Scenes from a Day in the Life of Bugil Academy GLP:

References for Giridhar R. Clark

(From Staying Cool in Indian Madras Plaids in the Kodagu (British Era: "Coorg") Hills in South India to Staying Cozy in L.L. Bean Flannel Tartans in the North Berkshire Hills, MA . . . )

Background Photograph: My Native Kodagu (British Era "Coorg,") "The Scotland of India"

Bugil Academy Global Leader Program (Korea):

• Graham Wik: Head of School (2 pages).

• Steve Feldman: Dean of Academics; English Dept. Chair (1 page).

• Kymberly Ayodeji: Dean of Faculty; Math Dept. Chair (1 page).

• Esteban Vazquez: Spanish/French Teacher (1 page).

Blair Academy (NJ):

• Andrew Hay: English Dept. Chair, Ret. (1 page).

• David Low: Asst. Headmaster of Student Affairs, Ret., (1 page).

Boston University (MA):

• Lesley Sheehan: Director of Men’s and Women’s Tennis; Head Coach, Women’s Tennis (1 page).

Contact Lists:

• A Supervisor and “Character” Reference Contact List (2 pages).

Sample Student Evaluation and Correspondence:

• A Sample Student Course Evaluation (4 pages).

• A Sample Set of Student Correspondence (5 pages).

Bugil Academy

Global Leader Program

December 28, 2018

To Whom It May Concern:

Since arriving in South Korea, Gid Clark has been a valued member of the faculty at the Global Leader Program (GLP) at Bugil Academy. As a teacher of multiple English courses, he has consistently engaged our students through varied approaches to course instruction, driven their learning, and upheld a high standard while championing student accomplishment. Additionally, he has been a continuous contributor to our extracurricular programs, especially fitness and the yearbook for which he is our most visible photographer. Gid has found success at Bugil Academy GLP by consistently seeking ways to improve the classroom experience for his students while eagerly engaging them in multiple ways outside the classroom.

Gid has taught three especially different courses, AP Literature, which has the highestachieving English students, a senior elective “Fil m and Literature” that attracts high-caliber students of literature, and two sections of Pre-AP Postcolonial Literature, a junior-year course for those who aspire to take an AP English course. Despite the differences, Gid has maintained a great deal of consistency in his approach. He has always immersed the class deeply into the text, whether it be Othello in AP Literature or Orientalism with juniors. In each course, he has wanted students to individually connect to the work. With our students, this includes a push through some cultural divides to help them ultimately make those connections. Furthermore, he has tried to help students find links between the work being studied and outside sources, from another book, another class, or a personal experience.

Thriving off student energy, Gid becomes palpably excited by a student’s enthusiasm when making a new discovery or arguing a new idea. Ultimately, he has pushed his students until they can teach him, until they have successfully reversed the teacher-student information flow. More than any teacher I have known, Gid enjoys learning from his students. Due to his sincere enjoyment, Gid’s students thrive in their efforts to analyze more thoroughly, to find more connections, and to seek out new ideas.

His light-hearted manner and obvious love of our students comes with high expectations. Without even realizing it, students have worked more earnestly and have written more comprehensive essays for Gid. Student learning , however, is not simply the result of a jovial teacher getting the best from his students. Gid has spent substantial time reviewing essays with his students. Evening after evening, and often well into the night, Gid has scheduled essay-review time. Never wanting to short-change a student, he has run overtime every night. Whether a student needs to understand how to write a thesis statement, structure paragraphs, make stronger arguments by using better evidence, Gid has patiently explained and waited for his students to understand.

Because each of Gid's courses is so different, one can also see that he has adapted each course to fit the needs of each student. In AP Literature, he has been a shepherd of student discussion topics, allowing students to drive the conversation Gid needs only to point the students in a direction. With students choosing Film & Literature due to interest in the subject and familiarity with Gid’s engaging and demanding teaching style, this course requires less guidance Yet, as a senior course, Gid maintains a college-level atmosphere. On film days, he brings soda and popcorn, and, on discussion days, he demands that students share lecturing duties and answer guided-reading questions on each night’s reading during discussion. Otherwise, students may not approach film days with enough focus.

With Pre-AP Postcolonial Literature, Gid has often helped the more confident students help encourage the quieter voices to create an opportunity for each student to contribute daily. In each junior section, Gid has had numerous students who lost their confidence in English as sophomores. Under Gid’s tutelage, one can see their confidence has returned from month to month.

Personally, I have learned much from Gid. He has shown an encyclopedic knowledge of his students, from their strengths and weaknesses as students of English, to their extracurricular activities, to some part of their backstories. Gid is the ultimate student advocate and their sincerest cheerleader. He has added much to our faculty body through his optimistic outlook and love of the learning process. In addition, he is an experienced independent-school teacher who has wise, well-developed ideas for addressing students’ issues At Bugil Academy GLP, we do not possess the structures of a U.S. independent school and often have to deal with issues as they occur. Gid has been a great sounding board for me Although he has never said it, the overriding theme of his advice has been to trust our students, a committed group that is under myriad pressures and for whom we have provided a unique opportunity for growth anddevelopment.

Sincerely loving that students have taught him and sincerely honored by students’ requests for college recommendations, Gid has adhered to his philosophy of getting to know his students as well as he can; he has held multiple sessions with each student to be sure that he has been adequately capturing their most vital strengths for their college references. As for younger teachers, Gid' s approach to his classes, his willingness to support his students, and his desire to bring out their best have been an amazing example to follow. I, too, have found myself eavesdropping on his late-night, essay-revision sessions. There is little better for an educator to hear than an energetic and enthusiastic teacher successfully instructing a student whom Gid has energized and has infused with enthusiasm.

I am confident that Gid Clark will continue to provide enjoyable and effective classes and find novel ways to contribute to your school as he has been doing at Bugil Academy. Unfortunately, our program will be closing shortly, and we are supporting Gid's search for a more permanent position. He will be a wonderful addition to any faculty. If I can be of any additional assistance, please do not hesitate to contact me via email at grahamwik.bugilglp@gmail.com or via phone at +82 41 520-8870.

Sincerely,

Graham Wik Head of School Bugil Academy Global Leader Program

Reference For Gid Clark

As the English Department Head Instructor at the Global Leader Program (part of Bugil Academy), I have worked with Gid for three semesters now. Overall, Gid is a caring, experienced educator who works hard toward the twin goals of increasing his students’ core English skills and awakening in them (or increasing) their understanding and appreciation of literature.

When Gid arrived at our school in August of 2017, he taught three courses These courses were AP Literature, Gothic Fiction, and two sections of Postcolonial Literature, the pre-AP English class for juniors. This was quite a challenge, but Gid was flexible and adaptable, and worked hard to ensure a smooth transition. Right away, I was impressed by Gid’s hard work in his approach to teaching writing. He was constantly meeting students for one-on-one feedback and guidance, often past normal working hours into the evening. In my classroom observations, I noticed that Gid strove to balance class discussions so that students had freedom to express their opinions while he steered the class toward fruitful areas. He also did a good job in keeping students on-task with their note-taking, making sure that they were keeping diligent records of the main ideas that came out of discussions.

Gid has remained very much open to my feedback and has always been willing to work hard to improve. While Gid is an experienced teacher, stepping into a completely new environment in such a new country as South Korea calls for a lot of adjustments and re-calibrations in areas including assessments, creating assignments, assigning an appropriate amount of homework, and gauging students’ ability levels Gid’s learning curve in all of these areas was quick, and he was always asking me solid pedagogical questions to do the best job possible with his students.

In terms of disposition, demeanor, and personality, Gid is witty, personable, and engaging with both his coworkers and his students. His quirky, off-beat sense of humor is welcomed in both the faculty offices and classroom, yet he maintains a professional disposition at all times. He is willing to help out in extracurricular activities as well, including the Fitness Club. I’ve often gone down to our weight room / fitness room to exercise with him and the students. He also served as faculty advisor to the yearbook, Canvas (the art club), and The Korean Folktale Club. He helped their members produce very professional and creative results. He has been completely reliable in his time at Bugil Academy. Again, he often works later than required, usually in order to meet with students on their essay revisions and college recommendations. He is excellent at meeting deadlines related to grading, writing student comments, making exams, and other end-of-the-semester requirements.

I’d like to add that Gid’s need to move on from Bugil Academy is due to the closing of the Global Leader Program by the foundation that runs it. Gid wishes to find a more permanent position. If you need any more information about Gid Clark’s time here in Korea, I would be happy to answer further questions.

Steven K. Feldman

English Department Head Instructor / Dean of Academic Affairs

Bugil Academy / Global Leader Program

Cheonan, South Korea

December 1, 2018

Work: 82-41-520-8800 Cell: 82-10-2063-1341 email: felddog13@gmail com

October 4, 2018

To Whom It May Concern:

It is with pleasure that I write a letter of recommendation for Gid Clark. As Dean of Faculty and Mathematics Department Chair at Bugil Academy’s Global Leader Program (GLP) in Cheonan, South Korea, for many years, I have had the pleasure of working with Mr. Clark since he joined our faculty in August 2017. Mr. Clark has created three courses: AP Literature, a Senior Elective on "Gothic Fiction, " and Pre-AP Postcolonial Literature for Juniors and taught four sections. A diverse course load, it has been even more challenging for Mr. Clark because this was his first time teaching in South Korea. Yet, he has taken on the challenge of teaching those classes, and he has done a wonderful job. Many students have told me they have enjoyed his classes and have learned a great deal from them. The English Department Chair has used some of Mr. Clark’s ideas for his own classes. Mr. Clark also asked his students to provide written course evaluations several times during the school year. While some teachers are not interested in their students’ opinions about their classes, Mr. Clark periodically asked for that information to provide a more beneficial education experience for his students. As Head of the Faculty Appraisal and Review Committee, I can note we chose the sincere and thorough teacher and course evaluation form he created instead of MIT's given by one of our teachers, an MIT alumnus.

When I think of a team player, Mr. Clark has been an excellent example. He has gone above and beyond the voluntary level of involvement many teachers and administrators in schools do. Since his arrival, Mr. Clark has volunteered to be a Fitness Club adviser, and he has used his NCAA Division-I strength-and-conditioning coaching experience to jump right in and teach and motivate students. Mr. Clark has also been the faculty adviser to the yearbook and Canvas, the art club. He has been as consistent and dependable when helping with extracurricular activities as he has been in his classes.

Mr. Clark is an experienced educator who has cared deeply for his students. He has often stayed well into the evening to prepare for his classes and meet with students for editing help. Mr. Clark has consistently put in significantly more work hours than Human Resources requires. He has been dependable, on time, and never absent. Mr. Clark's dedication to his students has shown clearly when he helped Grea, one of his AP Literature students, prepare, even more than she had been doing during the regular school year, to take the AP Literature exam.

Grea felt confident enough with what she had learned in Mr. Clark’s AP Literature class to take the exam. Due to Grea’s busy schedule, she was only available to review for this exam a couple of hours before the school day started For three weeks, Mr. Clark met with Grea for two hours each day to help her review for the AP Literature exam. He still kept his schedule and full teaching, coaching, advising load and did so energetically. Grea could not have earned a 4/5 if it had not been for Mr. Clark's dedication and commitment to preparing her for the test.

With the news of our program’s closing soon, it is understandable that Mr. Clark is looking elsewhere for more long-term and stable employment. I have no qualms about recommending him for employment. Anybody would be hard pressed to find a more dedicated English teacher. If you have any questions, feel free to contact me at ayodejiglp@gmail.com or via cell phone (832) 722-5967.

Sincerely,

Kymberly Ayodeji Dean of Faculty, Mathematics Department Chair Bugil Academy’s Global Leader Program 69 Dandae-ro, Dongnam-gu, Cheonan-si, South Korea, 31115

December 3, 2021

To Whom It May Concern:

I consider it a privilege to write a letter of recommendation for Giridhar Clark. I worked closely with him since August 2017. Giridhar and I were international teachers at Bugil Academy's Global Leader Program in Cheonan, South Korea. Each week, he and I collaborated by discussing curricula, teaching strategies, pacing guides, and school expectations. As his coworker, I can vouch for his sincere approach to all aspects of his work and the exceptional contribution that he made to the school.

Giridhar is a highly skilled communicator inside and outside of the classroom. Students received timely email responses and an open invitation to come to the Faculty Room during school-day office hours for impromptu check-ins and for essay-revision help until 10:00pm when students transitioned to dorm study hours after a halfhour break. Giridhar has an engaging teaching style in his English classes and readily tried new teaching strategies that accommodated various student learning needs. In addition, his effective classroom management techniques created a safe environment where students felt comfortable taking risks and demonstrated continuous growth academically and socially as well. Hands-on learning activities and project-based learning were frequently part of his unit planning. He was been responsible for creating, on his own, entire curricula for preAP juniors, AP Literature, and Senior Electives on Gothic Literature and on Literature and Film, and his lesson planning abilities were a cut above his peers.

Giridhar is a leader, and he supported the school by readily volunteering to take on leadership roles. Students chose him to be the yearbook's faculty advisor and to be the designated photographer for all small and large, onand off-campus events. He was also in charge of the after-school Fitness Club. Students also chose him to be the faculty advisor for the art club and the Korean Folktale Club. Administrators asked him to be on the Faculty Appraisal Committee and used course and teacher evaluation forms he created. They also asked him to mentor graduate students who sat in on all his classes for credit toward their teaching degrees. He is prompt, organized, and dependable, all of which make him someone to whom students, faculty, and staff go when they need guidance and when they are new to the school.

Giridhar is a consummate, accomplished, and collaborative professional who contributed to a healthy school culture. As a result, students and teachers equally thrived. He is a person of integrity who has a wealth of talents to share. He always taught with a smile and showed composure and flexibility when unexpected events at school altered his and/or the school's plans. As a colleague, Giridhar has always proven himself to be a kind and helpful person. Going the extra mile for his students and peers is second nature to him, and I have often looked up to him for advice and mentoring. Without hesitation, I strongly recommend him for a teaching position, dorm parent, club advisor, and tennis coach. He can contribute a great deal to every aspect of teaching and coaching and advising students and adults at any school. Please feel free to contact me with any questions you may have about Giridhar.

To Whom It May Concern:

I am writing to support the application of Giridhar “Gid” Clark to your school. I have known Gid for 29 years: the five he taught at Blair and those since he has left. As Chairman of the English Department during his stay there, I evaluated him in all areas of teaching. Since we worked together in developing a new course and both taught this course, my professional contact went beyond being his department chair. I can state categorically that he is a committed and excellent teacher as well as a bright, engaging, and thoughtful individual.

Gid was a demanding, rigorous, and popular teacher, one who set high standards for his students, especially in regard to reading and composition. His classroom demeanor was energetic, outgoing, friendly, accessible, upbeat, and positive. Open-minded and a good listener, he was flexible and generous in dealing with his students. Students appreciated his rigor and fairness, and were especially complimentary in their end-of-the-term teacher/course evaluations. He is a successful teacher of English because he is conscious not only of the importance of skill development, but because he also knows that the study of literature must proceed from a personal drive to understand oneself and the world around one.

Gid was also a fine person to work with given his enjoyment of literature and his desire to see things done well and with originality. For example, when we worked on developing the freshman syllabus, Gid invariably proved to be demanding yet cooperative. That he enjoys teaching literature and brings a good background to the classroom would be especially apparent if you were to read the syllabi he created for his senior electives. His lessons displayed variety and were brought to life by an engaged personality. Thorough, inventive, and varied, they revealed a creative approach to both content and skills development because he had clearly articulated goals. In short, although he enjoyed the challenge and vibrancy of good literary discussion, Gid was equally capable and comfortable teaching skills.

Gid was also a hard worker who could day in and day out get the job done. He was unfailingly well prepared for class, completed his grading in a timely fashion, and met the many and various deadlines our busy schedule imposed. As you would expect of a boarding school teacher, not only did he teach a full course load, he coached (girls' and boys' tennis) and served as one of the advisers to the yearbook. However, in my opinion, he made his most significant mark in guiding the Minority Student Union from its infancy to one of the most active and successful clubs on campus. This group sponsored open discussions, dances, and successfully provided a forum for discussing important and easily neglected issues at our predominantly white school. By the way, when he left, the group lost its focus and voice; several students told me they did not appreciate how important a role Gid played until he left Blair.

In summation, my recommendation for Gid is without qualification. Gid will bring an intellectual curiosity and solid background to any school where he teaches. He is a personable and pleasant person to work with, one with an excellent work ethic and a fine sense of humor. If you are in need of further information or have any questions, I can be reached at 646-306-3509 or at andrew.c.hay@gmail.com.

Sincerely,

Andrew Hay Chairman, Eng. Dept.

January 26, 2018

To Whom It May Concern:

I am pleased to write on behalf of Giridhar “Gid” Clark in support of his desire to continue teaching in independent schools.

Mr. Clark was a dedicated, popular and effective faculty member at Blair Academy for five years (1989 – 1994) where I knew him from the perspective of Assistant Headmaster. He taught various levels of English and was equally successful with the novice reader/writer and the more advanced students. Meticulous and thorough in his preparation, Gid Clark pushed his students by dint of enthusiasm about his subject matter and belief in the intrinsic value of hard work.

Moreover, he was a skilled and dedicated coach of both boys’ and girls’ tennis teams, an enthusiastic faculty advisor to Blair’s Minority Student Union and yearbook, and always an advocate for students in the learning/growing process. Students liked and respected Mr. Clark because they knew that he liked and respected them.

Having taught at several other schools since and having worked in both the financial and retail industries, Gid Clark has the added advantage of a bringing a broader perspective to the classroom experience. And if you have the opportunity to review his course descriptions and syllabi, you will appreciate the breadth of his knowledge and his efforts to make his course work both relevant and interesting to students.

Giridhar Clark will be a valuable--and valued--addition to any community of teachers and learners.

Sincerely,

David T. Low

872 N. Mason Hill Road Pownal, VT 05261

(802) 823-9808

February 6, 2018

ToWhom It May Concern:

I first met Gid in 1994 when he met me about being my assistant for Boston University'sWomen's Tennisteam. I have coached the team since Igraduatedfrom BU in 1984.Gid's resume showed that he had experience playing college tennis and coaching high school tennis teams. He had also worked at tennis camps. He hadteaching skills our team could use on the court and with BU’s tough coursework.

Gid also brought his computer skills, a brand-newlap top, and his experience as an English teacher to assist with correspondence for recruiting and fundraising, including letterswe sent to recruits, their parents, and alumnae. He also laid out and wrote the team's newsletter and designed its website.

Although it was a Division I program at the time, I was part-time. In orderto take the Women's Tennis Programto another level, I had to present a strong caseto the Athletic Director to increase funds and to changemy status tofull-time. I also had toconvince the Athletic Director that BU Women's Tennis could continue to compete with other highly ranked Division I teams on its schedule if it had similarfunding.

Gid created a report that covered 10 years and included information about396 Division I programs.The results showed that 98% of theseschools had full-time head coaches They also had full- or parttime assistant coaches and eightfull scholarships This report helped the Athletic Director decide to promote metofull-time and to increase fundsfor scholarships, equipment, and uniforms.

Gid also knew how to string racquets and broughthis stringing machine to the office to provide a service that saved the team a great deal of time and money The local sports store charged much more, and we competed with their regular customersfor turnaround time.I no longerhad to transport racquets to and from the store By stringing in our office, Gid was accessible to the team before and after practice to help the players with all aspects of their lives as student-athletes.

During his time as Assistant Coach, Gid continued to use his skills to assist our team with their school work, their tennis skills, and to work with them on issues that might come up at BU or at home. I could count on Gid to be responsible in any situation and be a positive mentor and role model for each player.

Gid has always loved helping our tennis players and student-athletes on all other BU teams with their academics and athletics, and they have felt comfortable asking himfor help in any aspect of their lives at BU or outside of the university.Gidisespeciallyeasytoworkwith,andBUadministratorsandcoaches havealwaysspokenhighlyofhimbecauseheissopersonable.All the Athletic Department members and student-athletes agree on one thing about Gid. They have always said he is a great listener.

Therefore, for all the reasons I mentioned above, I highly recommend Gid. Please contact me with any questions about him I have known Gid since August 1994, and I have worked closely with him for a number of years since then. He is areally conscientious person who has a number of skills that any school and wouldvalue highly He showed his true character by turning down well-funded area teams and higher salaries to work with ours because he felt he could learn more from our program and give more, too.

Sincerely,

Lesley D. Sheehan Director of Men's and Women's Varsity Tennis Programs Boston University

lsheehan@bu.edu

Office: (617) 353-3235

Cell: (617) 851-2876

Giridhar “Gid” Ramdas Clark

Cell: 413.835.5537

Reference Contact List of Supervisors

Name: Title: Employer: Phone:

Wik, Graham Head of School Bugil Academy +82.41 520.8870 Global Leader Program (Korea)

Feldman, Steve Dean of Academics; Bugil Academy +82.41.520.8825 English Dept. Chair Global Leader Program (Korea)

Ayodeji, Kymberly Dean of Faculty; Bugil Academy 832.722.5967 Math Dept. Chair Global Leader Program (Korea)

Hay, Andrew English Department Blair Academy (NJ) 646.306.3509 Chair, Retired

Low, David Asst. Headmaster of Blair Academy (NJ) 802.823 9808 Student Affairs, Ret.

Putnam, Christian Client Relationship Pricewaterhouse 617.530.7612 Executive Coopers, LLC (MA)

Sheehan, Lesley Boston University (MA) 617.353.3235 Director of Men's and Women's Tennis; Head Women's Tennis Coach

Email: gidclark@hotmail.com

Reference Contact List (1/2) 159 Buffam Road, Amherst, MA 01002

Email: grahamwik.bugilglp@gmail.com feldog13@gmail.com ayodejiglp@gmail.com andrew.c.hay@gmail.com lowd@blair.edu. christian.a.putnam@pwc.com lsheehan@bu.edu lsheehan@bu.edu

Biehn, Jennifer Director of Enrollment Western Reserve 330 650 9717 Academy (OH)

Chang, Deron Director of Curricular Choate Rosemary Hall 203.697.2584 Initiatives

Diaz, Jennifer Chair of Language Dept. The Branson School (CA) 415.455.7202

Hauser, Kate (Ravenscroft School ’87, NC) Founder and Owner Kate Hauser + Co. 917.701.9132

Lambert, Lauren Head of School The Winchendon School 978.297.7902

Lambert, Anthony Director of College The Winchendon School 978.297.7915 Counseling

Omansiek, William Residential Faculty The Thacher School (CA) 774.930.3495 biehnj@wra.net dchang@choate.edu jennifer_diaz@branson.org katehauser@mac.com llambert@winchendon.org alambert@winchendon.org omansiek@hotmail.com jstone@cbury.org (The Taft School ’83, CT)

Stone, James H. Director of Athletics Canterbury School (CT) 860.210.3841

Giridhar “Gid” Ramdas Clark

Yates, Julie

Development

Cell: 413.835.5537

Email: gidclark@hotmail.com

Reference Contact List (2/2) 159 Buffam Road, Amherst, MA 01002

Reference Contact List of Former Colleagues (Continued from 1/2)

The White Mountain 603.991 8529 julie.l.yates@gmail.com School (NH)

Campaign Director Dean of Students Academy (PA)

Wrzesinsky, Jo Mercersburg 717 377 4210

Contact List of References in Education wrzesinskyJo@mercersburg.edu

*Braggs, Rashida Associate Professor in Williams College (MA) Please use email rkb2@williams.edu Africana Studies, (on sabbatical). American Studies, and Comparative Literature

#Funnye, Bradley J. Solo Practitioner Law Office of Bradley J. 347.481.5980 bfunnye@gmail.com (The Calhoun School ’86, New York, NY) Funnye, Esquire (NY)

%Horbaly, Michelle Analyst

Dept. of Defense (VA) 703.509.3444 mxhorbaly@hotmail.com

%Huisman, Tiffany Founder and Director 530.574.9041

^Low, Seth Assoc. Head of School (Blair Academy '94, NJ)

79 Field Hockey, Inc. (CA)

79fieldhockey@gmail.com

The Frederick Gunn School (CT) 860.350.0148 lows@gunnery.org

+Mulder, Pieter Berkshire School (MA) 413.229.1213 pmulder@berkshireschool.org

Head of School

@Parsons, Edward Head of School The Rivers School (MA) 339.686.2241 n.parsons@rivers.org (New Trier High School ’83, IL)

Key to Symbols

*Classmate: Boston University ’00; Duration of Friendship: 26 years.

@Classmate: Choate Rosemary Hall ’84; Duration of Friendship: 41 years.

#Teammate: Connecticut College Tennis Team 1984-1986; Duration of Friendship: 40 years.

%Graduate School Roommate: Bishop Ireton ’96 (VA); William and Mary ’00 (VA); Duration of Friendship: 23 years.

• Hall of Fame Goalkeeper for Women’s Varsity Soccer Team; Recruited by Boston Breakers and Washington (DC) Freedom professional soccer teams.

%Graduate School Roommate: San Pasqual H.S.’99 (CA); Old Dominion University ‘03 (VA); Duration of Friendship: 21 years.

• Hall of Fame Forward for Field Hockey Team; 2002 Honda Award for most points, goals in a U.S. game; 2008 USA Olympic Field Hockey Team Member.

^Former Advisee: Blair Academy ‘94 (four years); Williams College (MA) ‘98; Duration of Friendship: 34 years

+Long-Time Friend: Mt. Greylock Regional High School ’82 (MA); Williams College (MA) ’86; Duration of Friendship: 43 years.