Detroit Country Day School Magazine - The Hive, Fall/Winter 2022

Dear DCDS Community,

It is an absolute honor and privilege to serve as the Head of School at Detroit Country Day. When I walk past the portrait of the School’s founder F. Alden Shaw, which hangs outside my office, I am continually reminded of what he believed a Detroit Country Day School experience should be for our students.

When he opened the doors to our school for the first time in 1914, Mr. Shaw emphasized providing challenging academics, while preparing students for higher education. Considered a visionary at the time, he also believed his school should focus on a more comprehensive and holistic educational experience, one in which his students would benefit from participation in athletics and the arts, a tradition of character building, the emphasis on social and personal responsibility, and an understanding of and mutual respect for others. As Detroit Country Day begins its 109th school year, I am still inspired by Mr. Shaw’s vision for our community.

Though a bit of an oxymoron, schools are built on their past but serve to prepare students for their futures. Traditions and customs are interlocked with innovation and growth. As Head of School, I am mindful of this delicate balance and marriage between a school’s past and its future.

As we uphold our traditions and celebrate our history, we must also provide the best current teaching and learning experiences to prepare our students for their lives beyond our walls. As we strive to build a foundation of essential knowledge, skills, and experiences in each student, we must also offer them opportunities to be prepared–not just for the world as it exists today, but for its unknown trajectory, as well. Though it might seem a bit peculiar, we must even position our students to succeed in jobs that do not yet exist and industries that have been completely reorganized, if not altogether reimagined. This is their reality, and so it must remain our priority.

As a Head of School, I think about this work all of the time. How can we better prepare our students for their diverse, challenging, ever-changing, unpredictable, and global world? How must our school evolve and innovate to meet the needs of our students? Though these questions seem simple, this thinking drives so much of how we operate and what we prioritize. Constant improvement. Tangible growth. Forward progress.

And yet, as it turns out, we often move forward with the most momentum by honoring who we have always been: a community built on its complete and total commitment to the comprehensive development of its students.

In terms of our progress toward this goal, we are excited about so much on campus these days. While many schools struggled through the pandemic, we flourished. Within our newly centralized admissions department, our school enrollment has increased by 5% (to 1513 total students this fall). Additionally, while our school has celebrated a tradition of student diversity, especially over past decades, we have not yet seen this representation reflected in our faculty and staff. I am happy to report that, in the last three years, we have doubled our number of employees of color. This difference speaks to our greater collective priority of supporting all members of our community. Along these lines, we have also centralized an all-school Learning Support Department. We added a full-time Mental Health Counselor at our Lower School, and introduced a newly formed, all-school (grades PK-12) Mental Health Department. As always, the needs of our students will remain our greatest priority. They have to be, because it is so much of what we promise to provide.

Part of our promise is also in remaining true to our roots as a school. This magazine, our revamped version of the former BeeHive publication, reflects one way we are seeking to look back at who we have always been and celebrate our community’s rich, meaningful history.

I hope you open these pages and feel a sense of pride as you read the articles. Some of you will remember your fond days completing your “Living Words” project for Mrs. Hannett-Price. Maybe others will remember Señor Bowbeer. These are two members of our faculty community featured in the pages ahead. As you read about them, you will be reaffirmed of what you have always known deep down: that they have very big hearts and that they love this school. You can also read about the wide range of philanthropy that one of our board members, Mrs. Danialle Karmanos, has engaged in during her time as a member of our school community. Or, it is very likely that you know at least one member of the Rosenfeld family, who have attended DCDS for three generations. In fact, just this past fall, more than 20 new alumni/ae families enrolled their children in the school, which raised the total number of current alumni/ae children at DCDS to 187. Additionally, DCDS welcomed back three

alumni/ae as full-time employees, which increased our total number of current alumni/ae employees to 17. In the months ahead, you will learn more about our dedication to our own network of alumni/ae, as we look to establish an Athletic “Hall of Fame” and an Alumni/ae “Excellence in Arts Award”.

And so, as we move forward, we always look back fondly. We look back at our people, our connections, and our continued commitment to excellence in all that we do. And we keep our eye on what could be next.

For our school, “Mind, Brain, & Education” (MBE) is at the forefront of our work as educators. You can read about our school initiatives in the pages ahead, but the short of it is this: we are prioritizing the use of tangible data and research about how students learn to better inform how we teach. And we are “all in” on this work together.

For the past two years, our professional development has been facilitated in collaboration with the Center for Transformative Teaching & Learning (CTTL) at St. Andrew’s Episcopal School in Maryland. This is deep, meaningful, and cutting-edge work. Currently, DCDS is the only school in Michigan to form a partnership with the CTTL. One hundred percent of our full-time faculty in all three divisions have been trained in MBE practices and will continue to pursue professional development opportunities in this field. We are energized and excited by all of the ways that this pedagogical lens can continue to focus our work on behalf of our students.

In the end, this work of moving our school forward comes back to F. Alden Shaw and his vision. His founding of our school represented a complete and total commitment to the student as a whole child. And by maintaining a connected environment with many layers of support, students can be truly challenged academically enabling them to reach their fullest potential.

As we move forward, I encourage you to connect or reconnect with your classmates and our extraordinary school community. Thank you, as always, for your continued interests in and support of DCDS. Mens Sana in Corpore Sano!

With appreciation, Richard K. Dempsey Head of School, Detroit Country Day School

THINKING DIFFERENTLY

LEARNING AND TEACHING AT DCDS

By Korie Wilkins II SEEN Contributor

For years, teachers taught and students learned and sometimes, there was a magical moment when a certain lesson went well or a student really got a concept. But there was little science behind why that magic happened – it was mostly intuition and experience guiding educators. In recent years, however, there has been

research into the brain and how teachers can learn to reach students in more effective ways, based on how they learn and how their brains absorb information. It’s a field of study called Mind, Brain and Education Science (MBE), and Detroit Country Day’s teachers are learning how to implement it into curriculum from one of the leaders in the field, Glen Whitman director of The Center for Transformative Teaching and Learning in Maryland. Teachers attended sessions with Whitman’s team in August and attended more sessions in January. Denise Liberty, DCD’s director of professional development, first learned about Mind Brain Education several years ago and instantly, she knew it was something she had to bring to educators.

PRESTON COOK ‘26

“This really speaks to all teachers,” she said. “There is overwhelming support for it across all three campuses – all grade levels. All courses. We, as educators, are brain changers.”In a nutshell, MBE is a field of research that began at Harvard more than 20 years ago. It links the fields of neuroscience, psychology and education together and seeks to understand how brains work and how that impacts learning. MBE

HOW SCIENCE IS IMPACTING

II

“MIND BRAIN EDUCATION HAS CHANGED THE WAY I STUDY. I’VE LEARNED TO NOT MEMORIZE THINGS AND TRY TO UNDERSTAND THEM INSTEAD OF JUST MEMORIZE THEM.”

“MIND BRAIN EDUCATION CHANGES THE WAY I STUDY AND DO WORK IN AND OUTSIDE OF SCHOOL IN VARIOUS DIFFERENT WAYS. NOW I’VE LEARNED THAT AFTER 30 MINUTE PERIODS OF WORK I’LL TAKE A 5 MINUTE WALK AROUND THE HOUSE TO LET MY BRAIN HAVE A LITTLE BIT OF REST AND THEN COME BACK, BECAUSE THAT IS THE BEST OPTIMIZED WAY FOR ME TO PROCESS THE WORK.”

HOW SCIENCE IS IMPACTING LEARNING AND TEACHING AT DCDS

fits in with DCD’s motto: Mens Sana In Corpore Sano which means “A sound mind in a sound body,” Liberty said. Teachers there are working to incorporate MBE principles into their curriculum, a process Liberty is helping to coordinate, as the school works to constantly improve not only what they teach but how they teach it.

And with actual science behind them, teachers can learn how kids learn and then make changes to content, strategies and methods to provide a better experience.“ We are definitely on the right track,” Liberty said. “This isn’t a buzzword. There is evidence to back it up. There is science. ”At DCDS, student wellbeing is at the forefront of every day. And educators know that external factors absolutely play a role in how students learn – or why they may struggle. Liberty said MBE allows a framework – a guide –to not only understand and acknowledge those challenges, but meet them head on and provide strategies to manage them.“ It’s about having the tools, making connections and making education more accessible,” she said. “And it helps the students reason and learn and think about how they learn so they can self-advocate. We all take in information differently.” In light of the many challenges schools are facing today, Liberty said, MBE can be helpful situationally. MBE guides educators to gauge their students’

cognitive load, which can be critical with many outside stressors. They are able to successfully

II HADLEY KEATING

‘24

adjust their curriculum to achieve the best retention and level of comprehension. “Acknowledging these stressors will improve the overall process of learning. Now, more than ever, we need to help kids create balance.”“We are also supporting and helping teachers with their own cognitive load. Mind Brain Education helps equip them with the tools they need.”

“TEACHERS HAVE ENCOURAGED US TO TAKE MORE OWNERSHIP OF OUR LEARNING AND NOT JUST RELY ON THEM TO GIVE US STUDY GUIDES TO LEARN THE MATERIAL.”

A FAMILY AFFAIR

CELEBRATING MILESTONE REUNIONS TOGETHER

For local attorney James (Jim) Rosenfeld ‘77, the special bond he shares with his two sons includes an unwavering love and a deep sense of pride for their alma mater. Benjamin (Ben) Rosenfeld ‘07 is a healthcare real estate developer in San Diego and Harrison Rosenfeld ‘12 is currently working in international business in Denver.

Many generations of alumni have chosen to make Detroit Country Day School part of their own family tradition. These strong family connections – including parents, grandparents, aunts or uncles, and siblings, who have attended or currently attend DCDS – provide an essential link to the school’s rich history and also help to pave the way for its future.

“DCDS had contributed so much to my life and that of my older brother Hank, who graduated four years before me,” says Jim. “My wife Peggy and I decided that if we were living in this area (she’s from Boston) and had the means, we would try to give our sons the same opportunities I had. The sports program, in combination with the academic rigor, appealed to us.”

While legacy families are common at DCDS, the Rosenfelds are unique in that they always share milestone reunions. Jim graduated from Country Day 45 years ago; it has been 15 years for Ben and 10 for Harrison.

DCDS class reunions (milestone years ending in 2 or 7) were held on Friday, September 30, 2022 from 6-8 p.m. at the Upper School campus as part of the school’s annual Homecoming festivities.

The trio look forward, whenever they can, to reconnecting with former classmates and teachers, and reminiscing about meaningful experiences that played a key role in shaping each of their lives.

One of Jim’s fondest memories was participating in the inaugural trip to historic Civil War sites with teachers Don Corwin and Ronnie Clemmer – a tradition that continued for Upper School students until 2006 as part of Corwin’s Civil War course.

“I also think it’s pretty special and fortunate that two generations of brothers in one family had

“I

CELEBRATING MILESTONE REUNIONS TOGETHER

to memorize Mrs. (Beverly) Hannett’s renowned vocabulary lists,” recalls Jim.

For Ben, the highlight was attending Camp Happy, the annual pre-season football camp in Leelanau, Michigan. “I remember arriving my first year feeling excited, nervous, and small (literally), but leaving camp feeling connected,” he says. “Not just connected to the team, but to my grandpa, dad, uncle, and brother who all were a part of the DCDS football tradition. Camp Happy represents my earliest measurable memory of how setting goals, hard work, commitment and luck can lead to success.”

“The West Side Story production, beating Cranbrook in the Lacrosse playoffs, and four years of field days during Spirit Week are all times I will never forget,” explains Harrison. In addition to these shared experiences with fellow classmates, he believes his DCDS education provided valuable lessons that continue to serve him well, both professionally and personally, a sentiment

echoed by his father and brother.

Over the years, Jim, Ben, and Harrison have strived to keep “Mens Sana In Corpore Sano” an instructive, guiding principle. “The importance of aspiring to achieve a sound mind in a sound body feels more applicable to my life today than when I wrote about it in my entrance essay in 6th grade,” says Ben.

They all agree that DCDS laid the foundation for lifelong friendships with people from diverse ethnic and socioeconomic backgrounds.

Jim adds, “It’s been a while since a number of us got together, and sadly, we’ve lost some classmates, including, most recently, David Tabashnik. For me, this reality reinforces the importance of treasuring times that we can be together, like the reunion.”

Please visit www.dcds.edu/alumni to find more ways to stay connected to our alumni community.

PASSION FOR HOSPITALITY EXTENDS TO DCDS COMMUNITY

GOING ABOVE & BEYOND

newest venture, Cash Only Supper Club, and the soon to open Italian restaurant, Mad Nice, in midtown Detroit.

Sasson’s passion for hospitality was inspired, in part, by the way he grew up. “I credit my family for instilling in me the importance of hospitality,” he says. “My parents and grandparents valued the way they wanted others to feel when visiting our house, by warmly welcoming guests and adding personal touches to make them feel special. I picked up on that at an early age.”

Many years later, as Sasson was earning his bachelor’s degree in business administration with a specialization in Finance and Entrepreneurship at the University of Miami, it became clear that he loved being around restaurants and hotels. “I started to connect the dots between that ingrained passion, my creativity for design and style, and taking something from idea to opportunity. That was the moment I realized the hospitality industry was the perfect fit for me.”

Jeremy Sasson ‘03 is in the business of taking care of people. The Bloomfield Hills native is the founder and chief executive officer of Heirloom Hospitality, which operates a diverse set of restaurants and entertainment venues in Metro Detroit, including Townhouse Birmingham, Townhouse Detroit, Prime + Proper, its

From Heirloom’s inception in 2010 to becoming one of the region’s foremost restaurant and hospitality companies, Sasson has remained true to his core vision of providing guests with outstanding service and innovative culinary experiences. At the heart of his success, “growing a brand that cares about the little things and the people that make up the organization.”

PASSION FOR HOSPITALITY EXTENDS TO DCDS COMMUNITY

When recruiting the brightest and best candidates to join Heirloom’s team, Sasson proactively seeks out fellow DCDS alumni because he feels the qualities they embody align with the company’s culture. In a nod to the school’s guiding motto, he says to effectively take care of others, you must first have a healthy mind in a healthy body. “Self-respect and discipline, life balance, and hard work are all necessary to fully achieve Mens Sana In Corpore Sano,” describes Sasson. “I believe DCDS alumni have some of the highest capacities to empower these values and lead others.”

Over the past 10 years, Sasson has hired five current and former students to fill various roles within his organization. He works with DCDS teachers, administrators, coaches, and his alumni network to identify potential candidates that might be interested in an opportunity with Heirloom. “We start with current students looking for summer jobs and recent graduates who are pursuing hospitality in college,” Sasson explains. “Another way we tap into the top talent pool is by tracking the careers of our alumni beyond college.”

According to Sasson, cultivating relationships is necessary for meaningful engagement with the local community. “It is absolutely critical for those of us in the hospitality industry to make a positive impact on the neighborhoods we are part of,” he adds. “I see that being

equally important when I look at the Detroit Country Day community. I live minutes from the school – how it grows, develops, and prospers matters to me, too.”

Sasson welcomes the chance to give back to his alma mater and members of the DCDS community. “I love Detroit Country Day for so many reasons, and it has helped shape the person I am today,” he says. “If I can help those who have come before me or after me in any way that I can, I will.”

If you would like to learn more about ways to connect with fellow DCDS alumni, visit www. dcds.edu/alumni or contact Annie Gordon Thomas ‘06, Director of Alumni Relations , at athomas@dcds.edu .

Jeremy Sasson, 2003 DCDS Varsity Football

REMARKABLE NEW MURAL

BY ARTIST, WENDY POPKO

We are fortunate here at Detroit Country Day School to have a strong organization supporting the arts programs. Friends of the Arts (FOA) has, for over twenty years, helped to build our art programs and bring wonderful commissioned pieces to our school. One of their recent projects commissioned muralist Wendy Popko to come into our Lower School to create a magnificent mural on a feature wall that visitors can see when they enter the school.

Wendy is a local artist from Sterling Heights. She has experience in public art installations, customized murals, pet portraits, illustrations, stamp designs, canvas paintings, mixed media, and area rugs. Some of her installations are in Sterling Heights, Mount Clemens, and Eastpointe. She was also featured in ArtPrize in Grand Rapids. Her new piece in our Lower School demonstrates her brilliant use of color and enchanting subject matter.

One of her most notable pieces is called Trailblazers, located on the side of Ventimiglia Italian Foods in Sterling Heights. The colorful and beautiful mural depicts a scene typical of nearby Dodge Park. This mural is particularly captivating because it uses augmented reality (AR), which transforms the painting into an active soccer game. Together, the art and the food at Ventigmiglia’s are worth the drive!

The Friends of the Arts Association supports DCDS art endeavors and programs through active annual membership by parents, friends, alums, employees, and students and additional contributions.

DCDS CELEBRATES 50 YEARS OF TITLE IX

ADVANCING OPPORTUNITIES FOR GIRLS & WOMEN

For sisters Alexa “Sasha” Hartje ‘17 (volleyball, soccer, tennis) and Danielle “Elle” Hartje ‘19 (soccer, tennis), Title IX means opportunity. Sports are their biggest passion and a key component of their personal identities.

The siblings from Bloomfield Hills, Michigan were instrumental in opening doors for female student-athletes at DCDS. Until 2015, when Elle became a freshman at DCDS, female students were not allowed to be a single season, dual-sport athlete – an opportunity that existed for male students. Sasha and Elle fought to fix the disparity, arguing that it was unfair for a male soccer player to also serve as the kicker on the football team during the fall sports season. The pair succeeded

in changing the school rules with an addendum, which allowed Sasha and Elle to play soccer and tennis simultaneously.

“We wanted to leave a legacy at DCDS that would empower female athletes for years to come,” says Sasha. Elle remembers the sense of pride she and her sister felt at helping to create positive change.

“Our actions are a prime example of Title IX at work and the equality it champions,” explains Elle.

50TH ANNIVERSARY OF TITLE IX

This past summer marked the 50th anniversary of Title IX of the Education Amendments of 1972 (Title IX), a federal civil rights law in the U.S. which prohibits discrimination on the basis of sex in any education program or activity that is federally funded. The groundbreaking legislation applies to all aspects of educational opportunities for both male and female students, K-12 through postgraduate school. However, Title IX is best known for its role in sports and gender equity.

ON JUNE 23, 1972, TITLE IX OF THE EDUCATION AMENDMENTS OF 1972 IS ENACTED INTO LAW; IN 1974, VOLLEYBALL, FIELD HOCKEY, AND SWIMMING BECOME SOME OF THE FIRST WOMEN’S SPORTS TO REACH THE VARSITY LEVEL AT DCDS.

1972

In celebration of this important milestone, DCDS reached out to former student-athletes to learn what Title IX means to them personally. While each alumna has a unique perspective regarding the opportunities afforded by the law, these women all share one thing in common: a deep appreciation for the multitude of lifelong benefits that

ADVANCING OPPORTUNITIES FOR GIRLS & WOMEN

come from participation in athletics. Competitive sports not only enriched their DCDS student experience, the learned values of physical fitness, teamwork, perseverance, resilience, and sportsmanship helped to build a strong foundation for success beyond the playing field.

WHAT EXACTLY IS TITLE IX?

Title IX states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

counseling, financial and employment assistance, and health benefits. It’s hard for younger generations to imagine what it was like before Title IX as many of the law’s changes have been deeply ingrained into our daily lives.

WOMEN’S TRACK & FIELD: FIVE CONSECUTIVE STATE CHAMPIONSHIPS 1984-1988, THEN AGAIN 2011-2012 1984

Signed into law by President Nixon on June 23, 1972 - Title IX’s effects have been far-reaching. Most notably, the law has made a lasting impact by increasing the participation of girls and women in athletics. Major strides have also been made in nondiscrimination protections related to student recruitment, admissions, educational programs (including individual courses), research, housing,

Alexa “Sasha” Hartje ‘17 and Danielle “Elle” Hartje ‘19 - Following standout athletic careers at DCDS, both Sasha and Elle went on to compete at the collegiate level and fully recognize that Title IX transformed women’s sports. Sasha played women’s varsity tennis at Emory University as an undergraduate student and is currently on the women’s ice hockey team at Long Island University (LIU) where she is a graduate student pursuing a Master of Business Administration. Sasha aspires to one day work for a professional sports team. She credits the law for fulfilling her dream to play college hockey after receiving extra eligibility due to COVID-19. “Thanks to Title IX, LIU created a women’s ice hockey team to give females the opportunity to play the sport they love,” says Sasha.

Elle, a sophomore at Yale College, is a member of the women’s ice hockey team. She is majoring in political science and hopes to attend law school after receiving a bachelor’s degree. “Now that I am competing at Yale, I am hyperaware of Title IX’s impact,” she says. “We share all of our facilities with the men’s hockey team, and we receive nothing but the best treatment. This was not always the case for female athletes.”

ADVANCING OPPORTUNITIES FOR GIRLS & WOMEN

Kimberly Otsuji Link ‘02 - Farmington, Michigan native Kimberly Otsuji Link ‘02 (field hockey, volleyball, lacrosse) never really thought about Title IX when she was playing sports at DCDS and in college. She simply didn’t know a world without it. “I was raised in a family with three sisters and a brother, and we all played sports,” describes Kim. “I never realized that being a female and a minority could be obstacles to my participation.” It wasn’t until Kim reached adulthood and started working in athletics that she began to understand the importance of providing equal access and opportunity for girls and women in sports.

After college, she moved to London and accepted a job with the English Lacrosse Association, working as a teacher and coach. When Kim moved back to Michigan, she taught middle school physical education at DCDS and coached field hockey and lacrosse. Subsequently, Kim and her husband moved to China, where she helped start a women’s lacrosse league in Shanghai.

Today, Kim is a personal and professional coach. She started her own company, The Coaching Link, where she works with many female entrepreneurs. “I am passionate about partnering with individuals as they learn to recognize their strengths and how those strengths can be used to set and reach goals,” says Kim.

As a young athlete, Kim was mentored by incredible females who were directly impacted by Title

WOMEN’S BASKETBALL BECAME A DYNASTY WITH THE FIRST STATE CHAMPIONSHIP

IN 1989. THEY CURRENTLY HAVE 12 ADDITIONAL STATE CHAMPIONSHIPS SINCE THAT FIRST ONE. THE LAST ONE WAS IN 2018. POWERHOUSE TEAMS 1997-1999, 2002-2004 - THREE CONSECUTIVE STATE CHAMPIONSHIPS. BACK TO BACK - 2008, 2009 & 2017, 2018.

1989

IX. These women were invested in her success and saw Kim’s potential as an athlete, a student, and a leader. Kim still mentors some of the athletes she coached at DCDS. “Nothing makes me prouder than to see the amazing things these women are doing now,” she adds.

Jennifer Lynne (Thomas) Williams ‘99 - Growing up in Lathrup Village, Michigan, Jennifer Lynne (Thomas) Williams ‘99 (basketball, track) says she never knew anything different from her male counterparts as it pertained to access and equality. However, she readily acknowledges that Title IX helped spark a transformative revolution and that our society has reaped the rewards of wom-

ADVANCING OPPORTUNITIES FOR GIRLS & WOMEN

en’s talents and abilities. “I am a direct beneficiary of the women who came before me, those who championed for inclusion and equality in education and sport,” explains Jennifer.

As Chief Development Officer for the USA Basketball Foundation, Jennifer is responsible for all aspects of the Foundation, including developing a holistic fundraising platform to support various USA Basketball national team programs and youth and sport development initiatives.

WOMEN’S TENNIS FIRST STATE CHAMPIONSHIP IN 1990 FOLLOWED

BY 13 MORE STATE CHAMPIONSHIPS.

THE LAST ONE BEING IN 2021; 1990-1993, 2003-2006, 2016-2019*

FOUR CONSECUTIVE STATE CHAMPIONSHIPS *THE 2020 SEASON WAS CANCELED 1990

“Ultimately, Title IX allowed me to attend the University of North Carolina at Chapel Hill on a fullride, five-year scholarship,” she says. “I lettered for four years on the women’s basketball team and served as captain for two seasons.”

Jennifer has spent much of her career in leadership roles across athletic administration at various universities, previously serving as the Director of Intercollegiate Athletics at Alabama State University, Associate Athletic Director for Development at North Carolina A&T State University, and Executive Director of the Aggie Athletic Foundation. In 2018, Jennifer was named Women Leaders in College Sports Division I (FCS) Administrator of the Year.

She continues to live by the DCDS motto Mens Sana In Corpore Sano - A Sound Mind in a Sound Body. “This phrase has guided me as a leaderand allowed me to thrive professionally and personally,” says Jennifer.

Daniel MacLean, Executive Director of Athletics, believes Title IX has unlocked limitless potential for girls and women. “It is evident the law has removed barriers and created opportunities when you hear these inspiring stories from our alumni,” Dan says. “DCDS Athletics recognizes and celebrates the incredible achievements of all girls and women, every current and former student-athlete, and the meaningful contributions they make to our school’s rich history.”

DCDS WOMEN’S ATHLETICS HAS EXPANDED OVER THE PAST TWO DECADES, NOW OFFERING OVER TWENTY WOMEN’S VARSITY SPORTS AND ATHLETIC PROGRAMS FOR GIRLS GRADES PREK-12. DCDS WOMEN’S ATHLETICS HAS EARNED OVER FORTY STATE CHAMPIONSHIPS SINCE 1984.

DETROIT

MAKING AN IMPACT

DCDS PARENT AND BOARD MEMBER GIVES BACK IN COUNTLESS WAYS

When something resonates with Danialle Karmanos, she digs in and gives back. With a keen interest in nurturing and investing in our youth, especially with resources that promote socialemotional wellness, Karmanos is committed to making a difference.

Her impact is felt across Detroit Country Day School – from hands-on volunteering and providing financial support to serving as an ambassador for the school.

She and her husband Peter Karmanos, Jr. are the parents of four sons. An eight-time “room mom,” Karmanos cherishes the opportunities to connect within the community and help create experiences for our families.

“I try to bloom where I’m planted,” Karmanos says, describing her approach to philanthropy and life. “Pete and I are very driven by our instincts and, when we feel a meaningful connection, we lean in to support on multiple levels. We give with our time, energy, personal and professional networks, and resources.”

Karmanos is a dedicated member of the DCDS Board of Trustees, a position she has held since

being elected in 2017. Currently, Karmanos chairs the board’s Advancement Committee, which provides strategic oversight to the school’s fundraising efforts. “As a trustee, we agree to a level of responsibility; leading with integrity and by example is vital,” she says. “We are demonstrating to our community that we are invested and willing to commit a high level of support.”

In 2018, the Karmanos family pledged $1 million as part of the Vivid Capital Campaign, the most aspirational fundraising project in the school’s

DCDS PARENT AND BOARD MEMBER GIVES BACK IN COUNTLESS WAYS

history. Their gift funded the Innovation Gallery, a state-of-the-art library and media center in the Lower School; the new space includes a wet lab, a tinker lab, group study rooms, and a dedicated STEAM (Science, Technology, Engineering, Art and Math) maker’s space.

“When I made the gift to VIVID, I was sitting on the floor shelving books in the library,” she recalls. “I think I may have even signed the contract in crayon.” Since they are all avid readers, Karmanos immediately thought of the Lower School library when asked to define the most meaningful space for their family. DCDS unveiled the $18 million renovation of its Lower School campus located at 3003 W. Maple Road in Bloomfield Hills, Michigan in 2019.

“Danialle and Peter’s extraordinary gift during the VIVID Campaign and ongoing contributions to our Annual Fund are a testament to their unwavering commitment to Country Day,” says Rich Dempsey, Head of School. “Their support enhances our ability to provide exceptional learning opportunities for current students and generations of students to come.”

Country Day’s emphasis on educating the whole child holds special meaning for Karmanos. She learned the importance of prioritizing and advocating for mental wellness at an early age. “My mom is a psychologist, so mental health and well-

being is something we talked about frequently,” she explains. “Like other families talk about sports over dinner, we talked about the mind body connection.” As a teenager, she attended conferences on social-emotional learning.

“At DCDS, we aspire to a sound mind in a sound body,” says Karmanos. “The mind body connection has a tremendous cause and effect on the quality of our lives. When we intentionally invest in the tools to strengthen, soothe, and protect our minds, we see a measurable impact on how we feel and perform.”

Karmanos understands that giving back, no matter how large or small the gesture, can make a real, lasting difference. As part of the school’s Honor A Teacher Campaign, Karmanos wrote more than 40 notes to her sons’ teachers, advisors, counselors, and coaches, each one accompanied by a monetary donation. “I have a large family of educators and recognize the important role teachers play in our lives,” she explains. “Every faculty member has made a huge positive impact on our family.”

Dempsey adds, “DCDS benefits greatly from Danialle’s generosity, enthusiasm, and leadership. When she sees an opportunity to help our school, she takes it. We are extremely grateful to Danialle for her continued support and community engagement in advancing Country Day’s mission.”

IN GRATITUDE

BEQUEST BY UPPER SCHOOL TEACHER CREATES A LASTING LEGACY

Robert Bowbeer says Detroit Country Day School has enriched his life in many ways – with a rewarding career, meaningful connections with students, and lasting friendships with colleagues. He started teaching Spanish at the Upper School in 1987 and served as department chair of World Languages for more than a decade.

Affectionately called Señor “Bow-Cerveza” by students (a clever moniker that incorporates the Spanish word for “beer,”) he is known as a tough, but kind, teacher and a stickler for the school’s dress code.

Bowbeer officially retired in 2019, however, he has not stayed away. As of this fall, he continues to grace the Upper School halls, teaching one section of beginning Spanish and covering as a substitute for faculty at a moment’s notice.

“I have loved being part of our vibrant intellectual community for the past thirty five years,” explains Bowbeer. “I never married or had children of my own. Country Day is my family, my home.”

Motivated by his experiences and to show his deep appreciation, Bowbeer made a charitable bequest to DCDS by naming the school as beneficiary of a life insurance policy. His planned gift will support the Upper School library and World Languages, two areas close to Bowbeer’s heart.

“We were incredibly touched when Mr. Bowbeer shared his desire to include DCDS in his estate plans,” says Tina Mangalick Blank ‘06, Director of Philanthropy. “With this bequest, he is creating a lasting legacy at Country Day.”

The longtime educator hopes his gift will inspire others to give back. “Country Day has had a profound impact on my life,” Bowbeer says. “I know the school has been transformative for many others as well.”

If you would like more information on making a charitable bequest, visit www.dcds.edu/give or contact Tina Mangalick Blank ‘06, Director of Philanthropy at 248.430.1064 or tmangalick@dcds.edu.

BRINGING WORDS TO LIFE

Stepping into Room 130 at Detroit Country Day School is a feast for the eyes. Akin to an art gallery featuring bold colors and distinct textures, the space evokes an emotional as well as an intellectual response from students and visitors alike. And like a carefully curated exhibition, Room 130 fuels creativity, ignites minds, and inspires.

TIME-HONORED PROJECT SPARKS CREATIVITY IN THE CLASSROOM

This is the classroom where Beverly Hannett-Price teaches English to Upper School students. Thanks to “Living Word,” an innovative project idea Hannett-Price came up with in the early 1980s to help students expand their vocabularies, her classroom is a vibrant, visual depiction of language assembled by generations of DCDS students. Past assignments, spanning four decades, are displayed on every available surface from floor to ceiling.

Celebrating her 65th year of teaching this fall, “Living Word” is not only a testament to Hannett-Price’s energy, enthusiasm, and passion, it has become a hallmark of her success as a revered educator at DCDS for the past 50 years. We sat down with Hannett-Price to learn more about this cherished project and how it engages students to become forward-thinking, creative problem solvers with a zeal for learning.

How did you come up with the idea for “Living Word”? Over forty years ago, I came across the word “aesthetic” while reading a magazine. The word was part of an advertisement, but what caught my eye was the way each letter of the word was represented by a unique design element, such as a Greek column, clinging ivy and roping flowers. The very manner in which the letters of the word were presented cleverly communicated the meaning. I thought, why couldn’t my students create something similar with our weekly vocabulary lists?

Can you describe the assignment? The “Living Word” project requirements are quite simple. Each semester, I ask my students to select one vocabulary word from the list of 600 we learn within the course of the academic year. So, everyone completes this assignment twice. Using any media they wish, students must create a visual depiction of the word, illustrating each letter in a way so that anyone looking at the word is able to comprehend its meaning.

Students extensively research their chosen word, deeply analyzing the word’s etymology, including its origins and usage over time. For months, they have the opportunity to examine previous examples displayed throughout the classroom and then plan out their final piece. Because they are Country Day students who are competitive by nature, each is motivated to create a “Living Word” that is better than the others.

An example that illustrates this project perfectly is the way Grant Peterson ‘18 spelled out “linchpin” using a set of metal pieces that he engineered into eight letters. Grant clearly demonstrated the definition of “linchpin” by fastening two long screws which held the letters together. If those essential elements of the structure were removed, the word would collapse.

How does this project actively engage students in the learning process and help them develop intellectually? “Living Word” brings our vocabulary lessons to life! This project captures

TIME-HONORED PROJECT SPARKS CREATIVITY IN THE CLASSROOM

the essence of what DCDS is all about – an environment where academics and arts are interconnected and celebrated, and where a student’s imagination can be piqued. In challenging them to think unconventionally, we help our students build complex problemsolving and creative skills, preparing them for leadership in their community and globally.

Why is creativity in the classroom so important for student success? Creativity is exploring the unknown. It is using one’s mind to see another way of looking at something familiar and making something unique. Art is a shared experience that connects us and brings us together in appreciation of, and for, an individual’s success.

I challenge my students to stretch their minds. Even if an individual doesn’t possess natural artistic ability, the possibilities for completing this project are endless. Nick Liadis ‘04 could not draw, so he cleverly constructed the word “hierarchy” out of a deck of playing cards with the Ace of Spades at the top representing the letter “H” and used the appropriate ranking of individual cards for the remaining letters.

Do you have any standout “Living Words” favorites? My classroom is filled with hundreds of these brilliant creations. Year after year, I am inspired by my students and their incredible ingenuity. One project stands out – not

only for the creativity shown by the student but also for the recognition it garnered. Jared Freeman ‘18, a sophomore at the time, chose the word “claustrophobia.” He went to Michael’s art store and purchased a square shelving unit. He removed the interior horizontal supports and stained the frame a warm shade of brown. He then measured the height and width inside the frame, and cut vertical slats of wood, one for each letter of the word to fit tightly in the confined space. Jared had the presence of mind to paint each letter a striking neon color, which really made the design pop. Jared earned an A+, a 100% on his project.

Months after the assignment was completed, Jared came to me and asked if he could have his project back to enter it in the 2016 Scholastic Art & Writing Awards, the nation’s longest running and most prestigious program for creative teens in grades 7–12. His entry in the Mixed Media category titled “A Living Definition” earned a regional Gold Key, a state Gold Key, and was sent to New York City where it won a national Gold Medal at Carnegie Hall. Jared’s piece was ultimately selected as one of the top student artworks in the entire country, and was prominently displayed in our nation’s capital at the U.S. Department of Education for one year. When it was returned to him, Jared brought his project back to me for my classroom exhibit.

INNOVATION & TECHNOLOGY

INNOVATION LAB & PAC RENOVATIONS HELP STUDENTS FIND NEW WAYS TO LEARN

By Aren Shah

Over the past several months, the DCDS IT Department has been working to incorporate new technologies as a way of enhancing classroom learning. In the room next to the IT Helpdesk, the new Innovation Lab has writable workspaces, 3D printers, and virtual reality experiences, and it is now available for use. With the virtual headsets, students can visualize and interact with models. Many teachers look forward to incorporating the resources in the Innovation Lab as part of their curricula.

IT Director Dean Haratsaris said, “The new room is an innovation lab that will include collaborative and cutting edge workspaces allowing teachers and students to learn, explore, create, discover, design, engineer, build, and collaborate.”.

“The goal of the room is to provide another space where we can advance, enhance, and enrich the student learning experience. Imagine an area where a student can go to put on a virtual reality headset that propels them into the

lungs of a person. From the perspective of the size of a molecule they observe the inner workings of a healthy lung and can then compare it to one that has COPD or cancer....this is just one example,” said Haratsaris.

With all that being said, the lab is geared towards innovation, so we are hoping our faculty/ students find other innovative ways to utilize the space...the sky’s the limit and we will constantly evaluate other ways to use it,” said Mr. Haratsaris. Teachers are also excited to use the new technology as part of the curriculum and feel that the lab can drastically enhance learning experiences. For example, students using virtual reality headsets can visualize organs of the human body for Anatomy and Physiology.

Upper School science teacher, Karen Lamb, said, “The Innovation Lab will be utilizing virtual reality. For Anatomy and Physiology, I am familiar with the Visible Body software.... using virtual reality technology, students can view a surgery or a 3 dimensional model of an organ.

INNOVATION LAB & PAC RENOVATIONS HELP STUDENTS FIND NEW WAYS TO LEARN

The new technology will allow students to compare a healthy heart with a diseased heart. I am looking forward to it because it’s so difficult for some students to look at a diagram or a video and really understand the interworking of an organ and how an entire system works. I think that this Innovation Lab will be a game changer not only for science classes but for other subjects as well.

While the Innovation Lab is not yet finished, students have had the chance to use the writable workspaces. Many share the same excited opinions as their teachers, as they look forward to experimenting with new resources and technologies. Senior Liam Hounsell believes that the Innovation Lab provides great learning opportunities for students and teachers and that progress is “going great.”

The Innovation Lab will benefit visual learners and students who learn best in collaborative environments. The virtual reality technology will allow students to observe objects 3 dimensionally, which can help students visualize difficult concepts. With several projects, students can also easily collaborate and engage in group discussions.

“In my class, I will likely divide students into small groups that will examine topics, such as how the immune system creates T-cells. Students can illustrate various projects using virtual reality and each of the small groups can easily collaborate,” said Ms. Lamb.

Hounsell states, “In history, we are planning to use the area to tour a virtual battle using the new VRs. I’ve also seen plenty of teachers host meetings in there and even some of the middle school staff coming up. For me personally, it was a great place to set up Esports Club and it’s amazing to see the progress we’ve made.”

Alumni Jack Freeman said, “I think the Innovation Lab is a very interactive and hands-on environment. The room allowed students to be more creative and open-minded. I was able to write on the tables, which was unique to me.”

The IT Department has been making remarkable progress over the last several months. When the room becomes fully available, students and teachers will be able to utilize the equipment offered in the lab to provide new opportunities for students to learn.

DCDS ALUMNI NEWS & NOTES

Melissa Beyrand ‘18 II Became the second DCDS graduate to be named Miss Michigan She received her crown from the Miss America Pageant Organization in 2022 in Muskegon, Michigan. Her social impact initiative has been to support STEAM (Science, Technology, Engineering, Arts, and Math) programs. She went on to compete in the national Miss America competition in Uncasville, Connecticut. (Picture #1)

Tina Blank (neé Mangalick) ‘06 II Welcomed her first child and daughter, Riya Rani Blank, into the world on November 22, 2022. She was 8 lb 4 oz and 21 inches. (Picture #2)

Emily Corwin ‘09 II Mr. Don Corwin walked his daughter, Emily, down the aisle on October 15, 2022. Emily is an English teacher at Detroit Country Day’s Upper School. (Picture #3)

Taylor Hale ‘13 II In 2021 was named Miss Michigan through the Miss USA Pageant Organization. While she did not place in Miss USA 2021, she was named Miss Congeniality. She later joined Big Brother 24 as a house guest. She became the first African-American woman to win the reality TV series and the first houseguest to win both the game and America’s Favorite Houseguest prize. Here is an article about her win. (Picture #4)

Jiro Masuda ‘86 II Art department chair and jewelry and metalsmithing teacher in the Upper School at Detroit Country Day. His skills as an instructor and dedication to art education are well known. He was recently invited to present, and be on a panel, at the AP Educator Series (Advanced Placement) hosted at the Savannah College of Art and Design (SCAD) in Atlanta. He was also recently notified that he will be the first recipient in February of the “Above and Beyond” Volunteer Award presented by the Southeast and Michigan Thumb Art Region of Scholastics. (Picture #5)

Andrew Stein ‘00 II In October was named president and CEO of The Children’s Foundation. Read more. (Picture #6)

Annie Gordon Thomas ‘06 II Gave birth to her first child and son, Asher Leonard Wright, on November 10, 2022. Asher weighed 7 lb 1 oz and was 20 inches. (Picture #7)

DCDS ALUMNI NEWS & NOTES

Alumni Holiday Party 2022 II OnTuesday, December 13, approximately 70 alums were welcomed by Alumni Council president, Jordan Yagiela ‘11, to the annual holiday party at the Detroit Athletic Club. This event was started as another opportunity during the year for alums to reminisce and enjoy some camaraderie. The event has been held downtown for the past several holiday parties at the beautiful Detroit Athletic Club. Members of the faculty and administration were also there to greet alumni. Attendees included those who live in Michigan and those who were visiting from out-of-state.

SHARE YOUR NEWS!

Calling all Alumni! We want to know when something big happens in your life. Send your alumni news of promotions, births, awards, and other milestones to Annie Gordon Thomas ‘06 at athomas@dcds.edu.

This year we began working on a career resource directory. Thank you to those that have already submitted their information!

The goal is to provide more robust resources and information to assist with senior projects, internships, and network development. Only current students, faculty, and alums will have access to this information. Application to the directory is also open to those outside our alumni network, so please invite colleagues and friends you feel could be excellent resources to our community. Register here.

Our Upper School librarian, Cheri Dobbs, would like to include books written by alums for our library. If you have written a book and would like to donate one, please send it in care of Cheri Dobbs at 22305 W. 13 Mile Road, Beverly Hills, MI 48025. You may also email her at CDobbs@dcds.edu to provide information about where she may obtain a copy of your book.

Our Annual Fund helps to close the critical gaps in our yearly operational budget and ensures our students continue to thrive in a well-rounded, inclusive, forwardlooking, and compassionate environment.

Our motto Mens Sana In Corpore Sano, A Sound Mind in a Sound Body, feeds into every aspect of DCDS student life programming, supporting the many facets of a student’s experience, as well as faculty professional development, campus-wide improvements in the arts, athletics, and extra-curricular activities.