The SCHool, Fall 2012

THE SCHOOL NEWS FROM SPRINGSIDE CHESTNUT HILL ACADEMY

THE CENTER FOR ENTREPRENEURIAL LEADERSHIP: SCH Academy’s Disruptive Innovation PAGE 2

DESIGNING THE BETTER SOLUTION PAGE 4

IN AU GU RA LI SS UE

FALL ISSUE 2012

THE SCHOOL Volume I, Issue 1 FALL 2012 The SCHool is a triannual publication of Springside Chestnut Hill Academy’s Office of External Affairs President Priscilla G. Sands, Ed.D. Head of School Francis P. Steel, Jr. ’77 Director of External Affairs Katherine Disston Noel DEVELOPMENT Director of Alumnae Relations Gabrielle Pittman Gary ’02 Director of Alumni Relations Andrew Stevenson ’01 Director of Annual Giving Thomas G. Evans ’87 Director of Development and Capital Gifts Jennifer James McHugh ’84 Director of Major Gifts Ellen Nalle Hass ’77 COMMUNICATIONS Director of Digital Communications Karen Tracy HA Director of Media Relations and Social Media Betsy Torg Director of Publications Deidra A. Lyngard

Dear Alumni, Parents, and Friends: As you can tell from the photograph above, our campus has undergone major physical changes this summer, with many of our athletic fields and central greenspace reorganized, rebuilt, and transformed to create a unified 62-acre campus.

But this is not the only change to mark the beginning of the 2012-2013 school year. For the first time in our combined school histories, we opened with a fully coed Upper School. The excitement on campus is palpable as our faculty and older students absorb the experience of being a single, cohesive division.

In an effort to better serve you, our extended community, we spent the summer reimagining the way we tell our school stories. In recognition of our new status as a single school, we are introducing two new publications, of which this, The SCHool, is one. The SCHool will be issued three times a year, in the fall, winter, and spring, and will showcase our news and academic program across all five divisions.

The second publication, ClassNotes, is dedicated to our alumni and will come out later this fall. It will include alumni news and notes as well as other information of interest to our graduates. This annual publication will supplement the ways we already communicate with our alumni community through our Alumni App, website, and AVENews.

We hope these new pieces help to illustrate the truly remarkable programs and people that make up our school community, and we welcome your comments and your contributions. If you’re visiting the Philadelphia area, please plan to stop by to see firsthand the exciting changes that have taken place.

Best regards and keep in touch,

Printing Garrison Printing

The SCHool welcomes story ideas, articles, photographs, and comments from parents, alumnae/i, and friends.

Please send them to Deidra Lyngard at SCH Academy, 500 West Willow Grove Avenue, Philadelphia, PA 191184198 or dlyngard@sch.org or 215-754-1616.

Cover: The seven strands of The Center for Entrepreneurial Leadership. (See article on page 2 for details.)

Katherine Disston Noel Director of External Affairs

CONTENTS

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FEATURES & DEPARTMENTS

THE CENTER FOR ENTREPRENEURIAL LEADERSHIP: SCH Academy’s Disruptive Innovation............................................................. 2

DESIGNING THE BETTER SOLUTION SCH Academy Faculty Learn a New Tool for Teaching............................................................... 6 SCHOOLYARD: Campus News and Highlights......10 PHOTO ESSAY Hooray for SCHindig!......................................... 14 SCH : SCORE : BOARD Athletic Highlights from the Past Season.......... 16 SCH PORTFOLIO An Interview with Jennifer Vermillion, Director of Innovative Teaching............................................ 18 CAPITAL CAMPAIGN UPDATE Phase 1 Renovations Near Completion.............. 20 FUTURE READY: Student Views SCH Academy Launches eSCHift........................ 22 TRENDS & INNOVATIONS The Latest Advances In Teaching In Practice at SCH................................................. 23 MYSTERY PHOTOS Can You Tell Us about these Pictures?............... 24 CLASS OF 2012: Graduation Supplement........... 25

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THE CENTER FOR ENTREPRENEURIAL LEADERSHIP | SCH ACADEMY’S E V I T RUP

DIS

INNOVATION

A look at SCH Academy’s “path-breaking” CEL curriculum and the ideas and events that inspired it.

W

hen we were in school, being disruptive in class guaranteed you a quick visit to the time-out corner or the principal’s office. These days, the education sector takes a more sanguine view of class disruption—at least the kind that pertains to shaking up traditional teaching practices and creating new ways to engage students with learning.

The need to re-energize American education and make it more relevant for today’s hyper-networked, globalized students has been a topic of conversation among educational leaders for a decade or more. But while there is broad recognition that a shake-up is due, actual progress has been discouragingly slow.

How to advance educational reform and strengthen teaching practice are topics of long-standing interest to Dr. Priscilla Sands, SCH Academy’s president. Much of her recent personal reading has been focused on these concerns and how they relate to the larger issues of innovation, entrepreneurship, and leadership. Harvard Business School professor Clayton Christensen’s book, The Innovator’s Dilemma, has been particularly influential. After reading his thought-provoking ideas about the role of disruptive innovation in creating new markets and value networks, Sands went on to consume several more of Christensen’s writings, including The Innovator’s Solution and

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Disrupting Class, an exploration of how technology, while posing many challenges for education, has also created the potential for individualized learning and a reinvigoration of teaching.

“I read everything I could by Christensen,“ says Sands, “and considered what it might mean for our own work here at SCH Academy.”

Sands’ interest in innovation and how it translates to education also led to many conversations with Dick Hayne, SCH Academy’s board chair and CEO of Urban Outfitters, a company known for innovation and creative iconoclasm. Their talks naturally led to a discussion of how to ensure SCH Academy’s long-term success and continued vitality, and how to encourage innovation within the school community. According to Sands, there’s a prevailing assumption among well-established schools that they are too big (or too old) to fail—that they will keep going just as they always have. “But from Christensen I learned that no one has a ‘right’ to succeed; one must work for it and keep working for it. I took that message to heart.”

Another idea that grew out of Sands’ readings and conversations with Hayne was the importance of understanding your customers. A school’s customers are its students and parents.

Research has shown that what students want from a school is a sense of safety and an opportunity to be with friends.

What parents want is assurance that the academic program is strong and that their child will be able to take advantage of the best opportunities—the best colleges, the best jobs, the

best careers. “The challenge for us, as educators and innovators,” explains Sands, “is to keep the academics rigorous for our parents, the learning fun and engaging for our students, and the focus always on the future and how best to prepare our students. To accomplish the latter, sometimes we have to go beyond what our customers think they want or need.”

Preparing for the 21st Century In the case of SCH Academy, that “beyond” is the Center for Entrepreneurial Leadership (CEL)—a “path-breaking” curriculum designed to cultivate the particular skills and knowledge areas identified by top business and educational leaders as essential for success in the 21st century. The world that today’s students face is dramatically different from the one that most school curricula were designed for. Today’s students still need a firm foundation in the traditional core subjects—the sciences, the humanities—but they also need an additional set of competencies to help them meet the expectations of today’s technology-driven, globalized economy. Among other things, they must be highly conversant in a wide range of media and software; effective team players and communicators, flexible, agile, and entrepreneurial; comfortable with ambiguity and risk; and intelligent consumers and managers of data.

CEL does not replace the core curriculum, it amplifies it, explains Head of School Frank Steel. It gives our students not only an essential set of 21st century skills but an exciting prism through which to consider the more traditional subjects.

In the words of National Association of Independent Schools president Pat Bassett, CEL is “a commitment to a whole new vision for education, one that is future-focused and committed to developing in all students the essential skills and values that will be demanded and rewarded in the 21st century.”

Merger and Acquisition

into the classroom. In 2011, the Technology Department was renamed the Innovation and Technology Department and the SCHift intranet website was created, where faculty and staff share information about the latest educational trends and technologies. The popular Summer Sandbox Series was expanded to include more workshops on the use of new software for the classroom. Last summer, nearly 30 faculty-led technology-training sessions were offered.

What started as a technological trickle soon became a river.

Today, if you walk into any classroom, you will see students, as early as Pre-K, working on iPads or laptops and learning to use an array of software. “We’re not using technology for its own sake,” says Steel. “Technology is the path to engaging students directly in their own learning and enabling them to express what they’ve learned in ways that interest them. Along the way they are becoming skilled users of the media and software that will be central to their college and professional lives.”

The merger of Springside School and Chestnut Hill Academy in 2011 was likely the most disruptive innovation in either school’s history, providing an unprecedented opportunity to rethink and reinvigorate the academic program. The merger enabled the two schools to reinforce their shared strength in leadership education and build new program around their respective strengths in new media and engineering/ robotics, ultimately leading to the creation of new departments in these disciplines and a distinct focus within CEL.

The consolidation of the two schools’ academic departments and faculty exposure to each other’s different ideas and approaches was the first step in re-energizing teaching practice. This was followed by a longer-term strategic effort on the part of every deFor several years prior to the launch of CEL, SCH had been partment to align teaching across all divisions and infuse their working to expand student access to technology as part of day- work with the latest best practices. “While there was inevitable to-day learning. Beginning with the 1-to-1 laptop program and anxiety around the merger, it was probably the best thing that the creation of staff positions dedicated to student and faculty could have happened,” says Sands. While most schools only technology support, the school gradually expanded its technol- do “window dressing” in the name of change, SCH Academy ogy inventory, bringing more and more laptops and then iPads underwent a total transformation.

In addition to the thinking and discussions around innovation and educational reform, the momentum toward CEL was boosted by two concommitant factors: the acquisition of technology for the classroom and the merger of Chestnut Hill Academy and Springside School into SCH Academy.

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“The merger offered a fresh start, enabling us to keep the best of what we had while opening ourselves to possibilities that could further strengthen our program.” Today, there’s a new energy and excitement in the classrooms and faculty meeting rooms, says Sands. “We share a sense of our possibilities as a united school with a vision for education that is truly transformative.”

CEL Takes Shape

neurial Leadership Institute (aka eSCHift) was a 10-day program focused on exposing students to the fundamentals of entrepreneurship, innovation, and design thinking. Design thinking, a key tool of the new SCH curriculum, is a human-centered problemsolving process advanced by Stanford University’s Institute of Design. (See article on page 7.) This past summer, all SCH faculty participated in a three-day design thinking workshop to understand how they can incorporate this process into their teaching.

As the commitment to innovation and building 21st century This September, SCH launched the school year with its first skills took hold—through conversations with national thought fully coed 9th grade and a new roster of ground-breaking, leaders and discussions among trustees and school leaders— entrepreneurship-oriented classes that set SCH apart in the the idea of a Center for Innovation emerged—a space where realm of K-12 education. Like any entrepreneurial adventure, students and faculty could work collaboratively on projects and the evolution of CEL from concept to implementation has been students could learn about entrepreneurship—even launch inspired by many sources, driven by a compelling vision, and their own small businesses. But as new technologies conhelped along by many dedicated collaborators. It has evolved tinued to spread through the school and faculty took up the from a physical space (the Center for Innovation) to a schoolmantle of innovation, incorporating new wide core value wherein all approaches in their teaching, the no“CEL is a commitment to a whole students and faculty are engaged tion of a separate space for innovation in an ongoing exploration of posnew vision for education, one morphed into a broader, more distribusibilities. tive vision—a vision that became the that is future-focused and comYong Zhao, author of World Class Center for Entrepreneurial Leadership.

Learners: Educating Creative and

mitted to developing in all students the essential skills and values that will be demanded and rewarded in the 21st century.”

Patrick Bassett, President, NAIS

In January 2012, SCH parents were given their first official introduction to CEL. In the vast Upper School auditorium on the Cherokee Campus, hundreds of parents, as well as most of the school faculty, heard Sands, Steel, and Assistant Head of School Christine Heine outline the vision for the program that would launch the fall of 2012 as CEL.

Grounded in seven strands, or knowledge areas, CEL comprises a series of required 9th and 10th grade seminars and optional 11th and 12th grade interdisciplinary electives in the following areas: art of communication, engineering/new media, entrepreneurship, ethics, global immersion, leadership, and statistics. In addition to these specific Upper School courses, Lower and Middle School curricula will also be infused with these strands, tailored to each grade level and providing younger students with experience in these areas before they enter the formal high school program. Each strand has specific proficiencies to be attained, and each seminar culminates in a final project in which students must apply their strand learning.

This past summer, the school offered a small international group of students a sneak preview of the CEL curriculum. The Entrepre4

Entrepreneurial Students, has said that “entrepreneurship is fundamentally about the desire to solve problems creatively. The foundation of entrepreneurship— creativity, curiosity, imagination, risk taking, and collaboration—is in our bones and part of our human nature and experience.”

While the entrepreneurial seed may lie within each of us, it can be encouraged to take root and grow through challenges and experiences designed to cultivate it. “Think of CEL as an entrepreneurial incubator,” says Sands. “Through the nurturing environment of the classroom and the continual exercising of those skills embedded in the seven strands, our students will embrace their own creative potential and problem-solving abilities.” Whether they become entrepreneurs in the traditional sense is not important, Sands adds. What’s important is that they leave SCH with the skills and confidence that will enable them to express their entrepreneurial spirit in whatever endeavor they pursue. “And who knows, perhaps some will even go on to be the disruptive innovators of their time.”

THE SEVEN STRANDS The Art of Communication Through the Art of Communication students are exposed to various communication styles and tactics, both oral and written.

Proficiencies 1. Craft and dissect a persuasive argument.

2. Present and speak with passion and authority.

3. Communicate and present through a variety of mediums: written, oral, and digital.

Engineering/New Media Through active engagement, tinkering, and prototyping, students design and build projects in a variety of media with input from both an artist and an engineer. Students are challenged to solve problems using design thinking to conceptualize, design, and build their solutions.

Proficiencies 1. Understand fundamentals of engineering.

2. Learn 3-D design in Google SketchUp. 3. Learn prototyping through laser cutters and 3-D printing.

Entrepreneurship Through SCH Academy’s partnerships with large and small business leaders as well as leading organizations, students are exposed to the ideas behind the entrepreneurial mindset, and how and why certain people and organizations are successful when taking a business model from idea to launch and beyond.

Proficiencies 1. Understand the driving forces behind entrepreneurship and business challenges in different regions and sectors.

2. Learn from firsthand opportunities to work with leading entrepreneurs.

3. Learn that good business planning and the ability to sell ideas encompasses all fields, exposing students to a range of people including successful filmmakers, artists, scientists, and technology startups.

Ethics

Global Immersion Through Global Immersion collaborative projects, travel opportunities, and the eSCHift international leadership institutes, students gain the ability to think critically about their own roles in a global community. Students develop an empathetic viewpoint, hone their problem-solving skills, and expand their worldview as they build a network of peers and mentors from within their own community, country, and around the world.

Proficiencies 1. Gain confidence navigating complex problems with peers, organizations, and businesses from around the world.

2. Understand the impact of culture, history, geography, and government on regional and global issues and economies.

3. Develop strategies for working collaboratively across a wide cul tural and geographical span using a variety of tools and approaches.

Leadership Through the study of Leadership students are exposed to the characteristics, qualities, and varied intellectual approaches of civic, political, and business leaders.

Proficiencies 1. Learn the basic theories and models of leadership.

2. Develop the intellectual tools needed to be responsible stewards of communities and organizations.

3. Analyze the impact that personal relationships have on members of an organization.

Statistics Students learn theories behind data analysis and the importance of being quantitatively literate. Statistics focuses on the idea that data is more than just numbers; it is the story behind the numbers and the significance of data context.

Proficiencies 1. Graphically represent data and recognize the importance and frequency of data mining in all aspects of society.

2. Draw conclusions and make inferences about data.

3. Become numerically literate.

Through the study of ethics within the context of classical philosophy and systems of reasoning, students are exposed to various methods of thinking and are urged to ask questions and think critically.

Proficiencies 1. Use inductive and deductive logic to construct and analyze arguments.

2. Explore one’s beliefs and respect those of others.

3. Examine ethics as it pertains to modern philosophy.

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“More than ever, today’s students want to see the relevance of what they’re learning and to feel a part of the larger world around them.”

Christine Heine SCH Assistant Head of School & Head of Upper School

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design thinking DESIGNING THE BETTER SOLUTION

I

t’s the first day of summer and 250 educators, including more than a handful from international schools, have given up part of their summer break to gather at Springside Chestnut Hill Academy for a three-day boot camp.

No jumping jacks or sprints, here. It’s intensive training in design thinking—an innovative problem-solving methodology pioneered by Stanford University’s Institute of Design and now being adopted by corporations and universities around the country, including one private school in Philadelphia—Springside Chestnut Hill Academy.

Design thinking is based on the customer-focused productdevelopment model used historically in the design field but now finding broader application. “It’s a more human-centered problem-solving approach,” explains SCH Academy president Dr. Priscilla Sands. “It puts the needs of the end-user foremost and relies on a collaborative, free-flow exchange of ideas to generate a solution.”

Early adopters within the education community, including SCH Academy, see plenty of applications for the process in the classroom. For example, this past year, SCH Academy Kindergarten boys used design thinking to work in teams and design a better castle for a storybook frog prince. Upper School physics students used it to develop products to enhance the experience of train commuters. SCH Academy’s Engineering and Robotics Department uses design thinking in virtually every project they undertake. “We have found it to be an excellent method for getting students to ‘think outside the box’ and synthesize novel solutions to problems,” says department chair Peter Randall. Assistant Head of School and Head of Upper School Christine Heine sees another benefit: “More

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e empathiz & discover

“What stood out for me was the goal of communicating to students the value of listening and then collaborating with others to think outside of the box.”

Jenny Culbert SCH Lower School for Girls 8

than ever, today’s students want to see the relevance of what they’re learning and to feel a part of the larger world around them. Design thinking is an easy-to-learn and engaging method for helping them experience the power of their own possibilities.”

SCH Academy may be the only private school in the country to have hosted a program of this kind taught by faculty trained at Stanford’s Institute of Design (d.school). “It was a decision that grew out of the positive experiences of our faculty,” explains Sands.

“Over the past several summers we sent clusters of teachers to Stanford and they always returned inspired and eager to begin embedding d.thinking into their prac-

define the problem

tice.” After a few summers of hearing from enthusiastic returnees, says Sands, it became clear that everyone could benefit from having this process in their professional tool kit, so they arranged for trainers from Lime Design, founded by former d.school faculty, to come and work with SCH. “As a methodology,” adds Sands, “its human-centered, creative, and collaborative aspects fit perfectly with the goals of our

ideate

Center for Entrepreneurial Leadership, which teaches the kinds of skills and attitudes that are so needed in the 21st century workplace.”

After two intensive days of training, teamwork, and “ideating,” the auditorium and hallways of SCH Academy’s Cherokee Campus were bursting with prototype models and new ideas. One group of teachers in Lower School for Boys plans to use design thinking to create a more relevant social service experience for Martin Luther King Jr. Day of Service.

A team of faculty in Lower

e

prototyp

School for Girls plans to use the process with 1st through 4th graders to redesign classrooms to better meet student needs. And yet another group of teachers is talking about using design thinking in their Upper School classes to create an ideal space for poetry writing or even to redesign commencement.

“What stood out for me was the goal of communicating to students the value of listening and then collaborating with others to think outside the box,” said Jenny Culbert, Kindergarten teacher in Lower School for Girls. “What could be more important than creating learners who are empathetic and energized to find solutions?”

The non-SCH participants also walked away with ideas and plans for the next school year. “I look forward to developing an online project using design thinking with SCH Kindergarten teachers,” said Suzie Podesta from the Wellington International School in Dubai.

“There were many wonderful ideas for changing teaching and instruction,” added Elliot Seif, a Philadelphia-based educational consultant with experience in both public and independent schools. “Working from a need and learning to empathize with those for whom you are designing is a wonderful part of the process,” he said.

test & evaluate

Sands acknowledges that asking faculty to give up three days of their well-deserved summer break was not an easy thing to do, but by all accounts it was worth it.

“We’re pleased that so many teachers found it a useful and inspiring experience,” she said. “By making this kind of investment in our teachers, we are ultimately investing in our students and their future. And that’s an investment opportunity you never turn down.”

WHAT IS DESIGN THINKING?

empathize & discover

Get to know your customer, his needs, his hopes, and the larger context within which the problem must be solved.

Understanding the end user is core to your solution’s ultimate success.

This can be the hardest part of the process, especially if the problem is open ended.

What the customer believes is the need or problem may not be. Do research. What are the obstacles? What has been tried already? Why did it fail?

ideate

Brainstorm possible solutions.

Do not pre-judge or shut down the creative process. In responding to others’ ideas, practice “Yes and…,” not “Yes but….”

Use an integrative approach: Is there a solution that incorporates all the best ideas?

Design a rough prototype for the customer’s feedback. Let the customer experience it, try it out, think about it.

test & evaluate

define the problem

prototype

Collect the end user’s responses and make further refinements. Stand back and ask if it really solves the problem you set out to address. Establish methods for measuring the solution’s effectiveness and success.

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SCHOO

News and Highlights from arou

A Winning Season | They say a rolling stone gathers no moss. Neither, apparently, do our ever-busy robotics teams.

This last year, the Upper School team hosted a FIRST Robotics District Competition that attracted 38 teams and more than 1,000 students to the school, launched an innovative initiative to promote home energy savings while raising funds for the program, competed in five events and won two, and collected a slew of awards, from design, creativity, engineering, quality, and safety to the coveted Chairman’s Award for overall excellence.

The Lower and Middle School teams also shone with best robot performance and best presentation wins at the second annual SCH-hosted FIRST LEGO League (FLL) Competition, and another best robot performance at the Eastern PA Regional Championship at the University of Pennsylvania.

It was an exciting and gratifying season for the program and the more than 90 students and 8 mentors who participated.

Cashing In on Good Advice | SCH had the honor of hosting Grammy award-winning singer-songwriter Rosanne Cash as the 2012 Dempsey Writer in Residence. Cash spent the morning teaching a master class in songwriting, performing for the entire Upper School and visiting with faculty over lunch.

During the master class, Cash talked about her work and her life and delivered many messages relevant to student artists today, including“the importance of experiencing failure without getting derailed” and the value of making mistakes.

“A mistake can take you to a great place,” she said. “If I am nervous [while performing], I wait for the mistake and it sets me free.”

Central to Cash’s message to students was the importance of a strong work ethic and showing up for your commitments. Performing was not necessarily a place she felt most comfortable, she shared, but “I just kept showing up until it felt like home.”

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Student Collaboration Yields Food for the Hungry | Fifth and sixth graders in the Middle School for Girls’ Global Ed Program were busy all year working on projects sponsored by iEARN (International Education and Resource Network), which brings students together, both locally and globally, to work on projects that improve the world.

In one project, the girls learned about the root causes of hunger and poverty and skyped with students at partner schools to discuss how they could help alleviate the problem. To do their part, the girls learned how to build a walled garden on campus out of recycled plastic bottles, plastic bags, quick-drying cement, and chicken wire, then planted herbs and vegetables with the hope of giving the produce to a local food kitchen.

Such good work did not go unnoticed! The girls were part of a documentary produced by iEARN and filmed here at school on the Cherokee Campus.

A Bird in the Hand | Dr. Kim Eberle-Wang, Upper School science teacher, knows the story of Darwin’s Finches makes a great introduction to the study of evolution, but she wanted to make it more engaging for her students. So she entered a contest sponsored by SMALLab Learning, which creates interactive programs for teaching, and her proposal was selected as the national winner of a free Flow Lab. Flow technology uses whiteboards or any standard projection surface to create an interactive learning experience in which students can physcially manipulate a virtual environment to test out different scenarios and scientific principles. “Think of it as Wii meets the science textbook,” explains EberleWang. Her students will use Flow to study evolution firsthand by becoming different species of finches and competing with each other for food in their own virtual Galapagos Island. The winner will go on to survive into the future generation. And the losers? Oh, well, they’ll become extinct.

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SCHOO

News and Highlights from arou

Gone Green | Springside Chestnut Hill Academy was named a 2012 Green Ribbon School by the U.S. Department of Education, making it the only private school, and one of only four schools in Pennsylvania, to receive this honor.

So why does SCH stand out among the green crowd? Here are a few reasons: Our environmental education program that begins with our youngest students; our fully engaged community of faculty, students, and parents who continually strive to make our school as green as it can be; our rooftop solar arrays and LEED Gold Rorer Center for Science and Technology; our schoolwide recycling program, including a composting initiative led by students; our stormwater management systems; and a native species arboretum that defines our campus greenspace. “This award is an affirmation of our powerful green footprints and our commitment as an institution to sustainability,” says SCH President Priscilla Sands, who acknowleged the hard work of the school’s science faculty—notably Carie Szalay, Marianne Maloy, Ellen Kruger, Dirk Parker, and Mary Ann Boyer—in completing the many components required for the award submission. “It was truly a labor of love.”

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If You Were King for a Day | Culminating their twomonth, multidisciplinary study of the Middle Ages, 7th grade boys hosted a daylong Medieval Faire for parents and the Willow Grove Campus community. The faire featured period costumes, craft demonstrations, plays, music, town hall meetings, games, and a feast fit for a king (as well as his nobles, clergy, merchants, and peasants). In preparing for the faire, the boys studied Arthurian legends (popularized in the Middle Ages as tales of chivalry and bravery) in English class and wrote their own Medieval plays; examined probability in math to learn how to play dice games of the day; studied astronomy and alchemy—not to mention the bubonic plague—in science; researched and prepared music from the period; learned how to press coins in art; and designed their own personal coats of arms in Advisory. “The festival was a true collaboration among teachers, parents, and students,” says the Head of Middle School for Boys Josh Budde. “It was a great example of both project-based and cross-curricular learning and a creative and engaging way for the boys to demonstrate what they had learned.”

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Global Education Initiative Recognized by Microsoft | When asked what they did this summer, Lower School for Boys technology coordinator Kim Sivick and 4th grade teacher Marisol Booth will tell you they won an allexpenses-paid trip to Redmond, Washington, where they presented before an appreciative audience of national educators at the Microsoft Partners in Learning 2012 US Forum. The forum is a showcase of innovative ways that teachers around the country are incorporating technology into the curriculum.

Sivick and Booth were selected as finalists for a global education project that they designed using Microsoft software (Skype, PowerPoint) as part of the 4th grade culture studies curriculum. The boys studied various countries, then created school-safe blogs where they posted information and asked questions about the country they had studied. Teachers in an online educational network and members of the extended school community living in those countries were then invited to respond to the boys. “In less than a month, they had over 1000 visits from individuals in 49 countries,” says Sivick.”The amazing part was witnessing the emergence of their global voices.

These boys knew they had an audience; the world was watching and their work mattered.”

What a Waste (or Not) | Thanks to some committed and enterprising Lower and Middle School students, SCH Academy has launched a zero-waste initiative in its school cafeterias.

After doing research into best practices and conducting an extensive survey of their peers to identify why they are not recycling more, the students used design thinking to devise a strategy to make the process clearer and easier. Last spring, they tested their prototype recycling system in the Cherokee cafeteria. Based on the positive results, the school is using funds from its US Department of Education Green Ribbon School award to introduce the system campuswide. New waste-sorting bins for recycling, composting, and landfill have been installed in strategic locations, enabling easy disposal of various types of waste in one place. Informational displays, including examples of what goes where, help users identify the appropriate receptacle to use. A new vendor, with the capacity to recycle a broader array of waste, has been hired, and composting bins are hard at work turning food waste into mulch for the school gardens. “We’re hoping this initiative will help our school community reduce waste levels from 1,000 pounds a week to zero,” explains Carie Szalay, Lower School for Girls science teacher and advisor to the student Eco Club. “This is a great example of how students, using entrepreneurial and design thinking, can solve real-world problems that impact their lives and help improve their community.”

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Oh, What a Party!

The SCH Parents Associations sponsored a spring event that brought the whole community out on a beautiful day to celebrate our becoming one school and help raise funds for SCH Academy’s popular Outdoor Program. The event included a fabulous all-school Student Talent Showcase emceed by Miss Pennsylvania USA 2007 Samantha Johnson; a Burger Brawl pitting the culinary creativity of several Chestnut Hill area chefs against SCH President Priscilla Sands and her husband, John Berg, (whose secret recipe won the contest!); a carnival with food and games including a photo booth, moon bounces, and giant inflatable slide; followed by an end-of-day, family-friendly performance by local rapper Tayyib Ali. 14

Hooray for

MANY THANKS TO OUR SCHINDIG COMMITTEE: Kim Banks, Sandy Barry, Maria Brooks, Ashley Smith Holton, Kristin McDonald, Missy Keyser, Anne O’Malley, Suzy O’Reilly, Erica Scholl,

Kathy Smilow, Lori Smith, Hilary Stahlecker, Lizanne Torie,

BJ Zellers, and Jennifer Zogae

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SPRING

Home

Per

SCH : SCO BOYS athletics Baseball Varsity baseball finished with a 16-10 record and 4th place in the Inter-Ac. In the State Championships, the team beat GA 6-3 in the second round but fell to Malvern Prep in the semi-finals.

Crew The novice squad placed 3rd at the City Championships and 1st at the Dr. Robert White Regatta. Singles rowers Jimmy Klauder and Ryan Bousso, both freshmen, secured 3rd place and 1st place, respectively, in their Robert White and City Champ races.

Senior Carl Delacato took 3rd in varsity singles at the US Rowing Mid-Atlantic Regionals, qualifying for Nationals. Varsity doubles seniors Drew Adubato and Johnathan Olson rowed in the finals at the highly competitive Stotesbury.

Lacrosse For the first time, varsity lacrosse won 10 games in a season, but missed their goal of securing their first Inter-Ac win in one of the most competitive leagues in the country.

Tennis The varsity team returned to its winning ways, finishing 3rd place in the Inter-Ac with a 10-4 record overall. Junior Sam Shropshire had a perfect season, going 11-0, winning the InterAc Tournament and securing the #1 singles spot. Sophomore Pat Feighery placed 3rd in the Inter-Ac tournament at the #2 spot. For the first time in many years the Blue Devils also fielded a JV team.

Track & Field Varsity track went 2-3 in its Inter-Ac duels, defeating both EA and GA, where senior Terence Jones pole vaulted a careerbest 9’, finishing 2nd and securing a team victory. The Sprint medley relay team broke the school record at the SCH Invitational and qualified for Nationals. Senior Dustin Wilson finished his amazing high school career with a 2nd place in the Meet of Champions 3000-meter race at the Penn Relays, breaking yet another school record. At the State Track Meet, he won the 3200 meter and also qualifed for Nationals in the 5000 meter and 2-mile run.

16

Dustin Wilson

BY THE NUMBERS: DUSTIN WILSON ‘12

5 All-American Honors 9 School records broken 6 All-State Prep Awards 12 All-Inter-Ac League

iod

2012

Visitor

RE : BOARD girls athletics Softball Softball finished 2nd with a 9-3 record in the Inter-Ac and 13-6 overall. Although the team loses three very strong seniors, its future is bright with the remaining solid underclassmen who have varsity experience.

Crew Crew had an exciting season led by senior Jen Sager who capped off her SCH Academy athletic career with a number of impressive wins: 1st in singles at the SRA Nationals and solid wins at Manny Flicks and the City Championship. She placed 2nd at the highly competitive Stotesbury. The varsity quad, lightweight quad, and novice 4 picked up steam and finished the season strong.

Golf Golf struggled at 1-6, but there were several very strong performances throughout the season. There was much overall improvement which is very encouraging. Senior Kelly Brady finished 4th in the Inter-Ac Championship.

Lacrosse Lacrosse finished with a 9-12 record, 4-8 in Inter-Ac, losing 4 games by only one goal. Though the team loses a very strong senior cohort, great talent is waits in the wings.

Track & Field Jenn Sager

Track finished 3rd in the Inter-Ac and medaled in 10 of 15 events, with 4 gold. With all medal winners returning next year, the sky is the limit. The 4 x 100 and the 4 x 400 relay teams won the PA Independent School division at the Penn Relays.

BY THE NUMBERS: JENN SAGER ‘12 (first season rowing singles) 1st Every Manny Flick

1st City Championships 1st National Rowing Association of America 2nd Stotesbury Regatta

17

o

SCH port i

l o f A

M FOR

PER

& NCE

AN INTERVIEW WITH JENNIFER VERMILLION, DIRECTOR OF INNOVATIVE TEACHING What do you do at SCH Academy?

My recent work has involved helping faculty evaluate, learn, and apply technologies that will improve student learning. Because I was a teacher myself, I have always approached technology from this perspective: Will it do a better job at engaging students within a particular unit, help students understand a concept better or better demonstrate what they’ve learned?

I love that there is tremendous variety in my work. The field is constantly evolving and no two days are alike.

One day, I might meet with faculty members to discuss ideas for using a Web 2.0 tool like Socrative to engage students with mobile devices. The next day we might explore the use of how our learning management

18

E CTIC PRA

system, Haiku, can promote online collaboration with students in an international school, or explore how to assess student learning using a digital game creation tool like Gamestar Mechanic.

I also have had the privilege of mentoring several student organizations including our iTECH (formerly iSITE & iCHAT) student technology leaders and Middle School game design clubs. As part of the Innovation and Technology team, I helped to organize many professional development offerings including the Summer Sandbox Series and our recent all-faculty design thinking training.

This past spring I worked with a dedicated and dynamic team of faculty to develop SCH Academy’s first eSCHift summer entrepreneurial leadership institute involving both SCH and international students.

(See article on page 22.)

Going forward, most of my focus will be on the Center

What’s this?

The cluster of words at the top of this page is a Wordle word cloud, comprising words drawn from a particular body of text and sized according to the frequency with which they appear in that text. This word cloud was created from the words used in this interview with Jenn Vermillion.

for Entrepreneurial Leadership (CEL). I will be working to build the Global Immersion curriculum with the help of Christine Nasserghadsi, Director of Global Opportunities for CEL in Dubai, while continuing to develop our summer eSCHift programs.

Do other schools have a similar staff position?

When I completed my graduate program in instructional technology in 2007, I began a national search for K-12 technology-integration positions. At that time, schools were investing considerable funding in equipment but doing little to support faculty and students. Springside and Chestnut Hill Academy were two of the few institutions that really understood both the potential of technology for learning and the fact that the mere presence of technology does not guarantee thoughtful practice. I moved to Philadelphia for this opportunity because the role and the community were so unique. The entire technology team understands the learn-

ing process and each decision is made with our students at the center. More schools have started to catch on over the past few years, but in most cases they hire technologists to teach students in pull-out computer classes. It’s rare to find a school that provides such comprehensive support for faculty to incorporate technology in every aspect of learning.

Our teachers are incredibly talented. When given time and support, they move their practice forward in profound and creative ways.

What is the biggest challenge with regard to your work?

The biggest challenge is tempering the pace of change with thorough analysis and reflection. I am pretty methodical; I like to look at the research. Technology is disrupting a stale system of learning. If we are too slow to realize and react to the opportunities, we do our students a huge disservice.

What is the greatest satisfaction?

Oh, wow. There are too many to name. Without a doubt the greatest satisfaction is the relationships with students. Because I work across five divisions, I see students at every stage of their development.

There’s the 3rd grade student who was so eager to share her love of the SCRATCH programming language with her community that she and her classmates spearheaded the development of an SCH Academy Scratch Day. There’s the Middle School student who is learning to use a new piece of software and can express his ideas in a whole new way, or the junior who is preparing an electronic portfolio of his collective work for college applications. It’s moving to experience their delight in discovery.

Working with the student iTECH team has been a highlight for me as well. I am so proud of these students

and their dedication. A few years ago we met to discuss emerging technologies. The students were interested in learning what was on the horizon for education so that they could select a tool to introduce to the SCH community. After reading about 3D printers, the students investigated who might be able to tell them more about 3D printing and its potential for education. They identified Dr. Glen Bull, director of the University of Virginia Children’s Engineering Center and called him one day during their lunch period. He was so impressed by their thoughtful questions and curiosity that he invited them to the National Technology Leadership Summit only weeks away.

They were the only students invited to participate, and they had the opportunity to meet the heads of educational technology associations, journal editors, and industry leaders. Our students are

imaginative, empowered, and hardworking. While not all of their projects are this successful, I am most proud of them when they learn from these experiences or handle disappointment with grace.

How does your work advance the mission of the school and ensure that students are Future Ready?”

It is imperative that we prepare students for the world in which they will live.

Through the new Center for Entrepreneurial Leadership (CEL) (see article, page 2) we are building out new programs to ensure that we are providing students with the competencies they will require as citizens of a global world. I am thrilled to be part of this work as I transition into the CEL. I will be working to develop programs and opportunities that will help students navigate complex

problems and develop the facility to collaborate across a wide cultural and geographical span. In addition, I will work to support our professional learning community, which, ultimately, will promote change. Students (and faculty) should have the space to experiment and take intellectual risks, challenge their assumptions about the world, and contribute creatively to their communities.

The eSCHift program (see article, page 22) was a beautiful example of how powerful this work can be for everyone involved. Every member of the team, from SCH students to the international students to the host families to the faculty members carried the program forward. Everyone played to their strengths and demonstrated true leadership. We wrestled with unique challenges, ideated solutions, and worked to develop empathy for others’ points of view.

In my 12+ years as an educator I’ve never experienced anything so transformative or awe-inspiring.

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campus master plan

update

After more than a year of planning and input from many members of the community, Springside Chestnut Hill Academy began work this summer on Phase I of a 10-year Campus Master Plan.

The Campus Master Plan will enable SCH Academy to better utilize and leverage its 62-acre campus in a way that advances programmatic goals and provides a more coherent and enriched experience for students.

The $10 million Phase I improvements, expected to be completed by November 2012, include construction of two artificial turf fields; the rebuilding and resurfacing of all other athletic fields; construction of a new stadium and new tennis pavilion; installation of a stormwater-collection system under all athletic fields; and creation of new walkways along Willow Grove Avenue and Cherokee Street and through the athletic field complex, creating safer and easier movement between the two campuses.

Maura McCarthy, executive director of Friends of the Wissahickon, said, “SCH has a good track record of responsible development in the community. This project provides an opportunity to significantly increase environmental value and stormwater management.”

Soccer practice on the new Landreth artificial turf field.

The school’s commitment to environmental stewardship and sustainability has informed all aspects of Phase 1, says President Dr. Priscilla G. Sands. “Careful, expert planning has gone into this process to ensure responsible stewardship of our land and our water runoff. “ New tree-lined walkways, landscaped sidewalks, and appropriate signage will frame the essential conduits around campus. Phase I plans also include the planting of more than 100 indigenous trees, 16 to 20 feet tall, along Willow Grove Avenue, Cherokee Street, and the greenspace pathways.

Phases II and III, which involve support of the Center for Entrepreneurial Leadership, construction of new academic buildings, and additions and renovations to existing spaces, are expected to take place over the next 5-10 years.

The exact time frame depends on a forthcoming Campaign for Springside Chestnut Hill Academy, but the earliest start (for Phase II) has been identified as summer 2014.

Follow the Campus Master Plan news and updates at www.sch.org/campusmasterplan.

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Phase I by the Numbers THE STORY BEHIND THE PROJECT:

PROJECT DETAILS:

154,000 dollars was raised through the

To handle water runoff, we installed:

Parents Association fundraiser, Common Ground, in support of the campus greenspace renovation

2

incredibly dedicated Building and Grounds chairs and trustees—Bill Smilow and Henry O’Reilly—oversaw every aspect of the project

70 focus groups—involving students, parents, alumni,

faculty, administrators, and neighbors—were organized as part of the Campus Master Plan development process

4 infiltration beds 2,970 linear feet of pipe 53 concrete structures 1,200 feet of sewer pipe 14 feet below Cherokee Street 100s of gallons of water will flow into the new storm basins and drains

cubic yards of dirt was moved and reused 6 key local organizations provided important support to the 52,000 during construction project: Friends of the Wissahickon, Chestnut Hill Historical Society, Morris Arboretum, Philadelphia Cricket Club, Philadelphia Water Department, and St. Martin’s Church

250,000

3 -story high mountain of dirt, from excavation of Landreth

Field, will be used for fill and topsoil on natural turf fields dollars was raised to date for trees alone

10,000,000 dollars was raised and donated by generous board members, alumni, and friends of Springide Chestnut Hill Academy to make Phase I a reality

Renderings of the campus after completion of Phase I

100+ 16- to-20-foot trees will be planted around our new fields and walkways

400 -meter track replaces the old 397-meter track

around Landreth Field, providing correct size for modern-day track events with start and finish lines in same place

1,100 students will enjoy the beautiful new

fields and pathways this year, thanks to your support

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futureREADY STUDENT VIEWS

SCH Academy’s First Summer Entrepreneurial Leadership Institute Students Share Their Experiences with the First eSCHift Program This past summer, 24 students from eight countries, including 11 from SCH Academy, participated in the school’s inaugural 10-day Entrepreneurial Leadership Institute, known as eSCHift, to teach students the fundamentals of entrepreneurship and design thinking. Through hands-on development of their own products, visits to innovative companies, and discussions with respected entrepreneurs, the students gained invaluable insights into what it takes to develop an entrepreneurial mindset, as well as an appreciation of how design thinking can be applied to new product development. eSCHift will be expanded next summer to include more international programs tailored to students in all divisions and with a focus on how to apply design thinking and entrepreneurial skills in areas such as sports management, bioentrepreneurism, and sustainable fashion. eSCHift is part of SCH Academy’s Global Immersion curriculum within the school’s newly established Center for Entrepreneurial Leadership. Below are excerpts from essays the students wrote about their experiences.

“Emotions ran high during the closing ceremony as we said our tearful goodbyes.

We are all convinced that we will never forget our eSCHift family! After all that we have learned from some of the most innovative people, we have gained the skills and confidence to be creative and find the courage to be pioneering in problem solving. The following quote from John ‘Jay’ Hass inspired me the most: ‘If you love what you do for a living, you’ll never work again.’”

Sebastian Menelaou, Wellington International School, Dubai

“My eSCHift peers and I were able to tour many successful companies like Urban Outfitters, Google, and Quirky. Viewing how these companies operate taught me a lot about creating a work environment. At Urban Outfitters, people are allowed to bring their dogs to work, and at Google, no employee can be more than 150 feet away from food. At first, focusing on the work environment seemed strange; however, I quickly realized that these companies are creating a work space that encourages their employees to work as efficiently as possible. I learned that I need to be in a comfortable environment to do my best work, and that is a lesson that I will take with me into next year. “

Joshua Meadows, SCH Academy

“At first, the [design thinking] process was really confusing. It went against everything I had been taught: all of a sudden I was supposed to fail often instead of trying to create a flawless prototype, assume a beginner’s mindset instead of drawing upon previous knowledge, and think about the users instead of what would work best for me. As we explored the steps, the process eventually became more clear to me. What it contributed most to my skill base was empathy.

Before, I didn’t really care about my users: I wanted a product that suited my needs and my needs only. Now, I am always asking people for their opinions and trying to better suit the prototype to their needs. I didn’t know how important a skill this was, and I’m excited to use it next year in 9th grade.”

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Anna Kane, SCH Academy

Top: Sebastian Menelaou, reading up on eSCHift materials.

Center: Joshua Meadows preparing to work on his prototype.

Bottom: Anna Kane, right, with her presentation partner, Hannah LebowitzLockard.

TRENDS & INNOVATIONS THE LATEST ADVANCES IN TEACHING IN PRACTICE AT SCH

SCH Tests Online Learning Waters

“The future of With the advent of web 2.0 and its greater interactivity, there has been a tidal wave in online learning lies in learning. According to the 2011 report funded by the Sloan Consortium and others, Going the Distance: Online Education in the United States, 2011, 31% percent of higher education students a student-cennow take at least one course online. Sixty-five percent of higher education institutions now say that online learning is a critical part of their long-term strategy. The percentage of independent tered, web 2.0 schools with online classes is, of course, much lower, however, a 2010 report by the National empowered, Association of Independent Schools puts the figure at 10%, with that number also expected to grow steadily. networked This year, SCH joins the small cadre of independent schools that have entered the online waconnectivism. ters with two distance-learning classes—one for students and one for alumni. In most online courses, it is the students who work remotely, but in Giselle Furlonge’s Digital Media and Latin This is the course, it is Furlonge who is working at a distance as she completes her master’s degree at Columbia University Teachers College in the Klingenstein Private School Leadership Program.

New Culture Last spring, on hearing of her academic plans, her students pressed her to find a way to continue the class so that they could complete the digital projects they had started, so over the of Learning, summer Furlonge created the online course. and we owe Furlonge’s students are now working on their course independently, scheduling their own team meetings, and choosing how and when they engage with the course material. As with any it to our own course, there is new material to be learned, reports to be written, tests to be taken. But this life-long course includes one additional challenge: “Freedom,” says Furlonge. “It may sound easy, but in fact it’s harder. As I’ve told my students, they are in charge. It’s up to them to get the informalearning and tion they need, test their knowledge, and find new ways to apply it.” Furlonge says the experience they gain from working on their own will be invaluable, particularly when they get to our students to college and are expected to be responsibile for their own education. to study this Another online course, this one for alumni, is planned for early next year when SCH science teacher Ellen Koenig will offer a course in astronomy. “Through podcast lectures, readings, and mode closely online discussions, we’ll explore some of astronomy’s more fascinating phenomena and questions, such as black holes, special and general relativity, and cosmic evolution. Anyone with an and exploit every interest in the stars is welcome to join me in this shared adventure in learning.” opportunity For a school committed to passion-based, self-directed learning, online education offers an attractive complement to the core curriculum. Not only does it expand students’ options for learnto advance it.” ing, it enables students to proceed through that learning at a pace that works for them. Whether you’re a night person or a morning person, an active talker or a quiet listener, an online course will accommodate your style of engaging with knowledge and help you connect with others who share your interest. For independent schools like SCH Academy committed to empowering their students and providing them with the best learning opportunities, online courses, as an adjunct to traditional classroom learning, could well be part of the wave of the future.

Jonathan Martin Educational Consultant

LOVE ASTRONOMY? STAY TUNED FOR MORE DETAILS ON OUR ONLINE COURSE COMING EARLY NEXT YEAR 23

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MYSTERY PHOTO

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DO YOU KNOW THEM? BE THE FIRST TO SUBMIT YOUR ANSWER AND WIN A FREE ALUMNI/AE T-SHIRT! Here’s what we need to know: Who’s in it? What are they doing? When did it happen? Send your responses to Deidra Lyngard at dlyngard@sch.org or call 215-754-1616 and we’ll publish your reminiscences in our next issue.

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GRADUATION

2012

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First row (l to r): Azurai Thompson, Elizabeth Kelly, Anna Singer, Allison Schreffler, Elizabeth Worgan, Alexandra Stein, Eleanor Stout, Virginia Kelly, Samantha Blake, Carly Schwartz, Deidra Braun, Lauren Cutler, Chloe Ingber, Alexandra Ingber, Lacey Swift-Farley, Angela Cascio, Kathryn Blake, Rebecca Sheppard Second row: Alexis Giovinazzo, Isabelle DeWyngaert, Haley Lombardo, Alyson Markey, Eleanor Timon, Dena O’Larnic, Bianca Reist, Leah Turner, Elizabeth Sedran, Emily Dafilou, Victoria Walls, Caroline Soss, Paige Gembala, Mozelle Shamash Rosenthal, Emma Miller, Iyannah Collins, Leia Carey, Casey Sullivan Third row: Sadie Mendlow, Martina Reynolds, Ashlee Hale, Jamie McGinn, Autumn Temple, Molly Stein, Elizabeth Maine, Kelly Brady, Leise Trueblood, Aleah Welsh, Alex Nelson-Sherman, Sydney Fitzpatrick, Emily Davis, Caroline Conver, Lauren Ritter, Nicoletta DiSimone, Tasmin Lamb Fourth row: Elana Roadcloud, Michelle Boggs, Sydney Epps, Kelsey Chapman, Asia West, Gabriela Navarro, Alexandra Tiger, Kendyl Spearing, Janie Grace Robertson, Resnya Hughes, Erica Schneer, Jennifer Sager, Elena Markos, Thierry Jones, Anna Valciukas, Antonia Hall

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y thinking in terms of creative collaboration, problem-based learning, and design thinking, we are helping to co-construct a vibrant place where rigorous and traditional education intersects with a new and vibrant way of working in concert and in tandem with your teachers to ask the question “what if”…to imagine possibility and to dream big dreams. Don’t be fooled. This means more rigor, not less.

- Priscilla G. Sands, Ed.D., President

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First row (l to r): Matthew Klauder, Daniel Hull, Jeffrey Ng, Daniel Trulear, Khiry Alvin Miller, Dustin Wilson, Shawn Wilson, Johnny Wyche, Michael Calistri Second row: Dean Kroker, Reuben Treatman, Christopher Rosenberg, Michael Moriarty, Patrick Dwyer, Cedric Madden, Michael Duffey Third row: Nicholas McCall, Gregory Hogan, J. Carson Mutch, Maximillian Keyser, Matthew Fink, Kyle Espenshade Fourth row: Alex deBerardinis, Alexander Ambrosini, Timothy Cooper, Samuel Sheppard, Nicholas McNiff, Qadar Mitchell, James Young Fifth row: Stephen Pompilio, Brett Flannery, Rodrigo Rodriguez, Carl Delacato, Ryan Munro, James Hearn, Patrick Foley Sixth row: Henry O’Reilly, Christopher Howard, Tyler Hightower, Gerard Smith, Lewis Lake, Terence Jones Seventh row: J. Laurenson Ward, W. Guy Andrews, Johnathan Olson, Crosby Harris, James Robinson, William Schurr Eighth row: John Hass, Samuel Feirson Ninth row: Gregory Baird, Christian Salem, Matthew Primavera, August Frank, William Dooley, Malik Garner, Andrew Adubato, Nicholas Rosamilia Joseph Mulvaney

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hile acknowledging that we are not exactly alike, and that we all do not see all events and situations in the exact same ways, we can find areas of agreement on which to build shared understanding and take mutually beneficial action. The Class of 2012 has shown this quality in many ways... So often this year you have spoken of brotherhood and how important those ties have been—that will only become more true.

- Francis P. Steel, Jr. ’77, Head of School 27

GIRLS 28

Cum Laude Society The Cum Laude Society is a national honor society promoting the intellectual life in the school and in recognition of outstanding scholarship.

New members, inducted as juniors at an assembly earlier this spring: • Carol Ann Benner ’13, Anna Rose Bedrosian ’13, Mia Gold ’13, Madison LaSorda ’13, Rachel Zuckerman ’13 Senior members, inducted as juniors: • Isabelle DeWyngaert ’12, Elizabeth Maine 12, Martina Reynolds ’12, Erica Schneer ’12, Allison Schreffler ’12, Anna Singer ’12, Molly Stein ’12

• Rachel Zuckerman ’13 Mount Holyoke College • Anna Rose Bedrosian ’13 University of Pennsylvania • Mia Gold ’13 Princeton University • Mackenzie Ballentyne ’13 Smith College • Liu Volpe ’13 University of Virginia • Alexis Berry ’13 Wellesley College • Carol Ann Benner ’13 Collegiate Award

American Mathematics Competition (AMC) Winners • Alexandra Nagele ’14, AMC 10

Book Award winners (seated, l to r): Ashley Beggin, Mackenzie Ballentyne, Rachel Zuckerman, Madison LaSorda, (standing, l to r): Carol Ann Benner, Alexis Berry, Anna Rose Bedrosian, Meredith Spann and technology in the classroom shows most promise for future success.

Community Service Award

American Chemical Society Award

• Molly Dugan ’14

For excellence in chemistry.

• 9th grade: Isabella Dickstein ’15

This award recognizes a student for her extraordinary commitment to her community and meaningful service connections throughout her career at Springside.

• Alexandra Nagele ’14

• 10th grade: Leah Beight ’14

• Allison Schreffler ’12

Book Awards

National Association of Biology Teachers Award

CAFE Award

Rebmann Summer Study Award

• Madison LaSorda ’13 Brown University

For excellence in the life sciences.

• Isabelle DeWyngaert ’12 Bryn Mawr College

• Meredith Spann ’13

New members, inducted as seniors: •

Kelly Brady ’12, Elizabeth Kelly ’12, Haley Lombardo ’12, Lauren Ritter ’12, Eliza- beth Sedran ’12, Leah Turner ’12, Aleah Welsh ’12

• Ashley Beggin ’13 Colgate University • Meredith Spann ’13 Drexel University • Rachel Zuckerman ’13 Harvard University

• Drew Davis ’13, AMC 12

American Association of Physics Teachers Award For excellence in physics.

• Allison Day ’15

Society of Women Engineers Award This program recognizes and honors girls who achieved excellence in the study of mathematics and science for at least three years and have demonstrated an aptitude and interest in engineering.

• Meredith Spann ’13

MIT SEPT Award CAFE (l to r): Rachael Carter and Victoria Walls

MIT’s Science and Engineering Program for Teachers (SEPT) Award is given to the student who through the use of science

Advisors’ Award

This award honors a student who has demonstrated outstanding responsibility, loyalty, and commitment to the organization and the cultural awareness of the school community.

• Victoria Walls ’12 • Rachael Carter ’14

Performing Arts Award Recognizes the achievements of a junior who has shown consistent leadership, perseverance, and creativity.

• Madison LaSorda ’13

Players On- and Off-Stage Awards Given by the director of Players for a significant contribution, loyalty, and commitment to Players—on stage and off.

• On Stage: Aleah Welsh ’12, Leise Trueblood ’12 • Off Stage: Kathryn Blake ’12, Elizabeth Worgan ’12

Summer study stipend in memory of Bill and Susie Rebmann to supplement and extend the normal scope of school experiences.

• Mia Gold explored life aboard a ship while studying marine biology through a program sponsored by Sea Education Association in the Gulf of Maine.

• Chelsea Richardson continued her scientific research work through the Distance Learning Center sponsored by the Physi cian Scientist Training Program.

• Alexis Berry served an intern ship at the National Institute of Child Health and Human Devel opment.

• Anna Freed pursued her passion by participating in the Discover the World of Com munication program at Ameri can University in Washington, DC. 29

Deeded Awards Jane Bell Memorial Award To keep alive the memory of the founder of the school, a woman of noble personality, full of enthusiasm and courage, and to remind the student that in this ever-changing world, there will always remain a need for these virtues.

• Chelsea Richardson ’13

Phyllis Vare Scholarship Award Named for the former head of the physical education department and given in memory of Johanna Sigmund ’94, this award is given to a student who exhibits talent and a keen interest in athletics and sportsmanship and who demonstrates consistent academic achievement.

Suzanne Turner Rebmann Award Given in memory of Suzanne Turner Rebmann for excellence in one of the performing arts.

• Leise Trueblood ’12

Laurel Wreath Award Recognizes a student who exemplifies the school motto: laurus crescit in arduis—honor comes through hard work.

• Virginia Kelly ’12 • Michelle Boggs ’12

Elaine Weinstone Award Given in memory of Elaine Weinstone, who was for many years the heart and soul of the art department. The award is given to a junior artist who has produced an outstanding body of work in any medium.

• Gianna Pownall ’13

• Sanna Johnson ’13

Florence Bourgeois Mathematics Award

• Marguerite Zabriskie ’13

Upper School Award winners (seated, l to r): Madison LaSorda, Izzy Dickstein, Allison Day, Rosie Nagele; (standing, l to r): Molly Dugan, Meredith Spann, Leah Beight, Rachel Zuckerman

Given in memory of Florence Bourgeois, who taught at Springside from 1952 to 1959 and gave unstintingly of her time, her knowledge, and herself.

• Elizabeth Kelly ’12

Deeded Award winners (seated, l to r): Sanna Johnson, Gianna Pownall, Chelsea Richardson, Anna Singer, Marguerite Zabriskie; (standing, l to r): Elizabeth Kelly, Leise Trueblood, Virginia Kelly, Michelle Boggs, Tina Reynolds

Françoise S. Jones Prize Recognizing scholarly achievement in either French, Spanish, or Latin and enthusiasm for the language, the literature, and the culture.

9th and 10th Grade Advisors’ Award winners (l to r): Izzy Dickstein and Leah Beight

• Martina Reynolds ’12 • Anna Singer ’12

Barbara Forrest History Award Given to a student who, like Ms. Forrest, relishes the complexity of history and enjoys discovering, through a close scrutiny of facts, new ways to understand what may at first appear to be a simple story.

• Elizabeth Kelly ’12

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Players Award winners: Off Stage (l to r): Elizabeth Worgan, Kathryn Blake; On Stage (l to r): Leise Trueblood, Aleah Welsh

Senior Awards Sara Wetherell Blake Award Given in memory of Sara Wetherell Blake, Class of 1970, by vote of the senior class for service, simplicity, and sincerity.

• Allison Schreffler ’12

Caroline Susan Jones Pin Given in honor of Springside’s headmistress from 1900 to 1921 by vote of the three upper classes and the faculty to a senior for courage, cheerfulness, fair-mindedness, good sportsmanship, for influence widely felt and courage of her own convictions.

• Leise Trueblood ’12

Phyllis Vare Sportsmanship Award Given in honor of Miss Vare, former head of the physical education department, to a senior who, through her leadership and example, has shown to others the highest standards of sportsmanship and play.

• Alexis Giovinazzo ’12

President’s Award This award is given to a senior who has made a contribution to the life of the school and is given by the president at her discretion.

• Anna Valciukas ’12

Senior Project Commendations

Alice Morice ’24 Memorial Award

• Haley Lombardo

Given by vote of the faculty for loyalty and devotion to Springside in all aspects of school life.

• Carly Schwartz

• Leise Trueblood ’12

• Molly Stein • Anna Singer • Elana Roadcloud • Isabelle DeWyngaert

Senior Art Award This award celebrates the work of a senior who has demonstrated the passion, courage, and tenacity to explore and expand upon her artistic ideas. An example of the recipient’s work will become a permanent part of the school’s art collection.

• Elizabeth Worgan ’12

Alumnae Art Award This award honors a member of the senior class who represents Springside’s long tradition of excellence in the visual arts. An example of the recipient’s work will become a permanent part of the school’s art collection.

Senior Awards (seated, l to r): Alexis Giovinazzo, Carly Schwartz, Leise Trueblood; (standing, l to r): Anna Valciukas, Allison Schreffler, Elizabeth Worgan

• Carly Schwartz ’12

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BOYS 32

Commencement Awards Alumni Gold and Silver Medals In honor of Chestnut Hill Academy alumni who have lost their lives fighting for their country, this medal is presented to a graduating senior and a student below the senior class who, in the judgment of the Alumni Association, after consultation with faculty and students, best exemplify the characteristics of leadership, academic standing, character, and service to the school.

• Gold: Dustin Wilson ’12 • Silver: Ian Caplan ’13

Gilbert Haven Fall Memorial Scholarship Award Named for Gilbert Fall, a long-time faculty member who taught history and Latin and was headmaster from ’30 to ’36.

• Nicholas McNiff ’12 • Jeffrey Ng ’12

Special Citations American Mathematics Competition • 12th grade: Timothy Menninger ’13 • 10th grade: Harrison Tracy ’14

American Chemical Society Award • Harrison Tracy ’14

Rensselaer Polytechnic Institute Medal for Excellence in Math and Science Awarded to a member of the junior class for outstanding academic achievement in the study of mathematics and science.

• George Kunkel ’13

CHA Fathers Award Awarded to a senior who, as a varsity team player, has demonstrated the most outstanding combination of enthusiasm, dedication, and perseverence to his team and the academy.

• Christian Salem ’12

• Nicholas Rosamilia ’12

Chestnut Hill Fathers Club Award Awarded to that student at CHA below the varsity level who has demonstrated qualities of constructive school spirit, determination, and courage in athletics throughout the year.

• Lawrence Wargo ’14

The Joseph L. Castle ’50 Comcast Scholarship Awarded by the Comcast Foundation to a senior with an interest in pursuing further study in communications and in recognition of his general excellence.

• Alex deBerardinis ’12 • Dean Kroker ’12

WPVI Best in Class • Nicholas Rosamilia ’12

Activity Awards Players Cup Dramatics Award

Top: Dustin Wilson, Alumni Gold Award. Bottom: Ian F. Caplan, Silver Alumni Award

Honors for Senior Projects • Alex deBerardinis • Dean Kroker • Jeffrey Ng

• On Stage: J. Carson Mutch ’12

• Nicholas Rosamilia

• Off Stage: Matthew Klauder ’12

• Reuben Treatman

The Student Guide Association Award Given to the guide who best exemplifies the qualities of service, commitment, humility, and pride expected in every guide and is considered first among equals.

• Dustin Wilson

President of Student Government • John Henry ’13

Student Government President’s Award

• Dylan Brush ’13

• Samuel Schardt ’13

The Multicultural Students’ Association Award

The Graham–Franklin Lantern Award

Presented to the student or students who have demonstrated the most outstanding leadership in promoting and encouraging diversity and understanding at the school.

This award acknowledges the journalistic achievement of the editor(s)-in-chief of the academy publications.

• George Kunkel ’13

• Terence Jones ’12 • Cedric Madden ’12 Recipients of the Gilbert Haven Fall Memorial Scholarship Award, with Head of School Frank Steel ’77, are (l to r): Nicholas Rosamilia, Jeffrey Ng, and Nicholas McNiff.

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The J. L. Patterson Cup

Honors in Science

Named for Dr. James Patterson, headmaster from 1897 to 1923, this cup is awarded to the best all-around athlete in the senior class.

• Dustin Wilson ’12

• Dustin WIlson ’12

Tri-Letter Award Given to those student-athletes who have earned three varsity letters during the current academic year.

•

12th grade: Carl Delacato ’12, August Frank ’12, John Hass ’12, Christopher Howard ’12, Daniel Trulear ’12, Dustin Wilson ’12

Honors in Mathematics • Jeffrey Ng ’12 • Dustin Wilson ’12

Honors in Latin-Classical Language • Alexander Ambrosini ’12

Honors in Chinese • Jeffrey Ng ’12

Honors in Vocal Music • Nicholas Rosamilia ’12

• 11th grade: Michael Hayes ’13

• J. Carson Mutch ’12

• 10th grade: Graham Allen ’14, Mason Blake ’14, Anthony Liddy ’14, Harrison Tracy ’14

Honors in Instrumental Music

• 9th grade: Michael Bown ’15

Hutchinson K. Fairman Memorial Award • Stephen Skeel ’13

Departmental Honors Honors in TwoDimensional Art • Gregory Hogan ’12 • Jordan Wang ’13

Honors in ThreeDimensional Art • Matthew Fink ’12 • Anthony Liddy ’14

Tri-Letter Award (l tor): Mason Blake, Dustin Wilson, Michael Hayes, Graham Allen, Harrison Tracy, Christopher Howard, John Hass, Carl Delacato, August Frank, Daniel Trulear. Not pictured: Michael Bown, Anthony Liddy

Scholastic Prizes

The Harvard Book Prize

Honors in English

National Merit Scholarship Award

• Nicholas Rosamilia ’12

• Finalist: Nicholas McNiff ’12

Awarded to the outstanding junior who displays excellence in scholarship and high character, combined with achievement in other fields.

• J. Laurenson Ward ’12

Honors in History • Alex deBerardinis ’12

Honors in Creative Writing • Nicholas McCall ’12

Honors in Computer Science and Technology • J. Laurenson Ward ’12

Honors in Engineering and Robotics • W. Guy Andrews ’12 • Jeffrey Ng ’12

Honors in Community Service • Jeffrey Ng ’12

• Commended: W. Guy Andrews ’12, Carl Delacato ’12, Nicholas Rosamilia ’12, Dustin Wilson ’12

National Achievement Scholarship Award • Daniel Trulear ’12

College Book Awards The Virginia Club of Philadelphia Award Presented to the outstanding junior based on academic and extracurricular activities in acknowledgment of his commitment to academics, leadership, and community involvement, which Thomas Jefferson held in high regard.

• Peter Nicolo ’13

• George Kunkel ’13

Rhode Island School of Design Award Given for excellence in the creative arts.

• Christian Salem ’12

Yale Book Award Presented to a member of the junior class who has shown intellectual promise, significant involvement in extracurricular activities, and service to the community.

• Jordan Wang ’13

Northwestern Book Award Awarded to the junior who demonstrates high academic achievement and through considerable involvement in extracurricular activities, adds greatly to the life of the school.

• Peter Vlahakis ’13

Stephen Skeel, Hutchinson K. Fairman Memorial Award winner, with Head of School Frank Steel ’77 34

Deeded Awards The Franklin D. Sauveur Memorial Award Honoring an alumnus from the Class of 1911, this award is given to a member of the freshman class for character and scholarship.

• Joseph Torsella ’15

The Garrett D. Pagon Award Honoring the late Garrett Pagon, father of three CHA students, this award is granted to a member of the sophomore class for moral courage and integrity.

The Christopher Fraser Carpenter Memorial Award In memory of Chris Carpenter ’60, this award is granted to that member of the junior class who has shown the greatest improvement during the year.

• Dylan Brush ’13

The Class of 1959 Award Awarded to the student or students who show the greatest intellectual curiosity during the high school years.

• 12th grade: W. Guy Andrews ’12, J. Laurenson Ward ’12

• Graham Allen ’14

• 11th grade: George Kunkel ’13, Stephen Skeel ’13

The Lawrence R. Mallery Cup

• 10th grade: Benjamin Reichner ’14, Scott Salisbury ’14

Named for Lawrence Mallery from the Class of 1905. He admired scholar-athletes, and his family established this award to honor the scholar-athlete of the senior class.

• 9th grade: Matthew Miller ’15

• Daniel Trulear ’12

The Edward Savage Memorial Award This award is named for Edward Savage, who worked at CHA from 1915 through the 1930s, taking care of athletic equipment as well as maintaining the athletic fields. The award is presented by the alumni and awarded for loyalty and service to the school.

• Dean Kroker ’12

• J. Carson Mutch ’12 • Reuben Treatman ’12

The Martin Henry Dawson Memorial Award Presented annually in memory of Tinry Dawson ’90 to that senior who has, by vote of the members of the senior class, provided the most positive support and friendship to his classmates during their years together in the Upper School.

• J. Carson Mutch ’12

Honorary Alumni

• Reuben Treatman ’12

• Mary Cardona h’12

Five Stripes Award Awarded to a freshman or sophomore student in recognition of consistent behavior exemplifying the values represented by the jersey stripes.

• Grade 10: Thomas Andrews ’14, Anastasios Karras ’14, Harrison Tracy ’14 • Grade 9: Peter Davis ’15, Rheon Trim ’15

CHA Special Merit Award Given to an Upper School student who has notably enriched life in the Upper School.

• Alexander Ambrosini ’12 • Alex deBerardinis ’12 • John Hass ’12 • John Henry ’13

• Dona Marler-Odell h’12 • Margaret Steele h’12

Chestnut Hill Academy Recognition Award • Anthony Salem

Parent/Faculty/ Staff and Other Awards Head of School Award • John P. McNiff

Yearbook Dedication • John McArdle ’73 • Greg Williamson

Langdon W. Harris III Award

Special Thank You from Alumni Association

Given by the Harris family in honor of Langdon Harris to the parent or parents who have been most supportive of the school’s athletics and athletes during the school year.

• Linda Stanley SS’66

• Diana Giegerich

William E. Shuttleworth Honorary Award

• Ann Walker Kelly ’82

• John McArdle ’73

• Jeffrey R. Clark h’09

Alumnus of the Year

Michael F. Mayock Distinguished Teacher-Coach Award

Alumni Awards

• Brian McLelland ’82 The Edward Savage Memorial Award recipients (l to r), with Marty Baumberger h’02: J. Carson Mutch, Reuben Treatman, Dean Kroker

Daniel Trulear ’12, recipient of The Lawrence R. Mallery Cup, with Marty Baumberger h’02.

James F. McGlinn Award

• Rick Knox ’92

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The Edward C. Rorer Faculty of Promise Award • James Martin ’99

Gemmill Chair for Engineering and Robotics • Peter Randall ’69

The Elliston Perot Walker Teaching Excellence Award • Rene deBerardinis

Thomas Sayre Ambler Fellowship • Kimberly Sivick

The Landreth Award • Anne Anspach

Corning Pearson Service Award • Margaret Steele h’12

Top: Former board member Margaret Steele h’12 receives the Corning Pearson Service Award for her many contributions to the school.

Middle: Lower School Technology Coordinator and teacher Kim Sivick receives the Ambler Fellowship.

Bottom: Parent and Springside alumna Ann Kelly receives the Langdon W. Harris III Award from John L. Harris ’79 for her support of the boys’ athletic program.

Diana Giegerich, the other recipient, is missing from the photo.

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“We move trium phantly into the world, ready to reinvent, rebuild, and discover.”

Reuben Treatman ’12

“We are strong leaders, creators, workers, artists, and most impor tantly, friends.”

Aleah Welsh ’12 & Leise Trueblood ’12

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Deeded Award winners (l to r): (seated) Nahla Turner, Emma Helstrom, Sophia Haegley; (standing) Mikaela Watson, Sydney Caplan

Advisors’ Awards Recognizing a girl who has made a special contribution to her class: • 5th grade: Marilyn Tokarek • 6th grade: Matilda Peck • 7th grade: Eleanor Murphy • 8th grade: Maia Taranta

Middle School History Award

MID SCH Middle School & Advisors’ Award winners (l to r): Marilyn Tokarek, 5th grade; Matilda Peck, 6th grade; Eleanor Murphy, 7th grade; Maia Taranta, 8th grade

Mathematics Department Recognition

Middle School Art Award

• Mercedes Reichner

• Mikaela Watson

Middle School Science Award

Middle School Performing Arts Award

• Aakanksha Sharma

• Emily Swan

Language Department Recognition

Middle School Athletic Award

• Sophia Haegley

• Maia Taranta, Leah Kochen our, Spanish

• Mikaela Watson

Lucia Polk Chapman Award

Margaret Castle Award

Given in memory of Lucia Polk Chapman, co-head and then head of Springside from 1900 to 1930, for scholastic ability and achievement.

• Elsa Rall

• Brooke Hanraty, Latin

Middle School English Award

• Madeleine Megargee, Michelle Klein, French

• Maia Taranta

• Madeleine Megargee

Given in memory of Margaret Castle McKee, an alumna and former teacher at Springside, to a 5th grader for thoughtfulness and consideration of others.

• Nahla Turner

Alumnae Association Award Given to a 6th grader for friendliness, cooperation, scholastic ability, and school spirit.

• Emma Helstrom

Natalie Kristin Calhoun Award Recognizing a student in 7th grade who has managed both academic and social issues with independence, persistence, fair-mindedness, and a sense of humor.

• Sydney Caplan

Laura Maxwell Jones Award Given in memory of Laura Maxwell Jones, a teacher at Springside in the early 1900s, to an 8th grader who has displayed courage, cheerfulness, fair-mindedness, and good sportsmanship, whose influence is widely felt, who has the courage of her own convictions, and who is respected by all.

• Mikaela Watson

8th Grade Award winners (l to r): (seated) Aakanksha Sharma, Mercedes Reichner, Michelle Klein; (standing) Maia Taranta, Leah Kochenour, Elsa Rall, Mikaela Watson, Madeleine Megargee, Emily Swan, Brooke Hanraty 38

˛

DLE HOOL Deeded Awards

Ethan Springer, 8th grade speaker

Two-Dimensional Art

Foreign Language Award

• Gideon Brockenbrough

For an 8th grade student who has demonstrated outstanding achievement and intellectual curiosity in learning a new language throughout his Middle School experience.

Three-Dimensional Art • Jack Allison

Outstanding Vocal Achievement

Samuel McDowell, Sportsmanship Award

Wales Memorial Scholarship Awarded to a member of the Middle School who, through industry and effort, has demonstrated the most significant growth in mathematics.

• Jack Allison

• Joshua Meadows

• Xavier Bell

Science Award

Sportsmanship Award

Outstanding Orchestral Achievement

Awarded to a Middle School student in recognition of his achievement and scientific curiosity.

Awarded to a member of the Middle School who, in the opinion of the Middle School coaches, has demonstrated the highest standards of sportsmanship and fair play.

• Noah Mayer

Honors In Handbell Choir • Bruce Howard

8th Grade Speaker • Ethan Springer

English Award Given to the 8th grade student who has demonstrated general excellence in writing and literary analysis, improved his peers’ understanding of the class material with quality contributions to the class discussion, and showed enthusiasm and dedication to the study of literature.

• Hunter Ferry

• Padgett Gustavson

The Middle School Merit Award Given by the Head of Middle School to the student whose consistent effort to achieve his potential in all areas of school life deserves special recognition.

• Robert Hass

Daniel Webster Charles Memorial Scholarship Awarded to that member of the Middle School who has demonstrated an exceptional interest in history.

• Ryan Torie

Jack Allison, Foreign Language Award and Dil Lees Scholarship

Joshua Meadows, Wales Memorial Scholarship Award and Pearson Award

• Samuel McDowell

Pearson Award Granted to a Middle School student in recognition of his outstanding achievement and general excellence.

• Joshua Meadows

Dil Lees Scholarship Awarded to a rising 9th grader who has demonstrated excellent academic performance, leadership qualities, and the potential to make a significant contribution to the life of the school.

• Jack Allison

Robert Hass, Middle School Merit Award

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Class of 2012 in their college T-shirts at annual senior picnic

THE CLASS OF 2012 is a constellation of stars that will surely go on to brighten the world in many ways. Among the many accomplished contributors in this class are a 5-time All-American runner, a symphony composer, 26 Cum Laude inductees, winner of the best science project in Philadelphia, 7 National Merit Scholars, 3 Comcast Scholars, 6-time gold medal rower, prize-winning filmmaker, a cappella music arranger, Operation Understanding keynote speaker, PSRA Junior Women’s Sportsmanship Award winner, rock band leader, world’s 20th best robotics team, 8 Division I athletes, 2 songwriters who performed for Rosanne Cash, 3 professional dancers, novelist and film-score composer, 3 Cappie theatrical nominees, and a Food on Fridays donation program organizer. Congratulations to each of you and best wishes for a bright future.

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MEMBERS OF THE SENIOR STUDENT LEADERSHIP TEAM celebrate their new elevated status by scaling the summit of “Mount SCH”—the 3-story mound of dirt that became a part of the school landscape during the rebuilding of the school’s athletic fields and greenspace. The dirt will eventually be used as fill and topsoil for the natural turf fields in the last stage of Phase I of the Campus Master Plan.

500 West Willow Grove Avenue • Philadelphia, PA 19118 215-247-7200 Cherokee Campus • 215-247-4700 Willow Grove Campus

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