Buzzer Summer 2023

Visual Arts

THE BROWNING SCHOOL’S SIGNATURE CERTIFICATES OF DISTINCTION PROGRAM

Humanities

Engineering

Engineering

PURSUING ACADEMIC PASSIONS

Visual Arts

Humanities

Data Science

Data Science

Visual Arts

Visual Arts

The Browning community proudly showcased its many diverse cultures at the return of World Celebration in May. Boys, faculty, and parents shared aspects of their backgrounds, which included table games, foods, and traditional attire.

Signals

On the cover: Select members of the first graduating cohort of the Certificates of Distinction program: Washieu Anan ’23, Yushi Liu ’23, Nate Long ’23, and Joshua Metz-King ’23 (clockwise from top left).

Dear Browning Friends,

This issue of the Buzzer contains a wonderful celebration of our graduating seniors. While you’ll find commencement photographs and a listing of students’ college admissions, there’s one thing you won’t find: where each graduate will be heading to school in the fall.

To be sure, there are individual achievements celebrated within this issue—our Certificates of Distinction scholars, some of whom are pictured on the cover, are students who used every opportunity to pursue their academic passions. Through independent inquiry in engineering, data science, the humanities, and the visual arts, they were self-directed in going above and beyond coursework requirements. In addition, our feature story recognizes some of our Middle School leaders. Also sprinkled within these pages, as always, are our students’ achievements in the arts, academics, and sports.

While we would never minimize the well-earned pride a boy feels on gaining acceptance to his first-choice school, college guidance takes into consideration many factors, namely which schools are a best fit. But in today’s society, it’s all too easy to look for the ultimate measure of achievement—after years of an independent school education in the branded sweatshirt a senior will wear into his first year of college. While there’s nothing wrong with a sweatshirt, as educators, we have known for years that College Sweatshirt Day can be a painful and anxiety-provoking day at some schools, for some students, and for a variety of reasons. A matriculation list is not unlike that, with Browning’s stamp of approval behind it.

Despite the recognition that college admissions pressure is damaging to young people’s mental health, particularly among high achievers, there’s no end in sight for the veneration of a small selection of elite colleges and universities. By recognizing individual college choices, matriculation lists unintentionally feed a competitive ethos that can equate self-worth with the institution where a student continues his education.

The old adage that a college acceptance is a “match to be made, not a prize to be won” can seem hollow when students worry about whether their best fit is viewed as good enough to the outside world. Removing our matriculation list may seem like a small drop in the bucket when it comes to lessening student stress, but it aligns our school with what we truly value: the power of community and relationships, and the belief our students’ Browning experience could never be reduced to where they go when they leave the Red Doors behind.

John Botti, Ph.D. Head of School

By recognizing individual college choices, matriculation lists unintentionally feed a competitive ethos that can equate self-worth with the institution where a student continues his education.

Dr. Botti speaks at the Senior Dinner in June.

Read Dr. Botti’s Margin Notes blog at browning.edu/head-of-school

INSIDE:

Pursuing academic passions

The Browning School’s signature Certificates of Distinction program

FEATURE STORY

Fostering leadership

Empowering Middle School boys to take charge

The Browning School Athletes

38 Three Questions for Jeff

39 Life after Browning

42 Return of the Alumni Basketball Game 4 64th

Mission and Values

The Browning School fosters growth of courageous and compassionate men of intellect and integrity who aspire to contribute meaningfully to our world.

The Browning gentleman develops amid a community that upholds these values…

HONESTY

We speak the truth, act with integrity and take responsibility for our actions.

DIGNITY

We honor and celebrate the dignity of all people and support the power of a diverse, inclusive and welcoming community.

CURIOSITY

We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us.

PURPOSE

We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.

Diversity Statement

The Browning School strives to create a diverse community in which all members are safe, respected and valued. We believe that in actively promoting a diverse learning environment, we are fostering intellectual, social and emotional growth for all.

Recognizing and pursuing diversity, however, are not enough; we seek to transcend mere tolerance of differences and aspire to a celebration of the varied appearances, abilities, perspectives and values that characterize our community.

Good news to begin with

64th Street building update

Exciting updates, fond farewells, and

big wins

BUZZWORDS

Visit

Construction of the 64th Street building, to be the new home of the Browning Upper School, has begun, with existing facade work and site preparation underway this spring and demolition set to begin in the summer. In April, alumni were able to get a sneak peak of the exciting building transformation during the Alumni Reunion event. Learn more about the Reunion on page 36.

ROBOTICS

Robotics team wins city championships

The Upper School Robotics team won the FIRST (For Inspiration and Recognition of Science and Technology) New York City championships as part of a winning alliance with Queens Metropolitan High School. The team’s victory is a testament to the hard work the boys put in all season against tough competition. In addition, our engineers received the Promote Award, which is given to the team that is most successful in creating a compelling video message for the public designed to change culture and celebrate science, technology, engineering, and math.

BUZZER

The Browning School Magazine

Editors

Jan Abernathy, Chief Communications Officer

Jeremy Katz ’04, Director of Communications

Editorial Contributors

John Botti, Head of School

Quinny B. ’25

Antonio del Rosario P’27

Danielle Passno, Assistant Head of School / Director of Teaching and Learning

Andrew West ’92, Director of Athletics

Contributing Photographers

Dawa

Asher Dorlester

Tobias Everke

Al Pareira

Da Ping Luo

Nick Velazquez

Design by Michael Wiemeyer / Designlounge, NY.

A dedicated educator retires

Gary Norcross joined Browning in the winter of 2018 in a leave-replacement role, and to our great fortune he stayed on! During his tenure here, Mr. Norcross contributed in various ways. He helped reimagine the Grade 4 curriculum by focusing on thematic interdisciplinary units and built a partnership between the grade and students at the Manhattan Childrens Center. Additionally, Mr. Norcross actively participated on several school committees, and his mentorship and camaraderie extended to colleagues across our school. An expert educator who embodied our mission and values, Mr. Norcross cared deeply about the success and well-being of all his boys who grew and thrived in his classroom.

Empowering students for positive digital citizenship

Browning has launched a partnership with The Social Institute (TSI), a national leader in curriculum designed to help parents engage with their children about their online lives. At a time when students spend many hours a day on digital devices, and cyberbullying and reputation-damaging posts run rampant, TSI equips students to make positive, healthy, and high-character choices that fuel their health, happiness, and future success. Our school will be adopting TSI’s comprehensive program, called #WinAtSocial, which promotes character, empathy, teamwork, and other important life skills. We are excited to be able to offer this important and timely education to our community.

The Buzzer is published twice a year by The Browning School. Submissions may be sent to Jeremy Katz at jkatz@browning.edu. All submissions may be edited for length and clarity.

Follow Us

@browningschool

Visit our website: browning.edu

Board of Trustees 2023–2024

Valda M. Witt, President

Alka K. Singh, Vice President

Andrew E. Vogel, Vice President

Jeffrey M. Landes ’83, Secretary

Raul Pineda, Treasurer

John M. Botti, Head of School

Clare Hallinan, President, Parents Association

Sarah H. McGee, Vice President, Parents Association

Stuart A. Orenstein ’00, President, Alumni Association

Mimi Basso

Maegan Boger

Hayley Broadbent

Sandra Buergi

Mitchell Bunnell

George Cabrera, III ’98

Sandrine A.

Cousquer-Okasmaa

Nathaniel X. Garcia ’06

John M. Liftin

Elizabeth G. Miller

Nazmi Oztanir

Manish S. Parikh

Jerry C. Pi ’95

Ian J. Sandler

Jodi J. Schwartz

Martin Small

Graig J. Springer ’98

Vance Wilson

Sara B. Zablotney

James S. Chanos, Honorary Trustee

Stuart J. Ellman, Honorary Trustee

Allan L. Gropper, Honorary Trustee

NATE LONG ENGINEERING

Revolutionized the audio quality in Browning’s gymnasium through a meticulously crafted sound system.

THE BROWNING SCHOOL’S SIGNATURE CERTIFICATES OF DISTINCTION PROGRAM

PURSUING ACADEMIC PASSIONS

The end of the 2022–23 school year marked a historic milestone as the first-ever recipients of our Certificates of Distinction program triumphantly concluded their projects. The program gives our Upper School students the opportunity to pursue their academic passions, allowing them greater agency over their learning through independent inquiry.

By Jeremy Katz ’04 Director of Communications

WASHIEU ANAN ENINEERING, DATA SCIENCE

Integrated AI into medical imaging for swift cancer detection and built a mathematically precise autonomous vehicle with dynamic trajectory control.

JOSHUA METZ-KING VISUAL ARTS

Crafted a jewelry line, Haus of King, that fuses ancient goldsmithing and contemporary designs.

Visual Arts

Humanities

Science

Data Science

Visual Arts

Visual Arts

YUSHI LIU

HUMANITIES

Wrote a darkly humorous novella that explores nihilistic absurdism and societal critique.

Humanities

Humanities

To gain a better understanding of how this program enhances our students’ education, cultivates meaningful connections, and equips them for life beyond Browning, we talked to the faculty advisors representing each discipline within the program. Aaron Grill (Engineering), Anna LaSala-Goettler (Humanities), Melodie Ting (Data Science), and Kate Bancroft (Visual Arts) shared their perspectives on the program’s intrinsic values and its impact on students’ personal and academic growth.

For this generation of students, as teenagers are often perceived as less independent than before, how is Browning harnessing their inherent drive to be scholars?

LaSala-Goettler: Agency is a huge part of what every teacher at Browning encourages in student work. We are constantly creating pathways for our students to dig into their own learning journeys and get

NATE LONG ENGINEERING

a sense of what skills are needed to help them succeed on that path. What makes our Distinction program different is that it’s a place for students to pursue a specific passion of interest with purpose, and with independence.

The seniors engage in a collaborative process with other scholars or professionals in the field, wherein they conceive, design, and develop a comprehensive proposal for the project, ultimately defending it. They come up with that entirely by themselves from two or so years of reflective work and conversation with their advisor. I can’t think of a better embodiment of independency and agency of learning.

Grill: We want to acknowledge and celebrate students who consistently surpass expectations and demonstrate unwavering passion for their work.

We have students who showcase exceptional creativity in their written assignments for humanities classes.

During my tenure in Browning’s Rock Band, one issue that consistently plagued our performances was the woeful quality of the sound system in the school gym. It was disorganized, erratic, and uncontrollable. Determined to rectify this situation, I aimed to create a fully functional and outstanding sound system. The initial phase involved the inventory of available materials and assessing the required work. Based on that, I recommended necessary equipment for Browning to acquire. After achieving mastery of the soundboard through persistent effort, I successfully implemented a durable channel system to effectively manage the sound. I then strategically positioned the sound gear, fine-tuning the layouts to perfection. The culmination of my efforts resulted in the creation of an impeccable sound system that resonated flawlessly during numerous coffeehouses and other performances. I also took the initiative to document a comprehensive set of instructions, enabling future generations to experience exceptional sound quality and ensuring that the artistry and passion of performers can always be amplified to its fullest potential.

Additionally, there are those who exhibit a keen interest in robotics and rocketry, taking the initiative to establish and lead their own clubs. Furthermore, we have a senior, Nate Long, who is driven by a passion for sound system creation but having lacked a suitable club to join, dedicated his Distinctions Program to enhancing the school’s sound system. In all these endeavors, the faculty advisors serve as invaluable partners, supporting these students in their pursuit of scholarship and mastery in their respective fields.

What distinguishes the work done in our program from a typical senior-year capstone project?

Ting: Our approach follows the model of a graduate school thesis and defense, characterized by its multiyear commitment and pursuit. Capstone projects typically involve students exploring subjects they are genuinely curious about, but what I ask my students to think about when they start is if their project aligns with our core values, which are honesty, curiosity, dignity, and purpose. So there is curiosity not only on the topic, but as to what purpose it serves and how it can be used to benefit society at large.

Bancroft: What truly sets this program apart is the exceptional level of student involvement and autonomy it offers. Students have complete control over every

I have a passion for goldsmithing, foraging, mycology, botany, marine biology, and gemology. The oldest known jewelry, found in a South African cave around 100,000 years ago, consists of small shell beads. Gold has held religious and aesthetic significance across cultures, representing divine connection and wealth, from the royal tombs of Ur to Mayan temples. I describe jewelry as the union of wonder and creativity, and I find a profound sense of sacredness in the process, from alloying gold to setting gemstones. It is humbling to realize that my passion is part of a practice that has spanned 100,000 years. The practice of goldsmithing is my art. The allure of handmade gold jewelry lies in the artist’s ability to overcome the challenges and uncertainties of working with molten gold at extreme temperatures. Embracing the inherent chaos, each of my pieces becomes a distinctive creation with hand-alloyed gold accents and unique gemstones. This is why I assign a name to each of my pieces, honoring their individuality. My choice also stems from watching the queer ballroom scene in Harlem, wherein a “house” represents a community or family that offers support and belonging to individuals who are often considered misfits in the wider world. Paying tribute to this important aspect of LGBTQ+ history, I have named my brand Haus of King, where each piece represents a member of my house. Through the fusion of ancient goldsmithing techniques and contemporary designs, each of my pieces is a precious and sacred object to treasure.

aspect of their projects, from finding time to work on them to determining the project’s very nature. This program not only provides flexibility but also recognizes and empowers students to achieve a nearly professional level of creation. By granting them full ownership of their projects, it fosters a sense of responsibility and ownership that is truly remarkable.

How does the program prepare students for higher education?

LaSala-Goettler: College- and university-level learning requires students to do more with increasingly less hand-holding. Our program prepares a student to not be intimidated by that process, whereby they know the professor or the faculty advisor is available for questions, but that the onus is still on the student’s. That’s where the joy is and it doesn’t happen unless it’s coming from the student.

Ting: Many of the skills we utilize when embarking on a research project closely mirror those taught in higher education. In our Distinction program, we delve into the art of formulating research questions. This particular skill proves invaluable for college students as they confront the task of crafting their own theses. Furthermore,

they receive instruction on effectively communicating research to nonexperts. We emphasize making complex information accessible and readily available to diverse audiences.

Tell me about the relationships the boys form in these intellectual pursuits. How does Browning do it differently?

Grill: One of the advantages of our smaller environment is that students feel more at ease approaching others to ask questions. This extends beyond relationships with adults; even their interactions with peers foster a culture of peer learning and mutual growth. For instance, we currently have several juniors taking the lead in the rocketry club, collaborating with younger students. Through this teamwork, they not only share knowledge but also gain valuable insights as they work together to launch these devices.

Ting: The boys value their independence in their projects but also recognize when they need additional support. They form partnerships with experts in their respective fields who can assist them on their journey, combining their own autonomy with the guidance and help of others. What I find truly enjoyable is the opportunity to delve into their passions and immerse myself in their world. The students have

SCHOOL

ANNA LASALA-GOETTLER, ASSISTANT HEAD OF UPPER

“A key pillar of this program is that it transcends the traditional grading system. There are no pass/fail assessments or letter grades. Instead, the focus lies in demonstrating proficiency and showcasing exceptional understanding.”

JOSHUA METZ-KING VISUAL ARTS

the chance to share something they are genuinely enthusiastic about, which is not a typical occurrence in other school settings.

LaSala-Goettler: A key pillar of this program is that it transcends the traditional grading system. There are no pass/fail assessments or letter grades. Instead, the focus lies in demonstrating proficiency and showcasing exceptional understanding. The student-teacher relationship goes beyond pursuing the highest grades or merely completing assignments. It revolves around fostering a deep passion for learning within a specific field, where joy and intense focus coexist.

When my student Yushi Liu, who will be Browning’s inaugural humanities Distinction recipient, engages in discussions with me about the essence of being a humanities scholar, our shared quest is to continually uncover more meaning,

Engineering

I chose my topic out of a profound passion for integrating artificial intelligence into the realm of medicine. The driving question that consistently fuels my curiosity is, “How can we enhance and expedite patient diagnoses on a global scale?” The question has many answers, and I’ve found mine in medical imaging. In my project, I build intricate mathematical models designed to accurately and swiftly detect and diagnose cancerous growths or tumors in MRI/CT scans. In certain instances, it has successfully detected tumors that doctors would have otherwise not seen.

This project entailed building an autonomous driving vehicle, akin to Tesla’s technology, whereby a mathematical model guides it from one location to another using various sensors. The rise in popularity of self-driving cars corresponds to the expansion of datasets required for accurate predictions and the continuous advancements in sophisticated software. Consequently, it becomes crucial to develop systems that can be readily deployed across various platforms and methodologies. My project primarily focuses on the mathematical aspects involved in guiding a vehicle along a generated trajectory, allowing for dynamic updates as it moves from one point to another.

understanding, and excitement within the study of the field.

Bancroft: Another unique aspect of our program is the emphasis on publicly sharing the knowledge acquired. We expect our distinguished scholars to engage in open conversations and discussions about their projects with the greater community. This not only showcases their expertise but also demonstrates the advanced level of learning taking place. It can be likened to a dissertation defense, where the student

Data Science

My dissertation delves into a short novel that comprises letters and diary entries penned by the fictional protagonist and unreliable narrator named P. Within these pages, P unwittingly chronicles his gradual descent into insanity as he seeks to navigate both the fictional society around him and, more importantly, his own restless mind. A sardonic parody of 21st-century humanity, I seek to pull no punches in the dark and grisly humor of P’s letters, mounting a multidimensional critique of modern society in the process. As the novel progresses, a greater divide begins to grow between P’s letters and his diary entries, then between his society and his ego, and eventually, between his physical and his metaphysical. An incredible source of information throughout, he reveals very little about his physical world yet more than makes up for it in explaining the mental. Reading between the lines of his racing thoughts, the reader will process a close-up view of the societal catalyst behind P’s devolution into the various stages of nihilistic absurdism and abusive self-destruction, all of which are thematic elements that I took great inspiration from for the conceptualization of the novella.

is well-prepared, knowledgeable, and presents their work to a committee.

The ongoing conversation continues with more questions and a genuine interest in understanding the origins of this situation. What are your current thoughts? Where does the next revision stand? How can we enhance this further, not just to achieve a higher grade, but because it holds significance? This aspect of the program holds particular importance, especially as our seniors approach its conclusion.

Visual Arts

Inaugural Graduating Recipients of Browning’s Certificates of Distinction Program

VISUAL ARTS

Andrew BatesZoullas

Sasha Maslennikov

Joshua Metz-King

HUMANITIES

Yushi Liu

ENGINEERING

Washieu Anan

Nate Long

DATA SCIENCE

Washieu Anan

Johir Hossain

Varun Seth

Jonathan Wallace

YUSHI LIU HUMANITIES

Browning boys share a common aspiration to improve the world around them. About a quarter of the Middle School boys proudly belong to the Green Team, demonstrating their commitment to raising awareness among their peers. With an unwavering dedication to their mission, these young individuals actively seek solutions to environmental issues and advocate for meaningful action. They embody the essence of changemakers.

Middle Schoolers are entrusted to represent Browning as ambassadors to external visitors.

Younger students always have role models close at hand with the Middle School boys.

Fostering Leadership

Empowering Middle School boys to take charge

By Jan Abernathy Chief Communications Officer

“The Middle School years are a good time to develop leadership skills because children are looking to show that they are relevant and competent, and that they can contribute meaningfully to the world,” says Ophelia Ma, Head of Middle School. “Our boys are asking the big questions: Who am I? What am I passionate about? What can I contribute and how do I connect to others while doing that?”

Ms. Ma says Browning boys have a desire to make the world a better place. On this point, Joan Gillman, science teacher and Middle School advisor, concurs. Ms. Gillman advises the Green Team club, of which roughly a quarter of Middle School boys are members. “If there’s an environmental problem, they want to see action. In this way, they are changemakers.” Whether it’s picking up trash around Central Park before school starts, donating money to an organization that helps supply clean drinking water, or raising environmental awareness with the student body, this all-division club’s Middle School members are serious about its mission. Several of its leaders, including its treasurer, social media managers, and communications manager, are all Middle School students.

The group is responsible for the all-school Biodiversity Day, which was held this year for the first time since 2019, and is designed to be appropriate for all ages of students. From a scavenger hunt in Central Park, to seed planting, to an escape room (partially designed by a Middle School student), the event is largely planned by students for students, with the assistance of adult advisors.

For those who want to develop their leadership skills while working inside the School, Student Council offers our Middle School boys the opportunity to “take initiative and also learn how to fail because they need to understand how much is required to make things happen,” says Pete Weiss, a Middle School history teacher and advisor, who also advises Grade 5 and 6 Student Council. This year, the students in those grades were interested in exploring lunch options. “We discussed how the project had to go beyond the students telling our food service providers, ‘This is what we want and this is what we don’t want.’ The boys did a great job of pulling together a sample of offerings and asking other students to

Middle Schoolers have the valuable opportunity to nurture their public speaking skills through engaging presentations.

What does leadership look like?

vote for the things they liked and to make new suggestions. They then made a presentation to our vendor. In this process they got to learn about how meals are planned and the various considerations that go into the meals before they reach the students’ plates.”

Student Council is open to any Middle School student without having to stand for election. Megan Ryan, Dean of Middle School Student Life, says that Browning is continuing to examine this model to see how students can best bring about real change and run their own projects. “Right now, Student Council does service projects, but as our focus on student life grows, we’ll be looking to guide the boys towards building the leadership skills with each passing year in a developmentally appropriate way.” In her second year as Dean, Ms. Ryan is studying assemblies, advisors, clubs, and sports for further opportunities through which boys can connect, explore their passions, and lead. She noted that assembly guest Robert Anthony from the Challenged Athletes Foundation was recruited by Grade 7 boy, Charlie F. ’28, and she hopes to see more boys get actively involved in assembly planning.

Benjamin S. ’30: Exploring Culture

Middle School students are also able to create their own clubs. Grade 5 student and Jewish Culture Club founder Benjamin drew inspiration from his sister who led a similar club in her middle school. “We started off with two people and we’ve grown to about seven more. We’ve learned more about Jewish culture through reading and food.” Benjamin adds that being on the Student Council and on the math team is giving him the experience he needs to participate even more as he goes through Browning. “You can see what you need to do to build things over time; these clubs prepare you for life.”

Austin C. ’27: Healthy Competition

Austin, a Grade 8 student, counts math, chess, and violin among his passions, and as an advanced math student, he participates in math competitions with Upper School students. “They can be role models for me, and I get to see what high schoolers do,” he says. Faculty engagement also makes boys more able to find new interests, he says, adding, “Teachers here are really passionate about what they teach. Ms. Gillman works so hard to make science interactive,” he says of the Green Team advisor. Austin also serves as the group’s treasurer.

Ninis T. ’28: Passion Projects

Browning’s size isn’t an impediment to boys exploring their passions, says Ninis. “If a teacher knows that you’re really interested in something, they’ll be able to help you pursue it,” the Grade 7 student says. “For example, last year when I wanted to start a middle school newspaper, teachers helped me. And this year, Mr. Weiss and (English chair) Ms. Vonnegut helped me make the club bigger.”

Ms. Ma, who will be entering her second year at Browning this fall, looks forward to enhancing leadership opportunities for Grade 8 students as they approach Upper School, while at the same time watching the boys’ obvious appetite for passion projects throughout the Middle School grow. “The key is honoring student voices,” she says. “Middle School boys are going to bring up a lot of ideas and opinions, and we just need to put ourselves in a position to hear them.”

• MS Newspaper

• Green Team

• Chorus

• Rock Band

• Shakespeare Play

• Hand Chimes

• Taste of Home

• Sports (soccer, track, and baseball)

• Yearbook

Leadership at the Grytte

I’m in my 11th year at Browning, and my sixth year as a member of the school newspaper, the Grytte. My first year on the newspaper was Grade 5, and in the beginning, the presence of the Upper Schoolers was intimidating. However, as time went by and I got more comfortable, I realized that the upperclassmen were facilitators for, and not barriers to my success as a journalist.

The editors, student leaders of the paper, always led by example their articles were always completed the quickest and their interviews were always the most interesting, all while they took the time to edit the staff writers’ pieces. The editors were glimmering examples of what leadership meant and how to get the most out of a team.

When the pandemic hit, the editors worked tirelessly to convert our traditional print newspaper into a website. While our editors were at first disappointed to not be able to produce print copies, the digital

AUSTIN’S CLUBS

• Green Team

• MS Math Team

• US Math Team

• Browning Chess

• Ovation Ensemble

• Encore Violin lessons

BENJAMIN’S CLUBS

• Sports (baseball and basketball)

• Math Team

• Student Council

• Jewish Culture Club

Grytte ended up enabling us to post content with ease, and made articles more accessible. Their dedication demonstrated the ability to turn a problem into an opportunity, as an illustration of leadership that I continue to reflect on.

At the end of my freshman year, the editors and the paper’s faculty advisor, Mr. Katz, approached me with the offer of becoming the Grytte’s next editor. Serving as the paper’s editor has been an immense honor, and I will never forget the lessons on leadership that the older students instilled in me.

“People can depend on you, no matter what.”

NINIS T. ’28

“Taking action and being passionate.”

AUSTIN C. ’27

“It means teaching, showing, helping, and learning. As a leader in my club, I learned things I didn’t know.”

BENJAMIN S. ’30

By Quinny B. ’25, Grytte Editor

Why Browning was the right choice for our family

BY ANTONIO DEL ROSARIO, A MIDDLE SCHOOL PARENT

As parents of teenagers, it’s useful to look back and assess the schools and activities we chose for our children during their formative years. From the time our two boys were able to walk, they were involved in fun classes like yoga, gymnastics, piano, soccer, swimming, scouting, dancing, and singing—my wife and I researched every activity. Our children now, for the most part, are happy and well-adjusted adolescents, thriving academically and socially—a feat not easily achieved in New York City.

Clockwise from top left: Leonardo D. ’27 plays on the 7/8 soccer team, walks to the Red Doors with his father, Antonio, and acts in the Middle School Shakespeare play.

We have always been deliberate in raising our two boys with the philosophy of having a minimum amount of regret. However, we do have one: it would have been better for our boys to have gone to a private school instead of a public school from the very beginning. Don’t get me wrong, we are pleased with our children’s public school K–5 education during their critical, formative years. I knew my children’s K–5 schools inside and out. I was a class parent, a treasurer, a classroom reader, an event coordinator, and even an after-school Shakespeare teacher! But having seen both sides of the fence, the benefits of private education are unmistakable, and they include:

Smaller classes. My younger son, Leonardo, in particular would have benefited from starting in a private school sooner. He didn’t flourish as much in the larger classes, getting lost in a classroom of 35 students. However, now that Leonardo has been at The Browning School for three years, his classes have no more than 15 students in his cohort and his entire grade comprises only 35 students! Leonardo now prides himself on being able to name every boy in his entire grade and finds comfort in belonging to a smaller group within which he can easily navigate.

Better rapport between students and teachers. Although a top student while in public school, Leonardo is much more focused now, with his teachers having more time than their public school counterparts in being able to create a rapport with him. He visits his teachers during their office hours and communicates with them often. Subsequently, Leonardo has made the High Honor Roll at Browning these past two consecutive years. He is more readily able to learn from his social interactions because Browning is the epitome of an institution dedicated to relational learning.

A customized learning approach. Another benefit for Leonardo going to a private school is the customized approach he receives from his teachers. His teachers are free to teach in any way they see fit since they are not limited by the standardized curriculum set by the city’s Department of Education. Because of this, Leonardo now tackles a much more rigorous curriculum and responds to a pedagogy that is nurturing and protective of a boy’s authentic emotional life.

By the way, my eldest son, Lucas, is currently attending The IDEAL School, a co-ed private school where he too benefits from the community values and pedagogical approach I have outlined above.

More diversity than you might think. Many parents think that independent schools have a homogenous population; this simply isn’t true. In fact, both my sons’ private schools are more diverse in terms of race, religion, and income than the public schools they previously attended. Private schools understand the benefits of a diverse population for their students. I am ecstatic to know that both our boys at their current private schools are exposed to the diversity and excellence that truly reflects the richness of our city.

Make no mistake, I’m still a huge supporter of public schools, as evidenced by my continuous involvement as a community organizer focused on improving our city’s public education. As parents, we do all we can to give the best of the best to our children, and I am happy to say that both of my sons’ current schools have been recognized as top of the list in the nation. I am glad that both our boys were exposed to public schools at an earlier age and that they are now poised to graduate from private schools which fit their needs and their natural talents, manifesting their highest possibilities. But were you to ask me, if I had to do it all over again, would I have sent them to private school from the start, my answer would be a resounding yes.

I am ecstatic to know that both our boys at their current private schools are exposed to the diversity and excellence that truly reflects the richness of our city.

The long-awaited Grandparents & Special Friends Day made its triumphant return.

A magical morning with special guests

The day unfolded seamlessly as more than 125 guests attended classroom presentations and interactive activities with boys in Kindergarten through Grade 3. The event left lasting memories for all involved as the vibrant spirit of the Lower School community shone brightly in every classroom that morning.

Green Team reignites Biodiversity Day

The return of our all-school Biodiversity Day in May fostered environmental stewardship through a variety of activities! Lower Schoolers embarked on a scavenger hunt in Central Park, while Middle and Upper Schoolers immersed themselves in workshops and art activities, and also had the chance to volunteer and support activities with younger boys. The successful event was made possible by the efforts of the Green Team members.

The day featured seed planting, a park scavenger hunt, and an escape room.

Browning strives to inspire

Speaker Series provides insights into nurturing the men of tomorrow

Browning’s Today’s Boys, Tomorrow’s Men Speaker Series recently completed its fourth season, featuring educators and thought leaders from a variety of relevant disciplines psychology, education, sociology, counseling, philosophy to promote dialogue and create programs aligned with Browning’s mission of nurturing courageous and compassionate men who lead purposeful lives and respect the dignity of others.

Highlights made by our visitors have included the importance of boys’ involvement in something greater, the positive impact of in-person connections, the complexity of identity formation in adolescence, and the power of storytelling in education.

Shaping and empowering boys

Family fun at Math Night

The return of Family Math Night engaged boys in Grades 4–6 and their special guests as they explored a wide range of compelling mathematical games and activities. The hands-on evening sparked competition, personal growth, and collaboration on concepts that the boys have been studying in class, with the added incentive of winning prizes.

Speakers included Dr. Adam Price, clinical psychologist and bestselling author and Dr. Matt Englar-Carlson, counseling professor and director of the Center for Boys and Men at California State University—Fullerton.

TODAY’S BOYS, TOMORROW’S MEN SPEAKER SERIES

The games provided fun for participants of all ages.

Congratulations to the Class of 2023!

Starting this year, Browning will showcase overall college admissions, rather than individual matriculations. The Class of 2023 was admitted to schools large and small, near and far— choosing, most importantly, the one right for them. We wish them the best of luck, now and always!

View photos from graduation at browning.edu/news/2023-graduation

Celebrating Browning

We were delighted to welcome hundreds of families, faculty, and friends for our second annual Spring Celebration at The Harmonie Club. The evening allowed the members of our community to connect with each other and learn more about Browning’s expansion. It’s an exciting time to be a Panther!

Teaching Boys Well

TARGET-FOCUSED TEACHING ENSURES DEEP LEARNING

By Danielle Passno Assistant Head of School / Director of Teaching and Learning

At Browning, we have embarked on a multiyear process to determine what habits of teaching allow boys to learn better.

During professional development, our teachers have studied the merits and pitfalls of various models of learning. Through all of our time reading and considering the research on boys, as well as experiencing the process of learning with them in the classroom, we have tailored our approach to learning into a model that we believe works particularly well—a model rooted in clear targets and intrinsic and extrinsic motivators for learning.

Target-Focused Teaching (TFT) is Browning’s unique way of ensuring deep learning in all boys. Composed of four research-supported elements for deep learning, TFT ensures that our boys experience a rich curriculum that builds lifelong knowledge and skills. The four elements are:

• Using the full range of rigor as defined by Webb’s Depth of Knowledge scale—a vocabulary and frame of reference for levels of engagement with content

• Articulating learning targets

• Using formative and summative assessments

• Designing cycles of feedback and reflection

In order for students to learn deeply and lastingly, we believe they need both

foundational knowledge and the ability to apply that knowledge beyond school, and that in order for them to do so, boys must experience learning that travels through all four levels of Webb’s Depth of Knowledge. In many ways, this twofold belief is what separates us from schools that use competency-based approaches, because we see that content and foundational knowledge are the essential soil in which inquiry and skill development must take root. For example, we do care

about teaching the dates and facts that are learned in a traditional history classroom—even if they can be found online— because we believe having a command of that content allows a boy to both feel proud of his knowledge and to form new lines of inquiry.

Learning targets are the guidebook of our curriculum because they articulate where a student is trying to go in his learning. The benefit of having an articulated set of learning targets that the boys see is

Director of Computer Science & Engineering Melodie Ting teaches an Upper School class.

that they have a road map for their education. These are categories in three tiers:

• K–12 Subject Targets: what we are trying to teach across our K–12 curriculum

• Grade-Level-Specific Targets: the skills and content we teach in a specific grade or course

• Lesson Targets: the immediate content necessary for a specific lesson

At Browning, we use a variety of assessments to determine whether a student has reached proficiency in terms of a learning target. Tests, papers, discussions, presentations, and portfolios are all forms of assessment. We employ two types of assessments:

• Formative assessments: used to give feedback about learning so that a student and teacher both know what to do next

• Summative assessments: used to determine the level of proficiency a student has attained in one or more learning targets and often include a grade

Lastly, cycles of feedback are the hallmark of the Browning program. We give students learning targets and learning experiences, and then we give them feedback on how well their work has met each target. The feedback is the catalyst for the

student knowing what to do next in his learning. Often, feedback is given in the form of a rubric and comments that show where a student should focus his learning.

The true benefit of using the four elements of Target-Focused Teaching is increased motivation for boys. When a boy is motivated to learn because of the clear structure of his academic program, the relationships he has developed, and the nature of his assignments, there is no stopping what he can do in the world. That is what we see at Browning every day.

Composed of four research-supported elements for deep learning, TargetFocused Teaching ensures that our boys experience a rich curriculum that builds lifelong knowledge and skills.

Lesson Targets

Course / Grade-LevelSpecific Targets

K–12 Subject Targets

We see that content and foundational knowledge are the essential soil in which inquiry and skill development must take root.

Farrell Smith ’23

Nathan C. ’28

Angel Q. ’24

Blake W. ’34

Davis T. ’27

Santi B. ’24

William C. ’27

Dominic N. ’31

Luca L. ’27

Dash L. ’24

Auguste D. ’35

Atharv B. ’33

Eduardo A. ’24

Julius R. ’29

Browning has always been committed to providing boys with a well-rounded and culturally enriched educational experience, and the arts play a pivotal role in this endeavor. These two pages showcase an impressive portfolio of artworks crafted by our talented students, from Kindergarten through Grade 12, this year.

Art Connects

Anthony R. ’29

Sasha Maslennikov ’23

Jonah C. ’33

Jack G. ’24

Douglas H. ’31

Felix V. ’23

Ben S. ’24

Kyle Dewan ’24

William

Sam K. ’25

Andrew B. ’29

Leo C. ’31

Gabriel L. ’34

Athletes THE BROWNING SCHOOL

Varsity baseball pitcher William R. ’26

Varsity track runner Austen D. ’25

Athletes

Lonnie M. ’25 remained undefeated for the second year in a row in the Independent School Table Tennis League.

View photos from both seasons at browning.edu/athletics-photos

By Andrew West ’92 Director of Athletics

The Browning School Athletes

WINTER SEASON

This winter we had successes on all levels. The varsity basketball team, which was built around a strong core and made it to the NYCAL playoffs, will benefit greatly from the success of the JV team as well as our first place champion 7/8 squad. Speaking of that team, the 7/8 boys were the champions of the NYCAL, and will really provide the varsity and JV teams a lift

next year. The success didn’t stop there, with impressive seasons from the Grade 6 Panthers as well. All and all, the future is very bright for Browning basketball. We also had some impressive wins for the varsity squash team, and the varsity table tennis team finished in third place in the Independent School Table Tennis League as those sports continue to grow at Browning.

JV hoopster Matthew C. ’25

7/8 Black hoopster Drew L. ’28

Varsity hoopster Alpha C. ’24

Squash player Julian K. ’26

Varsity hoopsters Eddie Rodriguez ’23 and Ben Henkin ’23

7/8 Red hoopster Davis T. ’27

Table tennis player Nicolas Salas ’23

Grade 5 hoopster Frank F. ’30

Grade 6 hoopster William B. ’29

The Browning School Athletes

SPRING SEASON

We are very proud of the way all our teams performed this spring. We concluded the varsity baseball season on a high note, delivering our best performance. I urged the players to see the competition phase as concluded while highlighting the perpetual significance of continuous training and practice. Varsity tennis showcased exceptional sportsmanship, earning the prestigious Team Sportsmanship

Award from the League coaches. The varsity golf team secured an impressive third place in the NYCAL with the entire starting lineup set to return next year, their promising potential sets the stage for Browning to achieve its first championship in the near future. Additionally, varsity track, 7/8 track, and 7/8 baseball teams all had strong seasons, consistently improving as the season progressed.

Varsity tennis player Malek Assef ’23

Varsity baseball shortstop and pitcher Adam B. ’25

The varsity baseball team

Varsity track members Ikram A. ’26 and Matteo B. ’25

7/8 baseball player Cecil G. ’27

Varsity

Neil D. ’24

7/8

7/8

Varsity tennis player Kabir D. ’25

baseball players Jack G. ‘27 and Elliot S. ‘28

golfer

Varsity golfer Colin M. ’25

track member Barack D. ’27

Varsity track member Jack D. ’25

Panos Dracos ’63 and Doug MacKay ’63

Nick Versandi ’01 and Andy Sandberg ’01

Members of the Class of 2013 celebrate their 10th reunion.

Jay Fidlow ’02 and Joe Metzger ’03

Gabe Soluri ’18, Adrian Rodriguez ’18, and Ben Ellman ’18

Members of the Class of 1998 celebrate their 25th reunion.

Dave Holleb ’73 was inaugurated into the True Grytte Society as he was celebrating his 50th reunion.

Tony Caputo ’03 and Gene Prentice ’03

Jeremy Katz ’04 and Peter Allen ’03

Amory Sharpe ’83 and Sandy Pelz ’71

Bob Gimbel ’57

In April, our Alumni Reunion welcomed over 100 alumni, faculty, and friends for an exciting day of programming. Congratulations to the Class of 1998, most strongly represented as members attended to celebrate their 25th reunion, and to the Class of 2018, whose members also turned out in full force to celebrate their 5th reunion!

Jeff Landes ’83 was honored as the recipient of this year’s alumnus achievement award at a

luncheon at the Links Club, which also recognized several of our 1963 graduates celebrating their 60th reunion. The day culminated with a reception in the Kurani Gym, where Dr. Botti and Alumni Association President Stuart Orenstein ’00 shared an update on Browning’s Building Our Future Campaign

View more photographs of the event at browning.edu/photos/2023-alumni-reunion.

Ed Ma ’98 and Maureen Linehan

Reunion luncheon at the Links Club

Dr. Lin Wells ’63 and Paul Vartanian ’63

for Jeff Landes ’83 Three Questions

2023 Alumnus Achievement Award Recipient

The Charles W. Cook ’38 Alumnus Achievement Award, established in 1991 in honor of Browning’s fourth head of school, is presented to an alumnus or alumni displaying the finest qualities of citizenship and distinguished achievement, in either the private or the public sector. Our 2023 recipient is Jeff Landes ’83, who is a member of the firm Epstein Becker & Green in its Labor and Employment practice and the author of numerous publications on employment law. He attended the School from 1979 to 1983, was president of the Alumni Association from 2000 to 2006, and has been a member of the Board of Trustees since 2012. In honor of his award, Buzzer editor Jeremy Katz ’04 presented Mr. Landes with three questions to reflect on his time at Browning:

What is a favorite memory from your time as a student?

My time at Browning is marked by the extraordinary and dedicated faculty and the friendships I made. Messrs. Kayoun, Pelz, Durham, Ingrisani, and Dealy were among the teachers who helped shape my academic interests and critical thinking skills. One fun memory is after I joined Browning in ninth grade, I volunteered to host the spring play cast party at my apartment. I guess I thought this would be my ticket to popularity I’m not sure how my parents allowed it, but suddenly after the final night of the play, we had the entire upper schools of Browning and Hewitt at our apartment.

What makes you excited to continue serving on Browning’s Board?

There is a collegiality among board members, and they contribute so much with their expertise, which I value. I’ve also had the privilege of serving on the Board with two incredible school heads, Steve Clement and John Botti. In the future, I am excited to be part of the Board as we support the continued expansion of the programmatic offerings and open a new facility. The current Browning Board respects the history and traditions of the past, yet is constantly doing its part in working with Mr. Botti and his leadership team to continue to meet the current challenges and propel the school forward.

Friendship, integrity, and citizenship come to mind. The focus on citizenship sets Browning apart from other schools. Browning cultivates and recognizes giving back to the community from the earliest days. I have carried that value with me—it’s a foundation of my professional and personal life today.

What values did you learn at Browning that helped shape the rest of your life?

ALUMNI SPOTLIGHT: JEFF LANDES ’83

Life after Browning

1950s

George Liebmann ’57 shared the news of the June release of his book Journal of Two Plague Years, which is a collection of 70 op-ed pieces, beginning with the presidential election of 2020 that appeared in The American Conservative Online, Baltimore Sun, Chronicles Online, the Washington Examiner, the Washington Times, and more. The book comprises the views of a writer discouraged by the indifference to constitutional values of former President Trump and the devotion to identity politics and moral nihilism of too many of his opponents. It is a sequel to Vox Clamantis In Deserto, a collection of articles written over a 25-year period, encompassing the Clinton, Bush Jr., Obama, and Trump administrations.

1970s

Ralph Gardner ’71 wrote a piece entitled “What am I supposed to do with my old yearbooks?” last December for The Berkshire Eagle, in which he included: “Indeed, the only autograph in any of my yearbooks comes from Howard Dean, the former Vermont governor, Democratic National Committee chair, and Browning School fifth grader. I brought along the 1959 yearbook when he was running for president of the United States in 2004 and I interviewed him for the New York Observer.”

1980s

Peter Gordon ’84 shared: I am the Head of the Adelson School, a PS–12 coed day school in Las Vegas, NV. My 11-year-old twins, Noah and Olivia, who are fifth graders at the school, love living in the Southwest. We moved here about six years ago when I took my second Head of School position in Arizona and moved to Las Vegas last year. The weather is amazing and opportunities for life experiences abound!

Bill Reed ’85 visited Browning in January to deliver a presentation to students on the Green Team and Robotics team, and in Grade 6 science classes regarding his career experiences, including his current role as a business development consultant at WheelTug, an industry leader in the e-taxi market.

Matthew Grieco ’87 has been appointed as a Judge of the Criminal Court, City of New York, by Mayor Eric Adams.

Jonathan Mason ’89 shared: After over 17 years working as an agent at Buchwald, a midsize bicoastal talent agency, I resigned in 2022 and started my own talent management company called JMason Entertainment. I will continue representing talent for film, television, and theater. My classmate, Peter Orphanos ’89 (owner of Orphmedia), designed my website: jmasonentertainment.com.

Sandy Pelz ’71 and Francis Baltzell ’71 reunited for the first time in more than 50 years when Francis stopped at Browning on his way from Florida to Northeast Harbor, ME.

Peter Gordan ’84 with his twin daughters touring the Grand Canyon.

Jamie Dimon ’74 was admitted to the National Order of the Legion of Honour last December, after JP Morgan’s decision to boost its French operations helped Paris expand as a European financial hub after Brexit.

1990s

Reid Maclean ’91 and Andrew West ’92 caught up in January when their sons played against each other at a sixth grade basketball game between Browning and Cathedral.

Mike Anselmo ’92, who coaches baseball in Naples, FL, joined Browning’s varsity baseball team to provide support during its spring training trip over Spring Break in March.

Victor Catano ’94 started a new role as Director of Finance and Operations at the Calhoun School in January.

Jon Estreich ’00 proposed to Emily Shapiro, in Central Park on January 28. The happy couple will get married in 2024 in Savannah, GA. Jonathan is the founder of Natfluence, a career growth and thought leadership platform where top business leaders, entrepreneurs, and innovators share their paths to success.

Andy Sandberg ’01 splits his time between New York and the Gulf Coast of Florida. He has various writing, directing, and producing projects in development for Broadway and London’s West End, and he is heading into his fourth year as artistic director and CEO of the Hermitage Artist Retreat in Sarasota County, FL. In addition, he wrote the scripts for two movies that aired on the Hallmark Channel this past year, Haul Out the Holly and Five More Minutes

Samora Legros ’03 was recently profiled by his employer, Signature Bank, as a part of its Signature Mosaic series. In the piece, Legros discusses Browning as “a key stepping stone in his educational journey” and describes his co-founding of the Panther

Mentors and his love of returning to Browning as an assembly speaker and student mentor.

Adam Dalva ’04 was included on Literary Hub’s list of the “10 Best Book Reviews of 2022” for his review of Stefan Zweig’s Chess Story, with the following note: “Dalva’s review is a great example of the power of a first-person point of view he doesn’t just examine the book, he narrates his own journey to understand it.”

Mike Serman ’06 and his wife, Hanna, welcomed their first child, Miles, on February 21. The founder of Browning’s rock band program in the 2010s, Mike is a sound engineer who works with Lauryn Hill as well as teaches music production online.

Desmon and Derrick Lewis ’01 were featured in the winter edition of their college publication, Boston College Magazine, where they discussed their work as the founders of The Bronx Community Foundation.

Sasha Forostenko ’98 and his wife, Carrie Schenk, welcomed Theodore “Teddy” Alexander Forostenko on November 6, 2022.

John Walthausen ’09 and his ensemble, Filament, performed a concert of French baroque music in February at St. John’s in the Village in New York City.

2010s

Ben Sheridan ’10 got married in February to his childhood friend and fellow New Yorker Maya Levine, in Brooklyn, where they live. Ben works as a regulator at the New York State Office of Cannabis Management, helping draft New York State’s regulations and organizing the rollout of licenses.

Andrew Blum ’16, who works in venture capital, bumped into Browning administrators Janet Lien and Kelly West at a holiday party. Ms. Lien remarked how special it is to meet up with former students and learn about their professional experiences.

Fernando Cohate ’21 visited Browning in January to speak to the affinity group of La Sociedad Latina about his experiences during his gap year and as a student at Lehigh University, where he is double majoring in finance and accounting.

Terrel Phelps ’11 premiered his photographicliterary chronicle Bodega Flowers & Seltzer Water for one night at the Caelum Gallery in New York City this past March. Through his lens, the show told the story of growth, love, and journey to understanding oneself in connection with New York City. A portion of the show’s proceeds went to Lodestar Children’s Services.

Chris Russo ’15, principal of Russo Strategic Partners, works with authors, experts, and media personalities to help them hone their message and grow their online business, as well as facilitates strategic partnerships with brands. One of his clients, Chef Danielle Sepsy, was a contestant on HBO Max’s The Big Brunch last November, where she cooked up some of her classics for the actor Dan Levy and the judges on the show.

Jackson Richter ’18 was featured in the Common Ground Committee’s podcast series, Bridging Divides on College Campuses, in the October episode, “Depolarizing America.” Jackson is currently completing his master’s degree in public policy at Stanford University, where he is the President of Stanford’s BridgeUSA Chapter, a national movement of students working to emphasize the importance of empathy, understanding, and ideological diversity.

2020s

Last December, Skyler Bell ’21 of the University of Wisconsin Badgers was named by College Football News as an Honorable Mention Freshman All-American.

Class of 2020 members Austin Stapleton, Zachary Brown, Wesley Baugher, and Chasen Hofmann visited Browning in January.

Robert J. Dalva ’60

Andrew Dean P’34

Phillip Goodwin ’52

Andrew I. Namm ’46

R. Treat Rinear ’68

Barbara Strouse P’96

We love hearing updates from our alumni! Please submit your news to grytte@browning.edu and follow along on Facebook, Instagram, and LinkedIn.

Gianni Chiovetta ’17 joined the 7/8 baseball coaching staff this spring.

W. Ward Carey ’55

EVEN YEARS TEAM

View more photos at browning.edu/photos/ alumni-basketball-2023

Return of the Alumni Basketball Game

PAfter a three-year COVID hiatus, the annual Alumni Basketball Game returned with vengeance! Athletics Director Andrew West ’92 comes with a courtside report:

* In typical T.P. ’11 fashion, he arrived at halftime and played for the Even Years to make it a better game and get more shots.

** Stone never said anything remotely close to this.

This year we had alums from Classes 1992 through 2020 return to the place they love. The format of the game was Even Year vs. Odd Year alums with a few pregame trades to even out the numbers. Despite a late push by the Even Years, thanks in part to the late halftime arrival (no surprises here) of Terrel Phelps ’11,* (who poured in 18 second-half points with only his left hand), the Odd Years came out on top with a final score of 82–67. Stone Abramson ’19 led the way for the Odd Years with a game-high 21 points. When asked what it means to be the game’s leading scorer, Stone said, “Wow, I had the most points? I had no idea! I was just out here trying to keep all my teammates involved and play some solid defense.”** After the game, the alums stuck around to share stories and laughs over pizza and refreshments. The basketball was fun, and it really was so special to have these guys back in the building, smiling and laughing.

*** Tied career high.

Building Our Future

We are grateful to the many members of the Browning community who have stepped forward in support of Building Our Future: A Comprehensive Campaign to Advance Browning’s Mission. With the goal of raising $50 million by June 2027, the Campaign’s main priorities include moving the Upper School to 337 East 64th Street, augmenting programming, supporting faculty, and endowing financial aid to help support a 20% enrollment increase in Grades 5–12. We are pleased to recognize the following donors and their Campaign commitments.

Jodi and Steven are thrilled to be naming the Red Doors at the 62nd Street Schoolhouse as part of their commitment to the Building Our Future Campaign: “The Red Doors will always hold a special place in our hearts, even though our son, Lucas, graduated from Browning in 2022. We are honored to be a part of this pivotal expansion for Browning.”

Consistent leadership Annual Fund donors, Jodi and Steven also serve as Campaign Co-Chairs and Jodi has sat on the Board of Trustees since 2020. Lucas recently finished his freshman year at University of Pennsylvania, where their daughter, Jessica, has also been enrolled since graduating from Packer Collegiate in 2020.

STEVEN F. RICHMAN AND JODI J. SCHWARTZ PP ’22

Carolyn and Matt have been members of the Browning community since 2018, when their sons Dashiell and Henry enrolled in Grades 7 and 4, respectively. They are wonderful ambassadors for the School, always seeking opportunities to connect with other parents in their sons’ classes. Carolyn and Matt chose to direct their Campaign gift towards Professional Development and Recruitment:

“One of the many things we cherish about Browning are the teachers, who have made countless contributions to Dashiell’s and Henry’s growth as boys and as students. We want to help ensure Browning retains and recruits leading faculty and staff for years to come.”

Carolyn and Matt also have a daughter, Madeline, who graduated from Convent of the Sacred Heart in 2022 and recently completed her freshman year at the University of Kansas.

If you are interested in learning more about the Building Our Future Campaign and how you can be involved, please contact Francesca Ryan, Senior Director of Majors Gifts, at 646-844-2605 / fryan@browning.edu.

George and his wife, Tatiana, are delighted to establish The Cabrera-Cordoba Endowed Fund for Financial Assistance, which they will complement with Annual Fund leadership gifts for the remaining years of the Campaign. Their fund will provide support to Browning students who qualify for financial assistance so that they can partake in all School activities and have access to resources not covered by tuition.

“Tatiana and I are committed to leveling the playing field so that all Browning students can take advantage of the range of opportunities available to them outside the classroom and beyond the Red Doors. We hope other members of the Browning community will be inspired to take part in this initiative.”

George attended Browning for Grades 7–12 and joined the Board of Trustees in July 2022. He and Tatiana live in Belmont, California, with their daughters Mila, age 8, and Evie, age 2.

CAROLYN AND MATT LAMPHIER P ’24, ’27

GEORGE CABRERA, III ’98 AND TATIANA CORDOBA