Laurel School's Highlights Magazine: Spring 2019

Highlights A MAGAZINE FOR ALUMNAE, PARENTS AND FRIENDS OF LAUREL SCHOOL

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SPRING 2 019 | Financial Literacy • Building Resilience in Girls • Power and Purpose

Dream. Dare. Do.

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LAUREL SCHOOL

The private school that knows girls best.

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IN THIS ISSUE “A Sense of Connection,” A message from Ann V. Klotz . . . . . . . .4 Alumnae Portraits: Janet MacMahon Carll ’48, Gwill York ’75, Meghan Thornton Parquette ’01 . . . . . . . . . . . . . . . . . . . . .6 Financial Literacy: Empowering Girls to Get Ahead . . . . . . . . . . 10

Highlights

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Laurel’s Research-Based Approach to Building Resilience in Girls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Power & Purpose: Experiential Learning Empowers Primary Students in STEAM . . . . . . . . . . . . . . . . . . . . . . . 16 Junior Chapel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Class News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 In Memoriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

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Dream. Dare. Do. MISSION STATEMENT

To inspire each girl to fulfill her promise and to better the world.

Highlights | SPRING 2019 HEAD OF SCHOOL Ann V. Klotz DIRECTOR OF DEVELOPMENT Venta Cantwell EDITOR Sarah Hibshman Miller ’98 ALUMNAE EDITOR Julie Donahue ’79 CLASS NEWS EDITOR Megan Findling DESIGN AND LAYOUT Laurel School PHOTOGRAPHY Kimberly Dailey, Julie Donahue ’79, Downie Photography, Binnie Kurtzner Pappas ’87, Neal McDaniel, Renee Psiakis PRESIDENT, ALUMNAE ASSOCIATION Kristi Anderson Horner ’80 CHAIR, BOARD OF TRUSTEES Lynnette Jackson ’93 Highlights is published by Laurel School for alumnae, parents and friends.

Submit address changes to the Development Office at 216.455.3096 or bGreen@LaurelSchool.org Laurel School is an independent day school for girls, Kindergarten through Grade 12, with coeducational programs for two-, three- and four-year-olds. We are proud to be an inclusive and equitable school community, and we actively seek a diverse student body and faculty without regard to race, color, sex, national origin, handicap or disability, or sexual orientation.

LAUREL VALUES STATEMENT: Committed to building a just and inclusive world, Laurel girls are courageous, creative, ethical and compassionate.

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Downie DowniePhotography Photography

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A MESSAGE FROM THE HEAD OF SCHOOL, ANN V. KLOTZ

A SENSE OF CONNECTION

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irls and Learning are at the heart of Laurel’s Strategic Roadmap —Illustrious Past.

Innovative Future. All we do at Laurel is designed with our mission and values in mind and is shaped by the work of Laurel’s Center for Research on Girls (LCRG), an evidence base that supports our pedagogy and our thinking about girls. We know that attending to a girl’s social and emotional well-being helps her to achieve higher academic outcomes. And, in many ways, the pay-off of a Laurel education spools out throughout a graduate’s life, influencing how she chooses to compose her experiences. When young alumnae visit we are never surprised when they tell us they were better prepared academically than their college peers, but when they share that what they learned in these dear walls helped them manage through a complicated time in their lives, I know that our social and emotional curriculum is as important as content in Calculus or French or KAP European history, or English. Habits of mind and habits for life begin at Laurel.

We have long been a school whose commitment to community is wellunderstood. Having all four divisions in one building allows girls to look up to older girls, a powerful incentive, and to look back to remember who they were.

Cherished traditions like Green & White and all-school assemblies contribute to a girl’s sense that she is, as a member of the Laurel community, part of something larger than herself. And that sense that one is not always the center of the universe is important for girls, particularly as they face the vicissitudes of adolescence.

A key element of LCRG’s work on resilience focuses on purpose. As we

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built our Strategic Roadmap goal: Girls and Learning, we thought carefully about how to place LCRG at the center of our daily practice and how to build purpose into our program—within and beyond the limits of the academic day.

Every girl will have ups and downs.

Some days a student will earn an "A" on an assignment she worked long and hard on, or an athlete will deliver a personal best and feel proud of her own accomplishments and how she supported her team. Yet other days, feelings can get hurt by a friend or the grade earned might not be what was hoped for; when one has a purpose beyond one’s own determination and

desire to do well, one can better weather the hills and valleys that characterize girlhood. For some, purpose means being part of a team—knowing the lacrosse team needs you reinforces the idea that you have a contribution to make and gives you something to look forward to.

For another girl, service might offer a path of purpose. Perhaps a girl volunteers at Rescue Village where the animals waiting to be adopted are happy to see her, no matter what else is going on in her life. She makes a commitment and honors it; in caring for others, she reaps benefits beyond the hours spent there.

Perhaps a girl finds purpose in working on behalf of a particular cause or on a political campaign. And, maybe, in some

Habits of mind and habits for life begin at Laurel.

cases, an Upper School student finds her purpose in sitting with the little girls in the dining room every morning before school begins. How each girl defines purpose may vary, but purpose helps each of us to feel needed and valued.

At Laurel, we are experts in building purpose into the academic program with interdisciplinary immersions at the Butler Campus for girls, Grades K-8 (see article on Power & Purpose in this issue) and in the Upper School through experiences like Capstone and Protégé, in which a girl’s interest drives opportunities for research, internships, travel, collaboration in a cohort, and independence. Perhaps you read the

wonderful profile of Adventure Girls, our after-school program, on Quartz (qz. com) last year. This extremely popular program helps girls to build resilience and embrace physical challenges. When girls surpass what they think they can do—using a growth rather than a fixed mindset—they build confidence. The opportunity to work through challenge is an important piece of growing up. To overcome obstacles—both inside and outside of the classroom—is a crucial aspect of development.

At Laurel, integrity and a strong moral compass are essential components of the way we have designed a curriculum to educate girls. From our littlest learners

through Upper School, our curriculum is all designed to empower our girls to achieve that sense of purpose. We want our girls to attend magnificent colleges; we also want to deliver to those colleges, young women who have a powerful drive and a willingness to better our complicated world. Learning at Laurel lasts well beyond time spent within these dear walls; here, a girl builds a powerful foundation that supports all of her future endeavors—academic, personal and professional. The benefits of a Laurel education spread out over the course of an alumna’s life. And, we know that purpose often helps to define and inform the choices alumnae make throughout the extraordinary lives they lead. L

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PORTRAITS 2019ALUMNAE LIFETIME ACHIEVEMENT

Janet MacMahon Carll ’48 COMMUNITY VOLUNTEER

By Julie Donahue ’79, Director of Alumnae

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quiet leader possessing calm persistence, generosity of spirit and prodigious energy, Janet MacMahon Carll '48 has modeled a life of service. From being an early member of the Cleveland Modern Dance Association, serving as its President from 1969-71, during a time when she “was instrumental in leading the organization through some financial and organizational challenges,” to her years volunteering with Valley Save-A-Pet and the Lander Circle Kiwanis, Janet exemplifies a tireless commitment to volunteerism. The natural world figures prominently in Janet’s own world and work. Through Youth Outdoors she often gave children ages 8-18 their first experience in outdoor camping, taking them riding and teaching them to fish. And at Fieldstone Farm Therapeutic Riding Center, which helps those with Autism, Down Syndrome, multiple sclerosis, neurological and emotional challenges through equine therapy, Janet started as a lesson volunteer in the ring with students and horses, became an instructor and eventually became lead volunteer, where

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she “helped train new volunteers, mentored those in need and oversaw all aspects of lesson flow and safety.”

As noted in her letter of nomination, “Janet Carll’s indefatigable path has touched many with her encouragement, advocacy, support and help to the young, old, disadvantaged, mute, vulnerable and alone, as well as her love of learning and advocacy for the environment and animal life.” Another supporter notes her “talent in organization, problem solving and creatively looking at the big picture.”

A graduate of Denison University, Janet maintained her own business as a dog groomer for over 40 years, raised two daughters with her late husband, and has trekked the world from Nepal to Iceland, from Tanzania to Turkey.

Passionate about volunteering because it is the right thing to do, Janet MacMahon Carll ’48 has bettered the world for so many others and is the second recipient of the Lifetime Achievement Award. L

PORTRAITS 2019ALUMNAE DISTINGUISHED ALUMNA

Gwill York ’75 CO-FOUNDER, LIGHTHOUSE CAPITAL PARTNERS

By Julie Donahue ’79, Director of Alumnae

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successful venture capitalist and pioneering entrepreneur, Gwill York '75 has invested in earlystage technology and healthcare companies and has a particular interest in supporting STEM education for girls and women. A graduate of Harvard College with a degree in economics, Gwill received her MBA from Harvard Business School and began her career at Salomon Brothers before subsequently working at a medical software startup, for Fidelity Investments, and for Comdisco Ventures where she led its investments in over 50 companies. In 1994 she co-founded Lighthouse Capital Partners, a structured venture capital partnership based in Cambridge, MA, and Menlo Park, CA. In addition to her investments in start-up companies, Gwill personally supports organizations that advance the mission of science, women, healthcare and education through her philanthropy and volunteer leadership.

The first woman to chair the Museum of Science Boston in the last 50 years and only the second ever in its 187-year history, “Gwill began her Museum stewardship in 1990, drawn initially by the museum’s innovative program focusing on girls

and science education.” She co-chaired the Museum’s firstever comprehensive campaign and also led efforts to generate funding for the reimagining of the Museum’s Blue Wing, 100,000-square-feet of exhibit space that covers topics ranging from dinosaurs to nanotechnology.

Serving as co-chair of the Women’s Health Advisory Board of Brigham and Women’s Hospital in Boston has allowed Gwill to pursue her strategic interest in improving and transforming medical care for women. She has lent her expertise and leadership as a trustee and as treasurer to the Isabella Stewart Gardner Museum where she “shines the brightest as a mentor to trustees and staff.” And, as Vice Chair of Harvard University’s Board of Overseers, providing counsel on and helping shape the University’s agenda, Gwill “is seen as a leader with great intellect, judgment, composure and humor.”

The 2019 Distinguished Alumna award is bestowed on Gwill York ’75 who brings her fierce insight, leadership, grace and passion to every endeavor. L Highlights | SPRING 2019 7

PORTRAITS 2019ALUMNAE YOUNG ALUMNA OF DISTINCTION

Meghan Thornton Parquette ’01 PRINCIPAL, BROOKE ROSLINDALE CHARTER SCHOOL

By Julie Donahue ’79, Director of Alumnae

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rmed with a degree in education from Bates College and a master’s degree from Lesley College, Meghan Thornton Parquette '01 entered the family business (her father, mother and sister are also in education) and became a school teacher. In the 12 years since joining the staff of the Brooke Roslindale Charter School in Boston as an associate teacher, Meg has dedicated herself to providing an excellent education to students who are traditionally underserved by the education system—and along the way grew from an exceptional classroom teacher to the principal of one of the highest performing charter schools in Massachusetts. Her colleagues point to Meg’s work ethic, cando attitude and authenticity and warmth as being instrumental to her students’ ultimate success.

From her earliest days as a kindergarten teacher when other teachers adopted her goal book system as a best practice to her work as principal, Meg is regarded as an innovator, role model and thought leader in the charter school

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world. Her school is a regular host to visitors from charter schools around the country and two summers ago she led a week, funded by the Gates Foundation, for math professional development for leadership teams from 11 other school networks.

As another charter school colleague notes, Meg “leads with the three grand Ps: passion, precision and playfulness.

She shows deep passion for her work each day and precision in knowing exactly what she wants to achieve for herself, her staff, her kids, her families and the community she serves.”

That dedication to the community she serves, 75% of whom are economically disadvantaged, is apparent in outcomes—in 2016 Brooke Roslindale had the highest achieving seventh grade in Massachusetts.

The 2019 Young Alumna of Distinction Award is given to Meghan Thornton Parquette '01 whose leadership is rooted in the unwavering belief that every student is capable of greatness.

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FIN A N C IA L L I T E R AC Y

EMPOWERING GIRLS TO GET AHEAD

By Sarah Hibshman Miller '98, Editor of Highlights

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aurel School has long been a proponent of empowering girls in all aspects of their education and lives. Over the last decade educational opportunities to gain financial literacy both in and outside of school have grown exponentially.

These opportunities give Laurel girls the chance to gain knowledge within the business and finance industries and empower them to feel confident about their financial future, however that may look.

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LEARNING AT LAUREL

HOW IT ALL BEGAN Headquartered in Independence, Ohio, Longbow Research, provides the institutional equity research market with unique insights and primary data on specific companies, supply chains, and industries. Longbow Research was founded by Laurel parent David MacGregor (Alexandra ’15, Anna Victoria ’17 and Catherine ’21) in 2003 and early on, had begun offering an internship to a University School student. David quickly realized there was room to offer more opportunity for girls in the areas of business and economics and so decided to extend Longbow’s internship program to a Laurel student as well. David felt that, “If it worked for the boys at US, why not offer an internship to a Laurel student? Women are still underrepresented in the world of finance and for absolutely no good reason I can think of other than perceptions.”

Gausia Chowdhury ’02 is a Research Analyst at Longbow and leads the internship program: “I am extremely passionate about financial literacy for people of all ages, but especially for women and girls. Women often have a real fear of finances and that fear begins at a young age. By exposing girls and giving them the right tools, they are learning to become financially independent and confident. They can be included in the conversations and will more readily choose to get engaged.”

Now in its tenth summer, the Longbow Research internship is offered to a rising Laurel Senior who is interested in pursuing business or finance in college.

Beyond that interest, candidates must be highly motivated and enjoy working in a collaborative environment. This intense five-week summer internship allows students to work full time and learn about all aspects of finance and the stock market.

Longbow clients are all “institutional,” meaning professional investors (i.e. mutual funds, hedge funds, and pensions). In this type of environment, interns are put on a very steep learning curve and are challenged with typical first-year associate-level projects that allow them to analyze companies. The objective is to develop an investment recommendation. Over the years the opportunity has become increasingly more competitive, which illustrates the desire from Laurel girls to take charge of their own financial literacy and aspire to pursue work in the field.

“Many join Longbow on day one of the internship without knowing anything about companies, stocks or the stock market,” said David. “However, they depart five weeks later having studied a company’s strategic strengths and weaknesses, built a financial forecast and stood up

for 40 minutes in front of a room of seasoned Wall Street professionals presenting, defending and often debating their investment opinion on the company. Some are good, some are great, but over the years, all of the Laurel students have risen to the challenge and performed impressively.”

ONE OPPORTUNITY LEADS TO ANOTHER Maggie Hilkert ’19 discovered her love of finance through her participation in Laurel’s Capstone Experience when, in her Sophomore year, she traveled to San Francisco and had the opportunity to meet alum Maya Saalouke Noeth '03, a venture capitalist with TCV, and learn more about her job in finance.

From there Maggie was able to narrow her Capstone project to focus on finance, and in the following years she interviewed venture capitalists around the country, shadowed Clevelandarea business owners and was selected as Longbow’s intern for the summer of 2018.

Maggie’s interest in finance also led to the founding of a Student Investment Committee at Laurel, which kicked off during the 2018-2019 school year. In an effort to incorporate experiential learning into the Committee's mission, Maggie presented to the most recent Head’s Council,* which focused on financial literacy and included a group of women in finance (including many highlighted in this story). Maggie was given the opportunity to present her ideas and what she envisioned Laurel’s Student Investment Committee could accomplish with the right pieces in place. Impressed by this student’s desire to learn more about finance, former Board of Trustees member Lauren Rich Fine and her employer Gries Financial generously donated $10,000 to allow the Committee to invest actual funds. Regarding the donation, Lauren commented that, “The best way to learn anything is to do it experientially.

I would like to see the girls learn and apply investment concepts and grow the portfolio over time.”

The Student Investment Committee is advised by alum and Vice Chair of the Board Kristine Bryan ’80, who has a 25-year history of working on Wall Street. Kristine currently meets with Committee members weekly and works with students to research companies and make strategic decisions about investments.

Kristine stated that, “Participation in the Student Investment Committee gives students a working knowledge of investments and allows them to get over the hurdle of

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LEARNING AT LAUREL

F INAN C I A L LITER AC Y

Left to right: Gausia Chowdhury ’02 , Heather Roulston Ettinger ’79 , Kristine Bryan ’80, David MacGregor, Lauren Rich Fine

terminologies that can seem daunting. Financial literacy is paramount for all women to better reach gender equality.

As a part of that, understanding investments and how to make a savings work for them creates a greater possibility for a secure financial future.” Kristine went on to add that, “If entrepreneurship is the end goal for a student, participation in this committee will better prepare her to succeed as she will have a solid understanding of what investors look for when making an investment.”

On the same note, Lauren said she believes, “It is essential for everyone to be financially literate in today’s world. I think women get intimidated easily by finance and it is my strong belief that if the concepts are introduced naturally and early enough, that we can prevent that from happening.

For anyone to be fully independent, she or he needs to be fiscally responsible and understand how to plan, budget, and ultimately save and invest.”

A NEW INTERNSHIP OPPORTUNITY On the heels of these financial literacy opportunities, a second internship recently was announced by Luma Wealth Advisors, founded in 2017 by alum Heather Roulston Ettinger ’79. Luma Wealth, which works to meet the underserved financial needs of women of wealth and their families, has chosen to partner exclusively with Laurel to establish the Luma Internship & Scholarship Program (LIS).

This unique student engagement model will include a multi-year professional internship in the financial services industry tailored to the interests of the candidate, in conjunction with a scholarship award and mentorship.

This two-year commitment is for students headed into

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their Junior year who are interested in exploring all aspects of a wealth management firm, including relationship management, investment, portfolio management, financial planning, marketing, business development and operations.

“Only 16 percent of financial advisors are women, and yet women have strong communication, listening, relational and emotional intelligence skills to be successful advisors,” said Heather. “There is much confusion about financial and life planning advisory services and often people confuse it with banking, insurance, investments and other ‘product’ sales. Our plan is to give these girls a real context and deep understanding of all the different ways they can be successful in this industry, no matter if they like math or not. There are many paths that they can follow, and we hope through a multi-year commitment we can expose them to more opportunities.”

It is clear that many Laurel alumnae and community members feel passionately about the importance of financial literacy, especially for young women. We are proud to partner with so many to open the pool of opportunities offered to our students. Laurel is committed to ensuring our girls have the encouragement they need and access to a superior education—in and out of the classroom—in business, finance and beyond. L

*The Head’s Council, founded in 2012, brings together varying groups of engaged alumnae, parents, and other friends of Laurel who share a mission to innovate and grow Laurel’s programming in a particular area of focus.

LAUREL'S CENTER FOR RESEARCH ON GIRLS

LAUREL’S RESEARCH-BASED APPROACH TO BUILDING

RESILIENCE IN GIRLS

by Lisa Damour, Ph.D., Executive Director of Laurel's Center for Research on Girls

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hen it comes to the intense pressure that girls now feel, there’s both bad and good news.

Here’s the bad news: 31% of girls (compared to only 13% of boys) suffer from symptoms of anxiety, and girls—more than boys—report that they often feel stressed, overwhelmed and exhausted. In fact, the high rates of stress and anxiety that are reported in the research literature and that I regularly encounter in my work with girls are exactly what inspired me to write my recent book, Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls.

Here’s the good news: at Laurel, we’ve been paying close attention to how much tension our students feel and, several years ago, we established a research-based approach to cultivating resilience in every girl. Laurel’s Center for Research on Girls’ (LCRG) resilience-building model includes five elements that girls can call upon individually, or in combination, to help them manage the difficulties and setbacks they will inevitably encounter.

Growth Mindset:

A Source of Motivation Laurel was early to adopt the game-changing research on mindsets done by psychologist Carol Dweck of Stanford

University. Dr. Dweck’s work demonstrates that students, with what she calls a fixed mindset, believe that the skills they were born with cannot develop or change, while students with a growth mindset believe that they can build their skills through effort.

Mindsets turn out to have powerful effects. Fixed mindset students are quick to back away from difficult work, feel ashamed when corrected and envy their more talented peers; growth mindset students believe that hard work is the path to mastery, welcome feedback on their efforts and are inspired by talented classmates. Not surprisingly, growth mindset students get better grades and feel less stressed about school than fixed mindset students.

At Laurel, we work to cultivate a growth mindset in every student by teaching girls that their brains, like muscles, can be developed through hard work. When a girl complains that she can’t do something, Laurel teachers are quick to point out that she simply can’t do it “Yet!”

Creativity:

A Source of Solutions Laurel has enjoyed a multi-year collaboration with Dr. Sandra Russ of Case Western Reserve University, a leading scholar on the topic of childhood creativity. Dr. Russ’s research has found that the girls who are the most creative are also the ones who are able to come up with most inventive solutions for solving problems.

Though people often assume that creativity can’t be taught, Dr. Russ has found that girls can learn to be more creative, that their increased creativity skills are maintained over time and

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BUILDING RESILIENCE IN GIRLS

“I AM NOT AFRAID OF STORMS, FOR I AM LEARNING HOW TO SAIL MY SHIP.” — LO UI SA MAY ALCOT T that girls who become more creative do, indeed, improve their ability to tackle real-life problems.

Laurel teachers encourage creativity both where we’d expect them to, such as through our visual and dramatic arts program, and through initiatives such as the Sixth Grade’s Tinkering Week and in mathematics classes where girls are encouraged to develop inventive solutions to math problems.

Purpose:

A Source of Self-Esteem Helping girls develop a sense of purpose sits at the heart of Laurel’s mission: “To inspire each girl to fulfill her promise and to better the world.” And research finds that having a sense of

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purpose—doing meaningful work that contributes to the greater good—boosts self-esteem and life satisfaction.

For students who have yet to develop their own sense of purpose, studies show that working to support others—perhaps though volunteering or advocacy work—also contributes to a positive sense of self. Further, research conducted at Laurel found that engaging in purposeful activities in the context of an empowering mentorship effectively reduces stress.

Laurel students of all ages participate in initiatives to help others, such as Gators Go Global, which earlier this year allowed Primary girls to learn about global service organizations such as the Malala Fund and Girls Who Code.

Students voted on their top choice organization and selected the Coral Reef

Alliance, which they will support in a variety of ways this Spring. In addition, the Upper School schedule was designed to provide students with regular “Dream.

Dare. Do.” periods where they step back from the standard curriculum and pursue purposeful activities, such as the Leukemia and Lymphoma Society’s Student of the Year Campaign. This year Lily Seeman ’19 and Cassie Trykoff ’19 led Laurel’s Team Hope in a sevenweek fundraising campaign where they ultimately raised $83,000 in support of blood cancers.

Self-Care:

A Source of Restoration Laurel takes self-care seriously and we educate our students about it.

LAUREL'S CENTER FOR RESEARCH ON GIRLS

Throughout their time at Laurel, girls learn about the importance of eating sustaining foods, getting enough sleep and coping effectively with difficult emotions.

For example, Pre-Primary and Primary school teachers introduce the idea of anytime and sometimes foods in order to help their students put unprocessed foods at the center of their diets and to treat processed foods as snacks or occasional treats. Middle School girls chart their sleep patterns in science class and learn to make sure their technology habits don't disrupt their sleep.

Upper School girls are helped to reflect on their favorite ways to restore themselves when feeling stressed. For example, some girls like to exercise, while others prefer to spend time outdoors, take a long

"The Butler Campus is a unique and magical experience." — Laurel Parent

shower, or watch their favorite TV show. In short, Laurel girls learn that their daily self-care choices have a profound effect on their overall ability to weather stress.

Relationships: A Source of Support

While it’s important for girls to be resilient on their own—to know how to bounce back without looking to others—there are also times when girls need to count on their relationships for support. Research finds that girls care about their peer relationships intensely and feel especially distressed when they are not getting along well with their friends.

At every grade level, Laurel teachers support girls as they

build their friendships and learn to resolve difficulties through healthy conflict. When girls express concerns about popularity, we are quick to reassure them that research conducted at Laurel found that the happiest girls are those with only one or two solid friendships.

Finally, we ensure that every Laurel girl has powerful, supportive connections to the grown-ups at school. Especially as girls move into adolescence, having positive relationships with adults outside the home has been found to reduce both stress and risky behavior.

At Laurel, we teach girls not to shrink from the challenges they encounter. Instead, we take a systematic approach to helping them handle whatever comes their way. L

"My education at Laurel gave me a firm foundation for the rest of my life."

— Laurel Alumna

Add Your Voice "Laurel is an amazing all-girls school!"

— Laurel Student "We are so happy we chose Laurel as a high school for our daughter." — Laurel Parent Highlights | SPRING 2019 15

Power and Purpose Experiential Learning Empowers Primary Students in STEAM

By Sarah Hibshman Miller '98, Editor of Highlights

LEARNING AT LAUREL

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magine spending a month immersing yourself in science research, math and engineering. Thanks to the forward-thinking of Shannon Lukz, Grade Four teacher, Emily Felderman, Primary Visual Arts teacher, and several other members of the Primary faculty, Laurel’s Power & Purpose immersion experience enables students in Fourth Grade to do just this. After a pilot program in Spring 2018, the first official Power & Purpose monthlong experience kicked off in October 2018 on Laurel’s 150acre Butler Campus. This place-based curriculum allows students to apply high-level science and math skills and concepts in the field. It gives them the opportunity to work authentically as field scientists, on land that they are already familiar with but are looking at more scientifically.

Over the course of the month, students measured the topography of the land, learned about weathering, erosion, and deposition, conducted water testing, and even built a footbridge using newly-acquired geometry skills and the knowledge and confidence gained by learning how to utilize power tools. Students also delved into reading that was indicative of their surroundings, used art to express themselves, and challenged themselves and one another through Laurel’s Project Adventure Course. Learning aside, Power & Purpose connected students to each other on a new level, fostering a sense of community that will follow them into Laurel’s Middle School and beyond.

How was the idea for Power & Purpose born?

Shannon Lukz: “We were thinking about semester opportunities that are place-based and provide opportunities to work in the field, learning about and applying high-level, meaningful science and math skills, while also providing physical challenges in a safe and supportive environment with the opportunity to build a close-knit community among the students and faculty. Emily and I both have personal experience and connections with these types of programs and felt Laurel had a place for this at our Butler Campus.”

Emily Felderman: “Many similar programs we are aware of focus on Upper School students and curriculum. We started thinking about how this could work for different ages. In the end, it seemed to really click for the Fourth Grade.”

What is the goal for students who participate in Power & Purpose?

Emily: “We want the girls to feel purposeful and resourceful. The goal is for students to feel empowered in every aspect, to feel confident in their math and science skills, and to be able to think about problem-solving from

many different angles. We want the girls to know that they CAN do it, whatever it is.”

Shannon: “We derived the curriculum for Power & Purpose based on research from Laurel’s Center for Research on Girls (LCRG). Building resilience is a big part of it. Our goal is to fully prepare girls to enter Middle School feeling secure in their abilities. We want our students to know that they can handle stressful, challenging, academic and social situations.”

Biking was a big component of Power & Purpose.

Why did biking play such a prominent role?

Shannon: “Amanda Love, Laurel’s Primary physical education teacher, developed a biking curriculum for use on the Butler Campus and biking became an everyday occurrence for the girls. We started by learning the mechanics of a bike and what purpose each part served.

We then worked on biking skills and allowed students to challenge themselves to do quick turns, zig zags, and gear shifting. Before we knew it, each Fourth Grader felt a greater sense of independence and confidence as she navigated 150 acres of the Butler Campus on her own two wheels. This in turn tested their accountability, as it was now up to students to get themselves from point A to B on time.”

How are elements of STEAM (science, technology, engineering, arts, mathematics) incorporated into the Power & Purpose curriculum?

Shannon: “Power & Purpose is centered heavily on science fieldwork and a focus on technology, so STEAM played a really large role in nearly everything the students worked on. Throughout the month, girls worked with Margaret Juergens, Grade Four teacher, to learn how to survey the land and to create topography maps of the Butler Campus.

This tied in perfectly with our bridge building since engineers need to measure the land before a structure is placed. This connection made everything feel very real to the girls and gave an even greater sense of purpose to the project.”

Margaret Juergens: “Primary science teacher Abbie Bole teaches erosion, weathering, deposition and water quality through her Learning at Butler (LAB) days so, in combination with those land formation studies and love of the land, topography was a natural fit. Abbie joined us at Butler for much of the science exploration during Power & Purpose and was instrumental in tying everything together for the girls.”

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In the 2017-2018 school year, Shannon Lukz and Emily Felderman, were the first-ever recipients of the CLASS OF 1964 INNOVATIVE TEACHING AWARD The new Innovative Teaching Award, funded by the Class of 1964 in honor of its 50th Reunion, recognizes teachers who utilize innovation and creativity in the classroom.

The inaugural honorees of our Innovative Teaching Award were recognized for the power and purpose of dreaming big at Laurel.

Together, Mrs. Lukz and Mrs. Felderman inspired us all to be risk takers and to be a little bolder. They modeled courage, resilience and daring for their girls, and for us all. This dynamic duo created many versions of what a two-week pilot on Power and Purpose could look like. Adapting and revising, Shannon and Emily worked with their colleagues to inspire enthusiasm and incorporate the good ideas of others. Generous, compassionate and fervent in the belief that girls can do anything, these two brought a program to Laurel that will forever change us for the better. Through every step, these innovators kept the school’s mission and Laurel’s Center for Research on Girls at the center of all they developed.

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LEARNING AT LAUREL

Each topography lesson required STEAM learning; scientific data collecting, technological abovesea-level observations and measurements, engineering site level configurations, crafting and color-coding maps with labeled contour line markings, and lots of math—including calculations of land elevations, algorithmic formula use after collecting land specific data, and map key codes connected to measurement data.

Conducting all this hard work out in the field allowed students to experience it in a way that was real and, as a result, more meaningful.

Through Power & Purpose each Fourth Grader developed skills that will last a lifetime.

Tell us more about the Adventure Rivulet Bridge the students built.

Shannon: “It started as a stewardship project. We wanted to create something that future students and visitors to Butler could benefit from and enjoy. A footbridge over a particularly muddy and well-traveled area of Campus seemed to make a lot of sense. Add to that the many elements of STEAM that bridgebuilding entails, and it all came together.”

Emily: “The girls practiced their geometry skills by applying their understanding of right angles, parallel and perpendicular lines, and the need for precision as they built their bridge, and then learned how to use a variety of power tools that would bring their bridge design to life. Working together as a team was also key to the overall success of the bridge. Learning how to collaborate is a true skill and one the students had the opportunity to practice day in and out as they worked together to design and build something real.”

What is next for Power & Purpose?

Shannon: “Fourth Graders took a tremendous amount of learning away from their Power & Purpose experience and we see this as a program that will continue to grow and benefit our students in the years to come. When we returned to the Lyman Campus many teachers observed that the girls were better problem solvers and collaborators.”

Emily: “Having 150 acres of outdoor learning space at our fingertips is truly an advantage for Laurel girls. Witnessing the pride each student felt in working together to accomplish the extraordinary goal of building a sturdy, useable bridge for all to benefit from was a blessing for all of us as educators.

This was just the tip of the iceberg as we apply STEAM to other areas of experiential learning for our students moving forward.” L

Highlights | SPRING 2019 19

Junior Chapel DECENCY A THEME AT CLASS OF 2020 JUNIOR CHAPEL The Junior Class elected Upper School history teacher Beth Clark to deliver its Junior Chapel address. Excerpts from her speech follow.

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LAUREL TRADITIONS

“I am truly grateful that you selected me to be your speaker today. I feel privileged to have had the opportunity to get to know you over the last three years, whether it has been in Ninth Grade World History, my history electives, D3 Immersion, the Facing History and Ourselves Club, or through your various extracurricular activities that I have been so happy to attend and cheer you on. It is an honor to provide to our audience a glimpse of what I observe every day with you.

“We are here today to officially welcome each of you to the status of Upperclass women at Laurel School. This is your day, your special time to reflect upon the reality of your new status. It is also a day for our school community to view each of you in a new light, as leaders and role models.

“Juniors, you know how passionate I am about human rights and standing up in the face of injustice. Over the past few years, we have had countless conversations about the significance of upstanders, both in history and in contemporary society. In the midst of these discussions, I have presented your generation with a challenging task, but one I am confident you will work to achieve. Your generation has the capacity, the compassion, the empathy to become upstanders and, in so doing, elevate our world to new heights.

“In the aftermath of the horrific violence at the Tree of Life Synagogue in Pittsburgh, Hawken School graduate and President of Kenyon College Sean Decatur wrote a piece entitled, 'Standing for Decency.' While he agreed that 'civility in public and political discourse' is important, he stressed that, 'Civility is not enough. It is a standard too low.'

Instead, he called for decency.

“According to President Decatur, 'One can achieve civility by refraining from saying hateful things; one can achieve

decency by treating those around us with the love we all deserve as humans.’

In essence, we need to become 'decent in the face of growing indecency.’ You, the class of 2020, can demonstrate to everyone around you what it means to be decent.

“As I look out at all of you, I see leaders and emergent leaders. From athletes to actors, musicians to writers, entrepreneurs to volunteers, artists to political advocates, each of you brings a unique set of skills and talents to all that you do. In addition, and more importantly, you demonstrate decency in each of these endeavors.

“Your athletic talents have been critical to the success of so many Laurel teams, from conference championships all the way to States to several of you spearheading the creation of a Laurel crew team. It has been my pleasure to watch you succeed in so many athletic contests, but it is your sportsmanship that truly carries the day. You know what it means to be decent.

“Beyond the playing fields, you have wowed us on stage. Skilled actors and musicians in the Class of 2020 leave us in awe. Your sense of decency is evident in the ways you collaborate and lift one another up. Your class also includes gifted writers who keep us informed of all things Laurel as well as significant events in this country and across the globe. You remind us that knowledge is critical and that only an informed citizenry can work to elevate the decency of our community and the world.

"You have created new clubs and breathed new life into existing clubs that find their purpose in creating a more decent world. From 'Girl Up,' which empowers young women leaders in their efforts to promote girls’ education in developing countries, to the 'Empowerment' club, which tackles some of the most challenging topics confronting women here and around the

globe, you demonstrate your belief that each person can make a difference and help create a more decent world.

“Your leadership sparked the creation of the Coalition Against Human Trafficking, a partnership with other girls’ schools to shed light on this tragic and growing trend. You are the leaders of the Facing History and Ourselves Club, and you have committed yourselves to the development of a more compassionate, inclusive and humane world. In essence, one emphatically marked by decency.

“You spend time outside of Laurel, deliberately under the radar, doing what you can to lift others up. You volunteer at soup kitchens, like the one at Calvary Church. Your humanity draws you to those who are struggling, and you try to ease their burden. You have dedicated yourselves to MedWish and Rescue Village, proving that the cumulative impact of many individual actions can make all the difference in the world.

And with each action, you increase the decency of our world.

“Day in and day out, I have seen you provide support to struggling classmates, reach out to those less fortunate, stand up for what you know is right, no matter the consequences. . . . And that is why you give me and all of your teachers so much hope. You have already proven yourselves to be incredibly generous, empathic and thoughtful. You are sensitive to diverse perspectives as you strive for common ground. What the world needs right now is YOU. And we firmly believe that through your actions and example, you will lead the way to a more decent world. You are the upstanders that we so desperately need.

“Congratulations to you, the Class of 2020, and thank you for all you are doing and will continue to do as you strive to increase the decency of not only the Laurel community, but the larger community outside of these dear walls.” L

Highlights | SPRING 2019 21

LEGACY FOR LAUREL

ALOISE “ALLIE” O’BRIEN BATES ’49 “There are certain people that everyone likes,” her Senior page began.

“Aloise has it and the ingredients seem to be that she is affable, easy-going, and fun to be with. She attracts friends like magnets.”

Throughout her years at Laurel, Aloise “Allie” O’Brien Bates ’49 served on many school committees, rounding out her Senior year by serving on the Proctor Committee and School Council. Her desire for a good bridge game was only surpassed by her love of horses and hounds.

After graduating from Laurel, Allie went on to earn a Bachelor of Arts from Connecticut College. She and her late husband, Walter, raised their family, including daughter Aloise “Lolly” Bates ’77, in Shaker, giving Allie the ability to volunteer for several Cleveland organizations, including her alma mater. She served as President of the Alumnae Association from 1970-72, was a longtime Prentiss Society member and a regular volunteer for both the Annual Fund and reunion planning. In the mid-90s, she brought that affable and fun nature so well-known to her classmates and to legions of friends to her pivotal role as Co-Chair of the Centennial Celebration, during which she marshalled hundreds of volunteers for a year-long series of special events. In her later years, she continued to enjoy gardening and spending winters in Arizona and summers in England.

Including Laurel in her estate plans was important for Allie, an alum with deep Laurel ties—her mother, Aloise Cashman O’Brien ’24, her aunt Mary Frances Cashman Phimister ’24, cousins Lainie Grasselli Hadden ’49, Lucretia Grasselli Morrow ’51, and the late Grace Grasselli Bowman ’49, her daughter, her daughters-in-law Ann Walton Bates ’80 and Lisa Downing Bates ’84, and her niece Carbery O’Brien ’84. A Charter member of Legacy for Laurel who held the position of Honorary Chair for many years, Allie’s provision for Laurel was two-fold; in addition to an annuity with Laurel, she included a bequest to Laurel in her Will. Her generosity will ensure the School’s ability to have a lasting impact on Laurel girls of tomorrow.

Membership in Legacy for Laurel is extended to all alumnae, parents, parents of alumnae, faculty and friends who make a provision in their estate plans to benefit the School.

For more information about joining Legacy for Laurel contact Julie Donahue, Director of Alumnae and Communications, at jDonahue@LaurelSchool.org or 216-455-3028.

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LITERARY TOUR OF

ENGLAND

English Classics come to life on a 10-day literary tour of England June 8-17, 2020, with retired English teacher Jeanne Stephens Travel in the footsteps of Virginia Woolf, Thomas Hardy, Jane Austen, ..

Charlotte and Emily Bronte, and Shakespeare.

HIGHLIGHTS INCLUDE:

Three days in London • Visit to Stonehenge • Day trip to Oxford A walk on the Yorkshire Moors • Visit to Jane Austen’s home • Tour of Bath Two plays, one in London and one in Stratford-upon-Avon In the six months preceding departure, Jeanne Stephens will offer a monthly class to travelers who’d like to discuss Mrs. Dalloway, Tess of the D’Urbervilles, Persuasion, Jane Eyre, Wuthering Heights and the Shakespeare play the group will see in Stratford.

This trip is for adults age 18 and over. Open to alumnae, parents, parents of alumnae, faculty, former faculty and friends of Laurel.

For information, please contact Jeanne Stephens at jeanne.stephens1@gmail.com.