Heights High is the only school in the state, and one of a handful across the country, to offer its students a college level Neuroscience class. The one semester course, new to Heights this year, is taught by Nicole Zubik and provides students with four college credits from Kenyon College and credit for one full year of high school science.

But more than that, Introduction to Neuroscience: Perspective and Emotion gives students a glimpse into how their brains work. They ponder deep thoughts and ask questions like, “Can we control our emotions or only how we react to them?” and “Why did humans evolve to overthink so much … Wouldn’t it be easier to just live like other animals without the stress of overthinking?” and “What’s really happening in our brains when we feel sad or angry and then the feeling goes away?”

Ms. Zubik ties everything back to the hard science, connecting content to the brain development of humans and especially adolescents. The students appreciate the fact that what they are learning feels relevant to their lives. “We actually learn how science relates to our emotional well-being,” said 11th grader Nico. His classmate Taylor, grade 12, agrees, “I think this class as a whole is a place where we can come and talk about how we’re feeling and thinking.”

Next year, they will have the opportunity to add on another equally relevant one-semester course titled Neuroscience of College Life: Sleep and Stress. Ms. Zubik says she frequently receives emails or assignments from students at 2 or 3 o’clock in the morning. “They really need to understand why sleep is so important to their brain development and ability to function.”

From a teaching perspective, Ms. Zubik appreciates the curricular freedom she has with College Credit Plus courses. She also teaches AP Biology, where she has to cram the same amount of content she used to teach in three semesters as a college professor into the eight months before the AP exam. She has more flexibility with CCP courses and an opportunity to work closely with a Kenyon professor. This class is “not about memorization, it’s about application to the real world. I really wanted to teach a course that was meaningful, especially after what these kids all experienced during the pandemic. Their emotional health is so important.”

As for the students, they enrolled in the course for a variety of reasons. Several intend to pursue science or medical careers, such as Ngoye, grade 12, who is taking Anatomy the period before Neuroscience and plans to follow a pre-med track in college next year. “I knew getting this foundation would be beneficial to me,” she said. Senior Jaiyah is planning to major in Biology next year and has taken this course along with Anatomy, AP Biology and AP Psychology which has “so many connections to Neuroscience.”

But the biggest reason that students have gravitated to this course has nothing to do with the material being taught and everything to do with the person who’s teaching it. “Ms. Zubik’s name radiates around this school,” said senior Cameron. ”Everyone who’s ever had Ms. Zubik just raves about her,” said sophomore Sheriden.

“I like the vibe and energy of this class,” said Mosijah who plans to major in Film and Photography at George Washington next year. “It’s really about Ms. Zubik … she makes it all worthwhile.”

The vibe he speaks of is apparent as soon as one walks into the class: students are eagerly engaged in the discussion, and the room has a welcoming feel, with battery-operated candles on each desk replacing the typical glare of overhead lights. Many students return during their lunch periods, preferring to sit and talk with each other or ask questions of their teacher during their forty-minute break.

Ms. Zubik is thrilled to be providing students with the opportunity to earn four college credits without the need for transportation or tuition payments. “This is what equitable access looks like.” Students do need a 3.0 GPA or 2.7 with a teacher’s recommendation to register for the course. “I want the kids who are going to struggle with college level work to struggle here with me, where they have the support” she said. “We can’t just say, ‘This is college … sink or swim.’ In the real world, we all have support.”