptions that might restrict our own scientific pursuits.
The goal of this course is to expose students to the kind of thinking that psychologists do and the many areas of study that are under the umbrella of psychology. We will study the emergence of the field of psychology as well as major developments in thinking about human behavior and the cognitive and physiological process which inspire and influence human behavior. While the course offers the opportunity for a broad overview of the field of psychology, a secondary aim of the course is to offer students practical insight into the science of learning, stress, and motivation; a deeper awareness of the stages of neurological development, including adolescence; and exposure to theories of human behavior in social settings. Many of the topics that will be covered in this course have the potential to inform students’ understandings of self and give context to their experiences as members of various social groups.
All Sinai scholars must take this course.
What is the story of Jerusalem? Who has lived there across the generations, and who has called it home? When did it become the pinnacle of Jewish longing, and what is its relationship to the followers of Christianity and Islam? Why has it become the most contested location on earth? How is the magic of Jerusalem expressed through the various arts and literature? Students will address these and other questions as they explore the many-faceted nature of Jerusalem through documents, stories, photographs, artifacts, and the arts.
By August 2020 Donald Trump and a yet-to-be-chosen Democratic nominee will be in the final stage of 2020 presidential election, 435 members of the House of Representatives will be up for reelection, and one third of US Senators will be vying to maintain their seats. The 2020 Election class offers students the opportunity to closely follow the presidential and congressional elections as they unfold. We will dig into the campaign strategies of the presidential hopefuls (including third party candidates), analyze key election developments as they play out in the news, follow contentious congressional races, tune into the presidential debates and discuss them in depth, and forecast possible outcomes.
In addition, in this course we will also review key concepts related to American elections and campaigns (many of which are briefly covered in U.S. Government), while also introducing more advanced topics such as third party candidates, campaign strategy, grassroots mobilization, and the role of media in modern elections. As part of this course students will also be required to either volunteer for a political campaign or attend campaign events. In the final weeks of the course, after the election on November 3rd, we will cover elections outside of the US and examine various proposals to reform American elections.
Social
Science
Social science courses at MVS aim to develop effective learning techniques and practices for studying the human condition. Students investigate individuals’ and civilizations’ role in influencing social and cultural development; the mechanics and dynamics of cultural chance; and value structures and concepts. Our social sciences program develops students’ critical learning skills of research, analysis and communication. Through developing a sense of inquiry into mankind’s ideas and ideals, our students gain a better understanding of their world and how to be a compassionate global citizen.
Math
With extensive offerings in mathematics, our students can choose courses that are appropriately challenging for them. Math at MVS incorporates technology and techniques that allow our students to conceptualize, navigate uncertainties and problem solve. With the relevant and rigorous curriculum, students enter college with solid math sense, advanced mathematical skills, and new ways of understanding the world around them.
Algebra I is the foundation for all other courses in mathematics. It supplies the language and patterns of reasoning needed for future work in this important subject. Topics of study are equations, inequalities, polynomials, functions, graphs, systems of linear equations, rational algebraic expressions, roots, and quadratic equations. Many MVS students have taken Algebra I in middle school but may take it again in the upper school if needed.
Geometric concepts included in this course are congruency of triangles, similarity of triangles, area, volume, properties of perpendicular and parallel lines, right triangles, circles, and special quadrilaterals. Students explore these concepts through investigation as well as through the deductive process. Inductive reasoning is developed through measuring and drawing conclusions. Application of algebraic skills and exposure to proofs will be used to improve deductive reasoning.
Geometry Honors is an accelerated and enriched course that places emphasis on developing critical thinking skills. Geometric concepts will be studied in depth as deductive reasoning is developed. Students with a strong aptitude for mathematics and with a high level of success in Algebra I will be considered as candidates for this course.
Algebra II is a study of functions and their applications as mathematical models of real world phenomena. Topics to be studied include linear functions, quadratic functions, exponential and logarithmic functions, rational algebraic functions, irrational algebraic functions, systems of equations and inequalities, conic sections, sequences, and series. A great deal of emphasis will be placed on graphing, and a considerable amount of work will require the use of a graphing calculator.
This course comprises a rigorous study of advanced algebra using the Algebra II syllabus but developing each topic more deeply. Some additional topics are also included, and there is more emphasis on theoretical problems. This course proceeds at a rapid pace in order to include much more rigor.
The study of various functions from Algebra II with more emphasis on analysis of the ten characteristics of a function. This course teaches students how to quickly picture a transformed graph from a particular family of curves. In addition, logistic and the trigonometric family of functions are introduced and explored. Students develop an understanding of the limit of a function, what happens to a function as a variable approaches a given value or approaches infinity.
This accelerated and enriched course covers all the topics of the Pre-calculus course but with more depth and also includes differential calculus. Differential calculus is concerned with the study of the rates at which quantities change.
Statistics is an exploration of how to collect and interpret data. We are able to collect data in a number of ways – through surveys, observation, and by experiment. We can then display data using charts and diagrams, and we use data to help make sense of the world around us and, in some cases, to guide us in thinking about the future. This class will explain how to present data in a meaningful way, how to collect data, how to perform experiments, the difference between causation and correlation, the use of probability to determine if the data we collect is significantly different from what we might expect to see, and (if time permits) using data in inferential statistics. Along the way, the class will see how data collection and analysis is connected to many other disciplines in both STEM and non-STEM fields; they will reflect on the proper use and presentation of data analysis, and will be prompted to share their results with their peers and, if appropriate, the wider MVS community.
Meets 4 periods per rotation both terms.
This course is designed to cover one semester of college calculus material. It covers an extensive study of functions, graphs, limits, derivatives, integrals, and applications of all of the above. Each of these topics is approached via the “Rule of Four”, with activities that emphasize expressing mathematics from graphical, numerical, analytical, and verbal representations. Calculus I is similar to a single-semester of college-level calculus.
Meets 4 periods per rotation both terms.
This course is designed to complete two semesters of college calculus material (typically called Calculus I and Calculus II). Our previous course, Differential Calculus, covers at least two chapters of the calculus text prior to this course, allowing us to complete all of the material. Calculus II covers an extensive study of functions, graphs, limits, derivatives, definite and indefinite integrals, polynomial approximations, series, parametric and polar calculus, and applications of the above. Each of these topics is approached via the “Rule of Four”, with activities that emphasize expressing mathematics from graphical, numerical, analytical, and verbal representations.
This course is an extension of calculus in one variable to calculus in more than one variable: the differentiated and integrated functions involve multiple variables, rather than just one. Topics include: limits and continuity, partial differentiation, multiple integration, and the Fundamental Theorem of Calculus in multiple dimensions.
This is a first-year high school biology course based upon a constructivist model of instruction. Students proceed through a study of biology organized around unifying themes such as evolution, homeostasis, energy, matter, organization, continuity, development, and ecology. Students are involved in constructing their understanding of biological concepts through active investigation of questions and hypotheses related to each theme. The course utilizes a variety of assessments, cooperative learning opportunities, laboratory equipment and techniques, and student-centered learning strategies. Students participate in one lab session per week.
This traditional approach to chemistry includes all of the basic concepts, but does not require as much expertise in mathematics as the honors course. The emphasis is more on the practical and less on the theoretical. One lab session is scheduled each week.
This course is an introductory first year chemistry course designed to prepare students to move on to Advanced Placement Chemistry. The topics addressed in this course are similar to the topics in general chemistry, the difference is the depth and the pace. Students will be expected to think critically and synthesize information to solve problems both in the lab in the classroom. A minimum of Algebra II is required for this course.
Conceptual physics course is designed to introduce the concepts of physics and how they apply to everyday life. The goal of this course is to have a solid foundation of scientific methods and scientific attitude as well as factual knowledge to comprehend the rules of nature. This course will cover mechanics, properties of matter, heat, sound, electricity and magnetism, light, atomic and nuclear physics as well as relativity. The emphasis of this course is comprehension of concepts rather than computation. Students will see the mathematical structure of physics in equations which will be used as guides to reasoning and critical thinking. This course will enhance deeper understanding of physics as students gain the necessary qualitative knowledge and the necessary training in scientific thinking. If the computation follows comprehension, it will be with solid understanding.
This course is an introduction to physics through conceptual development, problem solving, and critical thinking. Students engage in learning about matter and energy, and the world around them through hands-on, inquiry-based labs as well as differentiated instructions. Their math skills are reinforced and enhanced. Students are challenged to use more complex thinking skills while exploring mechanics, states of matter, waves and light, and electricity and magnetism. Through project-based learning, students get an opportunity to extend and apply their mathematics and mechanical skills.
Interrelationships are at the heart of Environmental Science. Living organisms must interact with their environments to stay alive, and this course will explore the interactions between humans and the natural environment, in particular. These interactions generate a variety of problems, which can be global as well as local. The solutions need both scientific and social consideration. While this class emphasizes scientific analysis, is also explores the influence of culture, ethics, political systems and economics on issues such as energy; populations; biodiversity; land and soil use; water and waste management; and air quality. Environmental Science uses inquiry and project-based learning to explore environmental issues from a scientific perspective. Outdoor lab/field work is an important component of the course.
Anatomy and physiology is designed as an interactive journey through the human body, which beings with learning medical terminology and anatomical language. Through rat dissection, students explore the external map of the human body in relation to the internal body plan, body planes, positions, cavities, and regions. Students learn about the raw materials and the building blocks of the body as well as the structure and function of the macromolecules of life (carbohydrates, proteins, lipids and nucleic acid). They explore how these macromolecules come together to make cell organelles, which in turn compose the basic unit of structure and function of life: the cell. Our journey continues from cells to tissues to organs to systems. During the fall term, students learn and explore the integumentary and skeletal systems in greater depth. In the winter term, we will continue this journey by exploring the muscular system, central nervous system, senses, and endocrine system. During the spring term, students delve into transport, absorption, and excretion as well as the human life cycle. Throughout the entire year, they will explore these concepts via cat dissection.
Meets 4 periods per rotation both terms.
Advanced Topics in Chemistry is an advanced course for upperclassmen and meets the objectives of a general chemistry course taught at the college level. Understanding of fundamentals and competence in dealing with chemical problems are stressed. This is an extension of our introductory chemistry course. It is recommended that students taking this course should have taken Chemistry Honors. Topics covered include: atomic theory and structure, nuclear chemistry, types of reactors, stoichiometry, chemical bonding, states of matter, thermodynamics, kinetics, electrochemistry, and equilibrium.
Students learn the conceptual framework, factual knowledge, and analytical skills necessary to critically approach the rapidly growing and changing field of biology. Advanced Topics in Biology is designed to facilitate a student’s’ transition from secondary school to university. This course is structured around the enduring understandings within the four big ideas: evolution, cellular processes–energy and communication, genetics and information transfer, and interaction. This course focuses more on conceptual understandings and less on factual recall. Students spend more time on inquiry-based learning of essential concepts and developing the reasoning skills necessary to engage in the science practices used throughout this course. In order to help the students become scientifically literate citizens, this course provides them an opportunity outside of laboratory investigations to connect their biological and scientific knowledge to major social issues (e.g., bioethical concerns, technological advances, innovations). This foundation will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. They have ample time to develop and record their communication skills through laboratory reports, summaries of literature, and oral, written, and graphic presentations.
Meet 4 periods per rotation both terms.
This course is for students who are interested in pursuing a second year of physics and studying engineering. This course builds on the concepts of classical mechanics studied in General Physics and explores the interactions of electromagnetic waves, classical optics, modern imaging, nuclear physics and modern physics. This is an opportunity to go beyond classical Newtonian physics and explore 20th century physics concepts. This course provides opportunity for individual research as well as small group exploration.
Science
While academic excellence is best achieved through a balanced exposure to the arts, humanities, science, and physical wellness, we know that the most rapid changes taking place in the world around us are in the areas of science, technology and engineering, which is why we also offer a robust selection of science courses that are both challenging and varied.
Elective
Learning
Our Elective Learning courses give insight to real world careers. Students gain a better understanding to the ever-changing world of business, academics and education. Students receive guidance from outside professionals and more importantly, learn for themselves what piques their interests. Whether it’s the cutting edge of web and social media analytics or the intricacies of the classroom, our students prepare themselves for the world outside of school and begin to think about their careers.
This course offers a broad introduction to digital marketing including brand management, social media marketing and digital advertising. Students will learn how to build and measure brand equity across platforms and digital mediums, practice effective online listening and gain an understanding of web & social media analytics. Through a combination of lecture, case studies, hands-on exercises, and mini-course projects, students will develop capabilities in designing, implementing, and evaluating digital marketing strategies. Students will receive a hands-on learning experience by participating in a social media and digital advertising marketing competition. Guest lecturers include communications professors, private sector communications directors from the East and West coasts and small business social media managers.
The Learning Project is a course unlike any other course offered at MVS. Fitting perfectly into our vision of education, it fosters both learning for learning’s sake and following an academic tradition; it feeds off the energy of following your own interests and the cultural value of grades and staking your reputation on your work. It can accomplish these potentially contradictory outcomes because in reality, it is two courses running concurrently: one in which the student spends time immersed in a topic of study of her choosing and interest and one in which the student learns the structure of a learning experience and how to construct and lead one on their own.
This program is a chance for a senior to work with 9th and 10th (and sometimes 11th) grade students in MVS classrooms. MVS teachers serve as cooperating teachers. This is a great way for Seniors to shadow a professional, take leadership, serve as role models, and to connect with underclassmen in myriad ways to enrich and support their classroom experiences. The course will act as a senior elective and NOT serve as a core course. Senior students in good standing (B average or above with effort marks of 1 or 2) will be able to register for a course with a teacher with whom they have previously studied. Student must have completed one of the faculty members offerings and be familiar with their teaching style. Participation in the program must be mutually agreed to by both the faculty member and the student. A broader description of responsibilities for teacher and student can be found here.
Topics in this course include the introduction of vocabulary and grammar with an emphasis on accuracy in pronunciation, language usage and self-expression. Culture and history of Spanish speaking countries will be explored through authentic readings, research, and student projects. Class is held primarily in the target language.
With a focus on increasing fluency, this course emphasizes the continuing development of vocabulary and conversation skills with an increased emphasis on grammatical structure and accuracy. The course is taught primarily in Spanish and students are expected to employ Spanish as the principal means of communication during class. History, literature, and cultures of Spanish speaking countries are explored through videos, readings, research, and student initiated projects.
This course builds on core competencies of listening, speaking, writing and reading learned in Spanish I and II. While continuing to develop vocabulary and grammar, conversation becomes an emphasis. The course is taught in Spanish and students are expected to use Spanish as the principal means of communication during class. A continued exploration of history, literature, and culture of Spanish speaking countries occurs with a goal of increasing fluency.
Skills in speaking, listening, and writing continue to be developed. This class also works to improve reading comprehension in the target language through interpretation and discussion of literature. Social justice issues are also discussed through the lens of the language and the speakers. Conversational fluency is expected and students are expected to speak in only the target language for the duration of the year.
A culmination of previous levels, students in this course are expected to speak, listen, read, and write in the target language with increased fluency. Conversational fluency is expected and students are expected to speak in only the target language for the duration of the year. Language skills are enhanced through direct analysis of a variety of media including newspapers, magazines, essays, podcasts, and videos and movies, while exploring life in Spanish speaking cultures.
French I provides an introduction to French through the study of basic vocabulary and essential grammatical structures. Students will engage in simple interactions about their immediate surroundings and will respond to different situations that they may confront or encounter on a day-to-day basis. They will learn how to speak and write about themselves as well as ask for basic information, such as directions. Materials will vary from year to year. Upon completion, students should be able to understand and respond effectively to both spoken and written French with the goal of communicating about events taking place in the present and immediate future as well as demonstrate a degree of cultural awareness. This course is conducted entirely in French.
French II further develops students’ oral and written command of essential structures in the language. Emphasis in the course is placed on increasingly proficient communication and understanding in the four modalities. Students will learn to speak about events and people, construct narratives in French, and develop writing and reading skills that will be a foundation for increasing literacy in the target language. Reading materials included in this course are Cendrillon, Scoubidou, la Poupée qui sait tout by Pierre Gripari, Rémi et le mystère de Saint-Péray by Annie Coutelle, Virgule by Véronique Fleurquin, and selected poetry. Reading is discussed in class, broadening vocabulary and perfecting oral ability. Upon completion, students should have the ability to communicate with accuracy, efficacy, and creativity about the past and present, including appropriate use of the past and imperfect tenses. This course is conducted entirely in French.
French III is designed to bring students to a basic degree of independence in the language. It includes a systematic review of essential grammar and practice of the language through frequent writing assignments, speaking practice, and the study and discussion of themes relating to friendship, community, adolescence, and identity. Great emphasis will be placed upon communicating accurately and effectively in the four modalities: listening, speaking, reading, and writing. Reading materials included in this course are Le Petit Prince by Antoine de Saint Exupéry, Un Billet pour le Commissaire by Susanna Longo, Le Petit Nicolas et Les Copains by René Goscinny, Oscar et la Dame Rose by Eric-Emmanuel Schmitt, and selected poetry. At its completion, students should be able to communicate effectively and accurately about the past, present, and future and use the conditional, imperative, and subjunctive moods. This course is conducted entirely in French.
French IV will provide students with the opportunity to explore the nuances of modern French identity, culture, and literature while also allowing for a continued expansion of autonomy in the language. Moving towards the study and consideration of more abstract concepts and ideas, students will be exposed to increasingly complex grammatical features of the French language, including the pluperfect, past conditional, and future perfect. French IV will also provide students with all the necessary linguistic tools to begin to analyze works of literature, to articulate their opinions on current and historical events, and to review and analyze films. Among the materials included in this course are excerpts from the novel L’Enfance by Nathalie Sarraute, the play Huis Clos by Jean-Paul Sartre, the novel Un Sac de Billes by Joseph Joffo, L’Étranger by Albert Camus, selected poetry, and films by Alain Resnais, Claude Lanzmann, François Truffaut, and Louis Malle. Upon completion, students will achieve a proficiency level of intermediate-mid as defined by the American Council on the Teaching of Foreign Languages. This course is conducted entirely in French.
French V is intended for capable students who have expressed a particular interest in studying the methods and formal aspects of cinema. Covering the history of French cinema from early films by the Lumière Brothers to the work of directors such as Mathieu Kassovitz and Claire Denis, this course aims to refine the skills that are essential to viewing, discussing, and unpacking cinema from both an analytical and technical perspective. Class will consist of discussions, frequent writing assignments, presentations, and discrete grammar topics on a need-to-review basis and will culminate in the making of a movie that is written and performed in French and filmed by the students themselves. The films are chosen based on their historical, linguistic, or cultural significance and may vary from year to year. Selections may include A Bout de Souffle, Beau Travail, La Haine, Les 400 Coups, Jules et Jim, Pierrot Le Fou, Le Fabuleux Destin d’Amélie Poulain, Cléo de 5 à 7, Ma Nuit Chez Maude, La Règle du Jeu, Bande à part, and Mon Oncle. Upon completion, students will achieve proficiency levels of intermediate-high to advanced-low as defined by the American Council on the Teaching of Foreign Languages. This course is conducted entirely in French.
Mandarin I will serve as an introduction to Chinese for upper school students who did not take Mandarin in middle school. Topics will include the Pinyin system, character writing, character radicals, vocabulary and grammar necessary to conduct simple conversations, and an introduction to Chinese culture via media, holidays, and educational videos.
Mandarin II is a continuation and further development of the Chinese Pinyin Romanization system and conversational Mandarin Chinese structures: sentence patterns that help students carry on simple conversations in Chinese on a considerable range of topics; the Chinese character writing system, sentence composition and development of language skills in listening, speaking, reading, and writing. Computer skills with Chinese programs and simplified Chinese character input will also be included. By the end of this course, students are expected to have a good command of the Pinyin system, have rudimentary knowledge of Chinese writing system, communicate in some real-life situations in a Mandarin-speaking environment, and read and write with an active vocabulary of 500 simplified characters.
This course reinforces language skills developed in Mandarin I and II and is a transition to more advanced materials with a focus on life and cultural values in China. The course will review and complete basic grammar and key sentence patterns of Chinese, provide practice in the appropriate use of idiomatic expressions, and further develop skills in reading and writing Chinese characters. It will also build vocabulary, expand reading comprehension, and encourage extensive conversation in Mandarin. Students will continue to practice computer skills with Chinese programs. By the end of this course, students are expected to apply better pronunciation and tones as well as fluency in speaking, communicate more and better in real-life situations in a Mandarin-speaking environment, acquire a better knowledge of the Chinese writing system, and read and write with an active vocabulary of 800 simplified characters.
Mandarin IV is an intermediate course for students who have had at least three years of Mandarin learning experience. It is an expansion on pronunciation and more elaborate and extensive Chinese grammar and vocabulary. Students will continue to develop language proficiency at the intermediate level. Students will improve their Chinese language skills and knowledge of the culture with an emphasis on reading and writing. Topics include education, food, direction, social life, and literature. Upon completion of this course, students are expected to apply better pronunciation and tones as well as fluency, achieve intermediate level of communicative skills, have a better knowledge of Chinese writing system, and read and write with an active vocabulary of 1200 simplified characters.
Mandarin V is designed for students to apply their growing cultural knowledge of communicative tasks. Throughout the course, students hone their language skills across the three communicative modes: interpersonal, interpretive, and presentational. In doing so, they develop necessary knowledge of the Chinese language, including pronunciation, vocabulary, idiomatic expressions, grammatical structures, and written characters. Authentic materials and teacher-prepared texts are used as learning materials in addition to other texts. Upon completion of this course, students are expected to be able to initiate and sustain two-way communication with native speakers of Chinese in culturally appropriate ways; comprehend a wide variety of oral and written texts, ranging from the formal language used in news broadcasts, advertisements, signs, posters and announcements made in public places to colloquial language found in movies and television dramas, newspapers, magazine articles, contemporary literature, letters, and essays; compose e-mails or personal letters as part of back-and-forth communication with other Chinese speakers; and create a level-appropriate speech, produce a newscast or video with comprehensible pronunciation and tones and write narrative stories or reports. Students will perform extensive computer keyboarding skills throughout the course.
The International Student Support Services course provides several benefits for our international students:
‚óè extra support for their academic classes
‚óè furthering proficiency in the four skills of language; speaking, listening, reading, and writing 30
‚óè guidance and a safe space for discussing transitions to US culture, MVS educational pedagogy, and living with host families
‚óè devoted time for TOEFL study and instruction
Small group instruction, sustained silent reading, whole class activities, and individual assistance are regular components of class sessions.
World
Languages
The upper school world language department aims to help students develop language skills, with an emphasis on communication in the modern languages, and cultural awareness. Through exploration of diverse cultures, our students gain a greater understanding and practice of compassionate global citizenship and discover lifelong passions.
The Arts
Our robust Fine and Performing Arts Department offers a variety of opportunities for students to discover their talents and express themselves in innovative and creative ways.
Music, visual art, and theater are all part of the Fine Arts experience, cultivating creative intellectual leaders with an excitement for learning. Process is at the heart of the program, providing excellent studios and quality materials for students to take creative risks. Students are required to take a certain number of Fine Arts semester-long elective courses but many elect to immerse themselves in the arts above the requirement.
Courses may change yearly, so students have the opportunity to take advantage of an array of media and techniques.
Students explore a variety of materials and processes, analyzing and engaging with their surrounding environment. Many techniques are demonstrated and practiced, framed by art history, contemporary works, and the elements and principles of design. Students begin to understand and articulate—verbally and visually—how composition, subject, material, mark, orientation and craftsmanship work together, realizing that small differences can have a large effect.
This course is an exploration of various painting techniques. Students investigate work from 19th-, 20th-, and 21st-century painters to gain knowledge of the history of contemporary art. They may work in collaboration on large works or independently. Students enhance their knowledge of the principles of design while finding their own personal vision. Creativity is fostered and celebrated!
Printmaking is the process of applying ink to a form or printing plate to create an impression. This beginning course investigates unusual and standard printing techniques. Students learn the various tools of the printmaker and have the opportunity to explore many different processes, including block printing, etching, collagraph, and serigraph (silkscreen).
Art Now! is an experimental art course based on the artists that are currently working and showing internationally. Students explore these artists and then create their own personal and creative pieces based on this exploration. The sky is the limit for the media and techniques used. Photography, installation art, painting, sculpture, performance, and exterior works are all possible.
Students investigate the making and finishing processes of both functional and sculptural ceramic objects throughout this introductory course. Many methods of building with clay are discussed, demonstrated and practiced to create works that use clay as the primary medium. Finished works will be self-evaluated and critiqued, considering art history and contemporary practice, process, and craftsmanship.
This class is an introduction to the basic principles and methods of drawing and image making. Through various assignments students will concentrate on observational drawing, means for finding two-dimensional equivalents for 3-dimensional space, and eye-hand coordination. Subjects will include perspective drawing, still life, landscape and architecture, and some non-representational, surface centered concepts. A variety of traditional and non-traditional materials and surfaces will be explored throughout the semester.
This class further develops and diversifies instrumental skills in a rich and varied genre. Students learn tunes that span a gamut of styles: Blues, Latin, Rock, Funk, Bop, and Swing. Students listen to jazz greats, loading an arsenal of licks and idioms as they approach soloing and improvisation. The class has four formal performances and a handful of other appearances throughout the year.
An auditioned choral ensemble specializing in popular music or other applicable styles sung completely without instruments. This group will represent MVS at concerts, events, community functions, and contests. All upcoming freshman through upcoming senior singers and vocal percussionists are welcome to audition in the Spring semester of each year. The 2018-2019 A Cappella Auditions will take place in May 2018. Students in this course will:
‚óè Develop artistic expression.
‚óè Heighten performance skills.
‚óè Expand and develop choral intonation, articulation, and musicality.
‚óè Sing and perform in abundance.
Music Technology explores digital music production from the ground up. Students will explore the mechanics of sound production, amplification and digital manipulation, using professional-grade editing and recording software in a state-of-the-art recording studio. Students will have the opportunity to record their own original songs and work as sound engineers for projects of their peers. There will also be opportunities to explore and create with interest-specific projects including but not limited to: sound design for stage, film and screen, experimental electronic music, and web/cloud/app based music and sound production.
Students discover, listen, and recreate music from the Civil War to the present and learn how historical events and technology have impacted the music we listen to. Students will develop critical listening skills as they explore the trends, forms and styles that have dominated popular music throughout the years. With an emphasis on music criticism and history, students will explore the broader societal, religious and cultural impact of the pop music industry, and via web chat and occasional concerts and visiting lectures, will interact in real time with popular music performers and producers from around the globe.
This performing arts elective open to students grades 9-12 teaches the fundamentals of onstage performance. Diving into scene work, vocal performance and dance, students are challenged to find personal and meaningful expression of their private truth in a public way. Classes culminate in a public performance.
In this course, students will use theatrical improvisation as an entree into various other forms of experimental performance. Using Improv games and exercises, students will begin to develop trust, communication, agreement and active listening required to branch off into other, more personal versions of self-expression. As the semester progresses, students may choose to broaden their exploration, investigating performance in experimental music, visual performance art, Theatre of the Oppressed, etc. culminating in a public performance at the November Collage Concert.
As members of the adjunct creative staff, students will craft, guide, and support an MVS mainstage production from start to finish. Before production, students will design and construct the world of the show – building set pieces, selecting props and assembling costumes appropriate to the common vision of the design team. In the final weeks of production, students will serve as members of the technical team – facilitating behind-the-scenes needs of the performance such as audio support, light operation, and scene changes. (Running crew commitment runs April 16-28, 2018)
Principles of Computer Science introduces the students to foundational concepts of computing. We will concentrate on a few big ideas such as creativity, algorithms, the internet, global impact and programming. Students learn programming using both drag and drop programming tools and text based tools.
This is an introductory class on web design where you will gain an understanding of the web development process, including both graphic design and technical elements. You will learn to develop web pages using tools such as Google Sites and Google Web Design apps as well as pure HTML, CSS, and javascript.
This course will provide students the opportunity to learn about robotics, engineering principles, design, team work, and programming. Students will understand the difference between servo motors, step motors, regular motors, and technical aspects of how robots work. Working with MVS Rambotics, the final robot will be designed and built to accomplish the tasks set by the First Tech Challenge in the fall of the year. The robot should be completed and ready to enter competitions by early December. In addition, students will help plan outreach and marketing strategies for the robotics team. This robotics course will help students realize the importance of teamwork, innovation, design, and construction of an electronic device. It will provide them with opportunities to practice and improve skills valued in the 21st century workspace. Students are ‘immersed’ in designing and building a robot that is required to accomplish tasks which are unknown to them when the class begins. They are expected to record their activities in their engineering notebook, provide feedback to each other, and work together to turn innovative ideas into practical, real-world applications.
This course introduces students gently to the Java programming language using the Processing Development Environment. Processing is a text based code that quickly allows students to draw images, create animations, and develop and manage user input. Students will develop basic and more advanced games while improving their ability to think algorithmically and use mathematical skills to develop interactive media presentations.
Python is an interpreted programming language with simple syntax and a robust set of libraries. This course is an introduction to Python for students with little to no programming experience. Learning to program develops skills in logic, problem solving, determination (grit), computational and critical thinking.
This class will explore and create electronics and engineered devices through use of the Arduino circuit board and/or the Raspberry Pi computer (all of the following notes about the Arduino could be substituted with a Raspberry Pi). Students will complete several projects using the Arduino, breadboards, motors, potentiometers, and various sensors to create simple electronic machines that sense and respond to external stimuli, and may use these stimuli to make decisions for responses to the stimuli received.
This course is an introductory course in the Java programming language. In this course we begin with basic text coding, learning Java from the ground up. Topics to be covered include: using the program development cycle to create appropriate programming solutions to given problems; implementation techniques; analysis of programs and algorithms; understanding and use of standard data structures; standard algorithms; and understanding and using object-oriented program design. No prior knowledge of Java is needed to be successful at this course.
Computer
Science
As the world becomes dependent on the digital, it is imperative to educate our students in computer science. This challenges our students to participate productively in society, to make good decisions, and to protect themselves.
Our Computer Science courses develop academic skills, build qualities like perseverance and organization, and gain valuable 21st century skills. Critical thinking and problem-solving are important life skills and frequently used in these courses. From Web Design to Robotics, our students learn the broad spectrum of computer science.
Physical
Education
Physical education is good for a student physically, mentally and socially. Quality physical education programs are needed to increase the physical competence, health-related fitness, self-responsibility and enjoyment of physical activity for all students so that they can be physically active for a lifetime. In many ways, our physical education courses strengthen more than their bodies and minds, but major social skills between each other. Our courses delve into more than just physical activity. Students learn about maintaining healthy lifestyles and interpersonal relationships.
The focus during arrival is on socialization, awareness of self, and an introduction to different ways of learning. Our first priority is creating a safe and nurturing environment, which is why each child is greeted by our teachers every morning.
This course is designed to give students the opportunity to learn fitness concepts and conditioning techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of strength training, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.
This course is designed to give students an opportunity to take an in-depth look at their health and health behaviors while learning skills they can put to immediate, practical use when making responsible decisions regarding relationships, managing stress, substance abuse, nutrition, physical activity, and maintaining a healthy lifestyle. This course will utilize presentations by community professionals, the textbook Access to Health, various websites, and experiential learning in order to give students an interdisciplinary, multi-faceted educational experience.
This course is taken in the sophomore year.
The purpose of the upper school CreditFlex program is to provide students in the upper school with the opportunity to obtain physical education credits for activities not covered in the upper school curriculum or extracurricular athletic offerings. Transcripted academic credit will be granted to all approved CreditFlex programs. Completion of an approved CreditFlex program occurs in three phases as outlined in the Credit Flex Process document which can be obtained from the Upper School office. The deadline for completing the first portion of a CreditFlex proposal varies with the term. For fall term the deadline for requesting to participate and submitting your proposal is the end of the first week of school. For spring term, the deadline is the first Friday in December. See Credit Flex Process document for details.
Academic Challenge in a trivia based club in the “quiz bowl” style that prepares and trains students to participate in various quiz bowl tournaments during the school year.
Day the club meets: Day 3
Time the club meets: 1:00 pm
Teacher advisor: Mr. Beckham
Want more information? Amay Kejriwal at amay.kejriwal@mvschool.com
In A.R.C. this year members will be using radios, building radios, learning Morse Code, and furthering the art of Amateur Radio.
Day the club meets: During lunch
Time the club meets: 1:07 pm
Teacher advisor: Mr. Beckham
Want more information? Deena Green at deena.green@mvschool.com
When the club meets, the students involved will shoot bows, learn about different types of bows, and improve their shooting.
Day the club meets: Day 1
Time the club meets:
Teacher advisor: Mr. Squires
Want more information? Ray Crafton at rachel.crafton@mvschool.com
Students who join aviation club will explore the world of all things that fly! From going to airshows to taking an introduction flight in a real plane, students will come to experience what aviation is all about!
Day the club meets: Day 5
Time the club meets: 1:20 pm
Teacher advisor: Mr. Squires
Want more information? Carson Wiggins at carson.wiggins@mvschool.com
Fun times and Beyblades and Battles
Day the club meets: Day 6
Time the club meets: 1:00 pm
Teacher advisor: Ms. McEwan
Want more information? Ridha Nazir at ridha.nazir@mvschool.com
Learning Chinese Culture (Chinese cuisine, Chinese movies, assistance of EVERY MANDARIN QUIZ AND TEST)
Day the club meets: Day 6
Time the club meets: 1:35 pm
Teacher advisor: Mrs. Gu
Want more information? Kevin Zhu at yanlin.zhu@mvschool.com
Students in D.E.C.A. will learn leadership skills, public speaking, help assist with marketing at MVS, and creative and entrepreneurial exercises.
Day the club meets: Day 6
Time the club meets: 1:20 pm
Teacher advisor: Ms. Papadakis
Want more information? Janine Quigley at janine.quigley@mvschool.com
In diversity club, we focus on maximizing inclusivity in our school community and celebrating what makes each of us diverse. Students in diversity club are expected to attend meetings with an open mind and be welcoming to everyone. During meetings, we will discuss the content featured on our new diversity board as well as upcoming events such as diversity day, world affair, etc. that we should be prepared for and how the club members should go about helping us prepare. Diversity club is a safe space for students to come as they are, connect with other students, and celebrate the people who make up our diverse community.
Day the club meets: Day 1
Time the club meets: 1:30 pm
Teacher advisor: Dr. Birdi
Want more information? Liberty Endres at liberty.endres@mvschool.com
Four Square, Physical Activity, Inter-grade Bonding, Community Connections, Promotion of Individualized Fitness, and all around fun!
Day the club meets: Day 3/5
Time the club meets: 1:00 pm
Teacher advisor: Dr. Birdi
Want more information? Jonathan Albrecht at jonathan.albrecht@mvschool.com
The Société Honoraire de Français (French National Honor Society) is an organization whose purpose is to recognize outstanding scholarship in the French language and to increase the knowledge and appreciation of the cultural contributions of the French-speaking world. Candidates for induction must have maintained an average cumulative grade of A- in French as well as an average cumulative grade of B+ in all other subjects during the semester of selection.
Day the club meets: Day 2
Time the club meets: 1 pm
Teacher advisor: Mr. Davis
Want more information? Imelda Donnelly at imelda.donnelly@mvschool.com
We bond over any type of game! (Video games, board games, vr games). I’m hoping to expand more this year and have watch parties for different video game tournaments as well. Some of them can be quite exciting.
Day the club meets: Days change
Time the club meets:
Teacher advisor: Sra. McEwan
Want more information? Reece Quigley at reece.quigley@mvschool.com
Our goal is to create a meeting place for this hidden, but present community in which we will hold discussions about prevalent topics and what we as a school need to improve on.
Day the club meets: Day 5
Time the club meets: 1 pm
Teacher advisor: Mr. Davis
Want more information? Ella Florkey at ella.florkey@mvschool.com
International Thespian Society is an honors society where students can add up points they have earned from participating in different performances. These points can be used for graduation honors. In this club we discuss different performances we have taken part in, different shows, and how to get more involved in theater.
Day the club meets: Day 5
Time the club meets: 1:30 pm
Teacher advisor: Mr. Lopez
Want more information? Jordan Vandersluis at jordan.vandersluis@mvschool.com
JSA is a national nonprofit organization with various chapters (schools) across the country. In our chapter, we strive to be a debate-oriented club committed to encouraging civic engagement in any and all ways. We debate a lot of policy but we are not a strictly “political” club, nor are we affiliated with a specific party. Debate is a cornerstone of JSA, but by no means a necessity and we offer plenty of other ways to be involved. We attend different state and national conventions throughout the year and hold our own elections. JSA’s mission is “to strengthen American democracy by educating and preparing high school students for life-long involvement and responsible leadership in a democratic society.”
Day the club meets:
Time the club meets: 1:00 pm
Teacher advisor:
Want more information? Wyatt Gibson at wyatt.gibson@mvschool.com
In Math Competitions Club, students prepare for math competitions and with trying out challenging problems. Our first competition is online through AreteLabs called Math Madness.
Day the club meets: Day 5
Time the club meets: 1:30 pm
Teacher advisor: Mr. Graetz
Want more information? Lena Syed at lena.syed@mvschool.com
Learn about and prepare for Model United Nation conferences across the region.
Day the club meets: Day 1
Time the club meets:
Teacher advisor: Mrs. Roeth
Want more information? Satya Morar at satya.morar@mvschool.com
The Muslim Student Association is a club where Muslims in the Miami Valley High School can connect, interact, participate and lead activities and discussions that relate to Islam. We would meet and have discussions with one another and also host open discussions where non Muslim can ask questions and participate in our discussions. Additionally, the MSA would host events and give announcements that correlate with any of the religious holidays or auspicious times Islam has.
Day the club meets: Twice Monthly
Time the club meets:
Teacher advisor: Dr. G
Want more information? Simra Ahmed at simra.ahmed@mvschool.com
Students in my club learn the basic and intermediate skills of squash under the supervision of the Dayton Squash Center pro. I hope to form a team this year that will compete in the high school nationals taking place in Hartford, Connecticut in February 2019.
Day the club meets: After School
Time the club meets: 4:30 pm
Teacher advisor: Mr. Munhofen
Want more information? Humza Khan at humza.khan@mvschool.com
The purpose of Open Forums Club is to provide everyone, regardless of creed or any of other dividing factor, an outlet to speak their mind in a manner that is simultaneously assertive and constructive. We want to hear voices on all sides of every issue in attempts of reaching conclusions between typically strongly opposing ideas and beliefs.
Day the club meets: Day 1
Time the club meets: 1:00 pm
Teacher advisor: Mr. Squires
Want more information? Jonathan Albrecht at jonathan.albrecht@mvschool.com
Members of Peace club will: raise awareness for organizations that inflict peace on a local, national, and global level while also tackling issues members are passionate about whether it be with advocacy or monetarily. We will be engaging students in peace building initiatives, around the school as well acting as community leaders building bridges of dialogue and understanding across communities, working together, educating each other, and helping to manage conflict and promote peace.
Day the club meets: Day 6
Time the club meets: 1:30 pm
Teacher advisor: Mrs. McEwan
Want more information? Ridha Nazir at ridha.nazir@mvschool.com
Phloem & Xylem is our student run, school newspaper. In P&X we write articles about important things going on in our school community. During meetings, we discuss topics, assign articles, and edit articles. Students who are interested in writing, editing, photography, or graphic design should join. No experience necessary!
Day the club meets: Day 1
Time the club meets: 1:00 pm
Teacher advisor: Dr. Cleary
Want more information? Liberty Endres at liberty.endres@mvschool.com
In this club we will take time to share pictures that we have taken, introduce/share skills we have learned, and find beauty in ordinary things.
Day the club meets: Day 3
Time the club meets: 1:30 pm
Teacher advisor: Mrs. Law
Want more information? Ella Florkey at ella.florkey@mvschool.com
Students practice creative writing! During club meetings will we talk about tournament strategies and write several stories based on prompts. We compete a couple times during the year!
Day the club meets: Day 1
Time the club meets: 1:00 pm
Teacher advisor: Dr. G
Want more information? Shraya Sandhir at shraya.sandhir@mvschool.com
Explore different subjects in engineering. First semester will be focused on programming, and the second will be focused on using electronics and building projects.
Day the club meets: Day 1
Time the club meets:
Teacher advisor: Kelly Roth
Want more information? Katie Dettmer at katherine.dettmer@mvschool.com
Project Okurase and it’s club members fundraise for important worthwhile causes that benefit the village of Okurase (in Ghana), such as installing solar panels, putting in pipes and functioning toilets at the schools, and empowering women in business. This year we will also be starting a pen pal relationship with a class in Okurase and spreading Ghanaian culture through the school with musical guests, videos, and anything else. Club members will volunteer their time to help with fundraising projects as well as cultural projects.
Day the club meets: Day 5
Time the club meets: 1:00 pm
Teacher advisor: Anne Griffith
Want more information? Vennela Vallabhaneni at vennela.vallabhaneni@mvschool.com
Plan the 2019 Prom
Day the club meets: Day 3
Time the club meets: 1:00 pm
Teacher advisor: Mr. Beckman
Want more information? Neil Sawh at neil.sawh@mvschool.com
In Rambotics, students build a robot to competition in robotics competitions through FIRST Tech Challenge. We also do service activities in the community involving coding.
Day the club meets: After School
Time the club meets: 4:30 pm
Teacher advisor: Roth and Walker
Want more information? Katie Dettmer at katie.dettmer@mvschool.com or Niam Morar at niam.morar@mvschool.com
As a club at school, we try and help more from the background. For example, the annual blood drive that is at MVS can help save over 150 peoples’ lives. Other goals of the club is host wellness week and other health related activities throughout the school year.
Day the club meets: Day 6
Time the club meets: 1:30 pm
Teacher advisor: Mrs. Kemper
Want more information? Niyanth Reddy at niyanth.reddy@mvschool.com
We embrace Spanish culture, watch movies, and help the lower school. We also volunteer at different places and help out with the lower school in the Spanish classes.
Day the club meets: Day 1
Time the club meets: 1:00 pm
Teacher advisor: McEwan
Want more information? Lena Syed at lena.syed@mvschool.com
The meetings will serve as advised workshops for preparing for tournaments and developing helpful skills for speaking and debating. The tournaments (we’re hoping 1-3) will involve the students competing in their preferred area.
Day the club meets: Day 6
Time the club meets: 1:00 pm
Teacher advisor: Mr. Berkowitz
Want more information? Imelda Donnelly at imelda.donnelly@mvschool.com
Put together pep rally’s and spirit weeks
Day the club meets: Day 5
Time the club meets: 1:30 pm
Teacher advisor: Mrs. Papadakis
Want more information? Gabrielle Shaw at gabrielle.shaw@mvschool.com
Decide how best to share the MVS story with perspective families. Students will be expected to lead tours, host students, and welcome perspective families.
Day the club meets:
Time the club meets: 1:30 pm
Teacher advisor: Mrs. Lewis and Mrs. Dettmer
Want more information? Caitlin Lewis at caitlin.lewis@mvschool.com
Bring up important issues among the student body and starting green initiative. Connection between student body and the administrative office.
Day the club meets: Day 3
Time the club meets: 1:00 pm
Teacher advisor: Griffith
Want more information? Lena Syed at lena.syed@mvschool.com
Facilitate and share service opportunities for their peers.
Day the club meets: Once a month during lunch
Time the club meets: 1:00 pm
Teacher advisor: Caitlin Lewis
Want more information? Caitlin Lewis at caitlin.lewis@mvschool.com
Work on the yearbook.
Day the club meets: Day 6
Time the club meets: 1:00 pm
Teacher advisor: Mrs. Law
Want more information? Niam Morar at niam.morar@mvschool.com
Clubs &
Activities
Upper School
Blair Munhofen
Director of Upper School
Sarah Jones
Director of College Counseling
Katie McCallum
College Counseling Office Coordinator
Nathan Beckman
Mathematics
Glenn Squiers
Social Science
Harry Berkowitz
World Civilizations
Maureen Conroy
Spanish
Dokia McEwan
Spanish
Xinhong Gu
Mandarin
Laurine Ferriera
French
Steven Davis
French
Jason Oliver
Community Technology Facilitator
Laura Roberts
Learning Specialist
Kristin Freeman
Health
Bryan Lakatos
Learning Project
Emily Trick
Visual Arts
Jacob McGlaun
Performing Arts
Toni Meiser
Performing Arts
Christopher Diaz
Performing Art and Choral
Julia Bonifield
Strings
Elliot Ward
Art Teacher
Holly Stolz
library and media
Patti DeLotell
Director of Zorniger Environmental Lab
Mario Carrillo
Athletic Director
“MVS gave me the meaning of true friends and a supportive community to pursue my passion for music. Nurturing my passion at MVS helped me choose my college and shape my future.”
Adele Taylor, Class of 2017
Experience
The Miami Valley School
The Miami Valley School aims to positively impact the future by inspiring and empowering the community to achieve more through immersive education that creates exceptional human beings.
