Coeur à Coeur - Summer 2025

SUMMER 2025

Woodlands Academy of the Sacred Heart Magazine

FROM THE CLASSROOM TO THE COSMOS Woodlands engineering students bring creativity, determination and girl power to the NASA Rover Challenge.

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ALSO IN THIS ISSUE

12

Congressional Debate Makes Their Case

14

AI in the Classroom

Coeur à Coeur is produced by the Woodlands Academy of the Sacred Heart Marketing and Communications Department: Garett Auriemma

D I R E C TO R O F S T R AT E G I C C O M M U N I C AT I O N A N D M A R K E T I N G

Nikita Barnes

D I G I TA L C O N T E N T S P E C I A L I S T

Barrie Fromme

M A R K E T I N G C O O R D I N ATO R

CONTRIBUTING WRITERS Garett Auriemma Andie Cavedo Barrie Fromme Vanessa Vergara P’26

PRIMARY PHOTOGRAPHY Garett Auriemma Nikita Barnes James Vitullo

F E AT U R E S TO R I E S 4 5 10 12 14 14 16 20 22 24 25

From the Head of School Woodlands News From the Classroom to the Cosmos Making their Mark in the Debate World AI in the Classroom Class of 1974 Gift Sparks Next Generation Classroom SHCOG Reflection Congé 2025 Junior Ring Ceremony In Memoriam Save the Date

GRAPHIC DESIGN Darcy Ladd/Ladder Creative

LEADERSHIP TEAM Susan Tyree Dempf, Ph.D. HEAD OF SCHOOL

Garett Auriemma

D I R E C TO R O F S T R AT E G I C C O M M U N I C AT I O N A N D M A R K E T I N G

Josephine Blake

D I R E C TO R O F O P E R AT I O N S

Nikki Bonamarte

CHIEF DEVELOPMENT OFFICER

Rocco Gargiulo

A S S O C I AT E H E A D O F S C H O O L F O R A C A D E M I C S

Gretchen Radde

DIRECTOR OF ENROLLMENT MANAGEMENT

Christine Schmidt

A S S O C I AT E H E A D O F S C H O O L F O R S T U D E N T L I F E ; DIRECTOR OF THE CENTER FOR GLOBAL STUDIES

ON THE COVER:

(l to r) Sara Bult ’25, Gabrielle Babinski ’26 and Zara Dimovski ’25 display their rover. ©2025 Woodlands Academy of the Sacred Heart All rights reserved.

BOARD OF TRUSTEES (2024-2025) Mary Bernstein, RSCJ Patricia Colbert ’69 Niall Cullinane P’20 Susan Tyree Dempf, Ph.D., Head of School Bridget Egan Albertson ’79, P’19 Ralph Elwart P’01, P’11 Luciana Kubiatowski Glunz P’26 Colm Heaney P’20, Treasurer Jenifer Dreiling Holderman ’80 John M. Holland P’24 Mary Kay Hunyady, RSCJ Joy Fiorini Kaspi ’80 Nancy Kehoe, RSCJ, Ph.D. Hon. Susan Kennedy-Sullivan ’70 Michael Kerns P’18 Lynda Mooney P’22 Steve Pace P’23 Tony Rettino P’22 Ennedy Rivera ’93, Secretary Tami Hoekstra Rocha ’80, P’05 Joseph Seliga P’26 Kathryn Talty, P’24, Chair Aimee Walters, P’23, Vice Chair

FROM THE HEAD OF SCHOOL

Dear Woodlands Academy families and friends, Long ago, Mother Janet Erskine Stuart wrote about our lives being a sacred journey, offering “it is about change, growth, discovery, movement and transformation. It is continuously expanding your vison of what is possible…” In this issue of Coeur à Coeur we honor that wisdom as we share a look at what is new and exciting about the Woodlands experience.

A while back, I read an article in Harvard Business Review (HBR) that noted the qualities common among the women who were successful in STEM careers. The article spoke to the confidence that this group of women exhibited. “Courage and Confidence” is the battle cry that Madeline Sophie Barat shared with Rose Philippine Duchesne as she faced struggles in her remote outpost on the American prairie. As much as this characteristic was needed by these pioneer women in 1818, girls and women in STEM are still facing a new frontier.

I am excited to share with you some of the ways we are encouraging girls in engineering and STEM fields.

In the pages that follow, be sure to read about how Woodlands was represented at NASA’s Rover Challenge and how our students are gaining experience before they begin their university engineering studies.

The HBR article also noted that the woman’s comfort in claiming credit for her ideas was another characteristic of successful women. This year, Woodlands made its debut in the Illinois Congressional Debate community. Through participation on the Debate Team, our students grew in their ability to speak up and advocate for their positions and ideas. I was so pleased with the success of the team in their inaugural season and look forward to supporting this program as student interest in debate grows.

While self-driving cars have not yet become the rage among teenagers in Lake Forest, the use of Artificial Intelligence (AI) is very definitely on the minds of our students and their teachers. In this issue, you will have the opportunity to learn how Woodlands is approaching this technology and helping students navigate the origin of intelligence. Thinking back to my days as a Sacred Heart student…it was the threat of the calculator in math class…now it is the use of generative AI. How times change, and how they stay the same!

Wishing you a happy summer and a great read,

Susan Tyree Dempf, Ph.D. HEAD OF SCHOOL

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Seniors celebrate college decisions Members of Woodlands Academy’s Class of 2025 had some tough choices to make – and most had resolved them by May 1, the traditional college decision day across the country. Overall, institutions in the U.S. and overseas accepted 158 college admission applications submitted by Woodlands’ 34 seniors. So, which of them will they ultimately attend in the fall?

Class of 2025 members who had made that decision by May 1 were encouraged to wear some of their college-themed clothing to school that day. And faculty/staff members were asked to wear their alma mater’s gear to support those students.

Among those committing by the traditional deadline was Woodlands Academy’s 2025 National Merit® Scholarship Finalist. Claire Smylie will attend Bowdoin College – a “historic and selective” institution in Maine.

The same school was selected last year by Woodlands’ 2024 National Merit® Finalist, Gianna Keuer.

Other seniors will be taking the all-girls education they received at Woodlands to the next level by attending prestigious institutions of higher learning, such as William & Mary, Dartmouth, New York University, Villanova University, the University of Chicago, Northwestern University and the University of Notre Dame.

Members of Woodlands Academy’s Class of 2025 also have committed to attending institutions from those nearby, such as Marquette University, the University of Illinois Chicago and Beloit College, to ones as far away as Tulane University, Embry-

Riddle Aeronautical University, Santa Clara University, Florida Gulf Coast University and even the University of Sydney in Australia!

Several in-between destinations for Woodlands Academy seniors this fall include the University of Illinois Urbana-Champaign, DePauw University, St Mary’s College, Knox College and the University of Minnesota.

“The Woodlands Class of 2025 has a bright future ahead of them,” said Woodlands Academy Director of College Counseling Brendan Bond. “The diverse and excellent group of colleges and universities they will attend in the fall reflects the hard work and growth they’ve shown during their time at Woodlands, along with the support from our wonderful faculty and staff and our students’ families. I am proud of the Class of 2025. They have taught me a lot and are ready to succeed in college and beyond.”

Woodlands Academy’s comprehensive College Counseling program is an important reason why Woodlands has a robust college-preparatory culture.

Its students get accepted into colleges and universities across the country and the world that offer them the opportunity to grow as scholars and individuals. The program features Woodlands’ unique College Skills class in which the college counselor works with students through the college process during their junior and senior years in a classroom setting. It is a prime example of how Woodlands Academy provides the support students and parents need in the ever-evolving college process.

A complete listing of the Class of 2025’s college matriculation decisions–as well as a photo recap of their June 4 graduation ceremony–will appear in the next issue of Coeur à Coeur.

Woodlands senior named

2025 National Merit Scholar Claire Smylie is among the approximately 15,000 high school seniors nationwide achieving the prestigious National Merit® Scholarship Finalist status in this year’s 70th annual competition.

Smylie’s future at Bowdoin – a “historic and selective” institution in Maine – includes its National Merit Scholarship.

Such college-sponsored awards are one of the three types of Merit Scholarship offers that Finalists can receive.

Earlier this school year, Smylie was named a National Merit Semifinalist, representing less than 1% of U.S. high school seniors. She advanced to the Finalists’ round based on her academic record, participation in school and community activities, demonstrated leadership abilities, employment, and honors and awards received.

Coincidentally, Bowdoin College is the same school that was selected last year by Woodlands’ 2024 National Merit Finalist, Gianna Keuer.

“I am so pleased that Claire has been recognized with this impressive accolade; it is a testament to her hard work and dedication,” said Head of School Susan Tyree Dempf, Ph.D. “Claire has been a significant contributor to the Woodlands Math team, our Tennis team and music program. She demonstrated leadership through her role as an Advisory Representative on our student council. I wish her every success as she continues her studies at Bowdoin College.”

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The 2025 National Merit Scholarship competition began during the 2023-24 school year, with more than 1.3 million high school juniors taking a preliminary exam. The resultant nationwide pool of approximately 16,000 Semifinalists included the highest-scoring entrants in each state. Each Semifinalist must have an outstanding academic record throughout high school, be endorsed and recommended by a high school official, write an essay, and earn SAT® or ACT® scores that confirm the student’s earlier performance on the qualifying test.

Woodlands Academy musicians display the individual honors they received at the WorldStrides Heritage Festival in Nashville, Tennessee.

Madeleine Lillis ‘27, left, won a Maestro Award while Giuliana Popoff ’25 received the Ovation Award.

“Community music-making changes lives, and it happens in some of our simplest rehearsal moments. But the recognition we received at the Nashville Heritage Festival affirms that the music that happens when we come together is of the highest quality.”

MUSICIANS EXCEL IN “MUSIC CITY” Woodlands Academy received top-level honors at an April WorldStrides Heritage Festival in Nashville, Tennessee. Three of its musical ensembles performed in front of nationally acclaimed adjudicators. These Woodlands musicians learned from feedback they received during this “Music City” event, which drew some 500 participants from across the country.

Madeleine Lillis’ ’27 piano accompaniment of the Kaleidoscope choir earned her a Maestro Award from festival adjudicators. Maestros recognize extraordinary musical ability and sensitivity demonstrated during the competition. Lillis’ award includes an invitation to participate in the upcoming WorldStrides Festival of Gold at New York City’s Carnegie Hall.

Woodlands Academy’s two choral entries competed against nearly 20 other schools in Class 2A. The elite small-ensemble student-led Microscope choir brought home a Silver plaque, as did the Kaleidoscope choir.

The “Music City” experience proved rewarding in other ways for Woodlands Academy’s participants.

For example, they enjoyed dinner at Paula Deen’s Family Restaurant at Opry Mills before attending the live Friday night Grand Ole Opry radio broadcast.

Following their Saturday performances, Woodlands’ musicians went sightseeing and souvenir shopping in downtown Nashville before the festival’s awards ceremony, which included dinner – and some linedancing. Before returning home on Sunday, Woodlands Academy’s musicians visited the Country Music Hall of Fame. They also toured the famous Ryman Auditorium, known as the “mother church of country music.”

The Woodlands Academy Symphony Orchestra competed in Class 1A and returned home with a Bronze award.

In addition to these ensemble accolades, two Woodlands students won prestigious individual honors at the WorldStrides Heritage competition. Giuliana Popoff ’25 received the Ovation Award. Based on nominations from participating directors, this recognition goes to the one student at each festival whose contribution to his or her program goes beyond the music classroom.

Recipients typically have given of themselves for their family, music program, school and community.

This trip was the latest in a string of top-tier awardwinning performances by Woodlands Academy vocalists and instrumentalists at competitive festivals held in different cities yearly.

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Woodlands faculty member receives DePaul University honor The classroom achievements and community service of science teacher Julia Dunn were recognized recently with the DePaul University College of Education’s inaugural Early Career Alumni Achievement Award.

This newly established honor, presented to Dunn during a college alumni program on May 8 in Chicago, recognizes the accomplishments of College of Education alumni who completed their degrees within the past 10 years. Recipients must demonstrate promise in their professional fields and a dedication to community service in both their personal and professional lives. This award highlights their early professional achievements and their ongoing dedication to enhancing educational practices, supporting student development and promoting well-being within their communities.

Dunn has just completed her 12th year of teaching, six of which are at Woodlands Academy.

“I am truly honored to be recognized by DePaul with this inaugural award through the College of Education,” she said.

“At Woodlands, I’ve had the joy of teaching a variety of classes, including Biology, Honors Biology, AP Biology, Honors Environmental Science, and Honors Anatomy and Physiology.”

Dunn believes one of the most meaningful parts of her work has been creating opportunities that extend learning beyond the classroom.

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“In 2019, my AP Biology students attended the Annual Conference for the Society of Neuroscience,” she says, “where they engaged with leading neuroscientists from around the world. We’ve also gone on a behind-the-scenes tour at the Museum of Science and Industry and recently had the privilege of interviewing Emmy-winning National Geographic journalist Mariana Van Zeller. What makes these moments especially powerful is that they support my goal of making science feel real and accessible–and many of these inspiring opportunities have been led by women in science.”

While taking great pride in the academic experiences she offers, Dunn believes her most lasting impact at Woodlands will be through community-building.

“Whether through the House Program, serving as an advisor, or sharing my story during Kairos retreats, I’ve found that the true heart of teaching at Woodlands is the relationships we build.

I’m thankful that DePaul recognized this in the nomination letters, and I feel incredibly supported by my community in receiving this honor.”

Two nominating letters were written by Woodlands Academy faculty colleagues -- social studies teacher Andie Cavedo and Athletic Director/health teacher Dana Daly.

Woodlands’ tennis team and coaches receive league honors Jim Franke, Woodlands’ varsity tennis coach, and JV tennis coach Chris Ohlwein were co-recipients of the Independent School League’s (ISL) Coach of the Year award following the 2024 fall season. In addition, Woodlands’ varsity tennis team received the league’s Sportsmanship Award. ISL tennis coaches vote on which school demonstrates the best sportsmanship during the season.

Founded in 1967, the Independent School League is an Illinois High School Association affiliate comprising nine private secondary schools in the Chicago area.

Athletic Director Dana Daly is proud of its recognition of Woodlands’ tennis program. “Jim and Chris model the kind of character that we expect our girls to exhibit – kindness, respect and hardworking,” she said. “It’s not a surprise for me that our girls won the ISL Sportsmanship Award as a result of their leadership.”

In summing up the 2024 fall season, Franke said the Woodlands Wildcats play against some of the toughest competition in Illinois. “This helps us improve as players and requires us to be resourceful and resilient,” he added. “As evidence of that, the Wildcats finished with an impressive winning record of 9-7 and an even more impressive home record of 6-2. The team was led by captains (seniors) Gracie Jennings and Fiona McNulty. They poured their passion and creativity into the team, which created an exciting atmosphere full of memories for all players.”

The JV tennis program also had a great season, according to Ohlwein. “Our players continued to improve as they faced some very tough programs and competed when they took to the courts,” she said. “The grit, determination and passion for tennis was evident as the entire team contributed to our success. This season showcased resilience and perseverance, led by some fantastic seniors – Sara Bult, Campbell Chesney, Rosie Graziano and Arina Tverdokhlib.”

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Zara Dimovski ‘25, Gabrielle Babinski ‘26 and Sara Bult ’25 as they prepared to demonstrate their rover in Huntsville, Alabama, back in April.

NASA’s Rover Challenge Takes Woodlands from the Classroom to the Cosmos Sara Bult ’25, Zara Dimovski ’25 and Gabrielle Babinski ’26 represented Woodlands Academy of the Sacred Heart at the 2025 NASA Human Exploration Rover Challenge (HERC), a prestigious global competition known for pushing young minds to their engineering and creative limits. Among 75 teams selected from around the world, the Woodlands trio earned the fourth-highest score in their division—a remarkable feat in their first year of eligibility.

Just one spot shy of a podium finish, the result was both thrilling and motivating.

“We were so close,” Bult said. “But honestly, just being there, competing alongside international teams, and seeing what we accomplished—it was unforgettable.”

For three days in April, teams from 35 colleges and universities, 38 high schools and two middle schools from 20 states, Puerto Rico and 16 other nations worldwide descended on the U.S. Space and Rocket Center Huntsville, Alabama, to test their custom-designed rovers against a simulated extraterrestrial landscape. The challenge, now in its 31st year, reflects the goals of the Artemis campaign, which seeks to land the first woman and first person of color on the Moon while establishing a long-term lunar presence for science and exploration.

This year’s event also marked a historic change: the introduction of a Remote-Controlled (RC) rover division, opening doors to new schools and students—including Woodlands Academy. Previously, the competition only offered a Human-Powered division, which required each team to include one male and one female rider. With the advent of the RC division, which did not carry such a requirement, all-female teams like Woodlands’ could finally compete.

And compete they did, with a rover built from scratch under the guidance of Woodlands’ fine arts and engineering teacher Justin Goh. Their journey began with a 20-page proposal submitted to NASA outlining technical schematics, mission objectives and a plan to tackle the challenge head-on. The approval of that proposal set months of design, testing and redesign in motion.

Babinski, who sees a future in aerospace engineering for herself, relished the experience. “It was so much more than building a rover,” she said. “We had to solve realworld problems—terrain navigation, mission planning, data analysis. It gave me a glimpse of what working at NASA might actually feel like.”

The RC rovers had to conquer a grueling course that mimicked the surface of another world (think loose rocks, uneven terrain and lunar-like craters). Each team also had to complete two mission tasks critical to future crewed lunar landings, such as evaluating potential habitats or identifying water-rich locations.

Dimovski described the event as transformational. “It challenged me to push beyond my limits, built a bond with my teammates that I’ll never forget, and gave me the chance to be part of something truly innovative,” she said.

“I’m incredibly proud of what we’ve achieved as a team and grateful for the lessons I’ll carry into the future.”

The trio’s rover navigated its way through both the physical course and the theoretical aspects of the challenge, including extensive reporting, presentations and live problem-solving. In many ways, it was a trial by fire, a crash course in what it takes to be an engineer at the highest level.

NASA’s Vemitra Alexander, who oversees the challenge through the Office of STEM Engagement at Marshall Space Flight Center, believes the impact is lasting. “This student design challenge encourages the next generation of scientists and engineers to engage in the design process by providing innovative concepts and unique perspectives,” she said. “The skills these students gain—communication, collaboration, inquiry and critical problem-solving—are the same ones that drive NASA missions.”

Since its launch in 1994, more than 15,000 students have passed through HERC. Many have gone on to careers in aerospace, joining NASA or its contractors to help shape the future of space exploration. The Woodlands students may very well be next in line.

Dimovski is already exploring paths into mechanical engineering, while Babinski has her heart set on designing spacecraft. Even Bult, who’s leaning toward actuarial science and risk management, says the experience reshaped how she views problem-solving and systems thinking.

“This project has taught me more about behind-the-scenes engineering work,” Bult said. “Not only the process of building [the rover] – and actually designing it – but also what design reports contain and all of the things that NASA does.”

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Making Their Mark in the Debate World

By Vanessa Vergara, P’26

When my daughter Emmy arrived at Woodlands three years ago, she brought her passion for debate with her, having competed in policy debate since fifth grade. Looking to create a platform for students interested in competitive speaking, as a freshman, Emmy began approaching faculty, administrators and students about starting a debate team at Woodlands. Since I was a former high school debater myself, I helped Emmy contemplate what debate format best suited a new program.

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Members of the Woodlands Academy Congressional Debate team, with Coach Vanessa Vergara P’26 (left).

Congressional Debate emerged as the top choice because students could compete as a team and individually.

Congressional Debate is also generally considered the most approachable debate form especially for those with little to no prior debate experience and those with other extracurricular commitments (like most Woodlands girls). With help from our faculty moderator, English teacher Matthew Nuccio, Woodlands became the newest school in nearly 20 years to join the Illinois Congressional Debate Association (ICDA), one of the most competitive leagues in the country.

By the start of Emmy’s junior year, our team was ready to launch. We started the season with just 4 debaters, Kate Foster, ’25, Kian Kaz, ’28, Emmy Seliga ’26 and Talia Sevim ’27. As the season progressed, the team grew to include four more students, Kate Barnes ’27, Rei En Chew ’27, Monet Chalermratananon ’27 and Madeleine Lillis ’27.

In Congressional Debate, students role-play members of Congress debating legislation in the areas of economics, public welfare and foreign affairs. It is the only form of debate where students determine the topics they will debate. Students draft legislation which is then debated in chambers of 20-25 students. There are typically over 300 students from at least 18 to 20 schools competing at debate tournaments.

No Woodlands faculty or staff member had background competing in or coaching Congressional Debate, which is how I came into the picture as the Head Coach. I competed in Congressional Debate at Prospect High School, winning the Illinois State Championship during my junior and senior years.

Woodlands entered its inaugural season as the newest member of the ICDA. Our competitors have deeply established programs which have competed and won for decades, often have a fleet of head and assistant coaches and their teams usually have anywhere from 10 to 40

debaters compared to our single-digit squad and just one head coach.

I am proud to say that in our inaugural debate season, which spanned August to March, Woodlands had at least one or more debaters medal at every tournament this season. Special kudos to the following debaters who earned top speaker medals this past season: Rei En Chew, Kate Foster, Madeleine Lillis and Emmy Seliga.

Emmy also qualified for the Tournament of Champions Division based on cumulative best speaker nominations in the Varsity Division, and broke to the finals in her first year competing in the ICDA. In the Novice Division, Madeleine Lillis placed 6th in State at the IDC State tournament.

By the end of the season, I saw an amazing transformation in all our debaters. I saw confidence growing. I saw our debaters collaborating with teammates on how to make stronger arguments and ask more effective questions. I witnessed each student find her unique voice and style.

We recently had a celebratory gathering. One student shared that “debate goes so much further than debating bills. I have learned how to speak up for myself and advocate for myself.” Another shared that she was grateful for having “the opportunity to gain a new love and passion for debate.” Hearing this feedback and witnessing their growth as debaters and as young women of the Sacred Heart has been a profoundly rewarding experience.

Interest in our Congressional Debate program continues to build. As our team grows, so too, does our need for volunteer debate judges. Anyone interested in becoming a trained judge, please feel free to contact Associate Head of School for Academics Rocco Gargiulo at rgargiulo@woodlandsacademy.org for more information on how you might be able to help support the Woodlands Congressional Debate team in its upcoming season.

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Woodlands Social Studies Teacher and Information Research Specialist Andrea Cavedo discusses the promises and pitfalls of AI with Woodlands students.

Discernment is in the air these days. While it appears explicitly only once in the Goals and Criteria of Sacred Heart Education (Goal I, Criteria 6), discernment is a concept that undergirds many of the skills and values we foster at Woodlands Academy.

AI in the classroom:

The good, the bad, and how we tell the difference

We strive to educate students to make wise choices, to rely on their community and their faith to consider all sides of thorny issues, to practice discernment in all aspects of their lives. Interestingly, “discernment” is also one of the few terms that doesn’t receive an AIenhanced response when I throw it into Google search.

Artificial intelligence has been provoking a wide variety of responses among discerning educators over the last several years: some praise, but mostly panic attacks, hives and headaches. These are symptoms of a collective concern over how students might come to rely upon intelligence other than their own. In this, we continue a longstanding (if at times dyspeptic) tradition of teachers looking askance at technology.

By Andrea Cavedo Artist’s rendering of

Woodlands Social Studies Teacher and Information Research Specialist

the new classroom that will be funded through the generosity of the Class of 1974.

(Credit: OKW Architects)

Class of 1974 Gift Sparks Next Generation Classroom

From calculators to computer labs, cell phones to social media, new gadgets historically make us nervous. How will our students use these tools? Who designed them? Are they even meant for education? These kinds of questions are the very same we hope our students ask when we talk about developing critical thinking and ethical judgment.

At Woodlands, we have engaged these questions headon when it comes to artificial intelligence. Throughout the 2024-2025 school year, our school community has undertaken multiple conversations about AI, from which three main ideas have coalesced. First, we care about academic integrity. This is perhaps the marquee concern with generative AI. As a faculty, we have scrutinized assignments to determine whether they invite and reward authentic responses, and we’ve recognized that building strong classroom relationships with students helps us both foster and identify authenticity.

We also always work to build trust and respect, which are some of our greatest educational defenses in situations where fear, panic or apathy might lead students to lean too heavily on outside support and topple into plagiarism.

Second, we care about the ethical dimensions of AI use.

A series of grade-level meetings this year has encouraged dialogue around multiple scenarios, from a student using generative AI to write the majority of an essay, to a teacher using a similar program to grade and comment upon student work. Students have been highly critical of this

second scenario, but have also noted the ethical parallels.

We have also discussed the nuts and bolts of the language learning models many AI tools are built upon, and ethical concerns over dataset or programmer bias, privacy and data ownership.

Finally, we know AI is here to stay. We must prepare students for an academic and professional world where they will encounter and have to make wise choices about AI. We would be actively doing our students a disservice by ignoring its ubiquity.

I am writing these words on the first day of AP Testing.

Over the next two weeks, more than 75% of Woodlands students will take 203 AP exams in 25 subject areas, applying everything they have learned in their classes this year.

In some ways, this national exercise is a Discernment Marathon. What content is most relevant to the prompt?

How do the concepts connect? How to express that argumentative thesis clearly? Which equation helps solve this problem? Not everything learned will be used, and each exam is a struggle. But we learn when we struggle.

Right now, we are collectively struggling with AI-literacy, trying to discern what we all need to know, how it can help, as well as its capacities for harm.

We will keep at it, together.

In celebration of the 50th anniversary of their graduation from Woodlands Academy, the Class of 1974 has made a gift of $50,000, which will allow for the first in a series of classroom renovations.

The renovated learning spaces will feature fresh carpeting and paint, ergonomic desks and chairs for both students and teachers, upgraded lighting for a brighter learning environment, and smart storage solutions to declutter and organize. A modern glass markerboard and tackboard system will complete the refreshed look, which is designed to foster creativity and collaboration.

“Saint Madeleine Sophie Barat had an understanding that the environment in which a girl learned is significant,” notes Head of School Dr. Susan Dempf. “She believed that beauty—both outside and within—shapes the thoughts, ideas, and indeed the life, of the learner. We are so grateful to the Class of 1974 for supporting the beauty and environment of Woodlands, and for enhancing the learning experience of our girls.”

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SHCOG Reflection

Lifelong, Supportive, Inclusive...

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Woodlands Academy of the Sacred Heart is guided by the Goals and Criteria of Sacred Heart Education, which capture the principles of Catholic education permeated by Saint Madeleine Sophie Barat’s charism and the spirit of the Society of the Sacred Heart.

Every five years, the Sacred Heart Commission on Goals (SHCOG) requires all Sacred Heart Schools, including Woodlands, to undergo a self-study to reflect upon how we embody the Goals and Criteria. Following our self-study, we welcomed a SHCOG Visiting Team to Woodlands. This team concluded their visit with a reflection in which they shared their thoughts on the ways in which we “reaffirmed [our] commitment to the Goals and Criteria.”

What follows is a selection of comments shared with us by the SHCOG Visiting Team on the ways in which Woodlands manifests these guiding values.

Goal I: Schools of the Sacred Heart educate to a personal and active faith in God. Woodlands Academy distinguishes itself as deeply aligning Goal I with a sincere commitment to honor, celebrate and encourage the human dignity and uniqueness of every person in their diverse community as created and loved by God. At Woodlands, each student is “known and loved” in a very personal way. We continually heard from many constituents that Woodlands honors and celebrates each individual’s unique background, culture and faith journey. Anyone associated with Woodlands Academy would have been as emotionally moved as the Visiting Team when a group of 15 juniors and seniors were asked, “ Has anyone at Woodlands made you feel known and loved?” Every young woman raised her hand eager to share and compound praise for so many members of the adult community who have transformed their lives. The Visiting Team affirms that beyond rite and ritual, the authenticity of personal relationships among Woodlands’ administration, faculty, staff and students enlivens a spiritual culture of respect and genuine care that reveals the Love of the Heart of God and makes God as personal as the caring teacher who loves you into life.

Woodlands intentionally lives Goal I, where love and temperance abound. This is a community that understands faith is a gift shared and not imposed. God is alive within Woodlands Academy in the personal and authentic relationships where God’s love is revealed through the hearts and actions of each member in this community of compassion. It is at Woodlands, amid the beautiful diversity of its people, that we so clearly witness, one heart and one world—united in sharing God’s love.

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Goal II: Schools of the Sacred Heart educate to a deep respect for intellectual values.

Throughout our conversations with students, faculty, parents and alumnae we were struck by the universal affirmation that the students at Woodlands Academy of the Sacred Heart receive an extraordinary education, infused with a global mindset that prepares them well for college and beyond.

We saw trophies and plaques marking the impressive success in competitions such as Scholastic Bowl and MathCats. Clubs such as Robotics, Debate, Poets and Playwrights along with spaces including the theater and project rooms further demonstrate that Woodlands lives Goal II in numerous ways as it cultivates aesthetic values and the creative use of imagination.

The Visiting Team was in awe and admiration as we became familiar with the physical grounds and the entire Woodlands campus. For a small school, students have the advantage of utilizing new tennis courts, the photo lab, science wing, project rooms, an art wing, theater and beautifully designed learning spaces throughout the school.

The Visiting Team heartily commends Woodlands Academy for providing a wide spectrum of academic offerings while upholding high academic standards within an atmosphere of personalized education. Furthermore, we commend the teachers’ generosity of spirit that promotes a love of learning. In a high-pressure world with the competitive nature of college admissions and high expectations from parents, Woodlands Academy has worked hard and succeeded in nurturing an educational environment that is less transactional and more transformative.

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Goal III: Schools of the Sacred Heart educate to a social awareness which impels to action.

From the moment the Visiting Team arrived on campus, it was obvious that a global perspective was central to the identity of Woodlands Academy of the Sacred Heart.

One young alum credited her experience at Woodlands as having prepared her to “challenge the spaces around me to make them better serve everyone.”

In conversations with the faculty and students the Visiting Team affirmed…that difficult social issues can be openly discussed and students are helped to recognize unjust social structures. The use of primary sources, the reference to the principles of Catholic Social Teaching, and the training in analytical thinking all lay a foundation that prepares Woodlands students to be change agents in whatever field they enter as adults.

The Visiting Team also confirmed that service to others is an important and integral part of life at Woodlands Academy….Alums mentioned that the call to serve that they heard at Woodlands followed them throughout their adult lives as they volunteered on community boards, advocated for legislative initiatives or provided direct service to alleviate suffering here or abroad.

Goal IV: Schools of the Sacred Heart educate to the building of community as a Christian value.

The intentionality in building community at Woodlands Academy is felt from the time you enter campus. From the beautifully maintained landscape to the spirit of calm you experience when you walk through the entrance, you immediately feel enveloped with peace and belonging. It is evident that you are known and loved in this place.

The Visiting Team heard that Woodlands is a place where young women can find their voices and build self-confidence. Current students and graduates cherish relationships begun at Woodlands.

They report having the confidence to form new communities as they venture beyond Woodlands while holding fast to the sisterhood forged here.

Schools of the Sacred Heart recognize that a student’s sense of belonging is foundational to her development. Woodlands shines in this area as a model of community belonging and inclusion.

The Visiting Team commends and celebrates the exceptional student population for their deep commitment to hospitality, openness and fostering belonging among all members. The young women of Woodlands Academy are invested and intentional in creating ways to ensure peers lead, participate in and contribute to a vibrant and inclusive community life.

The Visiting Team heard many stories of the mutual love and respect that is nurtured at Woodlands Academy. It is resounding evidence that Woodlands exemplifies Goal IV. Community is the heartbeat of Woodlands, and that is what makes it, in the words shared by students, “lifelong, supportive, inclusive ... Perfect.”

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Goal V: Schools of the Sacred Heart educate to personal growth in an atmosphere of wise freedom.

At the heart of Woodlands Academy of the Sacred Heart are the infinite choices offered to students, which not only meet students where they are but inculcate in them the desire and freedom to determine who they want to be. As one student articulated, “A Woodlands girl knows who she is and knows where she wants to fit in the world.”

There is a wonderful focus on relationships at Woodlands Academy among the faculty, staff and administrators as colleagues; between adults and students; and in the students’ relationships with one another. The school clearly puts time and energy into teaching students how to dialogue respectfully and how to include diverse voices.

The Visiting Team commends the Woodlands Academy administration, faculty, staff and trustees for their intentionality in making all members of the adult and student community feel not only known and loved but free to be themselves. ___________________

“We are grateful to have been welcomed into your loving and caring community as colleagues and family,” wrote the Visiting Team. “It has been an honor to accompany the Woodlands community in this part of your ongoing journey in living the mission of Sacred Heart education as articulated in the Goals and Criteria.”

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Congé On February 22, nearly 150 guests joined us at the Glen View Club for our annual Congé gala. Together, we raised $335,000 in person and through online auction bids.

Thanks to all who made the evening such a success through their generous support and participation! Special kudos to our gifted student musicians who captivated our guests with their performances.

Beyond a fabulous party, Congé serves as Woodlands’ largest fundraising event of the year.

The proceeds from the gala help to bridge the gap between what is paid as the full tuition amount and the actual cost to educate a student. It is through the school’s fundraising efforts, such as Congé and the Woodlands Fund, that the difference between what is paid in tuition and what is truly spent to educate a student is offset.

Junior Ring Ceremony Junior Ring Ceremony, one of the most significant days of a girl’s time at Woodlands Academy, marks the turning point in a student’s time at a Sacred Heart school. The class rings and Philippine Duchesne medals presented at the March 13 ceremony, planned and hosted by the senior class, are reminders of the strong bond students feel within the walls of Woodlands Academy and the entire Sacred Heart community.

Senior KJ Miller, this year’s WACOR (Woodlands Academy Council of Representatives) president, opened the ceremony with a message to members of the junior class: “Each school has its own tradition, but all Sacred Heart schools are united in featuring a special ceremony in which juniors receive their rings. … It celebrates you, your accomplishments and the meaningful connections fostered within our community. …

Alumnae will often tell stories of finding connection with strangers when they notice a Sacred Heart ring and suddenly, they are strangers no more.”

Each ring bears the Sacred Heart symbol of two embracing hearts, which are signs of love, friendship and unity. Each junior wears her ring with the hearts facing in toward her heart. Once she graduates, she turns the ring around as a challenge to reach out to others and share Sacred Heart traditions and values.

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In Memoriam: (October 1, 2024 – April 30, 2025)

Mr. Thomas J. Cashman

Mr. Linus McDermott G’16

Ms. Carolyn Fox ’73

Mr. Ted Meyer

Mrs. Katherine Gallagher Goese ’77

Mr. Robert Murphy P’93

Mr. Otto Georgi G’26

Mr. Francis J. Oelerich III P’07, P’09, P’12, P’14, P’17

Mrs. Norma Hopkins G’26

Ms. Anna Pfeifer P’92, P’96

Mr. Jack Jashelski

Ms. Chavewan Sangchai G’28

Mr. Stephen Kelly

Mrs. Patricia Von Drak G’10, G’16

Former Parent and Past Trustee

Alumna

Alumna

Grandparent

Grandparent

Former Staff Spouse

Relative of Faculty Member Maureen Shinnick

Mr. Gunther Lehmwald G’25 Grandparent

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Past Grandparent

Spouse of Alumna Mrs. Joan Cagney Meyer ’59

Former Parent

Former Parent and Past Trustee

Former Parent (died October 2023)

Grandparent

Past Grandparent (died May 2023)

SAVE THE DATE

“For the sake of one child, I would have started the Society.”

AUGUST 24

Two hundred years ago, our foundress, St. Madeleine Sophie Barat, made that bold statement, and for over 160 years, we have made it our mission to value, understand, nurture, challenge and love each of our girls as if she were the only one.

Your sustaining support of the Woodlands Fund benefits every student, every day, by supporting curricular and co-curricular programs, state-of-the-art science laboratories, and our exceptional teachers.

At Woodlands Academy, a young woman thrives thanks to your generosity. She is our mission. She is our priority. She is our future.

Family Mass/All-School Picnic

SEPTEMBER 11 12 19-20 25

Parents of Alumnae Courtyard Cocktail Reception Mass of the Holy Spirit & Flag Ceremony Reunion Weekend (0’s and 5’s) Current Parents Courtyard Cocktail Reception

OCTOBER 4 20 23-25

Feast of St. Francis – Blessing of the Animals Mater Admirabilis Liturgy Fall Play

NOVEMBER 1 2 To make your gift to the Woodlands Fund, please scan the QR code, visit woodlandsacademy.org/donate, or use the envelope inside this issue of Coeur à Coeur.

All Saints Day Liturgy Admissions Open House

DECEMBER 11 14

Christmas Concert Advent by Candlelight