de Sales Sheet Digital Magazine Spring 2023

Digital artwork created by Ella Hawkins (2023)

Behind most Cavalier receptions, volunteer projects, athletic games, or after school activities, there is a common thread that drives community: parent investment. The Cavalier community is strengthened when parents devote time, resources, and ideas to the school . For many years, parents have contributed to the school community through the Cavalier Club and Parent As-

Parents Invest in the Cavalier Community

“Many parents select one or two committees to volunteer for which allows them to focus their talents, but we also have several parents who sign up for most or all of our committees. We’re thankful for the time and gifts parents contribute to Parents Association,” said Lauren Deal, director of constituent relations who oversees Parents Association. Some of the committees focus on service and gestures of goodwill, like our Cavaliers Care committee that provides gift cards for Cavalier families in need or the Teacher Treats committee where parents host appreciation breakfasts or lunches once a month for our faculty and staff. Alexis Fox, parent volunteer and mother to Jackson Fox (2029), shares, “We are new to MDS this school year, so I have enjoyed getting to know more parents. My experience with the Cavalier community has been very positive. I have enjoyed getting to know some of the MDS staff and have always felt

Behind most Cavalier receptions, volunteer projects, athletic games, or after school activities, there is a common thread that drives community: parent investment. The Cavalier community is strengthened when parents devote time, resources, and ideas to the school . For many years, parents have contributed to the school community through the Cavalier Club and Parent Association.

Parent Association committee chairs proposed a new volunteer project this year: the Drive-Thru Nativity. With parents leading students, faculty, and community partners, the campus was illuminated with stations showcasing the story of Jesus Christ’s birth. “It was a wonderful way to showcase the beautiful campus and highlight our faith-based school,” said Alexis Fox. Alexis helped gather and organize costumes for the students throughout planning and execution and ferried hot chocolate to the cars. She was one among many parent volunteers who jumped in to launch this first-ever event for MDS, who safely welcomed over 1200 people to campus in two hours. When referring to the Drive-Thru Nativity, Alexis shared the need for parent volunteers, “An event like this takes many hands, so parent volunteers are extremely important.”

“Many parents select one or two committees to volunteer for which allows them to focus their talents, but we also have several parents who sign up for most or all of our committees. We’re thankful for the time and gifts parents contribute to Parents Association,” said Lauren Deal, director of constituent relations who oversees Parents Association. Some of the committees focus on service and gestures of goodwill, like our Cavaliers Care committee that provides gift cards for Cavalier families in need or the Teacher Treats committee where parents host appreciation breakfasts or lunches once a month for our faculty and staff. Alexis Fox, parent volunteer and mother to Jackson Fox (2029), shares, “We are new to MDS this school year, so I have enjoyed getting to know more parents. My experience with the Cavalier community has been very positive. I have enjoyed getting to know some of the MDS staff and have always felt welcome.”

Parent Association committee chairs proposed a new volunteer project this year: the Drive-Thru Nativity.

With parents leading students, faculty, and community partners, the campus was illuminated with stations showcasing the story of Jesus Christ’s birth.

“It was a wonderful way to showcase the beautiful campus and highlight our faith-based school,” said Alexis Fox. Alexis helped gather and organize costumes for the students throughout planning and execution and ferried hot chocolate to the cars. She was one among many parent volunteers who jumped in to launch this first-ever event for MDS, who safely welcomed over 1200 people to campus in two hours. When referring to the Drive-Thru Nativity, Alexis shared the need for parent volunteers, “An event like this takes many hands, so parent volunteers are extremely important.”

Another area where parents can plug in is through Cavalier Club, the parent booster club, which supports the athletic program through fundraising and volunteerism. The president of the Cavalier Club this year, Brendan Rowley shared why he is an avid supporter of the athletic program, “I volunteer with Cavalier Club to be more a part of the MDS Family. Our boys both play sports, and we see how much Cavalier Club does to support all of our teams. The school budget is always going to be stretched to the limit, and to be able to help raise funds and then see that money is used to make a difference...it’s very rewarding.” Brendan’s children, Tyner (2024) and Jackson Rowley (2026), play multiple sports including baseball, football, and basketball.

Associate Head of School Mary Pat Dadisman shared, “Over the past few years the administrative team has had numerous conversations about ways to enhance parent engagement in school life by providing valuable guidance about their children’s growth and development, practical advice about student activities, educational experiences, and insight to the phase beyond the high school years. After brainstorming for topics and creating a schedule, the Parent Academy was born! Some of the academy sessions are serious in nature and others are casual gatherings to help parents get to know each other.”

Parent Academy creates monthly opportunities for parents to meet each other in a learning environment that encourages discussion. Topics have included an alumni and parent discussion panel on college transitions, a book discussion, and Schoology training.

When administration and parents work together, it strengthens relationships and transforms the energy of a school community. Brendan sums it up why parent involvement is so important to Mount de Sales, ”Parental involvement is absolutely necessary to build the sense of community that I

FROM TOP LEFT: Parents prepare for the Drive-Thru Nativity. Students reenact stations of the birth of Jesus. Parent celebrate seniors during Spring Sports Senior Night.

love to see at MDS. It’s too easy to get into the trap of dropping the kids off or letting them drive away and just wait for the report cards. We, as parents, have made active decisions to send our kids to private schools. We should want to join them whenever we can, get to know their friends and teachers, see how they spend their days, and understand what makes them tick. Life moves too fast as it is...we need to enjoy the time we have. That thinking has accelerated for us as we realize our oldest has less than a year and a half until graduation.”

Student Perspective: What it Means to be a Catholic Mercy School

Alison Lyons is an Ardmore Scholar and freshman at Mount de Sales Academy.

Mount de Sales prides itself on being a Mercy School. The students and faculty strive to adhere to the four core values set by the Sisters of Mercy: Community, Service, Spirituality, and Social Justice. From what I have observed, being a Mercy School is all about selflessness. It means helping and supporting others.

Through the transition from middle school to high school, I have been able to experience these values at work firsthand. Before my first year of high school had even begun, I was already receiving help from my older mentors in the National Honor Society. These mentors were assigned to the freshman class to welcome us into the community that is the Mount de Sales upper school and assist in guiding us through our first year. They have organized meet-ups, checkins, and after school activities like Kahoots and scavenger hunts that give us an opportunity to talk about school in a safe and fun environment.

Mount de Sales upper school students are required to log a certain number of service hours each year through our Mercy in Action program. These service hours encourage students to give back and become more involved in their community. One of the major ways I have completed my service hours is by becoming involved in the Cavalier Ambassador program. I received this position at the end of my eighth grade year. Since then I have spent a great deal of time helping out at events for our school and other schools in the area, and welcoming new students,

through leading guided tours and being part of the welcoming committee for students who shadow from another school.

Victoria Ubelhor is an Ardmore Scholar and junior at Mount de Sales Academy.

As a junior, I’ve been able to witness and partake in many traditions which have been established at MDS for many years. In keeping with one of our core values, social justice, we aim, through these traditions, to help people receive what they deserve. School-wide drives that help the less fortunate, such as the St. Peter Claver’s canned food drive and the Kids Yule Love toy drive, evoke a strong sense of competition yet community among students; we compete to bring the most cans, allowing us to work together for a good cause.

Although the MDS student body has a wide range of religious beliefs, all students are encouraged to participate in celebrating the Catholic faith through mass celebrated on holy days of obligation and praying the rosary some days during the study period. Students are required to take a theology class and go on a grade-wide retreat each year. These retreats have made an incredible impact on all students, but have especially affected me. The junior class’ retreat consists of painting houses around Macon in partnership with Rebuilding Macon. Throughout the day I was truly inspired and motivated by seeing my class work together to paint houses efficiently but guided by a great deal of care. We were all working hard but were also having fun, talking and singing

together. Outside of the classroom, the individual strengths of certain students were striking and yet we all worked cohesively; it was an exceptionally energizing experience. These experiences and classes allow students to learn and practice various aspects of the Catholic faith, such as virtues. Integrity, diligence, patience, and charity are just a few of the countless virtues displayed in both the students and staff at MDS. These foundations create moral, upstanding students and alumni.

MDS prides itself on being a Mercy school, but there are many similar values built into all Catholic schools. The first is an obvious visual representation of all private schools: uniforms. Although it is important to have dress-down days which allow students access to a simple but creative form of self-expression, uniforms provide a subconscious acknowledgment of equality. When all students wear the same thing, there’s less judgment and less distinction between financial standing among students. The lack of prejudice and, in contrast, the celebration of people for who they are outside

of materialistic views fuels a protection of human dignity, a common Catholic teaching. This leads to another typical feature of private schools: financial aid. The advantages of attending a Catholic school come at a cost. However, nobody should be turned away if unable to pay. As a Mercy school, MDS looks after today’s youth, ensuring a bright future for generations to come. Financial aid and many scholarships offered are gestures of mercy to deserving families.

These attributes of Catholic schools show mercy, allowing all types of people to enjoy and benefit from a Catholic, private school education. I have personally been a witness, giver, and receiver of the boundless kindness and generosity offered by people in the MDS community. As a Mercy school, Mount de Sales Academy invites all students to learn and achieve in a rigorous academic environment and to grow in unconditional faith. As Jesus said, “Let the children come to me, and do not prevent them; for the kingdom of heaven belongs to such as these.” (Matthew 19:14)

The junior class for their retreat worked with Rebuilding Macon to help paint houses of low-income homeowners, particularly the elderly and disabled.

Victoria Ubelhor, (2024)

Alison Lyons, (2027)

Empowering Excellence: A Comprehensive School Evaluation and Self-Study

It is important for independent schools to receive accreditation from organizations such as Cognia, that provide a thorough review of the educational program by academic peers. When colleges and universities review student applications during their admissions process, accreditation affirms that the academic program meets the highest standards. Every five years, MDS goes through a self-study and goal setting process to renew our accreditation.

Mount de Sales’ self-study and peer review began on August 6, 2019, with a unique approach Administration’s goal, above all, was to hear first-hand accounts from every student on how to improve the school experience, and every student was interviewed personally by a faculty member. With this one-on-one strategy and results analyzed by faculty committees, the school determined there are two improvement goals to pursue and implement over the next five years:

1) To create an intentional program to build independent learners, with suggested competencies at every grade level.

2) To expand and improve transitions between divisions and grade levels, with special attention to students entering MDS for the first time.

A third improvement goal emerged from the Steering Committee within its final year. To continue the process of curriculum revision and alignment, with a specific focus on improving communication between divisions and grade levels.

There are many methods our faculty use to implement independent learning techniques over the course of a Cavalier’s academic career. For example, English teacher, Eileen Carlson, works with eleventh

grade students in both grade-level and AP classes and identifies a key skill which gradually shifts the process of creating study aides from teacher to student. “In English classes at Mount de Sales, students practice annotating their texts as they read, a skill and habit which enables them to focus their attention while reading and to create effective study notes for later review,” noted Mrs. Carlson “As they read more and more complex and lengthy texts, this skill will allow them to be more independent readers.”

Melanie Bentley, middle school science and STEM teacher, provided several examples of how she teaches independent learning skills in the classroom in tandem with her lessons. Melanie said, “At the start of the year when the eighth graders receive their ipads, I work with them for several days on practical applications we use in class like Notability, a note taking app that allows students to separate notes by subject and stay organized.” During one of Melanie’s classes, students learned about atomic theory and built a timeline with index cards to practice this important study skill. “We are intentional when identifying and incorporating skills like these into everyday lessons to prepare students for upper school,” said Mrs. Bentley.

Academic cohorts were introduced during the 2021-2022 school year as a strategy to improve transitions between divisions and grade levels. These faculty groups were matched by discipline with the sole purpose to develop a seamless curriculum and prepare students for the next grade level. Laura Heacox, who serves as the math cohort lead and teaches eighth and ninth grade math classes shared, “My role involves organizing meetings focused on curriculum and ensuring seamless transitions between math courses. The middle and upper school head designate what

The middle and upper school head designate what needs to be accomplished for these meetings to develop a seamless curriculum that avoids repetition and prevents learning gaps,” said Laura Heacox. “When we initially reviewed the coursework together, we asked ourselves, ‘is this reflective of what we’re currently teaching?’ and I’m happy to say we didn’t identify any major gaps in the curriculum.” Teachers also used this time to share experiences with specific teaching strategies and tools.

“It’s helpful for different grade level teachers to know the expectations set in each other’s classes because it helps tailor their teaching methods to ready students for the next course level,” said Mrs. Heacox.

Mark McMahon, upper school physics teacher, organizes peer volunteers to help with the academic and social development of students entering upper school.

“We offer through National Honor Society (NHS) a mentor/mentee program where all the freshmen are paired off with a member of NHS during orientation,” noted Mark. “They have organized activities once every quarter to strengthen relationships with their peers.”

When it comes to easing transitions academically, Mr. McMahon cites the collaborative approach taken with course selection for his honors physics class as an example, “Any of our students are welcome to take honor physics as an exploratory class. However, the primary focus of the course is to prepare students for AP Physics. So when students enroll in the course, I’ll work with Mrs. Heacox to check the math background first so we know what concepts students are familiar with. We work with some advanced math concepts in honors physics so it’s important to have a strong foundation in math to succeed in the course.”

A visiting accreditation team with Cognia met with faculty and staff in November to review the school improvement goals and make recommendations for implementation. Over the next several years, faculty will work collaboratively to improve the student experience. Above all, Mount de Sales Academy fosters a supportive and engaging learning environment for every student.

Strengthening Relationships with Partnering Catholic Schools

Students engaged in partner school fall festivals, Catholic Schools Night, the Drive-Thru Nativity and even a Poetry Contest this past year.

Sixth Grade Reflections from Cavalier Parents

All sixth graders are new when they come to Mount de Sales Academy. While some may have joined us for summer camp at a young age or are following in a relative’s footsteps, all are welcome at MDS.

Independence and Autonomy

When MDS students start in sixth grade, they undergo a huge transition. Students are no longer walking in two lines to the restrooms with a teacher. They may have classes in three separate buildings every day, with a schedule that rotates weekly. Each student is given an email address and access to an iPad at school.

When this piece was first published, we invited two middle school parents and MDS alums, Kristy Steele (‘97) and Lesley Tanner (‘98), to share their experiences of navigating sixth grade at MDS. Their students are currently in seventh grade. We’ve since included another parent whose child is currently in the sixth grade. Kirsten West shares her experience on how this year’s sixth grade has been going for her son, Jeremy West.

“The transition from 5th to 6th grade was a bit challenging at first, but worth the experience,” said Kirsten West. “Some of the main differences between where Jeremy went to school for fifth grade and now is how MDS encourages students to be independent thinkers. It also motivates students to take accountability for their own learning.”

“Cole felt like he was going to college,” said Steele. It was a completely different environment from his public elementary school. “The schoolwork shifted from busywork to building a foundation of knowledge and skills to support him throughout his life.” MDS encourages its students to take ownership of their learning and to discover problem-solving strategies that benefit them in all areas. Students are exposed to a college-style transition early, which provides an easier transition for them later.

“Some of the main differences between where Jeremy went to school for fifth grade and now is how MDS encourages students to be independent thinkers. It also motivates students to take accountability for their own learning.”

- Kirsten West, parent of Jeremy West

When Bryson Tanner, a current seventh grader, came to tour the school, it was apparent that he had his own identity to share. We build an environment for independence the moment you step onto campus, along with the numerous opportunities to foster it. “The faculty and staff treat Bryson as an individual; they speak directly to him versus talking to ‘mom about him,’ and that sealed the deal. There is enough freedom for students to learn to conduct themselves and enough support when needed too. It’s a good balance,” said Tanner.

Challenged and Supported

Every student is challenged to complete a rigorous academic curriculum that can be intimidating, at first. The Academy’s supportive learning environment encourages students to try. All of our faculty members stay until 3:45 p.m. every day to provide academic support. Teachers coach students to work with them to learn and grow; they provide the tools to succeed and the students are expected to take advantage. “Bryson was challenged with the curriculum, but he knew he could do it. He was encouraged to think more critically than before,” according to Tanner.

There is also a level of comfort felt by parents with the teachers, compared to their elementary school days. “Dr. Franklin means it when he says to give him a call,” said Steele. Teachers reinforce the level of responsibility expected of the sixth grade, but they also are proactive and responsive to each family’s needs. Parents and students can email teachers to get clarification on an assignment and they are happy to respond.

Expectations for the school year are set at the sixth grade middle school orientation, where it’s everyone’s first day at a new school. Back-to-School Night is an event that allows parents to meet teachers and follow their child’s class schedule. Parents change classes every five minutes to get a better understanding of their child’s typical school day.

School Pride and Community Involvement

Part of becoming a Cavalier is the overwhelming support and pride felt among the community. Our alums reflected on the morning assemblies when Sister Rosina Bayliss, RSM, was president of the school. Sister Rosina would give a speech on having class and what it means to be a student at Mount de Sales Academy. It made them swell with pride for their school and that grace remains to this day. Cole, Bryson, and Jeremy proudly wear their MDS shirts and hoodies year round, even during the hot summer months. “When Cole wears his MDS shirt, he lifts his head a little higher, because he’s proud to attend Mount de Sales,” said Steele.

New families are invited to events prior to their first school day. One summer, the sixth graders had snow cones and made tie-dyed shirts. New families were invited to catch a Macon Bacon game together.

“Mrs. Griffin knew our names. Mrs. Deal dropped whatever she was doing to help in the office. Coach Franklin tells my child ‘I love you, man’ and means it. Everyone’s a gem here; we feel the love and it warms our hearts,” said Steele.

Students are also encouraged to step outside of their comfort zones and know their Cavalier community is behind them. West said, “a positive experience at MDS for Jeremy has been participating in team sports. A positive experience for me as a parent has been the family engagement opportunities.” Jeremy participated in football, basketball, and now he’s doing track and field. When he was in fifth grade, he was a member of the wrestling team led by Coach Franklin. West said, “Being a part of these sports teams has helped him to have a better understanding of teamwork and positive relationship building with peers.”

Worth the Investment

“The academics are second to none,” said Tanner.

The MDS administration works closely with the faculty to develop curriculum for the Middle School to prepare students for high school. Dr. Mike Franklin, Middle School head, approaches middle school education with a solid understanding of the Upper School curriculum and expectations set for students entering ninth grade. “I want to find the happy medium between the classical middle school model and junior high, where the latter is structured with more interdivisional academic cohorts rather than teams,” said Dr. Franklin. With previous experience serving as the Upper School head, Dr. Franklin brings recent, applicable knowledge of what excellent middle school education can look like at MDS. “There are advantages to making mistakes in the sixth grade here; it’s a softer place to fall,” explained Steele. Because the middle and high school curriculum work closely together, you receive a clear snapshot of the course load taken at MDS through graduation. There are also opportunities available to your child in the Middle School, which prepare them for the Upper School’s college-preparatory schedule.

“What attracted our family to MDS was the small class sizes to better support students’ individually, diversity in the student population, and the religious teachings that are offered here. My sons’ appreciation for the smaller class sizes and the relationships he has built with both teachers and peers will keep us here at MDS,” said Kirsten West.

Affording MDS is a huge investment in your child’s future spiritually, academically, socially, and financially. We understand our families choose MDS for their child’s education, because they understand the value and benefits of becoming a Cavalier. “Attending MDS in middle school is a sacrifice, but there’s a huge advantage: your children grow academically and are treated as individuals versus a faculty member talking to you about your child,” explained Tanner, “We’ll eat bologna sandwiches every day if we have to. It’s worth it!”

Parents and teachers know that MDS can be a financial hardship for many families to be here and we’re all grateful for those who help us along the way. We offer several opportunities for both merit and need-based financial assistance and encourage all families to explore these options. Please visit our financial aid page to learn more.

Athletic Spotlight: Coach Kenny Epps

We sat down with Athletic Director Kenny Epps (2004) to reflect on his future aspirations for MDS athletics.

How do you approach coaching young people?

I focus on building relationships. We’re in a time where there needs to be a ‘why’ behind everything. It’s about teaching as much as it is coaching. And overall, I think the most important aspect of coaching is building relationships. I believe if you focus on that, your players will do almost anything for you. It’s necessary to build those relationships and that will ultimately lead to your success and theirs.

How important is it for you to serve as both a coach and a teacher?

It really ties back to that relationship building piece. During my first year of coaching, I was not teaching and it made it hard to show up at 3:15, ready to play and build those relationships I needed to have, without time off the field. I think it’s important; it allows you to see your players in a different environment and I think that helps to get to know them better and for them to get to know you in a different element is important too. But I think to see them all the time, to see them on campus ties into that relationship building further.

How has it been going with Georgia Independent Athletic Association?

There is always a transition period when you make big changes, but what I’ve enjoyed most about this shift has been to get back to the old gyms we used to play over seven years ago. There’s an energy that’s different because of the crowds these old gyms bring in and the old rivalries, especially on the basketball courts. It’s been fun to watch.

This spring, the students competed against the faculty in a basketball game, and the victory went to the faculty.

What are some of the changes we may see next school year for athletics?

We are continuing to build the culture out further for MDS athletics. We want to get to a point where the expectation of students is to be successful. What I think is most important is to support and build up Mount de Sales student athletes in whatever way I can. Different people will approach this job in different ways, but the way I approach it is to celebrate Mount de Sales student athletes.

What I’m also most excited about is that we have a core group of young athletes coming from the middle school and ninth grade that I’m really excited to see grow over the next couple of years and see what they bring to our varsity athletic program.

How has this role as athletic director changed you and what lessons have you learned?

I think the shift from a micro to macro mindset has been a big change. As a coach, you have the perspective of a micro mindset to focus on your sport and your respective athletes, but now, I have to have the macro mindset to oversee fourteen different sports with over 350 student athletes participating in the program. It forces me to go out and build more relationships and to figure out ways for those students to create relationships outside of their own sport, team, or friend group, and focus more on athletes supporting athletes at MDS.

A piece of advice I was given when moving to this role is that most of what comes across your desk is going to be ‘negative and when people aren’t happy.’ That has been a transition for me to get used to, but I challenge our students to get out of their comfort zones and this role has forced me to do the same. I’m normally a behind the scenes person and this job has challenged me to grow.

What are some of the projects your students work on in your classes? Do you have a favorite?

We have a variety of topics for projects in my classes. We create various programs to make tasks easier to manage or to serve as entertainment in Programming, we use Photoshop to edit pictures and create something new in Digital Tech, and 3D design of various tools and objects in AutoCAD. I would have to say, for me, that AutoCAD projects tend to be more fun. The 3D projects we create can be 3D printed and something about creating something on a computer and being able to print it out and physically hold something you spent time creating is just really rewarding.

What is AutoCAD and why is it important?

AutoCAD is a 3D design program, CAD stands for Computer Assisted Design. Using something like AutoCAD makes creating 3D objects, blueprints, and landscape architecture easier to manage. Granted we use it mostly for tool and object designs. AutoCAD is important because it can give a glimpse at engineering. Many engineers will use CAD programs for various design projects in their jobs. Having an initial knowledge and understanding of CAD before you get to college can help immensely. I feel like it gives you just a little extra leg up.

You’re one of our coaches for the MDS wrestling team. What have you learned about your students both in the classroom and on the mat?

I think one of the biggest things I have learned is that no two students or athletes learn the same way. Nor do they necessarily have similar strengths and weaknesses. So finding new ways of being patient and willing to try and approach a similar obstacle from different angles becomes essential with teaching and coaching.

What were you like as a student?

I was outgoing, but definitely on the quieter side. I had moved a lot growing up so I always kind of felt like an outsider in schools, but both academics and sports were very important to me and my future goals.

What

inspired you to teach and what keeps you teaching at Mount de Sales?

Life has an interesting way of challenging you in ways you didn’t know it would. Honestly when I got out of college, teaching wasn’t really on my radar initially. I had already been assisting with coaching wrestling for several years at MDS and the opportunity to teach and continue coaching opened up and I jumped on it. I would say getting to coach and be a part of the sport of wrestling as well as interacting with and being able to witness the growth of students both keep me teaching.

5 Questions with Mr. Austin Schaekel

Mr. Schaekel came to Mount de Sales in 2019 to teach technology part-time in the upper school and to build the wrestling program. With a degree in information science and technology from Mercer and several years of coaching wrestling for MDS, Austin jumped at the chance to teach and coach full-time with the Cavaliers.

Fun Fact

“I enjoy working on cars and motorcycles, I have a 1969 F100 that I enjoy working on and updating when I can as well as currently working on an older motorcycle that will hopefully be up and running soon.”

Staying Connected

As I was graduating from the high school I loved, I remember promising to remain in contact with the friends and faculty with whom I had grown close. However, time and distance made that promise difficult for me to keep, so I have always admired the alumni that I meet at Mount de Sales who stay connected to their alma mater. We are a stronger school because of their involvement and investment. I recently had the pleasure of talking with four active alumni, and I hope you will find inspiration from their reflections and consider how you might renew or deepen your connection to MDS.

I first met Royce Collins (2001) when he spoke to seniors as part of an alumni career day several years ago. Although he donates to the annual fund through his employee matching gift program, he has a bigger vision to establish an endowed scholarship for minority students. This year, Royce, who is a policy manager and lobbyist for Norfolk Southern and lives in Atlanta, began his first term on the school’s board of trustees. “My involvement is a very tangible way in which I can give back to a community and institution that impressed upon me the importance of a life committed to service,” he noted. “I am convinced that one of the highest achievements of life is being able to show appreciation and give to those who sewed into your success when it was only a dream. That’s what MDS has always been to me.”

Royce credits the faculty and the opportunities at MDS with nurturing him as a leader, which has been foundational to his career success. He acknowledges that not everyone has as positive a high school experience as he did, but believes that should not prevent someone from staying connected. “Both voices are important to preserve the heritage that you loved and be a part of the change that you would like to have experienced as a student.” Royce believes all alumni are important parts of the MDS story and essential to the

institution’s future success. “Give of your time, your talent and your treasure to help ensure that the present students and those to come can benefit from an educational experience that will be even better than the one that each of us experienced.”

Following her graduation in 2008, Faith Madison Holton began performing full-time while pursuing her degree with St. Mary’s College of California. She is co-director of The Madison Studio of Dance Education, and finds volunteering with the school’s theatre program rewarding. “There’s a bit of nostalgia and some coming full-circle feelings in seeing my dance students grow at MDS, but watching them come into their own is really what’s most enjoyable,” noted Faith. She believes that it is important to support and encourage the next generation. “I was very lucky to grow up with some teachers and mentors that positively influenced my life, and this generation deserves people looking out for them too!”

MDS theatre instructor Georgia Olson believes a connection between the arts in school and the community at large strengthens our programs. “When that connection happens also to be a MDS alum, our fine arts programs are strengthened even further. Students learn that careers in the arts are possible and the alumni benefit from a connection with their alma mater,” said Mrs. Olson.

Mount de Sales has always been a very special place for 2017 graduate Ryan Murphey’s family. His older brother, Stephen, graduated from MDS in 2012, and his parents were active volunteers who held leadership roles in Cavalier Club and the board of trustees. Because of their involvement, Ryan was aware of the importance of the investments made by donors and volunteers. “Today, I am fortunate enough to be able to help out in a small way and help give the current students at Mount de Sales some of the same opportunities I experienced during my time at the

Academy,” said Ryan who made his first donation the year after he graduated and has continued to contribute annually.

Ryan believes that any gift no matter the size is important, and encourages recent alumni to begin by making a small monthly contribution and to get involved whether by helping with workdays at Cavalier Fields or serving as a community coach. “Mount de Sales has one of the most talented alumni networks in the Middle Georgia area. I truly think the sky’s the limit for our school if we saw more engagement from our younger alums.” In fact, Ryan was reminded of the duty and legacy of MDS alumni when he heard Weston Stroud speak at the alumni awards ceremony in the fall. “Weston said that being a student or alumni of Mount de Sales carries a different weight in the community. You truly are held to a higher expectation just by being associated with the Academy. I think Weston’s words are a wonderful reminder, especially to the young alumni of Mount de Sales who are looking to create their legacy in the community.”

Miles Daniely (2020) is one of several recent alumni who assist in coaching one of our athletic teams. Miles is an interdisciplinary studies major at Middle Georgia State University and plans to become a teacher or professor. In his spare time, he assists with the Middle School soccer program. Miles enjoys building bonds with the players, but especially appreciates the opportunity to give back to a program that was very

How can you find your place at MDS?

1. Update your contact information to stay informed mountdesales. net/alumni/stayconnected/.

2. Follow us on LinkedIn for networking and alumni connections.

3. Attend your class reunion every five years.

4. Make a donation to mtdesales.link/give.

5. Volunteer to help!

Contact Lauren Deal, director of constituent relations, to find your place.

lauren.deal@ mountdesales.net

FROM TOP LEFT, CLOCKWISE: Royce Collins (2001), Faith Madison Holton (2008), Miles Daniely (2020), and Ryan Murphey (2017).

influential for his development. “I saw the opportunity to be able to teach middle schoolers things that I wish I was taught at their age. There were many things I wanted to do differently when I was at Mount de Sales, and I want them to feel like they accomplished everything they could when they graduate as seniors.” He encourages alumni to find a way to help on campus or during games or retreats. “Mount de Sales always has a place for alumni, and they have not forgotten us!”

Not only are alumni remembered, they are supported. “Staying connected to MDS allows alumni to share and gain support for life’s experiences. If it’s the loss of parents, an addition to our families, a graduation or marriage, MDS shares and cares for one another,” noted Royce.

Although their circumstances are different, each of these four alumni found a unique way to stay connected and experienced gratification from giving back. Whether you live in Macon or far away, are just starting your career or nearing retirement, you are part of Mount de Sales’ past and also its future, and I invite you to find a meaningful way to reconnect.

Read more insights from our alumni:

“The lessons I learned at Mount de Sales helped me tremendously as I transitioned to a large university after graduation and eventually into the corporate world. For example, MDS welcomes people of all cultural backgrounds, as well as those who have different ideas and beliefs. I felt as if Mount de Sales allowed students to participate in constructive conversations about what is going on in the world today and share their honest opinion. I believe this is crucial for the development of young adults, especially in 2023. Being able to have honest, healthy and respectful conversations with people you don’t necessarily agree with is truly a lost art today.” –

Ryan Murphey (2017)

“I enjoy coming back to campus as an alumnus and seeing how the campus and school has developed. It makes me appreciate the legacy of dedicated education for the future that MDS has always had.” – Royce Collins (2001)

“The most meaningful thing at MDS was the fact that I made friends in school and by the end of senior year, I had a friend group that is now family, which means everything to me.”

– Miles Daniely (2020)

“The people – the lifelong friends; teachers that I know still support us as adults; administrators that take an interest in our lives; and not to mention, the quality education I received as a Cavalier - stands out as most meaningful.” –

Faith Madison Holton (2008)

“Having lived in several different cities since graduating from Mount de Sales, I feel comfortable saying that we have a very special family here. The ability to have a faith-based community with people from different backgrounds all working towards the same goalglorifying God through our actions in becoming active and caring members of society – is something worth celebrating.” –

Ryan Murphey

“Society and institutions are finding themselves grappling with issues and topics in ways that they never have before and MDS is not excluded from that. As alumni we stand to help guide and defend the legacy of MDS into the future.” –

Royce Collins

Congratulations Jordan Sink Ware (2010), on the birth of her daughter, Jessie Juliette Ware, on March 2, 2023.

Nick Lewis (2016), JD candidate at the University of Georgia, was awarded “Best Advocate” in the recent Region IV mock trial competition, and won.

Gabby Rosen Avery (2012) and husband, Jordan, welcomed their first child, Cohen Eli Avery, on September 12, 2022.