Harvard-Westlake Life Magazine, Spring/Summer 2025

HARVARD SCHOOL YEARS

SNEAK PEEK INSIDE THE NEW DESIGN LAB PAGE 26 LOOKING BACK AT HARVARD SCHOOL'S HISTORY PAGE 2

MEET MARCI REICHERT, HW'S FIRST DIRECTOR OF WELLNESS PAGE 40

Dear Friends of Harvard-Westlake,

I’m excited to share the stories in this latest issue of HW Life . I’ve also added a few personal notes below with some behind-the-scenes context and reflections.

Harvard School: 125 Years

On the anniversary of Harvard’s founding

It’s hard to believe we’re celebrating 125 years since Harvard School was founded. I came to Harvard-Westlake soon after the merger, and although many things have changed, Harvard’s foundational values of excellence, honor, and service continue to inspire our mission today.

Tributes to Our Retiring Teachers & Staffers

In the words of their colleagues

This year, we pay tribute to nine retirees, many of whom have devoted decades of their lives to Harvard-Westlake. The longevity of so many of our teachers—and those outside the classroom as well—really speaks to the specialness of this place.

Welcome to the middle school’s new makerspace and robotics HQ

Robotics has been gaining a lot of momentum at the middle school, and the new design lab just takes it to the next level. The robotics facilities and new makerspace allow for projects beyond anything we’ve ever offered.

FACULTY & STAFF PROFILES

Wellness Matters

Talking about mental health with HW’s new Director of Wellness, Marci Reichert

Bringing on Marci as our first Director of Wellness signals an important new direction for Harvard-Westlake. We are changing the culture of the school by weaving nonacademic life skills into the broader education, reflecting the significance of mental health for today’s teens.

Pro soccer stars Ali Riley ’06, Alyssa Thompson ’23, and Gisele Thompson ’24 kick it with

HARVARD SCHOOL YEARS

This year marks 125 years since Grenville C. Emery founded Harvard School in 1900. Here, we highlight some key dates and figures who shaped Harvard and had a lasting effect on its legacy.

By Alexis Sherman Arinsburg ’98

HARVARD’S FOUNDING AND MILITARY ORIGINS

• 1900

HARVARD IS FOUNDED

Establishing a military boarding school in a barley field at what is now the corner of Western Avenue and Venice Boulevard, Grenville Emery sought to bring the East Coast’s scholastic standards and traditions to Los Angeles, even naming the school after Harvard University.

The earliest photo on record from the original Western Avenue campus, 1904

Portrait of Grenville Emery on display in Seaver Academic Center

• 1911 HARVARD’S RELIGIOUS INFLUENCE GROWS

The Episcopal Diocese purchased Harvard in 1911 for $80,000, and Bishop Robert Gooden became the school’s first headmaster. Determined to make religious education as much a focus of Harvard life as military training, he threatened to resign if the school’s trustees did not approve construction of St. Saviour’s Chapel, which opened in 1914.

• 1917

ROTC COMES TO HARVARD

Harvard became the first school on the West Coast to be named a Junior Unit of the Reserve Officers’ Training Corps (ROTC).

Students with Bishop Robert Gooden, Harvard’s first headmaster, in front of St. Saviour’s Chapel, 1920s

A Harvard dorm room, 1930s

Harvard’s ROTC banner

NEW HOME & NEXT CHAPTER

• 1937 HARVARD RELOCATES TO STUDIO CITY

Harvard’s survival was in jeopardy in the 1930s due to deepening financial troubles and declining enrollment. Its Western Avenue campus was foreclosed upon in 1937. Harvard parent Donald W. Douglas Sr., president of Douglas Aircraft Company, agreed to lend Harvard $25,000, interest free, for a down payment on the former Hollywood Country Club on Coldwater Canyon. The move was a turning point, and within four years, Harvard had repaid the loan from Douglas and was on its way to financial recovery.

• 1937 ST. SAVIOUR’S MOVES TO ITS PRESENT LOCATION

When the campus moved to Studio City, the chapel was divided into 16 pieces and relocated to the new campus. It is the only physical link to the original campus.

Harvard’s new campus with Rugby Tower in the background, 1937

Check receipt from Douglas, 1937

St. Saviour’s being disassembled and reassembled

Hymnal

“ I enjoyed my time at Harvard. It was essentially a boarding school then, and we boarders were like a group to ourselves. The people who came during the day were known as ‘day dodgers.’ We had Sacred Studies in the chapel, and the school chaplain, Father John Gill, would give religious instruction, which mostly consisted of discussing the Bible. You also learned hymns and how to sing them. Once you came out of Sacred Studies, you went to class. Everybody was encouraged to go out to athletics after school.”

ALAN HERD ’56

• 1950 FATHER WILLIAM CHALMERS CREATES THE PREFECT SYSTEM

Father William Scott Chalmers, an Episcopalian priest, succeeded Bishop Gooden as the new headmaster and led Harvard from 1949 to 1969. During his tenure, he implemented Harvard’s prefect system, significantly increased enrollment, and helped raise $3.5 million for a building plan including the construction of Chalmers Hall.

• 1959 FIRST BLACK STUDENT ENROLLS

Harvard received and accepted its first application from a Black student in 1956. Although ultimately the student declined to enroll, Father Chalmers championed the admission, stating that as a Christian institution, the school would not turn down qualified students on the basis of race or culture. The first Black student to enroll was Kirk Holloman ’62, who joined the school as a sophomore in 1959 and graduated three years later.

Prefects assist in the dedication of Chalmers Hall, 1968

Designed in 1956 by history teacher and chaplain Father John Gill, Harvard’s shield featured the sword of Saint Paul and two pairs of angel wings above a crowned lion

7th grade schedule, 1958

“ The entire school participated in the annual intramural relay, which capped off the yearlong competition among the four school clubs—Reds, Whites, Blues, and Greens. The older and faster kids ran last, so it was pretty exciting toward the end—and victory was coveted, because the overall winning club, one quarter of the school, got to go to the beach for a day.”

ANSTR DAVIDSON ’63

Football players, 1950s

“I saw it as a kind of a natural progression. I’m glad Harvard had the military. I personally benefited from it but also saw [the benefits] from it ending. I think the academics and the ability to think critically and independently are far more important.”

JOHN ROBERTS ’69

NEW TRADITIONS AND GROWTH • 1969

HARVARD DROPS ITS MILITARY PROGRAM

As Harvard’s academic reputation grew, many began questioning the value of time-consuming military instruction. In 1969, Harvard’s board of trustees voted to end the program. For the first time in its history, Harvard School was a civilian institution. Its new lay headmaster, Christopher Berrisford, shaped Harvard into one of the top schools in the country, raising academic standards and expanding the size and diversity of the student body. He eliminated boarding and focused instead on improving academics, arts, and athletics. New facilities included the Mark Taper Athletic Pavilion, the Zanuck Swim Stadium, and the Seeley G. Mudd Library. He also inaugurated the visual arts department in 1971.

“Each day began with all students gathering on the football field for inspection, where you lined up in your company with the rifle assigned to you. You were judged based on how well your shoes were shined, uniform was pressed, etc. We also performed rifle drills at the command of our company officers, who could only be seniors.”

CHUCK LUKE ’72

Final presentation of sabers shortly before the military program was abolished, 1968

Presentation of sabers, 1964

Harvard Sentinel, June 1969

“Being able to wear something other than a military uniform was a big deal. While we had some type of dress code the following year, by the time my class graduated there was a lot of shoulder-length hair and tie-dyed shirts!”

“When we started [in seventh grade], Harvard was a rather conservative all-boys military school. Over the next few years, the military was stopped, [Harvard] became less conservative, and the art department started to flourish.”

BILL TARADASH ’74

CHUCK LUKE ’72

Investiture of Headmaster Christopher Berrisford, 1969

Students take a lunch break, 1970s

The red and yellow tile mural still hanging outside Chalmers was created in 1974 by John Saliba ’74 and Bill Taradash ’74 for their senior project under the guidance of former art teacher John Luebtow

“The school had never won a major championship before, so I think people were excited. I’m not sure how long it lasted. It lasted for us.”

STEPHEN HOCH ’70

•

1970 HARVARD WINS ITS FIRST CALIFORNIA INTERSCHOLASTIC FEDERATION CHAMPIONSHIP IN BASKETBALL

Harvard beat Trona High School by two points (54-52) to become California Interscholastic Federation (CIF) Southern Section A champions, 1970

Walking the Harvard hallways, 1970s

Speech and debate students with Coach Ted Woods, 1970s

“The strongest institutions protect themselves from obsolescence by their willingness to reevaluate all that they do and thus to grow gradually but significantly according to the best wisdom of each generation. This has been Harvard’s strength and it is a lesson that a proud past can confidently hand to a hopeful future.”

EPILOGUE FROM HARVARD SCHOOL: 1900–1975

• 1975 HARVARD CELEBRATES ITS 75TH ANNIVERSARY

“As a student, my favorite memories are of my senior history elective, World War I and World War II, taught by Father John Gill. I think that was the best, most enjoyable class I’ve ever taken. Father Gill taught at Harvard during World War II, so the things he told us were really amazing.”

JONAS

KOOLSBERGEN ’83, HISTORY TEACHER, TRACK AND FIELD COACH, AND TRACK AND FIELD PROGRAM HEAD (1986 –PRESENT)

Jonas Koolsbergen ’83 in his senior yearbook

“I enjoyed ninth grade retreat to Catalina, where I remember turning the corner on a hike, seeing a huge bison, and having to control about 40 boys from freaking out. Homecoming at Harvard was also a lot of fun. I volunteered for the dunk tank—once was enough! As a young teacher I appreciated working with more seasoned teachers and learning from them, including Karl Kleinz, who had a great sense of humor and shared so much wisdom. I also loved coaching soccer with [Head of Lower School] John Amato. It was a blast.”

KATHERINE HOLMES-CHUBA, HISTORY/SOCIAL STUDIES TEACHER (1985 –PRESENT)

Chaplain and history teacher John Gill, who taught for 44 years at Harvard School, conducting a lecture shortly before his retirement in 1986

“The retreats were a wonderful time to bond with the students I didn’t have contact with inside the classroom. We would go to Yosemite with the entire seventh grade class, Joshua Tree with the eighth grade, and Catalina with the ninth grade. Those are some of the fondest memories I have of my time at the school.”

HARRY SALAMANDRA, HARVARD SCIENCE TEACHER, DEAN OF STUDENTS, AND TENNIS COACH AND HARVARD-WESTLAKE SENIOR DEAN, HEAD OF THE UPPER SCHOOL, AND SENIOR ALUMNI OFFICER (1979 –2020)

Harvard ninth graders on a weeklong class retreat to Catalina in the late 1980s with then Dean of Students

Harry Salamandra (front center in sunglasses) and history teacher Katherine Holmes-Chuba (far right in sunglasses)

Students completing homework during lunch in the 1980s

“ Harvard School was one of the academic powerhouses in the United States. It was really an outstanding institution.”

TOM HUDNUT, HARVARD AND HARVARD-WESTLAKE HEADMASTER (1987–2013)

“We’re really proud of being Harvard’s last class. We knew it was the end of an era.”

ROB GOLDENBERG ’91

• 1991 HARVARD’S LAST CLASS GRADUATES

Under the leadership of Thomas C. Hudnut, Harvard became increasingly rigorous and dynamic, with a focus on challenging students and a drive to innovate. By the late 1980s, Harvard’s board was firmly in favor of coeducation. In the spring of 1989, Westlake’s trustees approached the Harvard board and proposed a merger of the two single-sex schools. By maintaining two campuses, there would be no problem with overcrowding. The combined school would also appeal to a wider pool of applicants, enabling it to compete for the very best students in the region. The last class of Harvard students graduated in 1991.

We are continuing to collect memorabilia, photos, and stories from Harvard students, faculty, and staff. Please share yours so we can continue to preserve the history of the school.

Thomas Hudnut shortly after becoming headmaster in 1987

Harvard’s last graduating class, June 1991

TRIBUTES TO OUR RETIRING TEACHERS & STAFFERS

forMer PerforMinG arts teacher nina Burtchaell, Middle school dean dePartMent head Karen fuKushiMa, and director of Major and Planned GivinG Kate villasenor on

Kate Benton

Major Gifts officer and forMer Middle school dean and PerforMinG arts teacher

Kate brought authenticity and professionalism to the middle school performing arts department the day she arrived on campus. Equipped with a sophisticated and bottomless knowledge of her craft, Kate treated her students like professionals, and they loved and respected her. In the 19 years that Kate served as seventh and then ninth grade dean, she made 4,463 students feel at home at Harvard-Westlake. She helped them find their backpacks, their people, and sometimes their way in life. Two years ago, Kate joined the Advancement Office’s Major Gifts team to help raise funds for the school. Kate effortlessly engaged with anyone she encountered, past parents flocking around her to update her on how their kids were doing and students going out of their way to say hello to her as she walked through campus. We are forever grateful to Kate for the warmth, knowledge, and experience she has shared with us all over the past 30 years.

darlene BiBle

athletic director and director of suMMer school sPorts ProGraMs

Darlene Bible bleeds black and red! For 43 years—first at Westlake School and then at Harvard-Westlake—she has been a staple in the athletic department. Whether as a coach or an administrator, Darlene has consistently prioritized the needs of our athletes and gone to great lengths to make their experience the best it could be. Every day, Darlene approached her work with a humility and passion that was infectious. Whether setting up the field for a game or managing the budget for a department with over 150 coaches across 90 teams serving over 1,100 athletes, there was no job too big or too small for Darlene. The impact she has had on athletes cannot be overstated. Working one on one, in small groups, or on a large team, Darlene is a master of inspiring athletes to reach for their best. While her retirement is well deserved, the hole that will result from her departure will be difficult to fill. Darlene Bible is the essence of what it means to be a Wolverine, and we are a better school because of her influence.

head of athletics terry BarnuM on

Math teacher adaM varney on

cath caMPBell

Math teacher

Cath Campbell has taught nearly every course in the math department, but her influence extends far beyond the classroom. She has poured her energy into coaching our girls tennis and softball teams and leading engaging Civitalks discussions, fostering a spirit of learning and camaraderie.

Affectionately known as “No-Nonsense Campbell,” Cath has always set the bar high for both students and colleagues. Even when she wasn’t officially the team lead of a course, she naturally assumed the role—guiding, mentoring, and ensuring excellence. Cath Campbell’s dedication, wisdom, and warmth are immeasurable, and while we celebrate this exciting new chapter in her life, her absence will be deeply felt. There will never be another Cath Campbell.

history teacher and financial aid director GreG Gonzalez on

Katherine holMes-chuBa @

history teacher

Katherine is a master teacher who was as great an inspiration to her colleagues as she was to her students, dazzling them all with her encyclopedic knowledge of history and art and her ability to relate it to students. Katherine’s classroom was the fire of genius paired with the fuel of imagination. Students always came first with Katherine—she baked them brownies on test days and taught contrapposto by comparing the Mona Lisa to school portraits. As a leader, Katherine guided the history department from the Pleistocene (Eric Zwemer’s joke) to the age of AI. Schoolwide, Katherine sat on more committees than anyone can remember. She left her mark on pedagogy, admissions, the schedule, the honor board, sophomores, curriculum, hiring, and wellness—not a complete list. But more than any of that, Katherine made us all feel great, all day, every day. Always as cheerful and bright as the scarves she wore, Katherine paired her intellectual prowess with friendliness and warmth. Harvard-Westlake is not losing a teacher, we are gaining a legend. One last lesson: while teaching French Realism, Katherine liked to quote Gustave Courbet, who said, “Show me an angel, and I’ll paint you one.” Monsieur Corbet, we have an angel for you to paint. Thank you, Katherine, for everything.

attendance and health coordinator and seP ProGraM director Brenda siMon on

ivonne loPez-alvarez reGistrar

I had the pleasure of working with Ivonne for over 35 years, and during that time I have witnessed her warmth and kindness. Ivonne brings a positive presence to our environment. She is a quiet and thoughtful person with a strong moral compass that sets her apart as a role model for others. Her passion for a job well done is evident in the way she embraces new challenges and her keen eye for details. She absorbs all that is going on around her and asks questions whenever something about what she sees and hears needs clarification. Ivonne gets along well with adults and students alike, and all her interactions show her to be a truly caring, kind, loyal, committed, dedicated, and hardworking person who will be missed immensely.

director of oPerations

Dave Mintz arrived at Harvard School as a freshman in 1984, started working for the school part-time while in college, and joined the staff full-time in 1991. He has since held roles from security to facilities and now serves as Director of Operations. His depth of knowledge of the history of both campuses and former faculty and staff is unmatched. In the 1987 yearbook, there’s a photo of him and the other senior officers grinning from a car trunk, a glimpse of the humor he still brings to school today. At this year’s Academic Fair, I spotted him in the crowd and asked how he was doing. He replied, “This will be the last time I enjoy this event with the students.” I could see the twinkle in his eyes as he recollected not only that event, but also every other event he’s supported in the past. Dave never asks for any accolades, but he deserves them nonetheless.

executive assistant to the President and head of school eMily Kennedy on

Pat nolte adMinistrative

assistant

There are some people in our community whose work is done mostly behind the scenes. Their work is not just intrinsic and valuable, but versatile and adaptable, and, as a result, they quickly become indispensable. Pat Nolte is one of those people. She has quietly been taking care of the things that most people take for granted for over two decades. And she has done so consistently, without fanfare, and to a high standard. If you have worked closely with Pat, then you probably call her your friend. This is because she is not just a colleague but is always ready with advice, a laugh, and comfort. Most of us have benefited from a regular dose of Pat to get us through the week. What will we do without her?

@HARVARD-WESTLAKE

it sPecialist aaron ruBen on

dave ruBen

director of inforMation technoloGy

It’s hard to imagine Harvard-Westlake without Dave Ruben. For 30 years, he has been the backbone of our technology infrastructure, transforming a small, scrappy IT operation into a world-class department that supports every corner of our school. Dave started as a programmer in a time when technology was a niche concern, handled by a handful of tech-savvy teachers. But as the digital age took off—bringing laptops, Wi-Fi, and an ever-expanding reliance on technology—Dave ensured that Harvard-Westlake not only kept up but led the way. Under his leadership, the IT team grew from just a few people to a thriving department of 14, dedicated to making sure faculty, staff, and students had seamless access to technology in and out of the classroom. His tough but fair leadership style fostered trust, autonomy, and growth among his team members, many of whom flourished in roles they might never have imagined without his guidance. Now, after three decades of dedication, he moves on to a well-earned retirement, where he can fully indulge in the things that bring him joy—archery, playing bass, and biking. While Harvard-Westlake may look very different from when he first arrived, his legacy will endure in every classroom, every device, and every connection he helped build. Thank you for everything. Enjoy this next chapter—you’ve more than earned it.

controller Brian Bouchey on

elsa sonGalia

accounts PayaBle sPecialist

We celebrate and honor the incredible dedication and hard work of Elsa Songalia, who is retiring after seven years of exceptional service as our Accounts Payable Specialist. Throughout her tenure, Elsa has been instrumental to our financial operations, ensuring accuracy, timeliness, and efficiency in her work. Anyone who has worked with Elsa can attest to her attention to detail, unwavering integrity, and commitment to excellence, which has set a high standard for the position and for those who had the pleasure of working alongside her. Beyond the check requests and payables processing, Elsa has been a kind and supportive colleague, always willing to lend a helping hand and share a warm smile. The Business Office will miss her expertise and steady presence, but we wish Elsa a well-deserved retirement filled with joy, relaxation, and many days spent with her granddaughters. The entire school thanks Elsa for her years of outstanding service and the legacy she leaves behind.

Consider it one small step for the middle school, one giant leap for its students. Harvard-Westlake’s new middle school design lab, including a makerspace and robotics classroom , is chock-full of stateof-the-art tools designed to support student creativity and invention.

THE NEXT FRONTIER

Welcome to the middle school’s new innovation hub.

When the Interdisciplinary Studies and Independent Research department expanded to include the middle school last year, it got the HW Venture team, including Interdisciplinary Studies and Independent Research (ISIR) Teacher and Head of Communications Ari Engelberg ’89, HW Inc. and ISIR Teacher Rob Levin, ISIR and English Teacher Jenna Gasparino, and Director of Institutional Research Mike Barker, thinking: Could we find a space to better support the community of creative and entrepreneurial students the new courses would likely attract?

And that’s how the makerspace was born. It turned out Tripp Reed, Robotics Teacher and Robotics Program Head, was wondering the same thing about robotics. “We started collaborating right away,” recalls Barker. "Tripp had an amazing vision for what the space could be, and we got to work."

The design lab is interdisciplinary by nature, says Barker. “It blends art, science, and technology, but it can also be a resource and forum where teachers can collaborate and add a creative element to their course offerings via 3D work, for example. It’s exciting to think about what we could do with this space.”

DESIGN LAB

MAKERSPACE ROBOTICS

STEVEN HUYNH

Makerspace Director and Teacher

TRIPP REED

Robotics Teacher and Robotics Program Head

COURSES TAUGHT IN THE DESIGN LAB

Zero to One: An Introduction to Entrepreneurship

IDENTICAL QUARTERS — GRADES 8 AND 9 — MEETS 5 BLOCKS PER CYCLE

This new course demystifies the world of entrepreneurship by exploring fundamental concepts and skills common to the entrepreneur. Students embark on a journey to understand how startups grow into businesses that work and what it takes to earn that first customer. Through case studies, practical exercises emphasizing design thinking, and interactive discussions, students develop the skills essential to entrepreneurship, such as ideation, prototyping, problem identification and solving, communication, and presentation. Students also cultivate important financial literacy skills in the context of entrepreneurship. Throughout the semester, students research the growth and development of their favorite for-profit and nonprofit organizations and use those examples as a touchstone to contextualize their learning. The course culminates in a final presentation on the company of their choice.

Robotics Engineering and Design

REPEATABLE SEMESTERS — GRADE 9 — MEETS 5 BLOCKS PER CYCLE

This interdisciplinary elective is designed for students interested in solving real-world challenges through the engineering design process. Students learn the basics of computer animated design, engineering electrical circuits, and creating custom parts through additive and subtractive manufacturing techniques. Students who plan to compete on the middle school’s VEX robotics team and/or are interested in participating in the upper school’s First Robotics Competition are strong candidates for this class.

Introduction to Robotics

IDENTICAL QUARTERS — GRADES 8 AND 9 — MEETS 5 BLOCKS PER CYCLE

This interdisciplinary elective introduces students to the engineering design process while building and programming robots with the VEX EDR system. Robots are programmed in VEXcode beginning with drop-and-drag Scratch and advancing to text-based coding in Python and C++. Students develop problem-solving, real-world engineering, computer science, and iterative-design skills through hands-on building projects. Students who join the middle school’s robotics team are not required to take this course; conversely, students can take the course without joining the team.

M7602

M7149

M7148

HW

Mr. Huynh is a great, fun teacher. He was very enthusiastic with our projects and put full effort in to help us. He made class a welcoming environment and made my group and me want to come in and work extra for our project.”

Ben Arinsburg ’28, who took Mr. Huynh’s Zero to One: Intro to Entrepreneurship class

Mr. Huynh’s T-shirt made by students in his Zero to One: Intro to Entrepreneurship class

MAKING A SPLASH

with Makerspace Director and Teacher Steven Huynh

What did you do before you came to HW?

I come from the entertainment industry with over 10 years of experience working in video games, films, and toys. My most recent projects include Deadpool and Wolverine movies and the Harry Potter Fantastic Beasts attraction in Orlando’s Universal Epic Universe theme park. I worked at Film Illusion digitally sculpting and 3D printing parts of Deadpool’s costume. As a team, we fabricated 12 Deadpool costumes for Ryan Reynolds and his stunt team. While working on Deadpool, we were also working on six different animatronics for the Harry Potter attraction, which opened this year. My responsibilities included 3D modeling, previsual animations, and digital sculpting assets. We completed the Harry Potter project in August 2024, right before I became the Makerspace Director and started teaching at Harvard-Westlake.

How does the makerspace figure into your lessons?

I teach an elective class called Zero to One: Introduction to Entrepreneurship. We incorporate design thinking into our lessons, and students can use what they learn to create their ideas and projects. The makerspace provides tools such as 3D printers, laser engravers, a CNC machine [a Computer Numerical Control machine, used to cut and fabricate materials], a heat press, bandsaws, and many other creative tools to help students bring their creative ideas to life and prototype and test their designs rapidly.

How does the makerspace encourage students to explore their own creativity?

Before Halloween, we had students use the makerspace to create their own costumes, including a 3D-printed Deadpool helmet. Another student fabricated scales for their Lord of the Rings costume. We have seventh graders who come into the makerspace and learn 3D modeling software such as Blender or Tinkercad to make and 3D print their own creative designs. I’ve seen students struggle to create a design that works the first time, but they continue to grow and work to improve their designs. One student got frustrated designing a pencil holder for their notebook, but they continued making about five versions until it worked the way they wanted it to work. I was really impressed to see how this student dealt with adversity and incorporated the five steps of design thinking [empathize, define, ideate, prototype, and test].

The students are very engaged and love learning about all the new tools in the makerspace. I am amazed at how quickly they learn and that they are coming into the space on their own time to learn new skills.

Halloween costumes created by students

Before Halloween, we had students use the makerspace to create their own costumes, including a 3D-printed Deadpool helmet. Another student fabricated scales for their Lord of the Rings costume."

Makerspace Director and Teacher Steven Huynh

On our first flex day of the school year, the 70-plus kids at the middle school each contributed to creating masks worn by the masked singers in our Spirit Day competition. On Spirit Day, [Makerspace Director] Steven [Huynh] opened up the makerspace so students could make T-shirts for homecoming. Students even made beanbag chairs for the Wolverine Den, the new mindfulness and meditation space. The last time I was in the makerspace, a student was prototyping a pawn chess piece that could easily transform into a queen. Whenever I walk by, I always see kids tinkering away at stuff."

Director of Student Affairs Sarah Tooke ’04

INSIDE THE MAKERSPACE

• 2 FLEXIBLE CLASSROOMS WITH A SLIDING DOOR BETWEEN THEM

• 2 COMPETITIVE ROBOTICS FIELDS

• 7 3D PRINTERS

• TORMACH CNC ROUTER TO ACCURATELY CUT ALUMINUM, PLASTICS, WOOD, AND MORE

• THUNDER LASER ENGRAVER FOR CUSTOM DESIGNS

• 3D SCANNER

• T-SHIRT HEAT PRESS

• HEAT SHRINK MACHINE

• WORKING WOODSHOP

I had my Ethnic Studies class work on an identity puzzle project in the makerspace. We collaborated with [photography teacher] Joe Medina, who took portraits of my students, and Steven [Huynh] laser-engraved their images onto thin board and cut them into puzzle shapes. Our class then used the makerspace to decorate and paint the backs of their puzzle pieces with different aspects of their identity that we talked about in class.”

History Teacher and Dean Department Head Karen Fukushima

This year, the HW dance department came to our Robotics Engineering and Design class (RED) and asked if we could design and build a robot for their steampunk-themed dance production. Our students worked with [performing arts teacher] Mr. Schenck to design a robot that fit the aesthetic of the show. Mr. Schenck choreographed the dance motions for the robot based on what we designed the robot to do mechanically and then our RED class programmed the robot. This was an amazing collaboration between two departments that could only happen using the resources in the design lab.”

Science and Robotics Teacher and Robotics Program Head Tripp Reed

Robot that students built for the dance show

Check out a virtual tour of the design lab

Kate Kleeman ʼ27

THE OBSERVANT EAGLE

by Neal Xu ’30

Above the mountains, lies an apex predator, ruling the sky. As still as a rock, as quiet as an owl, Perched on the barren branch. Eyes scan the endless horizon, far into the distance.

Perhaps it sees a mouse, a cat, or maybe a future. We might never know.

For us, it’s a mystery. The future reveals itself, every second, every minute, every hour. We can never tell the future. But what matters most is the present.

wellness matters

Talking about mental health with HW’s first Director of Wellness

Edited by Halsey Robertson ’13

Mindfulness posters and inspirational sayings cover the walls inside and outside Marci Reichert’s office. Her tall bookshelf is overflowing with neuroscience and adolescent psychology books. Students stop by for Life Savers from a bowl on her desk— and perhaps, on their way to their next exam, notice a diagram on how to de-stress with box breathing (inhale for four, hold for four, exhale for four, hold for four, repeat).

As Harvard-Westlake’s new Director of Wellness, Reichert is dedicated to fostering a culture of resilience and connection, both in and out of the classroom. In this Q&A, she shares her vision for what that looks like and her plans on how to get there.

FACULTY & STAFF PROFILES

What is your background, and what brought you

to Harvard-Westlake?

I earned my master’s in counseling in the early 2000s, started my career as a therapist working with at-risk youth, then spent over a decade with Planned Parenthood, educating various age groups and training educators in evidence-based health programming.

My passion for education led me to Lakeside School in Seattle, where I developed life skills curricula and started affinity groups at the middle school. I also ran summer programs for public school students and did consulting work on implementing social-emotional learning and mindfulness in schools.

Seeking a more permanent community role, I took a position at Isidore Newman School in New Orleans, overseeing wellness programs from early childhood through 12th grade. Although I loved Newman and New Orleans, the opportunity at Harvard-Westlake was too good to pass up. It offered me a chance to work at an exceptional institution, implement wellness programs on a larger scale, and return to the West Coast. The school’s commitment to student well-being, evidenced by the support from leadership, particularly attracted me. I saw it as a unique opportunity to make a significant impact on students’ lives and the overall school culture.

Why is it important to teach social-emotional skills?

When we teach social-emotional skills, we’re equipping our students with tools they can use in real-life situations. For example, I want our students to be able to manage their time effectively, resolve conflicts in group projects, and understand how to work with others who may be different from them. These are skills they’ll need throughout their lives, not just in the classroom.

I also want to emphasize the importance of self-awareness and selfregulation. When a student is in a stressful situation, like taking a free throw in a basketball game or facing peer pressure at a party, I want them to have the skills to calm their nervous system and make good decisions. These aren’t skills that come naturally—they need to be practiced regularly. If we integrate these skills into all aspects of school life, from classroom activities to sports to Advisory, we’re giving students multiple opportunities to develop and reinforce these abilities. This approach is much more effective than isolated lessons or one-off presentations. Ultimately, teaching social-emotional skills is about preparing our students for life. It’s about helping them become well-rounded individuals who can navigate complex social situations, manage their emotions, and make responsible decisions.

What is the intention behind Advisory?

Advisory isn’t meant to be just another class, but rather a “family” that fosters a sense of community and belonging. I want it to become a central part of the Harvard-Westlake experience. The goal is to foster connections between students who might not naturally gravitate towards each other, helping them develop the life skill of interacting with diverse groups of people.

We’re implementing a plan for grades 7 through 9 next year, building on the foundation of the existing Sophomore Advisory [that launched last school year]. Then we’ll consider expanding to all the grades. I’m committed to creating a thoughtful, scaffolded approach that truly supports our students throughout their Harvard-Westlake journey.

FACULTY & STAFF PROFILES

Why is the student cell phone policy changing to no phones during the school day on both campuses?

Our primary goal is to foster a stronger sense of community and improve face-to-face connections among our students. We’ve observed that excessive phone use, especially during lunch and social times, can hinder realworld interactions and relationship-building. This policy aligns with our broader wellness initiatives, as reducing screen time can positively impact mental health and social skills. We’re also integrating digital literacy into our curriculum to help students understand the benefits of reduced phone use and provide students with the tools to manage without constant digital access.

We’ve already seen success with reducing distractions by collecting phones in classrooms at the upper school, and creating more meaningful interactions at the middle school, where we piloted this expanded policy starting last year. Next year will be a transition for upper school students, but we believe it will ultimately enhance their school experience and well-being.

After the losses of the past few years, what work has been done in the area of suicide prevention?

Before I got here, Harvard-Westlake had already taken significant steps in suicide prevention and improving our mental health and wellness programming, primarily through our partnership with the Jed Foundation [a nonprofit focusing on preventing teen and young adult suicide].

The Jed Foundation conducted a comprehensive assessment of the school, including surveys and interviews with various stakeholders. Based on their findings, the school identified four areas where we could evolve and elevate our work: crisis response, encouraging help-seeking behavior, developing a life skills curriculum, and fostering community and inclusion.

We’ve made substantial progress in developing robust crisis response protocols, which include support systems and strategies to prevent contagion. We’re also improving our data collection and tracking methods to identify patterns and intervene early when necessary. Our counselors are sharing information and strategies to support students more effectively. We’ve also been using surveys like Challenge Success and Authentic Connections to gather data on student wellbeing and compare it with other schools.

Where does mental health and wellness at HW go from here?

I keep a book on my desk called If You Don't Feed the Teachers, They’ll Eat the Children. I recently went to a conference where a school district that tracked the cortisol levels of their teachers and students reported that the teachers with the highest stress levels ended up with the students with the highest stress levels. You have to help the adults so they can help the students.

My ultimate goal is to create a holistic approach that integrates wellness into every aspect of school life. My vision is to develop a system where health and wellness skills are not just taught in isolated classes, but woven into the fabric of our curriculum and daily practices. I want to establish a common language and consistent messaging across the school to reinforce social-emotional learning skills. I also want to empower students with their own tools for managing stress and emotions so they don’t feel they have to rely on counselors for every challenge.

Ultimately, I envision Harvard-Westlake as a place where mental health and wellness are prioritized alongside academic achievement, creating a balanced and supportive environment that prepares students not just for college, but for life.

ALUMNI PROFILES

David Wark ’52 on tackling stress

When David Wark ’52 wandered into a random Pomona College classroom, he didn’t realize he was stepping into a lifelong career. Wark went from teaching study skills as a graduate student to spending three decades as a counselor at the University of Minnesota. Here, he explains how you can channel calm and confidence using just a positive memory and a spot to focus on.

What got you interested in psychology?

At Harvard School, mental health, acknowledging stress—it just never came up. It was traditional 1950s male—push on, do a good job. You know, it was a military school. I got into mental health walking through campus at Pomona College between classes. A classroom door was open, and a professor was asking questions. Nobody in the room was responding, so I went around to the back door, sat down, and answered a couple. The next time the class was in session, I did the same thing. And after a couple of times, the professor said, “Young man, you in the back? I don’t see you on the roster.” And I said, “I’m not on the roster. I’m just doing this for fun.” And he became a mentor to me. He was the one who suggested that I major in psychology. When the door opens, walk through.

How did you end up counseling students?

After college, I went to graduate school for psychology at the University of Minnesota and saw a notice that the university’s counseling bureau was looking for an instructor in study skills. I thought, well, I can do that. I applied for the job, and they said, “Mr. Wark, you are the best qualified of all our applicant.” Applicant, singular. So I taught the course on study skills, and that led to a wonderful career at the counseling bureau. Later I saw students for test anxiety and all sorts of other issues— relationships, family, financial…all sorts of stressors. And recently I published a website guide to reducing stress called 49words.org. Access is free and open to anyone.

How does 49words.org help people reduce stress?

The basic idea is to pick a memory that relates to what you’re anxious about—a good memory, an experience when you were on top of things and you were comfortable and doing well. You don’t make up a pretend situation, you recover an actual situation. That’s important because recovering that situation contains all of the physiological components of your experience, and you want to use those in a positive way. Then you pick a spot to focus on. After about 10 seconds, if you look at something continuously, keeping your eye focused on that one thing, everything else around it disappears, and it literally changes your brain. Your brain shifts from evaluation to achievement, happy hormones start flowing, and you’re not so worried.

Many people have test anxiety. They know the material coming in, sit down for the test, and blank out, and then it all comes back after they turn in their papers. Let’s say you’re one of those people. Choose a time when you’re calm and things are going well, and remember how it felt when you did pass a test and you were feeling strong and competent. The research is pretty clear: If you practice this two or three times over a two- or three-day period, it will become much easier later on to bring back that good feeling. So, for example, if you do it on Monday and Tuesday and Wednesday, then when you’ve got your exam on Friday, you’ll be calm and in control and you can look at the test and remember the answers. You’re essentially practicing feeling calm so when you’re in a stressful situation, you can recall that calm feeling.

It’s not magic. This is not wishing. This is not positive thinking. This is human physiology and neuroscience. This is a scientific way to help people produce the consequence that they want. It’s useful. I do it all the time myself getting ready for speeches and interviews. I really want to make this technique popular and common and known. I’m immensely grateful to HarvardWestlake for helping to spread it for the mental health of students, parents, and friends.

DE-STRESSING 101

Got three minutes?

Try this exercise from 49words.org to tame anxiety and feel a greater sense of peace.*

Recall a positive personal event.

Bring back a memory of something that solved a problem, made you happier, or more satisfied. Store that memory in your mind so that you can find it easily.

Look around. Find a spot for focus. Pick a spot that is either a little blurry or has hard boundaries. A spot on fabric, a light switch, a shiny doorknob, or a single flower would work.

Focus on that spot… inhale…hold it… exhale slowly.

Breathe from your diaphragm. Let your shoulders move. Do not strain.

Increase focus…inhale… as you exhale…whisper “Focus.”

End the whisper each time you end the exhalation.

Continue breathing… whispering “Focus”…until you see the spot change. Some people see a change right away; for some it takes a little longer. Increase your focus, and keep on breathing.

When the spot has a light halo…recall your event.

The faint light halo is a sign that you are seeing and thinking with more concentration and less emotion. Recall your positive memory from Step 1. Experience it again. Notice a change in how you feel? Calmer? More content? More lifelike and real?

ALUMNI PROFILES

5

ALI RILEY Defender

HOMETOWN: Pacific Palisades

COLLEGE: Stanford

NWSL Club History: LA, ORL

LAST TEAM: Orlando Pride

ACQUIRED VIA: Trade from ORL (1/27/22)

Pro soccer stars Ali Riley ’06, Alyssa Thompson ’23, and Gisele Thompson ’24 kick it with HW Coach Richard Simms

20

GISELE THOMPSON Defender

HOMETOWN: Studio City

NWSL Club History: LA

LAST TEAM: Total Futbol Academy (MLS Next)

ACQUIRED VIA: U-18 Entry (12/7/23)

ALYSSA THOMPSON Attacker

HOMETOWN: Studio City

NWSL Club History: LA

LAST TEAM: Total Futbol Academy (MLS Next)

ACQUIRED VIA: 2023 NWSL Draft (R1, P1)

In February, Harvard-Westlake welcomed back three of its own to inspire the next generation—Angel City Football Club stars Ali Riley ’06, Alyssa Thompson ’23, and Gisele Thompson ’24. The powerhouse trio sat down with HW soccer coach Richard Simms and the girls varsity team for a candid, uplifting conversation about building confidence, supporting your teammates, and chasing your dreams.

HW GIRLS VARSITY SOCCER COACH RICHARD SIMMS: Ali, tell us about your background.

ALI RILEY: I grew up in Pacific Palisades, so unfortunately, my parents lost their home [in the fires in January], and it's been a tough time for the city—but I'm really proud to be from here and playing for my home club. It's something I dreamt of as long as I've known that we could play professionally in this country. Growing up, I didn't know that I could do that. I played at Harvard-Westlake, then at Stanford, then in the WPS [Women's Professional Soccer league]. That league folded in 2012, so I went to Europe to play in Sweden, England, and Germany. And then I came back to play in the NWSL [National Women’s Soccer League]. So I started with Orlando Pride, and then Angel City was formed and I got traded to come play in LA for their inaugural season. I’ve also played on the New Zealand national team—my dad is a Kiwi—starting senior year of high school.

RICHARD

SIMMS:

Alyssa and Gisele, what career updates can you share?

ALYSSA THOMPSON: I’m happy that I’m going into my third year with Angel City and playing with the national team more.

GISELE THOMPSON: I’m so excited going into my second year with Angel City. And we also both just signed contract extensions, so we will be here for three more years.

ALUMNI PROFILES

RICHARD SIMMS:

Ali, you have had so many amazing experiences in soccer since your graduation from Harvard-Westlake in 2006—from playing at Stanford to the Olympics to playing for huge clubs like Chelsea and Bayern Munich. What changes have you seen in women’s soccer over the years?

ALI RILEY: There’s a huge difference in the opportunities for women soccer players and in the way that women of color are celebrated now. As an Asian American, I am very proud to be witnessing that change. I felt very different growing up and just didn't see people who looked like me, especially in sports. Now there is not only so much more representation, but also so many more opportunities. I’m so happy that I’ve gotten to play this game that I love and had this space where I felt safe and where I could be myself and learn confidence, leadership, and resilience. And all those opportunities will be there for you too. Own that, and never think that you don’t deserve to get signed or to play at Harvard-Westlake or in college or at whatever level you achieve, because you do deserve that.

RICHARD

SIMMS:

Gisele, what did you learn in year one and what are your hopes for year two?

GISELE THOMPSON: Year one was hard—just finding my way and knowing I was good enough. I had a lot of doubts in the beginning, and I guess it felt a little hard to fit in. But there were a lot of teammates I got close with who helped me. I was so nervous my first game, but then I thought, I’m here for a reason, and the crowd was so amazing and made me feel so comfortable. So my first year, I got a lot more confident. Year two, I want to keep working on that.

RICHARD

SIMMS:

Alyssa, you seem to have really found your stride in your second season. How did you get there?

ALYSSA THOMPSON: I had a back injury at the beginning of last season, so I missed a lot of trainings, and when I got back into it, it took me a while to find my footing. A big reason I was feeling insecure was that I wasn’t getting called up to the national team [as I had been in high school], so I felt I just wasn’t the player I used to be. But leaning on Ali and other teammates was really reassuring and validating. Going into summer I’d felt that I wasn’t contributing enough, but I was doing the right things to continue to get better, and people were telling me it will come, it will come. I would work with [teammate] Christen [Press] after training and do extra before the games to make me feel really confident I could score. When I scored the first game back after summer break, it was just a really happy, hopeful, exciting moment for me.

Photo of Ali Riley in Stanford uniform: David Gonzales/Stanford Athletics; other

photos courtesy of Angel City FC and Harvard-Westlake

RICHARD SIMMS:

Ali, what lessons have you learned as team captain for both Angel City and the New Zealand national team?

ALI RILEY: From a young age, I wanted to make the players around me the best they could be. I wasn’t the best player based on my statistics, but I was the first player the coach would put on the field to help the team do well. Giving energy and making my teammates feel valued has always been my biggest strength. But because of that, when I got injured playing for Chelsea, it was really hard for me to ask for help. I didn’t want to tell my teammates that I was struggling. But now I know that I can’t be a good leader unless I can also be vulnerable and honest. Angel City means so much to me, and I feel so lucky to have had this career, so giving back keeps me going. But I've been going through an awful injury for the past year. Being able to say I need help, I'm having a bad day, helps me get through it and be the best teammate I can be.

RICHARD SIMMS:

Gisele, at Harvard-Westlake, you were balancing soccer, track, school, and your personal life. How did you manage it all?

GISELE THOMPSON: Taking time away from soccer and track actually helped me do better. I tried to got my homework done early so I could just chill before or after practice and hang out with friends. I got super anxious before games or track meets, but listening to music beforehand and trying to visualize myself being at my best, or just not thinking about it at all helped me a lot.

Photos: Nicolas Monroe ʼ26

RICHARD SIMMS:

Alyssa, what was HarvardWestlake like for you?

ALYSSA THOMPSON: Freshman year was tough— my middle school wasn’t as challenging—but after that, I enjoyed it. My friends were also very smart, so they helped me a lot. It was really nice hanging out with my friends and not thinking about soccer for a little while, because none of them really played sports. Looking back, I don’t think I’d change a thing.

RICHARD SIMMS: Any final thoughts?

ALI RILEY: If you really want something, don’t let anyone tell you that you can’t have it. Even if a door closes, work hard and keep going so you’ll be ready when the right door opens. Be kind to others and give energy and you’ll get there one way or another. And when you do, use your success to uplift other people.

GISELE THOMPSON: Don’t compare yourself to anyone else. Everyone’s journey is different, so just keep learning, working hard, and you’ll get to where you need to be.

ALYSSA THOMPSON: Just have fun and don’t overthink it. Being on the soccer team was my favorite part of Harvard-Westlake—enjoy it!

Test yourself:

Can you answer this question from a Harvard-Westlake teacher?

Answer at the bottom of the page.

THIS ONE IS FROM MR. RUIZ’S MIDDLE SCHOOL PHYSICAL EDUCATION CLASS

WHAT SHOULD YOU NOT DO WHEN DRIBBLING A BALL IN SOCCER?

A Use both feet

B Use both the inside and outside of your foot

C Keep your eye on the ball

D Control the ball with short taps

Boys Soccer Claims Division 3 Regional Championship

FIRST CIF REGIONAL SOCCER CHAMPIONSHIP IN SCHOOL HISTORY

By Jonah Greenfeld ’27

As the final treble whistle echoed around Ted Slavin Field, it was silenced by rapturous cheers. Micah Rossen ’25 was mobbed as friends, teammates, and fans realized that the boys soccer team had just become CIF Division 3 Regional Champions, only a week after winning the CIF-SS Division 2 final.

The Wolverines defeated Bell High School in a 3-2 overtime win on March 8. Although they entered the regional competition in a lower division, as the first seed, they secured victories of 6-2 and 4-0 before squaring off with the Eagles.

In the championship game, the Wolverines managed control throughout. The two goals they conceded came off of quick mistakes, which the Bell strikers were able to capitalize on. Except for the two breakaways, the ball was kept mostly on the offensive.

The game opened with a goal from striker Theo Ottoson ’25. Ottosson was fed a ball from Race Serota ’25, leading him into space, where he split a pair of Eagles defenders. From there, he only had the goalie to beat and did as such— slotting the ball into the bottom left corner, making the game 1-0 within the first minute of play.

The characteristic defense contained the Eagles’ strikers early, feeding into the offense by finding their forwards further up the field. Their midfield, led by Kevin Chen ’25, Cole Grossman ’25, and Serota, dominated their area of the pitch, allowing the squad to assert their pace of play from the start.

High work rates were seen across the pitch, most notably from Dominic Landes ’25, Roen Bailey ’25, and Tyler Park ’25, who forced many passing attempts from the opposing team to be errant and misplaced. In addition, the defensive help of Chen, Grossman, Sam Reiner ’25, Reid Romans ’27, and Jack Letterman ’25 formed a solid back line, cutting off passing lanes and making interceptions.

This allowed the Wolverines to mount quick attacks and fast build-up play, pushing the ball forward, thanks to the pace of Landes, Letterman, and Serota. This, combined with incisive passing from nearly everyone, allowed the ball to reach the attackers in a good position.

Before the second-half whistle blew, there was a crucial scoring opportunity for the Eagles, their first of the game. Their captain had broken away with the ball and sprinted forward on a fast break with only goalkeeper Jackson Freidman ’27 to beat. Friedman, who had been incredible throughout the postseason, slightly mistimed his challenge, catching Grimaldo’s foot and sending him sprawling. There was an ensuing penalty kick where Grimaldo made the game 1-1 going into the half.

by

The Wolverines’ momentum was back at full volume in the second half. Meanwhile, the Eagles opted for long balls to try to get past the defense. Unfortunately for them, defenders were level to the task and threatened them at nearly every turn.

Later, there was another Wolverine fast break with Ottoson working one-on-one with a defender. He beat one man, then when another took his place, Ottoson delivered a powerful inswinging cross directed towards the back post. Rossen was there, lying in wait and positioning himself to redirect a powerful header screaming above the keeper’s outstretched gloves.

The ensuing 20 minutes forced the Eagles into an all-out defense as they continued facing an onslaught of Wolverine attacks. However, in stoppage time, a miscommunication between Landes and Letterman allowed Grimaldo to break out in front between both of them, who surged in with a turn of pace and slotted the ball in to make it 2-2, sending the match to overtime with seconds to spare.

Golden-goal overtime—in which the first team to score wins the match—commenced, and after the teams exchanged possessions, on a Wolverines offensive, a ball sliced between two Eagles defenders and fell into the perfectly positioned lap of Rossen, standing in front of the goal. Rossen dribbled to the goal and sent a ball to the goalie’s left, beating the keeper.

Romans said although winning the Division 2 Southern Section championship was the team’s main priority, the team continued to give effort into winning regionals.

“It’s the best I’ve ever felt, even better than our last championship,” Romans said. “We peaked at the right time. We gave great team chemistry and we wanted to do this for the seniors.”

Park said the culmination of his soccer journey in winning a championship with his longtime teammates made it especially memorable for him.

“I’m overwhelmed with emotion,” Park said. “I’ve been playing with these boys since seventh grade, some even earlier. The boys soccer team has never done this in all the years of our high school’s history, and it’s just a dream come true for us to win it all after working so hard all our high school careers.”

Photo

Kasra Maghami ’ 29

Theo Ottosson ’25 lifts the Division 3 CIF Regionals plaque with his teammates after the game

WESTLAKE

1975

ALISON CARPENTER “CARP” DAVIS writes, “I recently visited classmate KIM SMITH (MOFFIT) in Bend, Oregon—on one day’s notice. Kim and I became friends in the ninth grade when Kim started at Westlake. We had no problem picking up where we last left off!

I also report that my book, Letters Home from Stanford, just came out in paperback and is available on Amazon. A collection of letters, emails, and texts Stanford students sent home over 125 years, the book taps into the experience of attending college anywhere and across the generations—‘I hate my roommate’; ‘what am I doing with the rest of my life?’; ‘I miss you guys, I really do, and I might as well admit it.’ In the true spirit of Westlake, Letters Home also presents an arc of the progress women have made in society and on college campuses over the decades. Other highlights include several letters from Herbert Hoover and historical letters about the Great San Francisco Earthquake, the first Stanford-Cal football game, and a celebration after the end of World War I. At its heart, the book is about coming of age: After all, we were all once 18 or 19 years old.”

1980

MELISSA DUGGAN PACE writes, “Helllllo Westlake class of 1980! I’m beyond thrilled to announce that my debut novel, The Once and Future Me, is being published by Henry Holt Books/Macmillan on August 19, 2025! Am I the oldest living debut author in 2025? Possibly. It was a lonnnnnggg road to publication, but I’m so, so glad I stuck it out and refused to get ‘realistic’!

A psychological thriller pitched as Dark Matter meets Girl, Interrupted, the book follows a young woman who wakes with no memory in a 1954 mental hospital. As disturbing visions of the future begin filtering into her reality, she must fight to learn whether she is truly the delusional schizophrenic doctors claim she is—or something else entirely.

In January, it was named to Lit Hub’s ‘Most Anticipated Books of 2025’ list, and it’s now available for preorder on all your favorite bookish sites! If you’re in town on August 19, join me at Diesel Books in Brentwood at 6:30 p.m. for the launch party, where I’ll be in conversation with fellow debut author Sophie Stava, whose thriller, Count My Lies, was GMA Book Club’s March book of the month!”

HARVARD 1955

WALLY GILLETTE writes, “Seventy years since graduation from Harvard School—how the time flies!

The great CLARENCE BARNES taught both my father [WALDO GILLETTE SR. 1916 ] and me math and trigonometry. DR. LEONARD SHERMAN always said that ‘someday’ we would appreciate his English lessons—he was absolutely right! My work writing specifications and administering contracts was far better because of him. My father always spoke highly of his headmaster, BISHOP GOODEN , and I had the privilege of studying under FATHER BILL CHALMERS , an excellent headmaster. MR. MERVIN MILLER drilled chemistry and physics into my thick skull so well that I became overconfident in my first semester of those subjects at USC! I did, however, manage to earn my BS in mechanical engineering from USC in 1966.

Pam and I were married on June 6, 1959, at St. James, Wilshire, by the Rev. Ivol Curtis, who later became the Bishop of Olympia. Over the years, I enjoyed making major improvements to our homes in West Van Nuys, Tarzana, and, finally, here on San Juan Island.

Pam and I spent many wonderful years skiing, golfing, and cruising on our boat. Our three daughters and five grandchildren are all excellent skiers, and we now cheer them on from afar. Our second youngest grandchild, Alex, graduated from UCSB last June.

As a Registered Professional Mechanical Engineer, I worked in the power and petroleum industries. These days, Pam and I enjoy spending most of our time at home, grateful for all the blessings in our lives. Thanks be to God. Best wishes to the class of 2025—what an exciting time to graduate!

The following appeared in the student newsletter while I was at Harvard.

For the brave of every race, Prince and peasant, bond and free, Valiantly o'er sea and land Trod they the untrodden way, True and faithful to command, Swift and fearless to obey: Strong in heart and hand and brain, Strong, yet battling for the weak, Recked they not of their own gain, Their own safety scorned to seek. Fear and bondage, long grown old, In Thy strength they swept away: Healed the sick and halt the lame, Made the doubly blind to see: High above the restless tides, Stands their city on the hill.”

Class Notes is a regular feature in HW Life magazine, and all notes are submitted by alumni. If you have any news you’d like to share with the alumni community, submit it via the alumni website (hw.com/alumni) by logging into your alumni account or by emailing alumni@hw.com.

1974

PETER JONES and JOHN MANULIS

write, “We used the lonely months of the pandemic to produce Fortunate Sons (fortunate-sons.com), a documentary featuring our class of ’74.

Unbeknownst to us, we started the seventh grade in the fall of 1968 as the last Harvard School class to be issued military uniforms and M16 rifles. Over six years at Harvard School and in the 50 years since, so much has changed— but our connection to each other has remained strong.

Many of our classmates joined us to meet via Zoom while planning our 50th reunion last May—an event that had the biggest turnout of any 50th reunion in the school’s history.

The takeaway? No matter what circumstances we are born into, life happens to everyone, and no one is spared. As our classmate MARTIN MONTAGUE ’74 likes to say, ‘In the end, Mother Nature throws the dice.’”

DAN MING writes, “I have been traveling and working in the world of Formula One for the last two years, collaborating with many technicians and engineers to mount cameras in unique ways for the upcoming F1 film.”

1996

MATTHEW FUNK writes, “After COVID, I resolved to dedicate my creative talents to a passion that came naturally, role-playing game development. Seeing an ever more urgent need for empathy and appreciation for the classics, the marginalized voices, and the fading folklore of our world, I started an education-focused role-playing game publishing company with my wife, Gina.

Our first year garnered an award, two speaking engagements in game design summits, and a niche following. We’re now set on expanding awareness about our work and our cause. We offer preorders on our website and are crowdfunding an intro RPG that can be adapted to fit classroom subject matter and can be learned in minutes by players as young as middle school students. Called Campfire, it’s available for support now on BackerKit.com.”

2001

DORIELLE HANYECZ BIRNKRANT writes, “Knock on wood, life is precious and wonderful. I celebrated 11 wonderful years of marriage with my best friend, and we’ve had the joy of raising three delicious children: Zoe (7), Ari (5), and Milo (1). Together, we’ve been working side by side for the past 10 years at our niche boutique commercial real estate firm, where we specialize in supporting carwash and gas station operators. It’s an exciting time to be in these spaces, even with the challenges of the current interest rate market. Looking forward to what the next chapter brings! Hope everyone is well.”

2003

MARCIE ROGO writes, “My husband and I welcomed our first child, Vivian (‘Vinnie’) Bess Schaffer, on November 13, 2024. We also relocated from San Francisco to Los Angeles in September and look forward to spending more time with HarvardWestlake friends now that we’re here!”

2007

ADAM DROOKS writes, “My wife, Erin, and I welcomed our first child, Hayden, on September 26, 2024. He's already growing up fast, and we hope that he has the same love for learning that HarvardWestlake nurtured in me."

2020

OTIS GORDON and JASPER RICHARDS write, “During our junior year at the University of Chicago and NYU, respectively, we founded Checkpoint—a modern, design-forward photo experience that seamlessly blends physical prints with digital interaction. Now available in over 15 locations across NYC, including independent bookstores, cafes, galleries, designer shops, and creative spaces, our booths have become a new staple for capturing and sharing real moments.

Check us out at @checkpoint.pictures or checkpoint.pictures. If you have a space that might be interested in hosting a Checkpoint, visit checkpoint.pictures/ waitlist.”

2022

TESSA AUGSBERGER writes, “Writing from Dartmouth College and reporting on my adventures in cities like Berlin, Fez, Milan, and London, I am writing a twice-weekly dispatch about navigating social mores on my newsletter Faux Pas. Literary, sharp, and always surprising, you can subscribe to my newsletter at tessaaugsberger.substack.com/ subscribe.”

2023

ELLIOT LICHTMAN writes, “I’m excited to announce that I’m publishing a book, The Computer Always Wins, with MIT Press! The project has its roots at HW. I developed these materials when I was an HW junior teaching summer coding classes to middle school students. My first readers were my HW teachers. My first teaching partners were my HW peers. And any of my students from back then are today themselves students at the upper school. The book is available for preorder on Amazon and through MIT, and an excerpt plus other information is now posted at thecomputeralwayswins.com.”

All Aboard!

In my headphones: The B-52’s “Topaz” (1989)

By Tessa Augsberger ’22

By the time he reached Boston, Steve had been driving without really seeing for a few hours. He’d picked up seven passengers at H— and another ten at L—, and by the time he was halfway to Boston, the smell of the gasoline trailing from the cars irked and smoothed him. Irked, because the smell worried him, made him think the oily black smoke would curdle up through his fingernails and into his blue-black veins. Smoothed, because he was used to it and because he could half-smell the pavement soaked with rain through the grain of the gasoline. Passing through yet another woodland town, Steve wondered why there were no high-speed rails in America. He pictured himself on a white bullet train speeding through Japan. His mother had read him a book that talked about the Shinkansen once. He’d enjoyed picturing that long-nosed train jet across the landscape, Mount Fuji behind it like some ancient, watchful grandmother. He missed his mother reading to him. He missed his little wooden bed. He missed having to reach up to take his favorite books down from the top shelf. Now, all he could smell was the perfume of the woman in the row behind him who was, as he’d overheard, “working on a Reddit brand lift.”

A school bus on the night shift

Steve pulled the bus over for a routine examination at the border with Massachusetts. He almost put the bus into park on the shoulder of the road. But no policeman came, and he drove on through. He crossed the Tobin Bridge. He noticed the rickety structure advertising “Boston Sand + Gravel Co.” on the side of Highway 93 had received a bright repaint. The blue and gray was nice, Steve decided. Less flashy.

One hour and forty-three minutes later, Steve pulled his coach out of South Station, honking thrice before backing out and pulling the bus around the garage divider. In the station, he’d seen an orange gummy bear at the base of a toilet. It made him chuckle, and he thought of that famous shrine in Kyoto. The bright orange had no place being there either. Japan was probably a fulsome place, Steve thought. Then he got back on the bus and waved the next round of passengers aboard.

Somewhere along the highway on the bus ride home, a truck pulled up next to Steve’s bus. The cab was high enough for Steve to sit face to face with his driver, and he surprised himself by looking the truck driver in the eye. Startled, he fought the corners of his lips, but to no avail—they lifted. He remembered being in fifth grade, riding a bus through St. Paul to see a play-pretend Benjamin Franklin in his printing press museum. Steve had been so small then, but he’d looked the guy in the car next to him in the eye, and the man had actually maintained his gaze. Little Steve, wide-eyed, had simply stared. It had briefly occurred to him to duck and hide himself away, but then he remembered he was in a big yellow school bus and the man couldn’t do anything to him. So he stayed. He stared until the man couldn’t stare back at him anymore and he had to move the car forward in traffic. It was Steve’s first taste of power. Now he looked at the man next to him and tasted that metallic grin again. Triumphant, he drove the bus homeward. At the next stop, he was more gallant than usual. He escorted the elderly passengers down the bus steps and made like a train conductor, calling “all-aboard” and telling passengers it was a great day for a bus ride in the sunshine. On the way from the second-to-last stop to his home station, he passed a woman in a Hyundai who’d glued fangs to the front grill and laid faux tiger hide on the seats inside it. Her license plate read “Dragula.” She did not make Steve think of Kyoto. But still he tipped his hat, and he kept his sunglasses on his forehead all the way home.

Makenna Topp ’28

Sophia Xin-Rui Wong ’27

Thomas Steward Johnston ’64

Barbara Collins Hoyt ’50

Joseph Kraus ’51

David Loomis ’54

Stanley (Clive) Henslee ’59

Matt Sweeney ’66

Sally Eisele Breech ’61

Donna Main ’62

Shawn Costantino

Harvard-Westlake Performing Arts Teacher, 2006–2021

Lew Roberts

Harvard and Harvard-Westlake Physical Education Teacher and Coach, 1980–2016

Alan Buster Westlake and Harvard-Westlake English Teacher, 1985–2005

John Johnson Harvard-Westlake History Teacher, 2007–2014

Herbert (Bill) Lucas Westlake and Harvard-Westlake Trustee, 1970–1993

David Fisher Trustee 1993–2025

Brooke Citron ’02

Melissa Victor ’11

Remembering Alan Buster

April 7, 1945–November 29, 2024

Westlake and Harvard-Westlake English Teacher, 1985–2005

He was brilliant at reading aloud Edgar Allan Poe, and I can still hear him growling out the final line of William Faulknerʼs The Bear: ʻGet out of here! Don’t touch them! Don’t touch a one of them! They’re mine!ʼ”

Josh Tropp ’97

Dr. Buster was an excellent teacher, and I could tell that he really valued and cared about his students. My year with him went a long way toward my decision to major in English in college, and I particularly remember that the way he taught Rosencranz and Guildenstern Are Dead got me interested in postmodernism. He was a truly kind man and so very funny.”

Lara Friedrich ’04

Dr. Buster was one of the greats. He was one of those rare teachers whose little phrases, insights, and words of advice stay with you for life. He once said to me, with that slight Texas drawl, ʻMr. Liebeskind, most of my students know just what they're going to do with their life, but you seem to have no idea, and I like that.ʼ”

Ben Liebeskind ’03

When I began teaching at HW, Alan was a mentor and friend. What a great teacher and human being. His colleagues and students adored him.”

Jeffrey Kwitny, former English teacher (2001–2019)

I struggled with English, but Dr. Buster was so incredibly kind. I loved his class because of his enthusiasm and desire to meet me where I was. I’m so glad to have learned from him.”

Lizzy Gruner Soltis ’05

Dr. Buster made literature come alive through reading out loud. In my mind, his voice is Mr. Bennet from Pride and Prejudice.”

Katie Cole Miranda ’04

I learned so much from Dr. Buster. He taught me how to edit, to say more by saying less. I appreciated his wisdom and his caring, calm demeanor.”

Matthew Dintenfass ’03

I used to physically move my chair so it would be closer to his desk. I had a page in my notebook devoted to things he said that made me laugh. I felt like he ʻgotʼ me. I remember before he read The Love Song of J. Alfred Prufrock, he told us how much he loathed the poem and found it trite and pandering. I can still hear him saying, ʻI do not think that they will sing to me.ʼ He was one of my all-time favorite teachers!”

Malia Gregory ’98

In the late ’90s, the school’s ju-jitsu instructor became suddenly ill and was unable to continue teaching. While the school searched for an alternative instructor, a group of students petitioned to allow us to continue practicing in the school’s facilities after hours, but HW was only willing to do so if we could convince a member of the faculty to stay and supervise. Dr. Buster was the first one to raise his hand and say he would volunteer his time. It may have been a small gesture, but it meant the world to me and a group of other students, and I will remember his kindness forever.”

Matt Clark ’98

What a warm, gentle soul. He had a quirky sense of humor and a sharp intellect. The smile, the mild demeanor, the quiet self, the teacher who endeared himself to his students and colleagues.”

Jerome N. Margolis, former performing arts teacher (1970–2006)

Dr. Buster, or Uncle Buster as I called him, had one of the biggest impacts on my education. He was a teacher and friend and taught me to love literature and writing.”

Jennifer Borun ’88

He was a great man who welcomed— even encouraged—differing opinions and was so kind. He made such a positive impact on my life.”

Vicharin (“Pebbles”) Vadakan ’93

Remembering Lew Roberts

January 5, 1947–November 20, 2024

Harvard and Harvard-Westlake Physical Education Teacher and Coach, 1980–2016

In 1988, at 5’0” and 95 pounds, I didn’t have much to offer Coach Roberts on the freshman football team. Lucky for me, he didn’t have anyone to wrestle at 98 pounds that year. I think as someone who hadn’t been all that big in stature during his high school years, he recognized a kindred spirit, so he introduced me to wrestling. He was a constant presence in my life over the next four years—workouts on and off season, lifting sessions, and tournament trips. That was a great time to be part of Harvard and Harvard-Westlake wrestling. We won League each of those four years, owed in large measure to Coach Roberts. He was able to get guys who weren’t always the most motivated to work really hard at something. Whether he was yelling at us from the side of the mat, helping us to refine technique in the wrestling room during practice, or cracking us up during downtime (he was very funny), we just wanted to do well for him. I wish I could have had as much success on the mat as I know he wanted me to have. He was a kind man, and the entire HW community is a better place for having had him as a part of it for so many years.”

Josh Rodine

’92

Remembering Shawn Costantino

October 23, 1978–November 3, 2024

Upper school jazz program and as the chair of the performing arts department, 2006–2021

Mr. Costantino was a true inspiration and the reason I started to play and eventually love jazz music. He saw something in me and encouraged me to study jazz, and I’m still playing today. I owe it all to him.”

Max Cretaro ’23

Shawn’s passion for music, love for his colleagues, pride in Harvard-Westlake, and the incredible way he inspired countless students will never be forgotten here.”

Head of School Laura Ross

Shawn put a very close-knit community together every year in jazz. They all supported each other and really enjoyed working with him. It was remarkable— he really held them to a high standard while also befriending them. Shawn was truly a studentʼs teacher and drove some of the best performances Iʼve ever seen in our jazz program.”

Performing Arts Teacher and Department Head Aaron Martin

Remembering David Fisher P’97 ’03

Trustee, 1993–2025

David began his service as a trustee in 1993, shortly after the merger of Harvard and Westlake Schools. At many a critical moment in the history of Harvard-Westlake, David provided us with indispensable wisdom and unusual wit, knowing just when we most needed one or the other. Of course, his special knack was for blending the two. Among the many wonderful things David Fisher was to everyone around him, I will always remember him as one who could somehow manage to be the smartest person in the room and the kindest.”

President Rick Commons

FACULTY & STAFF NOTES

ENGLISH TEACHER JOHN GARRISON writes, “My book Red Hot + Blue has just been published by Bloomsbury Press. I loved the opportunity it gave me to mix my reflections on Cole Porter, 1990s music, and memories of my own experiences in high school and college.”

ASSISTANT DIRECTOR OF ADMISSION AND DIVERSITY, EQUITY, AND INCLUSION

JESSICA MCKAY writes, “I published my second children’s book in April 2025. My book, Eden’s Light, is a gentle balm that helps children (and their caregivers) navigate the harsh and often scary realities of our world that they may see on the news. Readers see young Eden experience fear and then turn inwards to her own light when the world gets to be too dark. Eden’s Light was published by Penguin Books and can be found in all major bookstores.”

WORLD LANGUAGES TEACHERS MARGOT RIEMER and SEPHORA ESCARPETAGARCIA writes, “We have a planting project going on with our Spanish III and Spanish III Honors classes! We're hoping that our milkweed (algodoncillo) seeds grow well and that we will attract some monarch butterflies! (This project came about after we had a guest speaker talk to the students about the butterflies in Spanish.) The kids are excited about this project, which is fostering community, purpose beyond ourselves, and joy!”

SCIENCE TEACHER JESUS SALAS writes, “In February I published my third piano album. It's called Starcrossed. You can find it on Spotify and other music platforms.”

CORRECTION:

In the last issue of HW Life, EDUARDO LOPEZ was listed as the Middle School Clerical Lead; he is the Upper School Clerical Lead. ERWIN YUPE should have been listed as one of the staff members with new roles; he is now the Middle School Clerical Lead. Apologies for the errors, and congratulations to them both.

DIRECTOR OF STUDENT AFFAIRS SARAH TOOKE ’04 writes, “My wife, Sara Fram, and I welcomed our second child, Anne Felicity ‘Nancy’ Tooke, on February 10. Five pounds, one ounce; 18.5 inches long.”

FORMER HISTORY/SOCIAL STUDIES

TEACHER DAVE WATERHOUSE writes, “I recently completed a book, based on my American Popular Culture elective, called Mass Entertainment in America: The History of Sports, Movies, and Television. It is available on Amazon at a very reasonable price.”

Miki D'Adamo ’26

Michaela Williams ’26

BLACK FRIDAY

NOVEMBER 29, 2024

Nearly 100 alumni and guests from the classes of the 1980s through 2020s gathered on the Friday after Thanksgiving at Johnny’s in West Adams to network, reconnect, and celebrate the HW Black alumni community. Under the leadership of co-chairs Zach Woolridge ’04 and Haley Hicks ’17, this event promises to become a beloved tradition after only its second year.

HW AFRICAN AMERICAN ALUMNI NETWORK

JINGLE & MINGLE

DECEMBER 7, 2024

Decked out in their most festive sweaters, over 100 community members joined the festivities to enjoy pizza, a hot cocoa bar, and holiday cheer. Thank you to the HW LGBTQ+ Alumni Network Chair Kyle Briggs ’06 and HW Pride (parent) Co-Chairs Art and Yoshi Maruyama for hosting.

IMAGE BUILDERS: IMPACT OF FASHION ON ENTERTAINMENT

DECEMBER 8, 2024

Courtesy of host John Terzian ’98 and longtime network chair Andrew Jameson ’86, over 50 alumni from the classes of 1953 through 2023 gathered in the Bird Streets Club Parlor Room for a panel discussion featuring Celine Khavarani ’95, SVP of Entertainment Relations at Giorgio Armani, and celebrity stylists Jamie Mizrahi and Molly Dickson.

WASHINGTON, DC, RECEPTION

More than 65 alumni gathered for a memorable evening at the Kennedy Center’s Opera House Circles Lounge, thanks to the generosity of host and then President of the Kennedy Center for the Performing Arts Deborah Rutter ’74. The event brought together alumni from across the DC area, including a group of Georgetown students from the class of 2024, for updates on the school from President Rick Commons and reflections from former Headmaster Tom Hudnut.

JANUARY 27, 2025

HW ALUMNI

WOLVERUN 2025

FEBRUARY 2, 2025

Over 175 alumni and community members gathered for the WolveRun 5K & Tot Trot, embracing fitness, school spirit, and a shared commitment to giving back. Funds for this year’s event were donated to the Los Angeles Fire Department Foundation’s Emergency Wildfire Fund in lieu of traditional race swag. Participants also contributed restaurant gift cards and thank-you notes for local firefighters, reinforcing HW’s strong ties to the greater Los Angeles community.

Special guests included Los Angeles Fire Department Battalion Chief Aaron Guggenheim ’99 and firefighters from Station 78, who cheered on our youngest runners in the Tot Trot and presented them with medals.

A heartfelt thank-you to the HW Alumni Board, HW Student Alumni Association, HW Class of 2025 Prefects, and the dedicated alumni volunteers for making this meaningful event a success!

ALUMNI

SAN FRANCISCO RECEPTION

MARCH 19, 2025

On March 19, over 80 alumni gathered at Manny’s, the community café founded by Emanuel Yekutiel ’07, for an evening of connection and conversation. President Rick Commons and Head of School Laura Ross shared updates on the school, the impact of alumni, and the challenges and opportunities facing students and faculty in Los Angeles, while Manny reflected on his ties to HW and the significance of hosting fellow alumni at his space.

DEMYSTIFYING AI: BEST PRACTICES TO APPLY AI TO YOUR EVERYDAY LIFE AND BUSINESS

MARCH 12, 2025

Almost 100 alumni gathered at the middle school Munger Library to explore the transformative role of AI in business and everyday life. Moderated by Max Mednik ’02, the event featured a panel of industry leaders, including Daniel Barcay ’02, Sameer Gupta ’99, David S. Lim ’13, David B. Miller ’92, and HW’s Associate Director of Teaching and Learning Maggie Thompson. The discussion covered AI’s impact on industries ranging from finance and healthcare to education and consumer technology. Special thanks to HW Business & Entrepreneurship Alumni Network Chair Austin Katz ’95 and Max Mednik ’02 for helping organize this insightful evening.

2025 –2026 ALUMNI EVENTS

Join us for an exciting lineup of alumni events in the 2025–2026 school year, including Homecoming, the Alumni with Young Kids Halloween Party, WolveRun & Alumni Sports Day, our annual Reunions, and many more affinity group gatherings and regional receptions. No matter where you are, there’s a chance to reconnect with fellow Westlake, Harvard, and Harvard-Westlake alumni—don’t miss out!

Stay connected by following us on social media, joining an affinity group on the alumni portal, or reaching out at alumni@hw.com.

Homecoming Alumni Reception

SATURDAY, SEPTEMBER 27, 2025

Alumni With Young Kids Halloween Party

OCTOBER 2025 (DAY TBD)

Alumni Sports Day & WolveRun

SUNDAY, FEBRUARY 1, 2026

Westlake Alumnae Day

SATURDAY, MAY 2, 2026

All class years welcome, honoring reunion classes ending in 1 & 6

Harvard & Harvard-Westlake Reunion Day

SATURDAY, MAY 16, 2026

For reunion classes ending in 1 & 6

FIRE, FAMILY, AND THE IMPACT OF HW EMPLOYEE HOUSING

When Ed Lopez’s dream of home ownership came true last December, the HW apartment he vacated became Nate Cardin’s saving grace.

ED LOPEZ’S DREAM OF HOME OWNERSHIP

When Ed Lopez is asked to describe his role leading the clerical office at the upper school, he uses the metaphor of a stage play. “We aren’t the directors, actors, or writers—we are the crew, working tirelessly behind the scenes getting everyone ready and making sure the stage is set so that everyone can shine.” He continues, “We are the backbone of an already strong community and here to support it in every way possible.”

For 17 years, Ed and his middle school counterpart, Erwin Yupe, have supported us all. Printing, copying, binding, sorting, and mailing—all the indispensable “behind the scenes” work that make Harvard-Westlake teachers and administrators shine.

But in 2022, Ed and his wife Priscilla were in a bind themselves. They had just welcomed a baby boy, Link Alexander Lopez, and were beginning to outgrow their apartment on Magnolia Boulevard and Whitsett Avenue. Ed’s lifelong dream was to buy a home of his own—but given the skyrocketing rents in Studio City, it was becoming increasingly difficult to save for a down payment.

For this reason, Ed and Priscilla decided to apply for HW employee housing, which is subsidized by gifts to Annual Giving. In Ed’s mind, not only would a larger apartment provide a room for Link, but paying reduced rent might enable them to save enough money to get preapproved for a home loan. When awarded an employee apartment in late 2022, Ed and Priscilla were overjoyed—and began strategizing immediately. “We saved everything we could,” Ed remembers, “and at the end of two years of careful planning, we finally said ‘we’re going to buy our son a house.’”

In the fall of 2024, Ed and Priscilla did just that. Their offer was accepted on a new home in Santa Clarita. “For my wife,” Ed says, “it was the kitchen that sold it.” A professional chef by training, Priscilla now works as an area director for Tender Greens. Ed continues, “For me, it was the huge backyard. My son is three now and every morning he wakes up and immediately runs outside.”

Ed adds, “It’s more than just a home. By providing this for our family, I was able to give Link something that I never had.”

On December 14, 2024, the Lopez family officially moved out of HW employee housing and into their new home.

NATE CARDIN’S HISTORIC ALTADENA ABODE

Nate Cardin has taught upper school chemistry at Harvard-Westlake for 14 years. A favorite among his students, Nate has also gained acclaim in recent years for publishing crossword puzzles in national publications. “In the last decade or so, five of my puzzles have been published in the New York Times,” Nate explains. “It was a quirky hobby that has turned into something much larger. It’s just something that I love to do.”

WITH ELI GOLDSMITH

Sixteen years ago, Nate met his husband Benjamin, now a lawyer for the American Film Institute, while both were living in the Bay Area. When Nate and Benjamin moved to Los Angeles, they initially lived in an apartment on Valleyheart Drive in Studio City before achieving their own dream of home ownership with the purchase of an Altadena home on March 13, 2021. Nate was especially charmed by the historic nature of their new neighborhood. “The sidewalks were all stamped with ‘1924’—signifying when the homes were built. Last year, our home turned 100,” Nate explains fondly. “But we also tried to modernize the house and make it our own. In September of 2022, I won a cash prize after appearing on Wheel of Fortune. We put nearly all the winnings into redoing our backyard.”

Following the renovation, Nate explains that the backyard became a “happy place” for two big reasons: he and Benjamin loved hosting warm backyard summer parties, and it was a favorite landing spot for their beloved French bulldog, Eero. Nate’s family felt calm and settled.

FIRE AND DISBELIEF

On January 7, 2025, however, Nate and Benjamin’s lives changed forever. That afternoon, the power suddenly cut out—and while taking Eero for a walk, they saw flames. Nate and Benjamin quickly gathered passports, wedding photos, and clothes for a few days and evacuated to a friend’s home in Eagle Rock. The next morning, after receiving texts and photos from friends and neighbors, the devastating truth was confirmed: their home was lost in the Eaton Fire.

“It was surreal,” Nate recalls. “I was in disbelief. There’s no class for this. Nothing to prepare you. We were calling our insurance company, trying to take stock of what we’d lost, and glued to our phones—responding to the outpouring of care and concern from friends and loved ones. It was overwhelming.”

Very quickly, however, their grief turned to anxiety about what was next. “We were staying with friends, who were so generous and accommodating, but we knew there wasn’t enough space for us to stay long term. Meanwhile, the rental market was going crazy and we were still on the hook for our mortgage payments,” Nate explains. “We honestly didn’t know what we were going to do.”

SUBSCRIBE TO THE PODCAST

Eli Goldsmith is Head of Advancement and host of The Supporting Cast, a Harvard-Westlake podcast available now on Apple Podcasts, Spotify, or anywhere you get podcasts. Eli can be reached at egoldsmith@hw.com.

SERENDIPITY AND A PLACE TO CALL HOME

Nevertheless, within days, Nate got a call from Head of School Laura Ross. Nate recalls Laura saying, “Nate— you’re not going to believe this, but one of our HarvardWestlake apartments just opened up.” “You’re kidding me,” Nate responded. “Mid school year? How is this possible?” Laura explained that Ed Lopez had just moved out after purchasing a home of his own.

“We said yes immediately. We couldn’t believe it,” Nate recalls. “For friends of ours, it was taking weeks and weeks to find a place to go—but for us it was just a few days.” About a week after the fires, Nate and Benjamin moved into a fully furnished Harvard-Westlake apartment. “It felt palatial,” Nate remarks. “During such a hard and uncertain time, we were so grateful to have been given a place to live.”

LEANING INTO GRATITUDE

In preparation for this article, I sat down to discuss all of this with Ed and Nate together.

Ed says that he feels somewhat uncomfortable “taking pride” in achieving the milestone of home ownership, given all that’s transpired. He remarks, “It’s difficult to celebrate, knowing what friends like Nate are going through.” But Nate demurs. “Ed—I want you to celebrate. Don’t worry about our family. We will have a new house someday. We will rebuild. Benjamin and I are so happy for you and your family.”

Nate has also had more time to reflect on losing a home. “It was an experience of such immense grief and gratitude—all at the same time—but we are trying to lean into the gratitude. Ed—you helped to create this opportunity for us. And given the timing and serendipity of it all, we are just so grateful.”

To support HW community members impacted by January’s wildfires—whether it is families requiring emergency financial aid, employees with special financial needs, or to offset costs to provide faculty and staff housing—please consider making a gift to Annual Giving at www.hw.com/give.

FIELD DAY

By Alexis Sherman Arinsburg ’98

In May 2009, the entire middle school community gathered on Sprague Field to commemorate the first year of the reopening of the renovated campus. Chief of Construction JD De Matté and members of the maintenance staff set out ropes spelling out “HW” so everyone could get into formation. Unfortunately, participants had to stand there longer than they expected; the helicopter pilot who took this photo had issues getting clearance to take off out of Van Nuys Airport. “We were standing on the field for close to 45 minutes before [the pilot] showed up, just before the administration was about to cancel it all,” De Matté says. “It was very stressful, but it turned out to be a great shot.”

Raquel Moradi ’26

Office of Advancement

700 North Faring Road

700 North Faring Road

Los Angeles, CA 90077

Los Angeles, CA 90077

ADDRESS SERVICE REQUESTED

Postal regulations require Harvard-Westlake to pay for each copy of this magazine that is undeliverable as addressed. Please call the Office of Advancement (310.288.3308) or email advancement@hw.com to notify us of any changes of address. Include both the old and new address.

Parents of alumni: If the graduate to whom this magazine is addressed no longer maintains a permanent address at your home, please notify the Office of Advancement of the new mailing address.

REQUEST FOR FEEDBACK

We want to hear from you! Let us know what you thought of this issue and what you’d like to see in future HW Life issues. Please send your comments to Elizabeth Hurchalla at ehurchalla@hw.com.

HEAD OF COMMUNICATIONS: ARI ENGELBERG ’89

CREATIVE DIRECTOR & DESIGNER: LIZ WELCHMAN

CONTENT DIRECTOR & WRITER: ELIZABETH HURCHALLA

PRODUCTION DIRECTOR: SHAUNA ALTIERI

ARCHIVIST & WRITER: ALEXIS SHERMAN ARINSBURG ’98

PHOTOGRAPHERS: FAB FERNANDEZ, SHAUNA ALTIERI, KAREN FUKUSHIMA, STEVEN HUYNH, ERRISSON LAWRENCE, WOO SIM, SAM DE CASTRO ABEGER ’ 07, ED HU, IVY BUNNAK, NICOLAS MONROE ’ 26

ILLUSTRATOR: JANE MOUNT

COVER PHOTO: KASRA MAGHAMI ’29

BACK C OVER PHOTO: SAMAYA SAYANA-MANCHANDA ’26