The Harley School. Committed to our motto, “Become what thou art.�
The Future of Work
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Becoming Magazine
Spring 2020
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e focus on preparing students to “Become What Thou Art.” A large part of our approach to education is making sure students gain the skills they will need for success in college and beyond. But the question of “beyond” is an interesting one to ponder nowadays. A global pandemic, automation, digital platforms, social distancing, and other impacts are changing the fundamental nature of work. For example, many activities workers carry out today have the potential to be automated, and Google hires not just for coding ability, but also for one’s ability to leverage empathy as a workplace skill [see page 17]. In this issue
we’ll hear from thought-leaders, an alum whose business has changed because of technological capabilities, and our technology and maker space educators. You'll also learn how we teach students for a future world we cannot predict. Join us in thinking about the future of work. Beth Bailey P ’23, ’26, Director of Marketing and Communications
Class notes.
Click here to read class notes online.
In this issue ALUMNI FEATURE: ERICA INGRAHAM ’06
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ALUMNI UPDATES
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PHOTO GALLERY
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HARLEY IN THE COMMUNITY
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DIVISION NEWS 15 FORMER FACULTY UPDATES 19 IN MEMORIAM
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REUNION
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Features: IF HARLEY STUDENTS COULD DEFINE THEIR FUTURE
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HOW WILL THE FUTURE OF WORK LOOK FOR TODAY'S STUDENTS?
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FUTURE-PROOFING STUDENTS 16 THE ROLE OF THE ROBOT 18
If you have a class note or photo to share, please contact Karen Saludo at ksaludo@harleyschool.org.
THANK YOU!
Your support of the Heart of Harley Day of Giving raised:
Head of School
LARRY FRYE P ’12, ’15, ’15
$110,000
$100,000
$40,000
for the Harley Family Hardship Fund
for the Harley Fund
for Horizons at Harley
Together we can keep students thriving, ensuring families who need temporary financial aid can keep their children in school. Please give today at harleyschool.org/heartofharley2020
Editor and Publisher
BETH BAILEY P ’23, ’26
Art Director and Designer
LISA OSBORNE LANGE ’74, P ’09
Director of Development WHITNEY BRICE
Associate Director of Development and Alumni Relations KAREN SALUDO P ’27
Contributing Writers
Becoming Magazine
is published biannually by The Harley School, an independent college-preparatory school in Rochester, NY. The Harley School 1981 Clover Street Rochester, NY 14618 We welcome questions, story ideas, and letters from readers. Contact us by mail or at becoming@harleyschool.org
ALEX DESANTIS MARTIN EDIC LARS KUELLING P ’18, ’20 OWEN LIOTTI ’18 STEVE MILLER SETH O'BRYAN P ’32, ’34
Contributing Photographers BETH BAILEY MING DEMERS ’21 ARTHUR ROTHFUSS III
and submissions from our community
Cover illustration CHRIS LYONS
Copy Consultant
ROB WILLIAMS ’98
Rapid Response: Harley's Shift to Remote Learning by Seth O’Bryan, Commons Director, and Lars Kuelling, Academic Dean and interim Head of Middle School
On Monday, March 2, 2020 Head of School
LARRY FRYE convened
the administrative team to begin working on a plan in case the coronavirus forced the closure of campus. Given our concern about the potential physical and mental health impacts of COVID-19, the team decided community wellness was going to be our central priority moving forward. We wanted The Harley School to be a place of safety, security, and support for our students, families, and employees. This decision was essential to the success of our plan, both because we are a caring community, and because in order for learning to successfully take place students need to be safe and well. Additional pillars of our plan design included a focus on promoting connections between various members of our community, continuing our strong academic and social emotional learning programs, and maintaining our commitment to diversity and inclusion. As we began developing a plan, it was evident that whatever was created would need to reflect the school mission. Larry charged a remote-learning task force consisting of administrators and faculty and led by LARS KUELLING, with the formation of a plan to make sure teaching and learning would continue. Lars turned to SETH O’BRYAN, given their previous work together on the NYSAIS accreditation and Seth’s background with remote learning and faculty professional development offerings. The task force created a list of components of the school that needed to be addressed, with a focus on the educational program. The task force deliberately chose not to call the program “online learning” since we agreed that learning at home could take many forms beyond an internet-dependent form. Instead, we chose to use the term “remote learning” to describe our approach, and we soon came to understand the new way of educating students as “Harley at Home.” The remote learning plan for the educational program needed to consider typical elements of in-person teaching and learning as well as items such as the delivery of learning activities and digital tools that could supplement in-person methods. By creating a robust program designed specifically for remote learning we have been able to continue our students’ educations at a time when many other schools are paused or struggling with how to do it productively. Special consideration was given to schedule, curriculum, attendance, community touch points such as Morning Meeting, and appropriate amounts of screen time for each division, and divisional approaches were crafted based on models drawn from independent schools from across the nation and best practices in the literature. SHELLI REETZ, the coordinator for the school counseling program, was a member of the remotelearning task force and ensured that counseling and wellness were incorporated into each division’s plan. Larger schoolwide topics such as making sure employees and families had the necessary technology, committing to a learning management system (LMS) from N–12, and deciding on a video conferencing platform needed to be addressed within the first week of planning. Fortunately, the move to a digital platform was facilitated by work already under way. The 7/8 team of Middle School teachers had previously led the deployment of Chromebooks in Grades 5–8, and these faculty became key voices in the push to a digital platform. As well, MICHAEL FRANK, Upper School Digital Media faculty member, had been leading a technology subcommittee of the Teaching & Learning Committee, and Seth O’Bryan had just facilitated Harley’s membership in the K–12 Digital Consortium, a collaboration with the University of Rochester’s Center for Learning in the Digital Age, and Michael and Seth helped guide key decisions around digital tools and remote instruction.
On March 10, a little over a week after first convening the task force, the framework of
Harley’s remote learning plan was shared with the faculty, and our attention turned to building our faculty’s capacity. Seth O’Bryan and a group of faculty, whom we came to refer to as our INSTRUCTIONAL SUPPORT TEAM, created a professional development plan for teachers to learn how to use Schoology, hold video conferences, and utilize strategies for adapting to remote learning. … CONTINUED ON PAGE 8 Spring 2020
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Using Technology to Connect with Clients ERICA INGRAHAM ’06
When Erica Ingraham ’06 was growing up, she wondered if she might have an intolerance to lactose, which spurred her curiosity about how food affects the body. Now a registered dietitian, Erica combines her passions for nutrition science and mindfulness to help others adopt healthy behavior changes. By day, Erica works in Northern Virginia for a government-run community program that serves older adults and promotes independent living for seniors.
Technology Changes Client Interactions
Erica also owns a private practice, Listen Nutrition (listennutrition.com), where she sees clients (virtually) from around the country. Using an approach rooted in the evidence-based practices of mindful and intuitive eating she helps clients achieve the health goals that are important to them. Erica said, “As I was setting up my practice I talked with other dietitians who were using a virtual model. I use a HIPAA compliant software to communicate with clients that has everything I need built in. It allows me to schedule clients, receive payment, video chat, instant message, and share and send documents. Clients can keep food records and complete journaling exercises in the software platform as well. “I meet with them biweekly on video chat, but I also communicate with them between
Erica is thankful for the strong foundation that The Harley School gave her, and appreciated the discussion-based settings in class with Mr. Gilbert, Mr. Kane, Mr. DeSantis, and Mr. Foster.
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Becoming Magazine
sessions. I can comment on their food journals and message through the portal.” Erica also uses her blog and Instagram to answer questions (Instagram: @listennutrition).
Harley’s Impact
Erica believes Harley had a positive, direct impact on her career. When she arrived in Grade 8, she was shy, but Harley faculty gave her the confidence to come out of her shell and not be afraid to speak her mind and share her opinions. She credits her education for helping her foster an open mind, and an understanding of where her clients are coming from, recognizing that food is deeply personal and there is no one right way to eat.
Alumni Updates
When RASHID DUROSEAU ’05 was a student at Harley, he was constantly seeking ways to get involved in our community. As a student, he participated in speech and debate, HAC soccer, and theater. Academically, he was a National Achievement Student finalist and an AP scholar with distinction. Upon graduation, he volunteered to be an alumni representative for his class. After Harley, he attended Williams College, where he acted as president of the student council and served as a member of the college’s Lehman Council for Community Engagement. At commencement, he was awarded the Muhammad Kenyatta Community Service Award. Rashid spent his January winter term volunteering with the Common Ground Relief group after Hurricane Katrina. Eager to do more, Rashid and his classmates, SAWYER JACOBS ’05 and ANDREW REA ’05, traveled south to help the recovery effort. As a result, they filmed a documentary, Water Proof: A Study of Post-Katrina Culture.
Following college graduation, Rashid joined the Mid-Atlantic Corps of Teach for America, a not-for-profit focused on achieving educational equality. He taught in West and North Philadelphia for three years and, after a move to New York City, joined Democracy Prep Charter Middle School in Harlem as a faculty member. After seven years as a sixth-grade teacher of Ancient Civilizations, he has a new position: civics program director at Democracy Prep Public Schools—a charter network of schools made up of 22 campuses around the United States.
understands, from her Harley School days, that strong rela tionships with students and faculty, along with robust instruction, are the keys to the success of any school. During transformative History classes with teachers KRISTIN SHERADIN and BILL SCHARA she learned about human rights, dissent, and social justice. These classes gave her an in-depth understanding of human experience and ignited an interest in how to make society better. Most importantly for her, she learned economics was the driving factor tying all of these strands together. She pursued this passion at Brown University where she studied economics and education. As a former volunteer for the Horizons at Harley program, she was thrilled to participate in a research study about the effectiveness of the Horizons National program. After graduating with a B.A. in Economics, and a concentration
in quantitative analysis and social policy, she started work at Education Resource Strategies, a “national nonprofit that partners with district, school, and state leaders to transform how they use resources (people, time, and money) to create strategic school systems.” Currently assigned to the Tulsa School Innovation and Design Team, Caitlin will be working in Tulsa for eight months using her quantitative expertise and knowledge of education to collaborate with the staff of the high-need and underfunded Tulsa Public School district. Her job is to help build the capacity of district office staff to support 80 school leaders as they make strategic resource use decisions. The district suffers from a $20 million deficit. With little government support and declining revenue and enrollment, the team needs to look at the research data they have collected and compiled and see what changes need to be made fiscally. Caitlin is working with the superintendent and staff to determine the priorities that
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CAITLIN RICHARD ’13
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In his role, he will be directing the Civics Programs for all of their schools. “The opportunity to expand my impact to 6,000 children was the only thing powerful enough to pull me out of the classroom,” he said. Democracy Prep’s aim is for Rashid to develop programming preparing students to be active members of their community, with civic engagement playing a central part. His vision in his new job is to make sure the schools have a sense of interconnectedness around their mission and programming, guiding scholars to lives of active citizenship. Rashid notes that Mr. Bob Kane’s Hospice class at Harley was a major turning point in his life, opening his eyes to his ability to touch the lives of others. Looking back at Harley, and the qualities he learned here—being kind, staying connected to your community, and living a life of great purpose—Rashid is excited to be able to pay it forward to his students. Sometimes someone with an independent school education has just the right perspective to help a public school system get back on track. will be the most effective and the potential reduction opportunities that will not take away the educational integrity of the district or negatively affect the students. She has been there two months, and they have a proposal to close the gap on the deficit after analyzing the costs, outcomes, and issues. A board meeting regarding the proposal is set to happen soon. She says the work is difficult, but she is doing exactly what she should be doing because she is making an impact. Making an impact, indeed. Caitlin’s mom, Irene Richard, passed along an email from the CEO of Caitlin’s company that confirms it: “Your session was terrific yesterday…I know it’s been crazy doing this work and supporting the deficit work at once…I hope you recognize just how amazing the contribution you are making is and the degree to which the team looks to you…the federal programs team made a point of sharing with me how much you changed their lives and supported transformation in the district…Proud of you!”
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If Harley students could design their future, what would that future look like? by Steve Miller
THE ANSWERS ARE ROOTED in an understanding of the future of work itself and in an even greater understanding of the impact of the design process upon that future. People like Carole Bilson P ’23 are already starting to shape that world. Bilson, who sits on the School’s Board of Trustees, is president of the Design Management Institute (DMI). The premier global (nonprofit) organization that “connects, promotes, and elevates the role of Design, Design Management, and Design Innovation in business, culture, and society.” DMI “brings together innovators, educators, researchers, and leaders from every design discipline, every industry, and every corner of the planet to facilitate transformational organizational change and design-driven innovation. As mission statements go, that’s pretty straightforward. But what does it mean?
Designing at the Speed of Change
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Let Bilson explain. “The world is changing at exponential speeds,” Bilson said in a recent email interview. “Consider the fact that it used to take decades for widespread adoption of a new technology. Now it takes days, weeks, or months as opposed to years. For example, when Pokemon Go (the augmented reality mobile app game) was released in 2016, it had been downloaded more than 500 million times worldwide by the end of the year. “With all of these technological advances that are coming at us, it is critical to represent the end user/customer/consumer of these in order to design technology and experiences that people will adopt and that will enhance the lives of users.” This is where designers come into the picture: By focusing on the experience of the user and working to understand the needs, motivations, and context in which the user Becoming Magazine
lives, works, and plays, they ensure that the user experience is seamless and pleasing—and that the solution created meets their needs. Designers may build physical things (from diapers to trains), develop intuitive user displays, conduct user observations/studies, and generate design strategy and roadmaps. In short, if it’s made, it’s designed. This represents a challenging responsibility, and it isn’t getting any easier, thanks to all of the technology we have at our disposal. “The internet and mobile phones have each dramatically increased the pace of use and adoption of new technology,” Bilson said. “For example, before the internet, when faxes were in use, you would receive a fax with work requests and the requestor would accept getting a reply in several days to a week. The average person was not used to getting sameday written replies. “Now that we have instant messaging on mobile phones and emails that move in seconds, people have come to expect responses from each other in minutes and hours. So, the pace of work has become more intense because of this changed expectation.” Anyone who has waited too long for a response to a text surely can relate to that “changed expectation.”
Impacting the Workplace And that expectation continues to have a huge impact upon the workplace, especially in terms of how businesses address change itself. Companies are recognizing the role of design and are adjusting their corporate structures to make it a primary focus of how they relate to customers. “Classical design and designers have been moving up the organizational ladder because many CEOs and companies recognize the value design can bring to an organization,” Bilson said. “You will now find the title ‘chief design officer’ at many Fortune 500 companies.”
Editor's note: These articles and interviews occurred before the COVID-19 pandemic.
Design is being recognized as a strategic business priority in many companies as leaders look for ways to stay competitive. Advancements in augmented reality, virtual reality, artificial intelligence, and automation are happening so quickly that humans can’t keep up. “Design and design thinking is being seen as the perspective that can help bring everything back together in a holistic way, because at the center is the human user,” Bilson said. “It focuses our questions not on the technology and its capabilities, but rather on how it can meet a human need and provides grounding on how technology will impact individuals and the society at large.” What kind of people will best succeed in this world? Specifically, what do companies look for in newly minted graduates? Bilson says the short list of attributes includes “leadership, critical thinking, design-thinking/problemsolving skills, empathy, and the ability to collaborate in multidisciplinary groups and to be a leader through the influence of others.” If they are to achieve success, today’s Harley students— whether or not they choose to become a classical designer, a design officer, or a computational designer—will need to demonstrate these qualities, and more, in order to gracefully adapt to an ever-changing environment. When they do, it will seem as though it’s by design. Because in many ways, it will be.
CAROLE BILSON:
leadership critical thinking design-thinking problem-solving empathy
Holistic education. Impressive preparation. Harley students don’t settle for the status quo. What is the future of the workplace, and what role will Harley School students play in it? What qualities should Harley students possess to achieve success in that ever-changing environment? THESE ARE QUESTIONS that put Harley faculty and resources to the test on a daily basis. Finding the answers is what drives and motivates everyone from students to faculty and administrators. Fortunately, parents and alumni provide guidance to students as they prepare to embark upon their careers. DR. JEFFREY ALEXIS P ’20, ’23, ’27 is one such person. And he is uniquely qualified to offer perspective on Harley’s impact upon the work experience. Dr. Alexis is medical director for the LVAD (left ventricular assist device) program at the University of Rochester. A LVAD is a pump device that provides assistance in the case of a failing heart. And he has three children attending Harley. So what does he think of the role the school plays in the futures of not only his children, but of all Harley students? “I believe that Harley prepares its students very well for the ever-changing nature of their future professional lives,” Dr. Alexis said in a recent email interview. “Harley teaches its students to have inquisitive minds and to not simply settle for the status quo. And that there is joy in learning and that continued on next page, bottom Spring 2020
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RAPID RESPONSE ... CONTINUED FROM PAGE 3
Remarkably, teachers continued to work full days on March 12 and 13, preparing lessons, teaching, and grading, and attending professional development sessions during their planning periods and after school. Peer-to-peer training was the key to implementing the remote-learning plan. In the week leading up to leaving campus and the first weeks of being remote, teachers supported each other in learning the technology and problem-solving issues. Teachers truly embraced the mottos “learn by doing” and “the best way to assess that you’ve learned something is to teach someone else.”
On March 14, Monroe County Executive Adam Bello suspended all in-person school activities, and Harley
transitioned to remote learning using a phased approach emphasizing teacher training and preparation, the introduction of remote learning for students and teachers, and then a fully remote experience. No plan can ever anticipate all possibilities. In Harley’s case, the plan was strong, but our people were the difference makers in making a successful transition to Harley at Home. Our devoted faculty and division heads led the way in promoting student wellness and connection while also delivering course content and personal instruction. The school counseling staff has worked to support students, families, faculty, and staff with resources, programming, and 1:1 support. JOE REID, our IT director, and Lower School Head TERRY FONDA SMITH led the charge in ensuring that all members of the community had the technology they needed for digital access, working tirelessly to distribute over 50 laptops and 20 wireless hotspots to families in need, while ART ROTHFUSS, Digital Media Coordinator, and BETH BAILEY, Marketing and Communications Director, led the build-out of a new website devoted to Harley at Home and our remote learning plan. Staff and administrators have pitched in to help solve problems and support each other across departments. PARENT COUNCIL has partnered in our efforts to promote wellness and keep students and families connected, including parent coffees and the forum. Our MAINTENANCE STAFF continues to take care of the building and grounds, and the KITCHEN STAFF helped organize food for the Horizons at Harley food drive. Harley is a caring community, and this characteristic has remained very clear as our community members rallied by devoting extra time to helping and emotionally caring for each other during an incredibly challenging period. Whether together or apart, Harley is strong, as can be seen in our people who show their passion and dedication every day. continued from page 7
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learning never ends. I’m impressed how Harley teaches its students that learning in school is not simply about grades, but about thinking, learning about oneself and others, asking questions, and seeking solutions.” As for his own personal experience, there is one area where Dr. Alexis wishes he had received greater guidance in his younger days. One area that just happens to be a hallmark of the Harley education. “In terms of my training, one thing that I wish I had been exposed to earlier was more career advice,” he said. “Training is often about the here and now, but it is important to train one for the future, and learning about different career options and different paths one can take is something that I wish I had learned earlier.” What kind of students can most benefit from a Harley education? “I believe that people who look for better ways to do things are adventurous, not afraid of making mistakes, and are people who are full of confidence,” Dr. Alexis said. “Fear of failure can stunt growth and prevent advancement.” These qualities are also what prospective employers consider when evaluating job candidates. “In medicine, in looking at recent graduates, we look for people who are well trained, have inquisitive minds and work well with others,” he said. “Diversity is also important— including racial and ethnic diversity, gender diversity, and diversity of thought.” As in many fields, that diversity has great value in the medical world, where it’s not just about
Becoming Magazine
being up to speed with the latest technological advances. Students need to be able to think on their feet, as well. “In terms of common sense or technical prowess and which is more valuable, I think that it depends on the situation,” said Dr. Alexis. “Both can be helpful, but too much of one with little of the other is not ideal. That is one reason why having people with different perspectives working together is often best.” And those people just might help Dr. Alexis achieve a medical breakthrough. “In my field, we use mechanical devices to take over the pumping function of the heart,” he said. “These devices are powered by batteries that are outside the body, whereas the device itself is internal. We have discussed for more than a decade that we really need the entire device to be internal. I do believe that we will get there, but it has taken a long time. Advances in medicine greatly impact the way doctors are trained. Younger doctors sometimes have more advanced skills than their older colleagues and help push advances.” Who knows? Perhaps a current or future Harley student will be doing the pushing someday. JEFFREY ALEXIS, MD
Fear of failure can stunt growth and prevent advancement.
How Will The Future of Work Look for Today’s Students?
by Martin Edic
Speed, change, technology, flexibility
In a post-coronavirus world, the nature and future of work are being turned upside down. The most obvious change is the move to working and learning remotely, but this is just the first indicator of long-term changes in the way we need to look at careers and work in general. These are uncertain times, and social scientists, educators, and occupational therapists are watching their worlds change at an amazing pace. Let’s look at some potential fundamental changes.
Communication skills take the lead
In a remote-work world, communication skills move into the forefront. Social scientist Adam Grant defines communication styles as extroverted and introverted. The extrovert may thrive in an office environment and will often prefer meetings to solo work. The introvert has the ability to go deep on detailed aspects of a project. Remote work requires adaptations in both communication modes. Grant suggests that instead of using brainstorming, a problem-solving process involving meetings with many ideas put on the table randomly, that we try “brain-writing”. In a remote work environment the ability to express yourself in writing with clarity will not be an option, it will be a necessary skill for all.
Careers will be paths, not predictable arcs
Lawyer, doctor, teacher, electrician—these were all careers whose progress could be charted and whose requirements were relatively unchanged for years. Even before the pandemic, these well-charted career arcs were changing, driven by technology, access to information, and breakthroughs like artificial intelligence (AI) and machine learning. Let’s look at some examples that were already being affected by technology. There are no law books in law offices (except for appearances sake!)
Studying the law usually meant understanding contracts and legal frameworks and being able to apply them to individual cases. But this kind of information parsing is increasingly being done by AI, and many of the tasks performed by legal professionals have become data-driven, forcing the law business to rethink every aspect of its existence. Now, machines have the ability to instantly sort through these vast stores of precedent for any relevant cases. In some medical fields, AI is better than humans
There are more drastic changes occurring in certain medical fields. In radiology, for example, strides in AI and machine learning are advancing beyond the human ability to spot changes and diagnose their meaning. Radiologists are being forced to reassess their role in the light of these changes. Conversely, roles like anesthesiologist, which requires assessing each patient based on a wide variety of factors that machines cannot process, are not seeing job changes. continued on page 12
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"MLK DAY ON" IS A DAY FOR HARLEY, HORIZONS, AND THE GREATER ROCHESTER COMMUNITY TO COME TOGETHER FOR A VARIETY OF PROJECTS, COMMUNITY SERVICE, AND SHARING. THIS YEAR MIDDLE AND UPPER SCHOOL STUDENTS AND THEIR FAMILIES TOOK PART IN TEAM-BUILDING ACTIVITIES AND INTERACTIVE STATIONS, INCLUDING MURAL MAKING, ART, AN INTERVIEW BOOTH, AND COOKING IN THE COMMONS TEACHING KITCHEN. LOWER SCHOOL AND HORIZONS FAMILIES CELEBRATED THEIR "DR. MARTIN LUTHER KING DAY OF SOLIDARITY" WHICH INCLUDED CREATING A COMMUNITY QUILT, WRITING PEN PALS, A DRUMMING CIRCLE, AND SPOKEN WORD REFLECTIONS ON DR. KING’S LEGACY. AND CAMARADERIE.
ADAPTING TO A LATE NIGHT OF BRAINSTORMING THE BIOMIMICRY CLUB HELD A MARATHON SESSION ON A RECENT FRIDAY NIGHT. THE CLUB IS PREPARING TEAMS TO WORK ON THE BIOMIMICRY GLOBAL DESIGN CHALLENGE. THIS YEAR’S CHALLENGE IS TO CREATE SOLUTIONS INSPIRED BY NATURE THAT ADDRESS THE UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS. SEVERAL RECENT ALUMS, AND CHALLENGE VETERANS, RETURNED TO SHARE THEIR KNOWLEDGE AND TIPS WITH OUR STUDENTS. PICTURED: ADDING IDEAS TO GENERAL TOPICS, INCLUDING LESSENING WATER USAGE, DYES IN CLOTHING MANUFACTURING, AND IMPROVING WIND ENERGY.
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WINTER SPORTS BROUGHT OUT THE BEST IN HAC ATHLETICS. FROM THE CAN-DO SPIRIT TO SUCCESS IN COMPETITION, OUR ATHLETES GAVE IT THEIR ALL. [CLICK HERE] FOR ATHLETIC DIRECTOR PETER MANCUSO'S FULL SEASON WRAP-UP. PICTURED: OWEN TINDALL ’21 WAS NAMED THIRD TEAM ALL-STAR THIS SEASON.
IT’S A LITTLE BREEZY IN HERE! GRADES 6 AND 8 SCIENCE CLASSES COMBINED FORCES FOR A WIND ENERGY PROJECT. STUDENTS WORKED ON BLADE CONSTRUCTION IN THE COMMONS MAKERSPACE AND TESTED DIFFERENT DESIGNS TO SEE WHICH PRODUCED THE GREATEST AMOUNT OF ENERGY. CHEMISTRY IN THE KITCHEN HONORS CHEMISTRY RECENTLY LEARNED ABOUT THE MOLE AND CHEMICAL QUANTITIES AND TOOK ADVANTAGE OF THE COMMONS TEACHING KITCHEN TO CONDUCT AN EXPERIMENT TO BETTER UNDERSTAND CHEMICAL STOICHIOMETRY AND LIMITING REAGENTS. THEY DEVELOPED A TEAM HYPOTHESIS ABOUT WHAT WAS LIKELY TO HAPPEN WHEN THEY CHANGED THE REACTANTS OR RATIO OF REACTANTS, AND THEN THEY ANALYZED THEIR COOKIES AGAINST A STANDARD BATCH. THE CRITERIA FOR EVALUATION WERE TEXTURE, SHAPE, APPEARANCE, AND TASTE. MS. BARKER, OUR FOOD AND FARM EDUCATOR, SPOKE ABOUT THE ROLE OF INGREDIENTS AND HOW THE CHEMISTRY OF BAKING INVOLVES A PROPER INTERFACE BETWEEN THE INGREDIENTS AND A PROPER RATIO OF INGREDIENTS TO MAXIMIZE QUALITY OF THE PRODUCT. AFTER A CAREFUL ANALYSIS AND EVALUATION OF THEIR HYPOTHESES, STUDENTS HAD A GOOD TIME EATING THEIR PRODUCT.
Human interaction skills are more critical than ever
Medicine is seeing a rapid move towards telemedicine replacing routine office visits. This requires a different set of human interaction skills, and changes in the tools routinely used to evaluate patients. Many of these changes are interpersonal skills with the “therapist” aspect of healthcare taking on more importance.
Say hello to remote as normal, digital nomads, projects rather than jobs
Twenty-five years ago it was estimated that the average job lasted 5 to 7 years. Ten years ago that number was reduced to two years. Today, jobs are looking more like a string of ongoing projects, with ad hoc teams coming together to advance a new initiative or develop a new product, then moving on to their next project. The Creative fields like advertising and entertainment have always worked this way, with writers, designers, filmmakers, animators, and more coming together for projects. This will extend into every field. Your résumé will likely be a series of stories that includes measurable results and testimonials from those you have worked with. The ability to quickly integrate with a team will be a major skill advantage.
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Knowledge is not enough: technical skills, hands-on experience, and the ability to learn new concepts quickly are key
Classically, the path through to higher education has been more knowledge-oriented and less focused on hands-on skills. There has been so much focus on knowledge that we have a drastic shortage of makers and builders, people who build our physical world. And that world is increasingly sophisticated. Those who choose professional trades like plumbers and electricians are in high demand, and these jobs require constant reeducation as they become more technical. AMANDA EDELHART, Director of College Counseling,
offers some insights for parents and future grads about higher education choices that will help you navigate this changing career landscape: “First, they should think about cost, in my opinion. Students often don’t think about how loan debt will impact their ability to make next-step decisions before it is too late. I always suggest that students look at the ‘career services’ website at colleges they are considering. How well-thought out is it? How up-to-date? How informative? What elements of career searching are they promoting? Be ‘skills flexible’: There are countless fields where the ability to understand the world around you, to think through complex problems and develop creative and logical solutions, and to communicate those solutions to others are hugely valuable assets for employers.”
Skills and trades will get equal respect as professionals
The good news is this period of adaptation is an enormous learning opportunity for society and it is already creating permanent change.
Trades are extremely technical these days. Designing a plumbing schema for a modern home, for example, requires product knowledge, engineering knowledge, regulatory knowledge, and the hands-on skills we associate with trades. These complex abilities mean salaries for these careers are going up, and the respect they deserve will follow.
Everything is global: language and cultural literacy is a necessity
There has been an unfortunate division between the so-called trades and professionals, usually delineated by the kind of education each group has experienced. These barriers are breaking down, and this will accelerate as many professionals find their work being minimized by advanced technology. Increasingly, moving to a skilled trade is looking like a strong career move, especially for those who thrive on making things in the physical world.
“At Harley, students not only have outstanding academic opportunities, but they have the chance to hone and apply hands-on and problem-solving skills,” said SETH O’BRYAN Director of Social and Environment Sustainability and Upper School mathematics. “Our maker-space, for example, allows kids to imagine, develop, and prototype their ideas.”
Say goodbye to offices, cubes, in-person meetings, endless business travel, and job security Almost overnight the world has gone remote. We work at home, learn at home, and are almost completely reliant on remote connectivity and access to information. This revolution was already unfolding, but now it is here, like it or not.
Companies and organizations are reevaluating almost every aspect of their relationship with their employees. How necessary is constant in-person interaction? Do we really need business travel? If I can hire a competent person thousands of miles away, why wouldn’t I? And as workers we are all starting to see pluses and minuses in our new workstyle. Maybe that daily commute is unnecessary? Do we need two cars? Can I go into the office two days a week, or do I even need to?
Pandemics are borderless. If we have learned anything in recent months it is that the world is a small, closelyconnected place. Borders and cultures are not the impenetrable boundaries some might want to believe they are. It will be increasingly important to learn multiple languages and cultural literacy to thrive in any career.
Conclusions: adaptability and flexibility The core skills of the near future of work are adaptability and flexibility. The flexibility to move with the times, whether it is your choice or not, and the adaptability to apply our skills and knowledge to situations you may never have imagined.
Understanding the skills that make you fulfilled and happy and becoming an expert at them is the key to living a great life in uncertain times. The ability to adapt to change is not a “nice to have”, it will be a requirement. Learn to view these things as opportunities, and you will do well.
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Harley in the Community THERE ARE 270,000 KEY CLUB MEMBERS IN 38 COUNTRIES. THE MISSION STATEMENT READS, "KEY CLUB IS AN INTERNATIONAL STUDENT-LED ORGANIZATION WHICH PROVIDES ITS MEMBERS WITH OPPORTUNITIES TO PROVIDE SERVICE, BUILD CHARACTER, AND DEVELOP LEADERSHIP.” THE MOTTO IS "CARING—OUR WAY OF LIFE" ALONG WITH THE CORE VALUES OF LEADERSHIP, CHARACTER BUILDING, CARING, AND INCLUSIVENESS.
Key Club EMMA HORNAK ’18 began Key Club at Harley five years
ago, and the club chartered with Key Club International last year. In partnership with the local Kiwanis Club (parent organization), they provide members with opportunities to learn how to lead and stand for what’s right through service and volunteerism. Key Club members perform acts of service in their communities and also learn leadership skills by running meetings, planning projects, and holding elected leadership positions at the club, district, and international levels. Our Key Club efforts include blood drives, the annual giving tree during the December holidays, and—new this year—a donation drive for a local women’s shelter. They also held Harley’s first food truck rodeo, raising over $900 for Hurricane Dorian relief. President CHARLOTTE ALLEN ’21 and vice president MAGGIE SYRETT ’21 spoke with Becoming Magazine via Google Meet:
Q: YOU ATTENDED A KEY CLUB LEADERSHIP TRAINING CONFERENCE THIS YEAR, WHAT WAS IT LIKE?
A: It was inspiring to see so many other teens, seeing what
they were accomplishing, and learning more about how Key Club can help support what you want to do locally. All of their stories really showed how much we can accomplish together! They held workshops tailored to positions within Key Club (President, VP, Secretary, and Treasurer) which provided skills training to learn how to lead, how to network, who to contact, and what responsibilities each position entails. Being an officer gives you an opportunity to lead the service projects; this conference helps you learn the skills.
Q: HARLEY’S KEY CLUB RECENTLY GAINED SOME NICE RECOGNITION; CAN YOU TELL US ABOUT THAT?
A: BETSY VINTON and ANAMARIA COLE, our faculty
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advisors, along with the Harley Key Club, and president Charlotte Allen, were recognized for their extraordinary community service work during 2019-20, taking top honors in three categories for all of New York State: NOVICE CLUB AWARD (this award is for new clubs that have served their schools and communities in exceptional ways) KIWANIS FAMILY RELATIONS AWARD (for clubs demonstrating profound work with other branches of the K family, such as Kiwanis (for adults), and the Aktion Club (for Becoming Magazine
adults with disabilities), with whom we collaborated on many projects, such as Happy Birthday Cha Cha Cha which provides gifts to underprivileged, inner-city youth). PERFECT PAPERWORK AWARD This is a very big deal for a new club. It recognizes just how much we were able to do in one year; imagine what we can accomplish moving forward! Since we are a smaller club, it was nice to realize that we can do as much as the bigger clubs! Q: HOW CAN STUDENTS JOIN KEY CLUB?
A: During October, the entire Upper School participates
in “club rush.” Anyone can sign up for Key Club at this time. Once the club is started for the year, people can still join in and help. We are a diverse group with a passion for community service, and we work hard to be a good community for people to be in, whether they are freshmen, new students, or other upperclassmen.
Meals on Wheels For over a decade our Primary classrooms have been sending Valentine’s love to residents of Monroe County. All of the children in K and Grade 1 put their creativity to good use as they make cards, napkin rings, “boingy” heart Valentines, and bookmarks for delivery to recipients of Meals on Wheels. “The students don’t sign their names, instead they concentrate on giving a symbol of kindness and love to cheer up the recipients,” reports Primary teacher Laura Joslyn, the originator of the project. “The kids really connect with this because it is hands-on and they love using the different materials to let their artistic side out.” Every year the goal is to produce 600 cards, but this is often far surpassed—over 1,000 were created this year! The themes of friendship and kindness (part of our responsive classroom curriculum in Lower School) help to extend our students’ understanding of the greater community. “At these ages, so much of their world is themselves, their families, and their classroom community. This is one of the first projects for people we don’t know,” said Joslyn. By learning who they can help and what a difference they can make, the seeds are planted for larger community awareness.
Division News
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Teachers have developed numerous projects over the years to build new communities among the children, giving them independence and lessons in collaboration while keeping learning interesting. Among a number of inventive, interactive projects, the TWOVILLE POST OFFICE, begun in 1982 as a one-week activity, is an annual student favorite. Twoville gives students an enjoyable way to learn how to read, practice authentic writing, try new things, and hold roles of responsibility. Students processed over 2,000 pieces of mail in one week as parents had letters delivered to their children, MR. FRYE penned Valentines to all of the Lower School students, and a few of the faculty sent each other humorous packages.
Grade 2 took their study of mailed communications one step further this year by participating in Blue Origin’s CLUB FOR THE FUTURE. They are hoping to be some of the first humans to receive a postcard from space. They drew and wrote their visions of people living and working in space; the first 10,000 postcards will ride into space inside the Crew Capsule on an upcoming New Shepard flight. Once New Shepard returns to Earth, the postcard will be sent back, officially stamped “flown to space.�
Our Grade 5 students wrote notes for emergency room doctors/nurses/staff at Strong Memorial Hospital. A group of nurses and doctors took a minute to show their appreciation, even with all of the burdens they carry.
MS
Design and Engineering class explored Cold Frames. They first asked a lot of questions: Do cold frames work? Will they keep the temperature high enough during winter? What materials will work best to let in sunshine and insulate the plants from the cold? How much natural climate variation can we control by using a cold frame, and will it ultimately extend the growing season?
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The students combined several skills and several attempts to get it right: from concept/design to workshop time (using a chop saw, band saw, sanding, drilling, and applying hinges) to Arduino coding, wiring a circuit board, collecting daily data and applying it to a spreadsheet, and of course the physical work of planting. Success! A bountiful crop of kale was well worth the efforts.
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FIFTY YEARS AGO, EDUCATORS prepared students for the world by giving them a firm foundation in general areas of knowledge and a specific skill set to accomplish defined tasks. Today, educators need to prepare students for a less predictable future. While individuals may have previously had one career over their lifespan, it is common now for people to
have multiple careers or to even invent their own career. The nature of what the most innovative organizations seek in potential employees has also radically changed. In a recent Fast Company article, Laszlo Bock, Google’s senior vice president of people operations, said:
BY LARS KUELLING, ACADEMIC DEAN AND INTERIM HEAD OF MIDDLE SCHOOL
Future-Pro How then does Harley prepare students for a future that we cannot predict? Read on for four examples from the classroom. Upper School students in her Algebra II classes to use Excel spreadsheets to build algorithms to solve real-world problems. “Students adapt what they learned in a testing situation to a spreadsheet, then they use that algorithm they’ve learned to solve the problem.” Vinton remarked that she observed how her own family members were using spreadsheets in their business lives, and based on their applications, Vinton decided “students need to learn how to interface with technology as a tool. I can’t tell you what the technology will be in 20 years, so we use what’s currently available to show how they can solve problems.” This way students have practice using technology (regardless of what it is) as part of their problem-solving approach. ELIZABETH CULLUM described her transition to teaching in Harley’s Nursery program as transformative: “Students here are jumping off boulders, rolling down hills, careening down the bike path; all forms of play that went beyond typical imaginative play. Before coming to Harley, I had never worked at a school where students were allowed to play in this way.” MARLENE HEUER, Cullum’s co-teacher, detailed the social-emotional value of allowing students to develop their own games and respond to each other collaboratively. Students talk to each other to find out if they would like to play and are encouraged to check in with each other as they play. Heuer observed, “We are giving them space to negotiate. Added benefits to not having adult-mediated play are risk-taking and experimentation.” “Experimenting with the body and the vestibular sense” is key to physical and neurological development. Students don’t necessarily know what’s going to happen, so they take risks and follow their curiosity; discovering cause and effect for themselves. “If we had a rule about where the trikes could be used, how would they learn about speed or how to navigate a turn?” Huerer asked. This, at its heart, is problem-solving.
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Becoming Magazine
DR. BETSY VINTON teaches
GOOGLE SEEKS FOUR THINGS:
GENERAL COGNITIVE ABILITY Not
just raw intelligence, but the ability to absorb and adapt to information, problem solving collaboratively, willingness to make mistakes and own them, expertise and precision. EMERGENT LEADERSHIP When you see a problem, you step in and try to address it. Then you step out when you’re no longer needed. The willingness to give up power is really important. CULTURAL FIT You don’t have to be warm or fuzzy, just intellectually humble. EXPERTISE in the job we’re gonna hire you for. recently changed the nature of the projects he assigns in AP Statistics. “I used to give students specific questions or sets of data to analyze. Now I tell them to find the data or ask a question that is interesting to them.”
arise. This core class strengthens students’ problemsolving, critical thinking, and empathy mindsets. It also serves as a playground for students to test out those skills and habits necessary for future success in a safe, supportive environment.
In one memorable project, JACOB LADUE ’19 discovered a website that listed every tree in New York City. His research question centered on the prevalence of ash trees in New York City 30 years ago versus 10 years ago. He theorized that the emerald ash borer beetle infestation could have led to a significant decline. Surprisingly, the number of ash trees increased over that time period, leading Jacob to develop new questions and to dive deeper into the overall data (including tree size, condition, and other factors) in search of an answer. Aldrich-Moodie’s revised approach added a level of intellectual engagement and motivated students to ask and answer their own questions. New to the Middle School this year is a capstone project for Grade 8 students, co-taught by Commons Educator JOCIE KOPFMAN and Commons Director SETH O’BRYAN. During flextime for one trimester, each student undertakes a project on what O’Bryan calls an “authentic interest.” He uses that term intentionally, observing that “many schools call a capstone project a ‘passion project’—but the problem with that term is not everyone has developed a passion.” Instead, the Middle School capstone creates the opportunity for students to identify a self-directed project of interest, develop a timeline, manage unstructured time, and ask for help when obstacles or unexpected challenges
O’Bryan notes the importance of preparing students for an unknown future, saying, “Ideally, in the future, students can connect their interests and passions to the workplace. It will be important for them to ask questions and generate goals that drive their work. The future is unexpected, and we hope to equip our students for the unexpected.”
DR. JAMES ALDRICH-MOODIE has
oofing Students A sampling of Grade 8 Capstone Projects in the first trimester: Studying the effect of lighting on the mood in photography Creating a lesson about identity for Grade 4 students Shooting and editing a video explaining “How to Shoot a Basketball” A presentation about the brown-eyed/ blue-eyed genetics experiment Shooting and editing a video about “Human Behavior in Horror Movies”
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OWEN LIOTTI ’18 IS A SOPHOMORE ON THE WRITING, LITERATURE, AND PUBLISHING TRACK AT EMERSON COLLEGE, BUT AS A YOUNGSTER HE MAJORED IN MAKING ROBOTS OUT OF LEGOS. IMAGES FROM GRS. 5 & 6 TECHNOLOGY CLASS
The Role of the Robot: Teaching Robotics at Harley BY OWEN LIOTTI ’18
IN SOME WAYS, WE ARE LIVING IN A WORLD only dreamt of by the futurists of yesteryear. Everyone has devices in their pockets with ten times the computing power of the spaceship that took us to the moon, and we have access to the wealth of all human knowledge at our fingertips. This new age of information is far-reaching: A study conducted by Common Sense Media concluded that by age 11, over 50 percent of children have their own smartphones, with some children becoming responsible for such a powerful piece of tech as young as age 8.* Although ubiquitous, it is important for our students to learn how to appropriately and effectively use this technology. JEANNE WEBER, Harley’s
K–Grade 6 technology teacher, uses robots to help teach these lessons. Students receive immediate feedback as they learn to code and control the Ozobots, Sphero, and Dash and Dot robots in Technology class. Laughter and surprise abound as they quickly see their errors and omissions in programming played out by their electronic guinea pigs. They work together to find
solutions and celebrate with each success, growing their capacity to think in sequential “if-then” commands. By the time students reach Middle School, they are equipped with the ability to design, build, wire, and code their very own robots and animated contraptions. Middle School also fields an after school robotics team, coached by KIMA ENERSON, Maker Educator, and SETH O’BRYAN, which gives the students a competitive proving ground for their coding skills and creativity. Robotics and automation projects in the Upper School can be found in the Commons makerspace as part of Ms. Enerson’s Design and Innovation class using Arduinos, as well as in Mr. O’Bryan’s Discrete Math classroom, where students code TI-Rovers with their calculators. Students are given many opportunities to explore automation and robotics in Middle School in maker morning and flextime offerings. In the Upper School they can pursue an authentic interest in this area through independent studies and capstones. The study of robots helps students refine their coding skills from basic to sophisticated in order to realize the potential and power of these and other technological tools. Using Tinkercad, Scratch, Arduinos, and the Adobe suite of products allows students to imagine, design, and create innovative and complex ideas. The facilities in the Moore/ Brown Center for Creative Media, makerspace, and the Commons house the physical tools to bring these ideas to life.
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Becoming Magazine
* RIDEOUT, V., AND ROBB, M. B. (2019). THE COMMON SENSE CENSUS: MEDIA USE BY TWEENS AND TEENS, 2019. SAN FRANCISCO, CA: COMMON SENSE MEDIA.
Former
Wishing Len Wilcox the best for a well-deserved retirement
One morning, some years ago now, Len was making his way to the front of the theatre for an announcement, and as he approached the center of the floor, a low, gently sibilant sound started to accompany his progress. He had come to give a simple reminder of the next chess meet, but by the time he was at last standing, ready to talk, the sound had become the recognizable repetition of a single word, a soft mantra humming through the room: “Chesschesschesschesschess chesschess.” It was the affectionate and playfully respectful recognition of who he was. When he smiled slowly and began to gesture for quiet, the entire Upper School audience erupted in applause and a cheer. This is the kind of gratitude and recognition he had genuinely earned for being the person he has always been: an unpretentious, sanguine, loyal teacher and colleague who has unfalteringly kept the interests and well-being of his students and fellow teachers close to his heart. With the exception of a four-year hiatus at Kodak in computer work, Len has been at Harley for 47 years and held a range of responsibilities and positions: Upper School math teacher at all levels, computer science teacher, Greek teacher, Upper School advisor, college counseling head, and summer school head. In all of these roles, he has been a tirelessly effective, quiet presence; a steady, illuminating light whose unpretentious luminosity has remained modest and unassuming. He has remained a loyal guardian of the unique and humane ethos of Harley. If you get there at just the right moment on a weekday morning at Wegmans, East Avenue, you will see him leaving jauntily with a box full of donuts for the faculty room. But there is the Len you may not see unless you get to experience the many sides of his life, his interests, and his talents. All of them inhere in the deceptive simplicity of a remarkable, complex personal constellation. He is an excellent craftsman in wood who makes tables, chests, clocks, and cabinets and is knowledgeable about Wendell Castle, Hans Wegner, and Michael Thonet. He is an expert baker whose sourdough miche has a fine reputation. He is an avid reader whose range encompasses Aldous Huxley, Kingsley Amis, Graham Greene, PG Wodehouse, and Thomas Hardy whose entire oeuvre he has read, sustaining a special love for Jude the Obscure. Recently, he has widened his passion for Japanese films and samurai works with a study of Kurosawa, Mizoguchi, Miyazaki, and Ozu. His highly developed aesthetic sense also reveals itself in his always colorful Brooks Brothers shirts and ties, and his appreciation for the intricate art nouveau designs of William Morris. He has always been a devoted cyclist who owns his own Bottecchia cycle, which he repairs with Compagnolo parts. To this day, he remains a literate and sophisticated humanist who is also an exact and creative mathematician. In a school that espouses each of us becoming what we are, he seems to have arrived here in 1969 being completely who he is. I will never forget seeing him and riding home with him in his yellow Jeep. Unmatched for his unparalleled and rare contradictions, he leaves a void that no one else will ever fill.
Faculty
Updates
— Alex DeSantis, former faculty from 1971 to 2009
IN MEMORIAM
Bob wrote later in life: “… as I continue my life review without any chapel script in mind, I listen to music of long ago and think of Kolkata, of a woman who lived alone in ROBERT KANE taught at Harley from 2003 to 2014 and was the founder of our Hospice squalor next to a very active railroad track. I would pass her program. Bob received an NAIS Leading Edge Award for his secondary school hospice small dwelling made from garbage each day as I made my curricula at The Norman Howard School, and he also developed hospice programs at way to the burning Ghats where the dead were cremated in Mercy High School and The Grammar School in Sligo, Ireland. Bob’s programs are open fires.One day our eyes met and she invited me in to her internationally recognized, featured in print and media, as well as in the 2013 awarddwelling. She was dressed in a dirty sari and she humbly winning documentary film Beginning With the End, by ASHLEY SANDS O’WINTER ’07. made room for me. As I sat with this “untouchable” who Bob studied film at the University of Southern California and graduated from spoke only Bengali, she put more charcoal on her little fire Middlebury College. He worked in corporate sales, traveling frequently to Europe, South and began to boil water. She proudly produced her used tea America, and Asia, and also worked in the film industry. He eventually returned home to to re-boil. But, for me, she produced the last bit of fresh tea Sodus, New York and trained to work on an ambulance team as an EMT, before he got his and made my cup from that last teaching degree. treasured bit of gold—all she DAVID O’NEAL ’49 From former faculty, MICHAEL BROWN: I was saddened to read of Bob [Kane]’s death, had. We sat and shared a LYDIA GRAY ’50 which caused me to reflect upon how much of his work had been a sustained intellectual, moment together and then I DOROTHY MCMANNIS emotional, and practical encounter with mortality. In 2007, I sat in on Bob’s hospice course moved on, never to see her again. KAELBER ’50 and explored with him and his students a variety of medical, literary, public policy, religious, She asked nothing of me— JAMES WEIL ’50 psychological, and philosophical perspectives on death and dying. This learning was never indeed my presence and my RICHARD FELDMAN ’52 abstract, for there was a hospital bed in the room and we practiced changing the linens with willingness to share a cup of tea MARILYN BRATT a person—in the classroom, it was a dummy—in it. I remember thinking that students with her brought her great joy. KIRKWOOD ’52 would be applying those skills to people they had just met later that same evening, in the She could be of service —her life JOHN WILLIAMS ’52 volunteer hospice-care shifts that were an essential part of Bob’s course. had a moment of compassionate JUDSON PATTERSON ’53 Bob taught Leo Tolstoy’s The Death of Ivan Ilyich —the profound account of a man meaning. And her tear-filled LESTER EBER ’55 wrenched from his busy bourgeois concerns by the onset of illness and dying. In the end, eyes touched me so very deeply. I PETER KORET ’77 Tolstoy leads readers to believe that Ivan has found some meaning to his life that cannot was touched by and touched CARTER THOMAS ’94 be extinguished by death. I like to think that Bob knew how many of us carry his presence what truly is the untouchable. FORMER FACULTY in our lives, and I hope that in this knowledge he had a firm sense of the meaning She was and continues to be the PEGGY BRADLEY Tolstoy describes. Look here for tributes to Bob Kane. richest person I have ever known.” (LS 1966-1974)
Alumni Reunion originally scheduled for June 19 & 20, 2020 is postponed.
Stay tuned!
the ways people live their lives and internalize events.” In 2016, Upper School students identified the need for condoms to be available as part of the School’s comprehensive y in t health education program. They reached out to Highland Family Planning for help and, led by IRIS WILCOX ’18, took their ideas to the administration. They advocated that a comprehensive health program including condom availability was an ideal way to teach responsibility for oneself and others, for exploring the meaning of human relationships, and for addressing “male machismo” and thenew lack book: Help with Michael Lasser’s of respect for women in our society. After the release of Ruth Ewell’s official book A History of The Harley School in 1992, Harley English teacher, from 1966 1998, Michael Today, JOCIE KOPFMAN ’09 to is the club advisor.Lasser Some has of thought about writing an “unofficial” history book about the not so historical but nonetheless unforgettable times at Harley. He has been working with the largest effects of their work include peer-led programming, English teachers, from 1971 to 2009, Alex DeSantis, and, from 1971 to 1998, Bill Dalton, to making collect stories, but they need your help! Grade 10 Health part of the curriculum, and determining what health topics are important to all students. Their Could you join us for a zoom chat: peer-to-peer classes have included topics like self-esteem, body an open session of storytelling and collecting as we work together to add to Mr. Lasser’s book image, and cyberbullying. They Follies feel peer education makes a The Upper School (1966–1998). Alex DeSantis and Bill Dalton will be available to help stir up meaningful impression and helps students remember the those memories from long ago! information better.
We look forward to when we can be social again. In person.
Email Karen Saludo at ksaludo@harleyschool.org and she will send out a zoom invitation.
As KAI DEJESUS ’19 said: “Having a comprehensive health And if you have a story about how Harley alumni are helping with the COVID-19 pandemic, program is really important. In and many programs send it to Karen sheplaces, will include it inthat the monthly “Harley Happenings” alumni newsletter via email. include sexual health have been heavily diminished or halted. There’s something dangerous about the idea of this type of program not being present; it is so immediately impactful on
CRESCENT represents a world of changing forms. It shows us as developing people in an orderly universe striving for peace and understanding.
FLEUR DE LIS is the emblem of illumination— the flower of light and life.
Become what thou art We strive toward balance and
discipline, purpose and dedication.
In 2020 we are celebrating classes of: 2015 2 010 2 005 2 000 1 995 1 990 1985 1 980 1 975 1970 1965 1 960 1955 1 950 1 945 1940 1935
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Becoming Magazine
