School absorbs Summers-Knoll campus as new lower school effective fall 2026
EVA BERNSTEIN ‘25
Editor-in-Chief
In the fall of 2026, Greenhills will be welcoming pre-kindergarten to fifth-grade stu dents through the doors of its new lower school campus, which will be housed in what is cur rently Summers-Knoll School, an “independent progressive preschool through eighth-grade pro gram” on Platt Road. Some operational chang es will be underway this upcoming school year, though, with Greenhills overseeing the manage ment of Summers-Knoll to allow for a smooth transition.
Talk of adding a lower school has been ongoing for years, but the partnership with Sum mers-Knoll materialized in recent months.
“Five years ago, we started talking in ternally about starting a lower school, so we’ve had this in our master planning for a while,” Head of School Peter Fayroian said. “Their [Summers-Knoll’s] board and our board began conversations with each other this winter, so it happened really quickly.”
With Greenhills looking to expand and Summers-Knoll facing a decline in enrollment, these conversations came naturally.
“Institutions have different points in their history,” Fayroian said. “They change iden tities, they have enrollment increases, and they have enrollment decreases. The Summers-Knoll board really saw in their current situation an op portunity. Perhaps they were looking to create a program where there were more kids coming to us, and more kids coming to us better prepared for the sixthgrade expe rience, so when they realized that they had to take advantage of an opportunity to keep their doors open, this was the perfect one.”
The addition of a lower school will not only expand the age groups that are part of the community, but also invite students from a wide range of backgrounds to join.
“Summers-Knoll has a history of car ing deeply about the education of young kids and it’s a great location for us,” Fayroian said. “One of our goals is making sure we have kids who otherwise wouldn’t have this kind of prepa ration because of their educational background, the communities that they live in, whatever re sources they have available to them, or just their knowledge of this kind of education. Not every kid can go to King or erson or Daycroft.”
Fayroian hopes that the new lower school will enseamless sition elemento midschool.
“I would really like for us to make sure, and we will, that there is a cohort of kids going through our lower school, so that when they enter our middle school, they are at least as prepared, if not better prepared, for our middle school than any other kid coming from any other school.” Fayroian said. “If we could do that with kids who wouldn’t ordinarily have access to this kind of education in lower school, that would be awesome.”
people in this community, and others nation ally, who are going to be interested. Even in the local community, people who are lower school educators are going to be really excited about the opportunity to build something.”
History teacher Lauren Yavor, who taught at Summers-Knoll in the past, is looking forward to this shift and to working with former colleagues again. “It is going to be a fun opportunity
to collaborate with other teachers and develop a program of what we want a Greenhills student to be and the we want them to have when they graduate from here,” Yavor said. “Being able to build on that going all the way back to kindergarten is exciting.” In addition to the logistical challenges that will likely ensue, a cultural shift will also occur due to Greenhills’ and Summers-Knoll’s distinct
“There are going to be some people who are going to be like ‘Is Greenhills moving in that [Summers-Knoll’s] direction?’ and people might be concerned about that, and there also going to be people who have been committed to that kind of education, who are going to be wondering, ‘Are you [Summers-Knoll] really going to move in that [Greenhills’] direction?’,” Fayroian said. “The reality is, yes, if you’re going to move through our lower school, in order to prepare kids best for our middle school, it will
While Greenhills will effectively absorb Summers-Knoll as its lower school campus, Fayroian does not intend to replace the current
“Depending upon what design we ultimately have for the lower school program, we may add faculty and there may be faculty and
“Imagine having 150 kids in our gym for spirit week. Imagine knowing, as a kindergartener, that on Mondays you ride a bus and use our athletic facilities and participate in our arts. The all-school arts and music events would expand. It’s so fun to think
-Peter
Fayroian, Head of School
staff who choose not to be part of the new design,” Fayroian said. “Right now, we have no plans [to change] their faculty. They are doing a wonderful job teaching kids.”
While quality of education is at the forefront
Graphic by Megan Peng ‘25
Graphic by Eleana Zhuang ‘25 By SIRINA BERY ‘28
Make senior projects stronger Almost-graduates’
ARYA PRABHAKAR ‘26
For years, senior projects have been a defining part of the Greenhills School experience. They give students a chance to explore something they truly care about, develop real-world skills,
one last task
fort. Sure, some may see it as an excuse to slack off, but that’s not a reason to get rid of them entirely. The problem isn’t with the projects themselves, it’s with the lack of structure. If anything, senior projects should be improved, not elimi-
ELEANA ZHUANG ‘25
The senior project snooze Let
them just be done
The first time I stepped into Greenhills, I received a tour from Mr. Gajar. We entered the senior forum, and among other things, he started to talk about Senior Projects. He mentioned all
tion, projects are “meant to be an extensive and in-depth exploration and require substantial time to complete”. The cookies I saw didn’t fit this description. Many seniors have failed to take advan-
about audio engineering in the process. Dominic Schuster ‘24 shadowed a Delta pilot, gaining firsthand experience in aviation. These aren’t just extra assignments, they are projects that allow students to develop skills they might not otherwise learn in a classroom. Some students use their projects to gain a new skill, while others gain valuable knowledge that helps them in their future careers. Removing senior projects would take away one of the most practical and beneficial learning experiences students get during high school. That kind of hands-on exploration is hard to replicate in a regular classroom, no matter how good the lesson plan is. It gives students a sense of ownership, responsibility, and pride that test scores alone can’t offer.
The biggest complaint about senior projects is that some students don’t put in enough ef-
that, giving students a break before they step into the real world. They also offer time to reflect, to grow, and to make lasting memories during a chapter of life that will never come again.
Senior projects are more than just a tradition, they are a chance for students to explore their interests, develop independence, and finish high school with something to be proud of. If there are problems, fix them. Do not punish future students by taking this opportunity away. As a junior, I don’t want to lose my chance to create a senior project, gain real-world experience, and enjoy the privileges that come with senior year. This decision doesn’t just affect one class, it affects all future students. Keep senior projects. Improve them. Don’t erase something that makes our school special and truly memorable.
At Greenhills, students don’t often imagine emergency scenarios. Most think that one of the scariest things that could possibly happen is a medical emergency involving someone close to you, a lockdown situation, or an evacuation. Thankfully, these are extremely rare events, with severe cases of the flu being much more common. However, a serious risk still stands of events like these happening, and Greenhills students stand unprepared in unforeseen circumstances.
This year, a large focus has been placed on preparing our athletic teams for emergencies during sporting events. From an expansion of roles and responsibilities to plans for new AEDs, an emphasis has been placed on being safe on Greenhills fields and courts. With all of this training, student-athletes are prepared for any trouble they may face, but are seemingly left unprepared during the school day. Even though sports carry an inherent risk of injury, students spend most of their time inside the building in classrooms learning, which carry completely different risks that are not fully understood.
While new safety measures are taking place like updated first aid kits, now containing additional supplies such as emergency heated blankets and cold compresses, most students do not know about these changes. Even if they did know the contents of the kit, would they even know how to use them? Without proper training, these new safety features won’t be as effective as they could be.
The new “I Love U Guys” safety protocol posters are on the wall in every classroom. The posters show how to hold, secure, evacuate, lockdown, and shelter in case of a weather or lockdown emergency, with roles for students and adults. Also, a cardiac emergency response plan poster is shown, giving action steps of what to do during a life-threatening cardiac event.
were
Wars in the social realm? With so much going on, senior projects feel more like a pass-or-fail endeavor than an opportunity. These past few years, if you look at the program for senior project night, the list of topics seniors have pursued seems to have shrunk in length. Sure, I saw a handful of students shadowing a cool career or learning a never-before-heard skill, but for these past few years, the multitude of cooking projects seemed never-ending. Why is cooking/baking so popular? It’s fun and rewarding but also an easy way out. As Mr. Huntoon has presented, it’s not the idea of the project that’s bad; it’s the execution. In theory, cooking could be a skill that a student has always wanted to learn. But that’s not what I saw. To my surprise, I was presented with so many different forms of cookies last year. From the senior project descrip-
Sound the alarm Why safety should be taken seriously
the event that MERT members are not able to respond immediately, students do not have the skills or qualifications to address an emergency in the classroom. This leaves us unready for a serious emergency, with students not knowing what to actually do in case of an external threat. Student training would help here.
Emergency response drills help students know what to do in an actual emergency situation. However, a drill being a drill, sometimes they are short and unrealistic, lasting no more than five to 10 minutes. In reality, if an actual emergency where student safety was compromised, the lockdown would last much longer than five to 10 minutes. The most recent lockdown drill, on April 8, lasted 3 minutes and 46 seconds. This is an unrealistic example of a true lockdown, with most students not taking it seriously, cramming into the nearest classroom and talking with their friends during a time where they are supposed to be quiet, with many rooms actually failing the drill. This is exemplified by the random sample in which 22 out of 40 upper school students did not want to receive more communication about safety protocols from the administration. It’s shocking that students do not seem very concerned with their safety, despite how unrealistic the safety drill conditions are.
A shift needs to happen in how the student body approaches safety. Instead of treating drills as events that interrupt our day, we should treat them as something to take seriously and as a necessary part of our lives at Greenhills. We propose a student safety preparedness program (S2P2), where students are trained in health class or through a series of C&C sessions to become first aid and CPR certified. In addition, S2P2 would allow students to be more intimately familiar with potential scenarios and what to do in an emergency, specific to Greenhills. Perhaps it could be rolled into service hours. Or, perhaps it becomes a voluntary student able to nicate grade ings and what to do in spite these the work and her improvement previously in
Students need to complete them, but they do not necessarily want to. Assigning a grade to senior projects, even if the grading system is “unsatisfactory or satisfactory,” doesn’t help either. Finding an outside-of-school mentor is more challenging than it may seem. Senior projects are a lot of work, which may make it seem more legit, but for a burnt-out senior, it’s the reason they try to take the easy way out. Make senior projects optional. Release seniors because, well, they deserve it, but give seniors the freedom to choose how they spend their final weeks. Introduce senior projects as fun and low-stakes opportunities, but present them in a way that makes seniors want to take on something new. Increase the number of students who desire to take the opportunity. When students are genuinely excited about their projects, the results will speak for themselves.
place. In her first year in an expanded role, Green has worked hard to create new safety initiatives and procedures, and students now have the opportunity to be fully prepared. However, it falls to the student body to accept these preparations and take their safety into their own hands instead of complaining.
Greenhills gets heart smart
New safety measures introduced
SIRINA BERY ‘28, Lifestyles Staff
WILLIAM ENGLESBE ‘28, Editor at Large
Emergency! MERT team to the field! Where’s the nearest AED? In past years, the student body’s knowledge of Greenhills’ safety measures and protocols has been limited.
This year, Director of Information Technology Services Marissa Green hopes to combat this problem with a new rollout of safety initiatives beyond first aid kits.
“We decided to start increasing the number of AED (Automated External Defibrillator) devices that we have on campus,” said Green. “There will be a new one this spring out by the track outside, and another one between the 10th grade and 11th grade forums. Our goal is to ease access to people who might need it in a cardiac incident.”
These changes have been prompted not only by Green’s observations of the emergency response capabilities of Greenhills but a state mandate.
“Greenhills has made that a mandatory requirement for employment for many years,” said school nurse Christine Gajar. “It is also a state mandate that every student that graduates should have some form of CPR training and know how to use an AED.”
While these updates are intended to enhance safety, Green said she knows that if the student body isn’t educated on these new initiatives and how to properly utilize them in the event of an emergency, then these changes will be much less effective.
“If we have a spring tailgate, we could do a pop-up AED class.” Gajar said “Or not necessarily a class, but just a hands-on demonstration with how to use an AED so people know what to do in case of an emergency,” Gajar said.
Gajar also plans on working with the Wellness Department to help teach students in 10th grade health on how to properly use these safety measures.
“We’re beginning to think about training our students on AED usage,” said Green. “That will start with 10th grade health next year.”
CPR and AED training are just the beginning of a new 10th grade health curriculum. Previously, health was taught to 9th graders, but starting next year, the class will shift to 10th grade, with a new focus on real-world applications. Varsity cross country coach Katie Sims ‘11 is set to be one of the teachers leading the updated course.
“The reason the class got shifted to 10th grade is to help pull
away from middle school,” said Sims “We’re shaping it so it’s having more of an individual focus on an area that
The wellness department believed that previously, some of the same topics were covered in eighth
to review new
9th grade, we seemed to be doing a lot of the same things that were done in 8th grade, so we just wanted to differentiate that a little bit. When you’re in 10th grade, you’re starting to let up some more of your interests.”
Topics such as resume writing, job interviews, and understanding public health will now be part of the course, ensuring students leave with skills they can apply in the real world.
The new health class will introduce a more holistic approach to preparing students for life after high school.
brush up on old ones. “Our goal is to try to get the word out, so that in the event of an emergency, it’s almost not even a thought,” said Director of Information Technology
students might have.”
“You just know where to go and what to do to get help.”
Sims explains that the reason that 10th grade specifically was chosen for AED training was to differentiate between middle school and highschool health.
grade and highschool classes.
“The reason we chose to shift AED training to 10th grade was to help pull away the difference between middle school health and upper school health,” said Sims. “When we had it in
“Our hope is that we can introduce students to the kind of field of medicine or the field of global health that you are interested in,” said Sims. “So whether that was looking at a career path that they’re interested in or an internship they might be interested in. Because if you look at global and public health, a lot of different things fall under that umbrella. So we want to help teach them life skills that when they do enter college or the workforce, they have those skills developed. And this can mean simply having an interview, writing a resume, or how to do CPR. We’re just trying to implement real-world scenarios into a health class.”
Office of enrollment prepares for lower school
Greenhills School is set to expand its reach and impact by absorbing Summers-Knoll. Tthe move will open direct enrollment for younger students and potentially reshape its admissions landscape in the fall of 2026.
“Of course, the name will switch and become Greenhills rather than Summers-Knoll, so I think there’ll be more traffic just from that,” said Associate Director of Enrollment Management Eric Gajar. “I think people will be looking at us at an earlier age so they can make that transition into the sixth grade easier, but we’re going to need to spend some time between now and next fall’s admission season to learn what it means to be admitting elementary school students for sixth, and then 12th grade. It’s a whole different process.”
With the current classsize capacity at Summers-Knoll being about 30 students, 30% of the incoming sixth grade
class of 100 students could potentially be filled since Greenhills would offer direct enrollment into their middle school.
“The addition of an elementary program will broaden some of the schools we get where people maybe weren’t looking at us beforehand, but now would because they could come here at an earlier age,” said Ga-
The roots of the tree are the districts represented at Greenhills. This data was provided by the Office of Enrollment. The leaves of the tree represent Greenhills college matriculations from 2021-2024, and were provided by the College Counseling Office.
jar. “I’ll be curious to see if people start coming earlier or if people are just holding out at their middle, or elementary school and waiting to come here for sixth grade or high school.”
Due to the current location of Summer-Knoll, the Office of Enrollment does speculate that more students from Plymouth, Canton, and Ypsilanti districts will come to
Greenhills.
“The hope with our unification into Summers-Knoll is that it’ll expand districts we get students from, because it’s actually a pretty small percentage of students who can fill our incoming sixth grade class,” said Gajar.
While the way to get into Greenhills will shift over time, it will also change the current community after they have walked at graduation. Associate Director of Alumni Engagement Stephanie Miller ‘86 is excited for the prospect of more people to get in touch with and something the whole community can bond over.
“I am excited to have a larger alumni network to connect with,” said Miller. “Looking into the future, we will want to keep reaching out to all of the folks who’ve graduated over the years, and make sure they still feel connected to the community.”
READY FOR ACTION The MERT (Medical Emergency Response Team) meets
safety procedures and
Services Marissa Green.
Photo by William Englesbe ‘28
Graphic by Violet Weizer ‘25
VIOLET WEIZER ‘25, Lifestyles Editor
“Arts,”
not “art”
When the phrase “the arts” is mentioned, a myriad of subjects come to mind: music, theater, cinema, sculpture, visual/fine arts, to name just a select few. Before I came to Greenhills six years ago, the only art form I thought existed was simply drawing and painting, and I hadn’t quite figured out how to cross the line of comfort into the foreign territory outside of those two traditional categories (although admittedly, I was also terrified of not feeling welcomed in new communities). However, when I first joined the tech team as a freshman to help with costumes for the musical production of The 25th Annual Putnam Spelling Bee, an entirely uncharted world of art was opened up for me—maybe new things were worth trying out.
Looking back, it’s difficult for me to pinpoint what exactly led me to get into theater; maybe it was the lurking curiosity of what exactly went on behind-the-scenes and beyond the red curtains and bright stage lights, or the successful convincing of my friends and other upperclassmen who’d already long-been involved in theater, or the exciting opportunity to set pieces. But, what I do know is what persuaded me to return each new production every year: the community.
During the college application season, as I made portfolio folio, I couldn’t help but think about how much my friends, teachers at Greenhills positively impacted me both with reskills and person. It’s so rare to find yourself in a place that you feel comfortable to reach out and try new things, but the at Greenhills manages to do just that. I’d never imagined that be designing graphics for the Alcove and Chocolate Lounge, illustrating posters for theater productions, or working on architectural drawings, ceramics, and photography for the first time.
One of my favorite memories from a theater production was when I created an animation for the production of She Kills Monsters last year with Mimi Brammer-Gonzales ‘24. It was so lovely to work on a project with someone who had the same passions as me, and if not for joining theater, I never would have met them or known how wonderful of a person they are. And not only does this apply to theater; working alongside my peers in journalism has been such a great time, and it has opened so many new opportunities that I’d never expected I’d have the privilege to experience. As I draw senior portraits for the Alcove’s Class of ‘25, I struggle to believe that my high school career is going to be over so soon.
Before you know it, you’ll be stuck in that looming threshold between receiving your diploma and building your new identity as an adult, so (albeit a bit intimidating at first) take advantage of all the opportunities the arts at Greenhills has to offer and don’t doubt that you’ll excel. Even if you’re hesitant, I guarantee there are countless ways to join the arts that accommodate your preferences. But, don’t aimlessly dwell on what you believe you can’t do or achieve–you’ll never know until you try.
The more the merrier
This past October, my classmates and I gathered on the track with handmade signs, excitedly waiting to meet our sixth-grade buddies (shout out Tessneem!). A full circle moment for the sixth-grade survivors and a long awaited tradition for others, the sixth-grade/senior buddy program is one of many ways in which Greenhills fosters community across grade levels.
Thanks to the progressive nature of our school, middle schoolers can look forward to taking their extracurriculars, clubs, and affinity groups to the next level in high school through the upper school sections of these activities. For example, the upper school section of the Jewish Student Community (JSC) throws a Hanukkah party for its middle school members each December, which shows them what they have to look forward to in high school.
JSC was founded when I was in eighth grade and
Quality over quantity
For those who don’t know, I played sports for most of my childhood—from rec-and-ed soccer to tennis to high school field hockey. I always loved chatting with my friends on the bench, eating the sliced oranges post-game, and most of all, just being able to say that I played a sport—that I was part of a team.
However, I never felt very fulfilled by any athletics I participated in. This was likely due to being pretty average at all of them and never really caring how the game went. I just enjoyed being a part of something. While I do appreciate Greenhills field hockey for the friends it has brought me, I realized just before my junior season was about to start that I wasn’t happy when I played. I spent the week after preseason making various pro and cons lists and having endless discussion with my parents about dropping the sport. While this may not seem like a huge deal— and it honestly is a very normal occurrence— this was a big deal for myself and my family. I was raised with the mindset of: you just don’t quit, even if it’s not your favorite thing,—you find where you fit and you deal.
Personally, one of my biggest hesitations about dropping was: what else will I have to show my potential schools? I felt like I hadn’t done enough. Where were my ten clubs I led? Where was my famous TED talk that I presented to my thousands of fans? And where was my small business I had so innocently started that was now a multimillion corporation that I ran as a young entrepreneur? I mean, this is Greenhills we’re talking about. This is the gold standard— and I honestly convinced myself I had not achieved it. And yet, I knew going back to school that I was over pushing myself to participate in something I did not fully enjoy. I was having this moral dilemma right around the time that I was working through my extracurriculars doc, and as tedious as that doc is, it did show me something wonderful. It showed me —in one place —my Greenhills journey.
While I may have not created my own startup, I had achieved some things at this school that I am genuinely proud of, and I had shown progression through areas that I am actually invested in. My doc told the story of a student who enjoys participating in service and now is able to lead her own sub-path-
fresh out of online school. During a time in which community was more important than ever, having a space to connect with my Jewish peers and knowing that I had older faces in the halls to which I could say ‘hi’ meant a lot, only making me more excited for all of the opportunities that awaited me in high school.
In addition to building on their interests from middle school, students can also discover entirely new passions in the upper school, thanks to the many multi-grade level courses offered. For example, this is my seventh semester taking journalism. When I walked into Dr. Lund’s room on the first day of freshman year, I was one of four kids in my grade, surrounded by mostly upperclassmen. Given that journalism requires pitching ideas and writing about your personal opinions, this was daunting, but it ultimately helped me step out of my comfort zone and improve my communication skills. From going to pick up pizza for after school layout meetings with friends who were old enough to drive, to getting course selection advice from reading their senior columns, I gained so much from being surrounded by people who had experienced every year that Greenhills has to offer.
Through journalism, I have made friends with and learned from my classmates, both older and younger than me, and have gotten to experience the transition from a freshman looking up to my older peers for advice, to now helping my classmates who are in the same position that I once was.
These relationships have helped me grow as a person and a student- I’ve had the roles of mentee and mentor, and have learned lessons and gained friendships from both. As I prepare to step back into the role of freshman this fall, I will take with me my experiences from Greenhills, and am excited to make similar crossgrade connections in college.
way group, someone who has consistently worked a job throughout highschool and now has been promoted, someone who is connected their ethnicity and co-leads their affinity club, and someone who has found a love for journalistic writing as well as a community from the class leading me to become the managing editor, print. I didn’t have to have 100 things I was a part of— I just needed a few and a clear story of where I had decided to commit my time to the past four years. This passage is dedicated for those of you who may be feeling inadequate in this pressure cooker of a school. Just know that while you should absolutely cast a wide net to find what you are interested in, don’t feel like you have to be everywhere. Find some things you are passionate about and make time to invest yourself within these areas— and I promise you will not only feel fulfilled, but you will make some truly great connections.
Go chasing waterfalls
The summer after 6th grade, I got the news: Greenhills was switching to a new schedule. Four classes a day, almost doubling the class length, and a waterfall rotation, none of it made sense to me. When I tried to explain it to my friends at other schools, they were just as perplexed. However, after spending the last seven years living it, I can say the waterfall schedule has helped me grow as a student and as a person. Not many high schools, and very few middle schools, have dared to explored realm. In theory, it doesn’t make sense. Giving 11-14 than an hour in the classroom is not logical because of their rap attention spans. But this is exactly why it’s more important
These days we can barely spend 10 minutes off our phones, look to the new and exciting instead of sitting with your dis block schedule allows us a break from this constant influx of and lets us actually learn. The longer periods create space to experiment, and dig a little deeper. As a highly distracted student been a game changer for me. I remember learning about infinity going past the basic concept to look into the weird, mind alter Dr. Salcedo’s class, we built and launched rockets. In Natural class could turn into a walk through the woods and flower bouquets. And of course we can’t forget iconic fetal pig dissection. These moments are possible because of the extended time and they are the moments I will remember.
Having class every other day cre ates a more flexible schedule that allows for more time in extracurriculars, athletics, and outside commitments. Greenhills em phasizes growth in the classroom, but also pushes us to become more involved and engaged members of our communities. The way the schedule is built gives us time, but also the ability to make choic es on how you use that time. During free periods I have had the time to go to office hours with Mr. Washington to better understand the economic models we study in class, or go chat with Dr. Lund about the deteriorating state of our democracy. Outside of academics I have gone to food gatherers and sorted carrots for an hour, or gone to King Elementary to read with 3rd graders. The options are lim itless. Take advantage of the time Greenhills gives us.
As I go off to college I feel prepared and excited. I feel ready to juggle a full schedule and manage my time wisely. This kind of learn ing is applicable beyond the classroom and will hopefully help us all for the rest of our lives. What I appreciate most about Greenhills is their willingness to strive to do things differently, even if they are “one of a kind.”
A shot worth taking
When I first picked up a tennis racket freshman year, I had no idea the impact it would have on my life. Back then, it was just something to fill time in my open schedule, nothing I expected to stick with. High school was a time to try new things, so I figured I’d give tennis a shot, never imagining that this simple decision would turn into one of the best I’d ever make.
In my first year on JV, I started to understand what the sport was about. I enjoyed it more with each match and was determined to make the varsity team the next year. The only problem was I wasn’t good enough, or anywhere near it. Feeling motivated, I worked hard all off-season to put myself in the best position to make the team. It wasn’t like I was forcing myself to play, I genuinely enjoyed it. Despite all the time and effort I put into my training, I was cut from the varsity team sophomore year and had to spend another year on JV. Though I was disappointed, I wasn’t discouraged. One year was never going to be enough to catch up to the people who played their whole lives. That said, I used my time to practice and become even more prepared for the next season. I wanted to be a part of the team and finally make an impact.
By junior year, I had worked my way up from JV to the No. 2 singles spot on varsity. That season, I started strong and carried that momentum to the state championship. However, in the final, I was down a set and facing match points at 5-1, 40-0. It felt like my season would be coming to an end. Somehow, I stayed focused and managed to come back to win the set and eventually the match. Winning a state champi-
onship wasn’t even on my radar when I started playing, but that day, it became a reality.
That year, while I found success on the court, it was off the court where I truly had the best ex periences. Our team culture was what made everything worth it. The friendships, the support, the memories, it was more than just a team. Those relation ships became some of the most
meaningful of my high school years.
Senior year, I had moved up to No. 1 singles but struggled early in the season. The competition was much tougher and was not anything I was used
to. Despite this, I made it to the state final, where I quickly found myself down a set with the state title on the line. Just like Junior year, I fought back to win, securing the state title for the team. This was the perfect ending to my career and a moment I will remember for the rest of my
Now, looking back on everything, I sometimes wonder what would havepened if I had never decided to play tennis. All of the amazing memories, the lessons learned, and the friendships formed would never have happened. My advice to anyone who’s unsure about trying something new: go for it. You never know where it might take you, and it might just turn out to be one of the best decisions you ever make.
Cash in your hobbies
I always wanted a job. No, I am always looking for a way to make some quick cash. With my hefty load of extracurriculars, I never had the time to pursue, let alone think seriously about finding a job. So I did the only thing I could think to do: I joined the gig economy.
As a self-proclaimed serial entrepreneur, I moved from “job” to “job” quickly. Among the list are: SAT prep tutor (extreme fail), portrait photography (current gig), paid cello performances, and various things involving food. I did start this all pretty young. In fourth grade I sold the bulk of my Halloween candy, and continued this all through out middle school. But most often, I found myself playing into my musical strengths.
Busking in downtown Ann Arbor is a serious cash grab, especially during Top of the Park season. Also, I do play in the occasion al wedding and Christ mastime service.
During the fall of sophomore year I started my cookie business: Violet’s Cookies. When I needed some money I would whip up a batch, usually taking me about 20 minutes. I would show up to school the next day and sell each cookie for a dollar. I do admit this was kind of a scam, but business did not disappoint. The ultimate failure to this scheme was my debt list. Most kids don’t carry
Greenhills athletics are one of a kind
around small bills or have access to mobile banking apps, so I would write down their name and the amount they owed me in my notes. As you can probably guess, the failure to reimburse me led to the downfall of this gig.
Now for my favorite gig of all time: photography. It was the fall of senior year, and buzz around most of my friends was related to
bookings this fall and have already started booking graduation photos for my returning customers. I charge $65 an hour for this, which I think is a pretty good deal. The gig economy may be a lifestyle for some, but I don’t think this particular life is for me. Although quick cash is nice for a second, I prefer some stability. Depending on my future, there’s a chance I could en
When I first entered Greenhills as an incoming freshman, I was met with all of the sports the school has to offer.
As an aspiring D1 gymnast who could not imagine a life without the sport, I tuned out the conversation after I heard it wasn’t on the list and continued to participate in the sport I had done for ten years. It was the toughest mental and physical challenge I had faced. By the end of that season, quitting was all I looked forward to. I joined track & field a week after I quit. That was the best decision I could have made for the rest of my high school career.
I’m constantly asked, “Why do you play three sports?” Part of
the appeal is the hoodie, but the reason runs deeper. I wouldn’t have become a three-sport athlete if I had attended any other school.
Volleyball, basketball, and track & field- each of these sports I hadn’t touched before coming to Greenhills, but thanks to the no-cut rule, I was able to play JV. While some might argue that this approach makes teams less competitive, it allowed me to find joy in playing sports again. There’s a culture in Greenhills athletics where winning isn’t the priority. I can count the wins from the Greenhills women’s basketball team on my fingers. But there’s so much more to these teams than winning.
All for one and one for all
I’ve met my favorite people through my sports. Ten seasons, ten dif ferent teams - each one bringing me clos er to people I wouldn’t have talked to otherwise, creating a family of different athletes from different grades.
had twelve different coaches, and with each one, I’ve built relationships that I know will last beyond high school. Ten of them are faculty here at Greenhills. Coach Taylor is sick of me popping into her office unnoticed, and Coach Madden tunes me out when I complain about the most minor inconveniences. However, the ac cessibility of my coaches during the
“One for all, and all for one” is a motto traditionally associated with the heroes from Alexandre Dumas’ book, The Three Musketeers. However, through four years of participating in the Michigan High School Ethics Bowl through the Ethics Society at Greenhills, I’ve found that I prefer another version of this motto: All for one and one for all. Not only does it feel better on my tongue, but also, it emphasizes the teamwork aspect of success more, especially as it relates to the Ethics Bowl. The Ethics Bowl has always been a special event for me. It’s like debate, but instead of arguing for both sides, you advocate for what you truly believe is the right thing to do. Indeed, it is an activity where groups of high school students get together to try to better the world. Case in point, one of the features that differentiates the Bowl from debate is that you can, in fact, agree with the opposing team–the judges are looking to see who has the most ethical and comprehensive ideas and
not who can verbally beat down whom. If all four years of competing in the Ethics Bowl were special, then this year was the most special of all. The last time a Greenhills team had won the Ethics Bowl had been in 2020. For three years, we competed in the Ethics Bowl and had a great time, but without the Hemlock Cup, which is what the winner of the Ethics Bowl receives. At this time last year, we got together and decided we would give it everything we had. Then, in October, we got together and worked nonstop for several months, as a team. Now, the Hemlock Cup can be viewed in Room 3030, courtesy of Greenhills Blue.
school day is something not to take for granted. Passion drives Greenhills coach
Graphics by Megan Peng ‘25
Biology teacher retires after 36 years
BARU ‘25
IZZY
Managing
Editor, Print
From department head, to 9th-grade dean, to head of the upper school, to chemistry teacher, to biology teacher, to filling the ISACS (Independent Schools Association of the Central States) chair Catherine Renaud has occupied various positions throughout Greenhills. However, after 36 years of teaching, 24 of which were at Greenhills, Renaud has officially declared her retirement. She is looking forward to what this next chapter will look like.
“I never thought I would teach to be honest,” said Renaud. “I remember sitting in my senior year chemistry class and my teacher was yelling and screaming at us, and I thought ‘why would anyone want to teach, especially this subject?’ Later on, he hired me for my first job.”
While initially she didn’t think she wanted a career in education, Renaud was known in her high school class for being able to teach her fellow classmates lessons they didn’t understand. Her senior superlative was even “known for taking good notes” because everyone would borrow her notebook.
“At first I thought I wanted to be a jet pilot, that was before I realized my eyes weren’t good enough,” said Renaud. “Then, I wanted to be a vet before I learned about parasites, and I thought of archaeology but they have to be outside in the heat a lot so that didn’t work for me.”
“One of the ways we overlapped is that I taught Renaud’s youngest son Alex,” said Bridget Maldonado, Middle School Dean of students and science teacher. “And now Renaud is teaching my daughter, Quinn Maldonado ‘28. This is one of the professional and personal ways our lives entwine.”
Renaud acted as Maldonado’s first mentor when she arrived at Greenhills. Coming from a public school prior, the adjustment to how Greenhills functions was a new experience for
mainly by visiting her during most lunches to share some jolly ranchers and catch up.”
Renaud has decided to retire due to various reasons, however, her decision began with a desire to spend more time with her family.
“My husband and I have a house in Ontario,” said Renaud. “We returned to Canada, where we are originally from, two years ago. One of my sons lives there full time so we have just been splitting out time here by spending weekends in Canada. We want to be there full time and to do some other travel while we’re healthy and able.” As Renaud leaves the school students and faculty will remember her not only for the person she is but the memories her Intro to Biology class has created.
While bouncing between ideas, everything clicked for Renaud in graduate school at the University of Waterloo in Waterloo, Ontario where she won a teaching award for being a graduate assistant. In her post graduate years she returned to her hometown of Hamilton, Ontario. She taught for a year within the Hamilton school system before moving to the United States and taught at a school in Virginia for five years. When she moved to Michigan she taught at the University Liggett School for three years, Eastern Michigan University for a handful of years as lab coordinator and lecturer, and one year at Ypsilanti High School.
“It was basically just a ‘3-2-1’ countdown to Greenhills,” said Renaud. “I was aware of the school because of Luanne Booth, one of the wives of a colleague of my husband. When we first arrived in Michigan she was the head of the middle school. I always knew I wanted to work here. It just took a while for there to be an opening.”
Some of Renaud’s favorite memories are when her sons, Cal and Alex, attended Greenhills. While she did not teach her eldest son, she had her youngest in Intro to Biology.
Maldonado.
“Something that I feel not everyone would know about Renaud is that she is extremely silly,” said Maldonado. “She is good at recognizing tough moments and keeping everything lighthearted and fun to raise everyone’s spirits. However, besides being able to read when someone needs some silliness, she is able to recognize when anyone needs to vent or receive advice. We’re losing somebody who deeply cares about our students, her colleagues, and the institution as a whole.”
Maldonado is not the only to experience sadness over Renaud retiring. Howei Ding ‘25 one of Renaud’s former students shares his thoughts on her leaving Greenhills.
“My first interaction with Renaud was freshman year Bio,” said Ding. “After that year I didn’t have any more classes taught by her but I still made an effort to remain close with her,
Smith strolls across the border
Advanced biology teacher becomes dual citizen of the U.S. and Canada
LAUREN YE ‘26
School Editor
Our country was built on the foundation of democracy: the rule of the many. Today, everyone living in the U.S. gets a vote––––as long as you’re a citizen. That’s why Advanced Biology teacher Julie Smith became a dual citizen of Canada and the United States in May 2024.
Smith has been living in the U.S. for 15 years, since August 2010. Prior to that, she taught at an independent school in Toronto, Canada.
“A friend told me about this organization that is like headhunters for education,” Smith said. “Greenhills got my contact information and I came for the interview, and how do you not fall in love with Greenhills, right? It was amazing.”
During her time in the U.S., Smith has established a community and life. One part of that life is her church, through which she has met many friends and students, including Lizzie Redinger ‘27.
“She’s just been around for so long,” Redinger said. “She’s just Aunt Julie to me. I’ll go help her with yard work, and she got her house renovated recently, and we helped her move some things around.”
Although Redinger has never been in Smith’s class, Alex DaSilva ‘26 has experienced both worlds, learning from Smith in both the Sunday school classroom and the Advanced Biology classroom.
“She’s taught me a lot of important things,” DaSilva said. “She’s taught me to follow my faith, and also one of the biology rules, ‘Don’t freak out.’ It’s hard not to get caught up with grades, but she’s always there reminding me not to freak out.”
In 2023, Smith decided to apply for dual citizenship of both the U.S. and Canada. A major factor in Smith’s decision was the upcoming 2024 presidential election. Smith wanted to be able to vote in the election so that she could be represented and her voice could be heard.
“I had never planned to become a citizen,” Smith said. “I had kind of been like, I will always be Canadian. But then I got to thinking about it and knowing that the election was coming up, and seeing what was happening, I was like, I want to become a citizen so that I can vote because I wanted my voice to be one of the ones.”
The immigration process can vary from months to years. For Smith, the process took seven months. First, she applied to be a citizen, then attended a citizenship interview, and finally had a swearing in ceremony where she took the Oath of Allegiance.
“I come from Canada, I think that that helps, that’s made my experience less difficult,” Smith said. “Quite frankly, I think the fact
FAST FACTS
“One of my favorite memories in her class was during the self-study biology unit,” said Ding. “The assignment was to write a paper report on something you liked, so, three weeks later I handed in a 30 page essay about bananas, and she still has it. She told me she has shown it to every class she’s had since then. I also enjoyed our hot chocolate days during the winter. While it makes me sad that future generations of students won’t get to experience her class, I actually find it kind of nice that she’s retiring the same year we are graduating.”
Besides leaving a lasting impression on the current students, Renaud’s Intro to Biology classand spirit has stuck with recent graduates as well. This past March, Renaud was invited by Gabe Seir ‘20 to be his representative for his most influential secondary school teacher. Seir was able to invite Renaud due to winning an award for his academic excellence at Stanford University.
“I received a call one day and it was randomly Gabe,” said Renaud. “He told me he had some exciting news and then filled me in about the award and invited me out. I was so surprised but it ended up being a really sweet event.”
As Renaud leaves Greenhills she hopes that students not only remember what she has taught them in class but what they can gain from school in general.
“I hope my students have realized that learning is fun,” said Renaud. “And that it really is okay to know something because we can figure it out together. I hope students realize that Greenhills is a beautiful place that provides this type of connection.”
that I’m white makes my experience less difficult. If there’s one thing I’ve learned about living in this country, it’s that those things really do matter.”
During a time of tensions between Canada and the U.S., Smith has observed how these tensions are affecting her personal experiences. Going into stores, talking to friends and family, and retirement plans have all been touched by these issues.
“I will say that Americans don’t have any idea how upset Canadians are right now,” Smith said. “Canadians are really upset and really scared. I talked to a guy that worked for my dad in high school, and he was almost in tears. He and his wife were ready to retire and now, their retirement savings are not worth nearly as much as they were, and they can’t retire.”
Smith says that Canadians are finding forms of retaliation as consumers. Recently, the Canadian government placed a 25% tariff on alcohol and other goods. Unlike the U.S., in Ontario, most liquor is controlled by a government-run company called the the Liquor Control Board of Ontario (LCBO). The LCBO sells almost $1 billion worth of U.S. liquor every year.
“In stores, people are looking at the labels and where something might say that it’s from Canada, if it’s actually not, people are turning things upside down on the shelves or taking it back to the shelf so people know not to buy them,” Smith said. “I have friends who have canceled trips to Florida for spring break. Like, this is their spring break, and they’ve canceled their trip.”
Looking to the future and retirement, Smith is unsure about her plans. Initially, Smith planned to return to Canada for the benefits of the Canadian healthcare system.
“She’s definitely very proud of being Canadian,” DaSilva said. “She tells a lot of stories about Canada in class and her Canadian heritage.”
However, in recent years, the choice has become more difficult. With increased international turmoil, Smith is rethinking her future.
“Up until very recently, I always thought that when I retired, I would move back to Ontario,” Smith said. But I’ve lived here for 15 years now. I’ve got a life here. I’ve got friends here. I like Ann Arbor. More recently, I’m feeling very conflicted about where I will end up. We’ll have to see.”
Favorite place you’ve traveled to?
in between Punta Cana and Jamaica.
THROWBACK Renaud stands with former sophomore students at Potomac High School in McLean, Virginia in the early 1990s. “This was at my second official teaching job, this was a fun class, here, we are celebrating the end of Mole day.”
Photo courtesy of Catherine Renaud
LAND OF THE FREE Julie Smith, left, holds her Certification of Naturalization, which is granted to residents when they are sworn in as citizens of the United States. The immigration judge, right, typically administers the Oath of Allegiance to new citizens. “The process was very friendly,” Smith said. “I was going to France around the time of my ceremony and I didn’t want them to take my green card, but the guy was like, ‘No worries, we’ll schedule your ceremony for later.’”
Photo courtesy of Julie Smith
Three paths, one program
Pilz, Bowman, Love to play college baseball for Pomona-Pitzer, Rhodes, Alma respectively
TEDDY STAEBLER ‘25
Sports Editor
It’s rare for any high school baseball program to send multiple players to the collegiate level, and with an upper school student body of just over 400, Greenhills is no exception to that challenge. However, despite the odds, Greenhills baseball, led by coach Tom Ward, has made history this year, with a program record of three players committing to play at the NCAA Division Three level. Starting with the hot corner is senior third baseman Talen Pilz, who will continue his academic and athletic career at Pomona Pitzer in California.
In the beginning of high school, Pilz did not believe he had any chance of playing baseball in college, and in fact was more interested in other sports and his academic endeavors.
“I was more into basketball back then,” said Pilz. “But over time, I really started to enjoy playing baseball—especially at Greenhills with my friends. Coach Ward asked me during sophomore year if I’d thought about playing in college and that’s when I realized it was a real possibility. About six months lat- er, I started actually looking into it and began contacting coaches. Pomona Pitzer was always on Pilz’s radar, but as an academic option. So when he realized there was a possibility of him playing there he jumped at the oppor- tunity.
“Pomona Pitzer had always been number one on my list,” said Pilz. “It was one of the better high-academic D3 schools. I visited sophomore year and really liked the campus—it had a similar tight-knit feel to Greenhills. I wasn’t sure how serious they were until their camp in early September. I pitched well, the coach talked to me after, and we did a walkthrough of the campus. That’s when it really clicked. This might be the place. Two years had passed since I last visited, but I loved it all over again.”
Pilz attributes much of his success to coach Tom Ward for his valuable lessons on and off the field, and his unwavering belief.
“Coach Ward helped me realize what kind of player I could become,” said Pilz I wasn’t really a pitcher coming into high school, but he built me up on both sides of the game. I don’t think I would’ve had the two-way opportunity in college without him. He also shaped my mentality as a teammate. Early on, I was too hard on myself, and it affected the dugout energy. He taught me that baseball is a team sport, and it’s not just about your own performance—it’s about the energy you bring to others. That mindset shift has been huge, especially now that I’m a captain.”
Ward believes that Pilz’s development has led to him becoming a perfect candidate for college baseball
“He’s your prototypical college recruit — big, strong, athletic,” said Ward.” He had a monster sophomore year and has worked incredibly hard since then. He’s matured a lot and takes pride in every aspect of the game. We’ve always been waiting for
Field hockey’s finest
him to want the ball, to want to be that guy on the mound — and now he is.”
With his last high school season coming to a close, Pilz is ready and looking forward to playing at the next level.
I’m excited for the balance—everything being close by, having that mix of school and baseball,” said Pilz. “I’m also excited to play for a team that’s contending for the College World Series. And the weather doesn’t hurt. On a Zoom call, my mom asked the coach where they go for spring break, and he said, “People come to us.” That stuck with me. It made me feel like I’m going to the right place.”
Pilz’s catcher Jeremiah Bowman also carved his path to the college level, committing to Rhodes College in Memphis, Tennessee. Bowman has lived in three different states but throughout these changes, baseball has stayed consistent.
“I started playing with my uncle and grandpa in my backyard in Rhode Island,” said Bowman. Then, in New York, I started playing organized baseball in Little League. It’s just been a part of my life wherever I’ve lived and something I have always enjoyed.
Like Pilz, Bow - man also didn’t have much hope for college baseball, especially when the pandemic shut down all base- ball-related things
“I didn’t really believe I could become a college commit as a freshman, especially coming out of COVID,” said Bowman. “I hadn’t played in two years, and I was just trying to find my rhythm again. There were so many unknowns, and the gap from not playing made it hard to feel confident. It wasn’t until I started gaining momentum, getting good coaching, and seeing real improvement that college baseball started to feel like something I could actually chase.”
Ultimately, Bowman’s decision to commit to Rhodes was more than just baseball, but everything the school had to offer
“I really liked the coach — he was super personable and made me feel like I’d be valued there both on and off the field,” said Bowman. “They’ve got really nice facilities, which shows they care about the program and are investing in it. And being in a city, while still having that close-knit, small liberal arts college feel, was something that really stood out to me. It felt like the best of both worlds.”
Among many good qualities, Ward said he believes Bowman’s leadership is what makes him so appealing as a college player.
“He’s like having a coach on the field,” said Ward. “Jeremiah has this natural feel for the game — he sees things before
Leahy, Pandey to play field hockey for Swarthmore, Wellesley, respectively
JANAAN REHMAN ‘26
Sports Staff
Train, eat, sleep, repeat. Two field hockey players have worked around the clock for years with one goal in mind: to play in college. Ananya Leahy ‘25 and Meera Pandey ‘25 have played field hockey since elementary school and both recently committed to playing in college to continue their athletic and academic career.
“I started playing field hockey in third or fourth grade,” said Pandey. “I had no idea what it was until I was introduced to it by a friend. I started playing in Rec & Ed and then I started to really enjoy it and I played for a club team. I just continued to play after that.”
The Greenhills field hockey team has set them up for success thanks to the experience of Head Field Hockey Coach Jill Dixon.
“I grew up in Ann Arbor and I played field hockey at Ann Arbor Pioneer in high school,” said Dixon. “I went on to play at the division three level in a small liberal arts school in Virginia. From there, I played abroad in Ireland before I came back and coached at the college level for thirteen years before I made the decision to move back to Ann Arbor. That’s kind of how I found my way to Greenhills.”
they happen, and he knows how to keep everyone locked in and accountable. Behind the plate, he’s vocal, sharp, and always thinking two steps ahead. When he was out last year, the entire lineup felt off — that’s how much of a presence he has.
Rounding out the trio of college commits is Fran Love ’25, who committed to play for Alma College in Alma, Michigan. While many high school athletes get caught up in the pressure of college recruitment and the uncertainty it brings, Love approached the process with an uncommon sense of calm.
“For me, it was exciting,” said Love. “I never really stressed about it too much. I just focused on playing my game and being myself. Of course, I really wanted to play in college — that was always the goal — but I didn’t let it consume me. I think staying true to who I am helped me enjoy the process more. It did get a little stressful toward the summer, especially with how crowded things got from the transfer portal. But overall, I tried to keep it fun.”
Love attributes much of his individual success to playing along- side Pilz and Bow- man, and the compet- itive environment it creates.
to ever play here at Greenhills,” said Dixon. “It’s a combination of who she is on the field and who she is off the field, and so I’m excited for her and sad that we won’t have that energy next year. But I think that it’s been a really special experience for her to be a part of this program and make that lasting legacy impact. I’m looking forward to seeing her do that next year.”
Outside of the Greenhills team, Leahy is part of the club team Pinnacle, and Pandey is part of Live Oak. Pandey’s mother, Sheela Pandey, notices some differences between the Greenhills team and the club teams.
Dixon immediately noticed Pandey and Leahy as two standout players since joining the team as their coach.
“I’ve never coached somebody that has the type of smarts and hand speed that Meera does,” said Dixon. “And the way she manipulates the ball, creating opportunities for us in the midfield. Those are huge shoes to fill in the future. She just leads with this confidence and poise and calmness that I respect so much.”
Both athletes were captains for the field hockey season this past fall because of their confidence, leadership, and skill.
“I think Ananya is one of the greatest field hockey players
“The Greenhills team was challenging and competitive,” said Sheela Pandey. “She really loved to collaborate with them and play with them and they had more fun compared to the more intense club teams.”
Pandey says that the team dynamic at Greenhills is incredibly supportive and helped foster many friendships across grades. Leahy agreed about the team’s positivity.
“If I had to choose between playing with the Greenhills team and with my club team I would choose the Greenhills team any day,” said Leahy. “It’s so much more fun and it focuses on the teammate aspect and it’s not as serious and anyone can do it.”
Leahy and Pandey started attending a gym in Ann Arbor called Blue Lion during their freshmen year to improve their field hockey skills. Pandey’s mother signed her kids up for Blue Lion after hearing about it through word of mouth.
“I think it helped improve my skills a lot,” said Pandey. “There’s a lot to skill in field hockey, but strength is just as important. I think Blue Lion helped with my growing strength, and I saw improvement in my playing and endurance.”
Leahy has since moved to another gym but considers Blue Lion to be a large part of her improvement as an athlete.
“They’re really good, and practicing with them every day push- es you to be better,” said Love.
“It’s the kind of environment where you can’t afford to slack off, because everyone around you is working hard and has high expecta - tions. You need to be surrounded by people who are just as good, or even better than you, if you want to keep growing as a player. That kind of competition helps you level up, and it makes the whole team better.”
At Alma, Love hopes to make an immediate impact to the team, whether with his talent or with his leadership and maturity “I want to be someone who helps the team with their mental game. I want to be the guy who helps keep everyone calm and focused in those moments, the one who’s steady when things get tense,” said Love. “Beyond that, I just want to be a presence on the field — someone my teammates know they can count on, no matter the situation. Whether it’s with my play or my attitude, I want to lead by example and be a positive influence for the team.”
Head coach Tom Ward, who’s watched Love grow within the program over the last four years, credits the senior’s success to a mix of natural instinct and relentless dedication.
“He’s always been a baseball junkie,” said Ward. “But what people don’t always realize is how hard he’s worked behind the scenes. He listens, takes coaching seriously, makes real adjustments, and stays incredibly humble through it all. We threw him into the fire as a freshman, and it paid off. He earned every bit of what he’s accomplished.”
“Instead of just focusing on the general things like the strength aspect like most gyms, they also do speed and agility stuff,” said Leahy. “That really helps with the power like starting and going fast and we did a lot of stuff with my reflexes and handeye coordination. That was also really helpful in making me faster and stronger.”
The college recruitment process is long and tedious for all athletes. For Leahy, her club team started the process early, providing ample time for recruiters to watch her play throughout her high school career.
“At Pinnacle, they start you on the recruiting process when you become a U16 player,” said Leahy. “So since I’m old for my grade, I started the recruiting process in eighth grade. I started emailing college coaches to get them to come watch me play. So I would do that whenever we would go to those big tournaments in other states like Florida.”
Both players committed to a Division III school. Leahy plans to attend Swarthmore and Pandey will be reunited with an old teammate at Wellesley College.
“[Meera] gets to play with a former Greenhills teammate, too,” said Dixon. “Maddie Miller is playing there. I think having that connection already is really going to set her up for an explosive freshman year. But then like there’s that glass ceiling that she’s going to shatter.” Dixon is excited for their futures in field hockey, as well as outside of the sport.
“I feel confident they’re going to make the best of every experience they have, said Dixon. “My hope is that they can look back on their four years in college and their time here at Greenhills when it’s like their ten-year college reunion or their twenty-year high school reunion and see the ways that those experiences have positively shaped them. But I also hope that they can find time to continue to give back to the sport, to continue to play, or be involved in some way.”
Photos courtesy of Greenhills School
From Gryphon to collegiate athlete
Sheffield to throw for Middlebury
CHARLIE RICH ‘26
Sports Staff
Two seconds and 108.1 feet are what set
Lauren Sheffield ‘25 apart from the rest. Sheffield is currently in her final varsity track and field season before starting her college career as a thrower on the Middlebury College track and field team.
Sheffield started her track and field career at Saint Paul school in fifthgrade. She tried a variety of track and field events before finding her love for shotput and throwing discus in ninth-grade.
“If you want to be really good at something, you have to do it a lot,” said Sheffield. “I really began to love track when I did throwing in ninth grade.”
Sheffield’s track and field events of shot put and discus happen in a matter of two seconds.
“It’s a very concentrated amount of effort. The whole movement of your competition takes under two seconds, and in two seconds there is so much that can go wrong and so much that can go right,” said Sheffield. “I will see results because I can feel how I direct my body.”
Sheffield was a multisport athlete but has turned her focus and time to getting better at the sport she loved.
“I stopped halfway through my senior season because I wanted to dedicate more time to lifting and getting ready
Morgan to play tennis for WashU
DYLAN SHEAR ‘26
Sports Staff
Hundreds of hours on the courts, countless early morning and late night practices, and years of dedication led up to this moment. Maddie Morgan ‘25 has committed to playing women’s tennis at Washington University in St. Louis.
From an early age, Morgan knew she wanted to pursue a career in collegiate sports.
“I just really loved the sport. I loved the feeling of hitting a good shot and I knew I wanted to play a sport in college,” said Morgan.
Morgan has been a standout player for the Gryphons varsity team since her freshman year, and her coaches praise her exceptional skill, mental focus, and leadership.
“Maddie Morgan is a complete athlete,” said women’s tennis head coach Mark Randolph. “Her best days are still ahead of her.”
While she excels on the court, off the court, she demonstrates great leadership skills. A captain since
her sophomore year, Morgan has been praised for what Randolph describes as “servant leadership,” which always prioritizes her teammates and promotes a supportive atmosphere.
“Maddie has been an exemplary team captain, putting the needs of her teammates first,” Randolph said.
Morgan’s leadership has also been evident towards her teammates, who admire her dedication and composure over the years, on and off the court.
“She’s very focused, and she puts a lot of emphasis on tennis,” said teammate Shangyang Xia ‘25.
Morgan’s composure and motive have also been a key part of her success over the years.
“She has always felt a drive, and I think that has motivated her through all of these ups and downs during the last four years,” said her mother Helen Morgan. Over the years, Morgan has
Melendez to golf for Howard
CATERINA DASILVA ‘26
Lifestyles Staff
For the past ten years, Mia Melendez ’25 has dedicated herself to the sport of golf, working tirelessly to improve her skills and compete at the highest level possible. That dedication has now paid off as she officially commits to play golf at Howard University, fulfilling a long-standing dream of competing at the collegiate level.
“I’ve known that I wanted to play college golf for a long time,” Melendez said. “When I was a sophomore and junior, I started reaching out to coaches, but I wasn’t having much luck early on. I saw a lot of people committing, but I wasn’t getting the same opportunities. More than 20 coaches told me they didn’t have room on their roster.”
The rejection was frustrating, but Melendez refused to let it discourage her. Instead of doubting herself, she used it as motivation to push harder. In October of her senior year, Melendez received the opportunity she had been waiting for.
The Howard University golf coach reached out to express interest. After reviewing her impressive season and accomplishments, he offered her a spot on the team.
“When I got that offer, I felt so relieved and proud,” Melendez said. “In the end, everything worked out exactly how it was supposed to.”
Melendez’s perseverance and work ethic are evident both in her individual performances and in the way she carries herself as a teammate and leader.
for the indoor season. It was just a better use of my time,” said Sheffield.
During her junior year, Sheffield started looking into the possibility of playing in college with her coach, Jarrett Bussell, and College Counseling Athletic Liaison Jill Dixon.
“I waited until the summer after my junior season because that’s when I had my 108 foot throw in discus. I started to hear from coaches and shared my profile,” said Sheffield.
The day came where Sheffield’s hard work paid off, receiving offers from multiple division 3 colleges. While she was between Bates College and Middlebury College, she decided to go with Middlebury College in Vermont.
“I plan to major in environmental sci ence and maybe study American studies,” Sheffield said. “Middlebury has great academics and even takes athletes to a spring break camp in California.”
Sheffield has been a captain of the Greenhills track and field team since junior year.
embraced the challenges and the joy of the sport.
“I’ve learned how to just have fun with it and enjoy my time on the court,” said Morgan.
Her passion for tennis was nurtured at a young age, often playing tennis with her younger sister Hazel Morgan ‘28.
“We used to play in the driveway a lot when we were younger,” said Hazel. “Whether it was in France, some island, or wherever we went, it didn’t matter. We would always find a place to go play
hours of play, but she remains focused and competitive the whole way through.”
Beyond her individual success, Melendez has played a significant role in supporting her teammates.
“She helps others by sharing her knowledge of the game and using encouraging words,” Karr said. “Mia has grown tremendously over the last four seasons. She started as a quiet freshman but developed into a vocal leader who leads by example.”
Her leadership extends beyond the golf course. Fellow golfer and close friend Hannah Lee ’25 emphasized how Melendez’s personality and support have made an impact both in and out of competition.
Varsity Women’s Golf Coach Michael Karr praised Melendez for her mental strength and ability to maintain focus throughout the long, mentally demanding rounds of competitive golf.
“Mia’s strength as a player is her ability to stay focused throughout an entire match, whether it’s nine or eighteen holes,” Karr said. “It’s easy for players’ minds to wander during two to five
“Mia is the type of friend who will laugh with you over funny cartoons but also lift your confidence before important moments like golf tournaments,” Lee said.
Melendez’s journey has been a testament to patience, resilience, and the importance of believing in oneself even when the path isn’t always straightforward.
“I think the biggest lesson I learned is to stay patient and trust the process,” Melendez said. “There were definitely times when I wondered if I would ever get the opportunity to play at the college level. But looking back, I see how every step—even the tough ones—helped me grow as a player and as a person.”
Now, as she sets her sights on her collegiate career, Melendez said she is excited for the challenges ahead. She knows that competing at the college level will bring new obstacles, but she’s ready to embrace them with the same determination and mindset that carried her through high school golf.
“I chose her as a junior, which is rare,” coach Jarrett Bussell said. “With such a large team, that speaks volumes about her character and leadership.”
Bussell noted that her presence is felt both in and out of competition.“She’s incredibly talented—her name’s on the record board,” he said. “Sheffield brings unmatched dedication and hard work.”
Though best known for throwing, Sheffield is versatile.“She can jump in anywhere,” Bussell said. “She’s a dynamic athlete.”
Teammate Mason Stranahan ’25 agreed. “She’s probably the most dedicated member of the team,” he said. “When most athletes rest in the offseason, she trains indoors almost every day. She’s locked in year-round.”
As Maddie takes the next steps in her academic and tennis career, Hazel reflects on the impact that her older sister has had on her over the past years.
“I’m going to miss her a lot,” said Hazel, “She’s taught me to be who I am today, and she’s my role model.”
Morgan knows that the recruitment process is difficult and competitive which leads to obstacles
to test her patience and determination. Despite the challenges, she knows that her family will be there for her every step.
“Not everything is perfect. There have been bumps in the journey—you’re not going to win every tournament,” said Hazel. Randolph believes that Morgan’s growth in experience and durability will serve her well as she heads off to WashU in the fall.
“She’s grown most in experience, strength, and durability,” said Randolph. “She has an exceptional balance between the academics, the extracurricular activities, and the sport of tennis. I don’t think anybody’s done that better than her.”
As Morgan moves on to WashU, she departs with a record of leadership.
“Don’t set limits for yourself. Just always believe, and things will fall into place,” said Morgan.
Stoffel to row for Wesleyan
AYAAN AHMED ‘25
Sports Staff
Next year, Tommy Stoffel ‘25 will continue his rowing journey for the Cardinals of Wesleyan University in Middletown, Connecticut. Stoffel is the current captain of the Skyline High School Crew Team. For Stoffel, this journey started in elementary school, when he tried out rowing as an alternative to playing as a goalie in soccer.
“The only reason I got into rowing was because I was a really bad goalie, so then my uncle came to my dad and said, ‘He’s a big kid. Why don’t you just put him into rowing for a bit?,’” said Stoffel.
He joined the Learn to Row program at Washtenaw Rowing Center and continued through middle school. In ninth grade, Stoffel came to the realization that he was good at rowing, and along with this realization came a heightened sense of competitive spirit.
This ambition opened the door for Stoffel to be able to compete at the next level.
“I love the sport and I’m a competitive person, so it was just a natural continuation for me,” said Stoffel.
“Freshman year, I made it to nationals and I got ninth there,” said Stoffel.
While in ninth grade, he rowed in a single, he transitioned to a double in his sophomore year, with a new partner, Rowen Tindell ‘26.
“It was our first year together, so we didn’t do too hot,” said Stoffel. “I think we got mid-pack at Midwests, which wasn’t great.”
This was a difficult time for Stoffel, who thought about quitting then. Things were different the next year, however, as Stoffel and Tindell found their pace and went on to win Midwests and place fifth at nationals (the Scholastic Rowing Association of America Nationals Championship).
“It has been an honor to be able to row with Tommy for over two years,” said Tindell. “He has always had a great work ethic and ambitious goals. Our chemistry then turned those goals into a reality.”
Stoffel had the help of his coach, Head Coach of the Skyline Crew Team Kit Bennett, with finding potential rowing programs.
“I’ve spoken to college coaches on Tommy’s behalf,” said Bennett. “You’ve got to find an academic fit first, and then work out the rowing piece second, because athletics and college are a big commitment.”
Stoffel also knew what he wanted out of a potential college, which led him to see Wesleyan as a top option for him.
“I firstly chose Wesleyan on academics and secondly on rowing. Wesleyan has a really good government program, which I was excited about,” said Stoffel.
Stoffel’s teammate Clara Thorne ‘26 could confirm that team culture is indeed important to Stoffel.
“He’s been great before races, like he would give us pre-race talks to get us locked in for the race and he’s been great for the new kids and the success of the Greenhills [rowers],” said Thorne.
Stoffel’s coach can also confirm the same and his praises of Stoffel’s performance pointed toward his faith in his next steps as a rower.
“Tommy was voted by his peers to be a captain, which I think speaks volumes to what his teammates feel about him,” said Bennett. “We really enjoyed having him on the team and we’re gonna miss him when he leaves. We are really excited to see him take his next steps in college.”
