Summer 2018 // The Caller: The magazine for alumni, parents, employees, and friends of Catlin Gabel

Summer 2018

The

Caller

The magazine for alumni, parents, and friends of Catlin Gabel School

THE SPIRIT OF INQUIRY Allowing students a space to wonder about the world

The Tree house Project How students’ inquiry inspired them to conceive, plan, design, construct, and decorate their own campus oasis. Pg. 6

Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 760 students from preschool through 12th grade.

Its roots go back to the Portland Academy, founded in 1859. The school occupies 67 acres on Barnes Road, five miles west of downtown Portland. Our mission: to support inspired learning leading to responsible action through dedicated teaching, caring relationships, a challenging curriculum, and community service.

Tim Bazemore Head of School Sara Nordhoff Director of Enrollment Management Marcella Fauci Director of Communications Ken DuBois Director of Public Relations and Publications, Editor duboisk@catlin.edu Holly Amoako Design, Art Direction Contributing Photographers Brendan Gill Joseph Grimes

Catlin Gabel School 8825 SW Barnes Road Portland, OR 97225 (503) 297-1894 www.catlin.edu

DIGITAL EDITION

With The Caller online enjoy everything in the print magazine– every feature, class note, and photograph–and more. Get the full contents of the magazine, with multimedia extras, designed for readability on any laptop, smartphone, or tablet.

Access the digital edition at: www.catlin.edu/thecaller

1 You Have Learned to be a Seeker by Tim Bazemore

2 Cultivating a Community of Inquisitive Learners by Berkeley Gadbaw

6 Building on What They've Learned by Jennifer Marcus '73

10 The Lower School Soccer Field

WHAT’S INSIDE 12

Interview with Dr. Barbara Ostos, Assistant Head of School

14 News

16 Class of 2018

18 Advice to the Class of 2018

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Class Notes

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In Memoriam

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2018 Alumni and Homecoming Weekend

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From the Archives

“You have learned to be a seeker.”

Excerpts from Head of School Tim Bazemore’s commencement address to the Class of 2018 JUNE 16, 2018, CABELL CENTER THEATER

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ou have experienced 14 or so years of formal education, at Catlin Gabel and elsewhere, designed to make you more skilled, more insightful, more knowledgeable, more self-directed at learning than you were when you were three or four. How did that work? You certainly know more, can do more, have more opinions. Do you still ask as many questions? Are you as curious about the world now as you were at four years old?

A spirit of inquiry feels especially important now, when people seem more interested in shouting answers than asking questions.

On college campuses, in public spaces, and in the media, we are listening less and talking more. In a highly politicized and racialized environment, it’s harder to be curious. But being a seeker means you must ask questions, listen, reflect, and, as our value says, be open.

One of our Catlin Gabel core values is spirit of inquiry. Our approach supports students' open inquiry, independent thinking, and respect for diverse views. The spirit of inquiry lies at the very heart of a well-educated person. We encourage student questions, and we foster curiosity, openness to differing perspectives, and the desire to keep learning.

I worry that here at CGS, where we aspire to create a marketplace of ideas, it can feel more like an echo chamber of fellow travelers.

Are we too quick to indulge in group thinking or tune out those who have different views? Do more conservative or religious community members feel inhibited or silenced by others? Are we truly willing to consider differing perspectives on important or personal topics about which we care deeply?

The word inquiry is based on the Latin root quarere—to seek.

If we, and you, have done our jobs well, you have sustained your curiosity, you have learned to be a seeker—of information, of experience, of understanding. We have taught you the inquiry process, critical and logical thinking, writing and speaking skills, and empathy and compassion so that you can always have a next question, always be a seeker. Based on our experience with you, you are not shy about asking tough questions of teachers, Aline, and me. Question such as: •

How do we define freedom of speech?

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Why aren’t we teaching more about climate change?

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How can we protest for change?

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Why do we play the national anthem?

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How do we create more understanding of mental health?

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Do grades matter or not?

I appreciate these questions, although they do not have easy answers.

They challenge the status quo and challenge the school to examine our assumptions and blind spots.

Many of you are heading to college in the fall, or into life adventures which, like senior projects, will put you into contact with people who don’t share your world view. How will you respond when people challenge your opinions? When their life experience has given them very different beliefs? When you fundamentally disagree with how they think about politics, economics, the environment, or religion?

The answer may be to rediscover the four-year-old in you. Ask questions! Be persistent! Be the classmate or colleague who really wants to understand, the one who asks the questions everyone else is thinking.

Lively curiosity opens your mind, attracts others to your company, and fills life with surprises, revelations, and epiphanies. Asking good questions leads to success and happiness more than having all the answers. If you want to be one of the most interesting people in the world, stay curious my friends.

Watch the entire Class of 2018 commencement ceremony at www.catlin.edu/2018graduation

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CULTIVATING A COMMUNITY OF INQUISITIVE LEARNERS Helping students make sense of complex scientific phenomena by unleashing their “spirit of inquiry”

by Berkeley Gadbaw Middle School Science Teacher

In science, inquiry has long been established as a way to describe the process of scientists asking and answering questions. There is often a prescribed process for doing this. We generate testable questions, design an investigation with controlled variables, collect and analyze data, and draw conclusions. But what about the “spirit of inquiry”?

What is our responsibility as educators to instill in the next generation the confidence and motivation to pursue their own questions while also connecting their learning to the larger world? How does one create a classroom culture where asking questions is valued equally with finding the right answer? In a society challenged with the gratification of instant answers, how does one allow students a space to wonder about the world? More specifically, what does this look like in a science classroom at an institution such as Catlin Gabel with the “spirit of inquiry” as a pillar for learning?

In my classroom I strive to create a physical and emotional space where my students’ curiosity about their world is front and center.

This area in my room is called the Driving Question Board. At the beginning of each unit students are presented with a phenomenon of which to make sense. The phenomenon should be complex enough to motivate every student, no matter their level of scientific knowledge, to wonder.

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The process of sharing our questions is equally as important as the questions themselves.

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“Why do I look the way I do?” is a question I might pose to students at the beginning of our genetics and natural selection unit. We begin this inquiry with a large mirror at the front of the classroom and a sacred time to generate questions surrounding this phenomenon. Students quickly begin to write down inquiries: “Why am I shorter than my younger brother?” “Why does skin color vary?” “Are humans still evolving?” “What exactly is DNA?” By writing these down and posting them in our room we keep them visible during our entire course of study. Furthermore, the purpose of our daily work, such as readings, labs, and investigations, can be connected back to their original wonderings. The “spirit of inquiry” is made both a physical and intellectual priority.

The process of sharing our questions is equally as important as the questions themselves.

When we vocalize our questions as a community of inquisitive 8th graders, there is a certain routine that fosters community in our classroom. I task students with not only being brave enough to make their wonderings public, but also with the job of intently listening to their peers in order to connect their query to that of someone else in the room. For example, a student might say “My question is similar to Sarah’s because I was also wondering…?” In this way we build a community of inquisitive learners. For less confident individuals, this process can reassure them that their question is not too silly or irrelevant, and just as important as another student’s question. We see patterns in our questions and begin to cluster similar ideas together. The “spirit of inquiry” is built into our collaborative, community culture.

Our next step is to use the questions we generate to help us figure out the path for our investigations. By asking, “What do we need to do in order to answer these questions?,” students can be the decision makers for how we go about exploring their questions. Together we might make a plan to analyze our family trees, look for patterns in pedigrees, model human inheritance in plants, read about DNA, examine fossils, and compare our anatomy to other species. We can discuss which questions are most important or need to be answered first, and how we should go about doing this. Students are more invested in the curriculum and are equal partners in the inquiry process.

The Driving Question Board is an interactive board; it is a place to post empirical evidence of our learning and make our thinking visible, and a spot to capture new and rich questions that arise from the process of inquiry. Students need to know their questions are valued and will be explored during our learning process. We add photos of our work as evidence of our new understandings, and before ending a unit we make sure all of our questions are revisited. This process inspires young thinkers to ask questions publicly, wonder about the world around them, and seek more learning.

As future scientifically-literate citizens, our graduates will be called on to solve complex problems facing the world, such as “How can we reduce our impact on the environment?”

They will need the “spirit of inquiry” and a strong practical experience with how scientists do their work. In the science classrooms of Catlin Gabel, this spirit is very much alive.

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Building on what they've learned Driven by student inquiry, the Tree house Project incorporates engineering, design, math, art—and lessons for life

by Jennifer Marcus ʻ73 Beginning School Woodshop Teacher

H

enry, a five-year-old kindergartener, walked up to me and, with his hands in his pockets, declared, “I know what we should build next.”

I waited and thought: Space ship? Sail boat? Ping pong table?

“A tree house,” he said. Then he asked, “Where do you think we should build it?”

Surrounded by kindergarteners at our lunch table, I floated the idea to see if a tree house project would garner enough support. I asked, “Does anyone know about 6

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tree houses?” This produced many excited responses. The next question for the group was, “How do we build a tree house?”

I teach by asking questions. I try to understand all of the information that is informing students’ comments or inquiry, and how I can help them to build on that. So, when a student makes a comment or asks a question, I very rarely respond with a statement. I ask another question, and the cycle of inquiry continues. Whenever a child says, “I want to build something,” my response is always, “Well, I wonder how you do that?”

Later that afternoon in the woodshop, another student said, “We should start with a plan sheet.” Several children drew their ideas.

“It needs a ladder!” “...a slide” “...a bathroom.” Everything was

discussed. Other students did research using the book House Building for Children. They were thrilled to find step-by-step directions for building a platform-style tree house. More excitement came when they discovered that our woodshop has every tool on the “tools needed” list.

do you get into it? What is inside the tree house? How do you look out of the tree house? And what is the roof made out of ?

All questions were documented, and the search for more answers ensued.

Next, the children discussed building a small model of the tree house, as it would be helpful in “seeing” all the sides, and maybe even open up new questions. To do this, they divided into teams: a team for choosing the best wood; a reading-the-directions team; and a sawing team. Together, they constructed a beautiful model.

The kindergarteners brought in a team of preschoolers to get their opinions on ladder placement. They moved their model from the woodshop into the art studio, where they began to consider the ways they could incorporate art into their structure, with painting, and handmade rugs and curtains.

Soon Leondra Brackett, the Beginning

Seeing their tree house concept in three dimensions led to a series of logistical questions they hadn’t previously considered: How does the tree support it? How high off the ground must it be? How

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The power of inquiry was driving the project; our students were learning how to learn.

School Studio Teacher, had joined me in the collaboration, and together we traveled with a group of kindergarteners to study a locally built tree house as “Field Research.” The students’ drawings and notes from the field study were shared and displayed in the studio.

With this wealth of information, we settled on a building site just east of the Beginning School playground—close to the Beehive but far enough away to feel like a real work site destination.

With a new round of inquiry, I could see the students transferring their knowledge, from 8

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building their very own things in the shop to working outside and doing the same steps. It was empowering for them to realize that a house or apartment, or whatever structure they live in, was something they could actually build. They now understood more about the real world—that a house doesn’t just exist, but that somebody had to do the same steps they are doing now. It unleashed enormous ideas. And, of course, it led to more questions, many of them practical questions, such as “How are we going to do the roof ?” and “If it rains, is that waterproof ?”

Groundbreaking for the tree house consisted of clearing away shrubbery, removing little branches, and leveling the construction site. A serious digging team emerged with a rallying cry: “We have to save the worms!” Teams of children became estimators, figuring

360°

out how much lumber was needed. Measuring teams measured, and then measured some more. They “sketched” out the support frames and determined the floor shape and size by nailing one-bytwos to the trees. New, practical questions emerged, such as “How are the walls going to stay up?” and “What kind of paint should we use?”

The power of inquiry was driving the project; our students were learning how to learn. They were learning that their voice has value, and that their questions are important questions. And they were learning that it’s okay to try something and have it not work, because you can always try it again. They need those opportunities to do things not quite right, to come back and try them again, and to go through that process over and over again. We want them to grasp a larger concept that’s both literal and metaphorical: if you

Gallery: See 360-degree images of the finished tree house at www.catlin.edu/treehouse

drill holes in the wrong place, you can just drill them again.

The children rushed to complete their tree house before the school year was over. Taken from Henry’s hands-in-his-pocket idea to paper plans, to the model, to a reality, their physical achievement is special because they did it as a community. These preschoolers and kindergarteners were able to experience what collaboration, planning, attention to detail, and hard work can accomplish. They can literally and proudly stand on their achievement.

And they can build on what they’ve learned.

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Lower School Hoops April 25, 2018

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Creating an inclusive learning environment where everyone succeeds CATLIN GABEL WELCOMES DR. BARBARA OSTOS AS THE NEW ASSISTANT HEAD OF SCHOOL

interview by Ken DuBois

Editor

You’ve been in leadership positions for most of your career, at both Francis Parker and Catlin Gabel. What is it about that aspect of education that interests you?

I love thinking about how we structure things—how we set people up for success, and especially students, in intentional learning spaces. As a teacher, I had total control of that domain in my classroom, and over the years that was something that I became more and more interested in—at an institutional systems level. When I was the seventh grade team leader at Francis Parker School, we started addressing that at a grade level, and then at a divisional level.

Catlin Gabel has greatly expanded its commitment to diversity and inclusion in recent years, and you’ve played a key role in that evolution. Why did you choose to make this a priority?

I’m the product of a high school independent school experience that I attended as a scholarship kid. And despite presenting as potentially white, and someone who clearly has a white skin privilege, I come from a diverse background, being half-Mexican and half-Cuban, not being born here, and of parents with immigrant stories. That made my experience very different as a kid in an independent school.

An important aspect of our work as an independent school is the 12

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Catlin Gabel Assistant Head of School

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Catlin Gabel Head of Middle School (2011-18)

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Francis Parker School (San Diego) Middle School Dean of Students and teacher (2001-11)

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A.B. in Government from Harvard University

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M.A. in Nonprofit Leadership and Management from University of San Diego

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Ed.D. in Educational Leadership through a UC San Diego / CSU San Marcos joint program

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Born in Leon, Guanajuato, Mexico; grew up in San Diego, California

ability to think through how we can provide these types of incredibly powerful learning experiences to a wider array of students from different backgrounds. It’s important to me because, of course, I was one of those kids who got to experience something incredible that my family certainly couldn’t afford, and that has clearly propelled me to being here today.

That’s at the core of my passion around thinking of Catlin Gabel as a place that values equity, diversity, and inclusion. It’s important institutionally that students who are here see and hear about different experiences from the adults. It’s important that students see themselves in the curriculum, and that we are striving to be a microcosm of the real world.

We’ve come a long way in our understanding of learning differences, and the ways we support students and families. I know this has been an important area of focus for you.

One of the great things about Catlin Gabel since our inception is that we think about how students learn, and we value everyone for being different. And I hope that what I have brought to that is a mindfulness of how we are doing that, and how consistently, and how direct, candid, and empathetic we’re being with parents who are trying to figure that out for their kids.

We’re not trying to label kids. We’re trying to provide strategies and

“It’s important that students see themselves in the curriculum, and that we are striving to be a microcosm of the real world.” empower students to own who they are. I’m trying to help students think about how they propel themselves into a really successful future where they’re happy, competent, and confident. And I think that the work that the learning specialists have done for years, aligning practices, is really important to students and families. It’s a seamless experience, even while teachers and home rooms and activities are changing.

What are some of the opportunities you see for Catlin Gabel School in the coming years, and the challenges?

Our most exciting opportunity and our most daunting reality is the fact that we are a preschool through 12th grade institution.

We hope that families come here for that one school experience, and that there are things that tie us together from the preschool experience to the 12th grade experience. And our challenge is that the needs of the four-year-old are different than the needs of an 18-year-old, and how we engage in their learning is different. So, while we do amazing work, there’s this nut that we keep trying to get after. Like the little squirrel in the movie Ice Age, we’re always going after that nut!

It’s been really exciting to work on defining who we are and who we want to be, and trying to bring some clarity to that. It’s been important work for us to define progressive education at Catlin Gabel School. And we’ve come up with what I believe is a really

important and clear definition: whole child, inquiry based, experiential education with a focus on teaching for democracy. Our ability as a school to figure out what that means across four divisions, across 14 years of age, that’s a really big, essential question. It’s exciting for me to think about how we—and I mean all of us—will grapple with that.

We are uniquely positioned to change how teaching and learning happens at independent schools. We can push the boundaries when it comes to really talented teachers working with students, and thoughtful people all working together on the design of that. I do think the industrial model of school in many ways is dying because it’s not evolving on the national public school level, and we can be leaders. This school is positioned to do that because of our history, our strength as an institution, our really impressive faculty and staff, and the conversations that we’re having right now.

VIDEO INTERVIEW:

Barbara shares more thoughts on the Catlin Gabel mission, and preparing students for the future, in a Caller interview online: www.catlin.edu/barbara

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News Strategic Initiatives in Action: A Year One Update

Environmental Sustainability Becomes a Core Value

Our strategic initiatives were set in motion this year, as the school introduced a variety of progressive innovations built on extensive planning and community input. Educators sought new ways to improve teaching and learning with a focus on our long term strategic goals: deepening our commitment to experiential learning, becoming an unrivaled educational laboratory, and reaffirming our commitment to excellence.

The efforts of the students, teachers, and parents on the school’s Environmental Advisory Council (EAC) has led to changes in attitude, action, and policy over the past several years. Now the school is signaling its support of the council’s work, and making an institutional commitment, by adding environmental sustainability as a Catlin Gabel core value.

In classes, teachers incorporated additional experiential learning elements, a direct result of the expertise gained in new, enhanced professional learning programs. Teachers were also supported by the cross-divisional Ed Lab Team, a school-wide research and development group that fosters innovation and tracks results.

Structural changes to the school year calendar and daily class schedules were explored, with the goal of better allocating time to support student learning. With the Campus Master Plan project, we developed a long-term vision for campus development based on our mission and strategic plan. Decisions for both time design and campus design will be shared with the community in fall 2018.

On the national level, Catlin Gabel’s recognition as an education leader was amplified by two national conferences hosted on campus. The Mastery Transcript Consortium conference in November 2017 continued our work in redefining the skills and concepts we want all Catlin Gabel graduates to learn, and expect colleges to recognize. The first annual Traverse Portland conference in June 2018 was an opportunity for us to share our innovative ideas in teaching and learning, and to collaborate with over 100 educators.

Learn more about our Strategic Initiatives. Follow the school's progress in real time on social media, and stay up-to-date with our podcasts, videos, and articles: strategicplanning.catlin.edu

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The EAC has promoted a variety of actions to help the school community understand our responsibility as stewards of the environment, and to modify our behaviors to ensure a sustainable planet: Drinks in plastic bottles are no longer sold on campus, for example, and recycling stations that accept hard-to-recycle plastics have been added in several locations. In each case, the actions of the EAC and supporters closely matched goals established in the school’s strategic plan to “pair appreciation for the natural world with an understanding of stewardship.”

In February 2018 the Board of Trustees endorsed a statement making environmental sustainability one of the eight core values of Catlin Gabel School, and the Administrative Team made the change official in May 2018. Read the new values statement at www.catlin.edu/values.

the traverse portland conference was hosted by Catlin Gabel in June 2018. Pictured above: Director of Inclusion and Outreach Jasmine Love (far right) with participants. environmental sustainability was added

to school’s core values in May 2018. Pictured below: Students grow organic produce in the Middle School Community Garden.

Re-imagining the future of learning: Traverse Conference at Catlin Gabel Built around the concept that “the future of learning is less like school—and more like real life,” educators from across North America converged on Portland, Oregon, for the inaugural Traverse Portland experiential learning conference, June 25-27, 2018, at Catlin Gabel.

For three days, they engaged in hands-on, real-world experiences, and came away with inspiration and strategies they can use to challenge their students with problems, situations, and opportunities.

Over 100 attendees came from a variety of public and independent schools across the United States and Canada.

“The conference corresponds to our strategic plan goal of being an educational laboratory,” says Head of School Tim Bazemore, “and playing a leadership role in student-centered education innovation.

It’s a place to reinforce and build upon what we know about the power of experiential learning: everywhere we work with students, on and off campus, is an opportunity to present extraordinary opportunities for academic and personal growth.”

Learn more about Traverse Portland: strategicplanning.catlin.edu.

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Class of 2018 Congratulations Graduates!

Making their own paths forward Thoughts on the college search process from Blythe Butler and Bill Ouellette, Catlin Gabel Co-Directors of College Counseling When most people look at the list of colleges where our students will attend, they see neatly arranged columns of mostly familiar sounding names. When we look at the list, we see the various stories behind every destination. Each of our graduates’ chosen schools represents not only the celebration of a student and their accomplishments, but also a journey of relationships, self-discovery, and decision-making.

Many students understandably see college as the logical next step, an inevitable transition from here to there. What they may not recognize is that in the life of an adolescent the process of applying to college coincides with and often triggers a developmental milestone that anticipates adulthood. Our job is to witness and shepherd this process by equipping students with resources, information, and encouragement.

COLLEGE CHOICES BY SIZE COLLEGE CHOICE BY SIZE

We provide students with a scaffold, breaking down the complexity of applying to college into discrete and manageable steps, helping them build their own agency. We ask questions that help illuminate their way, and our questions draw out their questions while reminding them that they are capable of driving their decisions.

41% 30% 29%

We watch carefully as they examine their values, assess their strengths, consider their past experiences and ones they hope to have in the future. We see them build communication with their families and others who know them well, work toward goals they’ve set, practice self-forgiveness and resilience. We observe as they pull together the threads of their experience to form their story, apply the critical thinking skills they’ve been building for years, and ultimately to understand themselves better and prepare for the path ahead.

Our students activate their network of support here—our advocacy and guidance; the steady, constant support of their parents; and the encouragement of their teachers. In the end, they make their own paths forward.

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Large school (10,000+ students) Medium-sized school (3,000-10,000 students) Small school (up to 3,000 students)

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There are seniors, and members of the class will attend different colleges with one entering the workforce directly. students will take a gap year or semester.

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photo credit: joseph grimes photography

COLLEGE CHOICES The University of the Arts

Northeastern University (2)

Boston University (2)

Occidental College (3)

Barnard College

Brandeis University

Brown University (2) Carleton College

University of Chicago

University of Cincinnati

University of Colorado at Boulder Colorado College

Cornish College of the Arts Dartmouth College

University of Denver (2)

The George Washington University (2) Georgetown University Grinnell College (2)

Harvard University (3) Haverford College

Lewis & Clark College (2)

Loyola Marymount University Macalester College

COLLEGE CHOICES BY REGION

NYU Shanghai

Oregon State University (2) Oregon State University Cascades University of Oregon Pitzer College (3) Pomona College

University of Portland

Princeton University (2)

University of Puget Sound (2) Santa Clara University (2) Scripps College Smith College

University of Southern California (2) Stanford University

Swarthmore College (2)

Tufts University/SMFA Joint Program

44% East Coast 43% West Coast 10% Midwest

University of Washington

McGill University

Washington University in St. Louis

Middlebury College (2)

Williams College

University of Miami

Whittier College

The New School (2)

Yale University

New York University

COLLEGE CHOICES BY REGION

3%

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advice to the class of

2018 Distinguished alumni offer words of support and guidance to our graduating class

Zoë Carpenter, Class of 2007

This endless business of figuring Dear Class of 2018, I’m writing to you from a Super 8 Motel beside a freeway in West Virginia. My room is brightly-lit and smells like bleach—better than the room I’d first been given, which reeked of piss and old cigarettes.

Despite what you might think, I’m not at this motel because I’ve made a mistake, or because I’m being punished for something. One might say that I’m here because I’ve been successful: I’m a journalist, with an office across the street from the Supreme Court of the United States. I’m here to report a story, which is my favorite part of the job.

Given the current state of my lodging I’m not sure I’m qualified to give you advice. But I’ll tell you something that I’ve discovered recently about being an adult: There is no threshold over which everything becomes settled, and the path through the rest of your life obvious. I regret to inform you that you may never “figure it out.”

The good news is that this endless business of figuring—that’s really what life is—is not just a series of bad motels. It can also be surprising and delightful. For instance: the waitressing gig I expected to be a sort of purgatory while I decided what to do with my college degree turned out to be one of my favorite jobs, and more useful to me now than many of my proper internships. I learned to make people feel happy and cared for, and by the time I moved on I’d stopped thinking of myself as socially awkward. Tomorrow when I go out to report, it will be just a bit easier to talk to strangers.

Zoë Carpenter is an award-winning journalist living in Washington D.C. Currently she is an editor at The Nation, and contributes occasionally to Rolling Stone.

After the restaurant job I moved to New York. I spent my first night there in an apartment that was empty except for a mattress I’d bought with my tips. I was still waiting for my bedding to arrive in the mail, so I slept under a rabbit fur coat that my mother found at a thrift store. It felt terribly romantic, to set out to be a writer that way. In the end, I hated New York. But I don’t regret my time there. Instead, what I remember is the feeling of that first night beneath the rabbit coat, watching the new lights come on, wondering what it would all look like the next day.

Sincerely, Zoë

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Lee Weinstein, Class of 1977

Tom Tucker, Class of 1966

Recently, my wife and I took a vacation with our daughter and her girlfriend, both 20 years of age. During the trip, we asked them to take part in an exercise: Write on the left side of a large piece of butcher paper the current year. Go online to Livingto100.com to calculate their life expectancies. Write their years of death at the far right side of the paper.

The three legs of the triad for a fulfilling educational experience are, to my mind, curiosity, a willingness to try something brand new and possibly outside your comfort zone, and to tackle head on those subjects that intrigue you but don’t come easy.

Lead an intentional life

Stepping back, her girlfriend exclaimed, “That’s all the time I have?”

Life goes by fast. One day you’re fresh out of school, the next day you’re onto your third job, having your first child, or suddenly attending your 35th high school reunion. Where did the time go?

A lot of people want to take life as it comes each day. They don’t plan; they just want to “live life.” Many can’t—or won’t—plan beyond the next 24 hours. That may be out of necessity, philosophy, or lifestyle. But living your life passively may not add up to a life well-lived. In fact, you may realize that life has passed you by and moved on without you.

DHM Research in Portland last year found that 67 percent of Americans don’t have a written, intentional life plan—a strategic road map to realize their hopes and dreams. My wife and I invented a life planning process we’ve now used for 20 years to realize our life goals. We hang it in our home and have a calendar reminder to look at it every month to be sure we’re on plan.

You’ve been given a remarkable gift: You are the culmination of millions of years of evolution, have the ability to think and feel and, now, a Catlin Gabel diploma. The average lifespan in America is 78.74 years, so you have a long life ahead of you.

As your life progresses, ask yourself: Am I living a life intended and getting done what I want to get done? Am I using my time wisely?

This will help you make the most of your time on this planet!

Lee Weinstein is President of Weinstein PR and author of Write, Open, Act: An Intentional Life Planning Workbook (available at writeopenact.com).

Be curious, adventurous, and tenacious

My experience at Marlboro College, a very small liberal arts college (about 125 students) perched on a hill between Brattleboro and Wilmington, Vermont, had those opportunities in abundance. In my first week of French I, my teacher, Edmund Brelsford, asked (en français) whether anyone would be interested in earning a little money helping him make harpsichords, a craft he pursued in his fascination with instruments of the Renaissance and Baroque periods. “Hmm,” I thought for about 20 seconds, and then said, “Oui, monsieur!” Little did I realize that this would be a watershed moment for me, but it surely was.

A year later a designer/artist/craftsman named Gib Taylor came to teach at the college, and encouraged me to build a classical guitar.

At the end of my junior year, I proposed a Senior Plan of building three different types of stringed instruments with Gib and Edmund as my advisors, mentors, and close friends. That Senior Plan, in a multitude of ways, became my living, my passion, and a continual and exciting challenge personally and in my role as a teacher in the Catlin Gabel woodshop.

The world is a multifaceted place. The more we learn, the more we discover how much more there is to learn. Be curious, adventurous, and tenacious, and gather a wide variety of tools for your journey.

You never know where it will lead. Who knows, you might end up being a teacher and leading others along their path.

Tom Tucker was a wood shop teacher at Catlin Gabel for 37 years (1978-2015). He is father to Ethan ’07 and Sam ’10, and married to former Catlin Gabel music teacher Laura Frizzell.

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CLASS NOTES

Liaisons are listed for each class.

Please send your class notes for the next issue of The Caller to your class liaison or submit to: alumni@catlin.edu See more Class Notes online at catlin.edu/classnotes

1960s ’66 Editor’s note: See Tom Tucker’s “Advice to the Class of 2018” on page 19 of this issue.

1970s ’71 liaison: Muffie Latourette Scanlan MLSPortland@gmail.com Charlotte Digregorio received an official commendation from Illinois Governor Bruce Rauner for her work as an award-winning author, educator, and speaker, advancing the literary arts on national and international levels.

’73 liaisons: Ted Kaye

kandsons@aol.com

Debbie Ehrman Kaye djek53@aol.com Page Knudsen Cowles has completed her terms as the board chair of The Trust for Public Land; she remains on the board. As managing director of her family’s Knudsen Vineyards in Dundee, she makes frequent Jennifer Feucht Marcus ’73 and family celebrate the marriage of her daughter, Amanda, to Christopher Hamel in Toronto

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visits to Oregon from her home in St. Paul, Minnesota. In recent years, wines produced under its own label have received substantial critical acclaim: see knudsenvineyards. com. Debbie Ehrman Kaye continues on the board of the League of Women Voters of Portland (following in the footsteps of Leeanne MacColl), recently shifting from membership chair to a focus on development. For the last election, she moderated candidate forums and interviewed legislative and congressional candidates, all available on YouTube via the League’s website: lwvpdx.org. Visits with granddaughter Rose (age 2+) in L.A. are a highlight for her. Paul Lammers and family are now in Daphne, Alabama, where he works for Mobile Bay National Estuary Program, a division of the Dauphin Island Sea Lab, as Restoration Program Manager. Paul has been an environmental professional in the private and public sectors for over 20 years.

Jennifer Feucht Marcus reports that her daughter, Amanda, married Christopher Hamel last September in Toronto, Ontario, where they both live. Daughter Emma ’15 was the maid of honor. (Editor’s note: Jennifer is author of the article “Building on What They’ve Learned,” pg. 6). Steve Swire, still happily living in Marin, pursues interesting avocations (golf anyone?) and projects, entrepreneurial and otherwise, and makes

semi-regular trips to Portland to see family and friends. His son Sam is a high school freshman and daughter Aislinn is completing her junior year at American University in Washington, D.C. Melet Whinston is proud that her daughter Whitney will attend med school at WSU in its third year of students (it’s that new!), turning down prestigious UW. Ella is enjoying freshman year at U of O Honors College—and Melet is “totally enjoying Eugene and staying with old friends on frequent visits to see her!” ’75 liaison: Len Carr carrl@catlin.edu

Geoff Fitch ’76

Susan Ehrman is the Development Director

for World Oregon (formerly known as the World Affairs Council).

’76 liaison: Hester Buell Carr hbc58@aol.com Geoff Fitch writes, “I am alive and well in Seattle, enjoying the challenges and blessings of these crazy times! I miss you all!” Annette Silver Howell writes, “I have been living in eastern Oregon for over 20 years with my husband of 30 years and our son. Prior to moving to eastern Oregon, we lived in Corvallis and in Davenport, Washington, after getting married in 1988.

I received my Masters in 1985 from Cal State University in Sacramento in Coun-

seling. My husband owns a seed business called Oregon Trail Seeds, keeping him extremely busy, and graduated from Oregon State University. I also received my CADC (certified alcohol and drug counselor) and worked as a drug and alcohol counselor while working for Benton County alcohol and drug treatment program. I have worked with emotionally disturbed children and special needs students in the school district full time where I am currently working.

I enjoy horseback riding in this beautiful countryside and cross country skiing at Anthony Lakes ski resort when time allows.

Wallowa Lake is a favorite recreational spot we enjoy to go bike riding and escape. My

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husband and I will be taking a European cruise this summer celebrating our 30th anniversary and I am especially excited about visiting The Netherlands where my Mother was from.” David Seres writes, “It’s been a busy bunch of years since I last checked in. I’m still at Columbia University Medical Center in New York. I’m doing a lot of writing and editing, and working on national practice guidelines. I’ve also been working with attorneys general in a couple states and with Truth In Advertising, Inc. on fraud related to dietary supplements, and serve on the medical advisory board at Consumer Reports.” ’77 Lee Weinstein published the book Write, Open, Act: An Intentional Life Planning Workbook, available at writeopenact.com.

(Editor’s note: See Lee’s “Advice to the Class of 2018” on page 19 of this issue). ’79 liaison: Jim Bilbao jimbilbao@gmail.com

1980s

’80 Lee McIntyre is a Research Fellow at the Center for Philosophy and History of Science at Boston University, and author of a new book, Post-Truth. He writes, “Anyone who is curious about alternative facts, fake news, and how we got in our current political mess should be interested.”

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’82 liaison: Mary Rondthaler maryrondthaler@gmail.com ’83 Martina Milla Bernad writes, “Hello, Caller! I still work at Fundació Joan Miró in Barcelona, where I am raising two children, Habi and Sekou (12 and 8). Right now at Fundació Joan Miró we have an exhibition on honeybees titled Beehave that I am sure all Catlin Gabel students would enjoy.

We have also filled the city with artworks sympathetic with honeybees and urban beekeeping. Long live the bees!” Una Choi Coales writes, “I have been enjoying retirement from medicine and spending more time with the family. My three daughters chose maths, engineering, and physical sciences at Imperial, Cambridge, and Cambridge universities, respectively. No surprise as maths and sciences were my favourite subjects at Catlin Gabel! My middle daughter won a full blue for Cambridge against Oxford as part of the Cambridge women's lacrosse team. Her athletic prowess came from dad.” ’84 liaison: Victoria Patrick Lloyd victoria.s.lloyd@gmail.com ’85 liaison: Bryan Ward bryan@skywardconstruction.com ’87 liaison: Megan Sullivan Shipley shipleymegan@gmail.com ’89 liaison: Robyn Rhodes Rogers hicktownmom@gmail.com

1990s ’90 Liaison: Heather Gaudry Blackburn hblackburn13@gmail.com Pippa Arend writes, “This year a number of things have happened, most significantly, perhaps, is my engagement to a very lucky fellow named Dave. We’re planning a wedding next summer/fall, which I would like to be fairly large, like a real public witnessing, and, of course, to be a princess in the midst of it all. p:ear, my nonprofit, has turned 16, which is a real rite of passage.

My baby is growing up! We’ve grown to a staff of 13, and over 800 homeless kids a year. But I’ve been able to make time for art, too, some of which can be seen at pippaarend.com. The current series I’m working on is tentatively called “The Art of Relationships,” for a November show, and features a series of portraits of p:ear youth.”

’92 liaisons: Jamie Bell

jamico1974@hotmail.com

Ashley Tibbs tibbsashley@gmail.com ’93 liaison: Jen McDonald jenmcdonald74@gmail.com ’94 Eric Wert writes, “This September, the Portland publisher Pomegranate Communications will be releasing a monograph

about my artwork, the text of which was written by another ’94 alum, Shawn Vandor (Catlin Gabel is actually mentioned in the essay). Even 24 years later, Shawn and I still have strong memories of the many artists and writers who came to visit when we were students at Catlin, and they made a distinct impression on both of our careers.” ’95 liaison: Lisa Kleinman lisa_kleinman@hotmail.com ‘97 liaison: Sarah Coates Higgins sarahlcoates@gmail.com Libbie Schrader is moving to North Carolina for a theology doctoral program at Duke University. Her paper arguing that there is a major corruption in the Gospel of John was recently published in the Harvard Theological Review: www.Cambridge.org/ElizabethSchrader.

‘98 liaison: Will Decherd wdecherd@gmail.com Liza Carlson writes, “Living on the Oregon Coast. Married to an awesome guy named Shawnn. Own, operate, and live on site at our business, Salty Dog Hound Lounge.

We lovingly wrangle dogs all day (overnight boarding, daycare, grooming, and self-serve dog wash), and begrudgingly deal with their people (people suck, but they carry the money). Being a business owner has been quite an adventure...if animals weren't involved I would have tossed in the towel

Whitney Neal '02 and Dirk Jonske

years ago. But we finally have a great team that I can actually trust not to do stupid sh*t, and a regular group of (human) clients that I actually enjoy seeing walk through the lobby door. Along with animals, photography is my other primary passion. Consider this the best way to sum up the last 20 years: https://gurushots.com/liza.carlson/photos.

Zero plans or desires to breed two-leggeds.

Peace, Love and BabaBooey to y'all.”

‘99 liaison: Nasim Gorji ngorji@gmail.com

2000s

‘00 liaison: Natasha Stoudt secretnatasha@gmail.com Taylor Sapp just had his first book pub-

lished. It is a collection of unfinished short stories for the education market titled Stories Without End (Alphabet Publishing).

‘01 liaison: Tyler Francis tyler.p.francis@gmail.com ‘02 liaison: Kelsey Rotwein Schagemann kelsey.schagemann@gmail.com Shana (Horak) Hawley and her husband, Greg, along with big sister, Evelyn, welcomed baby Lorelei on February 6, 2018. Whitney Neal and Dirk Jonske tied the knot on July 15, 2018. Daniel Nieh will have his first novel, Beijing Payback, published by HarperCollins in Summer 2019. Kelsey (Rotwein) Schagemann and her husband, Joe, welcomed their daughter, Talia Raya Schagemann, on December

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14, 2017. They've been having fun taking her to kid-friendly spots around Chicago.

Kelsey is a freelance writer for a variety of universities, magazines, and websites.

‘03 liaison: Lauren Collins laurencollins03@gmail.com

Stay in Touch Do you get emails from Catlin Gabel?

If not, you’re missing event invitations, alumni and campus news, and requests to participate in surveys and make your voice heard. More and more communications are moving from mail to email!

Stay connected—update your information at: www.catlin.edu/contactupdate

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Sean Rawls was the D.I.T. (Digital Imaging

Technician) on the film Lean on Pete that was made in Oregon. Based on Willy Vlautin’s novel, it was filmed in Burns and Portland. The film was shown at the Portland International Film Festival and opened in theaters this year.

‘04 liaison: Hannah Aultman Hannah.aultman@gmail.com Hannah Aultman graduates from Ortho-

paedic Surgery residency at OHSU in July and will be moving to Chicago to start a fellowship in Hand and Upper Extremity Surgery at the University of Chicago in August. She and her husband would love to see any Catlin Gabel folk who find themselves in Chicago in the next year. Sarah Smith has been living in Amsterdam since 2010, where she was recently promoted to head of Communications at the Prince Claus Fund for Culture and Development.

The fund is a non-profit dedicated to supporting artists and cultural actors making waves in parts of the world where freedom of cultural expression is under pressure.

She would love to connect with any Catlin

Gabel travelers should they find themselves in Amsterdam. The start of this school year (fall 2017) marked the beginning of Mason Kaye’s full-time position at the Sequoyah School in Pasadena, where he is the Director of After School Programming and Summer Programming. He continues to write music for movies as well.

‘05 liaison: Taylor Kaplan taylorashleykaplan@gmail.com ‘06 liaison: Casey Michel

casey.michel@gmail.com Casey Michel writes, “Over the past few months, I've begun working as a reporter with ThinkProgress, joined the advisory council of the Hudson Institute's Kleptocracy Initiative, and married a woman who is far, far out of my league.”

‘07 liaisons: Rob Kaye

robert.e.kaye@gmail.com

Ben Dair

benrdair@gmail.com Zoë Carpenter’s remembrance of Ursula LeGuin was published in The Nation magazine: https://www.thenation.com/ article/i-came-with-a-calling-rememberingursula-k-le-guin/. (Editor’s note: See Zoë’s “Advice to the Class of 2018” on page 18 of this issue). Ben Dair continues to work as a project manager for Sustainable Northwest, a conservation nonprofit in Portland with a focus on forestry, energy, and water

left: Kelsey (Rotwein) Schagemann '02 and her husband, Joe, welcomed their daughter, Talia Raya Schagemann right: Baby Lorelei and big sister Evelyn, children of Shana (Horak) Hawley '02 and her husband, Greg

resources. Kayce Coulterpark Hawks is still living in El Paso and soaking up that sunshine! Her daughter Emma turns two soon, just before husband Richard returns from Kuwait. Cameron McClure just graduated from NYU with her MBA and is headed to Miami where she will have to buy a car and make friends. Please introduce your Miami friends to Cam! Colby Mills is happy as ever living in Northwest Portland with her partner, Justin, and their two cats, Bowie and Buffy. She has been working at a small consulting firm in Southeast Portland for

a little over a year and absolutely loves it.

Their work consists of facilitation, mediation, consensus building, and conflict management. This fall she is focusing on her own professional development in Project Management. Excited for summer adventures! Andrea “Andy” Moerer is heading up Global Talent for both Amsterdam and L.A. for the creative agency 180, and recently attended the 3% Conference in L.A. discussing empowering women in creative leadership positions. Andy will travel with Evelyn Hoffman-Harland and Madeleine

Miller in Italy this summer. Corey Morrow

continues to improve his property near Grand Ronde with an eye toward raising cattle plus creating wildlife preserves and has moved into “a real adult’s house.”

Plus he has a bunch of baby goats! Chris Pierce Wright will finish up his current job in Tacoma this summer and, although he’s loved living there the last two years, he’ll be starting a new job in downtown Seattle at the end of August. Alexandra Duany Saavedra started her own Social Media Marketing studio, SAAV Media Co.

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Alex also got married last December. She and her Peruvian husband, Ian Duany, are moving to Miami in August. Jens Tamang is finishing up his graduate program in Occupational Therapy, sewing, performing, and writing casually. After a decade-long tour in Minnesota he has vague plans to return to Oregon. Jing Tao and Laura Hays Liu welcomed their second baby boy, Bennett Walker Liu, on March 9, 2018. He is healthy, chubby, and happy; their first son, Henry (3 years old), loves the role of big brother! Ali Tweedt recently moved to New York and is working as an account lead with Ironpaper, a digital marketing agency.

Kelsey Yokum lives in Portland and works in tech as a UX designer at New Relic.

‘09 liaison: Christopher Skinner christopher.r.skinner@gmail.com In April, Christopher Skinner moved from Arlington, Virginia, where he has worked in management consulting for the past 3.5 years, to Charlottesville, Virginia. He is excited to begin pursuing his MBA at the Darden School of Business at University of Virginia in August. In the meantime, he has

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continued to be active in Lawrence University and Catlin Gabel alumni circles, and regularly attends operas and classical music events. He hopes to continue his career in business with an international focus, and possibly bring opera back into his professional life. Thomas Vogt writes, “About to start my third year of law school at Willamette in Salem. I’ll be a summer associate at the Portland offices of Perkins Coie, and then interning with Judge Michael Simon in federal district court this fall in Portland.”

2010s

‘10 liaison: Ingrid Van Valkenburg icvanvalkenburg@gmail.com ‘12 liaison: Kate Rubenstein

krubin93@gmail.com ‘14 liaison: Nick Rhodes

nbrhodes@gmail.com ‘16 liaisons: Ellie Nakamoto White ellienw98@gmail.com Christina Spires christinadspires@gmail.com ’17

‘17 liaisons: Grace Masback gmasback@princeton.edu

Jessica McDermott jessmcderm@gmail.com

in MEMORIAM Roger Bachman

Husband of Eve MacVeagh Bachman ’44 (dec.); father of Elizabeth ’74, Sally ’75, and Laura ’77 Vicki Jo Barker ’77

Sister of Howard Barker ’76 Sean Collins ’03

Brother of Carolyn Collins ’03 and Lauren Collins ’03 Diana Cookingham ’45

Sister of Cynthia Cookingham Campbell ’52

Frederick "Teddy" Cronin

Brother of Sally Cronin Studdard ’53 and stepbrother to Jackie Meier ’57

Jean Curtis

Catlin Gabel educator for 29 years (19601989) with roles that included Middle School English, History, and PE teacher; Head of the Middle School; and Upper School English teacher. Mother of Ann Curtis ’69, Val Curtis Shute ’71, Ward Curtis ’72, and Lynn Curtis ’74 Sally Slocum Davis ’38

Mother of Debby Kennedy Lorenzini ’70; sister of Virginia Slocum Weaver ’31 (dec.)

Cynthia Arpke Edwards

Merlin Day Musselman

Stepmother of Teresa Edwards Allen ’76, Randy Edwards ’77, Leslie Edwards Schwendeman ’78, and Bruce Edwards ’82

Son of Phoebe Wayne ’97 and Peter Musselman

Myron David "Joe" Floren

Mother of Lisa Peters ’75, Julie Peters ’77, and Adam Peters ’81

Husband of Anne Mount Hay ’47; stepfather of Joel Hay ’70, Jennie Hay Woo ’72, and Alan Hay ’75

Ann Fyfield

Catlin Gabel educator for 20 years (19972017) with roles that included Japanese teacher, Learning Center Specialist, 6th grade Humanities teacher, and Admissions Associate. Wife of Herb; mother of AnnaSophia (Sophie) ’10 and Ian ’14.

Sandra Stone / Sunny Peters

Elita M. Rausch

Mother of Elisa Rausch Leverton ’72

Adrian Bell Rosolie ’05

Brother of Julian Rosolie ’11 Velma Gene Dunbar Samson

Mother-in-law of Robin Schauffler ’68

Laurence R. Semler

Thomas William Kauffman

Father of Randi Semler Hopkins ’76, Leslie Semler Berman ’78, and Caroline Semler Kornberg ’80

LeeAnn Tegart Labby ’71

Taylor Smith '90

Husband of Ann Babson Kauffman ’72

Carina Scarci Lange

Sister of Patricia Scarci ’78 and Armand Scarci ’85

Gilbert R. Meigs

Husband of Laurie McDonald Meigs ’52; father of James Meigs ’76, Nancy Meigs Truszkowski ’79, Andrew Meigs ’80, and Patrick Meigs ’86

Son of Martha Rowland ’65

William Craig Toney

Father of Serra Toney ’92 Grace Estelle Weinstein

Mother of Paul Weinstein ’79 and Andrew Weinstein ’81 Katharine Gordon Wilson ’38 Karin Sundeleaf Wright ’49

Sister of Beverly Sundeleaf Mackenzie ’45

Family members with information they would like us to share in our In Memoriam section are invited to contact Ken DuBois Caller editor duboisk@catlin.edu

or

Hillary Patterson Director of Alumni Relations pattersonh@catlin.edu The Caller | Summer 2018

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2018 ALUMNI AND HOMECOMING WEEKEND

SEPTEMBER 28-29 SCHEDULE of EVENTS FRIDAYSeptember 28, 2018 PINE CONE GUILD LUNCHEON 11:30 a.m.

Creative Arts Center Gallery Celebrating alumni from the class of 1968 and earlier who have attended Catlin Gabel or one of our predecessor schools.

Return to your beautiful campus for a series of special events, and a chance to re-connect with classmates, teachers, and the alumni community.

HOMECOMING GAMES

4 p.m. Girls vs. OES 6 p.m. Boys vs. OES Catlin Gabel’s Gant-Davis Field Watch the games from the comfort of our adults-only Hospitality Tent.

SATURDAYSeptember 29, 2018 ALUMNI SOCCER GAME Catlin Gabel’s Gant-Davis Field

CAMPUS TOURS Tours start from the Creative Arts Center.

LUNCH AND ALUMNITALKS Creative Arts Center Gallery All Catlin Gabel alumni, staff, faculty, and guests are invited to this lunch, followed by brief TED Talk-style lectures led by alumni on a wide array of topics. Lunch provided by Catlin Gabel

ANNUAL ALUMNI OF COLOR AFFINITY GATHERING Middle School Commons A gathering to acknowledge, honor, and celebrate experiences, and foster connections with current students of color.

THE STATE OF THE SCHOOL & DISTINGUISHED ALUMNI AWARDS

RETIRED FACULTY REUNION Dant House Faculty Lounge Welcoming faculty from all divisions and departments, across the entire history of the school.

Miller Library Head of School Tim Bazemore shares recent highlights and plans for the years ahead, and presides over our Distinguished Alumni Awards presentation. Alumni to be honored this year are Mary Livingstone Beebe ’58 (Alumni Achievement Award); Peter Jenkins ’70 and Liza Gadsby ’76 (Community Engagement Award); and Peter Chaillé ’98 (Younger Alumni Award).

ALUMNI SOCIAL HOUR Creative Arts Center Plaza Following the Awards ceremony, a social with hosted bar and refreshments, outdoors in the plaza between Dant House and the Creative Arts Center.

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CLASS REUNIONS Times and locations vary Reunions for class years ending in 3 and 8.

Check the website for complete times and details: www.catlin.edu/alumni2018 RSVP BY SEPTEMBER 21

phone (503) 297-1894 ex. 5033 email alumni@catlin.edu

FROM the ARCHIVES

Middle School graduating class

1968

Upper School graduating class The Caller | Summer 2018

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Non-Profit Org. US Postage PAID Portland, OR Permit No. 593

8825 SW Barnes Road Portland, Oregon 97225 Change Service Requested

SEE YOUR CAMPUS IN A NEW WAY. The good things you loved about Catlin Gabel are still here, and we also have a few things you’ve never seen before (or noticed). Explore with us as we tour the campus, reconnect with inspirational alumni, and hear from Tim Bazemore about the state of the school.

ALUMNI AND HOMECOMING WEEKEND September 28-29, 2018

Learn more at www.catlin.edu/alumni2018 30

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