If you are reading this, please give the grandseniors our sincerest thanks, for they have blessed us with the knowledge to hopefully ace the post-NCSSM math exam (which also has a bit of every other subject imaginable, somehow). When I brought up my memories of the entrance math exam as a sophomore to some of our UNC brothers and sisters last weekend, I believed that was the end of traumatic overstudying and that we’d spend the next two years having fun and dancing on the beautiful Bryan lawn every day. I didn’t foresee that there would be a surprise exam to test whether our knowledge retention is longer than a goldfish’s.
God knows how many more surprise exams we will have to endure, but the grandseniors have mercifully provided us with some questions from their own exams. They were pulled straight from their own mighty memories, so I trust these questions completely and will NOT in fact be memorizing the answers, at all. BTW, I heard this exam will happen in early June via proctored Zoom.
1. Compare the growth of the Fibonacci sequence to the number of emails you received titled “Free food in Blobby (walk don’t run)” in a single semester. What mathematical model best describes the rate of inbox saturation? Be sure to show all 492 steps.
2. Prove, using indirect contradiction and at least one Hall Scream in the ETC gym, that the probability of getting into a good college increases with the number of problem sets you “collaborated” on but didn’t actually understand.
3. If a student walks from Hill to the ETC in under 4 minutes carrying an iced lavender matcha from Joe’s and a TI-84, what is the minimum amount of shame they must feel for not taking the tunnels? Express your answer in terms of π, Euler’s identity, and residual sleep debt.
4. Let xxx represent your GPA, and yyy your number of hours slept this week. Show that as x→4.0x \to 4.0x→4.0, y→y \toy→ [REDACTED]. Use a Lagrange multiplier if you’re feeling fancy, or just cry.
5. Calculate the volume of a metaphorical void created by dropping your calculator down the Bryan stairs from 4th Bryan 17 minutes before the AP Calculus BC exam. Assume it echoes with your last three coherent thoughts.
6. A student takes 8 courses in one semester, joins 4 clubs, runs for 2 positions, and attends 6 optional speaker lectures. Prove that this student exists only theoretically and was last seen orbiting the library at Mach speed. Bonus: Derive a matrix transformation that maps “ambition” to “burnout.”
7. Using combinatorics, determine how many possible outfit combinations can be made from the same two NCSSM hoodies, one pair of sweatpants, and seven unmatched socks. Include all valid permutations for Thursday, 8:30 a.m. (C block).
8. Using integral calculus, calculate the total amount of caffeine consumed by a student over the course of finals week. Be sure to account for exponential increase on the night before the Multi final and the delta spike caused by the ground Watts Coca-Cola machine breakdown.
9. You have 6 unsolved past problems, 3 panicked Messenger chats, 2 unread Canvas announcements, and 1 chemistry packet due. Create a Markov chain to represent your decision-making process. Explain why every state leads to “eat pizza in the PEC.”
10. Derive a function that describes the rate at which motivation decays when the Bryan courtyard hammocks are reinstalled. Bonus: Include external variables such as bird-watching, existential dread, and the Big Spoon concert.
11. Define a topology on the set of all NCSSM students such that all paths lead to the Bryan lobby. Justify whether this space is connected, compact, or simply chaotic good.
12. Finally, prove the following identity:
(NCSSM Senior)^2 = (Fear of adulthood) + (Last-minute Common App edits) + (Fifth pod of Keurig)
Use the Fundamental Theorem of Crying in the Shower.
With the weather turning from spring to summer, the later sunsets and the reminder that last day of classes and finals are around the corner, students in the past can be found socializing with friends whom they may not see till term, anxiously gossiping about final projects, or just enjoying the warm weather outside during the last 30 minutes before check. However, as you walk down Hill Street and past Hill Lounge, the campus is quiet; students aren’t packed together, throwing footballs with the steady stream of chatter flowing down the road. Hill Street and Hill Lounge are dark and ominous, with no student life. What has become of the beloved Happy Half tradition? Is there any way to save it, or have we accepted that some traditions die off and others must be born?
For those unaware, Happy Half is a time during the last half an hour before check at 10 pm where students can chat with friends, hang out outside, and unwind from the stress of the day. During the months when the weather is warmer, Hill Street is noisy, with lots of student chatter. Even in the colder months, students could be found congregating in Hill Lounge, playing foosball or ping pong. For students, it’s a nice thing to look forward to after classes and studying all day. However, it has quite literally “died off”. Instead of the yells of classmates to “Meet at Happy” in the library or the whispers of “I’ll tell you at Happy” during class, there is nothing.
Some seniors have opinions about why that is.
Felicity Lipchak ‘25 shared that she believes that Happy Half declined due to the Class of 2024 leaving last year, and that the current seniors didn’t protect the legacy.
Zoe MacDonald ‘25 also voiced a similar opinion and added, “The former classes would be disappointed to know that Happy Half has ceased to exist. Class of 2026, it’s up to you to bring it back before it’s gone.”
Other seniors recall some of their favorite memories from Happy Half.
Connelly Martin ‘25 shared, “Happy Half was once a place that I found lots of joy and socialization with my peers from all across the student body. And now, as I’m reaching the end of my senior year, Happy Half has transformed into something that is not attended by many. It’s slowly dying, which is sad for me to see, as it was once a place of such joy, every night.”
Lipchak shared her favorite parts of Happy Half. “I loved just going out to talk to everyone after long days, especially when we were gone for long weekends or breaks; everyone would go out for the first half we were back. There were great conversations. And that’s how a lot of like friendships were built. And now that doesn’t happen at all.”
However, when asked what the junior class thought, these were their responses.
Morgan Price ‘26 stated, “I’ve never been to Happy Half”, which adds to the point that the nightly tradition is becoming less and less popular among both the junior and senior classes.
Lilly Ferry ‘26 chimed in, saying she thinks the importance of Happy Half was relayed to the juniors, and that the junior class “were busy and didn’t care.”
When asked her favorite memory of Happy Half, she said she liked to attend and sit in the hammocks and watch the spikeball games.
There are certainly other traditions and annual events here at school. The annual watermelon run hosted by the Watermelon Club, the Holi events during the spring, senior skip day and senior sunset/sunrise, and many more. These traditions have lasted and endured, which raises the question of why Happy Half hasn’t?
So what does this mean for future classes at NCSSM? Is Happy Half gone for good? It’s up to the current juniors to decide if they want to keep the tradition alive or allow it to rest for good. If so, what new custom will they bring to the table, and what will it have in store for the rising juniors? Only time will tell…
Dr. Lichtman presented his thoughts on STEM education and his research at the Harvard Northwest Building on February 14. (Teresa Fang/The Stentorian)
By Teresa Fang, Stentorian Editor-in-Chief
Two weeks ago, Dr. Jeff Lichtman, Dean of Science at Harvard University, began his research talk with five claims, each answering the specific question, “What is school for?” Together, the five claims expanded on education in the 21st century, stemming from a variety of philosophical considerations throughout his 50 years of teaching.
If you consider that almost everyone in the world (or at least, in this country) has access to a phone, “nearly all knowledge is at one’s fingertips,” which is the first claim Lichtman makes. I agree. I also agree with his fourth point, on behalf of educators: “The peril of education in the information age: because of the glut of information, professors are necessarily teaching an ever-smaller proportion of the extant data.” But the fifth point raises a series of questions as Lichtman questions the ways in which educators “fail” their students. Of these five claims, as someone who cherishes the value of education, I was curiously intrigued by his thoughts.
Rather than dissect his claims, I would like to summarize his argument, which he does himself quite nicely:
“First, irrelevancy. The subjects we [educators] teach are irrelevant to your ultimate career plans. For example, in medical school, you don’t use calculus. A doctor uses 0% of the calculus knowledge they learned in school.”
After presenting his points, Dr. Lichtman asked the audience of high school student researchers if they disagreed with anything he said. I was already responding to his points mentally, so I took the first microphone immediately. “Why is that a failure?” I asked. When I emphasize the importance of school, like Dr. Lichtman, many people echo similar claims that most of what you learn in school will not be applicable in the real world or that they will forget nearly everything they once learned. But I say the answer depends on what type of learning we’re referring to: the type on the whiteboard or the type beyond the whiteboard.
“Second, prematurity. When the courses are relevant, we [educators] hardly explain why they are, so you can’t focus on what is important as it is presented long before you might use this material, maybe 5-10 years later.”
I might not remember that Columbus sailed the ocean blue in 1492 in twenty years when I’m trying to interview people for a job hiring. But I will definitely remember a friend saying, “you should design the poster art because you’re good at art, and I’ll write the content in the meantime.” I learned that designating tasks to an appropriate individual with the perfect skillsets will finish our task faster so we can finally eat our meals during lunch break.
You may forget the curriculum, but you won’t forget the experience. Learning to judge one’s ability to fulfill certain responsibilities and justifying your selection are examples of knowledge that do matter. Perhaps, these are skills you might need that separate you from a good candidate for your dream job versus the ideal candidate for the responsibilities of the job.
“Third, preoccupation with the right answer. Perhaps the most important failure is that the whole science enterprise [sic] is just a continuation of the secondary school preoccupation getting the correct answer on exams, problem sets, and homework assignments. Regurgitating an expected answer has little to do with the real world, where the ‘right’ answer is unknown.”
Besides calling the entire occupation of researching science an “enterprise” (throwback to my previous piece on ncssm.edu’s misrepresented marketing of students) as if the sole purpose of research is to generate economic value, I think the preoccupation with the “right” answer is a universal failure that permeates through all subjects, not just in STEM. We endure numerous “irrelevant” courses in history, English, physics, and math, not because we intend to become an academic jack-of-all-trades (go on, make your snarky “erm, actually”s), but to develop our method of thinking and reasoning. Will I ever need to prove the Pythagorean theorem using geometry postulates when I’m in my late-30’s? No. But will I ever need to make a claim, learn how to support it with evidentiary facts, and arrive at a logical conclusion? Yes. I think me writing this article proves that I can.
Thus, school is for teaching you how to think. Not what to think, but how to think. You are getting your critical thinking in, your collaboration skills, and most importantly, the connections you might need later in life, aka your support system or your potential business partners. Indeed, you could think of this column as the sequel to my article“Settling the debate between STEM and the humanities.” Do I wish that more people were aware that “Frankenstein” is more than just a classic Victorian novel but a commentary on Marxism, Freudian psychoanalysis, and much more? Or that Emerson and Thoreau are two completely different people camping around the same pond? Of course, I’d love if America’s level of general knowledge of literature, and social studies, or just being more news-savvy about the world was more proficient, but I do not think that it is equivalent to trashing the entire education system.
“Last but not least, the fear of failure. Solving a problem often requires showing all reasonable ideas fail. Failure is a necessary part of finding a solution.”
School is not a promise of success and prosperity, but I do think that Dr. Lichtman and others are approaching school with misjudged expectations. He makes many sound and fair points, and undeniably, it’s important that students learn the curriculums they are taught in the classroom. But they shouldn’t walk away with report cards and memorized flashcards. They should be walking away with new and improved models of thinking and an arsenal of approaches for the real, structure-less world.
It’s undeniable that the quality of our education system, federally and at NCSSM, is flawed. Nonetheless, there is still value in it. But if you measure the value of school based on test scores and grades, then I suppose you really didn’t understand the assignment.
After the grueling month that was September, while still trying to get back into the flow of neverending schoolwork, shining ahead like a golden prize was the promise of Fall Break.
This promise was gracefully fulfilled for some students of NCSSM but for others was nothing but a cruel joke in the wake of Hurricane Helene. Normally, students would fill out the fall break form, clicking the Asheville bus as their mode of transportation or would return home by getting picked up, a long commute looming overhead regardless.
On Thursday, September 26, as the hurricane steadily approached, students with homes in Western North Carolina were restless to see the effects left behind as we huddled in the Greynolds tunnel, feeling the weight of the continuous tornado warnings.
At this point, the Asheville bus was pushed back from Thursday afternoon to Friday morning because of uncertain dangerous road conditions. At this point my peers and I were overall disappointed, but grateful we still had the chance to leave. Many opted for the optimistic point of view where we got to stay overnight at our empty school, seeing it as a challenge rather than a letdown. However, this quickly shifted to the latter as the bus was delayed even further to Friday afternoon.
Many, including myself, began echoing the question, “Will we even make it back?” At this point, numerous students were not able to get into contact with their families and friends back home, unable to update them on the bus’ wavering plans of departure.
We were left behind and in the dark. Time stretched by slowly as we were on edge, unsure of our family and friends’ safety, and bound to the school’s premises which disallowed us from leaving.
For seniors, the option of college applications was available to kill time. For juniors, it was late work that needed to be completed. However, this proved to be useless as all attention and concentration was on our communities nestled in the Appalachian mountains.
According to Bella Rizzuto ’26: “Everything was up in the air. I didn’t know if my family or house was okay, at this point I hadn’t been able to get into contact with them for over a day.” Similar sentiments were echoed by the remaining students left at school.
Despite the situation, the CCs and faculty came together to try and make the best out of the very apparent, bad situation. The boxed lunches and breakfasts turned into outings to get pizza at Costco and a group trip to Chancellor Todd Roberts’ hospitable home. Despite NCSSM staff being flexible and understanding, the students were still frustrated as the new update regarding the bus departing time pinged on our phones. We are unsure of when the bus will be able to depart.
Slowly, as news filtered out of the mountains we were greeted with stories of flooding, collapsed bridges, and fallen trees on buildings.
From the fifteen students delayed, it turned to twelve and later dwindled to three left, spending the entire fall break on campus, unable to return home.
From left to right: RBio students Rishi Saroya ’25, Yvonne Shih ’25, Saachi Arun ’25, Ava Cummings ’25, and Anneliese Heyder ’25. Anneliese Heyder
By Anneliese Heyder, Stentorian Editor-in-Chief
For the Research in Science (“RSci”) students, the last day of the Summer Research and Innovation Program (SRIP) has arrived. Students can be seen hanging up their lab coats, cleaning their goggles, and wiping down their workspaces where they’ve spent most of their days. Lab notebooks are out, students hunched over them while furiously scribbling final comments, details, and any data they’ve managed to collect in the last few hours before they head home.
For students in the Mentorship program, the last day isn’t for two more weeks.
SRIP, NCSSM’s flagship 3-5 week program provides students with one essential component to their research: time. During this period, students are allowed the time–from 9 a.m. to 5 p.m. every day–to dive into their projects.
Once that clock hits 5 o’clock though, students are allowed to spend their free time however they wish: maybe walking down Ninth St. for dinner, going to the movie theatre at The Streets at Southpoint, or playing a game of badminton in the ETC courtyard. On the weekends, students can sign up for numerous events: a trip to Falls Lake, Target, or take the bus to the farmer’s markets in downtown Durham.
SRIP is comprised of multiple research groups and opportunities. You have the RScis (RBio, RPhys, and RChem) and RHum, RCompSci, REXCompSci, and Entreprenuership, which all occur here on the Durham campus. Mentorship, on the other hand, requires traveling to other colleges or universities and doing research in their labs. Both options have unique opportunities and experiences, allowing you to explore your curiosity and strengthen your research skills.
Erin Bienstock ‘25, recounts her daily SRIP routine at the Durham campus.“Students would leave school at 8 [a.m.] and since my mentor is at [North Carolina State University], I would get to the lab a little before 9 a.m.” Bienstock said. “My schedule was different every day but I spent a lot of time making new fabric designs in [Computer-aided design (CAD), 3D-printing the designs, and testing them in the wet lab. I also researched companies to get quotes for new products we could experiment with.” She would finish her work by 4 p.m. and return to school by 5 p.m.
RSci days were similar: they were long days in the lab, with students bustling around as they focused on their goals for the day.
Jonathan Charleston ‘25 recalls the busy days in the lab during RBio, including “morning sessions,” which involved a group discussion of goals for the day and “Starting out we had our morning sessions which involved getting started for the day, any protocols we need to look over. Then we had our after-lunch sessions, where we did the bulk of our work.” he said, adding that each day was “about 8 hours.”
Each research project is different; each student has their own goals, deadlines, and struggles. Bienstock’s research is funded by NASA; she explains how she’s formed great connections with other students in the lab. Charleston is focusing onmaking prostate cancer testing more accurate and accessible by using a paper-based assay. These two projects are vastly different, but they allow both students to satiate their curiosity and develop their skills.
While everyone is working independently, SRIP allows the bonds between students to grow and evolve. Old friendships are strengthened and new ones are born. SRIP offers a collaborative environment, where students and mentors can offer their insight, opinions, and help to each other to see everyone succeed.
Bienstock reiterates this by adding, “This has made it easier for me to speak up and contribute my own ideas to the project.”
When I asked her about advice for juniors applying to the program she said, “I would tell anyone applying to Mentorship to read research on the subject you think you want to find a mentor in. This will give you a good idea of what your experience might look like and you can write your essays about the papers that really inspired you.”
“I loved how personalized [research] is.” Charleston said. “My project is very personal to me, and being able to tailor it to exactly what I want to do is probably my favorite part.”
It has been almost a month since becoming a junior at NCSSM. Over the course of four weeks, I adjusted to the unpredictable schedule of classes, with unfamiliar faces shifting into friends. To look back and feel as though the first week was ages ago registers as surreal.
Yet, I still remember the burning heat of the first Ice Cream Social, of learning and struggling to complete my first housekeeping task, and of feeling so overwhelmed. But for the first week, I was wrapped with positive affirmations by so many seniors that “it will all turn out okay” and the classic reassuring phrase, “You’ll get used to it.”
Enthusiasm flashed in the faces of seniors as they recounted the early days of their junior year, narrating their difficult experiences with newfound humor of the present. They backed up their experience by telling stories of the amazing friends they’d made over the years, of having fun at school clubs and performing at festivals. Every sentence of hardship they said was followed by, “I eventually got over it.”
“It,” to them, was now a small reference seniors made as they looked back in retrospect.
But to me, It is the overwhelming current of my reality, the pounding in my ears, the expanding hole in my stomach when trying to make sense of this new life. It means feeling unsure in almost every step, and hopelessly clinging onto the words of the students before you that everything will be fine.
The discomfort of being a junior needs to be talked about more–of feeling that you are doing everything wrong, of starting fresh and being so terrified about it. Of beginning a new high school journey and not knowing what to do with all the blank pages. The endless support from this community is something I appreciate; however, there needs to be more conversation about feeling lost. Of not glossing over the nuances when navigating junior year, but focusing on them.
When we talk about ourselves not in retrospect, but in the present, is when life becomes more real. Instead of discussing every time how adjusting to school life was “eventually solved,” why not expand the conversation to how we are “currently in progress?”
Life isn’t static–we’re constantly dealing with new problems, subtle moments emerging and revealing themselves every day.
To say that “at this moment, you don’t have everything figured out”–that’s what feels more reassuring. More relatable. Of maybe talking about how there are things we still haven’t fully adjusted to, or acknowledging that we are currently struggling with certain things.
When we open the door to feeling lost, that’s when we can begin to find our way into the world again.
A viewer visiting the school website at ncssm.edu can immediately see the huge words, “Igniting innovation, cultivating community.” Inspiring words, but what does this really mean?
Initially, I did not plan on writing about the ncssm.edu website at all, considering it was redesigned between November 2021 and October 2023, according to webmaster Will Mack. Not to mention mixed concerns about the student newspaper giving any form of criticism to the school that governs it and has the power to shut us down. Yet, as a senior, with the student body gaining a larger digital presence, it’s time to take a stand.
The ncssm.edu website is the epitome of selective attention in representing a student body. Like the illusion of validity in politics, what is visible is superficial: there are very few families and applicants who wouldn’t like to be a part of the residential, online, or summer programs that NCSSM prides itself on in every marketing and outreach campaign. The reputation this selective marketing builds is outdated and reductive to the school’s current and prospective students.
Mack wrote that the website redesign was a two-year effort that “collected feedback from students, parents, faculty, and staff…to make it easy for new folks to understand what the school is, what its programs are, and which might be right for them.” But it’s hard to see what the school offers beyond research programs and how prospective funders can donate.
“Yes, we want to prospective students to check out the website, and for parents, donors. But there’s nothing really about the students,” said Chidera Ezenwenyi ‘25. “There’s a residential program. There’s online. There’s summer. But no actual student activities. It doesn’t showcase anything that we do.”
When you dig even a little bit deeper, it’s clear that the school administration’s idea of a good website is a good advertisement to expand, not to intensify–even if it means leaving voices from its employees and students behind.
If you’ve taken a look at the walls of Bryan lobby at all, the website’s tendency to wrap the school in vague and flowery language would not come as a surprise, but nonetheless a disappointment. As they claim to help “talented students find their niche and realize their potential,” they lag significantly behind in showcasing what niche and potential. While they say they promote a “highly talented, committed, and diverse workforce,” the supporting data is always behind a “coming soon” label or none at all, and they expect employees to make personal sacrifices out of compassion and loyalty to the school.
Even when they try to provide a window into what accomplishments or projects that students are working on, the news that are provided to the public are narrowly filtered into three types: the first or last day of school, retirees, and national/international recognitions. Everything we see in words seems prideful and great, but the coverage thoroughly undermines what else students can do once they come to NCSSM.
“Igniting innovation, cultivating community”
Now, I’m not an opponent of innovation and community. I love trying new things and socializing with people as much as anyone who lives under the sun. But the fact is that bragging about what we’re already the best at does nothing to innovate or grow the external–or even internal–community’s perceptions of NCSSM.
According to their website, third on NCSSM’s Strategic Plan 2024-2030 is to use an equity-oriented approach to meet student success and wellness needs, by implementing new and expanding existing programs that increase “faculty, staff, and student intercultural competence and humility” and give an avenue for students “to provide and receive feedback about their academic experiences.” While this is a valid objective for a diverse school, the first priority should be mitigating the causes of student dissatisfaction and troubles, whether that be academically or emotionally. Otherwise, they will just be plugging one hole while digging a wider one right next to it.
Once a student is accepted into the school, they tend to not visit the website at all, as Ezenwenyi and his parents never did. “I feel like everything is in Blackbaud, I’ve never had to go to this website for anything, which, in contrast to my old school, I definitely used the school website a lot,” he said.
At times, ncssm.edu’s lack of coverage speaks just as much as their coverage. We know that if something or someone is repeatedly covered in media, then they must be important to that media. It is telling when NCSSM’s idea of innovation and community, usually in the form of news coverage by communications specialist Brian Faircloth, barely even encompasses anything other than achievements in math and science.
Using the website’s search feature, we can see there are six mentions of Christina Koch ‘97, four of which are feature stories, and three of which contain primary-source quotes from her. Searching Rhiannon Giddens ‘95–Grammy Award-winning musician, MacArthur recipient, and Pulitzer Prize winner on vocals, fiddle, banjo, and viola–yields three stories, all of which are of recognitions to accolades.
In none was she directly interviewed by an NCSSM affiliate; all her remarks were outsourced from other mainstream media or her social media accounts. Prior to RexHum class, I didn’t even know Giddens was an alumnus, nonetheless that she was the banjo player in Beyoncé’s “Texas Hold ‘Em.” The selective perception is complicit even in searches of George Cheng ‘24, dubbed “STEM powerhouse,” who has three in-depth feature stories with interviews.
Regardless, if we are truly trying to build an innovative community encouraging students to think outside the box, we cannot continue to be an advertisement for the same old elite STEM education. If prospective students come to NCSSM only knowing the names of fancy-sounding courses and faulty links to Google Documents, then they will not be able to grasp what a vibrant community this campus really holds.
Students’ Definition of Student Culture
The team who worked on the website was comprised of the NCSSM Communications Team, ITS, External Relations, NCSSM-Morganton Administration, and the Communications Council, which is a representative committee of all departments at NCSSM. When asked if the purpose of a high school website should be promotional or as a window into current student life, Mack said they were “deliberate at making the primary purpose of our outwardly facing website to be introducing new people to NCSSM and all it offers.”
While it is understandable that NCSSM is an unusual school, it’s surprising to hear the team’s interpretation of “student life”: “Of course, a very important part of making that appealing for them is showing them glimpses of current students’ experiences, so we do seek to offer a window into current student life in all of the programs from Residential to Step Up to STEM to Summer Ventures to NCSSM Online and more.” Is that what students would expect to represent their everyday experience as a NCSSM student?
Taylor Eason ‘25 described what good qualities of a school website should look like, pinpointing the outdated news articles. “Honestly, being frequently updated to showcase what’s been going on in the clubs.” she said. “We have news about meeting the students, but [for example] in ‘NCSSM lets students craft tailor-made science research experiences,’ that student graduated two years ago.”
Eireann Marcus ‘25 added that the last quote from any student on the website was from 2023. “We don’t know who they are, and the pictures don’t help,” Marcus said.
What we need for a closer-to-true representation of NCSSM student culture is frequently updated information on ncssm.edu. Nevermind that we have 150+ student-run clubs and organizations across the two campuses; if the current website has a page for student publications, then we should continue to update all student publications whenever one is released, or ensure there are resources available to direct site viewers to the domains that students directly control. In the first place, student publications are supposed to be a representative showcase of students’ work and stories, and it’s advantageous for NCSSM to have four school-sponsored ones (Broad Street Scientific, Blue Mirror, Fifth World, and The Stentorian).
Ezenwenyi also thought of ideas. “I think the good qualities of a website are resources for the school students, and maybe some stuff for some parents. Having an interactive slide with photos of events that we do could also help,” he added.
Promoting the school, from an admissions and funding perspective, is inextricably tied to widening the outlet for student expression. Sure, this is an idea that might have complications that give a fraction of more work to the administration or webmasters to do and might seem like a wild risk to take for both publications and the school as a public institution, but that’s what igniting innovation means.
Letting Down Our Reputation As The #2 Best Public High School in America
I won’t argue that the website does have aesthetic appeal, and some functionalities are quite convenient. I like how each block looks different. I like our colors. I like the resources of the library. I like the ticking numbers that show our impact metrics. However, the vagueness of what students are doing to achieve those metrics graciously permits us to examine closely some of our school’s opinions and poll results on the Internet, since they’re not available on ncssm.edu.
NCSSM brags about their influence (do we not?); Institutional Effectiveness reports our total enrollment, including residential, online, and Connect students, represented 94 out of 100 North Carolina counties last year. NCSSM is ranked number one in Best College Prep Public High Schools in America and number two in Best Public High Schools in America. Well, let’s take a step back. Are we satisfied with where we are now? For instance, while the average graduation rate is 99 percent, the average SAT and ACT scores are 1440 and 33 respectively.
Is this all the “elite, academic reputation” that the NCSSM administration, the Board of Governors, the Board of Trustees, alumni, families, and donors want to see? The website certainly doesn’t live up to the standards the school has touted. It’s almost as if we, the students, aren’t solely academic machines but real people with breathing backgrounds and multiple disciplines to devote our bodies and minds. The same goes for faculty.
“There’s a navigation bar but it’s about residential, online, summer, and admissions, but NCSSM is so much more than those things,” Eason said. “How are you supposed to promote it if you don’t know anything about what it’s like to actually be here?”
Unless a student is one of the lucky chosen few who get a story done by Faircloth, students come and go without leaving a trace of their impact. Only if we are lucky enough to have access to social media, we can see the memorabilia of posts and past officers of clubs and organizations. Only if we are lucky enough to be permitted, tech-savvy to create a digital archive, or insistent enough to see real-life proof, we can access records of past students’ work, and likewise be inspired by their stories of struggle then success.
Is all of this the special legacy students want to take away from their two years at NCSSM?
If NCSSM’s website continue to be selective of our school’s student culture and life, we will forever be running on a hamster wheel of vague goals, blatant inappreciation, and laziness. We will constantly be asking ourselves the same question: where do I see myself in my “elite” school? Yet, the answer will always remain the same: we don’t.
Dr. Kamal Kolappa and his wife, Dr. Shraddha Kolappa, at NCSSM on December 8, 2023, at an event at NCSSM honoring the naming of the Kolappa Conference Room. (McKissick for NC)
As students, it’s natural to get caught up in the day-to-day grind of classes, exams, and extracurricular activities, often forgetting to envision our lives beyond the confines of NCSSM. Recently, I had the privilege of speaking with Kamal Kolappa, a graduate of the Class of 1998, who shared his journey after his time here at Science and Math. Kamal’s trajectory is both inspiring and insightful, serving as a beacon of guidance for those of us approaching graduation.
After ‘SSM, Kamal pursued his undergraduate studies at Duke University and later embarked on attending UNC Medical School and later completing his residency as a cardiologist. It’s evident that Kamal’s commitment to learning and service has remained throughout his professional endeavors.
Today, Kamal resides in Cary, North Carolina, where he contributes his expertise to the field of medical insurance. During our conversation, Kamal generously imparted invaluable advice and wisdom, which I am eager to share with you all. His insights serve as a reminder of the significance of perseverance, adaptability, and a steadfast commitment to lifelong learning.
Below is a Q&A with Kolappa, slightly edited for clarity:
Can you share some highlights from your time at SSM? What are some memorable experiences or moments that shaped your journey?
One of the most impactful moments during my time at SSM was when I had the opportunity to meet someone who openly identified as LGBTQ+. Coming from Eastern North Carolina, where discussions about sexual orientation were often taboo or nonexistent, encountering someone who openly embraced their identity was both eye-opening and nerve-wracking for me.
Initially, I felt a sense of nervousness and uncertainty as I navigated this new encounter. However, as I engaged in conversations and spent more time with this individual, I quickly realized that we shared far more similarities than differences. Despite our diverse backgrounds and identities, we bonded over shared interests, aspirations, and values.
This experience profoundly influenced my perspective on diversity, acceptance, and the importance of keeping an open mind. It taught me the invaluable lesson of not judging others based on preconceived notions or societal stereotypes but rather embracing the richness of human diversity and celebrating the unique experiences that each individual brings to the table.
What hall did you live in?
Third West!
How did your experiences at our school prepare you for your career or further education?
My experiences at our school had a profound impact on preparing me for my career and further education. Before attending ‘SSM, my previous high school experience had been relatively easy, and I hadn’t been challenged to push myself academically or personally. However, upon entering SSM, I encountered a dynamic environment where hard work, dedication, and collaboration were not only encouraged but also essential for success.
One of the most significant lessons I learned at SSM was the importance of putting in consistent effort and dedication to achieve my goals. Surrounded by peers who were driven and committed to their academic pursuits, I was inspired to elevate my own standards and work ethic.
Favorite NCSSM school traditions?
Koffeehaus was a blast; it provided a lively atmosphere where students could showcase their talents while enjoying each other’s company. IVIZ, on the other hand, offered a more relaxed setting, perfect for casually exploring fellow students’ rooms and mingling with friends. Both traditions added vibrancy to campus life, fostering a sense of community and camaraderie among students. Overall, they were highlights of my time at NCSSM, providing unforgettable moments of enjoyment and connection.
What extracurricular activities or programs did you participate in during your time at NCSSM, and how did they contribute to your overall experience?
During my time at NCSSM, I served as a Peer College Counselor, assisting fellow students through the stressful yet fulfilling college application process. Engaging in Science Olympiad and reaching Nationals provided exciting opportunities to delve into the sciences and collaborate with peers. Additionally, I found immense enjoyment in humanities classes, particularly Asian studies, which broadened my global perspective through exploration of culture and literature. Overall, these experiences contributed significantly to my growth and enriched my education at NCSSM.
Any advice for current students? Anything you wish you would have done differently?
Focusing on refining time management skills is crucial, particularly for those, like myself, who were heavily involved in social activities at Science and Math, balancing academics and social life can be challenging. I highly recommend students seize this opportunity to explore new interests and passions they may not have considered before; it’s a chance for personal growth and discovery. Additionally, learning to prioritize self-care is essential; while academic success is important, it’s equally vital to recognize that grades don’t define one’s worth, nor does the prestige of one’s college choice.
Reflecting on my experience, I can confidently say that my time at Science and Math was the most fulfilling and transformative period of my life thus far. The school’s supportive environment and diverse opportunities have played a significant role in shaping the person I am today, and the lessons learned here continue to resonate across every aspect of my life. Overall, I wholeheartedly recommend Science and Math to anyone seeking an enriching educational experience that extends far beyond the classroom.
1920 photograph of Watts Hospital. (P. Preston Reynolds)
Was Ground Reynolds really a morgue? Was Beall a psychiatric ward? As students get accustomed to NCSSM, they have probably heard from their seniors about the purpose of the rooms they lived in before the school was established. Watts Hospital was opened in 1895 to account for the lack of hospitals in Durham, with its increasing population. During the first few years, Watts hospital was meant to be small, containing only four buildings. They were all connected with corridors that were enclosed during winter, one of which contained patients and isolation rooms, where the others had the mortuary, autopsy facilities, and a carriage shed. However, as the hospital grew, so did its facilities.
In 1906, the hospital needed more space and it underwent construction to expand the building, but also the staff. This project was finished around 1909. By this point the hospital included an administration building, operating building, power house, laundry, and one patient pavilion. The entire building was constructed from fireproof material. The first research was located in the pathological and bacteriological labs of the administration building in what is now Watts Lobby.At the time Watts Lobby was the “first of its kind” based on architectural history. Although the new hospital provided for numerous people, there was still a need for expansion. The medical facility underwent another construction period a year later to make a patient pavilion specifically for female patients. The hospital accommodated 98 patients, and had 40 single rooms for nurses with the new building housing other services such as a gym, reception rooms, and more. There was more space dedicated to new medicine practices such as isolation rooms, and a shift towards surgery as the central focus of hospitals.
Aerial view of Watts Hospital looking northwest, including the newly completed Valinda Beall Watts pavilion, in the late 1920s. (The Herald Sun)
Later towards the mid-20’s the hospital peaked, ranging from the amount of patients to the type and quality of the services. More doctors had specialized fields while working there, and the amount of surgeries occurring increased by 25%, which began to dominate the work of the hospital. Due to the rise in surgery cases at the hospital, in 1926, the hospital decided to create a branch for private patients, which has become present day Beall. This expansion eventually led to the hospital receiving an “A” for their services, patient care, and staff. This construction was the final major installment in the hospital.
The historical journey of Watts Hospital, which eventually evolved into the North Carolina School of Science and Mathematics (NCSSM), had major developments. Even though we will never truly know all the locations of the hospital, it is certain that the hospital was very popular!
