Third graders visit the Central Park Zoo as part of their science class, practicing observational skills and learning about animal adaptations.
In a year where traveling around for most field trips isn’t possible, the Zoo has given the Lower School boys an opportunity to expand beyond the classroom walls in a fun and enriching way.
This is a most unusual year. This phrase, which throughout 2020 found its way into my messages to the community, scarcely does justice to the challenge of educating boys in the midst of a global pandemic. As this new year dawns, our world continues through an unimaginable struggle whose effects are likely to reverberate for generations.
And yet the resilience—yes, the grytte—of this community has never been displayed more clearly, or been more important, than in these unprecedented times. As you will see in the pages of this Buzzer, Browning was not only able to adapt, but to thrive, as we confronted persistent uncertainty.
We firmly believed that if allowed to open school in person, we should do so in September and ensure that our youngest students would be able to attend daily. While online the academic content remains strong and the teaching creative, we know that boys and adults hunger for the relationships and sense of normality that being in school brings.
We also recognized that through significant and prudent investments in facilities, we could bring everyone back to campus safely. The final result was an unbroken string of school days from September 9 through late November. Even a planned extended facility closure between Thanksgiving week and Winter Break was well timed, as sadly the virus again asserted its dominance throughout the world.
As a school with a significant history of alumni involvement, it has also been important for us to draw closer to those Browning brothers whose experience here has been marred by racism. Acknowledging that Browning has not always served boys of color well is the first of many steps that we are taking on our journey with the Panther Mentors, who are the focus of this issue’s cover story. We look forward to their continued partnership with our current and prospective families, our boys, and our advancement team.
We welcomed the first Black student to attend Browning from Kindergarten through 12th grade, Panther Mentor Graig Springer ’98, to our Board of Trustees this school year, and we are thrilled to feature another Panther Mentor, Nate Garcia ’06, in an article highlighting his role in the development of Pfizer’s coronavirus vaccine. These men exemplify what it means to have grytte in ways that some of us cannot imagine, but from which all of us will benefit.
John Botti, Ph.D. Head of School
Dr. Botti at school reopening.
Read Dr. Botti’s blog at browning.edu/head-of-school.
The resilience—yes, the grytte—of this community has never been displayed more clearly, or been more important, than in these unprecedented times.
36
Nate Garcia ’06 takes his shot
18 “BrowningConnect 2.0” improves Lower School online learning
19 Judit Resika honored by the Academy for Teachers
Senator Liu’s visit inspires Asian Affinity Group
Eighth grader wins Civics Challenge prize
6
Two Grytte Gold Medals!
Danielle Passno named Assistant Head of School
38
Alumni Reunion: Save the date
40
Browning Class of 2020: Where are they now?
42
A fond farewell to Coach Watson
18 Paddle-out for racial justice
44 Introducing Buzzwords
7
Canvas supports learning in BrowningFlex Service milestones
28
2020–21 Speaker Series: Joseph Derrick Nelson Equity training continues
Competency-based learning gives students a roadmap
29 Boys celebrate Latinx heritage on film Green teamer helps lead environmental justice conference
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…
We speak the truth, act with integrity and take responsibility for our actions.
We honor and celebrate the dignity of all people and support the power of a diverse, inclusive and welcoming community.
We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us.
We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.
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.
We are thrilled to have added these dedicated professionals to our community this year. To help you get to know them better, we asked them to describe themselves or Browning in three words or reveal a fun fact about themselves.
MARINA BENASULI
Computer Science and Engineering Teacher
B.A., Lewis & Clark College
M.S., The New School for Social Research
I am: creative, friendly, committed.
JAYDE BENNETT
Assistant Director of Middle and Upper School Admission; Parent Engagement Officer
B.A., Colby College
M.A., Teachers College, Columbia University
Browning is: authentic, welcoming, innovative.
KATIE CAPULLI
Third Grade Associate Teacher
B.A., SUNY New Paltz
M.S., Dominican College
Fun fact: One of my favorite sports to play is pickleball.
LUKE FEDER
History Teacher
B.A., Eastern Connecticut State University
M.A., Stony Brook University
Ph.D., Stony Brook University
Browning is: welcoming, community, vibrant.
BRANDON HARWOOD
Spanish Teacher
B.A., University of Pennsylvania
M.A.T., John Hopkins University
Fun fact: During college, my friend and I drove across the country in 3.5 days! (Yes, we obeyed the speed limit, but we just didn’t stop often).
HANNAH HICKOK
Music Teacher
B.A., Smith College
M.A., Teachers College, Columbia University
Fun fact: I performed, toured, and recorded as one half of a folk pop duo called Hannah & Maggie for nearly a decade.
IAN HOCHBERG
Latin Teacher
B.A., Brown University
M.Ed., Harvard University
I am: dignitas, humanitas, industria.
ELISA KRISTENSEN
School Nurse
B.S., Long Island University
M.B.A., Sacred Heart University
Browning is: amazing, culturally inclusive, friendly.
BECCA LANDON
K–8 Math Support Specialist
B.S., University of Wisconsin-Madison
M.A., Michigan State University
Fun fact: I’ve played tennis with Andre Agassi and Andy Roddick.
AYANA MBAYE
Lower School Librarian
B.S., Mercy College
M.S., Pratt Institute
Fun fact: I kissed a wild giraffe in Kenya once. I have a picture to prove it!
KAITLYN MCGRORY
Third Grade Associate Teacher
B.S., University of New Hampshire
M.A., Queens College
Fun fact: I taught English in Ho Chi Minh City, Vietnam, for the summer of 2019.
ERIC OGDEN
Head of Lower School
B.A., Dartmouth College
M.S., Western Governors University
I am: warm, inspiring, purposeful.
PAULA PISCHEL
Fourth Grade Teacher
B.S., Long Island University
M.S., Molloy College
Fun fact: Before I became a teacher, I worked as a sports auctioneer.
POTE POTHONGSUNAN
Physics Teacher
B.S., Catholic University of America
M.A., University of Virginia
M.E., University of Virginia
I am: third-culture, tinkering, human-centered.
ANNE RAWLEY
English Teacher
B.A., Michigan State University
M.Ed., DePaul University
Fun fact: I have lived in six states and two countries since graduating from college.
JESSI SOLES
Upper School Counselor
B.A., Virginia Tech
M.Ed., The College of William & Mary
Fun fact: I have mastered my sourdough recipe!
The Grytte student journalists garnered two awards for their work published in the 2019–20 school year their fifth consecutive Gold Medalist ranking from the Columbia Scholastic Press Association, as well as First Place with Special Merit from the American Scholastic Press Association. Each association evaluates publications based on their coverage, design, editing, and creativity.
Another Grytte highlight was the editors having the privilege of moderating a conversation with the President of TIME magazine, Keith Grossman, in the aftermath of the U.S. presidential election. The discussion included how COVID-19 affected TIME ’s operations, the impact of social media on news coverage, and strategies to remain bipartisan while reporting the news.
“Social media is such a game changer now; it’s immediate and not fact-checked often,” editor Alexander R. ’21 said. “Mr. Grossman’s discussion, about regulation of media and how publications need to have a central stance as they move forward, was powerful.”
Visit the Grytte’s latest coverage at grytte.browning.edu.
Online learning enhancements; a big win for our student journalists.
Danielle Passno
named Assistant Head of School
Our current Head of Middle School, Danielle Passno, will assume the new role of Assistant Head of School for Teaching and Learning on July 1, 2021.
This position will provide support to our division heads as they administer curricular and professional growth efforts in their divisions; guide the implementation of a K–12 academic vision that emphasizes relationships, essential questions, learning competencies, and enduring understandings; assist teachers and departments in their efforts to stay on the leading edge of best practices in teaching and learning; and collaborate in developing institutional research, partnerships, and professional learning that advances Browning’s mission and values.
“While we will miss Danielle’s skill and compassion in leading the Middle School, our community will continue to benefit from her considerable imagination, experience, and care in her new role,” said John Botti, Head of School.
We look forward to announcing the appointment of our next Head of Middle School in the next issue of the Buzzer
After suddenly pivoting to online learning in the spring of 2020 via Google Classroom, it quickly became clear that Browning needed a learning management system (LMS) that would more fully support teaching and learning for the longer term.
Canvas, a platform we had been testing, was a clear front-runner as it had an excellent reputation for supporting online learning at many colleges and universities as well as other educational organizations. The product includes many more methods of online interactions as well as assessment tools that support both online and hybrid learning such as video responses, discussion boards, content integrations, administrative monitoring, and parent notification systems for student progress.
Our faculty trained for several weeks over the summer in both the technical and pedagogical skills needed to fully support online learning and became proficient in Canvas before students returned to school in September. In the future, we will be aligning outcomes with assessments to help improve teacher-to-student feedback.
Celebrating the longevity of our colleagues’ commitment to Browning
10 YEARS
Caitlin Hasson
Lower School Online Learning Coordinator
Lauren Haunss
Lower School Learning Specialist
15 YEARS
Michael Klein
Math Department Chair
Janetta Lien
Director of Enrollment Management
Glenn Walker Director of Information Technology
Marcia Wallace
Math Teacher
20 YEARS
Lucy Warner
Lower School Music Teacher
25 YEARS
Gerald Protheroe
History Department Chair
Editors
Jan Abernathy, Director of Strategic Communications
Jeremy Katz ’04, Associate Director of Strategic Communications
Editorial Contributors
John Botti, Ph.D., Head of School
Caroline Axelrod, Director of Alumni Affairs
Janetta Lien, Director of Enrollment
Sanford Pelz, Director of College Guidance
Kelly West, Director of Admission
Contributing Photographers
Grace Braaksma
Coffee Pond Photography
Asher Dorlester
Julie Goldstone
Jeremy Katz ’04
Da Ping Luo
John Morelli
Al Pereira
Sanford Pelz ’71
Design by Michael Wiemeyer / Designlounge, NY
The Buzzer is published twice a year by The Browning School. Submissions may be sent to Jan Abernathy at jabernathy@browning.edu. All submissions may be edited for length and clarity.
Follow Us
Visit our website: browning.edu
Board of Trustees 2020–2021
Valda M. Witt, President
David J. Liptak, Vice President
Alka K. Singh, Vice President / Secretary
Raul Pineda, Treasurer
John M. Botti, Head of School
Maria I. Dell’Oro, President, Parents Association
Maria Rappa, Vice President, Parents Association
Stuart A. Orenstein ’00, President of the Alumni Association
Mimi Basso
Michael P. Beys ’89
Wendy W. Brooks
Sandra Buergi
David E. Glaymon
Elizabeth Granville-Smith
Adam Hagfors
Stephanie Hessler
Philip A. Hofmann
Federico Infantino
Jeffrey M. Landes ’83
John M. Liftin
Allan L. Gropper, Honorary Trustee @browningschool
Elizabeth G. Miller
J Mocco
Nazmi Oztanir
Andrew M. Snyder
Jodi J. Schwartz
Graig J. Springer ’98
Deborah van Eck
Andrew E. Vogel
James S. Chanos, Honorary Trustee
Ralph Labossiere ’01: I hope we are able to primarily make Browning feel like home for current
Strong Black alumni engagement at Browning creates
The bonds of Browning brotherhood are strong. Whether their paths crossed at 62nd Street or not, the Panther Mentors recognize in one another their passion for giving back to their alma mater, and making the lives of its students better.
Samora Legros ’03: I feel that I am giving the best version of myself back to Browning and helping to make our community better.
Sperry Younger ’92: The change that we will effect is to show those students who may feel alone that they are not alone.
Independent schools can be challenging for students from underrepresented backgrounds. Black and brown children often don’t see themselves reflected in the faculty or the curriculum. Connecting with others who share the experience can help.
Students of color can be disadvantaged academically, financially, mentally. I see the Panther Mentors as individuals who are going to help bridge that gap.
IBy Jan Abernathy Director of Strategic Communications
n response to the country’s ongoing racial reckoning, Browning convened Black alumni to hear about their experiences. Those focus groups helped spawn the Panther Mentors, a group through which these men assist in admissions and advancement activities, and partner with Browning to create mentoring opportunities for current students. One of its members, Graig Springer, joined the Board of Trustees in October. Seven Mentors joined the Buzzer’s editors for a roundtable in November.
Editors: Tell us something about your time at Browning.
Graig Springer ’98: I started Browning in Kindergarten and my experience was amazing. I was very much supported by my teachers, classmates, and administration. However, being “the only” has an effect on students. I felt an immense amount of pressure because I felt I was representing the entire African-American race. And so whatever I said, whatever I did, my actions were going to reflect on everyone who looked like I do.
Dennis Coleman ’72: I attended Browning for two years. One of my biggest adjustments was going from being top at all of my classes to just an average student in the competition of Browning, as well as understanding the differences in the economic status of myself and my classmates.
Larry Wallace ’74: I was a member of a foster care agency called the Children and Family Services. And as a result, I got a fabulous scholarship to attend Browning. There were four of us initially. I learned more in that first year of Browning than I think I’ve ever learned in any institution ever.
Dylan Smith ’11: I entered Browning through the Prep for Prep program. And I remember my first day, I met Nate Garcia right on the corner of 62nd and Park. And he said, “Hey, are you new here at Browning?” and made it known that if I ever need anything, I could ask him. I was the second Black student in my class and felt I was representing the entire race at the time.
Samora Legros ’03: I look at my Browning experience as a glass half full. When I think back to my district’s public schools in Harlem, this was an opportunity of a lifetime. And a number of the people in this room seized that opportunity and took things to the next level and have excelled.
Nathaniel Garcia ’06: First, Dylan, thank you. I very distinctly remember bumping into younger people of color or classmates of color, and just checking on them.
I did feel very supported. I did have a tremendous opportunity. I received a world-class education. But then again, there’s the other side of that coin, the culture shock. I too was a Prep kid. As much as I can say Browning’s a forward-thinking institution and has always been, generally speaking, there were still those times where my allowance for the week was 10 bucks, but a classmate’s was $450.
Desmon Lewis ’01: My twin brother and I both went to Browning. We were the first two students to come from the Boys’ Club of New York program. This came with immense pressure, both in terms of the organization we were representing as well as the cultural shock of being at Browning. Nonetheless, both of our experiences were very positive ones and we felt the support from Browning.
Dylan Smith ’11: I want to let these students know that no matter what field they pursue, they are deserving of their accomplishments through their hard work.
Larry Wallace ’74: Having a son who is now 30, I realize how unique my experience was at Browning, and how profoundly and positively it affected my life and worldview.
Dennis Coleman ’72: We want to offer our experiences to aid students of color at Browning to get through issues of race. That will enhance their experiences.
Barbosa ’14: What our society demands of its young men is constantly evolving, and I want to ensure the next generation stands ready to meet those challenges head on.
Watkins ’77: I view our organization as a “calling” for me it was a truly positive and timely opportunity to become a part of something bigger than myself, where others can benefit from my experience.
ideals and values of
are also represented in the boys of color that it made. We are further proof of what Browning stands for.
Efrain Cortes ’90: Admitting young men of color is a good start, but it shouldn’t end there. The culture of entitlement needs to change.
Editors: What was your reaction when you were invited to the focus group?
Smith: I was very skeptical because I have not been in touch with Browning much at all after [graduation.]. Whatever issues that I may have with Browning didn’t matter; there is probably a student that has walked through those red doors and is feeling the same way that I felt. And if there’s anything that I can do to make a difference at all through either telling my story or direct action, I have to be there to make a difference.
Coleman: I thought, “Okay, I’m sort of interested.” So I reached out to (Director of Alumni Affairs) Caroline Axelrod and let her know, but then I started to get cold feet. But she reached out to me again, which showed there was some interest in having a real dialogue.
Springer: In the past, Browning has been mute on these types of social and racial issues. I was impressed that they created a safe arena for us to have a dialogue, which I felt was necessary. I saw it as an opportunity for people to reunite after all these years.
Lewis: I wasn’t that surprised. As the racial uprising was happening, it was inevitable that it would make its way into the private school system. I was waiting for it. It just made a lot of sense that this was the right opportunity to do some good.
Garcia: I thought there’s going to be a “Black at” account and that was going to be really disappointing to me. We received the invite to the focus group and I was skeptical that it was Browning’s way of corralling things before it got out of hand. I was also worried that I was playing into their hands.
After the initial focus groups, the men continued to meet frequently, and developed a list of asks, ranging from increasing the faculty and Trustees of color to examining the curriculum and mandating anti-bias training for community members, which they presented to the administration.
Legros: We thought, ”Are we going to sit back and let Browning set the tone; or as Black men, can we also take initiative and bring information to the table?” For example, representation at the Board level was important if we wanted to get certain issues discussed. It was about helping current students.
Garcia: Samora never wanted to whittle down any asks down to make the list more palatable. We put our bets on the table,
Browning matched our bets and then raised us. If Graig being on the Board within six months of the presentation is any indication that Browning is all in, we’re in good hands here.
Springer: When I was in fifth grade, my mother went to former Headmaster Stephen Clement and said she couldn’t afford Browning’s tuition anymore. And he said, “Tell me what you can afford,” and she gave him a number. And he said, “That’s all you’ll have to pay until he graduates.” So the idea that I was so close to leaving at the time of the first focus group, and am now a Trustee, is mind-boggling to me.
Coleman: John Botti’s blog posts about the racial reckoning gave me hope in terms of what we were asking for because it showed we we had leverage. Expecting the list might be picked apart, we were stunned by Browning’s reaction. We thought, “This is awesome.” And it only took nine days for the school to get back to us—surprising given everything which was going on with COVID.
Editors: What will the success of this group mean for our school and students?
Legros: We’re working closely with Director of Equity, Diversity and Inclusion Lauren Stewart, as well as Caroline Axelrod, and also the alumni network. I think the success includes these building blocks and creating a level of trust.
Wallace: Success looks like these guys right here. All that they have accomplished and sharing their talents with the wider community.
Garcia: We’ve already made great strides and have set systems and passionate individuals in place to ensure our success. Even if that representation doesn’t come immediately in the form of a Black teacher in front of your classroom, it comes in the form of, “Hey, we all went to Browning and we got through it. You’re not alone.”
Springer: Success looks like equity. Students of color can be disadvantaged academically, financially, mentally. I see the Panther Mentors as individuals who are going to help bridge that gap.
Smith: It looks like us providing the support for each of these students to be themselves absolutely and unapologetically.
Coleman: I want people to embrace diversity rather than just tick off a box. It’s going to take a while to achieve this. If it were easy, we wouldn’t be here.
This page: Nurse Linehan greets students while checking their health information each morning through the Magnus Health mobile app.
Right: During her hospital days prior to her school career.
‘We’ll be back by Memorial Day.’ “ ”
Nothing prepared me for the magnitude of it. When we closed in March, I thought,
By Jeremy Katz ’04 Associate Director of Strategic Communications
As schools reopened, Maureen Linehan’s role as a nurse became became paramount in the effort to stop the spread of the novel coronavirus behind the Red Doors. While the world stayed home in the initial months of the contagion, Nurse Linehan worked as Browning’s chief medical officer to keep up with data and information being released by various public health agencies. She also compared notes with her peers in the Independent School Nurses Association, which promotes communication among over 100 registered members who work in private and parochial schools.
“There was so much literature out there to read and so many conflicting opinions from the CDC, city, and state; within the Nurses organization, we were able to go through it together and set up guidelines [for our schools to follow,” she said.
Once New York City and State announced reg ulations for how schools could safely reopen, the scope of Nurse Linehan’s job expanded. For the entire summer, she collaborated with the senior administration team daily, spending hundreds of hours to determine who could be back at the School and how many people each classroom could accommodate safely.
it did and run as smoothly as it has,” she said. “Similar to working in a hospital, it takes a village.”
The necessary demands of social distancing and the realities of finite space meant that not all Browning boys could attend in-person school at the same time. Instead, Kindergarten through Grade 5 returned to in-person school full time, while Grades 6–8 and 9–12 alternated on a two-week schedule.
“My hat’s off to the administration— they’ve done an excellent job and that makes my job easier,” Nurse Linehan said. “We considered the facts. The younger kids, first and foremost, require hands-on learning and supervision. They were also least likely to carry and infect other people with the virus.”
Nurse Linehan and the administration determined that all grades would be divided into smaller cohorts or “pods” with a faculty leader. This would effectively reduce mixing and the risk of exposure, while allowing for quicker contact tracing should a positive case arise. If a pod would need to be quarantined, its members would also miss fewer in-person days.
“Because of the uncertainty and changing guidelines, collaboration amped up in order for Browning to open when
“Allowing teachers to cross classrooms could result in an entire division being shut down since you don’t know how many students a teacher has interacted with,” she said. “We also worked with our food service provider, Cater To You,
to determine how to manage when people would remove their masks in the classroom to eat, as well as transportation and disposal of the food.”
Reopening meant new rules and procedures that Nurse Linehan oversaw. Barriers and isolation rooms were the new normal. Masks were required in the building while blazers and ties were not in order to limit the number of personal items that boys brought into school. Browning also acquired an additional facility at the French Institute Alliance Française (FIAF) just a couple blocks away, which allowed Grades 4 and 5 to come in daily. Nurse Linehan was also asked to help find an additional nurse for FIAF at the start of the school year, which became Elisa Kristensen. Families were asked to sign a health compact to ensure they understood appropriate behavior and activities outside school to help keep the community safe. They also were required to securely provide their children’s health information each morning through the Magnus Health mobile app in order for their son to gain entry into the building.
“When we considered which health app to use, Magnus was the quickest to roll out and, more importantly, it was user-friendly and synced well with our Veracross database platform,” she said.
Early in her career, Nurse Linehan worked in the fastpaced environment of hospitals, later switching to school nursing, which allowed her to spend more time with her own children as they grew up. Now midway through her 29th year behind the Red Doors, Nurse Linehan has come full circle, returning to the busy pace of juggling traditional duties and new responsibilities, overnight becoming an expert on a new virus, monitoring changing rules and regulations, and constantly increasing her scientific knowledge about COVID-19. In addition to monitoring student health and data, she utilized her expertise to explain more about COVID-19 through webinars and personal calls, keeping students and adults alike informed as our knowledge about the pandemic grows.
Despite all the changes, and after being home for so many months prior to reopening, Nurse Linehan never had a moment’s hesitation about returning to the building.
“It’s my job; I have to do this,” she said. “I don’t have to be front and center; however, students do come up to me, and one boy even wrote me a note, independently, thanking me for keeping everybody safe. Things like that mean a tremendous amount. Browning is such a family—the boys are very dear to my heart.”
need to know
Nurse Linehan is beloved by generations of Browning boys. Her care, compassion, and dedication are tangible to every boy who has entered through the Red Doors of Browning. As students, we all knew we could go to her with problems and ailments big or small, and she would always be there for us. She is the embodiment of Browning’s true grytte, and we are so grateful for her.
Checking students’ health information as they enter Browning.
When we reviewed which health app to use, Magnus was the quickest to roll out and, more importantly, it was userfriendly and synced well with our Veracross database platform. “ ”
Who did you quarantine with? My family / Most bingeable TV show during quarantine? The Crown / What new craft or hobby did you take up during quarantine? No time for a new hobby / What book(s) did you read during quarantine? 28 Summers, White Fragility, The Guest List, Magic Lessons, Caste, My Brilliant Friend, Everything I Never Told You, Summer of ’69 / Favorite book of all time? Time and Again / Favorite mask brand (or pattern) you like to wear to school? Purple / Favorite Browning memory and why? Too many to choose just one / Favorite Browning lunch to eat? Chicken Caesar salad by Cater To You / What was your favorite subject in school? History / What was your least favorite subject in school? Chemistry / Funniest (or cutest) thing a student ever said to you? While teaching third
grade health after returning from spring break, I had a new pair of eyeglasses. One of the students raised his hand, asking if my glasses were new. I said yes, that my daughter had been with me when I purchased them, and I wondered if they were a bit much. They were a white/brown pattern that was “different.” Another student then raised his hand and said, “They are a bit much,” followed by much laughter, including my own. / Was there an event or person in your life that made you want to go into nursing? Being the oldest of seven children and taking care of my siblings as I was growing up. / Who inspires you? / Most influential person in your life to whom you are NOT related? My best friend, Eileen Cuff, who was a DOE school principal/English teacher. She was brilliant, selfless, cared for everyone, and passed away from COVID in April.
BrowningConnect, our online learning program, returned to the Lower School this year when classes went fully online, between Thanksgiving and Winter Break. The program continued to provide connection and community for our students, while honing academics by building knowledge and empowering our boys as independent, curious, and relational learners.
This new online learning experience mirrored in-person learning in structure and schedule. Teachers used Zoom to connect for live instruction, and platforms such as Seesaw and Google Classroom to support digital instruction. Beginning with a morning meeting for each homeroom,every day included five synchronous learning blocks encompassing reading, writing, math, and social studies, with two blocks taught by specialty area teachers.
“To build community, our days ended with a read-aloud, group share, or closing circle,” says Eric Ogden, Head of the Lower School, adding, “This improved schedule gave students access to the full range of our program even while learning online.”
A
visit from a senator, and a faculty member is honored.
Surfing siblings paddle out for racial justice
Sixth grader
Kilian R. ’27 and his sister, Sophia, have been making waves by organizing events in support of inclusion in surfing and the Black Lives Matter movement. The siblings organized a socially distanced paddle-out out in Amagansett at the end of summer, inspired by worldwide paddle-outs in response to the murder of George Floyd in Minneapolis in late May.
Kilian was interviewed by a few East End publications about his efforts, including
the East Hampton Star, where he reported, “When many people think of surfing, they think it’s a sport for white men. But surfing is for everyone.”
The siblings more recently collaborated with Browning, Marymount, and Avenues to organize a screening of the documentary film White Wash as well as a panel discussion with the film’s director. The documentary explores the triumph of Black surfers, the complexities of race from the early origins of surfing in colonial Hawaii and West Africa, and the legacy of racism and segregation in surfing and swimming today.
Math Teacher Judit Resika recently became a Fellow of the Academy for Teachers after completing a master class on “Mathematics & Patterns,” which was led by renowned Princeton University educator Manjul Bhargava. Master classes are a rare opportunity for public and private school teachers to learn from a leading expert and from each other. Teachers who are honored show passion for their subjects, creativity in their classrooms, and devotion to their students.
Right before the Presidential election, the Asian Affinity Group hosted a meeting with New York State Senator John C. Liu to discuss race and its intersection with politics. “The most powerful message Senator Liu promoted was our ability, even as youth, to spread awareness for any cause and spark legitimate change,” club member Christian K. ’21 said. “Senator Liu implored us to voice our concerns and beliefs, encourage our elders to take full advantage of their privileges, and take any action we can. If anything, he taught us that anyone can make a difference, and that sometimes, speaking up is all it takes to change the world.”
Eighth grader Jonathan G. ’25 won first prize in the nationwide Sandra Day O’Connor Civics Challenge for his engaging video submission on the history of U.S. voting rights. Jonathan’s participation was prompted by Browning’s Middle School Challenge Course this past spring, in which faculty offered challenges from outside organizations, including the Gates Foundation and Khan Academy, to boys looking for additional work while staying at home.
“The value of the Challenge is that it engaged students with some of the most important fundamentals of American democracy and what it means to be a
Watch Jonathan’s winning video at tinyurl.com/votingrights-browning.
citizen,” explained History Teacher Pete Weiss. “Furthermore, in an election year, we were ever more aware of the importance of how these institutions ought to function and how it impacts our lives.”
When schools closed in March, no one knew how quickly they would open again. As the COVID-19 pandemic, which started in our region only a few weeks earlier intensified, schools quickly pivoted from planning for a reopening in the spring, to getting children back into their buildings in the fall.
All aspects of schooling had to be reimagined—how would facilities be made safer? How would we maintain distance between students? But we were committed to bringing our boys back together in school on the original start date of September 9. Getting there wasn’t easy—but it was worth it. Here’s how we did it, as told to the Buzzer editors.
John Botti, Ph.D. Head of School
It became clear to us during the summer that the requirements of social distancing would put a premium on space in unprecedented ways, and that our in-person opportunities this fall would be really constrained if we couldn’t find an alternate venue for at least some of our boys.
There aren’t a lot of ready-made learning spaces close to Browning, but when we encountered the French Institute on 59th Street, our planning team found that a little creative thinking and organizing could transform the available space into something workable for our boys.
Using the Institute still requires both imagination and patience from students and teachers alike, but it’s essential to allow Grades 4 and 5 to be learning in person every day. It also gave us the space on 62nd Street to bring Grades 6–12 in for more on-site participation while maintaining the safest distance possible. It’s been a very good thing for our community.
Kenneth Marshall Director of Facilities
At the beginning, everyone was talking about hand sanitizer. I immediately bought everything I could: cleaning supplies, PPE, sanitizer dispensers. I wasn’t sure about how the portable sinks would work, but they’ve been great. By the summer, there was a long lead time on everything and I didn’t want to be caught short. I wasn’t going to be the person who prevented school from opening.
A lot of schools were looking at plexiglass barriers to maintain distance between students, and then a ruling came down that plexiglass was flammable and couldn’t be used. We switched to
Lexan resin and ended up constructing everything ourselves. That took weeks. We are fortunate that we can have the students behind barriers for their safety; not every school has these.
We upgraded our ventilation system so that we could have fresh air come into the system at much lower temperatures than before. Everyone knows that fresh air is key in these situations.
I consider Browning very lucky. To keep school open from September 9 until the Thanksgiving break is really a testament to how hard all of us worked.
Eric Ogden Head of Lower School
I started on July 1, although I was getting up to speed on how reopening would play out before that. My first priority was getting to know the faculty by meeting with them in small teams over Zoom. We needed to create a schedule and structure for a school that I had never seen in action other than on a few days of interviews earlier in the year.
Parent town halls were a great way to discover what families needed, which was mostly to get their questions answered. They were on board from the beginning and really appreciative that we were going to open as planned. In the end, acquiring the FIAF space is what made the plan work and allowed us to bring as many kids as we could into school every day.
Then we had to work on teachers getting comfortable with the plan, especially as peer schools rolled back their openings and petitions were started saying that schools shouldn’t open at all. Once teachers knew they could ask the questions they needed and have a role in setting things up, it became much more manageable. There are so many logistics to figure out from arrival and dismissal, to walking safely to Central Park. But once we got into the buildings, the faculty said thank goodness that we opened when we did.
Aaron Grill Director of Program Innovation
Sometime in April, it became apparent that the 20–21 school year would need to launch with online and hybrid models of teaching and learning in mind. Access to technology and reliable internet was absolutely crucial. Anticipating a global tech shortage, ordering Chromebooks, MacBooks, iPads, and Meeting Owls by May became a high priority. It was great that we did so because there’s an ongoing Chromebook shortage and Meeting Owls were sold out by mid-July, It even took three months to convert our Zoom account to one for educational use.
We chose to move to Canvas for a learning management system, Zoom for videoconferencing, and Meeting Owls to bring our in-person and online students
together in the classroom. Seesaw was still working well for our Lower School population, so there was less of a need to find a solution for them, especially since we were prioritizing in-person access for Lower School students.
Finally, we needed to make sure that everyone in the community was comfortable using these new technologies. Faculty were given about three extra weeks of training in June and July to prepare for the new school year. Students took a course in Canvas the first week of school to begin getting used to the more robust and complex learning management system. Parents also received training on how to set up and observe their students in Canvas.
I’m very thankful for being part of such a great leadership team during the planning process. We made decisions that would not only help support online learning during a pandemic but also allow us to innovate for years to come.
Danielle Passno Head of the Middle School
We know that when students have more in-person time, the stronger the learning will be. So we structured Middle School with three priorities: health and safety, relationships, and academic collaborations.
Because we were able to secure the space at FIAF, it allowed us to get Grade 5 into the building every day. They get more direct teaching than any other grade in Middle School because they are with their math, history, English, and media literacy teachers every day in person. That’s a huge benefit.
For Grades 6–8, we thought about how we could use the constraints of the pods to ensure that kids aren’t siloed on laptops but rather collaborating in person when they are here. It was liberating to think about blowing up the model of what in-person school looks like. We landed on having students work on daily inquiry projects, either as a whole pod or smaller groups within the pod, while they are here. They also take their assessments while they are in school in-person. It’s worked really well—families are happy that their kids feel engaged and are having fun at school while learning.
Jan Abernathy Director of Strategic Communications
Opening school on September 9 meant that we had to share a lot of information about how we were going to keep our boys safe, and the role that families needed to play in that effort. That’s why it was crucial that we published our Browning Health Compact in July, so that everyone was clear on expectations.
We also required a daily screening questionnaire via a smartphone app for all employees and boys, to force everyone to take a moment to be sure that they had none of the major COVID symptoms before coming to school. Needless to say, adding one more thing to busy morning routines was a big ask, but everyone knew it was in the best interest of the School.
Like every school, we’ve had COVID cases, and we’ve had to share that information with families. That can be scary. Several of us on our COVID team have trained in contact tracing procedures through Johns Hopkins University, so we can efficiently reach everyone that an infected person may have been in contact with at school. We report any case to our community as transparently as possible while preserving the privacy of the individual. Opening the Red Doors
Gene Campbell Head of Upper School
Upon realizing that pod integrity would be crucial, we had to figure out what we could offer in the building besides providing important connections for boys with each other and teachers. In order to limit the movement of students and faculty and thus provide the best opportunity for everyone to stay healthy classes would be conducted in Canvas online even when students were at 62nd Street. But obviously there’s no way to reproduce hands-on science labs in that format.
We couldn’t give up that experience; we know this is how boys love to learn and the best way to teach these subjects. So we used science as the anchor to organize our juniors and seniors into pods. There are five science options available to that group, and those boys have a lab session once per week when they are in the building.
What’s been really nice is that science teachers have gotten really creative in using those labs. Some teachers are going to Central Park to do studies. They are getting boys out and moving. One of the real strengths of the model is seeing the flexibility of the faculty and how they are able to give the boys what they need.
Sam Permutt Dean of Student Life
An adult spending 30 hours a week with the same six to 11 boys is great, and culture building in the pods is fundamental. The structure allows for students to check in with each other. Not to mention that some boys feel that being around others who are working has a positive effect on their own productivity.
The appreciation that the students have for being in school in person has been really nice to see, and the ways in which they have been willing to share themselves has been different than in past years. We’ve done a decent amount of intra-pod competition too, trying to make sure that students continue to feel comfortable and excited about being around this group of people.
We moved most nonphysical activities online as we can and the clubs that tend to do the best are the ones that were already well established, such as the Grytte newspaper, robotics, debate, or mock trial. Students are also active in affinity groups and we’ve had a coffeehouse with other member schools. I think partnerships with other schools and meeting students one on one is something that Zoom has helped facilitate, and we may continue to work that way even when we’re back in school full time.
Andrew West ’92 Director of Athletics
Our motto is to continue to plan as though things can happen, and then deal with it when they don’t, and that has worked for us. It will be a while before we can get back to a normal athletics season. We keep reminding students and families that Browning is doing everything possible just to ensure boys stay in school in person. It’s so hard as it is if you mix in extracurricular activities where people have contact, we wouldn’t have a chance. But the boys know it’s not forever, and in time we’ll come back full force.
We are trying to do as much online as we can to maintain the experience of athletes. Being on a team is also about the camaraderie, and online activities do give the boys the chance to talk and mark their progress. Both the running club and the fitness club are online ways for the boys to maintain a good fitness level and be ready for when we can go back into the fields and the courts. For the younger boys in PE,utilizing Central Park has been terrific we are all over it every day, in addition to having a dedicated area. That the boys can have more outdoor time has been an unexpected benefit of all this.
By Sanford Pelz ’71 Director of College Guidance
With early decisions already released, and application deadlines for most colleges and universities already passed, the college admissions world ended up looking pretty normal by January. Around the next corner may well be a downed bridge that will plunge us back into the abyss, but for the moment, as we emerge from the long, dark tunnel, the scenery is oddly familiar. The bus is moving a little faster than last year, but even that is par for the course.
“Long days; short weeks.” That’s Gene Campbell’s take on how the Upper School boys are reacting to the in-person experience in BrowningFlex. In an October webinar, the Dean of Admission at Williams College noted that 75% of their students were back on campus. She then added that “Wherever they are, all of their classes are remote.” On campus and online. Sounds familiar. It appears we are in good company. Our boys may grumble about lunch portions, but they keep showing up because they value the human
interaction with peers and faculty, regardless of the limitations. Exactly as we had hoped.
I wondered in the spring how colleges would handle rep visits. Every fall, college admissions officers take to the road and visit thousands of high schools around the country—portable info sessions. They are costly endeavors, both financially and emotionally, as the reps leave partners and children behind, often for weeks on end. So admissions offices have been cutting back. Ten years ago, I had 50 to 60 reps come through in a span of eight weeks; last year it was just over 30. It was costly for me, as well, since I met with every rep myself; but it was also extremely rewarding. An opportunity to catch up with old friends and, to be honest, an opportunity to train some of those new to the business. “Now, you understand that the boy you are reviewing this year is not the boy you will get. Your task is to figure out who that boy will be next year. It’s
Check out Mr. Pelz’s blog at browning.edu/ after-words.
a lot like judging a baking contest when the cakes are still in the oven.”
I feared that the rep visit would be a casualty of the virus. But colleges want to go back to “business as usual” as fast as possible, so rep visits, like most admissions offerings, merely went virtual. I opened up appointment slots and ended up with 44 visits. In many cases the rep, typically the first reader of a Browning application, is meeting with one or two boys, almost like a personal interview. I do miss being able to walk them around; they are always impressed with our facility and with our boys. At the same time, they are not all sitting in my office, so I can turn the boys over to the rep and do other work.
The boys appreciate the contact with the admissions reps, but sorely miss the opportunity to set foot on campuses. Our annual College Trip went on a necessary hiatus this fall, so the boys were unable to visit the seven colleges on the itinerary. Most colleges, however, now have virtual tours available and some of them are excellent. With a VR headset, it is even possible to take a very convincing tour of a campus along with a student tour guide!
Last spring, there was a great deal of speculation about Early Decision, but things look pretty normal from this side of the deadline. By the time you read this, we’ll have a better sense of early decision admission rates, which may yield a few more clues; but our understanding of how this year is different may still be murky. So, like most of the questions I have been fielding about this wacky admissions season, I’ll have a clearer answer at the end of the process. “Ask me in June,” I say.
Colleges want to go back to “business as usual” as fast as possible, so rep visits merely went virtual.
An empty college classroom.
In October, Joseph Derrick Nelson, Ph.D., author of Unjust Resilience: Black Boyhood, Academic Success, and the Middle School Years addressed an online audience of over 80 parents and educators to kick off of our 2020–21 Browning School Speaker Series. The talk, about how independent schools can best support students of color as our nation continues to grapple with the effects of racial injustice, was presented with matching support from the Edward E. Ford Foundation.
Dr. Nelson is Assistant Professor in the Department of Educational Studies at Swarthmore College. He is also a Senior Research Fellow with the School Participatory Action Research Collaborative at the University of Pennsylvania.
Browning continued to advance antiracist and equitable practices in the fall despite the challenges of reopening.
A celebration of Latinx history; providing better feedback for students.
“In November, our families participated for the first time in a multipart training with Pacific Educational Group, which has also worked extensively with our faculty and administrators,” said Lauren Stewart, Director of Equity, Diversity and Inclusion. “Having all constituencies involved is important for us to develop common understandings.”
Administrators and department heads also engaged in a workshop facilitated by the Perception Institute on equitable hiring.
Ms. Stewart has also worked extensively this year with the Panther Mentors (see page 8). “Engaging with and renewing relationships with our alumni of color only deepens the equity work that we are doing,” she said. “It shows us how far the School has come and what we still need to achieve.”
Browning’s new focus on competencybased learning makes explicit to students that which is typically implicitly understood by a teacher. Articulating competencies in each department and class creates a roadmap for students by providing them with feedback on their progress in achieving mastery in each competency. Although many teachers already use rubrics, a unified system at Browning will allow students to chart their level of mastery in each course in a consistent way.
This past summer, faculty completed professional development in this area, led by a team of Browning teachers. When students can clearly see what they don’t yet know, they are able to use that information to become more focused and intentional in their studies and to better understand their own knowledge gaps on their path to becoming independent learners.
While students gather online for assemblies this year, Fernando C. ’21 and Edgar S. ’21 decided to create a film that celebrated Mexican culture and could transport their classmates to the most heavily Latin American immigrant community in Corona, Queens.
“Sharing an idea with the community doesn’t have to be pages of script, but something creative that you are confident and eager to talk about,” Fernando said.
The video showed members of Browning’s La Socieded Latina affinity club sharing Corona’s vibrant dining scene and its ties to the boys’ identities as Mexican-Americans. After watching the film, Middle and Upper School pods were tasked with researching and discussing Latinx changemakers throughout history.
“We are collectively pushing past color blindness and moving towards a celebration of all the cultures around us at Browning. Equity work helps us to become more openminded and to strive for equal opportunity and equity in and out of school,” Edgar said.
Green teamer helps lead environmental justice conference
Seventh grader Zachary L. ’26 is doing his part for a greener tomorrow! In addition to his duties on our Green Team, he recently represented Browning as a member of the planning committee for the Students for Environmental Justice Conference.
“Equity work helps us to become more open-minded and to strive for equal opportunity and equity in and out of school.”
Edgar S. ’21
“I believe that this is our world with our people in it and if we don’t protect it, then eventually we won’t have anything to protect,” Zachary said. The student-run and -led event saw Zachary working with 12 other students across New York City to plan workshops designed to empower students to create change in their local communities. Among his duties was outreach, where his team secured Tensie Whelan, Director of NYU Stern’s Center for Sustainable Business, as a keynote speaker, along with the greenhouse developer New York Sun Works, to host workshops at the conference.
By Janetta Lien, Director of Enrollment and Kelly West, Director of Admission
Necessity is the mother of invention for every area of a school, especially in pandemic times, and admissions and enrollment was no exception. Our team pivoted to a suite of online events under the brand Admission@ BrowningConnect, distinguishing our school by generating content that was shared with prospective applicant families in new, accessible, and consistent ways. Moving beyond traditional in-person or email outreach, we shared welcome videos, weekly admissions tips, and parental resources, in addition to hosting more than 25 events that featured our leadership, faculty, and students discussing our dynamic learning environment.
We also added PeerPal, a platform that allows prospective families to connect directly with our parents and alumni, to our website.
With no visitors allowed on campus, we moved the entire application process online, augmented by online tours led by our Upper School Key Society boys and parent ambassadors. To increase visibility, we launched an ambitious program with our communication team to engage a digital marketing agency to bring Browning’s vision of boys’ education to a wider audience. Social media and search engine marketing campaigns generated greater participation in our fall offerings, which included an installment of our Speaker Series and book discussion for adults, as well as personalized classes that focused on paleontology, creative writing and fitness (to name just a few!) for prospective students. A full-day online open house, attended by 295 families, featured presentations from all departments and panel discussions
with students, division heads, and alumni. Most recently, we have engaged many of Browning’s current parents in our outreach efforts; they will be offering one-on-one conversations with every applicant family in an effort to share their family’s Browning story.
Families have responded positively to this outreach, which in turn has allowed applicants a greater flexibility and access to Browning, on their terms and their schedule. Our events, with the ready participation of faculty, parent ambassadors, and students alike, demonstrated to applicant families the kind of community that we are at Browning open, engaging, warm, and unified. In the midst of a global pandemic, ours is a community that has remained together, in the truest sense despite the distance between us.
This year’s Book Fair embraced the “Flex” in BrowningFlex, as we moved to an online platform in partnership with local independent bookstore Book Culture.
Another successful Book Fair; cameras bring the classroom home.
Over three weeks, our community celebrated their love of reading and picked up some holiday gifts as they shopped from a diverse selection curated by our faculty, staff, and Book Fair team, including an array by authors whose works that touch on topics related to racial equity and justice.
At the same time, students were treated to Zoom visits with authors Zetta Elliott and Shari Simpson, who each shared invaluable insight into their writing process. Through a combination of book sales, donations, and bookplate purchases, we were able to raise over $10,000 to support the important work of our library while maintaining a beloved Browning tradition that we were proud to see persist in the face of a global pandemic.
Kinjal Nicholls P’29 was named Chair of the newly formed Parent Equity Council, whose goal is to enhance parent engagement and support our community in becoming more equitable and actively anti-racist.
Kinjal has been working closely with Lauren Stewart, the Director of Equity, Diversity and Inclusion, as well as the Parents Association executive board, to work on initiatives to create a more inclusive school. An initial learning opportunity a book discussion around Dr. Ibram X. Kendi’s How to Be an Anti-Racist gathered faculty, staff, and families for a thoughtful dialogue on race in America.
This year Browning joined the flock of Meeting Owls users, including the 360-degree view lens cameras in our hybrid learning model to allow our online students a more immersive classroom experience.
The Owls allow boys who are learning online to be full class community members thanks to the device’s multiple microphones that react to sound and focus on whoever is speaking. The device pairs with Zoom, allowing for simultaneous instruction in the hybrid learning model.
The Owl was the ideal device for pod rooms due to its minimalistic “plug-and-play” installation. “Other teleconferencing solutions were more expensive and, more importantly, required more installation and maintenance that would’ve been required from the teachers,” Director of Program Innovation Aaron Grill says. “It is the best experience for the remote learner.”
Despite the ongoing pandemic, Browning maintained its tradition of celebrating Halloween in a safe yet fun way!
n-class celebrations featured “Reverse Trick-orTreating,” during which faculty visitors stopped by to deliver treats for each K–5 student, as well as the first in-person meeting between the Kindergarten and Grade 4 Buddies.
A staggered and socially distant Halloween parade saw each grade march up and down the block alongside Dr. Botti (dressed as Garfield the Cat) and the Panther mascot, while parents and caregivers cheered in person or watched through an Instagram Stories takeover by the student govern ment. Spooky season, indeed!
Grade 4 and 5 students from FIAF met their Browning brothers at 62nd Street and marched up to Madison Avenue.
Kindergarten Associate Teacher Elyse Gallagher and husband Michael welcomed Lillian Anne Gallagher, 8 lbs., 13 oz., on October 17, 2020, at 1:41 a.m. A wedding; a baby; and holiday musical cheer from our boys.
With a mix of singing, instrument playing, speakers, and smiling eyes, our annual December holiday program was presented online for the first time. Under the direction of Music Teachers Lucy Warner and Hannah Hickok, students from all three divisions, as well as faculty and staff members, worked with dedication and unflinching spirit to make “Holiday Harmony!” a celebratory, memorable experience.
Lower School boys with masks whether decked out in Santa hats, holiday-themed T-shirts, sparkly ties, blazers, and crowns, or excitedly waving blue pinwheel “candles” all contributed to the video presentation. The Middle and Upper School students were well represented by stirring performances of the Ovation Orchestra, Jazz Ensemble, and Rock Band, as well as speakers.
View the performances at browning.edu/news/holiday-program-2020.
The Board’s new members include two alumni and a new Vice President of the Parents Association.
Sandra Buergi has worked in the wealth management/private banking industry for over 25 years and held senior management positions at Credit Suisse in the banking and insurance businesses—both in Zurich and in New York. She and her partner, Carol Flaton, have a son, Henry ’25, at Browning.
Dr. J Mocco is System Vice Chairman of Neurological Surgery for the Mount Sinai Health System and also serves as Residency Program Director and Director of the Mount Sinai Cerebrovascular Center. He and his wife, Wendy, are the proud parents of three Browning boys: Finn ’26, Michael ’28, and Conall ’30.
Stuart Orenstein ’00 began his two-year term as President of Browning’s Alumni Association in July 2020. He has served as the Alumni Association’s Vice President since 2015 and co-chair of the Advancement Committee since 2012. Stuart is currently a Vice President at Maxwell-Kates, Inc., a full-service residential management firm with over 150 properties in the greater New York City area. He entered Browning in Form I in 1994 and is a member of the Class of 2000.
Adam Hagfors is a founding partner and Chief Investment Officer of Silverpeak Credit Partners. Adam has been a Browning parent since September 2016 and has volunteered for the Annual Fund since the 2017–18 school year.
Maria Rappa started her career in finance and later founded Josette Inc., which specializes in the design, production, and distribution of private label fashion jewelry and hair accessories. Maria has been a Browning Trustee and the Vice President of the Parents Association since August 2020. She and her husband, David, have two sons at Browning: Luca ’28 and Leo ’31.
John Liftin is a securities lawyer and currently a Senior Counsel at Fried Frank; he also acts as special adviser to various fintech startups and venture and hedge funds. He and his wife, Terri, have two sons at Browning: Sam ’21 and James ’26.
Graig Springer ’98 is a securities principal in the investment management industry, with expertise in securities regulation, product development, and corporate governance. He and his wife, Hayley, have a daughter, Elliana, who attends the Wetherby-Pembridge School. Graig, who attended Browning for 13 years, is a member of Browning’s Alumni Council and a member of the Class of 1998.
Nate Garcia ’06 and the Pfizer team developing COVID-19 vaccine
It’s not often that you get the opportunity to impact people’s lives in such a big way. “ ”
ABy Jan Abernathy Director of Strategic Communications
s rising COVID-19 infections wreak havoc throughout the world, the race to stop the pandemic has entered an exciting new phase as a vaccine developed by Pfizer and BioNTech has been rolled out in several countries. Working at the same Pfizer site where the polio vaccine was developed, Browning alum Nathaniel (Nate) Garcia ’06 has been at the forefront of the development of this sign of hope.
An associate scientist at the company’s Pearl River, NY, location, Nate’s journey to the lab was unexpected. “I always wanted to be a doctor, and to make yourself attractive to medical schools, you have to have actual research on your resume,” he said. An opportunity to work in a pulmonary immunology lab at Weill Cornell Medical College opened his eyes to a whole new field.
“For the first time in my education, I was not great at something. I was feeling my way through it, I was struggling a little bit, and all of that fostered some really healthy learning which got me interested in the research life,” he said.
After putting himself through Manhattan College as an emergency medical technician, he took on an additional job in security at Pfizer and then began working in a lab there. With a storied background in vaccine research and vast resources, Pfizer jumped at the chance to start developing a COVID vaccine. Now the vaccine for which Nate developed assays has been distributed in several countries. “It’s not often that you get the opportunity to impact people’s lives in such a big way,” he adds.
Nate, who came to Browning in Grade 7 as part of the Prep for Prep program, credits former faculty member Johnny Cook for sparking his love for biology. “He held me to a really high standard and that was different for me. I was kind of used to coasting and that wasn’t good enough for him,” he said. He also mentions Cynthia Jackson’s anatomy and physiology class as another highlight of his time behind the Red Doors.
Already planning his next move, Nate will be applying to certain dual master’s programs for an MBA and a master’s in public health. “I’ll probably end up getting my doctorate in public health with a concentration in epidemiology, biostats, or policy,” he says. “This field is so interesting and rewarding; I’m incredibly thankful and humbled.”
Beyond life in the lab, Nate makes time to give back. He is the community engagement lead for the global black community at Pfizer, advocating for the advancement and retention of Black colleagues and exposing Black youth to STEM careers. As one of the Panther Mentors, he participated in panel discussions with faculty, staff, and prospective families, and is working with Browning students of color.
“My relationship with Browning is the strongest it has been since graduation day,” Nate says. “John Botti and his team are deeply passionate about making impactful changes to ensure that the experience of a Browning gentleman is not one that is predicated on race or socio economic status. We have the opportunity to be a part of something incredibly special, to leave a legacy that will influence the experiences and perspectives of the entire Browning community forever.”
Whether online or in person, Reunion 2021 will be a memorable celebration, and all alumni are encouraged to attend.
Classes ending in 6 and 1 are celebrating milestone reunions, and classes ending in 5 and 0 will also be recognized. Visit browning.edu/reunion for more information.
We look forward to seeing you online or in person on Friday, April 16!
Show your Panther Pride with the latest Browning gear!
Some of our favorite items available for purchase in the School Store include coffee mugs, hoodies, caps, footballs, pennants, and more! Contact Theresa Rodriguez for details and availability at trodriguez@browning.edu.
Resources to keep alumni together while we are apart.
Visit browning.edu/alumniconnect to watch John Botti’s State of the School address, learn more about upcoming alumni events, and catch up on the latest Browning news and Class Notes. We look forward to connecting with you via our online platform!
For additional information or support, contact Director of Alumni Affairs Caroline Axelrod at 212.256.1175 or caxelrod@browning.edu.
Col. Chester F. Cotter ’47 Dr. Jesse Lynn, Former Faculty John K. Mills ’82 Kemal Sonmez P ’03
The Class of 2020 had a senior year like no other, completing their final semester in the midst of a global pandemic. Six months later, we checked in to see what their lives are like now, post Browning.
Zachary Brown: “I joined the club rugby team at Dartmouth, and even though we didn’t have a season I was able to practice and learn the basics of the sport. I’ve been able to be on campus and meet a lot of new people, and took classes in government, writing, and Spanish my first fall term.”
Alec Candidato is taking his rigorous freshman year classes at Harvey Mudd College (where he is the recipient of the prestigious Presidential Scholarship) online in New York. He spends many days at the IAC building in Chelsea, where he has been an IAC fellow since 2019. Prior to college classes beginning, Alec was a featured summer intern at the U.S. Civilian Corps.
Logan Flynn is attending the College of William & Mary where he is taking a combination of online and in-person classes. He was thrilled that his first college class was Age of Dinosaurs! He’s also taking molecular biology with a lab, plus a freshman writing seminar, and inspired by his love of classics— thanks to Mr. Young and Dr. Wiz—he’s enjoying a class in Greek mythology. Logan was fortunate to get a single in the most modern dorm on campus, and has been enjoying the group activities that his dorm has organized as well as the numerous campus organizations he has joined.
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The Browning education prepared me so well for college, and I couldn’t be more appreciative of everyone who has helped me along the way.
Chasen Hofmann: “It has been a crazy few months down here in Dallas, TX, at Southern Methodist University. I’m so lucky to have met some amazing friends and connect with some familiar faces. The Browning education prepared me so well for college, and I couldn’t be more appreciative of everyone who helped me along the way. I can’t wait to visit and reconnect with everyone in due time.”
Reinhardt Landsberg has been attending Purdue University in West Lafayette, Indiana, where approximately two thirds of his classes are held in person. Rein has a roommate, and most leisure activities are limited to the people in his dormitory. Despite the challenges of remote classes, masks, and general social distancing, things have been going really well overall.
Liam Lis is attending Wake Forest University, where he has been having an incredible time meeting new friends and new teachers and experiencing college life. COVID-19 has altered many of the typical freshman-year traditions, but Liam is making the best of it and enjoying every day on campus. Dorm life is a new and fun experience for him! He misses the Browning community and will always think of his K–12 school with a smile. The Browning education strongly prepared Liam college.
Robert Michaelson is attending the University of Wisconsin, where he spent three weeks on campus before the dorms went into lockdown. He’s since moved into a house off campus with friends while classes are held online, but Robert is still enjoying life in Madison.
Taran Pandya has been on campus at the University of Miami, where he is taking online and in-person classes.
Akshay Singh was meant to join the freshman class at Emory University until it announced all classes would be remote. He opted instead to take a gap year and begin his college experience next fall, and enrolled in a four-month program at Oxford University studying painting, drawing, photography, and digital marketing.
Austin Stapleton is doing very well at Hamilton College, where he is on campus with a mix of in-person and virtual classes. He’s also playing varsity football (Go Continentals!) and has joined the debate team, which competes online.
At the beginning of the school year, just shy of his 40th year at Browning, Coach David “Wattie” Watson decided to retire. A staple in the PE and Athletics Department, Wattie is beloved by generations of Browning boys. Whether he was teaching a Lower School class how to play sports like a gentleman, out on the pitch coaching his soccer squad, or on the links teaching the ins and outs of golf, Coach Watson always did it with great passion and care.
We know Wattie would have loved one more chance to coach his boys, but we wish him and his wife, Betsy, all the best as they begin this next exciting chapter of their lives. Coach Watson’s legacy will not be forgotten at Browning, and he will be missed by all. Read on for some well wishes from his former athletes.
Whether leading a varsity soccer team to the championships or working with Lower School
Stephan Rothe ’87: Corner kicks in soccer tend to produce some of the most physical play in front of the goal. If one is to leave a game with a black eye, fat lip, or sore rib, most likely you received it during a corner kick. Coach Watson liked to demonstrate to our forwards how best to get free of a defender during a corner. Many times I was the defender assigned to covering him. Oh boy, Wattie sure had sharp elbows! It contributed to our successes on the field—three consecutive visits to the finals, including a championship.
Michael Anselmo ’92: As a student I always admired Wattie’s passion for soccer. Although it wasn’t mine, I was able to appreciate the game more. Later in life, while working at Browning together, he helped me learn how to teach PE to the younger students. Wattie had a gentle way with those kiddos. Congrats on your retirement, Wattie, and always, always have those kids “go round the outside!”
Edward Ma ’98: Wattie was the best coach anyone could have had. “Supportive,” “tough,” and “mentoring” are words that come to mind when I reflect on my experience with him. Our 1996 varsity soccer games are some of my fondest memories at Browning.
Samora Legros ’03: Thank you, Wattie, for coaching our band of brothers. Over the years, you turned soccer into the fabric of the Browning community. Soccer camp was a time for the team to unite, get on the same page, and get to the next level. Once we were all on the field, we were committed to training and competing as Panthers. I’m sure every Browning soccer player will remember that “the distance is about 10 Wattie yards.”
Laurent Manuel ’04: Wattie was the most influential and important person I had at Browning. He wasn’t just a coach, teacher, or mentor, but a real friend, especially as the years went by. That warm Scottish heart will really be missed at Browning, not to mention his great hair!
Zachary Brown ’20: My favorite memories are definitely when I got to work with Wattie one on one as a goalie. He was constantly analyzing my playing style and giving me feedback during practice and games. His dedication to training me was the reason I was able to become a good goalie. Being able to do right by him on the field, after he spent so much time helping me, was a large part of my motivation to play well and get better at the sport.
Each month Buzzwords will focus on a different theme. For the inaugural edition, content expands on the Buzzer’s coverage of the Panther Mentors as well as explores how independent schools around the country approached relationships with Black community members.
The editors of the Buzzer are proud to announce the launch of Buzzwords, a digital magazine designed to tell the story of the Browning School in a fresh and compelling way.
Buzzwords will allow us to expand on some of the articles we feature in the twice-yearly Buzzer, as well as keep our community informed about school news in a more timely manner. You’ll also see content that’s exclusive to the digital publication. As readers spend increasing amounts of their time online, we hope that Buzzwords will bring information about Browning to new audiences and provide an additional opportunity for them to learn about the innovation and creativity that is happening behind the Red Doors.
Over the past several months, the Browning community has come together like never before. Strengthened by our mission to foster the growth of courageous and compassionate men of intellect and integrity, we are energized by our community’s commitment to Browning’s Annual Fund in this most unusual year. The Annual Fund needs your support. If you haven’t already made a gift during this academic year, now is the time to join in. Please make your donation today.
School
For instructions on how to donate stock, please visit browning.edu/stock or contact Krizia Moreno-Cruz at kmoreno-cruz@browning.edu or 646.844.2608.
If your employer has a matching gift program, please follow the company’s instructions to initiate the match, and we will complete the process.
TO UPDATE YOUR ADDRESS
Please contact Krizia Moreno-Cruz at 212.838.6280 x1150 or kmoreno-cruz@browning.edu.
Every year, a group of Upper Schoolers attend the NAIS Student Diversity and Leadership Conference along with more than 7,000 attendees. (Multicultural Club members and advisor Glenn Walker on their way to the airport, 2014). To learn more about Browning’s ongoing diversity and equity work with alumni of color, go to page 8.