The Hockaday Magazine Spring 2022

THE HOCKADAY SCHOOL MAGAZINE | SPRING 2022

ALL HANDS IN! The Institute for Social Impact uses the power of engaged, hands-on learning to help students explore their purpose in the world.

Believing Believing in in thethe inherent inherent worth worth and and dignity dignity of of allall people, people, The The Hockaday Hockaday School School is committed, is committed, within within thethe context context of of itsits educational educational mission, mission, to to build build and and maintain maintain anan inclusive inclusive community community that that respects respects thethe diversity diversity of of race, race, ethnicity, ethnicity, national national origin, origin, religion, religion, sexual sexual orientation, orientation, family family composition, composition, socioeconomic socioeconomic status, status, and and talents talents of of itsits members. members.

This This commitment commitment to to diversity diversity and and inclusion inclusion is vital is vital to to educating educating and and inspiring inspiring Hockaday Hockaday students students to to lead lead lives lives of of purpose purpose and and impact impact asas resilient, resilient, confident confident women. women.

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SPRING 2022

FEATURES

The Endowed Distinguished Teacher Program.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Making An Impact Hockaday’s Institute for Social Impact has grown by leaps and bounds. . . . . . . . . . . . . . . . . .

Leading the Way Looking to Hockaday as a model for Social Impact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Profile of a Social Impact Student Zoya Haq (Class of 2023) details her journey through the Institute.. . . . . . . . . . . . . . . . . . . . . . . . .

Empathy and Entrepreneurship in Lower School. . . . . . . . . . . . . . . . . . . . . . . . . .

Science and Social Impact in Middle School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Inspiring Leaders Through Academics Upper School Social Impact Designated Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Telling Our Community’s Stories Spanish in the Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Art and Impact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Hockaday School Announces Next Steps in the Athletics and Wellness Project

by Jessica Epperson ’96, Director of Development and Strategic Initiatives. . . . . . . . . . .

The HPA Benefit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Alumnae Sweetheart Tea.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Meet Hockaday’s Rhodes Scholars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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DEPARTMENTS

5 6 12 16 20 50 89 97

Perspectives On Campus Scoop Zoom Athletics Class Notes Milestones Alumnae Spotlights

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Hockaday Magazine A Publication of The Hockaday School More than a century of individuals involved with the Hockaday community — students, faculty, staff, alumnae, parents, grandparents, and friends — have a positive impact on one another and the world in which we live. Hockaday Magazine, published biannually by The School’s Communications Office, strives to articulate that impact — in the past, in the present, and in planning for the future. The magazine also seeks to highlight the activities of The School and its alumnae, as well as to help define and analyze topics facing our entire community.

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EDITOR

Sara Stoltz Director of Communications PHOTOGRAPHY

Sally Hudspeth ’87 Associate Director of Communications CONTRIBUTORS

Maddie Stout (Class of 2022) Anna Gum (Class of 2022) DESIGNER

Anne Bryant Creative

PERSPECTIVES When I arrived at Hockaday, I was struck by the commitment to service learning.

Not only were our students and faculty dedicated to this work, they were also going above and beyond to create new programs and lead exciting initiatives.

As we developed our strategic plan, The Hockaday Difference, I realized that this was an area where our School could truly produce leaders.

Laura Day and I dreamed big, and out of those conversations, the Institute for Social Impact was formed. I don’t know that I could have predicted the incredible strides we have made in only four years — since its inception, the Institute for Social Impact has grown to include 20 designated Social Impact classes and 27 Social Impact clubs and has a new Assistant Director. More than that, our students and faculty are energized by this work.

We know that what happens outside of the traditional classroom is equally important to a student’s learning, development, and well-being. The Institute serves to create and expand interdisciplinary and personalized learning opportunities to give students the knowledge and tools they need to make a sustainable difference in our world today and in the future.

Through classes, clubs, and initiatives, the Institute allows students to engage with diverse partners, learn from civic leaders, and tackle projects that make a direct impact on the organizations and the people in Dallas and the surrounding community.

Likewise, I am energized by the progressive and thoughtful approach we are taking to help prepare our students to live in a complex world that calls for teamwork and creative problem-solving skills — where classroom discussions with lively, decisive, and respectful exchanges, timely and relevant issues are the norm. Learning is taking place both within and outside the traditional classroom walls, and teachers and visiting Alumnae regularly integrate real-world scenarios into the student experience to help our students realize the potential they have to make an impact in our broader community.

I am thrilled that we are putting the spotlight on our Institute for Social Impact with this issue of the magazine.

As you read, you will learn about the incredible things our students and teachers are doing across all divisions and through co-curricular activities. You will also see how Hockaday is a national leader in Social Impact, which is something I am reminded of every time I speak to my colleagues around the country.

As I look ahead, I am confident that our girls are prepared to make a positive and lasting contribution in our world through the Institute for Social Impact. You only have to look at our Alumnae, who are curious, excited, diligent, bold, and unafraid, with determination in their hearts to make a difference in anything they choose to pursue.

Warmly,

Dr. Karen Warren Coleman Eugene McDermott Head of School Editor’s note: As this edition was going to press, we learned that this will be Dr. Coleman’s last year at Hockaday.

We look forward to reflecting on some of the highlights of the past five years and reporting more about the leadership transition in our next issue.

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ON CAMPUS

HOCKADAY DEBATE EARNS LEADING CHAPTER AWARD The Hockaday Debate team has earned the Leading Chapter Award in the North Texas Longhorns District! This award is based on student participation throughout the year and is the highest honor a school can receive from the National Speech and Debate Association. Only the top school in accumulated members and degrees per district earns this designation each year, and each school must wait five years before being eligible again. Out of more than 3,000 member schools nationwide, Hockaday is one of only 108 to receive this award. The award reflects 777 members and degrees over 12 years.

HOCKADAY TEACHER AT SMITHSONIAN Middle School Science teacher Dr. Jennifer Stimpson, who was named one of 120 IF/THEM STEM Ambassadors in 2019, was part of the Smithsonian’s Women’s History Month celebration in March.

The Smithsonian presented “#IfThenSheCan – The Exhibit,” a collection of 120 statues of women in STEM, where Jennifer Stimpson’s statue is on display.

It is the largest collection of statues of women ever assembled together. The exhibit aims to celebrate the power of women in STEM and inspire girls to look to a career in the field. IF/THEN is part of the efforts of Lyda Hill ’60 and her commitment to fund game-changing advancements in science and nature through Lyda Hill Philanthropies.

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STUDENT COMPLETES SECOND COOKBOOK Leya Glazer (Class of 2025) recently completed her second cookbook, entitled The Worldly Vegetarian.

She studied international cuisine, and her new book, which features recipes from 60 countries, is available on Amazon.

MIDDLE SCHOOL ROBOTICS TEAMS WIN AWARDS The Middle School Robotics team recently competed in two FIRST Lego League North Texas Regional Qualifiers. In the Cleburne competition, Team Transportation Nation (Eighth Graders Tanvi Joshi, Sasha Kitson, Jiajia Li, Maddy Oyakawa, Aadyha Yanamadala, and Emily McLeroy) won first place champions and Daisies On Wheels (Seventh Graders Aiza Ali, Cecilia Chen, Sudha Kodem, Cata Parra, and Naisha Randhar) won second place champions and second place robot performance.

In the Allen competition, Daisy Delivery (Eighth Graders Sena Asom, Deniz Gurun, Melinda Hu, and Yolanda Pan) won second place champions, and Hockatech Inc. (Seventh Graders Miranda Chen, Ruhi Mehta, Aryaa Sachdev, Sofia Salem, and Natalia Salem) won the Break Through award. All four Hockaday teams ranked in the top 20% and are advancing to the North Texas Championship this spring.

RESIDENCE HALL REOPENING This January, we welcomed our current Boarders back to the Residence Hall.

Twenty-five Upper School students are living in the Residence Hall this spring.

Special programming was created by our Residence Life Staff and House Council leaders to help our students transition back to boarding life and connect as a community.

FIVE STUDENTS SELECTED INTO THE TMEA ALL-STATE ENSEMBLES Madeline Chun (Class of 2023), Angelina Dong (Class of 2024), Bridget Qiu (Class of 2024), Riley Yuan (Class of 2023), and Emma Zhao (Class of 2024) were selected into TMEA All-State. High school students selected to perform in the All-State concerts have competed through auditions to qualify at the state level. All-State is the highest honor a Texas music student can receive.

1,875 students are selected through a process that began with over 70,000 students from around the state vying for this honor to perform in one of 18 ensembles.

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SENIOR NAMED AS FINALIST FOR DAVEY O'BRIEN HIGH SCHOOL SCHOLARSHIP AWARD

STUDENTS PARTICIPATE IN MODEL UN Fourteen students traveled to Austin in November to participate in the Central Texas Model UN Conference (CTMUN) at The University of Texas: Haley Coleman (Class of 2022) who was recognized as an Outstanding Delegate, Cassie Diaz (Class of 2022) for Best Position Paper, and Elena Zeballos (Class of 2024) received an Honorable Mention.

The team also participated in the Dallas Area Model UN Conference (DAMUN).

Award recipients include: Kat Nguyen (Class of 2023) – Best Position Paper, Human Rights Council; Sophia Braskamp (Class of 2024) – Best Position Paper, Arab League; Caroline Petrikas (Class of 2023) – Honorable Mention, Arab League; Anisha Sharma (Class of 2024) – Honorable Mention, International Court of Justice; Ananya Sharma (Class of 2022) – Best Delegate, Historical Security Council.

Leena Mehendale (Class of 2022) was named a finalist for the 36th Annual Davey O’Brien High School Scholarship Award. The scholarship, underwritten

by Higginbotham and Simmons Bank, is presented each January to an exceptional senior student-athlete in North Texas.

An All-Southwest Preparatory Conference performer in soccer, cross country, and track, she serves as a team captain in all three sports. In addition, Mehendale is a member of the Sting Dallas soccer club. She is a three-time recipient of the President’s Gold Volunteer Service Award.

She is also the president of the Hockaday Social Impact Board and the founder of run2learn, a nonprofit organization.

MIDDLE SCHOOL POETS ATTEND ANNUAL POETRY SOCIETY OF TEXAS AWARDS CELEBRATION Hockaday Middle School students received 46 awards at the Annual Poetry Society of Texas Awards Celebration 2021.

Congratulations to our budding poets and their English teachers.

Caroline Rich (Class of 2022)

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TPSMEA ALL-STATE BAND, CHOIR, AND ORCHESTRA ENSEMBLES Fourteen Hockaday students were invited to participate in the TPSMEA All-State band, choir, and orchestra ensembles. Selected through a rigorous audition process, they attended a clinic and concert in late January and performed at the Eisemann Center in Richardson on January 29, 2022. Students include: Liya Chen (Class of 2023), Madeline Chun (Class of 2023), Jayna Dave (Class of 2023), Angelina Dong (Class of 2024), Christina Dong (Class of 2024), Sienna Ellis (Class of 2022), Kyulee Kim (Class of 2022), Sidney Kronbach (Class of 2022), Julia Luo (Class of 2022), Laya Ragunathan (Class of 2024), Madeline Sumrow (Class of 2022), Bridget Qiu (Class of 2024), Riley Yuan (Class of 2023), and Emma Zhao (Class of 2024).

A NEW BOAT FOR HOCKADAY ROWING Hockaday Rowing dedicated a new boat this spring; the team nominated and voted to name the boat Ann Elizabeth Hill ’22, which will be affectionately known as The Libby Hill.

“Libby has been a vital member of Hockaday Crew since she joined her sophomore year,” said the team. “She rowed that year and then transitioned to a manager position where she has not only thrived but helped the rest of the rowers thrive through her incredible support.”

As one member stated when declaring why Libby would be the perfect name for the new double, they said “Libby holds this team together and without her, we’d be lost, so we need her to stay, even if it’s only in boat form.”

STUDENTS WIN NEW YORK TIMES WRITING PRIZES Two Upper School students were named runners-up in the 2021 New York Times Student Narrative Contest. Libby Warren (Class of 2023) was recognized for her essay, “El Xbox,” and Melody Tian (Class of 2024) was recognized for her essay, “The Ever-Moving Train.”

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ON CAMPUS

UPPER SCHOOL WELCOMES FEMALE ENTREPRENEURS PE TEACHER WINS AWARD PE teacher Heidi Crone is the recipient of the Society of Health and Physical Educators Dr. Doris R. Corbett-Johnson Leaders for Our Future Award, which recognizes younger members who have demonstrated outstanding potential in scholarship, teaching, and/or professional leadership.

Our Upper School welcomed two incredible young female Dallas-based entrepreneurs for a roundtable discussion about women in business and leadership in January.

The roundtable was moderated by Upper School students Maddie Stout (Class of 2022), Libby Hill (Class of 2022) and Zoya Haq (Class of 2023). Alex (Brosseau) Halbardier ’04 is the Chief Customer Officer and one of the founders of Alto, a Dallas-based ride-hailing startup and the first employee-based and owned fleet ride sharing company in the US. Alex graduated magna cum laude from Princeton University and received an MBA from New York University. Alex is a proud Hockaday Lifer and second-generation Daisy!

Alysa Teichman shares her time between duties as the president of The Wildlike, a new luxury piercing concept she founded, and running business development for Ylang 23, her family’s 35-year-old designer jewelry company. Alysa graduated from Northwestern University and received her MBA from New York University, and is a graduate of Greenhill School.

MIDDLE SCHOOL SPELLING BEE COMPETITION Jenny Chu (Class of 2027) won the challenging Middle School Bee and Carolyn Mitchell (Class of 2027) was the runner-up. Jenny advanced to the Dallas County Private School Spelling Bee. Seventeen Middle School students participated in the final round.

TPSMEA MIDDLE SCHOOL HONOR ORCHESTRA Twelve Middle School Orchestra Daisies performed a successful concert with Texas Private Schools Music Educators Association under the baton of a renowned guest conductor. These talented and diligent young musicians carried on the Hockaday Middle School Orchestra’s 100% success rate of winning playing positions with TPSMEA MSHO each year. Abigail Mau (Class of 2027) served as the Concertmaster and Christine Park (Class of 2027) served as the Principal Cellist of the Honor Orchestra. Other winners include: Callan Fox (Class of 2026), Aimee Hsu (Class of 2026), Sasha Kitson (Class of 2026), Jiajia Li (Class of 2026), Sudha Kodem (Class of 2027), Regan Nguyen (Class of 2027), Jenny Chu (Class of 2027), Jada Rice (Class of 2027), Sophia Zhou (Class of 2028), and Kayla Zhang (Class of 2028).

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UPPER SCHOOL ROBOTICS TEAM RECEIVES AWARDS AT FTC COMPETITION The Upper School Hockaday Robotics team competed in the FIRST FTC qualifier winning first place Motivate, second place Inspire, second place Think, and Finalist Alliance Awards. Team members are: Aishu Anbuchezhiyan (Class of 2023), Yanet Bisrat (Class of 2024), Wendy Cao (Class of 2023), Phoebe Chen (Class of 2024), Sophia Chen (Class of 2024), Siri Cherukuri (Class of 2024), Maggie Coleman (Class of 2024), Savannah Frederikson (Class of 2023), Khushi Gohel (Class of 2025), Shifa Irfan (Class of 2025), Abrea La Grone (Class of 2022), Isa Moreno (Class of 2025), Julia Paek (Class of 2023), Caroline Rich (Class of 2022), Madalena Ritz-Meuret (Class of 2025), Ashna Tambe (Class of 2024), Stella Wrubel (Class of 2024), Tianxin Xie (Class of 2023), Sophia Yung (Class of 2022), and Julia Zhao (Class of 2024).

FOURTH GRADE THANKS HEALTH CENTER STAFF Our Fourth Grade Daisies collected treats for our Health Center staff to thank them for all their hard work, this year and every year!

SPACE CAMP ALUMNA DISCOVERS HER OUT-OF-THIS-WORLD PASSION Sydney Slay (Class of 2023) wrote a column for People Newspapers in January. Reprinted with permission.

I was only in Sixth Grade when I discovered my fascination with space.

I began to look at photos of planets, stars, and galaxies with a new perspective of wonder and admiration.

Space exploration fascinated me, and how impossibly small the world is in the infinite plane of the cosmos utterly astonished me.

I knew that I was passionate about space, but what did that mean for me? At the time, when I thought of an engineer, what immediately came to mind was a brainy man building machines in a factory. An aerospace engineer sounded equally intimidating.

So, as I prepared for my first year at Space Camp after my seventhgrade year, I was terrified not only that I would be one of the only girls there but that everyone would know way more about space than I did.

Upon arrival at the U.S. Space and Rocket Center in Huntsville, Alabama, I pleasantly realized that the camp consisted of almost an equal number of boys and girls, which settled my initial nerves a bit. After spending a week with my fellow “Atlas” teammates, I discovered that all of us were at that camp not because we

already knew a lot about space and space exploration, but to learn about our shared passion, encouraging and challenging each other along the way. Space camp further increased my passion and educated me on the specific options available in a STEM field that I’m passionate about. This STEM (science, technology, engineering, and mathematics) education has allowed me to pursue my passions in a way that seventh-grade me did not even realize existed.

Space Camp has allowed me to hear from astronauts about their journeys into the program and given me added confidence and teamwork to work with my school’s robotics teams.

Our education system must cultivate youth who are genuinely excited, interested, and passionate about the advancement of STEM by providing ample opportunities for STEM education, because true devotion to the advancement of our life on Earth yields breakthroughs in our universe as we know it.

Space camp offered me an insight into furthering my passion in the future by providing me the opportunity to grow my love for STEM. I encourage young students interested in STEM to take the chance on the opportunities that arise because you never know what interest may develop into your true passion.

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SCOOP ADVOCATING FOR SHOPPING SMALL One year later, student still working to support local businesses

By Hanna Zhang (Class of 2022), Copy Editor Published in The Fourcast, February 2022 Encouraging people to step out of the comfort of online and big-box shopping and to move to small business shopping was the biggest challenge Siddhi Bansal (Class of 2022) faced in the early stages of her organization, ShopUnityy. That was the spark that inspired her to begin crafting Instagram posts explaining the importance of shopping locally and to start interviewing small businesses and meeting with their managers.

Bansal founded ShopUnityy in December 2020 with the aim of encouraging the community to shop at small local businesses in the neighborhood, especially those affected by the pandemic.

She created the name from the words “shop” and “community,” the word “unity” signifying the integrity and solidarity among community businesses and conveying the idea of the entire community interweaving to support itself.

“Although many people may not realize this, small businesses are especially important to enriching a city’s economy,” Bansal said. “Not only do they create jobs and contribute to city development, they also play a crucial role in sparking innovation and healthy competition.”

“Even though I’d heard that businesses were failing after hearing from my family friends that they had to shut down their own, I didn’t perceive the severity,” Bansal said. “Over the next few weeks, I researched the role of small businesses in our community and read about their vitality for our economy.

“Learning more about this pervasive problem and the thousands of businesses that had met a fate similar to that of my family friend’s enterprise, I decided to start ShopUnityy.”

As the founder of the organization, Bansal creates Instagram posts about small businesses in the Dallas area, using statistics, facts, and government initiatives to educate the city about shopping small. She also conducts small business tours, where she discusses ground-level issues with business owners and managers to gain more insight into their problems and determine what she can do to help them.

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“Although many people may not realize this, small businesses are especially important to enriching a city’s economy,” Bansal said.

“Not only do they create jobs and contribute to city development, they also play a crucial role in sparking innovation and healthy competition.”

Besides these posts and tours, Bansal has spoken on the “Youth Spotlight with COVID Change Agents” radio show, where she talked about her journey with ShopUnityy, the impact of COVID-19 on small businesses, the effect of current mandates and policies on revenues, as well as ways people can help revive the economy.

She has also been interviewed by a variety of local magazines, including Voyage Dallas Magazine, where she collaborates with the rest of the organization to spread awareness about the vitality of shopping small.

“Having reached over 10,000 people in Dallas, I look forward to creating the large-scale impact I aspired for when I first started ShopUnityy,” Bansal said.

Business leaders from small businesses like Village Burger Bar, Metta Gluten Free, and T-Post have worked with ShopUnityy to spread the word and advertise their products through samples.

After ShopUnityy followed Metta Gluten Free on Instagram, Abha Ahuja, the creator and seller of Metta Gluten Free Flour, reached out to Bansal and requested a shoutout on their page as a small local business. The post for Metta Gluten Free has now reached over 50 likes.

“The brief engagement with ShopUnityy was a good experience,” Ahuja said. “Their objective to support local small businesses is definitely a good cause. I would be happy to collaborate with them again in the future when the opportunity arises.”

Although Bansal is the only one running the organization at the moment, she is working with people in Houston and other states to expand ShopUnityy and recruit members.

“Small businesses are also particularly helpful in providing opportunities to minorities and increasing community health due to the support that local businesses give to other local businesses,” Bansal said. “When I visited some of these businesses again after the tours, I was delighted to see them thriving rather than trying to survive.”

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FACULTY THE ENDOWED DISTINGUISHED TEACHER PROGRAM Hockaday’s incredible faculty are at the center of our School’s legacy of excellence in education. Our teachers place students first and make the Hockaday experience unparalleled. In 2011, the School formally recognized our faculty with the establishment of The Endowed Distinguished Teacher Program, in recognition of faculty excellence. The title of Distinguished Teacher refers both to a position and to qualities of teaching and scholarship.

The purpose of the Distinguished Teacher program is to recognize and reward exemplary teachers, often ones of long-standing tenure, for their life-changing work with students. These teachers’ skills in the classroom, their ability to bring subjects to life, their ongoing research and scholarship, and their impact on their students’ lives make them each deserving of the title.

These endowments reflect the embodiment of our teaching mission and exemplify the School’s traditions. Hockaday is grateful for the generosity of our donors, which allows us to recognize and honor exemplary faculty members who have served Hockaday so admirably and who will help lead us into the future.

Hockaday’s first class of Distinguished Teachers — Diane Glaser (Middle School English), Dr. Beverly Lawson (Upper School Science; Science Department Chair), Ed Long (Upper School Fine Arts; Fine Arts Department Chair), and Steve Kramer (Upper School History; History Department Chair) — have retired and left behind a wonderful and storied legacy of excellence in teaching.

Each newly appointed Distinguished Teacher is appointed for a three-year term, with the option to extend the appointment for an additional two years.

The newly appointed Distinguished Teachers are: BRANDI FINAZZO The Lyda Hill ’60 Distinguished Teacher DARIN JEANS Distinguished Teacher This position was endowed by an anonymous donor.

SUSAN SANDERS-ROSENBERG The Nancy Penn Penson ’41 and John G. Penson Distinguished Teacher in Fine Arts TYMESIA SMAW The Lyda Hill ’60 Distinguished Teacher Upper School Science teacher Brandi Finazzo has been at Hockaday for 15 years teaching Chemistry, AP Biology, and several Honors Biology courses. She earned a Bachelor of Science in Biology from Texas A&M University. “Brandi is an outstanding role model for her students and a selfless contributor to the goals of the School,” said Dr. Barbara Fishel, Dean of Studies.

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“Her enthusiasm, energy, level of preparedness, creativity, ability, and interest in working with others as a member of a team, and general work ethic result in unparalleled lesson plans brilliantly executed in her courses. Over the years she has engaged her students with her natural zest for her subject, her knowledge of that subject, her ability to make it fun and rigorous at the same time, and her genuine interest in every student.”

Brandi received the Ellen Higginbotham Rogers Award for Faculty Excellence in 2019 and previously served as US Form III Dean and on the US Faculty Advisory Committee. In 2019 she partnered with Laura Day, the Executive Director of the Institute for Social Impact, to design an innovative Biology class centered on building empathy, problem-solving, and social impact. Biology, Impact, and the Zoo is a course that allows her to tie in some of the amazing things she loved about Hockaday’s Social Impact program and gives students an opportunity to take their learning outside the walls of Hockaday to help serve the larger community. “I believe her involvement in this class illustrates so much about her, her passion for her subject and her students, her extensive thought and planning, and her commitment to School goals,” said Dr. Fishel.

Darin Jeans has taught Middle School History at Hockaday for 20 years. He earned a Bachelor of Arts in Social Science from the University of Southern California. He teaches Sixth Grade History and is the Middle School History Curriculum Coordinator.

Previously, he taught Seventh Grade History, served on the Middle School Admission Committee, and sponsored Middle School Student Council. Darin received the Ackerman Award for Character Education in 2014.

“Darin Jeans is a master storyteller and historian, whether in his Sixth Grade History classroom or on the road with his family on their history-based vacations,” said retired Head of Middle School Linda Kramer. “He blends his own keen intellect, passion for history, and charisma to challenge his students’ critical thinking skills, to inspire their curiosity about the intricacies and nuances of history, and to encourage them to “live” history for 80 minutes every other day. In his uniquely entertaining manner, Darin sets high standards of performance for his students while engaging myriad teaching strategies to help them achieve those goals.

What I have always appreciated most about Darin as a teacher is his quest to make sure that history is not just a story about the past; it is imperative to him that the girls also utilize this subject for solutions and action in the present and future. In Darin’s classroom, everyone thinks hard, works hard, and laughs hard.

It’s a remarkable learning environment that inspires wonder and passion both about the past and each child’s purpose in the future.”

Tymesia Smaw, Darin Jeans, Brandi Finazzo, and Susan Sanders-Rosenberg

Susan Sanders-Rosenberg has been at Hockaday since 2009.

She is the Chair of the Visual Arts Department and teaches Fifth, Sixth, and Seventh Grade Art. Susan received the Prentiss Grant in 2011 for travel to Madagascar, where she participated in a conservancy program with the AZAFADY organization, a British NGO that has a 360-degree approach that incorporates family planning, health and nutrition education, language instruction, education, conservation, fundraising, improved farming techniques, and construction. She attended Barnard College, Columbia University, graduating with a Bachelor of Arts in Ancient Studies. She holds a Post-Baccalaureate Certificate in Painting from The School of the Art Institute of Chicago and a Master of Fine Art from Meadows School of the Arts at Southern Methodist University.

“Beyond her own incredible talent as an artist, Susan has the admirable ability to nurture creativity, leadership, and empowerment in others — both her students and the faculty she supervises and mentors as Visual Arts Department Chair — in a way that feels safe,” said retired Head of Middle School Linda Kramer. “I have watched her guide her students through intricate visual arts projects using a step-by-step process that focuses on growth and the ‘journey’ rather than an insurmountable endgame.

Susan leads peers in her department in the same way when they meet challenges and obstacles in their teaching and/or careers.

Her approach blends so beautifully with the School’s STEAM initiatives because Susan is energized by the exploratory process, tackling each unique component of a task and weaving those into a stunning work of art. She sees creativity linked with critical thinking as an expression of beauty, both in the eventual artwork and the artist’s spirit. Her eyes and her teaching philosophy truly see the heart and possibilities in the visual arts and her student artists.”

Lower School Primer teacher Tymesia Smaw began her Hockaday career in 1998. She graduated with a Bachelor of Science in Elementary Education from Florida A&M University and a Master of Science from Florida State University in Elementary Education with a certification in Early Childhood Special Education. Tymesia received the Ackerman Award for Faculty Mentoring in the spring of 2018 and the Ellen Higginbotham Rogers Award given by the Hockaday Alumnae Association in 2014. Along with her teaching responsibilities, Tymesia is the Math curriculum co-coordinator for Lower School, a faculty mentor to new Lower School faculty members, and leads the Lower School Sunshine Committee, which supports and boosts faculty/staff morale and spirit in Lower School. Tymesia is equally well known in her role as Director of Hockaday’s Summer Discover Day Camp. For six weeks each summer, Tymesia supports early childhood educators and welcomes three- and four-year-old students across Dallas to attend this beloved summer camp. Many families note their positive experience with Ms. Smaw and camp as their reason to apply to Hockaday.

“Tymesia Smaw has been the rock of Hockaday’s early childhood and Lower School program,” said Head of Lower School Randal Rhodus ’97. “For 22 of her 23 years, Tymesia has been the Primer teacher at Hockaday and has been a leader for this ‘transitional’ year between Kindergarten and First Grade within Dallas-area private schools and beyond. She is not only an expert on child development but also a resource among her peers and for parents on teaching and parenting early-childhood age children. Year after year, parents and students are excited to join the Primer class because Ms. Smaw gets to be their teacher. We are fortunate that Tymesia comes to Hockaday each day to spread joy and love to ‘her girls’ at Hockaday and colleagues each day.”

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ZOOM

The One Hockaday Martin Luther King Jr. Event in January was dedicated to inspiring our community to embrace diverse cultures and ideas as well as reiterating the importance of inclusion and purposeful engagement with each other. Student performances included dance, choir, spoken word, orchestra, and keynote remarks.

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ZOOM

FA L L 2 0 2 1

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The Eighth Grade put on a spectacular performance of “The Music Man JR” in March.

The show marked Middle School Fine Arts teacher Susan Hubbard’s 30th show at Hockaday.

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ATHLETICS

WINTER SPORTS Hockaday’s Winter Sports finished their seasons with a very successful Winter Sports Championships weekend and enjoyed tremendous fan support from parents, faculty, and students.

Our Swimming and Diving team won the SPC championship after winning five of the 12 events at the meet. The 200-yard medley relay team set a School and SPC record, and Brooke Adams (Class of 2022) set a School and SPC record in the 100-yard freestyle.

The Diving team had four top-8 finishes.

SPC Champions Varsity Soccer capped off an amazing season by beating St. John’s in the finals 2–1, after going undefeated throughout SPC play and winning the North Zone.

This is the soccer team’s sixth SPC title since 2005.

The Varsity Basketball team finished their season strong by beating The John Cooper School in the first round of SPC play before losing a tough game to Episcopal High School. They beat St. Andrew’s in their final game to finish in fifth place.

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Laura Day (left) and Laura Laywell (right)

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MAKING AN IMPACT Since its inception in 2018, the Institute for Social Impact has inspired countless students to find their purpose.

In 2017, Executive Director of the Institute for Social Impact and Director William B. Dean Service Learning Program Laura Day noticed that her students seemed overwhelmed and stressed. She had a hard time seeing the value of adding to their academic workload and co-curricular activities with more community service requirements on

EXPLORING PURPOSE The Institute for Social Impact was built on core values that serve as its principles and beliefs, guiding every decision and action.

L EAD ER SH IP We recognize that today’s students have the potential to be leaders, not just in the future, but now.

EM PATHY We seek to understand others and do so by working to abandon our assumptions and participating in honest open dialogue.

C O M M UN IT Y We are committed to supporting all members of our community in reaching their greatest potential.

IN N OVATIO N We keep a pulse on emerging practices and trends and believe in pursuing new creative ideas that have the potential to change the world.

nights and weekends. “I came up with the idea to repurpose what they were already doing inside and outside the classroom,” she said.

“I saw the skills that our kids needed to develop to really be impactful in the world and realized that if kids find a purpose in something they love, it will help them lower their stress and anxiety and support their mental health.”

The Institute for Social Impact was launched in the fall of 2018. Designed as an expansion of the School’s service learning program, the Institute allows students to engage with diverse partners, learn from civic leaders, and make a direct impact on the community around them. Since its inception, it has grown to include 20 designated Social Impact classes and 27 Social Impact clubs, and has a new Assistant Director, Laura Laywell.

“The work we were doing was so big and crossed so many subject areas and grade levels and incorporated everything from Athletics to Fine Arts to Robotics,” said Ms. Day. “It felt like we needed a title that was big enough to hold all of the things our students were doing, which was actually moving the needle on real-world problems. We track data on our programs to make sure they are working and ensure that the things we are doing are developing the skills we want to see. When you call yourself an Institute, it allows the breadth and depth of the work to shine and marks you as a leader. It allows us to share best practices with other schools and to reap the benefits of the innovations we’ve made with our faculty and students.”

The key differences between a traditional community service model and the Institute for Social Impact are found in both the focus of the program and the ways it is integrated throughout the School. “In a lot of schools, the focus is about counting hours after school and on weekends,” said Ms. Day. “There are often one-off activities throughout the year.

Through the Institute, we try to integrate the values and goals of Social Impact through every aspect of our students’ day and build on skills as they get older. Both concepts have value and are helpful to the community, but our approach has really invigorated our students and teachers.”

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Middle and Upper School students led a food drive to collect more than 2,500 pounds of food for North Texas Food Bank’s backpack food program.

A Daisy’s Path Through Social Impact As a Hockaday girl grows and learns, she builds on skills learned through the Institute for Social Impact, which are incorporated into all aspects of her School experience. By the time she graduates, she is ready and inspired to lead a life of purpose and impact.

PreK

Our Community Students learn about our Hockaday community and focus on connecting with and showing kindness to all the different people who help them.

• Meeting and thanking our support staff • Getting to know our Boarding students on a playground playdate • Planting flowers and delivering them

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“I was lucky that my predecessor, Jeanie Laube, established strong relationships in the Dallas community,” said Ms. Day. “The program wasn’t a curricular program or based on student outcomes but was a program rich in community service experience. The program was incredibly meaningful to the numerous Alumnae who participated.”

Through the Institute for Social Impact, Ms. Day has created a longer-term, more connected and more empathetic approach to problem solving. “Social Impact really focuses on students finding their purpose. It’s about making sure that they build skills, knowledge, and relationships, and then use all of those to create systemic change in something that they care about. Research has shown that upon finding a sense of purpose, students experience a decrease in overall anxiety.”

Eugene McDermott Head of School Dr. Karen Warren Coleman said the Institute for Social Impact is a model for the future of service learning. “Serving our community has been part of the student experience at Hockaday for more than a century, and in today’s ever-changing world, teaching our students to collaborate with community partners in order to effect positive social change and improve our community is both paramount in the education of young people and also inextricably connected to Hockaday’s mission. I have been so impressed with how the Institute has grown since its launch in 2018, and my colleagues around the country look to Hockaday as an example of a program that both makes an immediate difference in the world and prepares our graduates to lead lives of purpose and impact.”

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Students designed ceiling tiles to brighten up DISD classrooms.

GOALS AND OUTCOMES Hockaday students work with the Institute for Social Impact from the moment they step on campus. In Lower School, each grade incorporates a theme that they explore through lessons, service activities, and entrepreneurship exercises.

In Middle School, each grade level offers a rigorous course connecting academics to real-world application and problemsolving, and each student has multiple opportunities to develop leadership skills and explore their purpose through various programs throughout the year.

In Upper School, students can choose from a variety of Social Impact designated courses over multiple subject areas and join or start a Social Impact club that focuses on their passion.

Every student is required to complete 15 hours of service per year, but it is not the focus of the work. “We want every girl to be involved in a project that involves all five of the Institute’s outcomes: building empathy, advocacy skills, designing solutions, real world experiences, and exploring purpose.”

Watching students have the opportunity starting in Lower school to explore their purpose and then seeing graduates go off to college with a firm understanding of their purpose is inspiring.

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LAURA DAY, EXECUTIVE DIRECTOR OF THE INSTITUTE FOR SOCIAL IMPACT

FIVE MAJOR OUTCOMES FOR ALL GRADE LEVELS BU I LDI N G EM PATHY ADVO CACY SKI LLS R EAL WORLD EXP ERI ENCES DESI GN I N G S OLUTI ON S EXP LO R I N G P U R P O SE

Kinder/Primer The Elderly

Students learn about ways to connect with the elderly in our community.

• Creating decorations for senior housing centers • Working with Meals on Wheels to create holiday cards • Collecting essential needs items and assembling into bags • PE and Art classes with seniors

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Upper School students can also engage in social impact work through their sport, as each Hockaday team puts on a clinic with a local school or organization during their season. Some teams go further and donate equipment or raise funds for projects.

The Hockaday Varsity Soccer team raised money for each goal scored during the season to fund new equipment for Foster Elementary, and Swimming and Diving ran water safety and fitness clinics at local apartment complexes with pools. Students involved in Performing Arts or Fine Arts can also engage through special classes or performances, mural painting, and more.

“Many students have interests that develop out of the classes or general interests and come by our offices to get support in creating a project that is sustainable in Dallas,” said Ms. Day. Ms. Day and Ms. Laywell monitor the outcomes in skill-building programs to ensure students are building empathy and advocacy.

In Upper School, rubrics assess if students are moving the needle in the five outcomes. The Institute’s outside partners also provide feedback about the impact students have in the community.

“Some organizations share data with us, and some data is public to determine if we’ve created change, for example, in tutoring and third grade reading performance or animal shelter adoptions,” said Ms. Day. Students track their personal Social Impact progress through an app called MobileServe, which logs hours and programs, but also tracks the skills they are developing through their work. Students can upload photos of joyful moments they have experienced through Social Impact. “I find it important to track what we value in students getting from this work,” said Ms. Day “Just tracking hours records the process, but not the skills students are gaining or what they’re giving to the world.”

First Grade Animals

First Graders partner with local organizations, including Operation Kindness, the Dallas Zoo, Joppy Farm, and Canine Companions, to see ways animals affect our daily lives.

REAL-WORLD EXPERIENCES Anya Ahuja (Class of 2025) and Myesa Arora (Class of 2024) started a company called JeeJi-hood after Myesa saw the beautiful fabrics and handcrafted products on a trip to Rajasthan, India.

The two girls decided to start a business focusing on curated products made from textile excess.

“Several of my mother’s Indian friends reached out to ask if there were any avenues to sell or help these rural women who supplement their income by stitching and embroidering,” said Myesa. “We want to keep these women employed and provide them with a platform to showcase their skills. The supplemental income provides these women with the ability to be self-sufficient.

It is our humble attempt to deliver these lovely, handcrafted goods to our local community in order to empower our sisters abroad.

We aim to launch several collections annually and make this an ongoing sustained business.” Photo: [JeeJi Hood]

Second Grade Environment

Our Second Grade students focus on ways to sustain our environment and begin learning about how to start a social enterprise business.

• River cleanup with Trinity River Audubon Center and 12 Hills Nature Center • Preparing the Lower School garden for planting

• Raising chickens from eggs to donate to local farm in a food desert

• Meeting with Frost Bank and Hari Mari about the process of applying for a loan and starting a business

• Learning about therapeutic animals

• Launching a business selling reusable grocery bags, and donating proceeds to environmentally focused organization

• Creating penguin habitats in conjunction with experts from the Dallas Zoo • Collecting items for dog shelters, reading to animals in shelters to reduce anxiety of animals

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Anya Ahuja (Class of 2025) and Myesa Arora (Class of 2024) with their handcrafted bags.

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• Building an air pollution detector and tracking data about carbon emissions at carpool

Premanshi Agarwalla (Class of 2022) is the co-chair of the Student Diversity Board and CEO of new/gen, an international women’s rights organization with a region she started at Hockaday last year. “I’ve gained the ability to empathize with different demographics, whether or not I personally identify with them,” she said. “On the Student Diversity Board, my role as Co-Chair is chiefly to help facilitate conversations on campus relating to cultural identifiers, promoting empathy and productive discourse.

As CEO of new/gen, I provide an outlet for people to share their own ideas and hear others’ perspectives. As my role continues to evolve, I empathize with my growing team and craft creative ways to empower the women on my team.

“Most recently, I decided to shift the way new leadership positions are decided for the coming year. Recognizing that in corporate America promotions aren’t decided based on who has the most eloquent response to a Google Form or who gets the most votes in a company, I decided that new/gen leadership roles shouldn’t be decided that way. Women tend to get paid less and get fewer opportunities because we are taught to be thankful for what we get; we never ask for more. We don’t discuss salaries, making us oblivious to our male counterparts making significantly more money for doing the exact same job. We don’t seek recognition for our value in the workplace. This year, I am encouraging new/gen members to individually reach out to me and explain in their own way why they deserve whatever role they would like to have next year. I know there will be girls who will not reach out that deserve a role — but I would rather them experience loss and regret on a small, more comfortable scale. The only way I’m able to make these decisions and plan for the future in such a way is because Hockaday’s Institute for Social Impact has equipped me with the necessary critical thinking and empathy skills.”

Third Grade Hunger

Third Graders learn about the process of food production and what a food desert is, while figuring out strategies to direct food toward those who need it.

• Learn about UNICEF and participate in a “trick-or-treat for good” to raise money

Zoya Haq (Class of 2023) founded a nonprofit called HiStory Retold, which develops classroom enrichment resources, mobilizes students and teachers on the education policy level, and shares the marginalized stories of underrepresented communities.

“I am so appreciative to the Hockaday Institute of Social Impact for helping me every step of the way,” she said. “I’ve attended Hockaday for most of my life, and it’s easy to take for granted the opportunities that Hockaday creates for its students. The Institute, however, challenges the well-known phenomenon of the “Hockaday bubble” by paving avenues for students to interact with their local community, to learn from new and external sources, and to engage with students not only across Dallas, but also across the country. I’ve had the chance to forge amazing friendships with students from all backgrounds through the Institute’s affiliate programs, which has impacted my personal social impact work in more ways than I can count.”

SOCIAL IMPACT DESIGNATION In order to highlight Hockaday’s Scholarship Cornerstone, the Institute works with teachers to incorporate Social Impact outcomes into the classroom. Teachers can request to create a Social Impact Designated Class, and work with the Institute as well as the Dean of Studies, Dr. Barbara Fishel, and the College Counseling department to build the curriculum. To have the Social Impact designation, courses must meet three of the four pillars (community service, service learning, community engagement, and social entrepreneurship), and actively create opportunities for students to experience outcomes such as increased advocacy skills, real world interactions, and practice designing solutions, exploring purpose, and building empathy. Upper School Social Impact courses are marked with a designation on student transcripts.

Fourth Grade

Community Engagement In Fourth Grade, students build empathy by partnering with homeless shelters, head start programs, and reading groups.

• Learn about homeless shelters and create blankets for children at Jonathan’s Place

• Visit Bonton Farms and Feed My Starving Children to learn about food production and food deserts in Dallas

• Partner with The Inclusion Project to discover different kinds of inclusion, including a two-hour simulation about learning differences and physical disabilities

• Lead and organize a grade-wide food drive to make backpacks for local elementary school partners who are on the waiting list for the weekend food programs

• Visit DISD school, donate books, and read to students. Learn about the purpose of head start programs and the 20-million-word gap

• Social entrepreneurship unit where students create their own business in partnership with an Upper School biology class

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“Social Impact really focuses on students finding their purpose. It is about making sure that our girls build skills, knowledge, and relationships, and then use all of those to create systemic change in something that they care about.”

Sixth Grade Fifth Grade Homelessness

Fifth Graders begin to explore the different facets of homelessness and learning what our city does about homelessness.

After talking through different issues, students begin to think about solutions.

• Connect with CitySquare, a nonprofit offering a comprehensive array of social services that address four key areas related to the persistence of poverty: hunger, health, housing, and hope • Tour Family Gateway, a nonprofit that provides stability and life-changing supportive services to children and families affected by homelessness • Take a World Geography Social Impact Course

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Water

Our Sixth Grade students study issues facing our oceans, rivers, and local water sources, and work on ways to advocate for cleaner water in our community.

• Learn about issues surrounding global access to water • Create advocacy posters for the Hockaday campus about water • Hear from Paper for Water, a local nonprofit that teaches children about the world water crisis, and raises money to fund water wells worldwide • Take an English Social Impact Course

Hockaday’s College Counseling team regularly creates opportunities to connect with undergraduate admission offices both domestically and internationally to discuss the Institute for Social Impact and Hockaday’s Social Impact courses. Admission professionals respond positively to these courses, acknowledging the unique preparation for higher education that stems from the real-world experiences extended through these distinctive learning opportunities. In recent years, college representatives have shared that they value students approaching their course choices and co-curricular activities with authenticity and purpose, and the Institute for Social Impact continues to create opportunities for Hockaday students to do just that.

During the summer, teachers may apply for grants to work with the Institute on building their curriculum. Teachers can also select and attend professional development workshops such as those offered through the National Network of Schools in Partnership. “It has really invigorated teachers and students to see that learning happens in the classroom but has the ability to be applicable to the Dallas community,” said Ms. Day. The classes themselves are among some of the most beloved at Hockaday. Following a Literature of Minorities class trip to T.R. Hoover Center and Bonton Farms, Eleanor Lockhart (Class of 2022) remarked “Today was the most impactful trip I’ve gone on during my time at Hockaday.”

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Last year, we made packets with toothbrushes and snacks, and they had maps for people experiencing homelessness. It was great doing something for people outside of school.

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AVIKA GUTTIGOLI (CLASS OF 2027)

Seventh Grade Food Access

Seventh Graders go deeper into food insecurity in Dallas, and work with local nonprofits to create solutions and learn more.

• Create a human map of food deserts in Dallas • Build windmills in science to power homeless populations’ cell phones • Pack snack bags for DISD after-school programs • Tour CitySquare and learn more about food insecurity • Take a Math and Science Social Impact Course

ALUMNAE PARTNERSHIPS Alumnae play a key role in the Institute. They have helped create curriculum with Laura Day and help co-teach in Upper and Middle School classes. Jennifer Nance Stagnaro ’79 used her background in business to help develop the Breaking the Glass Ceiling: Economics and Social Entrepreneurship class.

After taking the first computer science class taught at Hockaday and graduating with a major in Applied Mathematics from Harvard University, Ms. Stagnaro built a 40-year career in the tech industry bringing innovative technologies to market. She has created and executed marketing strategies for more than 20 venture-funded startups, understanding market needs, identifying target markets and creating integrated marketing campaigns to drive adoption and revenue. She led The Meth Project, a large-scale prevention program aimed at reducing methamphetamine use through public service messaging, public policy, and community outreach targeted at teens, and was a natural choice when Ms. Day was looking for help getting the new Social Impact class off the ground.

“Laura Day reached out to me with the wonderful idea for creating a semester-long course for seniors to help them learn how to create a business with social impact,” said Ms. Stagnaro, who helped build out the curriculum, which includes business plan development, competition, and marketing plans. She introduced the class to the Lean Canvas, a one-page business model format that takes 20 minutes to create, by walking students through nine

Eighth Grade

Community Engagement Eighth Grade students prepare to enter Upper School by focusing on ways to engage deeper in their community.

• Listen to Upper School Social Impact panel • Focus on finding an issue and purpose that is personally meaningful • Take an English Social Impact Course

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My involvement has definitely affected my college choice and career path in the future. I hope to continue working with some of the organizations that I work with now no matter where I go to college!

ELLE CHAVIS (CLASS OF 2023)

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essential questions they need to address to build their business and raise capital. “It’s a proven methodology I’ve used countless times with entrepreneurs and first-time CEOs,” she said.

Ms. Stagnaro continues to collaborate with the class and remains impressed with the innovation. “Hockaday continues to blaze trails that are the envy of other schools,” she said. “The Breaking the Glass Ceiling course provides Hockaday girls with the ability to think about how to identify a market need, produce a solution, collaborate with their peers, put together a business plan to get funding, and introduce them to women who are out in the realworld building businesses. This will help them explore their own passions and interests in a way that is far ahead of most high schoolers. I wish I had been exposed to all these concepts before I had gotten 10 years into my career! The Hockaday girls never cease to impress me. Their depth of thought, their creativity, their communication skills, their enthusiasm, their inquisitiveness, and most importantly, their support of each other.”

Alumnae like Katherine Mathes Bullock ’97 come to campus and speak with the class about their journey through entrepreneurship and give advice on each student’s business plan. “Find a hole in the market and match it with something you’re excited about,” said Ms. Bullock. “You have to have a lot of fails before you figure it out.”

Students also visit local businesses to learn more. "We’ve been incredibly fortunate, as a company, to be a part of the Breaking the Glass Ceiling Class for several years now,” said Lila Stewart, co-founder of Hari Mari, a socially conscious flip flop brand out of Dallas. “When I meet the girls during their field trip, I’m always blown away as to how smart, capable, and eager the students are in wanting to make a positive social impact. Teaching young women how to start a business, about the obstacles and hurdles you will face in becoming an entrepreneur, and instilling in these young ladies the confidence to go out into the world and do just that, is something that these women will take with them for a lifetime.”

Claire Noble ’16 returned to Hockaday this fall to speak to the Social Impact Government class about her experience in public service. “My service experience at Hockaday continues to be the most formative element of my secondary education and my adolescent personal and social development,” said Ms. Noble. “I attended Hockaday before the inception of the Institute for Social Impact, but service learning dominated my life at Hockaday, grounded in the cornerstones of Character and Courtesy. Hockaday’s diversity of service learning opportunities allowed me to witness need and service in many forms. I tutored Gooch Elementary students, visited seniors at Legacy Assisted Living, served meals at Austin Street Shelter, and built homes with Habitat for Humanity.”

She currently serves as a Policy Advisor for the Dallas Mayor and City Council and is the Equity Officer for the City Council. “Service brought me joy, but I grew frustrated by institutional and social barriers that presented consistent challenges to the communities with which I served. While a student at Hockaday, I was regularly reminded of my privilege to attend such an incredible school.

Upper School Students in Upper School engage with the Institute for Social Impact through many entry points. They can take one of the 16 Social Impact Designated Courses, engage with Social Impact through Athletics or Fine Arts, or join one of 33 Social Impact clubs started by students.

Courses with the Social Impact designation directly align with the four pillars of community engagement, community service, service learning, and social entrepreneurship that define the Institute for Social Impact.

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These courses emphasize real-world experiences and outcomes such as strong advocacy skills, increased community interactions, and hands-on practice in designing solutions while exploring purpose and building empathy. Throughout each course, students will complete alternative assessments to evaluate 21st century skills such as empathy, creativity, collaboration, and purpose, as well as measure the overall social impact experienced by our community partners.

Katherine Mathes Bullock ’97 speaks with the Breaking the Glass Ceiling: Economics and Social Entrepreneurship class.

Before “Me Too”: Literature as Protest • Explore novels that concentrate on the empowerment of women and build empathy through shared experiences and storytelling • Form a partnership with Break Bread, Break Borders, a nonprofit whose mission is to promote personal growth in women

Integrated Math III Enriched • Establish a working partnership with Marsh Preparatory Academy, a local public school serving students from predominately low-income families • Recognize that mathematics studied in class is visible all around us • Create “Math Walks” at Marsh Preparatory Academy that merge virtual reality with algebraic concepts

Literature of Minorities

Spanish in the Community

• Explore the powerful works of Black, Muslim, Jewish, Hispanic, and other ethnic, religious, and cultural identities and interrogate the category of “minority”

• Help the Dallas Spanish-speaking community through practicum work in education, geriatrics, and healthcare

• Examine how underrepresented people in a society respond to the dominant power structure through readings

• Analyze and address issues specifically related to healthcare access within the Spanish speaking population

• Move from reading to action and make an impact in the Dallas community through writing op-eds

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Claire Noble ’16 talks to the Social Impact Government class about her experience in public policy.

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In college, I plan to specialize in something along the lines of entrepreneurship, innovation, and social impact. I truly think this synthesis of business and social impact is the future and I am so thankful to have been exposed to it in high school. I have found my purpose and passion.

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PREMANSHI AGARWALLA (CLASS OF 2022)

Statistics

Breaking the Glass Ceiling: Economics and Social Entrepreneurship • Participate in a class based in economic principals and the incubation of a business, and engage in real world learning from co-teachers who are Hockaday Alumnae and industry leaders • Develop and pitch a culminating socially conscious business plan that addresses a current world issue, and compete for funding

• Collaborate and engage in a class where data combined with mathematical ideas transform the way one looks at the world • Address issues of choice through data collection, visualizations, analysis, and interpretation to develop the tools to raise awareness and instill empathy within the individual and the community

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U.S. Government • Identify a local, national, or world issue and draft a bill to create change, applying working knowledge of democracy • Propose mock legislation to local government officials and use their own advocacy skills to take action

“I felt, and still feel, responsible to act on my privileges and experiences to serve others. Through these opportunities, I found fulfillment as a public servant. For that, I owe Hockaday everything. Today, I work daily to address those challenges of inequity identified in our community. I am indebted to my many mentors who inspired continued service.”

Emma Siegel ’17 works as a Teach for America Corps member in North Carolina, and said “Ms. Day taught me the importance of finding what makes you tick, and I found that helping children to learn each and every day is just that.”

“Our Alumnae are invaluable,” said Ms. Day. “They are a sounding board as we grow and look to the future. The Alumnae also consistently check in with me to ensure I am addressing holes that they see before sending students into the real world. They serve as mentors for students who are creating innovative ideas and send opportunities for current students to be involved all around the country.”

THE FUTURE OF SOCIAL IMPACT The Institute for Social Impact has grown immensely since its inception, and it is not finished yet. “I’m most excited about the idea of students being in charge of synthesizing their learning and not adults, teachers, or buildings,” said Ms. Day. “I’m excited to create the building blocks kids need to see the intersection of their personal and academic lives, and that culminates in the students learning to be storytellers, so that they can then share the experience and story of their year.”

“SOCIAL IMPACT REALLY FOCUSES ON STUDENTS FINDING THEIR PURPOSE. IT IS ABOUT MAKING SURE THAT OUR GIRLS BUILD SKILLS, KNOWLEDGE, AND RELATIONSHIPS, AND THEN USE ALL OF THOSE TO CREATE SYSTEMIC CHANGE IN SOMETHING THAT THEY CARE ABOUT.”

Biology, Impact, and the Zoo • Engage in a biology class co-taught with W.T. White High School, a local public high school, and learn the similarities and differences between living organisms • Collaborate and apply design thinking to solve environmental issues in partnership with experts from the Dallas Zoo • Produce a culminating pitch to area industry leaders in a “shark tank” setting that addresses an identified environmental problem and competes for funding

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I am in a business entrepreneurial class in college, and I’m trying to come up with an idea, and it’s just like design thinking.

It reminded me of the zoo class, and how that’s the last time I had to think like this.

MARGARET WOODBURY ’20, BROWN UNIVERSITY

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AP Environmental Science Global Issues • Collaborate in a current events seminar and grapple with major sociopolitical issues facing our world today.

• Raise awareness of contemporary world events and how they impact local communities by identifying and implementing concrete action in the community to help address a global issue

• Analyze the role of food and food systems in our world • Consider how the nature of a particular environment impacts access to food, and identify the food issues currently impacting our community • Engage in a yearlong study focused on creating and implementing change within Dallas’s food issues and environmental projects

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CREATING LEADERS Our communities are facing significant social and environmental challenges.

Through the Institute for Social Impact, Hockaday students are motivated and able to help in meaningful ways.

We are raising leaders and instilling in them an understanding of local and global challenges, a deep sense of ethics, and confidence in their own abilities. The Institute helps our students: • Develop practical skills through real-world experiences • Design solutions to complex social issues • Build advocacy skills

Currently, that storytelling lives in a Form IV Neuroscience class as a culminating project, but Ms. Day hopes it will grow to be a part of every Hockaday student’s experience.

She is also building an “education equity escape room,” which will help Hockaday students as well as the Dallas community learn about education equity.

The Institute allows students to build resilience, gives them the ability to fail and the ability to synthesize multiple concepts, and apply the connections they find to their lives.

“We want to develop the ability for students to learn how to build community, learn about their communities, and be aware of their surroundings as a way to build understanding,” said Ms. Day. “We want them to understand systems within the community and know how to personally get involved in those.

“Even in every one-time volunteer event I’ve participated in, I’ve been encouraged to think about who I am impacting and how my actions are seen from their perspective,” said Ms. Premanshi. “What does this mean to the person who is on the receiving end of my service? That perspective is invaluable and will continue to inspire me in any act of service I do in the future.”

“We hope to become a model for public and private schools around the country for how to do this type of work and be innovative educationally,” said Ms. Day. “Watching students have the opportunity, starting in Lower School, to explore their purpose and then seeing graduates go off to college with a firm understanding of their purpose is inspiring.”

• Cultivate leadership and teamwork • Develop empathy

Infectious Diseases: Microbiology of Public Health

• Build character

• Design and lead a research project on the short- and long-term effectiveness of public health initiatives in partnership with our DISD elementary schools.

Chamber Orchestra • Apply musical knowledge and skills to design and teach a weekly music enrichment course for a local public elementary school without access to music education • Improve school readiness and engagement through music

Neuroscience • Learn the fundamentals of neuroscience through readings of primary scientific literature, in-class discussions of these readings, and hands-on laboratories such as a sheep brain dissection.

• Complete a synthesis project while creating an impact on the greater community and walk away with a deeper understanding of what makes us human

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• Analyze data and identify solutions to improve students’ access to healthcare and wellness

Advanced Art students toured Deep Ellum to glean inspiration for their North Dallas Shared Ministries mural project.

Hockaday Theater Company: Drama Advanced Studio Art

• Perform and teach the art of drama and storytelling at a local public elementary school without access to performing arts

• Develop visual literacy and design concepts that foster connections across the community

• Decrease the standardized testing gap by exposing students to language and theater terminology

Biology: More Than Just D.I.R.T.T. (Doing Independent Research Today and Tomorrow) • Help find solutions to the global problem of antibiotics that are no longer effective • Contribute to The Small World Initiative (SWI) program to find and isolate bacteria from soil that produce new types of antibiotics • Educate our local community on what we can do to reduce antibiotic-resistant bacteria

• Engage in projects to consider how artwork can be used with purpose to foster critical consciousness, community engagement, and social impact

“

Art generates strong emotion, expresses ideas and abstract concepts, and brings color to an environment in ways that other forms of social impact cannot. It changes the way people feel about spaces or ideas and allows people to relate to the unknown by forging connections.

”

MEERA THAMARAN (CLASS OF 2023) AND AISHWARYA CHANDRASEKARAN (CLASS OF 2023)

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LEADING THE WAY Looking to Hockaday as a model for Social Impact In March 2020, Executive Director of the Institute for Social Impact Laura Day was contacted by Close Up, a nonprofit and non-partisan national organization that runs programs in Washington, DC that provides participants with a stronger understanding of government institutions, history and current issues, and their roles as citizens. “I told her we could partner together to build an online program to bring middle and high school kids together and talk about issues impacting them and learn how to have civil discourse around topics that can be hard,” said Ms. Day. “It was a way to give kids control at a time during the pandemic when they didn’t have control and connection.”

The initial program was called Impact 2020, and from there, Ms. Day launched Empowering Girls Voices, which focused on uniting girls to have a collective voice and make an impact.

The program now has 1,500 participants from around the country and has grown to include a summer program in Washington, DC in conjunction with Stanford University. Over the past few years, Hockaday has more than 100 girls involved with Empowering Girls Voices. “Some of the girls have gone onto be a part of the national groups that they started, some have continued the issues they care about and bring them to the Social Impact classes at Hockaday, some have taken their projects and started Social Impact Programs,” said Ms. Day.

“The Hockaday Institute for Social Impact is an important pillar in our community, educating students today in the ways they can lead now and inspiring them to do so in the future, no matter their professions,” said Jennifer Sampson, McDermottTempleton President and CEO of United Way. Close Up also works collaboratively with the National Coalition of Girls’ Schools, the leading advocate for girls’ schools, connecting and collaborating globally with individuals, schools, and organizations dedicated to educating and empowering girls.

Five years ago, Ms. Day started United to Lead, a program that brings together local public and private high school students from area private schools and DISD schools. “The hope is that these students would be equals partnering to solve any education issues they wanted to tackle as a group,” said Ms. Day. “They learn advocacy skills and bring unique perspectives to create change in a more inclusive way.”

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United to Learn is now a separate nonprofit with more than 400 students, and its network includes more than 75 community partners, 49 DISD schools, faith-based organizations and businesses that work together to accelerate student achievement, develop purposeful leaders, and create a united and thriving community. In the summer, students come together for a weeklong immersive opportunity gap program where they learn about issues Dallas is facing, and they brainstorm and design solutions together. “There is power and equity about bringing kids together around common problems. It was a nice way to build relationships and develop a more powerful voice as a united group, said Ms. Day.” Locally, Hockaday works with community partners, including United Way. “The Hockaday Institute for Social Impact is an important pillar in our community, educating students today in the ways they can lead now and inspiring them to do so in the future, no matter their professions,” said Jennifer Sampson, McDermott-Templeton President and CEO of United Way. “Students have the opportunity to pursue ideas that change the way our communities work — for the better. And they come to know many widely differing communities that make up our larger one of North Texas. At United Way of Metropolitan Dallas, we are proud to partner with generous, passionate, and committed Hockaday teens through their work with Teens United. These young people work hard to support significant community initiatives throughout the Dallas area, including creating and funding a special award for social entrepreneurs competing in United Way’s Pitch competition.”

Schools across the country look to Hockaday as a model for the future. Ms. Day has run workshops, training sessions, and webinars to help other schools build comprehensive integrated Social Impact programs and support them on their journey.

Ms. Day’s workshops include: Designing and Implementing a Community Engagement Program, Integrating Social Impact Into the Curriculum, and How to Pivot Programming During the Time of Covid. “A handful of schools around the country have replicated our Institute for Social Impact at their schools and continue to learn from our outcomes and practices,” said Ms. Day. To date, she has worked with more than 125 private schools around the country including The Spence School in New York; Phillips Academy Andover and Milton Academy in Massachusetts; Phillips Exeter Academy in New Hampshire, Andover, and The Harpeth Hall School in Tennessee. “The work of the Institute for Social Impact at Hockaday School is inspirational and serves as a model for schools from across the country,” said Todd Bland, Head of School, Milton Academy and Chair of Board, National Network of Schools in Partnership. “Their commitment to provide girls with experiences that connect what they are learning in the classroom to the world around them allows all Hockaday students to consider the many ways they can have an impact in their communities.”

PROFILE OF A SOCIAL IMPACT STUDENT Zoya Haq (Class of 2023) was recently named an Ashoka Young Changemaker, and details her journey through Social Impact at Hockaday.

My first experience with the Institute for Social Impact was in Eighth Grade. As part of Eighth Grade Transition Day, a group of community-minded Upper Schoolers visited our class and discussed their experiences with Hockaday-based Social Impact.

I remember feeling immediately inspired; these girls seemed to have accomplished so much, and I found myself counting down the days until I could start my own high school journey. That day, I made a mental note to try and incorporate the impact work I was doing outside of School into the Institute during my freshman year.

My first week of high school, I did just that — I visited Ms. Day, talked to her about a project I was working on, and immediately felt the empowering embrace of the Hockaday Institute.

I developed a close relationship with the Institute my freshman year. That year, I worked closely with Ms. Day and her Dallasarea partners to scale a project that I was working on to sell and donate books, and the mentorship I received helped me to scale my project to multiple local area schools. The summer before my sophomore year, I attended a CloseUp program — one of the Institute’s partners — called IMPACT, where I got the chance to develop and scale my project, HiStory Retold. That winter, I participated in another CloseUp program where I worked with a team to address high recidivism rates in prisons. When I took U.S. Government (a Social Impact Designated Class) that spring, I took the lessons learned from my winter CloseUp program and worked on a research paper that explored the intersection between legislation and prison recidivism. As a part of my capstone project in the class, I reached out to local legislators to encourage the passing of “Ban the Box” laws in Texas.

“Through my work with the Institute, I’ve discovered the power of my voice to make concrete change.”

That class has been my favorite Social Impact class so far.

The intersection between government and social impact is one that intrigues me — legislation, after all, is integral to systemic transformation. In Government, we explored this intersection firsthand by taking action on policy issues that connected to our passions. I truly believe that this class imbued necessary and important skills into all students who took it — it showed them that, no matter how young you are, you can stand up for change.

Through my work with the Institute, I’ve discovered the power of my voice to make concrete change. I came into high school as a shy kid. I had never been told that my ideas could make an impact.

But through my work with the Institute and with Ms. Day, I was treated like an equal, like someone whose opinion had value.

I connected with people in Dallas who could actually help me to transform my ideas into reality — and who didn’t see my age as a barrier to my potential. My work with the Institute helped me to build confidence not only in myself, but in what I put forth into the world: my work, my thoughts, and my actions.

My work has taught me how to think critically about social issues, how to delegate leadership, and how to deal with rejection.

Scaling a project like HiStory Retold requires the support of external partners and national affiliates. Every week, I send about five blind emails to potential supporters. Maybe three lead to a conversation, and even fewer end up blossoming into a true partnership. I’ve learned that rejection is a necessary part of success. Re-evaluating the way that I view rejection has revolutionized the way that I approach my work.

Last summer, I stumbled across the Ashoka Young Changemakers program. Struck by how much I resonated with Ashoka’s values — creating a Changemaker world, valuing stories, and empowering communities — I decided to apply for the program in May of 2021. The selection process culminated in a panel interview this November, where I got the chance to discuss my change-making pitch with a wide range of pioneering changemakers on Ashoka’s senior staff. I was so excited to find out two weeks later that I had been selected as an Ashoka Young Changemaker.

I have the privilege of joining 10 other Americans in becoming a part of Ashoka’s global 2021 cohort. Over the course of the next few years and beyond, I will collaborate with Ashoka’s partner organizations, learn from young pioneers, scale my project both nationally and globally, and work to create an “Everyone a Changemaker” world. I cannot wait to embark on this journey, and I am so appreciative of the Hockaday Institute of Social Impact for helping me every step of the way.

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The Third Grade Giving Garden donated the cilantro and cabbage they grew to the North Texas Food Bank.

EMPATHY AND ENTREPRENEURSHIP IN LOWER SCHOOL Taylor Miller’s Third Grade Social Studies classroom is a place where the Lower School Social Impact concepts that begin in PreK start to take hold. “This work is paramount at every age, but Third Grade is a pivotal time where the girls are truly starting to understand that not only can they make a difference, they are in an environment where they also have the tools and support to make their community, and world, a better place,” said Mrs. Miller. “We empower the girls to believe they can achieve anything, and that limitless potential authentically shines through when they see the impact they are having on the community. Whether that’s supporting local food drives or raising money to provide PPE to kids all over the world, they are making a difference.”

ADVOCACY IN ACTION Third Grader Campbell Lodes noticed that there weren’t enough recycling bins by the Lower School, where she eats lunch outside. She put her idea into the Third Grade suggestion box, and spoke to the entire grade, along with our Chief Operations Officer Joan Guzman and Director of Facilities Ed Rys to present her request, which resulted in more recycling bins for Lower School.

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Her goals include cultivating empathy and creating true, lifelong commitment that leads the girls to act, improving their community and world. She uses Social Studies concepts and lessons as a springboard to expose the girls to diverse ways of life, unique and changing community needs, and studying people who have, and are, doing this important work.

Third Graders focus on hunger, and Mrs. Miller has created innovative ways to tie in the Social Impact goals and outcomes to her curriculum. In addition to larger, off-campus involvement, such as volunteering at Bonton Farms or filling packs at Feed My Starving Children, Mrs. Miller has been intentional about authentically integrating Social Impact directly into lessons that correspond to general Third Grade topics. This fall, girls practiced their map skills by reading a food desert map and then writing and sharing their report with classmates, educating others about food deserts, identifying where they are in our community, and suggesting ways to help. “Not only did they practice how to read a map, they learned persuasive research writing skills, and sharpened their presentation skills, all while learning about a serious need within the community and sharing ways to help,” said Mrs. Miller.

Anything the girls can physically help with sparks joy in the classroom. “They love anything hands-on where they see their efforts helping others. They also love interacting with the older Hockaday students, and anytime they can visit or Zoom with an Upper School class or student about a Social Impact initiative is exciting,” said Mrs. Miller.

Mrs. Miller has loved partnering with Ms. Day and Ms. Laywell, who have been integral in growing Social Impact within her curriculum. “Their insight and knowledge about what specific organizations currently need our help and attention is how we are able to create authentic activities and lessons,” she said.

“Sometimes it’s them coming to us with opportunities and ideas that we integrate into the curriculum. Other times, it’s us going to them with academic concepts we’re currently working on, and they cultivate material and Social Impact programming. They are quick to connect us with Middle and Upper School students who are also engaging in similar work; collaborating with older Hockaday students and seeing how they are making a difference in the community is so inspiring for the girls.”

During the month of October, Third Grade students participated in Trick-or-Treat for UNICEF, helping to raise awareness and money to provide COVID vaccines and PPE to families. After the girls finished collecting donations, they had fun counting them in Math class and collected more $900 to help UNICEF. This spring, Olivia Park (Class of 2023) visited with the Third Grade to explain how she started a food bank at Marcus Elementary, and the girls organized a food drive and created snack bags to stock the food bank.

“The depth of what Mrs. Miller has integrated into the curriculum has made her students take their learning to real world application and innovation,” said Laura Day, Executive Director of the Institute for Social Impact. “She has equipped her students to own their learning and inspired the girls to pursue their passions outside of the classroom using the skills they learn in her classroom.”

“The girls have blown us away by how invested they have become in Social Impact issues presented in the classroom,” said Mrs. Miller. “They have taken such initiative in putting action behind the lessons, both inside and outside of the classroom. The amount of empathy these girls possess is astounding, and even more so to see them acting on it to further enrich and help the lives of others is wonderful.”

The end of the year Third Grade Entrepreneurship unit, in which the girls create a business centered around a need they see within the community, is one of the most meaningful projects the girls work on in Social Studies. Not only is the business itself driven from Social Impact, they are also required to identify ways their company will give back to the community, all while learning business skills as young entrepreneurs. This year, Mrs. Miller’s students are excited to partner with Upper School students in Mrs. Finazzo’s Biology and the Zoo class, who are also engaging in a similar project and culminating Shark Tank experience.

The Upper School girls will work as mentors throughout their brainstorming and designing phases, and as audience members when they have their pitch day. “Lessons like this, where all disciplines come together with Social Impact at the core, is what we continue to strive for as we grow Social Impact in Third Grade,” said Mrs. Miller.

“Her personal passion for this work is contagious and important for teachers to see and follow the feeling they have,” said Ms. Day. “When a teacher models living a life of purpose and impact, it’s a wonderful thing to show other teachers. She uses Social Impact to increase the rigor and application of concepts in the classroom, which deepens the impact and joy in her classroom.”

PENGUIN POWER After hearing about the threats facing endangered African penguins — and Dallas Zoo's efforts to save them in the wild through the artificial nesting project — First and Fourth Graders got to work on their own projects to inspire and educate others about these topics. The First Grade students crafted educational posters to illustrate the challenges that penguins face in the wild due to loss of nesting habitats; the Fourth Graders designed and built their very own artificial nest prototypes that they presented at an exhibition.

Both classes had the opportunity to meet via Zoom with people at the Dallas Zoo who work with South African penguins in Dallas, but also work with a group of penguin experts in South Africa. They were able to hear from and ask questions of experts about the problem and about some of the unique challenges faced by the South African penguin. Several of the penguin experts from the Dallas Zoo attended the Penguin Nest Collaboration Exhibition in February in Lower School.

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SCIENCE AND SOCIAL IMPACT IN MIDDLE SCHOOL One of the innovative aspects of the Institute for Social Impact is the opportunity it creates for students to build connections between their academics and the local and global community.

Students apply their academics in local and global contexts through identifying challenges and designing solutions, and can see how their academics apply to their own lives and the real world around them in meaningful ways. “Our Daisies recognize their capacity to identify problems and use Design Thinking to work to solve them,” said Head of Middle School Nicole Christenson. “They are learning to be powerful agents of compassion and empathy.”

This challenge is connected to the Seventh Grade curriculum involving wind power, and their Social Impact theme of food insecurity.

“We are challenging students with two questions — how might we understand and improve homeless and low-income individuals’ access to technology, and how might we increase sustainable food access and affordability for homeless and low-income populations?” said Laura Day, Executive Director of the Institute for Social Impact.

First, students will use their academic knowledge to design and build wind-powered cell phone chargers for the community at CitySquare in Dallas, a nonprofit that offers a comprehensive array of social services that address four key areas related to the persistence of poverty: hunger, health, housing, and hope.

Then, students will go to CitySquare in Dallas to build empathy around their grade level theme, food insecurity, through a tour, volunteering at the food pantry there, and eating at the CitySquare Café.

While at CitySquare, residents will provide the students with feedback about their wind-powered chargers. Students will take that feedback and experience back to Hockaday with them to engage in an impact-a-thon that afternoon. Students will work in groups to develop solutions to the two questions

In Seventh Grade, the Institute for Social Impact is repurposing an entire day to help students understand how to apply the five Social Impact outcomes — building empathy, advocacy skills, designing solutions, real world experiences, and finding purpose.

Students use all of the information they gain on that day in the Dallas community to create a solution to a problem by way of an “impact-a-thon,” which is like a hackathon, and will have a certain amount of time to create new solutions to an existing problem.

“Learning is exciting when you are experiencing it like a chooseyour-own adventure,” said Ms. Day. “Giving students a challenge and then using curriculum and real-world field trips to help build empathy and solve the problems deepens learning. The students are already learning about wind power, and reading The Boy Who Harnessed the Wind in English class, so taking those concepts and applying them to a real-world solution in Dallas works well.”

MIDDLE SCHOOL OPPORTUNITIES Beyond class themes and projects, Middle School students can engage with the Institute for Social Impact in many ways. This year, Close Up and the National Coalition of Girls’ Schools will bring together Middle School students, including Hockaday girls, from around the world to build inclusive communities, develop the skills needed for active citizenship, and learn from the stories, the successes, and the setbacks of other young changemakers. Seventh and Eighth Graders can join the Social Impact Club, where they engage in Design Thinking to build leadership skills and create impact within the Hockaday and greater community. Fifth through Eighth Grade students are part of Social Impact Leaders, and attend four sessions throughout the year designed to build leadership skills in students and help them meet the five outcomes of the Institute for Social Impact.

Social Impact Changemakers are Fifth through Eighth Grade students grade students who attend three sessions focused on introducing students to social impact opportunities connected to their grade level theme.

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Julia Weisman (Class of 2022), Olivia Garcia (Class of 2022), and Sydney Kronbach (Class of 2022).

Brie Johnson (Class of 2023) and London Rhodus (Class of 2023).

INSPIRING LEADERS THROUGH ACADEMICS Upper School students are taking the next steps toward leading lives of purpose and impact through our Designated Social Impact Courses

BREAKING THE GLASS CEILING: ECONOMICS AND SOCIAL ENTREPRENEURSHIP Julia Weisman, Olivia Garcia, and Sydney Kronbach In our Social Impact class, we were unsure of what problem we wanted our business to address. All three of us were interested in mental health, specifically the lack of resources available to the younger generation. As we continued our research, we realized that the issue not only lies in mental healthcare but in all healthcare. Additionally, many college students are in an area unfamiliar to them and away from their parents. They are having to adjust to this new environment while simultaneously managing coursework and a social life. Getting sick should not be an added stress to their busy lives.

To combat this issue, we designed an app, “College Care,” which links college students to physicians in their area. Our design concept for the app stemmed from Tinder. In the app, one can “swipe to the RIGHT” to match with a doctor that is located near them and covers their exact insurance — streamlining the doctor-finding process. We included a calendar to keep track of appointments, a map to give directions to the office, and a direct messaging service that would make contacting your doctor quick and easy.

Our marketing strategy includes social media posts and publishing on college websites. Once users are on the app, we will be able to make money from advertisers that want access to our college-age demographic, as well as doctors who would like to pay to be featured. This would allow us to cover our fixed costs of building the app and reaching out to doctors and colleges, and our variable costs of advertising the app.

BIOLOGY, IMPACT AND THE ZOO Brie Johnson and London Rhodus At first, we wanted to solve the ivory trade crisis surrounding elephants. However, after some preliminary research, we learned that many major coffee corporations are killing elephants and destroying their habitats through their coffee farms. We drink coffee every morning, and we were shocked to learn our daily caffeine boost might be hurting our favorite animals.

Throughout the past few months, we have continued to finalize our research and now we are beginning our brainstorming process. We learned so much through the empathy-building process, giving us the opportunity to meet with coffee professionals and elephant experts from the zoo. From learning how coffee transforms from the bean to the tasty drink that so many people love, to how elephant migration patterns work, we created a solid foundation for our project.

We most recently came up with some solutions to our issue, and we are really excited to develop our elephant-friendly coffee brand. Coming up with our solutions was a high-energy and very exciting experience. Using the design thinking process, we came up with really big and crazy ideas! With imaginative prompts like “How could you solve your problem with one million dollars?” we created the initial ideas for our problem.

None of this would have been possible, however, without our “how might we” statement. Our statement was the foundation for our big idea: how might we make saving elephants as necessary as getting your daily dose of caffeine? We look forward to the rest of this process, and we even hope to continue our project long after zoo class is over. So far this has been a life-changing experience, and we know we will take the skills we learn in the classroom into our futures.

NEUROSCIENCE Anna Gum and Catherine Goglia What determines your ethical beliefs? This question propelled my thought process this fall and evolved into my 2021 Neuroscience Synthesis Project. Between my Philosophy in the 21st Century and Literature classes, ethics seemed to be a common thread appearing across my first semester as a Hockaday senior.

The topics covered in those classes began to pop up in my daily life, and I started to see how many different inputs influence my own ethical views. From my Athletic teams to Spanish class, to the music I listen to, I am constantly receiving information supporting different systems of ethics.

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Anna Gum (Class of 2022)

Catherine Goglia (Class of 2022); Scan this code to view Catherine’s video presentation.

Integrating individual research on the neurological processes connected to moral decision-making and social cognition, I dedicated my synthesis project to understanding what my ethical beliefs are, why they are what they are, and how they impact my behavior. I presented my connections through a collage, filling a silhouette with images representing areas of my life that impact my ethics. I hoped to portray the idea that we are all collections of fragments of our surroundings. This idea, with the help of Ms. Day and Dr. Croft, led me to the realization of why my project matters: brain plasticity. We have the power to rewire and change the neuropathways in our brains, which means the people and ideas we surround ourselves with impact who we become. My project opened my eyes to the power of evaluating the external messages I am receiving and, more importantly, how they influence my views and actions.

deeper into what makes an enjoyable curious community in a more scientific sense. Tracking different “lightbulb” moments from my life and those around me, certain ingredients helped in a recipe for curious success. Having people who were excited about the subject and invested in your individual future proved to be essential. You want those joyous emotions involved in learning because they create stronger memories. Stronger memories help you learn. If you love the feeling of learning, you will keep at it.

My hope is that each of my Hockaday classmates finds that passion that makes them radiate with love and curiosity, and then keeps up that passion to pass it on to the people behind us.

Hockaday is great because there exist so many teachers who either have an indisputable passion for teaching or the subject they teach. That passion is infectious. It has become one of the core things I look for in the students and professors of each of my potential colleges. I want to be around people who love to learn. And sometimes I take that for granted within the Hockaday community.

I focused on the intersection of light, community, and education.

It fascinates me how learning works: what keeps people engaged and invested in their peers or their subjects. I wanted to dive

SOCIAL IMPACT AND THE WRITING CENTER Hockaday’s Writing Center, which launched in 2019, helps students become effective critical thinkers, analytical writers, and persuasive communicators so they are prepared for the writing demands of all academic disciplines and of life.

Lisa Fisher, Writing Center Director, has been working with the Institute of Social Impact to expand the reach of the Center beyond Hockaday.

“Sharing our passion for writing with the community outside of Hockaday aligns with the Writing Center’s purpose of encouraging an appreciation of writing as a skill and way of learning for everyone,” she said.

The Writing Center began partnering with the Institute for Social Impact last year through a mentorship program with Foster Elementary School. “I work with a fifth grader to develop his writing skills,” said Libby Warren (Class of 2023). “Every Monday, we discuss pillars of storytelling such as character development, plot, and setting. No matter our neighborhood, age, or background, each of us has an innate love for storytelling.”

Writing Center Interns are working with Brighter, a magazine for women affected by cancer. Writing Interns meet regularly with founder Helen Bowles to plan, write, and edit various writing projects. “My experience with Brighter has taught me how to empower others and myself,” said Warren.

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TELLING OUR COMMUNITY’S STORIES Spanish in the Community

Samantha Krasne’s Upper School Social Impact Spanish class, “Spanish in the Community,” helps students leave the comfort of their classroom and engage with the Dallas community.

The course builds connections between people of different ages and creates a more just and compassionate world.

Students participate in conversations in Spanish with employees from Hockaday, children from local schools, and owners of businesses in West Dallas.

“Everyone has a story to tell and every story matters,” said Krasne.

The class is modeled on StoryCorp, an independently funded organization that started in 2003 in a story booth in Grand Central Terminal in New York City. Conversations were archived in the Library of Congress, and more than half a million people have recorded their stories since then.

Beyond using the girls’ Spanish language skills, these conversations help students develop empathy and compassion, be creative, collaborate, and connect with people outside of their community. Recently, the class interviewed Hockaday employees.

Below is an excerpt from an interview with José Sanchez, a member of Hockaday’s Maintenance team.

¿Cómo era su infancia?

Mi infancia fue muy bonita. La razón es porque yo nací en un pueblo muy pequeño. Es como tres mil personas donde todos acostumbramos a jugar con nuestros vecinos, diferentes tipos de juegos. No sé si ustedes hayan escuchado uno que se llama Bebeleche, béisbol, fútbol, de todo, a las escondidas, o en algunos lugares, le dicen los encantados, pero era muy divertido porque nos reunimos todos los del vecindario para poder jugar. Salimos de la escuela y estábamos ansiosos todos para poder jugar, cada día era algo diferente. Además, nos gustaba ir al campo, a cazar animales, nos íbamos también a montar a caballos, era parte de nuestra infancia, jugar y vernos envueltos en cada una de esas cosas.

Class members interview members of Hockaday’s staff in Spanish.

In addition, we liked going to the countryside, hunting animals, riding horses, it was part of our childhood, playing and getting involved in each of those things.

¿Quién ha sido la mayor influencia en tu vida? ¿Qué lecciones enseñó a esa persona o esas personas?

Bueno, uno de ellos sería mi abuelo que nos enseñó todo, a poder, muchos principios, muchos valores, básicamente en lo que soy se lo debo a él y ha influido mucho a pesar de que ya falleció.

Siempre tengo ese recuerdo de él. Siempre tengo sus enseñanzas y siempre en cada momento me recuerdo nunca se lo … porque él me enseñó a saber estar. Y este siempre lo llevo en mi corazón y en mi mente.

Who has been the biggest influence in your life?

What lessons did that person or people teach?

Well, one of them would be my grandfather who taught us everything, to power, many principles, many values, basically the way I am I owe to him, and he has influenced me a lot despite that he already passed away. I always have that memory of him.

I always have his teachings and always at every moment I never remember him … because he taught me to know how to be.

And I always carry this in my heart and mind.

¿Qué tradiciones ha transmitido a su familia?

La mayoría. La mayoría todo es … Tratamos, no es fácil pero estamos siempre. El Día de muertos es muy fuerte. En Navidad lo celebramos de una manera diferente. Por ejemplo, el día de Reyes, no sé si ustedes lo han escuchado, el seis de enero, siempre tenemos que tener una rosca y también se les ofrecemos regalos a los niños. Es algo muy padre porque es algo en el cual tienes que..tienes con tu familia disfrutamos. Y siempre ha sido muy tradicional. Siempre es algo que se hace. Y estamos ansiosos por hacer algo.

What was your childhood like?

What traditions have you passed on in your family?

My childhood was very nice. The reason is because I was born in a very small town. It’s like three thousand people where we all get used to playing with our neighbors, different types of games. I don’t know if you have heard of one called hopscotch, baseball, football, hide and seek, or in some places, they call it differently, but it was so much fun because we met everyone in the neighborhood to be able to play. We got out of school and were anxious to be able to play, every day it was something different.

Most. Most everything is … we try, it is not easy, but we are always here. Day of the Dead is very strong. At Christmas we celebrate it in a different way. For example, on Three Kings Day, I do not know if you have heard it, on January 6, we always have to have a Three King’s cake and we also offer gifts to children. It’s very cool because it’s something you have with your family. We enjoyed it.

And it has always been very traditional. It is always something that is done. And we’re eager to do something.

S P RFIANLGL 2 0 2 21

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ART AND IMPACT “The arts are such an integral part of our society,” said Charlsie Griffiths ’98, Hockaday’s Director of Orchestral Studies. “We are educating students for careers that do not even exist yet. Arts assist with creative thinking, problem-solving, and some of the softer skills that are important in all fields. By introducing and cultivating the arts in our community, we are setting up not only our students but all students, for a brighter future.”

With that in mind, many Fine Arts classes across divisions have teamed up with the Institute for Social Impact to integrate elements of social responsibility and an element of sharing talents and time with other communities. The Dance, Orchestra, and Theater programs have all teamed up with local elementary schools and senior living communities to bring the joy of performance to schools. Students from other elementary schools are brought to Hockaday for performances, and ensembles go into schools to perform. Besides the performances, the Upper School Fine Arts groups also teach or demonstrate educational experiences to younger students.

“Arts programs are often the first to be cut in public schools and community spaces, so it is imperative that those of us who have access to the creative and fine arts share with as many people as possible as often as possible,” said Emily Gray, Performing Arts Chair. “More often than not students who participate in arts programs stay in school longer and have higher test scores, and demonstrably improved mental health.”

The Fine Arts Board, which is student-run, has partnered with the Institute for Social Impact to create a food pantry at Marcus Elementary School. The students cleaned, repaired, and decorated a purposeful space and then problem-solved how to fill it with food. Over the past two years, Performing Arts events such as Leap into Lunchtime concerts, the Upper School musical, Upper School Coffee House, and the fall play all requested food donations as part of the ticket price. The Middle School Bazaar donated its entire proceeds last year to fill the pantry. Visual Arts US students ran the pantry all summer to help address food insecurity in that community.

Daisy Company, Hockaday’s Introduction to Drama class, has created a curriculum for Fifth Grade students to teach drama skills, language, and storytelling in local elementary schools.

This year, Daisy Company is partnering with a local elementary school to implement this into the Language Arts curriculum for teachers, and will also be teaching workshops and sharing the materials they have created across the Fifth Grade classrooms.

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Advanced Art, a Social Impact Designated Class, has partnered with North Dallas Shared Ministries to paint murals to brighten up the center. The nonprofit offers services like dental and medical care, job counseling, and a clothing bank to the Dallas community, and the class was invited to visit the space and hear about its needs. The result will be three colorful, fully realized murals within the main room that integrate the North Dallas Shared Ministries’ mission with native Dallas imagery. “Comfort within an unfamiliar space makes visitors feel welcome,” said Meera Thamaran (Class of 2023). “The project focuses on impacting our community through art, spreading joy, and supporting purposeful community entities. Art generates strong emotion, expresses ideas and abstract concepts, and brings color to an environment in ways that other forms of social impact cannot.”

As part of the Orchestra curriculum, students plan and implement a Social Impact project as part of their individual coursework.

“Students are responsible for the project from beginning to end,” said Ms. Griffiths. “So not only are they going and performing at an assisted living facility or elementary school, the students also set up the performance, plan the repertoire based on the target audience, find musicians, rehearse the music, create their lecture notes appropriate for the venue, and all the additional work that goes into this type of programming.”

The Orchestra is currently working on a project entitled “Carnival of the Animals,” which introduces the instruments of the orchestra as they emulate different animals. “The students are working on creative ways to engage a young audience besides simply performing the music, and to connect the music to other curriculum objectives,” said Ms. Griffiths. “The goal is to livestream the performance into different elementary schools and provide additional educational activities to accompany the performance for each of these schools from coloring sheets, animal facts, and even snacks.”

“It’s important to use every aspect of a school for students to find purpose and impact,” said Laura Day, Executive Director of the Institute for Social Impact. “The arts have such a powerful way of impacting and uniting a community. Entry points are presented in all spaces and the arts has been such a powerful and receptive place for students!”

Ms. Griffiths believes the work her department is doing is assisting students in learning how to work successfully within the community with a specific purpose in mind. “It is teaching them follow-through and how to problem-solve and troubleshoot instantly, and while you may think you have planned for everything, something will happen, whether a broken instrument or a missing performer,” she said. “How do you adjust because people are counting on you? It also provides opportunities to demonstrate compassion, arts advocacy, and cause noticeable impact whether instantaneous, like a smile from a patient with Alzheimer’s disease, or long-term, like a student deciding to study an instrument.”

Top: Hockaday Dance performed The Nutcracker for Gooch Elementary.

Bottom: Students in Advanced Art work on a mural for North Dallas Shared Ministries.

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THE HOCKADAY SCHOOL ANNOUNCES NEXT STEPS IN THE ATHLETICS AND WELLNESS PROJECT Jessica Epperson ’96 Director of Development and Strategic Initiatives The Hockaday School is thrilled to share updates related to Hockaday’s Athletics and Wellness Project, following our last update in the fall. We are excited to announce that, on March 9, 2022, the Board of Trustees approved moving forward with the next phases of the Athletics and Wellness Project. Construction on these phases is scheduled to begin in Summer 2022, and we anticipate completing construction by Fall 2023.

These exciting phases will make a significant, positive impact on Athletics and Wellness Programs for all of Hockaday’s girls from Pre-Kindergarten through Senior year and will include a new competition track with a turf field, two new reconfigured competition and practice fields oriented in a North-South configuration, a new and improved softball diamond, a cross country path that will circumnavigate the campus, spectatorfriendly event access, and easy-access parking to enhance the full experience for students, parents, and families. The design also includes several outdoor classroom areas and the new Cornerstone Plaza at the intersection of the fields area, which will serve as an important gathering space for our community, with a new concessions pavilion, as well as a pavilion with a team meeting room and other team facilities and storage.

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We are happy to report that we have already secured almost 90% of our comprehensive fundraising goal. This transformational project has been supported by many early donors, as well as by the incredibly successful Hockaday Parents’ Association Benefit that took place in April. This project would not be possible without the generous support of our donors and community, and we are most grateful. Now that the next phases are moving forward and as we approach the start of construction in Summer 2022, we are looking to our greater Hockaday community to help raise the remaining funds needed to turn this vision into reality.

We hope you will consider a gift to this exciting Athletics and Wellness Project, so that we can continue to build on the exemplary student experience. The new and reimagined facilities and spaces offer many special naming opportunities, including fields, benches, and walkway pavers. Please contact Director of Development and Strategic Initiatives, Jessica Epperson ’96, at jepperson@hockaday.org or 214.360.6579 to learn more and to discuss opportunities to support this exciting initiative. To make a gift in support of the Project, please visit www.hockaday.org/ makeagift and choose “Unrestricted Gift: Facilities” under the gift details section.

We celebrated Hockaday at the Evening Pep Rally Benefiting Hockaday Athletics in April!

A special thank you to our amazing Benefit Chairs, Katie McLeroy and Anne-Marie Myhre, and their entire Benefit team for an incredibly successful and spirited night.

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The Hockaday Alumnae Association celebrated Valentine’s Day with the Sweetheart Tea in February. This cherished event honors Hockaday’s multi-generational families, Alumnae in Classes of 1935–1972, and Junior College Alumnae.

The Sweetheart Tea was hosted by Heather Hill Washburne ’90, Mary Margaret “Margo” Washburne (Class of 2022), Lyda Hill ’60, Alinda Hill Wikert ’66, Margretta Wikert Henderson ’05, and Conner Wisenbaker (Class of 2035).

It was a beautiful day at The Hockaday School filled with love, laughter, and friendships!

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MILESTONES MARRIAGES 1989

Kristal Anne Snelson to John Stephan “Jack” McGovern March 6, 2021

1990

Christi Thompson Dean to Don Townsend July 11, 2021

Dana Lawrence to Satyen Jhaveri October 16, 2021

1999

Meredith Stites Worley to Jason Worley May 15, 2021

2005

Julia Sands to Stan Cunningham October 3, 2021

2008

Laura Kate Marley to Will Jones May 1, 2021

2013

Abby Calhoun to Will Green June 26, 2021

Hollis Tardy to Will Dyson August 8, 2020

BIRTHS 1999

Jenny Stewart Manuel Madeline “Maddie” Manuel November 17, 2021

2001

Fallyn Gray Jones Lillian Alyse Jones January 11, 2022

2002

Christina Crews Goldberg Claire Crews Goldberg September 21, 2021

2003

Katy Reddin Wiest Nate Wiest October 2021

Madeleine Rowe Riehl George Knight Riehl November 2021

Anneka Anand Kamel Kian Rex Kamel November 1, 2021

Margaret McCullough Long Anna “Annie” James Long November 19, 2021

Sagari Betté Khalin Jayakar January 21, 2021

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Ginette Rowe Beecherl Sam Beecherl May 2021

2009

Lanie Milliorn Nicholas Paige Lee Nicholas October 29, 2021

Abbie Ryan Mills Jack William Mills October 2021

Lauren Peterson Cook Zoe Jean Cook November 30, 2021

Brittani Carter-Durant Hite Hendrix Alexander November 2021

IN MEMORIAM

Abby Hoak-Morton McClain Margaret Morton February 7, 2022

2006

Rachel Hay Spradley Emma Deborah Ben-Horin November 18, 2021

2007

Antoinette Day Matthews Sebastian Matthews February 2021

Jillian Switzer Ruiz Joaquín René Ruiz April 2021

Alexia García-Tyler Felix Ian Tyler-García November 5, 2021

2005

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1935

Barbara Belknap Owen mother of Carol Owen Beveridge ’61; grandmother of Mallory Owen Muse ’03; great-grandmother of Charlotte “Charlie” Muse (Class of 2035); aunt of Kate Belknap-Bruchak ’79 and Laura Belknap Calley ’85 December 8, 2021

1944

Dorothy Thompson Montgomery December 26, 2021

1952JC Lila Luckie McCall

March 28, 2021

Alice “Bert” McCart Walters December 11, 2021

1953

Rose Mary Whittle Carr mother of Sharron Hunt ’76 December 15, 2021

Jane Mitchell Talbot December 30, 2021

1973

Becky Fair Bailey-Dawes January 27, 2022

Barbara Burke Harrison February 21, 2021

1956

Sharon Dincans November 30, 2021

1974

Gunnigar Bodiratnangkura Virojanavat mother of Jane Virojanavat Mahadumrongkul ’99; sister of Jutatip Bodiratnangkura Krairiksh ’73 November 12, 2021

1957

Carol Aldenhoven McKay March 25, 2021

1992

Melissa Vorhies January 25, 2021

Carol Alexander Vesey January 31, 2022

2013

Dylan Alexander (Sarah Elizabeth) Simmons January 20, 2022

1959

Linda Lee Leslie October 21, 2021

Susan Conway Mathews December 1, 2021

Judy Galles Friday March 1, 2022

1960

Kitsie Waltman Hubans December 7, 2021

Barbara Ann Smith Heiskell Mills sister of Carolyn Smith Lorimer ’66 December 20, 2021

IN MEMORIAM – FAMILY AND FRIENDS Dr. Jerry Ball husband of Oteka Little Ball ’57; father of Oteka Lyn Bernard ’85 August 26, 2021 Henri Louie “Skip” Bromberg III husband of Sharon Blake Bromberg ’71 February 5, 2022 Alexander Leopoldo “Leo” Carrillo son of Marja Martin ’83 October 29, 2021 James C. Crain father of Ann Crain Galligan ’00 and Mary Crain Roman ’01 July 1, 2021

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Shirley Cuban mother of Mark and Tiffany Cuban (current parents); grandmother of Alexis Cuban (Class of 2022) and Alyssa Cuban (Class of 2025) February 4, 2022 Mark Collin Davis husband of Rebecca Nelson Davis ’81 July 8, 2021 Russell “Russ” Anderson Duncan husband of Savannah “Banna” Dodson Duncan ‘89; son-in-law of Becky Garner Dodson ’65; brother-in-law of Carey Dodson ’93 January 24, 202

Charlene Levering (former Lower School Teacher and Honorary Alumna) mother of Lou Ann Levering Monroe ’74, and Craig and Carrie Levering (past parents); grandmother of Christen Levering Redlich ’03 and Courtney Levering ’07; great-grandmother of Colleen Redlich (Class of 2035) December 7, 2021 Tom F. Marsh (Board of Trustees, 1990 – 1996) Husband of Charlene Cline Marsh ’62; father of Estee Marsh Kellogg ’87 and C.C. Marsh ’00; grandfather of Tennessee Marsh (Class of 2030) and Ginnie Marsh (Class of 2034) October 15, 2021 Thomas Mattingley brother of Ginny Mattingly ’13 December 13, 2021 Thomas “Matt” Mattingly father of Ginny Mattingly ’13 August 15, 2021 David McCrea husband of LauraLea Peters Marley McCrea ’58 and grandfather of LouLou McCrea (Class of 2027) November 13, 2020 Ray McEachern husband of Sue Butts McEachern ’52 December 3, 2020

Helen Calhoun Grier mother of Susan Patricia Grier ’78 and Robin Grier Vettoretti ’82; grandmother of Sarah Gillette Zaldana ‘07 and Megan Catherine Vettoretti ’22 January 14, 2022 Webb Alexander Haymaker son of Holley Galland Haymaker ’62 March 1, 2022 Jil Katz mother of Alden Katz ’05 and Breanna Katz ’06 December 13, 2021 George Kendrick father of Karen Kendrick Holly ‘77 January 26, 2022 David Larsen son of Sharon Larsen (former faculty, 1986 – 2005) March 9, 2022

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Kathleen Patricia Regina Hayes McGovern mother of Kathleen McGovern Burlet ‘83; mother-in-law of Kristal Snelson McGovern ‘89 September 15, 2021 Mary Belle Findley McIlroy mother of Sally Findley Ballou ’77 June 4, 2021 Allyn Patrick husband of Julie Boren Patrick ‘59 December 25, 2021 Amadeo “Addie” Sison Quintans father of Fides Quintans ’84 and Janelle Quintans Bence ’89 January 3, 2022 Clifford Wong father of Michelle Wong ’04 and Melissa Wong ’05 December 2, 2021

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ALUMNAE NEWS TWO ALUMNAE NAMED RHODES SCHOLARS Two members of the Class of 2018, Elizabeth Guo and Mary Orsak, were named as Rhodes Scholars in the American Rhodes Scholar Class of 2022. They are two of the 32 outstanding students from the United States who will commence their studies at the University of Oxford in October 2022, and were selected from a pool of 826 applicants who had been nominated by their colleges and universities. The 2022 class includes 22 women, the most ever elected in a year, and has winners from 24 different colleges and universities.

Elizabeth founded the Hockaday Physics team, which allowed students to qualify for the USA Physics Olympiad and the Physics Bowl, and she is still involved in the physics community. “At Harvard, I serve as the Chair of Undergraduate Women in Physics, where I organize events and programs with the goal of making our department as inclusive and welcoming as it can be,” she said.

Two of her favorite classes at Hockaday were AP US History and AP Physics. “I had a fantastic time diving into historical analysis and quantitative problem-solving in these classes,” she said. “I also loved the fantastic Middle School Math teachers, who supported my early passion for mathematics, and whose enthusiasm and cheer made my experience competing in math contests tremendously fun.”

“Elizabeth is a beautiful writer, very insightful and modest about her talents, which are considerable,” said retired faculty member Steve Kramer, who taught Elizabeth in AP US History. “She was simply an outstanding student who was also a hard worker.

I’m not surprised at all at her success.”

Elizabeth served as Hockaday’s Academic Council President on the Executive Student Council. At Harvard, she has continued to take on leadership roles in the community, serving as a member of the Harvard College Honor Council as well as a Peer Advising Fellow for first-year students.

Mary Orsak ’18 (left) and Elizabeth Guo ’18 (right)

Elizabeth and Mary follow three previous Rhodes Scholars from Hockaday: Libby Longino Cohen ’06, Laura Roberts ’12, and Mary Clare Beytagh ’14.

The Rhodes Trust selects applicants on the basis of the criteria set down in the Will of Cecil Rhodes, including academic excellence, ambition for social impact, ability to work with others to achieve one’s goals, desire to make a strong difference for good in the world, and one’s concern for the welfare of others.

ELIZABETH GUO ’18 Elizabeth Guo is a senior at Harvard University, where she majors in Physics. Elizabeth’s undergraduate research explores the intersection of science and the law. As an intern at the U.S. Department of Commerce, Elizabeth’s work helped inform the incoming president’s Strategic Plan. She currently serves as a News Executive of The Harvard Crimson and is a member of the Harvard College Honor Council. She was elected to Phi Beta Kappa as a junior.

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“I first met Elizabeth when she was in a Sixth Grade enriched math course,” said Jeri Sutton, Mathematics Department Chair at Hockaday. “I quickly saw her as a budding mathematician — a student quenching a thirst for mathematical knowledge; always digging in to explore new concepts, to expand her knowledge, or to deepen her understanding; and never hesitating to take risks as she tackled unfamiliar problems or concepts. In all that she did, she valued the knowledge she acquired along the way — and she remains the same today.”

While at Oxford, Elizabeth plans to pursue a Master of Science in Mathematical and Theoretical Physics and a Master of Science in Social Science of the Internet. After attending Oxford, she will pursue a JD degree at Harvard Law School, where she has been accepted through the Junior Deferral Program. “I am excited to combine my studies of physics, tech policy, and the law and contribute toward shaping science policy in the future,” she said. “I would love to work at the forefront of science law and policymaking, particularly in the space of quantum computing.”

MARY ORSAK ’18 Mary Orsak is a senior at Yale University majoring in Russian.

She serves as the Managing Editor of the Yale Review of International Studies and was elected to Phi Beta Kappa.

She directs Walden Peer Counseling, which provides anonymous, non-directive peer guidance to undergraduates. At Hockaday, Mary founded and served as president of Story Power, Inc., a nonprofit organization dedicated to improving the lives of young girls through the donation of books about and by inspiring women.

“My favorite classes at Hockaday included AP U.S. History, Latin, and Journalism,” said Mary. “Each of my teachers pushed me to think deeper and more critically about the world, articulate my ideas better; and inspired a love of language learning.

The Fourcast and Jade [Hockaday student publications] had a tremendous impact on my academic and personal growth.

Ultimately, my experience taught me the value of listening to others and of approaching all subjects with unbiased compassion.”

“Mary was always looking for a need and learning everything she could about it,” said Laura Day, William B. Dean Director of Service Learning; Executive Director of the Institute for Social Impact.

“I always knew she would change the world.”

In her college recommendation letter, Dean of Studies Dr. Barbara Fishel wrote about Mary, “I imagine that once you meet Mary, and meet her you must, you will experience what all of us who have had the privilege of interacting with her have seen before us — a young woman of great presence and luminous intelligence, who has a driving passion to make the world a better place, and an unparalleled skillset to see it through.”

At Oxford, Mary will pursue a Master of Philosophy in Russian and East European Studies. She is particularly interested in studying modern and contemporary Czech and Russian literature and hopes to one day become a professor of Slavic literature and art history.

CATCHING UP WITH HOCKADAY’S RHODES SCHOLARS MARY CLARE BEYTAGH ’14 I studied Biochemistry at Oxford.

Biochemistry is a hybrid discipline, combining elements of biology, chemistry, and physics. I think having a cross-disciplinary mindset and the curiosity to learn from others outside of your field has hugely impacted my career as a scientist.

I’m now in my third year of my MD/ PhD at the University of California, San Francisco. I have completed the pre-clinical years of medical school training, passed my first licensing exam, and joined a lab that studies medulloblastoma, a type of pediatric brain cancer.

During the application phase, I remember intensively preparing with Kim Benard, the driving force at the helm of the MIT Distinguished Fellowships Office. Many people who encouraged me to apply to the scholarship told me that even if I did not win, I would benefit from Kim’s invaluable mentorship. She gave me the confidence to clearly communicate my vision for the future, which assisted me not only in my Rhodes interview but also in my MD/PhD interviews.

ABOUT THE RHODES SCHOLARSHIPS The Rhodes Scholarships, created in 1902, are the oldest and best-known awards for international study.

Rhodes Scholars are chosen in a two-stage process. First, applicants must be endorsed by their college or university. This year more than 2,300 students began the application process; 826 were endorsed by 247 different colleges and universities. Committees of Selection in each of 16 U.S. districts then invite the strongest applicants to appear before them for an interview.

According to the Office of the Rhodes Trust, the criteria include first and fundamentally, academic excellence.

“A Rhodes Scholar should also have great ambition for social impact, and an uncommon ability to work with others to achieve one’s goals. They should be committed to making a strong difference for good in the world, be concerned for the welfare of others, and be acutely conscious of inequities. A Rhodes Scholar should show great promise of leadership. In short, we seek outstanding young people of intellect, character, leadership, and commitment to service.”

With these elections, 3,578 Americans have won Rhodes Scholarships, representing 327 colleges and universities. Since 1976, women have been eligible to apply, and 627 American women have now won the coveted scholarship.

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We also had a couple of larger panel interviews to prepare for the real deal. At one of my practice interviews, an MIT history professor asked me about one of my favorite poems. It didn’t take long for me to respond with Wendell Berry’s “The Real Work,” a poem that a mentor of mine had printed out and given to me a few years earlier as a gift. I remember reciting much of the short poem from memory: “The mind that is not baffled is not employed / The impeded stream is the one that sings.” That poem means more and more to me over the years; it gives me hope to persevere through challenges.

Being a Rhodes Scholar was an incredible opportunity to meet people from around the world: sitting at the dinner table talking to a scholar from Israel about artificial intelligence, chatting with an Australian scholar about the health system, and catching up with an African scholar who came to UCSF to do infectious disease research. I keep in touch with many of the people I met during my time there, and that is the true legacy of the scholarship.

LAURA ROBERTS ’12

Laura Roberts ’12 (right) in Oxford

I read for a Master of Philosophy in British and European History and a Doctor of Philosophy in History. I began my time at Oxford assuming that I would only stay for one year and one degree, and then stayed for five years and two degrees! I left Oxford committed to staying in academia in some form or fashion. I am currently studying for my J.D. at Yale Law School and working on turning my doctoral thesis into published work.

In a more philosophical sense, the time I spent at Oxford also reinforced my conviction that the discipline of history is fundamental to every area and practice of life. I feel that the opportunity to have studied with some of the best historians in the world and learning how to use a few of the tools in their academic repertoire has taught me some of the skills and lessons that the study of history can provide.

I remember the application process being exceptionally stressful!

At the same time, it was also really fruitful; the application pushed me both to think more deeply about my values and sense of vocation and to learn how to put them into words. The process of applying ended up being a catalyst for crucial self-reflection.

I will always remember the brilliance and kindness of my academic supervisors, especially my advisors Professor Lyndal Roper and Dr. Liesbeth Corens. In general, the people I met at Oxford, both within the Rhodes community and without, have been unforgettable: they are still among my closest and best friends.

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LIBBY LONGINO COHEN ’06 When I first got to Oxford, I thought I would ultimately head to law school, and the research that I did for my doctorate ended up steering me in a different direction. I earned a Doctor of Philosophy in History after earning a master’s degree in Economic and Social History. I knew I was interested in how to make public processes more just, creative, and fruitful for all of us. My doctoral research took me to Liverpool, England and Baltimore, Maryland to better understand how faith-based groups had used community organizing tools to do just that in the 1980s. In the process of studying these groups, I decided to ditch law school and try my hand at community organizing. That choice very much set me on my current path, and I now work to increase citizen involvement in state-level politics.

I’m the senior director of advocacy at Raise Your Hand Texas, a public education advocacy and policy nonprofit founded by HEB chairman and CEO Charles Butt based in Austin with staff around the state. I lead our team’s work to build and strengthen networks of engaged public education advocates around the state and advance legislation on issues like public school funding, standardized testing, and teacher support in the Texas legislature.

It’s exciting and rewarding work at a level of government that most people don’t pay attention to, but which has a huge impact on the day-to-day lives of Texans.

One feature of the Rhodes application process that still stands out to me is the number of recommendation letters — when I applied, the minimum was five and the maximum was nine. It reflects the breadth of engagement and noticeable impact that the selection committees are looking for in applicants.

My selection committee included now-Secretary of Transportation Pete Buttigieg when he was still a young McKinsey consultant. If you think he looks young now, imagine 12 years ago! I assumed he was another finalist until the selection committee went around the room and introduced themselves, and I was a little horrified to discover that the nice guy I’d been trading favorite The Princess Bride scenes with was actually one of the judges for the weekend.

I loved my time as a scholar-in-residence in Oxford; I was constantly surrounded by this incredibly cosmopolitan and thoughtful group of people whose talent was matched by an earnest desire to do some good in the world.

I am also deeply grateful for the eight years that I spent at Hockaday and for the community I enjoyed there. The school instilled in me confidence, conviction, and a drive for excellence that have stood me in good stead; I found my voice at Hockaday, and I’ve never looked back.

ALUMNAE SPOTLIGHTS

IXCHEL MCKINNIE ’86 Enterprise Development Officer for ConnectUP! Institute’s Integrated Capital Fund For nearly 30 years, Ixchel worked in the for-profit sector. Her career included time at Rivertown Trading Company, the for-profit arm of Minnesota Public Radio as a Trainer and Training Manager.

When Target acquired Rivertown, she went out on her own as a consultant designing and developing training. She spent 13 years in banking before transitioning five years ago to the nonprofit sector, first as the Managing Director of Impact Hub in the Twin Cities and most recently with ConnectUP! Institute, also based in Minneapolis/St. Paul.

“I’ve rarely met a person whose career path followed a straight line,” said Ixchel. “It’s the culmination of work and life experiences that led me to this field. I found that the skills and experience I acquired during my career made me a good fit for the work at ConnectUP! Institute. I am a maximizer with a servant’s heart.

I’ve found that when you do what you love and are making a difference, it also makes it easier to tackle the more challenging things for me, like fundraising.”

Ixchel’s nonprofit, ConnectUP! Integrated Capital Fund, is the first Black/Native-led, mission-first, B-Corp certified, fiscally-sponsored investment firm offering hybrid capital options using grants, debt, equity, and wealth advancement specifically for entrepreneurs of color, transgender, rural and Native American grounded in the mission of “Powering access to capital by and for overlooked communities.”

“This will be the FIRST fund driven by economic justice, wealth creation for the investees, and restorative finance as core values,” said Ixchel. “This work is especially important given the disparities and injustice people of color experience in the Twin Cities.

Working with these founders to scale their businesses has been the most rewarding work I have done in my career.”

“It's never too early to start thinking about how you can make a difference in this world.”

Ixchel also fell in love with rowing six years ago after taking a class at the Minneapolis Rowing Club. Two years ago, she co-founded Power Ten aka Lake Phalen Community Rowing with a mission to make the sport accessible to all. “I’m no longer actively involved with the organization, but I continue to support their work and try to be a spokesperson to promote the sport of rowing,” she said.

“I hope that when young people see me — someone who looks like them — rowing, coaching, and refereeing, they will be inspired to try the sport.”

Her advice to girls looking to make an impact in the world?

“Be fearless and follow your passion. Ignore your critics, including the one in your head. The time you gain by not giving energy to naysayers will allow you to accomplish so much more in life.

Worry less about income and status and focus on your legacy.

It’s never too early to start thinking about how you can make a difference in this world.”

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In 2019, she founded Innovan Neighborhoods, a real estate development and consulting firm focused on communityoriented projects. “I continue to work in this space of communityoriented real estate because I see real estate development as a tool to address the systematic inequalities that we see in our communities,” she said. “Decisions around education, transportation, healthy food options, jobs, and housing are all driven by real estate. I see myself as a community developer looking to be influential in addressing long-term inequalities.”

“Follow your passion and priorities and dig deep into learning what you need to be successful.

Your impact increases through your influence, and your influence increases as you prioritize excellence and service to others.”

MAGGIE PARKER ’07 Founder and Managing Partner, Innovan Neighborhoods Growing up in Dallas, Maggie Parker ’07 experienced both sides of the city every day — living in Oak Cliff and going to school at Hockaday. “Every day, I saw the disparities experienced by all of Dallas, where our location often limits the idea of what’s possible and how we understand the world,” she said. “As a result, I wanted to understand how cities grow and change, in relationship with communities, real estate, education, faith, transportation, and jobs.”

Since high school, she has been interested in community development and how people experience cities. She spent time studying all aspects of cities — from Washington University in St. Louis studying Urban Studies for her Bachelor of Arts degree; to completing the CORO Fellows Program in Public Affairs; and then to the University of North Carolina at Chapel Hill for two master’s degrees in City and Regional Planning and Public Administration.

After returning to Dallas in 2015, she worked at The Real Estate Council (TREC) Community Fund, a Community Development Financial Institution (CDFI) providing access to capital and technical assistance for real estate projects serving low-tomoderate income neighborhoods — raising and lending more than $15 million in community-driven capital.

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Innovan works to build and strengthen neighborhoods in concert with community stakeholders, ranging from joint ventures for affordable single-family homes to leading phased, masterplanning development strategies in transitioning neighborhoods.

In Dallas, she is working on two projects. The first is to provide 300 units of mixed-income rental housing units near DART, and the second to provide 24 single-family for-sale units for families with restricted incomes. In Fort Worth, she is working to provide 35 units of for-sale townhomes and live/work buildings for growing families and neighborhood businesses. These projects are all neighborhood-driven, either through intentional partnerships or aligning with neighborhood plans.

At Hockaday, Maggie found her interest in community building.

“My favorite course was Humanities where I learned about the intersectionality of History and English,” she said. “As we were able to look at a nuanced learning style, they set the tone of how I began to question various subject matters. Additionally, Race Relations was a pivotal activity as we led peer conversations on race and privilege. Leading and being trained in these conversations at such a young age gave me the knowledge and confidence to speak respectfully and openly have hard conversations about systematic inequalities.”

Maggie’s advice to those looking to make an impact in the world is simple. “You can make an impact in any role that you have — whether that’s in corporate finance or serving a mission in a foreign country,” she said. “Follow your passion and priorities and dig deep into learning what you need to be successful. Your impact increases through your influence, and your influence increases as you prioritize excellence and service to others.”

“Hockaday taught me the importance of education, finding one’s passion, true friendships, and most importantly, allowed me to find my passion and profound love of learning.”

She now teaches Spanish to third, fourth, and fifth graders at Cotswold Elementary in Charlotte, acts as a teaching assistant for two fifth grade classes, works as a bus lot leader, and mentors fifth grade girls. “Although only six months into my teaching career, my passion for education has grown exponentially,” she said. “I greatly enjoy building one-on-one relationships with several of my students as well as watching them prosper both in and out of the classroom. I cannot wait to continue teaching and help mend the gap of educational inequity in our society.”

EMMA SIEGEL ’17 Teach For America After graduating from Hockaday in 2017, Emma became a Hunt Leadership Scholar and Advertising student at Southern Methodist University, where she studied Advertising with a specialization in Strategic Brand Management and minored in Spanish. On campus, she was involved in a multitude of community service and volunteer opportunities, joined the Kappa Kappa Gamma sorority, and worked as an organizational coach and tutor to many children in the Dallas Metroplex.

Upon graduation, she moved to Charlotte, North Carolina to begin her career as a Teach For America Corps member.

“Through my various past work and volunteer experiences, I have felt firsthand how rewarding it is to nurture hope, intellect, and dreams in others,” said Emma. “I knew Teach For America was the perfect organization to help me make a difference in the lives and education of young people. Teach For America made me not only want to become an educator, but also made me continue my belief that everyone, no matter their background, can achieve academic and lifelong success.”

At Hockaday, Emma found her passion for volunteering and service. “I believe that Hockaday has led me to become the person I am today,” she said. “Hockaday taught me the importance of education, finding one’s passion, true friendships, and most importantly, allowed me to find my passion and profound love of learning.”

Emma hopes to continue her education with an advanced degree in early childhood education, counseling, or social work. “I am devoted to providing children, primarily from low socioeconomic backgrounds, with a strong education and a multitude of social emotional resources,” she said.

For Hockaday girls looking to find their purpose, her biggest piece of advice is to not be afraid. “Become involved in a variety of activities and new experiences and you will eventually find what speaks to you most,” she said. “I believe that if you find what you are passionate about and what you love to do, then you will continue to love it and never stop. Search for a creative way to make an impact, all while doing what you love.”

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LEADERSHIP TEAM Dr. Karen Warren Coleman Eugene McDermott Head of School Nicole Escudero Christenson Head of Middle School Lisa Culbertson ’96 Head of Upper School Laura Day Dr. William B. Dean Director of Service Learning and Executive Director of the Institute for Social Impact Jessica W. Epperson ’96 Director of Development and Strategic Initiatives Dr. Barbara Fishel Dean of Studies; Science Teacher Jill Flinders Director of Residence Life Emily Gray Performing Arts Chair Joan Guzman Chief Operations Officer Dr. Laura Leathers Assistant Head of School for Academic Affairs Katie Leto Acting Chief Financial Officer Tiffany Nelson Director of Admission and Enrollment Management Randal Rhodus ’97 Head of Lower School Sara Stoltz Director of Communications Deb Surgi Director of Athletics Tresa Wilson Director of Inclusion and Community Amy Wintermeyer Assistant Head of School for Student Experience

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H O C K A D AY M A G A Z I N E

BOARD OF TRUSTEES OFFICERS Nicole Ginsburg Small ’91 Chair Dr. Neelesh Mehendale Vice Chair John Donovan Executive Committee Chair Kathy Crow Treasurer Elizabeth Cullum Helfrich ’98 Secretary Kathryn Walker Francis ’94 Immediate Past Chair Shonn Brown Chair Elect LIFE TRUSTEES Linda Custard Lyda Hill ’60 James M. Hoak, Jr. Natalie “Schatzie” Henderson Lee ’55 Janie Strauss McGarr ’72 Margot Perot Ellen Higginbotham Rogers ’59 Richard S. Rogoff Barney T. Young

11600 Welch Road Dallas, Texas 75229 Telephone 214.363.6311

HOCKADAY.ORG

TRUSTEES Wasan Alfalahi Mary Anne Alhadeff Dr. Elizabeth Bennett Dr. Nancy Lira Bernardino ’97 Carla Bolden Lucy Billingsley Burns ’98 Taj Clayton Tricia Drum Davidson ’91 Landy Elliott Fox ’92 Helen Harris-Allen Ellen Haynes ’81 Heather Hays Ariana Viroslav Held ’87 Isabell Novakov Higginbotham ’98 Andrew Hill Arnold Holtberg Fallyn Gray Jones ’01 Jun Il Kwun Angelica Marin-Hill ’93 Monty Montgomery Guadalupe Mora-Duarte Marisia Parra-Gaona Kelsey Swingle Robertson ’05 David A. Roosevelt Jennifer Sampson Betty Schultz Miguel Solis Dr. Michael Sorrell Candace Campbell Swango ’84 Dawne Tribolet

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