Agnes Irwin School Winter 2024 Magazine

THE SWING SET

PreKindergartener Willa Fillingham ’37 gets a push from a new friend during one of the best parts of the LS school day — recess! With the newest Core Value, Nurturing Passions and Wellbeing, as the guiding star this school year, Interim Lower School Director Melanie Slezak shared, “Playtime is such an important part of our girls’ wellbeing. It has been long-established that play is influential on child development in fostering speech development, cognitive processing, self-awareness and self-regulation. Plus, all that fresh air!

The Agnes Irwin playground is filled with happy faces.”

From the Head of School

Happy New Year!

It is wondrous how the new year brings a sense of renewed promise and appreciation. As Head of School, I remain enormously grateful for the opportunity to lead The Agnes Irwin School, one of the oldest and most highly-regarded all-girls schools in the country, and to engage with our vibrant community of students, faculty, alumnae, and families. In my three years as Head, I have learned a lot, and one thing is certain — we are our strongest when school and parents work together in partnership and understanding. As we enter 2024, it is my hope that we continue to celebrate and foster the strength of the incredible Agnes Irwin community.

A LOOK BACK AT FALL

This school year is centered around our newest Core Value, Nurturing Passions and Wellbeing, in order to respond to the well-documented mental health and wellness challenges that children and young adults are experiencing in growing numbers post-pandemic. As an academic institution, Agnes Irwin has always prioritized a nurturing environment, so wellbeing is woven into our fabric. Nonetheless, our intention in centering on this Core Value was to “walk the walk” with greater intentionality, so that our girls, who tend to be high-achieving, clearly understand that the adults around them prioritize and value their mental health and wellness beyond grades, accolades, and achievement. Moreover, we wanted to shine a light on the meaningfulness and value of their burgeoning interests and passions.

This fall, you may have heard an Upper School student talk about the Flexwell block, where girls are encouraged to develop lifelong habits of self-care through activities like crafting, mindfulness meditation, and group fitness. Middle School students are benefiting from coordinated learning support, with class deans offering virtual grade level parent gatherings regarding ageappropriate questions and concerns about mental health and wellbeing.

“The kinetic energy of this school community is palpable — it simply feels great to be a part of it.”

OF SCHOOL SALLY

KEIDEL

HEAD

Head of School

Sally Keidel

From the Head of School (continued)

In the Lower School, grade level meetings now include WIN (“What I Need”) time for our teachers to share what they need to be their happiest, most effective selves.

In the relatively brief period between the start of the school year and the writing of this letter, two tremendously impactful events happened — one near, one far. On October 30, we lost our cherished Murray Savar, music teacher, friend, and colleague, who was a part of the glue that kept thousands of Agnes Irwin community members together for forty-seven years. In the face of this loss, generations of Agnes Irwin women, faculty, and families came together in love and comfort to remember him. At such a sad time, what was most evident was our community’s care for one another and love for this school, which would have made Mr. Savar, our consummate ambassador, most proud.

Farther away, the world has witnessed harrowing atrocities in the Middle East. Our hearts go out to all people suffering, particularly those families with direct ties to the region. The ongoing war and its devastating effects are a stark reminder of the importance of fostering dialogue and empathy when faced with diverse beliefs, backgrounds, and perspectives. During these times of pervasive and elevated tension and hostility, continuing a culture of inclusion at Agnes Irwin is paramount.

ON THE INFLUENCE OF AIS EDUCATORS

Upon Murray’s passing and inspired by his influence, I reflected on what it means to be a great educator. Most of us have experienced that spark of interest or a new love of subject matter because of a teacher’s infectious passion. Certainly, countless Agnes Irwin girls and alumnae can say this about Mr. Savar. We are proud to recruit and retain superior educators whose passion for teaching and empowering girls remains constant. The energy, care, and attention they bring helps our students feel seen and known.

Beyond passion, our teachers’ ability to adapt to the evolving needs of our students also informs the depth of their influence. To be fully prepared for success and happiness in life and work in a complex and uncertain world, our girls will need to be curious, imaginative, resilient, self-regulated, respectful of others’ ideas and values, and able to cope in the face of adversity. At Agnes Irwin, this kind of holistic preparation has been at the heart of our students’ educational

“On campus, a revolving door of alumnae return to their Agnes Irwin home to share their knowledge and expertise with current students, and to role model one of the greatest lessons – women supporting women.”

HEAD OF SCHOOL SALLY KEIDEL

journey for 154 years. Further, as an all-girls institution, Agnes Irwin has, necessarily, continued to adapt and evolve to reflect the historical progression of women. Our teachers at all grade levels, from PreK to 12th, incorporate the skills girls will need to influence people, guide purpose, and identify actions to achieve their goals.

THE INCREASING VALUE OF AN AGNES IRWIN EDUCATION Community

During my three years as Head of School, and my ten years overall in its employ, I have come to believe that second to our stellar academics, athletics, and arts, the greatest value of an Agnes Irwin education is the uniquely devoted community. The kinetic energy of this school community is palpable — it simply feels great to be a part of it. When a student’s success is posted on our social media, their peers flood the comment section with encouragement,

excitement, and genuine praise. On the athletic sidelines and in the theatre, our girls cheer and applaud the loudest for each other. The hugs that start in the early years carry through into tearful embraces after Senior Assemblies, and finally, at Commencement.

Following graduation, the general understanding seems to be, “Once an Agnes Irwin girl, always an Agnes Irwin girl.” From East Coast to West Coast, and New England to Florida, AIS alumnae from their 20s to 90s come together, greeting old friends and making new ones. On campus, a revolving door of alumnae return to their Agnes Irwin home to share their knowledge and expertise with current students, and to role model one of the greatest lessons – women supporting women. In philanthropic initiatives, the overwhelming generosity and support of our parents, grandparents, alumnae, and friends never ceases to amaze me. This fall, one hundred percent of parents from every single grade from PreK to sixth made a gift to the school during Spirit Week of Giving. Having worked in education for over thirty years, I can not recall such a feat of participation.

We all believe in the Agnes Irwin mission and magic, and we acknowledge and respect the unique educational needs of girls. We know that the definition of success is changing and we want our daughters to be prepared. We know that the world needs more of what AIS delivers — female leaders, skilled collaborators, thinkers who lead and problem-solve with great minds and big hearts. The uniquely deep connections made at Agnes Irwin are something we should all be proud of.

Beyond the Books

According to the National Center for Education Statistics, private high schools list more vigorous graduation requirements than their public school counterparts, requiring more coursework to be completed. The result is graduates who have a higher level of written, verbal, and mathematical ability, perform better on tests, and have a more impressive school matriculation. According to a study commissioned by the International Coalition of Girls’ Schools, all-girls schools produce graduates who are more academically and politically engaged than their counterparts from coed institutions. What’s more, statistically, all-girls school graduates have more confidence in their math and technologicall skills, and are more likely to pursue careers in engineering. I encourage you to read this issue’s alumnae stories in Women of Impact (p. 36) and College Connections (p. 50) for just a glimpse at how Agnes Irwin graduates use their passion to make an impact in the world.

What is taught here “beyond the books” prepares our graduates fully. At Agnes Irwin, parents are encouraged to be involved and have a distinct voice when it

comes to their daughter’s education, students are held personally responsible for high ethical standards (they consistently rise to the occasion), and families form an identity surrounding being part of our community. Intimate classes, individualized teacher attention, and endless opportunities to innovate and lead prepare Agnes Irwin students to be ready for the future.

REMEMBERING MURRAY SAVAR

In conclusion, I would like to share that this winter and spring, there will be various projects underway to keep Mr. Savar’s spirit alive at Agnes Irwin for generations to come. We will be in touch with more information. As the first Jewish teacher at AIS, Murray Savar was the embodiment of the idea that while we are all unique and different, Agnes Irwin students are forever united. Mr. Savar will be missed beyond measure, but what he taught us will carry on.

Warmly,

Sally Keidel Head of School

CODE BREAK

Sixth grade student Aria Bijlani ’30 raises her hand in Dr. Steve Grabania’s computer science class.

“Students are learning how to create their own vector graphics using the Turtle Graphics module in the Python programming language,” said Dr. Grabania. “They first learn how to create line drawings and polygons, then they start producing and arranging polygons to form more complex images. Additionally, they are learning how to write more efficient code through the use of loops and functions. Learning computer science builds critical thinking and problem solving skills.” Aria shared, “I really enjoy computer science. We learn coding skills and how to compute functions.”

PHOTO CREDIT: JONATHAN GILBERT

EDITOR

Nancy Smartt P’25 ’25 Director of Publications

CONTRIBUTORS

Megan Boyle Flinn ’87

Contributing Writer & Editor

Brooke Norrett Corr ’95 Senior Director of Alumnae Relations

Allison Hough ’01 Interim Director of Development

Dan Slack P’99

Contributing Editor

DESIGN

Melodee Dill Stephens

PHOTOGRAPHY

Active Image Media/Sarah Bender and Douglas Benedict

Academic Image

Zamani Feelings Photography

Jonathan Gilbert

Donna Meyer P’04

Orebranch SportPhotos

José Sevillano

Bridgett Woody P’27

THE AGNES IRWIN SCHOOL

275 S. Ithan Road Rosemont, PA 19010 610.801.1869

agnesirwin.org

COVER STORY

In the Zone:

at Agnes Irwin/EA Day 2023.

COVER

Contents Winter 2024

FEATURES DEPARTMENTS

8 Big Picture

In Memoriam: Murray Savar 1955-2023

22 2023 Athletic Hall of Fame

On November 11, the 9th class of inductees was celebrated

32 Facing Forward

The AIS approach to developing historical thinking for the next generation

Faculty News

What’s Your Passion?

Art

TERRI SAULIN, US STUDIO ART

Terri Saulin, who holds an MFA from the University of the Arts and a BFA from Moore College of Art and Design, exhibited her collection “Love Letters from an Inverted Cartography” at The Shipley School Speer Gallery. “The works in the exhibition are love letters to treasured and influential authors, artists, musicians, friends, and family members. They are a mise en place of ingredients that float between surface decoration and building blocks. I imagine myself a tiny wasp-worker making imaginary homes for most special memories,” said Saulin. “I am very grateful to The Shipley School for offering me the opportunity to share my work and participate in our amazing local learning community.”

Technology Solutions

DR. STEVE GRABANIA, MS/US COMPUTER SCIENCE

Over the last several years, Dr. Steve Grabania created and refined an internal AIS platform called Substitute Assignment Manager (SAM) that allows for the reporting of classes in need of coverage, as well as the rapid assignment of substitutes based on their schedules. It is a centralized hub for sharing substitute plans and class rosters. Further, he shared, SAM reports sub assignments that merit additional pay directly to the payroll office. With the recent alignment of MS and US schedules, Grabania overhauled SAM this summer so that teachers from both divisions can help with substitute coverage.

Teaching

JAMES A. BOLDEN, JR., J.D., M.A., M.S., 8TH GRADE ENGLISH/ US SOCIAL STUDIES

You have so many letters behind your name! What do they all mean?

I was my father’s first son so I was named after him, hence the Jr. Pertaining to my other initials, they represent my educational disciplines and journeys. My Bachelor of Arts is in English, I hold a Juris Doctorate from law school, a Master of Arts in Education, and Master of Science in Educational Leadership and Administration.

What have you learned about Agnes Irwin students?

Agnes Irwin students are intelligent, joyous, caring, and empathetic. They have critical thinking skills and desire to be better.

Why are you passionate about teaching?

Education is power and power affects change, and change allows people new opportunities which can better their circumstances. I also love to teach students to write and think critically about literature as they deconstruct text.

Theatre

ANN RAMSEY, MS HISTORY AND THEATRE

This fall, Ann Ramsey played Ethel Thayer in the classic family drama, “On Golden Pond,” at The Players Club of Swarthmore. “I have been acting since elementary school, as well as putting on plays in my basement with my friends and singing and dancing to Broadway albums in my bedroom,” shared Ramsey. “What I love about theatre is storytelling and being able to try on different characters so that new perspectives can be gained for the actor and the audience.” Ramsey is about to dive into directing her twenty-second AIS Middle School musical which, she says, are “truly a passion!”

Pieces of art from Saulin’s collections

Students and faculty join Ms. Ramsey at her “On Golden Pond” performance

PROFESSIONAL DEVELOPMENT

Strategic Curriculum

The Summer Growth Grants program encourages institutional, curricular, and pedagogical growth and innovation by providing financial support to faculty and staff members who are interested in improving the current curriculum, developing new courses, exploring new teaching strategies and doing other work vital to the life and mission of Agnes Irwin. In 2023, twenty grants were awarded to fortynine teachers. Here, a recap of just a few:

MS Spanish Teacher Erin Dougherty, MS English and History Teacher Jane Dudzinsky, and MS Librarian Linda Moreen updated the Academic Integrity Handbook to ensure ethical scholarship, help students develop skills for accurate citations, and continue to foster a culture of honesty.

Classics Department Chair Patrick Beasom and MS Classics teacher Kelly Platt developed a new quarter-long grade five Latin course which teaches basic vocabulary, promotes study skills, and expands cultural knowledge of the ancient world.

MS English and History teacher Lauren Mayer Sweetser ’08 revamped the grade five English curriculum, creating additional writing units to teach skill sets for different purposes and audiences, and expanded the selection of required reading.

US Math teacher Joe Hurford created a new grade twelve Calculus course in response to the rapidly increasing demand for more advanced math courses at AIS.

MS/US Theatre teachers Clare Von Hertsenberg and Sarah DeNight worked to align the theatre curriculum for grades five – twelve which will expose students to skills that can be carried into the pursuit of theatrical careers, or transferred to future endeavors beyond the scope of the classroom.

MS/US Spanish teachers Sol Fernandez and Erin Dougherty examined and upgraded the Spanish literature collection for grades six – twelve with interesting materials that are culturally appropriate.

The Agnes and Sophy Dallas Irwin Enrichment Fund

Established in 1916, the Agnes and Sophy Dallas Irwin Enrichment Fund (ASDI) provides grants to faculty members to explore a personal passion. “As an ASDI Trustee, it has been rewarding to award the grants. For the faculty member, taking time off and doing something different from their daily duties can be soul restoring,” said Eve Bullitt Pierce ’72. Here, the 2022-2023 recipients:

Joy Connelly

MS MATH | TRIATHALON

In Salem, Oregon, Joy participated in her first half-ironman, a race that included a 1.2 mile swim, a 56 mile bike, and a 13.1 mile run. “It was a once-in-a-lifetime experience. This race pushed me to my physical and mental limits and I enjoyed every minute of it.”

Montse Nomdedéu

LS SPANISH | FAMILY CONNECTIONS

Montse traveled to Boujan, a suburb of the town of Béziers in the South of France, to explore family history. “Some of my favorite memories are of my grandmother, abuela Carmen, who told me stories about growing up in Southern France,” said Montse. “My aunt Carmen (abuela’s daughter) joined me on a ten-day trip to visit her mother’s childhood home. We created a special bond and it really inspired me to continue learning about my family. The ASDI helped me fulfill a wonderful personal experience. I am so grateful.”

Elizabeth Barrows

MS/US LEARNING SPECIALIST | GENEALOGICAL ROOTS

Elizabeth, her family, and her mother-in-law traveled to Germany and Austria. “The ASDI award made this dream trip come true,” shared Elizabeth. “My children love listening to their Oma’s stories about growing up in Germany during WWII. We visited her childhood home in Trudering. We heard her precious memories about raising rabbits for food, being Christened in the town church, and receiving her first new dress from an airdrop after the war. Our entire family will never forget this trip.”

Anne Lytle

MS FRENCH | GARDENING

Exploring her passion for gardening, Anne created a pollinator garden in Narberth that, she says, “will continue to benefit my community for many years to come!” While the project took many days and was physically challenging, Anne said she found it incredibly therapeutic. “This fall, the garden was full of many pollinators, particularly bees, in numbers I have never seen before in a garden. I was so grateful to be selected for this grant!”

Big Picture

Murray S. Savar

1955 – 2023

Pictured with members of the Class of 2023 during their time in the Lower School Audrey Silverman Perkins ’80 delivered a eulogy for her lifelong friend Murray Savar at his memorial service at Congregation Kol Ami on November 5. She shared: Murray Savar was [a] moonbeam – luminous, incandescent. So too was he empathetic, generous, hilarious, and often, utterly irreverent about silly people and silly situations. While Agnes Irwin and Temple Emanuel certainly showcased his gifts as educator and musician – it was his magnetic ability to engage others which more completely defined him. Murray Savar did not merely manufacture his special bright light. He was that light.

PHOTO CREDIT: DOUGLAS BENEDICT

Earn a Credit

of up to 90% of PA Taxes with a donation to Agnes Irwin.

Through the Pennsylvania Educational Improvement Tax Credit (EITC) and the Pennsylvania Opportunity Scholarship Tax Credit (OSTC), businesses and individuals in PA can earn a tax credit for up to 90% of certain state taxes when they make a donation to The Agnes Irwin School.

39% of AIS families rely on need-based tuition assistance, which is funded in part by your generosity. These scholarships make a real difference in the lives of students across our school.

To start the process, please visit agnesirwin.org/support-ais.

Interested in joining one of Agnes Irwin’s Special Purpose Entities in the 2024-2025 year? Please contact Emily Rauch, Director of Annual Giving, erauch@agnesirwin.org or 610.801.1260.

Businesses renewing their eligibility must do so on May 15, 2024. Businesses applying for the first time must submit applications on July 1, 2024.

Digest Winter 2024

Agnes Irwin is proud to launch Access Golf

According to the National Golf Foundation (NGF), female interest in golf has continued to rise post-Covid. Since 2019, the female golfer pool has jumped 15%, making the 2023 representation of women and girls on the course the highest it has ever been. The NGF says progress in women’s participation has been driven, in part, by junior development programming, accessibility campaigns, and affordable recreational options.

Today, girls make up 38% of all golfers under the age of eighteen; however, they are three times more likely to leave the game while learning compared to boys. With this in mind, Agnes Irwin launched Access Golf, putting us at the forefront of the movement to make golf more accessible and approachable to girls. The keystone of the program is a state-of-the-art golf simulator named in memory of Andrew L. Lewis IV, P’08 ’09 ’14. This simulator is the first of its kind at an all-girls school in the area.

“The Access Golf program is the perfect addition to Agnes Irwin’s robust athletics and physical education programs,” said Athletic Director Courtney Lubbe.

“Access Golf will give more girls the opportunity to be introduced to golf at a younger age. I am thrilled that more AIS girls will have the chance to learn this exceptional sport and experience the benefits of golf.”

Shanu Kurd P`27 `31 `34, who was part of the Access Golf planning committee, remarked, “Playing golf builds resilience and integrity. It is a game of frustrations and disenchantment, sprinkled with moments of true discovery.”

“Introducing golf will build enthusiasm and an important foundation for the girls to play this lifelong game, which uniquely spans social and professional opportunities”

JIM LAWSON P’34 ’36

Members of varsity golf

Benefits of Learning Golf

• Golf teaches character, integrity, and essential life lessons.

• Golf opens the door to networking and social opportunities.

• Golf empowers girls – with hard work comes improvement and skill development.

• Golf promotes wellness – it is great exercise for the mind and body.

• Golf provides scholarship opportunities –more collegiate golf scholarships are available today than are being used.

From left: Chair, Board of Trustees, Anne Ford P’30 with her husband David, and Trustee Jim Lawson P’34 ’36

From left: Trustees Anthony Bennett P’32, Dr. Kareema Levetter Gray ’90, and Donta Evans, Rasheeda Wright (cousin of Kareema), Trustee Polly Warren Coxe ’77, and Assistant Head of School Dr. Elizabeth Rossini

Varsity golfer Zoey Moua ’27

Digest | LOWER SCHOOL

SCHOOL SPIRIT Let’s Go, Irwin’s!

Lower School girls are quick to master AIS spirit and pride! On the morning of AIS/EA Day, the annual Varsity athletic competitions between Agnes Irwin and Episcopal Academy, the LS girls participate in the much-loved Spirit Carnival, led by the fourth grade, where they do face paint, spirit nails, and are taught the AIS chants and songs by the Upper School girls.

FIELD TRIPS

Pumpkin Patch

The annual Kindergarten pumpkin patch trip is a highlight of fall! “It is exciting for the girls to travel off campus on a school bus,” said art teacher Trish Siembora. “It is a multi-disciplinary curricular event. In art, we make the pumpkin hats that they wear on the trip, and after the trip, we make a papiermâché pumpkin. They count pumpkin seeds in math and in social studies, they talk about life on a farm.”

CONNECTIONS

Friendships and memories are made on the Lower School playground.

STEAM

Web Wonder

This fall in the iWonder lab, the first grade worked in a 3D drafting program creating spider webs. “The girls learned about animal habitats in science class,” said Mary-Tyler Upshaw, LS STEAM Specialist. “Here in iWonder, we brought that learning to life by assembling 3D spider webs, attaching legs to bodies, and getting creative with their spider placements. The girls love to learn by doing and they see how to fix mistakes made along the way.”

On a visit to the Upper School, the Kindergarten posed with Head of School Sally Keidel in front of the portraits of former Agnes Irwin Heads of School and Headmistresses.

SPANISH ¡Nos encanta el español!

In celebration of October’s Bat Appreciation Month, third grade Spanish class students enjoyed a special class via Zoom with a science teacher and bat expert from Guayaquil, Ecuador. In a separate unit during Hispanic Heritage Month, LS Spanish class students learned about the concepts of heritage and legacy.

“They explored and shared something about their heritage,” said LS Spanish teacher Montse Nomdedéu. “The third and fourth graders completed ‘language portraits’ where they shared the languages they hear in their home and community as well as the languages they hope to learn.”

MENTAL HEALTH & WELLNESS A Note From MS Director Corey Willingham

Responding to the 2023 Girls Index findings, compiled from over 17,000 girls surveyed between 2022 and 2023, Middle School Director Corey Willingham remarked, “I remain steadfast in my belief that the Agnes Irwin Middle School is providing girls the knowledge, skills, and habits of mind to help them combat the statistics and thrive during their adolescent years.”

Data gathered showed that adolescent girls often lose confidence, experience increased academic and social pressure, and spend significant time on social media. Willingham continued, “We at Agnes Irwin know that care and learning go hand-in-hand in these critical years of development. Our Parliament program, engaging and thoughtful faculty and Deans, responsive curriculum, and a robust student support services team provide our students with social, emotional, and mental health support, and encourage positive relationship building with other students and adults. We are proud and wellequipped to be facing these issues head on here in our Middle School.”

ATHLETICS

ENGLISH Author’s Craft

COMPUTER SCIENCE Robot Petting Zoo

First quarter fifth grade Computer Science culmi nated in a robot petting zoo. This showcase featured each student’s imaginative creature, and many of them could respond to touch by wagging a tail or a trunk. Students programmed LED lights, servo motors, and sensors. They learned about inputs, outputs, conditionals, and loops, while using the engineering design process to construct a working robot out of cardboard and other household materials.

In James Bolden’s English class, students examined the enduring theme of identity in one of their core texts, When The Emperor Was Divine by Julie Otsuka. “They considered what questions of ethics arise from the mother’s choice to kill the dog, and why the author chose to obscure the names of her characters,” said Bolden. Additionally, students examined the specific strategies Otsuka used to connect the theme of identity to the “nameless” characters in the text. “Examining the author’s craft helps students read like a writer,” he said.

CONFIDENCE-BUILDING Step Right Up

The annual eighth grade performance of a one-act play offers our girls the opportunity to hone in on one of our Middle School Leadership Keys: confidence. This year, they performed Appropriate Audience Behavior by Ian McWethy. “When students get up on stage and share their creation with their peers, they experience increasing selfacceptance, overcome fears, and learn to appreciate one’s work and process,” said MS theatre teacher Clare Von Herstenberg.

Class of 2028 Middle School Student Council leaders: President: Colby Costa, Vice President: Natalie Burman, Arts: Emma Lee-Wirtz, Athletics: Olivia Bongiorno, Community Service: Avery Punchard, DEIB: Laila Caldwell, Co-Eco: Kitt Neel and Natalie Miller, Correspondent: Lila Walls ’29.

Middle School cross country team wins Inter-Ac meet

Digest | UPPER SCHOOL

The Director’s Chair

Award-winning screenwriter, director, and producer Susanna Fogel, who wrote and directed The Spy Who Dumped Me and who co-wrote the script for Olivia Wilde’s film, Booksmart, visited Senior Film classes. Her latest film, Cat Person, was released in October, 2023.

TRADITIONS

ENGLISH In a Barbie World

In his Critical Theory class, Dr. Colbert Root welcomed Dr. Emily Aguiló-Pérez from West Chester University to speak about the formative effects of Barbie dolls. In preparation for her visit, students read a chapter of her book, An American Icon in Puerto Rico: Barbie, Girlhood, and Colonialism at Play , and completed a project where they reimagined a Barbie doll to represent an alternative ideal to her usual appearance.

LEADERSHIP Student Council

From left:

The Honor Code

In October, the ninth graders signed the Honor Code, making them official members of the Upper School. “The Honor Code empowers you – when you act with honesty and integrity, you become the architects of your own experience. The Code is part of the Agnes Irwin culture that is shared among the girls of today and connects you to those who preceded you,” remarked Head of School Sally Keidel.

MATH Add It Up!

“There are about 75 Mathletes this year, which I believe is our biggest group yet,” shared US math teacher Elena Bertrand. In early December, the students with the highest average score from the season’s individual rounds attended The Philly Math League Olympiad at the George School.

ACHIEVEMENTS Seniors Recognized

Eight Agnes Irwin students were recognized for outstanding academic achievement by the College Board National Recognition Programs. Standing, from left: Osayamen Oraegbu ’25, National African American Recognition; Caroline Quirk ’24, National Merit Commended; Sophia Jackson ’24, National Hispanic Recognition; Rachel Avery ’25, National African American Recognition. Sitting, from left:

FIELD

HOLLYWOOD VISITOR

First row: Mia Karalis ’27, Freshman Class President; Helen He ’27, Olivia Lynch ’27; Second row: Bella Lowther ’26, Mason Hippler ’26, Sophomore Class President; Lucy Pierce ’26; Third row: GG Seibert ’25, Whitney Cuddeback ’25, Junior Class President; Grace Connelly ’25; Fourth row: Caroline Antik ’24, Alimah Jollah, ’24, Student Body President; Ashley Granson ’24, Maeve Cox ’24, Senior Class President

Orchie Hasan ’24, National Merit Semifinalist; Yalana Clarke ’24, National African American Recognition, National Hispanic Recognition; Alimah Jalloh ’24: National African American Recognition; Sophie St. Amand ’24, National Merit Commended.

The Class of 2025 in Philadelphia

SENIOR REFLECTION

“This picture was taken during a free first period so I was preparing for the school day. When I look back, my favorite class in Upper School was Bioethics taught by Ms. [Cheryl] Ellis. It was so engaging – we explored questions about our society, oftentimes relating to the medical world. I was always excited to go to Bioethics.”

AVERY THOMAS ’24

Faculty Focus with Trish Colclaser, Perper Fellow

Q&A

It is well known that every Agnes Irwin Upper School student wants to take a math class with Chair of the Math Department, Trish Colclaser – even if it means taking the most rigorous math courses. What’s her secret? “I believe in the importance of building relationships with my students — getting to know them outside of the classroom, seeing them shine on the field or the court or the stage, having conversations with them every day,” shared Mrs. Colclaser. “It is the connections you make and the support you show to each student that lifts them up even when the Calculus gets tricky.”

ANNE BULLOCK PERPER ’76 LEADERSHIP FELLOW

Trish Colclaser was recently named the second Anne Bullock Perper ’76 Leadership Fellow. “It is an incredible honor to be named the Perper Fellow, especially given all the incredible faculty members with whom I work,” remarked Trish Colclaser. The Perper family established the Fellowship Fund in 2019 to recognize teachers who instill a joy of learning, kindle an enthusiasm for knowledge, and spark dreams in their students. The recipient of the Perper Fellowship will have demonstrated teaching and leadership skills and have a profound impact on their students’ growth. It is an honor that can be held from two to five years.

Where did you grow up?

Malvern, PA. I went to Archbishop Carroll.

What was your first job?

Rita’s Water Ice

What was your favorite subject in high school?

Math! Specifically, Algebra 2 and AP Calculus.

What was your college major?

Math! I also have a Master’s in Mathematics.

Did you always know you wanted to be a teacher?

Yes. I used to “play school” in my basement with my big whiteboard.

What impresses you about the AIS faculty?

Their expertise and commitment to the girls.

YOU LOVE MATH!

“I do! I love the organization, the methodical problem-solving process, and the ability to discover new ways to solve problems.”

When you interviewed at AIS, what drew you to the school?

I taught a sample lesson for Elena Bertrand’s class and I still remember how engaged, attentive and welcoming the students were that morning. They weren’t even responsible for knowing the material after my lesson, but you would never have known. I was so impressed. I knew right away that I wanted to join the AIS community.

What is your favorite part of the school year and why?

Spring. There are so many opportunities to celebrate the girls. The energy is a little crazy but so fun!

Tell us something funny about AIS girls. I have never seen a community consume as many Strawberry Refreshers as they do.

What is your favorite spot on campus?

Standing on the hill watching a game on Phelps Field. The best.

What part of an all-girls education do you think is most beneficial?

An all-girls education empowers girls to take risks, become leaders, and develop confidence.

One piece of advice for every Upper School student?

Trust yourself and follow your own path. (And it’s really important to be well-rested. Get your sleep!).

Do you have a pet?

My dog Fraser is a black lab mix. We rescued him as a puppy and he brings us so much joy.

What is your morning routine?

5:15 a.m. alarm to ride the Peloton or walk my dog, get ready for school, make breakfast, fill a Yeti full of delicious hot tea and sneak out the door (often before my boys wake up!).

A favorite book?

Where the Crawdads Sing by Delia Owens

A favorite movie?

Impossible question!

Favorite lunch from SLC?

Do the warm cookies count?

What is your idea of perfect happiness in your life outside of AIS?

A long walk with a friend or with my dog, and dinner with my family after a busy day.

“I am passionate about teaching Agnes Irwin students! They are dedicated, driven, fun, caring, hard-working, and supportive of each other.”

Trish Colclaser, Perper Fellow

Quotables

“I hope to pay attention for a long time. I dream to be a famous artist.”

ELIZABETH WYATT ’34 ON HER HOPES AND DREAMS WRITING ASSIGNMENT

BOB KING, WAYNE CARES BOARD CHAIR

“AIS did a great job collecting for the Wayne Food Pantry. This was easily the most donations in our years of partnership. Special thanks to all the students who helped deliver and tote all the boxes upstairs.”

1,769 cans collected from US/MS/LS

“Agnes Irwin is a wonderful school that brings out the very best in girls.”

BRENDAN COX P’24

“The community at Agnes Irwin is what made me want to attend and why I love being a student here. There is something so unique about the connections you make at AIS.”

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What I am thankful for is my school. I get to learn and play.”

“AIS is one of the most militaryfriendly institutions I have encountered.

I

have been shown love by the Lower, Middle, and Upper Schools.”

“With a special Johnson & Johnson partnership, the volleyball and field hockey teams raised $4,661 for breast cancer awareness this fall.”

“My class of 1964 are still best friends. We have been Zooming since Covid. We continue to share our ups and downs and support our classmates with love and friendship.”

COOKIE QUIRK ’24, NOVEMBER, 2023, MAIN LINE TIMES STUDENT OF THE WEEK

SARAH LAWRENCE, VARSITY VOLLEYBALL COACH

COLONEL ART JENKINS P’28

ALYSSA JAMES ’34 AT THANKSGIVING (DAUGHTER OF ALISON DILLIHAY-JAMES ’00)

SANDY BLYNN ’64

Tabby Jenkins ’28, Colonel Jenkins, Middle School Director Corey Willingham

From left, 1964 classmates Joan Carlisle, Daille Reeve Sharpless, Sandy Blynn, Lynne Fort Reynolds

Visual & Studio Arts

WISE AS AN OWL

The sixth graders created charcoal drawings of owls, paying attention to shape, texture, pattern and value, and exploring ways to make different pressure marks with charcoal and color. Middle School art teacher Keri Farrow said, “I chose the owl not just because it is our mascot, but that is who we are — owls represent wisdom and they are observers of the world. As Agnes Irwin owls, we are wise women of the future.”

Top row, from left: Anya Wong, Emma Lin, Aamiya Monga, Natali McCune. Second row, from left: Margaret Duckett, Lucia Rhoads, Isabelle Steinhauer. Third row, from left: Maggie Lewis, Lucy Leo.

Bottom row, from left: Maggie Leonard, Rose Gill, Sydney Moritz.

Performing Arts

A Star Turn

Agnes Irwin’s Upper School Theatre Director, Sarah DeNight, Leads a Confident Cast and Crew in the Fall Production of Freaky Friday

Just before Thanksgiving, the Upper School performed Freaky Friday to packed audiences and thunderous applause. “Freaky Friday was on my radar for a while,” says Upper School Theatre Director Sarah DeNight. “It’s rare to find a show with one strong female lead, let alone two!” The cast and crew of Freaky Friday loved the catchy music in the show and the collaborative nature of the story. Their favorite song? “I’d have to say ‘Busted’ was the majority favorite,” said DeNight. “I loved that the ensemble actors took on a few different roles throughout the performance which allowed everyone a chance to shine,” she said.

As for the benefits of participating in Agnes Irwin musicals, girls gain artistic skills, learn to collaborate, manage their time, trust their instincts, and find creative solutions to problems. “The students build skills in singing and dancing, challenge themselves with difficult harmonies, design and create multiple pieces, and push themselves to bring the musical to life,” said DeNight. More than anything, she said, the cast and crew gain confidence working on the play, remarking, “It is an incredible feeling to work hard creating something worthwhile.”

1. L-R Chase Griffin ’26, Olivia Stroup ’26, Zandi Gardiner ’26, Raylin Meyers ’27, Kaya Davis ’27. 2. Eden Rhodes (sister of Shelby Rhodes ’27), Julia Halpern ’24. 3. L-R Emily McCarthy ’26, Oona Hastings ’24, Kaila Barnes ’24, Kaya Davis ’27. 4. Ava Guerriero ’24, Julia Halpern ’24. 5. L-R Emma Justi ’24, Oona Hastings ’24, Julia Halpern ’24, Kaila Barnes ’24. 6. L-R Charlie Cutle ’24 (The Shipley School), Shelby Rhodes ’27, Ava Guerriero ’24. 7. Julia Halpern ’24, Liz Storrer ’26, Jake Santoro ’25 (St. Joseph’s Prep School). 8. Members of the cast sing. 9. A Freaky Friday dance number. 10. Stage crew poses with tools of the trade.

celebrating the 2023 Athletic Hall FAMEof

The 9th class of inductees, from left: Elise Artelt ’60, Lexie Somers ’07, Petrina Burnham Branch ’81, Josselyn Rimel Delussey ’97 & Liz Bergen (coaches), Janet Bartholdson Fry ’06, Natalie Jones Brennan ’05, Sharon Tinari Pratt ’89, Shannon McBride Zeller ’91, Elise O’Connell ’95.

“YourepresentthefinestinAgnesIrwinathletics,”

Head of School Sally Keidel extolled the 9th class of the Agnes Irwin Athletic Hall of Fame on November 11, 2023 as the women were presented for induction. Thanking the new class of inductees for their significant contributions to the school’s athletic program, Keidel lauded the women for paving the way for the Agnes Irwin athletes of today.

The AIS Athletic Hall of Fame was established in 2004 to celebrate and preserve the rich tradition and history of athletics at Agnes Irwin. With athletes originally inducted every two years, the 2023 ceremony marked a return to the cycle disrupted by the pandemic.

ELise artelt '60

AIS Field hockey, basketball, and softball

“ “

AIS in the 1950s had an incredible coaching staff. Mrs. Dot Laskey, our field hockey coach, was my inspiration at Irwin’s. More important than being a great coach was how she supported the individual, advocating for and building athlete confidence on and off the field.

AFTER IRWIN’S: PENN STATE UNIVERSITY

Elise participated in an incredible five sports at Penn State during the pre-Title IX era. She played field hockey, tennis, lacrosse, basketball and softball. She won the Queen of Hearts Award her senior year at Penn State, an athletic competition involving fifty athletes in ten different events.

Cici Curran, Class of 2024 and captain of the squash and golf teams, introduced Elise, her cousin, at the celebration. Cici recognized the tenacity of women who competed as pre-Title IX athletes when few opportunities were available for women than there are today, sharing, “I’d like to thank Elise and all of the women athletes who laid the groundwork and persevered in the earlier days for women in sports so that I, and many other women, have access to the same opportunities [as men] to play collegiate sports at the highest level.”

petrina burnham branch ‘81

AIS Field hockey, basketball, and lacrosse

I really enjoyed playing sports at Agnes Irwin. I learned a lot from competition and from being a team player. It was a tremendous experience and it opened up opportunities for me to play at Harvard where I also got to play with three Agnes Irwin teammates, Lili Pew ’80, Leelee Groome ’83 and Kelly McBride Atkins ’83.

AFTER IRWIN’S: HARVARD UNIVERSITY

Trina played field hockey and lacrosse at Harvard University, earning All-New England lacrosse honors her sophomore year. Trina and her teammates captured the Ivy League Lacrosse title in each of her four collegiate years.

Courtney Lubbe, AIS Athletic Director, introduced Trina and shared a memory from Francie Blynn Baxter ’79, who played collegiate field hockey and lacrosse at Dartmouth College. Remembering competing against her former AIS teammate, Francie shared, “Trina was a gifted athlete on the lacrosse field and basketball court. Her gentle nature was disarming as she overwhelmed our opponents with her speed and power.”

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ELise o’connell ‘95

AIS squash

I had an absolutely excellent education at Agnes Irwin. I thrived in the nurturing and loving atmosphere, and was well prepared for college.

Elise played varsity squash at Princeton University in the #2 spot throughout her collegiate career. She served as captain from 19971999, during which time the Princeton team won the National Championships twice. She earned All-Ivy and All-American honors in each of her four years and was named an All-Ivy League Academic Honors Selection for Women’s Squash for two years. Her legendary Princeton coach Gail Ramsay introduced Elise, calling her a player who always led by example. Gail expressed gratitude for Elise’s impact on her as a coach and a leader, saying, “I learned a lot from Elise during our four years at Princeton. I saw what strong leadership could do to mold a group of young women together as they worked towards common goals.”

shannon mcbride zeller ‘91

AIS Field hockey, basketball, and lacrosse

sharon tinari pratt ‘89

AIS Field hockey, basketball, and lacrosse

I could see how dedicated our coaches at Agnes Irwin were to our teams. What I wasn’t aware of at the time was that this group of women was instilling important character traits in me, like sportsmanship, leadership, coachability, and expectation management.

Sharon played lacrosse at Fairfield University as a four-year member of the school’s lacrosse team in its earliest years.

Lauren Mattson ’89 described playing sports with her friend Sharon, sharing, “Sharon had all the moves plus the heart of a lion. I was fortunate to be Sharon’s teammate. She motivated and inspired us all with her advanced technique, her knack for strategy, and the way she could psych us up.”

Agnes Irwin provided me with the most incredible friendships, an amazing education, and the confidence as a young girl that has served me well in life. My older sisters went to Irwin’s and I could not wait to come to this school, wear the athletic uniforms, and play sports for AIS.

AFTER IRWIN’S: UNIVERSITY OF VIRGINIA

Shannon went on to play field hockey and lacrosse at the University of Virginia, before turning her attention to coaching lacrosse for two years at Charlottesville High School.

Teammate Erin Olivier Bacon ’93 shared, “In my four years, no one came close to having Shannon’s talent. Maybe someone had more goals or was faster, but Shannon’s game was different — elevated, smarter, more skilled, and we all knew it.”

2005 varsity quad boat

“These athletes were special in what they brought to the boat and what they embodied. They embodied what I as a coach always hoped to instill in athletes – a relentless drive to do their absolute best. They led our entire crew team that year with their impressive rowing and great attitudes.

The Varsity Quad won five gold medals at major races that spring – the Scholastic National Rowing Championships, the Stotesbury Regatta, the City Championships, the Inter-Ac Championships, and Mercer Lake Sprints, making them the first crew in AIS history to have an undefeated varsity season.

Libby O’Toole Osborne ’05 shared, “Our boat taught me to have mental toughness and stamina for really hard things. When I was in law school at Georgetown and studying for fourteen hours straight during finals, I often reflected to myself that the only way I had the psychological endurance was because of that boat. To this day, I credit any grit I have to the experience of being a part of the boat.”

Natalie Jones Brennan ’05 said, “The trust and care we had in one another was the underlying thing that I believe was the secret to our success.”

Janet Bartholdson Fry ’06 shared, “I am so proud to have been a part of this truly special boat and wonderful group of girls, just as

I have been proud to have been a part of the Agnes Irwin community for so many years.”

Alexandra (Lexie) Somers ’07 said, “While the medals were great, I am most grateful for the life lessons I learned while rowing at Agnes Irwin. The importance of teamwork, having a strong work ethic, loyalty, and the confidence to achieve great things.”

AFTER IRWIN’S

All four student-athletes went on to successful college careers. Libby O’Toole Osborn ’05 went on to row at Boston College while Natalie Jones Brennan ’05 continued as a member of Trinity College’s crew team. Lexie Somers ’07 rowed at Boston University and Janet Bartholdson Fry ’06 at Duke University. Natalie was inducted into the Hall of Fame as an individual athlete in 2018.

COACH JOSSELYN RIMEL DELUSSEY ’97

Natalie Jones Brennan ’05, Janet Bartholdson Fry ’06, Elizabeth O’Toole Osborne ’05, Alexandra Somers ’07; Liz Bergen and Josselyn Rimel Delussey ’97, Coaches

Athletics

FIELD HOCKEY

Head coach: Nicole Gerdes

Overall record: 13-8-1

Captains: Ali Gerber ’24, Maggie Mullen ’24, Charlotte Roe ’24

IAAL 1st Team: Caroline Chisholm ’25, Kate Sharkey ’24

IAAL 2nd Team: Gabby Lee ’27, Ali Gerber ’24

JV Overall record: 13-4-3

FALL CREW

Head coach: John Hayburn

Captains: Kate Jasinski ’24, Claire Lingle ’24

Navy Day Regatta: 1st in the Girls Junior Double (Emilia Cacciavillani ’25, Claire Lingle ’24)

Hidden River Chase: 1st in Girls Junior 2nd Single (Alexandra Pierce ’27), 1st (Ava Kennedy ’25) and 2nd (Kate Jasinski ’24) in Girls Junior Single, 1st in Girls Junior Double (Emilia Cacciavillani ’25, Claire Lingle ’24), 1st in Junior Girls Quad (E.Cacciavillani ’25, K.Jasinski ’24, C.Lingle ’24, A.Kennedy ’25)

SOCCER

Head coach: Namit Deshpande

Overall record: 10-4-1

Captains: Abby Ballinger ’24, Campbell Collins ’24, Lily Fusco ’24, Payton Quinones ’24

IAAL 1st Team: Abby Ballinger ’24, Payton Quinones ’24

IAAL 2nd Team: Lily Fusco ’24, Dylan Ohm ’28

JV Overall record: 4-5-2

CROSS COUNTRY

Head coach: Steph Hogan

Captains: Chloe Costello ’24, Elise Gill ’24, Blair Fox ’25

IAAL 1st Team: Avery Brennan ’26, Maggie Dooley ’27

IAAL 2nd Team: Blair Fox ’25

4th at Inter-Ac Championships, 5th at PAISAA Championships

VOLLEYBALL

Head coach: Sarah Lawrence

Overall record: 5-10

Captains: Grace Getz ’25, Priya Johnson ’25, Ella Zwilling ’24

IAAL 1st Team: Ella Zwilling ’24

Career statistic: 1000 Digs –Ella Zwilling ’24 vs Notre Dame

JV Overall record: 1-12

CONGRATULATIONS!

Fourteen Agnes Irwin student-athletes will play their chosen sport in college next year: Front row, from left: Cici Curran, Georgetown University, squash; Maggie Mullen, University of Richmond, lacrosse; Ali Gerber, Providence College, field hockey; Elle Brady, Villanova University, lacrosse; Claire Lingle, University of Virginia, rowing; Abby Ballinger, University of Vermont, soccer. Back row, from left: Ella Springer, Johns Hopkins University, lacrosse; Lily Fusco, Ithaca College, soccer; Amelie Matuch, Bowdoin College, squash; Maeve Cox, Lafayette College, lacrosse; Charlotte Roe, Babson College, field hockey; Amy Walsh, University of Richmond, tennis; Olivia Daniels, Catholic University, lacrosse; Molly Chorin, Harvard University, lacrosse.

TENNIS

Head coach: Suzanne Olson

Overall record: 10-7

Captains: Addison Dash ’24, Ella Springer ’24, Amy Walsh ’24

IAAL 1st Team: Amy Walsh ’24

IAAL 2nd Team: Emma Harmelin ’27, Gigi Seibert ’25

JV Overall record: 13-1

Go Owls!

19TH ANNUAL AIS/EA DAY

Spirits were high for the annual athletic competitions in field hockey, soccer, tennis, and cross country. While AIS did not bring home the banner, our amazing athletes demonstrated drive, resilience, and sportsmanship.

As always, the day brings the entire school together — there is no contest for the Agnes Irwin community.

Wellbeing

SPEAKER

Minding Your Mind

In October, Minding Your Mind (MYM) visited Agnes Irwin to talk to the Upper School about the importance of mental health as an integral part of overall wellbeing. “MYM’s goal is to reduce the stigma and destructive behaviors often associated with mental health issues,” said Kristen Harootunian, a MYM speaker. “Our programs center around prevention through education.”

Kristen shared her personal story of surviving traumatic childhood experiences, including depression, early substance abuse, and her mother’s suicide. She emphasized to the Agnes Irwin students that learning how to address mental health issues is key to wellbeing. “We should all have five coping skills ready to help us move through whatever we are feeling,” Kristen said, continuing, “I like to write down what I’m feeling in the moment when I am upset. Others like to deep breathe, exercise, listen to music, or talk to a parent, coach, teacher or counselor. Do whatever it takes for you to create a space between the crisis and what you are feeling.”

To Kristen, speaking at all-girls schools was a welcome opportunity. “As women in this world, we often find ourselves having to prove ourselves twice as hard, and feeling a sense of necessary perfectionism,” she said. “At an all-girls school, it’s nice to know I can speak freely. Women tend to really understand each other.”

CONNECTIONS

Middle School Mix It Up Lunch

The Middle School will host four to six Mix it Up lunches over the course of the school year, during which girls are assigned to tables with students with whom they do not typically sit for lunch. “These lunches encourage new friendships, empathy, and inclusive lunchroom behavior,” said Middle School Director Corey Willingham. “I am always proud to see how the girls engage in friendly conversation and discover ways that they are connected.”

MILESTONES

10 Years of Yoga

Reiki master and teacher Kathy DiGiorgio has been teaching yoga to Agnes Irwin Upper School students as a fall sport for ten years. “I can’t believe it has been 10 years! It’s been such an honor to bring yoga to the AIS students,” shared Kathy. “Yoga has changed my life in so many ways. I am so grateful to share this gift with the beautiful, young women at AIS.” During her course, the student-yogis learn how practicing yoga strengthens the body, improves flexibility, and calms the mind. “The Agnes Irwin girls absolutely love yoga. We breathe, move, balance, laugh and support one another – literally, in partner yoga!” shared Kathy.

CURRICULUM

“Agnes Irwin walks the walk – the girls were really connected during my presentation. It was clear to me that they felt safe to be emotionally vulnerable at their school.”

KRISTEN HAROOTUNIAN

The AIS Wellness Wheel

Starting in the first grade, Agnes Irwin girls learn that wellness is a prioritized part of their personal growth and journey. “The goal of the wellness curriculum is to ensure that students learn and embrace healthy habits to achieve balance and happiness in their present and future lives,” said Michele Kane, Chair of the Physical Education and Wellness Department. “We teach that wellness lives in all of us and through the dimensions – emotional, financial, physical, social, occupational, environmental, intellectual, and spiritual.” This fall, Agnes Irwin formalized the AIS Wellness Wheel (pictured above), with Upper School girls providing input throughout the design process.

Center for the Advancement of Girls

GUEST INSTRUCTION

Morgan Stanley Financial Literacy Curriculum

Middle and Upper School girls have been learning about financial literacy, thanks to a special CAG partnership with Will Mundy P’28 ’32, a Morgan Stanley Senior Vice President and member of a 2023 Forbes Best-In-State Wealth Management Team. Using Morgan Stanley curriculum modules, Common Cents and Money Moves, the girls heard from volunteer teams of financial advisors, business strategy managers, and risk officers about investing, budgeting, giving, saving, entrepreneurship, and how managing money is an essential life skill that should be developed at an early age, especially in girls.

“Research shows that, on average, men tend to be responsible for long-range financial planning despite women playing a predominant role in the day-to-day management of household expenses,” said Alison Monzo, Director of Programs in the CAG. “It is important for our girls to understand how to manage finances and develop confidence in the skills necessary to make smart choices that support the future they envision for themselves.”

Middle School

5th and 6th grade girls talked about the value of money — how they get it and how they can use it as a tool to achieve their goals. Students created money diaries to track how much they spend on things, and took a quiz to find out about their “money personality.”

Upper School

9th-12th grade girls broke down their incoming and outgoing totals for the month. They looked at how much they were saving and identified areas where they could scale back.

ATHLEADS LEADERSHIP DEVELOPMENT SEMINAR Wellbeing and Balance

Now in its seventh year at Agnes Irwin, AthLEADs, a collaboration between the CAG and Athletic Department, is a leadership development seminar series for student-athletes designed to explore leadership traits that are transferable to the playing fields and to future career pursuits. This fall, Dr. Kamali Thompson, an orthopedic surgery resident and retired U.S. Olympic fencer, conducted a seminar focused on wellbeing and balance for student-athletes. Given that Dr. Thompson will be joining the 0.6% of African American women in orthopedic surgery, she is keenly aware of the skills needed to achieve goals while maintaining balance. She highlighted five key traits she developed from fencing that were critical in advancing her education and career in medicine: tenacity, grit, time management, leadership, and teamwork. “Our girls are high-achieving and ambitious in all areas of their lives,” said Alison Monzo, Director of Programs in the CAG. “Dr. Thompson talked about the reality of having to manage a demanding schedule, expectations, and also the importance of striking a balance that allows for rest, recovery, and growth.”

“94% of women who hold C-suite positions are former athletes.” ERNST & YOUNG (2016)

The Agnes Irwin Internship Program

A recent study found that teen girls’ confidence peaks at age fourteen and declines as they get older, with only 23% of eighteen-year old girls describing themselves as “confident.” However, the silver lining from the research is that access to mentorship can help close the confidence gap, with 86% of girls surveyed reporting that mentorship would improve their overall confidence.

With this in mind, the Agnes Irwin Internship Program is in the planning stages and will officially launch at the start of the 2024-2025 school year. “The mission of the Internship Program is to create connections between Upper School students and local businesses and nonprofits for the purpose of facilitating internships that will lead to meaningful career development experiences,” shared Vanessa

Babinecz, Director of Strategic Partnerships and Experiential Learning. “Internships and on-the-job experiences will help our girls learn about the workforce, identify and explore areas of interest, and help them make connections with adults who will guide them in positive ways,” she said. Internships will be open to all juniors and seniors (age sixteen and older), with both short-term or long-term options being offered. The program will also offer students help with resume-building, cover letter skills, organizational methods, executive functioning, and interview skills. “We are extremely excited about the potential for the Internship Program. Our goal is for this to be a sustainable program for the school. We will aim to start small and grow from there!” said Babinecz.

Interested in providing an Agnes Irwin student with an internship?

Or, are you willing to reach out to local businesses and nonprofits to help identify internship leads? Contact Vanessa Babinecz, Director of Strategic Partnerships and Experiential Learning; vbabinecz@ agnesirwin.org

FACING FORWARD

THE AGNES IRWIN APPROACH TO DEVELOPING HISTORICAL THINKING FOR THE NEXT GENERATION

AUTHORS

Dr. Elizabeth Rossini

Assistant Head of School

Jake Greenberg

Chair of the History and Social Sciences Department

Krysta Zadroga

Middle/Upper School History

Lauren Mayer Sweetser ’08

Middle School History

Caitlin Sweeney ’99

Lower School Social Studies

Curriculum Coordinator, Fourth Grade Teacher

Every school has a set of purposes and priorities for its students, such as mastery of an evolving core curriculum, building varied skill sets, and developing habits of success, among many others. As we enter 2024, these essential purposes remain foundational at Agnes Irwin, yet we are keenly aware that our graduates are navigating an increasingly complex and uncertain world. Educating students to meet the challenges of their time requires a dynamic learning environment. Ongoing, behind-the-scenes curriculum development supports this work by finding the sweet spot where effectiveness and engagement intersect.

PHOTO CREDIT: BRIDGETT WOODY P’27

in process

CURRICULUM DEVELOPMENT IN HISTORY/SOCIAL SCIENCE

In the past year, the AIS PreK to 12 academic team meticulously reviewed the history and social science curriculum through the lens of addressing the skills and qualities our girls will need in the future. Strong critical thinking skills associated with history, civics, geography, and economics are necessary tools for our girls to be future-ready and globally-minded. Teachers balance the rigor and relevance of the curriculum to spark students’ interest while meeting stated learning outcomes. Defining the building blocks in these disciplines through the Lower, Middle, and Upper Schools empowers teachers to help students learn the transferable skills they need at every developmental stage – each step informing the next. Ultimately, our students become not just informed individuals, but critical thinkers, active participants in their communities, engaged citizens, and lifelong learners.

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Our students become not just informed individuals, but critical thinkers, active participants in their communities, engaged citizens, and lifelong learners.

TEACHING CRITICAL THINKING AND CIVIL DISCOURSE

The mission of the AIS Department of History and Social Science is to “explore the remarkable depth of the human experience, equipping [our] students with the skills and tools needed to navigate an interdependent and increasingly complex world. As active agents of history, they form a personal connection with the past and leverage their skills in critical thinking, ethics, leadership, and storytelling to affirm and understand peoples and cultures different from their own.”

With these goals in mind, our faculty re-emphasizes the importance of thinking for oneself and forming one’s own ideas and opinions by examining claims, scrutinizing evidence, and engaging in thoughtful analysis. We are actively teaching girls not what to think, but how to think. In our commitment to fostering responsible and thoughtful individuals, the principles of civil discourse are also emphasized time and again. In a diverse society, it is crucial for our girls to engage in respectful dialogue, especially when faced with differing perspectives.

skill 1

skill 2

BUILDING A FUTURE-READY TRANSFERABLE SKILL SET

Another key part of the curriculum development process was identifying the transferable skills that our students should master in order to engage in more challenging, technical reading and to develop their proficiency in informational and argumentative writing.

Argumentation, Evidence, Causation

In order to construct a persuasive and wellsubstantiated point of view, the girls learn how to cultivate argumentation, properly and ethically use evidence, and understand the concept of causation. With these skills, they gain an appreciation for the complex cause and effect that underlies historical and societal developments.

Sourcing, Evidence, Corroboration, Perspectives

Ethical sourcing, evidence analysis, corroboration, and the identification of multiple perspectives help our students critically evaluate sources and consider multiple viewpoints. These practices not only enhance their understanding of historical events but also equip them with the tools needed to navigate the information-rich landscape of the modern world.

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skill

Historical Interpretation, Contextualization, Chronological Reasoning

Agnes Irwin students learn to place historical events and developments within broader contexts which equips them to understand how various factors interplay over time. This skill is crucial for making sense of the intricacies of history and society, to draw meaningful conclusions from historical data and to see the links between past and present.

THE PRE-K TO 12 HISTORY/SOCIAL SCIENCE in action

Lower School

This school year, social studies was reintegrated into the Lower School homeroom classes using the program InquireEd which is an inquiry-based approach, allowing students to engage in authentic investigations. They make real world connections developing key transferable skills to include use of evidence and understanding causation as they begin to understand the complex web of cause and effect that underlies historical and societal developments.

The fourth grade began the year investigating the question, “How should we use the natural resources of The United States?” In our first inquiry, the girls defined what natural resources are, investigated regions of the United States, learned about sustainability, explored the use of natural resources, and used real life national events, such as the Dust Bowl, as case studies. They concluded the unit with a call to action in which they shared what they learned throughout the inquiry and considered changes that could be made. Students made 3D replicas of natural resources in particular regions, 2D graphic designs and artwork, and public service announcements with written brochures.

Middle School

Throughout their four years in our Middle School, history students at Agnes Irwin begin to see the threads that connect societies across time and place. By the time they are approaching the Upper School, they have a firm grasp of history’s role in shaping a diverse and interconnected world, and a mastery of foundational research and writing skills. They understand the global impact of historical developments and recognize the shared human experiences that unite diverse cultures.

Starting in fifth grade, students begin to understand the history of civilization. The first significant research project centers around mythology in ancient civilizations – the girls learn how to identify credible sources, create a formal bibliography, and synthesize their work into a formal presentation. In the sixth grade, the curriculum is designed to integrate history with the arts as the curriculum builds towards an end-of-year Medieval Day performance that showcases their year-long endeavor to broaden their perspectives. In seventh grade, students explore the interconnection of world cultures, enhancing their global perspective and cultural understanding. This paves the way for the eighth grade, where students are given increased project choice and independence, which allows them to engage deeply with topics such as immigration and civil rights.

in practice

Upper School

The Upper School history curriculum emphasizes critical thinking and research methods, among many other skills, while aiming to equip students with the skills to analyze sources and navigate biases in the age where students increasingly rely on social media for their information.

Our curriculum explores a wide range of cultures and historical events, while recognizing the value of student choice in cultivating engaged, lifelong learners. Ninth-grade Global History I culminates with a deeper look at 19th-century imperialism. Students choose a method to demonstrate their knowledge such as a poster, magazine article, social media account, or a TED talk. In Global History II, tenth grade students examine many sources and develop arguments to prepare for a mock trial on the Russian, Mexican, or Chinese Revolution to explore the question: “Do revolutions fulfill their promises and live up to their ideals?” By eleventh grade, students are digging deeply into American history, and in one unit, explore historical memory and monuments. In another, they pick a counterculture movement to research and become an expert in to share with the class via infographics.

Finally, our Honors Capstone program offers any eleventh or twelfth grade student the chance to delve into scholarly work on a chosen topic and write an extensive research paper that they then connect to an urgent local or global problem and propose a solution to share with the AIS community. Some previous topics have included: Protesting Asian Beauty Standards (History of Women’s Protest and Human Rights), Nazi Linguistics and the Danger of Language Prescription (Rise of the Third Reich and the Holocaust), and The Chinese Belt and Road Initiative: Failures and its Impact on Geopolitical Stability (International Relations).

“Our curriculum explores a wide range of cultures and historical events, while recognizing the value of student choice in cultivating engaged, lifelong learners.

The impact of our curriculum strategy is not merely theoretical; it’s tangible. It can be seen in the thoughtful discussions of our students, the projects they undertake, and the depth of understanding they exhibit. Our impact is measured in the growth of individuals who emerge from our school not just with knowledge, but with the ability to think critically, respect diverse perspectives, and contribute meaningfully to the world.

Women of Impact

With the Agnes Irwin 2023-2024 school year focused around our newest Core Value, Nurturing Passions and Wellbeing, we talked to four alumnae who embraced a passion — and went for it.

“The Smithsonian is like its own university. It’s heaven in the museum world. We have been able to present African Art in a way that has changed some of the conversation from a traditional American context. I’ve loved being part of that change”

DR. KAREN ELIZABETH MILBOURNE ’88

PHOTO CREDIT: TRISTAN WILLIAMS

Women of Impact

Art Museum Curator

DR. KAREN ELIZABETH MILBOURNE ’88 CURATOR AND MUSEUM DIRECTOR WASHINGTON, D.C. AND CHARLOTTESVILLE, VA

Dr. Karen Milbourne ’88 has been in the same field her entire career. “During my freshman year in college, I took a class in African Art History, and something clicked. I found it fascinating to learn about a part of the world I knew nothing about. It deeply resonated with me.” She created an undergraduate independent major in African Studies at Bryn Mawr College, studying at the University of Nigeria in Nsukka during her junior year. She earned her doctorate in art history from the University of Iowa and was on a tenure track at the University of Kentucky when she left for the Baltimore Museum of Art, becoming associate curator of African art.

For the past 16 years, Karen, who has received numerous honors and awards, including a prestigious Fulbright Fellowship, has been at the Smithsonian National Museum of African Art where she has overseen the curation of archives, collections, and publications and worked extensively with the arts of western Zambia and contemporary African art. Currently a Senior Curator and Acting Head of Knowledge Production, Karen describes working at the museum as a dream come true. “The Smithsonian is like its own university,” she

reports. “[It’s] heaven in the museum world — a dream to work with my colleagues and to have had the opportunities it presents. We have been able to build platforms to present African art in a way that has changed some of the conversation from a traditional American context. I’ve loved being part of that change.”

Karen has always looked for change, seeking to learn things she knew nothing about. Calling Dr. [George] Barnett, former Head of the AIS History Department, “the best teacher I ever had,” she remembers the way he structured class to present opposing points of view, finishing with his pointed “you decide” callout to the class. “He was teaching us to think and consider a different view of the world.” Similarly, she points to Mrs. [Pat] Tricky’s American Studies CORE assignment. “We wrote policy papers and had to choose a country we weren’t familiar with. I chose Zambia, which is where I ended up doing my doctoral work. The ten years I spent at AIS were formative.” She also gave “a shout out to [tenured AIS French teacher] Mme [Rita] Davis, who always came to my exhibits at Bryn Mawr College.”

In late January 2024, Karen will become the J. Sanford Miller Family Director of The Fralin Art Museum at the University of Virginia. Working in the current building until a new one is built, she and her team will be envisioning an entirely new Arts Center which will partner with the Kluge-Ruhe Aboriginal Art Collection to center indigenous perspectives and with the performing arts departments to think with the arts across disciplines. Building a museum from the ground up will allow for a space that will amplify artists’ vision, conceive of how ritual and performative interaction with art happens, and create an experience for artifacts to be displayed and interacted with in ways consistent with cultural customs.

“It’s incredible to like – or love – what you do. I want more hours in the day and days in the week, both for my family and my job. Working strategically with others to think differently about the world doesn’t feel like a job; it is a vocation. And that feels like a gift.”

Karen’s excitement about this compelling and rewarding opportunity is matched by her awe of the community of thinkers and leaders at UVA. She recalls remarkable experiences in her career, including time spent during her study abroad with El Anatsui, Ghanaian sculptor and one of Time magazine’s 2023 100 most influential people. “Here he is, now one of the foremost contemporary artists in the world, just had a show at the Tate Modern, and I hung out with him decades ago while studying abroad. It’s remarkable in retrospect.” She continues, “It’s incredible to like – or love – what you do. I want more hours in the day and days in the week, both for my family and my job. Working strategically with others to think differently about the world doesn’t feel like a job; it is a vocation. And that feels like a gift.”

At the opening of her exhibition, “From the Deep: in the Wake of Drexciya” on April 28, 2023, Karen poses with Ayana V. Jackson (left), American photographer and filmmaker, known for her focus on contemporary Africa and the African diaspora, and artist Siwa Mgoboza (right), whose work deals with the exploration of the globalized African sense of self.

Urban Planning & Design

CORINNE ODOM ’13 PROJECT PLANNER AT PLACEWORKS LOS ANGELES, CA

Corinne Odom envisions a world where urban planning is not a necessary discipline. “Ideally, residents themselves would decide what they need and want in their communities to improve their quality of life,” said Corinne. “However, people generally don’t have the knowledge or time to participate in the often complicated process of planning their communities.”

While Corinne pushes toward that ideal world, she works as a Project Planner at PlaceWorks, a California-based consulting firm that specializes in urban planning, design, and environmental services, where she conceptualizes ways to optimize communities’ quality of life.

Urban planning is the umbrella term used to describe the development and design of urban areas to meet the needs of a community, drawing from disciplines ranging from architecture, engineering, and economics to sociology, public health, and finance. Urban planners consider public transportation, parks, housing, open spaces, to name just a few. Corinne’s most recent project is in South Los Angeles County where “we analyze all the vacant land and lots to make recommendations for future public park locations.” A litany

of factors are considered. For example, is a particular lot owned by the city or by a private owner? Is it located near a transit stop? Could it accommodate a pool, dog park, benched seating area, or tennis courts? What types of spaces have the residents said would make their city a better place to live? “Ultimately, we explore whether a particular lot could realistically host the desired outcome,” said Corinne.

Planning is not always a straight line, Corinne reported. “Everyone can get on board with a park! But there are aspects of planning that are met with more resistance, often from a place of prejudice, racism, and classism, especially when it comes to housing. Oftentimes, people who vocalize their resistance to housing development proposals have so much more sway than the people who might benefit from them.” Sustainability and conservation also pose a delicate balance. “We look at whether projects are energy efficient and if they might have a negative impact on the environment,” said Corinne. Recalling urban park projects she has worked on in Memphis, Tennessee, and Austin, Texas, she shared, “Both these parks had extremely valuable natural resources, an old-growth forest and ecologically rich natural springs, respectively. We sought to make recommendations for the parks’ futures that continued to make them accessible for visitors’ recreational use, while also protecting the parks’ natural features and habitats. ” More complex still, she asserted, are issues of environmental justice and land contamination, particularly in urban areas with former industrial activity, which are often located in or near to lower-income communities.

So, just how did a girl from Agnes Irwin find her way to solving land use problems? “I loved my Spanish classes at Agnes Irwin so much that I majored in Spanish in addition to Foreign Affairs at the University of Virginia,” she shared. “That love of Spanish led me to a semester abroad in Barcelona, Spain. It was in Barcelona that I first noticed how things like good public transportation and beautiful park spaces greatly enhanced my quality of life and made living in a city exciting and spontaneous. It really made an impact on me.” A term at Harvard’s Graduate School of Design in architecture, landscape architecture, and urban planning, and a UCLA Master’s in Urban and Regional Planning later, Corinne found herself having built an interest and career that stemmed organically from experience and curiosity.

“I attribute much to the experiential learningstyle at Agnes Irwin, where we often learned outside of the standard classroom material and format. I saw how an interest could develop into something real and tangible.”

For now, Los Angeles gives Corinne plenty to pique her curiosity. “LA is an ideal place to study and work in urban planning. We have every issue here – environmental injustice, homelessness, inequity in park and public transportation access, the accelerating impacts of climate change. I continue to be curious about what people want in the places where they live. Of course, what a community wants varies across cultures and places and time. There is so much variety in what communities can look like and how we can make them better.”

Corinne in Los Angeles, December, 2023

Women of Impact

Gender Lens Impact Investing

KELLY COYNE BALDONI ’07 HEAD OF GLOBAL WOMEN’S STRATEGIES AT IMPAX ASSET MANAGEMENT PHILADELPHIA, PA

Money may make the world go round, but if Kelly Coyne Baldoni ’07 has her way, well-invested money will make the world better. As Head of Global Women’s Strategies at Impax Asset Management, Kelly oversees distribution for the Impax Ellevate Global Women’s Leadership Fund, a large U.S. public equity fund focused on advancing gender equity. “Impact investing is the idea that you can invest your money to create a positive impact on the world,” she explained. “For example, by putting your money in companies that align with your values or passions — whether it’s climate change, sustainability, diversity/ inclusion — you have the power to influence the way you want the world to be while still making a good financial return.”

Kelly’s specific area of focus is what’s called “gender lens investing,” the practice of intentionally investing money in companies that are investing in women. Kelly’s team collects and analyzes gender related data on a global set of companies to identify the highest rated companies in the world for advancing women. These companies have above

average female representation on their Board and in senior management, such as a CEO or CFO, and they proactively initiate policies that monitor the pay gap, build a diverse talent pipeline, and set gender-related goals and targets. “A robust amount of research supports that companies with increased diversity and workplace equity are more likely to attract the best talent, have reduced reputational risk, and ultimately have superior financial performance. We want to invest in those companies,” Kelly said.

Ten years ago, when Kelly first started at Impax, gender lens investing was little known. “We were essentially inventing the space,” she reported. “We believed in the research and wanted to offer an investment strategy that made an impact and had great financial returns, but offering something different from traditional investments was challenging, and at times painful, as traditional investing is typically singularly focused on financial outcome.” Although performance of the strategy was good, it was not until society’s attention focused on gender inequality as a result of national campaigns and programs that exposed systemic discrimination of women and minorities over the past decade that gender lens investing took off. “I’m proud to have stayed the course when this work was really challenging and unpopular. I now have built a career centered on something I feel so passionate about, and that makes me feel lucky,” shared Kelly.

The seeds of Kelly’s passion to make a difference, she said, “definitely” started in the Agnes Irwin Middle School. “At Irwin’s, there was a consistent stream of service opportunities – I was on the Service Council, a member of Girls Grant Making, I did Bryn Mawr tutoring and volunteered at a soup kitchen, to name just a few,” she shared. For her junior year SSP, Kelly lived and worked at an orphanage in the Dominican Republic. “I learned at a young age how much I loved to give back and that there was so much need for that in the world. Knowing that I could make a difference brought me so much fulfillment. I do not think the work I am doing now is a coincidence,” she said. “Ultimately, Agnes Irwin gave me the opportunity to learn about this part of myself and the confidence I needed to succeed. When I left, I realized just how confident I was. I felt prepared.”

“Not everybody knows what they’re passionate about at a young age. As you mature and identify areas of interest and passion, hold on to them until you can figure out where they fit in your life.”

From the 30,000 foot view, Kelly added, “I think that sometimes we, as women, think we’re further along than we are in the world. At Irwin’s, you become accustomed to being surrounded by smart women, so it’s obvious to AIS graduates that women should have roles at the top of organizations. But yet, here we are – still dramatically under-represented. Entry level is 50/50, but then that percentage starts to shrink and shrink as you get higher in the organization. Today, women represent 10% of CEO seats at Fortune 500 companies. The gender pay gap was $0.82 in 2013, and it is still $0.82 today. An average of 23% of Board seats globally are held by women, and an average of 20% of women globally hold senior management positions. That’s what I’m trying to tackle and change.”

In September, 2023, Kelly was named to Pensions & Investments inaugural class of Influential Women in Institutional Investing.

Organic Farming & Entrepreneurship

JANE MACDONALD MACKIE ’87 FOUNDER OF RORA DAIRY YOGURT ABERDEENSHIRE, SCOTLAND

Over 3,300 miles from Ithan Avenue, Jane Macdonald Mackie ’87, the founder of rora dairy in Northern Scotland, began making yogurt in 2016. With a background in marketing and an MBA from the University of Edinburgh, Jane was living with her husband and two children on an 800-acre dairy farm, wondering what to do with all of her energy. She saw a gap in the market for healthy yogurts without additives and decided to use her resources to create something new. Today, the award-winning yogurt of rora dairy is sold in Scotland nationwide and is made in a variety of sizes and flavors with organic milk, live culture, local ingredients, and no additives.

Reflecting on the early days of rora dairy, Jane admits to being naive. After earning her undergraduate degree at the University of St. Andrews in Scotland, she had worked in marketing in London, Paris, New York, and South America and earned an MBA. She says, “I was living on a dairy farm with 250 cows producing 8,000 liters of milk daily when I decided to make a product. I first needed to learn the skills and techniques to make yogurt. I toured Europe looking at equipment, and I also went to work in a yogurt factory in

Holland. My background in market research came in handy. I think if I had known then what I know now, I might have been more cautious, but my naivete was bliss, and I just thought, surely I can make this happen.”

From that first factory production in April of 2017, the popularity of rora’s award-winning yogurt has exploded, with chefs all over the country also using their Greek style in cooking. Jane and her husband are Directors in the other’s businesses; she in his organic dairy farm with 250 cows and various crops, and he in the yogurt business. They installed a wind turbine on the farm for sustainability and have two holiday cottages for agritourism. Yogurt production is as sustainable as possible using organic milk from their regenerative farm with local ingredients and recyclable packaging. Currently producing between 3-4,000 liters a week, Jane says, “We love making yogurt and believe our natural yogurt is very good.”

Looking back, it was a fortunate chance that led Jane to Agnes Irwin. In 1981, then 12-year-old Jane who had lived her entire childhood in Scotland moved with her parents and one-year-old sister Charlotte to Houston, Texas for her father’s job, while her three older siblings stayed to continue school in the UK. Jane’s transition from a small all-girls school in Scotland to a huge school in Texas was not ideal. Her mom, AIS alumna Nancy Hill Lamason ’54, was visiting her mother, alumna Betty Hamilton Myers ’33, when she attended an alumnae lunch and was seated next to then Headmistress Anne Lenox. Mrs. Lenox declared Agnes Irwin the answer for Jane, promising Jane’s mother, “We will take care of her.” The family leaped at the opportunity, settling in Chester Springs so that Jane could attend Agnes Irwin. Her first report card said her teachers “had never seen a happier child.”

“I walked out of Agnes Irwin knowing I could speak with and present to anyone. That’s been a key part of my career.”

Jane feels that she can try her hand at anything. Part of this belief is due to her Mum, whom Jane calls remarkable. “She raised my brothers and sisters and me to believe that we could do anything we were brave enough to do.” Her Agnes Irwin education is the other part of her confidence.“I walked out of Agnes Irwin knowing I could speak with and present to anyone. That’s been a key part of my career.”

Jane’s mother, Nancy Hill Lamason, was Class of 1954, and her grandmother, Betty Hamilton Myers, was Class of 1933.

On the Scene

On November 29, 2023, over fifty alumnae gathered at Little Owl in Greenwich Village, NYC, to reunite, make new friends and connections, and celebrate being Agnes Irwin owls for life.

1. Brooke Norrett Corr ’95, Senior Director of Alumnae Relations and Lakshmi Reddy ’87 pose for a photo with 1999 alumnae, Anne Carson Blair, Anna Greenacre, Lauren Cahill, Serena Bhaduri, and Lauren Hough Williams. 2. Liz Denlinger ’82 speaks with Kui Murage ’12 and Chiru Murage Weinstein ’12. 3. Meghan Fahey ’18 chats hats with Emma Macaione ’18. 4. Recent grads, left to right, Katie Raynes ’19, Alex Hark ’18, Emma Macaione ’18, Abby Rhoads ’19, Peyton Weber ’19 and Mary Kate Knoell ’19. 5. Sisters Lauren Hough Williams ’99 and Allison Hough ’01, Interim Director of Development pause for a picture. 6. Sisters Charlotte Buck ’15, Caroline Buck ’17, and Nora Buck ’13 enjoy seeing alumnae. 7. Elizabeth Rossini, Assistant Head of School and Sally Keidel, Head of School welcoming alumnae to the event.

ALUMNAE EVENT CALENDAR JANUARY - JULY 2024

PHILADELPHIA YOUNG ALUMNAE RECEPTION

Details coming soon on the Agnes Irwin Alumnae Instagram

BOSTON RECEPTION

Wednesday, April 3, 2024

Chilton Club Boston, MA

WASHINGTON, D.C. BRUNCH

Sunday, April 21, 2024

Chef Geoff’s 3201 New Mexico Ave, NW Washington, D.C.

ALL ALUMNAE

COCKTAIL PARTY

Friday, May 3, 2024

672 Conestoga Road Villanova, PA

SAVE THE DATE REUNION WEEKEND 2024

Friday, May 3 –

Sunday, May 5, 2024

Celebrating classes ending in 4 or 9 Visit agnesirwin.org/ about/alumnae

1. 2015 Alumnae, left to right: Kate Wahl, Bridget Pansini, Taylor Gavula, Katharine Mancini and Charlotte Buck. 2. Abby Rhoads ’19 enjoying the evening. 3. Anna Greenacre ’99 and Lakshmi Reddy ’87 chatting with fellow alumnae. 4. 2018 classmates Alex Hark and Emma Macaione reconnect. 5. 2013 alumnae Katharine Boris, Emily Offit and Martine White with Chiru Murage Weinstein ’12, Anna Gimbel ’07 and Kui Murage ’12. 6. Katie Raynes ’19. 7. Lauren Cahill ’99. 8. NYC alumnae share their stories.

Parent Relations

SOCIAL SET

Agnes Irwin families came out in droves for this fall’s events

AGNES IRWIN CUP The 23rd annual Agnes Irwin Cup hosted 54 golfers and their guests at Sunnybrook Golf Club.

Chairs: Alice and Christian Bullitt P’27 ’28, Kara and Tim Chisholm P’25 ’26, Carrie and David Grau P’25

SPIRIT FAIR AND BONFIRE On November 3, hundreds of AIS community members came out for the annual Spirit Fair and Bonfire. Children and families enjoyed games, rides, face painting, photobooths, dancing, spirit gear sales, silent auction items, and food trucks. After the second annual ringing of the Jenn Emmi Fiorini ’97 bell, a blazing bonfire rounded out the night and ushered the community into Spirit Week leading up to AIS/EA Day.

Chairs: Kristen Holuba P’31 ’36, Lauren Lawson P’34 ’36, Jen Montoya P’34

LEADERSHIP 2023-2024 Parents’ Association Executive Committee

GATHERING FOR STUDENTS OF COLOR AND THEIR FAMILIES

Over fifty members of our school community came out to make new connections and build kinship, both essential parts of meeting the school’s inclusivity goals. Alumna Lydia Somani ’19 shared her perspective about her experiences at Agnes Irwin.

OWLIDAYS The word is out! Agnes Irwin’s Owlidays is the Main Line shopping event of the holiday season. For the second year, the event expanded with over forty shops participating.

Chairs: Amanda Scanlan Barton ’97, P’29, Delia Biddison P’29, Catherine Haldy Jarman ’98, P’29 ’31

Upcoming AIS|PA Events

January 19-20

Lower School

Book Fair

February 6

LS Staff

Appreciation Luncheon

February 13

MS/US Staff

Appreciation

Luncheon

March 9

Family Movie Night

March 16

Family Skating Night

April 12

RaisE Annual Auction

May 17

May Fair

Left to right: Treasurer Ali Glickman P’28 ’29, Member-at-Large Mimi Greenly ’86, P’26, Middle School Coordinator Alice Bullitt P’27 ’28, Upper School Coordinator Maura Daniels P’24 ’28, DEIB Coordinator Larry Waddell P’34 ’36, President Jody Seibert P’18 ’21 ’25 ’31, New Parent Coordinator, Nissa O’Mara P’22 ’24, Secretary Donna Lee P’28, Lower School Coordinator Tracey Berman P’33 ’36, Communications Tien-Yueh Kubach P’27 ’29. Not pictured: Vice President Ann Thorkelson P’32

Ana J. De León P’33, Director of Diversity, Equity, Inclusion and Belonging, and Lydia Somani ’19

Alumnae Winter 2024

1960-69

Florence A. Dudley ’60 says, “Some of us in the Class of 1960 have stayed right where we always were! Our AIS classmates living in this area have gathered for lunch at least twice a year. This summer, Patsy Tuttle Parsons, Elise Artelt, Cecily Watson Kelln, Charlotte Biddle, Mary Morrison Tattersfield and I enjoyed lunch on the porch at Merion Cricket Club in Haverford.”

Laura Wheeler Golding ’64 shares, “The Class of 1964 continues to stay connected through weekly Zoom calls that are open to all classmates. Currently we see on various weeks: Daille Reeve Sharpless, Lynne Stirling Reynolds, Sandy Blynn, Joan Carlisle, Barb Gibbons Beucler, Margaret (Pegze) King Campbell, Molly Butler Swanton, Jeannie Morrison Cook, Peggy Cortright Dixon, Helen Hannay Jensen, and Ann Hodgdon. We are all hoping to be together again in May for our 60th Reunion, and are hoping that many more will come join us! Please contact me for Zoom details for our ’64 Monday calls (laura. golding@verizon.net ).”

1970-79

Susan F. Winsor ’74 writes “I moved to Minneapolis in 1978 for a job and never left! Married a fellow East Coaster here and have raised 3 kids, ages 35, 33 and 31. I spend winters in Naples, FL and am still passionate about the outdoors, riding, and gardening. I studied agricultural journalism at Colorado State University and have enjoyed a long career writing about how our food is produced, especially crops and soil health.”

2010-19

Caroline DeCamp ’10 is living in New York City and was promoted to Vice President ESG Management with Brookfield Asset Management in the fall.

Cassaundra R. Fincke ’10 married Stephen Aronson on May 14, 2022 in Richmond, VA. The two met in college while attending The University of Richmond, so it was only fitting that their ceremony be held at Cannon Memorial Chapel on campus surrounded by fellow Spiders. The reception took place next door at The Country Club of Virginia where they have also shared many fond memories with family.

1. On October 11, 2023, six 1964 classmates visited Winterthur Museum in Wilmington to view the Ann Lowe exhibit. Ann Lowe was the first US Black couturier, and among other great achievements was the designer for Jacqueline Kennedy’s wedding dress. We had lunch following the exhibit and had a great time catching up with each other.

Photo: L to R: Daille Reeve Sharpless, Charlotte Baker Koberg, Barbara Gibbons Beucler, Peggy Cortright Dixon, Laura Wheeler Golding, and Ann Hodgdon.

2. Friends from the Class of 1968 gather together. Left to right: Elenita Jackson Parker, Susan Sheaffer Werner, Nancy Harkins Taylor, and Donna Schlingmann Heckscher.

Alumnae | CLASS

NOTES

ALUMNAE VISITORS

1. Sabina Smith ’17, pictured here with science teacher and robotics advisor Jim Mathisen, spoke to Upper School Engineering students about her work as a Product Manager II at Microsoft Identity, where she works on the Microsoft Authenticator App. 2. Agnes Irwin Alumnae Board President Andi Lucas Schmerin ‘07 (center), pictured here with Middle School Director Corey Willingham (left) and Director of Programs in the CAG Ali Monzo (right), spoke to the Middle School on AIS/EA Day about the Leadership Key of Inclusivity. 3. Kelly Coyne Baldoni ’07 (center), pictured here with Upper School Director Joy Prince (left) and Chair of the History and Social Sciences Department Jake Greenberg (right), spoke to Upper School members of AIS business clubs including Distributive Education Clubs of America (DECA), Girls Grant Making, the Business & Entrepreneurship Club, and the Investment Club about gender lens and sustainable investing. See Women of Impact on p. 36.

1. Violet Ophelia, daughter of Christina Vaganos Hayden ’07. 2. Sloane, daughter of Katy Rieger Righi ’08, welcomes her sister Cece to the family. 3. Lilia Alexander Contrera, daughter of Fay Alexander ’09.

CLASS NOTES

| Alumnae

The pair have always loved the city of Richmond – they made the move from NYC to Richmond in September 2023.

2020-23

Caroline Shannon ’20, Boston College Carroll School of Management ’24, was accepted into the Joseph E. Corcoran Center for Real Estate and Urban Action summer internship program and spent ten weeks working for Newmarket Community Partners Inc. Her goal was to combine her interest in housing issues with a commitment to doing good for others.

Shannon got her wishshe co-authored a new policy proposal that could drastically improve the lives of homeless Bostonians and the quality of life for other city dwellers.

Caroline also earned one of two Corcoran Summer Intern Awards in recognition of her dedication to the project “Recover Boston” which drew media coverage in The Boston Globe and other outlets.

Rachel L. Mashek ’20 is a student at Brown University ’24. She recently won the national US Women’s Intercollegiate Doubles Squash championship as well as the Intercollegiate Mixed Doubles Squash championships in 2023. She previously won the Mixed title in 2022.

There are 38 alumnae mothers and eight alumnae grandmothers whose daughters and granddaughters are currently enrolled at AIS. In September, 2023, many of them gathered for a photo in the Anne S. Lenox Lobby.

Alumnae |

ALUMNAE BOARD

The Alumnae Board has been busy this year planning events and fostering alumnae engagement. Pictured left to right. First row: Sarah Coffin Westcott ’01, Jane Finkenstaedt ’14, Janet Gilmore ’96. Second row: Katy Rieger Righi ’08, Andrea Lucas Schmerin ’07 (President), Blythe Tarbox ’09. Third row: E. Jane Whelan ’12 (Secretary), Madeleine Katz Niemiec ’03 (Vice President). Fourth row: Alexandra Pierce ’06, Pamela Brewer Smyth ’71 (Treasurer). Fifth row: Gail Evans Guthridge ’71, Tanisha Hospedale ’10. Missing from photo: Campbell Crochiere ’12, Wendy Chamblin Gunselman ’69, Alexandra Greco ’07, Elspeth Fergusson Knighton ’04, Neely Burch Morandi ’09, Nina Hutchinson Pruitt ’87, Erica Shippen ’99, Phoebe Somani ’15, Madelaine Whitehead ’10.

1. Maddie Katz Niemiec ’03 and Andi Lucas Schmerin ’07 at AIS/EA Day. 2. Alumnae Board members, Maddie Whitehead ’10 and Tanisha Hospedale ’10, cheer on our athletes at AIS/EA Day. 3. Rachel Mashek ’20 and doubles partner Blake Roshkoff. 4. Marielle E. Berkman ’13 wedding to Jonathon E. Bell on October 1, 2022.

MARRIAGES

2010 Cassaundra R. Fincke to Stephen Aronson May 14, 2022

Elee A. O’Neill to Parker Masselink August 12, 2023

2013 Emily J. Offit to Sean O’Connor June 3, 2023

Marielle E. Berkman to Jonathon E. Bell October 1, 2022

BIRTHS

1999 To Jonathan and Krysta Shivick Hopp, a boy, Caden Hunter August 15, 2023

To Justin Smith and Olivia C. Winter, a boy, Calder McKelvy September 10, 2023

2004 To Josh and Jennifer Hansen Boyd, a boy, William Anthony October 12, 2023

2005 To Shef and Elizabeth O’Toole Osborn, a boy, Bayard “Bear” Church November 3, 2023

To Austin and Elizabeth Siegfried Yount, a girl, Nova Thompson August 27, 2023

To Gus Skartados and Katherine W. Morsbach, a girl, Charlotte Isobel September 27, 2023

2006 To Trevor and Ashley Stewardson McGuiness, a girl, Emlyn Elizabeth May 12, 2023

To Jamie Gardiner and Mal A. Gretz, a boy, Harrison August 15, 2023

2007 To Patrick and Suzie Welsh Devine, a boy, Austin Francis November 28, 2023

To Craig and Christina Vaganos Hayden, a girl, Violet Ophelia June 18, 2023

2008 To Graham and Katherine Rieger Righi, a girl, Cecilia “Cece” Grey October 2, 2023

To Gabriel and Victoria Doyle Morales, a girl, Ruby Georgeanna May 23, 2023

2009 To Carlos Contrera and Fay Alexander, a girl, Lilia Alexander May 14, 2023

To Bret and Pamela Bunten Maffet, a girl, Anne Caroline Katharine June 9, 2023

To Robert and Neely Burch Morandi, a boy, Hugh Holland November 9, 2023

2013 To David and Ashley Ferguson Zhu, a girl, Eleanor Suyun October 11, 2023

To Carson and Eliza Moran Buell a girl, Neely Marie September 28, 2023

MILESTONES | Alumnae

IN MEMORIAM

1949 Sally Binford Sachs August 11, 2023

Caroline Wolferth Amidon October 17, 2023

1951 Mary Bonnage Helme August 7, 2023

1953 Sandra Rieger Ryan August 16, 2023

Janet Lockhart Hughes October 3, 2023

1954 Elizabeth Petersen Clark October 31, 2023

1976 Rebecca Joan Byrnes November 24, 2023

1977 Murray S. Savar (Honorary Alumnus) October 30, 2023

COLLEGE

Young

connections

alumnae share what they are up to in college

and what they brought with them from Agnes

Ruthie Njagi ’21

Swarthmore College Education and Black Studies

Ruthie Njagi ’21 is on the pre-med track and, thanks in part to Agnes Irwin, she feels ready. “At Agnes Irwin, a certain level of excellence and work ethic is expected,” shared Ruthie. “What my Agnes Irwin teachers required of me is the same as what my college professors require.” Ruthie talked to many schools in pursuit of her dream to play collegiate tennis, a tricky venture during the pandemic. Ultimately, Ruthie found a home at Swarthmore. “I’d had access to their courts during the pandemic and the more I spoke with the coach and learned about the school, the more I liked it. I am so happy with my decision,” she said.

As far back as she can remember, Ruthie has wanted to be a doctor. “I love the idea of being able to take care of people,” she said, continuing that she is taking her pre-med requirements while juggling her major and minor classes. On top of her academics, she (of course!) is on the Swarthmore tennis team. “Tennis is a staple in my life and my team is very tight-knit. AIS/EA Day was my absolute favorite thing,” said Ruthie. She also spends time with her friends in AJA, a social club for Black women, and in Swat Doulas, a club that helps people get certified to become a doula.

Advice for current Agnes Irwin students? “Soak up every moment you have at Agnes Irwin. Take what you learn at AIS with you wherever you go.”

“Agnes Irwin is a space where girls are set up to grow into strong women. I know that I can do well in anything I do, even if it’s challenging.”

RUTHIE

NJAGI ’21

Eliza Pendergast ’20 Hamilton College

Studio Art, French, and Art History

—

Irwin

For her senior thesis, Eliza is building furniture pieces that are “individually rooted in self-referentiality,” she explained. “I am working on a mirrored jewelry cabinet shaped like an octogonal baguette jewel as a way to explore concepts of vanity and wealth.” As for how she decided to major in studio art, “[I]t was all because of Ms. [Keri] Farrow,” she said. “I did Summer at AIS camps where I loved her art classes. Then she taught my art classes throughout Middle and Upper School, as well as advised me in Set Design Club. She encouraged me to pursue art and was a huge influence on my studies at Hamilton College.”

Eliza was a PreK to 12 super-survivor, and her mother, Eunice Tornetta Pendergast, is Class of 1983. “My whole education was at Agnes Irwin where I was comfortable with my peers and surroundings,” she remarked. “I learned collaboration through the crew team at Agnes Irwin, as rowing is a sport that uniquely requires perfect physical synchronization with one’s teammates. I sought a smaller college for a similar experience to AIS. At Hamilton, life is campus-focused – students live in residence halls all four years, and campus is a place where students eat, study, and hang out. The community is strong.”

Recollecting her days at AIS, Eliza said, “I was in classes from 8 a.m. to 4 p.m. Then, rowing from 4 p.m. to 7 p.m. Then, I participated in the school musicals from 7 p.m. to 9 p.m. Life was academic and busy. There was no time for distractions. When I got to college, I was blown away by all the free time!” She advises current AIS students to get involved with college clubs early to make new friends and connections. Looking toward the future, Eliza hopes to pursue an art career in New York or Paris.

Ava Sim ’22

Tufts University

Computer Science, Human Factors Engineering, Entrepreneurship

Ava Sim seems to have mastered the art of time management. “I’d say I put in twenty to thirty hours of work per week in the Data Structures course I’m taking now,” she said. On top of her course load, she is a Resident Advisor in a freshman dorm. “It is a job for sure, but I really enjoy it,” she said. On top of that , she is also involved with the Korean Students Alliance, her taekwondo group (“I’m a second-degree black belt.”), and Jumbo Code, a club that builds websites for nonprofits. “It has a competitive application process to join. I just got in!” she shared.

As for why Ava selected Tufts, she points to its strong CompSci program, mid-sized student body, and the fact that several of her Agnes Irwin friends attend nearby Boston universities. “The only drawback is that the weather isn’t always great,” she said, laughing.

Looking back at her ten years at Agnes Irwin, Ava is most grateful for her teachers. “My teachers prepared me for college. I took Computer Science I, II, and III and did robotics. I’ll never forget in fourth grade when Mr. [Murray] Savar knew I didn’t like singing, so he made up the job of stage manager for me. It was kind of him. I became interested in musicals because of that. In fact, I just worked on our musical here at Tufts.”

Ava advises current Upper School students to “savor your high school experience. You’ll never be all together again after you leave Agnes Irwin.” Next up, Ava hopes to build a career in computer science focusing on user experience and user interface.

We would love to hear from you!

Contact Brooke Norrett Corr ’95, Senior Director of Alumnae Relations, with updates at bcorr@agnesirwin.org

Grace McNelis ’20

Fordham University

Political Science and Communications/Media Studies

Now a senior at Fordham, Grace McNelis has had time to reflect about what she took away from Agnes Irwin. “I learned to ask questions, make mistakes, explore my interests, be kind, and help others – I learned to be an Agnes Irwin girl,” she said. “Agnes Irwin does a really good job of encouraging you to be yourself.”

Grace liked that Fordham was mid-sized, Jesuit-based, and located in New York City. “I could not imagine being anywhere else,” she said. “You can do anything on weekends because, well, it’s New York! We go to Bryant Park, see Broadway shows, go to Yankees games, and hang out eating so many different types of cuisines in the Bronx.” She is also a member of the Leading Women of Tomorrow club, which centers around female mentorship.

When Grace started out at Fordham, she thought she’d pursue politics, government, or public service, but a few Communications classes opened her eyes to new possibilities. Last spring, Grace completed a five-month broadcast journalism internship with OutFront CNN working for news anchor Erin Burnett. “I learned so much. After I graduate, I hope to land an entry-level communications role here in New York,” she said.

As for whether she stays in touch with her Agnes Irwin friends, Grace replied, “Definitely! We still have our GroupMe and we send selfies every week.” Looking back, she realizes now that there are few teachers in life who make a huge impact. “Mrs. [Sarah] Leonard was that teacher for me. She taught me so much and was always there for me,” Grace shared. “She helped me grow as a person.”

Caption???

Grace (center) pictured with CNN anchors Poppy Harlow (left) and Kaitlan Collins (right)

From the Archives

†

1975

Members of the Class of 1983 on the Lower School playground.

Pictured from left: Andrea Van Beuren, Mary Napier Hundt, Cindy Campbell Crochiere, and Katie Saunders †. Leelee Groome is in the center of the tire. After much thought, memories are still a bit gray about why there was a big tire on the Agnes Irwin playground! Do you remember? Let us know! alumnae@agnesirwin.org.

Deceased

DISCOVER AGNES IRWIN

2024 SPRING ADMISSION EVENTS

Middle and Upper School Open House April 17 at 8:30 a.m.

Touring Tuesdays February 13, March 12, April 9, and May 14

8:30 a.m. (Grades 5-12) and 9:00 a.m. (Grades PreK-4)

Share your Agnes Irwin story with a friend or family member who is looking for an exceptional school for their daughter. Visit agnesirwin.org/admission

WE WOULD LIKE TO HEAR FROM YOU! STAY CONNECTED

Please send us your Class Notes by May 1, 2024 for inclusion in the Summer 2024 issue of Agnes Irwin magazine. Submit by email alumnae@agnesirwin.org or at agnesirwin.org/alumnae

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