NEXUS Magazine 2025

Hayes Y. '26 Anna D. '25

Tati S. '26

Stella F. '25

Amelia M. '25

Rhodes F. '26

What's Inside

By Drayson Jaffee

In a world increasingly shaped by artificial intelligence, the question isn't whether our students will encounter AI— it's whether they'll lead with it, thoughtfully and ethically. At Marin Academy, we're not just preparing students for an AI future; we're building that future from the ground up, with equity and ethics as our foundation.

This approach reflects who we've always been. For decades, MA has designed what's next rather than followed what's trending. Our five competencies— Strategic Boldness, Compelling Expression Demonstrated Empathy, Intellectual Flexibility, and Imaginative Curiosity—weren't created for the age of AI, yet they've proven to be exactly what this moment demands. These durable human skills don't just complement artificial intelligence; they guide it toward justice and purpose.

The stories in this year's magazine showcase this philosophy in action. When our students engage in Dialogue Across Difference, they're developing the intellectual flexibility essential for building equitable AI systems. When they find their voices through Senior Speeches, they're honing the compelling expression that ensures human perspectives remain central to technological advancement. When they create The Soundtrack of MA they're celebrating the imaginative curiosity that drives innovation with soul.

Our students aren't waiting for college to tackle tomorrow's challenges—they're addressing them today. Through our Marin Academy Research Collaborative and Conference on Democracy work, they're already architects of change, applying strategic boldness to real-world problems while leading with demonstrated empathy.

An MA education is future-ready precisely because it's human-centered In classrooms where questioning is valued over answers, collaboration trumps competition, and authentic voice matters more than artificial polish, our students develop the confidence to shape technology rather than be shaped by it.

As you read about our community's work this year, you'll see our north star clearly: what is best for students, what serves our democratic society, and what honors both innovation and integrity. These aren't just educational ideals—they're the principles guiding us as we help students become ethical leaders in an age of unprecedented technological possibility.

The future doesn't just start at MA—we're designing it, with purpose, with joy, and with the deep conviction that human wisdom must guide artificial intelligence toward equity and justice.

With gratitude for this remarkable community,

Travis Brownley Head of School

Head's Note

Compelling Expression

A Marin Academy Competency in Action

Today, learning is limitless. The challenge—and the opportunity—lies in applying it with purpose. At Marin Academy, that's the essence of competency‑based education: moving beyond memorization to develop the enduring skills and mindsets students will carry into any future—even one we can't yet imagine.

Our five core competencies—Demonstrated Empathy, Imaginative Curiosity, Intellectual Flexibility, Compelling Expression, and Strategic Boldness—are grounded in decades of educational research and aligned with the skills most valued in higher education, the workplace, and civic life. They give students a shared language for growth and a transparent framework for practicing, and assessing transferable skills across every discipline. And in an era when AI can generate data, write passable prose, and solve complex equations, these durable skills are more essential than ever.

This year's NEXUS theme—Compelling Expression—celebrates one of the most visible ways MA students bring their learning to life. It's not just speaking well or writing clearly; it's shaping an idea so it resonates, choosing the right mode for the moment, and refining until it lands with impact. From science presentations to theater performances, from visual arts exhibitions to championship huddles, our students are mastering skills that transcend disciplines, industries, and technology.

The Four Pillars of Compelling Expression

ENGAGING IN DISCOURSE

Contributing to balanced, inclusive discussions; listening actively and with purpose.

COMMUNICATING WITH INTENTION AND IMPACT

Determining audience and purpose; conveying ideas with clarity and precision.

In Action at MA

TRANSDISCIPLINARY SCIENCE PRESENTATIONS

In advanced science courses, students partner with researchers and present their original research to peers, faculty, and members of the scientific community. They determine their audience, clarify their purpose, and make strategic choices about how to communicate complex concepts so they are both accurate and engaging—a clear application of Communicating with Intention and Impact.

VISUAL ARTS EXHIBITIONS

From drawing to ceramics to mixed‑media installations, MA student artists frame their work through carefully composed artist statements. By making deliberate choices about composition, scale, and presentation, they embody Performing and Presenting, shaping a narrative that is both visual and verbal.

THEATER AND PERFORMANCE PROJECTS

In theater and music productions, students explore the interplay between voice, movement, and staging to deliver work that resonates with an audience. They refine performances through feedback and rehearsal, demonstrating Performing and Presenting and Engaging in Discourse as they collaborate to bring a shared vision to life.

ATHLETIC LEADERSHIP

CRAFTING AN ARGUMENT

Constructing a nuanced claim, analyzing evidence, and organizing ideas to persuade and inform.

PERFORMING AND PRESENTING

Employing verbal and non-verbal strategies to heighten effectiveness for a given audience, context, or purpose.

Team captains practice Communicating with Intention and Impact every time they lead a huddle, set the tone for a game, or speak on behalf of their team. They adapt their approach to motivate teammates, navigate challenges, and reflect on team growth— communication skills they will carry far beyond the field.

WHY IT MATTERS

When MA graduates leave campus, they carry more than transcripts. They take with them the ability to craft ideas that matter, to deliver them in ways that inspire action, and to connect across perspectives. That is the lasting power of Compelling Expression—a skill for life, in any arena, in any future.

This Is Compelling Expression

More than a rite of passage, the tradition of senior speeches and performances is a moment of trust, voice, and belonging.

The crowd goes quiet and expectant as an MA senior appears at the front of the room. In the next few minutes, this student will make their audience laugh, cry, clap, or perhaps see them for the first time. This is storytelling at its most powerful, an MA tradition that elevates student voice.

At Marin Academy, each senior takes the stage to tell their story. Through a senior speech or arts performance, they share a personal reflection of their journey at MA. Whether through spoken word, music, visual art, dance, or another expressive medium, these presentations are delivered to the entire student body and serve as a capstone moment of voice, vulnerability, and community.

This

that shaped them, offer gratitude to teachers and peers, and reflect on who they've become and where they're going. It's not unusual for laughter to mix with tears as students articulate what it means to grow, struggle, create, and belong.

is storytelling at its most powerful, an MA tradition that elevates student voice.

Compelling expression shows up in many forms, and each year's speeches and performances reflect the distinct voice of that graduating class. These moments may be deeply personal, but they also speak to Marin Academy's mission—encouraging students to lead with integrity, empathy, and imagination. Seniors are trusted to speak from the heart, knowing that this community values vulnerability, clarity, and care. Within clear and respectful boundaries, students are empowered to share their truth—and in doing so, strengthen the community that has shaped them.

This tradition, begun in 1984 by MA's second head of school, Bruce Shaw, is more than a rite of passage. It's an opportunity for students to express themselves to a community that is listening and cares about them. When they make their senior speech, students continue a custom woven into the fabric of the MA community. They honor the people and experiences

In her senior speech, Reina B. '25 reflected on her battle with self-doubt—and the moment she chose to fight back. "Of all the firsts in my life, none are as transformative as my decision to work as a teacher," she shared. "It marked my first stand against my inner critic, opening the door to an experience far greater than myself."

Reina described how just a single day in the classroom rewrote the script in her head. "Self-doubt can be displaced by joy," Reina continued. She closed with a call to action that lingered in the room: "If this speech resonates with you, I encourage you to not let your inner critic dictate your actions because there's so much more you're capable of than what you realize."

Seniors are trusted to speak from the heart, knowing that this community values vulnerability, clarity, and care.

When Jake L. '25 submitted his initial speech draft about a close call with a car, he was advised to rethink it. Upon contemplation, he realized that while that first draft had drama, it didn't reflect who he really was. His resulting speech became more genuine and thoughtful, and he appreciated the experience of having to go a bit deeper and share more of himself. "In order to see the kind of person am, went through my most personal records—my saved Instagram reels," Jake said in his speech.

As he scrolled, a unifying theme emerged: "brick by brick."

"Basically, what that means is that all of the results or consequences people have are built from past actions and decisions," he explained. "Online, that means what we see on the internet is also based on the things we interact with. Every action and decision we make will always come back to us. Spend your time wisely, and make the choices that will help you best for your future."

With a mix of self-awareness and humor, Jake invited his classmates to reflect on the digital and real-world moments that shape identity—brick by brick.

In preparation for their speeches and performances, seniors are prompted with, "What is the one story you want to tell to the whole MA community that reflects who you are as a person?" Jerson L.'25 titled his speech "Quiet." He shared, "When first started thinking about my senior speech, it was honestly a little overwhelming because there was so much could say. After reflecting more deeply, realized I wanted it to truly reflect who am. I've always been hesitant to speak up, and many times I've asked myself if needed to change. Over time, I've come to realize the importance of embracing myself. I am still a quiet person." In a space where bold voices often fill the room, Jerson reminded the community that presence doesn't need volume to make an impact.

What is the one story you want to tell to the whole MA community that reflects who you are as a person?

Not every story is spoken at the podium. Some are danced, played, or sung on stage. Miles S. '25 has been breakdancing since he was 8 years old, but he was a bit out of practice and hesitant to put himself out there on the Performing Arts Center stage. In a true example of the MA community spirit, Matthieu G. '25 began to practice with him at a local studio, and they appeared on stage together. Miles' advisor, Frank Cassano, showed his support as well by joining them for the finale of this powerful Senior Arts Performance.

In telling their story, each student adds their chapter to MA's legacy. When they do the work to engage meaningfully in the process, develop those stories, and work through their fears to share them, their time on stage reveals larger truths—and helps others at MA understand them more deeply. In witnessing these stories, the community grows stronger—one compelling expression at a time.

The Soundtrack of MA

Where Passion Finds Its Pitch

BY DEREK ANDERSON

Music has always been part of the rhythm of life at Marin Academy. Whether echoing through Foster Hall or spilling out into The Circle, student sound has never been background noise—it's been a driving force of creativity, connection, and expression.

On a warm spring afternoon in 1975, founding Head of School Bill McCluskey took in the scene at day's end and smiled. A

group of students had spontaneously set up on the front porch of Foster Hall: plugging in amps, tuning guitars, and belting out rock songs into the late afternoon sun. That impromptu jam session would become the first note in a long-standing MA tradition—where music is both personal and communal, rigorous and free-spirited.

The early years set the tone: Debbie Eisenberg '76 strumming guitar and Marc Israel '75 playing violin in the school's first yearbook; music teacher Carol Caywood leading Fundamentals of Music and clarinet practice in 1978–79; and a chorus group that, in true MA fashion, never imposed matching uniforms. From the beginning, MA music has defied convention in favor of authenticity and exploration.

The Pulse Grows Louder: 1980s–1990s

By the early 1980s, MA's music program was gaining momentum—though still small in size, it was rich with possibility. At the time of the school's second accreditation in 1981, only 16% of students were enrolled in music classes. But the seeds had been planted.

Under the direction of Mark Alburger in the mid-1980s, those seeds began to take root and branch out. The department added a chamber orchestra, an advanced chamber choir, and a guitar class, all housed in a humble annex that buzzed with creative energy. In those years, performances became a kind of open invitation—welcoming any student with a song to share, whether or not they were formally enrolled in music classes. It was less about polished perfection and more about the joy of being heard.

Building a Culture of Sound

When Bob Schleeter joined MA in 1990, he helped ignite a lasting evolution in the school's musical life. With a deep respect for everything from Miles Davis to Mendelssohn, Bob expanded the music program's reach, layering in world music traditions, founding the Chamber Gladiators, and encouraging student bands to take the stage—whether at school concerts or Golden

State Warriors games. The Annex became a second home for many students: a place to take artistic experimentation, rehearse relentlessly, and experience the joy of making something together.

What began under Bob's guidance became a signature of MA's arts ethos: music as a space for exploration, discipline, and self-discovery. In the words of former Dean of Students Lynne Hansen, "Bob gave his students freedom to decide what to play and how to arrange it; they had to learn how to work together to create a whole, functional group. That's the hardest part of being in any band."

What began under Bob's

guidance became a signature of

MA's arts ethos: music as a space for exploration, discipline, and self-discovery.

That spirit lives on today under the leadership of Chris Detrick Chair of the Music Department, who continues to guide MA's music program with warmth, brilliance, and boundless curiosity. Students still carry amps across campus and gather in rehearsal rooms and porches alike, developing their compelling expression in community. Whether composing original work, performing jazz standards, or fusing unexpected genres, MA musicians continue to make the program their own—guided by teachers who believe in both their potential and their perspective.

Left: Debbie Eisenberg '76; Middle: Carol Caywood (left) with a student; Right: Marc Israel '75

Beyond the Annex: Alumni in Harmony

The legacy of MA's music program isn t just measured in decibels or diplomas—it s measured in the musical journeys it continues to inspire. Here are just a few of the alumni who have taken their musical passions into the wider world, carrying the improvisational, interdisciplinary spirit of MA into orchestras, classrooms, studios, and stages around the globe.

Joel Schekman '96

Principal Clarinetist, Composer, Teacher

For Joel Schekman, MA was the place where music first took root in a lasting way. A founding member of the Chamber Gladiators and a member of the Oakland Youth Orchestra, Joel remembers the moment his own creativity came to life: "It was the place where my first original score was performed—a trio for flute, cello, and violin." That early mentorship was crucial for a student who, by sophomore year, had already decided to pursue music professionally.

Joel went on to earn his undergraduate degree at Indiana University and a master's from USC before becoming principal clarinetist for the Grand Rapids Symphony, a role he has held for nearly two decades. He also taught at Hope College and Grand Valley State for ten years, mentoring the next generation of musicians.

Even as he speaks about the discipline and technique required for orchestral life, Joel's memories of MA are filled with humor and humanity. One standout: a Chamber Gladiators performance of an Irving Fine piece that had recently been used in a shoe commercial. "We paid homage to a shoe," he laughed. "We were focused musicians with a comedic element."

Owen Dalby '02

Violinist, Concertmaster, Educator, Artistic and Executive Director

For Owen Dalby, music was always more than a hobby—it was a calling. "It's always been an intrinsically motivating activity for me," he reflects. At MA, that motivation was met with an equally powerful sense of mentorship. "Teachers gave me the freedom and opportunity to pursue my own interests. There was a real entrepreneurial spirit at the school."

Owen carried that spirit with him to Yale, where his persistence earned him a spot in a special master's program. After Yale, he joined a prestigious fellowship that allowed him to study at Juilliard while performing at Carnegie Hall. But his passion for music extended beyond performance: for three years, he taught students in public schools across Harlem and Queens, believing deeply in the power of access to music education.

Eventually, Owen became a member of the acclaimed St. Lawrence String Quartet based at Stanford University. "Being in a quartet is not a gig—it's a life choice. It's pure music," he says. "Closeness is baked into the music itself."

Today, Owen co-leads Noe Music, a San Francisco-based nonprofit that brings world-class chamber musicians into community spaces—offering concerts for everyone from neurodiverse children to expecting mothers. "There is a real thirst for events that connect us to our humanity," he says. "There's a palpable sense of catharsis at the end of each show."

Jordan Hyde '04

Freelance Guitarist and Vocalist

Jordan Hyde's musical journey began with private guitar lessons in middle school from fellow MA alum Chris Collins '92. By senior year, Jordan was enrolled in both jazz band and rock band, two experiences that proved pivotal. "Most people I've met didn't have the music experience in high school that I did," he says. "The breadth at MA was so much greater; it was so much more genre-fluid in terms of style."

That openness included the chance to write and perform his own songs—something that deeply shaped his musical identity. After MA, Jordan attended The New School in New York, where he earned a degree in jazz and contemporary music. Since then, he has built a career as a freelance musician, working with a wide range of artists across genres.

"Thanks to word of mouth and some social media," Jordan says, "I've found a niche as an instrumentalist who can pick up songs easily." That versatility has made music not just a passion—but a viable profession.

Persistence and humility are necessary in equal measure.

OWEN DALBY '02

Left: Mark Alburger; Middle: band on Foster Hall steps, 1987; Top right: Bob Schleeter; Bottom right: Denise Morris '89 and Kirsten Stromberg '90, 1987

Mat Davidson '04

Singer-Songwriter

In a sophomore-year U.S. History class, Mat Davidson's bandmate Sam Doores '04 tossed out a nickname that stuck: Twain. It would go on to become Mat's stage name for an expansive career in indie and alternative country music.

As Twain, Mat has released five full-length albums since 2014 and toured extensively across the U.S. and Canada. Along the way, he's also collaborated with a host of other bands and artists, constantly evolving his sound. "It's so amazing to be challenged by these people and to reach new plateaus with each," he says.

Mat credits part of his musical foundation to time spent after school hanging out at Maximum Records on Fourth Street, as well as the mentorship he received at MA. "Bob's steadfast guidance was everything," he says. "He believed in what we were doing—even when we didn't fully know what that was yet."

Rozzi Crane '09

Singer-Songwriter

For Rozzi Crane, music wasn't just a dream—it was destiny. "For as long as can remember, wanted to be a singer," she says. "Coming to MA and finding Bob and the music program—that was one of the best things that ever happened to me."

It was a perfect match. Bob's mentorship, and the creative energy of MA's program, helped Rozzi thrive. "He created an atmosphere where we could never fall out of love with music. It was validating and soul-assuring."

Rozzi went on to help launch the popular music program at USC alongside fellow MA alums Laura Johnston '08 and Will Baldocchi '09. By her sophomore year in college, she co-wrote a song that caught the attention of Adam Levine—and soon found herself touring with Maroon 5.

Since then, she's performed on Jimmy Kimmel Live, The Today Show, and The Morning Show, opened for Billie Eilish and Sheryl Crow, and toured internationally with Lukas Graham. In 2024, she released her latest full-length album, Fig Tree, inspired by Sylvia Plath's The Bell Jar. She is currently working on a new EP of jazz standards—collaborating with none other than fellow MA alum and acclaimed pianist Bryn Bliska '10.

Bryn Bliska '10

Producer

After reading Oliver Sacks' Musicophilia, Bryn Bliska considered a future in neuroscience—but music pulled her in deeper. She studied at Brown, began a master's program at MIT, and then pivoted fully into the world of sound. While tutoring in New York to pay the bills, Bryn joined an all-female funk band and started making connections as a producer.

Her breakthrough came working with Karol G the year the Colombian artist won a Latin Grammy. That led to more collaborations—with Maggie Rogers, Jacob Collier, and other celebrated artists. Whether on stage or behind the scenes, Bryn has become a trusted partner known for creative fluency and collaborative depth.

"Being a music producer means helping to realize an artist's vision," she explains. "You're an energetic partner who helps get a project across the finish line."

Bryn traces her openness—and her confidence—to MA. "It's an experience most people don't have in a school context," she says. "It gave me the space to manage uncertainty and grow into my skills."

Today, under the guidance of Chris Detrick, Chair of the Music Department, the music program continues to flourish, rooted in the same values that have guided it for generations—student perspective, musical discovery, and collaborative expression. A beloved teacher and the driving force behind MA's Senior Arts Performances and Music After School initiative, Chris fosters a culture where students of all levels feel empowered to develop their craft. His approach balances guidance and autonomy, offering students the chance to explore their unique musical voices with confidence and curiosity.

Whether performing original compositions, blending genres, or finding inspiration in global rhythms, students are charting new paths that are as bold and resonant as the alumni who came before them. The Soundtrack of MA is more than a collection of performances—it's a lifelong score composed of confidence, risk-taking, and heart. And for every student who plugs in an amp, plays a chord, or sings into a mic, the next movement is already underway.

If you are growing and not quitting, you are making it!

The best artists have a signature sound, but they understand what came before.

ROZZI CRANE '09

In May 2014, senior brothers Alec and Evan Neal '14 needed to be in two places at once: performing in the Chamber Gladiators end of year concert and competing in a North Coast Section

playoff game for lacrosse. In quintessential MA fashion, a solution emerged—lacrosse coach Josh Frechette arranged for the opposing team to start the game 30 minutes early, while music teacher Karsten Windt shuffled the concert lineup to include the brothers after intermission. They changed out of uniforms into white shirts and black ties in the car. MA won the game—and the concert was one of the most memorable in school history. That night, I was so proud of both them and us.

DEREK ANDERSON is the librarian, a history teacher, and the archivist at Marin Academy.

BRYN BLISKA '10

Go Forth!

The Class of 2025: Leading with Heart, Purpose, and Joy

From their first moments on campus, the Class of 2025 showed us what it means to lead with heart. They didn't just arrive at Marin Academy—they shaped it. On the first day of their senior year, they turned what is typically a senior only celebration into something bigger. Instead of centering the moment solely on themselves, they filled The Circle with music, dancing, and joy—inviting underclassmen, faculty, and staff to join them. It became a spontaneous expression of welcome and belonging, and it set the tone for the year ahead.

This is a class that understands belonging as a daily practice, not a passive ideal. They created space for each other's full selves, lifting one another up with empathy, humor, and an uncommon generosity of spirit. In a world often marked by competition and comparison, they chose connection.

They brought that same intention to their academic lives. Whether engaging in Senior Speeches, leading panels at the Conference on Democracy, or presenting research at TLP and the MARC Colloquiums, they reminded us that critical thinking is a powerful act of citizenship. These students didn't just study ideas—they used them to spark conversation, question assumptions, and imagine new ways forward.

In the arts, their work was bold, expressive, and deeply human. On stage, in the studio, and through song, they captured the emotional complexity of their time. Their performances and exhibitions were more than creative achievements—they were acts of courage, invitations to feel, to reflect, and to connect.

As athletes, they showed the same fierce dedication. Their leadership helped MA earn the Elmer Brown Award of Excellence for the second year in a row—the highest recognition from the North Coast Section for excellence in both athletics and academics.

The Class of 2025 leaves behind more than accomplishments. They leave behind a legacy of inclusion, purpose, and joy. They've reminded all of us—parents, teachers, classmates, and alums—what it means to build community not just through shared experiences, but through shared care.

Please join us in celebrating the extraordinary Class of 2025 as they step into the world, and in welcoming them with pride and affection into the Marin Academy alumni circle.

HEAD'S CUP

In honor of Marin Academy's first head, William A. McCluskey, the Head's Cup is presented to a graduating student who embodies the moral quality and attitudes of mind and character fostered by the institution. Established by James F. Thacher, the Founding Board President, this prestigious award recognizes individuals who exemplify the school's core values.

KAILAN ROBINSON is this year's Head's Cup recipient. His intelligence is matched only by his humility, kindness, and genuine care for others. He somehow manages to be everywhere at once—always smiling, always helping. Driven by curiosity and a hunger to learn, he constantly pushes himself, not for grades but to expand his own abilities, often diving into projects outside the classroom just for the challenge. He leads through quiet action, offering support without being asked, listening deeply, and sharing what he learns with generosity and joy. His presence lifts up those around him, inspiring peers to work harder, think bigger, and treat each other with more kindness.

In memory of Danielle Plumb Zumbrun '79 and in recognition of her keen appreciation of nature and her sense of responsibility as a caretaker of the earth, this award recognizes outstanding student leadership in the Outings program.

This year's recipient BRENDAN WOOD is a committed and creative outdoorsman, seeking many opportunities to grow as a responsible and thoughtful adventurer. He has created his own practice of planning trips and going outside, including taking friends camping, discussing dispersed camping on public land, and integrating this curiosity into his classwork. He plans to guide trips during college summers and has taken to heart the Outings Director's wisdom that the best way to become a good experiential educator is to observe experts in the field in action.

ZUMBRUN AWARD

What's Next for the Class of 2025

American University (3)

Barnard College (2)

Boston College (5)

Boston University (3)

Brown University

California Polytechnic State University, San Luis Obispo (8)

Carnegie Mellon University

Case Western Reserve University

Colgate University (4)

College of Marin

Colorado College (2)

Cornell University

Cuesta College

Dartmouth College

Diablo Valley College

Duke University (2)

Georgetown University (2)

Hamilton College

Indiana University

Johns Hopkins University

Middlebury College (3)

Montana State University

New York University

Northwestern University (2)

Occidental College

Oregon State University

Pomona College

Purdue University

Rice University

San Diego State University

San Francisco State University

Scripps College (2)

Stanford University

Syracuse University

Tufts University

Tulane University (6)

University of California, Berkeley (2)

University of California, Los Angeles

University of California, Santa Barbara (4)

University of Chicago

University of Colorado, Boulder

University of Hawaii, Manoa

University of Miami (5)

University of Notre Dame

University of Pennsylvania

University of Richmond

University of Southern California (11)

University of St. Andrews, Scotland

University of Virginia

University of Wisconsin (5)

Vanderbilt University

Villanova University (3)

Wake Forest University (2)

Washington University in St. Louis (2)

Western Washington University

Whitman College

Inside Marin Academy's Conference on Democracy Built by Students. Powered by Purpose.

BY REESE H. '26

Marin Academy's Conference on Democracy isn't your average school event—it's a full-day, studentled experience that turns campus into a hub of activism, creativity, and critical dialogue. Each year, students design and produce the entire conference—from crafting the theme and curating sessions to handling logistics and promotion—bringing to life the very essence of democratic participation. It's one of the most ambitious and beloved traditions at MA, where students don't just attend—they lead.

In the reflection that follows, one student shares how being a part of the COD planning committee transformed her understanding of leadership, voice, and what it really means to build something together.

In my first month at Marin Academy, I stopped by the club fair and saw a table for something my older sister had vaguely mentioned—some kind of schoolwide conference called COD. I had no idea what it really was. But as one of the only freshmen in a sea of upperclassmen who were already deep in planning, I could immediately tell it was a space filled with energy, purpose, and collaboration. COD is organized into three subcommittees—session curation, communications, and conference programming—and each week, students break out into those groups to build the conference from the ground up. joined communications, and without anyone really explaining what COD was, I slowly started to piece it together. For a while, it was total 'fake it till you make it' energy. I honestly felt useless at first. But the encouragement from the older students kept me coming back.

What I appreciated most about those meetings my first year was the environment. You could tell who in that room gave up their Wednesday lunches to be intellectually flexible and seize opportunities to be strategically bold—not just to check a box on a college resume. I looked up to the leaders who were driven and punctual, but also spirited and kind. They were the foundation of what made COD such an efficient, student led group. They made it fun to run into logistical obstacles, hear opposing ideas, and brainstorm together on the whiteboard.

Even voices that felt small—like my nervous freshman self who couldn't define agency—were uplifted by upperclassmen who were genuinely curious to hear ideas, no matter how imaginative. didn't always know what I was doing, but I never felt like I didn't belong. That kind of support made a big difference. That year, we designed the logo, made posters, filmed the theme announcement rollout video, and created the website.

team—where I could confidently contribute ideas and feel valued by students who were older and more experienced than was. What stood out the most was how seriously we took the creative process. We weren't just going through the motions following instructions—we were building something together. That kind of collaborative production and creative freedom has shown me what compelling expression really means at Marin Academy.

We weren't just going through the motions following instructions—we were building something together.

REESE H. '26

was personally excited for this new opportunity to be artistically ambitious and quickly grew to love being part of such a special

As Eloise Sent '25, one of this year's COD co chairs, put it: "The most unique feature of the Conference on Democracy is that it's entirely student driven. From communicating with internal and external speakers to organizing day of logistics and promoting the event around campus, students are at the forefront of this incredible day of discourse and discussion surrounding democracy."

The Conference on Democracy for the 2024–2025 school year was nothing short of electric—engaging and engulfed by student driven creativity. That came through clearly in this year s theme: Voice, Creativity, and the Power of Self Expression in Democracy.

Left: Reese H. '26; Right: Jason Rezaian '94 speaking at COD

Rather than focusing on one distinct concept (like 2024's Justice in Democracy), this year intertwined ideas, which allowed students to widen how they think about their methods of self expression. Despite the political tension of recent years, this year s conference fostered a space for unity and collaboration—a refreshing experience in a nation struggling with polarity.

Students had countless opportunities to attend sessions that aligned with their passions and curiosities, and among the many CODs Marin Academy has held, this year had a record high selection. From the engaging morning keynote with alum Jason Rezaian '94, a formerly abducted journalist, to a powerful afternoon performance with expressive dance, choosing between sessions was difficult. But no matter which ones students attended, there was a common reflection: artistic expression and compelling advocacy.

like this disappear—if creativity and free speech are overlooked or undervalued—what happens to our democracy then?

Recently, the state of our nation has looked different. Not because of one group, but because of the way our democracy is—or isn t—being maintained. I have interests in government and policy, particularly around women's rights and gun regulations, but in recent years, 've found myself thinking more deeply about the dismissal of citizens in our nation. One of the hardest things to hear is when people say, "It doesn't affect me," or, "We can t vote, so I don't really care." I'm not pointing fingers at red or blue hats—I mean the people I hear every day, from both sides, who have simply stopped paying attention.

As a citizen in a democratic society, I see it as my responsibility to be an advocate—to remind people that our voices, our art, and our minds matter.

REESE H. '26

In alignment with Marin Academy s mission, COD creates an atmosphere where students can recognize, understand, and develop the responsibility we hold in a democratic society—essentially thinking, questioning, and creating in a setting that feels different from everyday classes. As the MA website puts it, "when individuals use their voices to inspire and create, democracy flourishes."

When students like myself are given opportunities like COD to compel expression, great things are bound to follow. But if spaces

As a citizen in a democratic society, see it as my responsibility to be an advocate—to remind people that our voices, our art, and our minds matter. That passion closely aligns with COD, where get to use communication to engage the next generation in conversations about democracy.

COD has helped me realize that want to keep studying government and policy, and that I want to keep doing what I can to make things better—and to inspire others to do the same. Because if we don t, who will?

Go Wildcats!

Beyond the Scoreboard: A Defining Year for MA Athletics

Marin Academy Athletics had a banner year—one that reflects not just competitive success, but a deep commitment to leadership, balance, and character on and off the field.

We won the NCS Elmer Brown Award of Excellence for the second year in a row, recognizing Marin Academy as the top overall athletic program in the North Coast Section—home to 155 schools. This prestigious award honors not only athletic and academic achievement, but also the highest standards of sportsmanship. It marks the third time in school history that MA has received the honor (the first was in 2009), and we remain the only Bay Area Conference school—and one of just two schools in Marin County—to ever receive it.

Over 82% of MA students participated in at least one interscholastic sport this year, with many playing two or three. Our student-athletes also excelled academically, earning 17 NCS Scholastic Team Awards, given to teams with one of the top three unweighted GPAs in their sport. These recognitions underscore what we know to be true: athletics, the arts, and academics aren't separate pursuits—they're all expressions of the core competencies that define an MA education.

Leadership On and Off the Field

This spring, 70 student-athletes in grades 9–11 participated in a leadership workshop with the Positive Coaching Alliance, part of our development program for prospective team captains. These sessions focused on team values, selfawareness, and leading with integrity—skills that ripple far beyond the scoreboard.

We also introduced a new series of pre-season professional development workshops for coaches at the start of each sports season. These sessions created space for collaboration across teams and focused on key topics like building inclusive team cultures, supporting student-athlete well-being, and strengthening communication. The goal: to equip coaches with the tools to shape team environments grounded in trust, purpose, and joy.

On the Field of Play, the Wildcats Were Hard to Beat

From league titles to State Championship berths, MA teams and athletes made headlines this year with standout performances across a range of sports:

• Boys Water Polo captured the DII NCS Championship with a commanding postseason performance.

• Luella S. '26 represented MA at the CIF State Cross Country Meet, continuing our tradition of long-distance excellence.

• Ann M. '26 and Jane M. '26 repeated as NCS Doubles Champions in Girls Tennis—an exceptional back-to-back title win.

• Girls Soccer made a thrilling postseason run, finishing as DII NCS Runner-Up and DII NorCal Regional Runner-Up—one of the strongest seasons in program history.

• Boys Golf finished 4th overall in the DII NCS Championship with Charlie H. '25 and Charlie W. '26 placing in the top 18 individually and advancing to the NCS DI Championship

• Rex R. '25 and William Y. '26 closed out their season as NCS Doubles Runner-Up in Boys Tennis.

In the pool, the Wildcats made waves:

• Eight MA swimmers qualified for the NCS Championships

• William C. '28 medaled in the 200 Free (7th) and 500 Free (6th) and was the only 9th-grader in California to place in the top 18 at the CIF State Championships in the 500 Free.

• Cameron F. '28 set a Bay Area Conference record in the 200 Free (1:50.70), medaled in the 200 Free (2nd), and 100 Free (7th) at NCS, and competed at the CIF State meet.

• Riggins S. '28 broke the conference record in the 50 Free (21.14) and placed 7th in the 100 Free at NCS.

• The 200 Free Relay team Cameron F. '28, Ali K. '25 Kelly K. '27, and Hannah S. '27—also medaled, finishing 8th at NCS

And in true MA fashion, we closed the year with eight league championships:

• Girls Tennis

• Boys Soccer

• Girls Soccer

• Boys Golf

• Boys Lacrosse

• Girls Lacrosse

• Boys Swimming

• Girls Swimming

Let's Talk

How Dialogue Across

Difference is helping students—and their families—build empathy and community

BY JOHN HUTCHINSON

Meaningful dialogue across difference, while always difficult, seems urgent today in our world of curated online presences, seemingly unbridgeable political divides, and few spaces to earnestly and unguardedly engage with others. Current MA students—born between 2006 and 2009—have never lived without smartphones and social media, or rarely seen the two political parties work together to solve problems. Social media and politics have similarly affected adults, siloing their communities and reducing their opportunities to have such conversations and to model how to have earnest and difficult conversations for the children in their lives. As one MA junior commented, "I haven't met a lot of adults who know how to have a respectful conversation with someone who doesn't think the same way as they do or has a totally different perspective. The world would just be a better place if they were able to do that."

In 2019, thanks to a grant from MA, I created the Dialogue Across Difference ("Dialogue") program to bring together students who wouldn't normally engage in dialogue with one another and to teach them the skills of listening and asking questions so they could share more complex and authentic stories about themselves. Equipped with these tools, students can build a stronger community at MA and be more willing to engage across differences in their adult lives.

The Dialogue program is now in its fifth year, with over 100 students (and 14 parents) participants so far. Here's the story of what it is, how it has evolved, where it's going, and an invitation to join us.

A Simple Structure with Big Impact

Dialogue Across Difference is a program that brings together 10 to 20 students each semester to build trust, practice oral history interviewing skills, and then conduct peer-to-peer, hour-long "Life History" interviews with a partner—sharing their personal narrative from childhood through today. Getting teens to the point where they feel comfortable presenting their authentic stories requires training in oral history best practices and trust building: to prepare for their culminating interviews, students spend four lunch meetings learning this discipline and practicing it in smaller exercises.

What makes this project so innovative and effective in bridging differences is its peer-to-peer format. Once students have confidence in their oral history skills, their shared experience as MA students and teenagers creates an instant connection, and the interviews are more honest, open, and revealing as a result.

Cohort One: Taking the Adult Out of the Room

For the first cohort in 2019, I decided to jump right into the deep end and focus on racial difference. In collaboration with the Dean of Equity and Inclusion and the faculty leader of the Young Brothers of Color affinity group, I invited five volunteers from the boys' lacrosse team, who all identified as white, and five volunteers from the Young Brothers of Color affinity group, who all identified as students of color.

While I was nervous about how this cohort's first meeting would go, it became immediately clear that the students had been waiting for permission and the opportunity to do this kind of work—and they excelled. In my journal after that first session, wrote: "It really worked!"

In the classroom, MA teachers thoughtfully guide conversations, including complex topics like race. But these conversations remain in the public eye and with adult supervision. This peerto-peer framework allowed for a personal space for students to have these challenging conversations. In a debrief after the program, one student commented that it was the first time they had talked about race at MA "without an adult in the room."

When I asked where race came up in their interviews, a student of color reflected:

"I feel like within our conversation, race was more important as a socio-economic factor or even a point of intersectionality. We talked a lot about the differences between the East Bay and Marin Academy, and the school systems. We didn't talk explicitly about the idea of race, but everything we talked about ended up stemming from that point of being somehow related to race."

In this personal space, they leaned in, asked questions, and listened.

This was so powerful to me. In my experience, adults—myself included—often assume that students should or would walk on eggshells when talking about race or other charged issues. However, in this personal space, they leaned in, asked questions, and listened. With thoughtfulness, respect, and compassion, they modeled exactly the kind of compelling expression we hope to cultivate at MA: bold, honest, and humanizing.

Evolution of the Program

After that first cohort, I began to expand the idea of "difference." Race remained an important dimension, but I started thinking more about distance—how likely are these students to interact naturally at MA? I began pairing students across a wider range of identities and experiences: religion, grade level, gender identity, geographic location—and sometimes, just at random.

In each case, students found the conversations engaging and humanizing. What I've learned is that MA students crave opportunities for authentic connection, and when given the space to share and listen deeply, their empathy and insight shine.

What Students Are Saying

The quotes below come from student interviews and postprogram reflections. They speak for themselves:

"I've improved as a listener. I'm more conscious of how I don't know everything about everyone else—and that we might have more in common than I thought."

In class, you listen to respond. Here, I was listening to understand.

"I feel more part of the community because there are more spaces can go to."

"This wasn't performative. It was just a conversation. And I ended up making a close friend."

"You're learning about somebody else, but at the same time, you're kind of learning about yourself. Each person's life is different, and you kind of get to see those differences (in your own life) highlighted very clearly. So it's a really rewarding time to look inwards."

"The conversations I had made me think about stuff that I hadn't really thought about before. He asked questions that kind of made me wonder where I sit on certain topics and things like that. It was nice just to have someone be curious about things that I'm passionate about because I love telling people about things that I like doing."

"I think it was really interesting how my partner's story from last year and my partner's story from this year were so different. And I think it's really interesting how, I mean, that was only two people, and there are, like, 450 kids at this school. And it's just so cool to see how no two stories are the same. And, truly, everyone comes from such a different story. Even if it seems like they've had very similar upbringings, no one's experiences are really the same."

"My empathy for others has grown. It's rare to get that full of a picture of someone's life."

"I think it's a really good skill to have to be able to talk to someone who doesn't share the exact same political views as you and not have it turn into a chaotic discussion. Because I think, especially now, when you hear someone talking about something that doesn't really align with your morals or values of beliefs, we kind of become defensive and try to prove our point and convince the other person. And I think it's really valuable to just be able to sit down and have, like, a peaceful conversation and actually genuinely want to hear the other person's perspective."

Extending the Impact: A Family Dialogue

The student groups evolve and continue annually, and this year, I launched a pilot cohort for parents and guardians of ninth graders similar to the student program. The idea for the parent program came from student feedback—some shared doubts that their parents could engage in this kind of work because they carried "too much baggage." I wanted to show that while parents may experience some of the same barriers to connecting across difference, they also have the same curiosity and willingness to share honest dialogue when given the tools.

And it worked. Parents surprised themselves. In our debrief, participants shared:

"Being a high school parent is really different than being an elementary school parent. This has been one of the most interesting ways of becoming a high school parent and learning from other people in this room. And to really go deep with one person is actually really different than any of the coffees or all the things one might go to. So thought that that communitybuilding piece is really cool."

It was a reminder that everybody has a story... We each have really different things to share.

"It was a reminder that everybody has a story, and that sometimes a story I make up is that everybody's a certain way, and that's just how they are. But it's such a reminder that that is not true. We each have really different things to share."

The more we model this kind of listening—across generations, backgrounds, and perspectives—the more we strengthen our community and create spaces for compelling expression.

Interested in participating in the adult cohort of Dialogue Across Difference?

Contact John Hutchinson at jhutchinson@ma.org.

Special thanks to Piya Kashyap for supporting the program, Joann Gatine for her collaboration and steady encouragement, and to my friend and oral historian Benji de la Piedra for being a thoughtful partner in the evolution of this program.

About the Author

JOHN HUTCHINSON has taught history and coached at MA for over a decade, is a former class dean, and currently runs the Community Action program. Before joining MA, he taught history at SFUSD for eight years, during which time he helped develop the district's Ethnic Studies program. He is an award-winning oral historian and has presented at multiple Oral History Association conferences, the POCC annual conference, and the 2022 UC Berkeley symposium, Assessing the Role of Race and Power in Oral History.

Thank you, MA Alumni!

When we launched the Alumni Tuition Assistance Endowment in the Fall of 2024, our goal was bold: raise $100,000 in its first year to kickstart a fund that will one day ensure every deserving student can access the Marin Academy experience.

Thanks to the generosity of MA alumni, we surpassed that goal, raising more than $170,000 by the end of the school year. Thank you!!!!

This fund is already making a difference. It will permanently support key costs for students on tuition assistance, such as transportation, helping remove barriers to participation in MA life.

And we're just getting started. Our long-term vision is to grow this endowment to many-fold, making MA accessible for generations to come.

Class of 1985

40th Reunion

October 17—19, 2025

Various locations in Marin, CA

The kindness of the community is what makes Marin Academy such a special place. I still feel very much a part of the MA community even 20 years out since graduating. Whenever I meet an alum, I feel as though we have an instant connection and shared vocabulary.

DORSI BONNER '04

The kindness Dorsi speaks of is alive in the hundreds of alumni who came together to launch this fund. We're filled with gratitude, and hope, that in the years ahead, this community will continue building something powerful: a future where no qualified student is held back by cost.

With heartfelt thanks,

The Alumni Engagement and Giving Team Marin Academy

Zoë Brunelle '04

Milton Dimas '15

Brian Goldman '03

Candace Hamilton '00

Becca Hurwitz '14

Jason Lee '07

Preston McCaskill '01

Scott Mollett '99

Brittany Ouyang '07

Jesse Roselin '95

Adrian West '93

Eric Wiesen '93

Stephanie Yee '04

Jefferson Coombs, Sarah Devito, Joseph Kaiser, and Christie Lavigne are organizing a series of events for the class of 1985's 40th reunion in Marin!

To RSVP, scan the QR code or reach out to Jefferson Coombs and Sarah Devito for more information:

jefferson.coombs@gmail.com sarah777.devito@gmail.com

Reunion for the Classes of '1s and '6s

May 16, 2026, 5 - 8pm Marin Academy

Calling all classes ending in '1 or '6!

Your MA Reunion is happening in 2026—and we can't wait to celebrate with you! From campus tours to food trucks and an open bar on the Redwood Deck, it's going to be a day to remember.

Scan the QR code to see the full invite and reserve your spot!

Class Notes

Henry Lennihan retired after 43 years as a builder in NYC and now lives full time on his farm in PA.

Julie Chase Baldocchi says, "Life is good. Our family just sold our wholesale plant nursery business, Pacific Nurseries, after 28 years. My sons Chase '08 and Will '09 have been running it the past five years and have shifted to similar positions with the new owners. My partner Tina and I recently had the joy of hosting a reunion for the classes of '74 to '78 in our new home in Mill Valley. About 45 of us OG attended. We are thrilled to have our families mostly all living nearby and are anxiously awaiting my son Will and his wife Kimmy's first child."

Chris Conrad shares, "After 21 years, still removing honeybees from walls, roofs, barns and sheds… Sonoma and Marin County's number one bee remover guy—whodathunk—thanks MA #lovemywork!"

Alexander (Sandy) Brebner shares, "I am pleased to announce that as ofJune, will again be a Marin resident after spending over 40 years in New York. I am thrilled to be coming back home and creating a new chapter!"

Anne Chaitlin shares that, "This has been a tough year for me. I retired in 2023 only to become a caregiver to my life companion Bobbie in 2024. She lost her battle with non-Hodgkins lymphoma in November so I am now navigating a new direction after 42 years of friendship, how to live alone. She was always jealous of my time at MA because of my long lasting friendships and community received there. I cherish my time with her and my time at MA."

Mark Battat shares, "I retired from work at the end of July of 2025 after a 42 year career in sales and marketing, the last 20 years in insurance. I'm super excited about the next chapter in my life. Cheers!"

Gordon Clute shares, "Better late than never, I am finally attacking my dream—the PCT Trail from Mexico to Canada, now on mile 905 out of 2,600!"

Heather (Anderson) Parker notes, "My husband and are empty nesters and have moved to a lakeside community near Grass Valley. We're just an hour and 15 minutes from Sugar Bowl, so we enjoyed many days of skiing last winter, and boating, kayaking and swimming in the lake in the summer."

Karen Rose recently enjoyed a solo show in Point Reyes Station at Gallery Route One, which she notes was particularly meaningful to her considering how much time she spent with friends in West Marin while at MA. She also had a show at Diamante Arts and Cultural Center in Raleigh, NC for more than 60 of her Border Paintings, including the Mexican Border, Israel/Gaza, Ukraine, Syria, Marin Headlands WWII bunkers, and Morocco as a symbol of historical peace. She is currently bicoastal, teaching drawing and advanced art at Urban School of San Francisco and living and painting part time in North Carolina. 82

Top right: Gordon Clute '82 passing through Mount Whitney on way to Canada; Middle right: Heather (Anderson) Parker '82 loving lake life; Bottom right: Karen Rose '82 in front of a monotype she made at a residency in Barcelona

Henry Lennihan '75 with some of his adult Tonka Toys

Anne Chaitlin '81 and her life companion Bobbie at Discovery Kingdom

Mark Battat '79

Art Across Borders, Teaching Across Time

Kirsten Stromberg '90

Kirsten Stromberg '90 is an artist and educator who lives and works in Florence, Italy. Working with both experimental music and visual art, her work focuses on practices of listening and decentering as forms of critical resistance and reparative practice. For over 20 years, she has dedicated herself to international education and contemporary art, lecturing at several universities and art institutions throughout Italy. Currently, she teaches painting and experimental music and sound art at Syracuse University in Florence.

What does "Compelling Expression" mean to you, and how do you see it showing up in your work or life today?

Expression is a complicated word, and compelling is not an easy one either.(!) In the Arts, the word 'expression' is often used, perhaps misleadingly, as 'self-expression'. Throughout history, art has almost never been used to express 'the self'. It was a medium to communicate ideas about spirituality, community, politics, social issues, philosophies, etc. Expression for expression's sake can be a complicated and even dangerous situation. That being said, expression is an important thing to reflect on as it is often used in relation to art and creativity. I think the interesting question relates to how, why, and for what? Perhaps in this way, compelling expression, or what makes expression compelling, includes many questions: by whose standards, what principles, what moral, philosophical, and ethical understanding are you expressing and compelling expression from and for whom and in which context? In my studio, do everything I can, with every project do, to decenter my role as protagonist and focus as much as I can on the issue at hand as a facilitator, with all of the entangled and complex layers and questions involved. I think much more about presence and precision than expression.

Having spent much of your life living and working abroad, how has the cultural and artistic environment where you live influenced your understanding of compelling expression in your work and teaching?

At this point in my life, I have spent more time living in Europe than in the United States. My mother was Norwegian, and while growing up, I was always aware of a more complex idea of the world and that where I had been raised was not the only way of thinking and being. Living in Europe and specifically in Florence for the past 30 years has shown me that how we define art and how we define our social and cultural contexts, is perhaps more complex than we think and we can become more flexible and open in our understanding, choosing which pathway we want to follow with more awareness and intentionality. Italy deeply values creativity and the arts. Intellectual rigor and the immaterial experience are fought for and considered the most precious. Art is something that is the core of being human and absolutely vital to our experience of living in the world fully. It is not taken lightly and requires deep and serious research, dedication, and understanding. In this way, we can fully contribute to and be a part of contemporary discourses and contexts. I've taught art in Florence for over 30 years. Educational practices are an integral part of my work and one of my practices as an artist.

work (mostly) with American students, and I've found that when they are here in Florence for an extended period of time, displaced from their contexts, it can help them become more acutely aware of where they come from and the structures of their thinking. Being here can help them shift and rethink their value systems as they go forward to make future decisions and actions in the world. I currently teach advanced painting and experimental music/sound art, and even if my students do not go on to be artists professionally in these fields, the practice of making and being with art can teach them patience, empathy, absorption, listening to others, sensitivity, sensibility to nuance, human experience across history and time, interconnectedness, and perhaps, at times, a bit of what we call grace and beauty.

What is a project, performance, or piece of work you're most proud of—and why does it stand out to you?

This is a tough one as always think I could do better! One work that many people have responded to that seems to hold resonance is the work La Riva: Along The . This was a homage to the relational ecology and transitory nature of the plants that live and die along the River Arno in Florence and included a series of graphic scores, an installation, a research residency, live performances, and studio recordings.

Kirsten Stromberg '90 with musicians Renato Grieco, Francesco Toninelli, and Francesco Pellegrino on the banks of the River Arno in Florence

Why do you think it's important for young people to develop the ability to express themselves compellingly?

This question has many implications and subtleties to think about. I appreciate the emphasis on developing an ability. am not entirely sure 'expressing yourself' per se is necessarily the only pathway we need to follow, and could be a tricky way of framing things for young artists today as they go forward. Expressionism (Neo Expressionism and related movements etc.) in art, though extremely important and valuable, is only one thread of the vast tapestry and potentialities of art making. wonder how young people can learn what came before them, use and understand the vast and intricate languages of their fields, to articulate ideas, experiences, and understandings, in order to further our knowledge and engagement with the world and each other, as one of the many beings on the planet today.

Was there a class, project, or moment at MA that helped you find your voice or confidence in expressing yourself?

Oh absolutely. MA was very encouraging of the arts, and thanks to MA, had the courage and experience to risk going into this challenging field. I loved our Rock Band Class. loved the fact that we could perform on numerous occasions, like at assemblies. The mini-courses and senior project were fundamental for me, as we had the opportunity to work in recording studios, develop our songs, and learn creative and professional processes. It was absolutely amazing and unique. continue to always thank MA and the faculty for their encouragement and support.

Art is something that is the core of being human and absolutely vital to our experience of living in the world fully.

KIRSTEN STROMBERG '90

What advice would you give to MA students and alumni who are still figuring out how to express what matters to them?

Research everything, soak in the world, find and be with that which you resonate with deeply, connect and check in with others and all of those before and around you, in this time period and throughout all time periods, to see if you are on the right path. Bring that curiosity, that humility, that openness, that love, that care, into the world, in whatever you do.

Jefferson Coombs has served as a Governor and Executive Committee member of the Washington DC-based Human Rights Campaign for the past six years. In this capacity, Jefferson has led national and regional political action, community engagement, and social justice coalition initiatives. He serves as the Co Chair of HRC Los Angeles and previously served in the same role for HRC San Francisco Bay Area. Jefferson's commitment to equity and social justice also intersects with his career as a higher education marketer. He has worked in the education technology sector the past several years and continues advocacy work for the University of California in his capacity as UC Regent Emeritus. Jefferson recently joined the Betty Yee for Governor campaign where he serves as a marketing strategy advisor and fundraiser. Jefferson and his husband Vincent live in the Los Feliz area of LA and look forward to seeing MA classmates and friends back in Marin this October.

Joseph Kaiser finished his graduate degree in counseling several years ago and now is running a thriving family and marriage counseling practice. His son Clyde is a rising sophomore at Indiana University. Joseph still resides in Los Angeles.

Chrissy Metzger Peschel completed her veterinarian degree from the University of Pennsylvania, and now has had a thriving career as a veterinarian. Her passion for animals has been lifelong and she is dedicated to their well-being and late life dignity. These values guide her successful business actoflove.vet. Her two children, Radley and Olive, graduated from UC Davis and Syracuse University, respectively. Chrissy and her husband David enjoy life on the Peninsula where they live in the hills of San Carlos.

Sarah Carr-Uriarte was recently appointed as a judge in the workers comp litigation division of Alameda County Courts. Sarah and her husband Romeo have run a successful legal practice in the East Bay for several decades now. With two college graduates and their youngest now off to San Diego State, Sarah looks forward to serving the community in her role as a judge and enjoying time with her family at their getaway in Shasta, and of course, sailing on the Bay as she and her family have since childhood.

Ashlie Benton has a thriving career as a fine artist where she continues to build national recognition. With featured exhibits at museums across the country, Ashlie's portfolio of work spans multiple media and has received rave reviews from the arts community and collectors alike. Ashlie operates studios in the North Bay and San Francisco. Along with her brother, Fletcher Benton '82, Ashlie supports the creative legacy of their late father, Fletcher Benton, a globally recognized sculptor.

Ishana (Shawn) Ingerman is happily ensconced in the biggest city of Vermont. Knitting, pattern making, and storytelling keep her busy, alongside baking and gardening. This year, she presented her storytelling hobby in a line up of locals called PechaKucha.

Kristin Kelly Colombano shares, "My handmade felt work, Fog & Fury, was recently featured in the Spring 2025 issue of California Home magazine, as well as in this year's San Francisco Decorator Showcase—appearing in both the living room and family room installations. I'm forever grateful to my Marin Academy art teachers for recognizing and nurturing my passion for aesthetics and design from the very beginning."

Jefferson Coombs '85 (right) and his husband Vincent Aragon visit with Rep Jasmine Crockett at the 2025 HRC LA Dinner

Above right: from Kristin Kelly Colombano '87: "Steppe" is a hand-felted Manx wool with an overlapping flax line design, custom upholstered on Kimberly Denman's Grace sofa. On view at the De Sousa Hughes showroom in San Francisco. Photo by Maren Caruso

Kier Holmes has a new garden book, Designing the Lush Dry Garden, publishing this fall.

Peter Som was in the Bay Area recently promoting his debut cookbook, Family Style: Elegant Everyday Recipes Inspired by Home and Heritage (Harvest Books), and got to see Denise Morris '89 He notes that he was honored to stop by MA to talk about the cookbook, and got to see Ali Rezaian '89, and some of his former teachers including Anne Maurice who still teaches at MA!

Caitlyn Toropova notes, "I am happily back in Marin, working as a Science Teacher at Cathedral School for Boys in SF. My son is about to start looking at high schools and I think back on MA with such wonderful memories and recognize the impact my teachers and the school had on who I am today. have been lucky to see fellow alums Jodi Klugman '92, Peter Nachtrieb '92, Rana Barrar '92, Kim Areton '92 and Lana Areton '89, not to mention many more online!"

Thessaly Lerner announces: "Finally my new podcast is live: Psychedelic Women: Conversations with the Women of the Counterculture—the first women to have LSD, the Pill and Rock'n'Roll! Take a listen! I've been working on this project since 2016 and it features music by Will Collins '95. If you know a psychedelic woman (groundfloor member of the counterculture), reach out, and let's get her stories recorded. In other news, I still live in Atlanta, play ukulele and work inside my closet in the glamorous world of voiceover."

Top: Kier Holmes '89's new book; Middle: Denise Morris '89 and Peter Som '89; Bottom right: Caitlyn Toropova '92 and son Connor kayaking in Sausalito; Bottom left: Thessaly Lerner '92 shares the logo for her podcast, Psychedelic Women (art by Caitlin Mattison) 92

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Adrian West notes, "I continue to serve on the Alumni Board, which is great way to stay in touch with the school and alumni while helping to make the MA experience sustainable and available to future generations. Over Super Bowl weekend this past February, several of the class of 1993 gathered in Tahoe for a weekend of skiing, in what will hopefully become a tradition."

Eric Wiesen reports, "After many years as an alum and member of the Alumni Board, I take on a new role at MA this fall—parent! My son, Elliot, will enter MA as a member of the class of 2029 this year. am excited to continue my engagement with the MA community in this new way. Elliot is a musician, a theater kid and a budding athlete, so we'll be at lots of MA events in the coming years."

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Christopher Cooper shares,

"Start Where You Are. Use What You Have. Do What You Can."

— Arthur Ashe

"You can't go back and change the beginning, but you can start where you are and change the ending."

— C.S. Lewis

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Jesse Roselin says, "The highlight this year was catching up with classmates at the 30th reunion! So fun to reconnect with folks and share fun memories from 30 years ago. Great stories about mini-courses and outings, studying together, walking off campus to get bagels and $2 Chinese lunch specials filled with straight carbs (either rice, ramen or half rice and half ramen). We vowed to not wait another decade to get together!"

Top: Pictured left to right at Palisades Tahoe are Joe Wolff '93, Ben Moglen '93, Damien Gonsman '93, Kari Facas '93, and Adrian West '93; Bottom: Christopher Cooper '94 traveling with two of his kids to Aran Islands, Ireland. April 2025

Parenting, Punchlines, and Page-Turning Scripts

Spencer Porter '01

Spencer Porter '01 is a writer, director, and father of two adorable children. Spencer has written for both live action and animated TV comedies, including Family Guy, The Academy Awards, and Cartoon Network's We Bare Bears, where he served as head writer for the first two seasons. His essays about parenting have been published by Salon.com and McSweeney's

What does "Compelling Expression" mean to you, and how do you see it showing up in your work or life today?

As a professional screenwriter, I mostly write scripts "on spec." That means I haven't been hired to write these scripts, they're just scripts I hope to sell at some point. Something always keep in mind is that the reader of my script has no obligation to keep reading. So while my goal may be to sell the script, my short term goal is simply to get the reader to turn to the next page. In fact, I want them ripping through pages. To that end, I'll break whatever screenwriting rule I need to. I'll speak directly to the reader in the text. I'll vary up the text font and size. I'll keep the reader on their toes—if I'm writing a horrifically serious scene, there's going to be a joke in it too. But really, I'm just thinking about that reader—she has a stack of scripts in front of her, her kid is crying in the other room, *ding* she just got a text from her ex-boyfriend saying he made a horrible mistake in breaking up and wants another shot—I want my writing to be so compelling that she will ignore all of that to get to the next page of my script. That's the standard.

What is a project, performance, or piece of work you're most proud of—and why does it stand out to you?

was the head writer for We Bare Bears on Cartoon Network, and not only did the show take place in the Bay Area, but I was able to incorporate stories from my life into it. I realized that owning 25 tote bags (and only regularly using 1 or 2) probably isn't as good for the environment as I'd like to believe. So I wrote an episode about that. I feel like MA was good training for this situation.

How has your approach to communication or self-expression evolved as the media landscape has shifted over time?

used to think of myself as an artist. And to a degree, I still do. But realistically, I'm a content creator—a little one-person factory of entertainment product. To make that entertainment product, I use lessons I learned in artistic classes, but to have a career, I must think commercially (or be an incredible outlier).

Why do you think it's important for young people to develop the ability to express themselves compellingly?

There are a lot of incredibly smart people who are just plain awful at communicating their very smart ideas to a group of people that are there to serve that person.

Even if you go into a STEM field, the ability to lead a team is built on communication. If you can't communicate in a compelling

way, you can't gain much momentum on any team project. And if that project is public facing, the way you deliver the message of that project to the world is as important as the message itself. You can't rely on any audience to do any work for you—you must communicate effectively if you want your message received.

Was there a class, project, or moment at MA that helped you find your voice or confidence in expressing yourself?

felt the freedom to speak in every class at MA without fear of being shamed for that energy. My English classes were especially helpful, but even in math and science classes, I felt the encouragement to be myself and speak up.

What advice would you give to MA students and alumni who are still figuring out how to express what matters to them?

Open up Google Docs.

Write a list of every specific thing you love. Your mom, your dad, your cat, your favorite order at a Mexican restaurant. Etc.

Now write down what you hate. Bananas. Mosquito bites. When you put a towel on after taking a shower and realize the towel reeks of mildew, etc.

Now write down what you love and hate at the same time. The San Francisco Giants. Uber. Posting on Instagram and the one person you care about just views your story instead of giving it a heart.

Spencer Porter '01, aka Spanky (second from left) with MA friends

Now go write a poem, essay, story, script, book, or senior speech about exactly that—what you both love and hate—because that's what you care about. That's what gets your brain moving. That's what will allow the words to just flow. Even if the audience doesn't care about the topic, they'll care about the energy and fervor you bring to the topic.

In math classes at MA, when was confused with how a function or equation behaved, I was encouraged to look at the extremes. Don't just pick 1 or 2 for the variable, plug in 0. Now plug in 100,000. Now plug in -100,000. What results do you get? It's a lot easier to see behavior when you take it out to the extremes. It's the same for writing. Sometimes we get so caught up in the minutia that we lose perspective on the overall story we're trying to tell.

If you're struggling to express yourself, find the extremes. Start there, with what you love and hate, and work your way back.

Spencer with his wife, Maria and their children, Romilly and Iker, in Mexico City

Even if the audience doesn't care about the topic, they'll care about the energy and fervor you bring to the topic.

SPENCER

PORTER '01

Julia Schipper still lives in Vienna, Austria and currently works for the UN as a Senior Advisor on the Prevention of Sexual Misconduct. She has two children and looks forward to hearing from any MAs in Europe!

Danielle Katz has nearly finished building her

360 sq ft mini McMansion (tiny house) on wheels. Her non-profit Rivers for Change is preparing to launch a water source education program (Home2Headwaters) for East Bay high school students to help them better understand the source of their drinking water (the Mokelumne River). She is currently writing her first children's book with the goal to inspire adventure, a love of the natural world, outdoor skills, and stewardship of our environment in the next generation. She enjoyed re-connecting with classmates at the reunion and thinks everyone still looks like they did in high school ;).

Tim Kelm is planning to travel to Mexico!

Last Peasant War: Violence and Revolution in Twentieth-Century Eastern Europe, came out earlier this year with Princeton University Press.

Lily Allen-Hughes shares, "Class of 2000 had a great time at our 25th reunion in May. We missed our friends who couldn't attend but we had a blast catching up with everyone who came. We toured the campus, introduced our kids at a family playground play date, and talked into the wee hours of the night, sharing stories and laughs. We're already looking forward to the 30th!"

Adriana Baer writes, "I recently launched a new business called I'm Into This Place, a small media company highlighting the arts, culture, and heritage of SW Washington. The center of my work is a weekly podcast. You can find us on any podcast platform. (Tell all your friends in Portland/Vancouver!). In other news, Ryan Durham '00 and enjoy parenting our kiddo Fiona (9) who is a voracious reader and introvert like her dad, and art and music lover like her mom. Her imagination and sense of humor are entirely her own."

Jakub Beneš's second academic history book, The

Jakub Beneš '00's second academic history book

Tim Kelm '99 at the 25th MA Reunion with his Mom

Caroline Eliot is living in West Oakland and was recently promoted to Lead Digital Product Manager at Travis Credit Union. Her kiddo, Daniel (4), is wrapping up PreK and they are enjoying going on adventures around the Bay Area on weekends.

Bryan Jacobi shares, "We're still in Corte Madera, where we've lived since 2013. I started a new role in August at Goldman Sachs after 18 years at BlackRock. Pagerie continues to substitute teach, volunteer, and run Twin Cities Softball. Hank (11) just finished fifth grade at Neil Cummins and will start sixth at San Domenico. Eleanor (13) is heading into eighth grade at Hall Middle School and looking forward to touring high schools this fall. All of us wish for more time on the ski slopes. Pray for snow."

Emily Eliot is living in Sydney, Australia with her family, heading up Social Media and Content at Tourism Australia (to convince all of you to go there, too!), and raising a little Australian.

Owen Drake splits his time between New York and Los Angeles, where he is acting in theater. He was recently granted two U.S. patents for his invention of an autonomous pod vehicle, which can be seen at atomopod.com.

Lydia Hance says, "I've been working on developing Kinetic Classrooms, a new curriculum that brings intentional creative movement into early childhood classrooms through short, strategically placed exercises rooted in early childhood brain development. We're beginning our pilot program this fall to test how these movement activities can improve attention, classroom management, and social-emotional learning in real classroom settings. Missing MA!"

Alessondra "Sondy" Springmann finished her PhD in 2022 in Planetary Sciences at the University of Arizona in Tucson, then took a postdoc position in Boulder, CO where she got to take experiments on zero-gravity flights out of Ottawa, Canada! She has been hiking, hanging out at the library makerspace, learning woodworking, sewing quilts, and occasionally sailing on the local reservoir. She is, "Trying to figure out what to do with myself next professionally—here's hoping I get to winter over at the South Pole supporting the radio telescope there. If you're coming through Boulder, CO, please be in touch!"

Sondy Springmann '03 had a quilt top in the public library's makerspace show

Dorsi Bonner notes, "My husband, Cameron Weissensee '03, and I welcomed our second son, Søren, this past year. Our oldest son, Sennan, is a wonderful big brother. Cameron and I work together in various Bay Area Real Estate services and we are delighted when we get to work with MA alumni! I specialize in assisting families with residential real estate transactions, while Cameron focuses on supporting investors in commercial building sales and leases, as well as property management and sustainable construction. I recently received the honor of being appointed by the city council to serve on the Mill Valley Library Board of Trustees and I am thrilled to be a part of such an esteemed institution."

Zoë Brunelle shares, "Life is busy in Boise! After 13 years fundraising for St. Luke's Children's Hospital, transitioned to the role of vice president of advancement for the Idaho Community Foundation, the leading organization growing a culture of philanthropy in Idaho. This new role brings the opportunity to travel around the state meeting our most generous residents and learning the needs of our nonprofit community. Back home, my kids are on the go. My daughter (8) is a voracious reader and loves ballet and basketball equally, and my son (5) is trying his hand at T-ball (soon to be lacrosse if his dad gets his way) and just learned to ride his bike, no training wheels!"

Marijanna Shurtz began working at the Sacramento Country Day School as the First Grade Assistant Teacher this school year. Her daughter will be joining for Pre-K in the fall!

Top: Emily Eliot '03 trying to turn her son Charlie (4) into a Giants fan; Bottom: The Bonner Weissensee Family, including Dorsi Bonner '04 and Cameron Weissensee '03

Left: Caroline Eliot '01 with sisters Emily Eliot '03 and Victoria Eliot '07; Right: Bryan Jacobi '01 praying for snow at Northstar

Grounded Stories, Honest Frames

Subei Kyle '13

Subei Kyle '13 is a freelance filmmaker in the Bay Area. After getting degrees in film and psychology at Kenyon College, Subei now works in film and TV in both Los Angeles and the Bay Area. Inspired by the natural textiles and earthy tones of her upbringing in West Marin, Subei brings a grounded, authentic perspective to her creative process.

What does "Compelling Expression" mean to you, and how do you see it showing up in your work or life today?

To me, "Compelling Expression" means articulating your perspective, thoughts or opinions in a way that can resonate with others. It means creating something personal that draws people in, allowing them to actively connect with your point of view.

Compelling Expression shows up in my life and work all the time because, as a filmmaker and commercial video director, my whole line of work is creating stories that are compelling in both their messaging and delivery.

What is a project, performance, or piece of work you're most proud of—and why does it stand out to you?

I'm really proud of my short film RAMINI. It's a short documentary about a water buffalo farm (Ramini Mozzarella) in Tomales Bay. It was even a part of the Mill Valley Film Festival in 2023, which was a really amazing and surreal moment!

RAMINI immediately stands out to me as a project I'm most proud of, because it was the last passion project I worked on. I was in full creative and executive control—and was going through the whole shooting/editing process with the singular goal of creating art. I guess I could say it's one of my purest forms of expression.

How do you navigate the balance between artistic expression and the business side of filmmaking? What guides you when choosing which projects to pursue—and how do you stay true to your creative voice in the process?

Honestly, finding balance between the artistic and business sides of filmmaking has been difficult for me. It's a balancing act that still struggle with.

Recognizing and setting my own boundaries has been a really important part of finding this balance. And the feedback receive from clients (or potential clients) surrounding these boundaries is vital. How a person or business responds to me setting parameters during a project strongly reflects how our partnership will be throughout the video creation process (prethrough post-).

work hard to cultivate working relationships based on communication and mutual respect. I'm self-employed—I don't have any superiors that can speak for me or set my limits for me. am my strongest advocate, and maintaining that self-esteem is how I stay true to myself and my creative voice.

How has your approach to communication or self-expression evolved as the media landscape has shifted over time?

In this current media landscape, there are so many different places that videos can live—TV commercials, streaming platforms, social media, etc., and each platform requires a different marketing approach, aspect ratio, duration. As a producer of video content, it's crucial for me to be clear about all of these considerations when onboarding new clients and projects. I need to communicate effectively with clients to ensure that they're getting exactly what they want for the video avenue(s) that they're pursuing.

Was there a class, project, or moment at MA that helped you find your voice or confidence in expressing yourself?

gained huge amounts of confidence in Human Development 1 with Charis Dennison—a freshman year class in which I felt seen, heard, and acknowledged.

experienced firsthand that knowledge really is power during the Mock Trial my sophomore year at MA.

I am my strongest advocate, and maintaining that selfesteem is how I stay true to myself and my creative voice.

SUBEI KYLE '13

also expanded my ability to see both sides of an argument, which think is a necessary skill to have when engaging in important discussions and debate.

explored a different method of expression in Playwriting with Annie Elias my senior year—reading, writing, and discussing interesting screenplays.

All of these classes have played a crucial role in my self-development, and the growth of my career.

What advice would you give to MA students and alumni who are still figuring out how to express what matters to them?

It's been really helpful for me to reflect on things that matter to me, and ask myself, "Why does this matter so much to me?"

Being able to identify (even broad strokes) why something is important to me, or why an activity brings me joy, or why XY or Z makes me feel some type of way… it paves the way for my self-knowledge and expression. It feels like growing roots.

Seth Chanin shares, "I recently made an big career pivot into residential real estate, joining Golden Gate Sotheby's International Realty. After fulfilling chapters in nonprofit advancement and corporate social responsibility, I was ready for a new direction—one that felt more hands-on and relationship-driven. Real estate has brought a renewed sense of energy and purpose, and working with clients in Marin and San Francisco feels both full-circle and deeply personal—a meaningful way to stay connected to and shape the communities I'm most passionate about."

Top Subei filming her senior thesis; Middle: Subei (right) and Lena Felton '13 on an MA outing; Bottom: Subei on an MA scuba outing with John Hicks

Raina Rorie graduated May 2025 with her Doctorate of Education in Learning and Organization Change from Baylor University.

Becca Hornthal Pomerantz and Ross Pomerantz proudly share that they added a member to the wildcat family with the arrival of their son in April.

Below left: Dr. Raina N. Rorie '05; Below right: Becca Hornthal Pomerantz '07 and Ross Pomerantz '07 with their son

08

Anna (Bischoff) Spring shares, "2025 threw all the best laid plans of the new year out the window for myself and my family when our long-term rental home in Altadena, CA burned completely in the Eaton Fire. A safe family is such a blessing (see photo of my tall boi) that I continue to be grateful for each day. never reflected so much on what our homes mean to us—they are our grounding place from which we can reach out into the world. MA planted and grew a deep-rooted care for community (local and global) in each of us. My family and are just now turning our eyes past the new front door we were so lucky to find within 3 months of the fire. And we are so grateful to the wider community we are connected to, including wonderful and kind fellow MA alums who have reached out to support and help along our way. You all are wonderful and beautiful people shining in this wild and awesome world."

Natasha Zouves is still anchoring her show for NewsNation and launched a podcast! You can officially listen to The Truth of the Matter on your favorite platform. Message Natasha and let her know what you think!

Bennett Schatz reports, "I'm still toiling away in the corporate world, wearing tie-dye shirts, and playing saxophone with my friends. I recently set a personal solve time record of 4:31 on a Saturday NYT crossword."

Max Meyers still hangs with old pals Bennett Schatz '08 and Max Chanowitz '08 in the East Bay. He lives and works near Lake Merritt in Oakland, where he recently found a VCR on the sidewalk, and plans to start a VHS collection soon.

Top: Anna (Bischoff) Spring '08 holding back her silly goose from eating all the oak leaves in their new front yard; Middle: Natasha Zouves '08; Bottom: Bennett Schatz '08 playing saxophone with his friends

09

Adrian St Francis shares, "My family and I just moved back to Marin! Our toddler, Beauden, and baby, Maeve, are getting settled in their new school, and we are loving the change of pace from NYC."

14

Ari Goldstein graduated from Penn with a JD and an MBA in May 2025 and is headed off to clerk for the U.S. Court of Appeals for the Fourth Circuit.

18

Gabbi Sembenini says, "Hi MA! Excited to share that just graduated from UC Law San Francisco (or what you might know as UC Hastings). I'll be sitting for the California Bar Exam in July before moving on to work in real estate law in the fall."

21

Zara Kiger just graduated from Dartmouth College with a major in Biology! She is applying to medical school right now but in her gap year will be completing a Fulbright grant in Spain as an English Teaching Assistant.

Top: Ari Goldstein '14; Middle: Gabbi Sembenini '18 in front of San Francisco City Hall; Bottom: Zara Kiger '21's graduation

2025-26 MAPA Executive Board

Beth Sutro (Chip '27) MAPA President

Mead Blum (Henry '26) VP Treasurer and Operations

Lisa Gumpert (Shippen '28) Secretary

Lorie Hirson (Noah '25, Ari '27) VP Community and Inclusion

Wendy Huck (Tyler '22, Alegra '27) VP Programs

Cary Hueser (Brooks '26) VP Communications

Sara Marshall (Tom '26, Max '27) VP Staff and Parent Support

Melissa Sanchez (Tatum '27, Charlotte '29) VP Student Support

2025-26 Board of Trustees

Wyeth Goodenough (Board Chair)

Mandy Tachiki (Vice Chair)

David Corey (Vice Chair)

Travis Brownley (Head of School)

Jon Bretan (Faculty

Annelise Morris (Faculty)

Beth Sutro (MAPA President)

Archana (Archie)

Chattha

Tomoko Fortune

Maxwell Hayman '05

Hollie Haynes

Erica Hunt

Christina Kosmowski

Ed McDermott

Patricia Merz

Scott Mollett '99

Stephanie Notowich

Brittany Ouyang '07

Florencia Parada

Isaura Resendiz

Ali Rezaian '89

Catarina Schwab

Sigurd Strack

Spencer Wang

KaTrina Wentzel

Chris Winship

HOLLIE HAYNES is the Managing Partner of Luminate Capital Management, a private equity firm she founded in 2015. Previously she was a Managing Director at Silver Lake Partners and started her career at Hellman & Friedman and Morgan Stanley. She earned an AB in economics from Harvard College and an MBA from the Stanford Graduate School of Business. She lives in Marin with her husband and four daughters, three of whom are current Marin Academy students.

PATRICIA MERZ is a seasoned independent school leader with more than 30 years of experience in education. She first joined Sage Hill School in 2007 as Assistant Head of School and was appointed Head of School in 2014. Originally from Minnesota, Patricia has held leadership positions at several schools nationwide, including Nichols School in New York, Santa Catalina School in California, and Breck and Shattuck St. Mary's Schools in Minnesota. She holds a bachelor's degree in English from Kenyon College, a master's in English from Middlebury College, and a master's in education administration from Columbia University's Klingenstein Center. She recently completed a four year term on the CAIS Board of Directors. Currently, she is a member of the distinguished Heads Collegiate Forum and the Heads Network, and she serves on the Francis Parker School Board of Trustees. She lives in South Orange County with her partner and their three young children.

ANNELISE MORRIS is a history teacher at MA. They came to us from St. Ignatius College Prep in San Francisco, where they taught Honors US History, Government: The Black Experience, Science Research, and developed curriculum for their first Ethnic Studies program. Annelise's work in curriculum design and teaching utilizes an Ethnic Studies framework to understand the ways that our complex and diverse past is embedded in relationships of power and persistence. Annelise earned their BA in Anthropology and Comparative Literature from the University of Illinois at UrbanaChampaign, and their MA and PhD in Archaeology from the University of California, Berkeley. In their time at Berkeley, Annelise served as the PI for the Historical Archaeology of Lawrence County Project, and taught courses on Archaeology, Anthropology, and African Diaspora Studies.

CHRIS WINSHIP is a Senior Advisor at FTV Capital, a global private equity firm with offices in San Francisco and New York. One of the firm's founding team members, he helped launch the business in 1999 and served as Partner and Managing Member until 2024. Over the years, Chris worked with high-growth technology and tech-enabled services companies as an investor, board member, and strategic advisor—and now continues to mentor the FTV team and support its portfolio companies. A Concord, New Hampshire native, Chris graduated from Dartmouth College in 1997 with a Government degree, playing ice hockey, leading his fraternity, and working in Alumni Relations. He serves on the Dartmouth College Fund Committee Advisory Board and supports the Advanced Studies Program at St. Paul's School. Chris lives in Larkspur with his wife, Cindy, and their three kids, Addie '23, Tommy '27, and Charlie, and loves outdoor adventures and cheering on Boston sports.

Photograph by Kacy W. '25

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Think. Question. Podcast.

A new monthly series exploring progressive teaching and learning at MA through candid conversations with students and faculty. From the role of AI in the classroom to the future of transdisciplinary learning, each episode dives into the big ideas shaping education today. Listen on Spotify or YouTube

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Alumni, parents, and professional partners—connect with us on LinkedIn to celebrate the impact of the MA network and explore opportunities to engage.

Hosted by Harrison Shure, Dean of Academics

Left: Wanda Johnson, mother of Oscar Grant III, speaking at MA's Conference on Democracy; Bottom: Cancer survivor Tia Bee Stokes teaching MA students the dance that she did every day while she was in the hospital.

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