One hundred and twenty learners across Southern Africa gathered at St John’s College recently for an immersive week exploring quantum physics with Massachusetts Institute of Technology (MIT) postgraduate researchers.
The annual Independent Schools Association of Southern Africa (ISASA), MIT and St John’s College Mathematics and Science Programme took place from January 5-9. The seminar, which has been hosted at St John’s College since 2019, is a collaboration between ISASA and postgraduate students from MIT in the United States.
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Its purpose is to expose high-performing high school learners to university-level science and raise awareness of current developments in global scientific research.
“Over the years, the programme has evolved significantly in both scope and ambition. Each iteration has moved further towards exposing students to cutting-edge scientific thinking, linking theoretical concepts to real-world applications and emerging technologies,” said Rod Macdonald, head of physical sciences and seminar facilitator.
Every year, MIT postgraduate students design and deliver an intensive seminar series that introduces participants to advanced scientific concepts while offering insight into the expectations of tertiary study and research careers.
Ayana Lang, a third-year PhD student in chemistry at MIT and one of the seminar’s lead coordinators, emphasised the importance of accessibility and inspiration: “One of my main hopes is that students see how many opportunities are available to them, and that they realise we are just normal people.
MIT can feel like a daunting place, but it’s a daunting place filled with normal people. If we can do it, they can do it too.”
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“The seminar is open to ISASA-affiliated schools across Southern Africa, and students are selected based on strong performance in mathematics and physical sciences, as well as their academic curiosity and commitment,” said Dr Nkosiphile Bhebhe, St John’s physical sciences teacher and seminar facilitator.
Carletta Barron, a second-year master’s student in the Technology and Policy Programme specialising in research and physics, highlighted the collaborative design process.
“We were given a broad brief to introduce students to quantum science. Each instructor brought their own expertise, and together we built a programme that flowed across the week and encouraged curiosity and engagement.”
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