Summer '21 VIEW

VIEW THE MAGAZINE OF BURR AND BURTON

SUMMER 2021

T H E

THE FUTURE OF ACADEMICS AT BURR AND BURTON

ON THE COVER By design, Founders Hall will shape the future of BBA academics. PAGE 12

Contents S u m m e r

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FROM THE HEADMASTER

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NEWS FROM CAMPUS

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ATHLETICS ROUNDUP

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CREATIVE ARTS

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IN MEMORIAM: PEG SMITH

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FOUNDERS HALL AND THE FUTURE OF ACADEMICS

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THE GAWLIK AWARDS

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ALUMNI PROFILE: FORREST ZHOU ’17

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MORE THAN A GAME

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GRADUATION 2021

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CLASS NOTES

Headmaster Mark H. Tashjian Director of Advancement Kate Leach Board of Trustees Ed Campbell ’70 Chair Carol B. O’Connor ’67 Vice Chair Sanfra Weiss Secretary Kellie Baker‐Waite ’79 Brian M. Barefoot

Peggy Brophy Brockett ’88 William D. Cairns ’72 Rabbi Michael Cohen Michael Cooperman Michael Powers ’60 Robert Redmond Jack Rohrbach Charley Stevenson Scott Swenor Trustees Emeriti Seth Bongartz ’72 Orland Campbell Robert E. Treat ’55 Tony Whaling

How to contact us: Telephone 802‐362‐1775 www.burrburton.org Director of Communications Jill Perry‐Balzano Designer Oscar Trugler Photography Gary Baker, Ivey Dahlstrom This color version of “The VIEW” has been made possible at no extra cost by Express Copy, Manchester Center, VT.

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From the Headmaster As this latest issue of The VIEW goes to print, we are approaching the 2021-22 school year— the third to be shaped in countless ways by COVID-19. With case counts climbing, the return to pre-pandemic normalcy no longer seems near as the respite of a maskless summer gives way to an uncertain fall.

We all, of course, wish that the COVID challenges were behind us, but hope alone is not a strategy. The bright future we want for our families and for our community comes from determined action—from choices made and steps taken in the face of adversity.

By that measure, last year was an extraordinary school year on countless fronts, from the daily perseverance and compassion of students, faculty, and parents to the insistent joy of the Gawlik Awards and our 188th Commencement. Collectively, we as a school and as a community made choices that not only carried us through a difficult time, but laid lasting foundations of resilience and strength.

Inside, along with highlights of the 2020-21 school year and pieces celebrating the breadth of the BBA experience, you will learn the full story of Founders Hall: a project that is uniquely Burr and Burton from start to finish. The story weaves together the relationships and the educational philosophy that have led us to this forward-thinking building that is directly honoring our history. Founders Hall demonstrates that we can continue to not only look forward but also move forward during the most difficult of times. It is truly a beacon of hope.

Our future at Burr and Burton is bright not because it is easy, but because we approach it with optimism and grit. I am grateful every day for what we accomplish together, and I look forward to another school year full of opportunities to grow.

With care and gratitude,

Mark H. Tashjian Headmaster

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News from Campus BBA Musicians Recognized Statewide Burr and Burton musicians Will Addington, Amos Smithwick, Payton Daley, Nate Cole, Irén Hangen Vázquez, and Qiaochuhan Li were accepted into the 2021 Vermont All-State Music Festival. The annual festival offers high school musicians the opportunity to perform in a band, orchestra, chorus, or jazz ensemble under some of the nation's best conductors. Hangen Vázquez and Li also received additional scholarship awards. Hangen Vázquez won the scholarship in the Cello Performance category, while Li received the Composition Scholarship and the top prize in the Piano Scholarship Performance category.

Fishing + Technology = Lure Cast!

Technology Director Amy Wright called Amazon Future Engineer: CP Intro to Computer Science. In the class, Alfano learned the basics of Python, a programming language that led him to create a few smaller projects. From there, he taught himself Swift, a programming language used to create iOS apps. Lure Cast was added to the App Store over February break after Alfano spent more than 70 hours finalizing it. “This was all Michael's work and vision,” says Technology Director, Amy Wright. “One of the things that we are able to do at BBA is foster our students’ individual interests.”

BBA Earns Top Award at the National Model UN Conference

Junior Michael Alfano combined his love for fishing and computer science to create Lure Cast, an app useful for any level fisher. Opening the app, users select the target area, weather, water clarity, water depth, wind speed, and water

temperature they’re fishing in, and within seconds, Lure Cast gives a list of ideal lures. Alfano discovered his passion for computer science while taking a course with BBA 4

Burr and Burton earned the top award at the National High School Model United Nations (NHSMUN) conference in early March. NHSMUN is the world’s largest and most prestigious Model UN conference, with students participating from over 70 countries annually. The Model UN team garnered the Award of Distinction, the highest award given to the team that exemplified an outstanding diplomatic ability. Luigi Travaglini, Tate Morris, Ellis Glazer, and Erin Norton were chosen as Plenary speakers to address the whole conference, while Glazer and Jon Pickarski collected individual awards.

Art from the Schools The annual Art from the Schools exhibit at the Southern Vermont Arts Center (SVAC) was held from March 20th to April 22nd and included BBA students’ digital photography, studio art, ceramics, and woodworking. "[The exhibit] looks beautiful this year, and that's a huge triumph given the fact that in some situations, we were seeing students in the studio one day a week. With all of the stresses of life this year, it has been a big achievement that we can not only work through various ideas but also produce work to meet or express those ideas," said Visual Arts and Design teacher Travis Kline. BBA senior Bryn Adams had two oil paintings in the exhibit, one of them pictured here. This portrait of

her mother is a part of an ongoing series she's creating that explores her questions surrounding the American dream and the effects of suburbia on the physical and social environment around it.

Natural Thinking, Better Living

for the natural world that many people turned to during our months of ‘stay home, stay safe.’ Many people needed breaks from technology and from the walls of home, and they felt safe taking those breaks in nature.”

Mountain Campus The Mountain Campus (MC) had a full in-person semester this past spring. Students participated in a full schedule, and were able to enjoy all the classic MC trips without any complications. “The students embraced the experiences,” reflected Mountain Campus Director Andy Dahlstrom. “It was just great. We put a lot of time and care into our program, and the kids really wanted to be there.”

The MC has big news for the fall of 2021! This fall, the MC is piloting a teacher sabbatical where an educator from the main campus will teach for a semester at the MC. The model will build stronger connections between the two campuses, and enable a teacher to experience a semester of professional growth. English teacher Scott Clausen is excited to be the first teacher headed up the mountain: “I’m looking forward to spending much of the time outdoors, connecting deeply with a small group of kids and colleagues over a shared passion and purpose, chopping wood, making and breaking bread together, sleeping out under dark skies (where opportunities for amateur astronomy abound!), feeling reinvigorated and ready when it’s all said and done to dive back into my teaching on the main campus with a fresh perspective and lots of cool new ideas to try out.”

The Environmental Club hosted a number of events in honor of Earth Day. The theme, “Natural Thinking, Better Living,” was a reminder to the community that sometimes simple is best and that it’s important to use the resources around them. “Students wanted to highlight, especially this year, that living aligned with natural systems and within the bounds of nature actually creates a better life and lifestyle,” said Environmental Club Faculty Advisor Jillian Joyce. “For me this was so clear through the increase of outdoor recreation and appreciation Summer 2021

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Athletics Roundup Winter Sports: After a late start due to COVID-19 safety protocols, the Burr and Burton winter sports teams hit the ground running with masked practices and games. Though fans could not attend events, family and friends supported the athletes through a livestream that captured every single game. The Bulldogs celebrated two state championships: the boys snowboarding team defended their title, and the gymnastics team won the championship in their inaugural season. The Unified Basketball team found success through camaraderie between athletes and partners to help promote inclusion within Burr and Burton’s student body.

Nine Unified athletes earned their varsity letters this season, highlighting the team goals of inclusion and belonging.

Spring Sports: All spring sports teams enjoyed a full season complete with fans in attendance at games. The opening of Burr and Burton’s new track ushered in a new era for the track and field team, as they went on to break seven school records and set a program record with 41 student-athletes qualifying for the Vermont Division II State Championship Meet. The boys lacrosse team was the Vermont state runner-up for the second year in a row and celebrated two Second Team All-Americans: Matt Grabher ‘22 and Emmett Edwards ‘22. Girls lacrosse player Tatum Sands ‘22 was also selected for the All-American team.

1. Duncan Chamberlain ‘21 2. Back row: Concetta Fusco ‘23, Abigail McChesney ‘23, Ella Tashjian ‘23, Cassidy Fusco ‘23. Front row: Tristan Prescott ‘23, Efremia Geralis ‘21, Arden Wojitach ‘21, Evelyn Bond ‘24, Natasha Kopeck ‘21. Center: Coach Yolanda Fusco.

3. Spencer North ‘21 4. Madeline McGlinn ‘22 5. Mia Grigsby ‘21, Henry Putney ‘21 6. Tucker Baribault '22, Connor Kelly '24, Griff MacFadyen '21, David O'Meara '24, Colby Butler '23, Ryan Kelly '23.

Not pictured Ben Nowicki '24, Max St. George '21.

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Creative Arts

USING EVERY OPPORTUNITY TO CREATE

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Performing Arts

Visual Arts

It felt a little like a midsummer night’s dream for theater students on the Burr and Burton campus: Amidst three warm and summery May evenings, the dream to be back on stage, among peers, with a live audience, finally came true.

Through a BBA grant, every student in a studio art course was given a take-home art kit. This allowed all art students to engage with the creative process and create innovative drawings, paintings, sculptures, photography, ceramics and more.

When BBA Theater teacher Jim Raposa and his students got together to begin rehearsing for the Spring Theater Festival, it had been a year and one week since BBA had first closed because of the COVID pandemic.

Performing Arts had virtually run the New Works Project in February, but as Raposa noted, “These [pieces] were created in solitude; theater is by nature a collaborative and communal act of storytelling. Casts support and energize each other, and that is what the students missed. The camaraderie was lost, and they were hungry for it to come back.”

The performances kicked off with the BBA Dance Company performing six pieces under twilight skies on the turf field. Then, supported by a team of BBA teachers, theater students presented plein air performances of Romeo and Juliet, the short drama Fourteen Lines, and students’ own original works.

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Music BBA Music made lemonade from lemons, hosting an array of hybrid workshops where students could learn from and with talented musicians like the vocal ensemble workshop with Grammy winning composer, Moira Smiley. In April, 13 students came together for a virtual Calliope Concert where musicians performed a range of works to a live virtual audience.

4 1. Qiaochuhan Li ‘21 2. Florence Njoroge '21, Julia Lorenzoni '22, Lucy Prachyl '24, Delana Underwood '23 3. Chorus workshop 4. Art on display at SVAC

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In Memoriam

PEG SMITH In 1993, the Smiths’ generous support helped transform the storied Alumni Hall, Burr and Burton’s original gym, into the Smith Center for the Arts (now the Riley Center), giving Burr and Burton’s Performing Arts space to thrive.

Peg in particular adored music and dance, and this first Smith Center remained close to her heart.

The Burr and Burton Academy community lost a dear friend this June when Mrs. Margaret F. Smith passed away quietly at 102 years old.

Peg, as she preferred to be called, and her husband Bob Smith played an enormous role in the growth of Burr and Burton from an historic town academy to the modern and multi-faceted institution that serves the community today.

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Just five years later, the Smith Center for Science and Communications opened, and quickly became another vibrant hub of education and creativity, housing the Science and Math departments, as well as the Tuttle Library, the Cinematography program, and classrooms for digital photography, robotics, and game design.

Together, Peg and Bob Smith helped Burr and Burton imagine its future, and their community mindedness was matched only by their capacity for joy and friendship.

Their example of active care for others will always be remembered in the shadow of Equinox.

L E G A C Y

G I V I N G

GI V E O P P O R T U NI T Y

Make their future your legacy by including Burr and Burton in your estate plans.

For more information, contact the Burr and Burton Advancement Office at 802-549-8110 or go to: www.burrburton.org/legacy-giving.

JOIN THE JOSEPH BURR SOCIETY Summer 2021

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FOUNDERS HALL AND THE FUTURE OF ACADEMICS AT BUR AND BURTON

By Jill Perry-Balzano

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Step one: Define the Problem It’s 2018—a bustling morning in a Burr and Burton social studies classroom.

Students are breaking out into groups to discuss the previous day’s independent research. Three groups quickly rearrange classroom desks into circles, but the fourth hesitates near the doorway, “Hey, can our group work in the hallway?”

The hallway possibly is quieter—and a more private space for the group to meet. The teacher knows this group has a lot to discuss and that they will stay focused. But he hesitates: the hallway is narrow, and he doesn’t want to disturb other classes. Still, the teacher knows it is the best solution to meet his students’ needs. “Sure. Keep your voices down, and I’ll check in with you in a minute.”

The hallway is quieter and the students, relieved to have ownership over their group space, dig in to their discussion. The teacher peeks out and sees they are engaged. Feeling a little less pressure, each group member speaks, sharing nuances of the information they uncovered. They listen to one another. Their group work evolves, and they are able to make a plan. They come up with an idea they are excited to share with their teacher. Within a few minutes the teacher asks them to rejoin the full group to share next steps.

The students and the faculty were craving innovative spaces for teaching and learning.

If the hallway was the solution, what was the problem it was meant to solve?

In 2018, when the Burr and Burton students, faculty, and administration participated in a workshop to envision how a new academic building could fit into the campus master plan, the topic of space was everywhere: shared spaces, quiet spaces, independent spaces, collaborative spaces, flexible spaces, connective spaces. The students and the faculty were craving innovative spaces for teaching and learning: spaces that would make it possible for Burr and Burton to do more of what it does best, spaces that would speak to the heart and future of teaching and learning at Burr and Burton.

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In academic language, an educational experience is made up of content and skills plus pedagogy. More clearly, it’s the special combination of what is being taught and how teachers go about teaching. There are, after all, a lot of different ways to learn most things.

For example, if you’re teaching someone how to milk a cow, you might: Provide a text on milking a cow, Explain how to milk a cow with a diagram, Demonstrate how to milk a cow, Have the student try milking a cow with support from an expert.

The skill of how to milk a cow is what is being taught, and the method used to teach the skill is pedagogy.

Here’s the rub: of those four options, which is the most effective way to teach how to milk a cow? l

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This is the heart of teaching: What is the very best method by which to teach skills and content?

Cue Paul Molinelli, whose work at Burr and Burton as a design teacher, arts integrationist, and STEAM (Science, Technology, Engineering, Arts, and Math) Lab Coordinator is highly attuned to this very question. As an integrationist, Molinelli works side by side with colleagues to incorporate dynamic, hands-on, experiential elements to their curriculum using STEAM resources. This process enables students to make connections across curricula and apply their learning in novel ways—which is the very definition of integrated learning.

Molinelli explains the STEAM lab: “My program encompasses a few different areas. We have the making tools: some stationary power equipment and hand tools and fasteners. I also teach design classes, and we have supplies an art room would have and a computer lab.”

This past semester, Molinelli collaborated with Social Studies Department Head John Graf and Humanities Teacher Pete Nicholson to create an authentic, integrative project that enabled students to synthesize their timely learning of the Israeli-Palestinian Conflict.

Molinelli explains: “Instead of doing a paper or a 14

presentation, we created a project where students designed a monument to facilitate reconciliation based on Maya Lin’s Vietnam Veterans Memorial. They learned about scale, making a model and how to research a project. They had to write an artist statement to demonstrate their understanding of the issues that informed the decisions they made as designers.”

In order to create their reconciliation memorial, students had to know the history of the Israeli-Palestinian Conflict, understand symbols of each culture and how elements of design could explore them meaningfully, and create an actual, physical monument using their knowledge of design, math proportions, and skill with hand tools.

Their mission was to create a space where the hallmarks of teaching and learning at BBA could thrive and progress: space for relationship building, creating authentic integrative experiences, and engaging students in their own learning.

In this case, the method used to teach skills and content was authentic, integrative, and empowered learners to bring their own ideas literally into form. Academic Dean Jen Hyatt describes the movement in BBA curriculum: “We’re focused on engaging learning experiences. How do we have more project-based learning, more discussion-based learning, more production, more movement, more presentation? We needed a flexible learning environment with a STEAM lab, places where you can move and have break out groups, places where you can read and contemplate, places where you can give a speech or make a model.”

In setting goals for the space in Founders Hall, Burr and Burton students, teachers, and administrators prioritized making space for the how. Their mission was to create a space where the hallmarks of teaching and learning at BBA could thrive and progress: space for relationship building, creating authentic integrative experiences, and engaging students in their own learning.

Confluence Kyle Murphy ‘07 always knew he wanted to be an architect. He recalls that from the time he was little, when his parents expected him to be drawing stick figures, he was drawing buildings. By the time he came to high school at Burr and Burton, his interest was well defined. As a student, he quickly connected with then Creative Arts Department Head Betsy Hubner, who went above and beyond to nurture the young artist. He recalls, “When Betsy found out I wanted to go into architecture, she built an entire curriculum for me to make sure I could take as many classes as possible with her. This would help me build up my portfolio to apply for school, which is a requirement for many architecture programs. She was incredible in helping me develop my drawing and compositional skills. This is the basis of so much of the design process for my projects now.”

It wasn’t only what Hubner taught Murphy, it was also how she taught him that made a lasting impact: “She had me working on and building projects all the time, so that my learning was constantly evolving. It wasn’t like I just took a test and the learning was over—it didn’t even end at the end of the school day. I was always working on something for her classes, thinking about it at home, and it was building towards another level of skill and understanding.”

Flash forward to 2018, and the Board of Trustees and administrative team are engaged in a master planning process that will define space for the future of teaching and learning at BBA. In this context, Headmaster Mark Tashjian recalls a pivotal conversation he had with Associate Head of School Meg Kenny, “At the operating level, Meg, Jen and I were talking about where pedagogically we were going as a school. We clearly wanted to move in a more integrated direction. At one point, it was Meg who said, you know, if we had a

building that intentionally supported these educational goals, the building itself would serve as a catalyst for change. That stuck with me, and it was an idea that immediately inspired the board of trustees.”

And inspired the support that would turn the idea into reality. It was at a meeting where Tashjian sketched out a master plan concept for board member Barry Rowland and his wife Wendy that the Rowlands offered to make a 20 million dollar gift to fund the vision. Reflecting, Tashjian is moved by the memory: “It was a poignant gift, because we knew that Barry was not likely to see the building. We knew he was sick. It was unspoken, but I felt that. This was Barry’s statement to the future, and we have a tremendous responsibility to honor that statement. I never thought that Wendy wouldn’t see it either, and it was astonishing how she got sick and passed away. She was able to meet Kyle and to see the concept and renderings, but she never got to see the result. We will honor Barry and Wendy in the building, and the building itself is a testament to their legacy as much as it is an opportunity for us all to grow and learn within it.”

The gift, one of the largest philanthropic gifts ever made in Vermont, gave the promise, the hope, and in many ways the mandate of transformation--and set the stage for what happened next.

A couple months after the gift was announced, a wide, 68-page spiral bound book arrived at Tashjian’s desk. On the cover, a simple line drawing: from left to right, the line moves downward, further descends defining three small terraced blocks, across a small space, and then unmistakably outlines the Seminary building. Inside, the Forward prepares its reader for the design: “How do we create educational space which best responds to the

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pedagogical model of Burr and Burton today and generations from now?” It is signed, “Kyle Thomas Murphy, June 2018.”

In the pages that follow, Murphy presents a complete conceptual context for the project, defines the objective to create a flexible space that embodies “the physical manifestation of the pedagogical model of Burr and Burton,” reimagines the campus through deconstructed spaces, and depicts the movements of students and faculty in a newly defined campus punctuated by a terraced building.

Tashjian recalls his response to Murphy’s plans: “I thought, this guy is brilliant. Here’s this visual manifestation of how one building transforms all buildings . . . It allows us to create more out of the existing spaces, because we are unlocking space. We can reconfigure everything in an intentional way to enhance our collaborative, integrative capabilities. That’s a long way of saying, I was blown away.”

The last sentence of the plan is telling, and helped make Murphy the best fit for the project: “The program is intentionally not completely resolved to allow for additional contributions.”

Meanwhile, in the summer of 2018 the academic leadership team put into place a process to ensure that the new space would match the priorities and goals of faculty and students. Consulting with architect and educational planner David Stephen, leadership, faculty and students set guiding principles and goals for design.

Put together, the concepts of learning commons, informal collaboration spaces, useful hallways, and breakout spaces—all different ways of naming a large common space—were a clear top priority. Combine these priorities with the concept of classroom neighborhoods, and the lines to fill in Murphy’s intentionally flexible plan were beginning to take shape.

Kenny reflects: “What came out of bringing Kyle’s design and the consultant work together was the idea of the neighborhood concept, and the idea of flexible 16

common space, and also the idea that we can manifest brain-based principles into a space that will help us accelerate social emotional connection, feedback through various modes, and allow increased collaboration, hands-on experiences, and performances.”

A true confluence of changemakers with common purpose, the plans for Founders Hall came together through a process that highlights the very best of Burr and Burton: relationship building, integrative thinking, and an emphasis on engaging all voices in the process.

Sightlines Moving through Founders Hall—even under construction—you sense the magnitude of what intentional design can create. From almost any vantage point inside the building, the sightlines tell the story of what BBA values: history, place, community, connection.

Those elements of the design, central to Murphy’s vision, may only be possible from someone with a deep connection to Burr and Burton.

Murphy reflects on his process: “How do you simplify a building down to a few central concepts? So often, that’s what we're after when we design. It can have such a big impact without having to do something crazy with the building.”

In imagining the new academic building, Tashjian recalls, “I had in my mind a building that honors the past while looking to the future.” In Founders Hall, Murphy conveyed the significance of the historic symbol of the school, the Seminary topped with a spired belltower, by angling the entire facade and front-facing rooms directly toward the belltower. As you move through the classroom neighborhoods, the belltower is perfectly framed by each large window. On the third floor, a large modern room extends just a few feet beyond the second story, crowning the forward-looking building with an equally forward thinking space: the Belltower Room is a multipurpose space that can be used by students, faculty, and trustees. Stepping inside the room, the juxtaposition

It’s a space where students can be apart and still together. of this space pointed directly at the beloved belltower is breathtaking.

Step outside the Belltower Room, looking across the timber frame atrium, and the sightlines bring you directly back to place: Equinox, the mountain Burr and Burton is literally built into, and indeed often in the shadow of.

Heading toward the back of the building, the pinnacle of the library steps, each room on the right-hand side, looks out into the trees, bright green in this summer moment. On the opposite side of the building, the classroom windows open to the view from the hill, facing the Green Mountains rising in the east.

The effect is impressive, and the sightlines become even more interesting when you consider the movement of students and faculty in the space: the classroom neighborhood is truly where the hallway meets its end.

Recall the archetypal teacher who allowed his students to work in the hallway? Founders Hall has solved this problem: the large common space that joins the classroom neighborhoods is a space meant for spilling out into, a space with sightlines that link student and teacher between the classroom, the common area, and even the adjacent outdoor space. It’s a space where students can be apart and still together, where they can work independently and still be connected to their teachers.

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English Department Head Nancy Strain imagines how the space may shift her curriculum: “One course I can see working well in there is creative writing, because there are so many times we have to be together as a class to collaborate to edit and give feedback—but there are times when you need the opportunity to write independently. This idea of the classroom spilling out to another space is ideal for that.”

Reflecting, Strain considers the symbolism of the building, “It’s always a sign of growth when a school puts up a new building. To see a building going up that’s a sign of what can be is really powerful, especially during [Covid] when there was so little we could do . . . just the fact that this building went up when it did is a sign of hope.”

And teachers are excited about new collaborations that will promote integrated learning. John Graf describes his hope for the classroom neighborhoods: “The [classroom neighborhoods] can be a breeding ground for collaboration. That’s one of the beauties of the new building. The English and social studies departments have always been close, always full of strong collegial relationships, and we realize that we’re focused on similar skills.

More purposeful collaboration will benefit the students; that’s where freshman Humanities comes into play, and other shared curriculums and co-taught classes.”

BBA Library Media Specialist Margi Putney is looking forward to having the library at the heart of the building.

She imagines how it will change her program: “The exciting opportunity will be to be right in the middle of all the classroom neighborhoods. Now all students will be walking right through the library, and the literature will be spread out, so we’re going to find out what opportunities are there by having books spread out all over—what will students find that they didn’t even know they were looking for?”

The Future The opening of Founders Hall will mark a shift, not only in the physical campus space, but also in the academic trajectory of Burr and Burton. It’s not a sudden shift; it’s a shift that has been built towards over many years through the work of BBA’s dedicated teachers and academic leadership team.

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“The building is about what’s possible.”

For his part, Molinelli is ready for the next steps: [The leadership] made a serious commitment to the idea of integrated learning, and I think it’s our job now as teachers to make it work. We are very fortunate to have resources to make a building like that.”

Characteristically, Kenny doesn’t miss the quick pivot to the future: “The building is about what’s possible.

Once we have teachers and learners in this space, what’s possible is going to become what they make it and what they create”.

Chapin Eyre, Sophia Jager, Henry Putney, Carson Cutler

The Annual Gawlik Awards, honoring students in the Cinematography program, filled Manchester’s Riley Rink to capacity, with nearly 900 people turning out to cheer the dazzling performers, presenters, nominees, and award winners.

“It’s BBA’s answer to the Oscars,” said Gawliks director and Cinematography teacher Bill Muench. “This is our 10th year putting on a phenomenal show to celebrate the amazing work of our film students—and after the year we’ve all had, it’s also the perfect moment, with safety in mind, to go big, go fun, and make this a night to remember for the whole community.”

Named in honor of late BBA teacher and founder of the BBA media program Brian Gawlik, this year’s featured guests included comedian Willy Appelman and documentarian Tommy Walker, musical guests Sounds of A&R and worldrenowned horn player Tom “Bones” Malone, and special intro from actor Jodie Foster. Samantha Watson, CEO and Founder of the Samfund and Burr and Burton class of 1996, was the 2021 recipient of the Gawlik Humanitarian Award.

April May Webb (Sounds of A&R)

Rob Hunter, JimRaposa, Bill Muench Nancy Biller Johnny Miceli, Sarina LoPresti

April May Webb (Sounds of A&R) Dillon Callen, Evelyn Swim, Lou Cubberly, Paul Molinelli Jodie Foster

Meg Kenny, Hannah Callen, Riley Callen, Chapin Eyre,

Throw Open the Doors: 10th Annual Gawlik Awards Fills Riley Rink

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Alumni Profile

THE ROAD LESS TRAVELED: AN INTERVIEW WITH FORREST ZHOU ‘17

Forrest Zhou came to Burr and Burton in the fall of 2015, and stayed for two years, graduating in the class of 2017. In his time at BBA, he created relationships with faculty and peers that helped him succeed in the most difficult classes, all while embracing the unique culture of our area. Forrest seeks to learn and understand context at every turn, and this shapes the perspective through which he sees his education and the work ahead.

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You’re from Urumqi, a pretty big city in northwestern China?

I have been to the desert a lot of times; actually I’ve seen more desert than ocean. It’s a good experience— you can feel how tiny you are in the middle of the desert. You can feel the value of your life, and it’s on your mind when you stand alone in the desert.

the best high schools in my hometown. It was very prestigious, and I had a chance to go to some good universities in China, like Beijing or Shanghai. But it occurred to me that this path I was taking, I didn’t really like it. I made the decision that I wanted to go study abroad, probably in the United States, and my parents immediately agreed with me. They said, ‘You have made up your mind? We will support you.’ It was a decision that many people didn’t understand, because I was sure that I could go to a good university in China, and live a normal life without taking any risk. I had to come to the States by myself, and I had to learn everything new.

I’ve been traveling since I was very young, so these experiences helped establish my view of the world very early.

It was a hard decision for anyone to understand, but my parents supported it. They said, ‘Go pursue your dream—go for it.’

I first travelled to the United States ten years ago—it was 2011. I was very young, and I had no idea what America looked like, besides what we see in movies.

Boston was the last stop on the tour, and I remember standing on the Charles River, and I thought, ‘Oh, it would be wonderful if someday I could go to MIT’.”

What was it like coming to Burr and Burton?

The city is big; it has approximately 3.5 million people.

It is very beautiful. I really like my hometown. It was such a great experience being raised there: it has desert, and it has mountains.

It sounds like your parents were really supportive of your ambitions to travel and study abroad?

My parents played a big part in my childhood; they really wanted me to travel. They said, ‘as you travel more, you see more, you have more interesting experiences, and it can shape your world. It will shape your personality.’ I really appreciate my parents’ perspective.

When I got back from that trip to the United States, I was in middle school. In China we have two big tests: the first test is the entrance test for high school. I did pretty well on the test, so I was accepted into one of

I really like math, and I continued to take high level classes at Burr and Burton. I enjoyed my time taking Calculus with Mr. Caraco and AP Physics with Dr. Preiser. It was my junior year when I first got to BBA, and my advisor was Ms. Bittinger. She helped me take the most challenging classes possible: I had six AP Classes during my senior year.

I had such a great time with Dr. Preiser; every afternoon or during flex block we would talk about some intriguing physics topic. She really helped me a lot with my studies. She was also a graduate of MIT. I think she has her PhD in physics. I really admired her, and she really inspired me.

Mr. Caraco was such a great teacher; he would take me to mathematics competitions every year, and we did pretty well, and I even won a prize in a Vermont mathematics competition.

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Where did you live at BBA? I spent my first year in the dorm, and the second year with a host family. Those experiences were quite different. In the dorm you have students from all over the world: one of my friends is from Germany, one is from Spain, another one from Thailand, one is from Cambodia—we had such a great time together. But I wanted to better understand American culture, so I moved out the second year to live with a host family. My host parents were both retired university professors.

Especially during the holiday season, I learned a lot about American culture. You got to see what an American holiday looked like—the turkey, the Christmas tree—it was pretty amazing. It was such a great time.

Did you know what you wanted to study in college?

I have always dreamed of becoming an engineer. I studied mechanical engineering and nuclear engineering at RPI; I had a dual major.

School is easy when you study what you like; I really enjoyed my time at RPI, and it was close to Burr and Burton, so I could come back and visit before COVID-19.

A bachelor's degree is not nearly enough when you study nuclear engineering, so I had to shoot higher. My current plan is to get a master’s, and probably a PhD later. I’ve been contemplating whether or not to move directly into a PhD program or to do some work in my field first. The world changes so quickly—if the opportunity presents itself, I would take a job first and get some work experience, but the PhD is the final ultimate goal, because it represents the highest standing of your knowledge.

What are your hopes as a nuclear engineer?

We all dream about putting nuclear technology into everyday life. I’d love to find a job at a startup to make this world better with my knowledge—to somehow put nuclear engineering in use, for example a smaller nuclear power

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plant or a nuclear vehicle. That’s what I would like to do.

But will the policy support it? I don’t know. It all comes down to the policy; every country has a different nuclear policy.

America is not really a great place for the nuclear industry.

The political system isn’t open to developing the nuclear industry. There have been no new nuclear power plants built since the 1970s. The one in Georgia cost six billion dollars and is already six years overdue. But instead in China, India, and France—these countries have greatly developed their nuclear capacity. A developing country is where the future lies in the nuclear industry.

However, if you want to concentrate on academics, I think America is the first choice in the world, because you can really focus on your studies here. People here are willing to give you any information and any help you need, so if you have what it takes, you have the power to make your dream come true here.

What are some of the things that motivate you?

You have to have a goal, an idea of what you’re shooting at, and everything you do should be in that direction. You have to be consistent; sometimes life will give you difficult times, and you have to overcome them and stay positive.

You just cannot give up anytime.

I applied to go to MIT in October of 2019, and it was a challenging time for me, because I didn’t have any idea how to apply to graduate school, so I had to research the whole process. Then, I had to send countless emails—more than 200—introducing myself to professors. At first, I didn't know how to write a statement of purpose, so I had to ask my professors to help me. It was such a difficult time, but I didn’t give up. I had to stay up late, very late every night to get everything done on time.

No one is going to teach you how to do it—all you can count on is yourself.

My department is called Nuclear Science and Engineering; my cohort this year has about 20 students; it’s pretty small, so you get to know everybody.

My program is called Nuclear Reactor Fuel Conversion. So what we are using is called high enrichment uranium or HEU fuel. From the Department of Energy, we have to begin converting the HEU to low enrichment uranium fuel, called LEU. It’s going to be much safer, so we don’t have to enrich the uranium. Briefly, that’s what I’m doing.

The LEU is much safer in general, because if it’s not enriched; it can not be used as a nuclear weapon. That’s our main application, because we just want to make the reactor safer. MIT started this program in 2006—the research began in the 1990s—and what I’m doing is a small part of the program. I’m focused on the hydraulic part—the water coolant. If the coolant is great enough, the evaporation caused by the new type of nuclear fuel would be acceptable. It’s only a building block of the entire program—it’s going to take much longer.

Reflecting on Burr and Burton, what stands out from the experience?

What is your research like at MIT? For my research, I have to go in person to the nuclear reactor. The MIT nuclear reactor is right in the middle of campus—it looks like a water tank. Very few people realize that under that dome, it’s a nuclear reactor.

Inside the reactor, the radiation is actually much lower than the background radiation in Cambridge. It’s actually much safer inside the reactor. That’s one thing about public perception: you can run 10,000 nuclear reactors safely, but if there’s one accident, then people will be suspicious.

Other than the amazing faculty, I really remember the gym. Burr and Burton has a great gym! Every afternoon I would go there and work out with Rob Hunter. I can still remember that, and once in a while, during college at RPI, I would go back to Burr and Burton and work out with Mr. Hunter.

I also really loved the cafeteria—people just gathered around the table and talked. That was amazing, the lunch time. I made a lot of friends during that time.

And I really enjoyed the school events: Monday morning Assembly was really cool. The hockey and football at BBA was really fun also. I remember the big fire truck parade to celebrate the championship.

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You’ve been on many adventures: what was an impactful travel experience?

Every winter during the holidays, I would go to one place.

During my time in BBA, I went to Cuba; that was the 2015 holiday. I still remember there was no internet in Cuba, and I was isolated from the outside world for two weeks.

I met a lot of amazing people there. I cannot speak Spanish, so I could not survive alone without help in Cuba. It was before Obama opened up the relationship, so I met a guy from Europe, and we rented a car and travelled around.

I love experiences like this, where you travel to places, meet people, listen to their stories, and are inspired by their stories. Sometimes you make longtime friends.

Last year during COVID, I drove to California. It was amazing to see the entire United States—how things change from New England to the midwest to the Pacific

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Ocean. Last year was so divisive, but I feel like America isn’t as divided as people think. I saw all kinds of people in 29 states—red states and blue states—and they were all great people. They were friendly and loved to help people out. I got a flat tire in Georgia, and people were just amazing. They kept asking how they could help me. That influenced me a lot; it helped me to better understand America. I didn’t see the negative things that you see in the media.

One last question, what do you like to read when you’re not studying nuclear engineering?

My favorite author is Huruki Murkami. He’s an amazing author. I love the book Norwegian Wood, named after the Beatles song. I read it both in Chinese and in English, and I had two different experiences. I really like to read books in their original language if I can, but I cannot read Japanese. I really recommend any of his books; they are incredible.

Burr and Burton Academy Annual Fund

2021-2022

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Summer 2021

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MORE THAN A GAME

By Georgia Lord ‘18 It’s a spring day at Burr and Burton, and the juniors of the Varsity Field Hockey Team are meeting in Barb Miceli’s German classroom on the top floor of the Rowland Center.

The rising seniors are talking through what they believe should be the core values for the team the following season, and they eventually narrow it down to three words: passionate, devoted, and grateful. Some might think it’s a little early to talk about a vision when the season is still months away, but this is a valuable aspect of their team culture. It gives the rising seniors a platform to start thinking about what type of team they want to be, and it helps the players focus in the offseason. This tradition is not unique to the field hockey team: before every single season, each team sits down and defines what they want their core values to be.

When Dave Miceli stepped into BBA’s Athletic Director position in the fall of 2015, he had one goal in mind: to have an athletic culture made with intention. To do this, he understood the importance of not only having a program centered around its core values, but a program where athletes become people worth following. At Burr and Burton, being a part of an athletic team is more than just playing a game; it is a place where they learn and grow to be a better version of themselves.

“If you truly want to win, you invest in your people and you invest in your culture,” remarked Miceli. “You can’t hit a target you’re not aiming at. When effective teams turn their attention to intentionally building their culture, you place that final piece of the puzzle, and it helps you accomplish more than the sum of the parts.”

More than an Athlete Whether it’s the Bulldog Leadership Retreat, the Athletic Leadership Academy, or the Student-Athlete Leadership Team (SALT), athletes at Burr and Burton have a number of opportunities to grow as leaders and as people. At BBA, a team captain isn’t selected based solely on seniority, he or she has earned this position through leadership training. Anyone who wants to run for captain, regardless of age, has to go through the Athletic Leadership Academy where they learn about goal setting and positive leadership. Out of nearly 400 student-athletes at Burr and Burton, a third have chosen to participate in leadership training. While not all of these athletes will become captains, their participation in these programs promotes a positive culture for the whole team where everyone is on the same page.

“Each team culture is different and has its own aspects,” reflected Alair Powers ‘21. “Each team is given the task of picking their own three words that they try to embody throughout the rest of the season. It’s a huge part of establishing our culture early on, and setting the expectations of what we want that individual team to be. It’s a good way to ground us and build towards our goals. If we’re not there at the beginning of the season, then how do we get there by the end? If we’re straying from those words, we can always come back to them.”

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“The culture as a whole has shifted so much to this concept of leaders as people who do for others,” said Field Hockey Coach Barb Miceli. “Rather than saying, ‘I'm the captain, so I'm going to designate who moves the equipment,’ we train captains to lead by example by being the first to bring out the equipment.”

Powers further added, “The leadership training has helped me a lot. As a captain you need to know how to lead the people on your team. I want to be a leader, so learning how to lead

my peers is really important. Through the training, we’re learning about all the different elements to leadership and we’re learning about what our role is.”

Nine years ago, Dave Miceli and Cory Herrington started the Bulldog Leadership Summit as a way for all students to learn from various leaders in the Manchester community. With topics surrounding the power of routine, the importance of communicating powerfully, mental health, conflict resolution, the concept of being the first follower, and gender and leadership among many others, students are able to gain a more holistic view of how to better themselves.

“BBA really valued well-rounded athletes,” said BBA alumna Margo Graphsi ‘18, now a senior at Hobart and William Smith Colleges. “They would bring in speakers as a way for us to engage as athletes, but also as young people who needed to learn about failure, nutrition, and other important lessons. They looked at us as more than just athletes.”

Empowering Student-Athletes When Joe McCoy ‘20 was first chosen by the athletic department to represent BBA at the National Student Leadership Summit in Indiana, he had no idea he would come back to Manchester inspired to create the school’s first ever Unified Basketball team. Taking the Unified mission to heart, McCoy was determined to build a space where those with and without intellectual disabilities could come together to compete in a varsity sport while creating lasting relationships.

Everywhere I look I see athletes

And McCoy isn’t the only BBA athlete to leverage leadership training into changemaking. As a part of the SALT group, students have spearheaded numerous initiatives where they enrich themselves and, more importantly, serve the community.

For example, Annette Zilkha ‘21, Matt Grabher ‘22, Riley Callen ‘21, and Rowan Russell ‘22 combined their love for cinematography and athletics to create “BBA Sports Live,” a video that highlights all of the sports for the week and past events; students have organized a Penguin Plunge fundraiser for the Special Olympics; athletes formed book groups to have a conversation surrounding race and equity; athletes looked into how to raise school spirit; students helped Dave Miceli revise the Athletic Eligibility Policy; and athletes organized the Student-Faculty Mental Health Awareness Basketball Game.

to be of service to others.

“SALT taught me how impactful small acts can be on others,” reflected Zilkha. “When my peers and I created BBA Sports Live, it was empowering knowing we united our community to feel closer to us through the simple act of making highlights.”

With the help of Miceli, Assistant Athletic Director Julie Crosier, and fellow classmates John Miceli ‘20, Grace Pinkus ‘20, and Aryn Ianuzzi ‘20, McCoy was able to spearhead a team that went on to win their first game against defending State Champion Brattleboro in a buzzer beater shot. “Unified means everything to me,” reflected McCoy. “It opened my eyes up to a new way of viewing sports and gave me a new passion that will forever have a place in my heart.”

Miceli is enthusiastic about the effects of creating an intentional athletic culture: “Athletes have a very public platform, and at BBA we encourage them to do something significant with it. I get energized when I look at our Unified Athletics Program or the mental health awareness games. There are so many everyday instances as well, where our athletes have looked thoughtfully at problems and found solutions. Everywhere I look I see athletes in action using their platform to find ways to be of service to others. That, to me, says we have a successful athletic program.”

in action using their platform to find ways

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GRADUATION

2021

The Burr and Burton Academy Class of 2021 reached their final high school milestone in June, as 189 graduating seniors gathered with their families, teachers, and friends at Riley Rink to receive their diplomas and celebrate the completion of an extraordinary year.

Headmaster Mark Tashjian welcomed the capacity crowd and hailed the gathering itself as a collective triumph. “We started this year with one great hope that we could just make it through somehow, some way, safely together. And here we are with 189 seniors and our entire community gathered in person. If ever there was a community accomplishment, today is the day.”

Delivering the keynote address, Vermont State Senator Kesha Ram spoke to the graduating class about leadership, not as a definition of character, but as a practice of “curiosity, reciprocity, and humility.”

“Exercising leadership is a verb, and not a noun,” she offered. “Some of you could one day hold positions of authority and still not lead, but all of you can lead without holding positions of authority. You can add value in your communities and in the lives of others, and do it with integrity and compassion—and that matters more.”

Board Chair and alumnus Ed Campbell ‘70, saluted the perseverance and dedication of the senior class. “In general, I think one has to know where you’ve been in order to set a course for where you want to go,” he remarked. “As you all head deep into the century, I’m comforted by the thought of how far all of you will go as you strive to make the world a better place.”

Valedictorian Ellery Stahler, who will attend the

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“Adversity doesn’t build character; adversity reveals character, and under the toughest conditions in my 28 years of teaching… [you] revealed your character and your heart. You hung together as a team, and you never gave up, and we will never forget you.”

Massachusetts Institute of Technology in the fall, urged his fellow graduates to, “welcome the future and whatever it may bring with open arms,” and joint salutatorians Henry Putney (University of Pennsylvania) and Spencer North (Georgetown University) spoke movingly of the senior class’s shared experience through the highs and lows of high school.

Faculty speaker Bill Muench told the class of 2021 that, “Adversity doesn’t build character; adversity reveals character, and under the toughest conditions in my 28 years of teaching… [you] revealed your character and your heart. You hung together as a team, and you never gave up, and we will never forget you.”

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CLASS NOTES What’s going on in the world beyond Burr and Burton? Your classmates want to know, and Class Notes are a great way to share your updates. Please send your news and photos to the Alumni Office at alumni@burrburton.org, or via snail mail to: Burr and Burton, Alumni Office, P.O. Box 498, Manchester, VT 05254.

WANTED: Class Liaisons Want to help your class stay connected? Volunteer to write Class Notes for The VIEW! If interested, please contact Pauline de Laszlo in the Advancement Office at pdelaszlo@burrburton.org or 803‐549‐8277.

Class Liaisons needed for: 1951, 1957, 1963, 1971, 1972, 1974, 1976, 1988, 1991, 2001, 2002, 2009, 2010, 2019, 2020.

’73

Deb Holton‐Smith ‘73 was excited to share the publication of My Journey: Share Your Keepsake Stories (with co‐author Jan Martin). Deb wrote “(this is) a guided journal designed to start conversations with seniors, who have so many treasured stories to share. The format provides prompting questions and beautiful images on topics sure to help families, friends, and caregivers chat about their personal history. Folks can either write about themselves to pass on as a legacy book, or use it as a fun conversation piece while spending time over tea with those they love. Mount Equinox is on the cover and the inside is full of ‘my own photography’ of Manchester and includes a picture of the Burr & Burton belltower, as well as other precious local spots. The Northshire Bookstore carries our book!”

’76

Melissa Klick ‘76 wrote in a Facebook story, “The nationally known Equinox Valley Lilac was discovered through the knowledge, wisdom and yes, love of Roger Pruess. It is the most incredible and astounding horticulture journey of one man, one plant, one family, one nursery, and one town. A journey which now lets all of us have this incredibly fragrant lilac in our own backyard. In memoriam of Roger, Equinox Valley Nursery held their first annual lilac festival, aptly named Lilacs & Love Letters on May 15, 16, 30

and Route 30 in Dorset, VT. The Sheldons grew up in the house, which now is home to seasonal vegetables, local cheese, honey and syrup, and the porches and greenhouses display wonderful annuals, perennials and herbs. In the winter season, the Sheldons offer family‐made wreaths, kissing balls, and trees for holiday decorating. PHOTO and 17th. As the real Miss Icy was born in a sugar house in 1824 on the nursery’s property (I had the pleasure of being personally taken to the site by Roger), we are so honored to be designing their new exclusive signature candle. But the interweaving of this talented town of extraordinary people doesn’t stop here.

Well‐known Vermont watercolorist, Gloria Palmer ‘81, has exquisitely created the most lyrical and evocative art work for this exciting event. One Man, One Lilac, and so much Love.”

’85

Karen Geriak ‘85 and Adam Dworkin ‘85 (owners of The Stamford Motel, Nippers Cafe and Steakhouse, and Cold Cow Creamery all in

’83

Daniel Sheldon ‘83, wife Rena Sheldon, and Dan’s sister Mary Ann Sheldon Webb ‘80, recently renovated and expanded their popular Dorset Garden Market at the junction of Morse Hill Road Manchester, VT) support Vermont Everyone Eats, which provides nutritious meals to Vermonters in need of food assistance, as well as a stabilizing source of income for Vermont restaurants, farmers, and food producers. Funded by the Vermont Legislature to address COVID impacts, VEE is administered by Southeastern Vermont Community Action, SEVCA.

’09

’90

Seth Barrows ‘90 recently opened Farm Road Brewing in the heart of downtown Bennington, VT. The website details that, “We have 12 taps to keep up with. Beers range from classic styles to the not so classic. Our small brewhouse and multiple fermenters allow us to be flexible.” Farm Road Brewing also serves a bar menu including sliders, wings, and bruschetta in conjunction with an on‐site partnership with Ramuntos. Farm Road Brewing will be featured at Reunion!

’02

Mark Slade ‘02, has been tapped to be the manager of the Northshire Civic Center. Mark lives in Manchester with his wife Kate ‘02 and their four children. Both Mark and Kate are active

as coaches for hockey and lacrosse in the area. The Northshire Civic Center is home to Burr and Burton’s girls and boys hockey teams, Northshire Hockey Association, indoor soccer and lacrosse in shoulder seasons, frisbee golf in the surrounding property, and has also hosted a variety of indoor events like antique shows, concerts, super bingo, and hosts Burr and Burton’s graduation in case of poor weather.

Included in his management team is Zach Stewart ‘13, Programs Manager.

received his B.A. in April and was promoted to Master Sergeant in the U.S. Air Force. He is based at Fort Pope, N.C. with his wife Katy, an officer in Air Force Reserves, and their two children Everett and Avery.

’08

Briana “Bri” Hehir ‘08 is co‐ owner of Auspicious Brew, a craft kombucha brewery and bottler in Dover NH, with a tasting room and retail space in the Washington Street Mills. Bri and her business partner Helen are both

Courtney Leggett ‘09 obtained her VT real estate salesperson license in 2014 and became a broker in VT summer of 2017 at Four Seasons Sotheby’s International Realty. “I moved to Tennessee in 2019 and took on an Office Manager role before obtaining my Tennessee broker‘s license in 2021. I am now an Assistant Managing Broker and back to full‐time sales.

I am a member of the National Association of Realtors® and served as the president‐ elect for my local board of Realtors® in VT in 2018.” Courtney also reported that, “Kristen Palmer is a doctor of physical therapy in Vermont, Nicole Read is successfully teaching in Boston, Whitney Marmer works in public health and marketing in New Orleans, Brooke Woodruff is a nurse in Vermont, Mackenzie Prasch is teaching at Dorset, and Sarah Stearns is teaching in Colorado :)”

’12 trained herbalists, seasoned gardeners, brewers, and service industry veterans with over 25 years of experience between them.

Connor Allen ‘12 and Jenny Rohrmüller shared this lovely photo from Uppsala, Sweden including their newborn daughter Karla Leia Eleonora with Connor’s parents Karen and Bob visiting from Dorset, VT. Connor spent a semester in Sweden while studying at the University of

Jesse Myerson ‘08, Dave Faxon ‘08, and Reed Bongartz ‘08 attended a gathering at Adam ‘08 and Molly Zeif’s ‘12 family home to celebrate Maddie Zeif’s ‘16 graduation from University of British Columbia. Also in attendance was Olivia Bellingham ‘16.

’07

Colorado ‐ Boulder, returned to Sweden after graduating with a BA in Political Science, and received a MSc from Uppsala University in Sustainable Development in 2019.

Burr and Burton’s Master Electrician Brendan Hehir shared the news that his son, Cailean Hehir ‘07, Summer 2021

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’14

Emily Shaw ‘14 writes that, “After Burr & Burton, I attended Wheaton College in Norton, MA where I graduated with a Bachelor's degree in Music and a minor in Business. I moved back to Manchester following graduation to work for the Manchester Music Festival. I am currently in my third year with the Festival, working as the Office Manager.

many communities are doing well, focusing on main street and small businesses that can make rural places attractive spaces to live.

Olivia Maeder ‘15 just received her Doctorate of Physical Therapy from

real estate and interior design. I now work for Cottage + Key Homes as one of their lead realtors and interior designers. I enjoy blending my two passions to chart a path helping others, serving clients and guiding them through one of the biggest investments of their lives. Thinking of making the move to Texas? Let’s get connected! Contact: Caitlin@CottageandKeyRealty.com.”

Danielle Rose Hazelton ‘15 reports that she has accepted a new position as the Future of Work Associate at The Center for Rural Innovation in Burlington, VT. Their mission is to advance economic prosperity in rural America through the creation of inclusive digital economy ecosystems that support scalable entrepreneurship and tech job creation. This work complements what

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Clara Thorn ‘16 is pursuing a M.Ed. in Special Education with a Concentration in Autism and Developmental Disabilities while also studying to become a Board Certified Behavior Analyst at the University of Texas at Austin.

Mason Winslow ‘16 writes that he is a Sales Development Representative for CREXi, a commercial real estate start up website.

Mason graduated from the University of Vermont in 2020.

’15

Caitlin Merrill ‘15 reports that, “(I) moved to Austin, Texas shortly after graduating from the University of Vermont in 2019 to pursue a doctoral degree in audiology. Soon after arriving in the Austin area, I found my true calling in

Sales Manager at Smokiez Edibles.

Northeastern University and is sitting for the board exams in July 2021. Olivia is looking for a placement in Boston.

Sarah Marcus ‘15, a graduate of Virginia Tech is an iOS Software Engineer at Twitter in Seattle WA after positions at Cisco and UnitedHealth.

Jordan Harmon ‘15 has been promoted to Account Executive from her role as Sales Development Representative at KPA in Denver, Colorado. KPA focuses on Environment, Health & Safety and Workforce Compliance software and services for midsize businesses.

Nathaniel Eisenman ‘15 graduated from Wake Forest University in 2020 and interned at Broadtree Partners, a private equity firm in Charlotte, NC. After a COVID‐related job shift, he reports that he has decided to change his focus to actuarial work. He’s passed the first two exams and is now interviewing for full time jobs.

’16

Jordan Heingartner ‘16 reached out to report that he graduated from Colorado State University with a degree in Communications in 2020 and is now working in Oklahoma City as the

Agnes Bisselle ‘16 is working as a Development and Communications Associate at the Harlem Academy in New York City, a first through eighth grade independent school providing an advanced level of academic instruction for promising students from low income communities.

The school supports these students in numerous ways‐‐setting them up for success, so they can go on to attend selective independent high schools.

Chris Kornaros ‘16 graduated with a Masters in Business Analytics from Tulane University and is a Business Intelligence and Data Analyst at General Motors in Austin, TX. Two more classmates from The Dorset

School (and Burr and Burton!) are in Austin: Clara Thorn ‘16 and James Moore ‘16.

Joining them out and about in Austin is Tessa Roberts ‘16. Are you a Burr and Burton alumni in Austin? Contact the Alumni Office at alumni@burrburton.org as we are hoping to have an Austin area gathering in early November 2021.

Maddie Oliva ‘16 just graduated from the University of Pennsylvania School of Social

Policy & Practice with a Masters of Social Work.

’17

Tom Grabher ‘17 and Maxx Ingison ‘17 have both graduated from Castleton University where they played lacrosse. Tom was on the BBA 2014 & 2015 State Championship teams and

majored in Political Science with a Statistic minor. Maxx’s major was Media & Communications, and he was on BBA’s 2015 State Championship Lacrosse team.

Bridget Ring ‘17 graduated Magna Cum Laude from Wake Forest University with a degree in Communications and will be working for Golin (Chicago), a progressive public relations agency designed to reach the profoundly diverse global market.

Ramsay Eyre ‘17 graduated from Columbia with a B.A. in History and Political Science.

“For my senior thesis, "Land Hunger in the Abolitionist Imagination, 1865‐1872,” I was awarded the Albert Marion Elsberg Prize for excellence in modern history. With my graduation, I also concluded my tenure as

Columbia College's University Senator and the co‐chair of the Student Affairs Committee in the Senate. I have accepted a position as a paralegal specialist at the Antitrust Division of the United States Department of Justice. Starting in August, I will be based in San Francisco for the next two years, where my role will be to support the attorneys taking on monopoly power and promoting fair and competitive markets for all Americans. After concluding this program, I look forward to attending law school and pursuing a career in public service.”

Ana Garay ‘17 graduated from UVM in May 2021 with a degree in Business Administration with minors in Economics and Spanish.

Dylan Kapusta ‘17 graduated in May 2021 from Emmanuel College with a Bachelor of Arts in Psychology (Counseling and Health concentration), and minors in Education and Sociology. Dylan is working as a Scholar Support Fellow at Mission Grammar School, an urban, college preparatory, Catholic School dedicated to reaching individual excellence rooted in the goals of equity, opportunity, and providing outstanding education.

John Sebastien Thorn ‘18 a rising senior at Notre Dame University in Illinois will spend the summer in NYC as an Associate Intern at Alton Aviation Consultancy.

Izzy Lugo ‘18 reports, “Since graduating from BBA I have attended Quinnipiac University and am in a dual degree program where I get my bachelor's degree in 3 years and my master's degree in one year. I am graduating next week with my bachelor's in public relations with a minor in film and will come back next year to work on my masters degree in public relations with a focus on social media metrics. I am a member of Gamma Phi Beta Sorority, an Orientation Leader, and I also work for Admissions at QU and am the Communications intern for the QU Athletics Team. This summer I will be the PR intern for the Detroit Pistons and hope to work for the Boston Celtics in the future.”

Georgia Lord ‘18 is currently working at the Tokyo Olympics with the NBC Sports Group.

’18

Hannah Pinkus ‘18 (Colgate University), Georgia Lord ‘18 (Williams College), and Grace Pinkus ‘20 (Umass‐Amherst) played with the Vermont Fusion WPSL (Women’s Premier Soccer League) whose home is at Applejack Park in Manchester. Also joining them on the team is long‐time Manchester teammate Bella Dworkin, who played with them through youth club soccer and now plays for Union College.

Cecilia “Cece” Szkutak ‘18 is a Regional Organizer at Act on Mass, Inc in the Boston area. Cece also is the Vice President of College Democrats of Massachusetts and the past President of the Boston University College Democrats.

Summer 2021

Faculty member Jim Raposa shared, “How great to see these BBA Theatre Alumni working for The Dorset Theatre Festival.

Great job! (L to R): Grace Yurko ‘19, Olivia Saunders ‘19, Aiden Kennedy ‘21, Cole Hathaway ‘18, Ciaran Van Ommen Kloeke ‘21. Bravo!

Enrique de la Rosa ‘20 is working as a Youth Education Counselor at Hildene, The Lincoln Family Home. He’s leading a hardworking group of 7th and 8th graders undertaking a variety of important projects that support Hildene’s mission, including fencing around their new apiary and learning about pollinators.

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2021 Ga l a Spo n s o r s Pre s e n tin g Sp o n s o r

Lead Sp onsor s

Cha mp ion Sp o nso r s

Ad vocate

Buil d er

Equinox Golf Resort and Spa

Decorative Interiors

Langway Chevrolet VW of Manchester

East of Equinox Day Spa

Lily of the Valley Florist

Heritage Family Credit Union

Mountain Goat North, Inc.

Manchester Capital Management, LLC

RE/MAX Four Seasons

Rain or Shine Tent Co.

Same Sun of Vermont, Inc.

Rutland Regional Medical Center

Southwestern Vermont Health Care

Spivey Lemonik Swenor PC

Alkemi

TOAST Beverages William Raveis Winhall Real Estate, Inc.

Brook Valley Appliance

Par tner

Chroma Technologies Flying Cow Signs MJG Interiors Wright Construction Co., Inc.

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A N N UA L B U S I N E S S S U P P O RT E R S Headmaster's List Bromley Mountain Resort r.k. Miles, Inc. Soul Degree TPW

High Honors List Engineered Printing Solutions Finn & Stone Insurance French & Co. Fine Properties, Inc. The Orvis Company Rugg Valley Landscaping W.H. Shaw Insurance Agency, Inc.

Honors Lis t At Home Senior Care The Bank of Bennington Salem Farm Supply, Inc. Academic Letter

Academic Pin

Andrea Kaplan Real Estate Bradley D. Myerson Law Offices Earth & Sea Fish Market, Inc. Equinox Construction Company, Inc. Gubb & Bongartz Nonprofit Consulting, LLC The Inn at Manchester Kitchens of Vermont, LLC Lily of the Valley Florist Manchester Capital Management, LLC Metropolitan Engineering Associates, Inc. Mountain Goat North, Inc. Northshire Bookstore People's United Bank Perfectpiece Consignments RE/MAX Four Seasons Samuelson Law Offices Spivey Lemonik Swenor PC Up For Breakfast The Vermont Country Store Vermont Kitchen Supply, Inc. The Works Bakery Cafe William Raveis Winhall Real Estate, Inc. Wood & Signs Company

Apricot Lane Boutique Aubuchon Hardware Hampton Inn & Suites iShip Express Mother Myrick's Confectionery Mulligans of Manchester Nathan Auction & Real Estate, Inc. The Richards Group Scott Thompson Builders Trout Unlimited - Southwestern Vermont Chapter Typestries Sign & Digital Vermont Sports Medicine Center Woodlawn Farm Zoey's Deli & Zoey's Double Hex

Summer 2021

35

BURR AND BURTON Reunion 2020 & 2021 September 24-26, 2021

For more information, go to: burrburton.org/alumni/reunion-weekend Or call or email: 802-549-8110, alumni@burrburton.org

CLASS OF 1970

CLASS OF 1971 Summer 2021

Burr and Burton Academy Post Office Box 498 57 Seminary Avenue Manchester, VT 05254

Non‐Profit Org. US Postage

PAI D Permit No.3

Manchester, VT 05254