Laurel School's Highlights Magazine: Summer 2019

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

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SUMMER 2 019 | Strategic Roadmap Update • Alumnae Weekend 2019 • Capstone Experience • Commencement and more...

Dream. Dare. Do.

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LAUREL SCHOOL

Laurel girls today.

Leaders tomorrow.

Highlights

| SUMMER 2019

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IN THIS ISSUE A message from Ann V. Klotz . . . . . . . . . . . . . . . . . . . . . . . . .4 Strategic Roadmap Update . . . . . . . . . . . . . . . . . . . . . . . . . .7 Laurel’s Speech and Debate Program Shines . . . . . . . . . . . . . 10 A message from the Alumnae Association President . . . . . . . . 12 Alumnae Weekend 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Reflections on the Class of 2019 . . . . . . . . . . . . . . . . . . . . . . 24 Politicians beware, the girls of Laurel School are watching you . . . 27 Laurel’s Capstone Experience: A Bridge to Learning Beyond the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Faculty Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Day of Giving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Reunion Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 In Memoriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Highlights | SUMMER 2019 1

MISSION STATEMENT

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

Highlights | SUMMER 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, Inc., Binnie Kurtzner Pappas ’87, Neal McDaniel, Renee Psiakis PRESIDENT, ALUMNAE ASSOCIATION Kristi Anderson Horner ’80 CHAIR, BOARD OF TRUSTEES Lynnette Jackson Crenshaw ’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 18 months - four-yearolds. 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.

LAURELSCHOOL.ORG

Dream. Dare. Do.

Highlights | SUMMER 2019 3

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

PRESERVING THE PAST TO

INFORM THE FUTURE

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s we reach the mid-point of our Strategic Roadmap and commit to an ambitious capital campaign, the relationship between tradition and innovation at Laurel School interests me. Our Roadmap asks us to focus strategically on girls and learning, our learning environment and sustainability. Learning from the past helps us to make connections to our own experience, and, perhaps, more importantly, to consider how a deeper understanding of the past helps us strive towards a better future. At Laurel, we think of past and future not as polarities, but as elements that coexist— we seek to innovate through tradition, not in spite of it.

Our mission and values guide all we do.

Known well by all of our girls, these are the touchstones to which we return again and again. It’s important for girls to hear about accomplishments of Laurel alumnae, to know that there are legions of women interested in them, even though they may not know them personally. We emphasize our School’s history and the future that shimmers out in front of us. We tell the girls that someday, they, too, will return to the school as proud alumnae. The girls see themselves along a long continuum. In our swiftly moving world, it is good for our girls to feel connected to something larger than themselves.

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John Dewey, 20th-Century philosopher and educational reformer, considered the father of progressive education, recommended that teachers make learning experiential for children.

Espoused by Sarah Lyman, this has long been Laurel’s guiding philosophy.

Students learn by doing. Central to progressive education is the concept of educating students to be contributing, engaged members of society. Dewey knew that habits of mind and learning how to learn would eventually become more important than content. For centuries, content mattered hugely because so many could not access it. As technological advances put books in the hands of many and then computers in

the hands of most, Dewey’s writings feel prescient in his insistence that our real job as educators is teaching children how to think, to question, to problem solve, to discern, to think both critically and creatively, to wonder about how ideas relate, to make meaning by doing, and to develop habits of mind that will allow them to be curious and to keep learning throughout their lives.

Deep rooted and sensible educational practices work, so we retain them.

Feedback and revision make all kinds of writing better. Rehearsal improves oral presentations. Practice helps musicians and athletes. Speaking the target language exclusively when studying French or Spanish or Chinese increases fluency. All of these ideas are as old as learning itself—and as valuable; therefore, they endure, and we preserve them as useful practices.

The past informs our future—our progressive philosophy encourages teachers to design for student engagement, encourages students to make meaning in what they learn, to seek mastery rather than the temporary acquisition of knowledge with a shelflife intended only to get one through an exam, to frame questions and seek answers.

What’s old becomes new again in the hands of extraordinary teachers—oral and written communication have never lost their importance or value; neither has critical thinking nor creative problem solving. Laurel preserves the principles of a classical liberal arts education: humanities help students understand the evolution of human thought and gives girls opportunities to communicate, to think deeply about personal

made overtly to help girls see that the application of learning is crucial—just being able to recite formulas without knowing which one to choose to solve a problem does not mean you understand mathematics. As much as possible, we want girls to be thinking about the why as well as the what of coursework. Why do we teach what we teach? Whose voices are not being heard? What connections can they draw from the

needs to be recalled, but students must know how to go about refreshing their knowledge or acquiring new expertise when they meet an unfamiliar area.

Listening respectfully to multiple points of view is a crucial skill to teach. We focus on how to take in information before formulating a rebuttal or demonizing a person with whom one disagrees. How do we help students break free of the

MISSION STATEMENT

TO INSPIRE EACH GIRL TO FULFILL HER PROMISE AND TO BETTER THE WORLD. VALUES STATEMENT

COMMITTED TO BUILDING A JUST AND INCLUSIVE WORLD, LAUREL GIRLS ARE COURAGEOUS, CREATIVE, ETHICAL AND COMPASSIONATE. responsibility and civic engagement.

Science teaches observation and hypothesis, asking students to seek paths towards solutions. World Languages promote a broader view of the world and help girls develop an appreciation for cultures other than their own. The arts offer many avenues for communication, the acquisition of culture, the chance to embrace creative risks by sharing one’s work. Physical education and athletics help girls grow stronger, build confidence, and instill the power of teamwork—in victory and defeat. We seek to harness learning to purpose in order to solidify skills girls will need as their lives spool out.

Connections between disciplines are

past to inform how they want to live as adults? What questions are we not yet asking that we ought to ask? As a progressive school, we want our girls helping to shape our culture, to shape what school feels like within and beyond the classroom—elevating student voice is a positive change from the more authoritarian power structures that characterize more traditional schools.

We want our girls to learn and to lead.

A school’s job is to prepare students for a future we cannot anticipate. We know today’s students will have many careers.

We need to help them be ready to grow their expertise as they face a particular challenge or new topic. Not every fact

self-confirming echo chamber of social media, adopt a flexibility or willingness to really listen to learn? Civil discourse, it seems, is well worth preserving.

Inspired by our own legacy as a progressive school, we recognize that spending time in the natural world is essential for children of all ages. At our Butler Campus, 150 acres in Russell and Chester Townships, we have preserved nature to ensure that students have wild spaces in which to learn and to play.

Busy schedules mean children today rarely play without an agenda, but play is the real work of childhood, so we build in structured and unstructured time at Laurel in a safe space with time for

Highlights | SUMMER 2019 5

A MESSAGE FROM THE HEAD OF SCHOOL

children to work things out when the inevitable conflicts arise.

Grownups are near, but not monitoring every breath.

Our Butler Campus has inspired us to design interdisciplinary immersions that encourage girls to make sense of the world by experiencing nature. We have built in time for our students to discover the progression of seasons, the patterns of life in plants and animals, in streams, in soil. Their explorations are rich in discovery as they link concepts from science and art and literature and math and history—all of which help learning to feel relevant and purposeful. Their success in challenging endeavors—building a bridge, collecting water samples, writing a constitution—builds their sense of competence and that, in turn, develops confidence. At Lyman Circle, we must improve our physical learning environment to provide for flexible spaces for flexible thinking and allow students to be the leaders of their own learning.

A school as old as Laurel is anchored by much-loved traditions.

Traditions and rituals help us establish our norms—they feel a little tribal—this is how WE do things at Laurel, this is our

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culture. We have moving-up ceremonies in Primary School, particular All-School Assemblies, a Junior Chapel when girls choose to receive their rings, a Commencement that we think Sarah Lyman would recognize though now it occurs at Severance Hall rather than in a church. Traditions are another form of storytelling, another way we transmit our values.

We must measure them against the mission, assess for relevance, be mindful as we help the narrative of the school to evolve.

As we approach our capital campaign within the Strategic Roadmap, these questions apply to our physical spaces as well. How do we preserve the traditions in our spaces while updating our capacity to meet the needs and expectations of our students and their families 125 years after the founding of our school? Being stuck is a death knell for education— we consider what is coming and are bold in our experiments.

We pilot new ideas, reclaim, revise and adapt old ideas for our changing world. At Laurel, we do not deify the past, but we learn from it. We carry our heritage with us into our collaborative and courageous future. L

Illustrious Past.

Innovative Future.

Strategic Roadmap Update

2017-2022

| SUMMER 2019 7 HighlightsHighlights | SUMMER 2018 XX

2017

2018

• LCRG elevated at every grade level

• Happy 10 years to LCRG!

2019 • LCRG Executive Director

promotes NYT’s bestseller about girls and anxiety; halo on LCRG’s resilience work

• Dedicated Director of LCRG established • LCRG research and resources become proprietary to the Laurel Community

Girls & Learning

• The curricular braid of civic engagement, global studies, entrepreneurship and STEAM developed and incorporated at every grade level K-12 • Financial literacy Heads Council and programming launch

• New schedule allows for D3 periods

as well as Capstone and Protégé time

• Experiential Learning at Butler increases—Grade 4 Power & Purpose, Upper School Adventure Leaders and more robust experiences in Primary and Middle School

• Peer reviews for STEM and the Arts • Increased environmental science programming • Founding member of NEO Diversity in Education • Investment in Cultural Competency—hired Director of Multicultural Curriculum Pre-Primary-Grade 12

• Faculty continue to present at national and local conferences for educators

• Enhanced alumnae engagement with students

Learning Environment

via curricular braid-themed events

• Enhanced alumnae networking with launch of AlumniFire

• Lyman and Butler Campus Facilities Master Planning and creation of concept drawings • Ongoing renovations—front entry, bathrooms, bleachers, Collaboratory, Lake Library, Crile Library & Learning Commons • Purchased 11 additional acres for the Butler Campus

• SRM Roundtables to gauge campaign interest

Sustainability

• Campaign Feasibility Study

• Board of Trustees

approved $38 million capital campaign

• Procurement to Payment Partnership (PPP) established • Comprehensive review and adjustments to tuition pricing

• LCRG on-demand courses launched via One

Schoolhouse as source of alternative revenue

• LCRG Retreat Gutsy

Girls & Wise Women launches as source of alternate revenue

• Gator Bash 2019 the

most successful yet!

Raised over $320K

• Using data more intentionally, regular surveys administered to parents and alumnae

2020

• 125th Birthday Celebration!

2021

2022

• LCRG in the curriculum made more visible

• Physics First Launches • Microsoft HoloLens Implementation • Peer review action plans implemented

• Ann V. Klotz named Woman of Note in

Education by Crain’s Cleveland Business

• Regional Alumnae Ambassador Advisory design and implementation • Alumnae in STEM display installed

• Bouldering Wall installed in the Small Gym

• ISACS (Independent Schools

Association of the Central States) re-accreditation self-study

• ISACS re-accreditation visit

• Campaign Steering Committee makes recommendation on Campaign objectives • Silent phase of Capital Campaign launches

• Public phase of Capital Campaign announced

Highlights

| SUMMER 2019 9

15 YEARS AT

THE PODIUM: LAUREL’S SPEECH AND DEBATE PROGRAM SHINES

By Stephanie Kahn ’10, Assistant Director of Speech and Debate

WHAT DOES IT MEAN TO PARTICIPATE IN SPEECH AND DEBATE? Students choose an event from nine categories in Speech or three styles of Debate. They then prepare their speech pieces or debate cases according to the rules for their individual events.

Competitors are highly dedicated to this activity, practicing their publicspeaking skills after school multiple days each week to prepare for tournaments

Laurel School’s Speech and Debate program began when faculty member Rich Kawolics approached Ann Klotz, newly appointed as Head of School at the time, about initiating a program. Things took off from there and the official Speech and Debate team launched in 2004 with a team of 15 students and Mr. Kawolics at the helm as coach and director of the program. Laurel always has strived to empower girls to find their voice and participating in interscholastic Speech and Debate competition is one way that Laurel students can live the school’s mission.

that take place on Saturdays from late October through early March.

A LASTING IMPRESSION While the team’s competitive success is staggering, the program is focused on building writing, argumentation, persuasion and presentation skills— thereby cultivating the personal, academic and professional development of its students. For every student who

stands on an award ceremony stage to receive a trophy, there are dozens more who have worked hard, stepped out of their comfort zones and improved their abilities to engage with the world around them. These students who try something new, learn skills they have never encountered before, and walk away with newfound confidence are the real success stories of Laurel Speech and Debate.

In 15 years, 240 Laurel students have participated in Speech and Debate, delivering 10,000 Speeches and contesting 10,000 Debates in competition. Laurel students have qualified for the Ohio Speech and Debate Association State Finals 187 times and the National Speech and Debate Association National Tournament 25 times. Laurel students have won State Championships 4 times, including the very first year the team was in existence.

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SPEECH AND DEBATE

In July, I returned to work at Laurel as the Assistant Director of Speech and Debate. Participating in Speech and Debate as a student at Laurel provided some of the most lasting lessons that have served me in my academic and professional life. I graduated high school with the confidence that I could express myself without the all-too-common fear of public speaking. My events, Oratorical Interpretation (now called Oratorical Declamation) and Original Oratory, helped me identify issues that matter to me and taught me how to research and write a persuasive argument for a broad audience. The ability to walk into a room, shake someone’s hand, and make eye contact are key elements of executive presence that serve all women well, and I had a lot of practice week after week during those Saturday tournaments.

I am thrilled to be imparting those lessons to a new generation of Laurel students with the perspective I have gained over the last decade through my bachelor’s degree, master’s degree and professional life.

Daania Tahir ’19, an extemporaneous speaker, stated that, “Speech and Debate at Laurel quite literally made me who I am. Competing in International Extemporaneous Speaking is what fostered in me a passion for international affairs and global politics, and gave me the tools to look critically at the world around me. I couldn’t have found that purpose without it. It is also what gave me some of my best friends and mentors. It is an activity that I am forever indebted to because of all it’s given me.”

Megan MacCallum ’12 is currently studying Law at Case Western Reserve University. She said, “Laurel’s Speech and Debate program gave me a significant skill set in my development as an attorney. I went into law school with the writing and speaking skills necessary to carry myself through Moot Court tryouts as a first-year law student, and then to place second and first in the region over the next two years. Through Speech and Debate, I also learned how to think quickly and adapt while remaining composed. This made me a better advocate for myself as a young professional during job interviews and will make me a strong representative for clients as an attorney.”

In 2019 Julia Lynn’19 was named National Speech and Debate Association (NSDA) District Student of the Year, an award presented to a graduating senior in each district who best represents the tenets of the Association’s Code of Honor: integrity, respect, humility, leadership, and service.

Nominees must also demonstrate strong academic credentials and a commitment to the speech and debate community. As a Capstone Scholar in Laurel’s Capstone Experience, Julia spent two years conducting a research analysis of gender disparities in debate. Her research led to her co-authoring an article published in the NSDA’s magazine The Rostrum and bringing renewed attention to the double binds and glass ceilings women in debate face each time they compete.

Fifteen Speech and Debate seasons later, Laurel’s program remains strong. Rich Kawolics remains the Director and leads by example. He was selected to serve in the final round judge pool of the 2019 National Speech and Debate Tournament, the largest academic competition in the world.

Selection as a final round adjudicator is one of the greatest honors that can be bestowed on an individual attending the National Tournament. His passion for Speech and Debate and the spoken word has resonated with hundreds of students over the years and we look forward to many more successful seasons ahead.

EVENT DESCRIPTIONS International Extemporaneous Speaking | Students have 30 minutes to research, prepare and deliver a 7-minute speech about current events occurring internationally.

United States Extemporaneous Speaking | Students have 30 minutes to research, prepare and deliver a 7-minute speech about current events occurring in the United States.

Original Oratory | Students write, memorize, and deliver a 10-minute original speech on the topic of their choosing.

Oratorical Declamation | Students memorize and deliver a 10-minute speech written and previously delivered by someone else.

Dramatic Interpretation | Students memorize and perform a 10-minute selection of dramatic text, focusing on conveying emotion, character development and depth.

Humorous Interpretation | Students memorize and perform a 10-minute piece of humorous text, focusing on analysis, delivery, timing, and character development.

Duo Interpretation | Teams of two students memorize and perform a 10-minute play or story without looking directly at each other or touching each other.

Informative Speaking | Students write, memorize, and deliver a speech about the topic of their choosing.

Program of Oral Interpretation | Students compile and perform a 10-minute selection of poetry, prose, and dramatic text that fit a central theme.

Public Forum Debate | Teams of two debaters use researched evidence to support their cases as they argue for or against the resolution based on current events.

Lincoln-Douglas Debate | Individual debaters build their cases on current event topics around central societal values as they argue for or against the resolution.

Congressional Debate | Debaters compete in a group setting that mimics the United States’ Congressional process, arguing for or against legislation proposed by their fellow debaters.

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A MESSAGE FROM THE ALUMNAE ASSOCIATION PRESIDENT

KRISTI ANDERSON HORNER ’80

2019-2020 ALUMNAE ASSOCIATION BOARD OF DIRECTORS Kristi Anderson Horner ’80 President Donnamarie Jeffries Cook ’89 Vice President Kim Simpson ’90 Secretary Janet Abbey ’83 Susan Opatrny Althans ’80 Rose Babington ’04 Nicole Brown ’04 Tabitha Gillombardo ’12 Sara Hollabaugh ’13 Rosemary Mudry ’02 Meredith Stewart Reimer ’95 Amanda Royan ’04 Maia Hunt-Ledford Rucker ’97 Nichelle Dickerson Shaw ’86 Ann Schaffer Shirreffs ’76 Tyler Thornton ’99 Amy Goodman Weller ’78 Signe Wrolstad-Forbes ’71

HELLO LAUREL ALUMNAE NEAR AND FAR! Your Laurel School Alumnae Association (LSAA) Board and Alumnae Office has been hard at work to connect—engage—develop leaders and promote ambassadorship among all alumnae—whether you live in the 216 or beyond. Here are some of the highlights from my first year as the LSAA Board President.

Earlier this summer we conducted an Alumnae Survey—thank you to the over 240 alumnae who participated, a number we find statistically significant. We have mailing addresses for over 3,800 alumnae, roughly two thirds of whom live outside Northeast Ohio. Our survey respondents almost perfectly match this representation. Once we’ve digested the report, you’ll hear from us about the survey results and how we will be using the information to plan future programming. Look for more info in the next issue of Highlights.

The LSAA Board has affirmed the extension of our four strategic goals for 2019-20 with one guiding enterprise goal: to increase alumnae engagement, both locally and throughout the world, through increased opportunities to: • Connect alumnae to each other • Connect alumnae with the School (students, faculty, leadership) • Develop and utilize leadership skills • Promote their role as an ambassador of the School in the broader community We will accomplish this through the work of four strategic goal groups: connecting, engagement, leadership/sustainability and ambassadorship. We are always looking for ways to engage more alumnae in the Association and with our School. We welcome your leadership, talents and strengths and invite you to get involved. There are many ways to do so—from speaking to a group of students to mentoring a student or young alumna to organizing or even attending an event.

Follow us on social media, or better yet, engage with us on social media! We invite you to consider volunteering as our monthly Instagram takeover or simply show your Laurel pride by sharing the School’s social media posts of some of the exciting things going on.

What are the benefits of involvement? For me, it’s been making new friends from classes other than my own, connecting with students of all ages through the rich programming for International Day of the Girl, and exploring lifelong learning opportunities through attending LCRG events and the student-facilitated Capstone Experience graduation event.

If you like to celebrate, mark your calendars for the 2020-21 academic year when we kickoff our 125th Anniversary! Now THAT’S something to celebrate! There will be many opportunities that year to honor Laurel’s remarkable history.

If you’re still reading and you’re wondering to yourself, this all sounds terrific, yet I live in Chicago, Boston, LA or perhaps even London or Dubai, how can I possibly get involved or attend? I have great news for you—the LSAA has had regional representation from four major metropolitan areas for several years. The cities represented rotate in order to provide broad and diverse coverage on our 18-member Board. We recognize that with the majority of our alumnae living more than driving distance from Lyman Circle, we need to do a better job of connecting—engaging—leading—and promoting ambassadorship among ALL alumnae. I’m pleased to tell you that we are in the early stages of developing a framework for a network of regional ambassadors who will help us support and leverage the work of your Alumnae Association. Betsy Sweeney Backes ’78, former LSAA Board Regional Rep from Chicago, has agreed to chair this inaugural adventure. More information and ways to be involved coming your way soon!

Please reach out to me (or any member of the board) at any time to connect—I’d love to discuss anything Laurel—including these opportunities with you! I look forward to keeping you apprised of our progress!

Much Laurel Love and #AlwaysALaurelGirl,

Kristi Anderson Horner ’80 | Kristi.Horner@yahoo.com 12 LaurelSchool.org

ALUMNAE WEEKEND ’19

L VE for Lyman LAUREL SCHOOL ALUMNAE WEEKEND 2019 | MAY 16 -19, 2019

By Julie Donahue ’79, Director of Alumnae and Communications

In keeping with tradition, Alumnae Weekend kicked off on Thursday evening with a reception and dinner honoring Distinguished Alumna Gwill York ’75, Young Alumna of Distinction Meghan Thornton Parquette’01 and Lifetime Achievement Award recipient Janet MacMahon Carll’48. For more information on the Award winners, visit www.LaurelSchool.org/DArecipients Above, clockwise: 2019 honorees (left to right) Young Alumna of Distinction Meghan Thornton Parquette ’01, Distinguished Alumna Gwill York ’75 and Lifetime Achievement Award recipient Janet MacMahon Carll ’48; Distinguished Alumnae Committee Chair Linda Schambs Hatch ’77 presents Gwill York ’75 with the Distinguished Alumna Award; Past Alumnae Association Presidents Kathy Perris Torgerson ’65 and Michael Anne Johnson ’64 with Judy Rousuck ’69; Immediate past Board Chair Beth Embrescia ’88 with current Board Chair Lynnette Jackson Crenshaw ’93

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Thursday, May 16 – Distinguished Alumnae Dinner

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Meghan Thornton Parquette ’01 and Gwill York ’75 Alumnae Weekend Co-Chairs Maia Hunt-Ledford Rucker ’97 and Rosemary Mudry ’02 Alumnae Board member Meredith Stewart Reimer ’95 and faculty emerita Jeanne Stephens Laurel faculty and faculty emeriti (back) Jeanne Stephens, Renee Psiakis and Tim Connell (front) Janice Vitullo, Denise Andre and Claudia Boatright (back row) Phil Thornton, Jane Reinschreiber Walker ’74, Wayne Walker (front row) Sue Thornton, Rachel Hobart Thornton ’52, Meghan Thornton Parquette ’01, Tyler Thornton ’99 and Phil Thornton, Sr. Honorary Alumna/Faculty Emerita Denise André and Stacey Polk ’79 The Class of 1975 celebrates one of its own: (l to r) Marne Dwyer Bold, Caroline Pritchard, Gwill York, Carla Tricarichi Janet MacMahon Carll ’48 (center) with her daughters Christie Adelman (l) and Cynthia Thie Trustee Vikki Anderson ’82, Alumnae Association President Kristi Anderson Horner ’80 and Trustee Kristine Bryan ’80

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ALUMNAE WEEKEND ’19

Friday, May 17 – Legacy Breakfast A day full of activities began bright and early with a legacy breakfast for current students and their alumnae relatives.

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10. Liz Prouty Scheele ’67 with granddaughters Caroline ’30 and Elisabeth ’21 Woolley 11. Lorelei Abbey ’29 and her aunt, Janet Abbey ’83 12. Kristen Smith ’90 and Alaine Hagman ’30 13. Jennifer Herbruck Klie ’87 and Taylor Klie ’22 14. Lynnette Jackson Crenshaw ’93, Chloe Johnson ’26, Sophie Rucker ’25 and Cheryl Jackson Johnson ’93 15. Alei Ruhlman ’32, Maegan Ruhlman Cross ’03 and Graeme Ruhlman 16. Kaitlyn Ernst ’24 and Lynn Delar Ernst ’86 17. Nora Floyd ’30, Caroline Woolley ’30, Alaine Hagman ’30, Quinn Reimer ’30 18. Phoebe Hatch ’19 and her aunt, Eliza Hatch Saada ’84

Highlights

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Friday, May 17 – Friday Highlights Throughout the morning, the 2019 Alumnae Awards recipients met with students in large-and small-group settings and shared highlights of their life journeys.

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1. Meghan Thornton Parquette ’01 answers questions about her career from Middle School students 2. Janet MacMahon Carll ’48 enjoys dance class with the Pre-Primary 3. Gwill York ’75 and Upper School students

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Members of the planned-giving society, Legacy for Laurel, enjoyed a lunch presentation by Laurel historian Hope Ford Murphy ’73 on Laurel’s earliest years, including the impetus for its move from Euclid Avenue to Lyman Circle, and how the theme of innovation sparked by Jennie Prentiss and Sarah Lyman carried forward to the present day.

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4. Kristi Anderson Horner ’80, Janet MacMahon Carll ’48, Anne Messenger ’64, Michael Anne Johnson ’64, Hope Ford Murphy ’73, Pris Gilliam Moore ’60 and Julie Donahue ’79 at a lunch for members of Legacy for Laurel 5. Hope Ford Murphy ’73 shares the history behind Laurel School’s move to Lyman Circle.

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ALUMNAE WEEKEND ’19

Friday, May 17 – Friday Highlights The Class of 1969 made new friends with the Class of 2027 and also visited the Seventh Grade’s archeological dig. Several alumnae returned to the classroom for longtime history teacher Tim Connell’s class on his Top 25 favorite pieces of art.

As part of its weekend celebration, the Class of 1969 enjoyed having lunch at the Butler Campus with the Class of 2027 and learning about the Fourth Grade’s Power and Purpose unit during which they hand built a bridge over a wet area of the Butler Campus.

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6. Fourth Graders Setaya Motarjem and Hannah Rosenfeld with Betsy Morrison Marcotte ’69 7. Fourth Graders and their new friends from the Class of 1969 8. Visiting the archeological dig with the Class of 2024 9. Fourth Graders Ann Lahorra and Leah Edelman with Nancy Barber Johnson ’69 10. Say “cheese”!

11. Tim Connell reveals his Top 25 pieces of art

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Friday, May 17 – The Plaid Party

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1. Julie Donahue ’79 and Alicia Reale Cooney ’89 6. Cindy Mast Finigan ’89 and Jen Litzow Gill ’89 2. Cindy Langmack ’92 and Maia Hunt-Ledford Rucker ’97 7. Caitlin Wamelink ’09 and Sara Ismail-Beigi Bartlett ’03 3. The Class of 2004 shows its spirit! (back) Amanda Royan, 8. Penny Stout-Hammar ’69 and Judy Rousuck ’69 Lidia Marino, Elizabeth Schaul, Phoebe Connell (front) 9. Nicole Rivera ’99 with history teacher Tim Connell and fellow Nicole Brown, Heidi Arnold, Allison Chan 1999 classmates Lindsay Sabik and Tyler Thornton 4. M.J. Gaul ’94, Nancy Corns Lemons ’94 and 10. Class of ’79 members and their former history teacher: Rebecca Brown Newman ’94 Dini Jones, Susie Galvin, Nancy Green Gilreath, 5. Seema Rao ’94 and Lilly Ionna ’27 Claudia Boatright and Dana Vernon Bonham

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ALUMNAE WEEKEND ’19

Saturday, May 18 – Mimosa Reception & Alumnae Luncheon

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11. Mimi Fagles Bigler ’54 and Ann Daniels Marks ’54 12. Wendy Stillman Huffman ’84 and Amy Stephens ’84 13. Kim Ingersoll Kanzinger ’64 and Pris Gilliam Moore ’60 14. Alumnae Board members Maia Hunt-Ledford Rucker ’97 and Nichelle Dickerson Shaw ’86 15. Diane Singer ’79 and Becke Broadbent ’79 16. Associate Head of School Kathryn Holzheimer Purcell ’91 and Heather Roulston Ettinger ’79 17. Judy Rousuck ’69 and Melissa Martien Driscoll ’69 18. Lynnette Jackson Crenshaw ’93, Leslie McCormack Gathy ’84, Michelle Meister Jones ’84 19. Norma Goulder Savin ’57, Elisabeth Ross DiFranco ’51 and Carol Vlack ’70 20. Marianne Dwyer ’69, Sue Dwyer ’79 and faculty emerita Marjorie McCullough ’64 21. Members of the Class of 1999 Erin Dowling Brosch, Lindsay Sabik, Julie Hobbs Currid, Nicole Rivera, Alyson Cameron with Valerie Raines ’78 22. Current and former Alumnae Board members Gausia Chowdhury ’02, Kathy Perris Torgerson ’65 and Sara Ismail-Beigi Bartlett ’03

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Saturday, May 18 – Alumnae Luncheon

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1 Head of School Ann V. Klotz accepts the Class of 1969’s 50th reunion gift to the Helping Hands Fund.

2. The Class of 1979—winner of the Class Reunion Challenge (see page 37 for more information)!

3. Leslie McCormack Gathy ’84 and Penny Stout-Hammar ’69, both from London, shared the “Alum who traveled the farthest” award.

4. Ronnie McChord Merriman ’49 celebrates her 70th reunion!

5. The Class of 1954: (standing) Mimi Fagles Bigler, Jinny Judd Beam, Sally Weaver Chisholm, Ann Daniels Marks (seated) Nancy Schurger Peebles, Judith Prehler Allik, Christine Correll Greeno, Maeve McGuire 6. The Class of 1959: (standing) Mary McDonough Mauerer, Marge Lewis Moore, Susan Jones Kiedio, Martha Jenkins Rosacker, Suzanne Neely Rychener, Penny Wightman Dalzell (seated) Debby Elliott, Hannah Minshall Metzger, Diane Lyons Dunning, Lynne Carter Tobin, Ellen Harding Anderson 7. The Class of 1964: (standing) Jody White, Michael Anne Johnson, Ginna Stockton, Ticky Hare Doyon, Anne Messenger (seated) Susan Bishop, Kim Ingersoll Kanzinger, Joanne Flynn Frantz, Marjorie McCullough

ALUMNAE WEEKEND ’19

Saturday, May 18 – Alumnae Luncheon

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8. The Class of 1969 celebrates its 50th: (back) Jeanie Gaither, Kathy Foote Howland, Wendy Shaw, Allison Brown, Randi von Steinwehr, Nancy Barber Johnson, Marianne Dwyer, Martha Horsburg Fusco, Marty Bosse Lane (front) Penny Stout-Hammar, Judy Rousuck, Nancy Mavec Spain, Pam Horvitz, Schneider, Emilie Collens Illson, Betsy Morrison Marcotte, Holly Hauserman Langer, Melissa Martien Driscoll, Betsy Comstock Humphrey and Joan Kelsey 9. The Class of 1979: (standing) Heather Roulston Ettinger, Jennifer Dunn Moyers, Dini Jones, Nancy Green Gilreath, Alison Smythe, Susie Galvin (seated) Pam Smith Viscione, Kathy Young Hurley, Sue Dwyer, Liz Larson 10. The Class of 1979: (standing) Tina Tricarichi, Stacey Polk, Lisa Dixon Bugos, Jane Cameron Lee, Julie Donahue (seated) Diane Singer, Karen McCartan DeSantis, Becke Broadbent, Dana Vernon Bonham, Lisa Biehle Files

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Saturday, May 18 – Alumnae Luncheon

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1. The Class of 1984: (back) Renee White, Carbery O’Brien, Lisa Downing Bates, Leslie McCormack Gathy, faculty emerita Claudia Boatright, Arnelle Martin (front) Michelle Jones Meister, Amy Stephens, Wendy Stillman Huffman and Nancy Breckenridge McCormack ’48 2. The Class of 1989: Missy Cockley Spellacy, Alicia Reale Cooney and Cindy Mast Finigan 3. Sandhya Gupta ’94 and Michael Chandler ’94 celebrate their 25th reunion 4. The Class of 2004: Nicole Brown, Heidi Arnold, Rose Babington, Amanda Royan, Lidia Marino and Elizabeth Schaul 5. The Class of 2009: Monica DeTota, Gina Orlando, Clare Zenczak, Sarah Berger, Caitlin Wamelink and Margaret Babington

SAVE THE DATES:

Alumnae Weekend, May 14-17, 2020!

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ALUMNAE WEEKEND ’19

Sunday, May 19 – Sunday Funday & Pancake Flip In only its third year, Sunday Funday has become a much-anticipated family event that caps off Alumnae Weekend. Held at the Butler Campus, the Pancake Flip, Fun Run and Storytime with Ms. Klotz are open to alumnae, their families and current Laurel families.

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6. Ann V. Klotz and happy Primary and Pre-Primary students 7. Assistant Director of the Primary Bella Patel and Ariya Patel ’29 8. Julia Powell ’93 and Claire Feldkamp catch their pancakes.

9. Gianna Turman ’32 and her father, Scott 10. On your mark, get set, GO! 11. Hawken and Lorelei ’29 Abbey with their aunt Janet Abbey ’83 and father Steve Abbey 12. Nicole Rivera ’99 with Leo Rivera Askew 13. A beautiful setting for storytime with Ms. Klotz 14. Cora Rock ’35 and her father, Ken L

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COMMENCEMENT

REFLECTIONS ON THE CLASS OF As is tradition, by vote of her classmates, Beckett Blocker spoke on behalf of her class at the 120th Commencement on June 4, 2019, at Severance Hall.

“G

ood Morning and thank you for joining us to celebrate the exceptional Class of 2019.

It’s an honor to speak here at Severance Hall on this beautiful morning, and I’m so grateful for this opportunity.

“I would like to begin this speech with a story from my job at the local grocery store, Zagara’s Marketplace. It was a mundane evening shift and the store was relatively empty. I was most likely either texting my mom from the drawer next to my register to avoid getting caught or gossiping about the current Zagara’s drama with my other co-workers, when I was interrupted by a customer. I recognized this man, as he comes in quite often, and he routinely began putting his items on my belt. Once he had finished emptying his cart he turned and looked at me, and said he was really glad that I was the future of this country, but that I had a lot of work to do. Like I said, this man is a regular and so I see him often, but still I thought this was an odd thing to say, especially considering all he has ever seen me do was scan his groceries and occasionally help him work our credit card machine. I didn’t give his comment much thought at the time, I figured he just doesn’t know what to say to a seventeen-year-old girl, and all he meant was that he liked my work ethic. But as graduation was approaching, I couldn’t stop thinking about what that man had said, and after moving past the oddness of the comment, I realized the gravity of it. We are the world’s next generation of leaders, thinkers, builders, and doers, the next generation to enter the adult world. This awareness left me to wonder what it really means to be the future and what it will look like.

“To properly comprehend the possibilities of the future, we need to understand the face of it, and that’s the beautiful class of 2019. I’m sure to most we come across as a rowdy bunch of seventeen- and eighteen-year-olds. I mean, the evidence all points to this, we have been found engaging in an impromptu 24 LaurelSchool.org

’19

line dance in the Senior hallway, engineering a flash mob on Senior prank day, and almost causing the ceiling to cave in at prom from our vigorous dancing. But upon closer inspection, the Class of 2019 is so much more. Each one of us is beautifully diverse, with different backgrounds and different experiences that culminate to create a multitude of perspectives. We are activists, leaders, thinkers, dancers, artists, mathematicians, scientists, coders, writers, historians, athletes, comedians, explorers and more. This makes the job of defining our class very difficult, because there’s no one definition that could encompass our complexity and our nuance. But after hours of reflection I realized that there does seem to be one common thread between us, and that is our shared spunkiness. I know what you’re thinking, why did it take you hours to come up with the word spunky, but it really is the perfect word for the Class of 2019, as the characteristics of a spunky individual are one who is courageous, energetic, brave and determined—thank you, Google. While our backgrounds and passions may differ, we all share a unified eagerness and determination.

“But, while this may be hard to believe, we have not always been so spunky. Our high school years have been transformative to say the least and have involved many ups, but also many downs. And so, like a rollercoaster, there were many hills to climb and I suppose the biggest and most recent one being the college process, which has challenged our self-worth and forced us to truly consider our place in the world. As a high school, we have also witnessed many political and social affairs that have forced us to consider what it means to be a woman and for some what it means to be a minority in America. And we have dissected issues surrounding our own privilege and how that shapes us and our interactions with one another.

Each experience and each hill have developed in us a stronger sense of self and also a deeper appreciation for one another.

“But we did not climb these hills alone. Each of us had a team of teachers and family members pushing us to the top. What I find so remarkable about the teachers at Laurel is how much

they care, and I don’t mean care because it’s their job, I mean care because they love what they’re doing and because they love their students. That is what makes the difference in our lives, knowing that we have allies; a group of adults who love and care for us. Our teachers time and again go out of their way to help us, even when we don’t seem to deserve it. To be leaders in this world we need role models, we need guidance, and we need people who believe in us. Thank you, teachers, for showing us how to be the best versions of ourselves.

And parents, grandparents, families, I can only imagine how many hours you have all spent on the bleachers at the Butler Campus, the Chapel’s green chairs, the Beam Show’s hallway, or the lunchroom for a Protégé presentation. Thank you for believing in us even when we didn’t believe in ourselves. Thank you for loving us even when we were a little bit unlovable. And thank you for just being there for us. Your time and energy have made us into the women we are, and that is a blessing we will always be thankful for.

“So today, sitting before you, is not the finished product. We are not in our full form, and we probably never will be, because being spunky is not about being perfect, it is about being resilient. Every day we will try and fight for what we think is right, we will continue to make mistakes and continue to grow from them. Maya Angelou once said that ’people have to develop courage’ and that’s exactly what we have done, from overcoming college anxiety, to stressful school assignments, to battling our own personal issues. We have toughened our skin and prepared ourselves for the adult world and prepared ourselves to lead it.

“So, where do we go from here? Like my customer said, we have a lot of work to do. The world we live in is not perfect. We live in a world where human rights are only extended to a select few, a world of hunger, violence, and inequities. The stakes are high, and this should not be taken lightly. I say, ’challenge accepted.’

Every one of us is well prepared with years of Laurel education backing us up. We have taken tests, done problem sets, written

papers, all of which have prepared us for our coming years of leadership. We have completed challenging internships with elite business corporations and the best surgeons at the Cleveland Clinic. We have explored the complex issues of the Holocaust and Human Trafficking through our relationships with survivors in Testimony Theater. We have learned what it means to build bridges in our work as Diversity Fellows.

Our school President has even built a literal bridge through her Capstone Experience. Our athletes are among the top in the state, our visual artists not only produce exceptional work, but they also tackle issues surrounding identity, body image, and deep social and political issues. Our speech and debaters are fierce competitors and have time and again routed the male competitors in their events. Our relentless dedication to service has led members of our class to raise not only significant funds but significant awareness for many organizations. Our risk-taking entrepreneurs have built their own coffee business, 1 Coffee Circle, and learned the ins and outs of being a business owner. The Class of 2019 has done all these things and so much more, and so again I say, ‘challenge accepted.’ We are not perfect, but our passions and morals run deep, and I truly believe that the women sitting behind me are well equipped to lead this world.

“And so finally, what does our future look like? Laurel has given us the tools for success, so how will we shape our world? I think the answer to that question lies within each of us. I sent a poll to the class asking what they want not only their future but also the world’s future to look like, along with how they plan to influence and work towards that vision. The Class of 2019 wants a world where all people can achieve their dreams, a world where diversity is celebrated and recognized in positions of leadership. They understand that Laurel has prepared them well and believe that, ‘We need to take action into our own hands and go for big things in this world, make it ours because we know how to change it.’ This would be a world of activists standing up for one another and a world of acceptance. To do these things the Class of 2019 will find their passions and ‘run Highlights | SUMMER 2019 25

COMMENCEMENT

with it,’ set high goals and eagerly go for them. The women sitting before you are eager and confident young women who have the world at their fingertips, and that gives me hope.

“Class of 2019, when looking at all of you I feel an overwhelming sense of gratitude and pride. You were the girls who stood by me and supported me when I couldn’t myself. You are the ones who cheered for me and loved me, and you are the ones whom I get to call family. If I were to go back in time and tell my timid 5th grade self, the girl who showed up to the Laurel School open house in an ankle length hippie skirt and T-shirt, the girl who was too scared to talk to anyone, that she would grow up to speak on behalf of her 65 beautiful, intelligent, and kind classmates, she would never have believed me. She would have never believed that she would feel comfortable enough to be herself and she would have never believed that she would

find a group of exceptional people who loved her and fought for her. Thank you for every laugh, for every song, for every hug, for everything. I’m so excited, years from now, to be able to say ‘yeah I went to high school with her’ when someone mentions the president’s name, or the best up and coming director, or the leading scientist who cured cancer. If you guys lead with the same grit and spirit that has defined our class this past year, I have no doubt the future is in the best hands possible. Hands of strength, but also hands of kindness and empathy.

“In conclusion, I would like to, again, end with a quote from Maya Angelou, because I believe she, too, possessed the beautiful and spunky energy that defines our class, so remember ’Nothing can dim the light that shines from within.’”

Thank you!

Commencement Address by Lori B. Garver, CEO, Earthrise Alliance Ms. Garver currently leads Earthrise Alliance, a philanthropic organization that converts Earth systems data into relevant and actionable knowledge to combat climate change. Her career includes work in the nonprofit, government and commercial sectors. From 2009 to 2013 Ms. Garver held the role of Deputy Administrator of the National Aeronautics and Space Administration (NASA). She also founded the Brooke Owens Fellowship Program, a paid internship and mentorship program for college undergraduate women seeking a career in aviation or space exploration. In her address excerpted below, Ms. Garver inspired the audience with her tale of an “average” girl who went on to have a truly extraordinary career.

“I don’t think I have any specific ah-ha moments or lessons learned that are unique or interesting—but maybe that is the message. That an average girl—just like you—who grew up in the Midwest—who didn’t have any idea what she wanted to pursue when she was your age—who had the typical challenges growing up—has enjoyed a somewhat remarkable career.

“As I reflect on my life and career, there are moments and decisions that stand out—playing a role in the decision to fly John Glenn on the space shuttle, getting the call from the head of White House personnel offering me the NASA position, the day the first Dragon spacecraft docked with the International Space Station and the graduations of my own children—but those moments are really just the result of thousands of decisions and actions made before.

More advice you’ve already heard… How do you get to Carnegie Hall? Practice!” L

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LAUREL IN THE NEWS

Politicians beware, the girls of Laurel School are watching you

By Phillip Morris, The Plain Dealer This article was originally published on the website Cleveland.com and is republished here with The Plain Dealer’s permission.

C

LEVELAND, Ohio — Recently, I received a neatly written thank you note from a high school sophomore that I intend to frame. What initially caught my attention, is the fact that a post-millennial student actually took time to handwrite a note rather than an e-mail. But, it is the content of the note that has it destined for a frame. Her words offered me a glimmer of hope for the future of informed and civil political discourse.

Olivera Perkins, a business writer at The Plain Dealer, and I had been invited to speak to a small group of highly motivated high school students at Laurel School in Shaker Heights about the current state of political journalism. The students at the all-girl school have recently begun publishing a political journal called The Laurel Political Review, which offers commentary on a wide range of issues.

Before the start of their summer break, they were interested in hearing about some of our professional experiences and receiving any advice we could offer on helping them further hone their skills.

Perkins and I accepted the invitation knowing full well we would benefit from the experience as much – if not more – than the students. We weren’t disappointed. The girls were informed on highly contested issues, such as the running debate surrounding child vaccination, abortion rights, and immigration. However, their curiosity about political issues much closer to home especially stood out.

The girls recognized the civic importance of being informed about issues that affect them directly, such as the governance of schools and the political leadership of towns and cities.

When Perkins and I suggested that the local political coverage provided by The Plain Dealer was only a fraction of what it used to be, the girls were surprised.

They openly wondered how they were to remain informed, which is a question that those of us who remain in the profession openly wonder.

When we suggested that the students take the time to attend a school board meeting, city council sessions, or even to invite elected officials to come and meet with the Laurel Political Review writers, the girls appeared excited by the possibilities. Indeed, it was their genuine hunger to learn how to acquire and process information that left me optimistic about an emerging group of young informed citizens, despite the small sample size.

“As a young person, the status quo is often all I know. Learning how things used to be shows me that the way things are now isn’t necessarily the only way. Only through amassing this knowledge, can I actually decide my opinion of how things should be,” wrote the sophomore in her thank you note to me.

In an age when acrimony is passed off as commentary and screaming talking heads routinely trump thoughtful consideration, the young women of the Laurel Political Review are exploring the most basic tenent of citizenship. They intuitively understand that an informed

public is the key to our Democracy and the preservation of our freedoms. The fact that they studiously follow the President’s tweets but also thirst to know more about the governance of their hometowns is encouraging.

My young note writer expressed a bit of disappointment in herself during our meeting that she did not know the name of the mayor of Solon, her hometown.

She vowed before we concluded that she would improve her knowledge of local governance.

She already has.

“I hope to play a role in shaping local issues to the Political Review (in the coming school year). In the meantime, I’ll educate myself; the mayor of Solon is Edward H. Krauss,” she wrote.

Now, we both know his name!

Courses in citizenship and civics aren’t taught in many American high schools anymore. The nation is far poorer for it. At Laurel School, a group of girls is focused on informing themselves. Although they are not yet quite old enough to vote, they are delving into the most fundamental component of our freedoms. Informed consent of the governed.

They’re leading by example. L

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CAPSTONE EXPERIENCE

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LAUREL’S CAPSTONE EXPERIENCE:

A BRIDGE TO LEARNING BEYOND THE CLASSROOM

By Sarah Hibshman Miller ’98, Highlights Editor

The architecture and science behind bridges has long been a passion for Claire Fedor ’19, who comes from a long line of engineers. So, it came as no surprise that when, in her Junior year she was asked to choose a focus as part of her Capstone Experience, Claire immediately homed in on the idea of designing a pedestrian bridge that could be used on Laurel’s 150-acre Butler Campus.

Laurel’s Capstone Experience, a three-and-a-half-year program Upper School students must apply to, is designed to offer students the opportunity to delve into a topic of their choice in one of four categories: Civic Engagement, Entrepreneurship, Global Studies, or STEAM (science, technology, engineering, arts, mathematics).

The first two years are spent forming a foundational knowledge of their topics via self-guided research and discussions with a cohort of their peers, while the Junior and Senior years are spent on a research focus completed with the help of mentors.

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LAUREL’S CAPSTONE EXPERIENCE:

A BRIDGE TO LEARNING BEYOND THE CLASSROOM

“Since I was a little kid, I loved building with LEGOs® or admiring bridges. When it came time to declare my research focus, I decided I wanted to build a model of a bridge and apply that model to a real-life situation.” — Claire Fedor, June 2019 Cleveland.com For Claire, this meant working with mentors who could guide her in both civil engineering and architecture as she worked toward designing a bridge that would serve a purpose and benefit Laurel.

Claire’s mentors, Mary Ann Pellerano, Laurel Facilities Manager and a licensed architect, and Larissa Burlij, an architect with Bialosky Cleveland, worked closely with her over the course of two years to design a 70-foot bridge to permanently sit over the retention swale that had historically been an obstacle for Laurel’s Track & Field team to cross in order to get to the ¼-mile track. Not only would the new bridge serve Claire and her teammates, but the many athletes and spectators who utilize the Butler Campus for athletics throughout the course of the school year would also benefit.

After researching different options for the bridge design, Claire decided on modeling and designing a cable-stayed bridge, a type of suspension bridge seen in San Francisco’s Golden Gate Bridge and the Sunshine Skyway Bridge in the Tampa, Florida area.

From there, Claire began working with John Fenton, owner of Fenton Engineering, who worked with her to understand

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how to calculate and design a bridge that would fit the space.

Claire stated that, “I’d taken physics, but not the amount of physics you need to design a bridge all by yourself. But that was the point of the project, to gain understanding beyond the classroom, and I got that through my mentors. While it was daunting at first, it was rewarding to gain knowledge of something I have been interested in since I was a little kid.”

Once the design phase of the project was complete, Morgan Engineering stepped in to handle fabrication last winter.

Capstone Candidates across all four cohorts had the opportunity to visit Morgan Engineering to learn more about the process and were among the first to stand on Claire’s bridge, aptly named “Fedor Crossing.”

With the bridge components complete, Claire observed the delivery and installation of Fedor Crossing in late May. On June 5, her family joined Head of School Ann V. Klotz, Claire and her mentors for an official ribbon-cutting ceremony.

Shortly thereafter on June 8 and 9, Fedor Crossing was put to the test as thousands of LaureLive festivalgoers successfully walked over it to get to the main stages during the two-day music festival.

CAPSTONE EXPERIENCE

FEDOR CROSSING

STATS BRIDGE TYPE: Cable-Stayed LENGTH: 70 feet WIDTH: 6 feet HEIGHT: 37.5 feet WEIGHT: 24,000 pounds LOAD-BEARING WEIGHT: 70,000 pounds

MATERIALS: steel and ironwood with concrete supports

CAPSTONE AT-A-GLANCE

The Capstone Experience is an innovative program that provides committed, interested students with opportunities to approach real-world issues with interdisciplinary, experiential and community-based strategies. In developing a sense of purpose, meaningful mentor and peer relationships, and skills of leadership, Capstone prepares a Laurel girl “to fulfill her promise and to better the world.”

This year, Laurel’s Capstone Program bid farewell to 20 Capstone Scholars whose projects ranged from the creation of a Podcast Series titled “Ten-Minute Math” as part of the STEAM cohort to the development of a teen dating abuse public service announcement under the Civic Engagement cohort. Recent Capstone graduates also set their sights on the creation of a Student Investment Committee and The Laurel Political Review publication through the program.

These initiatives will continue to thrive and live on at Laurel long after their founders have graduated as younger members of the student body take the reins.

To learn more about the Capstone Experience and to watch a video about how Fedor Crossing came to life, visit LaurelSchool.org/Capstone. L Highlights

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The Sixth Grade Team: Soraya Ahmad ’93, Elen Roberts, Joy Barton, Treva Offutt and Angela Kissner (not pictured) 32 LaurelSchool.org

FACULTY AWARDS

FACULTY AWARDS CLASS OF 1964 INNOVATIVE TEACHING AWARD The new Innovative Teaching Award, funded by the Class of 1964 in honor of its 50th Reunion, recognizes a teacher or team of teachers who utilize innovation in the classroom, leading to new or improved curriculum and/or programs which impact the education and lives of Laurel girls.

Soraya Ahmad ’93, Joy Barton, Angela Kissner, Treva Offutt and Elen Roberts THE GRADE SIX TEAM

With a focus on the STEAM strand of Laurel’s curricular braid established in the Strategic Roadmap, the Grade Six team, under the creative leadership of Soraya Ahmad, created Space Week, a new immersion week that includes several days of interdisciplinary challenges at the Butler Campus. Each member of the team brought her unique study of space to the classroom, creating a true interdisciplinary learning experience. As their carefully crafted field notebooks detailed, Sixth Graders tackled challenges in engineering, art, science and the humanities that were uniquely designed to inspire girls to explore the STEAM fields through that often-described final frontier: Space. ____________________________

THE BARBARA R. BARNES ENDOWED CHAIR IN SCIENCE AND MATHEMATICS The Barnes Chair; established in honor of former Head of School Barbara R. Barnes, recognizes full-time faculty members who have demonstrated excellence in instruction in science and math.

Matthew Kennedy

UPPER SCHOOL MATHEMATICS In his commitment to the idea that every girl is a math student, Dr. Kennedy brings a growth mindset to his teaching. Patient, thoughtful and deliberate, girls in his classes sense he is rooting for them. His commitment to equity and justice infuses his thinking about coursework at Laurel. He uses mathematical models to help girls build understanding of concepts and emphasizes real-world applications. Dr. Kennedy is a fierce advocate for young women in the STEM fields, championing the unseen work of our female forebears as much as he does that of his students. He is warm and gregarious with everyone in the community, always welcoming them with a smile.

Matthew Kennedy

____________________________

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THE VIRGINIA BEIDLER NEFF ’29 AWARD Edward and Virginia Beidler Neff ’29 established this award to recognize teachers who demonstrate excellence and potential in the classroom within their first three years of teaching at Laurel.

Amy Fredricks

OUTDOOR PRE-PRIMARY

Amy Fredricks

Mrs. Fredricks truly lives Laurel’s mission by inspiring young girls and boys to fulfill their promise and to better the world. An awe-inspiring, passionate, wise and skilled teacher of young children, her extensive experience in the outdoors promotes child-centered learning at its finest. She works tirelessly to create opportunities for children to discover the wonders of nature; nurtures creativity when designing curriculum; models resilience, riding the rough waves of Mother Nature with grace; and cultivates the development of each child’s independence by highlighting their social and emotional progress throughout the year. Listening to Mrs. Fredricks communicate with children is a treat, some of her colleagues refer to her as the “child whisperer.”

Amanda Love

PRIMARY SCHOOL PHYSICAL EDUCATION Always willing to lend a hand or jump in—head-first sometimes, Ms. Love is passionate, fun, loving and a dedicated educator. It is no surprise that she is a remarkable team player on and off the court. Ms. Love’s commitment to her students is unparalleled. Never afraid of new ideas, she is an innovator, dreaming big and then figuring out what needs to happen to make those dreams come true. She is always “all in” in terms of understanding what girls are learning in other classes, so that she can build bridges for learning in the classroom. Ms. Love uses humor and great sensitivity in building connections. It is clear she instills the mission and the values of Laurel in her classroom every day. ____________________________

THE HOSTETLER CHAIR Amanda Love

The first endowed chair established at a girls’ school in the country and made possible by a transformative gift from Hazel Prior Hostetler 1911, the Hostetler Chair recognizes master teachers who generally have taught for at least ten years and who have demonstrated excellence in teaching in the classroom as well as an unusual ability to communicate with students.

Brian Carpenter

UPPER SCHOOL SCIENCE Brian Carpenter has piloted standards-based grading and championed modeling pedagogy at Laurel. The way he thinks about student learning is the embodiment of Laurel’s mantra of “YET” as he deeply respects student thought and process. Worried there were too many holes in student understanding, Mr. Carpenter began talking about changing the entire science curriculum sequence in 2017. Laying out a logical path and pedagogical reasoning, he has been a tireless advocate for Physics First, which will roll out in the 2019-2020 school year. ____________________________

Brian Carpenter

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FACULTY AWARDS

THE MARY FRENCH CONWAY ’46 AWARD FOR TEACHING EXCELLENCE The purpose of the Mary French Conway ’46 Award is to recognize excellence in teaching, both in the classroom and in a demonstration of commitment to the School through participation in non-classroom activities with students.

Sarah Jones PRE-PRIMARY

Mrs. Jones joined Laurel as a Preschool teacher and an assistant teacher in Kindergarten. When the school recognized the demand for an Early Learners class, she was one of the first three teachers to bring the program to fruition.

Now in its fifth year, she has become an expert with this age group, shepherding 18- to 36-month-old children through their first school year with warmth, joy and appropriate expectations. Children in her care know that they are safe and loved and are patiently coached on the expectations and routines of the classroom. Mrs. Jones calmly works with them on their challenges and enthusiastically celebrates their successes. The Early Learners’ classroom is full of fun, laughter, learning and sometimes—particularly at the beginning of the year—tears, but Mrs. Jones takes it all in stride.

Sarah Jones

Cara Tweed ’99

PRIMARY SCHOOL MUSIC Creative, compassionate, flexible, dependable and collaborative, Ms. Tweed enchants all of us with her violin, her warmth and her optimism. She began her Laurel career teaching in the Middle School and establishing After School at Laurel’s music program—Music Academy. Under her guidance, the Music Academy has grown from 30 to 90 students. Before long, she moved to the Primary School, where she has done amazing things ever since. Whether you are singing complex harmonies, playing Orff instruments or strumming the ukulele (a program she initiated that gets you ready for guitars in Middle School), Ms. Tweed helps students sound their best. L ____________________________

Cara Tweed ’99

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

— Laurel Alumna

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

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

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Our first-ever giving day, #LS4GDayofGiving, on National Teacher Appreciation Day

A

common theme when talking to alumnae about their Laurel experience is the life long impact their teachers have had on them. Whether reminiscing with alumnae from the Class of 1939, 2019 or somewhere in between, it is a theme that spans generations. This bond between teachers and students is a defining characteristic of a Laurel education and one of the most iconic qualities that makes Laurel so special.

Guiding each student through her own individual journey, our teachers help cultivate a deep love for learning and the desire to continue to stretch and grow—academically, physically and emotionally—to become confident and impactful members of society. Through encouragement and empowerment, our Faculty and Staff create a tight-knit, supportive community.

Students feel comfortable exploring, taking risks and challenging themselves regularly, leading to a more stimulating and motivating educational experience.

As a tribute to the exceptional bonds created between teacher and student, one very generous Laurel family wanted to celebrate our Faculty and Staff in an inspirational way and encourage others to do the same. Throughout their years at Laurel, they have been impressed with the extraordinary teachers who influence and inspire their daughters every day.

36 LaurelSchool.org

They care deeply for Laurel School and wanted to help us reach new levels of fundraising success, ultimately benefitting all of our Faculty and Staff. Through their generous challenge grant totaling $25,000, #LS4GDayofGiving—our first-ever giving day—came to fruition.

On May 7, 2019, in honor of National Teacher Appreciation Day, we asked the Laurel community to come together and shower our Faculty and Staff with well-deserved love and thanks.

By leveraging the generous $25,000 donation into matching challenges throughout the day, we were able to raise over $100,000 from 353 donors in just 24 hours and encouraged an outpouring of gratitude and love for Laurel teachers on social media!

The remarkable success of our first-ever giving day is a true testament to the deep feeling of appreciation our community has for the passionate and devoted team of educators at One Lyman Circle and the Butler Campus. Laurel pride was extremely palpable on #LS4GDayofGiving, and we are so grateful to everyone who shared in this exciting venture.

Thank you!

L

GIVING TO LAUREL

The 2019 Reunion Challenge R

eunions are a point of celebration when we reminisce about moments in time, both good and challenging, that helped build our future and shape who we are today.

Alumnae Weekend is a wonderful opportunity not only to reminisce, but also to see how the school continues to grow and change. While tradition is a cornerstone of Laurel School, so, too, are innovation and progress.

Alumnae routinely note how grateful they are for their time in “these dear walls” and how instrumental their Laurel education has been throughout their lifetime. They are also extremely invested in ensuring Laurel maintains the highest of standards for the girls and young women who follow. As such, Reunion is often a time when alumnae are even more generous, making a special gift to the Laurel Fund in honor of their milestone. To honor and celebrate this generosity, we created the Reunion Challenge—a challenge to see which Reunion Class has the

highest percentage of new or increased gifts to the Laurel Fund.

Additionally, in 2019 a very generous alumna offered to match all new or increased gifts, up to $25,000!

This year, the Class of 1979 took home top honors with 20 members of the class making an increased gift to the Laurel Fund in honor of their 40th Reunion. Of course, the real winners are the girls (and small boys) at Laurel, as this challenge brought in an additional $57,000!

Thanks to the incredible generosity of our alumnae, 70 percent of Reunion gifts were new or increased. Thank you to all of the alumnae who participated and to every person who continues to support Laurel and our mission. L

Highlights

| SUMMER 2019 37

LEGACY FOR LAUREL

GAIL GARNER RESCH ’68 Not quite twenty years after graduating from One Lyman Circle, Gail Garner Resch returned to Laurel, as a neighbor. In the 16 years that she and her family lived three doors from the School, she enjoyed watching countless other Laurel girls of all ages walk past her Laureldale home on their way to and from school.

In the years in between leaving and then coming back to Lyman Circle, Gail graduated from Sweetbriar College with a degree in art history and for six years lived in DC where she worked in market research for Booz, Allen & Hamilton, a management consulting firm.

When she and her husband moved back to Cleveland in the late 1970s she worked at a small ad agency and served on the Sunbeam Board of Vocational Guidance Services.

Over the years, while raising their son, Garner, she became active with The Garden Club of Cleveland, The Cleveland Museum of Art Women’s Council and a precision skating team. Gail loved gardening, playing tennis, traveling and rooting for her home team, the Cleveland Indians.

She also volunteered for her alma mater, serving on the Laurel Alumnae Board, as an Annual Fund Agent and as a Class Reunion Planner. Sadly, Gail passed away just a few months shy of her 50th Reunion, a milestone she had been eagerly anticipating.

As a way of recognizing the importance of Laurel in her life and that of family—sisters Ann Garner Croll ’71 and Mary Garner Ganske ’77 and nieces Penelope ’13 and Lillian ’14 Ganske—Gail provided for the School 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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ADDRESS SERVICE REQUESTED FOR PARENTS OF ALUMNAE: If this magazine is addressed to a daughter who no longer lives at home, kindly call us with the correct address: 216-464-1420

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 William 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.