Perspectives | Fall 2018

FA L L 2 01 8

PERSPECTIVES THE MAGAZINE OF ASHLEY HALL

Front Cover

—INSIDE—

EXPLORING N E W V I S TA S : JUNIOR INTERNSHIPS TA K E F L I G H T

L-R: Caroline Brewer, Helena Looper, and Gabby Hobal, Class of 2030, play in the new fairy garden on campus.

Photo by Kelly Grace Photography | www.kellygracephotography.com

ASHLEY HALL BOARD OF TRUSTEES 2018–2019 OFFICERS Artie I. Richards | Chair Kenneth W. Harrell | Vice Chair Heidi Ward Ravenel ’74 | Secretary Hugh C. Lane, Jr. | Treasurer Brett Hildebrand | Past Chair M E M B E R S -AT- L A R G E Anne Frances Bleecker ’76 Emmie Aichele Dawson ’70 Susan J. Herdina Philip L. Horn, Jr. Laurie Arnold Host ’73 Lenna S. Kirchner Kevin W. Mooney Rhett Ramsay Outten ’82 Karen Jenkins Phillips ’79 Anne Tamsberg Pope Kaye Smith Eric Strickland TRUSTEES EMERITI Mary Agnes Burnham Hood Martha Rivers Ingram ’53 Patricia T. Kirkland Elizabeth Rivers Lewine ’54 J. Conrad Zimmerman, Jr. HEAD OF SCHOOL Jill Swisher Muti MARKETING & C O M M U N I C AT I O N S O F F I C E Paula Edwards Harrell | Director of Strategic Marketing & Communications Jennifer Turner | Editor & Institutional Writer Anne-Davis Shaw | Graphic Designer Meredith Adkins | Digital Communications Manager Betsy Sidebottom | Campus Communications Manager

Please forward any address changes to Ashley Hall Institutional Advancement Office, 172 Rutledge Avenue, Charleston, South Carolina 29403 P E R S P E C T I V E S | FA L L 2 0 1 8

| FALL 2 018

PERSPECTIVES

INSIDE THIS ISSUE On Front and Back Covers: Already working toward her private pilot license, Catherine Dixon ’19 utilized her Junior Internship to expand her passion for aviation.

Photos by Michael Parks | michaelparksphotography@gmail.com

Front Matter

02 | Headlines 04 | Around the Shell House

Her World 08 | The Power of Name and Place: The Nautilus Program

10 | Cracking the Code: Learning Without Screen Time in

12

the Early Education Center

27

Our World

The World

A Mosaic of Community: Horizons at Ashley Hall

40

Illustrating Brilliance: Making Scientific

On the Verge: The Spirit of Ashley Hall

42 | The Passport to an Enduring

Observation Visible

Friendship: Katie Pérez-Phillips ’07

17 | Making Caring Common:

and Olivia Hipp ’10

A National Initiative with

44 | The Language of Connection: Summer English

Personal Meaning

18 | Leveraging the Power of Student Leaders: The Student

30 | Off Runway,

Enchanted Masquerade

Ambassador Program

32 | Exploring New Vistas:

20 | The Value and Legacy

Junior Internships Take Flight

of Wellness

38 | The Heart of the Matter:

22 | Game Changers: Fostering

Lower School Philanthropy

Leadership Through Athletics

39 | The Giving of Herself: Dana Van Hook Celebrates Two Decades of Sharing Joy

L-R: Sketch by Ava Gudzunas ’19 | Claire Hildebrand ’19 and Skylar Drayton. Photo by Kelly Grace Photography | Sixth graders work on The Spirit of Ashley Hall. Photo by Paula Edwards Harrell

Language Institute

48 | Global Citizens: Rotary Youth Exchange

Parting Shots

50 | In the Sisterhood 52 | The Madren Pool Turns 100

1

Headlines: Photo associated with Jill’s Letter

Her World Our World The World

P E R S P E C T I V E S | FA L L 2 0 1 8

Photo by Julia Lynn

Q

| HEADLIN ES

uestioning, exploring, and persevering—these are qualities that Ashley Hall cultivates in girls through our wholistic approach to education.

Every day, our students and faculty inspire with their passions and pursuits, expanding from our urban campus and radiating outward. We often talk about Her World, Our World, and The World at Ashley Hall, and this issue of Perspectives traces this mantra through the lenses of ever-widening concentric circles.

Her World: From the Early Education Center’s emphasis on mastering coding concepts without computers, to the three tenets of the new Nautilus Program, we hold paramount the importance of creating an environment where girls understand and embrace their own learning. In encouraging student leadership opportunities in the classroom, on the playing field, and through the new Student Ambassador Program, the School supports the potential in every girl to promote inclusiveness and confidently persevere in using her voice for good.

Our World: The determination of each girl to take ownership of her education and to find her place within the local community is evident throughout our School.

Whether our students are exploring unique career fields with their Junior Internships or connecting with the local community through partnerships in education, philanthropy, and the arts, Ashley Hall fosters those areas by committing significant time and energy to programmatic development.

The World: Through an emphasis on global awareness and international connections, our students gain insight into themselves and the surrounding world. From a two-year-old child’s wide-eyed wonder of the world around her to the global expanse that lies before our Upper School girls, the ever-broadening perspectives of our students highlight the completeness of an Ashley Hall education. In questioning the world around them and proactively seeking answers to those questions, our students begin the life-long process of becoming global citizens.

Thank you for being part of our family. Through your support and partnership, we are nourishing the most important and lasting legacy of Ashley Hall: our girls.

With kind regards,

Jill Muti Head of School 3

CELEBRITY CHEF JET TILA BRINGS HIS COOKING PROWESS TO CAMPUS Celebrity Food Network Chef Jet Tila

and impacts kids in many, many ways. If

visited campus in October at the invitation

they love the meal and have a good time,

of Flik Independent School Dining

I’ve done my job.”

to cook signature dishes and connect

A N E W FAC E AT A S H L E Y H A L L :

While students were excited to take

with students in multiple divisions. His

selfies and get Chef Jet’s autograph, they

Asian-infused menu for lunch was a big

most appreciated his willingness to take

hit with students, faculty, and staff, and

a moment with them to share his passion

an especially fun cooking demonstration

for cooking and education. “He is the

for third and fourth graders featured a

nicest person, super outgoing, and I was so

pineapple fried rice recipe. “Chef Jet

excited,” said Lorna Milani ’20. “He gave

SARA STEPHENSON,

was very fast at cooking and was great

me a picture and an autograph, and he was

DIRECTOR OF ADMISSION &

at cutting too. It was amazing to watch a

asking me questions! It was amazing.”

ENROLLMENT MANAGEMENT

famous chef cook,” said Belle Raffle ’27.

In the evening, Chef Jet cooked and

As a nationally recognized chef, This summer, Sara Stephenson assumed the position of Director of Admission and Enrollment Management and has been working to recruit new families to the Ashley Hall community while connecting with current families as well. She holds a Master of Education in science education from the University of Cambridge and

shared a special dinner with Ashley Hall’s

restaurateur, and teacher, Chef Jet is

international students. His delicious food,

excited about using food as a gateway to

sense of fun, and warm friendship made

cultural experiences for students. “Like

his visit a great experience for the

no other generation in history, kids are

Ashley Hall community.

super engaged in food and really into cooking,” noted Chef Jet. “Cooking

By Jennifer Turner,

exposes them to something that might be

Editor & Institutional Writer

unfamiliar to them from another culture

a Bachelor of Science in earth science from the University of Bristol. Prior to joining Ashley Hall, she was the Director of Enrollment at University School in Cleveland, Ohio and has extensive experience in single gender education.

“I have quickly put down roots in Charleston and already feel that this is my school home,” said Stephenson. “I look forward to hearing your stories as I get to know you and your daughters and young sons personally.”

By Paula Edwards Harrell, Director of Strategic Marketing & Communications L-R: Virginia Jones, Carson Smith, and Olivia Harvey, Class of 2019, after meeting Chef Jet. Photos by Meredith Adkins P E R S P E C T I V E S | FA L L 2 0 1 8

FALL Performing

ART S

| AR OU N D THE S HELL HOUS E

This semester, the Performing Arts department produced a retrospective musical as well as a collaborative concert showcasing Upper School students. Director of Theater Scott Warfel’s production of Beehive: The 60’s Musical featured six Upper School girls and a guest appearance

by School Receptionist and Gatekeeper LaChan Wilson, as well as a live band featuring Performing Arts faculty member Anna Brock, Director of Information Technology Kevin Bourque, and Ashley Hall parent Eric Getter. “I was interested in learning music from the 1960s,” said Ellerbe Mendez ’23. “I loved rehearsals because I got to know other students who enjoy musical theater and just had a great time.” A number of seventh and eighth graders also contributed to the show through their technical theater class led by Fine Arts faculty member Anna Ruggiero ’90.

Highlighting strings, choirs, and dancers, the Upper School Fall Concert offered a unique blend of traditional and modern pieces. Held at The Cathedral Church of St. Luke and St. Paul, the concert featured the musical talents of seventh through twelfth grade students in Strings, Swing Choir, Red Choir, and Chamber Singers. Strings students accompanied dancer Callie Cox ’21 on two pieces that she choreographed and performed with a professional partner, and the Ashley Hall choirs presented a piece, Homeland, from their yearlong repertoire project. This choral collaboration is in preparation for their summer 2019 tour to Cambridge, England. On the trip, the choirs will join other children’s choirs from around the world to perform Homeland in addition to a full program

By Jennifer Turner, Editor & Institutional Writer

Photo by Paula Edwards Harrell

5

E X P E R I E N T I A L L E A R N I N G F O R E V E N T H E YO U N G E S T L E A R N E R S !

Patrick McCarty ’33 holds a bee frame while visiting the Jenkins Hall rooftop hives. Photo by Betsy Quirin

Experiential learning is one of the core components of

for matching, Playmobil beekeeper manipulatives, and a fine

Ashley Hall’s Learning Spiral, and introducing students at a young

motor pollen transfer activity. “My favorite moment was when a

age to this type of enrichment is a priority. In October, students

child, who was scared looking at the bee wall in Mrs. McCarty’s

in the primary class of Early Education Center faculty member

room, put on a bee suit, went onto the roof, and held a bee frame

Elizabeth Johnson ’95 suited up for a close encounter with the

with confidence!” said Johnson.

School’s beehives! “We all know that children learn by doing, so

Students excitedly gathered around McCarty as she opened

it is important to provide hands-on science opportunities as early

the lid of a hive and pulled out frames covered in bees and honey.

as possible,” said Lower School faculty member Beth McCarty.

Reflecting on the experience afterward, one child asked how a

“As they hold a frame of working bees, they learn that bees are not

bee removes pollen from its body, and Graham Quirin ’33 replied,

aggressive and are extremely important to humans by providing

“That bee needs a shower.” Such questions and observations

honey and pollinating the foods we eat.”

prove that immersive science experiences for young children are

Before the excursion, the class read non-fiction books

emphatically worthwhile.

about bees and studied materials provided by the Lower School Bee Club, such as bee life cycle pieces with a chart P E R S P E C T I V E S | FA L L 2 0 1 8

By Jennifer Turner, Editor & Institutional Writer

| AR OU N D THE S HELL HOUS E

Sneak Peek on Warren Street With the opening of Warren Street House just around the corner, members of Ashley Hall’s Young Alumnae Association were lucky enough to get a recent sneak peek during a Hard Hat Happy Hour hosted at the site.

When completed, Warren Street House will include additional learning space dedicated to the humanities and languages, including two traditional Harkness learning studios, a living laboratory with a full-service culinary area, and the new Admission Welcome Center.

Students are expected to begin classes at Warren Street House in the new year.

Riley Turner ’20 steers during this fall’s voyage. Photo by Dr. Roscoe Davis

OFFSHORE LEADERSHIP PROGRAM RECEIVES N AT I O N A L M E D I A C O V E R A G E

L-R: Young alumnae Torrey Crawford Knapp ’06, Kathleen Hay Hagood ’06, Boykin Foxworth Anderson ’08, Brooks Harken ’06, and Ellen Neff Hassell ’06 during the Hard Hat Happy Hour.

Photo by Meredith Adkins

Ashley Hall’s Offshore Leadership Program recently has garnered national news coverage, including articles in The Washington Times, The Charlotte Observer, Newsweek.com, Voice of America, as well as several other outlets. Sailing from Portsmouth, Virginia, 17 girls crewed the Liberty Clipper during a week-long offshore voyage. Visit www.ashleyhall.org/offshoreleadership/ for complete media coverage of this outstanding Upper School signature program!

PUSHING BOUNDARIES: T H E I N N O VAT O R C O H O R T

By Ed Dougherty, Director of Innovation

Ashley Hall is proud to announce the creation of the Innovator Cohort for teachers and students. Central to the School’s student-centered learning environments, this new K-12 initiative is designed to support technology integration across the curriculum and infuse lessons with authentic tasks and 21st century skills, including collaboration, creativity, critical thinking, and communication. The cohort consists of 10 trailblazing teachers who are looking to push the boundaries of education to best serve students and prepare them for Her World, Our World, and The World. Over the course of the year, teachers will design lessons that challenge students to think differently about their class content and to question how it applies to their world. Through community partnerships, project design, and student creativity, the Innovator Cohort will develop a learning environment where students solve local and global issues while demonstrating mastery of their class content.

Director of Innovation Ed Dougherty and Lower School faculty member Beth McCarty in the new Collab Lab. Photo by Paula Edwards Harrell

7

T H E P OW E R O F N A M E A N D P L AC E :

BY CHRIS HUGHES, ASSISTANT DIRECTOR OF UPPER SCHOOL & DIRECTOR OF THE NAUTILUS PROGRAM AND KELLY SUMNER, DEAN OF STUDENTS

With its spiraling and interlinked chambers, the nautilus aptly represents Ashley Hall’s Learning Spiral and its inherent goals of a circular, yet elevating, curriculum. Also serving as the name of the School’s new signature program for seventh and eighth graders, the nautilus is a poignant symbol of connection and the power of name and place. In numerous ways, girls are growing and thriving in the Nautilus Program.

P E R S P E C T I V E S | FA L L 2 0 1 8

L-R: Rose Lake, Muffy Schaffler, Eads Hubbell, and Taylor Hurteau, Class of 2023, after the Nautilus pledge signing.

Photo by Susannah Elliott

“

Envisioned by Head of School Jill Muti to tether the seventh and eighth grades more securely to the entire Upper School and to foster a sense of community, the Nautilus Program

The Nautilus Program has

seizes the opportunity to strengthen the bond and culture of

made starting Upper School

connectedness during a crucial period of development for

more fun and welcoming.

girls. The chambers of the nautilus metaphorically reflect

Having our own hallway

growth and change. Faculty members want to celebrate and foster the individual spirit of each girl while simultaneously ensuring she feels connected to a larger whole.

Located almost entirely on the second floor of Jenkins Hall and organized around the idea of chambers, the Nautilus Program offers new programmatic initiatives that foster a

for most of our classes has made the adjustment less overwhelming. The program is bringing us together as a

“

the maturation of each student and are a symbol of both

group. —Annie Goldstein ’24

more familial, creative, collaborative, and student-driven experience. Acting as the inner chamber, advisory group is a purposeful time for activities designed to encourage healthy bonding, ownership, social skills, and unconditional positive regard for others. Within the chamber of the classroom, classes are governed by rules established by Nautilus community members. Both grade levels, led by elected students, are in the process of establishing who they are within the larger Ashley Hall community through activities with older students and their little sisters. Finally, by living and learning on the second floor—another chamber— girls flourish by having a place dedicated to both their individuality and their shared experience.

Faculty members are honored to help each girl embrace all the wonderful opportunities in store for her in the Upper School. While the idea for the program was initiated by Head of School Jill Muti and further developed by faculty members, the true program came alive only after students gathered together to share their collective vision for their experiences this year.

The first two days of the academic year were devoted to several break-out sessions. Students were divided into advisory groups and tasked with creating their group’s name, logo, and t-shirt design while engaging in icebreaker activities. Students then joined their little sisters in first and second grades for a special meet-and-greet. After brainstorming what their perfect seventh and eighth grade experience would look like and what concerns might get in the way of their learning, the girls ended their day in Davies Auditorium and shared their advisory team ideas and dances, which culminated in a group-wide dance party. Afterward, faculty members came together to distill

| Her World

the students’ ideas, and a formal overview of the program took shape. The student responses and suggestions were thoughtful, compassionate, and relevant.

Faculty members shared these findings with seventh and eighth grade student council members, who embraced the challenge to design a formal document that would synthesize their conclusions into a clear vision for the Nautilus experience. Working together, the council members were committed to honoring student input and recognizing the need for consequences within the program. The resulting conduct system addresses community expectations for the seventh and eighth grades by providing more opportunities for students to make the best choices possible. Through the process of taking ownership of their educational experience, the girls laid a solid foundation for their future growth in the program.

In October, the formal Nautilus ceremony and pledge signing was a special moment to reflect on the program and look toward the future. Student-led and attended by Head of School Jill Muti, Assistant Head of School and Director of Upper School Dr. Anne Weston ’73, and all Nautilus faculty members, the ceremony touched on what it means to be a member of something larger than one’s self.

Each student pledged to uphold the following three tenets: being an engaged learner; being a conscientious student; and being a good steward of her environment. What a fitting reminder to students of the nautilus’ interconnected growth and of the power of having a name and place within one’s community.

9

P E R S P E C T I V E S | FA L L 2 0 1 8

Wren Messervy ’32 (L) and Allison Brodie ’32 (R, B) problem-solve to help Cubetto get to his destination.

Photos by Meredith Adkins

| Her World

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

Cracking the Code Learning Without Screen Time in the Early Education Center THE NOTION OF CODING CONJURES UP IMAGES OF COMPUTER SCREENS SCAT TERED WITH ONES AND ZEROS, BUT ESTABLISHING A DEEP KNOWLEDGE AND L ASTING FOUNDATION OF PROGRAMMING WITHIN THE MIND OF A YOUNG CHILD OF TEN MEANS REMOVING THE SCREEN ENTIRELY FROM THE EQUATION. Enter the pre-kindergarten class of Early Education

This hands-on discovery directly aligns with the

Center faculty members Katie Harvard and Martha Hill

Reggio Emilia philosophy, which serves as the foundation

and be prepared to encounter a whirl of activity. On any

of the Early Education Center program and emphasizes the

given day, children bustle around the student-driven learning

ability of children to construct their own learning, to use

centers that are spread across the classroom and lovingly

trial and error, and to problem-solve independently. For

stocked with all sorts of items to interest growing and

example, a child must choose a story location on the floor

inquisitive minds. Decorating the center of the room,

map and strategize how to best code Cubetto to get there.

a comfy rug is especially inviting, and it is here that children

By setting goals for themselves and actively planning how

gather to learn foundational skills in coding—all without a

to achieve those goals, children, and not teachers, are the

computer screen in sight. “When we think about helping

driving force in the activity. “I’m happy when we get to play

our students learn coding, we automatically assume we need

with Cubetto and see where he goes!” exclaimed

a computer first,” said Harvard. “In fact, there are many

Wren Messervy ’32. “I like when it is my turn, and I can keep

ways to learn coding without a computer, as many thinking

him from going the wrong way.” In addition, Cubetto’s story

and coding approaches can be understood through different

element is important in creating rich playtime landscapes;

activities off-screen.”

Cubetto is on a journey, and the children become invested

One such approach is Cubetto, a screenless coding robot for young children. Integrated into an engaging story floor

in assisting him. “My favorite place is the castle,” said Mae Hodgson ’32. “I always help Cubetto get there.”

map, Cubetto is small, boxy, and obedient; he is willing to

By using Cubetto as an introduction to programming,

putter to whatever location on the map a child desires, but

children become more comfortable with sequencing, the

with one catch: he must be told exactly where to go. “If

concept of coding and written language, cause and effect,

possible, we like to stay away from apps for this age group,”

counting, planning, left-to-right and compass reading,

noted Harvard. “I like the idea of coding without computers

problem-solving, and critical thinking. All are foundational

and getting the concept down first.” Children code Cubetto

skills that will serve children well as they grow and pursue

by placing colored directional blocks into a control board.

increasingly challenging coding work. “One of the major

Forward, backward, left, or right—each block represents

philosophies at Ashley Hall is giving our students the gift

an action; strung together, the actions combine to create a

of failure,” emphasized Harvard. “Coding with Cubetto

child’s first coding program. “Our students have thoroughly

allows our students to fail and then to problem-solve and

enjoyed the challenge that these coding activities have

collaborate, developing them into critical thinkers who,

created,” added Hill.

through trial and error, can be successful with their goals.”

11

I L L U S T R AT I N G B R I L L I A N C E M A K I N G S C I E N T I F I C O B S E R VAT I O N V I S I B L E

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

Sketching The

Madeleine Oak one early afternoon in October, students

in Upper School faculty member Allison Bowden’s Honors Biology II class were doing much more than leisurely enjoying the fall sunshine and fresh air. Tasked by Writing Coordinator Jane Pelland to observe and record what they saw, the students were beginning an immersive journey to reveal, record, and revere the intricate beauty of the natural world.

F

illed with patterns and wonder, the natural

illustrator, Bowden wove through her curriculum

world is a treasure trove for the eyes, but

several creative elements that asked students to

only if one knows where, and how, to look. “It is about training your eyes to see,” said Pelland.

peer deeper into their course of study.

“I think it is very important for students

“By doing so, you will see more than others. If

to understand that science and art are not

you see the visible world in more capacities,

independent of one another,” said Bowden.

and really look for connections, you will be able

“I have always used nature journaling as a tool

to compare it to other situations and see the

to capture a unique wildlife encounter or special

intricacies.” Highlighting such connections was

memory. Jane’s love for nature and talent in

exactly what Bowden desired for her Honors

writing and visual art are rich resources for the

Biology II students, who study botany during the

girls. Her instruction helps fine-tune my skills as a

fall semester before switching to ornithology in

biologist while working to weave research and art

the new year. Partnering with Pelland, who is a

into a beautiful tapestry of environmental science

well-known and accomplished natural science

and education.”

P E R S P E C T I V E S | FA L L 2 0 1 8

| Her World

SKETCHES BY AVA GUDZUNAS ’19, A STUDENT IN HONORS BIOLOGY II

Using The Madeleine Oak as a resource all semester,

In January, each student will arrange portions of her

students blended subject areas by creating both detailed

nature journal sketches and writings as well as treasured

sketches and a series of scientific and creative written

objects into a shadowbox to be part of a showcase that

works. “By inviting students to keep nature journals, I

will share the observations of the class in a unique,

can guide them to observe a botanical specimen, replicate

three-dimensional way. By placing the shadowboxes

the shapes and features, describe those observations,

on display, Bowden and Pelland want their students to

note connections, ask questions, and direct themselves

take pride in educating others about what they learned

to in-depth research,” explained Pelland. “Our goal is

from their experience. “My hope is that these students

to open new doors and windows to students by making

will forever carry with them an appreciation for nature,”

them comfortable with exploring multiple ways of

acknowledged Bowden. “I want to produce life-long

perceiving the world. They need not become professional

learners who understand what they see and how it works.

illustrators, but through our project they will empower

By blending the arts with botany, my students form

themselves to appreciate the grandeur—and the

stronger connections.”

intricacies—of nature for the rest of their lives.”

Throughout the semester, Pelland referred students to the works of Beatrix Potter and Leonardo da Vinci, two figures whose natural science illustrations contributed much to the world and who often had to rely on the power of their meticulous observations to support their claims. “It is interesting to analyze the patterns of things, and da Vinci was able to see patterns through different disciplines, such as science and art,” said Lawson Walters ’19. “Every person will have her own different view, and we all can have a different perspective of the same natural object.” Students also appreciated the chance to branch out from the standard ways of studying botany. “I really like how this class connects art with science because I consider myself an artist, and I like how these excursions add other aspects besides just plain science,” said deRosset Thompson ’20. “I enjoy observing for myself and figuring out things on my own as well as with help from a teacher.”

Caroline Walters ’19 paints her natural world observations.

Photo by Allison Bowden

13

The air is muggy and humid.

Ants are crawling up my leg.

Mosquitos buzz in my ears.

Although I do not go outside much, Nature is something beautiful to me. —SKETCHES AND POEM

BY AVA GUDZUNAS ’19

Writing Coordinator Jane Pelland encourages Honors Biology II students to notice intricate details as they sketch on campus.

Photo by Jennifer Turner

Honors Biology II students study The Madeleine Oak during a field sketching excursion.

Photo by Jennifer Turner

P E R S P E C T I V E S | FA L L 2 0 1 8

| Her World

Allison Bowden releases a Palila at the Mauna Kea field station on the big island of Hawaii in 1997. Photo provided

IN HER WORDS

“M

U P P E R S C H O O L FA C U LT Y M E M B E R A L L I S O N B O W D E N y father taught at Clemson University for many

essential. I recorded dates, weather, and observations

years and developed a field biology elective in the

(measurements, location) and noted any unusual

Clemson Forest. My mother was a biological sciences

behavior. This information was then entered into

librarian and has an M.S. in botany. Growing up in that

databases to be used by other scientists and will forever

area and being raised by two conservation-minded

serve as the foundation for early research on the

parents, I formed a deep appreciation for educating

conservation of nesting sea turtles and the population

others about our valuable natural resources. Traveling

dynamics of the Palila. It is special to know that I had

the country throughout my middle and high school

a hand, no matter how small, in the protection of these

years, we visited and camped in National Parks. These

threatened and endangered species.

experiences enriched my life in many ways, so I hope to share similar experiences with my students.

I started nature journaling in high school and now use

I want each student to realize that she does not have to be a biologist or scientist to truly appreciate nature.

She can be a nature enthusiast in her own backyard,

these entries in class with my students today. From an

use a camera or a journal to capture her encounters,

encounter with a beached pygmy sperm whale to the

and observe the surrounding world on a daily basis. I

smell of fall in decaying leaves, I work to capture these

want her to notice seasonal changes such as migrating

treasured moments in a scientific yet poetic way.

butterflies or the rusty hue of Spartina in the marsh and

During my work with the Palila, an endangered finch, in Hawaii and sea turtles along the South Carolina

to educate others about these experiences by sharing the fascination and beauty of the world.

and North Carolina coasts, scientific observation was

15

STRONG GIRLS BECOME STRONG WOMEN AT ASHLEY HALL Ashley Hall is a place where our girls feel comfortable being themselves and believing in their dreams. No matter their pursuit or passion, they know that their School family is always behind them.

Where does your own passion lie? This year, direct your Loyalty Fund gift to the area that inspires you:

Academics Arts Athletics Area of Greatest Need All are critical components of the foundation that makes Ashley Hall a place, and an experience, like no other.

Here, every girl matters.

Healthy Development. High Achievement. Community Impact.

Ashley Hall Loyalty Fund

Tre’Laya Capers ’23 studies artwork installed in the atrium of Jenkins Hall. Photo by Paula Edwards Harrell

| Her World

MAKING CARING COMMON: A NATIONAL INITIATIVE WITH PERSONAL MEANING

Photo by Paula Edwards Harrell

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

By participating in the Caring Schools #CommonGood campaign, an initiative led by Making Caring Common, a project at Harvard Graduate School of Education, Ashley Hall joins over 130 other schools across the nation committed to developing students who care about others and the common good of their schools and communities at large. Already a close-knit school community, Ashley Hall will use the program as an opportunity to highlight and enhance initiatives that reach to the heart of cultivating a caring educational environment.

T

his past spring, Ashley Hall was selected to join the Caring

program with the Caring Schools #CommonGood Campaign. The

Schools #CommonGood Campaign, a Making Caring

Student Ambassador Program was officially launched this summer

Common initiative which provides avenues as well as resources

with 50 student ambassadors in ninth through twelfth grades.

for actively promoting a culture of caring within schools. “Making

Similarly, another action step called for the implementation of

Caring Common is a movement to make the development of caring,

an evidence-based social and emotional learning or character

ethical, and justice-minded children the center of child rearing,”

education program. This step mirrored the existing Wellness

said Carrie Singh, Director of Student Life. “The program offers

program developed more than a decade ago at Ashley Hall, and by

tools to develop caring and respectful students who are invested

making several changes in the course’s structure and schedule, the

in the future.”

current iteration of Wellness in the Upper School now better aligns

For the Caring Schools #CommonGood Campaign, Ashley

with the Campaign’s goals.

Hall has committed to pursuing three action steps as well as

The third action step committed Ashley Hall to the support of

collecting, reviewing, and reflecting on data related to the impact

high-quality, sustained community service. Complementing the

of the action steps on the School. “The action steps we chose were

existing Community Action Initiative, the School launched a new

closely aligned with our current educational priorities and values,”

software system to help students track their Community Action

noted Singh. “Being accepted as a Leader School in the campaign

Initiative experiences and to give students more ownership in

allowed us to take a purposeful, intentional new look at some of

finding meaningful opportunities and reflecting upon the work

our existing programs and new initiatives and align them with the

they complete. The tracking system is also compatible with the

campaign’s structure.”

Naviance college and career readiness software utilized at

One action step called for leveraging the power of student

Ashley Hall, thus allowing students to record their service hours

leaders to create a more welcoming, inclusive, and caring school

throughout their high school years and to have that information

environment. Already planned to cultivate the student voice as

readily available during their college application planning.

part of the face of Ashley Hall, the Student Ambassador Program

Through its support of the Making Caring Common project,

was an ideal match to this action step and allowed the School an

Ashley Hall is continuing as well as amplifying its commitment to

opportunity to align the development and implementation of the

promoting a culture of inclusion and kindness.

17

L E V E R AG I N G T H E P OW E R O F S T U D E N T L E A D E R S:

From L-R: Student ambassadors Riley Kerr, Kate McEvoy, Ana Capri Burke, Abby Clarke, and Wickie Fort, Class of 2021. Photo by Meredith Adkins

LE VERAGING THE POWER OF ST UDENT LEADERS:

The Student Ambassador Program

BY CARRIE SINGH, DIRECTOR OF STUDENT LIFE

Through the cultivation of student leadership, Ashley Hall’s new Student Ambassador Program strives to promote a campus culture where all students feel a sense of belonging. By modeling a welcoming, caring, and inclusive community, student ambassadors enrich the experiences of both current and prospective students and strengthen the School for the future.

Before this school year had even started, Jenkins Hall was filled

way, and modeling a community of positivity and enthusiasm. They

with the voices of student ambassadors attending an intensive, two-

pledged to respect the responsibilities of their role as well as to

day retreat created to lay the groundwork for the nascent Student

respect the School, their peers, and faculty. Moreover, ambassadors

Ambassador Program. After a rigorous application process last

recognized the benefit of more communication and purposeful

spring, 50 student ambassadors from ninth through twelfth grades

planning with the Admission Office and the need to cultivate

were carefully selected. The application process included both

inclusive, positive, and civil dialogue among students. Finally, their

written and oral portions as well as a requirement of two teacher

goals included ensuring Ashley Hall is a welcoming, caring, and

recommendations. Participating in group interviews that included

inclusive community.

role playing and scenarios requiring applicants to think on their

From its earliest vision to ultimate inception, the Student

feet, students were asked to explore how they defined the role of

Ambassador Program has focused on enriching the Ashley Hall

ambassador and their reasons for applying to join the program.

community through one of its most valuable resources: its student

Often, students highlighted the desire to share their love of

leaders. It was important to create a program for students that

Ashley Hall with others and to give back to a place that has given

invested in their leadership development and offered them the

so much to them.

opportunity to practice and improve upon their skills of public

Focusing on defining and teaching the vision and mission of the

speaking, critical thinking, and social interaction. Ambassadors

Student Ambassador Program, the summer retreat was a robust

have already participated in a variety of Ashley Hall events and

and productive workshop, with students exploring ambassador and

programs, including Orientation, New Student Bridges, and Back-to-

School values and beliefs, setting individual as well as group goals,

School Night as well as Admission and Institutional Advancement-

and building relationships with each other. The ambassadors created

sponsored events for current and prospective students and parents.

program goals that fell into three categories: Model, Respect, and

As the Student Ambassador Program grows and becomes more

Include. Each goal serves as a touchstone of the program’s

impactful, so too will our student ambassadors as they proudly step

underlying tenets.

forward to represent the values and community spirit of Ashley Hall.

Specifically, ambassadors identified their aspirations to be consistent, positive role models for the entire campus by living the Hallmarks, always representing the School in a positive and truthful P E R S P E C T I V E S | FA L L 2 0 1 8

Five student ambassadors recently sat down with Perspectives Editor Jennifer Turner to discuss their hopes for the program and their motivations to represent Ashley Hall and help other students.

| Her World J E N N I F E R T U R N E R (J T ): Why did you want to be a

I was new. I had to go on stage with a PowerPoint slide all about

student ambassador?

me, and I was petrified. It was an awkward time—only a month into

W I C K I E F O R T ’2 1 ( W F ): I think the program is a unique

the school year. I said that we shouldn’t do that this year, and we

opportunity to be able to represent our School and share it

decided not to.

with people who are visiting. Whenever I walk downtown in

RK: For the Model aspect, we are representing Ashley Hall

my uniform, so many people come up to me and ask about

students. We aren’t faculty and staff trying to communicate what

Ashley Hall.

it’s like to be a student. We have an understanding of what it’s like to

A N A CA P R I B U R K E ’2 1 ( A B ) : When I was new, I really

be an Ashley Hall girl, so it’s nice that this program can allow new

would have liked to have had a helping hand and someone looking

families and students to talk directly with us.

out for me, and I understand the nerves that go along with

KM: When we get to model and represent Ashley Hall and the girls

being new.

themselves, we help make decisions that are in the best interests of

A B BY C L A R K E ’2 1 ( AC): When I was coming here, I

new students and current students. Faculty and staff make decisions

shadowed two people and had a great experience. I wanted to do

based on what they think we may want or what they think might be

that for others.

best, but it’s great that we can help put in our opinion.

K AT E Mc E VOY ’2 1 ( K M ): I was new last year and wanted

AC: It is really important to have the student aspect of it, because

someone to help guide me through. There are so many traditions,

students are more realistic and know what’s happening and what it

so many different things you don’t know when you are new, and you

is like to attend Ashley Hall, so it is much easier for visitors to learn

need someone to help you.

from them.

R I L E Y K E R R ’2 1 ( R K ): I’ve been here since I was four years

J T: What do you hope to gain from the Student Ambassador

old, so technically I don’t know what it’s like to be new, but I wanted

Program?

to spread the word of Ashley Hall. When I walk downtown in my

WF: I think I’ll take away confidence in being able to speak about

uniform, people recognize that I go to Ashley Hall and sometimes

our School to different people I’ve never met before. Going to

ask if I’m a purple or white, and I tell them purple, and then they say,

college, you’ll meet and talk to a lot of new people. Having the

“I was a purple too!” It connects me with strangers. It makes me

experience of being an ambassador will help me in the future.

feel like I’m part of a sisterhood.

AB: I think it will teach us to ask the right questions about what

J T: What do the student ambassador goals of Model, Respect,

school we will go to in the future, because now we know a lot about

and Include mean to you?

our school and what is really important.

AB: I thought the goal of Including was very important, because as

RK: Last year, I participated in a math and science panel and was

I said before, when you are a new student, it is very hard, and you are

really nervous, but when we started talking about our experiences

worried about a lot of things, and the traditions are very difficult to

in the School’s programs, it actually came naturally to me. It was

understand for someone who has never experienced them.

easier than I thought to speak in front of unfamiliar people and

WF: I thought that the Including and Respecting goals were really

adults, so I hope this program will be useful in the future when I

important because one of the things that we talked about during

need to improvise and not follow a speech.

the retreat was making sure we include new students but not make

AC: The Student Ambassador Program helps us learn a variety of

them feel singled out. One of the things I took away most from

things, like how to speak to parents and know what parents want to

the retreat was when guest speaker Ms. Teresa Keller [Director of

hear versus what a potential student might want to hear, and we get

Human Resources at Hotel Bennett] used the analogy of the key for

to have interview experiences and parent panels, which offer a lot of

the Student Ambassador Program and how we are the key to Ashley

good life skills that will carry on into college and then into potential

Hall by introducing people to the School. I learned a lot from that.

jobs in the future. It’s really been a great thing to do.

KM:I would totally agree with Wickie. At the retreat, we started talking about the new student assembly, which I did last year since 19

The Value and Legacy of Wellness

BY KATIE NEIGHBOURS, UPPER SCHOOL COUNSELOR

Nearly two decades ago, Ashley Hall embarked on a journey to extend the definition of educational excellence beyond academic achievement. By formally embracing the place of emotional and social development within the learning environment, the School is proactively committed to a whole-girl concept that has reaped dividends for numerous graduates and is even more valuable today.

Painting “Hug Yourself” by Snowy Yu ’20 P E R S P E C T I V E S | FA L L 2 0 1 8

A

| Her World shley Hall’s commitment to the concept of

which they experience privilege and its accompanying

wellness is firmly established, beginning

responsibilities in both the Charleston and global

with the creation of the curriculum in 2001,

communities.

expanding with the formation of the Personal

Moreover, in tackling essential questions and giving

Awareness and Wellness Seminar (PAWS) program in

students room to formulate their own positions, the

2010, and continuing today with the counseling department

Wellness Seminar touches all areas of life and supports

striving to bring timely lessons and activities to students in

girls in identifying personal values. Using the class as

the areas of social and emotional health and well-being.

a springboard, students explore healthy relationships

Ashley Hall prides itself on its spiraling curriculum, of

and behaviors, mindfulness, and mental health; learn

which wellness is an integral part. Presented in wellness

financial literacy, responsibility, and management; gain an

classes as early as pre-kindergarten, themes such as

awareness of diversity, inclusivity, and social justice; and

problem-solving and healthy relationships are continually

expand their knowledge of social, natural, and manmade

discussed in many different ways as students progress

environments. For students, analyzing work-life balance

through Lower and Upper School.

and finding fulfillment in what they do are priceless skills

Beginning in the Upper School, students experience the

to learn.

PAWS program, which was designed to incorporate the three main areas of school and personal life: academic management, wellness and life skills, and the college search process.

Created by Dean of Students Kelly

Sumner and Director of College Counseling Amanda

“ ”

...the need for social and emotional education is crucial.

Murrell, the PAWS program has continued to evolve and currently works in tandem with the wellness curriculum.

For example, workshops and assemblies facilitated

While wellness has been at the forefront of an Ashley

by community professionals as well as by Ashley Hall

Hall education for the last two decades, the addition of the

alumnae, faculty, and staff have addressed the relevant

required Wellness Seminar serves to formally recognize

issues of self-defense, women’s health, mental health,

wellness as an Ashley Hall value and to demonstrate its

and college prep, with the goal of enhancing the student

worth to both students and the community. In a world

experience beyond the wellness curriculum.

where an increasing number of students equate their

This year, for the first time, Ashley Hall added a required

academic accomplishments with their self-worth, the need

semester-long Wellness Seminar available to students in

for social and emotional education is crucial. Research

ninth through twelfth grades. Aligned with the School’s

shows that with the onset of adolescence come several

mission and Hallmarks, the Wellness Seminar is the

developmental changes that impact females in particular.

next step in exposing students to a broad range of issues

One of these changes involves a decrease in confidence,

and information. In studying and discussing personal

competence, and connectedness—the three components

health, students dive deeply into the curriculum, including

of self-esteem.

physical, social, emotional, intellectual, financial, cultural,

experiences provide some of the best ways to combat this.

spiritual, occupational, and environmental components.

In addition, by allowing students to discover their place

Just as importantly, the class seeks to help each girl make

in the world and find their voice in a supportive and safe

connections between her world and the world at large.

environment, faculty members provide a firm foundation

Recently, students discussed the documentary He Named

of wellness whereby students are truly prepared to meet

Me Malala, which tells the incredible story of Malala

the challenges of society with confidence—a powerful

Yousafzai, a Nobel Prize laureate and human rights activist

legacy indeed.

The good news is that single gender

for female education around the world. Analyzing values and character strengths, students discussed the ways in 21

F O S T E R I N G L E A D E R S H I P T H R O U G H AT H L E T I C S

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

THE EARLY MORNING PRACTICE. THE OVERNIGHT AWAY GAME. THE ACHING MUSCLES, MISSED DANCES, NAGGING INJURIES, AND ALWAYS IN THE BACKGROUND, A TICKING CLOCK. TAKEN TOGETHER, THEY EQUAL NUMEROUS HOURS THAT MAY OR MAY NOT ULTIMATELY LEAD TO A WIN BUT ARE CULTIVATING SOMETHING MUCH MORE L ASTING: LEADERSHIP.

Just like every other school, Ashley Hall likes to win. Pep rallies

the opportunity to shine as leaders, both on and off the playing

cheer teams to victory, and Purple and White campus-wide

field. “Participating on athletic teams fosters leadership,” said

celebrations honor championship triumphs. However, students

Slay. “Our goal is for every athlete to learn what it means to work

also recognize that meaningful sportsmanship goes beyond a game-

together with her teammates to achieve success, and we want our

winning mentality, a sentiment that the Athletics Department

girls to respect and support each other. It is so rewarding to watch

works hard to promote.

Under the guidance of Director of

the leadership opportunities unfold during the season as well as

Athletics Franny Rivers Slay ’80, coaches and staff emphasize

to witness which girls will step up to take on that challenge.” For

to all grade levels the tenets of true athleticism: a dedication to

student-athletes and seniors Mattison Matthews, Rebecca Spratt,

something larger than oneself, accountability to one’s teammates,

and Pearce Buxton, their sports may be vastly different, but the

and a life-long commitment to health and wellness. Absorbing

leadership skills they have gained are not. Challenge accepted,

these traits, Ashley Hall’s student-athletes gain confidence in their

Coach Slay.

abilities and affirmation of their choices. Most of all, they are given

#gogirlgo

(L): Photo by Al Samuels Photography | www.alsamuels.com (R): Photo provided

Congratulations to Ashley Hall’s varsity volleyball and tennis teams for their state championship victories! PQV for outstanding teamwork, sportsmanship, and ability!

| Her World

MAT TISON MAT THEWS ’19

Middle Hitter, Varsity Volleyball The meaning of leadership is a tricky subject for me. I’ve never really considered myself a leader as much as I am an enforcer. I don’t want my teammates to follow my example. I’m human, and for every strength I have, there is an equal and opposite flaw. So, I would rather push my teammates to their personal best. My job is not to lead my team but to hold them up. Volleyball has taught me that a team is like a machine filled with cogs and gears. For that machine to work and perform its job smoothly, each part must support every other without fail and without hesitation. Being an enforcer comes with the job of uplifting teammates from whatever hole they might be in.

To be able to do this, I have to be vulnerable with my team. We are a family bound to this sport, and we all have to have the same goal.

This means being entirely honest with each other. We forged a bond, a bond that is so strong, that all we have to do is share a glance

to hold ourselves up. Not every girl is the same; one might do well with tough love, and another might just need a bit of gentle guidance. It helps to actually know the person when I am trying to help her. This translates to school life well. I’m known among my friends to be the emotional support of the group. I have the comfiest shoulder to cry on. To be able to pull the best out of people, one has to empathize.

Putting oneself into the shoes of others solves a lot of problems.

That is what I believe a mentor, a leader, and an enforcer should all have in common, no matter the situation. I really can’t say why I love volleyball; I just do. I can walk into a gym after a terrible day and just watch it fade away as the ball bounces back and forth over the net. Building connections and life-long friendships through a shared passion, experiencing situations that will teach me how to find the meaning of life, and having a meaningful life—these are all tiny factors of why this sport means so much to me.

Volleyball is the love of my life and is embedded in my soul. It has forged me into the person I am today, and the person I forever will be.

The Ashley Hall community proudly congratulates Mattison Matthews ’19 for signing her letter of intent to play volleyball for the University of Virginia.

23

REBECCA SPR AT T ’19

Team Captain, Varsity Tennis I have played tennis forAshley Hall for five years, and I have played #1 singles and doubles for the past three years, except for a few matches. I have enjoyed being the team captain this season, and my biggest asset in my game has been my serve. I have the most fun playing doubles! I have always perceived a leader to be someone who makes everybody feel like a valued member of any group or team, encourages others to strive for greatness, and demonstrates the ability to balance confidence with humility. Tennis has definitely had an impact on how I’ve defined myself as a leader, because it’s a sport where one is forced to be one’s own advocate, whether it is standing up for oneself when being treated unfairly or having enough belief in oneself to win. Because I know that this is a sport that can be extremely lonely and disheartening, I am able to sympathize with my teammates in their feelings of discouragement, nervousness, and frustration. I do my best to lead by

P E R S P E C T I V E S | FA L L 2 0 1 8

example: I wouldn’t say I’m the most vocal and animated member of any team, but I will do whatever it takes to keep a smile on people’s faces when need be. When it comes to leading a team, and younger students, it is how someone carries herself that matters the most, especially when the going gets tough! Requiring both mental and physical toughness, tennis has made me into an incredibly hardworking and determined individual. Alongside my understanding of the value of exercise and nutrition, these are the things I will keep with me forever: the ability to overcome, the ability to persevere, and the ability to learn from my failures. It has been truly surreal working alongside Coach Gastley for so many years, and it is hard to believe that my time at Ashley Hall is coming to an end. I am extremely proud to call myself a Panther and will never forget what it means to be a part of the Ashley Hall community.

The

EL

PEARCE BUXTON ’19

OD

R

E L O M

| Her World

Team Co-captain, Varsity Sailing To me, leadership is the ability to be a role model for other people. They look to a leader for guidance, help, and support. They hope that the leader will help them complete projects that they could not do alone, but a good leader knows that when she must also complete a task, she cannot do it alone.

When I am sailing, I skipper and I crew. There are two people always in the boat, and in order to stay afloat, they have to work together. During sailing, it is hard to steer a boat while telling my crew my thought process so they know what to do. As a skipper, I have to give praise to my crew for helping me and to remind them that when they feel that they have messed up, I take responsibility, as it is my job to tell them what I need them to do. In school, I am constantly nice and friendly to

younger students because I know they look up to me as I did to older girls when I was their age. I like to have fun and be spirited, and because I know they are always watching me, it makes our School so much fun, as the little ones want to mimic what the older kids are doing. I love sailing for many reasons. There is nothing more beautiful than finishing a practice at sunset. The colors are so pretty, and the noise of the boat as it bobs through the waves is so relaxing. When there is so much wind, my mind creates a veil between my actions and my thoughts.

My survival instincts kick in as I am only focused on keeping the boat upright. The best feeling is getting off the water and realizing that I was able to sail back all nice and dry.

Athlete photos by Meredith Adkins

25

FROM HERE TO THERE

C H A M P I O N I N G T H E P O W E R O F A N A S H L E Y H A L L E D U C AT I O N

I NI T I AT I V E UPDATE: While embracing the rich traditions of Ashley Hall, we envision a campus that boldly meets the needs of the 21st century student. Five distinct capital projects have been completed or are scheduled which will support the School’s unyielding focus on the programmatic experience and enhance our thriving campus in the heart of historic Charleston.

LODOME AT PARDUE HALL Completed!

Final touches are now finished to the recently renovated Pardue Hall and include installation of flooring and acoustical enhancements, as well as the addition of furniture that increases the functionality of this spectacular collaborative atrium space.

WARREN STREET HOUSE Opening January 2019 This beautifully renovated building adjacent to campus at the corner of Smith and Warren Streets will feature additional learning spaces dedicated to the humanities and languages and the new Admission Welcome Center.

ON THE HORIZON Intermediate Program at Keith House | Opening Fall 2019 Student Life Center at Lane Hall | Opening Fall 2019 Jenkins Hall Science Laboratories | Opening Fall 2020

Top, L-R: Molly Goodwin, Sadie Winters, Elly Tibbals, and Camille Marler, Class of 2029, enjoy the LoDome.

Photo by Susannah Elliott Bottom: Photo by Paula Edwards Harrell

For more information about the From Here to There initiatives, please contact Suzie Smith, PERSPECTIVES ALL 2018 Director of| FInstitutional Advancement | smiths@ashleyhall.org | (843) 720-2886

| Our World

A Mosaic of Community:

Horizons at Ashley Hall

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

Horizons Program Director Kiki Sweigart assists Skylar Drayton during a STEAM class. Photo by Kelly Grace Photography

This past summer, 30 rising first and second graders from Memminger and Mitchell Elementary Schools experienced a transformative six weeks of education and camaraderie through Horizons at Ashley Hall. Quickly winning the hearts of the Ashley Hall community, the girls were far from the only ones enriched through this magical summer experience.

Prioritizing academic innovations and meaningful community

reading, STEAM classes, music, and swimming augmented by

connections, Ashley Hall is the first South Carolina school and

field trips, healthy lunches, and an overall emphasis on family

second all-girls’ school in the nation to offer the award-winning,

involvement, with parents and students agreeing to return each

tuition-free Horizons program. In addition to faculty and staff

summer through eighth grade. By the end of the summer, each

working as teachers this summer, the School’s student and alumnae

girl began her school year better prepared academically, and many

volunteers served as Horizons Assistant Teachers (HATs), a

have returned to campus this fall for special Saturday sessions. As

crucial element in establishing a welcoming campus environment

the following mosaic of words and photographs shows, the bonds

where the girls could build meaningful friendships. With a 5:1

forged during Horizons at Ashley Hall are deep and long-lasting.

student-to-faculty ratio, the program included a curriculum of 27

1.

“One of the best feelings in the world is having all of the girls give you huge hugs after not seeing you for a while and tell you what they have accomplished.”

—Wickie Fort ’21, Horizons HAT

“I liked music class and singing best. I liked my teachers and friends and working together even better.”

—Khloe Conyers, Horizons student

“Horizons, with its stellar track record in preparing girls to become accomplished and fulfilled adults, is part of Ashley Hall’s commitment to equity, inclusion, and respect.” —Jill Muti, Head of School

“I loved the everyday moments of life with the girls; they felt like family after a while. I was embedded in their lives, and they in mine.”

—Shannon Laribo ’11, Horizons reading specialist, Assistant Director of Admission, and Residence Life Advisor

P E R S P E C T I V E S | FA L L 2 0 1 8

4.

2.

| Our World

“My dream to get Horizons started at Ashley Hall came to life with the amazing support and love of many people. The students have given me a chance to reflect on the reason I became a teacher, and after almost 40 years with Horizons, it has never changed. Horizons has made me the teacher I am today!”—Kiki Sweigart, Horizons Program Director and Intermediate Program faculty member

3.

“I’m looking forward to coming back. I’ve learned a lot already!”

—Peyton Holmes, Horizons student

“Miss Nichole makes my brain bigger and stronger. I want to be a scientist one day.”

— MacKenzie Ritter, Horizons student

“I want every girl to have the opportunity to learn in the same wonderful environment as my daughters. When the community is better educated, we all thrive. I feel like I have 30 additional daughters now.”—Eric Strickland, Horizons Executive Director, Ashley Hall Board of Trustees member, & Ashley Hall parent

1. From L-R: Payton Holmes, Margaret O’Kelley ’20, Charlotte Strickland ’26, and Khloe Conyers Photo by Kelly Grace Photography 2. Zhariyah Spann Photo by Kelly Grace Photography 3. Faculty member Katie Clarkson and Sa’Moya Brown Photo by Jennifer Turner 4. Board of Trustees member Eric Strickland and MacKenzie Ritter 29 Photo by Jennifer Turner

off

R

unway, ENCHANTED MASQUERADE

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

The world of

P E R S P E C T I V E S | FA L L 2 0 1 8

Clair Martin ’21 models a garment designed by Bel Shields ’20 for Off Runway, Enchanted Masquerade.

Photo by Particular Photography

masquerade is magical and in order for some artistic Ashley Hall students to gain entry, they had to create some of their most vibrant work yet.

| Our World

Sketch detail of a garment designed by Bel Shields ’20. Photo by Nancy Langston

A

s the brainchild of Charleston-based fashion

bi-annual wearable sculpture project, the girls considered

designer Gina Roberts of Brooke Wilder Designs,

a cause in which they were interested and designed

Off Runway, Enchanted Masquerade showcased fashion

a garment using the cause for inspiration. Pursuing

collections by emerging designers on November 2 at

her AP portfolio in re-purposed fashion design, AP

Charles Towne Landing. Ashley Hall students contributed

sculpture student Bel Shields ’19 also submitted her work.

both masks and outfits to the exhibit, where they modeled

Roberts was so impressed with the girls’ designs that she

many of their creations.

selected nine entries, which were made and worn by the

“Seventh graders in 2-D and 3-D studio art classes

girls on the show’s runway. “We all feel fortunate and

worked collaboratively on a mask project, and their

excited about being able to join forces and pursue this

masks were worn on the runway the night of the fashion

opportunity,” noted Langston. “By encouraging a climate

show,” said Fine Arts 2-D faculty member Lynne Riding.

of faculty collaboration and empowerment, Ashley Hall

In addition, during their weekly enrichment period, the

continuously offers students exciting programs that

seventh grade helped create masks that drew on elements

develop life-long transferable skills.”

from the natural world. “The results of their involvement are visually vibrant and creative, and their enthusiasm is palpable!” exclaimed Fine Arts 3-D faculty member Nancy Langston. At the end of the event, the 14 masks were auctioned to benefit THRIVE SC, a non-profit that provides support to victims of domestic violence.

Jania Smalls ’23 and Hannah Atkins ’23 won the Junior Challenge for best garment design.

In Riding’s drawing and painting class, students developed fashion designs and illustrations that centered on recycled and eco-friendly materials. Joined in the project by Langston’s eighth graders as part of their

L-R: Jen Fermo, Kendal Carter, Ivy Chiappetta, Sarah Barham, Anna Strickland, and Isabella Fisher, Class of 2024, craft masks for the exhibit. Photo by Jennifer Turner

31

E xploring New Vistas: Junior Internships Take Flight

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

As part of the Junior Internship Program this past year, juniors explored some impressive career fields: medicine, diplomacy, aviation, child development, and marine science, among others. By experiencing the day-to-day activities of working professionals, they gained meaningful exposure to the demands and rewards of a career field they had chosen to examine for themselves. Plus, living in the “real world” can be a lot of fun, especially if it involves watching a surgery being performed, flying in a helicopter, or working at a foreign embassy!

A requirement for graduation, the Junior Internship

Internship Program with Upper School faculty member

offers extensive practice for the college application process

Meghan Ward. “We want to develop young women who

and life beyond in that the program stipulates students

are independent and can advocate for themselves. Some

must research possible career fields and local options,

girls also use their Junior Internship to build toward a

initiate contact and follow up with potential employers,

senior project or summer work.” For the following five

and observe strict deadlines. “The program gives students

young women who are now finishing their senior year at

a glimpse of the future, the end game, and the ‘why’ of all

Ashley Hall, their internships manifested their passions,

the work they are doing now in school,” said Upper School

inspired future careers, and illuminated the already broad

faculty member Libby Russler, who co-directs the Junior

expanse of their world.

P E R S P E C T I V E S | FA L L 2 0 1 8

| Our World

Catherine Dixon ’19 prepares for a flight lesson at the Berkeley County Airport.

Photo by Michael Parks

33

Photo by Michael Parks

CATH E R IN E DIXON ’ 19 | AV IAT ION Essentially, ever since I can remember, I have walked with my eyes locked on the sky. There are not many activities that

with my dedication and skills in math and science than by training to become a pilot?

allow one to lose immediate contact with the Earth, but flying is

On April 23, 2017, World Pilots’ Day, I unveiled to my parents

one of those exceptions. I have also always been fascinated with

a PowerPoint presentation explaining why I was fascinated with

travel, cultural immersion, and language acquisition and have

aviation and what I deemed to be the appropriate next steps. That

appreciated the myriad opportunities for me to travel abroad

September on my 16th birthday, I met my future instructor, Mr.

through Ashley Hall, including trips to Greece, Spain, Italy, Japan,

Bill Finn, at the Berkeley County Airport for my first instructional

and India. These experiences have opened the door for me to

session, which was a ground school lesson because it was too windy

find my true calling, which can be summed up in a single word:

to fly. To begin legal training, a student pilot certificate is required

international. International travel, international communications,

and can only be acquired after turning 16, so I think this step in

and international business have all influenced my academic

itself shows how eager I was in that I prioritized the journey of

aspirations. What better way to combine that underlying drive

flight training over obtaining my driver’s permit.

P E R S P E C T I V E S | FA L L 2 0 1 8

| Our World

Even eight months into my flight training, as I

I have to admit, I let out a little ‘yelp’ as soon as I was

launched into my Junior Internship, I was still meeting

back on land and realized that I had come back alive.

many people who were encouraging me to continue

I taxied to meet Mr. Finn, who gave a quick ‘atta girl’

training for my private pilot license but to select

before sending me off to replicate my successful feat.

a college major in a more broad industry because

After three solo takeoffs and landings, I met him back at

aviation can be quite unstable. During my internship

the hangar and could not stop myself from smiling, no

with Atlantic Aviation, a private aviation company, I

matter how hard I tried. As soon as I disembarked from

greeted customers, assisted employees at the customer

N60567, I realized I had spent all day at school and still

service desk, and actually spent time out on the ramp.

had calculus and statistics homework and a few college

I also interned at the Patriot Point-based tour service,

essays to write, but acknowledged how normalized

Fly-In Helicopters, where I worked as ground crew to

flying had become in my everyday routine and how

answer questions, collect tickets, give a safety briefing,

grateful I was for this opportunity.

and escort customers to the helicopter. My internship

The next few steps in obtaining my private pilot

experiences broadened the world of aviation for me

license include solo flights to other airports and some

beyond my imagination, and that world has only

solo cross-country flights (over 50 nautical miles) for

continued to amplify. The networking I experience,

which I will file a flight plan and independently travel to

along with the knowledge that accompanies it, allows

an unfamiliar airport. My current goal is to complete all

me to have once-in-a-lifetime opportunities and use

of the required exercises, the practical test, and a check

what I have gained to carry me even further.

ride by graduation this May and enter college with my

On October 29, 2018, I successfully completed my

private pilot license. Paired with my desire to help

first solo flight. After we practiced four takeoffs and

others, I plan to pursue a college degree in international

landings, my instructor reached behind my seat for

business with modern languages. Having my private

my logbook, endorsed my first solo, and got out of the

pilot license will give me an unparalleled advantage,

plane. I took such a deep breath—I could not believe

and I am eager to see where these opportunities will

I was actually ready to solo! Looking to the right only

take me, literally! I do not want to have a specific plan

to find an empty seat was the only way I knew that this

for my life because, knowing me, I will be devastated

was really happening. After feeling the wheels lose

if things do not go exactly as planned. Therefore, I

contact with the runway and going through the motions

have clasped my seatbelt and am ready for takeoff to

of crosswind, downwind, power reduction, straight and

whatever lies ahead. What I love most about flying,

level flight at 1,000 feet above ground level (AGL),

yet what simultaneously scares me, is the freedom that

carburetor heat, more power reduction with left rudder,

comes with being in the left seat of a cockpit. As I grasp

flaps to 10 degrees, nose-up trim, base turn, flaps to 20

onto the yoke and throttle, my fingertips radiate all of

degrees, forward pressure, turn to final, and power to

the possibilities for both my immediate and long-term

idle, I heard the wheels squeak as I made a feather-light

ambitions and remind me that the sky is anything but

landing on the runway.

the limit.

35

I SA B E L L A H A S S ET T ’ 19 | CH IL D DEVELOPMENT During my internship at

During strategy meetings, I was asked my thoughts and

Harvard University’s Center

encouraged to voice my opinions on topics where appropriate.

on the Developing Child in

When we had presentations to make for external stakeholders, I

Cambridge, Massachusetts,

was given the task of organizing the presentations after gathering

I participated in meetings

input from all the interested internal parties. I received incredible

with the Managing

advice from so many of my colleagues. The Managing Director met

Director of the Center,

with me a number of times privately, and we brainstormed a wide

project managers, outside

range of topics, including my plans for the future. Knowing that

consultants, donors, and

she genuinely cared about my future enough to lend her advice was

corporate partners. I was

priceless. She and the project manager took great care to look out

told, despite my being their

for my well-being as both a student and an individual, which was a

first high school intern, I

spectacular and unexpected bonus.

would get a baptism of fire. I got the internship by writing

I learned a great deal academically and professionally at the Center, but the biggest takeaway was my admiration for the people.

a letter to the two founding directors of the Center, explaining

This was not only because they treated me so warmly and offered

that I was aware of the amazing work they were doing and that it

advice so graciously but also because they work tirelessly, not for

was exactly at the intersection of my academic and professional

money or fame, but to improve the lives of the next generation.

interests of social psychology and early childhood development.

There is a spirit and joy in an organization where everyone has the common good as a shared goal.

M A D D IE B REC H T EL ’ 19 | DIPLOM ACY I interned in Washington, D.C. at the Embassy of Eritrea,

my interest, and I would

a small country in Africa. There is a significant population of

like to pursue a similar

Eritrean-Americans in the United States. I have an interest in

internship in college and take

global studies and international relations and thought it would

classes on global issues and

be a great opportunity to get a glimpse of how the field of foreign

international relations.

relations works in our own country, specifically in an embassy. I

The people at the embassy

really enjoyed doing the office work they assigned me and felt very

encouraged me to pursue my

professional. Besides performing office tasks and scanning visas,

passion in college and to do

which helped since the embassy was busy with people trying to

more internships because

get visas approved, I was able to interact with people who worked

they reveal a potential job’s

in different departments at the embassy, such as the leader of the

requirements and provide

community outreach department who helps Eritrean immigrants in

work experience while also

America adjust to their new life.

being fun and rewarding! I

I also talked with the ambassador as well as with those in the

am not sure I see myself

front office who work hard processing visas of Eritrean-Americans

working in an embassy in the future, but I want to pursue a career

and assisting them with other legal and financial concerns. I felt

that is involved with international affairs, maybe one that involves

very productive being able to lessen the stress of the embassy

writing too! I am an avid reader and writer.

employees while simultaneously getting to learn about the country itself and the structure of the embassy. This internship has sparked

P E R S P E C T I V E S | FA L L 2 0 1 8

| Our World M O L LY RU D O L PH ’ 19 | MA R IN E SC IENC E Interning with the South Carolina Aquarium

like this from happening to these incredible creatures.

I was invited to assist in a sea turtle release at Folly Beach,

Sea Turtle Care Center

where I helped set free six turtles that I had seen through the full

was unlike any experience

recovery process. Seeing the full circle of recovery and carrying

I have ever had, and I never

the sea turtles out to the ocean was unbelievable. Watching them

could have expected the

jet through the water was absolutely worth all of the hardship and

ways in which it would

effort that it took to get them there.

affect my life. I worked

This internship drastically changed what I want to do with

with biologists,

my life. After witnessing the amazing things being done at the

veterinarians, and

Aquarium, I have shifted my goals to ocean conservation. The

volunteers to care for sick

variety of jobs at the Aquarium showed me the endless possibilities

and injured sea turtles

that I can have in the field. My Senior Thesis is on ocean

and learned how to clean

acidification and the effects that it will have on marine ecosystems

their tanks, feed them, and

as well as on humans. This experience drove me to recognize my

nurse them back to health. In addition to educating the public

love of the ocean for what it is—a passion that can be cultivated

about how to prevent sea turtle injuries, I assisted the veterinarian

into a lifelong career. I am so excited to see what this field has in

with several surgeries, which was an opportunity that I will never

store for me.

forget. As I was resuscitating a sea turtle injured by a boat strike, I realized that there was so much that I could do to prevent things

V I R G IN IA JO N ES ’ 19 | M EDICINE For my Junior Internship, I shadowed the pediatric surgery

tissue laparoscopically and

team and nurses at the Medical University of South Carolina’s

took samples to be sent to

Children’s Hospital. Last spring, my lung spontaneously collapsed,

pathology. He then removed

and during several weeks at MUSC, I fell in love with the nursing

the unhealthy portion of

profession and was fascinated by everything happening inside the

the colon, which in total

hospital. Dr. Robert Cina, a pediatric surgeon and father of two

was almost the length of the

Ashley Hall girls, was kind enough to accept my request for an

baby’s body.

internship, as were two of my nurses from the seven east unit, Abby

As a profession, nursing

Cross and Grayson Lambert. MUSC allowed me to come back to

appeals to me because

the hospital where I had been just two months prior, but this time

of the patient and family

I was in scrubs instead of a hospital gown. I was able to follow the

interactions. During my

pediatric surgery team on their rounds, witness pediatric surgeries

experience as a patient and

in the operating room, and learn about patient care with the nurses.

on the other side as an intern,

Dr. Cina was insistent that I should pursue surgery but kindly

I saw the importance of not

indulged my interest in nursing and took me to visit each nursing

only providing excellent care but also of supporting patients and

unit in the hospital. On this tour I was able to hear about the

their families. I plan to study nursing in college, and my week at

different aspects and learn what qualities drew the nurses to

MUSC solidified this decision.

their units. My favorite memory was witnessing a Swenson procedure to correct Hirschsprung’s disease in an infant. In this operation, Dr. Hollinger detached the colon from surrounding

Photos by Kelly Grace Photography

37

The Heart of the Matter: Lower School Philanthropy

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

Life is fast-paced in Pardue Hall. Running as a common thread through the heart of everything is a culture of giving, caring, and sharing that is deeply embedded within the Lower School.

The integration of philanthropy into the Lower School

beautiful sea creatures, and the connections they make with

curriculum is both intentional and widespread. “It is

the turtles are fascinating. I feel that we have empowered the

important for students to begin service learning at a young

girls to understand that they have the right to make decisions

age,” noted Polly Rainey, Director of the Lower School. “We

for the future of the environment to take care of the world,

want service learning to be innate in our girls. We know the

oceans, and creatures around us.”

importance of being an active participant in the community.”

First grade’s partnership with Water Mission arose from

By emphasizing philanthropy in each classroom throughout

one student’s motivation to raise funds to support Japanese

the year, faculty members model helping others and assisting

recovery efforts after the 2011 tsunami. “Our partnership

worthy causes, and students recognize the value of paying

with Water Mission began as an outreach from a classroom

it forward and giving of oneself. While the Lower School

study because one student felt compassion for people she did

supports dozens of philanthropies, three in particular

not know personally,” said first grade faculty member Lee

capture students’ hearts and imaginations each year.

Tamblyn. “Since then, this community outreach with some

By having an annual lemonade and bake sale and a non-

of our youngest students has raised thousands of dollars

uniform day to raise money, kindergartners have raised over

to provide clean water systems for those in need at home

$1,000 in the last few years to support the South Carolina

and abroad.” In addition to non-uniform days, Change for

Aquarium’s Sea Turtle Hospital. “We include this project in

Change jars, bake sales, and hands-on learning activities

all aspects of the curriculum,” kindergarten faculty member

about water viability, students participate in an annual Walk

Mia Smith noted. “The students become advocates for these

for Water on campus to highlight the fact that millions of people worldwide must walk miles to obtain water.

Students in kindergarten through fourth grade support Ronald McDonald House Charities of Charleston through a variety of ways, including meal preparation, house decoration, bake sales, the Pop Tab Challenge, the Red Shoe Walk, and the annual Lights of Love performance. “Our continued goal is to create an environment that will allow our Lower School girls to be citizens of the community,” stated first grade faculty member Amie McInerney. “We want them to understand that the Medical University of South Carolina—which they pass by most days or they know someone who works there—is helping children just

Ava McCarty ’31 (L) and Yana Pugh ’31 (R) learn about sea turtles.

Photo by Paula Edwards Harrell

P E R S P E C T I V E S | FA L L 2 0 1 8

| Our World like themselves to get healthy so they can go home and go back to school. The Ronald McDonald House is a vital support line for families with children getting medical care.”

With a focus on developing the whole child, faculty members shepherd students through a busy day of academics, emotional and social awareness, physical exertion, and creative expression.

By promoting a culture of philanthropy, the Lower School places giving and kindness at the heart of its mission.

Sadie Winters ’29 (L) and Mila Tang ’29 (R) raise money for Water Mission.

Photo by Meredith Adkins

The Giving of Herself Dana Van Hook Celebrates Two Decades of Sharing Joy

BY PAUL A EDWAR DS HAR R ELL , D I R ECTO R O F M AR K ET I N G & ST RAT EG I C CO M M U N I CATIONS

Angel and elf all rolled into one, Early Education Center Director Dana Van Hook has spearheaded the Chicora Elementary School Holiday Gift-Giving Project at Ashley Hall since 1999 and has helped share the spirit of the season with approximately 3,000 students over 20 years.

At the heart of this special project is a lovingly-assembled gift bag given to each student by Santa Claus himself during a special assembly at North Charleston’s Chicora Elementary School. The bag includes approximately 10 gifts: a new school uniform; toiletry items; new books based on the student’s reading level; and special toys. Most importantly, the bags also include a personalized note from Santa, with help from Ashley Hall students! “There is no agenda to the program and absolutely no overhead,” said Van Hook.

“Everything is 100 percent donated by our amazing Ashley Hall community. The gifts given to these precious children take pressure off their families during what is, for many, a financially challenging time.”

Embraced by students, faculty, parents, and alumnae alike, the community service project brings the campus together. Girls bring presents during lively gift-giving assemblies in the Lower and Upper School, and alumnae contribute gifts during their annual holiday party. Van Hook supplements contributions by shopping sales throughout the year, including buying cards the day after Christmas from the Dollar Store! Beginning the week prior to Thanksgiving, a special warehouse is donated for sorting inventory and bagging. Approximately 80 volunteers are involved in the bag assembly, including Ashley Hall faculty, staff, friends, and many Upper School students. Bags are then transported to Chicora Elementary by “sleighs”—the large Ashley Hall

40-seater bus and 20 personal cars. Knowing a child’s Christmas will be brighter makes all the effort worthwhile.

“It fills my heart with a refreshed sense of joy every year,” smiled Van Hook.

39

L-R: Grace Nevin, Reid McElwaine, and Isabella Danielson, Class of 2025, prep The Spirit of Ashley Hall. Photo by Paula Edwards Harrell

On the Verge: The Spirit of Ashley Hall

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

Sitting less than five miles from the open ocean, Ashley Hall boasts a number of maritime-oriented activities: Kindergartners explore the uninhabited Botany Island near Edisto, fifth graders build and row their own wooden boats on the Ashley River, and Upper School students have the option to sail along the eastern seaboard as part of the Offshore Leadership Program. For Intermediate Program science teacher Holly Blair, however, a vital resource was going unnoticed. In Charleston, students have access to rivers, marshes, and beaches, but the broad expanse of the Atlantic, with its rich ecosystem and opportunity for scientific study, beckoned on the horizon.

P E R S P E C T I V E S | FA L L 2 0 1 8

S

| The World

ixth graders at Ashley Hall know a lot about the

phenomena and developed research questions to investigate

ocean. Enrolled in earth science, they study

while also assembling the vessel, which is a process of several

currents, the sea floor, and pollution. “All things connect

months due to the drying and curing time between steps.

and are related to each other,” said Isabel Danielson ’25.

One task has inspired students in particular: customizing

“We research everything, from how the earth was formed to

their MiniBoat so that it reflects both their class and the

tides.” However, at Ashley Hall, students know that learning

traditions and missions of Ashley Hall. “The boat allows

is never confined to the pages of a textbook, and when Blair

us to express ourselves and also appreciate our School and

joined the faculty last year, she was sure a partnership

what it represents,” Danielson pointed out. “We are the

with Educational Passages would be the perfect fit. “The

only all-girls school in the state, and I want our PQV motto

Educational Passages program is ideal for extending our

to inspire someone else.” Representing the School, The

students’ learning to assist in shaping worldly, independent

Spirit of Ashley Hall will carry within its hull a time capsule

learners in traditional and not-so-traditional ways,” said

containing letters and other student-selected memorabilia

Blair. “There is no doubt that this project takes learning out

with the hope that the MiniBoat will wash ashore and be

of the classroom and allows students to develop a level of

found, perhaps in a foreign country. “When different people

knowledge that can’t be attained sitting within four walls.”

from around the world finally find our boat, I hope they will

As an initiative to spread environmental literacy and

appreciate all of our hard work and will communicate with

international cultural experiences, Educational Passages

us,” said Elliana Thacker ’25. “Whenever they send our boat

was founded eight years ago by Maine resident Dick Baldwin

back, the items we include will also be a time capsule for us

after achieving his lifelong dream of a solo sail. Today,

of this moment.”

countless people of all ages and across fourteen different

A tentatively planned early 2019 open ocean launch

countries have joined Baldwin’s vision of an international

date will be coordinated with the Coast Guard, and the

educational community. Educational Passages connects

sixth graders are eagerly anticipating daily tracking of

students directly with the ocean via MiniBoats, 5-foot

The Spirit of Ashley Hall’s position and data through

unmanned ocean sailing vessels that students assemble

the Educational Passages website portal. Beyond the

themselves. Equipped with GPS tied into a robust

educational component, however, students’ own horizons

tracking website portal and propelled by ocean currents

will be broadened as well. “Students will be immersed in

and winds, each MiniBoat allows students to monitor a

the Atlantic and truly experience a trans-continental voyage

multitude of oceanic phenomena and to become immersed

and all that it entails, from within the safety of our Ashley

in oceanography, with direct applications to physics,

Hall campus,” emphasized Blair. “An added bonus is the

chemistry, biology, geology, climatology, meteorology, and

likely possibility that our vessel will wash ashore in another

environmental science. “The interdisciplinary nature of

country and provide the opportunity to communicate and

ocean exploration engages students with varying interests,”

develop relationships with students who may be worlds

noted Blair. “The technology that is added, including a GPS

away in distance yet not in shared human connections. I feel

transmitter and wind and water temperature probes, extends

honored to be able to facilitate this experience for our

learning further to incorporate our STEAM initiatives and

Ashley Hall girls.”

create a truly experiential learning exploration.”

Introduced in September and christened The Spirit of Ashley Hall after a class-wide vote, the School’s own MiniBoat has been the focus of the sixth grade’s Friday

Follow along on The Spirit of Ashley Hall’s incredible journey: www.educationalpassages.org/boats/spiritofashleyhall/

morning STEAM classes. Students have explored scientific

41

T H E PA S S P O R T T O AN ENDURING FRIENDSHIP: K AT I E P É R E Z - P H I L L I P S ’0 7 A N D O L I V I A H I P P ’ 1 0

BY PAULA EDWARDS HARRELL, DIRECTOR OF MARKETING & STRATEGIC COMMUNICATIONS

Olivia Hipp ’10 (L) and Katie Pérez-Phillips ’07 (R) discuss their classes while sitting on the porch of the Dining Commons.

Photo by Michael Parks

Ten percent of Ashley Hall’s faculty and staff are proud alumnae of the School. Ranging from members of the Class of 1964 to the Class of 2013, these women have returned to contribute to a place that impressed upon them not only the value of education but also the importance of embracing the world around them. Now Intermediate Program faculty members and alumnae Olivia Hipp ’10 (French) and Katie Pérez-Phillips ’07 (Spanish) inspire wanderlust and cultural awareness within the next generation of Ashley Hall girls.

| The World Walking across campus while in deep conversation, Katie Pérez-

for sixth through eighth graders that rotates between Spanish and

Phillips ’07 and Olivia Hipp ’10 radiate an air of old friends rather

French-speaking countries each year.

than just young colleagues. They grew up in downtown Charleston

personal connections with a local family or school, immersive

only a few blocks from one another, experienced many of the same

language classes, and the opportunity to explore the country and

rites of passage during their formative years, and perhaps most

culture through fun activities. Last February, Pérez-Phillips traveled

importantly, attended Ashley Hall, where they both developed a love

with girls to San Miguel de Allende, Mexico, and a trip to Quebec,

of languages and a curiosity for other cultures that have inspired

Canada led by Hipp is slated for this February. “Katie and I have

their chosen professions.

made a big effort to mirror the programs so that there is consistency,”

The experience includes

Ashley Hall’s classical curriculum, steeped in the study of history,

said Hipp. “We learn as much as the girls do when ‘on the ground’

humanities, and languages, has always boasted rich language and

in our respective countries. It’s wonderful to see the language come

travel programs. Pérez-Phillips credits her sixth grade Spanish

alive for our students.”

teacher, Sarah Corley, for igniting her passion for the language. She

While professional collaboration often occurs among faculty

also had the opportunity to travel to Italy as part of a group of Ashley

members, the bonds of sisterhood run deep between Pérez-Phillips

Hall students led by Head of School Jill Muti and Dr. Roscoe Davis

and Hipp. Through their love of language, cultural awareness, and

of the Classics Department. “What I love most about language study

education, these two young alumnae found a passport to a friendship

is the respect that it fosters for a new culture and its people,” said

strong enough to inspire all those who travel in their footsteps.

Pérez-Phillips. “For example, there are nearly 60 million Spanishspeaking people in the United States, and more than half of those are of Mexican descent. Because we do not always celebrate the subcultures within our own community, I feel it is important to instill curiosity and appreciation for other cultures, especially at the Intermediate Program level.” Deepening her love of the Spanish language and her professional experience, Pérez-Phillips is currently pursuing a Master of Education in Languages at the College of Charleston.

Following closely in Pérez-Phillips’ Upper School experience footprints, Hipp credits her love of languages to current French faculty members Susannah Elliott and Sarah Margaret Decker, as well as to Davis. As one of Decker’s first students, Hipp was able

Katie Pérez-Phillips ’07 and students in February 2018 at the Academia Internacional in San Miguel de Allende in Guanajuato, Mexico.

to join the newly-created biennial three-week language immersion trip to Tours, France. Earning degrees in English and French from Rhodes College, Hipp returned to Ashley Hall to teach French in the Intermediate Program. “As a teacher, my goal is to offer the girls an authentic perspective on the culture,” said Hipp. “I encourage them to relish another culture’s differences and to open themselves up to learn something from those differences.”

Creating unique immersive language experiences for students begins in earnest in the Intermediate Program and is an important part of both Pérez-Phillips’ and Hipp’s faculty positions. “One of the goals of language study at Ashley Hall is that, upon graduation, our girls will be able to converse with confidence in any country whose language they have studied,” said Hipp. Pérez-Phillips and Hipp have collaborated on a winter break language immersion trip

Traveling by bike through Tours, France last summer, Olivia Hipp ’10 enjoys time with students. Photos provided

43

The Language of Connection: S u m m e r E n g l i s h L a n g u a g e In s t i t u t e

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

For two weeks each summer, international students travel to Ashley Hall’s campus to participate in the immersive Summer English Language Institute (SELI), and the resulting exchange of culture and friendship creates a language all its own.

P E R S P E C T I V E S | FA L L 2 0 1 8

| The World and Global Ambassadors room together and build lasting friendships over late night conversations often interrupted with impromptu dance parties.

“It is most satisfying when someone has an ‘Aha’ moment and gets it, and you were part of that,” said Catherine Dixon ’19, who has served as a Global Ambassador for the last three summers. “We have a nail painting party and do other little fun things to bond.” International students even visit the homes of Global Ambassadors to experience American family life. Fostering close connections between the girls is paramount to building a comfortable and welcoming learning environment.

Moreover, faculty members make a point of connecting with the international students to establish rapport and create enriching activities. For example, all international students participate in a nearly hour-long Oral Proficiency Interview (OPI), which measures their proficiency in English with a formal skill rating. Faculty members are sensitive to the fact that such an interview might make some students nervous. “During the OPI, we establish the floor of their abilities and then push to get to the ceiling and find out where they struggle,” said Upper School faculty member Sarah Margaret Decker, who is the Associate Director of SELI. One way SELI helps international students with Upper School faculty member Sarah Margaret Decker and SELI student Misaki Jo share a smile during SELI. Photo by Naoko Dionne

their English proficiency is through a curriculum that emphasizes the contributions of women in business and industry. “We are teaching English through the lens of women in these different conversations and examining the issues and challenges they face in their professional lives,” noted Decker. “These girls are so capable individually, and our program empowers

Now in its fifth year, SELI offers not only

them to dream big.”

international students a chance to study English in

This summer, academic classes and field trips to

Charleston, but also current Ashley Hall students

meet United States Magistrate Judge Mary Gordon

the opportunity to serve as Global Ambassadors

Baker ’77 and women leaders at Boeing bolstered

and to assume leadership roles. Staying for two

the program’s focus on strong women, as did a panel

weeks in Ashley Hall’s Elizabeth Rivers Lewine ’54

discussion with local female professionals who gave

House for Global Studies, international students

students insight into the factors that influence success

45

and what to study academically to enter

At the end of the program’s two weeks,

a specific career field. “The international

the highlights and successes were many, but

students worked very hard to prepare for the

the centerpiece remained the special cross-

panel,” said Global Ambassador Margaret

cultural friendships. “I strongly believe that

Quinn ’19. “Although they were nervous, they

some of the most compelling and lasting

asked all of their questions in English and

learning takes place through peer interaction,

were so inspired by the women presenters.”

and having the Global Ambassadors present

By introducing international students to the

throughout is very powerful for all students

success stories of high profile women, SELI’s

involved,” emphasized Director of Global

English language curriculum is both unique

Studies Jeff Dionne, who serves as the

and highly effective. “American people are

Executive Director of SELI. It is that power

very kind and friendly,” said international

of connection that ensures friendship is never

student Haruna Ishikawa. “The women are

lost in translation.

very strong.”

L-R: SELI student Yui Ishiyama, Global Ambassadors Ava Gudzunas ’19 and Natalie Smith ’18, and SELI student Sumire Nagashima during a field trip. Photo by Naoko Dionne

| The World

‘

Mary Gordon Baker 77 UNITED STATES MAGISTRATE JUDGE

For the last three years, Judge Mary Gordon Baker ’77 has welcomed SELI students into her courtroom for an upclose look at the American criminal justice system. Serving as a powerful role model, Judge Baker has discussed with students her legal career and her duties on a typical day.

This past summer, students also observed two criminal hearings and assumed roles to take part in a mock hearing.

“I always go over the educational requirements to become a lawyer in the United States and point out that the law is a very broad field, with all kinds of lawyers,” said Judge Baker.

“I also talk about how rewarding the law is and how it is a means to financial independence. The law can engage you in the community to make an impact.”

Having done both civil and criminal work and served as a defense lawyer and prosecutor, Judge Baker gained a broad view of the law and a reputation for fairness. Growing up Photo by Kelly Grace Photography

M AU R A M O O N E Y ’ 2 0

Global Ambassador

in Charleston, she often talked to clients when they called her lawyer father at home. Her experience as a twelve-year girl at Ashley Hall also played a significant role in her future professional success.

“My Ashley Hall years, especially with the emphasis on public speaking, were invaluable to me,” Judge Baker

I became involved in the

girls was different. Some were

noted. “I did theater and leadership building, and everything I learned at Ashley Hall helped me at least as much as my

SELI program the summer

eager to speak English and not

before ninth grade. I was excited

afraid to make mistakes, while

to learn about new cultures

others were nervous about talking

and share my culture with the

in front of us and afraid of messing

rigor, which held me in good stead through college and law

international students! This

up. I showed them that it was okay

school.”

summer, my responsibilities were

to make mistakes and that humor

not only to teach the students

is a great way to make a friend.

in the classroom but also to be

Despite the language barrier, a

their friend and make them feel

smile and a laugh have the same

welcome in a new place. I taught

universal meaning. Laughing

them American culture and the

with the girls helped them open

English language, and I learned

up to me, and from then on our

some Japanese as well as a bit

relationships grew. We still

“The Ashley Hall community is the best in the world when

about what Japanese girls do

keep in touch on social media! I

you need a friend; it is another part of your family.”

in school and for fun. I really

have gained a lot from the SELI

appreciated the opportunity to

program. I did not just make new

broaden my cultural perspectives.

friends—I made new memories.

college years did, especially with being a trial lawyer and having to get up in front of people and convince a judge as well as a jury of my position. Ashley Hall teaches academic

Judge Baker is a firm proponent of giving back to her community, and especially to Ashley Hall. “You give back what people gave to you, and my Ashley Hall years were integral to every part of my formation as a person, as a student, and now as a professional, so I think it is very important to give my time, especially to the Summer English Language Institute, which broadens horizons for both people abroad and Ashley Hall students as well,” said Judge Baker.

By Jennifer Turner, Editor & Institutional Writer

My relationship with each of the 47

GLOBAL CITIZENS: ROTARY YOUTH EXCHANGE

BY EMILY DAVIS, UPPER SCHOOL LIBRARIAN

Opening doors to foreign travel and cultural immersion, Rotary Youth Exchange gives students confidence in their own abilities and convictions, all with a panoramic view of life.

Several years ago, my husband and I visited Ashley Hall

situations,” noted Terry. “After being in a situation where I

as prospective parents. On the day of our visit, then-student

had to advocate for myself in a second language, I was able to

Lizzie Russler ’16 gave us a tour of the campus and told us

develop enough confidence to speak up! I now have a massive

about her previous year abroad through the Rotary Youth

passion for exploring other cultures, and I definitely want to

Exchange in Wil, Switzerland, where she learned high

study abroad during college or in the future.”

German as well as some Swiss German. We were amazed by

For McKenna Hardy ’18, who is now a freshman at Miami

Lizzie and were ready to “sign on the dotted line” and send

University of Ohio, the opportunity to study in Hachinohe,

our daughter to Ashley Hall. Recently, before a presentation

Japan during the 2015-2016 school year fulfilled her on

by Ashley Hall Rotary Youth Exchange participants, I

multiple levels. “I speak with much more confidence than

considered how challenging it must be for parents to send

before my year abroad,” said Hardy. “Many new cultures

their children away to a foreign country for a year on their

piqued my interest, and this made me even more interested in

own at the age of 15 or 16. However, after learning about the

pursuing an international business career; I am planning an

independence and language skills the girls gained, I honestly

economics major with an international business minor.”

hope that my own daughter will apply to this program when

Lizzie Hughes ’19, considers her 2016-2017 experience

she is a sophomore and will have the chance to take what

in Venice, Italy as unforgettable. “My gain in confidence,

promises to be a trip of a lifetime.

in understanding, and in appreciation of change now

The Rotary Youth Exchange motto is “building peace one

leads me through life and influences my decisions and my

young person at a time,” with the hope that students become

perspective on the world,” emphasized Hughes. “Living

global citizens through their exposure to new languages,

abroad encouraged—and somewhat forced—me to grow into

cultures, and people. Students who are 15 to 19 years old are

myself, and I can confidently say that without this experience,

invited to apply to the program, which is supported by Rotary

I would not be the person I am today and would be extremely

clubs around the world. Last year, Tolli Rosol ’20 spent the

far off from being the person that I strive to be. I know that

year in Belo Horizonte, Brazil and now takes College of

somehow in the future I want to spend my life traveling and

Charleston classes to continue her fluency in the Portuguese

learning all about the world and its uniqueness.” Having

language. “I gained so much from my year abroad—friends,

completed an Italian course at the College of Charleston

new families, and a new language,” said Rosol. “I also gained

last year, Hughes is currently enrolled in an independent

a new image of myself as a person. I learned I could take

study in Italian with Upper School faculty member Andrea

care of myself without my parents, and I realized that I loved

Muti while concurrently taking Spanish at Ashley Hall and

living in a foreign country.” She is already making plans for

learning French through Rosetta Stone.

her Brazilian friends to come to her graduation.

Studying in Lyon, France during the same time period,

This year, two students associated with Ashley Hall switched countries as part of the Rotary Youth Exchange.

Reese Terry ’20 credits the experience with helping her gain

Eliza Murrell ’21 is currently studying in Albi, France and has

self-assurance and ambition. “Before studying abroad, I

already formed close bonds with new friends. “I’ve made so

didn’t have enough confidence to speak for myself in most

many relationships with people who have changed my life,

P E R S P E C T I V E S | FA L L 2 0 1 8

| The World

1.

3.

2.

4.

5.

especially the exchange students who have been there for me since day one,” said Murrell. “It’s really a special experience to be with people from around the world who all speak different languages and are nothing like you, but you all come together and really rely on each other. I love them all like they are my second family.”

Hailing from Lille, France, Amelie Callens enrolled at Ashley Hall this year through the Rotary Youth Exchange with plans to attend a business school in France next school year and eventually study abroad in

6.

the United States again. From taking part in this fall’s musical production Beehive to working hard in her classes, Callens has relished all Ashley Hall has to offer.

“This experience is unique, and I really feel lucky to be part of the Rotary Youth Exchange,” she said. “I landed in the United States only a few months ago and already have learned a lot about myself and about this country.

1. McKenna Hardy ’18 in Japan 2. Tolli Rosol ’20 in Brazil 3. Reese Terry ’20 in France

As we say, it is not a year in your life but a life in a year.”

4. Lizzie Hughes ’19 in Italy

For all of these young ladies, having now glimpsed the

5. Eliza Murrell ’21 in France

panorama of life through travel and exploration, their

6. Amelie Callens ’20 at Ashley Hall

adventure is just beginning.

49

“Sisterhood at Ashley Hall means family.”

–TRICIA EISENHART ’21

“It is having a great friend with you always. Sisterhood is love.”

–TESSA DEHAAN ’28

“Sisters are always strong together.

They teach us how to be girls.”

–SAMANTHA MILLER ’27

“Your big sister is someone to guide you, and in turn you give your little sister advice. It is meaningful to get close to them.”

–ELL A HUDSON ’25

“The Big Sister-Little Sister program creates a close-knit community.”

–LUCY THORNHILL ’19

“If you don’t have a real big sister, well—now you do! ” –SAGE WILHITE ’29

“A big sister is someone to lean on.”

–QUY ’AAYZIA HODGES ’25

P E R S P E C T I V E S | FA L L 2 0 1 8

| PARTI N G SHOTS

IN THE SISTERHOOD L-R: Gray Griffen ’19 and little sister Lucie Robbins ’25 share a laugh. Photos by Meredith Adkins

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

A

s one of Ashley Hall’s most cherished traditions, the

events. Every day, whether it is a hug between classes, a wave

Big Sister and Little Sister Program connects girls across

across the Sports Court, or an impromptu dance session,

divisions in shared friendship and fun. No matter a girl’s age or

big and little sisters greet each other with joy, laughter, and

grade, she is always linked with a special sister across campus

excitement. These are the marks of enduring bonds being

and knows her sister will be there for her at pep rallies, the

forged for life. Sometimes, only a sister will do, and only at

annual cardboard challenge, holiday celebrations, and reading

Ashley Hall.

Celebrating sisterhood at Ashley Hall. Top row, L-R: Tanai Smalls ’19, Gray Griffen ’19, Ally Noone ’19, and Lucie Robbins ’25. Bottom row, L-R: Sadie Cowan ’25 and Weesie Read ’31

L-R: Ally Noone ’19 gets a hug from little sister Weesie Read ’31.

51

100 The Madren Pool Turns

BY JENNIFER TURNER, EDITOR & INSTITUTIONAL WRITER

Any educational institution worth its salt has a central gathering

dances.” From 1993 until 1995, the pool was renovated with the

place, a location that through the years has taken on an aura of

support of the Madren family and officially renamed the Merlee

tradition and become synonymous with the school itself. The

Ann Madren Pool.

quad, the cistern, the clock tower, the parade field—these are

The significance of the Madren Pool goes beyond its

places that draw a campus together and are sacred to alums and

architectural pedigree. One hundred years after its opening, it

students alike. If someone is new to Ashley Hall, it is not long

stands as a symbol of values that were established by founder

before she is reverently introduced to the School’s own special

and Head of School Mary Vardrine McBee. Those same values

place: the Madren Pool.

have remained constant at Ashley Hall. “Miss McBee’s vision

Constructed from 1917 to 1918, the Madren Pool debuted

that girls should learn to swim is directly responsible for the

as the first tiled, indoor, above-ground pool in the Southeast.

pool’s existence,” said Ashley Hall swimming instructor Missee

According to some sources, it was the first school pool to be built

Tuttle Fox ’73. “She was determined that the School would offer

in North or South Carolina and was supplied with water from an

swimming lessons, and students practiced in Colonial Lake

artesian well. As Ileana Strauch notes in her well-researched

before the pool was built. In celebrating the pool’s centennial, we

book Ashley Hall, “The story goes that the Alumnae Association

are really honoring a 100-year legacy of empowering generations

asked Mr. George Williams of Carolina Savings Bank for a loan

of girls who gained confidence as well as inner and outer strength

of $6,000 to build the pool. After much thought he agreed to

through swimming.” May the next 100 years continue to expand

the loan, and the Alumnae Association raised the money to pay

and burnish that legacy with pride.

back the bank with house tours, kettledrums, card parties, and

P E R S P E C T I V E S | FA L L 2 0 1 8

The Madren Pool in the 1950s.

Photo from the Ashley Hall Archives

LOOKING AHEAD Ashley Hall has a number of exciting events planned for winter and spring!

Ashley Hall Motto

Annual Pig & Oyster Roast

POSSUNT QUAE VOLUNT Girls who have the will

February 1, 2019 | 7:00 p.m. – 9:00 p.m.

have the ability.

Ashley Hall Campus One of the best Ashley Hall community gatherings of the year

#girlswiththewill

Tickets can be purchased at www.ashleyhall.org

Centennial + 10 Years of Ashley Hall: A Celebratory Evening April 11, 2019 | 7:00 p.m. – 8:30 p.m.

Ashley Hall Hallmarks There are seven Hallmarks that personify an Ashley Hall student, who strives to

Charleston Music Hall A special performance marking the School’s 110th anniversary Tickets on sale soon!

cultivate these habits of mind within herself and others:

Intelligent Creative Compassionate Discerning Collaborative Purposeful Worldly

2019 Alumnae Weekend April 11–13, 2019 Ashley Hall Campus Celebrating the Ashley Hall sisterhood Tickets on sale soon!

Keep up-to-date by following Ashley Hall on social media! @ashleyhall_pqv www.facebook.com/ashleyhall.pqv/

Photo by Kelly Grace Photography

Non-Profit Org. US Postage

PAID

Charleston, SC Permit No. 1309

172 Rutledge Avenue Charleston, South Carolina 24903