HB Magazine - Spring 2024

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College Bound

The Changing Landscape of College Admissions

3 Spring 2024

HB girls enjoy fun on Scaravilli Field! In the background, construction continues for the new addition on the South end of the Primary School which is currently undergoing extensive renovations (read the story on p. 26!).


Letter from the Head of School

11 Backward by Design

HB educators consider what skills girls need to succeed and how we can prepare them for life beyond our campus. News from North Park

12 Achievements and Celebration

Celebrating milestones and accomplishments on campus. Features

16 The Changing Landscape of College Admissions

Numerous developments are impacting the annual admissions process, however there are a few important constants.

22 Determining a College’s Value

Various tools are available to help discern the value of a particular college, but the college value proposition can be tricky.

26 Connecting with Teens in the College Process: Si x Tips

HB’s Director of College Counseling shares six tips to help lessen the stress for both child and parent during the college search.

26 Building the Future Brick by Brick

Take a look at the wonderful progress being made in the extensive Primary School renovation currently underway.

28 E xpanding Globally

Chinese instruction will be offered in the Middle School thanks to the generous support of Kelly and Nien Su.

30 HB Through the Decades

As we prepare to celebrate the school’s 150th anniversary in 2026, HB Magazine continues its series highlighting our rich history.

32 Alumnae Trailblazers

HB is proud to honor our 2024 Alumnae Award recipients.

35 The Mary E. Raymond Legacy Society: Sheena Dee Pauley ’84

By making HB a beneficiary in estate planning, alumnae can pass on some of the gifts received from the HB community in their early years.

36 Alumnae Weekend 2024 Schedule

We can’t wait to celebrate May 17-18!

37 Share the Love

38 Welcome Home

HB welcomes alumnae to campus all year long.

Class News

43 Alumnae Updates

77 Brides, Babies, and Memorials

Spring 2024

The Blazers are the 2024 OHSAA Division II swimming state champions! This was the second year in a row for HB’s swim team to earn the title. Special congratulations to freshman Josephine Piliang ‘27 for being awarded the 2024 Performance of the Meet.

The Middle School’s beloved Ski Club tradition continued as students hit the slopes for five sessions this winter!

Senior Molly Castellanos ’24 reaches for a basket as the Blazers defeated West Geauga in regular season play. Photo by Ken Furlich

Seventh and eighth graders explore interests and discover new ones through 25 different Academy course offerings, including a welding academy. Many of these elective courses are outside the traditional curriculum, and allow girls to take a deep dive into a topic free from assessment.

19600 North Park Boulevard

Shaker Heights, Ohio 44122 216.932.4214

We’d Love To Hear From You!

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Cover designed by Natasha Herbert and D.J. Reichel using Midjourney.

Editorial Team:

Suzanne Taigen


Director of Communications

D.J. Reichel

Art Director/Designer

Visuals and Publications Manager

Agnes Bahr

Social Media and Content Coordinator

Natasha Herbert

Photographer and Videographer

Alumnae Engagement Team:

Missy Iredell Gebhardt ’96

Director of Alumnae Engagement

Tiana Ellington

Alumnae Engagement Manager

Administrative Team:

Fran Bisselle

Head of School

Sheri Homany

Associate Head of School

Sharon Baker

Director of Middle School

Lauren Gibson ’01

Chief Financial Officer

Clarke Wilson Leslie ’80

Director of Advancement

Rachel Lintgen

Director of Upper School

LaShawna Adams Mitchell

Director of Infant & Toddler Center

Darrah Parsons

Director of Early Childhood Program

Elizabeth Pinkerton

Director of Enrollment Management

Kelly Stepnowsky

Director of Primary School

Suzanne Taigen

Director of Communications


Alumnae featured in this issue

Building the Future Brick by Brick pg. 26

Ann Lust Bernstein ‘55

Mary A. Bruner ‘44

Gail Hipp Cooke ‘60

Catherine Herrick Levy ‘93

Jane Quayle Outcalt ’55

Elizabeth Endicott Rands ‘62

Clara Taplin Rankin ‘34

Ann Rittinger Petersen ‘46

Danielle Horvitz Weiner ‘00

Deborah P. Wise ‘64

Stephanie P. Wise ‘70

HB Through the Decades

pg. 30

Anna Eliza Otis Duell 1919*

Alumnae Trailblazers, pg. 32

Margaret Rose Giltinan ‘74

Katharine Goss ’74

Taylor Marcus Laurer ‘04

The Mary E. Raymond Legacy Society pg. 35

Sheena Dee Pauley ’84


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Margaret Appenheimer

Director of College Counseling

Margaret joined HB in 2013, initially teaching Upper School English before she transitioned to college counseling in 2015. Her career as an educator spans more than 25 years, having taught middle school and high school English, history, and English to non-native speakers. She received her Bachelor of Arts in English with a minor in history from Loyola Marymount University in Los Angeles, and her Master of Arts in teaching from Stanford University. As an active member of a wide range of college counseling communities, including the International Coalition of Girls’ Schools College Counseling Forum, the Association of College Counselors in Independent Schools, and the National Association of College Admission Counseling, she is appreciative to be immersed in the collective wisdom of these groups.

Britt Freitag

Associate Director of College Counseling

Britt joined the HB College Counseling Team in June of 2019. Prior to that, she was a college counselor at Blair Academy in New Jersey and “on the other side of the desk” working in undergraduate admissions for the Catholic University of America, The Corcoran College of Art and Design, and George Washington University where her areas of specialty included visual arts scholarship allocation and credit articulation for transfer students, in addition to freshman recruiting. She earned her Bachelor of Arts degree from Hamilton College in 2008.

Jesse Hernandez

Associate Director of College Counseling

Jesse has more than 16 years of experience working in higher education and college counseling, with focuses in diversity, arts, and technology. Before his work at HB, Jesse served as Associate Director of Admission and Coordinator of Multicultural Recruitment for Oberlin College, volunteered as Vice President of College Admission for the Cleveland Chapter of Minds Matter, and spent a few years in nonprofit funding as a Program Manager for Cuyahoga Arts & Culture. He holds a Bachelor of Arts from Baldwin-Wallace University and a Master of Arts from Carnegie Mellon University.

Students from grades 5-12 competed on HB’s figure skating team in the Ohio High School Competition and placed second out of eight teams for their production ensemble routine, “Hathaway Brown, The Eras Tour.” Middle School skaters also earned second place for the total amount of points earned in the competition!

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Students in HB’s co-ed Infant & Toddler Center bundle up and confidently explore the outdoors as often as possible!

Backward by Design

In education, outstanding educators adhere to the principle “backward by design.” It prompts us to consider what skills our girls need to succeed at age 18 and how we can develop them intellectually, socially, and organizationally throughout their educational journey. This is how Hathaway Brown’s distinctive blend of distinguished academics and knowledge has developed. Our girls actively engage in a comprehensive learning process, encompassing academic excellence, social and emotional growth, and executive functioning skills. Their achievements after leaving HB’s campus underscore the impact of our Signature Learn for Life educational model, and this includes an exceptional college counseling team. As a parent of two girls myself, I know how instrumental these counselors are to navigating a busy, stressful, and oftentimes changing process. You will see how truly special this team is as you read their thoughtful articles in this issue about the changing landscape in college admissions and how we can best support the students in our lives.

Embracing the “backward by design” approach, we recognize the importance of fostering cross-cultural understanding. I am delighted to share that, thanks to the generosity of parents Kelly and Nien Su, we have expanded Chinese language instruction into Middle School, enriching our commitment to diversity and preparing students for a globally interconnected world.

On the campus development front, we eagerly anticipate the completion of Raymond Hall (the old dorm), enhancing the Primary and Early Childhood learning environments. These improvements underscore our commitment to state-of-the-art facilities fostering creativity, collaboration, and innovation. Your unwavering support has been instrumental in making these enhancements possible, ensuring Hathaway Brown’s continued excellence.

As we approach our 150-year milestone, we reflect on the rich history that shapes our school. Plans are underway for a celebratory period in 2025-2026 and 2026-2027! The legacy of learning for life, embedded in each student, stands as a testament to the enduring impact of Hathaway Brown and our alumnae. It’s all part of the design set forth by our founders and carried forward by our trailblazing HB spirit!


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Hathaway Brown Achieves LEED Certification

HB has attained LEED Gold certification for committing to sustainable and environmentallyfriendly policies and practices. LEED certification, awarded by the U.S. Green Building Council®, is a globally recognized symbol of excellence in sustainability. HB is the only school in Ohio to earn Operations and Maintenance Gold certification.

“Hathaway Brown earned the operations and maintenance rating which is a performance-based certification for existing structures based on how we run the building, not the actual construction,” said Director of Sustainability Torrey McMillan ’90 who led the 18-month certification process.

To achieve LEED Gold certification, HB implemented and analyzed a range of sustainable strategies and practices on the school’s campus. Notable features that contributed to HB’s LEED Gold certification include:

• Transportation, water, waste, and energy performance

• Energy efficiency best management practices

• Indoor air quality and ventilation

• Purchasing policies

• Green cleaning policies

• Light pollution reduction

• Indoor environmental quality performance

And more.

“Our school’s motto is to learn for life,” said Dr. Bisselle. “It was a natural fit to engage students from our Upper School Fellowships in Sustainability to assist in this project and apply their knowledge in action.”

Fellowship students served as apprentices in the LEED certification process. They were collaborative partners in conversations and decisions about policies related to green cleaning, renovation, and purchasing. Students also helped HB attain gold by measuring and testing outdoor light pollution and indoor air quality.

Hathaway Brown’s LEED Gold certification serves as a testament to its leadership in sustainability education and sets an example for other educational institutions in the region. HB’s dedication to environmental stewardship aligns with its mission to nurture responsible global citizens who will actively contribute to a greener and more sustainable world beyond the school’s 16-acre campus.

LEED® certification trademark is owned by the U.S. Green Building Council® and is used with permission. ©2023 Emerald Built Environments.
GOLD 2023
BUILDING DESCRIPTION TRANSPORTATION The building is enrolled in a demand response program and could shed up to Students measured Over of exterior lighting levels at the on and off position to
Hathaway Brown is a private all-girls school
daycare through 12th grade. The original historic building was built in 1927 and now covers 215,110 square feet. Arc Transportation survey: è had a 35% response rate è translated to 6.51 lbs of GHG emissions è average daily commute is 7.88 miles On the average week: HEATING FUEL of students and staff carpool ELECTRICITY walk TRANSPORTATION arrive in alternative fuel vehicles 50% 100% 80% 19.7% 22% 35.26% 4% 45.57% 4% 33 15 8 14 20 HUMAN EXPERIENCE 10 TRANSPORTATION WASTE 6 11 WATER ENERGY 23 56 6 The building’s energy use intensity (EUI) is The primary sources of the The calculated Water Use Intensity (WUI) is emissions for the reporting period June 2022 – May 2023 were 26 BTU/PERSON 4.28k MTCO2e 29.7 gallons per sf or 6.32k gal per occupant each year.
validate low-levels of light pollution. of the exterior lighting does not trespass off the school grounds. of its load to help regulate the grid. The school adopted the following sustainability policies for ongoing operations: èPurchasing Policy èFacility Maintenance & Renovation Policy èGreen Cleaning Policy
that serves

Dixon Hill ‘25 is the Top American Finisher in the United States Squash Open

Congratulations to Dixon Hill ‘25 for her impressive performance at the United States Squash Open.

Dixon finished second in her age group and was the top American finisher!

HB Blazers to Compete in College

Congratulations to three student-athletes who participated in the Fall signing day, committing to continue their athletic and academic careers at the collegiate level.

Campbell Kahn ’24 Equestrian

Southern Methodist University

Claire Mehok ’24 Swimming


Lilly Mehok ’24 Swimming Northwestern

5 Students Advanced to the OHMIO Tournament

Congratulations to the five HB students who were top scorers in the Ohio Council of Teachers of Mathematics (OCTM) tournament and advanced to the Ohio Mathematics Invitational Olympiad (OHMIO) tournament. The team of Margaret Chen ‘24, Grace Gilson ‘24, Clare Hess ‘25, Maya Houghton ‘26, and Vivian Qi ‘26 are among the top 100 in Ohio who participated.

HB Chosen to Participate in Einstein’s Incredible Universe Project

HB was one of 19 organizations chosen to participate in citizen science investigations leading up to and during the April 8, 2024 total solar eclipse. The program is part of Einstein’s Incredible Universe project distributed by Cosmic Picture, and funded in part by the National Science Foundation. HB’s team, represented by Raina Vakharia ‘25, Maria Flauto ‘26, and McKenzie Whaley ‘26, will receive equipment and training to scientifically analyze the sun’s inner corona, and will contribute their astrophysical data for scientific study.

Heritage Dinner

The Heritage Dinner was a night of culinary magic! Our dynamic and passionate community came together to share unique culinary traditions and discover the beauty of different cultures through food. In addition to the feast, participants enjoyed international dance performances, a Kung Fu demonstration, and Chinese Pipa music.

Connecting Students Through Art and Writing

The Fellowships in Creative Arts and the Osborne Fellowships in Writing hosted the 12th annual Young Writers and Artists Festival. Upper School students worked side by side with guest artists with expertise in poetry, fiction, creative nonfiction, songwriting, ceramics, photography, drawing, painting, and fiber arts.

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NAIS People of Color Conference

Six Upper School students and seven faculty and staff members attended the annual Student Diversity Leadership and People of Color Conference hosted by the National Association of Independent Schools (NAIS) in St. Louis.


Hosted by division directors Kelly Stepnowsky, Sharon Baker, and Rachel Lintgen, “Unboxed” goes beyond academics and unpacks the real experiences, challenges, and triumphs of being a kindergarten through 12th grade girl. Scan the QR code to listen on Spotify!

Everything’s Fine

“Everything’s Fine” is a podcast dedicated to navigating the world of early childhood development. Hosted by Early Childhood Program Director Darrah Parsons, Infant and Toddler Center Director LaShawna Adams Mitchell, and Consulting Psychologist Sarah ain Spanagel, “Everything’s Fine” offers insight and advice empowering parents to confidently embrace the joys and challenges of raising young children.

Celebrating the 84th IDEO

After a memorable morning with their classmates, Upper School students gathered to celebrate IDEO—an 84-year tradition. IDEO, meaning “for the purpose” in Latin, is more than just a ceremony; it’s a journey through history, sisterhood, and reflection. From the procession through the Upper School to the symbolic roses exchanged, IDEO marks a milestone in the lives of HB girls.

Masterworks Concert

Orchestras and choruses from the Primary, Middle and Upper Schools presented a beautiful December concert at Maltz Peforming Arts Center in Cleveland.

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15 Spring 2024
The Upper School Arts department presented the beloved Broadway gem, The Wiz. Infused with L. Frank Baum’s The Wonderful Wizard of Oz and a dazzling mix of rock, gospel and soul music, the timeless tale of Dorothy’s adventures through the Land of Oz was a blast!

The Quickly Changing College Admissions Landscape…

and a Few Important Constants

Historically, there might be one significant change to college admissions in a generation. Yet, since 2020, there have been numerous monumental developments impacting application requirements, financial aid, and the consideration of race. As we adjust to the new landscape, including the frontier of Artificial Intelligence, we remain ready to adapt and mindful that some elements remain the same.

The Changes

Test-Optional and the Digital SAT

Both the use of testing and the format of the tests have undergone profound modification. “Testoptional” is a practice whereby a student can withhold her standardized test scores from the admissions committee if she doesn’t feel they are an accurate representation of her abilities. Some schools have been proudly promoting this policy for a decade or more (Smith College, American University, Bard College, Wesleyan University, to name a few) but it was far from typical. During the pandemic, colleges were forced to adopt test-optional practices as social distancing prevented students from sitting in close quarters for testing. Colleges unknowingly (and perhaps unwillingly) entered into an experiment that, until then, would have been impossible to conduct on a national scale.

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Four admissions cycles later, institutions have internal, college-specific data that answers the question, “Are standardized test scores a predictor of success at our institution?” For some schools, like MIT, the answer is a resounding yes. The famed institute of technology brought back its testing requirement in 2022. Others, like the University of California schools (UC Berkeley and UCLA, for example) found the exact opposite, and now is a “test blind” system that does not consider any scores. Most schools, however, are revisiting their test-optional policy each summer, hesitant to decide for more than one cycle at a time. Additionally, in winter of this year, Dartmouth College, Yale University and Brown University announced they are reinstituting the testing requirement beginning with the high school graduating class of 2025. Dartmouth’s decision to reinstate the testing requirement followed an institutional study led by a Dartmouth economist and educational sociologist, in which they found that evaluating a student’s test scores within the context of their high school, is an effective way “to identify high-achieving applicants from low and middle income backgrounds,” allowing them to “admit a broader and more diverse range of students.” 1 Yale’s rationale for returning to testing is similar to that of Dartmouth, yet their options for testing differ. Yale has embraced a “test-flexible” policy in which students can opt to submit scores from all their AP exams in place of an ACT or SAT.

Eliminating the standardized testing requirement has removed a barrier to college access for many, and has been a primary factor in colleges reporting astronomical application numbers. We are interested to see if more colleges follow suit with recent announcements requiring testing, or if they stay the course with test-optional. HB students, for their part, have adjusted to this “new normal.” In the past two years, approximately 50% of the senior class submitted their test results to some of their colleges, 25% reported testing to all of their colleges, and 25% sent scores to none of their colleges.

Not surprisingly, facing a landscape in which fewer students were testing or not sitting for a test multiple times, the College Board (owner of the SAT and PSAT tests) revamped its offerings in hopes of appealing to both test takers and college admissions offices. Beginning in March 2024, the SAT is only offered in a digital format. The new SAT also reflects structural changes. It is more than an hour shorter, and perhaps more significantly, it is adaptive - meaning that students will face harder or easier questions in the second half of the test depending on how they performed in the first half. It remains to be seen how colleges will interpret or value the scores generated in this new format. There are also concerns about the ability of testing centers to accommodate the technology demands of the new digital format.

As of this writing in early 2024, test scores have had a diminished role in college admissions, and it’s difficult to know the extent to which this will remain to be the case. With the proliferation of Artificial Intelligence, there is always the possibility that testing could face a resurgence in an effort to gauge student performance in controlled environments where AI tools aren’t available. Nevertheless, if we’ve learned anything from the past four admissions cycles, it’s that those of us in the college counseling profession will need to continue to be adaptable and expect change.

1 https://admissions.dartmouth.edu/apply/update-testing-policy

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The Supreme Court and Race-Conscious Admission

In June 2023, the Supreme Court effectively ended raceconscious admission programs at colleges and universities across the country when they ruled that the programs used by the University of North Carolina and Harvard College violated the Constitution’s equal protection clause. The ruling ends the ability of colleges and universities to consider race as one of many factors in deciding which qualified applicants should be admitted. As a result, the 2023-24 admissions cycle has seen a large increase in colleges using supplemental essays, interviews, and/or applicant videos to learn more about a student’s identity, diversity experiences, and engagement with communities. Many students have also used their own application personal essays to highlight their experiences in these areas.

It is interesting to note that since the Supreme Court’s decision, the Common Application (a universal application platform accepted by more than 1000 colleges around the world) reports the number of Black, Latino, and firstgeneration college students applying to college this year has increased. Additionally, college admissions practices for legacy and athletic recruitment are getting new scrutiny under the pursuit of equitable decision making.

The New, Simplified FAFSA

Completion of the Free Application for Federal Student Aid (FAFSA), established in 1965 as part of the Higher Education Act, is a key step to allowing eligible students to receive federal grants and loans to help pay for college. Instrumental in increasing access to higher education, the FAFSA and associated paperwork became an often bemoaned part of the college process and an unintentional barrier to the exact population financial aid is supposed to help - students who otherwise couldn’t afford to attend college.

In December 2020, the FAFSA Simplification Act was passed with the aim to make the FAFSA easier to complete. There are also significant changes in the funding algorithm, with some prominent ones being:

• Eligibility requirements have been expanded for the Pell Grant which is given to the nation’s least-resourced students. Also, the “Student Aid Index” (formerly known as the “Expected Family Contribution”) as determined by the Department of Education can, for the first time, be a negative number up to -$1,500 dollars.

• The elimination of the “sibling discount,” a calculation accounting for having multiple children in college at the same time (although some colleges note that they have not stopped factoring this into their financial aid packaging of institutional funds). Because this is the first admissions cycle that the Simplified FAFSA has been utilized, and at the time of this writing we are still midcycle, we have yet to see how this major change in aid calculation will bear out.

In January 2024, the new FAFSA made its debut, and not without a considerable amount of difficulty. In late January of this year, students and colleges learned that the results of FAFSA applications submitted to fund the 2024-25 school year would be significantly delayed. The Department of Education had not taken inflation into account when they developed the new eligibility formula and it is a requirement by law to do so. The delay began a ripple effect - colleges could not access students’ FAFSA information and therefore were delayed in providing students with information about financial aid packages. This also means that students have less time to know which colleges are financially viable for them to attend in advance of the colleges’ typical May 1

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deposit deadline (as of this writing, some colleges had already started pushing their deadline back). Colleges are also feeling the effect as they manage their enrollment and determine how they will allocate institutional dollars which supplement the FAFSA-driven federal dollars.

Application Portals = Never-Ending Workload

Technology has allowed for today’s college applicants to have a quicker, more integrated application process. Just as the Common Application allowed for students to more easily apply to multiple colleges, college application portals are now allowing for an easier navigation of the postsubmission process.

Students receive access to these college-specific online portals after submitting their application to a school, allowing them to track and include specific application materials. Unfortunately, there has been a price to pay for this ease. Applicants are finding that more tasks and actionable items are popping up for them within these portals after they have applied. From additional scholarship questions or “Why do you like college X” essays to “optional” (translation: required) short introductory videos to record and upload, applicants are finding that submitting the application materials is often just the beginning. As a result, the college application cycle not only carries on well past the application deadlines, but colleges increasingly expect students to regularly check their portals for additional tasks.

21 Spring 2024
Britt Freitag, Associate Director of College Counseling, meets with members of the Class of 2025 as part of their Junior Forum class. The group meets once per cylce, about 14 times per semester, to learn about the college process.

Artificial Intelligence

Advancements in the world of AI are moving quickly, and the impact on college admissions is still unfolding. We see higher education simultaneously rejecting and embracing this brave new world. In the early days of the pandemic, test-optional became commonplace, and colleges remarked that applicant essays and letters of recommendation mattered more than ever. Yet, with the widespread availability of ChatGPT, colleges are struggling with the fact that they simply cannot be certain who is doing the writing. Some schools have moved back to required standardized testing and others have tried using AI detectors when evaluating college essays, however these tools have so far proven unreliable.

And, while colleges are warning applicants about the negative consequences of submitting work that has been prepared using AI, some institutions have started to use AI themselves in evaluating applications. Optical Character Recognition programs (OCRs) are used to review transcripts, analyze grades, tabulate courses taken and record GPAs to “thin out” a very large number of applications. Providers like StudentSelect.ai are also entering the market, offering colleges access to Natural Language Processing techniques

to help analyze student essays and video interviews to evaluate personality traits and performance skills. Proponents of AI argue that tools both decrease staffing needs and allow for unbiased, consistent decision-making in the admissions process. Conversely, there is a lot of uncertainty as to the reliability of the algorithms and the ways AI will impact college admissions.

The Constants in College Admissions

The Transcript: The Anchor of the Application

Transcripts make admissions decisions. Even though there are many components of an application, college admissions offices must, first and foremost, admit students who can complete their work successfully at that college. Any institution, no matter how low its acceptance rate, would face major enrollment consequences if it had a weak retention rate (which must be reported externally).

It is for this reason that an applicant’s high school academic record is what colleges weigh the most in their decisionmaking process. This includes consideration of what coursework a student opted into (in the context of what was offered at their high school) and ultimately, how well they performed in said classes. This is also why at HB,

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we advise students to take “the most advanced curriculum in which they can be successful” as part of their yearly course selection process.

When the National Association of College Admissions Counseling (the admissions industry’s professional organization, known as NACAC) surveyed its member colleges in 2023, 76.8% ranked grades in college preparatory classes as being of “considerable importance” (on a scale out of four options: “considerable importance,” “moderate importance,” “some importance,” and “no importance”), 74.1% noted grades in all courses were of “considerable importance,” and a clear 63.8% majority indicated that strength of high school curriculum was also of “considerable importance.” By way of comparison, only 4.9% indicated that standardized test scores were of the same level of importance - and in fact, 30% of schools indicated that scores were of “no importance” whatsoever.

All this is to say, transcripts have been the mainstay of college admissions decisions and all indicators would suggest this will continue to be the case moving forward. The best thing a student can do for her college outcomes is fully invest in her high school academic experience.

Most Schools Want Most Students

In the United States, we are uniquely situated in an abundance of choice when it comes to post-secondary educational options. Not even considering the thousands

of community colleges and vocational schools that also serve a crucial role in the higher education landscape, there are nearly 2,000 four-year, not-for-profit, accredited, degreegranting, domestic institutions where a student could choose to earn her bachelor’s degree.

That said, for a student it can feel like there are only a few schools that she might want to attend. We find that the schools a student has “heard of” are often more an accidental result of where family members might have attended college, what part of the country she was raised in, where other people at her high school have applied, and school names she’s read in headline news. Many students are surprised to learn that some of the schools they’ve “never heard of before” are actually an excellent fit for them, and ironically, quite well known (just outside of their limited experience).

Moreover, author Brennan Barnard shares in The Truth About College Admission that of the roughly 2,000 colleges and universities a student could attend, only 100 of them admit fewer than a third of their applicants, and a mere 50 colleges have acceptance rates lower than 25%. Most colleges in the United States admit most of the students who apply. It can be tempting for students and families to discount this reality, focusing only on those fifty schools that deny qualified applicants (many times over) but our hope is that as students expand their thinking, they realize that the majority of colleges would be delighted to enroll them.

Colleges Remain Mission-Driven

While colleges share the broad goal of educating students, they each have their own unique values and missions that define their purpose, shape the student experience, and focus how they will allocate their resources. When a college is deciding what programs to offer, curricular requirements to set, research to conduct, and faculty to hire, they are bearing in mind how each of these will support and further their mission. Likewise, they are looking for students who have shown a commitment to or a capacity for helping the institution serve its stated purpose. Knowing a particular college’s values and mission will help a student understand institutional priorities and can help give clarity as to whether a college is a good fit for a student’s postsecondary plans.

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Determining a College’s Value

The benefits of a college degree are wellestablished. The Bureau of Labor Statistics reported that 2022 weekly earnings of an individual with a bachelor’s degree was more than 50% higher than someone with a high school diploma, and according to The Georgetown Center on Education and the Workforce, lifetime earnings are 84% higher. A 2023 report by the Lumina Foundation and Gallup also quantified many of the non-income related advantages of higher education, including “better health status, better well-being, voting participation, volunteerism, and charitable giving.” But with the average cost of college, according to the 2023 research of Education Data Initiative, having “more than doubled in the 21st century, with an annual growth rate of 2% over the past ten years,” families are understandably mindful of which colleges are worth the investment.

There are a growing number of tools out there for higher education consumers to consider as they discern the value of a particular college, and a number of them are compelling. Yet, the college value proposition can be a tricky one, as there is one variable that can be hard to quantify, is unpredictable, and highly nuanced: the human development of an 18-22 year old. Weighing the benefits of buying a stock or investing in a real estate venture or even remodeling a kitchen is a bit different than the college proposition, primarily due to the fact that we are investing in a person – our child – and so making a strictly financial decision can be fraught. How do you measure the value of an education?

How does one define value?

This varies from person to person, even within the same family. Some people zero in on earning potential, job placement rate, or strength of the alumni network. Others consider graduate school prospects, lowest net cost, or where the college falls on the US News World & Report annual college rankings issue. There are also those who

place a premium on schools which excel at providing a stellar education – superb instruction, innovative programming, and personalized advising – that is a match to the unique strengths and weaknesses of a student. Is a student simply “putting in the time” to complete the degree or are they engaging with the numerous opportunities available to them so they are more knowledgeable and confident, and better equipped to thrive independently in the adult world? By and large, the value proposition is a combination of many factors, with the well-being of the individual at the center.

The HB Value Proposition

Over the last few years, we have seen a number of colleges asking students on their application to respond to the question, “What does it mean to be educated?” or “As you think of the process of learning during your college years, how will you define a successful college experience?” These have ignited some interesting reflection from our students. One HB alum, currently a student at Yale, commented on the former, “Education is not simply the title, the status, or the degree. To me, the mark of being truly educated is not only learning, but using what you have learned to create an impact.”

Certainly, not every HB student’s response to this question should be the same. Yet, wherever our students decide to attend, they bring with them the power of a Hathaway Brown education, equipping them to excel in college –and beyond. HB girls are confident, curious, and able to communicate effectively. They are team players who are adaptable and resilient. They are leaders: brave, adventurous, open-minded, and ready to put in the hard work. Many young people aren’t in possession of these traits until college graduation, if at all. With these hard to measure but greatly valued qualities in hand before they begin their post-secondary education, HB students are poised to make certain that they will reap great returns on their college investment.

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Tools You Can Use

Obviously, there is not one sole measuring stick of which college is the best value, but it is worth considering the myriad of factors that one can take into account when making a choice which can have great financial and personal impact. Here are some tools some have found helpful:

A First Try at ROI

In 2019, The Georgetown Center on Education and the Workforce published this data tool that ranks the return on investment of 4,500 institutions using “data on the average net price and salary/earnings from the US Department of Education’s College Scorecard.” These data points reflect the 70-84% of individuals who received some sort of federal

funding over the last twenty years, according to Education Data. You can see the Net Present Value at each school, and how that varies 10, 20, 40 years after graduation. If you love to do a deep dive on data and look at it from every angle, you will find this a delight.

College Scorecard

This is a simple tool created by the Department of Education. For each college, it shows the average cost to attend (after financial aid), the graduation rate, and the average income ten years after graduation. It also breaks down the most popular programs, the programs with the highest earners, and the programs whose students have the lowest debt.

First Destination Survey

Annually, the National Association of Colleges and Employers publishes this report summarizing the outcomes (employment, graduate school) for people six months postgraduation. Each college posts their own First Destination Survey (you can find this by doing a quick Google search for the college of choice), breaking down what their graduates are doing six months after graduation. It spells out the percent employed and in graduate school, as well as average salaries by major.

US News & World Report

Established after World War II, the publication once focused primarily on world and domestic news, but in 1983, in an effort to boost weak circulation numbers, began ranking colleges based solely on a survey of sitting college presidents. The criteria have changed over the years, and are continuing to with each passing year. As of this writing, USNWR takes 18 criteria into account. There are a number of prominent colleges that have decided to no longer report data to the publication, yet according to the magazine, “a school’s eligibility to be ranked is not based on their participation in US News surveys.” We have seen lots of movement of colleges up and down the rankings list from one year to the next as the criteria continue to evolve.

25 Spring 2024

Finding Connection with Teens in the College Process: Six Tips

If you have a college-bound teen in your life, you are likely aware that applying to college today can be incredibly stressful. Deadlines are inching earlier and earlier, the stakes can feel higher, and the work required on the application is massive and growing with each year. Technological advancements have made it easier to apply, but it has also invited an additional layer of tasks – manage your applicant portal, upload your introduction video, schedule your virtual interview, write one more essay about why you want to be a student here, and also click through the emails these colleges sent you so that you can show that you’re interested. Do all of this while attending classes from 7:45am - 3:20 pm, followed by your extracurricular activities and homework.

Given this, it is not surprising that research commissioned by the National Association of College Admissions Counselors (NACAC) in 2023 found that 66% of students agreed that “Completing my application has been more stressful than anything else I have done academically.” Similarly, the research group Challenge Success out of the Stanford Graduate School of Education found in a 2020 survey of teens that since the pandemic, “59% report that their worries about college have increased.” And, as an all-girls school, it is noteworthy that, “67% of female students report that college related worries have increased compared to only 50% of male students.”

In my extensive work advising students and their parents, I have found that taking the following steps can help to lessen the stress for both the child and the parent. The college search does not need to be miserable; it is a unique opportunity to connect with your teen in a new way.

I offer the following tips – some obvious and some preachy (forgive me), but even the most rational and level-headed parent is susceptible to losing sight of the big picture during this process.



This can be harder than the brevity of this tip implies.

Logistically speaking, teenagers and their parents are busy people. We encourage families, starting in January of junior year, to set aside 30-45 minutes every other week as a standing appointment (moving to once a week in senior year) to discuss the college search. This is the time when students can discuss what schools they’re considering and why, what’s on their to-do list, what’s going well in the search and where they’re struggling. Likewise, parents can ask questions. What have you learned about the programs of the schools we discussed last week? When are you planning to take the ACT? Have any of your colleges indicated we are missing financial aid documents? If there are parameters that parents are placing on the teen’s college search (these are typically financial or geographic), have those conversations with them early. It is easy for college talk to sneak into many interactions, but carving out dedicated time and then committing to not discussing college the rest of the week will help you enjoy your teen more. It also reassures your teen that there is more to their life than applying to college.

Approach the search with a spirit of exploration and discovery.


There are nearly 2,000 four-year, accredited, not-for-profit colleges in the United States. Fortunately, there are many search tools available (like Scoir which HB uses), so one can quickly whittle that list down by applying basic filters (maybe you’ll rule out anything beyond a 10 hour drive or your teen is focusing on specific programs like architecture). The filters typically change as the student matures and her interests evolve. Sometimes, when we see a student launch her search with a very specific set of criteria, she is reluctant to explore an institution that either she has never heard of or that isn’t a perfect match to her current interests and priorities. This can be a missed opportunity. Taking time to learn about places that are entirely new can be serendipitous, resulting in finding a school that is a great fit for your still maturing teen.

Let your teen be in charge of their college search and application process.

3 Sometimes we’ll hear a parent say “we are applying to college.” The use of “we” is benign, but is interesting to consider. What does it look like to have the teen be the leader of their college search? It involves a whole range of things. For example, only the student should contact admissions offices (parents can feel free to contact a financial aid office, however).

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Colleges are taking note of who they are in contact with, and if they hear from the parent, the assumption is that the student is either not interested in the college or is not mature enough to succeed there. The executive function skills required of applying to college are significant. Some students might need more support than others in this regard, but resist the urge to take over and do it yourself. This is a prime opportunity to help your teen develop those skills. Successfully navigating the college process independently will better equip your teen to have a smooth transition to college. Additionally, by allowing them to lead their college search, you are signaling to your teen that you trust they have the capacity and competence to do so.

Put your teen’s well-being first, rejecting the “whatever it takes” mentality.

4We’ve all heard the classic “kids today…” followed by whatever the gripe du jour might be for a given generation. Generation Z – our current “kids today” – care a lot about going to college. Based on a 2023 Gallup poll, 83% of young people view college as “very” or “fairly” important. This aligns with a 2020 Pew Research Center study which found that this group born between 1997 and 2012 is “on track to be the best-educated generation yet.” Colleges, meanwhile, are continually reporting record-setting numbers of applications. More students have their eyes set on a small fraction of the nation’s colleges, and the scarcity model kicks in. In an effort to win a spot at a very small group of colleges, teens are feeling pressure to study more, join more, volunteer more, and test more.

When working with juniors at the start of their college search, there are occasions when we see students biting off more than they can chew, all in the name of being a more compelling applicant. And here’s the rub – it is true that the nation’s most highly selective institutions are expecting to see a jaw-dropping level of achievement. And, it is also true that there are a small group of students who can do this with ease. Helping your teen find the right balance for their individual situation is key. Frequently, we’ll have students and parents ask us if it will “matter” if they choose to take an easier math class or drop one of the core subjects in senior year. For the nation’s most selective colleges, the answer is yes, it will matter. But the well-being of our teens obviously matters even more, so listen to your instincts if you sense that they are struggling and they need to pull back on their course load or activities. Be the voice of reason if you see them losing perspective, reassuring them that their worth is not measured by the colleges that accept or reject them.

Focus on fit over rankings. 5

If you were to ask a junior in high school what the three most important criteria are of what she’s looking for in a college, one of them will almost always be, “I want to go to a good college.” What does a “good” college mean? Ideally, it would mean a “good college for me,” but it is the rare teenager who has a level of self-awareness to articulate that. When I do more probing as to what a “good” college means, they often share that they want a college that everyone has heard of before, has a low admission rate, or is highly ranked by the US News World and Report. Equating selectivity with quality can be fraught. Simply because a college is highly ranked or accepts few people does not mean it is a “good” college for everyone. For example, a student who craves a lot of personal attention from her professors and wants access to research opportunities her first year probably won’t find that a large, public research institution is a good fit for her, even if it is highly ranked.

When a student finds colleges that are a good fit for her unique interests, strengths, and experiences, this comes across loud and clear to those evaluating her application. This often results in an offer of admission, followed by a successful four years. Socrates’ maxim, “To know thyself is the beginning of wisdom” is particularly apt in the college process. Just as students need to “know thyself,” parents are well-served to “know thy teen,” encouraging their kids to zero in on schools that are a good academic, social, and financial fit for their unique selves.

Enjoy it.


As a parent, there can be many heavy emotions during the college search - exhaustion at juggling work and family demands, concern about the looming cost of college, and, of course, sadness about the end of a chapter. While there are stressful elements, there is far more to savor and celebrate during this time of change. Many families will share that they loved the college process because they got to explore the countless possibilities with their teen. I hear fabulous stories of long road trips by car, each parent getting to bond with their somewhat captive audience. Making their way from campus to campus, teens and their parents share a laugh over a not-sogood tour guide or talk about how cool it would be to go to college near a favorite aunt. These trips also allow parents to reflect on and share their own journey in those post-high school years, often opening up conversations that have yet to be had. Lastly, it is a chance to observe your teen, to hear what they’re excited and worried about, to see them as beings independent from you, and to watch them begin to see all the possibilities and opportunities that await them.

27 Spring 2024

Brick Brick

Construction Update

Hathaway Brown is delighted to see the wonderful progress of the extensive Primary School renovation currently underway on campus. Built in 1926, Raymond Hall was HB’s dormitory until 1972 when it became the Primary School. The building holds special memories for many, and efforts are being made to preserve its unique qualities while also modernizing it to meet the needs of the next generation of students.

The new renovations will mean state-of-the-art primary and early childhood classrooms, a welcoming and inspiring Outcalt Family Primary Atrium, a cutting-edge science lab, an inspirational art center, the Ann Rittinger Peterson ’46

Family Music Room, and the Clara Taplin Rankin ‘34 Indoor Playroom. The Jeschelnig Family Library and “Granny’s Gift” Reading Room will be the heart of the building, along with the warm and welcoming Admissions Suite, a gift of Michael and Danielle Horvitz Weiner ‘00, for families. The specialty teaching spaces being created will have the power to support and inspire groundbreaking curriculum and research. It is truly spectacular!

Some important improvements will include new HVAC systems, new electric, new fire suppression systems, new air purification, and making sure our facilities are in ADA compliance and of the highest standards. And, YES! - there will be air conditioning in Prime!

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A bird’s eye view of the extensive renovations of the Primary School.

“We look forward to utilizing our new spaces in the 2024-2025 school year,” Dr. Bisselle shares. “I am thankful to our donors who recognized the importance of having trailblazing learning environments that support our new strategic plan’s vision: ‘Hathaway Brown will build a transformational model to educate girls, so that graduates are emboldened to define their own futures, thrive and lead in a dynamic world.’”

These important improvements are made possible through HB’s Lighting the Way campaign and generous donors. Those interested in learning more can contact Hannah Ruddock at 216-320-8766 or email hruddock@hb.edu.

Primary School Named Rooms

Dan and Ann Lust Bernstein ‘55 The Robin’s Nest

Mary A. Bruner ‘44 Classroom

Gail Hipp Cooke ‘60 Numbers Nook

Granny’s Gift Reading Room

Mary T. Herrick Associate Head’s Office

Jeschelnig Family Library

Rob and Catherine Herrick Levy ‘93 Faculty Workroom

The Marge and Dan Moore Makerspace

Outcalt Family Primary School Atrium

Elizabeth Endicott Rands ‘62 Classroom

Clara Taplin Rankin ‘34 Indoor Play Room

The Ann Rittinger Petersen ‘46 Family Music Room

Michael and Danielle Horvitz Weiner ‘00

Reception and Admissions Suite

Wise Sisters Classroom

29 Spring 2024
The new addition on the South end of the Primary School will expand classroom spaces and reflect HB’s distinguished academics. The new Outcalt Family Primary Atrium will be a beautiful space to welcome students, past and present. Recent steelwork ensures the architectural integrity of the old Raymond Hall building built in 1926, and creates the structural work for the new addition.

Expanding Globally

Chinese Instruction Now Offered in Middle School

Beginning in the 2024-2025 school year, Hathaway Brown’s Middle School will offer a third foreign language opportunity to students through the establishment of the Kelly and Nien Su Fund for Middle School Chinese Language Instruction. “We are thrilled that our Middle School students choose from French, Spanish, and now Chinese instruction,” says Sharon Baker, Director of the Middle School. Beyond eighth grade, students can continue their studies in the Upper School’s Chinese language program established in 2004.

“Middle School students are deeply curious about the world around them,” Baker explains. “From their studies of ancient China in sixth grade humanities to modern China in seventh grade world geography, they have embraced the opportunity to study the food, culture, language, and society of China.”

Many Middle School students also participate in the Asian Student Association affinity group that is thriving. HB students of all ages have enjoyed presentations and experiences offered to the entire school - everything from Chinese Dragon dancers, celebrations of Lunar New Year, and discussions on world economics.

Nien Su, father of Ellie ’28 and Olivia ’30, is a first generation immigrant from Taiwan, and experienced the benefits of being bilingual in Chinese and English. “Language and culture go hand in hand, and being bilingual offered me opportunities in the United States and abroad,” Nien explains. “Global citizenship begins with mutual understanding, and being able to speak a different language allows individuals to connect and build rapport.”

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Nien’s wife, Dr. Kelly Su, wholeheartedly agrees. “Since childhood, I have always had an interest in cultural awareness, as well as gender equality,” she explains. “Advantages like Chinese language can open girls’ minds to more career opportunities and broaden their cultural scope.”

Since becoming a “bonus mom” to Ellie and Olivia, Kelly’s long standing passion for girls’ education has found a new focus at HB. “It has been wonderful getting to know more about Hathaway Brown myself,” she shares. “We love the values HB instills in its students and its commitment to preparing girls for life.”

Nien and Kelly reached out to Hathaway Brown staff to explore ways a philanthropic gift could make an impact right away in the lives of HB students. “I think it’s important for others to realize that even a modest amount can touch the lives of students immediately,” Nien shares. “We’d love for other parents to join us and get creative!”

Together, the Su family hopes to encourage greater cross-cultural engagement and citizenship for many years to come. “What an amazing opportunity to expand our distinguished academics,” shares Head of School Dr. Fran Bisselle. “We are grateful to the Su family for their generous support.”

31 Spring 2024
Kelly and Nien Su have established a fund for Middle School Chinese language instruction. HB students mark the first day of the Lunar New Year.

HB through the


Hathaway Brown is making plans for our 150th anniversary in 2026! We’re kicking off a series to share highlights from our rich history. We are abundantly grateful for the incredible legacy of education, empowerment, and progress for young women that was first established in 1876!


After several years of discussion, the Board of Trustees, led by Rev. J.D. Williamson, along with head of school Mary E. Raymond, made the decision to close Hathaway Brown’s campus on East 97th Street and relocate to Shaker Heights. At the time, this was considered to be “out in the country” and a great distance from downtown Cleveland, a somewhat risky move. Shaker Heights developers Oris and Mantis Van Sweringen convinced school officials to bring HB to the new, more rural setting by donating the land as a gift.

The process of designing the buildings began in May 1924. In a letter to Walker & Weeks, the architects behind the new building, a Board member wrote, “The associations which one has with one’s schoolmates are a lasting pleasure in later life, and if the picture which one has in one’s mind of the scene where these associations took place is also a cherished memory, even the bricks and stones take a warm place in one’s heart. Such a spirit in the hearts of the alumni is a great inspiration and help to the scholars, and creates a foundation for a splendid school spirit, and has in that way a direct and concrete value in building up the kind of school which we are hoping to create….”

The Trustees launched an ambitious capital campaign to raise $650,000 to build HB’s new spectacular and inspirational campus and the groundbreaking was held in 1927. The names of previous influential heads of school Mary E. Spencer and Cora E. Canfield were engraved by

In March 1927,

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the cornerstone of HB’s new building in Shaker Heights was set into place. Miss Raymond and Herbert Strong, vice chairman of the building committee,each sealed the large block with mortar.

In 1931, the School received the beautiful fountain still enjoyed on campus today from Mary Brooks Otis and her daughter, Anna Eliza Otis Duell 1919, in honor of Miss Grace Waymouth, who taught Latin at HB for more than 30 years.

the doorways that flank the main school entrance. At Miss Raymond’s insistence, the school motto was also engraved on the building’s facade, as it had been at HB’s former location. She now had a brand new facility where she could expand upon her progressive ideas for educating girls.


Mary Raymond shepherded the school through the Great Depression, aided by faculty who agreed to salary cuts. The school persevered, and students were encouraged to involve themselves in the international peace movement. May Day, already a long-standing HB tradition at the time, was celebrated in 1933 with the theme, “How to Down the Depression.”

After 40 years at HB - 27 of them spent as headmistressMary Raymond retired in 1938. A young highly educated teacher named Anne Cutter Coburn was hired to replace her, embarking on three decades at the school’s helm.


College acceptance became more competitive, and Miss Coburn raised academic standards and prioritized college preparations. She also implemented stricter disciplinary guidelines and emphasized character building. Since she had only a very small administrative team, Miss Coburn essentially acted not only as the Head of School, but also oversaw admission, college counseling, finance, alumnae relations, and fundraising initiatives.

World War II greatly affected HB students and faculty members, all of whom cut costs and made sacrifices as necessary. Students volunteered when possible, including at local hospitals, helping in the midst of a nursing shortage.

Read more about Hathaway Brown history in the next issue of the magazine. Have an historical photo or story to share? We’d love to hear from you, email hbsalum@hb.edu.


Learning for Life, The First 50 Years of Hathaway Brown School 1876 to 1926, by Virginia P. Dawson

The First Hundred Years: Hathaway Brown School 1876-1976, by Ruth Crofut Needham ‘31 and Ruth Strong Hudson ‘27

Tradition and Transformation: A History of Educating Girls at Hathaway Brown School, 1876-2006, by Virginia P. Dawson and Mark D. Bowles

31 Spring 2024
Specularia, 1935.

Alumnae Trailblazers

Presenting the 2024 Distinguished Alumnae Award and Alumnae Achievement Award Recipients

We invite you to join us on Saturday, May 18th at 11:30 a.m. as we present these awards during the State of the School and Awards Presentation as part of Alumnae Weekend

Distinguished Alumnae Awards

Established in 1983, the Distinguished Alumnae award is presented to an alumna who has, through extraordinary effort and dedicated service to Hathaway Brown or her local, national, or international community, made a significant contribution in her professional or volunteer endeavors. This honor can be bestowed upon an alumna posthumously.

Margaret Rose Giltinan ‘74: From Summer Camp to CEO

For Margaret Rose Giltinan ‘74, HB’s greatest gifts have been “the sustainability of what I learned – how useful it would be for the rest of my life – and the lifelong friends that I made.” After launching her career as a Federal Reserve Bank Examiner, Margaret transitioned into private industry, excelling in diverse lending roles such as a bank Commercial Loan Officer and as a Consumer Compliance Officer. While raising her daughters, Margaret volunteered with the Junior League and deepened her involvement in the family’s medical device business, Gebauer Company, eventually taking the reins as CEO in 2009. Margaret’s journey is a testament to her unwavering commitment to her community, career, and family.

Sink or Swim

“One of the first ways that I learned to swim was in the courtyard fountain at HB’s summer camp! It was in the 1960s – I must have been six or seven. I went to that summer camp for ten years, and one of the HB girls in my class went all through summer camp with me. I’m still very close to her today.”

Life’s Greatest Lesson

“All my lessons in life pale in comparison to the lessons my two daughters taught me. Teachers start off in a teacher-pupil relationship, and then the student becomes the teacher. The same thing happened with my children. When they grew up, they became my teachers, and that was a huge awakening. They taught me unconditional love, and that patience really is a virtue, not just a saying.

Due to the fact that Gebauer is a family-owned company, I refer to my employees as my family. When I became CEO, I told my employees what to do and taught them, but I have come to believe that it goes both ways. My employees are my teachers, too.”

The Power of Positivity

“In 2004, I was diagnosed with stage 3B breast cancer and was told I might not live. Fighting breast cancer was a tremendously important turning point for me. I decided that the only way to get through it was with a positive attitude. I took every opportunity I could to heal the mind, body, and soul – not just the cancer.”

Flipping the Script

“I think it would be wonderful if at HB, junior and senior year, the students could become the teachers, meaning they would have a project where they have to teach a class. This would be an exceptional opportunity that would build confidence. I really believe that in the future, they will find themselves in many teaching moments, whether it’s with their parents, their own children, or something more formal like a board presentation.”

Putting the “Personal” in Personal Finance

“I have a particular passion for business and finance at HB, and I believe finance is an important piece to the puzzle of your identity. Understanding business and finance are skills that I have embraced throughout my life.”

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Katharine Goss ‘74: A Changemaker

When Katharine Goss ‘74 arrived at Hathaway Brown in the seventh grade, she couldn’t have anticipated the profound impact the school would have on her future.

Decades later, as the CEO of Lake View Cemetery, she is still reaping the benefits of her HB education. With creativity and drive, Kathy has steered this Cleveland landmark into a new era, breathing life into its serene grounds while honoring its historical roots. Kind, confident, and always taking risks, Kathy embodies the values HB hopes to instill in each and every graduate.

Transforming Lake View

“Back in 1869, Lake View was intended to be like a park. It was designed for the living, a place to walk, picnic, read poetry and sit under the shade trees. We’re still doing it today, but we’re not wearing big hoop dresses and parasols! They did it a little differently back then – it was all gated, and you had to show a ticket to get in. Now we swing the gates open every morning at 7:30am and close at dusk. It was a collective vision to give the community access to our parklike setting. We’ve tried to rebuild Lake View as a place for the living as well as a burial ground, but the living is vitally important.”

A Leap of Faith

“The board of directors were doing an executive search at Lake View, and I put my hat in the ring. I said, ‘I can do this job. I know what needs to be done here. Give me a chance. Make me interim CEO, and within 4-5 months, if you aren’t seeing the direction you want to go, we can have a conversation.’ I basically said, ‘You can fire me if you want to, but let me give it a shot!’ Within three months they made my position official. That was 15 years ago.”

A Place of Rest

“There are people on their way to and from the hospitals who stop to drive through Lake View, a verdant space in an otherwise urban setting. It’s their moment to get out from under the weight of healthcare. They end up telling their families about us and visiting again for one of our programs. We heard from someone who drove through Lake View every time they had chemotherapy, and it was comforting to reconnect with nature after a tough day. They ended up choosing Lake View to be their family’s cemetery.”

Women in Business

“When I was at Merrill Lynch as a stock broker, there were ten women in an office of one hundred brokers. We were still carving our way. People said, ‘You can’t be a stock broker! Women aren’t successful at that business!’ But because of what I learned at HB, I said, ‘Why wouldn’t I be successful?’ The gender disparity never bothered me. Women are fantastic in finance and investment management. We take good care of our clients and build relationships that are authentic and deep, and we understand family dynamics. Women also make great clients because they want to learn. It’s a rewarding business for women.”

A Worldwide Network

“I have this huge family of relatives from attending HB because they all feel like sisters. You can spot an HB girl a mile away. There are times when I’m in a business situation and somebody is making a presentation, and I’m thinking what a dynamic speaker. Later, I find out – Oh, they went to HB or one of the four schools!”

A Teacher’s Influence

“My mother wasn’t a career person. She didn’t interfere, but she wasn’t sitting there saying, ‘Go on, you can do it!’ She wasn’t a risk taker. Where I learned that was at HB. At Hathaway Brown, I studied with strong, smart women in the faculty. Most students from my era would mention Judy Cortese – she taught Science and Biology. She made everything wonderful. She’s at the top of my list. Also Ginny Lindseth – she was tough and effective. Some girls got in trouble with her because she would catch them chewing gum or breaking rules. Ginny got her PhD while she taught at HB and raised a family of four. She was an inspiration.”

Spring 2024 33

Alumnae Achievement Award

The Alumnae Achievement Award is presented to an alumna in recognition of significant accomplishments in her professional or civic roles. This award, established in 2004, is given to an alumna who has graduated within the past thirty years. This honor can be bestowed upon an alumna posthumously.

Taylor Marcus Laurer ‘04 Finds the Best of Both Worlds

For Taylor Marcus Laurer ‘04, working in the sports industry was inevitable. “I always knew I wanted to work in sports,” she says, “and I learned through networking in high school that getting into the business side was the best and fastest way to accelerate in the industry.”

Taylor attended St. Louis University, where she earned her Bachelor’s degree in Business with a concentration in Human Resource Management. Her first job out of college was with the Cleveland Cavaliers, and the rest is history! Taylor is now Vice President, Ticket Sales, Service and Operations for the Washington Commanders in Washington, D.C, where she lives with her husband and two children.

Girl Power!

“I have a five-year-old daughter, and this past summer, we took her to a professional women’s soccer game here in DC. I was expecting it to be a complete disaster. It was 100 degrees, and I thought she would be like, ‘I wanna go home! Where’s my snack!’ But she sat and watched that entire game. I was asking her about it, and she said, ‘Mom! They’re all girls playing!’ Sometimes I have the mom guilt of working a lot and not being home 24/7, but I know I’m setting a good example for my daughter. I want her to feel empowered to do things. We have the cleats and shin guards ready, and she’s dying to play!”

Mentoring Future Leaders

“My favorite thing about my job right now is really leading and developing my staff and being able to help influence the next generation of leaders in the sports ticketing world. My favorite part is dealing with the younger staff; they’re in their 20s and early 30s and looking to grow their careers, and I like helping them reach their goals and helping all of us reach our goals as an organization.”

Finding Your Voice

“I really enjoyed the single-sex aspect of HB and how it empowered me to explore my voice, that strong female voice. I work in an industry that is predominantly all men, and I am often - if not always - the only woman in a room of older men. HB trains young women to be strong and have a strong opinion and a strong mindset. I wouldn’t have gotten it anywhere else, especially in a co-ed environment. There was also an emphasis on female camaraderie. I often get the question, ‘How do you do it?’ and it honestly started at HB.”

Words of Wisdom

“It comes back to being comfortable with being uncomfortable. It’s okay to go outside of your comfort zone and take risks and feel awkward because that’s how you’re gonna push yourself, and you’ll end up surprising yourself and you’ll thrive. I was in Cleveland and had a good career and had a job with the Browns and life was good, but I got a call about this job in DC and it was like, why would I pick up and move? I have this great situation! But ultimately I thought, I’m gonna take the risk. It’s been the best for my family, and obviously my career, too.

A Point of Pride

“Recently, I’ve been most proud of how I can confidently say that I am a working mom. It’s hard, but it’s not going to stop me from being one or the other – I do think you can do both, and sometimes it’s really hard to find that balance, but it is possible. As long as you have a good support system both at home and at work, it’s something that doesn’t have to be an either/or. You can be a successful career person and have a great family.”

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Alumnae Spotlight

Established in 1994 in honor of a beloved Hathaway Brown School headmistress, this giving society recognizes alumnae and friends of the school who have shown their commitment to the future by making HB a beneficiary of their estate plans.

At eleven years old, Sheena Dee Pauley ‘84 faced an unexpected challenge. Her father’s engineering job would require a move from England to Ohio, marking the beginning of a journey initially planned for three years but now spanning forty-five. “It was sink or swim,” Sheena recalls of those early days in the United States. “We couldn’t go back – we had to make it work here. And that was really hard. But at the same time, what doesn’t kill you makes you stronger.”

As she adjusted to her new life, HB became a safe haven for Sheena. Between sunbathing on the HB terrace, having cookies and punch in the Reception Room, and reading Paris Match in the library, she met girls who would become family. “My Class of ‘84 classmates became my family because my family was three thousand miles away,” she says. “It also helped me fit in in life. I’ve learned how to get along with people, whether it’s different cultures or different social situations. I’m comfortable in any environment.”

Sheena is a lifelong learner who believes deeply in the power of education. After graduating from HB, she attended

Skidmore College in New York, where she found time to enjoy the occasional art history class while majoring in political economics. As an employee at Morgan Stanley, Sheena was encouraged to continue her education. She earned her MBA in banking and finance from Case Western University, an experience she found invigorating. “That was a fantastic experience,” she says, “because you’re working and going to school at night, and I met so many people that were in different fields. We were all working together to better ourselves and our situation. I really enjoyed that.” Sheena now serves as a Senior Portfolio Manager and Managing Director at MAI Capital Management in Cleveland, Ohio.

In all things, Sheena is guided by her Christian faith. She reflects, “Having that at the core of everything you do – when you’re making decisions about your life or in business and you ask, Is this the right thing? Is this what God would want me to do? – you can’t go wrong.”

As an HB alum, Sheena has seen firsthand the power of an all-girls learning environment. Luckily, her husband shares her passion. “My husband is such a wonderfully supportive man,” she says. “He especially loves strong, educated females. He says he likes to work with strong women, and that is one of the reasons we love to support HB. He loves to see strong women coming out of schools ready to take on the world.”

An HB education empowers girls with the tools to navigate life’s challenges. By considering Hathaway Brown in her estate planning, Sheena hopes to pass on some of the gifts she has received from the HB community. “At HB, they knew you,” she says. “They knew your family, your weaknesses, your strengths. They wanted you to succeed. We would take field trips to see the arts, Playhouse Square and the Cleveland Orchestra. You forget, there are people who don’t get exposure to those things in life.”

Hathaway Brown respectfully invites all alumnae to consider how estate plans can make an impact on generations of girls who are rising boldly to the challenges of our times. To learn more about creating a bequest or communicating the existence of one to HB, please contact Clarke Leslie at cleslie@hb.edu or call 216.320.8799.

Spring 2024 35
Sheena Dee Pauley ‘84

Alumnae Weekend 2024 Schedule

Registration opens March 1st. For a detailed schedule with more information and to register, visit HB.edu/alumnaeweekend or call the Alumnae Office at 216.320.8778.

Friday, May 17th

8:30 Registration for the Class of 1974

8:45 - 9:45 Class of 1974 50th seated brunch

9:45 - 10:45 Class of 1974 3rd Grade Pen Pal Visit

10:45 - 12:00 Class of 1974

IDE A lab tour and activity

11:45 General Registration

12:00 - 1:00 Virtual Alumnae Panel sponsored by the Alumnae Council

12:00 - 3:00 Campus Tours

12:15 - 1:15 Alumnae lunch with Upper School student Strnad Fellows

1:30 - 3:20 Presentations by Upper School students enrolled in the Fellowships in Applied Studies

1:45 - 3:30 Class of 1974 private van tour of ClevelandL imited space

5:00 - 6:30 Brown and Gold Welcome Reception ($25/person)

5:30 - 7:00 Solo Voice Alumnae Cabaret Show

TBD Individual Class partiesde termined and organized by Class Reunion Volunteers

Saturday, May 18th

9:45 Registration and Continental Breakfast

10:00- 11:15 HB Sista Circle: Black Alumnae Affinity Group Breakfast and Panel Discussion

10:00 - 11:15 Campus Tours

10:15 - 11:15 Coffee and Conversation with the Director and Chair of the Fellowships in Global Citizenship and Upper School students

10:15 - 11:15 HB’s Brown and Gold is Going Green! Discussion and tour with the Director of the Fellowships in Sustainability

11:30 - 12:30 S tate of the School and Awards Presentation

12:30 Class Photos

12:30- 2:00 Alumnae Luncheon ($20/person)

5:00 - 7:00 Four-school party held at Hawken Upper School campus ($25/person until May 10th, $30 thereafter)

TBD Individual Class partiesde termined and organized by Class Reunion Volunteers

HB 36

The moment a calculus formula “clicks” for a student, when a reading assignment transcends into a profound life lesson, and when a spark of inspiration in the classroom ignites a lifelong passion – that’s magic.

At HB, magic happens every day – and it is sparked by the teachers, coaches, counselors, and mentors guiding students to raise their voices and grow into women who rise to the challenges of our times.

As an HB alumna, you know magic happens on campus every day!

During Teacher Appreciation Week, May 6-10, commemorate those magic moments by contributing to the Fund for Hathaway Brown. It’s the perfect way to honor the teacher, coach, or mentor who made HB a magical experience for you!

Scan the code to make your gift now, or visit hb.edu/give.

Spring 2024 37

Welcome Home

HB welcomes alumnae home all year long and we hope you will visit soon!

To schedule a visit or a tour, contact the alumnae engagement office at 216.320.8778 or hbsalum@hb.edu.

HB On The Road

We love seeing our Blazers around the country (and world!) and hope to see you soon.

HB 38
Dr. Nancy Wolf ‘73 visited the third graders in December to talk about her early career as a marine biologist. Anna Reighart ’11 visited HB in November 2023. Lissa Thompson ‘57 visiting with Head of School Fran Bisselle. Dr. Bisselle with Sally Anderson ‘66 in Chicago Dr. Bisselle with Elizabeth Lennon ‘81 in Phoenix Dr. Bisselle with Debbie Ford ‘85 in Phoenix Dr. Bisselle with Debbie Errath ‘81 in Scottsdale Gabby Gabriel ‘06 with Upper School Science Teacher Beth Burch. Gabby Gabriel ‘06 visited HB and enjoyed a tour and lunch with the Advancement department. Lauren Van Wagenen Harlow ‘04 and Bridget Falco ‘06 with 7th and 8th grade students traveling to Panama. Olivia Leslie ‘16 presenting on Fintech to students enrolled in the Fellowships in Business & Finance. Class of 1971 in Naples Naples Alumnae Luncheon - February 2024

The Brown Bag is now online!

Grab your Blazer swag by scanning this QR code or by visiting hb.edu/BrownBagShop

Stay Connected

If you are not receiving our monthly Alumnae newsletter, you may have inadvertently opted out of communication or HB may not have your email address! Make sure to stay connected by scanning this QR code with your phone to confirm your information or contact the Alumnae office at hbsalum@hb.edu or by calling 216.320.8778.

And don’t forget to follow us on socials!

Hathaway Brown Alumnae Network - Make sure to add HB to your profile!


Hathaway Brown Alumnae

Spring 2024

May 17 & 18, 2024

May 17 & 18, 2024

All class years welcome, with a special emphasis on reunion years ending in 4 and 9!

All class years welcome, with a special emphasis on reunion years ending in 4 and 9!

To register, visit hb.edu/alumnaeweekend

To register, visit hb.edu/alumnaeweekend Alumnae

19600 North Park Boulevard Shaker Heights, Ohio 44122 12406/4825 Non Profit Org. U.S. Postage PAID Cleveland, Ohio Permit #3439
Alumnae Weekend
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