Hackley Review Summer 2024

H AC K L E Y R E V I E W S U M M E R 2 0 24

HACK LE Y IN TH E WOR LD

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H AC K L E Y R E V I E W S U M M E R 2 0 2 4

Contents 2

4

From the Head of School

Hilltop Updates

H AC K L E Y I N T H E WO R L D

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40

Hackley Alumni Across the Globe

Insights from a Conference Experience: A Conversation With Middle School English Teacher Ashlin Halfnight

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Ashlin reflects on his recent professional development experience.

Empowering Students to Explore the World Around Us U.S. History Big Experience Trip

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Casten Trip – Tanzania Travel

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Casten Trip – Galapagos Exploration

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Global Context Course – America’s National Parks

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Hudson Scholars Student Reflection

Students and faculty share their insights and photographs from these unforgettable experiences.

32 Student Reflection: The Privilege of the Outdoors Cassandra reflects on her personal journey to the America’s National Parks class and shares big takeaways from the spring trip.

By Cassandra Stand ’24

36 Small Acts, Big Impact Exploring the impact of community engagement work in the Lower School.

By Aisha Laspina-Rodriguez, Director of Communications, in partnership with Lower School teacher and Community Engagement Coordinator Roni Kanter

Editor Aisha Laspina-Rodriguez, Director of Communications arodriguez@hackleyschool.org

Photography Includes photos by Hackley School Communications, guest photographers and writers.

Design

Rowan highlights the joy of teaching piano in the Hudson Scholars program as a student-mentor.

By Rowan Pedraza ’24

44 Spotlight on Student Clubs Student-led clubs play a significant role at Hackley.

Here are some of those clubs.

46 Did You Know? Hackley News Articles on happenings around the Hilltop.

54 End Note

By Dr. Cyndy Jean, Associate Head of School

A very special thank you to Rozanne Rosenberg for your editorial support and help in getting this edition to mailboxes. Thanks also to Margie, Cyndy, Charles, Basil, John G., Dave, Dreia, Liz and Elizabeth, Andy, Lisa, Diana, Emily, Roni, Ashlin, Carolyn, Kristyn, Tessa, Wil, Chris L., Chris A., Vlad, Nicole, and to the many more Hornets who shared their time and stories. This publication is possible because of you. © Copyright 2024 Hackley School. All rights reserved.

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Printing Recycled Paper Printing, Inc.

Follow Hackley School on your favorite social networks and on YouTube.

1

WELCOME FROM THE HEAD OF SCHOOL

2

I

n the previous edition of the Hackley Review, we

reflection, “The Privilege of the Outdoors,” by

focused on the concept of “Hackley as home.”

Cassandra Stand ’24, where she details the National

For this edition, we expand our horizons to focus

Parks trip and shares a fun bonus, a visit with Peter

on “Hackley in the world.” Our core value of “Go forth

and spread beauty and light” orients us toward com-

Strauss ’65.

With the Hilltop as their common starting point,

munities outside the Hilltop, and included in the

Hackley alumni have ventured far and wide after

following pages are stories of how our students, fac-

graduation. Our alumni profiles highlight their

ulty and alumni connect what they’ve learned at

diverse contributions, from developing transforma-

Hackley with the broader world.

tive medicines to serving as foreign service officers,

Hackley’s Global Education program is a perfect

firefighters, special operations, educators, musicians

illustration of “Hackley in the world” as it provides

and more. I hope you enjoy reading about their expe-

young people with the opportunity to travel to new

riences in the “Alumni Around the World” profiles on

places and interact with people and landscapes that

page 12.

are unfamiliar. These experiences can be truly life-

As we celebrate 125 years here on the Hilltop, I

changing, opening up a wider appreciation of the

am grateful for the time, care and effort that goes

world and how one can contribute to a larger mission.

into cultivating this others-centeredness in our stu-

The Global Education program offers a distinctive

dents. It is in this manner that we live out our mis-

and unique set of trips throughout the year, and this

sion’s call to “learn from the varying perspectives and

March, students embarked on four exciting

backgrounds in our community and the world.” I am

adventures.

proud of the positive impact the Hackley Community

U.S. History tenth graders and Seniors visited Philipsburg Manor in Sleepy Hollow and New York

continues to have in our local communities and across the globe.

City’s Lower East Side for their “Big Experience” trip.

The “America’s National Parks” class traveled to Joshua Tree and Trial Island as part of the new Global Context Course. Additionally, there were two Casten trips: seventh grade science and biology students explored the Galapagos, while six Upper School students traveled to Tanzania for an inspiring servicefocused trip. See the incredible photos captured by students and chaperones in the photo spread on pages 18 to 31, and don’t miss the student

Charles Franklin P ’30, ’32, ’35 head of school

2023-2024 Board of Trustees

Editor’s Note:

tions from our students on global travel experiences,

Harvinder S. Sandhu, M.D., President Kaveh Khosrowshahi ’85, Vice President Maria A. Docters, Vice President David Gluckman, M.D., Treasurer Eric B. Gyasi ’01, Secretary Sherry D. Blockinger ’87 Christopher P. Bogart John C. Canoni ’86 Thomas A. Caputo ’65 H. Rodgin Cohen Dawn N. Fitzpatrick Linda Holden-Bryant Jeffrey A. Libert ’73 Michael H. Lowry Rachel Mears Daniel E. Rifkin ’89 Hannah E. Saujet ’94 Jumaane W. Saunders ’96 Sy Sternberg John R. Torell IV ’80 Sarah Unger ’03 Amy Wong Maureen Wright

the activities of student clubs, the key takeaways of

Advisory Trustees

When I think about “Hackley in the world,” what comes to mind are the ways in which our students and adults utilize the skills they honed on the Hilltop in ways that make significant impact beyond our walls. When we first explored the theme of this Hackley Review, we thought about the student journey and those small moments that spark inspiration. We considered how students pursue their passions and engage in unique and profound learning experiences, both beyond the Hilltop and right here on our campus. This edition celebrates these very elements: the micro-moments that paint a larger picture of growth.

In this Hackley Review, you will discover reflec-

Hackley News section, featuring articles on School

John J. Beni ’51 David A. Berry ’96, M.D., Ph.D. Robert Grusky ’75 Jason J. Hogg ’89 Michael G. Kimelman ’56 Jonathan P. Nelson ’64 Diane D. Rapp Conrad A. Roberts ’68 Lawrence D. Stewart ’68 Pamela Gallin Yablon, M.D.

happenings, such as the real-world ecological studies

Honorary Trustees

student-mentors in the Hudson Scholars program, and the inspiration behind the Lower School’s community engagement work. Additionally, you’ll learn about our alumni’s current endeavors and what motivates them to do important work. Don’t miss our

led by Tessa Johnson, the journalistic integrity of our Dial students, insights from our resident AI expert Steve Fitzpatrick and Round Square student-led networking activities. I hope you enjoy this edition of the Hackley Review. Happy reading!

Aisha Laspina-Rodriguez Director of Communications

Herbert A. Allen ’58 Daniel A. Celentano John T. Cooney, Jr. ’76 Jack M. Ferraro H’63 Berkeley D. Johnson, Jr. ’49 Keith R. Kroeger ’54 Philip C. Scott ’60

Hackley Alumni Association, Inc. OFFICERS

Christie Philbrick-Wheaton ’00, President Sally Parker Nichols ’87, Co-Vice President Timothy L. Kubarych ’06, Co-Vice President Daniel E. Rifkin ’89, Treasurer A. Gentry Torell ’11, Secretary Hackley Parents’ Association EXECUTIVE BOARD

Denise Dushas, President Jennifer Madison, Executive Vice President Jennifer Lippman, Administrative Vice President Irina Zeltser, Treasurer Seena Karunakaran, Assistant Treasurer Autumn Derby, Upper School Vice President Brenda Ayers, Middle School Vice President Natalia Rozenholc, Lower School Vice President Orly Miller, Secretary Senior Administrative Team Charles Franklin, Head of School M. Cyndy Jean, Associate Head of School Basil Kolani, Director of Academic Affairs Andrew M. King, Director of the Upper School Shazia Durrani, Director of the Middle School Lisa Oberstein, Director of the Lower School Erin Bernstein, Chief Financial Officer Robert Aldrich, Director of Operations and Campus Planning Sheila Hicks-Rotella, Director of Enrollment Management John Gannon, Director of Advancement Aisha Laspina-Rodriguez, Director of Communications

Hackley School adheres to a long-standing policy of admitting students of any race, religion, gender identity, sexual orientation, ethnicity and national origin to all the rights, privileges, programs and activities generally accorded or made available to students at the School.

It does not discriminate on the basis of race, religion, gender identity, sexual orientation, ethnicity or national origin in administration of its educational policies, employment, admissions policies, scholarship and loan programs, or athletic and other school-administered programs.

H I L LT O P U P D AT E S 4

Retirements BILL McNAUGHTON ’79 After an exceptional

Office as the Director of Alumni Engagement, the

34-year journey at

McNaughton family has given 135 years and

Hackley, Bill

counting of outstanding service to Hackley. Bill’s

McNaughton ’79

contribution to the Performing Arts at Hackley

retired this June. Bill’s

includes everything from house manager of

life has been

Bridges and Zetkov Theaters to prop master,

intricately connected

lighting designer, master electrician, scenic

to Hackley — he grew

designer, scenic artist, master carpenter, sound

up on Hackley’s

designer, production stage manager, director and

campus in Allen’s Alley as the son of legendary

costume designer. Bill even directed a Middle

faculty members Randy and Mary Anne

School production of “Charlotte’s Web” and

McNaughton, who dedicated their lives to teaching

performed as Wilbur, as well as having performed

on the Hilltop. Between Bill’s parents (a combined

as the King and the Porter in “Macbeth,” directed

90 years), Bill’s 34 years, and his sister Margie

by John Camera ’57. Thank you, Bill, for your

McNaughton Ford ’85’s 11 years in the Alumni

unforgettable and enduring dedication to Hackley.

MIKE QUIÑONES After 26 years on the

Hackley, Mike worked during the evening shift,

Hilltop, Mike

supervising our custodians and playing an

Quiñones P ’32

integral part of the maintenance team. There is

retired this June.

no better example of Mike’s role as one of

Mike has been a

Hackley’s unsung heroes than his actions on the

fixture at Hackley as

night of Aug. 4, 2007, when lightning struck

part of the Buildings

Goodhue Hall. As Mike was out for a late-night

& Grounds crew, a

walk on campus, he noticed the fire starting to

longtime resident, a

spread from the roof and sprang into action,

Hackley parent and a dedicated friend to all. Mike

alerting the fire department and beginning the

is one of the guys who you see here at all hours of

efforts to contain the fire and save the building.

the day and at just about every event on the

For those who were involved, this is a night that

weekend, and he is always ready with a big wave

no one will forget. Thank you, Mike, for your

and a hearty hello. For much of his career at

friendship and for your years of service to Hackley.

5

Farewell KARA FORCELLI After 17 years of

thousands of gifts, coordinated gift receipts,

outstanding work for

maintained address records, created mailing lists,

Hackley, Kara Forcelli

generated the lists that appeared in each year’s

left our School in the

Annual Report on Philanthropy and so much more.

fall to embark upon

Director of Advancement John Gannon P ’21, noted

her next personal and

in an email to employees, “In the course of our

professional chapter.

professional lives, we cross paths with people who

Kara was one of the

represent the very best. Kara has represented the

great unsung heroes

very best of Hackley. Her leaving is bittersweet.

on the Hilltop and the glue that made the

She and her daughter Gianna are ready for their

Advancement team’s work possible. She managed

next personal and professional chapters at new

the database with a level of precision, detail and

schools — Gianna next year in college, and Kara

understanding that allowed the Advancement

now at Horace Mann, reunited professionally with

Office to run at peak efficiency. During the course

her father. She may be leaving us as a colleague,

of her time at Hackley, she processed many

but she will always be a Hackley Hornet.”

COURTNEY KELLEY After 18 years of

One year, she joined the History Department to

exceptional work at

teach economics. Courtney also worked for many

Hackley, Courtney

years as a boarding associate, where she brought

Kelley officially left

the same care and attention to our boarding

the Hilltop at the end

students. Courtney’s gifts as a teacher are many.

of the school year.

She’s passionate and knowledgeable about her

Known for being a

subject area, attuned to her students’ learning

dedicated and

styles, creative, organized, prompt and thorough

versatile teacher,

in her communication to deans, advisors and

Courtney taught in

parents. In fact, Courtney’s teaching excellence

both the Middle and Upper Schools. Over the

was recognized with the Parents’ Chair, an

years, she taught eighth grade geometry, algebra

endowed chair she held from 2010-2013. She’s

I, geometry, algebra II and trigonometry, discrete

also been a caring colleague and friend to many.

math, and independent studies in linear algebra.

In short, we will miss her immensely.

H I L LT O P U P D AT E S 6

JAMES KILGARRIFF After two years on

from her this year and while he is eager to

the Hilltop, James

reunite with her, he is also sad to leave Hackley.

Kilgarriff left

His work as the Lower School technology teacher

Hackley this June

has been impactful in designing a curriculum

to be with his wife,

that blends deep knowledge of technology with

who is a school

the ethical underpinnings of its use. We wish

administrator in

James the best as he moves to become an

Madison, Wisconsin.

Assistant Director of Technology and Innovation

James has been apart

in Madison.

After nine years of

Her positive and upbeat attitude, sense of humor,

friendship, support

and willingness to help, even with tasks beyond

and exceptional

her official duties, have been essential. Nora’s tech-

coaching at Hackley,

savviness and creativity have greatly benefitted the

Nora Leddy left the

team’s work. As a basketball and softball coach,

Hilltop this June. Nora

and through her work with Seniors managing the

has been an invaluable

Senior Rep program, supporting the Senior Class

member of the

Gift and collaborating on other programming for

Advancement team

each year’s Senior class, Nora has truly been

NORA LEDDY

since 2018, taking on a variety of roles and

indispensable. Thank you, Nora, and best of luck

supporting numerous aspects of the team’s work.

in your next exciting professional chapter!

7

DEPARTING ASSOCIATE TEACHERS Associate Teachers are essential members of our Lower School community. Through a mentorship style four-year program, the teachers learn and apply valuable skills in the areas of classroom management and curriculum development on a daily basis. They are an integral part in lessons to help facilitate and lead small groups, especially in reading and math. Thank you and best of luck to our departing Associate Teachers!

LaMonique Adom

Stef Frolo ’14

Grace Hill

Sunny Koo

Allison Lasky

Welcome New Employees ELIZABETH HEALY This spring, we

PTAs and Boy Scout troop, she restarted her

welcomed Elizabeth

career in the Controller’s Office at her alma mater,

Healy to the Hilltop

Manhattan College, working with accounts

as assistant controller.

payable before becoming controller at a different

Liz brings to Hackley

alma mater, Cardinal Hayes Spellman in The

20 years of

Bronx. In her new role at Hackley, Elizabeth will

accounting

be primarily responsible for maintaining the

experience in the

general ledger, reconciling and posting credit

not-for-profit sector,

card purchases, account reconciliation, audit

specifically education. She started her career as

preparation and reporting to departments on

an auditor with Ernst and Young, then Nestle

their budget status. Liz lives in Thornwood, New

USA as a payroll accountant. After taking time off

York with her husband Sean. She has four

to raise her children and volunteering her

children, Caitlin, Sean, Liam and Aidan, and one

accounting expertise as treasurer of her local

granddaughter, Nora. Welcome to Hackley, Liz!

H I L LT O P U P D AT E S 8

JOSEPH McDERMOTT ’14 This winter, we

University in England and was awarded an

welcomed Joe

academic distinction for his thesis, “What

McDermott ’14 to

Motivates Donors to Contribute to College

Hackley’s

Athletic Programs: How Athletic Departments

Advancement Office

Address Donor Motivations and Donation

as the Hackley Fund

Barriers in Fundraising Campaigns.” Joe has

annual giving

been a Hackley Fund volunteer and, until

manager. Joe is

recently, he taught AP statistics and business at

already deeply

Archbishop Stepinac High School. In his new

connected to the Hilltop: he graduated from

role, Joe is responsible for implementing and

Hackley in 2014 and was named Hackley’s 15th

executing strategies to raise Hackley Fund gifts,

Varsity Football head coach in 2022. He reflected

which support the School’s operating budget.

on what drives his coaching career in the April

Working closely with members of the

2023 Hackley Perspectives piece, “Why I Coach.” A

Advancement team, Joe will assist with volunteer

three-sport athlete and one of five from his

management, direct mail, email marketing and

family to graduate from Hackley, Joe is a Trinity

solicitations, and all forms of interaction with

College alumnus. He earned a master’s in

Hackley donors, all while continuing to serve as

business management with merit at Durham

football head coach. Welcome home, Joe!

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ELIZABETH ZAMMIT This winter, we

team’s database and provides direct support to end

welcomed Elizabeth

users, ensuring accurate record keeping, gift

Zammit to the Hilltop

processing and reconciliation with the Finance

as database

Office. Elizabeth is passionate about education and

administrator for the

initiatives that support students’ growth. In fact, she

Advancement Office.

and her husband Michael were recently featured in

She earned both her

the River Journal in connection with their volunteer

bachelor’s and her

work coaching a group of fourth grade students,

master’s degrees in

including their son Michael, who participated in a

business administration from Fordham. Elizabeth

FIRST LEGO League Tournament. Their team, The

previously worked in the music industry, most

Sneaky Bots, finished in the top 6 and advanced to

recently as senior director, research and analytics,

the Regional Tournament at Rensselaer Polytechnic

global and digital business and U.S. sales with Sony

Institute. The team programmed a LEGO Spike

Music Entertainment. At Hackley, Elizabeth is

Prime robot to complete missions. Welcome to the

responsible for updating and maintaining the

Hilltop, Elizabeth!

H I L LT O P U P D AT E S 10

Congratulations AISHA LASPINA-RODRIGUEZ This spring, Director

Hilltop to evolving the role of the Communications

of Communications

Office, including enhancing the use of digital

Aisha Laspina-

media resources and implementing new tools and

Rodriguez officially

platforms for myriad initiatives, establishing data

became a member of

analytics within communications strategy and

the Senior

planning, bringing graphic design and photography

Administrative Team.

in house, providing enrollment marketing design

Aisha leads a team

and assessment support, and implementing overall

focused on

strategy from soup to nuts. Her favorite part of the

implementing a comprehensive set of integrated communications strategies. She collaborates closely

job, she says, is the people.

Prior to joining Hackley in October 2020,

with our highly engaged community to amplify

Aisha served as the Director of Communications

Hackley’s mission and tell the School’s story. Her

for the YWCA of the City of New York where she

work includes providing communications counsel

developed and executed communications, fundrais-

and media relations management, cultivating

ing and operations strategies for the mission-

relationships with internal partners and external

focused nonprofit dedicated to empowering

consultants, leading creative production, and

tomorrow’s leaders. Aisha holds a bachelor’s degree

working as producer, writer, and editor-in-chief of

from Manhattanville College and a master’s degree

several school publications. Aisha notes small and

in public relations and corporate communication

big wins during her time at Hackley thus far, from

from New York University, and she is a member of

partnering closely with faculty and students in

the Public Relations Society of America. She is also

sharing their unique stories of growth on the

a proud member of the “Hackley Hoos.”

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JOSH SAMUEL On July 1, Josh Samuel

efforts at Hackley since joining our community in

will officially step into

2016, serving as the faculty representative to the

his new role as

Board of Trustees and co-chairing the Mission and

Assistant Director of

Culture section of Hackley’s most recent NYSAIS

the Lower School, a

accreditation as two examples. Josh has been a

position created this

Lower School educator since 2003 in both public

year to expand the

and independent school settings. Director of the

Lower School’s

Lower School Lisa Oberstein shared, “I am thrilled

capacity for delivering

for Josh to step into this role and further support

on our mission in our earliest grades. In addition

our students, faculty and families as they develop

to his knowledge of Hackley, Josh brings a wealth

and grow in the Lower School. Over the years, Josh

of experience to this role, having served as a

has built deep and meaningful relationships across

homeroom teacher on the Hilltop for the past eight

the Hilltop, and I am confident that his passion for

years. Josh holds a bachelor’s degree in elementary

education and our community will make him an

education and a master’s degree in education with

incredible asset as Assistant Director of the Lower

a focus on literacy. He has led many initiatives and

School.” Congratulations, Josh!

H A C K L E Y

I N Spain Spain Portugal Portugal Italy

Italy

Switzerland Switzerland

Czech Republic Czech Republ Belgium Belgium Netherlands Netherlands Germany Germany England England

United United Kingdom Kingdo Denmark Denmark Israel Israel

AustriaAustria

Turkey Turkey

NorwayNorway

Iran

Iran

India

India

South India South India

Thailand Thailand Singapore Singapore Australia Australia

Philippines Philippines South Korea South Korea Hong Kong Hong Kong

China China

Taiwan Taiwan

Japan Japan

lic

om

T H E

W O R L D

HACKLEY ALUMNI ACROSS THE GLOBE Our alumni have spread far and wide since they departed the Hilltop. Over the years, they have reached out to let us know where they are and what they’re doing. Below are the countries our Hackley alumni are living in.

Virgin Islands

Brazil

Puerto Rico

Venezuela

Jamaica

Columbia

Grand Cayman Honduras El Salvador Mexico Canada

5,257 41

GRADUATES IN THE WORLD

Thank you to Director of Alumni Engagement Margie McNaughton Ford ’85 for the work you do every day and for gathering these submissions for the Hackley Review.

COUNTRIES

Scan the QR Code to tell our Alumni Office where you are and what you’re up to!

And Save the Date: Alumni Day | October 19, 2024

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HACKLEY IN THE WORLD

HACKLEY ALUMNI ACROSS THE GLOBE Our alumni are doing impactful work all around the world. We asked them what they’re up to and the inspiration behind their work. Read what they shared in the following pages.

Scan the QR Code to tell our Alumni Office where you are and what you’re up to!

And be sure to save the date: Alumni Day | October 19, 2024

After 40 years as a journalist, I am now an independent communications consultant living in Paris. My main topics include the art of the interview, public speaking, FRANCE media relations, crisis communications, journalism INDEPENDENT CONSULTANT ethics, and the relationship between the media and the AND FORMER JOURNALIST military. I run seminars for African journalists and I also consult for international organizations, including the World Food Program, UNICEF and numerous African governments. I have privately coached U.S. Ambassadors, African and Latin American government ministers, business executives, and heads of state. My consulting activities take me across Africa, Latin America and Europe.

Eduardo Cue ’69

I previously worked as a print and television journalist for some of the leading media houses in the world, including The Washington Post, The Times (London), United Press International, the Associated Press, CNN, Televisa of Mexico and France24. Journalism allows you to enter, even if only for a moment, the lives of profoundly different people, each one with a particular outlook on the world.

My interest in journalism and current events began before my arrival on the Hilltop at the age of 14, but Hackley was instrumental in developing my interests and skills and in helping me acquire the discipline necessary to pursue a career in journalism. My mentor, Walter Schneller, taught me how to analyze current events and the importance of history to put them in context. He taught me to make sure I knew what I was talking about before expressing my thoughts. Arthur Naething taught me discipline. More than anything, Hackley inculcated in me the true values of life — education, curiosity, empathy, the sheer joy of learning and the importance of making a positive contribution to society. For all this and more, I will be forever grateful to Hackley.

For the past five years, I have worked at the Bridgeport Fire Department in Bridgeport, Connecticut as a firefighter. This was obviously a very BRIDGEPORT, CONNECTICUT late-in-life career choice; however, it encompasses FIREFIGHTER the things that I have always been passionate about — helping people, especially the most vulnerable, and exerting myself physically with particular goals in mind. My background in sports and working as a personal trainer for 13 years is embedded into my soul. My job is multifaceted, and I work on the busiest company in Bridgeport. Most of my calls are medical, treating a huge number of people in a very deprived area. I administer Narcan almost every tour that I am working.

My crew and I go to a number of car accidents to assess, extract and administer first aid to patients. We perform elevator rescues, respond to alarms, and install CO and smoke detectors.

And, of course, we go to fires. This includes rescuing people and pets, putting out the fire, and overhauling the buildings. While the passion I have for my job didn’t begin at Hackley, my passion for life and opening my eyes to all the possibilities the world has to offer was nurtured and fostered at Hackley School. I will forever be grateful for my experience there.

Chaja Pole ’90

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I am an educator, visual artist, poet, lyricist and singer. I perform my music in the United States, United Kingdom, Malcolm Mooney ’62 Canada and Europe. I’m recording a new album with my CANADA band, the Eleventh Planet, and CAN, a German band I EDUCATOR AND ARTIST played with from 1968-69, continues to keep me busy.

My painting studio is in Calgary, Canada; my gallery is in New York City; and I recently exhibited my artwork at a gallery in Dusseldorf, Germany.

I teach abstract painting at the Alberta University of the Arts. The painting and the music are ways to express myself. Teaching is a way to give back; it allows me to pass on what I know and to keep up with new perspectives of artmaking. I started writing poetry at Hackley as a way to find my voice, and it’s been amplified over the years through my music.

Mrs. Virginia Hawkins, my art teacher at Hackley, was an inspiration and influence. She and my father, a silk screen printer, were a one-two combination that led me on my journey.

I graduated from Hackley in 1991 and today, I am an infectious disease physician and professor Angela C. Huttner ’91 of medicine working at the University Hospital SWITZERLAND of Geneva in Switzerland, where I’ve lived since INFECTIOUS DISEASE PHYSICIAN 2007. I work with a team of medical students and early-career physicians to take care of patients at our infectious disease clinic. I teach pre-clinical medical students on the wards and in the classroom, and I conduct clinical trials to help build the infectious diseases evidence base.

I am also editor-in-chief of an infectious disease medical journal; the associate editors and I decide whether studies submitted by colleagues around the world are well-designed and well-reported. I take this responsibility seriously and hope it will help move our field forward.

When I was at Hackley, I thought I would study literature and become a teacher. I knew I could be good at the humanities, but I did not have confidence in the sciences. The humanities-heavy foundation I received from Hackley is what drives me today and allows me to be an effective doctor and professor. It is also what built my character and allowed me to stay on an uphill road as a foreign medical graduate learning to navigate both new hospital environments and cultures. As I get older, I remember more frequently the injunction of Arthur Naething, sometimes even daring to say it out loud to my students, though it never sounds as beautiful nor as urgent as when he said it. I certainly tell it to myself (with varying results); I do try to go forth and spread beauty and light.

I lead a team advising the civilian leadership in the Pentagon who oversee the organization, training, equipment and Trevor Hill ’93 billion-dollar budget for the most highly classified programs WASHINGTON, D.C . in the U.S. Special Operations Command (Army Green Berets, U.S. ARMY Navy SEALs, etc.). I get to work with extremely talented and dedicated people doing hard work that matters. I’ve been an eyewitness to history, experienced the cutting-edge of scientific research, traveled to obscure locations, and even testified before a closed session of Congress. My time at Hackley exposed me to the intersection between science and humanities. The curiosity, critical thinking, creative writing and interpersonal dynamics I learned at Hackley have influenced every aspect of my 31 years in the U.S. Army. I got to learn from legendary teachers at Hackley, and I experienced it all alongside classmates who have gone on to extraordinary success in every pursuit of life.

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HACKLEY IN THE WORLD

My interest in research began as a young child accompanying my mother at her research sites around Long Island BOSTON, MASSACHUSETTS Sound where she studied the biology CELL AND GENE THERAPY and ecology of horseshoe crabs. Then RESEARCH SCIENTIST at Hackley, I learned how to design wellcontrolled experiments in Mrs. Johnson’s AP Biology class to both ask and answer fundamental questions about biology, a skill that has served me well in my career. I now work as a gene editing research scientist at Vertex Pharmaceuticals, a company that focuses on developing transformative medicines for people with serious diseases. I work in Vertex’s relatively new Cell and Gene Therapy division in the early research stage of the drug discovery pipeline, where we develop cutting-edge technology to treat the underlying causal biology of such diseases as sickle cell disease, Type 1 diabetes and Duchenne muscular dystrophy. I have a lifelong love and appreciation for academic research, however, in my current role, I enjoy the practical application of new ideas and technologies to decades-old unsolved biological problems.

As a team, we can quickly chip away at the toughest problems from multiple angles instead of breaking off bite-sized pieces to work on one dissertation at a time. The potential impact of our work is inspiring day to day, knowing how many patients are out there waiting for cures to each of these diseases.

Alexandra “Sandy” Mattei ’10

I have been living in Hong Kong for the past 24 years. After several career changes, I am now working as a self-employed National HONG KONG Board-Certified Health and Wellness Coach HEALTH AND WELLNESS COACH at Wellness Through Coaching. I partner with individual clients to identify their core values, passions and goals, and work with them to develop a personalized plan to achieve those goals. Clients learn to overcome obstacles and create positive change in their lives. I also run small group health and wellness courses for an NGO that works with refugee women, which has been profoundly gratifying. The opportunity to empower individuals facing health disparities with the knowledge and tools to make sustainable lifestyle changes is incredibly rewarding. Witnessing the positive impact on their lives, both physically and mentally, fosters a deep sense of fulfillment and purpose for me.

Sabrina Grandolfo ’84

I have been an opera singer since 1993 and since 2001, I have been living in Weimar, Germany, the city of Goethe, Schiller, Listz and the Bauhaus architectural GERMANY movement. I joined the ensemble of the German OPERA SINGER National Theater of Weimar with my debut role as Papageno in Mozart’s “Magic Flute,” and I have since sung throughout Europe, South America and Asia. I began directing operas in 2008, and this past season, I directed and sang in Belgium the leading role of Puccini’s hilarious opera “Gianni Schicchi.” In 2008, I founded the Lyric Opera Studio Weimar, which has had 1,260 students from 76 different countries. I love to sing, but I must admit that the teaching aspect of my career has often given me more fulfillment.

Damon Ploumis ’84

When I was a pupil at Hackley in the ’80s, my passion for opera was fostered by the great Mr. Schneller, with whom I often went to concerts and the Metropolitan Opera. He planted the seed that developed, and Hackley helped that seed sprout. While I was beginning my career as an opera singer, I went back to Hackley in the early ’90s to teach history and ESL part-time. Once again, Hackley offered me enormous support to pursue opera by providing me with a livelihood and understanding of my goal. Dr. Gibbon was the headmaster then, and he not only encouraged my path but showed great flexibility to my schedule when it was crucial to my development as a singer. Without a doubt, had I not had Hackley, I would never have made it as an opera singer.

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Almost exactly 20 years ago, my wife and I decided to give our two tiny ManhattanVivek L. Menezes ’86 born sons (we have since had another) the INDIA opportunity to experience their childhood PHOTOGRAPHER, WRITER, AND in Goa, India, with its unique cultural CO-FOUNDER AND CO-CURATOR OF history as one of the crucibles of what THE GOA ARTS + LITERATURE FESTIVAL we now call globalization. We arrived “back” in a country undergoing epochal transformation, and I quickly found myself writing about those changes for a slew of new publications, including the Conde Nast stable of magazines, Mint (the financial newspaper set up in partnership with the Wall Street Journal), the dynamic website Scroll.in, and many other newspapers and magazines. The feeling of making an important impact at just the right time was super exciting, and — somewhat to my surprise — I still remain highly motivated to keep on writing for what has become a loyal and appreciative audience.

The world in which I graduated from Hackley in 1986 was very different, but it’s fair to say the School was an essential stepping stone to “finding my voice.” Looking back, Mr. Schneller and headmasters Barr and Gibbon were early sources of validation for my independent ways of thinking and scholarship, and there is a certain wherewithal that grows from being taken seriously by people you respect (of course my friends were also crucial in this regard) that did happen for me “on the Hilltop.”

I am the founder and CEO of Too Easy AS — an AI startup simplifying mobility for everyday life — and I Thomas Anglero ’84 am a global professional speaker with expertise in AI NORWAY and robotics. I love both jobs, but public speaking is PUBLIC SPEAKER, AI AND my favorite because I have a chance to impact people’s ROBOTICS EXPERT lives on a large scale immediately. Sometimes, I receive requests to give motivational speeches on my life story.

That story begins with Hackley. Hackley’s faculty and students took me in, a poor Puerto Rican kid from the Lower East Side of New York City, and enveloped me in love. Since I graduated from Hackley, I have been on a mission to pay it forward. Life advice: Risk everything in what you believe — it’s worth it!

I am a foreign service officer in the Immigrant Visa Unit in the U.S. Embassy in Islamabad, Pakistan. I’ve Clara Engle ’11 also worked for the State Department in Shanghai, PAKISTAN China and Hanoi, Vietnam. My next assignment will FOREIGN SERVICE OFFICER be in Washington, D.C. Every day, I get to welcome new Americans to the path to citizenship, while the special nature of Islamabad means that I also help to reunite families broken by terrorism and fulfill the promises we made to our Afghan allies. It’s not every workplace that gives you views of the big picture and the little details like the State Department — I solve real problems that impact real people every day, all while supporting U.S. policies overseas. My passion for global affairs started at Hackley when I studied Mandarin Chinese and went on a summer language trip to Beijing. I knew I wanted to continue to work and live overseas, so I looked for jobs that would let me do that in a way that embodied service to society.

The State Department gave me that opportunity — I get paid to learn new languages, help Americans overseas, and represent the American ideals and values I learned at Hackley.

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HACKLEY IN THE WORLD

Empowering Students to Explore the World Around Us At Hackley, we believe that empowering students to explore the world around us in various ways, both big and small, is transformative and fundamental to their educational journey. Learning isn’t confined to the classroom — it takes place every day all around us, and sometimes takes us to exciting new places outside our campus.

This past spring, Hackley students enjoyed an adventurous March, filled with unique learning opportunities. The month began with an enlightening Upper School U.S. History trip to Philipsburg Manor in Sleep Hollow and to New York City’s Lower East Side. And during spring break, our Global Education Program students packed their bags and traveled on Casten trips to Tanzania and the Galapagos, as well as to the West Coast to visit National Parks as part of the Global Context Course, “America’s National Parks.” In the following pages, students and teachers share their insights and captivating photographs from these unforgettable experiences.

Bonus Content: Read how our studentathletes spent their spring break!

Scan the QR code for “Spring Into Action,” written by the Dial Features Editor Charlie Perlman ’25 for hsdial.org.

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March 6-7, 2024

U.S. History Big Experience Trip

“The experience of cranking the water in the mill or working in the threshing barn shed a light on the systemic integration of slavery into the labor system, which was optimized for profit.

Getting to see the hands-on exhibits, threshing the wheat and turning the mill, gave an authentic sensory feeling. The spaces evoked a rustic feel — it was very dark and smelled like what you would expect at a farm.” ELAN SUTTIRATANA ’26

Students in the U.S. History class embarked on their Big Experience trip on March 6 and 7. On the first day, they traveled to Philipsburg Manor in Sleepy Hollow to tour the colonial estate and work directly with historians from Historic Hudson Valley to learn about the history of slavery in New Netherland and New York. On the second day, students headed into Manhattan to visit the New York Historical Society and to take a walking tour with Big Onion Tours of Lower Manhattan focusing on New York’s colonial and immigration history. This Big Experience falls under the theme of citizenship and democracy and builds on the fourth grade trip to Philadelphia and the seventh grade trip focusing on environmental citizenship.

The goal of the History Department was to “connect the U.S. History course back to our students’ community and region by showing them how this larger national story reflects in Manhattan and in Westchester,” noted History Department Chair Chris Loomis.

Photos by Annika Duggan ’26, Jennifer Swan and Vladimir Klimenko

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HACKLEY IN THE WORLD

“When we went to Philipsburg Manor, it really took what we learned in the classroom and brought it to life. It helped me understand how what we learned in the class applied to our local area. Something that stood out to me was the mill. We didn’t really talk about colonial technology, but I thought this was super advanced for the time, especially the way it used water and different gears.” SOPHIE HUANG ’26

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“The walking tour of the Lower East Side was maybe the most interesting part of the two trip days.

Although it didn’t show anything grand or spectacular, we saw a very cohesive story at every turn.

The thing that remained with me was when we were on Wall Street and saw the markers left in the ground where the original wall was built. It shows that New York was once not a great financial powerhouse but faced a different reality: they had to build a wall to keep out the invaders, especially the British.” JAMES DEVEREUX ’26

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HACKLEY IN THE WORLD

Spring Break 2024

Casten Trip – Tanzania Travel There is nothing more powerful than seeing the passion for learning that makes students come alive. Whether it is advocating to change the narrative around classical music or developing an innovation module, Hackley students are putting their learning into action. This March, six Hackley students traveled on a Casten trip to a Global Impact Conference in Tanzania to deepen their understanding of social innovation and sustainability.

While there, students shared how their unique experiences have shaped the kind of impact they want to make in their community and in the world.

Photos by Carolyn Enow-Pluchino, Michael Bass and Willie Teacher

“The value and insight of speaking about global issues, such as empowering women with disabilities, natural conservation, mentorship, innovation and social change, with people of different backgrounds is incredibly valuable, and it inspired me to pursue a role in mentorship. … I will be partnering and working with Neighbors Link over the summer to work closely with students of lower economic backgrounds and provide academic support.” DYLAN GAVIRIA ’26

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CASTEN TRIPS Created in 2000 through the generosity of the Casten family, Hackley’s Casten Trips support global education opportunities for Upper and Middle School students and faculty. Each year, small groups of students and faculty travel to destinations as diverse as Japan, Malawi, Peru, Denmark and Cuba, where they engage in cultural immersion, service and other experiences as defined by each trip’s mission. In Denmark, for example, students explored the nation’s transformative work in sustainability as well as its leadership in design, while students traveling to Cuba explored the texture of post-Soviet Cuba in the wake of the shift in U.S.-Cuba policies.

Program funding supports faculty participation and also provides grants that assure that students on financial aid can participate, consistent with Hackley’s commitment to an inclusive community.

If you are interested in supporting Hackley’s educational travel programs, please contact Director of Advancement John Gannon P ’21 at jgannon@hackleyschool.org or Major Gifts Officer John Halpin at jhalpin@hackleyschool.org.

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HACKLEY IN THE WORLD

“The freedom Hackley gives students to explore interests beyond the classroom is a stepping stone for community engagement in the global context. For example, one student who became interested in Hackley’s Pollinator Club is identifying ways in which pollinators contribute to sustainable honey production and economic empowerment for women in Tanzania.

Their ability to build out reflections from their own life experiences is a testament to the academic program at Hackley that encourages both self-reflection and personal growth.”

LOWER SCHOOL TEACHER AND TANZANIA TRIP COORDINATOR AND CHAPERONE CAROLYN ENOW-PLUCHINO

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Spring Break 2024

Casten Trip – Galapagos Exploration The intertwining of geological, ecological and human histories that occur on the Galapagos Islands have made them one of the most fascinating places on Earth.

The world first heard about the Galapagos nearly 500 years ago; over that time, many different people have influenced the islands — pirates, whalers, fishermen, colonists, scientists and tourists, to name a few. The islands’ popularity comes with serious consequences for the flora and fauna there. But to understand the history of the islands is important to ensure better decisionmaking for the future.

This past spring, Hackley Middle Schoolers had the unique opportunity to channel their inner biologists and explore these fascinating islands through a scientific lens. Students focused on the incredible biodiversity each of the different islands has to offer, detailed their findings and compared their observations to those of Charles Darwin. They learned how the islands developed over millions of years and discovered many geological features unique to the archipelago. They also participated in conservation efforts to help maintain the islands’ ecological integrity and experienced the local culture of the Galapagos, as well as that of Quito, Ecuador, gathering a sense of the people who live there and seeing the islands through their eyes.

Photos by Kristyn Polucha, Trevor Ogden and Anne Weissenberger

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HACKLEY IN THE WORLD

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“Thank you to the Casten family for supporting my dream of visiting the Galapagos Islands. It was truly surreal to see so many exotic animals — including the blue-footed booby, massive tortoises, frigate birds, lava gulls, sea lions, iguanas, crabs, sea turtles, colorful fish and hummingbirds. Not just that, but I was able to make so many new friends during this trip. I hope to be able to pay this forward someday.” AARON K. ’29

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HACKLEY IN THE WORLD

Spring Break 2024

Global Context Course – America’s National Parks People come from all over the world to see America’s national parks and experience their unique beauty and biodiversity. But what exactly defines a national park and how are they established? This process is complex, and there is much discussion to be had on the politics behind the parks and why the designation is so important for conservation efforts.

In the biology-focused Global Context Course “America’s National Parks,” students explored these topics while developing outdoor stewardship skills and learning Leave No Trace Principles.

Through research and presentations this spring, students gained an understanding of these fragile ecosystems and how to enjoy national parks in safe and environmentally responsible ways. The course culminated in a spring break trip to Joshua National Park and Channel Islands National Park, where students examined the key resources of both parks and their endemic flora and fauna.

Photos by Tessa Johnson, Glenn Hasslinger, Merideth Maddox and students.

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“This trip was full of so many amazing experiences, like going sea kayaking and seeing three humpback whales on our way to the Channel Islands! But some of my favorite memories are just sitting around the campfire eating s’mores and playing games that really helped us get to know everyone just a little bit better. Not only games, but Ms. Johnson and I convinced ourselves that we would see humpback whales and it worked — we did! CHARLIE HEIM ’27

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HACKLEY IN THE WORLD

“This National Parks trip was definitely one of the highlights of this school year, as well as one of my favorite trips that I have taken. My favorite parts about this trip were meeting the naturalist in Joshua Tree, going sea kayaking with an amazing guide who explained to us the rich history of the Channel islands, and all of the hikes that we went on. It was a really special experience, and I’m glad that I was able to learn a lot about the plants and animals of both parks, but also become closer with my teachers and classmates during this trip. Our big white van will always hold a special place in my heart.”

MAI MALKIEL ’27

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“The experiences on this trip are some that I will never forget! I really enjoyed hiking, kayaking, camping and visiting two of the most amazing National Parks. But, most of all, I loved how by the end of the trip, we all felt like one big family. The friendship we all have with each other now is definitely my favorite part of taking the trip.” ANNABELLA MANCINI ’27

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HACKLEY IN THE WORLD

Student Reflection

The Privilege of the Outdoors

by Cassandra Stand ’24

T

here were a lot of experiences that led me to take the America’s National Parks class this year, and many centered around my

lack of travel when I was younger. I rarely left

NYC, barely knew what was within the city itself, and had no money or foster parents interested in traveling with me until I started living with my family now. Because if there’s one thing Stands are passionate about, it’s travel.

I used to be pretty scared about traveling, and I worried I’d be judged or get hurt because all I knew were stereotypes and all I’d heard about were horrible things happening to people who strayed too far from home. I still remember being shocked about not questioning whether or not I “belonged” the first time I went to the MET and to Teatown Nature Reserve and on road trips out west. Getting to do that for the first time and sharing those experiences with my family really made me grateful and curious about the other things I could explore. Camping and seeing amazing places both in and out of New York with my family led me to feel confident about going out and doing nature-related activities on my own. My Hackley classes have also inspired me.

My Advanced Forest Ecology Research class (taught by the incredible Ms. Tessa Johnson) exposed me to the native flora and fauna of Hackley and the wider New York State. I was amazed at how much diversity there is in the plant and animal life here — I never really stopped to look at and appreciate a tree before AFER. It felt good to be able to name trees off the

“We might not all have the time or means to travel halfway across the country to go to a national park, but we do have the ability to appreciate what we have around us.”

33

top of my head, and it felt empowering to collect sam-

The Bronx. Given my love of the class and getting my

ples and really be in nature.

hands dirty, I went for it and asked Ms. Johnson to

Each AFER upperclassman is connected with one

write me a letter of recommendation. And I got the

or two kindergarteners to go on nature walks and do

job! The summer of 2023 was incredible, and I was

ecology-related activities with. My kindergarten buddy

with a lot of other smart kids who love the outdoors.

was Charlotte. I remember running around with her

All of these experiences led me to choose the

through the woods and watching the look on her face

National Parks class now in my senior year. I was also

when she found something she’d never seen before.

excited because I would be able to share a class with

Having my buddy to share my enthusiasm about

my brother, Osiris, and get to visit a state I had never

exploring nature with gave me a sense of purpose.

been to during a spring break class trip!

The desire to learn new outdoor skills and share

In the class, we created and presented

my own knowledge with others influenced my choice

PowerPoints about certain plants and animals at

in summer jobs. The summer of 2022, prior to my

Joshua Tree and the Channel Islands so we would be

junior year, I worked at Soundview Park in The Bronx

familiar with them during our trip, and it got us

learning how to do park maintenance and helping

excited about helping each other find them when the

local volunteers plant trees and do other field work.

time came. We also talked about the history of how

It’s where I learned how to use iNaturalist (an incred-

national parks came to be, and how this resource we

ibly cool app that lets you identify plants, animals and

can appreciate today came out of the systematic theft

their sounds through a vast database), and it gave me

of thousands upon thousands of acres of native land.

the tools to learn and explore on my own.

We learned about the Leave No Trace Principles and

While taking AFER my junior year, I had the

the Ten Essentials of outdoor exploration, and had

opportunity to apply for a job doing park mainte-

really fun days where we tested out gear and outdoor

nance as a part of the Van Cortlandt Park Alliance in

skills — we learned how to pitch a tent and set up

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HACKLEY IN THE WORLD

camp stoves and water boilers, how to use fire-starting

connection we shared, and having trips like these are

tools, and we even had a freeze-dried meal taste-

a great way to break the ice and get to know people

testing day! Learning all of these skills was important

who share common interests.

because not only would they be useful on our trip, it

Of course, I also loved all the things we got to do

also gave us the confidence to know what to do when

on our trip! I particularly enjoyed our long hikes,

we went on our own outdoor adventures, and it showed

especially the evening one we did at The Channel

us that something which seems intimidating at first

Islands because it was an amazing moment of reflec-

— like pitching a tent — isn’t all that complicated.

tion and bonding between all of us. Additionally, there

What I loved about this National Parks trip was

was the satisfaction and excitement of seeing each

how we all got along with each other so well; having a

other and our own plants and animals and knowing

small, close group of people really made it feel homey.

what they were, especially during our 7-mile excur-

The camaraderie was great, and we spent van rides

sion at Joshua Tree. Another fun thing we got to do

making jokes, playing music and having a great time.

was visit actor, avid botanist and Hackley alum Peter

I appreciated little moments like debating with Grant

Strauss ’65. His house, high on a hilltop in the city of

and Kalin, being chaotic with my brother, eating out

Ojai, was stunning. There were beautiful herbs, flow-

of a coconut with Mai, laughing at the wackiness

ers and citrus trees as far as the eye could see. He

Charlie and Anabella got into, and getting to know Ms.

even had mini-gardens for each of the deserts of

Johnson, Ms. Maddox and Mr. Hasslinger better. This

North America and for some in Mexico. Mr. Strauss

trip could not have been as great as it was without the

and his energetic Jack Russell Terrier “ZuZu” led us

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on a tour around his estate and even allowed us to

great friends or inspirations. I’m so glad I got to take

pick and taste some navel oranges, blood oranges and

this class. I know the things I learned this year will

clementines. He gleefully answered all of our ques-

lead me into trying out more ecology and outdoor

tions about the different plant life around his home,

adventure opportunities in college, and maybe even

and told us about how he got into botany when he

align with my future career. It’s been a long road to

was a high school student after being invited to go

get here, and I’m glad that I could have this experi-

collect and look for plants with a group of experts.

ence as a high school student.

We also spent time chatting about his time at

Here at Hackley, we have such a privilege to cre-

Hackley and how different it was then. (One wild fact

ate, do and experience things that so many people

I learned was there used to be a HUGE marathon at

don’t have the chance to, so we should be grateful and

Hackley that all the Upper School students had to

take advantage of the amazing opportunities that we

run, and it was a really big deal. He even won one

have. We might not all have the time or means to

year!) His generosity and enthusiasm for his hobby

travel halfway across the country to go to a national

showed in what good care he took of his plants, and it

park, but we do have the ability to appreciate what we

was really inspiring to see how happy he was to share

have around us. Even if it’s the simple act of walking

what he had learned over the years. This was a really

outside your home and looking at a tree, walking or

important part of the trip because it shows how

driving to your nearest park, or even taking care of

Hackley and the experiences you have here can really

plants yourself, nature will be there for you.

stay with us students, and encourage us to “go forth and spread beauty and light.”

About the Author:

Taking advantage of trips like these gives stu-

Cassandra graduated Hackley School in June 2024 and

dents a chance to push past our comfort zone, learn

is off to Rochester Institute of Technology to study physics.

new skills that we can take with us for the rest of our

She hopes to continue making new friends, learning

lives, and meet amazing people that can become

about ecology, and adventuring in the outdoors.

Peter Strauss ’65 had great things to say about his time with the National Parks students: “What an absolute delight to host Hackley students at my home. They were enthusiastic, eager, funny, curious, and just … delightful and special.

Curious and enthusiastic … of course — they’re from Hackley!

Kudos to Tessa Johnson for being such an inspirational and determined instructor. They are all welcome back in Ojai anytime. I kinda miss them.”

Peter is pictured here holding Zuzu alongside their new Hackley friends.

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HACKLEY IN THE WORLD

Small Acts, Big Impact

By Aisha Laspina-Rodriguez, Director of Communications In partnership with Lower School teacher and Community Engagement Coordinator Roni Kanter

Just before a recess earlier this spring, Ms. Roni Kanter sat with a small group of Lower School children in the dining room and said, “I need help.” Those children did not pause to ask her what she needed help with, and they did not ask if helping meant that they would miss their prized recess. They simply stated, “I’ll help you,” and all eight proceeded to spend their recess counting and boxing food with Ms. Kanter for the Community Food Pantry of Sleepy Hollow and Tarrytown.

Every day across our campus, children and adults

shape an educational experience, build character

learn and lead together. While subtracting their

and ultimately make us all better human beings.

numbers and learning about plant life, Lower

Roni’s experience with the Lower Schoolers during

Schoolers are also finding ways to connect deeply

recess is just one example among many that high-

with the people around them. Small acts of kindness

light the importance of the micro-moments in a

and collaboration are the powerful moments that

child’s school day.

The Lower School Community Engagement Team helped to run a Character Education assembly in November 2023 where they introduced students to some of the people who help make Hackley such a special community.

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Lower School students count and box food collected during the annual food drive.

We’ve previously shared stories in the Hackley

beyond the Hilltop. And as the Lower School com-

Review about empathy and about what it means to be

munity engagement coordinator, I’m working on

in community. We have highlighted the incredible

bringing that to life in the Lower School.”

displays of public purpose across all divisions and

The ultimate vision, she shared, is one in which

featured moments of collaboration across all ages in

students, families, alumni, employees and our local

varied projects to grow awareness of local partners

partners all work collaboratively to uplift and help one

and the challenges beyond our Hilltop. But as one

another and explore our intellectual curiosity. “This is

colleague can often be heard saying (about many

not a ‘service’ we are doing for others. It goes both ways.

things!), “There’s layers to it.” There are layers to the

We want to live our motto of united, we help one another.”

ways in which character education, service-learning,

In the Lower School, community engagement is

community engagement and the day-to-day curricu-

seen most prominently during bi-monthly meetings

lum of math, sciences, literacy, art, music, and out-

with representatives from each of the second through

door and physical education are all connected to fully

fourth grade classes, character education assemblies,

support every child’s growth.

monthly sandwich making for the Upper School to

When we think about ‘Hackley in the world,’ we

deliver for Midnight Run, and through special proj-

consider the ways in which our students and alumni

ects centered on food insecurity, homelessness and

go forth and spread beauty and light, but that work

mental health awareness. It began this year by look-

begins right here, right now. “The Community

ing inward with a view toward recognizing and con-

Engagement Team — Emily, Ashlin, Guillermo and I

necting with Hackley community members whose

— are working toward creating a full cross-divisional

work is often right in front of us, but can still be over-

experience that intersects what we had previously

looked. Roni shared, “It was incredible to see the stu-

referred to as ‘service’ work with daily curriculum in

dents’ eyes light up when they learned about the spe-

a holistic way,” shared Roni. “Our goal is to leave the

cific community members responsible for things like

term ‘service’ behind. This is not a program or a ser-

ensuring that the campus pathways are safe for them

vice. Rather, it is the development of the ability and

after snow days, keeping classroom supplies well

habit of mind to reflect on what ‘community’ is and

stocked, ensuring our technology works, or coordi-

explore ways to expand and truly partner with those

nating their schedules so they get to go to specials.”

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HACKLEY IN THE WORLD

Recalling the start of the initiative, she noted,

Hackley in kindergarten and learn about what it

“The students LOVED that project — from developing

means to enter here to be and find a friend, and in the

the questions that the adults answered to rehearsing

first grade, they start to consider the difference

their lines and presenting at the Lower School

between needs and wants, what it means to be part

Character Education Assembly. There were so many

of a community and who some of the community

‘oohs,’ ‘ahhs’ and ‘me toos!’ when they learned who

helpers are. This lays the foundation for students to

was a former musician or former actor or current

understand that they play an important role in the

nature enthusiast. For weeks following the assembly,

community as well.

students, faculty and families gathered in the Lower

In second grade, they begin to learn about the

School lobby at the bulletin board to view the names,

world, including geography and culture, which

photos and interests of the adults across campus from

primes them to learn that our humanity, and those

every walk of life.” In the past few years, there have

basic needs and wants they’d learned about in first

been other such projects that in many ways were led

grade, can bridge great distances and differences.

by our ‘littles’ — as our K-4 students are lovingly

This becomes the backdrop for the community

called — and Roni is excited to see this enthusiasm

engagement work that may be led by their counter-

grow as students begin to recognize themselves as

parts on the second floor, but which will make more

powerful community partners.

sense because of it. Thus, when there is a coat drive

Creating opportunities for our youngest learn-

underway, students at all levels can understand its

ers to observe the ways in which we are all con-

importance because they understand the need to be

nected to one another and to the world around us is

warm, safe and healthy, and they understand that

crucial to their developing minds. Students enter

friends unite to help one another in this way.

Lower School students, with the help of parent volunteers, make sandwiches for the Upper School to deliver for Midnight Run.

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Another example of how community engagement is

forward into the Middle School and beyond.”

integrated with curriculum took place last year, when

A step in that direction was when the fourth

third graders created their own “World’s Woes Project,”

graders on Roni’s Community Engagement Team

which stemmed from discussions about The Undefeated

this year signed up to cook and serve lunch at The

by Kwame Alexander. In his author’s note, Alexander

Carver Center in Port Chester, New York. “Their par-

dedicated his book to his daughters, wishing that they

ents coordinated the effort, and we all went on a

and society as a whole would accept and embrace all the

Saturday morning in November. We learned about

world’s woes and wonders, including both the struggles

the great work of the organization, met the people

of Black people and their contributions to the country.

who work and utilize the center, and we left with an

Reading the dedication inspired the students to list what

enthusiasm to learn and do more, and we are! This

they understood as ‘world’s woes,’ and Roni was amazed

integration of students and families with faculty and

to hear them identify, select and consider opposing

with local partners is what it is all about.”

As we concluded our conversation, Roni

When we think about ‘Hackley

explained that our youngest learners demonstrate

in the world,’ we consider the

community. She reminisced about a time a few years

ways in which our students and alumni go forth and spread

every day what it means to be good citizens of our ago, during AAPI month, when her third graders, upset by recent media coverage of Asian hate crimes, made postcards that went out into the world teaching people about the amazing contributions of those of

beauty and light, but that work

Asian American heritage; and when they wrote let-

begins right here, right now.

the front lines during the pandemic; and, more

ters of thanks, which they mailed to the heroes on recently, when her fourth graders brainstormed ways in which to help the HEAL (Hackley Earth Action

perspectives on community issues, such as deforestation,

League) team raise awareness of a new terracycling

environmental pollution, disability discrimination, food

initiative and other environmental pursuits that took

insecurity and homelessness. The discussion led to

place during Earth Week.

them creating a writing prompt and it culminated in the

“Everyone just thinks they’re cute and little — and

students each crafting insightful five-paragraph essays

they are. They are adorable! But they are also at this

for their writing curriculum and creative posters to hang

pivotal point in their lives where they are loving and

in the hallway to inspire others to learn more. “We’re

open and creative and not cynical. And in all their

identifying ways to align community-building work with

innocence, they see the world with clear eyes and

the scope and sequence of each curricular area and dem-

have an ability to simply break everything down to

onstrating how it might be incorporated into core lessons

the purest form. And the truth is, it might look like

across all grades and divisions,” said Roni. “The goal is

we’re teaching them, but I think it’s really the kids

that the year begins with teachers as guides, but that

who are teaching us how to be better people and bet-

students quickly assume leadership and carry that spirit

ter global citizens.”

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HACKLEY IN THE WORLD

Insights from a Conference Experience: A Conversation With Middle School English Teacher Ashlin Halfnight In January, Hackley’s Community Engagement Team of Lower School teacher Roni Kanter, Middle School English teacher Ashlin Halfnight, and modern languages teachers Guillermo López-Prieto and Emily DeMarchena, who also serves as director of community engagement and service-learning, attended the Annual Conference of the National Network of Schools in Partnership in Washington, D.C. NNSP, a division of the Close Up Foundation, was created to help schools connect and share best practices and expertise in the design, implementation and improvement of high-impact public-private partnerships that expand educational opportunities for young people.

“The conference gave us time and space to not only talk amongst ourselves — our Hackley group that went — but also to interface with people who are doing this work in other spaces, other schools and in different ways,” noted Mr. Halfnight. “What I found really helpful was two things: big picture thinking and more granular kinds of engagement.”

We sat down with Mr. Halfnight to glean his key takeaways from the conference and chat about how the Community Engagement Team plans to use their learnings to continue to grow and improve Hackley’s community engagement program, particularly in the Middle School.

Q: What were some of your key takeaways from NNSP’s Annual Conference?

communities, and running concurrently was a studentcentered piece, which brought primarily high school kids to The breadth and depth of the conference was pretty impres- D.C. to identify issues, shortcomings or problems on their sive. There were two big portions of it — one with adults, campuses that they could explore and for which they could primarily educators, who were presenting and discussing then propose solutions and/or plans of action. the ways in which their institutions engage with their The culmination of the conference was interesting because we got to hear from the students… the thing they wanted to identify and Middle School students baked desserts in the Johnson Center Test Kitchen after hearing a presentation by Upper School students Linnéa Boettner ’26 then how they would go back to their and Ike Shaw ’24 about food insecurity and their partnership with Art’s Kitchen campuses and begin to implement in White Plains, N.Y. The event was facilitated by Upper and Middle School Community Engagement Coordinators Guillermo López-Prieto and Ashlin whatever solutions they had highlighted.

Halfnight, along with HPA parent volunteers.

A lot of it had to do with how to stir up and excite student interest in a variety of causes or social issues that they feel passionately about.

There were conversations about how schools as institutions are leaning into engagement with their communities.

People shared whole-institution strategies and theoretical ideas, and then individual teachers presented various projects that they had come up with to excite their students and get them involved with civic engagement of one kind or another.

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Hackley’s third annual Color Fun Run on June 2 raised funds for Westhab to help them continue their mission of addressing homelessness in Westchester County.

Q: Were there any particular examples of community engagement that stood out to you?

One thing I thought was really interesting was what we heard from an individual who posited, ‘What would happen if your school disappeared tomorrow?’ This sort of hypothetical is how she approaches thinking about community engagement. Her mission has been to try to develop a private school model where the community is so interwoven with their campus and their activities that if the school disappeared, the local bakery would be affected, the local food pantry, the sports teams that use the fields, the CPR classes and innumerable other constituents. She had imagined a model where rather than high fences, fancy gates and a separation of private schools from the town or the community, there was true collaboration.

I found that kind of big-picture thinking really interesting.

I began to consider ways that we’re doing a good job of that, like the Hudson Scholars program or how our students are engaging with surrounding neighborhoods and environments. And then, conversely, ways that we can do a better job and areas where there’s definitely room for growth.

In middle schools specifically, there was a conference attendee from a peer school whose approach has prioritized a long arc of engagement. Their fifth through eighth graders are picking out causes, organizations and social issues that they want to interface with for multiple years — they do research, hear from experts, sustain conversations with the organizations, identify needs, and then figure out how to put some action into place. It’s very intentional, and it’s couched in a lot of learning before putting boots on the ground.

Q: How do you think you can implement some of your learnings from the conference in your role as the Middle School representative on the Community Engagement Team?

We want to make sure that we’re moving toward that more authentic learning and understanding of not just the issues, but also the issues behind the issue — what is often termed “upstream” problems that are institutional or societal or historical. Really meaningful engagement happens when it’s contextualized and understood and deeply rooted in that awareness and learning. Otherwise we’re just running around putting band-aids on problems.

So we’re really trying to be intentional and thoughtful about a lot of this, and we’re prioritizing a longer-term systematized approach. One takeaway from the conference is that we want to have deep relationships with a smaller number of local organizations where Hackley matters to them and they matter to us. Students have more than just one inflection point with them; they might see them over the course of many years and understand more deeply not only the organization but also the issues and some of the people who are working there — prioritizing quality rather than quantity. So it’s not about, ‘We raised this much money for 17 different organizations.’ Ideally, over the course of the Middle to Upper School or across the K-12 experience, students will get to, in an authentic and thoughtful way, be involved with and challenged by these causes, organizations and social issues.

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HACKLEY IN THE WORLD

Hudson Scholars Student Reflection Hackley’s Hudson Scholars is a transformative academic enrichment program elevating the educational journey of low-income middle school students from our local Sleepy Hollow and Tarrytown communities, as well as that of our student-mentors. Every summer, Hackley Upper School mentors and the middle school Scholars come together on the Hilltop for four weeks of relationship-building, learning and fun. Together, they engage in activities that foster the development of a strong work ethic, character and leadership skills.

This collaborative environment not only inspires creativity and confidence in our Scholars but also offers a similarly impactful experience for our mentors. Recently, Upper School students began to further enhance the Hudson Scholars experience by developing programming that aligns with their creative interests and demonstrates the unique role of Hudson Scholars as a catalyst for student reflection and growth.

Here, Rowan Pedraza ’24 reflects on bringing his love and passion for learning piano to the Hudson Scholars.

Rowan Pedraza ’24 — Hudson Scholars Piano Program To study at Hackley is to surround yourself

realization — it must be incredibly rewarding to

with peers who elevate your goals and friends who

teach something you’re passionate about learning. I

encourage you to think in new ways.

found myself wondering what I might bring to this

As a junior, I remember learning about an array

program. I was enthusiastic about teaching math,

of different subjects my friends were teaching in the

maybe English, possibly both. But then an idea

Hudson Scholars program. The way my friends

emerged. What if I could teach piano, my favorite

described their experiences opened my mind to a

thing to learn, to Scholars?

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I was certain that piano was what I wanted to

knew very well has allowed me to connect with these

bring to Hudson Scholars, but I wasn’t sure how.

ideas on a deeper level. My experience of teaching

When I brought the idea to Mr. Sykes in the spring of

crystallizes what I learn from my own teachers.

2022, he was happy to help. At the time, there wasn’t

Sometimes I even leave lessons with the Scholars

a framework in place that would allow me to just start

feeling like they have taught me just as much as I’ve

teaching the following day. Mr. Sykes and I would

taught them, if not more.

have to work to establish one.

Soon, we set up logistics and identified several

The Scholars have also inspired me to be a better learner. They’ve shown me that a person can be

interested Scholars. I still remember the first day. I

focused, curious and truly excited about learning at

was nervous. It was my first experience teaching

any point in the journey of learning any subject.

piano, but I wanted to give these three middle

Creating Hudson Scholars Piano has been one

schoolers a really good lesson. I sketched out a les-

of my most deeply rewarding experiences at Hackley,

son plan, one that would both guide me confidently

having reinforced my passion for music and kindled

and allow me to respond to the needs of each stu-

a new one for teaching it.

dent. When I met the three Scholars, I knew very

I believe that as a program, Hudson Scholars

quickly that this was going to be awesome. They

manifests a crucial Hackley belief — that teaching

were so excited to learn something new — one of

and learning are not necessarily two stratified

them had taken piano lessons before, one of them

actions, but two journeys, deeply intertwined, with a

had never touched a piano, but all three Scholars

synergy that has the potential to change your life.

were thrilled to be at this piano lesson right after their full day of school.

While working with the Scholar who hadn’t

About the Author: Rowan graduated from Hackley School in June 2024 and

touched a piano before that day, I introduced to him

is off to Dartmouth College. While he plans to study

the concept of a scale. I described an idea that sparks

physics and philosophy, he is excited to continue with

my imagination, hoping to spark his: “While playing

piano and hopes to teach it as well.

ascending notes, imagine building a tower out of blocks — a tower of sound, built out of each note on top of the one before it.” However fundamental scales are as a concept, building a seamless, beautiful tower is truly one of the most difficult tasks in music, requiring patience, concentration and careful listening. As I’ve worked with this student on building different towers, I’ve learned that the most wellbuilt ones start very quietly, close to the ground. Like my idea of bringing piano to Hudson Scholars, growth is gradual — little by little, the sound gets stronger. Not skipping steps, each note patiently follows the one before it, connecting to the one after it.

Struggling to articulate concepts I thought I

Scan the QR code to read additional reflections submitted this spring by Hudson Scholars student-mentors Fiona Pedraza ’26, Claire Esposito ’24 and Mason Lee ’26.

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SPOTLIGHT ON

Student Clubs Participation in student clubs plays a crucial role in enriching the educational experience on the Hilltop. These clubs offer students the chance to explore interests, develop leadership and organizational skills, and foster collaboration beyond the classroom. At Hackley, student-led clubs enhance campus life by uniting individuals with shared passions and goals, all while promoting mutual support and growth and embracing Hackley’s core values, especially “United, we help one another.”

The Hackley Lake Keepers, for example, dedicate their efforts to partnering with the Tarrytown Environmental Advisory Council (TEAC) in order to monitor the ecosystem around the Tarrytown Lakes Parkland and keep its surrounding waterways and trailways clean.

Intraspectrum fosters inclusivity and understanding by focusing their efforts on raising awareness for autism in partnership with “Project Ready” — an organization that supports autistic individuals. Hackley Earth Action League strives to make Hackley a more eco-friendly place by educating students about the importance of conservation and sustainability and gradually implementing strategies for environmental conservation on the Hilltop. Soup Kitchen provides meals to those in need in the spirit of social responsibility. And there are so many more mission-driven student-led clubs. Here are a few …

AAPI Student Union

Hackley Yogis

Model United Nations

AAPI Student Union’s goal is to provide a safe and educational environment for students of the AAPI community and allies.

Yogis aims to foster a positive and fun environment for Upper School students through yoga!

Model United Nations aims to expose students to the world of Model UN and engages students in conversations about the wider political, cultural and diplomatic world.

Hackley Teen Task Force

Active Minds Active Minds is a national nonprofit organization that supports mental health awareness and education for young adults.

Alzheimer’s Awareness Club Alzheimer’s Awareness Club hopes to raise awareness about Alzheimer’s Disease, the seventh leading cause of death in the United States.

Amnesty International Amnesty International is an international organization that makes a difference on social justice issues.

Black Student Union The Black Student Union is an organization that fosters a safe space for the Black community.

Breakfast Run Breakfast Run brings food to various homeless shelters in NYC once every month.

Chess Club The Hackley Chess Club fosters students’ intellectual growth while improving chess skills and strategies.

Gender and Sexuality Allied (GSA) Gender and Sexuality Allied (GSA) is dedicated to creating an inclusive and supportive community for individuals of all genders and sexualities.

Girls Who Code Girls Who Code is on a mission to excite girls about coding and inspire them to explore coding opportunities at Hackley.

Guiding Eyes for the Blind This club’s mission is to help the Guiding Eye dogs on their journey.

“I run the Guiding Eyes for the Blind club with my peers Alessia Sorvillo ’25, Carly McKirgan ’25 and Donia Karandikar ’25 because it fosters a sense of community by bringing together all grades in the Upper School for a greater cause. By helping the shelter wash their dogs, we are able to get the dogs ready to be trained as a set of guiding eyes. Volunteering brings together all we have learned at Hackley, including helping one another to create an impact on those around us.”

–GIULIA SORVILLO ’25

Hackley Earth Action League (HEAL) HEAL’s purpose is to raise awareness about environmental issues on the Hackley campus, and to take action to help alleviate these issues as much as possible.

This club’s mission is to expose students to a wide variety of community service opportunities and to help them find projects that they are passionate about.

“Nima Jones ’26 and I created the Hackley Teen Task Force to encourage students in our community to actively engage in volunteer work. We hold hygiene kit-making activities at school to make community service highly accessible to our members. Leading my club has helped me understand that organized community efforts have a tremendous impact on those we serve.”

–SOPHIE HUANG ’26

Hearts and Homes for Refugees Hearts and Homes for Refugees shares awareness of the global displacement crisis and aims to encourage the Hackley Community to offer support and open arms.

Intraspectrum Intraspectrum targets the support of autistic individuals.

“From an early age, I fostered a connection with children with autism by teaching them the Rubik’s Cube and exposing them to their cognitive experiences. This personal involvement inspired me to take a further step at high school, where I founded the autism support club, IntraSpectrum, to raise awareness and offer assistance within the community. IntraSpectrum became a platform for fostering understanding and inclusivity, reflecting my commitment to neurodiversity advocacy.”

Morgan’s Message Morgan’s Message is a national organization that strives to eliminate the stigma surrounding mental health in the student-athlete community.

One Love @ Hackley The One Love at Hackley club is part of the One Love foundation, a national non-profit organization dedicated to ending relationship abuse.

Outdoors Club The Hackley Outdoors Club aims to bring members of the Hackley Community into the outdoors in a safe, welcoming and educational environment.

Pollinator Club Pollinator Club’s mission is to bring pollinators to the Hackley campus, as well as educate people about the importance of pollinators in our ecosystem.

SASA The mission of the South Asian Student Association is to bring together the South Asian community at Hackley.

Soup Kitchen Soup Kitchen supplies meals to families in the Westchester area (White Plains).

Hackley Lake Keepers

“Leading Hackley Soup Kitchen has been an amazing experience because it allows me to truly make a difference in the lives of people from my community.

Having learned about the poverty issues, such as food insecurity, found across Westchester in class and then being able to be a part of the solution is very eye-opening. I love this position because I get to take the skills I learned at Hackley, such as Spanish, and use them in real situations when communicating with people, creating a real connection between what I learn in the classroom and the real world.”

The Lake Keepers partner with the Tarrytown Environmental Advisory Council (TEAC) to monitor the ecosystem around the Tarrytown Lakes Parkland.

Students Demand Action

–ETHAN DENG ’26

Jewish Affinity and Culture Club The Jewish Affinity and Culture Club celebrates Jewish culture and provides a safe space for Jewish students to meet and talk about their culture.

“Many members of the Hackley Community (such as students, faculty and sports teams) have used the Tarrytown Lakes parkland and trails, as it is so close to the Hilltop. The Hackley Lake Keepers was created to host seasonal cleanups throughout the year by recruiting volunteers to collect trash around the lakes. We do this to partner with the Village of Tarrytown (specifically the Tarrytown Environmental Advisory Council [TEAC]), to help preserve the environment, to give back to the community and to keep the area clean, as it is frequently littered with a lot of trash.”

–MASON LEE ’26 AND THE HACKLEY LAKE KEEPERS

–LINNÉA BOETTNER ’26

Students Demand Action is a national organization that advocates for bipartisan gun laws and gun safety in schools.

Students for Reproductive Health Rights The Trail Keepers club focuses on spreading awareness on the barriers those in the United States encounter when it comes to seeking reproductive health care.

Trail Keepers The Trail Keepers club focuses on rehabbing a few trails and some other exciting large-scale projects, all while getting outside and helping our Hackley Community.

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HACKLEY NEWS

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DID YOU KNOW… AP SPANISH STUDENTS HAVE BEEN CONDUCTING A LETTER-WRITING CAMPAIGN TO ADDRESS POVERTY’S EFFECTS ON EDUCATION? AS A PART OF THEIR SERVICE-LEARNING component this year, Dr. Avraham Sosa-Velasco’s AP Spanish Language and Culture students have been studying poverty and its effects on education both globally and locally. They researched how poverty affects the Spanish-speaking world and then took a closer look at its effects in the United States and Westchester County, in particular. Earlier this year, students made a PSA, watched the documentary “The Harvest/La cosecha” (2010) by director Robin Romano, and wrote a letter in Spanish to New York Governor Kathy Hochul where they reflected on the impact of poverty in education and child labor in our state.

Students also offered suggestions on how to solve the issue and how to educate the public about it.

A few months later, students continued their outreach campaign and wrote and sent letters to the United Nations Permanent Missions in different countries of the Spanish-speaking world. The students researched current events, paying particular attention to issues related to poverty and its effects on education, as well as sustainability in the different countries. They shared with U.N. officials their suggestions on how to solve the problems and educate the countries’ people about the issues. They even heard back from some missions!

AP Spanish students also had the opportunity to hear from Raimi Ade-Salu from the Robin Hood Foundation and Ciara Mulligan from Feeding Westchester — two of the local nonprofit organizations that AP Spanish classes partnered with this year.

Students asked questions about the nonprofits and explored different ways that they will be able to contribute to the work of these organizations in New York City and Westchester County.

Students also had the pleasure of meeting Thomas Ridges, executive assistant district attorney for investigations at the Richmond County District

Attorney’s Office. Mr. Ridges also sits on the board of directors for HelpUSA, a nonprofit organization that assists homeless civilians and military veterans with transitional housing. He spoke about the importance of education in the fight against poverty and about his own personal journey.

In class, students had the opportunity to discuss and reflect on these experiences.

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DID YOU KNOW… HACKLEY’S STUDENT NEWSPAPER, THE DIAL, HAS HAD AN AWARD-WINNING YEAR? IN MAY, THE DIAL WAS AWARDED A GOLD MEDAL from the Columbia University Scholastic Press Association for its 2022-2023 edition. The Dial entered the competition as a “hybrid” publication, meaning that it was judged and recognized for excellence in both print and online coverage. As part of the critique that came with the award, the judges praised the Dial for its inviting design, clear journalistic writing and careful editing.

This achievement reflects the efforts of outgoing Editors-in-Chief Maura McGlarry ’24, Ashley Currie ’24 and Annabel Hardart ’24; newly appointed Editors-inChief Rebecca Ingles ’25, Charlie Perlman ’25 and Sejal Virk ’25; the rest of the Dial staff; and advisors Upper School history teacher Michael Bass and Upper School computer science teacher Anne Budlong.

And earlier this year, two Dial articles — “Innocence Project Speaker Shabaka Shakur Rivets Upper School Students at Roundtable” by features/sports editor Charlie Perlman ’25 and “Academics in Action: PostAP Spanish Takes Service-Learning Trip to Neighbors Link” by opinion editor Rebecca Ingles ’25 — received Best of SNO awards. Best of SNO showcases the best student journalism from members of the SNO (School Newspapers Online) Network.

Visit hsdial.org to read the Dial’s coverage and to sign up for the email newsletter. You can also follow the Dial on Facebook and Instagram.

The Dial often highlights the impactful work Hackley students are doing both on and beyond the Hilltop.

Scan the QR code to read the Dial’s profile of recent alum Massimoto Soto ’23 and his work to champion social justice through photography and videography.

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HACKLEY NEWS

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DID YOU KNOW… ISRP STUDENTS PRESENTED THE CULMINATION OF THEIR HARD WORK OVER THE PAST TWO TO THREE YEARS AT THE WESTCHESTER SCIENCE AND ENGINEERING FAIR (WESEF) AND THE NY STATE SCIENCE AND ENGINEERING FAIR (NYSSEF)?

HACKLEY STUDENTS WON A TOTAL OF 14 AWARDS, including two finalist spots for the International Science and Engineering Fair.

More than 700 student science research projects from the region presented their research at the nation’s largest regional science fair, WESEF, on March 16. Nine students from Hackley’s ISRP participated — juniors Matthew Gluckman, Vivek Malik, Jimmy Mulosmani and Alicia Zhu, and seniors Allison Chin, Remi Myers, Sam Nadol, Eliza Podvalny and NJ Roc-Sennett.

Juniors Matthew Gluckman, Vivek Malik and Alicia Zhu, and seniors Aniketh Arvind and NJ Roc-Sennett also qualified to present their work with 175 other students at the Lightning Round of the New York State Science and Engineering Fair (NYSSEF), held on March 25.

Additionally, Hackley senior Katherine Chen joined approximately 250 students from around the country to present her investigation on evading natural immunity to better deliver therapeutics for genetic diseases at the National Junior Science and Humanities Symposium.

Her poster won second place in the category of Biomedical Sciences. In order to qualify for this fair, Katherine won first place at both the regional and state level JSHS. On Feb. 28 and 29, she presented her work at the state level Junior Science and Humanities Symposium. She qualified for the state level symposium on Jan. 20 by placing first in her room at the regional Westchester-Rockland Junior Science and Humanities Symposium, in which more than 250 students from around the region participated. Katherine again won first place in her room at the state level symposium, Her project was one of the top five (out of 43) in the state, and she earned a spot to present a poster at the National Symposium from May 1 to 4.

ISRP is a three-year program designed to give students first-hand experience in conducting research and the opportunity to experience real-world scientific discoveries. Students accepted into the program spend each summer after sophomore and junior years working closely with research scientists to conduct selfdesigned experiments in academic, medical or industrial labs. The program culminates with students submitting their results to regional, national and/or international science and engineering fairs.

Want to know more about the Independent Science Research Program?

Scan the QR code to read an article by Upper School science teacher and ISRP coordinator Dr. Andrew Ying, written for the Summer 2021 edition of the Hackley Review.

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DID YOU KNOW… HACKLEY RUNS SEVERAL ECOLOGICAL STUDIES THROUGHOUT EACH YEAR — MANY OF WHICH HAVE BEEN COLLECTING DATA FOR MORE THAN A DECADE? “WE STARTED THESE STUDIES BECAUSE ONE OF THE great things about ecology versus some of the other sciences is that you could do citizen science, where you set a protocol and then anyone can participate in collecting the data,” noted Upper School science teacher Tessa Johnson.

One of Hackley’s first such studies was the Salamander Project, which Ms. Johnson adapted for the Hackley Forest from a National Park salamander study. Advanced Forest Ecology Research (AFER) students partner with their kindergarten buddies to check the 100 cover objects outside and the 100 cover objects inside the deer exclusion zone. AP Biology and biology students sometimes help too, since all 200 cover objects need to be looked at in one day.

Students measure the salamanders they find using digital calibers and also record weather conditions and other environmental factors. Data is collected twice a month in the fall and spring so as not to disturb the salamanders too much.

For the water quality study, students run tests on oxygen, nitrates, alkalinity, pH, temperature and depth in Deer Pond and Peeper Pond (formerly Salamander Pond). They also measure the circumference by walking around the ponds and then measuring how many footsteps in a meter. The study has run for about 12 years, and students have collected a lot of data, as it is collected every week or every other week in the spring.

The leaf pack study, while similar to ones conducted in streams by other ecology labs, is unique at Hackley.

“I don’t really know of too many studies that have been doing it in vernal pools, so it makes our study kind of cool that we have this data,” noted Ms. Johnson. The study looks at the macro invertebrates that collect on leaf packs in the pools for two to three weeks and find such organisms as dragonfly larvae, caddisfly larvae and worms. Hackley students typically let the leaf packs sit for a month and get data in April and May each year.

AFER students and their kindergarten buddies, as well as the Lower School’s afterschool Nature Club, count the bugs.

The Cornell Project Feeder Watch study was brought to Hackley by former science teacher Andy Retzloff, who learned that at Cornell, you can enter

your bird feeder data in a nationwide database. So, from November to March, students go out to note the bird diversity they see in the Hackley Forest, which, according to Ms. Johnson, has been pretty consistent over the years.

The percent tree regeneration study looks at how the forest is regenerating both inside and outside the three-acre deer exclusion zone. There are ten 15-meter transects in both areas. Students count the number of small trees in a meter on either side of the transect line and also note any forbs. There are a much greater number of trees regenerating inside the deer exclusion zone and much more native tree diversity. Normally this study would be done in the spring, but AFER is mostly seniors and they leave for senior projects in the spring, so the study is completed in the fall.

The newest study, started this fall, is part of the Great Sunflower Project and involves counting the number of pollinators in the Hackley Orchard. “We’re going to fix it up and then probably start entering data next year,” Ms. Johnson said. “Sometimes with some of the projects it takes a season to figure out the data sheet and how you can have it be foolproof. Because if there’s a problem with it, the students will find it.”

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HACKLEY NEWS

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DID YOU KNOW… FIRST GRADERS ARE RAISING AWARENESS AROUND TWO ENDANGERED ANIMALS IN NEW YORK STATE AND COMING UP WITH SOLUTIONS TO HELP THEM? FIRST GRADE TEACHER NICOLE D E NINO USED AN iGrant last summer to build on a project-based learning professional development she took several years ago and bring an exciting new project to her first grade class.

“I had this idea of trying to create an extension of the Animal Research Project,” Ms. DeNino shared.

The Animal Research Project is an interdisciplinary experience for first graders. Science teacher Heather Gold teaches them about habitats, prey and predators, and they select local animals that are within the New York State area to learn more about. Then Lower School librarian Anna McKay teaches them research skills and they use PebbleGo to learn how to take notes. And then the classroom teachers continue the project in Writers’ Workshop, where students write about and illustrate their animal.

After looking into what kinds of animals would be near endangered or endangered in the New York State area, Ms. DeNino found two: the eastern mud turtle and the redheaded woodpecker. “I used Book Creator to create two books for each animal. They have videos and I recorded myself reading them and I added little pictures just to make it a little bit easier to understand, because it’s so much information that they have to learn.” The books Ms. DeNino created discussed the animals’ habitats, diets and locations. Students used the skills gleaned from their interdisciplinary project to conduct research and discuss the problem these animals are facing, why they are becoming endangered and what possible solutions there are to help them.

The project kicked off with a visit from Upper School science teacher Regina DiStefano as the resident expert.

Ms. DiStefano introduced the idea of what endangered means and what environmental conservationists do to help protect wildlife. Students also heard from Farmer Andrew at Hilltop Hanover Farm on how the farm uses sustainable farming methods, a possible solution to helping the red headed woodpecker, which is affected by pesticides from farming.

To share their research and spread the message about these animals and how to help protect them, students created commercial PSAs from the point of view of their animal and shared them with the people who helped them throughout their project. They also wrote descriptions of the problem their animal faces and created three-dimensional models of a possible solution.

“The whole point of the project-based learning projects is that they 1) hear from experts like Ms. DiStefano and Farmer Andrew and then 2) we invite those people back to look at students’ final work, and then also that their work has a purpose. So, if we could place their commercials somewhere where real people would look at it and raise awareness for the plight of these animals, that would be amazing,” noted Ms. DeNino.

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DID YOU KNOW… UPPER SCHOOL HISTORY TEACHER AND DIRECTOR OF DEBATE STEVE FITZPATRICK HAS BECOME THE HILLTOP’S RESIDENT GENERATIVE AI EXPERT? MR. FITZPATRICK RECEIVED AN iGRANT LAST summer to explore all facets of generative AI and its implications for teaching and learning. By his own account, he has “experimented and signed up for almost every AI tool publicly available, spending many hours playing with a variety of platforms and software.”

“I’ve extensively researched the merits and perils of generative AI through blog posts, books and academic papers. I’ve taken multiple online and in-person courses and AI workshops run by teachers, college professors and business experts,” Mr. Fitzpatrick added.

During a professional development day in November, he shared with Hackley faculty his insights and demonstrated some of the most common-use cases and popular AI tools available, including text generation, image generation and presentation generation.

To learn about Mr. Fitzpatrick’s three major takeaways on generative AI, scan the QR code to read his article “Navigating the Future: The Role of Generative AI at Hackley” on Hackley Perspectives.

Image generated by Mr. Fitzpatrick using artificial intelligence site ChatGPT-4.

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HACKLEY NEWS

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DID YOU KNOW… HACKLEY’S MIDDLE SCHOOL COMMUNITY EMBARKED ON A COLLABORATIVE POETRY PROJECT THIS FALL? INSPIRED BY THE POEM “SMALL KINDNESSES” BY Danusha Laméris and the three-way collaboration between Laméris, the New York Times and more than 1,300 teenagers from around the world, the Middle School worked together on its own “Small Kindnesses” poetry project, coordinated by English teacher Ashlin Halfnight. Students, faculty and families submitted single lines that described small kindnesses — something they appreciate, a generous interaction they witnessed, an act that brightened their day; those moments and interactions that add a little decency, love, respect or joy to the world.

The lines were reviewed and compiled into six different, but related, collaborative poems that spoke in the voice of each constituency and collectively shined a light on these often overlooked moments of humanity and grace. The pieces, which were displayed outside the Middle School Office, highlighted the tiny gestures and actions that are worth recognizing and celebrating as we move forward to spread beauty and light, both on and off the Hilltop.

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DID YOU KNOW… HACKLEY ROUND SQUARE STUDENT DELEGATES ARE COLLABORATING CLOSELY WITH PEER SCHOOLS ACROSS THE NORTHEAST ON STUDENT-LED DISCUSSIONS YEAR ROUND? ON APRIL 6, HACKLEY ROUND SQUARE DELEGATES joined their peers from Trevor Day School, The Hotchkiss School and Nightingale-Bamford at the Nightingale-Bamford School to discuss their membership in the international organization and the ways in which their respective schools live up to the Round Square IDEALS — internationalism, democracy, environmentalism, adventure, leadership and service.

Together, they brainstormed how they can encourage schoolwide engagement with the program. Hackley students noted that they would like to see Round Square become more deeply ingrained in school culture and that they’d like to raise awareness about the program so that the community has a deeper understanding of what Round Square is as a whole.

Students then listened to peer presentations about the current issues facing migrants coming to New York City and discussed ways they can help, including raising awareness and volunteering. The group noted that help takes shape in various ways and together came up with six ideas: •

“We can offer services to nonprofits working in this space.

•

We can ensure we are knowledgeable about what’s going on because there’s a lot of disinformation in our communities.

•

We can change the conversation about the migrant community.

•

We can be kind to and humanize migrants, especially in our neighborhoods, and treat them with respect.

•

We can donate books to local libraries and make sure that every social program is well-stocked and well cared for.

•

We can donate to public schools because these institutions struggle to afford materials.”

One Hackley student left the group with more to think about: “When there’s no federal funding, social programs are cut. So, what can we do with our education and what we’ve been given and the resources we have to support others? What kind of people do we want to be? How can we be influential to help make change?”

After the discussion, the group visited the Little Shop of Kindness, where they put their words into action and worked together to pack approximately 200 hygiene kits that would then be distributed to migrants arriving in New York City in the spring.

Round Square is a consortium of more than 150 independent schools around the world that share a commitment to discovering the world and making a difference. Through this membership, Hackley students and faculty are able to participate in a wide range of travel, exchange and hosting opportunities.

Scan the QR code to read “Global Education: What We Learn

by Traveling Around the World” on Hackley Perspectives, where contributor Basil Kolani, Director of Academic Affairs, reflects on Hackley’s Global Education program and the September 2023 Round Square trip to Africa.

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End Note DR. CYNDY JEAN, P ’34, ’36 ASSOCIATE HEAD OF SCHOOL

It is an exciting (and often terrifying) time to be a teenager. As young people navigate their daily lives, they become accustomed to the facility of access to new ideas, new cultural trends, and new ways of thinking made possible by technology and world travel. With this access comes the thrill of new opportunities available to our Hackley students. This year, many of our students took domestic and international trips that connected them to national parks, world renowned golf courses and historic cultural sites. Our students engaged in more service work — often leading many of their own projects — and represented Hackley at various conferences and academic competitions. Their learning took place in and beyond the classrooms, and employees across the School supported the projects that became wellsprings of joy and passion for our students.

As the global reach for our students becomes

develop the tools necessary to navigate these chal-

shorter by virtue of technology and travel, the chal-

lenges becomes more urgent. It is for this reason

lenges and complex questions they encounter

that our curricular and co-curricular programs are

become more present in their daily lived experi-

essential to our mission in caring for students.

ences. The conflict in the Middle East this year

Because Hackley believes we have a place in a

brought upon us a more acute awareness of human-

more global context, the Global Education Team

ity, as students read online comments and saw vid-

curates an incredible list of offerings for student

eos tainted with antisemitic and Islamaphobic rheto-

travel and exchange. Additionally, our endowed lec-

ric. Like many adults in our community, many of

ture series affords us the privilege of bringing in

our students became keenly aware that hatred poi-

experts and alumni to campus to broaden our stu-

sons college campuses, and in some cases, our own

dents’ worldview. Experiential learning opportuni-

backyards. The fear and confusion across our com-

ties provide our students with opportunities that

munity feels palpable. It is always hard to see our

help them form new ways of thinking and to grow in

students struggle, and the motivation to help them

varying perspectives. From Lower School sandwich

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making, Middle School Round Square Conferences,

between what our students acquire in the classroom

Upper School volunteer opportunities, and special

and how they choose to leave a mark on the world.

schedules that allow for such programs as

When our graduates move out into the world and

International Holocaust Remembrance Day or visits

elect to return to the Hilltop to share their gifts with

from distinguished professors like Professor Akhil

current students, that “autotrophic” experience ben-

Amar, our students are exposed to the new vocabu-

efits adults, students and alumni alike. Our responsi-

lary, ideas and skills they need to more confidently

bility to provide the resources and tools for students

enter a world beyond the walls of Hackley School.

to tackle the challenging questions benefits not only

Our standard of care for our students is mea-

the global world in which they will become citizens,

sured by how well they are prepared academically,

but it also benefits the current students in our care,

socially and behaviorally to engage as critical think-

particularly the younger ones looking for indications

ers and leaders. The incremental moments of learn-

of who they might become in the future.

ing, or what I like to call “micro-moments,” that

The micro-moments in the classroom and the

take place in the classrooms or in club meetings

big experiences beyond the Hilltop are defining

allow students to develop new passions that inspire

moments for our students in character and intellect.

them to live our mission and move boldly into the

When I think of Hackley in the world, I think of the

world. And as Hackley students step out into the

impact our students leave on others, the choices and

world as high school graduates, we celebrate their

actions they take to bring about positive and mean-

return to the Hilltop as alumni and welcome the

ingful change to their communities. I also think

chance to work with them as guest speakers, men-

about their willingness to be open to new ways of

tors and parents.

thinking. What a tremendous privilege to witness it

The word “autotroph” is used in biology to cat-

all begin to unfold as an educator at Hackley. Our

egorize plants that are “self-nourishing.” This word

students’ talent, passion and drive certainly give me

comes to mind when I think of the relationship

hope for a brighter and more unified future.

When I think of the countless magical moments that go on inside and outside our classrooms, thanks to our faculty and staff, and the impact our students and alumni have on our community and the world, which I think of as disproportionate to our numbers, I am so proud to be a member of the Hackley Community.

— JOHN GANNON P ’21, DIRECTOR OF ADVANCEMENT

CENTER FOR THE CREATIVE ARTS AND TECHNOLOGY UPDATE We have made great progress with the construction of the Center for the Creative Arts and Technology — heating and air conditioning systems are installed, walls are up, concrete is poured and floors are polished, and the exterior brickwork is complete with new glass panels.

With more than 120 people on site each day, the construction crews have been working multiple shifts, six days a week in order to give us the best chance of opening early in the fall. The new Center will be crucially important to the life of our School as it will not only affirm our belief in the power of the performing arts, visual arts and computer science, but it also will serve as our main community space for assemblies and gatherings — spaces where shared experiences and traditions will flourish.

There are naming opportunities available for rooms and spaces in the Center, and if you are interested in supporting the School in this manner, please reach out to Director of Advancement John Gannon P ’21 at jgannon@hackleyschool.org to learn more.

Scan the QR to read recent Hackley Review coverage of the Center for the Creative Arts and Technology.

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Hackley is celebrating our 125th anniversary during the 2024-2025 school year!

Stay tuned for more details about this yearlong celebration.