Kent Denver School Alumni Magazine, Fall 2019

FROM THE HEAD OF SCHOOL

KENT DENVER SCHOOL

PERSPECTIVE Fall 2019

W E’VE GOT THI S WHY THIS WILL BE KENT DENVER’S BEST YEAR SO FAR p.5

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FROM THE HEAD OF SCHOOL

Majestic view. With the north Upper School classroom building open and the south Upper School classroom building scheduled to make its debut in spring 2020, it may seem that Kent Denver’s campus is transforming daily. But the mountain view students love and alumni cherish is as breathtaking and unobscured as ever. This cellphone photo of a fall sunset was taken near the Head of School’s house, just south of the upper athletic field.

Photo: R. Harrington

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V EVRE RS CSHCOHOO LO PE K EEN NTT DDE ENN L RPSEPRESCPT E ICVTEI V E

IN THIS ISSUE

Fall Perspective advisors Michael Ehrenfried Rand Harrington Phil Klein Elyse Rudolph Amy Vucci Magazine editors Lisa Mortell Jan Thomas ’76 Design & layout Andi Todaro Contributing photographers Mike Bausch Miya Dickman ’94 Andrew Goldblatt ’19 Rand Harrington Carol MacKay Photography Lisa Mortell Chris Smith Doug Wells Photography Contributing writers Roland Alston Lisa Mortell Elyse Rudolph Timea Ryan ’20 Jan Thomas ’76 Amy Vucci Annual Report editors Phil Klein Sara Lawrence Tricia Radford Elyse Rudolph Annual Report photos Unless otherwise noted, Annual Report photos were provided by Carol MacKay Photography Cover photo: Teachable Moment.

Strong relationships between teachers and students provide a foundation for learning. Here, math teacher Cheryl Askay shares an “ah-ha” moment with her student. Photo: Andrew Goldblatt ’19

CONNECT

KENT DENVER SCHOOL

PERSPECTIVE Features

INSTITUTES 12 Created with funding from The Next 100 Years Campaign, Kent

Denver Institutes are offering exceptional opportunities for independent learning at all grade levels.

MILLER SISTERS 16

Three sisters. Three Kent Denver diplomas. And three very different

paths in life. Jamie, Lauren and Lisa Miller reflect on how their unique Kent Denver experiences shaped who they are today.

TRANSLATION 18

Learning a foreign language is about much more than mastering

vocabulary and grammar. Kent Denver alumni from different eras share the profound ways in which fluency opens the doors of culture, insight and understanding.

BUILDING DESIGN MATTERS 23

With more than 100,000 sq. ft. of new and renovated learning spaces,

Kent Denver’s campus is undergoing a profound transformation.

Faculty reflect on these new spaces and the positive impact they are making on teaching, learning and community at the school.

Departments 4 Tribute 5 From the Head of School 6 Campus News 7 Tradition 10 Spring Sports Recap 13 My P.O.V. 14 Class Notes 2019-20 Board of Trustees Dr. Rand Harrington, Head of School

Visit Kent Denver social media to learn more about what’s happening on campus.

facebook.com/kentdenverschool facebook.com/kentdenveralumni twitter.com/KDSsundevil vimeo.com/kentdenverschool instagram.com/kentdenverschool

Fall 2019

Sarah Anschutz Hunt ’89, President Michanda Lindsey, Vice President Bruce McGrath ’72, Secretary Tom McGonagle ’77, Treasurer Michele Bergner Tully Bragg Christina Caulkins Denny Coughlin ’93, Alumni Rep Javier Del Castillo

Julia Sayre Donnelly ’98 Kevin V. Duncan ’81 Jeremy Gart ’20, Student Rep Ginna Halverson, Faculty Rep Jon Hauser Tony Holmes, Parent Rep Lynn Luce Kitt ’87 Lisa Love Tony Mayer Kristin McKissick Heather Mulvihill

Arthur Nelson Jay Rolls Amy Slothower ’90 Laton Spahr Sarah Rockwell Soane Debra Tuchman Glen Warren Jennifer McIntosh Waters ’88 David Windfeldt ’89

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Tribute

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Mention SCOTT YATES’ name and accolades will flow as students, parents, alumni and colleagues celebrate his work as a teacher, advisor, college counselor, administrator, department head—and, of course, legendary high school football coach with well over 300 wins to his record. Coach Yates is also the proud father of two KDS alumni, Alyssa Yates Kitts ’08 and Richard Yates ’11, both of whom coach at Kent Denver as well. This fall, Coach Yates announced plans to retire as athletic director in June 2020. Thank you, Coach Yates, for all you’ve contributed to our school!

V EVRE RS CSHCOHOO LO PE K EEN NTT DDE ENN L RPSEPRESCPT E ICVTEI V E

Photo: Carol MacKay Photography

TRIBUTE

FROM THE HEAD OF SCHOOL

From the Head of School TRANSFORMING THE LIVES OF STUDENTS AND COMMUNITY T H R O U G H E X T R A O R D I N A R Y E D U C AT I O N A L E X P E R I E N C E S

At various points in history, educational institutions have rallied around a particular word to encapsulate the value they provide to students, families and, if their vision is clear and perceptive enough, the broader community they have the potential to serve.

These days, one word you’ll hear from a number of schools—including our own—is transform, the literal definition of which, unsurprisingly, is “to change form.” What makes transform unique to a particular school becomes clear as you study how that school interprets the word form in the definition.

Photo: L. Mortell

At Kent Denver, we view form as both a verb (to mold or create) and as a noun (a type of shape).

Partnering with families to help mold students by providing them with the tools they need to create the best version of themselves is at the core of everything we do. This aspect of transformation is central to our Vision and a common thread in our Values.

It is the reason we seek to hire and retain the best teachers, and it’s why we take such pride in having a student body comprised of exceptional learners who are caring, diverse, resilient and capable of addressing the challenges of a rapidly changing world.

As photos and articles throughout this issue of Perspective show, we are also actively transforming the shape of our campus. I’ve had many thoughtful conversations with students, parents and alumni since the campus transformation fueled by The Next 100 Years Campaign began three years ago, and I’m delighted to share your delight with the campus changes both recently completed and still underway. From the new Middle School building that opened in 2018, to the north Upper School building

that opened in spring 2019, to the new impact studios, athletic offices and Scobie Center for Wellness that opened just a few weeks ago and the south Upper School building slated to open next spring, our learning spaces are evolving to fit the needs of our students and our world-class teachers. Of course, it’s what happens inside our buildings— the transformative relationships between students, and between students and teachers—that is the true magic that brings out the best in our collective abilities.

One of the most interesting aspects of magazine publication is the gap between when an issue begins production and when it arrives in homes. As I write this letter, we are in the midst of preparations for our first combined Homecoming-Reunion Weekend event. Plans are underway for an alumni history exhibit in the north Upper School building and for special alumni tours of learning spaces in construction. By the time you read this issue, those events will be fond memories that hopefully encourage you to return to campus as often as you can.

As always, thank you to alumni and parents who have already volunteered to share their professional expertise with students. This knowledge transfer process is yet another essential aspect of students’ growth and transformation. If you would like information about these opportunities or if you would like to add your name to our Experts List, please share your contact information by contacting Demetrius Daltirus at (303) 770-7660, ext. 318 or by completing the form on our website Centers’ page, www.kentdenver.org/centers.

Thank you, as well, to our entire community for supporting The Next 100 Years Campaign so enthusiastically.

Because of your support, Kent Denver will remain Colorado’s top school for years to come!

Dr. Rand Harrington Head of School

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Campus News

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Whether they’re looking for compelling ways to present information in BY the classroom or searching for renowned D E experts willing to share insights with students, faculty now have campus resources to support their quest, thanks to The Centers at Kent Denver.

The Centers’ small staff have a vast array of real-world skills that include technology, concept design and prototyping (imagineering), project management, entrepreneurship, finance and more. Michael Ehrenfried, Kent Denver’s Chief Innovation Officer, says providing easy access to this expertise helps teachers turn their dreams of creating extraordinary educational experiences into reality.

The Centers’ team also helps build and sustain the school’s collaborative partnerships with business leaders, community organizations and others.

“In today’s world, if you’re not connected, you can’t be extraordinary,” Ehrenfried says. “That’s why The Centers were designed to help Kent Denver remain as connected to the world as possible.”

To learn more about Head of School Rand Harrington notes that the connection is purposefully two-way. Visiting experts, teachers and students from other schools and the The Centers visit broader community at-large benefit as much from Kent Denver as Kent Denver KentDenver.org/ benefits from them.

Centers or contact “If you are a motivated learner, there’s no greater time to be alive than right Demetrius Daltirus now,” Harrington says. “Schools need to connect to the bigger world so our at (303) 770-7660, ext. students have access to the most informed experts, the most intriguing 318 to be added to The presentations and the most interesting issues underway. When we give students Centers’ Experts List. that access, they fly.”

The Centers at Kent Denver’s roster—which currently includes the Hunt Family Center for Entrepreneurial Education and the Rollins Center for Technology and Design—is able to expand as needed to further support students, faculty and both Kent Denver’s community and the community at-large.

KENT DENVER SCHOOL PERSPECTIVE

Photo: L. Mortell

The Kent Denver Policy Debate team participated in the 2019 Greenhill School Policy Round Robin in Dallas in September, joining cohorts from 15 of the top high school debate programs in the country.

The team of Ellie Sullivan ’20 and Will Halverson ’20 finished third place overall at the Round Robin. “Being invited is an honor; taking third place is phenomenal,” says Debate Coach Mike Bausch. “This is truly an exceptional accomplishment and a historic success for our program!”

At the regular tournament that followed, Jack Landgraff ’20 and Ashley Kim ’20 moved through to the Double Octofinals, finishing in the top 30 among 150 teams from around the country. Sullivan and Halverson finished in the Octofinals (top 16) and earned their first invitation to the Tournament of Champions in Lexington, Kentucky, that will be held next spring.

T H E C E N T E R S AT KENT DENVER CONNECT KDS TO THE WORLD

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P O L I C Y D E B AT E TEAM AMONG THE BEST IN THE U.S.

Middle School Director Carrie Green reports that the dual dean system is a success.

“With the arrival of our new dean team, Adrian Barnes and Apryl Doyle, all students in grades 6–8 have access to both deans, and have the same ‘lead dean’ for all three years of their Middle School experience,” Green says. “Mr. Barnes and Ms. Doyle hit the ground running in August and quickly made huge gains in shaping our Middle School student life program, supporting our faculty and embracing the benefits of our new schedule.”

The Middle School Student Leadership Council (MSSLC) was enhanced this year with the deans’ guidance. Barnes teaches MSSLC students in a leadership elective, and students have started taking ownership of Middle School assemblies. Additionally, Doyle works with advisors to infuse leadership training into the Middle School Advisory program.

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Photo: M. Bausch

MS DEAN TEAM STRENGTHENS COMMUNITY

Photo: L. Mortell

TRADITION

Photo: L. Mortell

CAMPUS NEWS

BUILDING COMMUNITY W I T H C O M PA S S I O N

KENT DENVER CHILDCARE CENTER

BY JASON MUNDY, DIRECTOR OF EQUITY AND COMMUNITY ENGAGEMENT

Teaching is a profoundly rewarding profession, but to do it well requires dedication and time. Parenting, of course, brings its own unique and life-changing demands.

Combine the two, and finding a work-life balance can be a challenge, especially for those parenting very young children.

With this challenge in mind, Kent Denver created an on-campus childcare center in 2006 exclusively for use by our faculty and staff. More than 50 children have attended the center, which serves babies as young as eight weeks old through age five. “Having an on-site daycare is one of the most important ways we support our outstanding educators after they become parents,” says Priscilla Scobie, Associate Head of School for Academic Affairs. “Knowing that their own young children are so well cared for allows these teachers to pour their hearts into caring for our students!”

With the childcare center entering its 13th year, seven of these little Sun Devils are now full-fledged Kent Denver students in the Middle and Upper School. When they graduate, they will be ‘ultra-lifers’ with as many as 12 years of learning on Kent Denver’s campus!

Photo: W. McMurtry

A compassionate and diverse student body, faculty and staff provide a rich learning environment where all members of our school community can thrive. The Equity and Community Engagement team works hard to engage Kent Denver in creating compassion and building bridges within our school and to the wider community.

In August, faculty and staff participated in diversity trainings focused on disrupting and reacting to hate, bias and stereotypes every time we hear it or see it. We also engaged in thinking about how students can better see themselves reflected in our curriculum across all subjects. Using real scenarios and working within academic departmental groups, teachers practiced language and strategies to use when leading difficult conversations.

A growing number of students are participating in efforts to celebrate and support the differences that exist in our community.

Approximately 40 upper-schoolers signed up to join the Student Union for Diversity Awareness (SUDA), a student-run club focusing on diversity issues. Others will be attending the NAIS Student Diversity Leadership Conference in Seattle, and still more have been training this fall to lead a diversity conference for more than 200 middle-schoolers from across the Denver metro area, including many from Kent Denver’s Middle School.

If you have any New academic offerings are also popular questions, suggestions among students. For example, history teacher or would like to Lucas Richardson and English teacher Logan participate in any of Brown are leading two full sections of semester these efforts please offerings entitled Race in Modern America contact jmundy@ (fall) and Class and Gender in Modern America kentdenver.org (spring). or learn more at Parents are able to join in these KentDenver.org/ conversations through our annual CrossEquity Cultural Community Dinner and at meetings of two KDPA-sponsored Affinity Groups.

Denver’s MLK Marade, held every January, also provides a chance for our entire community of students, faculty, staff, parents and alumni to come together to embrace equality and social justice.

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CAMPUS NEWS

A rousing call-to-action from Alexandra Haymons ’20 ensured that Kent Denver’s participation in a global, student-led initiative to reduce single-use plastic products had a great start. The initiative was created by no2plastic, a nonprofit “dedicated to changing consumer habits and to reducing single-use plastics to benefit planet health and human health.”

Haymons began Kent Denver’s launch with a presentation in Upper School Assembly that included startling statistics about the devastating impact single-use plastic products such as water bottles and straws have on the environment. She then invited the entire KDS community to Visit KentDenver. participate in no2plastic’s international challenge to reduce single-use org/News to view the plastics one school and one person at a time. segment online.

“In one day, we had 187 members of our community sign the pledge and commit to reduce almost 200,000 pieces of single-use plastic,” Haymons says. “Based on that, I’m really excited to see where this goes, especially since this is a yearlong challenge.”

Tackling the single-use plastic problem might seem daunting, but Haymons is optimistic about students’ ability to make a change.

“I really think it’s about education,” she says. “We’re working to educate students about how they can tangibly reduce these things in their lives. I’m hoping that people understand that change starts on an individual level. As youth, we can make a difference with easy, everyday choices.”

Bradley Jackson, Dean of Kent Denver’s Class of 2020, is thrilled with the results Haymons’ efforts generated.

“We tell our students that leadership means finding what you’re passionate about and what you love, and then diving into it and going further,” he says. “I think this is incredibly inspiring.”

Haymons’ passion for this effort caught the attention of Denver’s CBS affiliate, and reporter Shawn Chitnis traveled to campus for an interview. His report first aired on CBS4 on September 10.

WELLNESS PROGRAM CONTINUES TO GROW

KDS PROMINENT ON N AT I O N A L M E R I T S C H O L A R S H I P SEMIFINALIST LIST In September, 10 members of Kent Denver’s senior class were named 2020 National Merit Semifinalists. Congratulations to seniors Jude Barakat, Mika Fisher, Jeremy Gart, Eliot Hodges, Lauren Huttner, Ashley Kim, Jack London, Charlotte Mauger, Kayla Robertson and Christopher Tsai on their outstanding achievement!

National Merit Semifinalists are recognized for placing among the top 1% of the approximately 1.5 million juniors who took the PSAT last fall. Those who move on to the finalist phase will have the opportunity to submit applications for National Merit scholarships, which will be awarded next spring.

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KENT DENVER SCHOOL PERSPECTIVE

Kent Denver’s partnership with Stanford University’s Challenge Success program broadened this fall when parents and guardians were invited to take a benchmark wellness-related survey. Both the inaugural Challenge Success parent/guardian survey and the biennial Challenge Success student survey were issued in October.

Priscilla Scobie, Associate Head of School for Academic Affairs, believes the parent/guardian survey is an important addition to the school’s Wellness program, which already includes counseling services, learning specialist assistance, a comprehensive dean and advisory program.

This new benchmark survey asked parents and guardians to provide assumptions about their child or children’s academic engagement, connections to the school community, physical health and well-being, technology use and more. The Wellness team will share class-level and schoolwide comparative data during a special parent/ guardian education event, so adults can see how their assumptions correlated with students’ responses.

“The session will include a discussion about steps the school is taking to further assist students and families,” Scobie adds.

Photo: J. Thomas

S T U D E N T L E A D S S C H O O L’ S E F F O R T S T O TA C K L E P L A S T I C P O L L U T I O N

CAMPUS NEWS

HEEDING THE CALL F O R E D U C AT I O N A L I N N O VAT I O N

BY ERIC V. CHANDLER, PH.D., UPPER SCHOOL DIRECTOR

B O W T I E T U E S D AY I S A H I T I N M S Take one great idea. Mix in three grades of excited middle-schoolers.

Add a pinch of eager-for-fun teachers. Then step back and enjoy the start of a Bow Tie Tuesday, a new tradition introduced by Middle School Dean Adrian Barnes in September.

“Dressing professionally always makes me feel better—like I’m on top of the world. I want that same feeling for my students,” Barnes says.

Dozens of students and teachers participated in the first Bow Tie Tuesday in September. Some arrived with ties tied. Others came with ties in their backpacks or pockets…and a request for a quick tutorial in the art of tying a bow tie.

The fun, community-building event also helped young students appreciate the value of dressing professionally every now and then.

“There are certain occasions that require special attire,” Barnes says.

“I hope Bow Tie Tuesdays help students gain the confidence to rock professional attire when necessary!”

Photos: A. Vucci

Photo: C. MacKay

When I started as a high school teacher, 23 years ago, I was given this advice: “It takes five years to figure out what you are doing, and then you keep doing it.”

That is, you kept reproducing from one school year to the next what you did before. This often meant recycling lectures, worksheets, exams and assignments. The mode of instruction was teacher-centered, and classrooms were structured to support this: students at desks in rows facing the front where the teacher delivered content on which the students quietly and compliantly took notes. Ultimately this is coverage, not learning. We covered the curriculum.

Learning it was another thing.

Today in education, we know more about the learning brain than ever before. We know about the importance of student engagement for wellness. Student-engaged learning requires constant innovation—a continuous exploration and invention of the most compelling active learning experiences for our students.

What this means when we hire new faculty is that we are looking for educational innovators or scientists who are constantly experimenting to find the best methods for their students’ learning. We tell our new hires that they are joining our community not to do what has always been done, but to do education differently, to help us make something—what education should be—not what it was.

Our goal is to give students the opportunity to think, not to tell them what to think. It involves having students grapple with content—in discussions, debates, project collaborations and labs—rather than just record it in notes and memorize it for a quiz or test. It also involves having teachers participate in national discussions about best educational practices: learning about the pedagogical experiments of others and sharing our own experiments.

Yes, in my time education has changed—and it has for the better. It is a wonderful time to be an educator, especially at Kent Denver.

Middle School deans Apryl Doyle (left) and Adrian Barnes (right) pose with students dressed for the occasion.

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SPORTS RECAP

SPO RT S R E CA P

Photo: C. MacKay

BY LISA MORTELL

(11-13) The Sun Devils were excited to have Major League Baseball veteran Scott Vander Weg move into the head coach position this year. The team grew tremendously over the course of the season, which included seven nail-biting games decided by two or fewer runs. After qualifying for the District Tournament, the team won their opening round game against La Junta by an 8-1 margin before falling to eventual district champs Delta High School.

Photo: A. HIllary ’20

BASEBALL

Photo: C. MacKay

GIRLS’ GOLF

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KENT DENVER SCHOOL PERSPECTIVE

State Runners Up It was an amazing spring for girls’ golf. The team dominated at regionals, winning by 54 strokes over their closest rival. Charlotte Hillary ’20 shot an astonishing 64—or seven under par—on her way to the individual title.

At the 3A state championship in Eagle County, the Sun Devils played much of the first round in pouring rain, ending the day in second place and with Hillary just four strokes back from the overall leader. Because Tuesday’s rounds were ultimately canceled due to heavy overnight snow on the course, the team and Hillary walked away with second-place finishes.

SPORTS RECAP

After last year’s run to the state championship game, the Sun Devils fought hard to get another shot at the title. In the semifinals, they faced off against the undefeated #1 seed, Valor Christian, and ultimately came away with the win when Dylan Wells ’19 scored the go-ahead goal in the game’s final minute.

The 5A title game at All City Stadium featured Kent Denver, Cherry Creek, and Colorado’s notoriously fickle May weather.

In conditions that started with pouring rain and ended in a near-blizzard, the Devils battled hard but ultimately came up short in a 12-7 loss.

This fall, the Sun Devils reluctantly said goodbye to their much-loved coach, Ben Brenneman ’01, who stepped down to focus on his growing family, which now includes newborn twin girls. Thank you for 10 years of outstanding coaching at KDS!

GIRLS’ TENNIS

Josie Schaffer ’19 closed out her storied high school tennis career with a second-place finish in the #1 singles slot at the 4A state tournament. She previously won the #1 singles title as a freshman and sophomore and finished as state runner-up her junior year.

As a team, the Sun Devils won their district tournament and finished sixth at state.

Photo: C. MacKay

BOYS’ LACROSSE (15-4)

GIRLS’ LACROSSE (9-8)

Photo: C. MacKay

Kent Denver girls’ soccer had another outstanding season, outscoring opponents by a 94-4 margin on their way to 17 wins. In the playoffs, the Sun Devils advanced to the state semifinals, where they took on reigning 3A champions Jefferson Academy. After giving up a pair of goals in a closelymatched first half, the Sun Devils generated several good scoring opportunities but ultimately fell by a 2-0 margin.

TRACK AND FIELD

With a young but determined squad, Kent Denver’s track and field team saw tremendous growth over the course of the season. Sadie Harrington ’20 qualified for the high jump at the 3A state meet, where she finished in eighth place.

The girls’ 4x100 team— Natalia Evans ’22, Mika Fisher ’20, Olivia Choi ’20 and Lena Branch ’20—just missed qualifying for state and were named to the All-Conference team along with shot putters Amanda Licht ’22 and Jack Walvoord ’19.

Photo: L. Tomchesson

GIRLS’ SOCCER (17-2)

View KDS Sports action on Instagram, instagram.com/ kentdenverschool

Photo: C. MacKay

Under first-year coach Persy Sample, girls’ lacrosse saw much improvement over the course of the season. In the opening round of the playoffs, Madeleine Hunt ’19 set the tone with six goals and Caroline Shay ’20 netted four times in the Sun Devils’ 15-14 win over Dakota Ridge.

Although the team ultimately fell in the second round, they look forward to a bright future next year with seven of their eight top goal-scorers returning.

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F E AT U R E

WHAT DEFINES A GOOD VS. GREAT EDUCATION?

BY JAN THOMAS ’76

I N S T IT U T E FA S T FA CT S The Institutes are open to students in grades 6–12.

The entrepreneurial track teaches students how to bring ideas that add value to the world to life by identifying and validating an unsolved social or business problem, then taking steps to create and launch a viable solution.

The experimental research track provides a network that allows students to strengthen their investigative skills and conduct research that is meaningful to their educational aspirations.

The technology track and the design track provide hubs for students who want hands-on experience in technology and design, or who have a one-time project that requires technology and design to complete, or who want a deep exploration in technology and design as potential career paths.

Because they are part of a student-driven program, Institute tracks are never carved in stone.

Rather, they can be added—or removed—based on student interest.

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Photo: A. Goldblatt ’19

Lead mentors are faculty or staff subject matter experts eager to support students’ optional learning pursuits in addition to their regular, full-time roles.

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KENT DENVER SCHOOL PERSPECTIVE

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INSTITUTES

For students like Timea Ryan ’20, a college preparatory education wouldn’t be extraordinary if it didn’t include options to pursue intellectually stimulating passion projects. In Ryan’s case, that means being able to leverage the Institutes at Kent Denver’s new experimental research and entrepreneurial tracks to combine robust environmental impact analyses with high-level product concepting. (Read My P.O.V. to learn more about her work.)

Institute certificates to graduating seniors who completed capstone projects. Based on the groundswell of student interest in Institute tracks, it’s likely many more certificates will be awarded going forward!

ON TH E INS TIT UT ES AT KE NT DE NV ER

No matter which path they pursue, students are supported by lead mentors who provide assistance at every stage of the journey, from exploration of preliminary ideas to completion of an approved capstone project.

In keeping with the Institutes’ focus on self-directed learning, students demonstrate their accomplishments through a portfolio and presentation rather than a traditional final exam. Successful portfolios and presentations include evidence of learning fundamental concepts, building a support network, making a community impact and developing focused expertise.

Want to learn more about Institutes? kentdenver.com/ Institutes

The rich array of Institute projects either completed or underway illustrates the value of allowing students to decide which passion projects to pursue.

“Students have designed a bicycle-powered knitting machine, explored how artificial intelligence can predict stock prices, engineered full-body 3D modeling in virtual reality and tinkered with improving computer use for the blind,” says Michael Ehrenfried, who holds the dual roles of Chief Innovation Officer and Director of Institutes.

“They’re tackling projects that address many of the most intriguing and challenging issues facing society today.”

Last June, Kent Denver School awarded its first three

Photo: C. MacKay

Launched as a prototype student program in 2017, the Institutes at Kent Denver were able to expand in November 2018 thanks to a $100,000 educational grant from EE Ford and $200,000 of matching gifts from Kent Denver families.

Today, there are four defined tracks—technology, design, entrepreneurial and experimental research—plus an open “other” track for students whose interests lie in other areas.

BY TIME A RYAN ’20

At many schools, high school students are not expected to have the maturity or skills to pursue their own work and as such there is little to no support for independent projects or research. Kent Denver belie ves that students are capable of meaningful independent stud ies and is providing a framework for this kind of work thro ugh the Institutes.

With the Institute I, myself, drive my learning. I create the structure of what to do and when I have to do it. I decide what I want to learn. There is no right or wrong.

My learning is not about how many poin ts I got right or whether or not I used the correct struc ture in an essay.

Institutes are all about exploration. Insti tute work is driven by a sincere love and motivatio n for learning.

I am concerned about the health of our oceans, and, in particular, coral reefs. About 20% of our oceans’ coral reefs have been destroyed and another 35% are at high risk of destruction. Anchors from large ship s can cause significant and avoidable damage to reefs, and I wan t to create a better anchor that reduces the damage done to the seabed and coral.

Although my Institute learning project involves a lot of scientific research, my focus is on the entrepreneurial side.

I am truly grateful that, at Kent Denver, my ideas and projects are not only allowed, but truly supporte d and encouraged.

Although Institute work is fully optio nal, I am supported by Kent Denver’s amazing faculty and resource s so that I have access to the professionals and machines I need to pursue my interests.

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CLASS NOTES

Class Notes Suzanna Young Edelen-Ray ’56 wrote to say, “I took up writing poetry two years ago (nothing published yet). I started a new genre: I call it ‘old folks’ poetry, as I am now going on 82. I live an hour’s drive from Heber, Utah, where they are soon to celebrate 125 years of Cowboy Poetry during a five-day convention. I also took my first watercolor painting class last month.”

’70s

Jill Cowperthwaite ’72 continues to enjoy working at the Gates Center for Regenerative Medicine on the University of Colorado Anschutz Medical Campus and getting to see her Kent and DCD buddies on the slopes and around town!

Jordon Todd ’76 passed away on September 1, 2019.

’60s

Bridget Skjordahl ‘79 and her husband walking the walls of Ston in southern Croatia.

Bridget Bryans Skjordahl ’79 shares, “Spent the summer in the Utah mountains and head off to The Maldives for the winter. Been enjoying a minimalist and nomadic life since my husband and I chucked it all and moved to the Caribbean a decade ago.

We’ve since also lived in Asia and Europe, taking nothing more with us than the 50 pounds we’re each allowed in our suitcases, and our Croatian rescue cat — Pancake.”

Share with us!

Send Class Notes to Elyse Rudolph, erudolph@ kentdenver.org Stari Most in Mostar, Bosnia-Herzegovina taken by Bridget Skjordahl ‘79 via drone.

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KENT DENVER SCHOOL PERSPECTIVE

Kara Whitworth Pearson ’95 still works in the medical field, currently at Sky Ridge Medical Center. She is also a grandmother raising two beautiful and adventurous toddlers.

Ayana Partee ’99 has a real estate law firm in New York that is opening new practice areas this year. She also owns a vegan commercial kitchen commissary where she provides a children’s vegan cooking camp and is the co-owner of a vegan restaurant in Brooklyn called Sol Sips.

’00s Photos courtesy of B. Skjordahl

Phil Johnson ’64 writes, “My wife, Brenda, and I just celebrated our 47th anniversary up here in Biddeford on the coast of southern Maine. We are both retired pastors of the Seventh-day Adventist Church, but we’re both still working.

Brenda pastors the Saco, Maine Adventist Church and I’m an hour south at the church in Portsmouth, New Hampshire. This year marks 41 years of pastoral ministry. Between our ministerial duties and keeping up with three teenage grandchildren nearby we stay busy, but there’s always time for friends from DCD days. Look us up on your next New England tour!”

’90s

Marc Bathgate ’01 and his wife Katherine moved to Park City in November with their two sons James (4) and Gabriel (2). Marc writes, “We are loving it and bought a home in June, which is well equipped to host guests if anyone is coming through town. We’d also love to connect with any other alumni in the area.”

Hunter Moore ’01 (now an MD/ PhD) and Brooke Brenneman ’01 were married in January 2018 and are expecting their first child, a girl, in December.

Photo courtesy of B. Brenneman

’50s

Brooke and Ben celebrate with Brooke’s sisters (from left to right) Molly Miller ‘03, Mackenzie Brenneman ‘07, and Madeline Brenneman ‘08.

CLASS NOTES

Alex Allsup ’08 married Drew Eberly at Devils Thumb Ranch in September 2018. Her grandmother, retired KDS administrator Christine Bullard, spoke at the ceremony.

Photo courtesy of C. Millice

Clay Millice ’03 and wife Ali Millice have two daughters, Lawson (4) and Riley (1).

The Millice family in Cabo this summer.

Adam Straight ’03 is leaving New Jersey after eight years with Eagle Creek Renewable Energy. He will be traveling the world for a year and a half with his fiancée, Franziska.

Jon Warkentin ’03, after 12 years working for JPMorgan in Manhattan, has relocated home to Denver with his company. Jon and his wife Teresa will welcome their first child in October!

Album cover courtesy J. Arent

Jamey Arent ’05 writes, “I am a Los Angeles-based guitarist and I just released my debut EP called “The Back Burner.” The album also features Corbin Jones ’11 on bass. In addition to recording and performing my own music, I have spent time as a sideman, touring with artists like Frankie Valli & The Four Seasons and Matthew Morrison as well as playing on soundtracks to Netflix, Comedy Central and TBS shows.”

Alex Allsup Eberly ’08 with her grandmother Christine Bullard.

Photos courtesy of A. Burke

Annie Rapson ’02 married Tyler Johnson on June 30, 2019. They hosted the rehearsal dinner at the Kent Denver Dining Hall.

Photo courtesy of A. Eberly

Annie Rapson Johnson’s wedding party included a dozen Kent Denver friends and their kids!

Annie Stookesberry ’08 married Ben Burke in June 2019.

Olivia Garard ’09 is an officer in the U.S. Marine Corps and recently returned from serving with the Task Force Southwest in Afghanistan. She is also a member of the Military Writers Guild.

You can find her work online at The Strategy Bridge and War on the Rocks.

Christina Gonzalez Castro ’09 is a founding assistant principal at Rocky Mountain Prep Fletcher, a new public charter elementary school in Aurora that will be fully built out in the 2019–20 school year with PK through 5th grade and an Autism Center.

’10s

Calvin Dorsey ’12 is in his third year of medical school at the University of Virginia Aubrie Pike ’12 moved back to Denver after graduating from the University of Arizona and recently started her own swag and imprinted products company, Pike Promotions.

She specializes in creating swag bags for weddings, bachelor/bachelorette parties, and graduation parties.

Max Greenwald ’13 is working at Google in San Francisco.

T.J. Love ’18 received his commission letter in May and joined the U.S. Air Force Academy as a cadet in June 2019. His mom shares, “After two 17mile hikes in two days, low crawling through dirt, pulling a 170-lb man on his back, scoring the necessary points on a crucial test (Thank you, Kent Denver), and writing a poem that was selected for Assembly, he made it!”

Photo courtesy L. Love

Photos courtesy of A. Johnson

Annie Rapson ‘02 and Tyler Johnson during their rehearsal dinner at the Kent Denver dining hall.

FORMER FA C U L T Y

Ruth Arellana, sixth-grade department chair and lead teacher from 1988-2003, passed away in July 2019.

Life update?

Contact update?

Login at kentdenver.org/ alumni/connect

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F E AT U R E

ONE SCHOOL, THREE SISTERS, THREE DIFFERENT ADVENTURES

Lisa ’02

The Kent Denver experience looks different for every student, depending on their individual passions and abilities.

Nowhere is this more evident than in the Miller family. Jaime Miller Altman ’00, Lisa Miller Rogoff ’02 and Lauren Miller Apple ’06 are all proud alumni, but their experiences on campus and the paths their lives have taken since graduation are wildly different. What they share in common is a belief that Kent Denver—teachers, classes, athletics, extracurriculars and community—shapes you for life.

Do you have a teacher or coach who inspired you? Or continues to inspire you?

Jaime: I would say Andy O’Hara and his History of 1942-Present class most inspired me. I remember studying about social differences that span generations, and I still reflect on the books we read in his class.

Outside of class, being a part of the newspaper staff had a big impact. We had to learn to work together to produce The Sun Devil’s Advocate. It didn’t matter what grade you were in, everyone was part of the team, part of the process. I learned so much about working with others, and that carried over through college and into any job setting.

Lisa: Señora Planck was the most influential teacher of my career at Kent Denver. Her love for the language and her ability to connect her students to the Spanish language is something I truly admired about her. She challenged and

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KENT DENVER SCHOOL PERSPECTIVE

r Yearboo ent Denve

Lauren

’06

Photo: K

Jaime ’00

Photo: Kent Denver Yearbook

Photo: Kent Den

k

ver Yearbook

INTERVIEW LED BY JAIME MILLER ALTMAN ’00

pushed me to be my best and have the confidence to work outside of my comfort zone. I went on to double-major in International Relations and Spanish at Tufts, live in Spain and Argentina, and pursue a career in finance with a focus on Latin American clientele. I use my Spanish skills every day.

Lauren: Coach Kathy James is one of the most inspirational individuals guiding my path in life, and especially at Kent Denver. Coach inspired me to pursue my dreams of playing Division I field hockey at a top institution, but she also demonstrated a path of excellence beyond the field hockey field and beyond sports. Coach taught me many of the lessons that I hold dear to my heart, which include finishing harder than you start, striving for excellence, and also finding the balance that works for you and your life—individual career, family and personal passions—lessons I could not fully understand until more recently, when I became a mother. I will forever be grateful for her guidance, support and inspiration.

A teacher that inspired me was my freshman English teacher Annie Hansen. Ms. Hansen is a teacher I think about often in my recent years, because she taught me a lesson that took until more recently for me to embrace: “Don’t be so surprised by yourself and believe in yourself—truly.” Ms. Hansen nominated me for the “creative” English award my freshman year, which still shocks me. One, I’m not really a writer, and two, English, the arts and creativity were never my “strengths.” However, I think about this award often

MILLER SISTERS

because of all the accolades I’ve ever received, this award has meant a lot to me. Someone saw something different in me, something about me as a person, and recognized abilities and characteristics that I did not see in myself. Now, as a more evolved, introspective, and secure adult, I am so thankful that she gave me the opportunity to reflect on this award and feel deserving of it, even if I did not understand it at that time.

Do you have a most memorable moment from your time at Kent Denver?

Lauren: Winning our third consecutive state championship in field hockey is one of my most memorable moments as a Kent Denver athlete. However, there are many memories that I look back on, cherish and acknowledge as moldable moments in my life. Simply having the opportunity to engage with a supportive, knowledgeable staff that truly wanted to see me excel in the classroom, while also cheering me on in tennis and field hockey, led me to an equally supportive university and taught me the value of seeking out and surrounding myself with supportive, inspirational and encouraging individuals.

Lisa: [For me personally,] the most memorable moment was winning tennis state championships. [As an alum,] I was so proud to watch my sister Lauren become a leader/ star/champion in field hockey (even though that was after my graduation).

Jaime: I don’t think there is one moment that stands out from any other. I think it’s the buildings and the people that stand out in my mind the most.

Bogue Commons, the old Science building. And of course, the teachers. Mrs. Scobie, Mr. Warner, Mr. Green, Mr. Stafford and Mr. O’Hara. The teachers that encouraged me to advocate for myself, advocate for the Kent community and gave me the ability to believe in myself.

What have you pursued professionally and personally since graduating from Kent Denver?

The Miller sisters today.

Photo courtesy of Jamie Altman ’00

Lisa: After studying at Tufts University, where I majored in International Relations and Spanish, I worked in the Latin American Division of Merrill Lynch. I credit Senora Planck for paving my path and instilling my love for Spanish. I am now the Head of Institutional Sales at SharesPost Financial Corporation, assisting clients in buying and selling shares in private venture-backed companies. I live in San Francisco with my husband and two children.

Lauren: After graduating from Kent Denver in 2006, I attended Duke University for undergraduate where I was a three time All-American in field hockey and majored in psychology. After graduating from Duke, I moved to New York City, [then to] New Orleans, where I’ve lived for the past 8 years and where I completed my Masters and my Doctorate in Social Work, with a focus on athletic retirement. Throughout my time in New Orleans, I have worked as a mental health therapist in the Greater New Orleans area including at a local independent K-12 school, a local social service agency and a medical clinic servicing former NFL athletes. I am currently employed at Tulane University through the athletic department as the Mental Health Specialist for Tulane Athletics. Kathy James, my field hockey coach, was an inspirational mentor not only as a coach, but as a female academic and researcher who constantly supported and encouraged excellence and ambition. Therefore, watching her balance both her passion for athletics as well as her professional development was a formative experience.

When you look back on your time at Kent, in one word or phrase, what comes to mind?

Lauren: Preparation.

Lisa: Challenging. The teachers constantly challenged me to be my best, try my best, and it’s something I use every day.

Photo: J. Thomas ’76

Jaime: Since leaving Kent Denver, I graduated from Lehigh University in Bethlehem, PA. After a career at Harry Winston and in New York’s famed

Diamond District, I moved back to Denver in 2012. I now spend time giving back to the community that gave so much to me, including being involved at Graland and Kent Denver.

I am married with two children.

Jaime: Community. I’ll always be proud to be a part of Kent’s community and rich history.

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F E AT U R E

T RA DUCCIÓN П ЕРЕВОД T RA NSLATI ON T RA NSLATION E TRADUCTION

BY ELYSE RUDOLPH

When Mary Bogue, Mary Kent Wallace and Mary Rathvon founded the Kent School for Girls, they knew their curriculum would include instruction in French, Spanish and Latin. For these visionary educators, learning a foreign language was not merely a genteel accomplishment or a prerequisite for college admissions. It was also, as the school’s very first prospectus stated, fundamental to awakening “an interest in and a kinship with what is great and permanent and beautiful” about the world.

Denver Country Day School founders Andrews Black and Thomas Chaffee similarly believed in the importance of foreign language studies.

Starting with that school’s opening in 1953, all boys were required to study a foreign language with the aim of fulfilling, according to Mr. Black, “the task of leadership in scholarship and cultural attainments.”

In the decades since the two original schools’ creation and their merger in 1974, the commitment to language study at Kent Denver remains firmly in place, and it continues to serve the purpose originally envisioned by our founders: cultivating students’ interest in and interaction with the larger world.

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KENT DENVER SCHOOL PERSPECTIVE

T R A N S L AT I O N

Her mother’s Taos Travel Agency sparked Leslie GraingerHaynes’ interest in foreign languages. “In those days, the travel industry offered travel agents ‘familiarization’ trips all over the world. I accompanied my parents on many of these trips,” she recalls. The standout trip was a journey through Europe for Grainger’s 16th birthday. “We traveled First Class on the Queen Elizabeth, purchased a car and traveled across Europe for three weeks, then returned on the Queen Mary.

It was on that trip that I decided to study languages to be able to communicate with anyone in the world,” she says.

Grainger-Haynes was born and grew up in Taos, New Mexico, where the educational opportunities were limited. Through friends, her family learned of the Kent School for Girls, which had a boarding program and offered a comprehensive college preparatory experience, including the chance to study foreign languages. GraingerHaynes enrolled as a sophomore boarding student.

“It was difficult at first to ‘fit in’ at Kent. I struggled valiantly to catch up with the classes,” Grainger-Haynes says about her first year at the school. Fortunately, several teachers took her under their wings. The French teacher, Mrs. Emmanuel, in particular was “an inspiration! She understood that I had the will to learn French, but not the background.”

Photo: Kent Denver School Yearbook

LESLI E G RAING ER-HAYNES ’ 6 9

Their goal was not merely to provide language translation and interpretation. GraingerHaynes and her team also provided her clients—like Lockheed Martin, Proctor & Gamble, Exxon and the Denver Mayor’s Office— with cultural education.

“For example, most foreign businesses believe that physical contact is reserved for family and/or close friends and do not want to become ‘intimate or familiar’ Leslie Grainger-Haynes’s senior with business partners,” portrait for the Kent School’s 1969 she explains. “Americans Kentian yearbook. are a touchy-feely kind of people, but this does not sit well with foreign business partners. I would be employed by firms to spend a day or two educating the marketing and executive divisions on cultural do’s and don’ts.”

Thanks to that will and to the background in languages she eventually gained at Kent, Haynes went on to study at universities all over the world. Although she earned her degree in international affairs from the University of Colorado, she also completed coursework at the Instituto de Allende in San Miguel de Allende, Mexico; the University of Manchester in England; and the Sorbonne University in Paris, France.

Grainger-Haynes also worked with a number of celebrity clients, including John Denver, Crystal Gayle, George Gobel and Patty Page. Her work with Page led to one of her most memorable professional experiences. She was the television producer for Mainichi Broadcasting Tokyo when they filmed a TV special about Page’s song, The Tennessee Waltz. After a long day of shooting at the Jack Daniel’s Distillery in Tennessee, the Japanese television crew wanted a drink. She remembers explaining the concept of a “dry county,” a mystifying notion for the crew, who couldn’t understand why a bourbon distillery would be in a county where the purchase of bourbon was illegal!

After her studies abroad, Grainger-Haynes moved to Nashville, where she became a studio interpreter for several major music producers, songwriters and music publishers of the 1980s. She assisted singers with translating their lyrics into new languages, and she coordinated the production of two albums and a movie for international markets.

Grainger-Haynes attributes her ability to communicate clearly across cultural lines to another Kent teacher, Helen Yeager, who taught English at the school in the 60s and 70s. “Mrs. Yeager taught me how to simplify a complicated sentence, yet retain the original meaning,” she recalls. “This came in very handy in my business!”

With this experience, Grainger-Haynes founded her own language translation company, International Translation Services, headquartered in Nashville, Tennessee. She later married Ken Haynes, moved to Denver, and started a new company, International Transition Services. She staffed her companies with dozens of native language speakers from all over the world.

Now retired, Grainger-Haynes has moved back to Taos, but her love of languages remains. She provides pro bono translation work for families searching for the graves of World War II P-51 pilots killed during the invasion of Normandy. She was also recently recognized for her professional success with an Albert Nelson Marquis Lifetime Achievement Award from Who’s Who.

Photos courtesy of L. Grainger-Haynes ’69

She remains deeply grateful to her parents who sent her to Kent and to the teachers who gave her access to the world of languages and education. “I was fortunate to have the opportunity to know other cultures,” she says. “That’s been invaluable.”

Leslie Grainger-Haynes ‘69 with John Denver.

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F E AT U R E

PHILIP KOETHER ’74

Each week, Koether joined three other boys in Russian teacher Jim Kenney’s office, where they grappled with the Cyrillic alphabet while hanging out in the hammock Mr. Kenney installed in place of chairs. (“It was the sixties!”

Koether laughs when recalling the hammock.) “It was kind of a classic introduction to a language—there were drills and tests and models. The four of us stuck with it for the entire six years.”

He also soaked up city life, befriending many local students and some dissidents. He was even able to march across Red Square with Soviet friends as part of the 1977 October Revolution Parade. He vividly remembers marching right past Leonid Brezhnev atop Lenin’s tomb during the massive military parade celebrating the 60th anniversary of the Russian Revolution.

Philip Koether ’74 in Moscow in 1977.

Department approached the college about initiating a student exchange program between Middlebury and one of the universities in Moscow.

On the basis of his language skills, Koether was selected to spend a semester at the Pushkin State Russian Language Institute in the fall of 1977, joining 11 other American students for the first student exchange between the U.S. and the U.S.S.R. (although Koether notes the U.S.S.R. never reciprocated by sending their own students to the U.S.)

Upon graduation, Koether headed east to Middlebury College in Vermont, which was known for its top-tier Russian language program, as well as its arts program, another interest Koether developed at DCD and hoped to explore in college. Eventually, he decided on a triple major in Russian, Studio Art, and Art History.

Given his language skills and experiences abroad, when Koether returned to the U.S. to complete his classes at Middlebury, he considered a career with the State Department, but was abruptly dismissed from the interview process after answering “Yes” to the question, “Are you a homosexual?” When it became clear that the State Department would not be a viable path for him, Koether next considered becoming a teacher at a school like Kent Denver, but realized, as much as he’d loved his DCD Russian teacher, “I did not want to do what he was doing.”

The Americans lived in a hotel opposite the university. Most of their classmates were from other Soviet satellite countries, and the Americans were “quite the anomalies.” Koether remembers one particular moment early in his stay in Moscow, when he was riding an escalator in Moscow’s subway system: “I could feel everyone’s attention up and down the escalators, because I happened to be wearing a parka. No Russian had ever seen a nylon ski parka before. That was the only time I was recognizable as an American, and it was the first and last time I ever wore the parka. In fact, I sold it immediately. I went and got a coat and fur hat after that.”

Philip Koether ’74 on a recent trip to Paris.

KENT DENVER SCHOOL PERSPECTIVE

“It was an extreme time to be abroad.

Most Russians had not seen an American except in the newspaper,” Koether recalls. He adds, “It was made clear to us that we were not to do anything in our demeanor or our behavior that would jeopardize the college’s relationship with the U.S. State Department or the State Department with the Soviet Union.”

Although Koether was careful to blend in, he did break one rule while in Moscow. Technically, the Americans were not supposed to travel more than

Fortunately, his majors in art and art history offered him another career path. Through Middlebury connections, Koether moved to New York to intern at The Metropolitan Museum of Art and The Institute for Architecture & Urban Studies. There, he became convinced architecture was the profession for him, noting, “It made sense of all my interests.”

Photo courtesy P. Koether ’74

Photo courtesy P. Koether ’74

While Koether was absorbed in his studies, the United States and the U.S.S.R. were engaged in strategic talks focused on the global arms race, which resulted in the 1972 Strategic Arms Limitation Talks (SALT I). The SALT Treaty also included plans for cultural exchange between the West and the Communist bloc. Given Middlebury’s well-respected Russian language program, the State

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15 miles from Red Square, in the center of Moscow. However, Koether, who was writing his senior thesis on Russian art and architecture, frequently traveled beyond that radius to research and photograph buildings from the 1917 era of Russian Constructivism, which Koether describes as the “Big Bang of Modernism.”

Photos Courtesy of P. Koether ’74

When Philip Koether started seventh grade at Denver Country Day School (DCD) in the fall of 1968, he had never left the state of Colorado. As a new student, he had to choose which of four languages he wanted to study: Spanish, French, Latin or Russian. Twelve-year-old Koether chose Russian, largely because, as he recalls, “[Russia] was the furthest away and the most exotic, and also the most in the headlines at the time.”

Philip Koether’s certificate from the Pushkin Russian Language Institute.

T R A N S L AT I O N

“Some other tools are cultural, like dance or soccer, or diplomacy-related.

International relations was another tool that helped me relate to other cultures.”

Photos Courtesy of Erik Myren ’84

Once out of college, Frye moved abroad. She first went to Costa Rica as a volunteer sports program coordinator, then headed to Brazil on a Fulbright teaching fellowship.

While in Brazil, she added a fifth language to her toolbox: Portuguese.

Photos from the 1977 October Revolution Parade taken by Philip Koether ’74.

Koether earned his Master of Architecture degree at Yale and went on to lead a number of significant commercial projects, including Reagan National Airport in Washington, D.C, as well as residential design projects for celebrity clients like Peter Jennings and the Olsen twins.

Although his professional path seemingly led him far afield from the Russian language studies that started during his DCD days, Koether contends that his interest in Russia has never left him. His senior thesis on Russian architecture hugely influenced his design style, and more broadly, his Russian studies formed the basis for his life philosophy: “Take advantage of the opportunities that are in front of you at the moment. Put yourself in a place where the greatest number of things can happen to you.”

Like Koether, Reilly Frye arrived at Kent Denver’s sixth grade with no past experience studying a foreign language.

She vividly remembers her first day of Middle School French class with teacher Katie Thomas. “The skirt she was wearing had an Eiffel Tower on it.

She was playing MC Solaar (a famous French hip-hop musician),” Frye says. “I immediately understood that I wouldn’t just be learning a language, I would be learning a culture.” Frye continued to study French throughout her years at Kent Denver, and with Ms. Thomas’s encouragement, added Spanish as an elective during her junior year.

Initially, like Koether, Frye also considered a career with the State Department, but after a death in her family, Frye decided that she did not want to spend years living overseas, far from loved ones. When her Fulbright ended, she moved back to Denver to work at The Gathering Place, a drop-in center for women experiencing poverty and homelessness. Many of The Gathering Place’s members did not speak English, so Frye was called on to translate between

When she headed off to college at the University of Southern California, Frye didn’t have a clear idea of what she wanted to study, but she knew she wanted to maintain her French and Spanish skills, as well as explore other languages.

After taking international relations classes, Frye realized IR would be an ideal major for her, along with minors in French and Spanish (and some Italian electives). “I think of language as a tool in a toolbox,” Frye says.

Reilly Frye ’11 in Rio de Janeiro, Brazil.

Photo courtesy R. Frye ’11

Photos Courtesy of P. Koether ’74

RE I L LY FRY E ’ 1 1

Learning Portuguese was an exercise in humility and patience. “It takes you back to being very young and trying to learn basic vocabulary and sentence structure,” Frye says, but her struggles with this new language helped her connect with her English-language-learning students.

The students were initially embarrassed to practice with a native English speaker, until she reminded them of her own rudimentary Portuguese skills. She firmly believes that “you can’t let the fear of saying something wrong hinder you from communicating an idea.”

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T R A N S L AT I O N

W OR LD LANGUAGES T OD AY

Reilly Frye ’11 (center) hiking in Chapada Diamantina National Park in Bahia, Brazil. multiple languages, including several, like Farsi and Mandarin, that she did not speak. Frye had to be creative and hone her non-verbal listening skills: “[Words] are only one tool. Other tools are gesturing, pointing at things and drawing things.”

In college, Frye became interested in refugees and the international laws that impact refugee movement and resettlement, but her work at The Gathering Place solidified her desire to work in that field. Law school felt like the next logical step.

She is now a third-year student at Northwestern’s Pritzker School of Law focusing on international human rights in the fouryear JD/LLM program.

Photo courtesy R. Frye ’11

Frye’s language skills have continued to serve her well in law school. In addition to conducting research on the United Nations, enrolling in Northwestern’s immigration clinic and interning with Human Rights Watch, Reilly Frye ’11 in Buenos Aires, Argentina. Frye traveled to Argentina through her school. While touring parliament, she was asked to translate between her classmates and Argentinian staffers. It was a great reminder to her of the challenges of translating not just words, but culture.

“My classmate asked a question about Argentinian corruption,

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KENT DENVER SCHOOL PERSPECTIVE

In reflecting on the role languages play in the lives of current students, World Languages department chair Eric Dawson says, “We love teaching languages at Kent Denver, and we believe, in our heart of hearts, that learning another language is one of the keys to both a vital education as well as life.”

While acknowledging the practical elements knowing a language can confer—in the job market, travel, or simply connecting to other human beings—Dawson also takes time to highlight some of the lesser known advantages. “Knowing another language provides enormous brain and cognitive benefits,” he explains. “It’s a perfect launching point for essential soft skills — listening, working collaboratively, or public speaking—and it helps us all become better, more humble, human beings in this increasingly global world. Simply put, we know that learning a language is an essential component to being a truly global citizen.”

with the example of friends giving friends positions in high places. I translated that question, and the clerk couldn’t see how that example related to corruption,” she remembers. “Essentially, [for the clerk], of course you would give your friends positions in government. You trust your friends. That’s not corruption.”

Frye’s travels in Argentina also gave her a chance to connect with what she loves most about learning other languages. While visiting the northern part of the country, she shared a taxi with an older man, who asked her where she was from. When she replied that she was from the United States, he said he had never met an American before and asked her what language was spoken there.

“It’s a pleasure to interact with people whose world view is completely different and be reminded that America is not the center of the world,” she says, adding, “I’ve had a lot of wonderful surprises in my life just because I love languages.”

Photo: S. Werk

Photo courtesy R. Frye ’11

Kent Denver’s founders would be thrilled to know their vision for students who engage fully with the wider world continues to thrive at the school.

F E AT U R E

E

D

BY

Photo: C. MacKay

FUE

BY ROLAND ALSTON AND JAN THOMAS ’76

L

BUILDING DESIGN MATTERS

Architects and Kent Denver administrators had a vision for the new school buildings funded by The Next 100 Years Campaign: Provide faculty with state-of-the-art learning spaces that empowered them to fundamentally transform the way they teach.

With three new buildings completed and the remaining new learning spaces under construction and preparing to serve students this school year, Perspective editors decided now was a perfect time to ask if the ambitious vision for Kent Denver’s campus transformation was being realized. Here are four teachers’ thoughts: As teacher, colleague, coach and parent of two Kent Denver middle-schoolers, Arty Smith is able to view the campus transformation from many different angles.

As a parent, he notices the many benefits of the LEED Platinum-certified, two-year-old Middle School building every day. As a coach, he may see timeconscious student-athletes take advantage of the common free period—a part of the new school schedule made possible by additional learning spaces—to meet with teachers or start homework before practice.

But the two aspects of the campus transformation Smith chose to comment on for this article are those he experiences as an Upper School math teacher and faculty colleague.

“The two things that I love most about the new building are the natural light and the fact that this space is so well-designed,” says Smith, who moved into Upper School-North last spring.

Smith says. “Not every school It’s fitting that Smith also would be willing to tackle introduced a new class called a challenge like this, but I Sports Statistics and Data ARTY SMITH think it’s going to be a great Analytics during his first full Math teacher, experience for our students. year in the new building. The soccer coach, parent The fact that we’re willing to project-based class allows innovate speaks to the broader students to collect and use data culture at Kent Denver.” from their favorite sports as they learn fundamental statistical analysis.

Upper School-North has also proved The four main topics in the course are to be a great place for collaboration. Freemeasuring player and team performance, standing tables are peppered by doors predicting future performance, decision encouraging students and teachers to making and strategy in sports, and fantasy gather for quick meetings or study groups. sports and sports betting. The concepts are “AT THE END OF THE DAY, THIS NEW SPACE MAKES IT fun, but make no mistake about learning EASIER FOR TEACHERS TO EDUCATE OUR STUDENTS outcomes. The statistical topics covered AND TO WORK WITH EACH OTHER,” says Smith. include techniques for summarizing “Kent Denver is at its best when students distributions graphically and numerically, and teachers are exchanging ideas and linear and multi-variable regression, motivating each other. In that respect, this probability, confidence intervals, expected building hits it out of the park.” value and hypothesis testing.

“Traditionally, math curricula are slow to change, but we came up with an idea to offer data analysis as part of our program,”

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F E AT U R E

“Moving into any new space is exciting— but moving into the new Visual Arts Building was like having a fresh take on what we’re doing at Kent Denver,” says Sarah Mitchell, Visual and Performing Arts Department Chair.

When Mitchell and art teachers Corky Dean, Jon Fortmiller and Margaret NeJame moved into the new building in January 2019, one aspect of the space made an immediate impression.

Mitchell says that the opposite is true of the new learning spaces, which are flooded with natural light. In addition to sunshine streaming in via skylights, the rooms feature wide, garage-style doors that open to the outside, giving students the flexibility to take advantage of the natural spaces outside the classroom when weather permits.

Photo: A Vucci

“AESTHETICALLY, THE NATURAL LIGHT IN THE ROOMS IS JUST WONDERFUL!” she says. “In our old building, we had fluorescent lighting which the students didn’t like. They would often ask us to turn the lights off. But there just wasn’t enough natural light to support the activities we were doing.”

“These are huge improvements to our teaching spaces,” Mitchell says. “Light is super important to visual artists, and having access most excited about,” Mitchell to outdoor spaces really says. “I think we all have our transformed how we work and SARAH MITCHELL strengths as artists and as teach. I think, generally, that Department Chair – teachers, so it’s great to be able moving into the new building Visual and to walk down the hallway and has given us an opportunity Performing Arts ask a question. We can also more to rethink what we had been easily refer students to other doing and assess our potential faculty if they have a question. for the future.”

Overall, I’d say that we really love being in the same space together as a visual arts The new building is a state-of-the-art team.” facility that includes a dark room, film and digital arts labs, studios for metals and ceramics, a drawing and painting studio and an Impact Studio that overlaps with the Institutes at Kent Denver School’s technology and design tracks.

Additionally, spacious, adjoining rooms provided space for more classes to work side-by-side, enhancing collaboration between students and between teachers.

That’s important because, before the move, art classes were spread out across campus making spontaneous faculty interactions challenging.

“The opportunities for greater collaboration are what the arts faculty is

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KENT DENVER SCHOOL PERSPECTIVE

The Visual Arts Building’s 1,000-square-foot gallery, which houses inspiring displays of student art, is another popular addition to the department’s learning space. Not surprisingly, the gallery is fast becoming a gathering space for students and faculty, as well as an eyeopening destination for families who are touring the school.

“We’re really so fortunate to have a beautiful new space where we can cultivate creativity and students can explore,” Mitchell says.

“WE’RE REALLY SO FORTUNATE TO HAVE A BEAUTIFUL NEW SPACE WHERE WE CAN CULTIVATE CREATIVITY AND STUDENTS CAN EXPLORE.”

B U I L D I N G D E S I G N M AT T E R S

“YOU CAN SEE INTO EVERY CLASSROOM AS YOU WALK THROUGH THE HALLWAYS, AND THAT INSPIRES CURIOSITY.” Caulfield says. “While there’s still room for some traditional ANDREA CAULFIELD practices in the classroom, French teacher, there’s also an expectation that Spanish teacher, students will produce content parent destined for larger audience, whether that’s posting on a blog, having their projects reviewed by someone who visits the Large classrooms, easily movable desks, classroom or using technology to learn comfortable chairs, collaboration studios, from people who live or work far away.” the Centennial Center learning commons, Like many of her colleagues, Caulfield the Kuntz Commons gathering space, says one of the new building’s highlights is grade-level social areas, well-dispersed the positive impact thoughtful design has teacher and dean offices that make it easy on collaboration. to keep an eye on student activity, and enormous windows that bring in rays of “You can see into every classroom as bright, natural light combine to make Kent you walk through the hallways, and that Denver’s Middle School building a standout inspires curiosity. You feel like you’re in Colorado’s educational landscape. actually participating in the learning Whether you say the two-year-old Middle School building is amazing in English, Spanish (asombroso) or French (incroyable), world languages teacher Andrea Caulfield believes the adjective is correct.

While the building’s aesthetics are impressive, Caulfield, who teaches both Middle School French and Spanish, says the facility’s impact on pedagogy deserves attention and accolades as well.

The 60s-era classrooms in the old Middle School buildings were designed to have every student in the room do the same thing—a common approach in the industrial age. “By contrast, our new furniture is super flexible,” Caulfield says.

“In just 30 seconds, I can transform the layout of my new classroom. We can sit in a circle instead of rows or have little caféstyle groupings if we choose. Students can even communicate with people across the world in collaboration studios, all while receiving the high level of supervision that is such a critical success factor in middle school.”

process, like you’re a fly on the wall,” she muses. “I can’t tell you how many times I’ve popped into a colleague’s office and said ‘Hey, I was walking by and I saw you doing this thing, and I need to learn more about it because it looks really cool.’ The new space makes learning really visible.

It’s just glass and windows, but you can really see learning happening when you walk through the building which I think is super.”

And, just like moving into a new home, the process of moving into a new learning space inspired teachers to reexamine everything—from long-used classroom techniques and activities to desktop knickknacks—and decide what to keep and what to purge.

“I THINK IT’S GOOD FOR EVERYBODY TO REMEMBER THAT CHANGE IS AWESOME,” says Caulfield. “But change also brings some growing pains.

Sometimes you have to adapt because things don’t fit the same way they did in your old plans. But that’s an opportunity to consider the new possibilities.

“One of the things that I try to ask myself a lot right now is, ‘Where’s the best space for this lesson to take place?’” she adds. “I have my classroom—which I share with other people—but I also have access to all of these other spaces that I didn’t have before. Now I go through kind of a mental checklist to decide whether a lesson should take place inside in a classroom or outside on the patio or maybe in the commons area. Does it matter whether I have soft or hard seating? The answers to those questions help me decide what space to choose.

This flexibility is essential for today’s digitally-oriented students who consume and process information very differently than their peers of 20, 10 or even 5 years ago.

oto: C. MacKay

“I believe that there are so many more possibilities for our students today,”

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“The classrooms are terrific, Although its centennial and the gathering areas are celebration is on the horizon, amazing,” Jackson says. “They’re Kent Denver remains a BRADLEY JACKSON also daily reminders of the purposefully small school History teacher, importance of learning spaces characterized by the lasting Dean–Class of 2020 and why we should take care relationships forged between of them. The opportunity students and teachers. As Dean that comes with having a of the Class of 2020, history new building is to ask how to show teacher Bradley Jackson is delighted that appreciation and mindfulness for this the Upper School-North building provides gift. Maybe it’s cleaning up your trash. numerous opportunities to speak with Maybe it’s putting a puzzle on the table so students and peers. people have something to gather around.

“This building, like all of the new spaces Maybe it’s putting student art on the walls funded by The Next 100 Years Campaign, is that illustrates their values. These are all full of natural light, and I think that light options to consider. Ultimately, though, increases energy and improves the way the questions to ask are, ‘How do we take you feel,” Jackson says. “When you walk care of these learning spaces? How do we through this building, you just feel lighter. appreciate them? How do we use them That’s a good thing. It’s healthy, and those without taking them for granted?’” positive feelings filter into class meetings Obviously, a great deal of care went as well.” into designing classrooms and gathering Jackson began holding class meetings areas, but it may be surprising to know in Upper School-North’s common areas that faculty offices received enormous when the building opened last spring. Not consideration as well. only can he see every student’s face but “Certainly, this office feels more students who are presenting can see their comfortable than the one I had in Bogue. classmates’ faces clearly as well. That high That’s lovely,” Jackson says with a smile. level of visibility enhances the sense of “But I think being here also increased my community and it reminds the teenagers to productivity. I feel better having so much be respectful and supportive of speakers. natural light around me, and I feel that I’m The honor of being the cohort to enjoy a able to get more things done because of that.” new Upper School classroom building was Without prompting, students also seem not lost on students when Upper Schoolto be mirroring the collegiality that faculty North opened last spring. model when they congregate at tables with fellow teachers.

“Teachers do a lot of planning for their classes,” Jackson says. “One of the benefits of this building’s design is that we now have room to move into the common areas and work there. Students walk by and see

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KENT DENVER SCHOOL PERSPECTIVE

oto: C. MacKay

“WE NOW HAVE ROOM TO MOVE INTO THE COMMON AREAS AND WORK THERE”

teachers working together, then they start using the common spaces to work together as well, perhaps more so than I’ve ever seen in my time at Kent Denver School.”

A surprise benefit of the overall campus transformation is the positive impact it’s had on faculty fitness.

“I do think the design of this building coupled with the simple fact that upperschoolers now have more buildings to use gets me out of my office more,” Jackson explains. “At different points in the day, I’m in the gathering space by my office then I move to the gathering space in the Welcome Center by Communications then I head to Bogue to see what’s going on there then I may go to another part of that building to teach class. I get my steps in!

And I get to interact with kids in different areas of the school, which is nice.”

Although visitors walking through Upper School-North may initially think The Next 100 Years Campaign is over and construction is complete, a peek to the south makes it clear there’s still plenty of work to be done.

As this issue of Perspective went to press, masons were just beginning to brick the new Upper School-South’s exterior.

“I can tell you, there’s a lot of excitement for the new building—Upper SchoolSouth—to be finished,” Jackson says. “We all feel so fortunate, blessed really, to be at this school at this point in time. The Kent Denver community has been incredibly generous and that generosity helped create learning spaces that rival what’s available at some of the best colleges and universities in the country.”

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