Signature: spring 2016

THE ADMISSIONS MAGAZINE OF EMMA WILLARD SCHOOL

M AKIN G THEIR MARK

Susannah Kehl ’93

(page 22) Describe Emma in two words: Wicked Awesome. As a Massachusettsian I can think of no better words to describe EWS. What’s your favorite Emma tradition?

May Day. Celebrating the arrival of spring, after the long, cold winters, you couldn’t help but be happy.

If you could have lunch with one woman from history, who would it be?

Marie Curie. A true pioneer for women in science.

City or country, and why? Work in the city, but live in the country. I couldn’t imagine living anywhere you can’t see the stars at night.

Fahima Ali ’17

(page 14) Describe Emma in two words: Tenacious and cosmopolitan.

What’s your favorite Emma tradition?

My favorite Emma tradition is Revels, woo-hoo!

If you could have lunch with one woman from history, who would it be?

I would have lunch with Oprah Winfrey, as she is a person who always thinks of giving opportunities and helping those who really need them. She is a woman who has gone from nothing to billionaire.

She knows what it is like to be poor and that is why she loves helping poor people as much as she can.

City or country, and why? I prefer the city because it is outgoing, and that is me. The country seems to be a confining place and I have a huge problem with that. There are so many opportunities and things to do in a city, and through those you can actually find your passions and yourself.

SHOUTING THE F-WORD Emma Girls explore what it means to be a feminist today on page 28.

SP R IN G 2 016

T H E AD MI SS I O N S MAG AZIN E O F E MMA W I L L A R D SCH O O L

Gabrielle DeMarco

Director of Communications gdemarco@emmawillard.org Jamie Hicks-Furgang

Director of Enrollment Jhicks@emmawillard.org Megan Tady

Managing Editor www.word-lift.com Lilly Pereira

Designer www.lillypereira.com Dr. Susan R. Groesbeck

Head of School, Interim Contact admissions at: Emma Willard School 285 Pawling Avenue Troy, NY 12180 518.833.1320 admissions@emmawillard.org emmawillard.org Signature, the magazine of Emma Willard School is published by the Communications Office two times each year for alumnae, parents, grandparents, and friends of Emma Willard School. The mission of this magazine is to capture the school’s values and culture through accurate and objective stories about members of the Emma community, past and present, as they put Emma Willard’s mark on the world.

F E AT U R E S

14 Emma Without Borders

International scholars enrich the Emma community.

22 Behind the Scenes

A forensic scientist debunks the myths of her job.

28 Shouting the F-Word

A new club on campus embraces feminism.

D E PA R T M E N T S

02 From the Triangle Revels, an international feast, a night at the Apollo (Emma style), honored teachers, and more!

10 Faculty Voices Q&A with Assistant Athletic Director and coach Liz Parry.

12 The Classroom ON TH E COV ER The “signature” is brought to you by Assistant Athletic Director Liz Parry. In the photograph, Fahima Ali ’17 stands in Kellas Foyer amid the flags of all current Emma Girls’ home countries, including her own, Somaliland.

Photo by Kyle Adams.

Printed on 100% recycled paper manufactured entirely with nonpolluting, wind-generated energy.

The girls of Round Square House live and learn in a new kind of Emma dormitory experience.

34 Admissions 36 Signing Off Interim Head of School Dr. Susan R. Groesbeck muses on her first months on Mount Ida.

From the Triangle

2

E M M A W I LL AR D SC HO O L

From the Triangle

LET THE GREAT FOLK COME December is a magical time at Emma as it brings beloved travelers to the Manor House for Revels. Among the familiar faces that arrived for this year’s Revels feast, the Class of 2016 also brought the campus’s gargoyles to life and gave us a surprising twist from the alchemists—who instead of creating gold, pridefully produced an array of rainbow gems. The festive spirit of the 101st Revels—and special moments like the enchanting chiming of the bell ringers, intense battling of the dragon with Saint George, and a terrifying takeover by the Devils—made for the perfect performance to ring in the second century of Emma’s most cherished tradition.

P HOTOS BY MAR K VAN WO R M E R

w w w. e m m a w i l l a r d . o r g

3

FROM THE TR IA NGLE

An International Feast

EVENTIDE SHINES

FASO Sunday always spreads a certain buzz in the Eliza Kellas Dining Hall. On that evening, FASO, or the Foreign and American Student Organization, shares an international meal its members prepare featuring favorite foods from the girls’ cultures. November’s FASO dinner featured food from Europe and the Americas. The dishes represented Mexico, Russia, Brazil, the Caribbean, and Portugal. Several Emma Girls spent the entire day preparing in the kitchen for the dinner they served the entire Emma community.

Fahima Ali ’17, co-head of FASO, noted that because Emma is an incredibly open and welcoming community, the sharing of diverse cultures through events such as this is particularly exciting. “The club has had a huge impact on Emma,” Fahima said. “Students from countries around the world engage in a new culture—the American culture—and share their cultures.”

A .P. H ISTORY TAK ES G I RL S

Back in Time

“Will you sign this petition to put an end to slavery?” This is a question asked by Emma Girls to townspeople in Old Sturbridge Village, a living museum set in rural New England during the 1790s through 1830s. Girls traveled to the village in Sturbridge, Massachusetts, as part of A.P. US History classes.

Together they gained eye-opening insight into the attitudes of the time period, expanding on their growing American history knowledge through real life encounters.

4

E M M A WI L L AR D SC HO O L

Warm temperatures couldn’t take away from the magic of Eventide this year. The contemplative solstice tradition filled the Alumnae Chapel with the music of Emma’s student instrumentalists, orchestra, and string ensemble, and the voices of The Semiquavers, Inner Choir, and choir. With spirits high after the beautiful performances, guests silently processed around the Senior Triangle and lit luminaria for the choir’s final moment—the moving song “Lo, How a Rose E’er Blooming.”

Sludge Lab Emma Girls in Introductory Physical Science got their hands dirty in the “sludge lab.” This lab was part of a pilot curriculum where girls participate in labs two to three times a week—a significant increase over typical science courses. For the sludge session, girls were asked to identify various materials that had been mixed together in beakers while using the lab skills they acquired up to that point in class.

Night at the Apollo Emma’s Black Hispanic Alliance or BHA hosted its annual talent show in November.

The show is based on the historic Apollo Theatre in Harlem, New York, a place where generations of African Americans showcase their talents. Emma’s Apollo was filled with more than 20 performances. Janelle Williams ’16, co-head of BHA, especially loved this year’s show because of the vast variety of acts and talents displayed.

“It wasn’t just [a show] with singing and dancing, but also with acrobatics and other unique talents. One of the most popular acts of the night was a freshman who did as many somersaults as she could in one minute,” Janelle laughed.

This November, nine mathematically talented Emma Girls headed to Cambridge, Massachusetts, to compete in the rigorous Harvard-MIT Math Competition. Nine students from the Albany Area Math Circle also participated in the competition with the Emma Girls, contributing to their success in the mini events at Harvard and the main competition at MIT. The students enjoyed solving the complex and difficult problems written by the universities’ math majors, reports math teacher Alexandra Schmidt.

“The Emma students appreciated the chance to chat, share, and unwind with other teen math enthusiasts from six local school systems.”

FROM THE TR IA NGLE

MATH WHIZZES TAKE ON HARVARD AND MIT

Badminton Causes a Racket

Emma Girls have “birdies” on the brain— badminton birdies, that is! Last year Cara Yi ’18 and Sheena Ma ’16 began a badminton club at Emma, and girls fell in love with the sport. Demand is so high it is now one of the school’s regular physical education offerings, giving girls the opportunity to engage with the sport twice a week.

This year, Emma also held its first faculty-student badminton tournament. Forty-eight players competed in three events over the course of a lively and exciting afternoon.

Badminton fever isn’t expected to die down soon either. Emma is hoping to spread it to other schools in the region, according to Director of Wellness Shelley Maher. “Emma Girls are engaged and excited to battle it out on the courts.

We just need more opponents!”

w w w. e m m a w i l l a r d . o r g

5

FROM THE TR IA NGLE

FIELD TRIP

A Walk on the “Wild” Side Every fall, many Emma juniors look forward to a day off campus to lose themselves in the natural landscape of the nearby Adirondacks. In October, biology students journeyed to Tupper Lake, New York, where they spent the day exploring at The Wild Center. The day’s adventures included walking on the elevated nature trails and learning about tracking animals in the center’s woods. It was a gorgeous day for Emma Girls, filled with hands-on learning, nature, and smiles from the added “cuteness factor” of the center’s live otters.

6

E M M A WI L L AR D SC HO O L

FROM THE TR IA NGLE

ALUMNA IN RESIDENCE The Emma community was pleased to welcome Tabi HallerJorden ’75 for a weeklong residency this fall. She got comfortable in the heart of Slocum where she held open office hours and welcomed students, faculty, and staff to stop by to discuss everything from her Emma experience to internship opportunities and her work with The Paradigm Forum GmbH (TPF), which focuses on bringing diversity to corporate cultures. Tabi also spent time meeting with student clubs and hosted two talks: one to visiting parents at Parent Days and another to the full community titled, “The Myth of Meritocracy: Leadership in Tomorrow’s World.”

Instructors Honored The Emma community celebrated great teaching during a Parent Days convocation, naming two master teachers to endowed instructorships.

Jon Calos and Alan Berry have been academic role models both on and off Mount Ida, demonstrating brilliantly the habits of an intellectual life.

Jon, who leads Emma’s Signature program and science department, was named to the Homer L. Dodge Instructorship in Science, created by the Avenir Foundation to honor, a renowned physicist, college president, adventurer, trailblazer, dedicated scholar, and Emma parent who enjoyed a reputation as a truly great teacher.

Alan Berry was named to The Henry L. Thompson Instructorship in Mathematics, created by Victoria Thompson Winterer ’61 to honor her father, a visionary civic and business leader who believed passionately in the value of a liberal education. Through her support she also honors the fine teaching of her own Emma mathematics teacher, Marjorie Pickard, who “made every class exhilarating.” Jon and Alan join nine other teachers who hold endowed instructorships.

STREET ART Priscilla Rapp ’17 won first place in the high school division of the Providence Rotary Street Painting Festival for her chalk drawing “Breathe deep, breathe clear,” which took her five hours to complete.

w w w. e m m a w i l l a r d . o r g

7

BY KATIE COAKLEY

FROM TH E STAGE

Orchestra

Watching a conductor take command of an orchestra is seeing an artist in action.

Conductors hold and control the feeling of a room—bringing audiences through a series of contemplative moments from raptures of energy to moments of sorrow and everything between.

For the last 25 years, Emma’s Director of Instrumental Music Linda McClusky has led the orchestra, building it from a small group of three violinists and a percussionist to a full orchestra of 76 in 2015.

Linda joined Emma in 1991 after teaching flute as an adjunct for ten years. She had previously taught students in schools throughout the Capital Region, including the daughter of Emma’s academic dean Jack Easterling. It was Jack who invited her to come work on Mount Ida. She signed a contract that asked her to “make an orchestra.” While this was no small task to take on—and certainly not easy when beginning with a group of four musicians—she was committed to the work.

“I’m an Emma Girl, truly,” she says. “I’d taught at every school in the region, but the moment I set foot on the Emma campus in this role, I felt like I was home.”

Under her tenure, the orchestra program has grown considerably. Emma Girls bring with them a wealth of talent, varied instruments and playing styles, and there is room to accommodate them all, even when they may land outside the scope of a traditional orchestra.

Through a detailed lesson schedule and opportunities to study with off-campus mentors via Practicum, girls hone their playing and bring back their expertise to the orchestra.

They also represent the school as part of other orchestras, including the Empire State Youth Orchestra (ESYO), their repertoire orchestra, and various ensembles; at competitions such as the New York State School Music Association (NYSSMA) competition; and All-State competitions locally and statewide.

The girls include Lucy Duda ’16, who is a co-head and concertmaster of the orchestra this year. Lucy has immersed herself fully in music performance while at Emma—playing with the school’s orchestra and advanced string ensemble in addition to ESYO all four years. This year she has also taken on an advanced arts project in performance and a Signature project on “uncovering the unsung women of music history.”

For Lucy, favorite moments with the orchestra are when everyone comes together for the concerts.

“It’s a really gratifying experience, because no matter how many rough rehearsals we have, the concerts are truly an example of the group’s best efforts, and our best playing,” she reports.

Orchestra concerts are indeed special at Emma, marking important moments during the year. The first is Eventide, when the Alumnae Chapel swells to capacity as the community welcomes the winter solstice with soulful and exuberant music

from across Emma’s music program.

The orchestra’s spring concert also brings its own joys, including playing for alumnae—many whom have cherished memories of playing during their own time at Emma. This is particularly meaningful for Linda.

At this year’s Reunion, she will lead the orchestra in an extra special concert—her finale. Linda will be succeeded by Liz Silver, who currently works with Emma’s violinists as an adjunct instructor. Liz has taken the helm previously while Linda went on sabbatical, allowing Linda to know she’s leaving her girls in the most capable of hands.

After 25 years of building and leading the program, Linda is looking forward to teaching flute part-time while adjusting to a new normal outside of Emma. The change, while exciting, is slightly bittersweet as well.

“I like to have personal relationships with each student,” says Linda. “When they walk into orchestra I have something to say to every one because it’s important they know they are loved. I hope they realize I love them to pieces.”

In talking with her students, it’s obvious Linda’s commitment to the girls is felt and appreciated.

“Ms. McClusky has been endlessly supportive of me, and cares deeply for everyone in the community,” Lucy notes.

“She has made my time at Emma an absolute delight and I will treasure my four years working with her.”

FROM THE TR IA NGLE

SO C IA L ME D IA

facebook.com/ emmawillardschool

instagram.com/ emmawillardschool/

Our campus is often affectionately referred to as Hogwarts and today we’re channeling that magical place even more so thanks to Ms. Todd’s color and design class. They used woven scarves to create the sign of the Deathly Hallows on the Senior Triangle (with permission, of course!).

#Eventide

We thank everyone who supported Emma Willard School on Giving Tuesday!

We had 29 generous donors raise $6,360 for The Emma Fund, providing gifts that will go far in allowing our girls invaluable learning opportunities.

#PawsforPlay

#DanceAssembly

Emma Girls took to the Kiggins stage to tell the story of “Iphigenia in Aulis & Electra.” Visual Arts Instructor Mark Van Wormer and Tiffany D. ’17 did a wonderful job capturing the spirit of the play and some fantastic behind-the-scenes shots. http://bit.ly/1SK4RiE

Follow us @emmawillard @emmawillard Being confident in who you are can change the way you live your life: http://huff. to/1N6rPiv #Confidence #OwnIt Listen as two fabulous women—Emma Watson and Malala—talk feminism and female empowerment! http://on.mash. to/1MN0iWa #Sheroes #feminists This #CoverTheAthlete video shows how absurd the questions female athletes get asked are by asking them to men. http://some.ly/1MnKF1W This neat chart shows the most read book by #highschool seniors in each state. Is your favorite book included? http://bit.ly/1Q920jS Yes! RT @TEDTalks “Great leaders dare to be different.

They don’t just talk about risk-taking; they actually do it.” http://t.ted.com/ thQ678d

#1kfollowers #thankyou l i kes

w w w. e m m a w i l l a r d . o r g

9

Faculty Voices

INTERVIEW BY GABRIELLE DEMARCO

Liz Parry

Growing Healthy Girls and Exceptional Athletes Assistant Athletic Director and coach Elizabeth Parry is the epitome of the phrase, “big things come in small packages.” Liz’s voice, gregarious nature, and prowess on the field as both a coach and player are unmatched. Easily mistaken for one of the girls during a field hockey or lacrosse practice, Liz is in fact a dedicated Emma veteran. Liz began her career at Emma after graduating from Ithaca College (where she was recently inducted into its Athletic Hall of Fame). Her original position at Emma was anticipated to be a one-year appointment, and here we are, 33 years later. Today, she continues to mentor Emma Girls as they strive to become collegiate scholar athletes. We sat down to talk with Liz about athletics and health education at Emma.

What do you currently coach at Emma? I have coached field hockey 33 years and lacrosse for 32.

I actually even coached JV basketball for a year. But the overarching job requirement at the time I was hired was that I teach club gymnastics. LOL! Later, I took over lifeguarding, and I continue to teach lifeguard training in between seasons. When I first started, we used to rent Troy High School’s pool to do our testing. Fortunately, we now have our own fabulous facility for the girls.

10

E M M A W I LL AR D SC HO O L

We have a new graduation requirement for swimming. How has that experience been? Every year I have several girls who are new to swimming. Just yesterday, a student who started as a non-swimmer demonstrated the ability to swim over 200 yards using two or three different strokes, and she can even jump off the diving board! I live for that kind of gratification! I love seeing a student who will go out of her comfort zone and try. For some girls in physical education, just running a half-mile is a wonderful achieve-

ment. I love to introduce a sport to a girl and encourage her to try out for a team or to choose an activity that may become a lifelong pursuit. Fortunately, this happens all the time.

How have Emma athletes changed since you arrived? Our athletes have always really worked hard. Our program has grown since 1983. When I arrived, the short-lived league of which we were members folded and the school went several years without a league. Through the years, we

FACU LTY VOICE S

“ An Emma Girl is a person who is passionate about a lot of different things. She leaves Emma feeling empowered and determined; and we are hopeful she has the grit to meet the challenges of the real world.”

PH OTO BY SAMA NTH A V INING ’ 90

joined leagues, added new sports and teams, and are now extremely competitive. Today, I see being on a JV and/or varsity team as similar to taking an A.P. class. Both require time and dedication.

Why is health education so important? I started teaching health several years after I arrived. I later earned my master’s in health education from Sage Graduate Schools.

Health education is always changing. With current events, things are always happening in the world that impact our health and thus the curriculum. Health education at Emma has always been about the self and

helping students make healthy choices. We utilize experts on our campus and in the local community including our nurses, counselors, teachers, and nutritionists.

You are caring for girls with all different beliefs and backgrounds.

How do you handle that in health class? We have discussion-based classes where all students are encouraged to share their various cultural perspectives. The goal is to foster a collaborative community where all are accepted as part of a global learning community.

How would you describe an “Emma Girl?” An Emma Girl is a person who is passionate about a lot of different things. She leaves Emma feeling empowered and determined; and we are hopeful she has the grit to meet the challenges of the real world.

So what keeps you at Emma? I believe my most important job is to be a motivator—to encourage my students and my athletes to push themselves beyond what they believe is possible. I challenge them because I believe they can and are going to do it! I love it when my former students and athletes come back “home” to visit and tell me their success stories—whether is it completing a marathon, engaging in successful coaching careers, building their own family, or starting their own businesses. And while students are first and foremost at Emma, I would be remiss if I failed to mention my colleagues. I have worked under the tutelage of strong mentors. People from Emma believed in me and provided me an opportunity 33 years ago. Let’s face it! I have really grown up here. These are the people and relationships that really mean a lot to me. The entire Emma community is my home.

w w w. e m m a w i l l a r d . o r g

11

The Classroom

BY GABRIELLE DEMARCO

Round Square House

A Living & Learning Community On a quiet Thursday evening, a group of Emma Girls snuggles up on the couch after a busy day of classes, clubs, and athletics, snacking in front of a roaring fireplace. Like most teenage girls, plaid PJ pants and bunny slippers are much in evidence as they chat together at 50 words per second. Unlike most teenage girls, they are debating whether the evening’s topic of conversation should be the Syrian refugee crisis or media portrayal of women and girls. This is Round Square House, a unique community at Emma that brings girls together in an immersive living and learning environment that challenges them 24/7 to think and act on a global scale.

In 2013, Emma became the first girls’ school in the nation to join the Round Square network. The admission places Emma among 150 schools from around the world that seek to integrate the organization’s six IDEALS (Internationalism, Democracy, Environmentalism, Adventure, Leadership, and Service) into their curricula. Emma earned another “first” by becoming the first Round Square school to create a residential curriculum centered around the IDEALS when it launched Round Square House in 2014. The house takes over an entire satellite dormitory, Cluett House, and is both the home base and classroom for 14 boarders and seven day students. At its center is veteran resident faculty member Gemma Halfi. For Gemma, the opportunity to lead the girls in the house through purposeful programming was an immediate draw.

“It is amazing what you can accomplish when you have girls who are all on the same page,” Gemma says. “It is a powerful statement to have girls all working together to incorporate these IDEALS into their daily culture.”

Being in the house is a true commitment—so much so that girls receive academic credit. To join, each girl goes through an application and interview process with Gemma.

“The process is all about getting them to understand the kind of community they are getting themselves into,” Gemma says. “Some girls may have a connection to one IDEAL, but that is not enough.

We are really looking for girls who are ready to embrace all of them.”

12

E M M A W I LL AR D SC HO O L

Once they are admitted to the house, the girls begin the school year with a three-day retreat where they bond, cook all of their meals together from sustainable and ethical produce, and vote on house rules. Those rules include everything from scrubbing toilets to taking out the trash and compost—chores the girls do every day.

In addition to regular service to the house, the girls also commit to spending each Thursday evening learning about issues related to the IDEALS. Enter the house on a Thursday evening and you can find them discussing service in the Dominican Republic, making fair trade Halloween goodies, or discussing a podcast about “Islamophobia” in America.

In addition to the start-of-year retreat and Thursday evenings together, the girls also go on at least one more major excursion together to Montreal in the fall for cultural immersion or camping in the spring. Last year’s camping trip took them to Dig In permaculture farm in Massachusetts. In a similar vein, the girls create a community garden together at the house, helping to supply organic and local greens for the dining hall.

The girls also each develop a personalized commitment to service by taking on an individual service learning experience.

Gemma helps them identify their service passion and plan their year around it.

This year, they are doing everything from creating an architectural audio walking tour of downtown Troy to selling bracelets to fund a scholarship for

THE CLA SS ROOM

Guatemalan girls in need. For the Emma Girls, this time for service is exceptionally important.

“Being a part of the house gives me the ability to block out time in my schedule for service, and makes me remember my personal commitment to community service,” says Emma Liebowitz ’16, whose service project includes volunteering at both a veterans’ hospital and center for victims of domestic abuse.

But, for Emma, the benefits of living in the house are even more far reaching than time for service.

“It keeps us global citizens even though we are in the ‘Emma bubble,’” she says.

Her housemate, Katherine Coyle ’18, agrees, noting that being in the house helps the girls transcend differences.

“We have these really fun conversations with people who have lots of different opinions, but then we all really share the same values, which can lead to some really great conversations,” Katherine says.

“ When we put them in authentic learning opportunities like this, what we call ‘immersive’ at Emma, their best selves will emerge.”

As the Round Square House gets ready to conclude its second year, Gemma is enthusiastic about its future. She is already working to develop ways to continue to expand the Round Square IDEALS of the house into the wider Emma community. Emma is already exploring a second dormitory and ways to integrate the programming into the main freshman dormitory. To that end, freshman resident faculty member Evangeline Delgado is traveling with Gemma to the annual Round Square International Conference this

year to begin learning how to bring the IDEALS to freshman.

“We will have the opportunity to show girls right from the start that this is how we engage with one another in this unique community,” Gemma says.

While the classroom might be nontraditional, Gemma and all the girls of Round Square House agree that being a part of something larger than themselves inspires a new level of learning at Emma.

“When we put them in authentic learning opportunities like this, what we call ‘immersive’ at Emma, their best selves will emerge,” Gemma says. “When the girls are really in it and forced to be metacognitive and really see how they are impacting other people, that is where the best learning happens.”

w w w. e m m a w i l l a r d . o r g

13

EMMA WITHOUT BORDERS 14

E M M A W I LL AR D SC HO O L

STORY BY NICHOLE DUPONT PHOTOS BY KYLE ADAMS

TALENTED YOUNG WOMEN FROM AROUND THE WORLD EMBARK ON AN EDUCATION AT EMMA

w w w. e m m a w i l l a r d . o r g

15

FAHIMA ALI ’17

In school in her native

SOMALILAND, Fahima Ali ’17 dreamt of studying in the United States. But the odds were against her, living in a patriarchal society that doesn’t always value women’s education.

“My own uncle thought that I would get married and be a housewife,” Fahima says. “[He said,] ‘What purpose would there be for you to go to school?’ I wanted so badly to prove him wrong. I have things…I can contribute to the world.”

Emma Willard School thought so, too. In 2014, Fahima was granted a scholarship to the school as part of the Davis Scholars Program, which, along with the Holloway Scholars Program, supports talented young women from around the world as they embark on an education at Emma.

16

E M M A WI L L AR D SC HO O L

Already, Fahima is having a powerful impact on the community, sharing her unique perspective and experiences with her classmates and teachers. And that’s precisely the point of the program, which has a much more nuanced and valuable objective than simply ‘gifting’ girls from relatively underprivileged countries with an education.

Emma seeks young women who can enrich the school, just as the school enriches their lives.

Fahima is outspoken and quick.

When her name is mentioned, words like “brave” and “confident” float around the room. The 17-year-old is a force to be reckoned with. To her peers, she is a natural born leader.

“She’s hilarious and strong-willed and she makes everyone feel completely comfortable,” says Esther Dettmar, an English teacher at Emma. “She is really good about contributing her thoughts.

She is not afraid. Of anything.”

Fahima’s contribution to Emma has been unstoppable since she first set foot on campus. Special arrangements were made to track down a Somaliland flag—virtually unknown to most students until that point—to hang sideby-side in Kellas Foyer with the other home country flags of the 76 international students who attend Emma.

Interim Head of School Dr. Susan R. Groesbeck says that the international flavor at Emma is one of the things that attracted her to the campus.

“With 32 countries represented within the student body this year, I was excited to be a part of a school with adventurous young women from all over the world,” Sue says. “I am pleased to sit with my advisees at my office table and note that we look like a mini-Model UN.”

“ Our international students enrich the Emma community in myriad ways.

They fundamentally change the culture of the school.”

STACY FALALEEVA ’16

DR. SUSAN R. GROESBECK, HEAD OF SCHOOL, INTERIM

Another distinctive young woman is Holloway Scholar Stacy Falaleeva ’16 from Crimea. Her cousin, Kateryna Kozyrytska ’07, attended Emma, and her stories compelled Stacy to apply. “It was an amazing experience that none of my family had ever had before,” Stacy says.

Stacy knew that at Emma she could pursue her love of volleyball and computer science. But what she didn’t know, what many international students are remarkably humble about, is how valuable her presence is to the Emma community. Stacy recently received the Coach’s Award for the varsity volleyball team.

“When she first came to the team it blew my mind how disciplined she was,” says Casey Wright, varsity volleyball coach and development associate. “She really grew as a player and leads by example. The other girls idolize her. She works hard every day.”

Stacy is a matter-of-fact leader who has taken on the role of proc-

tor, one of 15 carefully selected and extensively trained seniors who lead, support, inspire, and guide the student body throughout the entire academic year. And although her demeanor is introverted and deliberate, she is powerful and inquisitive, never settling for the “easy answer” to complex problems in the classroom and in life.

“My hunch is that she doesn’t want to be defined. Her attitude is: ‘don’t put me in a box,’” says English instructor Kathleen McNamara.

“She’s a person who brims and bubbles under the surface.”

For Stacy and Fahima and the handful of other international scholars who join the student body every year, an Emma education

w w w. e m m a w i l l a r d . o r g

17

undeniably changes their lives. But equally striking is the impact they’re making on campus, imbuing the school with a richness and depth of character and experiences.

“We know that through these programs, our international students enrich the Emma community in myriad ways,” Sue says. “They fundamentally change the culture of the school.”

STUDENTS AS TEACHERS

Ambassadors like Stacy and Fahima are invaluable to the holistic educational experience of all students, Sue says. By default, these students become teachers just by sharing their experiences with their classmates.

“As we sit together sharing our advisee time or sharing a meal, we learn about the real-life experiences of these girls,” Sue says. “There are opportunities for our domestic students to learn in ways that they would otherwise never touch. In a US history class, if the subject matter is about revolution, it is a reality for some of our international students—some have witnessed this in their own countries. This experience is incredibly valuable.”

Stacy cites the enthusiasm of her teachers to engage students, especially around current events, as opening the door for meaningful discussions and deeper learning.

“The classes felt very different than what I was used to,” she says. “The teachers are interesting and interested, and my classmates are totally involved in what they are studying. The teachers are passionate about ROBERT NAEHER, our experiences in the world. They want us EMMA’S ALBERT P. NEWELL to share our perspective.”

INSTRUCTOR IN HISTORY Robert Naeher, Emma’s Albert P. Newell Instructor in History, can attest to this authentic learning because he sees it in his classroom every single day, where he might have up to eight countries represented.

“This is an amazing opportunity, especially for the American students, to see history in an international context,” Bob says. “When we talk about American exceptionalism or regime change, the international students bring a tremendously helpful perspective. I don’t have to speak for other cultures and try to convey their different perspectives to my students. The international students’ voices are so rich, and their contributions help all of us think more deeply, especially about how different cultural memories are constructed and passed on. It’s a great privilege to be part of such a conversation.”

The perspectives are wide-ranging, nuanced, and in many instances, provocative. Maureen Harrison, director of cognitive development and long-time science instructor, invites this kind of tough exploration to the table, and considers it intrinsic to the science curriculum.

“ The international students' voices are so rich, and their contributions help all of us think more deeply.”

18

E M M A W I LL AR D SC HO O L

“The first-hand experience just carries more weight,” she says. “The international students that come here speak so openly. It’s such a rich experience. They are ambassadors without borders.”

Some heady discussions have materialized in Maureen’s classroom —everything from the development of language in the brain to living with acid rain in China to genetically modified organisms (GMOs).

“One student from Vietnam said, ‘This is baffling to me. Why are GMOs a topic? GMOs brought food to my country,’” Maureen recalls.

“It’s very powerful to have international voices. We talk about cultural norms and what’s accepted, and I remember—I’ll never forget—one of the international students said ‘Just because it’s cultural doesn’t make it right.’ That had a lot of impact. It still does.”

ANGELLA KASANDE ’19

GRASSROOTS RECRUITING

But how does Emma find the international scholars who are right for the school? The process, according to Director of Enrollment Jamie Hicks-Furgang, is a grassroots effort drawing on Emma’s wide network.

“It’s very organic and mostly word of mouth,” Jamie says. “A current student or alumna may have a sister, or a friend, who has had the Emma experience and very much wants that for other girls. We have Emma families, past and present, who are very invested in getting the word out abroad.”

This global network recently extended its reach to Holloway Scholar Angella Kasande ’19.

Bob’s daughter, Robyn Naeher ’03, lives in Jinja, Republic of Uganda, and is working to empower and educate women through the Akola Project. When the school reached out to her with news of Angella’s admisson

w w w. e m m a w i l l a r d . o r g

19

KIMYAN MOEUN ’18

“ I want to take advantage of every opportunity that I have. My main goal is to be openminded about every experience, no matter how big or small.”

KIMYAN MOEUN ’18, DAVIS SCHOLAR

to Emma, Robyn didn’t think twice about a three-hour bus ride in order to make contact with the family. After meeting Angella, Robyn announced, “She’s a keeper.”

Angella has a brilliant smile, and her intensity is equal parts humor and enthusiasm. She jokes that she is the only person in Uganda who can’t play soccer or do distance running. Yet she loves to swim, and wants to try out for Emma’s crew team. Angella cannot wait to turn the next page—from eating her first helping of mac-n-cheese (which she loves) to exploring classical Mediterranean history to reading poems in French.

20

E M M A WI L L AR D SC HO O L

“I was so excited to meet my teachers and to meet my classmates,” Angella says. “The girls living on my hall are from all over—Thailand, Japan, Korea, China, Cambodia. I’ve never met anyone from these places.

Just as they have never met someone from Uganda. And yet here we are, learning together.”

Angella studies alongside sophomore Davis Scholar Kimyan Moeun ’18, who arrived to Emma via a small farming village in Cambodia, where she lives with her parents and two older brothers. For Kimyan it is a year of firsts—first glimpse of fall foliage, first frost and snowfall, first plane ride, first time meeting people

from other countries—and she is soaking it in, trying to remember every detail of every experience.

“I want to take advantage of every opportunity that I have,” the vibrant 17-year-old says. “I tried out for the tennis team, but I need to practice a little more. I am taking dancing.

I am meeting friends from all over.

My main goal is to be open-minded about every experience, no matter how big or small.”

Eventually, Kimyan says she hopes to return to Cambodia as a math professor, becoming part of that ever-expanding Emma network.

Where other schools might send recruiters for a few whirlwind days to gather potential contacts, Emma often calls on parents of former students in those home countries to represent the school at an information fair or recruiting session. The results have been outstanding.

SECURING DIVERSE “We have very passionate alums who contact us from all over the world eager to help us recruit students in their area. And they create those channels for us. Their dedication is a testament to how this place lays the foundation for our students.

They become the women that they are here,” notes Jamie.

Who is Fahima becoming? One thing is clear: she’s a fearless leader who is seizing every opportunity at Emma, including participating in Model United Nations and joining the Foreign and American Student Organization (FASO).

“Always aim high, why not?”

Fahima says. “Being a peer educator, being in FASO and other clubs, is more than staying busy, it is about giving back, which is a huge thing.

So many people want this, but if you want it, you have to work for it. This is just the beginning for me.

For what I plan to do.”

Sue says she is confident Emma international scholars will go on to make meaningful contributions across the globe.

“These girls are the epitome of an ‘adventurous spirit’—full of emotional stamina, physical preparation, and the courage to travel huge distances to receive an education,” Sue says. “We will be proud to follow their futures.”

Nichole Dupont is a freelance writer and editor whose work has appeared in The Take Magazine, Huffington Post, Berkshire Magazine and other online and print publications.

WORLDVIEWS

ON MOUNT IDA Since the Holloway Scholars Program began in 2006, 12 students at Emma Willard School have been named Holloway Scholars. One of the three inaugural scholars was Kateryna Kozyrytska ’07, from Kerch, Crimea, Ukraine.

After Emma, Kateryna graduated from MIT and is currently at Stanford University earning her Ph.D. in neuroscience. She's working in the laboratory of a Nobel Prize winning researcher on the principles of communication between neurons in the brain.

“I want to be a physician-scientist, seeing psychiatric patients and conducting research in molecular mechanisms of psychiatric diseases,” Kateryna says.

Emma is one of five independent Davis Scholars secondary schools in the US invited since the program’s eight years ago by the Shelby Cullom inception in 2008 Davis Charitable Fund to join the Davis Scholars Program, which supports outstanding students from around the world. The Davis family, at the request of matriarch Kathryn Wasserman Davis, started this program to foster greater understanding among the world’s future decisionmakers through transformative educational experiences at both the high school and university levels.

Holloway Scholars A wise and generous philanthrosince the program’s pist, Kathyrn made it her life’s work inception in 2006 to establish programs to foster peace and understanding. Her son, Shelby M. Davis, and his wife, Gale Lansing Davis ’63, maintain an active interest in her projects and were instrumental in including Emma in the pilot program for high school students.

There have been 29 Davis Scholars since that program’s inception in 2008. A number of Emma alumnae have joined in supporting the Davis Scholars through The Emma Fund.

29 12

w w w. e m m a w i l l a r d . o r g

21

3 SUSANNAH KEHL’S ’9 REAL LIFE AS A FORENSIC SCIENTIST (NOT AS SEEN ON TV)

STORY BY ADY MEGAN T

E H T D N I H BE 22

E M M A W I LL AR D SC HO O L

1 Fake forensics scene as seen on tv

I H E B S E N E SC rime cter on a TV c ra a h c a s a w 3 hl ’9 crime If Susannah Ke ight race to a m e h s s, e n o B I or kneel drama like CS st. She would e v f o ro tp e ll u ab time scene wearing ht, declare the ig s y b t s ju , d m an where next to a victi back to a lab, ip z ld u o w e sh rkers, of death. Then ith her co-wo w r te n a b ty it dw match. over coffee an nd find a DNA a e c n e id v e e min comshe would exa pop up on her ld u o w t c e p s u es A picture of th sed. puter. Case clo w w w. e m m a w i l l a r d . o r g

23

2 What Forensic work really looks like. Susannah Kehl ’93 in her FBI lab.

UT THE TRUTH IS, Susannah’s work as a forensic scientist for the FBI looks nothing like it does on TV. There are no bulletproof vests, no high-speed chases, no instantaneous DNA matches. Her work is tedious and time-consuming, and far less dazzling than as portrayed in prime time.

“A lot of people watch the shows and they think, ‘Oh you go out to the scenes and you do all this cool, glamorous stuff,’” she says.

“In reality, I am a scientist. I work in a laboratory and a lot of what I’m doing is not glamorous. I’m looking at evidence that is just absolutely filthy sometimes.”

From a lab in Quantico, Virginia, Susannah spends much of her day examining evidence for DNA to help solve crimes nationwide. Lab work is nothing new for her; even as a teenager at Emma, Susannah was using science to solve complex problems in her physics and A.P. Biology classes.

“My time at Emma fostered my love of science, and that propelled me forward in this direction,” she says.

“The laboratory activities in both classes allowed me to figure things out for myself through experimentation and observation, rather than having to take someone else’s word for it.”

Susannah’s work exposes a dark world. Often, she’s helping to solve homicide, rape, and burglary cases. Yet, her role can provide the missing link, giving victims and families solace and putting perpetrators behind bars.

“I really like that with DNA, you have the ability to answer questions and develop suspects and give information where previously no information was available,” she says. “If a woman has been raped by a stranger and they just don’t know where to look because she doesn’t know the perpetrator, DNA can provide an answer through database matches and may help truly solve the case, where it would not have been solved without it.”

While crime drama makes for good TV, Susannah says the viewing public now has a stilted view of forensic science thanks to what’s known as the “CSI Effect.” These misconceptions, she says, have a real world effect, filtering into the courtroom and impacting juries who are reluctant to convict without DNA evidence. In an effort to set the record straight, Susannah debunks the myths, telling her story along the way.

24

E M M A W I LL AR D SC HO O L

“ I THINK THAT ONE OF THE LOST MESSAGES THROUGH SHOWS LIKE CSI IS THAT TRULY YOU ARE A SCIENTIST WHEN YOU’RE DOING THIS JOB. FORENSICS IS REALLY JUST USING SCIENTIFIC PRINCIPLES AND APPLYING THEM TO MATTERS OF LAW.”

PH OTO COU RTESY OF FB I

1

MYTH:

EVERYONE ON A LAW ENFORCEMENT TEAM IS ALSO A FORENSIC SCIENTIST.

Cops on the beat don’t swab for DNA, just as forensic scientists don’t make arrests. Forensic science is a specialized field that requires rigorous training.

Susannah stresses that she is first and foremost a scientist.

“I think that one of the lost messages through shows like CSI is that truly you are a scientist when you’re doing this job,” she says. “Forensics is really just using scientific principles and applying them to matters of law.”

At first, her career path was unclear, and she took a break while earning her chemistry degree at Western Connecticut State University to vol-

unteer on an ambulance. It was this experience that exposed her to the field of forensic science. “It was a way to combine math, science, and the law,” she says.

She went on to earn a master’s in forensic science from the University of New Haven, and then worked for five years as a criminalist for the New York City Office of Chief

w w w. e m m a w i l l a r d . o r g

25

Medical Examiner. The field plays to her strengths.

“I love solving things,” she says.

“I have a very open mind. It allows me to consider all options when looking at something.”

In 2004, three years after the 9/11 terrorist attacks, Susannah helped in the on-going effort to identify the victims through body identification.

She became a specialist in kinship analysis, using DNA profiles from living family members to find matches among the victims. This work garnered the attention of the FBI, which she joined in 2010.

“It was so rewarding to help people get the closure that they were looking for,” she says. “I just really enjoyed when we could tell people, ‘Yes, we have identified your loved one. Here is something you can bring home and bury.’”

2

MYTH:

FORENSIC SCIENTISTS RACE TO THE SCENE OF A CRIME.

Susannah will never stride across yellow police tape, sirens wailing in the background. She spends most of her day in a laboratory, far removed from the crime scene. Evidence arrives via FedEx. She wears a white lab coat, but those microscopes in TV dramas have no place in her lab. Instead, she relies on robotics and computers to help examine DNA and find matches.

The human involvement, she says, happens when the evidence first arrives. She inspects it to determine the places that are most likely to yield a DNA profile. “Clothing items might have bloodstains,” she says. “A hat left at a robbery, I might look at the sweatband where it rubs against the head.”

Susannah does step out of the lab to testify at trials—which is actually her favorite part of the job. Because the FBI investigates national cases, she often has to travel long distances to testify, including to Guam and Saipan.

26

E M M A WI L L AR D SC HO O L

“IF YOU WANT THE JURY TO UNDERSTAND WHAT YOU’RE TALKING ABOUT, IT’S UP TO YOU TO RELATE TO THEM AND EXPLAIN COMPLEX SCIENTIFIC CONCEPTS IN A WAY THAT EVERYONE CAN UNDERSTAND. FOR ME IT’S REWARDING WHEN I’M EXPLAINING MY RESULTS AND I SEE THE JURORS NODDING.”

“If you want the jury to understand what you’re talking about, it’s up to you to relate to them and explain complex scientific concepts in a way that everyone can understand,” she says. “For me it’s rewarding when I’m explaining my results and I see the jurors nodding.”

During one trial, a defense attorney picked up a piece of evidence—a laptop computer—without wearing gloves. The jury gasped. “To me that meant they understood my message and that means that I’ve done my job.”

3

MYTH:

THE FORENSICS LAB IS FULL OF WITTY BANTER.

There’s no shoptalk in Susannah’s lab, mostly because she and her co-workers are wearing facemasks, eye protection, and gloves so they don’t contaminate the evidence.

“DNA technology is so sensitive that when we’re working in a laboratory, if we don’t take precautions, we can leave our DNA on the evidence,” she says. “You don’t want to transfer your DNA and compromise the integrity of the evidence.”

This also means no food, drinks, or donuts in the labs. Sorry, cops.

4

MYTH:

THERE’S ALWAYS DNA.

The current method of DNA testing emerged in 1999, and

since then, the technology has grown in leaps and bounds. Still, there are times when Susannah can’t develop a DNA profile. Meaning, there are no traces of DNA. Or sometimes, she can’t find a match in the FBI’s DNA database, which contains about 14.5 million people—most of whom are previously convicted or arrested individuals.

Thanks to the CSI Effect, Susannah says most juries expect forensic evidence. She now finds that juries won’t convict without this evidence, even when the rest of the case is clear.

“Now I spend a lot of time testifying on negative cases to explain why what’s being suggested could have happened and possible reasons why I couldn’t get DNA evidence,” she says.

Another misconception is that DNA is on everything. A person needs to touch an item for an extended length of time in order to transfer his or her DNA. At the same time, DNA can be found in the most unlikely of places.

While working on a case in NYC, for example, Susannah recovered DNA from fried chicken bones.

And finally, sometimes there’s too much DNA. “We’re able to detect such small amounts of DNA, you may detect DNA that has nothing to do with the crime,” Susannah says. “That’s one of the limitations of the science.”

PH OTO BY LEN SP ODEN

5

MYTH:

FORENSIC SCIENTISTS CAN PREDICT WHAT A SUSPECT LOOKS LIKE.

In the movies and on TV, forensic scientists rattle off the physical attributes of their suspects. In truth, DNA only confirms whether a suspect is male or female.

“The DNA testing we do now doesn’t give us any information about the physical make-up of the person,” Susannah says. “We can’t tell eye color.

We can’t tell hair color.”

But CSI might be onto something.

Susannah says technology is emerging that would allow forensic scientists to tap into these details. However, she admits there are privacy concerns to consider when linking DNA to people’s physical descriptions.

“From an investigative standpoint, it would be amazing to be able to say, ‘You’re looking for someone with blonde hair and blue eyes,’” she says.

“But you have to be careful that we

don’t go down the rabbit hole and expose too much. It’s a balancing act.”

Susannah is also excited about another potential development in the field: generating a timeline. Right now, forensic scientists can’t tell how long DNA has been on an item, and new technology could allow them to put a time stamp on a DNA profile.

“This is such a young field and it’s progressing at huge rates,” she says. “It used to take a bloodstain the size of the nickel [to get a DNA profile]. Now you don’t even need to see the stain and you can get a profile from it.”

CASE CLOSED

When everything goes right, Susannah is able to turn the tide of a case. Recently, forensic evidence helped convict a serial criminal on the tiny island of Saipan. The suspect had been under suspicion in previous cases, but there was never evidence to link him to his crimes. When he

struck again, murdering a waitress, Susannah was able to recover DNA and offer court testimony that did, indeed, close the case.

“It was very rewarding and significant,” she says. “It’s so hard when you know that a person is not a good person and they shouldn’t be out there, but they don’t have the evidence to convict him of a crime.

It was a relief knowing that this evidence and my testimony finally got him off the street.”

While not as gripping as an actionpacked hour of CSI, Susannah proves that forensic science as it’s meant to be practiced is all the more satisfying.

“It’s always rewarding when a victim’s family or a victim comes over and thanks you for all of the work you’ve done,” she says. “That has had a major impact on my life.

It makes me feel fulfilled, and that’s why I love what I do.”

w w w. e m m a w i l l a r d . o r g

27

EMMA’S NEW FEMINISM CLUB TACKLES WOMEN’S EQUALITY AND BEYOND

SHOUTI STORY BY K AT I E COAKLEY PHOTOS BY M A R K VA N WORMER

28

E M M A WI L L AR D SC HO O L

N G T H EF

-WORD

C

OURTNEY BREINER ’15

used to call herself an “antifeminist.” That all changed in June 2013 when she watched Texas Senator Wendy Davis take to the Senate floor for eleven hours to filibuster a bill that would impose sweeping abortion restrictions in her state—and doing it so convincingly while wearing hot pink Nike sneakers, according to Courtney.

This eye-opening moment sparked a desire in Courtney to learn more about feminism. The timing could not have been more serendipitous—right as Courtney was considering topics for her senior Signature project.

She attended the Young Feminist Leadership Conference in Washington, D.C., and the community she found there inspired her to focus her project on educating other girls about feminism. As part of her project, she founded The F-Word, allowing the club’s name to acknowledge the negative connotations around the word “feminism.”

“I wanted to make the term ‘feminist’ less scary,” Courtney says. “And I wanted to bring out the aspects of [feminism] that girls at Emma could appreciate in their daily lives, and show why it was important even at an all-girls’ boarding school where we have a world of opportunity.”

Now in it’s second year, The F-Word as a club is gaining momentum on campus.

Thanks in part of the conversations started with The F-Word

30

E M M A WI L L AR D SC HO O L

and a growing dialogue around campus, conversations around feminism at Emma today have grown to include everything from reproductive rights to sexual orientation and deep discussions on gender identity. This year’s Revels performance even included a special pride moment—the alchemists proudly displaying rainbow-colored gems they concocted instead of the traditional golden offering.

The club is also a more formal declaration of Emma’s roots in female empowerment through a label—“feminist”—that has been controversial and stigmatized.

The F-Word’s rise is on the heels of other women at Emma who fought for equality, some more renowned than others, such as Elizabeth Cady Stanton and Jane Fonda ’55. And while the school’s own founder, Emma

“ I WANTED TO MAKE THE TERM ‘FEMINIST’ LESS SCARY. AND I WANTED TO BRING OUT THE ASPECTS OF [FEMINISM] THAT GIRLS AT EMMA COULD APPRECIATE IN THEIR DAILY LIVES.” CO URT N E Y B R E I N E R ’ 15

Hart Willard, was at first hesitant to embrace an outwardly feminist message, she long championed women’s education equal to men’s.

“Just opening the school was a feminist statement, but Emma [Willard] was incredibly careful to cultivate men to her idea that the whole ‘educated women thing’ was to have the best wife—someone to talk to, to educate their kids and bring them up in the most cosmopolitan way,” says Associate Head Emerita Trudy Hanmer, who is also author of Wrought with Steadfast Will: A History of Emma Willard School.

And the spirit of feminism was often deeply felt by its alumnae, according to Tabi Haller-Jorden ’75. “When I was at Emma there wasn’t any group—there certainly wasn’t an F-Word—and yet, [feminism] wasn’t a topic that we ran away from,” she says. “I just remember feeling very much at

w w w. e m m a w i l l a r d . o r g

31

32

E M M A WI L L AR D SC HO O L

home in that atmosphere and that the commitment to quality education was constantly celebrated.”

For Tabi, her Emma education set her on a path to become an expert on creating inclusive workplaces as the president and CEO of The Paradigm Forum GmbH. And while she wasn’t outwardly calling herself a feminist at Emma, she says feminism is part of her “lived experience.”

Although many decades may have past since Stanton fought for women’s suffrage, the fight for female equality remains far from over for Emma Girls of all ages.

Despite major gains for women since the second-wave feminist movement that began in the 1960s, and generations after Emma’s own Elizabeth Cady Stanton sought the vote, challenges for women and girls still persist. Politically, women hold a mere 104 of the 535 seats in the US Congress, seven of 15 cabinet positions, and three seats in the Supreme Court. In the business world, women only represent 14.6 percent of executive officers, 8.1 percent of top earners, and 4.6 percent of Fortune 500 CEOs. They also hold just 16.9 percent of Fortune 500 board seats. The list goes on.

The F-Word allows Emma’s young women to grapple with these challenges, and to decide what feminism means to them today.

After Courtney graduated from Emma, she passed the baton to new The F-Word co-heads Heather Loepere ’18 and Olivia Pintair ’18.

They host meetings every Friday afternoon, where typically a dozen members of the club gather, filling the room with excited chatter and laughter. During one evening’s

“ W HEN I WAS AT EMMA THERE WASN’T ANY GROUP—THERE CERTAINLY WASN’T AN F-WORD—AND YET, [FEMINISM] WASN’T A TOPIC THAT WE RAN AWAY FROM.” TA BI HA LLE R-J O R D E N ’ 75

meeting, girls lounge on colorful beanbag chairs and rest their heads on each other’s shoulders.

The mood is light, but the topics will soon grow serious. Heather and Olivia ask the group if they have any “feminist moments of the week” to share. And they do. Hands shoot up. Someone mentions that news coverage of presidential candidate Hillary Clinton is labeling her as more “aggressive” and “unlikeable” than her male counterparts. Another girl shares a story about catcalling.

Heather says having a safe meeting space is critical for a deep level of sharing, as it enables the girls, who all bring different upbringings and perspectives, to discuss personal thoughts and feelings in a supportive environment. In this space, they’re working toward overcoming the challenges faced by girls of all backgrounds.

“Before Emma, the feminism I understood was based primarily on my own experiences as a privileged white female,” Heather says. “Being here and listening to the experiences of international students and students of color has opened my eyes to more feminist issues than I knew existed.”

This year, members of The F-Word continue to educate the community on the many facets of modern feminism, and particularly focus on intersectionality—the

concept in which oppressive attitudes, such as racism, sexism, or homophobia are interconnected and cannot be examined separately.

And they’ve supported specific initiatives around educating girls and women, like #62MillionGirls campaign, which represents a partnership between the Girl Rising organization and Michelle Obama’s Let Girls Learn initiative, and brings awareness to the 62 million girls in the world who are not in school today.

Members of the The F-Word hope the club will become a mainstay at Emma, and the administration and larger culture of inclusion are behind them. Clubs including the Black Hispanic Alliance (BHA), Amnesty International, a chapter of the National Alliance on Mental Illness (NAMI), and Fair Trade complement The F-Word’s work toward equality and social justice for all people.

With all of these groups—and likely others yet to be formed by other passionate Emma Girls working towards equality—it seems inevitable Emma’s reputation of being a progressive school is shifting to an outwardly feminist one.

“The most important thing for us to remember as feminists is that the history of the school’s feminism is important, but the future is even more important,” Heather says.

“We should be looking to develop and improve our feminism so that we can extend our outreach in support of all women.”

Katie Coakley is assistant director of communications at Emma. She is also faculty advisor for The F-Word, playing a key role in its founding and continuation at the school.

w w w. e m m a w i l l a r d . o r g

33

Admissions

34

E M M A W I LL AR D SC HO O L

How to Apply

Applying to a new school can be overwhelming. The admissions team at Emma is here to help make the application process as easy as possible. The Emma application process includes the following: APPLICATION This can be completed online at www.emmawillard.org/admissions.

The application includes: ❑ Application Form ❑ Essay ❑ Parent Statement ❑ Application Fee TRANSCRIPTS Should be completed by a school official and contain a minimum of two years of credits as well as the first semester or trimester of the current academic year.

RECOMMENDATIONS ❑ English Teacher ❑ Math Teacher ❑ Teacher of Choice

TESTING While we look at much more than test scores when selecting our future Emma Girls, standardized tests help us learn more about each girl’s academic background. More information on the tests we use in our admissions process can be found at www.emmawillard.org/ admissions.

INTERVIEW Please contact the admissions office at 518.833.1320 or admissions@emma willard.org to schedule your interview.

IMPORTANT DATES Application deadline: February 1 Financial aid application deadline: February 1 Admissions decision: March 10 Enrollment contract and deposit due: April 10 wwww.emmawillard.org

w w w. e m m a w i l l a r d . o r g

35

Signing Off INTERIM HEAD OF SCHOOL, DR. SUSAN R. GROESBECK

Musing on My First Months on Ida When long-time, respected Head of School Trudy Hall announced her retirement in January, I was honored to be asked by the board to remain as interim head of school. After decades in schools and many years in girls’ schools, I didn’t expect to fall in love with the Emma community as quickly as I did.

Certainly, I have always admired this historic and exceptional school from afar. However, I did not fully appreciate all that is “Emma” until I arrived on campus last fall. What I experienced these past months as I kept watch over the castle has exceeded all my expectations.

I arrived to find smart, engaged students, and passionate, dedicated adults all working together. The entire community rows in synch for the girls. And the girls are remarkable. I have realized very quickly that not much gets between an Emma Girl and her plans for the future. The same holds true for Emma Girls throughout the generations. It is clear Emma has withstood the tests of time and stayed true to its mission.

How do I know this to be true?

Because I asked.

One of my first efforts was to gather information from every member of the faculty and staff about their Emma experience. The results

36

E M M A WI L L AR D SC HO O L

of those personal interviews tell a compelling story: Girl-Centered. Ask any member of this community why they stay at Emma and the answer I heard most frequently was, “the girls.” This isn’t always the case in schools. Emma is blessed with a diverse group of caring adults who surround each girl with support and care during her entire time at Emma. A shared sense of community also allows the adults and students to work closely with each other. The adults report they love what they do here. We have more longevity of service than at most other independent schools in the US. Sacred Traditions. The first question asked when two alumnae get together or when an alumna meets a current student is: What was your Revels part? Schools as old as Emma don’t make it this far without longstanding traditions. Here, it is the unwavering, school-wide commitment to these traditions from Revels to Peanuts and Shells, Eventide to Ring Week that makes Emma stand out as a truly special place. Emma Girls, faculty, and staff truly understand they are a part of an historic legacy of leadership in education, and they carry that mantle forward with joy.

Strong Professional Development. It is nearly unheard of in the independent school world that teachers and staff articulate

professional development as extraordinary. This was exactly the case at Emma. Through Emma’s robust and growing professional development programs, the school is developing best-in-class faculty and staff who are constantly honing their craft to bring the girls the most innovative and effective education possible, supported by generous donors over time.

Deep Community Spirit. This community comes together. If a girl is in crisis or a faculty member loses a loved one, the school envelops them with the care of a family.

Across this campus I have heard stories and have seen for myself the true and lasting connections between girls, faculty, and staff. I have witnessed this is a caring place in times of joy and sadness. Because we have a unique residential faculty program and so many faculty members live on campus, the adults and students are able to mingle in both planned and spontaneous ways.

Academically Rigorous. Emma celebrates knowledge. It has a deep heritage of academic achievement and faculty teaching prowess that is evident every day. Faculty members told me: I love to teach! They rejoice in growing and challenging girls’ intellects in ways well beyond the traditional classroom environment.

For all of these reasons, and many more, I am pleased to be a part of the Emma story.

Click

With candles aglow, the choir filled the winter night with song for Emma’s traditional Eventide celebration.

285 PAWLING AVENUE, TROY, NY 12180