Dwight Today Spring/Summer 2022 Retrospective

Dwight is dedicated to igniting the spark of genius in every child. Kindling their interests, we develop inquisitive, knowledgeable, self-aware, and ethical citizens who will build a better world.

Then and now: Learning science at Dwight in an undated photo — and today

Dear Dwight Community,

During Dwight’s milestone 150th anniversary year, we are proud to celebrate our School’s illustrious history as both a New York City landmark educational institution and a pioneer on the global stage.

Since our founding in 1872, Dwight has been educating leaders in every industry, ranging from finance, law, medicine, and journalism to public service, the military, and the highest levels of government. In 1889, Dwight became part of The New York Preparatory School, which was founded six years earlier to ready students for Regents and college exams. The New York Preparatory School operated a division in Manhattan and another in Brooklyn. Upon joining forces with Dwight, the Manhattan division relocated to Dwight’s new location at that time, 15 West 43rd Street, and Dwight retained its name as a new third division. Together, they comprised the largest private preparatory school in the U.S., graduating tens of thousands of students who went on to the finest colleges, truly shaping the landscape in New York for generations to come. All three divisions fell under the purview of Headmaster Emil E. Camerer, a prominent fixture on the Manhattan private school scene for over 30 years and the person for whom our global essay competition is named, as you’ll read about in this issue of Dwight Today.

Our School continued to grow, respond to, and anticipate the changing times, criss-crossing the East and West Sides of Manhattan. Dwight ultimately joined forces in 1993 with the AngloAmerican International School at 18 West 89th Street (formerly the Franklin School, which moved there in 1912). We had also expanded across boundaries and continents with our first campus abroad founded in London in 1972. Campuses in Seoul, Shanghai, Dubai, and in the cloud followed and now, we are excited to welcome a planned School in Hanoi, which you’ll also read about in this issue of Dwight Today. Our partner there selected Dwight to bring a truly global education model to Hanoi, mirroring our innovative programs here in New York and around the world, to educate the future leaders of that city.

The richness of Dwight’s legacy runs deep — and the future of our family of Schools, with an online campus, truly knows no bounds. We have so much to celebrate proudly and even more to look forward to.

Fondly, Chancellor of Dwight School

OUR DWIGHT GLOBAL NETWORK: TRADITION EMBRACES THE FUTURE

We are so proud to be commemorating Dwight’s 150th anniversary this year! Our School is a landmark New York City educational institution, which in 1916 was part of New York Preparatory School and graduated over 12,000 students annually — more than Columbia University and New York University combined. Our alumni across all industries helped shape New York’s rise to prominence as a global center.

As we celebrate our historic milestone with our community both locally and globally, this year also marks the 50th anniversary of Dwight School London, the first Dwight campus to be founded overseas, and the tenth for Dwight School Seoul.

At this momentous time, we sat down with Chancellor Stephen Spahn in his office across from Central Park to discuss the origins of our pioneering global network.

Your early experiences and mentors were instrumental in shaping your world view. Please tell us about those. We start with a storied adventure tale beginning in my college years and the passion of a family determined to transform education. My parents, Dr. MC and Ruth Spahn, established the values and expectations both for our family and School with the credo to ignite the spark of genius in everyone.

At Dartmouth College, I was awarded a Woodrow Wilson Scholarship and 1926 Public Service Fellowship. This took me to the UN Special Fund (today’s UNDP), working under Paul Hoffman, the administrator of the Marshall Plan, to coordinate a team of global specialists to solve the locust problem in Africa. I penned the final report, which was implemented, eradicating the locust breeding grounds in the horn of Africa, which saved millions from starvation. My life would never be the same.

Upon graduating, I had the unique opportunity to visit and report on the progress of hospitals run by The Dooley Foundation in

the developing world. The challenges undertaken along the way were numerous and daunting; the first was a negotiation to save a mobile hospital in the Kullu Valley of Northern India that served thousands of Tibetan refugees leaving China through the Himalayan Mountains to settle in Dharamshala. As a result of this initiative, I was invited to spend time with the Dalai Lama and exchange thoughts on Western and Eastern philosophy.

The second challenge was joining a team of health experts to complete the first health survey of Nepal, which required a change in cultural customs if they were to improve their living conditions. The third took place during a visit to a hospital in Ban Houei Sai, Laos, on the Mekong, where rebel forces surrounded us.

The people I met during each of these experiences shaped my credo that ordinary people can do extraordinary things and that the impossible is possible. From my conversations with the Dalai Lama, and later with Matthieu Ricard, I learned there is no East or West, North or South, but only a common humanity. Your time at Oxford followed. How did that prove to be seminal to founding our first overseas campus?

After my whirlwind journey around the world in 80 days, I arrived for graduate studies at Wadham College, Oxford University. Maurice Bowra, Warden of Wadham, introduced me to Robert Graves, T.E. Lawrence’s scout; and Alec Peterson, later the founding Executive Director of the International Baccalaureate. Both Maurice and Alec defined a great education as “if someone is dropped anywhere in the world, they can not only survive, but also thrive.”

After my return to New York and becoming Headmaster at Dwight in 1967, Maurice introduced me to David Franklin, Treasurer of the Workingmen’s College in Camdentown, London, who administered a night school to bring an Oxford-

and Cambridge-level education within reach of working adults. A historic Victorian building housed that unique institution, founded by the Pre-Raphaelites, and the writers John Ruskin and Thomas Hughes, author of Tom Brown’s School Days . It was the perfect site for Dwight to establish our first campus abroad in 1972. We occupied the building during the days and became the first independent school in the U.S. to cross borders and continents, opening the door for students to have their own international experiences. Of course, we since moved to North London and today, Dwight School London is ranked as one of the UK’s leading IB World Schools.

The roots of our School in China were planted in 2009 when we were invited to bring our curriculum to Beijing with the establishment of the Dwight American-Capital Normal High School Program, which was associated with Capital Normal University there. Later, we moved to our own campus when we joined Shanghai Qibao High School to become the first independent Sino-foreign collaborative high school approved by China’s Ministry of Education in 2014. Today, Shanghai Qibao Dwight High School is ranked the #2 international school in the city and #5 in China.

Also In 2009, when the Seoul Municipal Government wanted to open a model IB School, their education team visited over 120 leading IB Schools worldwide and selected Dwight. We opened Dwight School Seoul in 2012, which quickly became the first full IB continuum school in the city.

As an IB frontier school, Dwight in New York and London were selected in 2013 as the first two among six schools worldwide to pilot online education for the IB. The following year, Dwight Global Online School was founded with the help of the Stanford University Assistant Dean who founded their online high school. Today, Dwight Global is ranked as the #2 online high school in the U.S. after Stanford.

We opened Dwight School Dubai in 2018 upon the invitation of the Crown Prince of Abu Dhabi, who wanted Dubai to have a K-12 school of equal status to NYU’s college campus there. The latest addition to our family of schools is Dwight School Hanoi, which will welcome its first students in 2024.

Each one has its own origin story based on Dwight’s recognition worldwide as a leader in the IB — and all share the same ethos of igniting the spark of genius in everyone.

The Dwight Schools are the unequivocal leader in global education — and a close family of schools whose students’ sparks of genius are lighting up the world.

What sparked the opening of Dwight Schools elsewhere around the world?

DWIGHT SCHOOL HANOI: WELCOME TO OUR GLOBAL FAMILY!

We are delighted to announce the latest addition to our Dwight Schools, Dwight School Hanoi, which will open in August 2024 for students in all divisions.

Dwight School Hanoi’s home will be The Manor Central Park, a new residential development and destination in central Hanoi built by the Bitexco Group. Bitexco, a leading developer in Vietnam, selected Dwight as their ideal partner for their vision of bringing innovative education to children of Hanoi. Local residents are already excited by the prospect of having a world-renowned international school offering the full IB curriculum. For international families, Hanoi is considered one of the most charming and up-and-coming cities in Asia, and they will find Dwight to be a wonderful choice for their children as well.

Chairman Vu Quang Hoi of Bitexco said, “For a long time now, I have been working to identify the right education partner to deliver the best experience for the children of Hanoi. After a search of several years, I am thrilled to welcome Dwight to The Manor Central Park, where I know they will create a magical school grounded in all the best elements of Vietnamese culture. The Dwight Schools, like Bitexco, are family owned, and we share a commitment to community, sustainability, innovation, and a global perspective. Together, we will be making a concrete contribution to the development of Vietnam.”

The new 35,000-square-meter campus is being designed by Carlos Zapata Studio, an award-winning architectural firm. The design features open architecture and stunning facilities, including flexible, creative spaces such as: the Spark of Genius Hall, the Tech and Design Center, makerspaces for all grades, a black box theater, 800-seat performing arts center, extensive library space, a ceramics studio, a music conservatory and music technology rooms, two indoor multi-sports halls, an aquatics center and outdoor play spaces, areas for nature exploration, fields and courts, and an organic greenhouse.

“We are delighted to bring a truly global education model to Hanoi to educate the next generation of global leaders, and to forge collaborative relationships with those who want to bring shared value to students through innovative education,” said Chancellor Stephen Spahn.

As a member of The Dwight Schools network, students and faculty in Hanoi will enjoy the same cross-campus curricular and creative collaborations with their peers around the world that all of our community members enjoy. We look forward to sharing more news from Hanoi as our newest School takes shape!

Our Spring 2022 Varsity Girls Softball team brought lots of Lion-sized heart and soul to the diamond!

WILD LIONS TAKE AN ADVENTUROUS JOURNEY

When Dwight launched the Duke of Edinburgh International Award Program in 2020, we knew it was a great fit for our students. The Award, as it is formally known in the U.S., is the world’s leading youth achievement award encouraging young people ages 14-24 to learn new skills, be physically active, volunteer within their communities, and discover a sense of adventure outside the classroom. The Award’s fundamentals closely align with the International Baccalaureate’s Creativity, Action, and Service requirement and other aspects of the IB that foster global citizenship.

Last spring, Dwight students found that they could “discover a sense of adventure outside the classroom” and fulfill The Award’s Adventurous Journey (AJ) requirement to explore and learn about wild spaces by participating in our WILD (Wilderness Instruction Leadership Development) program, thanks to the generosity of The Dwight School Foundation.

FACULTY SHARE THEIR PASSION WILD, which was founded in 2019 by Shauna Fitzmahan and Daniel Bjelis, provides students with the opportunity to learn important outdoor skills and sustainable practices and to embark on hikes together in scenic spots in New York and beyond. Guided by expert outdoor adventurers Ms. Fitzmahan and Mr. Bjelis, who share a passion for trekking that began when they were in high school, seven students set out for Harriman State Park — the second largest park in New York State with nearly 50,000 acres — for a threenight backpacking and camping trip. The participants were: Cormac Bradley ’22, Erica Frenette ’23, Mariella Michel ’23, Isabella Wang ’23, George Paltridge ’24, Olivia Severson ’24, and Sophia Severson ’25.

In addition to serving as WILD Coordinators, Ms. Fitzmahan is Dwight’s Theory of Knowledge and Internship Coordinator, and Mr. Bjelis is a Math and Science Teacher. Each one has long dedicated quite a

bit of their free time to hiking and other outdoor pursuits around the world. They are thrilled to pass on their expertise to inspire students to respect, learn about, and test themselves in the great outdoors — and to enjoy all that is possible off the beaten path.

Over a challenging four days, students learned a wide range of skills in: camp craft, which includes choosing a campsite, setting up tents, filtering water, storm-proofing gear so it doesn't fly away, and food storage; wilderness survival, which includes navigation, first, aid, and building a fire; and leadership. They also focused on the seven principles of “Leave No Trace,” which fosters sustainability and conservation to eliminate human impact on the natural environment, as their guiding theme. Each Adventurous Journey is required to have an overarching goal and the students selected “Leave No Trace” for theirs when they embarked on training hikes last fall in preparation for this trip.

During the first night in the field, students began learning the skills mentioned above, as well as how to take precautions against a potential bear attack, which is most often a result of a bear being surprised. They gathered around the fire in the evening, telling stories, laughing, and gazing at the stars before tucking in for a good night’s sleep. After rising at dawn the next morning to prepare for a long day of hiking on the trail, the group set off for their eight-mile journey with good weather and lots of enthusiasm. After a much-needed afternoon nap, they returned to their moonlit campsite and shared s’mores, which one of the students had brought along, making for a perfect end to their first full day.

The next day was rainy and foggy, so the group packed up quickly to hit the slippery trail. A few minor falls later, the sun came out and everyone enjoyed a long leisurely lunch by a clear bubbling stream. Many students were new to backpacking, so it came as a surprise that they had to treat water from streams and lakes to remove any bacteria, protozoa, and viruses that may be present. They were also surprised that the treated water was not as tasty as New York City’s tap water. When students spotted a running stream on the following day’s hike, they were thrilled that it was so clear and delicious. In an ambitious move, many decided to fill up their water bottles with ten liters of that stream water, adding 22 pounds to their already heavy backpacks despite their leaders’ efforts to dissuade them. Students were determined to hike the last uphill two miles with the extra weight to ensure they would have the freshest water possible for the night.

UP TO THE CHALLENGE

Upon arriving at their campsite, students were charged with readying it on their own. They were up to the task, seamlessly setting up tents and a cooking area, and prepping the “bear hangs,” which involves stowing items with a scent like food and toiletries in

waterproof bags and hanging them high in a tree to keep bears and other animals away. “We were delighted to see that the students were thriving as a team and excelling in their use of the new backpacking and wilderness skills they had just learned,” shares Ms. Fitzmahan.

Nevertheless, the tired campers who had trekked 20 miles in total, were still eager to get home the following morning for a hot shower — and some of that delicious New York City tap water! Nearing their destination and the bus to ferry them back to School at just a mile from the trailhead, students slowed down at the sight of an injured hiker — an older man who had badly rolled his ankle on his own weekend adventure. Without hesitation, one student took his backpack and strapped it on her front. Together with her own backpack, she was carrying 80 pounds of gear. The grateful hiker hobbled alongside the students as they exchanged hiking stories, which helped to distract him as he pushed through the pain on a slow last mile of the hike. Mr. Bjelis and Ms. Fitzmahan beamed with pride to see their adventurous team come to the rescue of a stranger despite how much they wanted to get back to the comforts of home.

When they did pile onto the bus, most students fell asleep quickly after an exhausting but inspiring adventure. Not long after, emails expressing gratitude poured in to our WILD leaders. One of the students shared, “I don’t think I’ve ever had a school trip impact me as much as this hike did, and the amount of work Ms. Fitz, Mr. Bjelis, and everyone else put in was so clear because the hike ran so smoothly. I’m really looking forward to the next WILD hike (hopefully as soon as possible). Thank you for such a fun and enlightening experience that I won’t forget about for quite a while.”

Parents, too, were appreciative. One said, “My child returned mentally and physically in such a good place! The fresh air, lack of IT exposure, and exercise were long overdue, and its benefits are still being felt!”

Not long after the trip, one of the students took their family on a hike and their parent wrote, “I was so impressed at how [my child] took charge of our group and demonstrated her knowledge in Leave No Trace, trail etiquette, setting the pace for our group, packing our backpack, and general knowledge about the outdoors!”

Gaining wilderness skills certainly builds confidence and selfreliance, while spending time in nature is a powerful way to heal, learn, and grow. We’re so delighted that our students had the opportunity to do both.

We’re also excited that both our WILD and Duke of Edinburgh programs are expanding this year.

MAKERSPACES

Our design and engineering curriculum starts with our youngest students in preschool. The program’s continuum extends through grade 12 — and each division has its own makerspace in which students can tinker, design, invent, and make things. As they discover a wide range of tools and materials available to them, students begin tapping into their unfettered imaginations, asking questions, collaborating, building — and never stop! They’re able to create artifacts of their learning for all of their classes; and develop numerous skills to communicate, ideate, prototype, and solve problems that are personally meaningful to them. Studententrepreneurs who want to take their projects beyond the makerspace or classroom — or launch new ones — can dive into Spark Tank after school and find the mentorship and resources to bring their ideas to fruition.

OUR GLOBAL CONCERT SHOWCASES MUSIC — AND DWIGHT SOULS — IN HARMONY

Extending one of Dwight’s most time-honored traditions, Dwight School Seoul hosted our annual global concert in person last spring for their community at the Lotte Concert Hall.

As students and music faculty from our other campuses were unable to be there, the live concert included videos of performances by Dwight students, which were embroidered into the evening’s production.

The theme of the concert was aptly “Souls in Harmony,” underscoring that while those from Dwight Schools in New York, London, Shanghai, Dubai, and in the cloud, were not present, we were joined together in the spirit of music.

It was a special evening in Seoul, made even more celebratory as this year marks the School’s tenth anniversary. As Seoul’s first IB continuum school, Dwight is proudly and widely recognized for its excellence and innovation in the most wired city — and

GLOBAL VISION

what Bloomberg’s 2021 Innovation Index ranked as the most innovative country — in the world. The tenth anniversary in Seoul coincides with the 50th for Dwight School London and the 150th for Dwight in New York, making this quite a milestone year for our family of Schools!

AN INSPIRING CONCERT

The most anticipated cross-campus collaboration of the year, our global concert has traditionally been the culmination of a week-long music festival, which has brought as many as 150 students from around the world together in a creative and cultural exchange. While sharing their talents and passion for music, students have forged friendships — and reconnected with friends made in previous years — while putting the finishing touches on their performances before gracing the stage of such iconic venues as Carnegie Hall and Shanghai Concert Hall.

Due to the pandemic, last year’s concert, also hosted by Dwight School Seoul, was entirely virtual. It was designed to bring the best of technology to help Music Directors and faculty reinvent the collaborative experience in unprecedented times — and it certainly did that with great success.

In 2022, while not all students were able to have the in-person experience, they still had the opportunity to perform pieces that showcase their musical sparks of genius. “We knew very early on in the school year that all of our music teachers and administrators across all Dwight campuses were committed to continuing the global concert tradition,” explains Eric Novod, Head of Performing Arts. “By mid-year, we all found ourselves at vastly different levels of COVID-19 protocols, so we decided to use that to our advantage and present a very wide range of creative performance videos, which makes the experience of watching the concert more inspiring than ever — every campus ‘made it happen’ in a successful, unique, and special way.”

Here in New York, the performances were recorded in the Quad on a fantastic day of music that marked an important return to live performance on our own campus. From Broadway to rock and original folk, and from pop to classical, the selections truly reflected the wide range of talents and musical interests of students. Mr. Novod adds, “It was also wonderful to send off our senior performers in style: Carol Arap, Everton Bennett, Blaze Cameron, Akhil Karra, Harry Rich, Bernardo Sequeira, and Enzo Palaci Zani.”

For many students in Seoul, the concert was their first time back on stage in front of a live audience in quite some time; for others, it was their first big performance — and all wowed the audience! They were joined on stage by some faculty and fellow students from the Yongsan International School of Seoul. The performances ranged from solo piano and violin pieces and a percussion-based ensemble, to a K-Pop rendition complete with instrumental music, choir, and dance!

Bravo to all!

We look forward to reuniting for our 2023 global concert at Jazz at Lincoln Center's Frederick P. Rose Hall in New York City!

NATALIE FEAR ’24 COMBINES GRIT AND PASSION TO SUCCEED IN SAILBOAT RACING

When it comes to sailing, Natalie Fear ’24 is all in — and she has been since she was six months old! That’s when her father, a competitive sailboat racer, first brought her aboard. While he didn’t make it to the Summer Olympics as he had hoped, Natalie ultimately may. She helms a one-person boat called a Laser Radial, which is just shy of 14 feet long, and has begun making impressive inroads on the junior racing circuit. In fact, Natalie is ranked among the top 17 junior women in North America and the top 200 in the world! This is no small feat, as sailboat racing is an incredibly fast and challenging sport.

What began as a hobby is now a prime focus for Natalie. She started racing on her own at the age of seven on a single-person, ten-foot dinghy called an Opti, designed for children and young teens. “I spent my summers at a yacht club in Rye, NY, racing this boat, but I was not good and didn’t like it,” Natalie shares. “It was hard to be so young with such a big responsibility — and not being good was hard, too. But I stuck with it. Grit has always been something in me and important, driving me to do something that is difficult — and driving me to succeed at it.”

When Natalie switched to racing with a partner on a two-person boat, she started to enjoy it. By age 12, her grit and determination were beginning to pay off and Natalie started taking racing to heart. “I saw how important it was becoming in my life and I wanted to get better and better at it. It’s part of who I am,” she says.

More recently, she returned to racing solo and moved onto Lasers, competing in frostbiting races in New York during the winter against older competitors — mostly men, including her father. Natalie also began spending long weekends racing in Key Biscayne and Miami — and winning. She has since traveled throughout Florida participating in larger regattas and on circuits against top junior sailors in the country; among them, hopeful Olympians.

FOSTERING HER SPARK OF GENIUS

During her Dwight interview, Natalie met with Chancellor Stephen Spahn. “When he learned about my passion for sailing, the Chancellor shared how Dwight is dedicated to igniting and nurturing students’ sparks of genius. He was so passionate about this, I knew that I wanted to attend — and when I arrived as a freshman, I loved it right away!”

Natalie’s teachers, together with Athletics Director Michael Horvath, have been supportive of her need to dedicate time to practice and competitions, which can total five-eight hours a day when she’s in Florida. “While we don’t have an official sailing team, Mr. Horvath has encouraged me to wear a Dwight pennie when I compete, which my mom made!”

Sailboat racing is a highly competitive mental and physical sport. It requires a great deal of strategy

and skill, not to mention confidence, as well as the ability to pivot on a dime when wind conditions change, or when other sailors tack to capture more wind or gain an advantage. The water is its own singular playing field and those who conquer it do so with speed and smarts. A full day on the race course can be as long as an exhausting eight hours non-stop.

Natalie reports that racing shapes everything she does and her way of thinking: “It has taught me so much about myself. You have to be okay with losing, which only fuels me more. There can only be one person who crosses the finish line first among dozens and dozens of competitors. But I learn from losing.” This translates into the classroom and correlates to the IB, says Natalie, as both require a lot of risk-taking. Interested in how things move and physics, she reports using some of what she’s learned at Dwight in racing. Yet English rates highest as her favorite class because she especially enjoys writing and poetry.

Even with her challenging schoolwork, frequent gym workouts, and busy racing schedule, Natalie has found time to be on Dwight’s Swim team and helped the girls to win second place overall in the 2022 ISAL championships. Natalie swam in five events: two team relays and the individual 100 freestyle, breaststroke, and butterfly, all of which she won, bringing home four medals!

A STEADY COURSE WITH THE WIND AT HER BACK

As Natalie continues to excel on the race course, she is looking forward to a lifetime in the sport she loves. She wants to sail bigger boats and in different classes, letting it take her wherever it will — much like the wind. This summer, she was at the starting line of the International Laser Class Association’s 2022 Radial Youth World Championships in Texas and is gearing up for more competitions to come.

“I never wanted to go to the Olympics, but I may be on that path with my coaches, so it has entered the back of my mind,” Natalie says. “But I was so excited to go to Worlds and want to be a world champion!” She also wants to inspire younger girls to follow in her wake. Being a competitive female racer is very difficult and so rewarding. “There are so few of us in racing and I’d like to continue on this course for many years to come.” We know Natalie will certainly do so — and we look forward to cheering her on from the shore!

Gym time equals fun time in Preschool!

JAMES WARREN ’91: THE POWER OF STORYTELLING

When James Warren ’91 and his mother first entered Dwight through the red doors of our former home on East 67th Street, he felt at home instantly. “James? Mrs. Warren?” a voice called from a door on the right. Chancellor Spahn ushered them into his cozy office, where he learned about James’s then-unconventional academic journey. His father’s career had taken the family from state to state, so James and his sister had been homeschooled for several years by their mother, a former opera singer who had become a minister. During that first meeting, James felt seen and understood by the Chancellor. He also felt that he no longer had to “start over” — Dwight was a place where he could finally put down roots.

A LEADER EMERGES

That first encounter would be one of many important conversations between the new student and his mentor. After enrolling as a sophomore, James was quickly comfortable at Dwight and as a self-professed extrovert, he made friends easily and soon became known for his leadership skills. By senior year, he was elected President of the Student Council. He also served on the Environmental Action Committee and as a Yearbook Business Editor, participated in Model UN, and wrote for the School’s newly reinstated newspaper, The Dwightonian. Chancellor Spahn had recognized James’s potential as a leader and James recalls a conversation that left an indelible impression on him. “During our discussion, Mr. Spahn told me that I could be the first Black president of the United States, and I have thought about that talk many, many times over the last 34 years. Whether he meant it literally or not, he always believed the biggest things were possible for us — for all of his students. I try to be that person in someone else’s life now.”

James, who in Dwight’s 1991 yearbook was voted most likely to succeed and predicted to “be doing whatever he wanted to do in the year 2010,” clearly felt empowered at Dwight to take the risks needed to realize his fullest potential.

James’s leadership spark of genius emerged through his desire to connect with both peers and teachers on campus, where he also discovered his love of words. “I enjoyed all my writing assignments at Dwight because that’s where I learned that I had an aptitude for it. Today, it’s still about using my words to capture and convey how we — a community, a society — are feeling and navigating challenges in our lives and in the world. I do this by sharing stories — my own and others.”

When James was President of Dwight’s student body, he was asked to contribute something meaningful to the yearbook, which he did in the form of an open letter to his classmates, underscoring the value of friendship. To this day, James continues to feel a strong bond with fellow members of his graduating class, who celebrated their 30th alumni reunion last year.

Among the lasting connections James forged at Dwight was one with his tenth grade English teacher, Jim Ryan, whose youthful exuberance impressed James right away. “I remember his tweed overcoat and sneakers, and he was pegging his pants the same way that we students pegged ours. He was so wickedly smart and energetic and was a magnetic force for me,” recalls James, who shared Mr. Ryan’s love for literature. Since graduating, James and his mentor have kept in touch over the years.

Another influential teacher was Anthony Foster, who taught tenth grade biology at the time. James will never forget Mr. Foster’s eloquent introduction to the theory of evolution: “I

realize that some of you might come from religious backgrounds and that you have a belief about how life and the universe were created. I don’t want to offend any of those beliefs. I want us to recognize that those beliefs and what we’re going to learn in class can go together.” Coming from a very religious upbringing, James had never heard anyone blend the tenets of science and faith so seamlessly. During that year, James recalls feeling listened to by his teacher, who inspired him and classmates to speak openly and respectfully about their differing perspectives. Bringing together differing perspectives and forging community became a theme for James, who has devoted the last eight years of his career to doing that through consulting and sharing stories. It’s no surprise then that after graduating from Dwight, he ended up majoring in literature with a writing concentration. James attended Princeton, where he began studying economics before switching majors. After two years there, he took some time off before resuming his undergrad studies at Columbia.

THE PERFECT BLEND

In the working world, James drew on his writing chops to pursue a communications, corporate responsibility, and marketing path in New York for a few years before relocating to Richmond, VA. He ended up working in brand management and sales for the Altria Group for 17 years. Over that span of time, James drew on his leadership and strategic talents to help grow the business. With two decades of experience in the corporate sector, the time had then come to strike out on his own and James established Share More Stories, a storytelling, insights, and engagement firm in 2014.

For the last seven years, he has partnered with JMI, a marketing and communications group, where he serves as Vice President of Brand Strategy. On the consulting side, James has helped clients develop and execute brand and organizational growth strategies. On the venture side, James led the development and launch of Share More Stories’ digital platform to help people create, share, and learn from stories. Now the company’s focus is on “creating tools that help companies put humanity back in their businesses by guiding them to develop more mutually beneficial relationships with people” through deeper insights and understanding.

Consulting work and Share More Stories intertwine perfectly, as James describes: “I get to help companies, brands, and

James’s leadership spark of genius emerged through his desire to connect with both peers and teachers on campus, where he also discovered his love of words.

organizations develop stronger relationships with their customers and stakeholders, with a focus on brand strategy and consumer engagement. And through JMI’s partnership with Share More Stories, I’m also helping companies and organizations connect with and learn from their communities through their stories. It's the perfect blend of my brandbuilding background and passion for storytelling!”

PART OF THE SOLUTION

“Even before the pandemic, I deeply believed that our country was in a crisis of connection and belonging,” James says. “Communities have become fractured and so many relationships have become transactional, with people coming together in pursuit of gain rather than in relation to one another. Because of this, I believe a deeper human need is going unmet and I’m motivated to be a part of the solution.”

His own experience entering Dwight illustrates the power of finding a home within a community. While James had enjoyed being homeschooled, he began to feel the need to connect more to his peers in high school and to expand his community beyond family and church. Every Sunday, he read The New York Times and would notice ads for private schools on the back of the magazine section, which is where he first heard of Dwight. Remarkably, the young James took it upon himself to set up the interview and make the change in his life that he felt he needed.

Much of James’s work focuses on community engagement, as well as organizational and cultural initiatives that help support underserved consumers. Recently, Share More Stories and JMI focused on researching Black and multicultural travel experiences, specifically in the states of Virginia, Florida, and Massachusetts, probing how marketers can include more Black perspectives in travel marketing and how they can close the gap between their efforts and meeting the level of trust needed for Black travelers to feel safe and welcomed.

“A lot of what we do in the diversity space in companies is help them understand and embrace differences, including race, gender identity, and sexual orientation,” reports James. “We help clients understand what those differences are that actually drive different experiences and then recommend strategies based on commonalities that they might not have realized. We help both the consumers in those groups and the companies find common places of connection.”

USING HIS VOICE — AND DEEPLY LISTENING

Perhaps among all the positive experiences James had at Dwight, the moment he recalls feeling the most empowered came at the very end. Though he had never been part of the chorus, Vicki Boyle, Head of the Music Department, recognized James’s rich baritone voice had potential and asked him to perform the

It’s been just over three decades since that Graduation day, but James still enjoys a strong connection to his Dwight “home.”

national anthem at Graduation. Terrified of singing in public and fearing he didn’t have the talent, James reports, “I had no problem speaking or reading my poetry and essays publicly, but the whole notion of singing was frightening. I thought, ‘I can’t do that’.” Nevertheless, Ms. Boyle was persistent and James acquiesced, rehearsing privately in her office after school. She was taking a risk that he wouldn’t go through with the performance, but when he got on stage, he told himself, “Just do your best. It will all be over in 90 seconds. It wasn’t anything great but I just wanted to make sure that I hit the high note without my voice cracking. And I did that! But more than that I felt free to push the boundaries of expectation for myself.” It’s been just over three decades since that Graduation day, but James still enjoys a strong connection to his Dwight “home.” He is delighted to serve on the School’s Diversity, Equity, and Inclusion Board, working with fellow community members in this area. “While I live in Richmond, I still feel that my voice matters and I am pleased to be able to bring insights from my DEI work in Virginia to New York to reconnect with the School.”

When asked about how his experience at Dwight relates to the work he does with Share More Stories, James says, “I developed a better means of tapping into what a person is really trying to say, leading with empathy … and this makes it more obvious to me where the opportunity is, where people’s needs are, what they care about, what they feel. It’s what happens when you really deeply listen to where somebody else is coming from. And I don’t just mean the words. I mean their tone, their cadence … I think that has a little bit to do with how I see the world, how I see opportunities — and I developed that at Dwight.”

WE HAVE

NEWS! GREAT

Dwight Global Online School Is Partnering with the IB to Pilot the Diploma Program Online

We are delighted to share the latest exciting development from our campus in the cloud: Dwight Global Online School was selected by the International Baccalaureate as a partner to pilot the delivery of the two-year Diploma Program in an online school environment. The pilot is designed to gain insights into the benefits of this pedagogical model and to make the DP more accessible to more diverse cohorts of students unable to attend a brick-and-mortar school. Dwight Global is proud to document the benefits of delivering the DP in a collaborative online learning community.

SHARING EXPERTISE AND MAKING EDUCATION MORE ACCESSIBLE

Last fall, Dwight Global — ranked the #2 best online high school in the U.S. by Newsweek — launched the DP online through a hybrid model for students enrolled on our New York campus. The same opportunity is now offered to all students who wish to have a robust DP online experience through the two-year pilot.

“We are delighted to partner with the IB to shape and evaluate the latest pedagogical models for delivering the comprehensive Diploma Program. As a frontier IB World School, Dwight has long collaborated with the IB to develop solutions to global educational challenges, innovate, and share expertise with schools worldwide,” says Chancellor Stephen Spahn. “We share the IB’s goals of increasing access to education for all through innovative online pedagogy. We also believe that the IB curriculum, culminating with the DP, offers students the finest educational foundation for excelling personally, academically, and professionally in our rapidly changing world.”

“The IB aims to increase global access to the Diploma Program for more diverse cohorts of students. Therefore, we are excited to partner with Dwight Global Online School and provide students with more opportunities to participate in the DP,” says Matt Costello, IB Chief Business Development Officer.

THE “GOLD STANDARD” IN COLLEGE PREPARATION

The DP, spanning grades 11-12, is recognized by university admissions directors around the world as the “gold standard” in college preparation based on the breadth and depth of the curriculum.

According to the IB, DP graduates are better prepared for university and are more likely than non-IB graduates to remain enrolled and prosper. DP graduates also report that the curriculum prepared them well for college coursework, particularly in the areas of writing, critical thinking, study skills, and time management.

PILOT GOALS

The pilot is designed to discover the advantages that a fully online DP can offer both students and schools. It will investigate: what the educational model looks like, its feasibility, capability, cost, etc.; and whether students have

similar assessment results as those in brick-and-mortar schools. Included among the many students worldwide who could benefit are those who require different ways of accessing education, including students who:

• Are displaced or refugees

• Travel frequently for extended periods

• Have an illness, disability, or social-emotional challenges

• Live in remote areas

• Are pursuing passions outside school and need time for training

• Are homeschooled

The pilot will also explore how the model might impact schools themselves and how the IB can support them. Pilot data will provide the IB with intelligence to make strategic decisions about the future of IB programs, as well as how they may engage with pilot providers in yet-to-be determined services, such as online examinations.

“We are especially excited to partner with the IB to open the door for more students around the world to reap the enormous benefits of a DP education. Dwight Global has a proven track record of building a vibrant, collaborative community of educators and learners online, including a diverse cohort of students that matches those who the IB is seeking to reach,” says Dianne Drew, Global Education Director of The Dwight Schools and former Chair of the IB Global Heads Council. “We created Dwight Global to mirror the Dwight in-person school experience with added accessibility and flexibility, and look forward to sharing our expertise, learning outcomes, and proof of concept with the IB and fellow pilot partners.”

EXTENDING OUR LONG PIONEERING TRADITION

In 2013, our Schools in New York and London were selected as two of the original six schools worldwide to pilot the DP online for students in non-IB Schools through the IB’s Open World School Program. That experience led to the founding of Dwight Global the following year. Today, Dwight Global offers over 100 IB, AP, honors, and elective classes for students in grades 6-12, who can also customize their own course of study.

Dwight Global extends the long-standing IB expertise of all of our brick-and-mortar schools, especially Dwight in New York and our legacy as a true IB pioneer. After authorization to offer the DP in 1975, Dwight was the first school in North America authorized to offer the Primary Years Program in 1997, the first K-12 school authorized to offer the Middle Years Program in 2000, and the first in the Americas to provide the comprehensive IB continuum, following authorization to offer the Career-related Program in 2014.

We are excited to see the results of this pilot — and know that Dwight Global will draw on the expertise of its IB faculty to guide students through the DP with flying colors!

LOOKING BACK ON A YEAR OF STUDENT ENTREPRENEURSHIP

It’s hard to recall a time when our after-school incubator was not an integral part of our School. Founded in 2015, Spark Tank quickly became a Dwight signature program and our School was distinguished as one of the first to empower K-12 students to launch their own enterprises. Since then, over 100 young entrepreneurs have embarked on exciting journeys to develop a business, bring to market innovative products, and kickstart socially responsible initiatives fueled by Spark Tank.

A SPARK TANK PRIMER

Spark Tank’s own launch was fueled by the belief that young people shouldn’t have to wait until they’re in college or older to realize their dreams of starting their own business or nonprofit. In the incubator, students learn how they can make an impact now and build a better world through entrepreneurship, innovation, and leadership. Each year, we are continually impressed by their ingenuity as they dive into Spark Tank to develop their ideas inspired by their own passions or real-world problems they want to solve — sometimes born from personal experiences.

Along the Spark Tank pathway, students develop a range of practical and business-related skills needed to bring their ideas to fruition, ranging from budgeting and marketing to production and public speaking, providing invaluable experience and preparation for the working world. So, too, do students receive validation for their initiative, develop their own voice, build confidence, and forge relationships with mentors. Some of these mentors are members of The Dwight School Foundation’s Spark Tank Committee — industry experts and entrepreneurs in our parent and alumni community who provide feedback and guidance to students as they develop and pitch their ideas through Spark Tank events.

A YEAR'S HIGHLIGHTS

The five-stage Spark Tank project development cycle (idea, research, prototype, operations, launch) is similar to the IB design thinking process, which students learn in the classroom. Last school year, over 100 students in grades 9 and 10 worked on entrepreneurial projects as part of their Design class curriculum, and an additional 25 participated in Spark Tank under the stewardship of Design and Technology teacher Matt Moran, who has served as the Director of Spark Tank since its inception.

“When we first began working with students in the incubator, we anticipated that many would want to develop their own apps and inventions, which we certainly have seen, and start businesses to earn a profit.” reports Mr. Moran. “Recently, more students have become involved out of a desire to help others, especially during the pandemic,

through community service-focused efforts and nonprofits, which involve groups of students sharing the same vision and commitment to making a difference even in the most challenging times. In 202122, ten students presented their projects at Spark Tank events that ran the gamut, from community service to the arts.”

Congratulations to the following student-entrepreneurs, who received recent Spark Tank innovation grants from The Dwight School Foundation to support their projects:

Zoe Droulias ’23, who combined her passions for coding and writing to create the prototype for Promptl, an app she built in Computer Science class. It is designed to help students who struggle with creative writing or may need inspiration by generating writing prompts and motivating them with a point system to make writing fun.

Albert Randsborg ’22, who continued SustainABLE Start, a nonprofit Dwight students launched a few years ago to provide eco-friendly hygiene products to New Yorkers who are homeless. He sought additional funds to provide more kits and to make the student-run organization itself more sustainable as well.

Lulu Deyer ’25, who began Dwight’s Make a Wish Club to raise money for the Make a Wish Foundation, which grants wishes to children with critical illnesses, passed the Plan Stage. The Club had two successful fundraisers with seed money from the Student Council and sought additional funds for an upcoming “puppy party” fundraising event to raise more money and fuel more events, while also raising awareness for the cause. The club is also dedicated to helping members build organizational, budgeting, and communications skills they can use in the future.

Nick Padilla ’23, who tapped into his own passion for basketball, which began when he was three and has included playing on the Adidas circuit and Dwight’s championship-winning Varsity Basketball team, to create the Nick Padilla Skills Camp. He passed the Plan Stage and hoped to have 50 or more youth basketball players participate to learn about the game and develop important skills, while also connecting to a mentor.

Congratulations to the following students who reached the launch stage of their projects and were awarded an $1,000 innovation grant: Victoria Buendia-Serrano ’23 and Matthew Archer-Nieto ’23 for Forming Futures, a non-profit dedicated to providing hygiene kits and school supplies to families with low income, who have been facing additional economic challenges during the pandemic.

Kyra Spahn ’23 for Tutorpeers, an online tutoring platform built by students for students. Accessible and affordable, Tutorpeers was launched in September 2021 and quickly became a go-to resource for students on campus and in Dwight’s own after-school tutoring program.

Brody Shuffler ’25 for Fastbreak Visuals, his own graphic design and photography business. Brody has shared his expertise with Dwight by taking photos at our own athletic competitions.

We look forward to more student-entrepreneurs joining Spark Tank to bring their novel ideas to light and life!

SPRING 2022 LIONS MADE HISTORY!

With the launch of a brand-new team, Boys Varsity Volleyball, and the return of the Boys Varsity Baseball team after a hiatus — plus the appearance of several teams and individuals in championships, Lions roared through the Spring 2022 season! Varsity Track and Field student-athletes won several events and claimed league titles, while volleyballers made history by becoming the first-ever team to reach the NYSAIS State tournament in its inaugural year!

BOYS VARSITY BASEBALL

As it was the team’s first time back at bat since 2018, students were eager to play and build the program’s foundation for years to come. Seventh and eighth graders joined as strong contributors, and some of highlights include:

• In their first game, the team triumphed over Churchill. Every player had an impact with a hit, most scoring at least one run.

• In the match-up against eventual league and playoff champion, Brooklyn Friends, Max Schoenfeld ’25 was truly dominant with 11 strikeouts over seven innings, holding them to only one earned run.

The team had great leadership from Adam Levine ’22, who most definitely will be missed this year. With excellent pitching from Max and Pierce Rovine ’24, and consistent timely hitting from standout Connor Janiak ’26, the future of the team and this program is surely bright.

GIRLS VARSITY SOFTBALL

This was the team’s second competitive season and everyone improved tremendously. The hard work in the batting cage paid off with multiple home runs from various players. Lions ended with a 3-3 record, placing fifth in the ISAL.

It would be an understatement to say that the players were strong hitters:

• The team's batting average was .585, with not a single player batting below .333!

• Darby London ’25 led with a .909 batting average, which included two home runs and 14 RBIs.

• Eleanor Constantino ’25 had a batting average of .778, which included one home run and three triples.

We said goodbye to seniors: Giulia Alberti, Jane Barbero, Eloise De Jarne, Grace Guthart, Michela Halpern, and Elexis Perls, who founded the team when they were freshmen; they should be proud of their lasting legacy. With a strong core of returning players, who will continue to improve, coaches hope the team makes it to the playoffs next season!

BOYS VARSITY RUGBY

For the first time since the team was founded nine years ago, Rugby Lions made it to the New York State Championship Tournament — and placed second in their division! They boldly and proudly embraced their squad's mantra: EARN IT! Congratulations to all the players with shoutouts to Kyle Mulligan ’22 and Oliver Barlett ’23.

BOYS VARSITY TENNIS

Lions had a great season, finishing second in the ISAL behind league winners Staten Island Academy in the playoffs. The team saw strong play from Andres Villarreal ’22, Matthew Brown ’22, Jack Koczan ’23, and Julian Vasquez ’23. Additionally, Julian competed in the NYSAIS State Tournament for the first time in Dwight history!

GIRLS VARSITY TENNIS

Members of the Class of 2022 led the team: Isabel Beiboer, Victoria Pauwels Romero, Maya Gallagher, Regina Roblesgil, and Gwynne Capiraso. This was the first season since their freshman year that players were able to have a complete season. With some students never having played a Dwight match before, they still competed at a high level, earning a 4-2 record.

• Isabel led as the number-one in singles, facing many State-ranked players and still gave each point her all.

• Zoe Lowenthal ’25 paired with Sofia Chenillo ’23 to make an outstanding doubles duo, which was a force to be reckoned with.

Younger players gained experience and learned that the team’s trajectory is on track for next season.

VARSITY TRACK AND FIELD

The team had quite a season, to say the least! During each meet, students saw their running times drop and the distance of their jumps increase. Lions took the second-place team finish for both the Boys and Girls teams at the ISAL Championships.

At the ACIS Championship meet, individual highlights included:

• Alma Laufer Barhad ’25 won the long jump with a personal best jump of 15' 8.5".

• Jamie Knox ’25 won the boys 3200m race, and placed second in 800 and third in the 1600m.

• Ana Figaredo ’25 placed third in the 1500m and the 3000m.

• Natalie Fear ’24 placed first in the shot put.

At the ISAL Championships:

• Ana and Jamie each placed second in the 800m.

• Ana claimed league titles in the 1500m and 3000m, while Jamie won the 1600m and 3200m.

• Ilan Ibrahimagic ’24 finished the 200m in second place.

• Alma became a champion winning both the long jump and triple jump. With a team of primarily freshmen and sophomores, the outlook for next season and beyond is exceptionally bright!

BOYS VARSITY GOLF

Students were back to playing competitive golf after a year of intrasquad matches. The team had a fantastic start to the season with two consecutive wins against Birch Wathen Lenox and York Prep and all players contributing to these victories. The leadership and play of Kyle Mulligan ’22 and Luca Tornambe ’22 helped Lions to reach the ISAL team playoffs, where they came up just short of winning the championship. Season highlights included:

In the ACIS, individual champion Kyle finished second with a score of 39.

• Luca represented Dwight in the NYSAIS Golf Championship, where he competed against the top golfers in the state and performed well in the front nine.

• The team’s success was also attributed to the consistent play of Ryan Berkowitz ’23, Chinmay Ravindra '24, Ben O’Connor ’23, and Ilan Rivera ’26. Additional contributors were Enrico Hoover ’23 and Giselle McGraw ’26.

BOYS VOLLEYBALL

The team was formed and made history in one season. Passionate student-athletes were committed and pushed each other to achieve a high level of success. Not only did they meet their goals, they became the first-ever team to reach the NYSAIS State tournament in the inaugural year!

Each person on the team came with a different level of experience, but after gelling as a group, they formed a team opposing schools feared. Kudos to:

• Tom Ifrah ’24 was a big part of the offense as a stronger hitter and led the team in points.

• Zach Wolf ’25, Doyle Gwon ’25, Dylan Lytle ’25, and Avery Pavlovich ’26 formed our frontline fortress with huge blocks, which made it hard for opponents to score.

• Daniel Barschdorff ’24 and Ethan Cortez ’24 were setters and leaders on the court for our potent offense.

• Daniel Born de Andres ’26 and Bruno Silveria ’25 were defensive specialists and passed hard-driven hits.

• Erick Hernandez Lopez ’25 and Brody Shuffler ’24 were always roaring to go and step in wherever and whenever the team needed them.

• Enzo Palaci Zani ’22 was our all-around team leader and big brother to all. He was used in every position and flourished in all. His leadership and presence will be sorely missed. Given how successful year one was, everyone is excited to see what’s in store for year two!

New York City is our classroom: Eighth graders took a walking tour of the Lower East Side, bringing their Social Studies learning about immigration to life.

REFLECTIONS ON STARE INTO THE MIRROR

AN ORIGINAL MUSICAL BY DWIGHT COMMUNITY MEMBERS

Most Broadway musicals are many years in the making before they actually debut on the Great White Way. The same is true of Stare into the Mirror, an original musical performed by Dwight students last spring. The idea was first planted in 1999 for professional actors; 23 years later the first full-length production opened with Upper School students bringing the characters to life under the direction of Terrence Christgau.

The timing might have been written in the stars, as the story, which follows the ups and downs of a diverse group of cafe patrons who bond together when tragedy strikes, is very much grounded in the theme of community. Community with a capital “C” is, and has been, since the pandemic began, our central guiding light. All the students and faculty who were part of the production connected to the healing process that the main character goes through — everyone came together as a community to produce a musical about community. Additionally, this show was the first fully staged Dwight musical with unmasked actors since spring 2019 performed for a full house (audience members were masked due to COVID-19 restrictions).

Stare into the Mirror was not just any show; the book, lyrics, and music were written by our Lower School Music Teacher, Vita Zambetti, and her husband, Teddy. The duo are a musical powerhouse: Ms. Zambetti has written original scores and arrangements, and her classical music performances have been featured in films and commercials. Mr. Zambetti, the in-house composer at Sirius XM, has created music and sound design for TV and radio commercials, film scores, show themes, and more.

THE INSPIRATION … AND IDEA

REVIVED

Dateline 1999: After seeing Rent, which was unlike anything that came before it on Broadway, Mr. Zambetti, who was then the Musical Director for the famed Groundlings Theater in LA, realized that he wanted to write musicals that didn’t fit into traditional boxes. He envisioned the musical’s story and characters — some inspired by people he knew, including his wife.

Originally titled The Walk-in Closet for the name of the cafe in the story, the piece had its first stage reading the same year, which garnered buzz. After Mr. Zambetti connected with industry people in New York about moving the show forward, he was offered a job at Sirius satellite radio and the couple relocated in 2000. While his new position left less time to finetune the musical, Mr. Zambetti did go back to it periodically; ultimately, turning to his wife to help take it to the next level. “I had gone as far as I could and wanted another voice; I wanted Vita to help me precisely because we have very different backgrounds,” he explains. “She is schooled in classical composition, orchestration, instrumentation, and performance, while I had been a rock and roll touring and recording drummer.”

“We bounced ideas off of one another, wrote lots of songs, and transformed it into a new musical,” Ms. Zambetti continues. “We started showing our product to producers and people involved in Broadway, who gave us their opinions. One thing led to another and we had a successful reading with professional actors in 2018.”

Additionally, renowned record producer Steve Jordan (John Mayer, Josh Groban, and The Rolling Stones) heard about the show and approached the Zambettis about producing a concept record based on the music, which they began recording that summer.

A UNIQUE DWIGHT OPPORTUNITY

Ms. Zambetti, who took to heart Dwight’s commitment to support the sparks of genius in faculty and staff as well as students, also shared the concept with Chancellor Stephen Spahn. He was intrigued and especially liked the magical aspects of the story, suggesting that the writers rename the piece accordingly. Under the new title of Magic, Misfits, and Mirrors, the Zambettis then presented their musical at the Kennedy Center’s 2018 Page to Stage Festival with professional actors, again to positive reception.

Eager to keep forging ahead, Ms. Zambetti sought Chancellor Spahn’s advice about the next step. His recommendation: share the work with Terry Christgau, Director of Dwight’s Upper School Theater Productions and the Master Theater Program, for his input. When Mr. Christgau came back with notes, his feedback was incorporated.

Fast-forward to summer 2021, when Mr. Christgau was selecting the 2022 Spring Musical. “I always start the process with the seniors in mind and was struck by how Carol Arap and Bernardo Sequeira would be perfect to play the main protagonists. The two lead characters were well suited to their voices, talents, acting abilities, and to their chemistry as fellow performers and close friends.”

It was a clear choice and when Mr. Christgau told the Zambettis that he wanted to produce their show, since renamed Stare into the Mirror, and they were naturally thrilled. “Seeing the musical fully realized by high school students with scenery, lighting, choreography, and a live band was the most unforgettable experience of our lives,” beams Mr. Zambetti. The show, which has magical elements, came to life thanks to the community, in front of everyone’s eyes, which was the true magic, according to Ms. Zambetti. “Working with all of the Dwight students was inspiring and the principals were phenomenal. Carol’s character was written for someone way beyond her age; and Bernardo learned magic tricks from a magic consultant. Not only did they take on these difficult roles, but also they were adapting as we rewrote dialogue, music, and lyrics in real time during rehearsals. That’s difficult for anyone, let alone high school students with exams and schoolwork to contend with, but all of the students rose to the occasion.”

Ms. Zambetti was not surprised that the cast and crew exceeded expectations because she sees open-minded students take creative risks and collaborate every day. “It’s in their core as Dwight students,” she notes, speaking as a long-time member of our faculty.

THE DIRECTOR’S PERSPECTIVE

Terry Christgau knew that he wanted to work on Stare into the Mirror with choreographer Colleen Durham, someone with whom he has collaborated many times, when assembling the adult professionals for the musical.

Among the Dwight productions Ms. Durham had a hand in was Bye, Bye, Birdie, which marked Bernardo’s first performance in an Upper School show as, yes, a sixth grader! After someone dropped out at the last minute, Mr. Christgau tapped Bernardo to step into his big shoes. He had spotted Bernardo’s innate talent in a Bentley House production and knew that he might just be able to pull it off. Indeed, Bernardo did and he never stopped acting, singing, and dancing in Dwight productions.

Mr. Christgau was pleased to also have on board Broadway pit musicians to support the very high level of work that the students were doing. They were all charging ahead tirelessly on a compressed schedule during a time when seniors were hearing back from colleges and rehearsals were interrupted by Spring break, so their director was especially delighted that the show came together so beautifully. He, like the Zambettis, feels that there is much to celebrate.

“I couldn’t be more delighted that, in addition to the show having been written by a Dwight faculty member and her husband, our students had the extraordinary opportunity to debut a piece that had never been produced before, while also seeing our team of professionals workshop the piece before their eyes,” shares Mr. Christgau. When something had to be added or removed to the script or music to

advance the story, the writers were there to write dialogue or add bars of music on the spot. Students got to witness this firsthand and be involved in decisions that were made, which are now in the production forever. Mr. Christgau reports, “There was great collaborative energy in the room and students were also a part of it. They questioned a few things at our initial table reads, provided feedback, and helped us adapt the story for high school performers.”

With Dwight’s theater resources dedicated to supporting both faculty and students’ sparks of genius, as they were in this production, “there is nothing that we can’t do,” explains Mr. Christgau. “It’s rare for a school to take on a project like this,” he asserts, “but Dwight is both flexible and strong enough to do any kind of work we decide to undertake embracing a community member’s spark. We’re not bound to do the same kind of shows in the same kind of spaces every year, and this is one of the reasons why I love being at Dwight.”

“WE’LL NEVER FORGET …”

With magic top of mind, the Zambettis refer to Mr. Christgau as “the real magician” in this scenario. They are so grateful to him for taking on what they describe as a difficult score, as well as to Dwight for giving them the unprecedented opportunity to see their work come to fruition. Ms. Zambetti, who served as the Musical Director, conductor, vocal coach, an orchestrator, and keyboard player for the production, says that the experience left her truly inspired. “I have a new breath of energy from this experience, which I can give to my first, second, third, fourth, and fifth graders. I feel valued and appreciated for this work in addition to what I do in the classroom, and I want to give it right back to my community — to my little ones.”

The cast of Stare into the Mirror were also grateful, thanking the Zambettis for enabling them to be the first to portray their characters. This unique experience will be something the students will always take with them — and should this show ever end up on Broadway, they’ll be able to say, “I was the first to portray Katy, Montage …”

“For us as well,” says Ms. Zambetti. “We’ll never forget our first Katy, Montage … they were all remarkable!”

STARE INTO THE MIRROR CAST

Katy .................................................................................Carolina Arap ’22 Montage Bernardo Sequeira ’22 Lolita ................................................................................ Acadia Colan ’24 Jugni Lily Ventura ’23 Siggy .Maysa Souri ’24 Sherry

Rebecca Woldenberg ’22 Jerry Guilherme Sequeira ’24 Catarina/Ensemble...............................................

Brooke Radosevich ’24

Sarge/Ensemble. Parker Wise ’22 Eidolon Bennett Haden ’22

Ensemble: Singers/Dancers/Café Patrons

Sebastian Arbeiter-Hoole ’24 Olivia Beal ’25 Olaya Garcia-Grau ’24

MacPhee Gleason ’25 Mora Vazquez ’24

WINNERS OF

CAMERER ESSAY COMPETITION

The end of the academic year is a time for many celebrations, including a salute to the winners of our Global Camerer Essay Competition.

The Camerer name, which has long been well known at Dwight in New York, has become familiar of late across our global network of schools. Dr. Emil E. Camerer, a prominent educator in his day, served as Dwight’s Headmaster from 1895-1926. In honor of his memory, our School has held an annual Camerer Essay Competition for as far back as we can remember, making it one of our longest-standing Lion traditions. Three years ago, we extended it across continents by inviting students on every Dwight campus to participate in their own school-wide competitions.

The competition process begins earlier in the year when students in grades 9-11 write personal essays and submit them to their English teachers, who then select the best in each grade for review by all English Department faculty. The winning entries are then entered into the global competition, which is just one of many Dwight cross-campus programs and collaborations. This year, students from New York, London, Shanghai, Dubai, and online submitted their essays, sharing their creative sparks of genius, thoughts, opinions, and reflections.

Administrators from The Dwight Schools had the difficult task of judging the well-crafted essays, which are always as diverse as the students who write them. Our 2022 winners are:

Grade 9: Evelyn Sargsyan, Dwight Global Online School, for “Prison of Books”

Grade 10: Fernanda Roblesgil, Dwight School, for “Two States of Mind

Grade 11: Elinor Yin, Shanghai Qibao Dwight High School, for “Locks”

Congratulations to all of our finalists and winners!

WIMBLEDON CALLING!

When the world’s most prestigious tennis competition calls, Dwight Global students answer!

Two of our student-athletes competed in both Juniors Singles and Doubles Wimbledon matches in July, bringing their sparks of genius to the grass courts at the oldest tennis tournament, with roots dating back to 1877: Michael Zheng ’22 and Cooper Williams ’23.

While Michael and his partner advanced to the third round of doubles, where they ended their journey, in the singles Michael went all the way to the finals! His last match up against Mili Poljicak of Croatia was a close battle to the end, with Mili winning the championships 7-6(2) 7-6(3). With 15 successive wins and finishing as a finalist, what an incredible run!

Cooper and his doubles partner won their first round in the competition, advancing to the second, where they, too, ended their journey. In Cooper’s first round of the singles, he went up against Ignacio Buse of Peru, who triumphed 6-2, 6-4.

Both Cooper and Michael have been top tennis recruits on the radar of colleges for quite some time, with Michael moving onto Columbia and Cooper planning to pursue pro events internationally for another year before entering college.

Congratulations to them both on their stellar accomplishments on the court and in the classroom. We know we’ll be seeing more of their A game for years to come!

The Eyes and Hands of Student-Artists

Students in grades 1-12 travel far and wide on their visual arts learning journeys in the classroom, connecting to their IB units of study through investigation, observation, analysis, and interpretation. As they develop their own skills and techniques across a variety of media, they express themselves and share their unlimited talent with us through exhibitions every trimester. Here are just a few of the many works showcased during spring 2022.

Is Brimming with School Pride and Bright Futures! OUR 2022 13-YEAR CLUB

From cubs to Lions — that’s what happens when students enter Dwight in Kindergarten and continue their educational journeys with us all the way through grade 12! They share a history and special bond, and as they graduate each year, we celebrate them as the newest members of Dwight’s 13-year Club. Our 2022 Club includes Jade Abramson, Jane Barbero, Cormac Bradley, Gwynne Capiraso, Maya Gomez Gallagher, Mimi Halpern, Adam Levine, Sonya Pesselev, and Maya Singh.

We we asked these “Dwight lifers” a few questions and here’s what they had to say:

MAYA GOMEZ GALLAGHER

What’s your spark of genius and how has Dwight helped foster it? My spark of genius is activism. Through Dwight, I was able to learn about so many different cultures and was encouraged to explore and express my own. But it really was the student body as a whole that fostered my spark. My journey began when I participated in the walk-out for gun violence organized by students and then became more involved in other events such as the Climate and Women’s Marches with other students. I joined the Black Lives Matter Club, which inspired me to start the first Hispanic and Latinx Affinity Group at Dwight in 2021. Students, faculty, and staff helped me lead the club so that Hispanic/Latinx members of our community could share the beauty of their very distinct cultures, and also so that anyone who perhaps had not had real access to Latinx safe spaces could come and learn. Ultimately, our goal was to advocate for justice for Hispanic — and all BIPOC — students at Dwight. Additionally Dwight gave me the opportunity to be on the DEI Board as the only student and one of the only Hispanic members.

What’s your fondest Dwight memory or what have you enjoyed most? My favorite part is being a two-season athlete. Dwight’s Athletics Program made my time in high school the best. Every summer, I looked forward to the fall soccer season because of the sport, coaches, teammates, and more. Playing soccer all four years and being named Co-captain are most definitely my fondest memories. My favorite part about being on the team was the amazing community it built.

What college will you attend and what do you want to study? Boston University, where I will be majoring in Journalism. I look forward to immersing myself in the passionate community and developing as a culturally oriented journalist along the way.

JANE BARBERO

What’s your spark of genius and how has Dwight helped foster it? My spark of genius is acting. Dwight has offered many programs for me to explore what I am interested in, especially in theater.

What’s your fondest Dwight memory or what have you enjoyed most? My fondest memories would be the close moments I shared with groups I was passionate about, such as team bus rides before a game or pep talks before the first show goes on. What college will you attend and what do you want to study? Occidental College, where I'll be majoring in theater and minoring in history. I would like to be an actress and definitely work in film and theater.

ADAM LEVINE

What’s your spark of genius and how has Dwight helped foster it? My spark of genius throughout my childhood has been playing baseball. I started by playing Little League at five and I played for a number of travel teams as I got older. It was an amazing experience to play for the Dwight Varsity Baseball team this spring, as it was the first time in several years that the School had enough interest to have one! Being able to practice and compete for Dwight has really helped boost my confidence when playing outside of school by giving me even more game opportunities.

What’s your fondest Dwight memory or what have you enjoyed most? One of my greatest memories is going on trips throughout Lower and Middle School to London, DC, Boston, etc., as these were times when we all traveled together to learn, and it brought everyone closer in a way that cannot happen in the classroom.

What college will you attend and what do you want to study? Syracuse University, where I will be majoring in Supply Chain Management. I hope to work with a large company and manage the company’s inventory/distribution and how those products get to customers.

GWYNNE CAPIRASO

What’s your spark of genius and how has Dwight helped foster it? Politics and activism. Dwight allowed me to participate in the local and international political scene through its focus on community service, a variety of travel opportunities, and the Global Politics course. I’ve participated in a number of service clubs, including WISER and SustainABLE Start, which allowed me to engage with both local and international communities. In addition, I was able to travel to the Global Issues Network conference in Luxembourg in 2019; there, I met and collaborated with other students from various countries who were similarly passionate about confronting global inequality with an agenda of sustainable development. Lastly, as a Diploma Program student, I have been able to acquire the skills needed to analyze political issues in Global Politics. Dwight has helped me to expand my worldview in various ways that prepare me for a career in global service.

What’s your fondest Dwight memory or what have you enjoyed most? I have loved meeting students from around the world. Being a student at an international school has always been something in which I take pride, as I now have friends and connections on other continents. I’ve been able to experience a multitude of cultures and perspectives both in and outside of the classroom. Having such a diverse, global community inspires me to travel and live elsewhere after college.

What college will you attend and what do you want to study? I plan to attend the University of St. Andrews and have received an offer to earn an integrated master's degree in International Relations and Sustainable Development there. I hope to work at a nonprofit, social enterprise, or intergovernmental organization in the public health or sustainability sector. As the world begins to increase its focus on stopping climate change and achieving equity in health services, especially for women, I would love to direct and participate in these initiatives. After college, I plan to pursue diplomacy or a job in the World Health Organization, UNICEF, or the Red Cross.

JADE ABRAMSON

What’s your spark of genius and how has Dwight helped foster it? My spark of genius is basketball and entrepreneurship. I began playing basketball in ninth grade and continued throughout my high school career. The Varsity Basketball team has introduced me to many other student-athletes and has given me many opportunities to get involved with Dwight through athletics. Faculty have supported me through many projects or events that I have started and hosted during high school. What’s your fondest Dwight memory or what have you enjoyed most? My favorite memories are being on the Basketball team and becoming close with everyone.

What college will you attend and what do you want to study? The University of Miami, where I will be studying entrepreneurship and hope to create my own clothing brand.

CORMAC BRADLEY

What’s your spark of genius and how has Dwight helped foster it? I have always found Dwight to be incredibly helpful in fostering my spark of genius, which is aviation. It’s been something I have wanted to do for as long as I can remember, and I still catch myself to this day glancing up whenever I hear the rumble or a jet engine above me in New York.

Dwight has been very supportive of my endeavor to obtain my pilot’s license when I was in eleventh grade. They allowed me to move my schedule around, change assignment due dates, and other small acts so I could focus time on flying during days with great weather. These small changes helped me greatly integrate my out-of-classroom interests with the curriculum that I was learning.

What is your fondest Dwight memory or what have you enjoyed most? The fondest memory that I have are all the little moments of seeing teachers in the hallways when going from class to class. Although they seem insignificant, these small moments help define what Dwight is to me, and really show how communal the School is, even though these teachers might have taught me five years ago.

What college will you attend and what do you want to study? I’m going to the University of Oklahoma, for what can be essentially called “airline pilot school.” I will be working on my Airline Transport Pilot’s License and I hope to fly for a mainline carrier like CargoLux, Delta, or FedEx if I ever have the opportunity.

MAYA SINGH

What’s your spark of genius and how has Dwight helped foster it? My spark of genius is communications/journalism and connecting with others. Dwight first helped me discover my spark during my freshman year when I had the opportunity to visit WISER, the Women’s Institute for Secondary Education and Research, in Muhuru Bay, Kenya. Meeting people of different cultures and lifestyles truly inspired me to want to continue connecting with others across cultures, mindsets, and perspectives. Given Dwight’s large international and diverse student body, I’ve been able to open my mind and gain perspectives that I don’t think I otherwise would have had. Additionally, Dwight has allowed me to foster my spark of genius through the pillar of Personalized Learning; in each of my classes, teachers have provided me with the opportunity to embrace my love for writing, no matter the subject.

What’s your fondest Dwight memory or what have you enjoyed most? My fondest memory would be my trip to Kenya, but one memory that I will always have is when I was in Kindergarten. We visited “Big Dwight” and I remember seeing all of the middle and high schoolers in the hallway and being in awe of them, thinking how I couldn’t wait to be a high schooler at Dwight one day. They all seemed to be enjoying themselves so much and I yearned to be in their shoes. Over ten years later and being in their position now, this will be a memory I will always cherish. I will forever hold close the family that Dwight has made for me.

What college will you attend and what do you want to study? King’s College London, where I will study Culture, Media, and Creative Industries. Using this degree, I hope to work in global media or public relations.

SONYA PESSELEV

What’s your spark of genius and how has Dwight helped foster it? My spark of genius is not limited to one skill that I have. Growing up at Dwight, I have learned about the importance of curiosity, challenges, and rigor in order to continue growing and succeeding in the future. I believe that Dwight has taught me to continue challenging myself so that I can work hard to succeed in all my endeavors.

What’s your fondest Dwight memory or what have you enjoyed most? What I enjoy most are the teachers. Since preschool, I have had the most amazing teachers who always strive to help in every way possible as well as make meaningful connections with students. My fondest memory is from second grade when we were preparing for an invention convention. We were each supposed to make an invention and later two people would be chosen to go to a national invention convention. I remember my second grade teacher, Ms. Hecker, helped me develop my kinder binder when I was lost and didn’t know what project I should pursue. Since then, she has become an important role model in my life, makes me feel welcome to come see her at any time, and motivates me to continue thinking outside the box.

What college will you attend and what do you want to study? Boston University, where I will be majoring in marketing and public relations and hope to become a successful PR professional one day.

With many impressive sparks of genius and exciting plans for the future, we know that these “Dwight lifers” who will forever share great memories of their alma mater, are destined for great things ahead!

MICHELA HALPERN ’22 GREW UP IN THE DWIGHT COMMUNITY Y

Michela Halpern ’22 — Mimi — a member of our 13-year Club who began her Dwight journey in Kindergarten. Since eighth grade, she has been helping to commemorate the journeys of many fellow students by working tirelessly on our yearbook, The Pride. Serving as Editorin-Chief for the last four years, Mimi has lent her leadership to the yearbook team, and as they awaited the finished product to come off the presses, we’re put Mimi in the spotlight, which she usually shines on others!

STUDENTS IN THE DRIVER’S SEAT Planning and producing the yearbook is very much a student-driven process. “I enjoy working with everyone to come up with a different theme each year. Together, we put in a significant amount of time and effort after school each week and it’s great to see it blossom before our eyes,” Mimi shares. “I especially enjoy working on the design aspects and have gained quite a number of design skills over the years.”

At the beginning of each year, everyone conducts research about Dwight yearbook themes from previous editions and what other schools are doing. They then receive Dwight-branded font options and color palettes so that they can design their own sample page. Students present their pages, suggestions are made, and when a consensus is reached, they’re off to the races!

GROWING INTO A LEADER

When she first joined the Yearbook Club, Mimi was learning by observing and she enjoyed watching then-Editor-in-Chief Jada Morgan ’18 and Dean Warfield ’19, who designed the cover of the 2018 book, as they worked closely together to finetune the publication. They inspired her, as did Amanda Katagiri, who served as the yearbook’s Faculty Advisor for several years. “Ms. Katagiri has played a key role in supporting me in my work on the yearbook, and also in other ways both inside and outside the classroom. She has been a wonderful mentor and taught me a great deal.”

Ms. Katagiri, who passed the advisor baton to Kelly Fives in 2021, says, “Mimi has been an integral member of The Pride since she first joined. She immediately stood out for her independence, commitment, and attention to detail. It was a joy for me to watch Mimi grow through the years that followed and to see her develop into a leader. While talented, at first, she spoke quietly. But as an eleventh grader, Mimi presented the opportunity to join the yearbook to students at Morning Meetings and grew as a public speaker and enormously in the role. Although I am very excited about Mimi’s next adventure, she will be missed here at Dwight.”

Last year, another Halpern was working alongside Mimi as Co-Editorin-Chief: Mimi’s sister, Isabella ’21. They were joined by Sara Piao ’21 as well and together, they spearheaded the extensive process of bringing The Pride to life. “We all collaborated; and as sisters, Bella and I share many of the same ideas and had the same vision, so I couldn’t have

asked for a greater Co-Editor,” Mimi explains. That vision called for an extra dose of ingenuity during the first full academic year of the pandemic, as all School events were virtual, athletic competitions and field trips were on hold, and consequently, the yearbook team had a dearth of photographs from which to pull to chronicle the year. The solution was to create a scrapbook theme and invite students to submit their own photos. The result was a resounding success. This year’s theme remained under wraps until The Pride was distributed to seniors at their Graduation rehearsal and then to our entire community!

When not working on the yearbook in the Spring season, we can find Mimi on the softball field, where she has served as catcher for the Girls Varsity team for the last four years. She and Jane Barbero ’22, this year’s Co-Captain, helped start the tight-knit team and encouraged others to sign up. They finished the 2022 season in fifth place, just missing out on the playoffs, but they had a great run with Mimi tapping into her observation, collaboration, and leadership skills behind the plate.

In the classroom, French and the two-year IB Sports Exercise and Health course have been Mimi’s favorites. In fact, after taking Sports Exercise and Health, Mimi discovered that she wants to pursue Health Science as a major in college at Drexel University.

We asked Mimi to share some advice to others who may be interested in joining The Pride, which she describes as a very welcoming group. Her answer: Don’t be shy to share your ideas!

Reflecting on her rich yearbook experiences, Mimi told us, “I grew up in the Dwight community and have known everyone for so long. That’s one of the reasons why working on the yearbook has been so alluring and satisfying for me. I don’t think that my Middle and High School years would have been the same had I not found my place on, and carved my own space through, the yearbook. Nothing has been more influential in helping me to build my organizational, creativity, and leadership skills.”

We thank Mimi for her long-term dedication and contributions to The Pride, which is a keepsake for all of us each year, but even more so for seniors, who will look back at it in years to come as a time capsule of their final months and days at Dwight. As one of those graduates, Mimi will be especially proud that she was so instrumental in capturing those special memories for so many.

Spring Scene Night

DP Theater Night

STUDENTS SHARE THEIR LEARNING AND TALENTS ALL SEASON LONG!

Spring Conservatory Concert

Bentley House Theater Production

Spring Music Performance Showcase

With the first few notes of Pomp and Circumstance, the processional of Dwight administration and students in caps and gowns began. As members of Dwight and Dwight Global’s Class of 2022 made their way down the center aisle of the glorious Riverside Church to begin Commencement Exercises, their smiles flashed brightly and their Lion-sized pride filled the sanctuary. Alexander Cunningham, Dean of Grade 12 in New York, ushered in the ceremonies. Our community of families, faculty, and staff was delighted to be together in person for the occasion, made even more special as it took place during Dwight’s milestone 150-year anniversary.

“It is, indeed, a momentous time for the School, but especially for you, our graduates today,” said Dianne Drew, Head of Dwight School and Global Education Director, in her address. “You have really triumphed over the last two and half years through very challenging times. There have been multiple times that you have been continually tested by the pandemic. … There have been a myriad of global and domestic concerns that dominate the airwaves to worry you, your IB studies to push through, and the many applications you completed for college and beyond (just to name a few), but through all of that, you have shown a heightened sense of character, compassion, endurance, and maturity that is beyond your years.”

Ms. Drew, who quoted Carl Jung — “As far as we can discern, the sole purpose of human existence is to kindle a light in the darkness of mere being” — continued: “To my Class of 2022, you kindle that light of purpose in the darkness. You inspire and reassure the weary adults here and motivate the younger students to do more, be more. You have epitomized what an IB student should aspire to be, you embody that pillar of community that Dwight holds so high, and you now embark on a journey where your purpose will only shine brighter, stronger, and indelibly change others for the better.”

As the ceremony continued, Chancellor Stephen Spahn — who marked his 55th Dwight Graduation — and Head of Dwight Global Louisa Childs shared their own words and wishes for the Class of 2022.

Additionally, Dwight’s Head of Upper School Eric Dale and Associate Head of Dwight Global Shannon Hoffman had the honor of recognizing award recipients for their outstanding academic achievements, leadership, contributions to our community, and notable talents on the playing field and in the arts.

Some of those talented students shared their musical sparks of genius: a duo of New York students, Bernardo Sequeira and Carolina Bueno Silva Arap, sang a beautiful rendition of “Older” by Ben Platt.

Dwight Global’s Samantha Randall performed “Doctor Gradus ad Parnassum” by Claude Debussy exquisitely on the piano; and Daniel Kang performed “Sonata in A major for Violin and Piano IV. Allegretto poco mosso” by César Franck superbly on the violin with an accompanist. The spotlight was also on student-speakers who represented themselves and their fellow members of the Class of 2022: Caroline Hendrickson, recipient of the Dwight Global Leadership Award; Giselle DeSousa, Dwight Global Valedictorian; Albert Randsborg, Dwight School Salutatorian, and Bernardo Sequeira, Dwight School Valedictorian. Each of them spoke eloquently and from the heart about their individual experiences, meaningful moments with classmates, and appreciation for all those who have supported them on their Dwight educational journeys.

When all of the diplomas were in hand, there was one more ceremonial moment left for the 132 seniors in this year’s class — including nine, members of our 13-year Club, who have been at Dwight since Kindergarten. That was the turning of the tassels from right to left, symbolizing their new-found status as graduates and transition to becoming our newest alumni. Dwight Senior Class President Albert Randsborg, together with Dwight Global’s Senior Representative Charlotte Tanner-Morash, led them all in this time-honored academic tradition before graduates tossed their caps in the air to the sound of thunderous applause!

We hope to see alumni back on campus for visits and reunions in the years to come!

CLASS NOTES

Joshua Sinai ’69 (Franklin) reports: “Casemate, a leading BritishAmerican publisher of books on military subjects, has contracted with me to produce a book on ‘everything you need to know’ in a concise fashion about military warfare intended for military professionals and the general public. This text will be used at places such as the Royal Military Academy Sandhurst and West Point; and sold at the Imperial War Museums, Smithsonian Museums, and book stores.”

Matthew Daub ’69 has a debut novel, Leaving Eastern Parkway, published by Delphinium Books, which was released in September. A visual artist, he also illustrated the novel’s cover.

Paula Openheim Cope ’71 recently connected with Steven Haskell ’71 in LA. “Neither one of us has aged a bit!”

Bob Steiner ’81 (Anglo-American) reports: “I’m an exclusive photographer for Getty Images and have earned a Certification in Photography from Cornell University.”

Rachel Ehrlich ’87 shares: “This year, I watched, with tears in my eyes, as my youngest accepted his diploma from Mr. Spahn, just as my daughter (Class of 2020, albeit remotely) and I did. As we complete our time at Dwight, I am thrilled to watch my children take what they learned at Dwight and go out into the world. I take pride in watching my daughter take tremendous advantage of everything The University of Delaware offers, and I beamed and cried when my son took his first steps onto the Virginia Tech campus.”

Eyal Oron ’95 writes: “I have been appointed the Interim Chief Audit Executive for NTA Metropolitan Mass Transit System, an infrastructure company responsible for the design and construction of a mass transit system for the Tel Aviv metropolis. NTA is in the midst of building the greatest, and most expensive, infrastructure project in Israel's history.”

Evan Rabin ’08 continues to run his chess company, Premier Chess; and married Stacey Ehrlick in Montreal on September 4.

Valentin Lehericy ’15 tells us: “I received my Master in Management and started working at the Boston Consulting Group in the Paris office. I hope I'll be able to transfer to the New York office some day!”

Mirella Benadrete ’18 co-founded Days Off Bites with her sisters, Joanna and Anissa. They’re passionate about creating healthy, yet tasty snacks for consumers and started the company during the pandemic. After graduating from Dwight, Mirella studied at George Washington University and is now at the Marangoni Fashion Institute in London, where she is studying business and fashion.

IN MEMORIAM

Lawrence Greenspan ’50 (Franklin)

Donald Bienenfeld ’62 (Franklin)

Gary Watson ’95

Send your class notes to Olivia Merrick-Haight: omerrickhaight@dwight.edu

Dwight Class of 1971