2013-14 Episcopal High School Viewbook

A grade nine through grade 12 co-ed and 100 percent boarding school

Episcopal High School Since 1839

Over a Century of Honor and Tradition

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Academic Life: Inspire and Engage

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Our Faculty: Creative and Enduring

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The Arts: Discover and Create

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Athletics: Dedication and Pride

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Campus Life: Connect and Grow

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Choosing Episcopal: A Way of Life

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Curriculum Guide

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In my now over 40 years in the field of education, the last 16 as Headmaster of Episcopal High School, I have come to one very clear realization. When you thoughtfully consider all of the hopes that a school might fulfill, I believe you will find that EHS meets your expectations. A school is a meeting place of high expectations – for students and faculty alike. When it works, there is nothing more exciting or life-giving. We are able to share so many experiences in our 100 percent boarding community located just minutes from the educational and cultural resources of our nation’s capital! I invite you to come to our campus to see for yourself.

Episcopal very intentionally focuses on the core elements of our philosophy – academic excellence, personal integrity, athletic and artistic engagement, and spiritual development. You will find people at Episcopal High School who are devoted to these ideals, and it is the joint pursuit of these principles by students and faculty that energizes the daily life on campus. This has been the case for Episcopal High School for 175 years, during which time we have always taken a fresh look at our approach and the means of educating, while not taking our eye off the fundamental values that serve as the foundation for the School.

Early in my tenure, I attended an EHS gathering during which a recent graduate spontaneously offered the following insight to prospective students: •D o not go to Episcopal because your parents want you to. Do not go to Episcopal because you think it is “cool.” Do not go to Episcopal because someone else you know has gone or is going.

•G o to Episcopal if you want to truly discover who you are. Go to Episcopal if you are willing to wake up each morning and explore who you want to be. Go to Episcopal if you want an experience where the most important question asked daily is, “What is the right thing to do?”

The unvarnished wisdom of these words says it all. We invite you to consider EHS so you can develop your interests, talents, and character, but even more importantly, so that you can discover who you are and how you connect to others in an educational community of purpose.

Sincerely,

F. Robertson Hershey Headmaster

Our Mission F O U N D E D O N A T R A D I T I O N O F H O N O R A N D T H E P U R S U I T O F S E L F - D I S C O V E RY, E P I S C O PA L H I G H S C H O O L E N G A G E S S T U D E N T S I N A C H A L L E N G I N G C O L L E G E P R E PA R ATO RY E D U C AT I O N . T H E S C H O O L F O S T E R S E M PAT H Y A N D R E S P O N S I B I L I T Y FOR SELF AND OTHERS THROUGH A COMMITMENT TO SPIRITUAL INQUIRY A N D G R O W T H I N A F U L LY R E S I D E N T I A L C O M M U N I T Y. 

STUDENTS ARE

E N C O U R A G E D T O T H I N K C R E AT I V E LY, W O R K C O L L A B O R AT I V E LY, D E V E L O P I N D I V I D U A L PA S S I O N S , A N D C E L E B R AT E T H E TA L E N T S O F O T H E R S . S H A R I N G DIVERSE

LIFE

EXPERIENCES,

IDEAS,

AND

VA L U E S ,

STUDENTS

LEARN

H U M I L I T Y, R E S I L I E N C E , A N D M U T U A L RESPECT. THROUGH ACCESS TO THE EDUCATIONAL AND CULTURAL RESOURCES O F T H E N AT I O N ’ S C A P I TA L , S T U D E N T S A R E I N S P I R E D T O U N D E R S TA N D A N D E M B R A C E A C H A N G I N G W O R L D .

T O G E T H E R , FA C U LT Y A N D S T U D E N T S TA K E I N I T I AT I V E A S I N F O R M E D C I T I Z E N S A N D E N V I R O N M E N T A L S T E WA R D S . 

E P I S C O PA L S T R I V E S T O

P R E PA R E Y O U N G P E O P L E T O B E C O M E D I S C E R N I N G I N D I V I D U A L S W I T H T H E INTELLECTUAL AND MORAL COURAGE TO L E A D E R S H I P A N D S E RV I C E TO O T H E R S .

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LEAD

PRINCIPLED

LIVES

OF

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W E L C O M E T O E P I S C O PA L A T E P I S C O PA L H I G H S C H O O L , C H A R A C T E R I S N U R T U R E D T H R O U G H T R A D I T I O N S O F H O N O R A N D E X C E L L E N C E . O U R 1 3 0 - A C R E C A M P U S , J U S T O U T S I D E WA S H I N G T O N , D . C . , A F F O R D S A C C E S S T O A L L T H E A R T I S T I C , C U LT U R A L , A N D S C H O L A S T I C R E S O U R C E S O F O U R N A T I O N ’ S C A P I T A L . E P I S C O PA L O F F E R S A N E X T R A O R D I N A R Y B O A R D I N G S C H O O L E X P E R I E N C E A N D E X C E P T I O N A L C O L L E G E P R E PA R AT I O N T H AT E M P H A S I Z E S S E L F D I S C O V E R Y, I N D E P E N D E N C E , A N D P R O D U C T I V I T Y, P R E PA R I N G G R A D U AT E S T O S U C C E E D AT S O M E O F T H E F I N E S T C O L L E G E S A N D U N I V E R S I T I E S I N T H E N AT I O N A N D T O L E A D FULL LIVES WITH HONOR AND PURPOSE.

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Section I

Over a Century of Honor and Tradition Since 1839, Episcopal High School has attracted the finest students and challenged them to grow through our time-honored college preparatory education. We do this in small classes led by remarkable teachers and in residential living with engaging peers and supportive faculty. We’ve found strength of character grows quietly here – as students risk contrary opinions, confide in an advisor, or guide a team to victory against all odds. In visits throughout the Washington, D.C., area, where our students interact with leaders and tour some of our country’s greatest artistic and cultural treasures, they learn that strength of character can even lead to greatness.

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Our Honor Code I WILL NOT LIE. I WILL NOT CHEAT. I WILL NOT STEAL. I WILL REPORT THE STUDENT WHO DOES. Strength of character also comes from the EHS Honor Code – one of the oldest among secondary schools and one of our most cherished traditions. Each year, all students sign the Honor Code, demonstrating their commitment to live and learn in a respectful and truthful way.

Through the tradition of the Honor Code, EHS seizes these formative years and guides students as they become discerning, self-reliant, and compassionate individuals. For generations, Episcopal students have learned to heed that

inner compass that leads them in the right direction. Our deep commitment to the Honor Code creates an atmosphere of trust, freeing students to pursue, undistracted, their intellectual, spiritual, and creative journeys.

The Honor Code applies to all aspects of student life at Episcopal – from classrooms to the student lounge, from dorm rooms to the ath­l etic fields.

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As students embrace the Honor Code, they come to understand that the first three points make them responsible for their own behavior: “I will not lie. I will not cheat. I will not steal.” The fourth, “I will report the student who does,” brings the full community into the picture and allows the Honor Code at Episcopal to be used primarily as an instructive tool, not a disciplinary measure. Here, in this supportive community, students learn that consequences can have impact beyond the individual. Indeed, alumni have long identified the Honor Code as one of the most significant aspects of their

EHS experience. As recent Honor Committee Chair Catherine Lambert ’11 says, “The Honor Code is unique because it is not merely a set of rules with disciplinary consequences for infractions, but it is a set of educational principles that serves to stimulate moral development.

Episcopal allows students the independence to make mistakes, yet challenges students to grow and emerge as stronger people afterwards.”

I think there’s a real comfort for students to see ideas they know to be important articulated so clearly in an Honor Code like ours, and to know that these four points are not commands, but simply reminders to be the morally strong individuals they’ve been brought up to be. The group of seven peers that these same students elect each year serves as further evidence of that communal desire to have in place, visibly and publicly, a body that stands for something.

TIM ROGERS ’79 FACULTY ADVISOR TO THE HONOR COMMITTEE

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WOODY DEWING ’12

T H E M O S T R E M A R K A B L E A S P E C T O F E P I S C O PA L H I G H S C H O O L I S I T S C O M M U N I T Y, A N D T H E M O S T I M P O R TA N T A S P E C T O F T H I S C O M M U N I T Y IS THE HONOR CODE. IT IS A UNIQUE OPPORTUNITY TO BE ABLE TO GROW AND LEARN ABOUT YOURSELF IN AN ENVIRONMENT WHERE YOU CAN PLACE COMPLETE TRUST IN THOSE AROUND YOU, AND THE HONOR C O D E AT E P I S C O PA L L I E S AT T H E C O R E O F T H AT T R U S T. T H E H O N O R C O D E F I N D S I T S S T R E N G T H I N E A C H I N D I V I D U A L S T U D E N T AT T H E H I G H S C H O O L , A N D I N T H E R E S P O N S I B I L I T Y T H AT C O M E S F R O M R E P R E S E N T I N G Y O U R S E L F T R U T H F U L LY T O Y O U R S E L F A N D T O Y O U R P E E R S , E N A B L I N G E A C H M E M B E R O F E P I S C O PA L’ S C O M M U N I T Y T O L E A R N L E S S O N S T H AT R E M A I N L O N G A F T E R T H E I R T I M E O N T H E H O LY H I L L .

HOUSTON, TEXAS 2011-12 HONOR COMMITTEE CHAIR UNITED STATES NAVAL ACADEMY

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Section II

Academic Life: Inspire and Engage Dedicated to providing a liberal arts education where students learn to think independently, our teachers seek out student opinions, ideas, and responses. To engage students in their subjects, an Anatomy and Physiology class might observe surgery at the Alexandria Animal Hospital, and an Advanced Latin Literature class might go to the Library of Congress. The proximity of Washington, D.C., permits genuine field work instead of field trips. The Washington Program, Senior Seminar, Study Abroad Programs, and more than 40 Honors and Advanced courses equip our students to excel in inquiry, research, and analysis.

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Episcopal’s academic program offers students myriad opportunities and challenges in a supportive environment in which they love what they’re doing. They explore and create, experiment and analyze, and thereby develop the resilience as well as the creative and critical thinking skills essential to navigating successfully through and leading in a highly complex and connected world.

MARY FIELDER ASSISTANT HEAD FOR ACADEMICS, THEOLOGY TEACHER

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Learning on the Hill Through the Episcopal academic program, students have the opportunity to truly delve into their studies in subjects that interest them and prepare them for college. Whether they are in an Advanced science class, or studying the classics, Episcopal supports them every step of the way through the use of state-of-the-art facilities and technology, as well as experiential learning opportunities outside of the classroom. Technology supports our students in the following ways:

•A ll classrooms and dorms have wired and wireless connections.

•T he David H. March Library houses more than 64,000 print and digital items and provides access to 50 online databases.

•T he LEED-certified Baker Science Center includes high-tech laboratories for all science courses, as well as a greenhouse, science library, and auditorium.

•A digital lab, 14 high-capacity computers, and digital recording studios are available • F aculty use software such as Geometer ’s for students’ use in the Ainslie Art Center.

Sketchpad in mathematics and recording software in language classes. They post syllabi, assignments, and course-related documents on the web-based Blackboard application.

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The Washington Program SCIENTIFIC DISCOVERY, ART, POLITICS, REPORTING, AND THEATER HAPPEN LIVE, WITH REAL-WORLD ANSWERS TO THEORETICAL QUESTIONS. When school is 10 minutes from the nation’s capi- • C ultural Connections: Episcopal invites taltal, research is not a spectator sport. E ­ piscopal’s ented performers, artists, and speakers to faculty and students extend the borders of their campus, and our students take frequent trips campus and textbooks by using Washington, to the city to explore the capital’s cultural D.C., as a living laboratory. resources, attending performances at the Kennedy Center, National Theatre, Ford’s • Tour Program: On recent Wednesday and Theatre, and Folger Theatre, to name a few. weekend tours, students have discussed U.S.Pakistani relations at the U.S. Department • S enior Seminar: Seniors intern on Capitol of State; participated in mock forensic trial Hill, within the federal government, and analysis; and toured the Holocaust Museum, in schools, hospitals, museums, law firms, The Washington Post offices, and the White banks, news media, and other organizations.

House.

They keep journals, write final papers, and present to a faculty committee.

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College Counseling Where do students go from here? When our graduates leave Episcopal High School’s gates, without exception their journeys continue at colleges and universities that best complement their talents, ambitions, and learning styles.

Our alumni attend many of the most highly selective institutions in the country, including honors colleges at state universities. Episcopal’s dedicated team of college counselors guides both students and parents through every aspect of the college admissions process. Informally,

the process can begin as early as freshman year when students are invited to attend college fairs and to meet with visiting admissions teams. Formal counseling begins junior year with individual meetings and an orientation session designed to help students understand the college application process. Please refer to our Curriculum Guide for a list of colleges attended by graduates over the most recent five-year period.

I think what sets Episcopal’s college counseling apart from others schools is the accessibility. During college application season, the College Counseling Office was like my second home, and I always felt comfortable going in to ask a question in between free periods. I even visited Mrs. Albers when she was on dorm duty. This convenient access eased a lot of my anxiety about the college process. Ultimately, I am most thankful for the way in which they allowed me to make a huge decision on my own, yet I felt supported throughout the entire experience.

ELLE WILSON ’13, DUKE UNIVERSITY

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Section III

Our Faculty: Creative and Enduring At Episcopal, the quality of our curriculum is matched only by the expertise of the people who deliver it: over 80 percent of the faculty have advanced degrees from the nation’s most prestigious universities, as well as significant experience in their chosen fields.

Episcopal’s 86-person faculty provide a 6:1 student-teacher ratio.

Furthermore, 85 percent of the faculty live on campus, where they share their wisdom and friendship as advisors, coaches, dorm parents, and club sponsors. Our teachers understand that learning is a journey – traveled both within and outside of the classroom – and it is more rewarding with a seasoned and compassionate mentor as a guide.

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C AT H E R I N E B . G O M E Z - G O O D N O W

I T I S A P R I V I L E G E T O S E R V E O N T H E FA C U LT Y AT E P I S C O PA L A N D W O R K A L O N G S I D E S U C H D E D I C AT E D A N D TA L E N T E D C O L L E A G U E S , W H O S E COMMON GOAL IS TO HELP EACH STUDENT FIND THE “SCHOLAR WITHIN.” I L O V E A L L A S P E C T S O F M Y W O R K H E R E AT E P I S C O PA L – W H E T H E R I N THE CLASSROOM, ON DORM, OR ON A SCHOOL TRIP ABROAD. THE STUD E N T S E N E R G I Z E M E , A N D I VA L U E T H E C O N N E C T I O N S I H AV E M A D E W I T H T H E M . A L O N G W I T H T H E R E S T O F T H E FA C U LT Y, I F E E L A T R E M E N D O U S O B L I G AT I O N T O S E R V E A S A P O S I T I V E R O L E M O D E L F O R O U R S T U D E N T S A N D T O H E L P T H E M D E V E L O P S T R O N G C H A R A C T E R A N D VA L U E S .

SPANISH TEACHER M.A. MIDDLEBURY COLLEGE B.A. COLLEGE OF MOUNT ST. VINCENT

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We are blessed at Episcopal to not only have friends and family who want to help us along the way, but also faculty whose lives are dedicated to bettering us as students and also people. It is a marvelous thing, and it is a key part of the spirit that drew me here all those years ago.

SUTTON ALFORD ’11

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Faculty as Advisors and Mentors Episcopal advisors are guides, philosophers, and friends. Officially, advisors help students select classes and explore the opportunities Episcopal has to offer. Informally, they become like family to both students and parents. Advisors care about connecting, and students know they can turn to them for advice or support. Advisee groups are the same gender in 9th grade and mixed gender in grades 10 through 12. Advisors communicate regularly with parents about students’ academic progress, other activities, and overall experiences at EHS. Advisors make formal reports after the close of each grading period and will also call or email as needed.

Episcopal’s advisory system is integral to the EHS experience and helps to bridge the gap between “hometowns” and a student’s home at ­Episcopal.

A few things that advisors will do include: •C reating another home for students, having their advisees over for suppers or to roast marshmallows on the eve of important exams; •A ttending students’ extracurricular events, such as games, exhibits, and performances; •M eeting with their advisory at least five times a week at meals and in chapel and weekly in Community Meeting; and •O pening their homes to students, allowing them a place of respite, reflection, and discussion with a trusted adult and mentor.

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Section IV

The Arts: Discover and Create At Episcopal, we know that the arts feed creativity, and creativity stimulates cognitive perception, awareness, and intellect. That’s why we offer a comprehensive arts program through which students have an extraordinary opportunity to excel in their chosen art form or to explore newly discovered interests and talents. In the state-of-the-art Ainslie Arts Center, students pursue all levels of study and practice in the performing and visual arts. This dynamic curriculum includes exposure to the rich artistic and cultural treasures of Washington, D.C., and master workshops with well-known performers and artists. EHS students have a rare opportunity to work at what they love and experience the challenges of creative practice – supported by adults who are themselves accomplished professionals.

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CLARENCE CLANTON ’12

T H R O U G H E P I S C O PA L’ S A RT S P R O G R A M , I H AV E F I N A L LY F O U N D A P L A C E W H E R E I C A N F R E E LY E X P R E S S M Y S E L F, K N O W I N G T H AT I ’ M N O T W O R K I N G T O C O M P E T E A G A I N S T A N Y O N E B U T R AT H E R C H A L L E N G I N G M Y S E L F T O S T R I V E T O B E C O M E A B E T T E R A R T I S T.

BRONX, NEW YORK COLGATE UNIVERSITY

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The Ainslie Arts Center Home to Episcopal’s Arts Department, the 42,000-square-foot Ainslie Arts Center is a favorite place for performers, visual artists, and those who thrive on simply taking it all in. The Ainslie Arts Center features:

•C hoir room and orchestra room;

•C eramics, painting, drawing, recording, dance, and digital art studios;

•T he Angie Newman Johnson Gallery.

• I nstrument practice rooms and piano studio; • Pendleton Hall and Breeden Black Box Theater; •S cene and costume shops; and

•P hotography studio, darkroom, and technologically enhanced lecture room;

Whether taking a first picture with a pinhole camera or discovering the intricacies of a Mozart Quintet, students at EHS have the chance to explore their creativity and further their artistic abilities. The program provides a breadth of experiences for novice artists while preparing those most advanced for training at the nation’s finest schools and conservatories.

DOUGLAS E. KEHLENBRINK CHAIR OF THE ARTS, DIRECTOR OF CULTURAL EVENTS

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Section V

Athletics: Dedication and Pride On the courts and playing fields, students learn to develop strategy, work as part of a team, and lead as individuals. Our founders recognized the importance of athletics: Episcopal was the first school regionally to introduce baseball, football, and track. Today, that tradition endures with 42 interscholastic teams – including varsity, junior varsity, and junior levels – in 15 different sports; non-interscholastic offerings such as aerobics, cross training, and dance; and one of the oldest continuous football rivalries in the country. With such a rich sports culture, EHS inspires students to participate fully and strive for excellence. More than 375 students play on teams each year, and most freshmen and sophomores compete in interscholastic competitions during all three seasons.

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O U R AT H L E T I C S P H I L O S O P H Y E P I S C O PA L H I G H S C H O O L I S D E D I C A T E D T O T H E S T U D E N T ’ S P U R S U I T O F E X C E L L E N C E A N D TO T H E J O Y O F L E A R N I N G A N D S E L F - DISCOVERY IN A CARING AND SUPPORTIVE C O M M U N I T Y. E P I S C O PA L B E L I E V E S T H A T P H Y S I C A L E X E R C I S E A N D C O N D I T I O N I N G A R E K E Y T O T H E H E A LT H O F E V E R Y T E E N A G E B O Y A N D G I R L A N D T H AT H A B I T S A N D R O U T I N E S O F E X E R C I S E B E G U N AT A Y O U N G A G E P R O M O T E L I F E L O N G H E A LT H . E H S I S A L S O C O M M I T T E D T O T H E VA L U E S – S P O R T S M A N S H I P, S E L F - D I S C I P L I N E , A N D P E R S E V E R A N C E – T H AT A R E O F T E N L E A R N E D T H R O U G H I N T E R S C H O L A S T I C S P O R T S . M O S T I M P O R TA N T LY, E P I S C O PA L’ S AT H L E T I C T E A M S P R O V I D E A N O P P O R T U N I T Y F O R S T U D E N T S F R O M D I V E R S E B A C K G R O U N D S T O L E A R N T H E VA L U E O F T E A M W O R K , C O O P E R AT I O N , A N D M U T U A L R E S P E C T .

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Our Athletics Facilities Our 130-acre campus includes:

•T he Goodman Squash Center with nine international-size courts;

•E ight playing fields, including three artificial turf fields, one Bermuda grass field, and Hummel Bowl with 2,800 spectator seats;

•T he Cooper Dawson Baseball Diamond; • A wrestling cage;

•F lippin Field House with three tennis courts, three basketball courts, a 200-meter track, and a batting cage;

•S huford Tennis Courts with 12 all-weather courts; • A n outdoor swimming pool;

•C entennial Gymnasium, housing the main basketball court;

•H oxton Track, a six-lane, 400-meter outdoor track; and

•A fitness center with circuit and cardiovascular training;

• A dance studio.

• A weight room with six Olympic lift racks; •T eam locker rooms;

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N A N C Y WA L K E R ’ 11

T H E A T H L E T I C S P R O G R A M A T E P I S C O PA L I S A G R E A T WAY T O G E T I N V O LV E D I N A N D C O N T R I B U T E T O L I F E A T E H S . E V E N A S A F R E S H M A N , B E I N G I N V O LV E D I N T E A M S P O R T S G AV E M E A G R E A T O P P O R T U N I T Y T O P L AY A N D I N T E R A C T W I T H O T H E R S T U D E N T S O U T S I D E O F T H E C L A S S R O O M S A N D D O R M S . P L AY I N G T E A M S P O R T S T A U G H T M E T H E I M P O R TA N C E O F T I M E M A N A G E M E N T, C O M P E T I T I O N , A N D C A M A R A D E R I E , P R O V I D I N G VA L U A B L E P R E PA R AT I O N F O R M Y F U T U R E A C A D E M I C A N D P R O F E S S I O N A L E N D E AV O R S .

ALEXANDRIA, VIRGINIA VARSITY SOFTBALL ALL-ISL AND ALL-STATE BOWDOIN COLLEGE

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Section VI

Campus Life: Connect and Grow The Episcopal experience is rooted in self-discovery. Our extraordinary residential community provides the perfect opportunities – both in and out of the classroom – for such discovery to occur.

Living on dorm with classmates and teachers as neighbors inspires formative, lifelong friendships. The experience starts with academics and moves outward to the arts, athletics, community service, school trips, and unstructured time for just hanging out.

The many choices – to participate on an athletic team, in a performance, in a club, with a student publication, to play dodge ball or laser tag – are joyous opportunities for students to determine who they are and to work with others toward mutual goals.

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Life on Dorm LIVING ON DORM IS AT THE HEART OF EPISCOPAL CULTURE. The School’s eight dorms – four for boys and four for girls – quickly become “home,” where teachers and students celebrate birthdays, indulge in spontaneous midnight pancakes, and hold meaningful conversations around the kitchen table. Dormitories become communities where students support and champion one another, attending each other ’s theater performances and athletic contests and sharing the ­E piscopal experience. A faculty member lives on each floor of every dormitory, and Monitors – students selected by the faculty and student body – help to coordinate dorm life and activities. The

School’s Activities Committee helps to organize weekend and evening activities. Residential life activities include: • I ntra-dormitory games and competition; •P erformances at the National Theatre and Kennedy Center; •C ommunity service events; •P rofessional sporting events; •B owling, ice skating, or going to the movies; and •C ookouts, themed parties, dances, and pool parties.

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My favorite part of EHS daily life is living on dorm. It has been so rewarding to live with my best friends. We have become like sisters. We spend a lot of time celebrating birthdays, watching movies in the common room, stressing over final exams, baking in our dorm head’s apartment, doing homework late at night, and laughing and chatting in the hallways.

EMILY HUNT ’13

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S E AT E D M E A L S A R E A T R A D I T I O N I N E P I S C O PA L’ S G R A C I O U S L A I R D D I N I N G H A L L , E H S A D V I S O R S D I N E W I T H T H E I R A D V I S O R Y G R O U P S T H R E E T I M E S A W E E K . T H E S E F A M I LY- S T Y L E M E A L S F E E L A L O T L I K E T H O S E AT H O M E A N D H E L P F O S T E R L A S T I N G A N D D E E P R E L AT I O N S H I P S B E T W E E N S T U D E N T S A N D W I T H T H E I R A D V I S O R S . T H E M O R E C O M F O R TA B L E S T U D E N T S B E C O M E W I T H A D V I S O R S , T H E M O R E C O M F O R TA B L E T H E Y W I L L F E E L R E A C H I N G O U T W H E N T H E Y N E E D H E L P. T W I C E W E E K LY, S T U D E N T S E A T F A M I LY- S T Y L E A T A S S I G N E D T A B L E S W I T H D I F F E R E N T S T U D E N T S A N D FA C U LT Y M E M B E R S , A N D T H E R E S T O F T H E T I M E , T H E Y D I N E B U F F E T- S T Y L E W I T H W H O M E V E R T H E Y L I K E .

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Our Spiritual Growth Since its founding, Episcopal High School has • T he Vestry, a group of students who provide celebrated the spirit and rich religious tradispiritual leadership to the School, organizing tions that its many students bring to the school performances and chapel talks from EHS community. Episcopal maintains a commitment community members; to developing the spiritual life of each student • C ourses that explore Judeo-Christian-Islamic through the following: theology as underpinnings of western civi• C hapel services three times a week, permitlization; and ting time for personal reflection and renewal; • A dults in the community willing to enter into • Transportation to students’ houses of worship, quiet and important dialogues that help us a broad range of which are located just minutes define who we are, and what we are coming from campus; to believe.

I love our community and the feeling one cannot understand unless he or she lives it and breathes it every day: breaking bread and laughing at seated meals, coming together three times a week to worship and reflect in silence, song, and story. Friday chapels serve as a metaphor for why I teach: a celebration of students’ talents and gifts.

BRAD PARK DEAN OF STUDENTS, ENGLISH TEACHER

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Our Community Service Despite their full schedules, many students believe that a vitally important part of life is the chance to serve those in need. Whether through feeding programs, gleaning, tutoring, advocacy, fundraising, or construction, many students find that work serving the community outside the Episcopal gates is an essential and balancing component of their EHS experience.

Opportunities to serve include events and organizations such as:

•C ommunity service tours on Wednesdays; • A nnual spring break service trips to an orphanage in the Dominican Republic or to Haiti to work with the Haiti Micah Project; •S ummer service trips to Kenya to work with the Elewana Education Project; •V olunteer opportunities at the Special Olympics track meet, held at EHS in the spring; and •S tudent-inspired events to champion personal causes, such as clothing or fund drives, Serve for the Cure, and Mustache March.

•T he Service Council, which hosts fundraisers and arranges volunteer opportunities;

Though I do try to always be a little more selfless and positive than the day before, I fail a lot along the way. But that is why the next day is right around the corner bearing new opportunities to make a difference. There is something truly peaceful about doing service work, and it does help us grow into more kind and virtuous individuals.

CHRIS CINDRICH ’13

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Clubs and Activities The Episcopal community supports students in identifying, enjoying, exploring, and committing to their personal interests and passions.

EHS has a wide variety of clubs and activities designed for this purpose, and each of these clubs has leadership positions within it. Club and committee meetings typically occur for one hour after dinner four days a week, two hours after dinner on Friday, and as part of the afternoon program.

As student activities have expanded, Episcopal has incorporated its emphasis on leadership skills into all of these areas, whether through planning a campus-wide event, or spearheading popular initiatives such as movie workshops, community clean-up days, and “coffee houses,� during which the student center is transformed into a place for student performances. Student leadership is a tradition at Episcopal that engages students at many levels.

We emphasize full engagement in the life of the School beyond the classroom experience.

Whether through athletics, the arts, our leadership programs, or clubs, all students have an opportunity to pursue a passion or develop a new interest. Since all students live on campus, ours is an inclusive community in which each student travels a unique journey of self-discovery.

TIMOTHY C. JAEGER ASSISTANT HEAD FOR STUDENT LIFE, ENGLISH TEACHER

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Getting Involved In addition to the formal leadership roles in the Monitor System, the Honor Committee, and the Vestry, students have the opportunity to become involved in a number of different organizations on campus, for example:

• • • • • • • • •

M odel U.N. Two a cappella groups E ngineering Club E nvironmental Club G ay/Straight Alliance G irls’ Christian Fellowship J azz Ensemble L atin Certamen S tudent Associations for Visual and Performing Arts •S tudent Investment Group • Young Alumni Leadership Program (YALP)

• C heerleaders •D orm Council •T our Guides •S chool publications • A ctivities Committee •S ervice Council •O utdoor Club

Episcopal teaches its students how to work together and lead in daily life, in the classroom, and on the sports fields. These are important skills that prepare us to succeed after high school.

WILL THOMAS ’13, HEAD MONITOR

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Section VII

Choosing Episcopal: A Way of Life Episcopal High School, the only 100 percent boarding school in a major U.S. metropolitan area, offers students the best of both worlds: a serene campus and access to the myriad resources of the nation’s capital. It is simply an ideal situation for teaching and learning the liberal arts and sciences. At Episcopal, students appreciate the boarding school difference: graduates feel more independent, love to learn, and enjoy taking risks. One recent alumna said, “Choose Episcopal if you are willing to wake up each morning and explore who you want to be. Choose Episcopal if you want an experience where the most important question asked daily is, ‘What is the right thing to do?’ ”

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F. R O B E RT S O N H E R S H E Y

H E A D M A S T E R R O B H E R S H E Y H A S D E D I C AT E D H I S E N T I R E C A R E E R T O F U R T H E R I N G E X C E L L E N C E I N E D U C AT I O N . A N I N D E P E N D E N T S C H O O L G R A D U AT E , H E AT T E N D E D W I L L I A M S C O L L E G E A N D E A R N E D H I S M A S T E R ’ S D E G R E E I N E D U C AT I O N F R O M T H E U N I V E R S I T Y O F V I R G I N I A . H E S E RV E D A S H E A D M A S T E R AT T H E D U R H A M A C A D E M Y I N N O R T H C A R O L I N A A N D T H E C O L L E G I AT E S C H O O L I N R I C H M O N D , VA . , P R I O R T O C O M I N G T O E P I S C O PA L I N 1 9 9 8 . A R E C O G N I Z E D L E A D E R I N H I S F I E L D , H E S E RV E D A S C H A I R O F T H E B O A R D O F D I R E C T O R S O F T H E A S S O C I AT I O N O F B O A R D I N G S C H O O L S , P R E S I D E N T O F T H E V I R G I N I A A S S OCIAT ION OF INDE PE NDE N T SCHOO LS, AND HAS S E RV E D ON THE BO ARD OF SCHOOL Y E A R A B R O A D .

HEADMASTER, SOCIAL STUDIES M.ED. UNIVERSITY OF VIRGINIA B.A. WILLIAMS COLLEGE

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Applying to Episcopal How can you become part of this community?

•A pplications, due January 15, include an application form; academic transcript; personal • E piscopal welcomes applications from motiinterview with an EHS admissions officer; vated and talented students of good character recommendations from an English teacher, who are entering grades nine through 11. mathematics teacher, and school principal or • Visit us! During a visit to EHS, students and counselor; and standardized testing. parents tour the campus with current students and meet with one of our admissions officers.

For more information, please visit: There is an opportunity to observe classes, www.episcopalhighschool.org meet with teachers or coaches, attend chapel and lunch, and watch an athletic or performing arts practice.

•A ppointments are best scheduled when school is in session, although we are happy to accommodate families year round.

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Affording Episcopal Episcopal seeks applications from talented students, regardless of family resources. The School makes financial assistance available to help close the gap between the costs of attending EHS and a family’s ability to pay. Episcopal awards financial aid guided by School and Student Service for Financial Aid (SSS) principles.

We have an overriding commitment to socioeconomic diversity, which brings a variety of perspectives and enables students to debate, discover, and expand upon their knowledge of the world. We believe this greater understanding prepares students to succeed in all aspects of life. We urge families to apply even if there

is concern over the ability to pay tuition. For further financial aid and comprehensive fee information, see the Curriculum Guide.

Episcopal High School admits students of any race, gender, color, sexual orientation, or national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students. EHS does not discriminate in the administration of its educational policies, admissions policies, scholarship programs, or other school-administered programs.

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OUR CAMPUS 1. H oxton House (Administration) and Laird Dining Hall 2. P enick Hall (Admissions/ Alumni and Parent Programs/ Advancement) 3. Crosland Alumni Cottage 4. Blackford Hall 5. Dalrymple Dormitory 6. Henderson Hall (Hummel/McGuire Dormitories)

7. Patrick Henry Callaway Chapel 8. Baker Science Center 9. S tewart Gymnasium (Student Center) 10. H ummel Learning Center/ David H. March Library 11. Bryan Library 12. Evans Dormitory 13. R obertson Hall (Anderson/ Harrison Dormitories) 14. Hoxton Dormitory 15. Ainslie Arts Center/Pendleton Hall

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16. Berkeley Dormitory 17. McAllister Health Center 18. Wrestling Cage 19. Centennial Gymnasium 20. Goodman Squash Center 21. Flippin Field House 22. Hummel Bowl 23. Athletics Center 24. Townsend Hall

Section VIII

ďœ˛ďœ°13-14

Curriculum Guide EHS guides young people in pursuing excellence within a caring and supportive community. Small classes invite lively discussion and teach students to think independently, creatively, and critically.

Offerings include a wide range of courses in English, mathematics, science, language, social studies, theology, and the arts. The sevenperiod academic day allows ample time for an elective and study period. Students must earn at least 23 credits in four years to graduate, including credits for afternoon programs. EHS also offers more than 40 Honors and Advanced courses in English, math, social studies, science, languages, and many electives, including interdisciplinary studies.

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Advanced Courses The following Advanced courses are offered to students who have met specific departmental criteria for excellence, including test scores and grades in prior courses:

Learning at its Best Episcopal High School understands the needs and expectations of today’s students. The School fosters a pursuit of excellence in a caring and supportive community that promotes self-discovery and the joy of learning. Enriched by the educational and cultural resources of the nation’s capital, Episcopal’s challenging and dynamic academic program encourages students to develop individual talents and prepares them to attend highly selective colleges and universities.

EHS is firmly committed to providing a liberal arts education in which students can begin to think independently, analyze, and reason. Students learn in small classes and actively participate in all classroom discussions.

The School’s college preparatory curriculum requires that students take courses in English, mathematics, modern or classical language, social studies, science, theology, and the arts. To graduate, students must earn a minimum total of 23 credits in four years, including credits received for afternoon program activities. Course requirements are explained in more detail in the Class Offerings section.

Art History Biology Calculus AB Calculus BC Chemistry Chinese Language Computer Science Engineering II English 3 English 4 Environmental Science French Language Global Energy Human Geography Linear Algebra Macroeconomics Microeconomics Multivariable and Vector Calculus Music Theory Physics B Physics C: Electricity & Magnetism; Mechanics Spanish Language Spanish Literature Statistics Studio Art: 2-D Design Portfolio Studio Art: 3-D Design Portfolio Studio Art: Drawing Portfolio Topics in Latin: Caesar and Vergil Topics in Latin: Rare Books United States History

Honors and Advanced Courses For those students seeking additional academic challenges, EHS offers approximately 40 Honors and Advanced courses. These more challenging academic opportunities are available in required courses such as English, math, science, social studies, modern and classical languages, as well as in many electives.

In courses termed Advanced, our most rigorous offerings, students are expected to do college-level work. Many of these courses prepare students to take a corresponding AP exam at the end of the school year. A number of other Advanced courses are unique, capstone courses for which there is no corresponding AP exam. All Advanced courses are identified by EHS and recognized by colleges and universities as equivalent in rigor to courses offered at institutions of higher learning.

Independent Study For those junior and senior students who would like to pursue a particular academic topic in even greater depth, Episcopal offers the opportunity for independent study.

Students, along with a faculty mentor and the assistant head for academics, can develop a course that covers any topic that the student would like to explore further. In the past, students have delved into their areas of interest by taking Advanced language courses and examining historical people and places,

Advanced Placement Exams Students enrolled in an Advanced course for which there is a corresponding AP exam will sit for that AP exam at the end of the school year.

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theater, literature, or theology. A few recent examples include Survey of Journalism, The Role of Iconography in Religious Thought, Special Topics in Physics, and participation in the Folger Shakespeare Library High School Fellowship Program.

All independent study projects supplement the student’s regular course work and must be approved by the assistant head for academics. The student will meet with the faculty mentor outside of class time, and the course will not substitute for an afternoon option. The independent study, which is usually a semester-long endeavor, is graded, and students earn a half credit that is factored into their overall grade point average.

English Four credits are required in English. Students must be enrolled in English every year at Episcopal and must pass grammar competency tests in English 1, 2, and 3. Either an Honors or Advanced English course is offered for levels 2 through 4.

Mathematics A minimum of three credits is required in mathematics including successful completion of trigonometry, either as part of the full-year Algebra 2 with Trigonometry course or in a one-semester course (Algebra 3 with Trigonometry). A junior is required to take a full year of math, and EHS strongly encourages students to take mathematics every semester they are enrolled.

Interdisciplinary Studies Recognizing that understanding our complex world often requires synthesis of knowledge from more than one discipline, EHS offers a number of interdisciplinary courses. Through such courses as Advanced Global Energy, Advanced Engineering, African-American Studies, and Ethics and Aesthetics, juniors and seniors have the opportunity to sharpen their problem-solving skills and thoughtfully investigate how information is integrated into a fuller understanding of a problem, issue, or concept.

Social Studies Students must complete two full years of social studies, which must include U.S. History and Global History 2.

Modern or Classical Languages Students are required to study one language for three years and successfully complete at least the second level in that language. Students who have completed level two of a language in two years of study are required to pass the third level. The final credit in that language must be earned at Episcopal. Students who complete this requirement in their junior year are strongly urged to take the next level of that language.

Graduation Requirements To earn a diploma from EHS, students must earn 23 credits and meet the following minimum requirements:

Science Students are required to earn two credits in laboratory science, the last of which must be earned at EHS. Episcopal encourages students to take more than two credits, as many colleges prefer students to have three or four science credits.

Subject Credits English 4 Mathematics 3 or 3-1/2* Social Studies 2* Modern or Classical Language 2 or 3* Laboratory Science 2 Fine Arts 1* Theology 1* Physical Education 2 Health 1 semester

The Arts The Arts Department has a one-credit requirement for all students entering in the 9th grade. Entering 10th and 11th graders must earn one-half credit. All 9th graders, except those taking choir, orchestra, acting, or survey of dance, must take Introduction to the Arts.

Another one-half credit in the performing or applied visual arts is required for graduation. Artistically talented 9th graders may take an additional arts course in their first year.

*See requirement descriptions in each subject section.

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For illustration only, the following programs of study provide examples of some typical progressions through the curriculum.

Theology Entering 9th and 10th graders must take Biblical Theology (one-half credit) by the end of their 10th grade year. During the 12th grade year, seniors select a semester elective (one-half credit) offered by the Theology Department to complete the full credit required. Exceptions may be given for students taking six yearlong academic courses and orchestra or choir.

Biblical Theology may then be “bumped” to the 11th grade or first semester of the 12th grade. As seniors, those students may also take one of the following courses for theology credit: Ethics and Aesthetics, Southern Literature and Ethics, or Greek.

Freshman Year English 1 Algebra 1, Geometry, or Algebra 2/Trigonometry Modern or Classical Language Level 1 or 2 Conceptual Physics Themes in Global History 1 Introduction to the Arts (1 semester) (Choir, dance, theater, or orchestra, if taken the full year, may replace Introduction to the Arts.)

Computer Studies Technology 101 is a non-credit course that all new students must take during the first semester of their first year at EHS.

Sophomore Year English 2 Geometry, Algebra 2/Trigonometry, or Precalculus Modern or Classical Language Level 2 or 3 Themes in Global History 2 or Honors Global History 2: Documents Study Chemistry or Honors Chemistry Biblical Theology (1 semester) Health and Wellness Course* (1 semester)

Physical Education Students must earn two physical education credits.

One-third credit is granted for a successful season of participation in a school-sponsored athletic offering.

Each year there are three seasons (fall, winter, and spring). Ninth graders are encouraged to participate in athletics all three seasons.

Junior Year English 3 Algebra 2/Trigonometry, Precalculus, or Advanced Calculus Modern or Classical Language Level 3 or 4 U.S. History or Advanced U.S. History Biology or Advanced Biology Elective

Health and Wellness Entering 9th and 10th graders must take Health and Wellness during the 10th grade. It is a half-year, noncredit, pass/fail course that meets twice a week.

Typical Program of Study by Year Each student’s course program is individually scheduled through the Registrar ’s Office with assistance from the appropriate department chairs and his or her advisor based upon standardized test scores, prior coursework, and specific placement tests (math and upper-level languages). Most courses offer Honors sections. Placement is determined by department heads.

Senior Year English 4 Precalculus, Advanced Calculus, Advanced Statistics, Advanced Multivariable and Vector Calculus, or Advanced Linear Algebra Modern or Classical Language Level 4 or Elective Science or Elective Social Studies or Elective Theology (1 semester) Art (1 semester)

Each semester, students must be enrolled in a minimum of five academic courses plus an afternoon athletic or activity option. Students may not enroll in seven academic courses unless approved by the assistant head for academics.

*All sophomores are required to take a one-semester, noncredit, pass/fail health course.

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The EHS Diploma The Episcopal High School diploma is unique. Signed by every member of the faculty, it is awarded to the graduate for successfully completing the Episcopal experience. To receive a diploma, students must be in good standing academically and must have met the requirements of the EHS community. The Episcopal diploma is widely recognized among leading colleges and universities as a symbol of superior preparation and aptitude.

The Grading System Episcopal uses the following numerical grading system to assign grades for examinations, grading periods, semesters, and transcripts. In order to receive credit for a course, a student must receive a courseend grade of 65 or better and, in the case of a yearlong course, must earn a 65 or better for the second semester.

90-100 87-89 80-86 70-79 65-69 60-64 Below 60

Honors Above Average Average Below Average Passing Conditional Failure (no credit) Failure (no credit)

Tuition and Other Expenses The comprehensive fee for the 2013-14 school year is $47,850. This amount includes tuition, room and board, basic health center expenses, and the cost of most school-sponsored academic, athletic, and recreational activities.

The telecommunications fee of $250 covers the availability of high-speed transmission lines in the classrooms, the computer lab, and the dormitory rooms. This is an annual fee.

The laptop program at Episcopal requires all entering students to purchase a laptop through our designated vendor. Laptops may be ordered online between May 1 and August 5 for the next school year. The cost is approximately $2,000. Laptops are delivered directly to EHS where they are distributed during new student orientation.

Textbooks and academic materials are approximately $700 annually.

Personal expenses associated with attending Episcopal vary from student to student. For details about payment schedules or further assistance, please contact our Business Office at 703-933-4016.

Four times a year, parents receive a grade report electronically via a password-protected online gradebook called NetClassroom. In addition to grades, the report includes teachers’ written comments about the student’s performance and attitude. Students are assigned to study hall each quarter based on their grade point average.

As a matter of school policy, Episcopal does not rank students within the grade levels. A student’s yearly average of all courses is weighted by adding one point for each Advanced or Honors course taken.

NetClassroom NetClassroom allows parents to view their child’s academic schedule, historical grades, conduct information, and current report card through the Episcopal website, www.episcopalhighschool.org.

Recognizing Outstanding Achievement Four times a year EHS recognizes students whose grade point average is 90 or higher by naming them to the School’s academic honor roll, the High List. Students who maintain a High List average throughout the year receive special recognition at Commencement. Episcopal also participates in the Cum Laude Society, a national honor society that recognizes students for their outstanding academic performance. In addition, EHS presents more than 90 awards during the school year to recognize students for their individual achievements in academics, arts, and athletics.

Financial Aid Financial aid is awarded to those students who qualify based on the School’s assessment of family financial need using the principles of good practice of the National Association of Independent Schools’ (NAIS) School and Student Service for Financial Aid (SSS). Episcopal strives to accept students without regard to their family’s financial resources. In 201314, the School’s financial aid budget of over $5 million supported 30 percent of the student body. For further information, please contact the director of financial aid at 703-933-4017.

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Weekly Schedule

Monday

7:15-8:45 Buffet Breakfast

8:30-9:15 Period 1

9:20-10:05 Period 2

10:10-10:55 11:05-11:50 12:00-12:15 12:30-1:00 Period 3 Period 4 Chapel Seated Lunch 10:55-11:05

1:05-1:50 Period 5

1:10-2:20 Period 4

Break

Tuesday

7:15-8:15 Buffet Breakfast

8:00-9:10 Period 1

9:20-10:30 Period 2

10:40-11:50 12:00-12:20 12:35-1:05 Period 3 Community Seated Lunch Meeting

Wednesday

7:15-8:15 Buffet Breakfast

8:00-9:10 Period 5

9:20-10:30 Period 6

10:40-11:50 11:30-1:00 Period 7 Buffet Lunch (If Tour/ Tutorial)

Thursday

7:15-8:15 Buffet Breakfast

8:00-8:45 Period 1

8:50-9:35 Period 2

9:40-10:25 Period 3

Friday

7:15-8:15 Buffet Breakfast

8:00-8:45 Period 1

8:50-9:35 Period 2

9:40-10:25 Period 3

Saturday

8:00-9:00 Breakfast

10:35-11:20 11:30-11:45 12:00-12:30 12:35-1:20 Period 5 Period 4 Chapel Seated Lunch 10:25-10:35 Break

10:35-11:20 11:30-11:45 12:00-12:30 12:35-1:20 Period 5 Period 4 Chapel Seated Lunch 10:25-10:35 Break

11:00-1:00 Buffet Lunch

9:00-11:00 Work Program

Sunday

11:00-1:00 Brunch

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11:50-12:50 1:00-2:00 Assembly Buffet Period Lunch (If Assembly)

1:55-2:40 Period 6

2:45-3:30 Period 7

3:30-3:45 Tutorial

4:00-6:00 Athletics

6:45-7:30 Seated Dinner

8:00-10:00 Study Period

10:00 All in

10:45 Lights out 9th Grade

11:30 11:00 Lights out Lights out 10th Grade; 11th Grade 12th in Own Room

7:30-8:00 Sign in on Dorm 2:20-3:00 Tutorial

1:15-3:30 Tour/ Tutorial Period

1:25-2:10 Period 6

2:15-3:00 Period 7

3:45-5:45 Athletics

5:45-7:00 Buffet Dinner

7:30-8:00 Sign in on Dorm

8:00-10:00 Study Period

10:00 All in

10:45 Lights out 9th Grade

11:30 11:00 Lights out Lights out 10th Grade; 11th Grade 12th in Own Room

3:45-5:45 Athletics

5:45-7:00 Buffet Dinner

7:30-8:00 Sign in on Dorm

8:00-10:00 Study Period

10:00 All in

10:45 Lights out 9th Grade

11:30 11:00 Lights out Lights out 10th Grade; 11th Grade 12th in Own Room

3:00-3:25 Tutorial

3:45-5:45 Athletics

5:45-7:00 Buffet Dinner

8:00-10:00 Study Period

10:00 All in

10:45 Lights out 9th Grade

11:30 11:00 Lights out Lights out 10th Grade; 11th Grade 12th in Own Room

7:30 Restriction Sign in on Dorm

10:30 Sign in 9th & 10th Grades

11:00 Sign in 11th & 12th Grades

7:30-8:00 Sign in on Dorm 1:25-2:10 Period 6

2:15-3:00 Period 7

3:00-3:25 Tutorial

3:45-5:45 Athletics

5:45-7:15 Buffet Dinner

Midnight 9th, 10th, & 11th in Own Room 12:30 12th in Own Room

5:00-5:45 Check in on Dorm

11:00 All in

7:30 Restriction Sign in on Dorm

5:45-7:00 Buffet Dinner

Midnight 9th, 10th, & 11th in a Dorm Room 12:30 12th in a Dorm Room

5:00 Voluntary Church

5:45-7:15 Buffet Dinner

7:15-7:30 Sign in on Dorm

7:30-9:30 Study Period

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9:30 All in

10:45 Lights out 9th Grade

11:30 11:00 Lights out Lights out 10th Grade; 11th Grade 12th in Own Room

Class Offerings

The study of literature at EHS combines traditions of the canon with contemporary innovation, examining lasting works that provide an essential understanding of what it means to be human and inspire students to discover what they themselves might contribute to that library of thought. The journey begins in English 1, pursuing thematic study, in a variety of literary genres, of the individual’s place in society. Students hone their writing and speaking skills in assignments that demand logic in argument and confidence in public address. During the year, students deliver several speeches and compete in the Shakespeare Monologue contest for freshmen. In English 2, courses continue to build students’ understanding of argumentative and analytical writing. Literary discussions relate authors’ decisions about language and technique to their purpose as writers.

Upper-level courses engage students with timeless cultural and ethical issues and encourage creative participation in the literary tradition. In junior year, students select an elective for the fall semester.

These electives examine several themes surrounding American literature. These electives emphasize close reading of texts in several genres and analytical work to enhance understanding. One course, Writing Workshop, focuses primarily on enhancing writing skills for students to devote time and energy to the craft. Advanced English 3 is offered in the spring semester to prepare students for the AP Language exam. English 3 is offered in the spring semester for additional study of American literature. The English program culminates in the senior year with English 4, a one-semester course in British Literature (with Advanced sections preparing for the English Literature AP) that promotes serious critical inquiry into the intrinsic merit of literary experience. In the second semester, elective courses provide opportunities for focused study and creative expression in areas of particular interest.

The English Department upholds a tradition of appreciation for Shakespeare. Students read and attend a performance of at least one Shakespeare play at each grade level. As a senior English requirement, all students take an annual examination to compete for the William Barrett Gibb Medal in Shakespeare.

The courses listed represent offerings from the past several years. Detailed course descriptions for 2013-14 are available in the academics section of the School’s website at www.episcopalhighschool.org.

English J. Mason New, Chair Nathaniel A. Ebel; W. Perry Epes III ’65; Alison M. Holby; Timothy C. Jaeger; J. Whittelsey Morgan; Molly W. Pugh; Robert J. Rogers, Jr. ’79; Louis G. Smith; Kevin F. Soja; Emily C. Wilkinson

English courses at EHS seek to develop a lifelong love of reading and to foster the humane spirit, which can result from immersion in good literature. Students participate in class discussions to gain confidence in their own responses and make their own intellectual discoveries. They will graduate armed and graced with the writing and public speaking skills necessary for critical thinking and communication at the college level.

English teachers help each student cultivate a distinctive writing voice. Assignments focus on three aspects of composition: framing significant claim statements, developing logical organization, and incorporating concrete textual evidence. Written work is evaluated with specific rubrics helping students see both strengths and weaknesses, with multiple opportunities to revise their work. Each grade level provides experience in literary research, critical evaluation of secondary sources, and proper MLA citation procedure. Each year the department publishes the English Bays, featuring award-winning student writing in many genres, both critical and creative.

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solve unfamiliar problems throughout their lives.

The Mathematics Department believes strongly that students should use technology, such as computers and graphing calculators, as problem-solving tools, and it encourages students to pursue the study of mathematics throughout all four years of high school.

English 1 English 2 English 2 Honors English 3 Electives English 3 (spring semester) English 3 Advanced (spring semester) English 4 (fall semester) English 4 Advanced (fall semester) English 4 Electives (spring semester)

Algebra 1 Geometry Geometry Honors Algebra 2 Algebra 2 with Trigonometry Algebra 2 with Trigonometry Honors Algebra 3 with Trigonometry Precalculus Precalculus Honors Advanced Math Topics in Applied Mathematics I, II Calculus Advanced Calculus AB Advanced Calculus BC Advanced Statistics Advanced Multivariable and Vector Calculus Advanced Linear Algebra

English 3 Electives: American Protest Literature Individualism in American Literature Reading Nature and Writing Poetry The Journey is the Destination Writing Workshop: Technique and Style English 4 Electives: Voices of the Harlem Renaissance Readings in Literature and Philosophy Creative Writing Dystopian Fiction: A Walk on the Dark Side Ethics and Aesthetics Hard-Boiled Detective Fiction Leadership in Literature Shakespeare: Page, Stage, and Screen Southern Literature and Ethics Memory, Place, Experience, and People in Non-Fiction Writing Folger Shakespeare Library High School Fellowship (fall semester)

Social Studies Heidi R. Huntley, Chair Brendan J. Baran; Donald R. Babington; Richard S. Dixon, Jr.; Rachael A. Flores; Peter P. Goodnow; F. Robertson Hershey; Meghann O. Jones; J. Michael Miller; David M. Phillips, Jr.; Michael S. Reynolds; Julie Wang-Gempp; Robert C. Watts III

Mathematics David W. Collins, Interim Chair

The Social Studies Department seeks to prepare students to be intelligent citizens by introducing them to the origins and workings of the societies – local, national, and international – to which they belong.

The department embraces a historical core curriculum built on three foundational courses: Themes in Global History 1 for freshmen, Themes in Global History 2 for sophomores, and United States History for juniors.

Each course is a survey of the human experience, combining traditional techniques with a departmental tradition of innovation in teaching. These courses and approaches form the foundation for senior-level classes in which students have the opportunity to

Thomas V. Berry, Jr.; Matthew T. Fitzgerald; Mimi E. Hobart; Jeffrey B. Hoisington; David M. Phillips, Jr.; Lionel L. Rauth; Richard M. Stubbs; Patrick W. Thompson; Stacie R. Williams

The Mathematics Department at Episcopal High School strives to offer each student both a challenge and an opportunity to succeed. Emphasis is placed on using applications of “real world” problems to provide a context for students to understand not only the traditional facts and techniques of mathematics, but also to develop the logical reasoning and problemsolving skills that will allow them to approach and

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pursue areas of interest and expand their perspectives in a variety of courses.

The goal of all social studies is to try to explain human behavior. At all levels, students are expected to learn to approach history by first asking “what happened,” then analyzing “why it happened.”

The first step in this process is for students to learn factual knowledge in such a way that they can use it, not just memorize it. Students should also develop an appreciation for and ability to use the special techniques of research common to all social studies, as well as those specific to the particular discipline they are studying.

The second step – determining why something happened – involves the higher-order thinking skills of organization, analysis, and synthesis of the information. The student is also expected to present his or her views in writing or orally. Students may go on to evaluate the course of events as being “beneficial” or “detrimental” for the society involved, and older students may begin to understand how values come from the narrative and also shape it.

Modern and Classical Languages Richard S. Dixon, Jr., Chair C. Bodhi Amos; Sonia Bertrand; Viviana R. Davila; Catherine B. Gomez-Goodnow; Kristelle A. Hicks; Meghann O. Jones; Rocío Mendizábal; Eleanor C. Moore; J. Mason New; Jeffrey A. Streed; Julie Wang-Gempp; Samuel R. Slack

Technology and modern life in general have transformed once isolated countries and continents into a truly global community. Given the nature of this development, the importance of the study of languages becomes clear, indeed. Language acquisition broadens our understanding of the cultures we encounter daily. Apart from this very practical aspect of language learning, the study of languages is itself a worthy intellectual pursuit. Not only does it afford the student a greater context for understanding other academic subjects such as classical and modern history, literature, and science, it also is a discipline that deepens the understanding of one’s own language and culture. Goethe wrote that, “lacking the knowledge of a foreign language, one could know little of one’s own language.” Certainly, this observation has taken on dimensions of significance in the 21st century that not even Goethe could have foreseen in his own time.

The Modern and Classical Languages Department at Episcopal seeks to incorporate not only the more practical aspects of language learning; it stresses the intellectual and academic elements of that study as well.

Themes in Global History 1 Themes in Global History 2 Honors Global History 2: Documents Study U.S. History Advanced Art History Advanced Global Energy Advanced U.S. History Advanced Macroeconomics Advanced Microeconomics Advanced Human Geography Advanced Government Seminar Latin American History Regional History: The American South Introduction to Economics Understanding Modern China Modern Middle East African-American History

Chinese Language and Culture Chinese 1 Chinese 2 Chinese 3 Chinese 4 Advanced Chinese Language French 1 French 2 French 2 Honors French 3 French 3 Honors French 4 French 4 Honors French 5

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the 9th grade, followed by chemistry in the 10th grade and biology in the 11th grade. Additionally, teachers incorporate skills, concepts, and problems that span a variety of scientific disciplines in their teaching.

Episcopal students are expected to draw upon the skills, concepts, and content learned in prior science courses to further their understanding in subsequent courses. The laboratory component of each course is designed not as a supplement, but as an integral part of the program.

The department offers a wide variety of courses designed to meet the needs of all students. The core sequence of courses (physics, chemistry, and biology) serves the typical student. Advanced and Honors courses challenge our most able students. Finally, electives are designed to be accessible to all juniors and seniors. Episcopal is committed to maintaining a program that provides all students with a working knowledge of the scientific process, while at the same time preparing interested students for further pursuit of science or a related field in college.

Advanced French Language Advanced French Literature German 1 German 2 German 3 German 4 Advanced German Spanish 1 Spanish 2 Spanish 2 Honors Spanish 3 Spanish 3 Honors Spanish 4 Spanish 4 Honors Spanish 5 Advanced Spanish Language Advanced Spanish Literature Spanish for Heritage Speakers Greek 1 Greek 2 Greek 3 Greek 4 Latin 1 Latin 2 Latin 2 Honors Latin 3 Latin 3 Honors Advanced Topics in Latin: Caesar and Vergil Advanced Topics in Latin: Rare Books

Conceptual Physics Physics Physics 1 Advanced Physics B Advanced Physics C Chemistry Chemistry Honors Advanced Chemistry Biology Advanced Biology Advanced Environmental Science Astronomy Biotechnology: Forensic Science Engineering Advanced Engineering Geology Anatomy and Physiology Human Genetics Freshwater Ecology Terrestrial Ecology Advanced Global Energy

Science Kimberly G. Olsen, Chair Kathleen S. Caslow; Stephen R. Castle; James H. Chesson ’79; Joseph A. Halm; Bradley D. Kovach; Carolyn L. Lewis; Kevin C. McCullough; Ashley R. McDowell; Scott R. Pohjola

Episcopal believes that a comprehensive understanding of the scientific process provides a basis for decision-making and more responsible citizenship in an increasingly complex and technical world. All students, regardless of background, are capable of learning and doing science. EHS believes a comprehensive understanding of science is best achieved by introducing students to the fundamentals of physics in

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The Arts Douglas E. Kehlenbrink, Chair

Honors Orchestra: Chamber Music Orchestra: Strings Orchestra: Winds and Percussion Recording 1 Recording 2 Survey of Dance Ceramics 1 Ceramics 2 Photography 1 Photography 2 Drawing 1 Drawing 2 Painting 1 Painting 2 Portfolio: Ceramics Portfolio: Drawing Portfolio: Painting Portfolio: Photography Portfolio: Studio Art Advanced Studio Art: 3-D Design Advanced Studio Art: 2-D Design Advanced Studio Art: Drawing Portfolio Advanced Studio Art: Portfolio Image and Clay: Photography Meets Ceramics History of Contemporary Art History of American Popular Music

Mark T. Carter; David A. Douglas; Nathaniel T. Duffield; Megan L. O’Connor; Frank P. Phillips; Brandon J. Straub; Elizabeth A. Vorlicek

The Arts Department instills in students a lifelong interest in the creative arts and the world of imagination and beauty. Through common arts courses in the curriculum, extracurricular opportunities for enhancing individual talents, and consistent exposure to the rich cultural resources of the nation’s capital, students work toward understanding and appreciating all the arts and toward approaching proficiency in at least one art form. Students who wish to focus their talents and energies toward serious training in the arts over four years are able to prepare for an arts major or studies at the college level. Knowing and understanding the arts, through active participation and experience, is vital to the development of curious minds and consistent values – inseparable from the rest of the Episcopal education.

Introduction to the Arts Acting 1 Acting 2 Concert Choir Chamber Singers Songwriting Guitar 1 Guitar 2 Music Theory Advanced Music Theory

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Theology Thomas C. Hummel, Chair

Computer Studies Marc A. Carter, Chair

W. Perry Epes III ’65; Mary S. Fielder; Gideon L. K. Pollach

Kevin C. McCullough; Robin E. Peralta

Theology at Episcopal is an academic discipline that exposes students to the Judeo-Christian heritage that undergirds Western civilization. It also teaches the analytic skills that allow one to wrestle with the human quest for meaning as a lifetime venture.

Through exposure to classical as well as contemporary attempts to discern meaning in the midst of chaos, students find models for coping with the essential questions of life. In class discussions and papers, they practice thinking for themselves. Although various religious and philosophic traditions are empathetically studied and systematically analyzed (especially in the senior electives), the courses and faculty, for reasons of tradition as well as commitment, approach the material primarily from a Western Christian perspective.

The Computer Studies Department emphasizes the development of problem-solving skills. The department wants its students to adopt an orderly thinking style so they may approach and solve problems in an efficient and replicable manner.

Students are reminded that the problem-solving strategies they learn in computer studies can be applied across many other disciplines.

Technology 101 Introduction to Computer Programming Advanced Computer Science Linux Fundamentals Advanced Linux

Biblical Theology Comparative Religions Religious Thought in Music Aspects of Western Intellectual Thought: Science and Religion Ethics Ethics and Aesthetics Ethics and Southern Literature Salvation, Judgment, and the End of the World: A Biblical and Extra-Biblical Study Introduction to Western Philosophy Greek 1 Jesus Through the Centuries

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Academic Support

Most students study in their dorm rooms. Occasionally, some students are assigned to faculty-supervised work areas on dorm until their work habits improve.

In addition, daily tutorial periods provide time for students to meet with their teachers for extra help.

To help 9th and 10th grade students develop good study skills, teachers closely monitor their daily progress through frequent tests, quizzes, and graded homework assignments. Juniors and seniors are expected to know how to budget their time and assume more responsibility for their education. Their classes are structured more like college courses with fewer graded homework assignments and increased emphasis on major exams, projects, and papers.

Students at Episcopal High School have a built-in network of academic support. Because most teachers live on campus, they are readily available to provide help outside the classroom. All teachers are available in person, by email, or by phone.

Episcopal wants to develop strong study skills and independent learning in all students. Students are expected to accept responsibility for their own academic progress and to develop the self-motivation and effective study habits that make this possible.

Because students’ learning and study styles and abilities differ, Episcopal’s evaluation of effective study habits is based on the end result: academic performance.

Students’ grades are reviewed by their advisors each quarter. Any student receiving a grade below 75 is subject to assessment by the Academic Review Committee. This committee may make the following recommendations for a student: study hall assignment, tutoring, testing, counseling, change in course load, or any other appropriate interventions. Students of particular concern to this committee will be brought to the attention of the entire faculty for their input and/or awareness.

An evening study period is designated for all students Sunday through Thursday. Some students are assigned to a supervised study hall each quarter based on their academic needs and level of self-discipline.

In addition to the academic support outlined above, EHS provides: • Learning specialist support for those students who are experiencing academic difficulty. The learning specialists are available to work with students as diagnostic teachers and to consult with teachers and parents about specific learning issues.

• Faculty and peer tutoring for students experiencing academic difficulties. Academic help is available daily during regularly scheduled periods and at such other times as faculty and student schedules allow.

In addition to faculty, older students with exemplary academic achievement are offered the opportunity to help other students through the peer tutoring program.

• Professional tutoring for students needing special help beyond EHS resources. Acting as a referral service, the School can assist students in locating outside tutoring. Students and their families are responsible for scheduling and financial arrangements.

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Technology Episcopal’s technology vision is to nurture responsible citizenry, cultivate lifelong learning, and uphold the Episcopal community’s educational philosophy.

Episcopal High School has had a mandatory oneto-one laptop program for a remarkable 13 years.

As one of the first schools to institute a one-to-one laptop program, Episcopal is proud to continue the tradition of being on the cutting edge of technology in the classroom. All students are required to have and maintain a school-provided tablet PC throughout their time at Episcopal.

Our Technology Department provides ongoing support for all required tablets and laptops. Support includes coordinating connectivity to the School’s network, access to Episcopal’s required software applications, repairs of warranty-covered damages, and protection against viruses and malware.

Every classroom is a smart classroom. Our networks rival those of large universities. The capacity of the campus network consists of a 10-gigabit core, a 100-megabit Internet connection, 45 physical servers, and 19 virtual servers. All academic, administrative, and residential buildings have access to both wired and wireless high-speed Internet connections. But this freedom isn’t unlimited: strongly enforced Internet safety and security policies ensure that all campus research and communication is part of an educationally enriching experience.

All classrooms are equipped with ceiling- or wallmounted projectors. Teachers have course websites facilitated by the Blackboard learning management system, and parents have online access to grade reports that are posted by the registrar. In addition to the one-to-one program, students have access to approximately 100 additional PC and Mac computers for both convenience and specialized applications, and to dozens of printers in common spaces and every academic space on campus.

For additional information about the laptop program, please contact Laptop Program Director Robin Peralta at 703-933-4050 or via email at rep@episcopalhighschool.org.

The Advisor System Through Episcopal’s formal advisor system, each student has one designated faculty member to turn to for help and advice. EHS advisors help students select classes, sports, and activities. They often provide suggestions for staying organized and will also help with personal challenges. Students can see their advisor any time and sit with them twice each week at family-style meals and four times in weekly chapel services and community meetings. Advisors and students meet formally at the end of each grading period to review student progress, grades, and comments from teachers and plan ways to improve performance when necessary.

In addition, advisors communicate regularly with parents about the student’s progress. A student’s advisor is one of the best resources at Episcopal to contact if parents have any questions or concerns about their child. Students entering EHS as 9th graders are assigned an advisor specific to that grade level. In the 10th grade, students choose an advisor to work with them their remaining years at EHS. Beyond advisors, there are a number of additional faculty members to whom students can turn for advice.

The assistant heads for student life and academics, college counselors, deans and assistant deans, and the counseling staff, as well as nurses and doctors, are all available to students and offer confidentiality when dealing with sensitive issues.

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Technology (continued)

Social Studies. Social Studies faculty routinely use classroom projectors in their daily instruction to view interactive websites, display student work, view PowerPoint presentations, and watch DVDs. The Social Studies Department teaches media literacy and source credibility for effective research. Students use the online resource Turnitin to hone their citation skills and to verify the originality their work.

Episcopal High School students have access to technology across the curriculum, and technology is applied in an integrated manner in every department: English. On any given day, you will find the English faculty and students taking advantage of the oneto-one tablet program for a wide variety of writing projects. The English Department makes use of many advanced features of Microsoft Word, including reviewing functions to implement peer reviewing and editing. Classroom projectors are an important tool for English classes, as they focus on instruction in grammar, usage, composition, editing, and revision.

Library databases support a wide range of research, and students use the School’s computers or their own laptops for research and writing. The English Department also uses online vocabulary acquisition sites such as Membean for attention-grabbing and engaging content that allows for differentiated and personal instruction.

The Arts. All aspects of digital technology are fully integrated into the classroom across the visual arts curriculum. The Arts Department uses the latest version of Adobe Photoshop and the department’s digital cameras, scanners, and large-format color printers as tools to create art. Students learn to effectively research online sources and databases for visual and written projects. The department has a fully equipped lab dedicated to photography, digital design, and video activities. In addition, the recording studio enables students to compose and record their musical creations utilizing state-of-the-art equipment.

Mathematics. All EHS students learn to use graphing calculators, which are powerful tools capable of evaluating and graphing complex mathematical functions. The Mathematics Department is currently adopting the TI-Nspire laptop integrated graphing calculator. For projects across the mathematics curriculum, students and teachers connect the calculators to their tablet PCs to print graphs, transfer information and download programs. In addition, geometry teachers use the software program “Geometer’s Sketchpad” to enhance understanding of geometric and algebraic concepts. Students and faculty conduct online research and use presentation software to communicate information. OneNote is an important tool for effective note-taking, archiving, referencing, and sharing. The Mathematics Department also uses Excel for graphing and statistical analysis.

Modern and Classical Languages. The Modern and Classical Languages Department uses PowerPoint for research-based multimedia presentations by teachers and students. The department also makes extensive use of online resources and the audio recording application Audacity. Overhead projectors and digital satellite access allow teachers to broadcast cultural events and important news from all over the world. Video cameras record special class events and presentations.

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Technology (continued)

David H. March Library The mission of March Library is to serve as a vital and dynamic intellectual center of the academic life at Episcopal High School and to inspire in the community a lifelong love of reading and learning. As educators, the library staff teaches effective informationgathering and evaluating skills necessary for college and beyond. To prepare our students to be digitally literate 21st-century learners, the library promotes ethical digital citizenship and responsible use of intellectual property. The library staff assists students and teachers alike in navigating the constantly changing world of technology and information trends. The collections of the library support both the EHS curriculum and the recreational lives of the EHS community. Located in Hummel Learning Center, the library was completely renovated in 2010, involving the addition of more than 2,000 square feet of library space and the inclusion of spaces for individual and group learning opportunities; accommodations for informal study and meetings with classmates and teachers; high-speed Internet access and expanded wireless laptop technology; and enhanced audiovisual capabilities.

The collection consists of approximately 25,000 items, supplemented by online databases via Internet access. An extensive music CD collection is available, as well as many DVDs with appropriate viewing facilities. The online databases, including JSTOR, ProQuest, Gale Group, Questia, and ABC-Clio, hold thousands of abstracts and full-text articles from journals, newspapers, and reference books. The library’s online catalog is available through the library website, http://ehslibrary.org.

The library holds a collection of unique works that were gifts from an alumnus, including the “Nuremberg Chronicle” of 1493, a page from a Gutenberg Bible, a 13th-century Bible, and a copy of “Canterbury Tales,” among others.

There are study carrels throughout the library, a library instruction classroom/computer lab, private group study rooms, and casual gathering areas. Wall monitors in all study rooms can connect to student laptops and have split-screen technology to facilitate collaborative work. Various technologies are available for circulation, including flipcams and high-definition videorecorders. Network and Internet access are available throughout the library.

Science. All EHS science courses employ cutting-edge technology such as Vernier LabQuest hand-held computers and laboratory sensors. Biology classrooms have digital video microscopes; our engineering course uses bridge and traffic simulators; and the physics classes use high-speed cameras to capture flight trajectories. Certain courses teach students to build spreadsheets and chart their data results with Excel. The geology class also makes use of a program called Geodynamics, a database of earthquake and volcano patterns that permits students to see trends and examine tectonic data over thousands of instances.

The Science Department ensures that its instructional and laboratory equipment keeps pace with the best science programs in the country.

Library. Access to information and the skills to evaluate it are fundamental to success in academic research.

The March Library staff prepares EHS students with effective information-gathering skills and the discernment to be digitally literate 21st-century learners. The staff also teaches the use of a citation generator called EasyBib for research projects. The library contains thousands of digital audio books and videos and circulates digital still and video cameras, along with other equipment. The library also maintains a digital catalog and a mobile app.

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Afternoon Programs

Arts, Services, and Other Programs

Physical Education James J. Fitzpatrick, Director of Boys’ Athletics

Mark Carter; David A. Douglas; Nat Duffield; W. Perry Epes ’65; Connie Fink; Thomas C. Hummel; Douglas E. Kehlenbrink; Kevin C. McCullough; Eleanor C. Moore; Megan L. O’Connor; Kimberly G. Olsen; Frank P. Phillips; Gideon L.K. Pollach; Elizabeth Vorlicek; and other faculty

Jennifer S. Fitzpatrick, Director of Girls’ Athletics Damian C. Walsh, Assistant Director of Athletics Episcopal believes that physical exercise and conditioning are very important to the health of every teenage boy and girl and that habits and routines of exercise begun at a young age are important to lifelong health. In addition to exercise for the sake of health, EHS is also committed to the values taught by athletic competition. Episcopal believes that the values of sportsmanship and the balance between competition and cooperation are learned through interscholastic sports.

Episcopal’s goal is for every student to experience interscholastic athletic competition, no matter what his or her ability and talent. Thus, physical education requirements are usually met through participation on an interscholastic team. This is the reason that the few intramural and conditioning programs offered are usually limited to older students.

Episcopal’s afternoon program is designed to provide each student with a quality structured experience that, through athletic and/or artistic pursuit, imbues values such as teamwork, sportsmanship, creativity, and competition, while encouraging students to develop and pursue special school-sponsored activities each afternoon during the school year. Students are expected to earn at least two athletic credits prior to graduation, with onethird athletic credit granted per season of athletic participation. Students with demonstrated artistic talent and interest are encouraged to submit proposals that modify the expectations outlined below to the assistant head for academics:

EHS recognizes that arts and community service provide opportunities to learn teamwork, cooperation, and self-discipline. In addition, in-depth work in the arts often requires more time than is available in class.

These afternoon programs provide that time.

Students may choose to participate in one of these programs for one season, and seniors may choose these programs for two seasons. Students electing these activities are required to participate in a fitness program under the supervision of a fitness trainer.

Applied Journalism. Students in this activity produce the School’s yearbook, “Whispers.” Students learn journalistic writing, photography, and layout, as well as other practical publishing techniques. Students also learn the responsibility of producing publications that inform, serve, and represent the whole community.

(One-third non-academic elective credit) Applied Theology. Community Service. Activities in the Community Service Program afternoon option vary each year depending on the schedules and needs of local organizations. In the past, students have worked as tutors in local elementary schools and as volunteers in day care centers and a homeless shelter. Students keep journals of their activities and discuss these and other issues weekly as a group with their on-campus supervisor. The goal of this program is to teach students that service is both personally rewarding and beneficial to the community. The course is offered in winter and spring. (One-third non-academic elective credit)

Suggested Athletic Participation by Grade: 9th graders three seasons of athletic participation 10th and 11th graders at least two seasons of athletic participation 12th graders at least one season of athletic participation

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Music. This afternoon option offers serious musicians extra practice and rehearsal time. Students create a proposal describing their practice regimen and repertoire goals. Students of recording can develop recording projects for the season and pursue daily work in the recording studios. The season will conclude with a final public performance. The proposal must be endorsed by their private applied instructor. (One-third non-academic elective credit)

Dance. Dance is taught as a performing art, and the program is administered by the Arts Department.

However, because it certainly demands conditioning and exercise, Episcopal grants athletic credit for dance. Dance is open to boys and girls in any season.

Dance styles are rotated seasonally, and may include ballet, modern, jazz, hip-hop, core work, and yoga.

Performance options are based on the skills of the students. Entry into the dance program is by audition, as well as permission of the assistant head for academics. (One-third non-academic elective credit)

Science Olympiad. Students who choose this option perform experiments; create robotic, mechanical, ecological, and aeronautic competition entries that must perform specific tasks; and prepare for academic events in the Virginia State Science Olympiad. All areas of physical and biological science and engineering are included in the Science Olympiad events. This option is offered in the winter season. (One-third nonacademic elective credit)

Theater. Students in this program are serious about theater and work to produce a play (or several smaller plays) each season for the school community. All students involved learn and develop skills in acting as well as stagecraft. Although no prior experience is necessary, all participants are expected to work collaboratively as part of an ensemble. Play selection varies by season and ranges from Shakespeare to musical theater to works by non-western playwrights.

Participation is by audition and final approval by the assistant head for academics.

In addition, there are several other academic afternoon programs offered in the winter.

Art. This activity offers a chance for the serious art student to build an art portfolio under the direction of the Arts Department faculty. Most frequently, these students are in the Advanced art courses or have demonstrated strong interest in art through another course. Students receive one-third non-academic elective credit in the arts for this course, which is offered on request, but does not fulfill the academic arts requirement.

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Faculty List

Ellen E. Albers

Anne T. Carver

M.S. Ed. University of Pennsylvania B.A. Villanova University

M.H.S. Johns Hopkins University M.A. and B.A. University of Virginia

Associate Director of College Counseling

Assistant Learning Specialist

C. Bodhi Amos

Kathleen S. Caslow

M.A. New York University B.A. Williams College

M.S. George Washington University B.S. Dickinson College

French, Director of Curriculum Technology

Science

Thomas D. Anderson, Jr.

Stephen R. Castle

M.S. Lehigh University B.S. College of William and Mary

M.Ed. University of Virginia B.S. Washington and Lee University

Chair of Mathematics

Science, Mathematics

Donald R. Babington

James H. Chesson ’79

M.A.T. James Madison University B.A. James Madison University

M.A.T. New Mexico State University M.A.R. Yale Divinity School B.A. Wake Forest University

Social Studies

Science

Brendan J. Baran

Anna H. Collins

Social Studies

Director of March Library

M.A. Columbia University A.B. Brown University

M.L.S. The State University of New York - Buffalo B.A. Nazareth College

Thomas V. Berry, Jr.

David W. Collins

Mathematics

Mathematics

M.Ed. Loyola College M.A. University of Virginia B.S. Wake Forest University

M.S. Old Dominion University B.S. Rutgers University

Sonia Bertrand

Scott R. Conklin

M.B. Institut Supérieur Du Commerce Baccalauréat, Maison D’Education De La Legion D’Honneur

M.A. Towson University A.B. Princeton University

French

Director of Admissions

Viviana R. Davila

Karver S. Bolton

Spanish

Assistant Director of Counseling

M.A. George Mason University B.A. Middlebury College

M.A. Wake Forest University B.A. University of Virginia

William H. deButts III ’76

Adrianna Bravo

Chief Financial Officer

Medical Director

M.B.A. University of Virginia A.B. Princeton University

M.D. Dartmouth Medical School A.B. Dartmouth College

Richard S. Dixon, Jr.

Marc A. Carter

Chair of Foreign Languages, German, Social Studies

Chair of Computer Studies, Director of Technology

Ph.D. University of North Carolina at Chapel Hill M.A. University of Virginia B.A. Boston University

M.S.I.S. The State University of New York - Albany M.S. The State University of New York - Albany B.A. Wagner College

Mark T. Carter

Instrumental Music

M.A. and M.M. University of South Florida B.M. James Madison University

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David A. Douglas

Jennifer S. Fitzpatrick

M.F.A. James Madison University B.F.A. Virginia Intermont College

M.S. University of Massachusetts B.A. University of Rochester

Photography

Director of Girls’ Athletics

Anita B. Doyle

Rachael A. Flores

M.A. Northwestern University B.A. University of Rochester

M.A. George Washington University A.B. Princeton University

Learning Specialist

Social Studies

Nathaniel T. Duffield

Madeline E. Gobrecht

B.F.A. New York State College of Ceramics at Alfred University

B.A. Yale University

Ceramics

Assistant Learning Specialist

Catherine B. Gomez-Goodnow

Nathaniel A. Ebel

Spanish

English

M.A. Middlebury College B.A. College of Mount St. Vincent

M.A. University of Virginia B.A. Baylor University

Peter P. Goodnow

W. Perry Epes III ’65

Director of Academic Tours, Social Studies

English, Theology

M.A. George Washington University B.A. Colby College

M.F.A. George Mason University M.A. University of Chicago B.A. University of Virginia

Joseph A. Halm Science

Daphne A. Fair

M.A. Furman University B.S. Lafayette College

Assistant Director of Admissions

M.A.T. and B.A. University of Virginia

Robert M. Hedrick

Caroline B. Faris

Director of College Counseling

College Counselor

M.Ed. University of Georgia A.B. Duke University

M.Ed. University of Buffalo B.A. Tulane University

F. Robertson Hershey

Mary S. Fielder

Headmaster, Social Studies

Assistant Head for Academics, Theology

M.Ed. University of Virginia B.A. Williams College

M.A. Catholic University A.B. Princeton University

Kristelle A. Hicks

Sarah E. Fite

Spanish

Instructional Librarian

B.A. Bates College

M.A. Fashion Institute of Technology - SUNY M.L.S. Queens College of CUNY B.A. University of North Carolina at Chapel Hill

Mimi E. Hobart Mathematics

M.Ed. University of Virginia B.S. Davidson College

Matthew T. Fitzgerald Mathematics

Vincent S. Hodge, Jr. ’89

M.A. Columbia University A.B. Dartmouth College

Director of Financial Aid, Assistant Director of Admissions M.A. Princeton University B.A. Stanford University

James J. Fitzpatrick

Director of Boys’ Athletics

B.A. Wake Forest University

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Jeffrey B. Hoisington

Kevin C. McCullough

Director of Residential Life, Director of Student Activities, Mathematics

Director of Sustainability

M.S. and B.A. University of California - Berkeley

M.Ed. Clark University B.A. Hobart College

Ashley R. McDowell Science

Alison M. Holby

A.B. Brown University

English

Rocío Mendizábal

M.A. Middlebury College B.A. Davidson College

Spanish

M.A., B.S., and B.A. Indiana University of Pennsylvania

Christina M. Holt

J. Michael Miller

Director of Institutional Advancement

Social Studies

B.S. Michigan State University

Ph.D. George Washington University M.A. Georgetown University A.B. Princeton University

Kristin M. Hosmer

Director of Counseling

M.S.W. Boston College B.A. Georgetown University

Eleanor C. Moore French

Thomas C. Hummel

M.A. University of South Carolina B.A. Hollins University

Chair of Theology, Assistant Chaplain

Ph.D. and M.A. Vanderbilt University M.Div. Yale University B.A. Upsala College

J. Whittelsey Morgan English

M.A.L.A. St. John’s College M.A.T. and B.A. University of North Carolina at Chapel Hill

Heidi R. Huntley

Chair of Social Studies

M.Ed. Keene State College B.A. University of New Hampshire

J. Mason New

Chair of English, Latin

Timothy C. Jaeger

M.A.L.A. St. John’s College B.A. Washington and Lee University

Assistant Head for Student Life, English Ed.M. Columbia University M.S. University of Massachusetts B.A. Middlebury College

Kate L. Newton Librarian

Meghann O. Jones

M.A. and M.A. University of Missouri B.A. Arkansas State University

B.A. University of Virginia

Megan L. O’Connor

Spanish, Social Studies

Director of Theater Arts

Douglas E. Kehlenbrink

M.A. Roosevelt University B.A. Wesleyan University

Chair of the Arts, Director of Cultural Activities M.M.Ed. James Madison University B.S. Ball State University

Kimberly G. Olsen Chair of Science

Bradley D. Kovach

Ph.D. Indiana University B.S. Rhodes College

Science

M.A.T. University of Memphis B.S. Grove City College

David M. Phillips, Jr.

Mathematics, Social Studies

Carolyn L. Lewis

M.B.A. Duke University B.A. Bucknell University

Dean of Multicultural Affairs, Science M.A. Howard University B.A. Bennett College

Jaye G. Locke

Associate Director of Admissions B.A. Williams College

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Frank P. Phillips

Richard M. Stubbs

M.F.A. Maryland Institute College of Art B.A. Hobart College

B.S. University of Massachusetts at Amherst

Photography, Drawing, Painting

Mathematics

Patrick W. Thompson

Scott R. Pohjola

Director of Outdoor Leadership Program, Mathematics

Science

B.A. Davidson College

M.A.T. Colorado College B.S. Texas A&M University

Sarah Thompson College Counselor

Gideon L. K. Pollach

M.A. Syracuse University B.A. Villanova University

Head Chaplain, Theology

M.Div. The General Theological Seminary B.A. Trinity College

Elizabeth A. Vorlicek Ceramics

Molly W. Pugh

M.F.A. and B.F.A. New York State College of Ceramics at Alfred University

English

M.A. Middlebury College A.B. Princeton University

Panos Voulgaris

Assistant Director of Admissions

Lionel L. Rauth

B.A. Merrimack College

Mathematics

B.A. University of Virginia

Damian C. Walsh

Michael S. Reynolds

M.Ed. and B.S. University of Tennessee-Chattanooga

Assistant Director of Athletics

Social Studies

Julie Wang-Gempp

M.A. The Citadel-University of Charleston B.A. Presbyterian College

Chinese, Social Studies

M.A. Montclair State University M.A. Sichuan University B.A. Shanxi Teachers University

Robert J. Rogers, Jr. ’79 English

M.F.A. University of Virginia A.B. Princeton University

Robert C. Watts III Social Studies

Samuel R. Slack

M.A. George Mason University M.Ed. University of Virginia B.A. Virginia Military Institute

Spanish

B.A. University of Richmond M.A. Georgetown University

Frederick J. Wilcox IV

Louis G. Smith

Senior Gifts Officer

English

B.A. Randolph-Macon College

J.D. University of California - Hastings B.A. Williams College

Emily C. Wilkinson English

Kevin F. Soja

Ph.D. and B.A. Columbia University

Dean of Students, English

Stacie R. Williams

M.A.Columbia University B.A. Colby College

Associate Dean of Students, Mathematics M.Ed. Harvard University B.A. Colby College

Brandon J. Straub

Director of Choral Music

Helen S. Woolworth

M.M. University of Michigan B.M. Michigan State University

Assistant Director of Admissions B.S. Davidson College

Jeffrey A. Streed Latin, Greek

M.A. University of Pennsylvania B.A. Stanford University

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Board of Trustees 2013-14

Chairman of the Board

Attison L. Barnes III ’82 Alexandria, Va.

Bailey W. Patrick ’79

Richard M. Berkeley ’70

Charlotte, N.C.

Baltimore, Md.

President

Elizabeth G. Blaine

F. Robertson Hershey

Charlottesville, Va.

Alexandria, Va.

Alexander H. Bocock ’86 Salt Lake City, Utah

Secretary/Treasurer

Abney S. Boxley III ’76

William H. deButts III ’76

Roanoke, Va.

Alexandria, Va.

William R. Cox III ’71

Rector of the Board

Brooklyn, N.Y.

The Rt. Rev. Shannon S. Johnston*

Craig A. A. Dixon ’93 Richmond, Va.

Richmond, Va.

N. Peryn H. Graham ’94 Wilmington, N.C.

The Rt. Rev. Herman Hollerith IV* Williamsburg, Va.

H. Winston Holt IV ’82 Darien, Conn.

Michael M. Holt ’83 Burlington, N.C.

Christopher B. Howard Hampden-Sydney, Va.

Lisa G. Huffines New York, N.Y.

Alexander S. Jones ’64 Cambridge, Mass.

S. John Kim ’91 Englewood, N.J.

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Sarah A. Knutson ’96

Trustees Emeriti

Alexandria, Va.

John W. Burress III ’54

C. Elis Olsson ’82

Winston-Salem, N.C.

West Point, Va.

H. Gordon Leggett, Jr. ’50

William R. Peelle, Jr. ’66

Philadelphia, Pa.

West Hartford, Conn.

George W. Logan ’63

Howard W. Smith III ’76

Earlysville, Va.

Washington, D.C.

Hugh J. Morgan, Jr. ’46

Edward B. Walker ’85

Birmingham, Ala.

Roanoke, Va.

Nancy R. Wall New York, N.Y.

Donaldson G. Williams ’80 Charlotte, N.C.

Robert Wilson III ’80 Mount Pleasant, S.C.

Toby S. Wilt, Jr. ’95 Nashville, Tenn.

R. Halsey Wise ’83

Ponte Vedra Beach, Fla.

*Ex Officio Member

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College Matriculations

Episcopal graduates of the past five years have attended a broad range of selective colleges and universities, including: American University Amherst College Babson College* Bard College Bates College* Bentley University Boston College* Boston University* Bowdoin College* Brown University* Bucknell University* Carnegie-Mellon University* Case Western Reserve* The Citadel Clemson University* Colby College* Colgate University* College of Charleston* College of William & Mary* Colorado College* Columbia University Cornell University* Davidson College* Denison University* DePauw University Dickinson College* Duke University* Elon University* Emory University* Fairfield University Fordham University* Franklin & Marshall College Furman University* George Washington University* Georgetown University* Georgia Tech Gettysburg College Grinnell College

Hamilton College* Hampden-Sydney College* Hampton University Harvard University Haverford College* Hobart & William Smith Colleges* Howard University James Madison University* Johns Hopkins University* Kenyon College Lafayette College* Lehigh University* Lewis & Clark College* Loyola College (Md.) Macalester College McDaniel College* McGill University Miami University (Ohio)* Middlebury College* New York University* North Carolina State University* Northeastern University Northwestern University* Occidental College Parsons School of Design* Pitzer College Princeton University* Purdue University Randolph-Macon College Reed College Renssalaer Polytechnic Institute Rhode Island School of Design* Rice University* Rider University Rollins College* Savannah College of Art and Design Sewanee: University of the South* Southern Methodist University* Spelman College St. John’s College (Md.) St. Mary’s College of Maryland Stanford University* Swarthmore College* Syracuse University* Texas Christian University* Trinity College* Trinity University*

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Tufts University* Tulane University* University of California - Berkeley* University of Chicago* University of Colorado - Boulder* University of Delaware* University of Denver* University of Florida University of Georgia* University of Illinois* University of Kentucky University of Maryland* University of Miami* University of Mississippi* University of North Carolina Chapel Hill* University of North Carolina Greensboro* University of Notre Dame University of Pennsylvania* University of Richmond* University of Rochester University of South Carolina* University of Southern California* University of Vermont* University of Virginia* U.S. Military Academy* U.S. Naval Academy* Vanderbilt University* Villanova University Virginia Commonwealth University* Virginia Tech* Wake Forest University* Washington & Lee University* Washington University Wellesley College* Wesleyan University West Virginia University* Williams College* Wofford College* Yale University*

* more than one graduate attending