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c M DONOGH M AG A Z I N E SUMMER/FALL 2021

THE FUTURE OF LEARNING MARLENE AND STEWART GREENEBAUM MIDDLE SCHOOL

Head of School Message 1 From the Board of Trustees 2 Closing Ceremonies 3-4 Commencement 5 Class of 2020 Honors 6-7 College Choices 8 The Future of Learning: The Marlene and Stewart Greenebaum Middle School 9-23 Circling the Hill 24-43 Student Voices 44-45 Arts 46-47 Athletics 48-49 Scholarship 50-51 Alumni News/Class Notes 52-76 Nina C. Sinnott, Editor nsinnott@mcdonogh.org 443.544.7035 Meredith F. Bower, Managing Editor Heather N. McPeters, Creative Director Beth Sauer Hopkins ’02, Alumni Editor Michele Little, Alumni Editor Danielle Schollaert, Alumni Editor Contributing writers: Laura Brown, Noreen Lidston, and Dave Radford Photography: Meredith Bower, Bill Denison ’71, Alan Gilbert, Irvin Simon Photographers, Chris Kojzar, McDonogh Archives, Heather McPeters, Dave Radford, and Danielle Schollaert Cover photo: Dave Radford Proofreaders: Laura Brown, Christine Krause, and Jen Little Design: Sherry McAllister, McAllister Design Print: Ironmark

McDonogh Magazine is published twice a year for alumni, parents, and friends of the School.

On the Cover: The Marlene and Stewart Greenebaum Middle School

HEAD OF SCHOOL MESSAGE I miss the Finney Building. Actually, that’s not true. When the School decided to raze the building, originally built in 1937, it was in really bad shape. What I feel, more accurately, is a great sense of nostalgia for my time as a Middle School student in Finney. I was mentored by some of the all-time greatest teachers and coaches, learned to appreciate hard work and homework, developed a passion (obsession?) for beating Gilman, and made my best friends in life walking the halls of Finney. But, in the words of author Adam Grant, “over time, failing to evolve is a recipe for mediocrity and obsolescence.” And so it was time for a change, to envision a new Middle School designed to embody LifeReady learning, to prepare students to lead in a rapidly changing world. As you will read on page 9, the stunning new Marlene and Stewart Greenebaum Middle School, built in the footprint of Finney Building, delivers on this mission. McDonogh has thrived during the pandemic, as evidenced by the construction of the new Middle School, high-quality in-person teaching and learning, continued significant demand in admissions, and an all-time high mark in fundraising for the McDonogh Fund. In the midst of navigating the twists and turns of the past year, the McDonogh community mourned the death of Bob Lamborn who passed away peacefully on February 11, 2021. A graduate of the Class of 1935 and Headmaster of McDonogh from 1952-1972, Bob led the School through equally turbulent times and was committed to evolving McDonogh for the long-term success of the School. He greatly improved McDonogh’s academic program, oversaw racial integration on campus as well as the School’s conversion from a military to a civilian model, and laid the groundwork for the admission of female students. Bob combined a deep love for McDonogh with, in the words of former teacher and coach Ray Oliver ’40, an “unfailing desire to do what was best, not what was expedient” for the School. Read more about his legacy on page 42. As we celebrate Bob Lamborn’s life and visionary leadership, the School continues to build on his commitment to racial equity. On page 26, you will read the latest plans for the School’s Enslaved Peoples Memorial, a project that has been in the works for many years. McDonogh continues to remember and offer gratitude to John McDonogh for his vision and philanthropy, and we also commit to telling the fuller story of his complex life and legacy, particularly his ties to the institution of slavery. As announced in June of 2020, the memorial is being designed by retired Art Department Chair Oletha DeVane in memory of the enslaved peoples whose labor contributed greatly to John McDonogh’s wealth. Oletha shares that her hope is that the memorial “will be understood by children and adults and allow them to ask questions that will take them further into the extraordinary history of not only John McDonogh’s enslaved peoples but the history of the country as well.” The unveiling of the memorial will take place in the spring of 2022. I anticipate more public health, political, and social turbulence ahead but do so with a sense of confidence in the strength and resilience of our school community. Like so many times in our past, we will lead with our values, and we will “give something more than we take” in support of each other and McDonogh.

David J. Farace ’87 Head of School

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FROM THE BOARD OF TRUSTEES BOARD OF TRUSTEES

At no other moment in our country’s history have Americans been more distant from and angry with each other. We are quick to judge, eager to

Robert L. Young III ’86 President

blame, and increasingly disinterested in learning what we don’t know we don’t know. We are defensive, suspicious, and afraid.

Michael W. Cummings Vice President

Against this backdrop, however, I remain incredibly proud of McDonogh’s culture and sense of community. We can still look each other in the eye and

Stanley J. Kraska, Jr. ’78 Treasurer H. Stacey Boyer ’76 Secretary

say that McDonogh is a place where everyone truly belongs. It is a place where students are taught how to think, not what to think, and where we thrive by doing good together. The Board of Trustees and I call this The McDonogh Way.

Robert A. Bavar ’90 Robert W. Black III ’80 Steven K. Breeden ’76 Donald B. Christian Leigh Ann Curl, M.D. Irvin DeAndrei Drummond ’92 Brandon M. Etheridge ’03 Michael S. Fader ’07 Michael L. Falcone ’79 Kristin F. Finkelstein ’03 Ronnie Footlick Michael I. Greenebaum Janet M. Herbert ’83 Brett Ingerman ’87 Josh Jones-Dilworth ’98 Hallie D. Label John A. Luetkemeyer, Jr. Steven S. Oh ’86 Callie J. Rahman Patricia B. Raksin, M.D. ’88 Sudhir R. Rao, M.D. Shawn W. Robinson, M.D. ’79 Henry A. Rosenberg, Jr. ’48 David D. Rothschild ’82 Richard Silberstein ’77 Taymour Tamaddon Craig A. Thompson Steven Wolchinsky, D.V.M. Samuel H. Wright ’64

We have disagreements like any family does. We make mistakes. We falter. McDonogh always has

Headmaster Emeritus Louis E. Lamborn*

progress toward achieving them, we are not charting a new course. The world is growing in

*deceased

been, and always will be, a work in progress. But we are united by the fact that this School and this community changed most of our lives for the better, and it changed many of our friends’ and kids’ and grandkids’ lives for the better, too. The McDonogh experience has inspired us—as individuals and as a family—to do the greatest possible amount of good in the world. And the adage that “we give something more than we take” has been the School’s hallmark for a very long time. Is there a time in recent history when doing good is needed more? Beyond our personal journeys, the Board continues to manage the unique tensions between our institutional past, present, and future in the face of a pandemic, social unrest, and economic instability. Key to building a plan that embraces that tension—that polarity—is a clear understanding of direction which can be elusive in a rapidly-changing world. Evolution is a necessity, and doing so effectively requires that time-tested institutional values are embraced concurrently. As a Board, we look to our Mission for direction, and periodically, as is best practice, we re-examine our Mission to ensure that it remains relevant. We recently completed this exercise, and thanks to the efforts of many across the McDonogh community, our new Mission, Vision, and Values emerged. Together, they are memorable, actionable, and suited for today’s world. I am excited for you to learn more about the process and the outcome on page 36. With a vision of being a “dynamic, inclusive community built on lifelong relationships, the pursuit of excellence, and a shared commitment to do the greatest possible amount of good,” the Board of Trustees is equipped to engage strategic challenges such as financial sustainability, meeting the needs of our students and teachers, and maintaining our buildings and grounds. It is important to note that while we continue to develop ambitious plans and make significant complexity, but our timeless values ensure that, together, our community is capable of doing more good than we can imagine.

Robert L. Young III ’86 President, Board of Trustees

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CLASS OF 2029 CLOSING CEREMONY

The Fourth Grade Closing Ceremony on Friday, June 4 at Childs Memorial Terrace had all the elements of a typical year—the procession of class banners, the Fourth Grade Drum Corps leading their classmates down Chapel Hill, memories of the Class of 2029’s Lower School years, advice for the students coming behind them, certificates, speeches, songs and, of course, the much-anticipated blazer toss. While the rest of the Lower School enjoyed the 2021 ceremony via livestream in their classrooms, the fourth graders and their families contended with some noisy, uninvited guests—cicadas! The Closing Ceremony was also an opportunity to say farewell to Head of Lower School Barbara Robins who was retiring after an illustrious career in education, including 16 years at McDonogh. Congratulations to all! 2

1. Joey M. 2. Gabrielle L., Natalie S., Brian T., Izzy S., Josh D., Mason S., Noelle W., Mila M. of the Fourth Grade Drum Corps 3. Head of School Dave Farace ’87 hands retiring Head of Lower School Barbara Robins an honorary certificate. 4. Allie L. 5. Carter T. 6. Head of School Dave Farace ’87 and Layla A.

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CLASS OF 2025 CLOSING CEREMONY

Dodging cicadas on a warm summer morning, the 117 members of the Class of 2025, Middle School faculty and administrators, family, and friends gathered at Childs Memorial Terrace for the 2021 Eighth Grade Closing Ceremony. After opening remarks, student speaker Chase B. reflected on how he and his classmates have benefited from the friendships, happiness, school spirit, independence, confidence-building, and teamwork that have been part of their McDonogh experience. He was followed by Ashley Ince who looked ahead and encouraged the Class of 2025 to take chances and embrace the many opportunities the Upper School offers. Prior to the presentation of certificates of achievement to the eighth graders, Head of Middle School Kristy Lundstrom reminded the class that although they had only enjoyed the new Marlene and Stewart Greenebaum Middle School building for 28 days, they had come a long way in the last four years from the basement of Finney to the halls of Keelty. The Monday, June 7 ceremony concluded with a rendition of the Dedication Hymn by the McDonogh Singers. 1. Lauryn A. 2. Spencer P. 3. Stella H. 4. Mason B. 5. Max S., Grant S. 6. Kelsey C.

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CLASS OF 2021

COMMENCEMENT McDonogh’s Class of 2021 endured more than their share of disappointment during the second half of their Upper School career, so when it rained non-stop on Friday, June 11, forcing their Commencement ceremony inside, they did not blink. They dodged the raindrops on their way to the Rollins-Luetkemeyer Athletic Center and then processed joyfully through the hallway to the gym to the applause and cheers of faculty and staff who had guided them on their McDonogh journey. Head of School Dave Farace ’87 addressed the graduates and reflected on their senior year. He said, “I wonder what lessons from the pandemic you will pass on to future generations? As I’ve watched and admired your navigation skills this year, I think you’ll preach the themes of resilience, gratitude, and hope as the keys, or dare I say the secret weapons, to not only surviving but thriving during turbulent times in life.” Emily Jeanette Adams Aidan Isaac Alperstein Elyssa Nicole Alperstein Luke Brian Anderson Lillian Grace Armstrong Reagan Lee Armstrong Lilyan Caroline Ates Ihsan Lee Atkinson Dara Nicole Balter Marcos Ignacio Beach-Bayón Jeremy Landon Bershak Jared DaRon Billups Colin Andrew Bitz Maycie Caroline Blair Abby Samantha Blake William Henry Breen Christion Joseph Brown Joel Marlon Noah Brown Kyle Andrew Brown Natalia Kyla Carranza Rachel Elise Cherry Samuel Lucas Chopper Faith Cameron Cooper Mary Ellen Bowie Corrigan Caelah Margaret Cross Chase Bennett Cummings Vance Ji Degen Baylee Nicole DeSmit Campbell Jayne DiCarlo Caleb Manning Spriggs Dixon Alana Diane Dotson Shayne Madelyn Dubin

John Arthur Dudas Noah Brian Dunleavy Emily Stephanie Eastman Bodin Charles Farace Cooper Reed Flynn Daniel Dehan Gai Danielle Ilona Ghine Avital Miriam Goldberg Gabriel Nathaniel Gordillo Sebastian Jose Gordillo Gabriella Dee Gordon Devyn Marie Greenfield Jackson Douglas Griffin Sohan Gunawardane Sonali Gunawardane Kailin Brooke Hawes Aiden Scott Heggs Delaney Flynn Herbert Scott Andrew Hilgartner Jaydon LeRoi Hodge Eleanor Nicole Hoffman Emma Elizabeth Hoffman Charles Garrett Hofmeister Brett Michael Hollenberger Ronson Christopher Holmes Sydney Marina Holton Jack Peter Horrigan Mary Catherine Huber Aidan Shane Hyatt Marcus Shivam Inscore Julien Thomas James Rosaria Mae Jankowski

Nicholas Steven Jaworski John Patrick Kelly Samuel Logan Kinney Emma Mildred Lach Matthew Richard Lawrence Abigail Connally Lawson Naomi Leah Lebowitz Timothy Jedidiah Lewis Noa Rebecca Lotan Kyle Anderson Loughborough Alayna Danielle Lynchard Evan Christopher Marcinko Sophia Morgan Martinez Jacob Robert Mayer Alyssa Rose McCarthy Derek Scott McEwen, Jr. John Thomas McKinnell George William McManus IV Danielle Nicole McNerney Peter Lawrence Merz Olivia Rae Miller Cassidy Rhys Montgomery Ellinor Ashleigh Nesterovsky Richard Daniel Nichols Ethan Jacob Nigrin Alexandra Raeesah Noor Zoe Safiyyah Noor Jayla Shanell Oden Kaden Alexis Olivier Obioha Kemakolam Onwuanibe Emma Jayne Pacheco Stephen Joseph Palencar Clement Zachary Palevich Dylan Bleu Parks Alexander Avraam Patriotis Madison Ivy Paylor Braden C. Peacock Allison Maria Peay Zoe Elizabeth Picker Cecily Paige Pokigo Akash Puvvala Taylor Charnise Queen Leena Shivani Rai Isaiah Maurice Reid Noah Andrew Renner Jacob Stephan Rheingold

1. Emily Adams 2. Alex Patriotis, CJ Brown Jamir Kamil Roberts Kemper Marie Robinson Lindsay Ilana Rubin Jackson Ventura Ruckman Emma Danielle Ryan Taylor Grace Sammons Claire Elizabeth Sanses Karen Paige Sawyer John Carter Seifert Emma Lucia Seto Connor William Smith Elizabeth Gibson Smith Jalen Marquez Smith Adam Ross Snyder Bradley Andrew Spector Joshua Henry Spector Noah Landon Spector Andrew John Spencer Lauren Jean Spencer Gabrielle Hanus Stapleton Maxwell Pierce Stout Nathan Glen Sukeena Natalie Anne Sung Sarah Elizabeth Talbert Avinash Jatin Thakkar Wyatt Chihiro Thompson Dante Tyrell Trader, Jr. Harrison James Trahan Olivia Ellen Van Metre Sydnee Elysse Vance Aidan Paul Rock Wade Luke George Wagner Kevin Michael Welch Ashley Christina White Patricia Lane White Michelle Gulderen Whitehouse Destiny Alexas Wiggins Brandon Emmanuel Wilson Suzanna Peach Wright Deryck Yin Sophia Emma Eun-Kyung Yoon Jack Clarke Zeiler Hannah Hailing Zhang

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CLASS OF 2021 HONORS 1

T H E MA RI O N S PA RKS PRI Z E

T H E W I LLI S K . LYN CH ’ 2 8 AWA R D

(F REN C H )

(RI D I N G )

Avinash Jatin Thakkar

Patricia Lane White

T H E LAT I N AWA RD

T H E CO MPU T ER S C I E NC E AWA R D

Peter Lawrence Merz

Caelah Margaret Cross John Thomas McKinnell

T H E RU T H K EEBLER W H I T E AWA RD (S PA N I S H )

T H E RO BOT I C S T EC H NO LO GY AWA R D

Nicholas Steven Jaworski

Deryck Yin

T H E MA RT I N H . MC K I BBI N , JR.

T H E F I RST F I N A N C I A L F E D E RA L

EXC ELLEN C E I N H I STO RY & S O C I A L

C RED I T U N I O N S C H O L A R SH I P

ST U D I ES AWA RD

Luke George Wagner

Avinash Jatin Thakkar

(I N T ERS C H O LAST I C ATH L E TI C S )

(MAT H EMAT I C S )

Baylee Nicole DeSmit Campbell Jayne DiCarlo Caleb Manning Spriggs Dixon Noah Brian Dunleavy Devyn Marie Greenfield Delaney Flynn Herbert Brett Michael Hollenberger Jack Peter Horrigan Alyssa Rose McCarthy Alexandra Raeesah Noor Zoe Safiyyah Noor Emma Jayne Pacheco Dylan Bleu Parks Cecily Paige Pokigo Kemper Marie Robinson Adam Ross Snyder Luke George Wagner Patricia Lane White

Noah Landon Spector T HE PI CK AWARD ( HI GHEST

T H E A LV I N S . C H I LCOAT AWA RD

SC HOLARSHI P I N SENI O R CLASS)

(MAT H EMAT I C S I MPROV EMEN T )

Cecily Paige Pokigo T HE RO BERT L. LAMBO RN AWARD

Nathan Glen Sukeena Dante Tyrell Trader, Jr.

(HIGH EST CUMULATI VE SCHO LARSHI P

T H E RO BERT C . W H I T E AWA RD

FOR FO UR YEARS)

(PH YS I CA L S C I EN C E)

Cecily Paige Pokigo T HE EXCELLENCE I N ENGLI SH AWARD

Noa Rebecca Lotan

Noah Landon Spector T H E D R. H ERBERT E. W I LG I S ’53 AWA RD (BI O LO GY)

T HE EUSTACE STRAUGHN GLASCO CK

Kailin Brooke Hawes

1 879 AWARD (CREATI VE WRI TI NG)

T H E A LBERT C . S C H AU MA N ’3 1 AWA RD

Emma Danielle Ryan

(S C I EN C E)

T HE ENGLI SH ACHI EVEMENT AWARD

Cecily Paige Pokigo

Sarah Elizabeth Talbert

T H E EN G I N EERI N G AWA RD

T HE CHARLES C. KI NARD AWARD

Caelah Margaret Cross

(JOURNALI SM)

T H E H U ET H ER- MCC LELLA N D

Kailin Brooke Hawes Noa Rebecca Lotan T HE CHI NESE AWARD

Vance Ji Degen

F O U N DAT I O N S C H O LA RS H I P

Caelah Margaret Cross T H E DA N C E AWA RD

Elyssa Nicole Alperstein Gabriella Dee Gordon Leena Shivani Rai T H E MA RS H A LL C . A N D ERS , JR. I N ST RU MEN TA L MU S I C AWA RD

T H E W I LLI A M C . MUL E S L E A D E R S H I P I N WO MEN ’S AT H LET I C S AWA R D

Kemper Marie Robinson T H E EN S I G N C . MA R K L A ND K E L LY, J R . MEMO RI A L T RO PH Y (AT H LET I C EXC ELLE NC E )

Baylee Nicole DeSmit Dante Tyrell Trader, Jr. T H E ST EWA RT S EN I O R H O NO R S PERF O RMA N C E AWAR D

VO CA L MU S I C AWA RD

Emily Jeanette Adams Maycie Caroline Blair Abigail Connally Lawson Olivia Rae Miller

Ashley Christina White Caleb Manning Spriggs Dixon

T H E JO H N C . BEN TZ AWA R D

Jack Clark Zeiler T H E MA RS H A LL C . A N D ERS , JR.

T H E T H EAT RE A RTS AWA RD

Sarah Elizabeth Talbert Bodin Charles Farace T H E JO H N VA N MET ER AWA RD F O R T EC H N I CA L T H EAT RE

Noah Landon Spector Alexander Avraam Patriotis T H E C LEV ELA N D AWA RD (V I S UA L A RTS )

Ellinor Ashleigh Nesterovsky T H E N O RT H - EDWA RDS AWA RD (D EBAT E)

Avinash Jatin Thakkar

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T H E G O LD EN EAG LE AWA R D

T H E F RA N C I S L. F EN W I C K ’6 8 AWA RD

(S ERV I C E TO OT H ER S)

Alexandra Raeesah Noor Zoe Safiyyah Noor T H E G O O D C I T I Z EN S H I P AWA R D

Lilyan Caroline Ates Gabriel Nathaniel Gordillo Adam Ross Snyder T H E T H O MAS R. H A R P E R AWA R D (I N T EG RI T Y A N D H O NO R )

Sebastian Jose Gordillo Deryck Yin

T HE HE N RY C HILD KI RK, J R. MEMO RI AL T ROP HY (M OST IMPROVED)

Jayla Shanell Oden

T HE E DWA R D A . LO O PER, J R. AWARD (MC DONOGH SP IR IT)

William Henry Breen Jack Clarke Zeiler T HE A . LUDLA M MI CHAUX, J R. AWARD (SE RVIC E TO MC DONO GH)

Noah Landon Spector Patricia Lane White T HE CORNUCOP IA AWARD (CA R ING A ND CONCERN)

Emily Jeanette Adams Ellinor Ashleigh Nesterovsky T HE COM PASSION CUP

Ashely Christina White T HE HOWA RD C . EYTH SC HOL A R -AT HL E T E AWARD

Cecily Paige Pokigo Connor William Smith T HE BRA NDON C . WI LSO N ’89 AWARD (LE A DE R SHIP A ND CO MPASSI O N)

Naomi Leah Lebowitz Destiny Alexas Wiggins T HE L E A DE R SHIP AWARD FOR T HE SE N IOR CLASS

Kailin Brooke Hawes Samuel Logan Kinney

1. 2. 3. 4. 5.

Brandon Wilson Elli Nesterovsky Devyn Greenfield Will McManus Avi Goldberg

T HE DE DICAT ION AWARD

Elyssa Nicole Alperstein Leena Shivani Rai T HE LOUIS E . L A MBO RN CHARACTER A N D INFLUE NC E AWARD

Sonali Gunawardane Luke George Wagner T HE LY LE ME MORI AL TRO PHY AND T HE W. TAY LOR COO K AWARD (B E ST A L L-A R OUND STUDENTS)

Sarah Elizabeth Talbert Avinash Jatin Thakkar

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CLASS OF 2021 COLLEGE CHOICES

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American University, 1

Morgan State University, 1

Belmont University, 1

North Carolina State University, 1

Boston College, 1

Northeastern University, 2

Boston University, 3

Oxford College of

Brown University, 3

Emory University, 1

Bucknell University, 2

Pennsylvania State University, 7

Case Western

Providence College, 2

Reserve University, 2

Rice University, 1

Clemson University, 2

Roanoke College, 1

Colgate University, 2

Siena College, 1

Colorado College, 2

Skidmore College, 1

Columbia University, 1

Southern Methodist University, 1

Cornell University, 1

St Mary’s College of Maryland, 1

University of Massachusetts, 1

Dartmouth College, 1

Stanford University, 1

University of Miami, 5

Davidson College, 1

Stevenson University, 1

University of Michigan, 1

Dickinson College, 4

The College of Wooster, 1

University of North Carolina,

Drexel University, 2

The Ohio State University, 1

Wilmington, 1

Eckerd College, 1

The University of Texas at Austin, 1

University of Notre Dame, 1

Elon University, 1

Towson University, 2

University of Pittsburgh, 1

Emory University, 1

Tulane University of Louisiana, 1

University of Richmond, 4

Florida Southern College, 1

Union College, 1

University of South Carolina, 1

Georgetown University, 1

United States Naval Academy, 3

University of Virginia, 4

Hampton University, 1

University of Arizona, 1

University of Wisconsin, 2

High Point University, 1

University of Chicago, 1

Valencia College, 1

Howard University, 1

University of Colorado Boulder, 4

Vanderbilt University, 1

Indiana University, 1

University of Delaware, 1

Villanova University, 1

James Madison University, 1

University of Florida, 2

Virginia Military Institute, 1

Johns Hopkins University, 1

University of Georgia, 3

Virginia Polytechnic Institute and

Lehigh University, 1

University of Illinois at

State University, 7

Loyola University Maryland, 4

Urbana-Champaign, 1

Wake Forest University, 2

Maryland Institute College of Art, 1

University of Lynchburg, 1

Washington University in St Louis, 2

McDaniel College, 1

University of Maryland,

West Virginia University, 1

Middle Tennessee State University, 1

Baltimore County, 2

Widener University, 1

Middlebury College, 1

University of Maryland,

Williams College, 1

Monmouth University, 1

College Park, 11

Yale University, 2

1. 2. 3.

Head of School Dave Farace ’87 with Caleb Dixon Colin Bitz, Jared Billups, Jeremy Bershak, Marcos Beach-Bayon, Dara Balter, Ihsan Atkinson, Lily Ates, Reagan Armstrong, Lily Armstrong, Luke Anderson, Aidan Alperstein, and Emily Adams Sophie Yoon

THE FUTURE OF LEARNING

MARLENE AND STEWART GREENEBAUM MIDDLE SCHOOL BY MEREDITH BOWER

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THE FUTURE OF LEARNING

From the outside, the new Marlene and Stewart Greenebaum Middle School looks a lot like its predecessor, Finney Building. Designed in the traditional Georgian style, it seamlessly blends in with McDonogh’s campus architecture. But step inside and it is quickly apparent that the 65,000 square foot, state-of-the-art structure was intended for today’s students and those of the future. “We were very cognizant that we were planning a building which would be around for quite a while,” says Middle School Science Department Chair Eileen Heady. She and a committee of three other long-time Middle School faculty members were charged with creating the guiding principles that served as the foundation for the building design. To prepare for the task, beginning in 2015, they visited peer schools, studied best practices in which architecture and learning complement each other, and after much brainstorming and discussion came up with a thoughtful framework for Bowie Gridley Architects to consider. Flexible teaching spaces, fewer hallways, and central locations to allow for greater communication and collaboration were all at the top of the list. In short, their goal was for the long-awaited building to foster LifeReady learning. Additionally, after years of middle schoolers traveling from Finney to the top of Allan Building, over to Keelty Hall, and down to the basement of Lyle Building, it was a priority that all the classrooms, the library, the learning center, and the arts spaces be under the same roof. After much consideration, the planning committee agreed that it would be best to divide the building by grade rather than by department. Heady explains, “In the Middle School, we operate on a team level and do so many cross-curricular, grade-level projects and activities. We needed the building to be fluid and flexible.” While the planning committee doesn’t know how teaching

PRIOR PAGE: THE AIRY LUND PETERSEN ATRIUM IS THE MAIN ENTRANCE AND CENTRAL HUB OF THE BUILDING.

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will change in the future, they are confident that the Marlene and Stewart Greenebaum Middle School is what McDonogh will need as people become even more collaborative. “We thought about what’s best for kids and how they learn,” Heady says. “This building is innovative and energizing. It makes me really happy to see the things we planned come to life.”

“

I like how the new building brings our whole class and the whole Middle School together. It’s nice to be together as one again after this whole crazy year.

—Nadia K. ’28

“

PLANNING FOR THE FUTURE

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The Kassap Learning Commons is the center of the fifth-grade neighborhood. In order to enhance teaching and learning and communication and collaboration, each of the four Middle School grades has its own neighborhood or hub defined by a specific color subtly woven into the carpet and the walls. Located in the wings of the main and top levels of the Greenebaum building, the core of each neighborhood features a spacious learning commons that can be used by small groups or accommodate the entire grade. Among the highlights of the common areas are floor-to-ceiling

more efficient use of the rooms. When they are not teaching, faculty can use these rooms as collaboration

—William A. ’26

and two large classrooms with a retractable wall between them that allows the space to expand and contract to accommodate team teaching. The two soundproof classrooms feature glass garage doors that open into the learning commons creating a space large enough for class gatherings of 85 to 120 students. Each neighborhood’s learning commons is flanked by science labs at the end of the wings, facing either the fields or the quad. The eight or nine additional classrooms off the commons in the grade-level spaces can be used by multiple teachers throughout the day for

spaces for tasks such as planning and grading.

THE KASSAP LEARNING COMMONS IS THE CENTER OF THE FIFTHGRADE NEIGHBORHOOD.

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“

The math classrooms are flexible and you can change the size and the shape. You can roll up the garage doors and you can also write on them.

whiteboards, a variety of seating areas, breakout rooms,

“

THE FUTURE OF LEARNING

WELCOME TO THE NEIGHBORHOODS

“

I think it’s a really good space because you don’t have to be in the hall with the other grades. The common areas give you some privacy or you can use them to spread out. Let’s say you are working on a group project, you can work in a separate space where it’s quiet.

“

—Andrew H. ’27

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THE FUTURE OF LEARNING

THE HEART OF THE MIDDLE SCHOOL The multi-level Rosenstein Library, the heart and soul of the Greenebaum building, has quickly become a destination for students to research, read, and relax before, during, and after school. Open and inviting with a bookstore vibe, the main level features reading nooks, high-top and traditional tables, the fiction collection, magazines, graphic novels, and audiobooks. Librarians Stasha Gibbs and Sara Beach explain that in moving from Lyle Building, they weeded out the less popular books, enhanced the variety of titles, and thoughtfully reorganized the entire collection. “We genrefied the library—shelving the books based on the genre such as sports, humor, and mystery— like Barnes and Noble does. Now students can more easily help themselves,” says Gibbs. An open interior staircase leads to the library’s second floor, which tables, and the Chesapeake Room. With an inspiring view of the fields and tennis courts, the room is available to students and adults for meetings and classes. Adjacent to the library on the second floor is the Middle School Learning Center, which allows the librarians to work seamlessly with the two learning specialists and the reading specialist in supporting students. The Learning Center includes space for one-onone instruction and test-taking as well as a small conference room used for instruction and private conversations with parents, students, and teachers.

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“

We wanted the library to be accessible to everyone. Now kids come in ‘just because’ to relax and read or to have a conversation. In this flexible space, the possibilities are endless. —Stasha Gibbs, Librarian

“

contains reference books, work

DISCOVER THE SCIENCE LABS

The eight spacious science labs which balance the ends of the Greenebaum building’s wings are

“

for labs and lectures facilitates the

I really like that there is enough space for everyone so we can do our labs and projects.

hands-on learning that is an essential

—Justin L. ’26

the various topics of study in the four Middle School grades. The well-resourced rooms are filled with natural lighting and have plenty of storage, multiple sinks, easy access to electricity and gas, and safety features such as a ventilation hood necessary for eighth-grade chemistry. The ability to conveniently configure the room

part of the science curriculum.

“

each designed to accommodate

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THE FUTURE OF LEARNING

BUILT ON CREATIVITY AND INNOVATION The ground floor of the Greenebaum Middle School, unlike its upstairs neighbors, features a cement floor and exposed piping and mechanical systems in the ceiling. The design is intended to help students gain an understanding of the complexity of the building and inspire creativity in the performing and visual arts, the innovation lab, and the culinary kitchen.

Collaboration and Design Centrally located on the ground floor of the Greenebaum building, the Rao Innovation Center features a “collaboratory” with mobile high-top work tables that include storage for projects in progress, a wall of hand tools, retractable power cords that drop from the ceiling, and every material imaginable for any project. But what really sets the space apart are the distinctly different cut and print rooms located on either side of the lab. Students learn to use bandsaws, table saws, chop saws, grinders, sanders, and lathes to build their projects in the more traditional cut room. On the opposite end of the lab is the print room where digital fabrication takes place using an 800-pound laser cutter, 3D printers, a heat press, and an embroidery machine. Middle School students, particularly those in the seventh-grade Engineering by Design class, not only learn the proper use of the tools, but they also use software to design products that they can bring to life.

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I’m passionate about teaching kids how to use tools properly and showing them that when you have the right tool for the job you are doing, it makes it so much easier. It’s so important for kids to learn craftsmanship and workmanship. These are LifeReady skills.

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—Gregg Kleiman, Science Teacher

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THE FUTURE OF LEARNING

Performing Arts Middle School band, dance, chorus, and OnStage

students to work simultaneously without disturbing

classes, once relegated to repurposed rooms tucked

each other.

in various buildings across campus, now benefit from spaces specifically designed to meet the needs of student performers. Acoustical tiles and triangularshaped lights on the double concrete ceilings, carpeted soundboards on the walls, and professional room-tuning are just a few of the unseen elements that serve the vocal and instrumental music classes by absorbing outside noise and making the music more vibrant. Additionally, small sound-proof rooms and the option to practice outdoors, just beyond the exterior classroom doors, allow different groups of

Transforming the dance studio and OnStage classroom from bright open rooms with floor-toceiling exterior windows into intimate performance spaces takes place with the simple tug on the heavy, black stage curtains that span the perimeter of the rooms. The dance studio also features dressing rooms and Marley flooring for safe and easy movement. And the OnStage space features

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risers and stage lights to enhance the experience for choral groups.

This is a music teacher’s dream. Having the ability to allow students to work in independent groups is amazing. They can go out to sing or do group work or they can go into the practice rooms and sound won’t bleed in from one space to another.

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—Suzi Eldridge Vocal Music Teacher and OnStage Director

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My favorite thing about the dance space is how the Marley floor has enough room to dance and express yourself. I like the natural lighting as well.

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— Evelyn D. ’28

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THE FUTURE OF LEARNING

Visual Arts In designing the visual art rooms in the new Greenebaum building, it was important to provide the young artists with a variety of lighting options, for teachers to have plenty of wall space to display lesson samples, for there to be ample storage for art supplies, and to have sinks in which to clean up. The two large art classrooms not only feature studio space with comfortable stools and spacious tables, but one also includes a clay room with pottery wheels and a kiln offering a new medium in which to create. The Stoler Gallery on the ground-floor lobby with sleek track lighting allows student masterpieces to be displayed

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for all to enjoy.

I love all the natural light–it really helps with observational drawing. Now kids can truly see the shadows and draw them.

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—Denise Wolf, Art Teacher

What’s Cooking? Linwoods Teaching Kitchen, a culinary arts makerspace, has all the ingredients for deeper learning in every discipline. Inspired by Roots Farm and the popular eighth-grade Farm to Fork elective, it is a place where world language classes can experience the culinary culture of a region, while math and chemistry classes can learn the precision and science behind cooking and baking. Students can closely watch the food preparation from the modular lobby furniture thanks to an angled ceilingmounted mirror similar to those used on cooking shows. When it comes to sampling the food, high-top and cafe tables located just outside of the kitchen, are the icing on the cake.

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THE FUTURE OF LEARNING

IT’S ALL IN THE DETAILS Wheels: The Key to Flexibility

Let There Be Light

to communicate information to

The Greenebaum building benefits

the entire building or just one

The key to the flexibility of the

from an abundance of natural light

neighborhood. But the most

Greenebaum building is the ability

as well as dimmable motion-sensitive

popular way the system is used

to move the furniture with the

LED lighting and track lighting to

is to share calming music on

click of a lock on a caster wheel.

draw attention to various areas.

a grade-level basis or dance

Not only are most chairs, desks,

However, one of the most interesting

music throughout the entire

and tables on wheels, so are the

sources of illumination is the

building—it’s been reported that

library bookshelves. Teachers can

programmable ceiling fixture in the

students (and faculty) dance out

easily rearrange their rooms to

ground-level lobby that can be used

the week on Friday afternoons.

accommodate their lessons and

to create a mood with its rainbow of

The ground-level art studios

labs. Lockable carts that serve as

color options.

and the innovation lab each

migrate from classroom to classroom when necessary.

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have additional ceiling-mounted

podiums allow faculty to easily

Announcing the Speaker System

speakers that allow teachers

Each common area is outfitted with

inspire creativity as the students

a speaker system that can be used

work on their projects.

to share background music to

Don’t Miss These Other Thoughtful Features ¥ A second-floor balcony overlooking Memorial

Court is not only a homage to the balconies on

Lyle Building and the Edward St. John Student

Center, but it is also the perfect spot for a

bugler to play “Taps” at the annual Memorial

Day ceremony.

¥ Instrument lockers outside of the band room

Windows for Watching

surface on which groups can easily

provide a safe and convenient place for

The Greenebaum building’s large

collaborate. Additionally, common

students to store their instruments before and

double-hung exterior windows not

areas throughout the building

after class, rather than carrying them around

only reflect the Georgian style but

engender a sense of comfort with

all day.

also allow natural light to penetrate

soft furniture and modular cubes that

deep into the building. Additionally,

can be easily reconfigured to suit a

¥ A mudroom with hoses and drainage is the

interior windows add to the

variety of needs.

perfect spot to rinse off boots and buckets

before stepping into the ground level of the

building after exploring the campus streams or

tending the crops at Roots Farm.

flexibility of the learning spaces by providing teachers with sight lines beyond their classroom walls so that students may work independently and in small groups without direct supervision. Because many interior walls are windows, learning is visible to everyone who passes.

SMART Boards and Whiteboards The interactive and mobile SMART Boards found in just about every teaching space are proving to

¥ The student conference room located off the

be a game changer for most

main-level lobby is available for leadership and

teachers. When connected to a

club meetings, presentations, and more.

laptop, sharing a screen is infinitely easier and eliminates the need for

¥ Sustainable practices are built into the new

Furniture for (Fun)ction

drop-down screens and ceiling-

building with water bottle refill stations and

Gone are the days of traditional

mounted projectors. In addition

bins to separate trash and recycling.

desks and chairs in neatly

to whiteboards in the classrooms

spaced rows. The furniture in the

and breakout rooms, a wall in each

Greenebaum building moves up and

learning commons is covered

down, twists and turns, mixes and

in whiteboard wallpaper.

matches, and gives teachers the

Students and teachers

opportunity to configure the room

are encouraged to

in the way that serves them and

use the vast floor-

their students best. Students have

to-ceiling space for

plenty of ergonomic options from

collaborative work,

high-top tables with stools to chairs

announcements,

in which one can choose to sit

and fun messages.

forward-facing or to straddle. When the backs of these innovative chairs are pushed together in groups of four, they form a pod with a work

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CIRCLING THE HILL

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Former Art Department Chair Oletha DeVane begins work on the sweetgum tree, which is part of the memorial sculpture, in her Ellicott City studio.

MEMORIAL Planning for a memorial to recognize and honor the enslaved peoples of John McDonogh has been in the works for nearly two decades. The journey began with the work of a passionate group of current and retired faculty, staff, and Board members who brought light to the importance of doing justice to the memory of people whose labor contributed to the wealth that was the basis of our School’s founding. The memorial, which has evolved over time, will pay homage to the enslaved people and be used as a foundation for educating students more fully about this period in history.

In June 2020, it was announced that retired Art Department Chair Oletha DeVane was commissioned to design and fabricate the memorial. DeVane, who retired in 2020 after a 27-year career at McDonogh, is an accomplished multidisciplinary artist who has dedicated her personal and professional work to utilizing art as a tool for social justice and activism. The memorial, which will be located on the south side of Allan Building, will be a place for discussion, education, and contemplation. Managing Editor Meredith Bower sat down with DeVane in her Ellicott City studio to hear more about the memorial garden and the sculpture which will be the centerpiece.

Congratulations on being commissioned to bring this important piece to fruition. What does it mean to you? It is the highlight of my retirement as the head of the Art Department. The memorial is something that has been percolating in the back of my mind for many, many years. For me, knowing the history of John McDonogh and the School, being able to show my skills, and to tie in the memorial as a PK-12 storytelling piece is a real opportunity.

What story do you hope the memorial will tell? I hope the memorial will be understood by children and adults and allow them to ask questions that will take them further into the extraordinary history of not only John McDonogh’s enslaved people but the history of the country as well.

TO THOSE ENSLAVED AND FREED >>>

Close-up of the beading on the model of the tree.

It’s called The Memorial to Those Enslaved and Freed. What is the reasoning behind that? The memorial has always been about recognizing and honoring those Black men, women, and children who, through their forced labor, made John McDonogh a wealthy man. It is about the aspiration and the resilience of a people who served in a capacity that made them invisible. There is also the notion that we can honor them through some form that recognizes their status in both being enslaved and freed. Freedom was always the aspiration—they sought their freedom through any means necessary—you worked yourself to death to get free through manumission or you ran away. From my lens, I am looking at how people were treated, what allowed them to survive, what was the dignity in their lives. The memorial area will be an outdoor garden space, oval in shape, defined by a low brick wall on which people are welcome to sit and reflect. Positioned in the center will be a multilayered sculpture, about 14-feet tall, created by DeVane and fabricated by A.R.T. Research Enterprises, an art casting and art fabrication company in Lancaster, PA.

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CIRCLING THE HILL

Tell us about the sculpture at the center of the memorial garden. It’s a storytelling piece, but it may be a bit abstract for a lot of folks. At the bottom base are sugar cane stalks that will be cast from steel. John McDonogh owned sugar and cotton plantations in Louisiana, and harvesting the cane was brutal work. I chose the stalks, instead of cotton, because of their upward motion and the lyricism of the leaves. I’ve made about five or six sugar cane stalks and leaves of different sizes, and A.R.T. will cast a number of them and weld them together. Next, the sweetgum tree (Liquidambar styraciflua) has an amazing history in slave communities— historically, it represents an obstacle, but it was also used for medicinal reasons and for tea. I created an abstraction of the tree picking up on my spirit sculptures by incorporating beads in the trunk and the branches. When the tree is cast in steel, it will have the imprint of the beads. The leaves for the sweetgum tree are from a tree on McDonogh’s campus; I made models of five or six leaves for casting to be welded to the branches.

What was the process for constructing the tree which seems larger and more intricate? The tree has been a challenge. This is my third attempt. I started the first tree thinking to use a lighter material papier mâché for transporting. Didn’t work. I did the second tree using wire, plaster gauze, and a water-based clay which shrank and cracked. It was too fragile. On the third tree, I started with wire and then I covered it with a thin steel mesh that bends. Then, I built the tree using plasticine clay that doesn’t dry and is more malleable. The finished tree and the singular elements will be cast and welded together to make the complete sculpture. That will take three or four months.

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Rendering of The Memorial to Those Enslaved and Freed

The sculpture will also include silhouettes of two enslaved people. Who are they and why did you choose them? The profile portraits represent those who were enslaved. They are in profile mainly because there aren’t many portraits of enslaved Black people in the early 19th century, and the black paper cutouts were a form of portraiture used at that time. I chose to represent David McDonogh, who John McDonogh sent to be educated at Lafayette College. He had incredible difficulties while there, which are documented. He resisted being sent to Liberia, ended up studying with a doctor in New York in the field of ophthalmology, and went on to establish his eye practice and a hospital in Harlem for Black people. Watching the progression of his education, his persistence and resistance, and his resilience was attractive to me. I also wanted to represent a woman. Nancy was listed in John McDonogh’s will without a last name, but it noted that she was the teacher who taught people how to read and educated the children on the plantation and later in Liberia.

What other elements of the memorial garden will help tell the story? The water element. The wall inside the garden has water cascading over the engraved names of 95 people enslaved on the three plantations, Allard, McDonoghville, and St. Gême, which were owned by John McDonogh at his death. The names of the other 118 people are from the two ships, the Mariposa in 1842 and the Rebecca in 1859, who were manumitted by McDonogh to the American Colonization Society colony of Liberia. The water is a reference to the waterways of Louisiana and the transatlantic slave trade from which free and enslaved people from four continents emerged. The water is envisioned as an incredible element of transcendence and sacred reflections.

>>> Head of School Dave Farace ’87 watches DeVane adjust the model of the tree at the fabricator’s workshop.

In terms of plant life, there will be a sweetgum tree and a plant similar to indigo, which references the dyes out of west Africa that were also planted in the South. Landscape designer Brian Stephenson was instrumental in designing the space and suggesting plants native to this region. Although indigo is not native to Maryland, there is a plant that can be used. That was significant to me. I want purples and colorful continuous blooms. Colors are important.

generations and the lens of experience is important. How we look at John McDonogh can be as varied as our interpretations of our own lives. I have my own feelings about him as a slave owner and his sending people to Liberia because of the assumption that they can’t live in this country. I have a very specific lens of trying to understand what that history is about and how to tell the story fairly.

We are using a glass aggregate on the pathway to reflect light and to reference sky and water. Some of the sculpture will be polished steel and some is flat, and it will reflect the landscape and the pathway. My idea was to reflect all of that so it becomes not only a singular element in the space but something that draws on the environment as well. I want the sense of color to be encompassing in the garden and for the landscaping to reflect back.

What do you want people to come away with after viewing the memorial?

What is the biggest challenge in telling the story? The complexity of slavery is the challenge. The story is multi-layered and is one that requires an understanding of the history. As an artist, this artwork interprets a small portion of a story that I discovered while working at McDonogh. I’ve always felt that addressing the truth is a responsibility to

I would say wonder, questions, and a sense of awe. The goal is for people to return and really want to know more. It’s impossible to tell the whole story... only a portion is represented. When you think about a PK-12 population, my goal was to make it accessible to that group. I hope they will come away with an understanding of what sugar cane looks like or investigate further the history. There is a whole other level of interest that people may have. I want to give them the opportunity to have real conversations about race and culture. If we don’t have it, we won’t grow as a nation. Sitework has begun, and The Memorial to Those Enslaved and Freed will be unveiled in the spring of 2022.

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OUR NORTH STAR BY JOSH JONES-DILWORTH ’98, CHAIR,

The updated MVV has four major characteristics

MISSION, VISION, AND VALUES TASK FORCE

worth noting. First, we aimed to craft short, memorable sentences, unlike our previous lengthy

As part of its strategic planning process, the Board

Mission statement. The new statements are far

of Trustees recommended a fresh look at

more quotable.

McDonogh’s Mission Statement to ensure purpose and poise for the next decade. The Board also proposed that the Mission be expanded to include the School’s Vision and Values. The statement was last updated in 2001 and 2011. A 10-year cycle felt right. A diverse and capable task force of 14 faculty, staff, and trustees kicked things off by researching past versions and the processes used to arrive at them. We surveyed our community at-large (both students and adults); we were grateful to receive over 800 responses. Next, we conducted two dozen focus groups and 1:1 meetings with key constituencies. Finally, we met weekly, for 10 weeks straight, to discuss, write, and edit until everyone in the group felt that the Mission, Vision, and Values (MVV) accurately represented the School. The task force then presented its recommendations to the Board, and after some final edits it was unanimously approved in mid-July. Throughout the process, the overriding goal was to involve the school community and to balance a commitment to what is foundational with the need to evolve. Our mantra was “evolution, not revolution.”

Second, we wanted to make sure that our new MVV were differentiated compared to other schools and recognizably McDonogh. We believe that the updated version passes this test handily. Third, we wanted to be forward-looking. What is the job families are hiring us to do in 2021 and beyond? What precepts and values distinguish McDonogh and prepare students for a rapidly changing world? What norms ensure we are a place where everyone truly belongs? We feel very confident that the Values fit hand-in-hand with LifeReady teaching and learning. Fourth and finally, while we wanted to be visionary, we also wanted to be attentive to both the recent and distant pasts of the School. In addition to previous mission statements and LifeReady, we mined the Honor Code, the Character Compass, the McDonogh Seal, John McDonogh’s “Rules for Living,” and even the poem “The McDonogh Uniform” for language and inspiration. Trustee Sam Wright ’64 asked perhaps the most important question of all at our May Board meeting. “What is the one thing that you want students to be able to express about McDonogh after graduation?”

We agreed the answer was: “McDonogh changed my

greatest good—all hallmarks of McDonogh School—

life.” This shows up as “life-altering” in the updated

are present in the new MVV.

MVV—a phrase that carries over from previous editions. It challenges us to be transformational.

Thank you to everyone in our school community who contributed to this important work. The

You will also see that familiar concepts like joy,

School’s “North Star” is more clear than ever as

opportunity, excellence, lifelong relationships, and

a result.

MISSION, VISION, VALUES McDonogh is a school that finds joy in work and play. We prepare students to lead in a rapidly changing world. MISSION Our mission is to provide life-altering educational experiences that inspire personal and intellectual growth.

VISION Our vision is of a dynamic, inclusive community built on lifelong relationships, the pursuit of excellence, and a shared commitment to do the greatest possible amount of good.

VALUES INTEGRITY: Strong character consists of being true to oneself and honest with others. RESPECT: Empathy and civil discourse help make McDonogh a place where everyone belongs. RESILIENCE: The ability to overcome life’s challenges with grace is essential for self-discovery. CURIOSITY: We are lifelong learners in joyful pursuit of knowledge and wisdom. GRATITUDE: “We give something more than we take” because service to others brings meaning and purpose.

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TEAM TAKES OFF

Imagine having the opportunity to take on a role that never existed before, but one that requires your very specific skills, your unique professional experience, and your deeply personal passions. It would be a dream job. Director of Greatest Good McDonogh Bridget Collins ’90 and Program Manager Maya Doeh O’Konski are living the dream as they begin to put in place the structure for the School’s new signature program that officially launched in July. The two are grateful that McDonogh has made the program a priority and feel that their education and career trajectories align perfectly with their new roles. “Everything we’ve done has led us to this moment,” says Collins, who has been a McDonogh teacher, coach, and mentor for 21 years, and who also serves as The Charles W. Britton Director of Character and Service. “Greatest Good McDonogh is so in line with my own values, purpose, and love of this School. I’ve done a lot of things, but I am most excited about this program and its potential.” O’Konski, who moved from the Office of Philanthropy and is currently finishing her master’s in educational leadership with a concentration in community partnerships and service-based learning, adds, “Greatest Good McDonogh came at the right time, not only for our School and myself but also for our community and country.” The schoolwide program will cultivate students’ courage, confidence, and character through real-life applications and empower them to make a difference locally and globally. The long-term outcome of Greatest Good McDonogh is to create an empathetic community that finds joy and purpose in doing the greatest good in the world. Collins says that they will spend the first year aligning the “wonderful service work” that is already happening with deeper values and skills. “A lot of what we do now is philanthropic. It’s sharing time and treasure with different organizations,” she explains. “We want to align with our LifeReady academic program—teaching kids how to think critically, solve problems, and understand systems, and help them recognize that they have the power to enact change. Greatest Good McDonogh will give them social and emotional skills to connect with people who may appear different or come from different places, and to see that everyone is an asset and has talents to share. We want kids to not just feel they have purpose and passion but that they also have a toolkit of skills.”

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GREATEST GOOD MCDONOGH

Director of Greatest Good McDonogh Bridget Collins ’90 and Program Manager Maya Doeh O’Konski are the dream team.

To begin, Collins and O’Konski are developing a framework to support teachers. Not only are they creating a checklist of outcomes to ensure that students have a greater understanding of the root cause of the problem, whether it be in society or the environment, but also the Greatest Good McDonogh team will help create lessons about why the challenges exist. Even more significantly, the team will forge sustainable relationships with non-profit organizations that are addressing the issues and provide a guide for reflection. “By having authentic audiences and partners, the level of learning is raised, the quality of work is better, and kids feel empowered,” Collins says. “Students will realize they have power and the responsibility to make the world better and kinder.” O’Konski adds, “The process of service-based learning—investigation, deep understanding, and reflection—are transferable skills that will serve students in all aspects of life both academic and personal. It’s life-changing.” —By Meredith Bower

Understanding and learning from McDonogh School’s complex history is the impetus for McDonogh Voices: One School. Many Perspectives—a multi-year series of learning and discussion opportunities designed to give stories about our past a greater voice in McDonogh’s present and future. The series, which debuts this fall and will incorporate a visual and performing arts component, is being developed by a group of McDonogh alumni historians and scholars working in partnership with administrators, staff, and trustees. In its inaugural year, McDonogh Voices will focus on the Black experience and feature alumni experts who will discuss the School’s history and unique relationship to its founder, John McDonogh. As the program progresses, the voices of alumni with other experiences and perspectives will be added. Each year, McDonogh Voices will grow richer through the stories of those who have found and made a home at McDonogh.

SESSION I: HISTORY AND THE INCLUSION OF NEW VOICES THURSDAY, NOVEMBER 18, 2021 FROM 7:00 TO 8:30 P.M. KLEIN LYCEUM, EDWARD ST. JOHN STUDENT CENTER

Upper School history teacher John Wood, Jessica Levy ’04, Assistant Professor of History at Purchase College, SUNY, and Nadine Knight ’95, Associate Professor of English at College of Holy Cross, will provide an overview of how history is understood and communicated to a broader public, and how various institutions and their disciplines have evolved in their understanding of the stories they tell about people who have been overlooked or deliberately erased. Stay tuned for more details.

SESSION II: Joining the McDonogh Voices conversation in January 2022 will be Louis Hyman ’95, Ph.D., a professor of History at Cornell University and the Director of the Institute for Workplace Studies; Marc Blum ’60, author of John McDonogh, The Founding of McDonogh School, and the Early Leaders, published in honor of the School’s 125th anniversary; and Researcher and Historian Jennie Williams, Ph.D. They will explore the New Orleans slave trade and where John McDonogh fits into that time and context. Stay tuned for information about the third session, which is being planned for the spring of 2022.

INFECTIOUS HOBBY BRINGS JOY TO NICU FAMILIES

As their expertise grew, they began to consider how their newfound passion could benefit the community. After little debate,

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What began as a fun hobby for a few fourth graders last winter evolved into a full-blown service project that spread warmth and joy to newborn babies and their parents. It all started when Owen T. noticed his friend Mason S. knitting. Owen decided he wanted to make a hat for their teacher, Margaret Bitz, so Mason taught him how to work yarn around a loom. From there, the craze spread across their entire class, and the students began knitting during their free time and indoor recess.

they decided to start knitting tiny hats for the newborns in hospital neonatal intensive care units (NICUs). They got to work knitting the hand-made creations—dubbed Bitzy’s Beanies and before long, Cindy Shuster’s homeroom was looped in on the knitting fun. Soon, bins of baby-sized beanies began to overflow. After the beanies were delivered to Medstar Harbor Hospital and Johns Hopkins Hospital, the two fourth-grade classes Zoomed with a nurse from the Hopkins NICU who explained what happens on the unit and how their hats were helping bring comfort to the tiny newborns.

The newfound knitting passion of fourth graders produced muchneeded hats for NICU babies.

The spontaneous project had a huge impact on the fourth graders, including one who said, “I felt so good making hats because I love to think about the babies that absolutely need them.” —By Dave Radford

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CIRCLING THE HILL

SHOP TALK:

THE RIGOR OF LIFEREADY WHAT IS LIFEREADY? LifeReady is McDonogh’s academic plan—it promises an exceptional education that readies students to meet the challenges of a complex and changing world. At its core, LifeReady empowers students to be self-reliant, critical thinkers who can form, test, and revise their ideas— for themselves, and in the service of others. Through LifeReady, McDonogh continues its nearly 150-year commitment to academic rigor and preparation for life. We remain diligent in educating students to excel in traditional subjects from history and literature to science and mathematics while routinely asking them to apply canonical knowledge to real-world situations. Indeed, much of the work we’ve undertaken in the last several years honors strong pedagogical practices that have always been productive for student learning at McDonogh: deep discussion, projects, field work, writing, presentations, lab investigations, strong teacher-student relationships. We know that passive learning (i.e., merely taking notes on information transmitted by a teacher)—a mode of learning typical of school in the 20th century—has a very short life-span. While it may appear rigorous, it really isn’t—not when looking for evidence of students’ understanding of conceptual, long-term, and transferable knowledge and skills. LifeReady makes clear that deep, authentic learning is our objective, and it has been leading our careful, innovative work so that we can be intentional about best practices.

WHAT IS RIGOR? We know that the brain likes to learn when it is challenged with questions, real problems, and achievable outcomes. We also know that deep, rigorous learning is the result of deliberate practice and feedback. Keeping students motivated to think about content and the practical knowledge of a field is critical. When one wonders why a child might spend hours drilling on the football field or “beating a level” on a video game but not apply the

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same attention to poetry or geometry, one must consider what engages a child authentically. To this end, McDonogh has done a good deal of research in order to frame not only what we teach but how we teach. When a student identifies with a particular cause or is genuinely engaged by a problem of relevance, they are more likely to attack their learning with zest and focus. This is a picture of what rigor means. It’s not that students shouldn’t know certain things like declensions in Latin, the quadratic formula, or the circle of fifths; it’s that the way to attaining this knowledge is better served through authentic problems connected to the world. Working on a real problem, in other words, causes rigorous thinking and learning— creates the genuine need for deliberate practice. Any coach, theater director, or dancer knows this. What we might call “traditional” teaching may expose students to information and ideas and procedures (and, as teachers, we might feel accomplished that we’ve covered material), but it doesn’t do much else, unfortunately, and brain science argues against its long-term retention. It isn’t always cognitively rigorous.

THE ROLE OF LIFEREADY AND RIGOR IN LIBERAL ARTS It’s important to emphasize that the time-honored liberal arts program still stands as the core of what students should learn, and that has been—and will continue to be—true at McDonogh. The good news is that as we re-frame our liberal arts curriculum with research-based frameworks and practices, we are able to deliver the same content but in ways that improve student retention, understanding, and transferability. Additionally, when students collaborate, tackle problems in teams, and engage in authentic assessments of understanding, we are able to have them practice the skills so consistently called for in research about the future of work and career. Importantly, LifeReady isn’t a repudiation of the past; rather, it’s an evolution of practice that honors the best of what we’ve always held true in education as we find ways of preparing students for the world they will inherit. — By Kevin J. Costa, PH.D., Director of Innovation & Learning

THE DIRT ON ROOTS FARM

CHILDREN WHO LEARN IN GLASS CLASSROOMS If you have been to Roots Farm between May and October, you have seen it bursting with colorful crops. But you may not realize that after the first frosts when the farm is put to bed for the winter, one place remains vibrant—the greenhouse. Even on the darkest days of winter, the glass classroom, erected in 2019 between the chicken run and the turkey coops, overflows with nutrient-dense microgreens. And in early spring, it’s where many of the crops that thrive and produce during the summer get their start. After spring break, when frosty mornings and chilly days are still a possibility, Sharon Hood, Director of Roots, welcomes class after class of Lower School students to the greenhouse to help plant trays of bean, tomato, basil, and marigold seeds. Upon their arrival, the children quickly shed their jackets and soak up the warmth of the room. Standing before rows of chest-high tables, it’s where the lessons on where food comes from begin. “It’s the best classroom ever,” says Hood, noting that the greenhouse centralizes the planting operation. “It is a classroom no matter what the weather. And the only way pencils are used here is to poke holes in the dirt.”

Last spring, with their little fingers poised to help, McDonogh’s youngest students planted more than 2,000 seeds. When they returned several weeks later, they were delighted to discover tender seedlings had pushed through the soil in the climate-controlled setting. “They were blown away by the growth that took place between planting the seeds in the greenhouse and when they returned to help put the seedlings in the ground,” says Hood, who admits it would be difficult to start the growing process without so many helpful hands. When the threat of frost has passed and the seedlings are strong enough to survive outside the greenhouse, Hood welcomes hands of all sizes to help transplant the crops into the rows of tilled soil marked with little flags indicating where each seedling should go. Hood likens her planting preparation in the greenhouse and in the fields to what teachers do in a traditional classroom. “I’m a teacher, it’s what I do, and this is my classroom.” —By Meredith Bower

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KUCHNO AWARDED NEWTON TEACHING CHAIR The closing meeting of the 2020-2021 school year stood out for a number of reasons. Not only was it the first time McDonogh’s entire faculty and staff had all been together in person since the pandemic struck 15 months before, but it was also the inaugural presentation of the Susan Hillis Newton Teaching Chair—an honor given to second-grade teacher Mary Beth Kuchno. The chair, established by alumni parents Susan Cummings and Kris Jenner (Liv ’15, Maddie ’18, and Christopher ’20) in 2020, stipulates it be awarded to teachers with 10 or fewer years of experience. In describing Kuchno’s attributes without giving away her identity, Head of School Dave Farace ’87 said, “This young educator possesses an extraordinary gift for teaching. She is a natural. She takes a thoughtful, student-centered approach to everything she does, and her teaching is grounded in a deep knowledge of content—particularly reading and writing. She creates a loving and kind classroom community, and she finds ways to work successfully with every child in her care. Her strengths are rooted in her innate ability to connect with grace to everyone.” Farace also shared that Kuchno is a trusted and admired team leader who involves herself in the life of the school beyond her classroom doors, noting that she organizes professional development activities for colleagues, works hard on DEI initiatives, and co-directs the Fourth Grade Leadership Program. Kuchno, who graduated from the University of Maryland in 2011 and earned a master’s degree in Literacy Education from the Teachers College at Columbia University, was both surprised and

AI IN THE CLASSROOM Ask Siri or Alexa and they will surely agree that artificial intelligence (AI) is the next big thing in the classroom. So naturally, a handful of Lower School and Middle School teachers have already begun learning more about how they can use it. Last spring, Aisha Bryant, Christy Etchison, Kate Flint, and

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Lower School Teacher Mary Beth Kuchno is the inaugural recipient of the Susan Hillis Newton Teaching Chair.

delighted to be the first recipient of the chair named for Newton. “I am beyond honored to be the first recipient of this chair because it is named for someone I have looked up to for a while—Sue Newton,” Kuchno says. “Her enthusiasm and knowledge are intriguing and contagious. Even though we teach two very different grade levels, I have learned a lot from her. There is no doubt that Sue has helped me become the teacher I am today.” —By Meredith Bower

Josh Waller took time to learn more by participating in Artificial Intelligence Explorations in K-12 School Environments, a program sponsored by ISTE (International Society for Technology in Education and GM (General Motors). During the 15-hour course, the group interacted with a cohort of more than 350 educators and came away with a deeper understanding of the

implications and possibilities of AI at McDonogh. For their capstone project, McDonogh’s team of teachers, representing different disciplines, worked with a coach from ISTE on a practical way to use AI in the classroom—employing Google Trends to create lessons for students in prekindergarten through eighth grade.

GIRLS WHO CODE

ARE GOING PLACES Early in the summer, Upper School computer science teacher Joe Thompson received an email that had him bursting with pride. It was from one of his students, Isabella Paliotta ’22, who had just begun an internship at Lockheed Martin. She told him she was “super excited” about the team she was working with and thanked him for the lessons he taught in his cybersecurity elective which helped prepare her for the internship opportunity. Isabella’s message meant the world to Thompson who, since he joined the faculty in 2019, has been working to boost interest in computer science among girls. In two short years, despite the challenges of teaching during the pandemic, he is seeing his efforts pay off. Many students first learn about coding in their freshman math and physics classes. Thompson has made it his goal to capture the attention of the girls by inviting them to participate in an extracurricular cohort to learn more about the opportunities available in computer science. For juniors Yomi Addey and Kemka Ihemelandu, his encouragement was just what they needed to accelerate their interest. “Mr. Thompson reached out to me and pushed me to do things I hadn’t done before,” says Kemka. “Without him, I wouldn’t have started to learn Java or participated in Code Quest (a Lockheed Martin competition). He gave me that extra push. It’s a blessing to have a community to help you achieve your goal.”

While recognition from a faculty member is effective, peer-topeer recruiting is even more compelling and is why attendance in Girls Who Code, a club devoted to “demystifying” computer science, is growing. Isabella and classmates Ella McChesney and Abby Schuster, the group’s leaders, believe that it is a great way for girls to begin learning about the traditionally maledominated field. They stress, “You don’t need any skills and no one is going to judge you.” Ella explains, “STEM is an evergrowing field, but some girls turn away because they don’t see women working in STEM careers. We encourage girls to get interested by doing an array of activities and exposing them to different applications such as 3-D printing.” Last spring, the girls began using a prosthetic arm kit as a learning tool. “Having an end goal or practical application in mind is so much better than coding to code,” Isabella explains. “Project-based coding is more motivating.” Outside of the club, the girls agree that in addition to their technical skills, they also bring a fresh perspective to the projects they work on with their male

counterparts. They feel that their openness to being creative adds balance and leads to better results and a better user experience. As the girls have an increased presence at McDonogh, they are also capturing the attention of government agencies and businesses looking for capable young interns. Abby, who has an internship at the Johns Hopkins Applied Physics Lab for a second year, believes that McDonogh students earn the spots because of the School’s reputation. “We are known for being highly academic and producing capable students,” she says. “But more than academics, McDonogh students are LifeReady. We know how to have an interview, be personable and kind, show up on time, and be ready. McDonogh produces well-rounded and interesting people which is what these companies want. Besides skilled coders, they want great people who are ready to learn.” Thompson agrees adding, “They are looking at our students as future division heads, product managers, and team leaders. Our students have the technical skills, the soft skills, and the creativity. They are going to do great things!” —By Meredith Bower

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From left: Isabella Paliotta ’22, Yomi Addey ’23, Ella McChesney ’22, Abby Schuster ’22, and Kemka Ihemelandu ’23 bring a fresh perspective to coding.

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IN THE GLOBAL PANDEMIC One of the major challenges schools faced early in the pandemic was how to keep students connected when they were not together in a traditional classroom space. For the World Languages faculty, that challenge presented an opportunity for global citizenship on an unprecedented scale. Upper School French teacher Hilary McDonough describes the series of initiatives that gained traction last year as aligning perfectly with the department’s mission for global competence. “When you pursue language acquisition through a global lens, you quickly demonstrate that we are all in this world together, and we should all be able to negotiate the different experiences that the world offers us,” she says. In McDonough’s French courses, students were paired with partners at schools in France with whom they exchanged letters and video messages. “Students were excited to connect with a real human being,” says McDonough. “They started to see that hey, even if my subject-verb agreement isn’t perfect, we can still understand each other.” Similarly, in Gabriella Burns’s Upper School Spanish classes, students connected with peers at a school in Argentina. Meanwhile, Mary-Catherine Irving’s prefirst students hosted a series of guest speakers via Skype, and using clues on the screen and in the conversation, they guessed where their speaker was calling from. Hoping to encourage more of this kind of engagement, the sixth-grade faculty launched a new

Global Perspectives curriculum for the 2021-2022 school year, which focuses on global competence through real-world interactions. With the new technological possibilities, these opportunities extended beyond language classrooms. Inspired by enthusiasm from French Club President Avinash Thakkar ’21 and Philosophy Club President Luke Anderson ’21, McDonough reached out to Kristina del Carmen Compan ’86 who teaches English at Lycée Joseph Vallot in Lodève, France. Together, they established a series of meetings to discuss issues with global impact. The meetings, attended by faculty and students from both schools, inspired this year’s Global Dialogue Series, which will bring these conversations into courses like Haitian Revolutionary Literature, AP Environmental Science, and Vietnam History, as well as continuing the conversations in French classes. “What’s incredible about global competence is that it applies in any context,” explains McDonough. “Our end goal is communication, and with that goal we find endless ways to engage as global citizens.” —By Kiernan Michau ’09

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BECOMING GLOBAL CITIZENS

Members of Hilary McDonough’s Honors IV French class discussed the different cultural expectations around COVID-19 in the U.S. and France with Professor of Political Science Thomas Roman at the Paris Institute of Political Studies.

EAGLES MEET UP

AT THE ZOO McDonogh Eagles Sullivan R. ’31 and Braiden R. ’34 use their eagle eyes to spot Vega, the bald eagle living in the Maryland Zoo’s new eagle exhibit—proudly sponsored by McDonogh School! Vega is named for a constellation in the summer sky also known as the “Swooping Eagle” and can be found next to Polar Bear Watch. She is believed to be about five years old and was discovered in North Carolina in 2009. Deemed non-releasable, Vega came to the Maryland Zoo after attempts to rehabilitate and release her into the wild were unsuccessful.

COLLABORATION IS KEY TO FOLIO SUCCESS When Folio Collaborative, a leadership collective for educators, wanted to find more effective ways to support and enhance collaboration among teachers, they turned to the experts—leaders from their member schools across the country. Established in 2012 by a committee of McDonogh faculty and administrators, Folio has grown and evolved, keeping pace with the needs of its member schools. It has become a place that school leaders rely on for tools, training, and a community of peers to support the professional growth of their faculty and staff. Among Folio’s most powerful tools is myFolio, a platform utilized by teachers to reinforce and achieve their goals. Over the past several years, working with a grant from the Edward E. Ford Foundation, a design team of 19 independent school leaders from Folio member schools around the country, including six faculty and administrators from McDonogh, came together in person and virtually to uncover the most effective ways to support and enhance collaboration. They also sought the advice of a handful of

other schools considered to be on the cutting edge of a variety of aspects of education as well as a diverse cross-section of non-profit organizations and for-profit companies that “do” collaboration well. “We wanted to figure out how to make the myFolio platform feel less top-down,” says Folio’s Executive Director, Meredith Monk Ford. “And we wanted to empower teachers and have them excited to use myFolio for peer-to-peer collaboration.” McDonogh’s Eighth Grade Dean Craig Copeland, who served on the Folio design team, explains, “We visited with and/or interviewed people from some of the most collaborative and forward-thinking organizations in America, from a charter school network to one of the world’s largest technology companies to, yes, a top-tier professional men’s sports team.”

They synthesized their findings into a set of five core elements that have become the foundation of an enhanced set of professional development tools designed to help Folio’s more than 150 member schools become more collaborative workplaces on their own campuses and with each other. Then, Folio produced a “white paper” titled Creating a Culture of Collaboration which outlines the best practices and building blocks for collaboration. Copeland explains, “It’s literally a manual on how organizations of all kinds (but especially schools) can harness the energy and intellect of their finest resource: the people who already work for them.” Today, nearly a decade after its founding, McDonogh and other member schools—their teachers and students—are benefitting from Folio and the work of the design team. —By Meredith Bower

Going into the process, the design team focused on two key questions: “What factors support rich and meaningful collaboration within a school environment?” and “In what ways might a technological tool facilitate more effective growthoriented collaboration?”

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NEWLY ESTABLISHED

ENDOWMENTS HONOR DESERVING

FACULTY

Creating a named endowment speaks volumes about both the person for whom it is named and the institution. Recently, three new endowments were generously established and named in honor of deserving McDonogh faculty members. RETIRED TEACHERS NAME ENDOWMENT FOR COLLEAGUE To say that retired Middle School teachers Tom and Diane Young are devoted to McDonogh is an understatement. Tom ’70, a “lifer,” arrived at the School as a five-year-old in 1957 and learned what it means to do the greatest possible amount of good. Diane had her own history as both her father and her brother are McDonogh alumni. The couple met, fell in love, and spent their entire careers teaching math and English respectively to thousands of students in Finney Building and coaching hundreds of students on the fields, in the gyms, and in the pool. After more than 36 years on the faculty and raising their two children, Whit ’04 and Lindsay ’05, they retired and moved to a warmer climate. Despite the distance, McDonogh, the Middle School community, and the impact of scholarship remain close to their hearts.

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Middle School math teacher Olivia Grant, for whom longtime colleagues and friends Diane and Tom Young ’70 named a fully-endowed scholarship.

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Middle School librarians Sara Beach and Stasha Gibbs were stunned by the creation of a Middle School Library Fund established in their names by parents of alumni Debbie and Vince Talbert.

In February, in gratitude for all that McDonogh gave them, Tom and Diane Young generously established a fully-endowed scholarship—venerably named in honor of Olivia Grant, their longtime Middle School colleague and friend. They say that Grant stands out among all McDonogh’s iconic teachers because she represents all that is good about the School.

GIFT SAYS A LOT ABOUT MIDDLE SCHOOL LIBRARIANS Since becoming a part of the McDonogh Family in 2006 as Lower School parents, Debbie and Vince Talbert have served in numerous volunteer and leadership positions, including their own terms on the School’s Board of Trustees. They have touched nearly every aspect of school life as their daughters, Katie ’18 and Sarah ’21, made their way through McDonogh. Since 2015, Debbie has been a regular volunteer in the Middle School library, and over the years, she witnessed firsthand the incredible work of librarians Stasha Gibbs and Sara Beach to help students develop a love of reading. She says, “Stasha and Sara are not your stereotypical librarians. They don’t shush you...they lovingly foster a welcoming environment and really make reading and the love of reading cool. They are amazing women!”

Upper School history teacher Jeff Sanborn retired in June, but his legacy lives on in an endowed scholarship established by Liz and Ned Insley ’82.

and Sara Beach Middle School Library Fund will support the exciting programs that are on the librarians’ wish list.

ENDOWED SCHOLARSHIP HONORS JEFF SANBORN When Ned Insley ’82 and his wife, Liz, chose his alma mater for their children, Jeffers ’17, Caroline ’19, and Catherine ’22, they became active volunteers with the McDonogh Parents Association and the McDonogh Fund. In addition to sharing their time and energy with the School, in February, they generously established an endowed scholarship in honor of Upper School history teacher Jeff Sanborn. The Insleys are thrilled to honor this “excellent teacher” who, in their minds, exemplifies enthusiasm, dedication, and commitment. They say, “Jeff has inspired our children to become passionate students of the world around them. He ignites fire in the hearts and minds of everyone he teaches, and we want to ensure that future McDonogh students have the opportunity to engage in the same kind of dynamic and stimulating conversations that were fundamental to his history classes.”

In appreciation for the work of the Middle School librarians, the Talberts have created an endowment fund in their honor. Going forward, the Stasha Gibbs

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CELEBRATING MCDONOGH’S

CIRCLE OF PHILANTHROPY The Circle of Philanthropy is the highest recognition for an alumnus, alumna, or friend of McDonogh. Honorees are those who have given $1 million or more to the School in their lifetime; made a noteworthy, school-wide impact or have supported and directed fundraising for a specific major school priority project; and gone above and beyond to do the greatest possible amount of good for McDonogh and the larger community. In February, McDonogh held a virtual ceremony to celebrate the Circle of Philanthropy’s inaugural inductees.

R. JACK DOUB ’52 (DECEASED)

Jack Doub ’52 was a bright, hard-working, and popular student. A “12-year man,” his gratitude for his McDonogh experience motivated him to become one of the School’s greatest longtime champions. He contributed his time as the President of the Alumni Association and later as a member of the Board of Trustees where he served three separate terms for a total of 20 years. Doub also contributed significant financial resources to the School and motivated others to do the same—particularly alumni celebrating their 50th reunions. “Jack dearly loved McDonogh—it was a cherished focal point with fond memories and enduring friendships that lasted a lifetime,” said his wife, Rita, who accepted the honor on his behalf. “He happily dedicated his time and resources to continue the legacy of McDonogh School.”

MICHAEL GREENEBAUM Michael Greenebaum, the parent of four McDonogh alumni, joined the Board of Trustees in 2013. He has served on numerous committees, contributed generously to several fundraising efforts, and offered expert guidance on the design and growth of the School’s physical plant. In his current role as Chair of the Buildings and Grounds Committee, his knowledge and experience in the field of real estate development have been invaluable. Of greatest impact by far, however, has been the $8 million lead gift through his family’s foundation for the construction of the new Marlene and Stewart Greenebaum Middle School.

Greenebaum was overwhelmed by the recognition and said, “I’m deeply honored to be included in the Circle of Philanthropy. Our family is pleased to have the opportunity to give back to McDonogh and encourage others to give and do the greatest good for our community.”

BARBARA AND SIGMUND KASSAP Barbara and Sigmund Kassap’s strong work ethic led to success in life and generosity toward McDonogh. After enrolling their children, Harry ’86 and Kaylie ’94, Barb immediately became a loyal and enthusiastic volunteer with the Parents Association as a member of the Hospitality Committee and a coordinator of the Holiday Bazaar. Their support did not end with their children’s graduation; they continue to give generously to the School’s scholarship program and were donors to the McDonogh Forever and the Legacy Campaigns. The Kassaps were touched by being named to the Circle of Philanthropy and said, “We are gratified, despite our very humble origins, to be in a position to give back to the McDonogh community. McDonogh has a very special place in our hearts, and we are honored to be recognized with such a prestigious group of donors.”

DON KIRK ’59 Don Kirk ’59, a loyal McDonogh alumnus, credits the School for instilling the work ethic that made him successful. It is why he gives freely of his time, treasure, and talent. As past president and current CEO of Windsor Electric Company, Kirk has used his knowledge and resources to complete dozens of campus upgrades and projects. A proponent of hands-on, real-world education, Kirk has a particular fondness for Roots Farm and the Fader Innovation Center. He even donated one of his prized vintage

cars to serve as inspiration for an automotive science component to McDonogh’s LifeReady curriculum. Following the virtual ceremony, Kirk said, “I am grateful for the education I received at McDonogh, and I am honored to be inducted into the Circle of Philanthropy. My philosophy in business has always been to work hard, to care about others, and to share my knowledge. This was instilled by McDonogh’s faculty and staff.”

HOWARD KLEIN ’76 As an active alumnus, Howard Klein ’76 has been a devoted volunteer and a generous donor. He was a member of the Board of Trustees from 2004 to 2019, serving as President from 2017 to 2019. In that role, Klein committed himself to furthering McDonogh’s financial sustainability, and he played crucial roles in the School’s capital campaigns and fundraising efforts. He also coined the term “LifeReady” to describe the School’s academic strategic plan. As Vice Chair of McDonogh’s “Becoming Our Best” campaign, Klein used his powers of persuasion and sincere belief in McDonogh to effectively convince every person he called upon to make a gift. Klein respectfully accepted the Circle of Philanthropy award saying, “Headmaster Bob Lamborn wrote in the alma mater, ‘McDonogh is home to all who sing her praises’ and ‘we shall strive to carry forth her blessing, to spread by deed the word we hold dear.’ I would hear these words every time I drove up Shell Road, and I wanted to live up to the intention of the writer and our founder.”

JACK LUETKEMEYER The names Rollins and Luetkemeyer have been synonymous with the growth of McDonogh School for years. Beale Rollins arrived at McDonogh as an orphan and graduated as the class valedictorian in 1915. Nearly 50 years later, he and his friend and business associate, John A. Luetkemeyer, Sr., formed the Rollins-Luetkemeyer Foundation to support charitable causes. Eventually, John Luetkemeyer passed the responsibility of managing the Rollins-Luetkemeyer Foundation to his son, Jack, who for decades has served as the Director and President. Jack has worked

to ensure the Foundation stays true to its mission, which in turn has benefited McDonogh. Under Luetkemeyer’s direction, the Rollins-Luetkemeyer Foundation has played a crucial role in funding major campus building projects and providing scholarship support. He was instrumental in bringing the campus master plan to life by making the largest gift in the School’s history. Luetkemeyer has also motivated local philanthropists to invest in the School and helped to broaden the donor base. Upon receiving the Circle of Philanthropy award, Luetkemeyer said, “I believe McDonogh provides a life-altering experience. The least I can do is invest in offering such a powerful education.”

GEORGE RAMSEY ’58 From his home in Austin, Texas, George Ramsey ’58 maintains a close, personal relationship with McDonogh, and he continues to offer enthusiastic moral and financial support for the School’s most important initiatives. A member of the Board of Trustees from 1995 to 2003, he consistently serves on or chairs the Class of 1958 Reunion Committee. In addition to endowing the Allan Debating Society and contributing to the Life Fitness Center, the Head of School House, Roots Farm, and the Marlene and Stewart Greenebaum Middle School, Ramsey has supported the Scholarship Program for years and has a genuine interest in the progress of the students. Ramsey was humbled by the Circle of Philanthropy recognition and said, “Over the past 60 years, I have witnessed the love and dedication of the faculty and staff to the success of the McDonogh Family, and I am grateful to have had the opportunity to give back and to help others benefit from all that McDonogh has to offer.” Read more about the Circle of Philanthropy and the honorees in the Media Hub on McDonogh’s website.

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TRIBUTE: ROBERT L. LAMBORN ’35

he son of Louis E. “Doc” Lamborn, Headmaster of McDonogh from 1926 to 1952, Robert L. “Bob” Lamborn ’35 arrived on campus at the age of seven. He spent his time exploring and playing, riding his pony, and attending a special class created for him and three other boys who, at the time, were too young to attend regular classes. The young Lamborn demonstrated leadership skills early on, attending meetings of the Board of Trustees at age nine, and serving as the Recording Secretary of the Board by the time he was 14.

He graduated from McDonogh in 1935, earning his diploma one year early by skipping his junior year. In his senior year, he took extra courses as well as college coursework at Johns Hopkins University, and by the end of the summer of 1935, he had completed high school and the first year of college. The caption beneath his yearbook photo describes him as “a lad of far-reaching knowledge and deep-seated intellect” and “a modest fellow, never striving for selfish or individual profits.” He was also described as an accomplished equestrian who was Captain of the Cavalry and a member of the Show Team from 1933 to 1935. Having completed his first year of college at Hopkins, Lamborn moved on to Stanford University and graduated with an A.B. in Philosophy in 1938 as a member of Phi Beta Kappa. The following year, he enrolled at Harvard University to pursue an M.Ed. in Secondary School Administration. In an interview years later, Lamborn said, “The program at Harvard was solely what was needed for me to become a headmaster...a headmaster at McDonogh. It was never a question of my becoming a headmaster any place else.” Lamborn’s quest to lead McDonogh continued in earnest as he returned to campus in 1941. During the next two years, he gained important experience as a teacher, the Head of Middle School, the Head of Upper School, and the Assistant Headmaster. In 1943, he took a three-year leave of absence and entered military service as a Volunteer Officer Candidate. He was discharged as a first lieutenant in 1946 and returned to McDonogh. During the next six years, with his father “Doc” as Headmaster, Lamborn served as a sophomore English teacher, Associate Headmaster, and Principal. Ever the equestrian, he also coached riding and polo. From 1948 to 1951, he pursued doctoral studies at Hopkins and earned an Ed.D. in Personal Adjustment and Guidance.

On Commencement Day in 1952, Lamborn became the successor to his father, and the second half of the Lamborn era at McDonogh began. He served the School as Headmaster until 1972 and led it through turbulent times. All the while, he never lost sight of his goal of making McDonogh “the best place for a young man to grow.” Under his leadership, the School’s academic program improved significantly and focused primarily on preparing students for college. McDonogh also adopted the “4-4-4 Plan” which created Lower, Middle, and Upper schools of four grades each and paved the way for the national middle school movement. Lamborn also oversaw racial integration at McDonogh as well as the School’s conversion from a military to a civilian model. In addition, he laid the groundwork for the admission of female students. During his tenure, several new buildings, faculty housing, and athletic fields were constructed to support the school’s growth. Looking back on his career at McDonogh, Lamborn said, “I am most proud of the fact that my father and I took McDonogh from what it was in 1926 to what it was in 1972. We had, between us, the second halfcentury of the School’s existence. We made a mutual pledge that we would do as much as we could for McDonogh as long as we were permitted to have a chance. Each of us was credited with saving the School once, through three wars and the Depression. I want it to be considered as a joint undertaking between Doc and Bob.” Lamborn dedicated himself to achieving and maintaining a standard of excellence in everything he did. He devoted his time and energy to the growth and success of McDonogh School. “McDonogh is Bob; Bob McDonogh,” states a line from the 1972 Legacy, which was dedicated to him. In 1985, Lamborn was honored by the McDonogh Alumni Association with the Distinguished Service Award. And in 2012, in recognition of his many contributions to the School and to honor his legacy, McDonogh changed the name of the former Woods Road to Bob Lamborn Road. Lamborn was fond of the quotation, “A man is the difference he makes.” Those who knew and worked with him can attest to his enormous energy, unfailing enthusiasm, and the powerful difference he made in the life of McDonogh School. —By Noreen Lidston

Read more about Bob Lamborn in the Media Hub on McDonogh’s website.

DR. ROBERT L. “BOB” LAMBORN, A GRADUATE OF THE CLASS OF 1935 AND HEADMASTER OF MCDONOGH FROM 1952 TO 1972, PASSED AWAY PEACEFULLY IN FEBRUARY AT THE AGE OF 102. A REMARKABLY TALENTED MAN AND A VISIONARY LEADER, HE HAD A PROFOUNDLY POSITIVE IMPACT ON THE LIFE OF THE SCHOOL.

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S T U D E N T VO I C E S

TEACHING WITH YOUR MOUTH SHUT The following essay was written by Zoe Noor ’21 for her Creative Nonfiction Class. One by one, the actors brace themselves for the stage. Constant and enthusiastic chatter fills the intimate yet vibrant theatre as students partake in one final rehearsal. The line between rehearsal and performance fades as the cast familiarize themselves with the script. Everyone has a role to play, heightening the action that is premiering that day. There is only one path to success: through collaboration. Working together, the actors increase their ability to think, communicate, and perform. The director leads the group through a critical understanding of the script. Most importantly, he doesn’t speak as the show begins, but only guides the actors to the final curtain call. His work is simple but significant. The show finally comes to a close without applause. Who’s watching this scene unfold, anyway? There’s no audience—only the cast. And this isn’t a scene from a play; it’s a “scene” from a high school English classroom led by Dr. Kevin Costa. Dr. Costa models his classrooms like a play: messy, multi-layered, and collaborative. To him, this is the best way to allow students to think on their own while working in a synergetic environment. Dr. Costa began his work at McDonogh School as the Head of the Theatre Department before being solely an Upper School English teacher. Reflecting on his early years, he shares, “I noticed I wasn’t having the day-today impact that I hoped I would [in the classroom].” So he stepped back, reflected, and researched what he was doing “right” and “wrong” as a teacher. He learned that there is no one way to teach. Instead, a combination of effective strategies allows students to have the best experience possible. “You know me; I’m not short of words...I learned that I needed to teach with my mouth shut [keeping the classroom] fresh, open, poised for surprise.” Dr. Costa also holds the role of Director of Innovation and Learning—a unique title that led him to the development of “LifeReady.” Ultimately, LifeReady will prepare all McDonogh students “to meet the [everchanging] challenges of a complex, uncertain, and volatile world.” Growing up as an only child, Dr. Costa “belied the stereotype.” He was a sharer, an extrovert, and loved to be around other people. But in the classroom, he struggled to find a passion for learning. It wasn’t until he interacted with college professors who saw potential in him—potential that he didn’t see in himself—that he became curious and creative in the classroom. What

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drove his newly developed passions were his parents. He explains, “They wanted to do for me what they couldn’t get themselves.” Speaking in calm and nostalgic tones, Dr. Costa shares that, as second-generation Americans, his parents didn’t graduate high school. Higher-level education was an unknown piece in their puzzle. However, Dr. Costa recalls admiring his parents’ ability to create a better life for themselves, driving his will to always try to do more. He adds that his mother never let her lack of formal education stop her from being educated. Her devotion to discovery explains Dr. Costa’s opinions on the most essential type of schooling—a liberal arts education. A liberal arts education combines the importance of STEM with humanities, emphasizing an understanding of all subjects. It’s well-roundedness is key to Dr. Costa, and he explains, with a confident visage, that he would “take a bullet for liberal arts education.” A report published by the University of Northern Colorado shares that liberal arts education uses its core qualities of “critical thinking, communication, creative problem solving, selfexpression, innovative research, and lifelong learning” to prepare students for life beyond school—just like LifeReady. A genuinely selfless person, Dr. Costa’s biggest goal has been to make a lasting impact on his students. He does this through encouragement and progress tracking. Where he says he has evolved most as a teacher is by checking in far more frequently on how his “students’ understanding is emerging.” This allows him to maintain healthy and supportive relationships with those in his classes. Studies show that a teacher’s influence can drive students to become passionate about learning, invoking curiosity and thinking. Students’ behaviors mimic a teacher’s tone and environment, and a teacher’s ability to listen allows a student to develop a sense of ownership. This is precisely what Dr. Costa does in his classroom. Picking apart a chapter in Purple Hibiscus, 14 engaged students perform their regular routine in Dr. Costa’s senior elective course, “Global Narratives,” over Zoom. Still dressed in pajamas from the waist down, the cool computer light illuminates each student’s face as the sun begins to peek through their blinds: welcome to a typical online class experience amidst a pandemic. Students start to ask each other questions, developing an understanding of the novel’s themes. They keep in mind some essential questions that have led them through class this year: What makes you a native? How do you define a home? Dr. Costa instructs the class to

flip to page 211. He reads a passage aloud: He talked nonstop, out of control, in a mix of Igbo and English, like soft meat and thorny bones. Godlessness. Heathen worship, Hellfire. He effortlessly leads the discussion without giving the students an answer, encouraging and supporting each idea the students share. One student, in particular, has her wheels turning at 100 miles per hour, and she has finally put the pieces together. With confidence, she unmutes her microphone just as Dr. Costa is ready to move forward with the discussion. “I believe that Kambili uses this passage to speak about her father, not to quote her father’s words during the argument,” she says. “There are no quotation marks. This reveals her newly developed demise of her father.” The class takes a brief pause before admiring this revelation. In Dr. Costa’s expression, you can see that she has nailed exactly what he had been trying to lead the class to, and his ability to allow the class to think for themselves is what got her there. I was lucky enough to experience this moment firsthand. That student was me. Dr. Costa’s classroom environment has significantly impacted me. I learned to embrace my curiosity and crave thought-provoking discussions in each class. His ability to celebrate my success while encouraging discomfort allowed me to become the critical thinker I am today. Dr. Costa has been a positive influence on my high school experience, but more so has the implementation of LifeReady. The impact of this plan has allowed for innovation and progression in teachers and students alike. Many McDonogh teachers have used the “promise” of LifeReady to develop deep and symbiotic relationships with me as a student. My education has developed throughout high school, most importantly through my relationships with my mentors. With these connections, I’ve developed my passions in the STEM world while developing new passions in the humanities. If you told me four years ago that I’d be partaking in a senior capstone class involving historical research, I’d respond bluntly: “You’ve got the wrong person.” If you told me I’d be a successful advisor and student leader in the Writing Center, “Nope, not me.” But that is exactly who I am today. The impact of my teachers has allowed me to excel in anything I put my mind to. Their classroom environments. Their tone of teaching each day. The experimentation and collaboration in and out of the classroom. The raw and unique connections developed over time. These factors showed me the importance of my teachers in my journey as a student. On a Thursday afternoon, my Global Narratives class logs onto Zoom after dragging through a long day of

online classes. It’s late October, and my classmates and I are drowning in college essays and application deadlines. I sit at my desk, exhausted and drained. Instead of trying to push us through the intended lesson he has planned for the day, Dr. Costa picks up on the cues among my classmates right away––even through a screen. In an excitingly chilling way, he blurts out, “If you were on death row, what would your last meal be?” My tense shoulders begin to ease and the stress melts away. My classmates and I spend 45 minutes comparing our ideal meals. Although a seemingly random topic to discuss in my Global Narratives class, this perfectly portrays Dr. Costa’s skill in the classroom. His personalization allows his students to feel comfort, confidence, and curiosity. He keeps his mouth shut and ears open, sparking ownership and deep thinking in his students. And the best way for a student to learn is through the excitement they feel when developing their way of thinking. Just as a director controls a cast without being on stage, Dr. Costa discreetly manages his classroom without intrusion.

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ARTS >>>

Students from Honors Dance Company and the US String Ensemble caught in a still from a collaborative artwork involving musician Ami Dang ’02, the String Ensemble, the Honors Dance Company, and the Honors Photography II class.

DRAWING OUT

OPPORTUNITIES FOR ART COLLABORATION OF VISUAL AND PERFORMING ARTISTS

circumstances. Just because you think of yourself one way it doesn’t mean that you aren’t something else.”

It’s not often that McDonogh’s visual and performing artists have the opportunity to work together. But during the last school year, when Upper School students were on a hybrid schedule, musician Ami Dang ’02 orchestrated a joint effort between the String Ensemble, Honors Dance Company, and the Honors Photography II class who came together virtually and created a unique work of art highlighting their various talents. The collaboration was one of a variety of exciting ways the Art Department is broadening its offerings for the entire community from the youngest students to the oldest alumni.

Over the course of the year, Dang and students in the three disciplines worked together to produce a piece that saw its debut at Art Pop Up Day. “It was great for Dang to come back and work with photo students who worked with dance students, who worked with the strings. There was amazing collaboration,” says Zimmerman, who teaches photography. “She facilitated an environment in which our students could explore new avenues of their own creative process.“

The harmony between the Upper School arts students and Dang probably would not have happened in pre-pandemic times when she was traveling and performing worldwide. But when things came to a halt in the spring of 2020 everything changed. Dang connected via Instagram with classmate Match Zimmerman, Upper School visual arts teacher, and they mutually admired each other’s work. After their conversations moved to Zoom, they developed a plan for the collaborative project. Dang explains, “The project was born out of the idea of the Exquisite Corpse, in which one group of student artists create, perform, edit, or write work based on the creation of the previous group.” In this case, she chose Audre Lorde’s poem, “A Litany for Survival,” as the foundation for the piece, and then composed a melody to serve as an overarching, musical motif. While the string ensemble performed the music for the dancers, the photography students put their video editing skills to work. “The motif and accompanying lyrics served as the backbone for the multimedia digital performance,” Dang continues. “The goal was to instill the idea that art can happen anywhere with anything and under any

ALUMNI ARTS NETWORK The Upper School partnership with Dang was the impetus for the creation of the Alumni Arts Network which attracted more than 60 former students and arts faculty to a Saturday evening gathering during the virtual 2021 Reunion Weekend. In addition to announcing the opportunity for arts alumni to connect with each other and the School, Director of Fine and Performing Arts Kara Zimmerman shared a video collaboration between Dang and professional dancer Nile Russell ’00 as well as a video of McDonogh’s virtual choir performing songs from Hamilton—edited by Ryan Sevel ’14. “The feedback from the alumni was fantastic,” says Kara Zimmerman. “People said they felt so welcome and that this is what they had been looking for in their alumni experience.”

PARTNERING WITH PREMIER INSTITUTIONS McDonogh’s Arts Department is also partnering with two of the area’s premier visual and performing arts organizations—Maryland Institute College of Art (MICA) and Johns Hopkins Peabody Preparatory Institute. “Our arts profile is being raised because we are working alongside these incredible institutions,” says Kara Zimmerman. The partnership with MICA involves a mentorship program with graduate students working toward their Master of Arts in Teaching. Throughout the spring, a handful of MICA students worked with and observed faculty member Jess Bastidas before they taught a lesson to a class of McDonogh students. The Peabody at McDonogh collaboration is an exclusive opportunity for Lower School students to learn dance from Peabody professionals on our campus. Kara Zimmerman painted the picture of the Department’s collaborative efforts saying, “We are at the precipice of something really cool, looking out at a valley of possibilities.” —By Meredith Bower

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YASMEEN R’GHIOUI ’24

DELANEY THOMPSON ’22

KAYDEN HARRIS ’24

SARAH TALBERT ’21

The idea for the spring play to be offered as an Upper School class was hatched well before COVID-19 upended the typical school day. The goal, explains Director of Fine and Performing Arts Kara Zimmerman, was to create an opportunity for a theatre production to be accessible to more students—especially those who have other afterschool commitments or issues with transportation. In a year when extracurricular activities were significantly limited, the course also turned out to be the best way to stage a play. The biennial class debuted its first show in May with the production of She Kills Monsters: Virtual Realms, which was adapted by the playwright Qui Nguyen to be performed over Zoom. With Emma Ryan ’21 as the director and Alex Jones ’22 as the stage manager of the student-run theatre collective, the cast and crew of technical, costume, and lighting designers navigated the challenges of collaborating virtually on a virtual production that takes place in a virtual world.

SPRING PLAY CLASS “KILLS” IT VIRTUALLY When the actors, including students from the freshman Theatre l class, filled the stage of the Horn Theatre for the single performance of She Kills Monsters, the seats were completely empty. Each of the performers, physically distanced from the others, sat costumed from the waist up with their laptops open in front of them and greenscreens behind them as they told the story of two sisters who connect virtually through the game Dungeons & Dragons. The audience was treated to an evening of livestreamed entertainment as the cast and crew, carefully following the script and virtual stage directions, took them on a delightful journey of discovery. The show was a hit and the opening season of the Spring Play class was a success. Emma estimates that up to 400 people watched the production over Zoom. She explains that unlike live theater, where actors can feed off audience reactions such as laughter, they were thrilled to be able to see the names of family, friends, and faculty who logged on to the event. “It was so gratifying that people showed up and sent positive messages during and after the show,” Emma says. “Even if the actors were unsure if a line hit, it didn’t prevent them from shining.” —By Meredith Bower KARE COLEY ’24

AVA JANKOWSKI ’24

ZOIE JACKSON ’24

ZAC MOORE ’24

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When the COVID-19 pandemic hit in March 2020, spring and fall student-athletes were unable to play the sports they love. A year later, when the IAAM and the MIAA gave the green light for league competition, the Eagles were thrilled, but something was missing: the cheers of their fans. Due to capacity restrictions for spectators, often only parents could attend games. To make sure the loyal supporters didn’t miss the action, the student-run McDonogh Pressbox stepped up their efforts to livestream lacrosse and baseball games, all with less than half of their usual staff of budding broadcasters. With team managers helping run livestreams for other sports, fans could cheer on their Eagles from the safety of their homes. “It was sad to see no one in the student section,” says 2020-21 Pressbox Manager Jacob Rheingold ’21, noting how the Pressbox team kept up school spirit and kept people connected. “Everyone would attend the livestream. We consistently had hundreds of viewers and tons of comments from people watching and cheering online. The student section went from the benches to the comment section on the livestream,” he adds. Since its creation to cover home football games, the Pressbox has provided live field announcing for fans in the stands plus play-by-play commentary and video replay for livestream viewers. From the wooden booth overlooking the field in John McDonogh Stadium, the self-taught crew operates cameras, monitors, microphones, and the latest streaming software to broadcast the action on the McDonogh Pressbox YouTube channel. In a typical year, Pressbox relies on more than a dozen students to get the job done. This past year, however,

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AT H L E T I C S

LIFE LESSONS FROM THE LIVESTREAM Pressbox Manager Jacob Rheingold ’21 and Play-by-Play Commentator Jack McKinnell ’21, along with the rest of the student-run crew, livestreamed lacrosse and baseball games to keep school spirit alive.

meant more work with fewer workers. Jacob and fellow senior Jack McKinnell ’21 struggled to find a full crew and were forced to rely upon a few regular supporting members of the Pressbox team, including Drew Mannes ’22 behind the camera and Maura Beatty ’22 who was responsible for editing video replays. “As soon as COVID hit it was just us and suddenly we had all the responsibility,” Jack says. “In the past, Pressbox was something extra that we did. We did it because we wanted to.” During the pandemic, however, they realized that fans would rely on them and they had to do it for them. The boys are grateful to Athletic Director Mickey Deegan and Technology Specialist David FultonHoward ’04 who provided additional resources and lent a hand to set up new streaming equipment. The plan for this fall is to enhance the streaming capabilities in the stadium press box. Jacob and Jack, both former baseball players and sports enthusiasts, first joined Pressbox to focus on announcing, with Jacob serving as the field announcer and Jack as a play-by-play commentator. Jack explains the stress of calling football games while keeping it interesting: “I have to call every single play, every single yard. If I get the number wrong, people will look at me funny.” During their Pressbox careers, the two also assumed more technical responsibilities, and last year managed

FOR THE RECORD Despite abbreviated schedules and restrictions regarding fans in the stands, McDonogh’s 2021 winter and spring athletes performed well on the

WELCH

NAMED WRESTLING COACH OF THE DECADE

fields, on the courts, and in the pool. Congratulations to all the Eagles on their stellar performances and display of talent and sportsmanship. Following are the varsity teams’ records: WINTER

SPRING

Boys Basketball: 2-9 Girls Basketball: 8-0 Boys/Coed Squash: 2-2 Girls Squash: 3-3 Boys Swimming: 3-0 Girls Swimming: 2-0

Baseball: 1-17 Boys Golf: 4-9 Girls Golf: 3-1 Boys Lacrosse: 11-1 Girls Lacrosse: 16-1 Softball: 12-1 Boys Tennis: 3-4 Boys Outdoor Track: 4-4 Girls Outdoor Track: 1-5 Water Polo: 4-8

everything. Acknowledging that they are not “tech people,” Jack and Jacob quickly learned how to operate the broadcast technology in the booth, including the massive soundboard, four monitors, stream deck for replays and software, all of which became even more crucial during the pandemic with the increased demand for livestreaming. “Livestreaming was a huge thing,” Jacob says. “We were livestreaming everywhere.”

In his 27 years at McDonogh, Wrestling Coach Pete Welch’s teams have earned countless league championships, dual meet crowns, and state titles. On those teams were 97 individual MIAA champions, 69 individual state champions, and 14 National Prep champions. In February, Welch’s impressive record, which is neck and neck with that of Mount St. Joseph’s, earned him the individual title of Varsity Sports Network’s (VSN) Coach of the Decade.

While the students managed the Pressbox with very little adult interaction, they did rely on Fulton-Howard for technical support and training. “When we couldn’t figure something out, we asked David,” Jacob explains. Fulton-Howard says, “I was particularly impressed with this year’s crew. I did provide some basic tutorials, but otherwise, they learned through trial and error.”

In a VSN article announcing the honor, Welch graciously attributed his success to the support of the School, his coaching staff, parents, alumni, and students saying, “Clearly this is a school and program recognition. We have a tradition of amazing kids that have unselfishly worked hard year in and year out, putting the team first. I am so proud of every one of them.”

Viewers at home often take for granted what goes into running a live broadcast and the many tiny adjustments that are made on the fly, under pressure. In the Pressbox, anything can go wrong. Sometimes the cameras don’t turn on, the soundboard makes loud noises, the scoreboard won’t work, or the stream won’t start. “This year we managed it ourselves,” Jacob says. “We ran into a trillion problems and solved them all on our own.” As Jack and Jacob turn over the Pressbox responsibility to manager Drew Mannes ’22 and start their college careers, they say they are not directly seeking positions in sports broadcasting, but are thankful for the experience and open to the future. “This has been a great passion of both of ours,” Jacob says. “Who knows, we may all be on ESPN one day,” he adds with a smile.—By Laura Brown

Looking back at the team’s record, Welch said, “Over the years we have enjoyed much success and quite a bit of heartbreak. Either way, I am proud of the program’s resiliency. We won six state titles, but finished runner up 11 times. As much as I don’t love that stat, I believe it says something about our ability to consistently stay competitive,” he explained. VSN also noted that McDonogh won both MIAA titles in 2020, completing the season just prior to the start of the COVID-19 pandemic and “snapping St. Joe’s four-year stranglehold on the titles.” Two of Welch’s protegees, Myles Martin ’15 and Cooper Flynn ’21, also landed top spots on VSN’s list of Wrestlers of the Decade in their weight classes.

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SCHOLARSHIP

SCHOLARSHIP SPEAKERS EXUDE CONFIDENCE

You would never know it, but Lexy Apostolou Pierce ’01 and Destiny Wiggins ’21, the confident speakers at the 2021 Scholarship Celebration, began their McDonogh education in the Upper School feeling anything but self-assured. Awed by their new surroundings, they both experienced the anxiety of a typical teen—fitting in academically and socially. But that didn’t stop either of them from forging ahead and building on the lessons they learned early in life. After they each overcame the initial trepidation of attending a new school, they embraced the opportunities before them, quickly became part of the McDonogh community, and by their senior years were recognized by the faculty and their peers for their strong work ethic and positive attitude—qualities that continue to serve them well. “I’d like to say that my entry into McDonogh was super easy and chill, but the truth is that I stepped on campus and had immediate impostor syndrome,” Lexy confessed to the gathering of Upper School students, donors, mentors, and special guests at the virtual event in April. “I didn’t know anyone and wondered if I was as smart as everyone else.” Destiny, who started at McDonogh in her sophomore year, echoed the feeling in her remarks saying, “I knew that coming to a school during any year but freshman year was going to be a challenge.” She quickly added, “But I met people

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left and right for weeks and in the midst of social chaos I found groups of friends that would journey with me until the end of Upper School.” Destiny shared that after a disappointing freshman year at her previous school, she sought an option where she would be challenged academically. She explained that her mother had instilled in her the importance of knowing her worth and shooting for the stars. She told the audience, “I remained true to myself. I didn’t like being in a space that wasn’t dedicated to my progress. I had to find an alternative.” And so she did. For the next three years she stepped out of her comfort zone, made friends, joined the swim team, became first chair of the orchestra, started the McDonogh 2 Medicine Club, soared academically, and overcame unprecedented obstacles. Prior to her junior year, Destiny suffered from a bacterial heart infection requiring hospitalization and a lengthy home recovery. Despite her illness, she fought through considerable fatigue, completed the summer assignments for her AP and honors classes, and was ready to go in September. Six months later when COVID-19 hit, everything changed. “I was shocked to say the least. I had no idea just how dramatically it would affect my school experience,’’ she said. “Prior to it all, I was so sure about how my senior year was going to go. I had it all planned out; I was going to attend all of the

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Destiny Wiggins ’21 (left) and Lexy Apostolou Pierce ’01 (right) inspire with stories of challenge, growth, and gratitude.

football games, go to homecoming and prom, and hang out with my friends to the fullest extent.” While her senior year did not look like what she had envisioned, Destiny continued to work hard in the classroom and over Zoom applying one of the most important lessons of her McDonogh experience— putting in the work yields great results. She shared, “What I gained through it all is not lost on me. Sure, I had to change my mindset about senior year and continue to push forward, but if there’s anything I’ve taken from this pandemic, it’s to live in the moment and not settle for comfort.” Lexy also spoke about her growth during high school as a result of being comfortable with the uncomfortable. She said, “Was I nervous to try out for the spring play as a freshman? Yes. Is it scary to live on campus for the first time? Yes. Was it uncomfortable at times when talking to friends about their backgrounds, religions, personal experiences or points of view that were different from what I was raised with? Of course, yes. But did it help form me into a more experienced, thoughtful, empathetic person? Absolutely.” In their remarks, the two speakers marveled at the unwavering devotion of the McDonogh community. Lexy said, “I have never experienced a group of people, in college or beyond, who care so honestly about the success of each other. And that starts with the faculty and staff on this campus who are relentlessly committed to helping each student

grow and learn.” She continued, “When I came to McDonogh, I felt like I had an additional family—a group of adults who were on my side, rooting for me, and telling me when I messed up.” Lexy went on to explain that a McDonogh education is not just about the commitment of the faculty but the dedication of the donors. “What has always amazed me—and is something I’m still in awe of—is that donors, strangers, could be generous enough to support this school, and through that act, contribute to the education of each and every student here!” Speaking about scholarship but applying her perspective to every McDonogh student, Lexy said, “What really comes with a scholarship at McDonogh, is not just a financial investment, it’s something much broader than that. It’s an investment in yourself, and in the McDonogh community. And beautifully, when you put work into yourself and in your community, it all leads to an investment in growth. I’m lucky enough to say that for four years, I invested in McDonogh and McDonogh invested in me.” With her future ahead of her, Destiny reflected on her brief time at McDonogh, “My McDonogh experience holds tremendous value for me; it’s upheld my love for learning. I’ve acquired skills to improve my research, hold a journalistic interview, swim the fastest freestyle of my life, and think outside of the box. My McDonogh education has seamlessly integrated into my life and I couldn’t be more grateful.” —Meredith Bower

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ALUMNI NEWS

FROM THE ALUMNI ASSOCIATION PRESIDENT

ALUMNI BOARD OFFICERS

Dear Alumni, The last year has been eventful! Each of us has been faced with challenges and obstacles that we did not anticipate. From a global pandemic and shutdowns to tension and chaos within many of the establishments that

Joshua A. Thomas ’06 President Caitlin C. Xenakis ’07 Vice President, President-Elect

have been pillars of our society, we have all been challenged.

Meghan McGuire McGee ’02 Secretary

One of the lessons that I have learned about myself—and I imagine many of

Bradd M. Caplan ’98 Treasurer

you have discovered this, too—is that much of what has assisted me in navigating this period has been lessons learned at McDonogh. At McDonogh, we learned the importance of caring for others, giving more

Jason B. Schwartzberg ’99 Immediate Past President

than we take, and managing change with determination and intensity. On the heels of my 15th class reunion (yay 2006!), I have spent much time reflecting on my journey at McDonogh. Each teacher, class, and student that I crossed paths with assisted in helping me become the man I am today. Every interaction, no matter how great or small, played a role in my development. Now, as not only an alumnus but also a parent of two Eagles, I value that experience even more.

DIRECTORS Lauren Snyder Ades ’99 Christopher K. Agorsor ’08 Bruce A. Baggan ’65 Nina Basu ’98 Lori Sheitel Baylin ’92 Gregory M. Bell ’86

As alumni, we have a responsibility, an obligation, to stay connected and

Bryan S. Billig ’97

support this great place that binds us together. There is a new generation of

Kristin E. Blumer ’90

Eagles that needs us to be engaged. The thing that makes McDonogh so special is not found solely in the buildings or on the 800-plus acres, it is you and me. Together, as members of this special community, we carry the collection of pieces that make McDonogh the great place that it is today.

Keith L. Brown, Jr. ’06 Kimberly Hilson Carmichael ’10 Benjamin S. Carson, Jr. ’03 Morris L. Garten ’85 Deborah Sher Gold ’06

I am excited about the upcoming opportunities to connect with many of you

Kellee Parrott Gonzalez ’96

over the course of this academic year, virtually and soon in person. The

Lauren Street Goodall ’93

campus has undergone a new transformation that I know will bring a smile to

Robin Edlow Heller ’00

your face. If you have ideas for alumni activities or experiences and would like to be involved with the planning and leadership of the Alumni Association, please reach out to us as there are many ways to get connected. We would love to have you as we build a stronger alumni network!

David C. Holland ’90 Abigail Caso Holmes ’06 Don L. Koonce, Jr. ’06 Niela Magwood-Phoenix ’96 Rachel Urban Mertins ’00 Ashley LeBow Mutch ’03 Rachel Brooke Petty ’12 Katherine M. Reider ’96 Shannon Leahy Rosenbaum ’02

Joshua A. Thomas ’06

Douglas N. Silber ’76

Alumni Association President

Ayinde M. Stewart ’92 Heidi Pollokoff Topaz ’04 Mario F. VillaSanta ’76 Staci A. Weber ’97

Make sure you stay connected to the Alumni Association on social media! Follow us on Facebook, Instagram, and Twitter.

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M. Sterling Wilson ’92

>>> 2021-2022 ALUMNI CALENDAR DEDICATION DAY

105TH MCDONOGH/GILMAN FOOTBALL GAME

Friday, October 15 DISTINGUISHED SERVICE AWARD CEREMONY (2021 HONOREES)

Friday, October 15

*Deceased

Monday, May 16 MEMORIAL DAY SERVICE

Thursday, May 26

YOUNG ALUMNI BRUNCH

Friday, November 26 YOUNG ALUMNI HAPPY HOUR

ATHLETIC HALL OF FAME CEREMONY (2020 HONOREES)

Christopher K. Agorsor ’08 Kristen A. Brown ’10 Raymond M. Faby ’49* Justin M. Gross ’10 Curtis M. Holmes ’09 Amanda C. Kimbers ’09 Giles P. Smith ’09

BOYS LACROSSE ALUMNI GAME AND LUNCH

Friday, November 26

Emily MacGeorge Clark ’90 Anita E. Hilson Michael J. MacGeorge ’61 Douglas N. Silber ’76 Debra A. Thacker

Friday, November 5

Saturday, November 6 Gilman School

46TH ANNUAL MCDONOGH CLASSIC GOLF TOURNAMENT & HAPPY HOUR

Wednesday, December 22 REUNION WEEKEND

Friday, April 29 - Sunday, May 1 YOUNG ALUMNI AWARD CEREMONY

Friday, April 29

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2021-2022 REGIONAL RECEPTIONS Plans are being made for in-person receptions in New York City, Boston, and Washington, D.C. this spring. Alumni in those regions should be on the

DISTINGUISHED SERVICE AWARD CEREMONY

Saturday, April 30

lookout for additional details. Stay tuned!

McDonogh Classic T H E 4 6 TH A N N U A L

SAVE THE DATE FOR MONDAY, MAY 16, 2022

ANNUAL MCDONOGH GOLF CLASSIC MOVES TO SPRING The 46th Annual McDonogh Classic will be held in the spring of 2022 at Hayfields Country Club. While this treasured tournament will have a new date and location, the good times shared on the course will stay the same. For the most up-to-date information, please visit mcdonogh.org/golfclassic.

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ALUMNI NEWS

CALL FOR NOMINATIONS We are proud to honor our outstanding alumni and other members of the McDonogh community. Currently, we are seeking nominations for the Athletic Hall of Fame and Young Alumni Award.

>>> ATHLETIC HALL OF FAME AWARD

>>> YOUNG ALUMNI AWARD

The purpose of McDonogh’s Athletic Hall of Fame is to

The Young Alumni Award is presented annually to an

pay tribute to individuals who have contributed to the

alumnus/alumna who has graduated in the past 15

life of McDonogh athletics by achieving outstanding

years whose achievements and contributions have

athletic records and demonstrating the ideal values of

positively impacted their profession, community, and/

a McDonogh athlete: dedication, perseverance,

or McDonogh. Honorees have distinguished

positive attitude, leadership, and teamwork. The Hall

themselves as leaders among their peers, having

of Fame also recognizes McDonogh coaches or

excelled early in life and shown potential for

members of the athletic department who meet these

continued success. The award recipients serve as

same qualifications and whose work in athletics has

outstanding young role models for current and future

made a positive impact on the life of McDonogh’s

McDonogh students.

student-athletes.

during Reunion Weekend. Nominations should be

the weekend of the McDonogh-Gilman football game.

submitted at www.mcdonogh.org/yaa by Friday,

Hall of Fame inductees for 2020 will be recognized

December 3, 2021.

during the ceremony on Friday, November 5, 2021. Nominations for future Hall of Fame ceremonies should be submitted at www.mcdonogh.org/hof.

MCDONOGH CONNECT NETWORK AND ALUMNI BUSINESS DIRECTORY Join more than 850 fellow alumni in the popular McDonogh Connect network. The more Eagles who sign up, the more powerful the tool becomes! How can McDonogh Connect benefit you? • SEARCH AND FIND FORMER CLASSMATES • MAKE PROFESSIONAL CONNECTIONS • POST OR VIEW JOB OPPORTUNITIES AND INTERNSHIPS • OFFER MENTORING TO STUDENTS AND RECENT GRADUATES • PROMOTE YOUR BUSINESS AND OFFER SPECIAL PROMOTIONS • KEEP CURRENT ON MCDONOGH NEWS AND EVENTS

To get started, simply visit connect.mcdonogh.org, create an account, build your profile, and make connections! To publish your business, choose “Business Directory” from the menu, click “Start Posting” on the right sidebar, and enter your company’s information. QUESTIONS? CONTACT ALUMNI@MCDONOGH.ORG.

>>>

Award recipients will be honored in the spring of 2022

Beginning in 2021, awards will be given biennially during

ALUMNI ASSOCIATION CONVERSATIONS WITH..

’

In the winter and spring of 2021, the McDonogh Alumni Association Outreach Committee hosted two more interviews in the popular “A Conversation With…” webinar series. Visit the Media Hub at mcdonogh.org to view the recordings from these events.

>>>

From left: Jinji Fraser ’01 interviews Josh Hershkovitz ’96.

’

Starting a business in the food industry was on the menu for the January installment of “A Conversation With...” Chocolatier Jinji Fraser ’01, the creator of the Baltimore-based Pure Chocolate by Jinji, led an in-depth discussion with Josh Hershkovitz ’96, co-founder (with his sister Stephanie Hershkovitz ’92) of Hersh’s—a popular Baltimore eatery specializing in wood-fired pizza. During the lively conversation, Josh described his journey from building furniture to making food, the philosophy behind his simple Mediterranean menu, and the secret to his restaurant’s success. Both Jinji and Josh addressed questions from attendees and offered valuable advice to fellow alumni and aspiring entrepreneurs. Jinji shared, “Your success will be measured by who is able to become successful themselves because of what you have done,” and Josh urged viewers to “always love what you are doing.”

From left: Josh Thomas ’06 interviews Amy Thomas Drummond ’93

’

>>>

’

RANDY GOLDBERG ’96 SHARES SECRETS OF BOMBAS SOCKS’ SUCCESS Members of the McDonogh Fund’s Signature Societies were treated to an exclusive interview with Randy Goldberg ’96, CoFounder and Chief Brand Officer of Bombas—a popular, socially conscious sock brand. During the March event, moderator and entrepreneur Josh Jones-Dilworth ’98 dove into Randy’s entrepreneurial career path, the inspiration behind Bombas, and the secrets of its success. Randy explained that he and his partners started their purpose-driven company in 2013 after learning that the most requested clothing item at homeless shelters was socks. They were amazed at how a seemingly insignificant item was considered a luxury to those in need, and they modeled their business around this cause. Not only does Bombas support people experiencing homelessness by donating one pair of socks for every pair sold, but they also designed the product with their needs in mind. Focusing on the philanthropic mission, employing people who care deeply about the company’s core values, and staying humble have contributed to Bombas’ success. Randy also credited McDonogh for providing a well-rounded, rigorous, values-driven education that set him on this path.

In March, the conversation featured Alumni Association President Josh Thomas ’06 and prekindergarten teacher Amy Thomas Drummond ’93. After describing her journey from McDonogh to pursuing a master’s degree in French language and civilization, to becoming a member of the McDonogh faculty, Amy shared the challenges and rewards of teaching McDonogh’s littlest Eagles both pre- and mid-pandemic. She said she strives to get her students excited about being in the classroom every day, noting, “It sets them up for a life of learning.” And she has done just that during her six years as a faculty member at her alma mater. Looking back to the early days of COVID, Amy sees how far she, her colleagues, and students have come. She recalled the challenges that virtual learning and social distancing presented and said she is impressed with how everyone jumped into the unknown, embraced it, and emerged with new tools in their belts. “We thrived as a community, continued to learn, to grow, and to discover,” she said.

>>>

VIRTUAL REUNION WEEKEND

Reunion Weekend 2021 was like none other in the history of McDonogh School. Hosted by the Office of Alumni Engagement from April 22-24, this virtual celebration attracted alumni participants from across the country and around the world. While guests enjoyed a robust schedule of events, everyone agreed that there is nothing like a campus crab feast and seeing old friends in person. The nine Reunion Weekend events and 18 milestone year class parties (including those classes that could not celebrate last year) were attended by hundreds of alumni, representing most graduation years from 1950 to 2020. The class with the greatest attendance was the Class of 2016, celebrating their fifth reunion.

AP 2 2 RIL -24

THURSDAY WELCOME EVENT

Reunion Weekend 2021 kicked off on Thursday, April 22 with a welcome event featuring a song by the Upper School Choir, a performance by the Upper School Improv Class, and a fascinating discussion with award-winning journalists Robin Hamilton ’91 and Luke Broadwater ’98, moderated by Josh JonesDilworth ’98.

>>>

FRIDAY EVENTS Friday morning began with an Equestrian and Cavalry Reunion celebrating McDonogh’s unique history on horseback. The day continued with the State of the School presented by Head of School Dave Farace ’87 with input from Alumni Association President Josh Thomas ’06, President of the Board of Trustees Rob Young ’86, Head of Upper School Merritt Waskey Livermore ’91, and former Associate Director of Philanthropy Erika Seth Davies ’94. Later, guests were invited to experience A Day in the Life of Hybrid School. In addition to a fascinating discussion about the transition to distance learning in the spring of 2020 and the hybrid 5-3-2 model used during the 2020-2021 school year, attendees also got a sneak peek into a live Upper School history class taught by Bridget Collins ’90. In honor of their 50th reunions, the classes of 1970 and 1971 enjoyed a trip down memory lane with faculty member and storyteller Jon Aaron ’72. It was followed by an Alumni Memorial Service and Flag Retreat Ceremony, which focused on the two milestone years. During the evening, the Young Alumni Award was presented to four individuals who were recognized for their achievements (see page 62), and the day wrapped up with the classes of 2016, 2011, 2006, 2001, 1996, 1991, 1990, 1986, 1985, 1981, 1980, 1976, 1975, 1971, 1970, 1966, and 1965 reunion celebrations. (The Class of 1956 celebrated several days earlier.)

>>> EQUESTRIAN AND CAVALRY REUNION

>>> A DAY IN THE LIFE OF HYBRID SCHOOL Director of Innovation and Learning Kevin Costa and Director of Educational Technology Robyn Little recount the transition to virtual learning in March 2020 and explain the hybrid model that was established last fall.

>>> STATE OF THE SCHOOL ADDRESS

Chris White ’66, Tim Farmer ’66, Caitlin Xenakis ’07, Streett Moore (Director of McDonogh’s Riding Program), Ken Waller ’65, Kathy Reider ’96, and Marty Weikart ’66 relive their cavalry and equestrian experiences.

Josh Thomas ’06, Dave Farace ’87, Rob Young ’86, Merritt Waskey Livermore ’91, and Erika Seth Davies ’94 describe campus life during the pandemic and discuss key developments at McDonogh.

>>>

MEMORIAL SERVICE AND FLAG RETREAT CEREMONY

Val Curran ’70 remembers those in the McDonogh Family who passed away with a reading of Ecclesiastes 3: 3-8.

Val Curran ’70 and Phil Pappas ’71 lower the flag as Lou Sieverts ’71 and Jari Villanueva stand at attention.

>>>

REUNION WEEKEND

CONGRATULATIONS YOUNG ALUMNI AWARD RECIPIENTS

Congratulations to the 2021 Young Alumni Award recipients whose accomplishments and contributions have positively impacted their profession, community, and McDonogh. NIMRITA SIDHU BHATIA ’07

critically. He also found a passion for audio and video

COVID-19 last spring, Dr.

production as a member of the Horn Theatre tech

Nimrita Sidhu Bhatia ’07 was

crew, and says this work expanded his worldview.

exactly who they needed at

After graduating in 2006, Josh earned a B.A. from

their side in the ICU. With her

Temple University with a major in film and media arts

training as a pulmonary/

and a minor in religion, and he returned to Baltimore

critical care fellow combined

as a New Psalmist Baptist Church leader where he

with her innate compassion,

specializes in generational ministry development,

Nimrita’s expertise was crucial

worship planning, ministry evolution, and technology.

in treating hundreds of patients suffering from the coronavirus. As a McDonogh student, Nimrita was quiet and reserved, but her work spoke volumes. She graduated in 2007 with the Pick Award for attaining the highest GPA in her class, and she also earned the Dr. Herbert E. Wilgis Award for Biology and Medicine and the Howard B. Henry Award for Undergraduate Chemistry.

He also devotes his time to McDonogh as a volunteer. After serving on the Alumni Board for several years, he took on leadership roles as Treasurer and Vice President. In 2020, Josh began his two-year term as President of the Alumni Association where he works closely with the administrative team and the Board of Trustees on diversity, equity, and inclusion initiatives at McDonogh. Josh was honored to receive the award

After graduating from Georgetown University in 2011,

and is grateful for his fellow Alumni Board members as

Nimrita attended the Sidney Kimmel Medical College at

well as his McDonogh teachers, and he encourages all

Jefferson University where she continued to earn

alumni to find ways to give back and stay connected.

honors for her work as she completed her residency. Today, Nimrita is the Chief of the Fellowship Program in

COURTNEY VAUGHN ’11

Pulmonary & Critical Care at Rutgers New Jersey

Courtney Vaughn ’11 loved

Medical School.

everything about McDonogh, and her enthusiasm was

In thanking the many people who supported her and

omnipresent on campus. Her

provided inspiration over the years, Nimrita made

ability to pull people together

mention of the McDonogh teachers and coaches “who

to achieve a common goal

challenged me, encouraged me to find my voice, and

earned her the coveted

become a leader,” as well as her parents for advising

Coaches Award for her ability

her to “not let fear get in the way of your goals.”

Joshua Thomas ’06 entered McDonogh in sixth grade and discovered a world beyond the church where he, a pastor’s son, was raised. While his church

build relationships, to be independent, and to think

For many people hit with

JOSHUA THOMAS ’06

>>>

to harness positive participation among her teammates, and she also received the Thomas R. Harper Award for integrity and honor, which was presented at the 2011 Commencement ceremony. After earning a B.S. in Business Administration from Elon University, the Elon Office of Undergraduate Admissions tapped her to be an ambassador.

gave him a solid foundation,

In the past five years, she has worked her way up from

he credits McDonogh for

an Admissions Counselor to the Director of Diversity

cultivating it; he learned to

Recruitment where she manages diversity-specific

SATURDAY EVENTS initiatives and implements diversity, equity, and inclusion training programs. She also serves on the President’s Advisory Council for Inclusive Excellence, and she was appointed to the Southern Association of College Admissions Counseling Board of Directors. On top of it all, Courtney earned a Master of Business Administration in May 2020, and she volunteers for the McDonogh Fund and the Class of 2011 Reunion Committee. Courtney

On Saturday afternoon, guests tuned in for a discussion on the 50th Anniversary of Full Integration at McDonogh. Black alumni representing four different decades spoke about their journey and shared their perspectives on the past 50 years in a panel discussion moderated by Erika Seth Davies ’94. The weekend concluded with a virtual gathering of visual and performing arts alumni who enjoyed the opportunity to reminisce with each other and members of the arts faculty including Jon Aaron ’72, Kevin Costa, Oletha DeVane, Suzi Eldridge, Ilona Kessell, Don New, Philip Olsen, Toni Stefano, Sue Tanury, Kara Zimmerman, and Match Zimmerman ’02.

was humbled to be honored by the place that created the foundation of who she is today, and she thanked her many McDonogh mentors for inspiring her to enter the field of education.

>>> HONORING THE 50TH ANNIVERSARY OF FULL INTEGRATION

TERRELL WINDER ’07 At McDonogh, Terrell Winder ’07 was a standout in the classroom. His teachers described him as motivated, eager, organized, and focused, and his involvement in extracurricular

Erika Seth Davies ’94, Norman Parker ’73, Kim Chambers ’82, Kimberly Warden Lewis ’91, and Mike Smith ’15 share their experiences as Black students at McDonogh.

activities spanned a range of interests. Topping the list were activities through which he could affect change or improve life for those less fortunate. Terrell was a regular attendee of the annual NAIS

>>> VISUAL AND PERFORMING ARTS ALUMNI GATHERING

Student Leadership Conference where he gained insight into cultural differences and how to honor them. He became a skilled facilitator, and as a student, he initiated and led diversity workshops and conferences at McDonogh and in the broader Baltimore independent school community. Today, with a Ph.D. in sociology, Terrell is a scholar of race, sexuality, and gender; serves as

Visual and performing arts alumni join Kara Zimmerman, Ruthie Griffith ’09, and Match Zimmerman ’02 for an evening of reminiscing and reconnecting.

a consultant on diversity, equity, and inclusion; and is an Assistant Professor at the University of California, Santa Barbara. He has published many books and papers, led numerous workshops, and earned several awards. He also continues to participate in the NAIS Student Leadership Conference. In accepting the Young Alumni Award, Terrell shared, “I am grateful to receive an award from the school that afforded me so many opportunities and unlocked so many doors in my life.”

>>>

Advice is great, especially when it comes from a fellow Eagle. On May 13, several young alumni from the classes of 2014 through 2018 spoke to students in the Class of 2021 during Transition Day. Panelists shared their post-McDonogh experiences, provided valuable advice, and offered well wishes to the newest members of the Alumni Association.

>>>

From left: Quincy Rhodes ’18, Isabelle Webster ’17, Sophie Stavisky ’16, Cale Thorne ’16, James Margraff ’16, Morgan Jacobs ’17, and Justin Weathers ’14. Not pictured: Piroz Bahar ’16.

BLACK ALUMNI COMMITTEE SENIOR SEND-OFF

In anticipation of their graduation, members of the Class of 2021 joined the Alumni Board’s Black Alumni Committee for a virtual gathering on June 8. Committee members offered their congratulations and welcomed the seniors into the McDonogh alumni community with a special gift—a Sankofa pin. The students introduced themselves, described their McDonogh experience and their senior year during a pandemic, and shared their post-graduation plans.

>>>

ALUMNI NEWS

YOUNG ALUMNI PANEL

Top row, from left: Ashley White ’21, Caleb Dixon ’21, and Kimmy Hilson Carmichael ’10; bottom row, from left: Ronson Holmes ’21, David Holland ’90, and Kellee Parrott Gonzalez ’96.

>>>

ALUMNI ASSOCIATION WELCOMES SENIORS

McDonogh’s new alumni wait in line for a tasty treat.

Members of the Alumni Board were excited to present McDonogh backpacks to the Class of 2021 during their Commencement rehearsal on June 10. The Alumni Association also offered a sweet treat for its newest members—the Miss Twist ice cream truck came to campus!

Members of the Class of 2020 reunited on the Ritter Terrace for good food and even better company on June 23. The cookout was a great way for the young alumni to reconnect with each other as well as with a few faculty members who stopped by to see some of their former students.

>>>

CLASS OF 2020 COMES TOGETHER

Back row, from left: Jesse Plank, Ellie Eisner, Shane Silverman, Ben Kadish, Spencer Pett, Daniel Kim, Nicholas Zuga, Dylan Wang, Joe Radek, Charlie Lockyer, Sean McGonigle, Kellen Meagher, Brian Nevin, and Charlie Fleury; front row, from left: Maya Ransome, Carson Young, Kamila Redd, Andrea Moreno, Campbell Farace, Logan Wright, Madeline Green, Emily Schuster, Kaitline Goldberg, Josie Sawyer, Carsyn Belanger, Peyton Cleverly, and Riley Hanes.

>>>

M I L E S TO N E S

WEDDINGS

IN MEMORIAM

’06 Jacqueline C. Perlmeter and Mark Eisele, 9/12/20

’35 Robert L. Lamborn

’07 Kameron B. Millar and Alison C. Rajk, 4/17/21

’44 Shelton B. Bosley

’08 Kaitlyn B. Love and Stan Budzynski, 6/19/21

’46 Calman J. Zamoiski, Jr.

’09 Natalie L. Ferguson and Jabari Jackson, 11/15/2020

’47 Guy T. Warfield III

’09 Rebecca J. Flora and Anders Nilsson, 5/15/21

’48 William C. Chaney, Jr.

’13 Rachel E. Morrison and Alan Hammack, 10/3/20

’51 Louis G. Kopp

’13 Jenna L. Stover and Timothy Webster, 5/8/21

’51 John K. Wetzel ’52 William G. Shinnick

BIRTHS

’54 George S. Wills ’55 Alexander P. Brown III

’96 Kevin M. Cummings and Jessica Cummings: Andrew Joseph, 9/9/20

’55 John R. Cummins, Jr.

’96 Shaun D. Hayeslip and Alejandra Duran Hayeslip: Annelisse Sophia, 10/5/20

’55 Raymond L. Stearns

’96 Claire Plitt Kobulnicky and Adam Kobulnicky: Abigail Hope, 11/11/20

’55 Henry W. Tarring II

’00 Heather B. Warnken and Andrew Grinberg: Cleo Lucretia, 9/22/20

’56 A. Eugene O’Dell, Jr.

’00 Christopher A. Zuk and Kittredge Zuk: Parker Canfield, 8/1/20

’56 Robert L. Parks

’01 Kimberly A. Wright Delano and Ryan Delano: McKenna Reese, 1/30/21

’57 Owen DeLong

’03 Virginia L. Rollins Browning and Ryan Browning: Mackenzie Lee, 2/10/21

’57 Birnie W. Feeser

’03 Alexander K. Katcoff and Christine Katcoff: Ryan Alexander, 6/23/20

’57 W. Howard Wight, Jr.

’03 Kimberly A. Freeman Newell and Ryan Newell: John Patrick, 12/14/20

’60 Gordon R. White, Jr.

’04 James E. Dodson and Jennifer Dodson: James Edward IV, 7/30/20

’61 Herman W. Berger III

’04 Gregory G. Scruggs and Yiting Lim: Lena Gutterman Lim, 6/4/21

’61 John A. Butler

’05 Hakeem O. Sule and Kerri Sule: Brielle Sophia, 5/17/21

’61 Earl B. Hohbein

’06 Michael C. Ferguson, Jr. and Brielle A. Smoot Ferguson ’07: Lincoln Clarence, 1/20/21

’66 R. Bruce Nesbitt

’07 Michael S. Fader and Estee Fader: Wesley Marshall, 6/7/21

’67 Marc F. Lieberman

’07 Brielle A. Smoot Ferguson and Michael C. Ferguson, Jr. ’06: Lincoln Clarence, 1/20/21

’68 John J. Ariosa, Jr.

’07 Bridgette Flora Williams and Douglas Williams: Alexander Owen, 12/4/20

’68 Thomas C. Herter

’08 Parker E. Blue and Zak Randell: Augustus Blue and Ezekiel Blue, 11/10/20

’70 Eric E. See

’08 Kristin L. Ferguson Lilly and Michael Lilly: Caroline Lee, 7/9/20

’82 Frederick B. Schlimm

’12 Ryan M. Delauter and Sevren Delauter: Hudson Kapena, 5/3/21

’91 David M. Schnur

’12 Joel N. Jorgensen and Michelle Jorgensen: Hazel Denise, 5/14/21 ’12 Payton C. Sanchez Meagher and Tyler A. Meagher ’12: Emerson Blair, 10/24/20

FORMER FACULTY AND STAFF

’12 Tyler A. Meagher and Payton C. Sanchez Meagher ’12: Emerson Blair, 10/24/20

Linda R. Brand Hugh F. Burgess Carol Dudley David C. Murphy

As of August 25, 2021

>>> >>>

>>>

C L A S S N OT E S

>>> Clockwise, from left: Bruce Baggan ’65, Ginny and Fred Mitchell ’50, Diane and Jay Weiss ’50, Rod Baker ’65, Leslie Zuga, John Beever ’50, Kingsley Moore (widow of Bo Moore ’50), Gene Reynolds ’50, Larry Husfelt ’65, Ingrid Bortner (widow of Leigh Bortner ’50), and Jim Dawson ’64.

1950 Members of the Class of 1950, 1964, and 1965 happily resumed their longstanding monthly luncheons at Michael’s Cafe in June, post-vaccine. They welcome other alumni to attend; please contact John Beever ’50 at jrbeever@verizon.net if you would like to join the group.

1953

the Yale Alumni Chorus. The group was unable to meet for rehearsals or spring tours so they performed via Zoom.

ANTHONY R. BOCCUTI, M.D., Col., U.S.

Army, Ret. is 85 years old and persisting. He also reports that he is fully vaccinated and tired of virtual life.

1954 THOMAS W. BAUER served as an

interim priest for St. John’s in the Village Episcopal Church in Baltimore, MD, until Easter 2021. During the pandemic, Tom participated in a series of virtual concert recordings as part of

>>> CLASS OF 1955 VIRTUAL 65TH REUNION Top row, from left: Ed McIntyre, Peter Powell, and Wayne Newland; bottom row, from left: John Shepherd, Ed Perry, and David Knapp.

>>>

CLASS OF 1956 VIRTUAL 65TH REUNION Top row, from left: Robert Tames, John Ward, Henry Chiles, and Len Lindenmeyer; second row, from left: Darnall Daley, Whistler Burch, Philip Miller, and Jon Nevins.

1956 After graduating from the Massachusetts Institute of Technology, LEONARD R. LINDENMEYER spent 10 years working in Texas before returning to Maryland after the Vietnam War. Since then, he has spent 30 years in education at a community college and at the United States Naval Academy, and he continues

to stay involved during retirement by mentoring and tutoring. Leonard is proud of McDonogh’s efforts to provide in-person learning during the pandemic, and he applauds the School’s commitment to its students and their families.

1959 DENNIS L. KURSEWICZ and his wife,

Nancy, visited Valparaiso, Chile, in March 2020 while on a cruise around South America. During the cruise, the world shut down due to the pandemic. Several countries denied them entry, so they were stuck at

>>> Dennis Kursewicz ’59 and wife Nancy in Valparaiso, Chile in March 2020.

>>>

CLASS OF 1965 VIRTUAL 55TH REUNION Top row, from left: Rod Baker, Beth Sauer Hopkins ’02, and Ken Waller; bottom row, from left: Richard Taylor, Tom Mullenix, and Dudley Ives.

sea for 11 straight days. They finally docked in Miami, FL, and have been at home in Anaheim, CA, ever since.

1963 ARTHUR S. LAZEROW ’s youngest son,

Robert, and his wife had their first child—a baby girl—on April 2, 2020. Between his four sons, Arthur has eight grandchildren—four boys and four girls.

>>>

1966

CLASS OF 1966 VIRTUAL 55TH REUNION Top row, from left: Bob Fisher, Dick Moser, and Don Thomas; bottom row, from left: Tim Farmer, Sharon Hood, and Gil Panitz.

In honor of their 55th reunion, members from the Class of 1966 offered a generous $55,000 match during McDonogh’s Gratitude Challenge in April to show appreciation for their McDonogh education. Led by THOMAS M. DANCE, TIMOTHY R. FARMER, ROBERT H. FISHER, WILLIAM C. GEIST, JR., DOUGLAS N. MOORE, RICHARD P. MOSER, JR., THOMAS G. TURNER, J. MARTIN WEIKART , and TIMOTHY S. WRIGHT , the gift inspired others in

the McDonogh community to share their own appreciation with a McDonogh Fund donation.

>>> Several member of the Class of 1966 gathered on separate occasions in Florida. Left: John Hampshire, Chris White, Gil Panitz, and Harvey White in Clermont, FL. Right: Richard Gunther, Bill Geist, Ted Campbell, John Hampshire, Chris White, and Ward Rinehart in Sarasota, FL.

>>>

BRUCE R. BILGER, L. VALENTINE CURRAN, DAVID S. DIGGS, ROBERT B. KERSHAW, ROBERT R. KRUL, JEFFREY S. MACHAMER , and W. DAVID NOVAK .

1969 >>>

FREDERICK B. WATKINS and his

wife, Denise, welcomed their first grandchild, Lily Jane Corrigan, on November 20, 2020. Fred, who has three children, is loving life as a grandparent.

1970 The Class of 1970, in the second year of their 50th reunion celebration, raised more than $850,000 for the McDonogh

>>>

CLASS OF 1971 VIRTUAL 50TH REUNION Top row, from left: Ted Miller, Frank Commiskey, David Stebbing, Richard Highby, and Gib Gahan; second row, from left: Davis Fox, Donald Walters, T.R. Wailes, Lou Sieverts, and John Cavanaugh; bottom row, from left: Michael McCowan and Matt Dundrea.

1971 C. THEODORE MILLER continues to

serve as Chief Staff Counsel and Counsel to the Clerk for the Kentucky Supreme Court where he has worked for 38 years. Ted also serves as the elected Vice President of the Indiana-Kentucky Synod’s Evangelical Lutheran Church in America, chairing the 25-person Synod Council for an eighth year. He and his wife of 43 years, retired pediatrician Dr. Lisa Miller, have

CLASS OF 1970 VIRTUAL 50TH REUNION Top row, from left: Michael Moser, Val Curran, Bill Rowe, Jeff MacHamer, and Nick Griffin; second row, from left: Buck McPhail, Craig Oliver, Robert Krul, Dexter Beane, and Gil Gardner; third row, from left: Mark Schneider, Chip Wright, Richard Zapf, Fred Cohen, and David Diggs; bottom row, from left: Tom Young and Robert Kershaw.

>>>

C L A S S N OT E S

Fund and scholarship (as of June 30, 2021). The reunion committee members who chaired this effort are

>>>

The Class of 1975 gathers off campus to finally celebrate their 45th reunion, which was supposed to take place in 2020. Front row, from left: Tim Wilson, Bruce Lipson, Roger Nakazawa, Scott Naylor, John Curley, Henry Wegrocki, Jay Foster, and Ham Easter; second row, from left: Barry Rollins ’74, Clayton Shelhoss, Chuck Lucier, Pat Kahoe, Bob Inman, and Ned Kaufman; back row, from left: Dave McCarty, Kip White ’76, Jeff Rogers ’74, Bob Bond, Paul Farley, Tom Potts (former teacher and wrestling coach), Paul Mavromihalis, Tom Weston, and Bill Herb.

three children, who together with their spouses have given the gift of six grandchildren. JOHN S. COOPER recently stepped

down as the Director of Hope Charter School and Legacy High School outside Orlando, FL. These two public schools earned the National Blue Ribbon School Award, the highest recognition from the U.S. Department of Education. John continues to teach there and assist with hiring, alumni, accreditation, and other efforts. Sadly, he recently lost his wife of over 35 years to cancer, and he is currently being treated for cancer as well.

LEE B. TEMPLE , founder of

primamundi.com, was recently recognized for his accomplishments as an architect, educator, activist, and writer in a cover story in Marquis Who’s Who Millenium Magazine. He also appeared in an online interview with television journalist Star Jones in which he explained his passion for architecture and the arts.

STEVEN K. BREEDEN, DOUGLAS N. SILBER, MARIO F. VILLASANTA , and KIP W. WHITE, JR. —topped the

previous record-setting total from the Class of 1976 five years ago.

1977 JAMES C. UDEL recently released his

1976 The Class of 1976 established a scholarship in honor of their classmate HOWARD S. KLEIN . Prior to Reunion Weekend, Klein’s classmates surprised him with the announcement that, in just a few short weeks, more than $107,000 had been raised for the Class of 1976 Howard S. Klein Scholarship and nearly 40% of the class participated. It was a gesture they were happy to make to honor their beloved friend who has been a cheerleader for the School since his days as a student. The 45th reunion effort—led by H. STACEY BOYER,

latest book, Doubling for McQueen and Redford: The Stunt Careers of Loren Janes and Mickey Gilbert. The conversations within chronicle the careers of the stunt players and provide insight into the lifestyles of these largely unsung performers. The title can be pre-ordered on Amazon. Baltimore-based members of the Class of 1976 celebrated their 45th reunion together, and they dialed into their virtual class party to see ’76-ers from across the globe. From left: Jane Burch Friddell ’77, Kip White, Doug Silber, Roger London, Bob Geist, Stacey Boyer, Mario VillaSanta, Steve Breeden, Jim Dulkerian, Stuart Entwistle, Tom Foster, and Art Caltrider.

>>>

1974

receive a $50,000 matching gift from the grandchildren of Irv Naylor ’54: Leah Naylor-Ickes, Chet Naylor ’02, and Sarah Naylor ’07. Special gifts were also made by Pat’s widow, Heidi Dulany, his mother, Winifred Dulany, and son Scott Dulany.

1975 Thanks to the efforts of SCOTT C. NAYLOR, JOHN M. CURLEY III , and MURAJI NAKAZAWA , the Class of 1975 raised $105,000 for the T. Patrick Dulany ’75 Fund (as of June 30, 2021). They reached the $100,000 minimum needed to establish the fund, and they will

>>>

C L A S S N OT E S

>>>

CARLTON T. JOHNSON won the 2020

Thomas Burnett Swann Poetry prize for his poem, “The Swallow,” based on his first swallow study. Due to COVID-19 restrictions, the judges did not hold the usual luncheon and poetry readings, so the award was sent by mail. This past fall, Carlton’s first collection of poetry was published; A Thimble of Time is available on Amazon.

1982 F. COLEMAN HORNER METTEE is

working at the Community College of Baltimore County as the Simulation Technician in the Nursing

>>>

Department. She operates and maintains hardware and software for 25 full-size adult, infant, pediatric, and birthing “manikins” that are used to teach nursing students. Her daughter—a National Merit Scholar who is studying Biomedical Engineering—just completed her first year of college online at the University of Texas, Dallas without ever stepping foot in the state! Coleman says she has been able to use her McDonogh math skills from almost 40 years ago to help her daughter with some of her more advanced math classes! Her son is farming full-time at First Fruits Farm, a Christian ministry-based Baltimore County non-profit that provides food to local food banks and ministries.

CLASSES OF 1980 AND 1981 VIRTUAL

>>>

1979

>>>

Carlton Johnson ’79 won the 2020 Thomas Burnett Swann Poetry prize for his poem, “The Swallow.”

CLASS OF 1985 VIRTUAL 35TH REUNION Top row, from left: Anna Dopkin with daughter Paula Cooke ’28, Maury Garten, and Susan Seaman Boré with daughter Eloise Boré; bottom row: Ralph Cooke.

40TH REUNION Top row, from left: Cindy Minken-Schwartz ’81, Leela Sullivan ’80, David Caltrider ’81, Claire Talkin Kerr ’80, Claire Cunliffe McLauchlin ’81, Bill Parias ’81, and Mike Housley ’80; second row, from left: Parker Mitchell ’81, Rebecca Joseph ’81, Bruce Cooper ’81, Ken Gallager ’80, Jay Nair ’81, Kim del Carmen ’81, and Richard Bosley ’81; third row, from left: Nancy Sebeck Love ’81, Bob Iglesia ’81, Kim Cotton McDaniel ’81, Bob Cormier ’80, Pam Cragg Singleton ’81, Lisa Covi ’81, and Bryant Gorrell ’80; fourth row, from left: Bill Ayares ’81, Greg Evans, ’81, Steve Inge ’81, Tom Barranco ’81, Paul DeAngelis ’80, Joe Jeppi ’80, and Rob Sidney ’80; bottom row, from left: Deirdre Anderson Edgerton ’81, Caroline Carlson Maisel ’81, and Dave Pipes ’80.

>>> CLASS OF 1986 VIRTUAL 35TH REUNION Top row, from left: Tom Kelly, Ernie Rafailides, and Brian Litofsky; second row, from left: James Porter, Marjorie Rodgers Cheshire, and Rob Young; bottom row: Steven Oh.

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Bridget Collins ’90 was appointed as the Director of Greatest Good McDonogh.

1990

JOSEPH S. SOLIMAN completed his

BRIDGET M. COLLINS was appointed

13th year teaching AP United States History and coaching the varsity golf teams at St. John’s School in Houston, TX. Jack coached the girls team, which included his daughter, Isabel, to their fourth consecutive Southwest Preparatory Conference State Championship this past spring!

as the Director of Greatest Good McDonogh in April. Bridget will continue to be the keeper of traditions as The Charles W. Britton Director of Character and Service while also serving in this new role. Read more in Circling the Hill. In February, Governor Hogan appointed the Honorable STACY A. LANDOLT MAYER to the Circuit Court for Baltimore County. She was elevated from the District Court where she had been sitting for seven years. Judge Mayer is looking forward to hiring McDonogh alumni as law clerks.

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her son, Jake, moved from NYC to Southern California in the fall of 2020. She is working as an executive producer developing and producing documentary television specials and series including a gig with the Friends reunion that aired in May 2021.

Stacy Mayer ’90 was appointed to the Circuit Court for Baltimore County.

CLASS OF 1990 VIRTUAL 30TH REUNION Top row, from left: Kelly Atkinson, Julie Lanahan, and David Holland; second row, from left: Bridget Collins, Emily MacGeorge Clark, and Katie Deven Ferrer; bottom row: Molly Clark Jefferds.

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ELIZABETH RUKSZNIS WALLER and

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1988

Jack Soliman ’88 coached the St. John’s School girls varsity golf team, including his daughter, Isabel, to their fourth consecutive SPC State Championship.

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1992

1994

DANIEL C. KOLOSKI joined the

ERIKA SETH DAVIES joined Rhia

academic leadership of the brandnew Roux Institute at Northeastern University. The institute is building a cutting-edge graduate program in a variety of technology-focused and digital economy disciplines in Portland, ME. He says it is a cool initiative that is going to be hugely transformational for his adopted home state of Maine, where he has lived for more than 15 years. In January, Dan took on the appointment of Professor of the Practice and Director of Professional Studies. After more than 20 years in software, he says it’s exciting to make a career change into academia, and he’s dusting off his studying skills (first honed at McDonogh!). He is proud to represent the Class of 1992 on the other side of the classroom.

Ventures as the organization’s CEO. Erika is the Founder of The Racial Equity Asset Lab (The REAL), an organization working in partnership with Common Future that centers racial equity in impact investing and works to shift capital to close the systemic racial wealth gap. She is excited to align her experience advancing racial equity in impact investing with innovative strategies and advocacy designed to center women’s sexual, reproductive, and maternal health.

>>> CLASS OF 1996 VIRTUAL 25TH REUNION Top row, from left: Ateet Ahuja, Jennifer Spindler, Claire Plitt Kobulnicky, Eric King, Aaron Brodsky, Lori Wilmer Janousek, Michael Paul, Jill Blum, and Amer Malik; second row, from left: Kerim Kfuri, Patchen Mortimer, Chuck Banks, Shaun Hayeslip, and Kathy Reider; third row, from left: Tanya Walentowicz, Laddie Levy ’63, Jon Aaron ’72, Eliza Copelan Raphael, and Eric Lichtfuss; bottom row: Harris Gilbert.

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1998 M. KIRK ROBERTSON was named as

McDonogh’s Associate Head of Middle School effective July 1, 2021. As an alumnus, current parent, teacher, and dean, Kirk has a deep

Kirk Robertson ’98 was named as McDonogh’s Associate Head of Middle School.

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C L A S S N OT E S

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Several members of the Class of 1996 gathered in person, and they dialed in to their virtual reunion. From left: Eric King, Jill Blum, Aaron Brodsky, Stephanie Barnes Elliott, Michael Paul, Lori Wilmer Janousek, and Theresa Trudil Myers.

love for the School and brings a unique perspective to the position. He started in McDonogh’s Middle School in 2007 after earning a B.S. in Natural Resources from Virginia Tech and an M.S. in Education from McDaniel College. After almost 15 years as a Middle School science teacher and three years as the fifth-grade dean, Kirk has developed a keen understanding of the educational and emotional needs of middle schoolers. Along the way, he has earned the respect of colleagues, parents, and students for his caring nature and innovative approach to LifeReady teaching and learning. A talented educator with a big heart, Kirk has devoted his career to building relationships with students and helping them grow to become their best selves.

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2000 SAMIR B. SATWAH is currently

working as an IT Coordinator for an electrical and mechanical engineering company in San Diego, CA, while finishing his graduate degree in health sciences at the University of San Diego. Samir plans to open a multidisciplinary health center in the San Diego area in 2022.

2002 SHANNA R. WEINBERG WEINBLATT

joined Coty, a leading global beauty company, as Senior Director of Innovation & Beauty Tech. In this role, Shanna will help lead her team’s mission to identify and roll out innovative digital-first services to enhance the consumer experience across all Coty brands worldwide.

2003

CLASS OF 2006 VIRTUAL 15TH REUNION Top row, from left: Anne-Marie Botek, Deb Gold, Joseph Damiba, Chris Ranier, and Martina Dent; second row, from left: Abby Caso Holmes and Bryn Holmes, Josh Thomas, Paige Kaylor Ruddy, Caitlin Dammin, and Jocelyn Sher; bottom row: Keith Brown.

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Samir Satwah ’00 is an IT Coordinator for an Electrical and Mechanical Engineering Company in San Diego, CA.

Cameron is a third-year fellow in pulmonary and critical care medicine at the University of California, San

woman to climb Mt. Rainier—was published in Jewish in Seattle and earned him “Best Profile” from The

Diego School of Medicine.

Maggie Awards, which celebrates excellence in publishing and digital media. Greg also won second place for best government and politics reporting from the Society of Professional Journalists Pacific Northwest Chapter for a story published by the Thomson Reuters Foundation about a small town in Washington state that prints its own money as a local currency to help businesses during the pandemic. Greg and his wife live in Seattle, and they welcomed their first child in June.

JESSICA A. MORGAN was named as

one of the most influential figures in Black lacrosse history by US Lacrosse Magazine. A three-time All-American at the University of Virginia, her team won the 2004 National Championship. After assistant coaching at UVA, Jessy went on to become the Head Women’s Lacrosse Coach at Howard University (from 2009 to 2010) and at George Mason University (from 2015 to 2020). Currently, she is the Athletic Director at Garrison Forest School.

2004 GREGORY G. SCRUGGS won two

journalism awards this year. His story about Bronka Sundstrom—a Holocaust survivor and the oldest

2006 MICHAEL T. SNYDER is a freelance

journalist based in Mexico City who specializes in food, architecture, travel, and culture. He is a regular contributor to T Magazine and has written for a range of publications including the

W. CAMERON MCGUIRE graduated

from Tulane University in 2015 with an M.D. and a Master of Public Health. He and his wife, Courtney, are enjoying life in San Diego, CA.

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CLASS OF 2001 VIRTUAL 20TH REUNION Top row, from left: Julie Katz Heyman, Allie Thomas Stewart, Rachel Sher Cohn, and Shelby Block Laugtug; second row, from left: Brad Leddon, Hollie Shaivitz, Thea Burdell Israel, and Emily Berlanstein O’Connor; third row, from left: Chanel Lattimer-Tingan, Harriti Shah, Gabe Sataloff, and Megan Levinson; bottom row, from left: Wright Abbot and Cynthia Cox.

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C L A S S N OT E S

>>> Taylor Lamborn ’07 in the “I Know What Love Is” music collaboration to support MusiCares.

New York Times, the Los Angeles Times, The Believer, The Nation, Scientific American, The Caravan, Lucky Peach, Travel + Leisure, Saveur, Food & Wine, Punch, Eater, and Roads & Kingdoms, among others. Prior to moving to Mexico, Michael lived for five years in Mumbai, India, where he contributed to publications including Architectural Digest, Indian Quarterly (he served as Contributing Editor for both), GQ India, The Caravan, Open, and the Times of India. Michael graduated Phi Beta Kappa and Magna Cum Laude from Columbia University in 2010 with a degree in English Literature and Comparative Religion.

2007 TAYLOR M. LAMBORN was part of a

music collaboration to support MusiCares, a charity that was established to help artists, musicians, producers, crew members, and countless others who were affected by the shuttering of live music performances during the pandemic. The song “I Know What Love Is” (www.IKnowWhatLoveIs. com) is brought to life with more than 54 artists and contributors, including Jason Mraz, KT Tunstall, and Zac Brown.

2008

2010 ISAAC D. JORGENSEN was

recently promoted to Athletic Director at Veritas School in Richmond, VA. He has taught upper school humanities and coached several sports, and he was also instrumental in implementing a school-wide learning management system. Isaac and his wife, ALEXIS BLIGHT JORGENSEN , reside in Richmond where she is completing an orthopedic surgery residency.

HAILEY D. DESSER is a licensed

Realtor in South Florida servicing Palm Beach County. She is dedicated to her clients and recently completed a record-high home sale.

2009

Kameron Millar ’07 married Alison Rajk on April 17 at the Pier 5 Hotel in Baltimore, MD. The wedding was officiated by Bridget Collins ’90. They are both attorneys in the Baltimore City State’s Attorney’s Office, and they reside in the Riverside neighborhood.

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Under 40” 2021 honoree for the Dallas Chapter of the Public Relations Society of America (PRSA), which honors the top young professionals in marketing, communications, and media. Kathleen is the Director of Operations and Institutional Relations for the First Unitarian Church of Dallas.

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KATHLEEN F. SAMS was named a “40

Katie Love ’08 married Stan Budzynski on June 19, 2021, in Baltimore, MD.

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CLASS OF 2011 VIRTUAL 10TH REUNION Top row, from left: Heather Hodge, Laura VillaSanta, Madelyn Rubenstein, Kaylie Gonze, Jessica Gray, and Courtney Vaughn; bottom row, from left: Ben Falcone, Faith Pearson, and Sam Wexler.

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Maya Holmes ’14 finished her first year of medical school at Case Western Reserve University, and she was awarded grants to research sickle cell disease at Johns Hopkins over the summer.

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2011

Keita Christophe ’13 is a tenure-track Assistant Professor at Wake Forest University.

ANDREW D. COSGAREA was named

by Varsity Sports Network as the No. 2 Boys Swimmer of the Decade. After a successful career at McDonogh, Drew went on to swim for Stanford University where he qualified for two more U.S. Olympic Team Trials. His first time qualifying for this prestigious event was in 2008 at the age of 15 with his North Baltimore Aquatic Club teammates Katie Hoff and Michael Phelps. Varsity Sports Network named COLIN BITZ ’21 as the No. 3 swimmer.

spring with his Ph.D. in Developmental Psychology from the University of North Carolina at Greensboro, and he is starting as a tenure-track Assistant Professor at Wake Forest University in the Department of Psychology.

>>>

NOAH K. CHRISTOPHE graduated this

>>>

2013

Nicole Friedlander ’14 graduated from Cardozo School of Law in New York City on June 1.

2014 NICOLE W. FRIEDLANDER graduated

magna cum laude from University of Miami in 2017 and from Cardozo School of Law in New York City on June 1. She is currently an attorney with Kelley Kronenberg, a multistate corporate law firm.

Meghan Haag ’14 graduated with a Juris Doctor degree from the University of Baltimore School of Law in June.

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Jenna Stover ’13 married Dr. Timothy Webster on May 8, 2021, in Baltimore, MD.

Rachel Morrison ’13 and Alan Hammack were married on October 3, 2020.

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MYLES N. MARTIN was named as

Varsity Sports Network’s No. 1 Upper Weight Wrestler of the Decade. Additionally, COOPER R. FLYNN ’21 was named No. 3 Lower Weight Wrestler of the Decade.

2016 NICOLAS E. BROWN was drafted by

After a successful college career as a safety for the University of Wisconsin Badgers, ERIC B. BURRELL

>>>

Kayla Holmes ’16 released her first novel, Sugar’s Rebellion, in April.

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MICHAEL DESHIELDS was drafted as

the No. 5 overall pick by D.C. United in the Major League Soccer SuperDraft on January 21. Mike was a center back at Wake Forest University, but he didn’t play in the fall of 2020 because of an injury. He signed with the New England Revolution II of US League One in November 2020 but wasn’t able to play in a game. He looks forward to playing close to home. After graduating with honors from The University of Pennsylvania in May 2020, KAYLA A. HOLMES started her dream job as an East Coast Page with NBCUniversal in March. The NBCUniversal Page Program is a rotational learning and development program that offers exposure to the media and entertainment industry. Additionally, in April, Kayla released her first novel, Sugar’s Rebellion. It had always been a dream of hers to write a book, and she is beyond thrilled that she was able to selfpublish one. Sugar’s Rebellion is available on Amazon (ebook and print) and Barnes & Noble (ebook). The print version will be coming to Barnes & Noble soon.

CLASS OF 2016 VIRTUAL 5TH REUNION Top row, from left: Carliana Folfas, Eric Burrell, Kayla Holmes, Lydia Parker, and Alana Phillips; second row, from left: Charles Okehie, Sophie Fitzgerald, Julia Dickerman, Andrea Robinson, and Mya Christian; third row, from left: Alex Evans, Ali Royals, Trey Adams, Jack McCarthy, and Alex Liu; bottom row, from left: Megan Noga, David Sykes, Gabrielle Cadoux, Sydney Mason, and Ben Fish.

Bart Kreiner ’16 graduated from the Massachusetts Maritime Academy in 2020. Although graduation wasn’t what he expected because of COVID-19, he is looking forward to his career in marine transportation.

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the Maryland Bobcats FC for the 2021 soccer season. Nico played college soccer at Loyola University Maryland, and he was also a Member of Jamaican U17 National Team.

signed as an undrafted free agent with the New Orleans Saints football team in May. Eric holds a bachelor’s degree in personal finance and a master’s degree in educational leadership and policy analysis.

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C L A S S N OT E S

2015

>>>

Chuck Okehie ’16 graduated from the Rochester Institute of Technology.

>>>

ANDREW J. HOPKINS graduated from

CHARLES J. I. OKEHIE graduated from

Rochester Institute of Technology with a B.S. in Biomedical Engineering, and he was the captain of the RIT basketball team. Chuck was also awarded a patent for work he completed during an internship he held in Silicon Valley. HARRY C. VANGEISON graduated

2017 On May 18, Maryland Governor Hogan signed the Jordan McNair Safe and Fair Play Act, a bill that improves player safety for college athletes. This legislation was prompted by the death of JORDAN M. MCNAIR who collapsed during an outdoor University of Maryland football practice in 2018, and it was supported by his family’s own Jordan McNair Foundation. The health and safety precautions detailed in the bill took effect in July.

2018 After not having an outdoor or indoor season in 2020 due to COVID-19, Team Captain WILLIAM JORDAN ROSS led the University of Rhode Island men’s track team to two outdoor championships (Atlantic 10 and the New England Championships). Jordan was a part of the winning 4x100 and 4x400 teams. And he accomplished this while maintaining a 3.6 GPA.

2019 WILLIAM R. HOPKINS finished his

second year at Davidson College, and he selected a major in physics with a minor in data science. Working with universities and labs across the nation, he completed an independent research study in support of nuclear isotope decay last semester. Will has been very active with Davidson club sports, and he was recently named President of Kappa Sigma fraternity.

Julia Seybold ’17 graduated from Dickinson College in May, and she moved to Charleston, SC, to work for Blackbaud as a Business Development Representative.

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from the United States Air Force Academy in April 2020 as a Second Lieutenant. He has been teaching basic airmanship classes at the Academy since August 2020, and he will move to San Antonio, TX, in January to begin formal pilot training. Harry thanks his McDonogh Family for giving him encouragement and a strong foundation.

Atia Rahim ’17 graduated cum laude from Spelman College in May, and she is currently attending Mercer University’s fiveyear Psy.D. program.

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the United States Naval Academy in May 2020 with a B.S. in Ocean Engineering, and he received his commission as an Officer in the U.S. Navy. He was a four-year starter with the Navy soccer team and the recipient of numerous leadership awards as a member of the team. Andrew selected Navy Aviation upon graduation, and he completed two phases of flight school in Pensacola, FL, and Corpus Christi, TX.

Harry VanGeison ’16 graduated from the United States Air Force Academy in April 2020 as a Second Lieutenant.

SUBMIT YOUR PHOTOS & CLASS NOTES

The deadline for the next issue is December 1, 2021. Upload class notes and photos to mcdonogh.org/classnotes. Photos will be published based on quality and available space. Please be sure to identify everyone. Digital images are preferred and should be at least 2 megapixels [1600 x 1200 pixels].

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C L A S S N OT E S B A B I E S

1. Kevin Cummings ’96 and his wife, Jessica, welcomed Andrew Joseph on September 9, 2020. Andrew joins older siblings Aiden and Ava. 2. Claire Plitt Kobulnicky ’96 and her husband, Adam, were blessed with the arrival of their fourth child, Abigail Hope, on November 11, 2020. She joins big sister Sarah ’27 and big brothers Christopher ’23 and Matthew. 3. Heather Warnken ’00, husband Andrew Grinberg, and proud big brother Moses welcomed Cleo Lucretia on September 22, 2020. 4. Kim Wright Delano ’01 and her husband, Ryan, welcomed their daughter, McKenna Reese, on January 30, 2021. 5. Gregory Gutterman Scruggs ’04 and Yiting Lim welcomed Lena Gutterman Lim on June 4, 2021, in Seattle, WA. 6. Hakeem Sule ’05 and his wife, Kerri, welcomed their daughter, Brielle Sophia, on May 17. 7. Alexander Owen was born on December 4, 2020, to Bridgette Flora Williams ’07 and her husband, Douglas. 8. Lincoln Clarence was born on January 20, 2021, to Brielle Smoot Ferguson ’07 and Michael Ferguson ’06. 9. Parker Blue ’08 and Zak Randell, who reside in Salt Lake City, UT, welcomed twin boys, Augustus Blue Randell and Ezekiel Blue Randell, on November 10, 2020. 10. Kristi Ferguson Lilly ’08 and Michael Lilly welcomed Caroline Lee on July 9, 2020. 11. Congratulations to Joel Jorgensen ’12 and wife Michelle on the birth of Hazel Denise on May 14, 2021. 12. Payton Sanchez Meagher ’12 and Tyler Meagher ’12 welcomed Emerson Blair on October 24, 2020.

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EVERY GIFT IMPACTS

E VERY EAGLE EVERY DAY.

Please make your gift to the McDonogh Fund by visiting www.mcdonogh.org!

PARTING SHOT The sun sets on the north side of the Marlene and Stewart Greenebaum Middle School.

8600 McDonogh Road Owings Mills, Maryland 21117-0380 www.mcdonogh.org