Nichols 2026
The Measure of a Leader
Remembering Chris Burner
Portrait by Alexis Bernys ’26
The Electric Tower, one of the most recognizable buildings in the Buffalo skyline, was lit in Nichols green on Friday, March 13 in memory of Chris Burner, the 13th head of school at Nichols who tragically passed away on Tuesday, March 3.
Nichols 2026
F E AT U R E S
12 Commencement 28 Remembering Chris Burner 32 Alumni Profile: Neil Chatterjee ’95 34 The Human Core of the AI Generation 36 Alumni Profile: Hayley Scamurra ’13 38 Shooting for the Moon: How 500 Books are
Redefining the Sixth-Grade Experience
46 An Original Cinderella 48 Alumni Profile: Spencer Bacon ’14 50 The Heat of the Moment: Joseph Goodly ’29 and Finn Riordan ’29
52 Entrepreneurship at Nichols 54 How Nichols is Expanding the Cultural Calendar 56 Alumni Profile: Molly Stevens ’77 58 Nichols Welcomes Lee Carlson ’76
for 2026 Prince Lecture Series
D E PA R T M E N T S 5 Board of Trustees Letter
22 Awards
6 New Faces at Nichols School
26 Nichols’ Next Century Campaign
7 College Counseling
42 Athletics
9 Class of 2026 College Matriculation
60 General Information Test
10 Greetings from Scott Reisinger
67 Class Notes
11 Get To Know Pam McCarthy 18 Reunion
65 In Memoriam 73 Nichols Night
Mission “Our aim is to train minds, bodies and hearts for the work of life, and to carry into all we do the highest ideals of character and service.” – Joseph D. Allen, 1909 (second Headmaster of Nichols School) Andrew Fors ’91 P’19,’22,’22,’25 Chair, Board of Trustees Chris Burner † Head of School Design: Kelley Rechin Duffy Moon Design Contributors: Tess Coppola ’27 Sylvia Dahlby Jon Edwards Austin Farber Leslie Garcia P’14 Liza Pcionek ’26 Sara Wiese Janelle Zera P’33 Photography: Dustin Herzberger Tom Maynor ’81 P’14,’21 All other alumni matters: alumnioffice@nicholsschool.org Published by Nichols School’s Marketing and Communications Office and Advancement Office for alumni, families, and friends of the school.
Alexis Bernys '26 photographed and enhanced the cover artwork as part of a project for Ryan Bryggman's Advanced Photography Class. The purpose of the project was to emulate other forms of art, i.e. painting, sculpting, etc., through photography and photoshop. Celebrating the past forms of art with the new technology that we get to use. Bernys used the photo to the left as inspiration. A painting of of Joseph D. Allen, second Headmaster of Nichols School, that hung in Chris Burner's office. It was really quite a simple project that grew to have a profound meaning.
– means “that which is true” and is pronounced “taw alay théss.” Nichols School 1250 Amherst St., Buffalo, NY 14216 Telephone: 716-332-6300 • Fax: 716-875-3931 • www.nicholsschool.org Nichols is an inclusive community. Admission granted to qualified students.
† Deceased March 3, 2026
2025- 2026 Alumni Board President Dillon Joseph ’10 Vice President Tom Hadala ’07 Karen Camacho ’89 P’26,’27 Aarti Chandon ’14 Nick Ennis ’17 Sarah Garcia ’14 Connor Kenney ’09 Alisha Lall ’03 George Rossney-McKnight ’13 Matthew Parker ’07 Jack Pfalzgraf ’17 Melissa Pope ’07 P’29 Gregory Sibick ’15 Jessica Smith ’03 Joe Tomczak ’17 Joe Trapp ’09 Tim Vanini ’87 Darcy Zacher ’88 P’12,’13,’20,’22,’22
2025-2026 Parents’ Association Council President Jennifer Coppola P’27,’30 Vice-President Angela Campagna P’30 Correspondence & Records Christina Leonard P’32 Ex-Officio Jessica Hapeman ’95 P’28,’28 5th Grade (Class of 2033) Elizabeth Hays P’22,’23,’30,’33 Deidre Batson-Griggs ’03 P’31,’33 Christina Arthurs ’00 P’33 6th Grade (Class of 2032) David Schwartz P’29,’32 Lisa Zebro P’32 Jennifer Atwal P’32 7th Grade (Class of 2031) Brooke Leboeuf ’97 P’31 Emily Doren ’00 P’30,’31 Jill Gerhardt ’97 P’31 8th Grade (Class of 2030) Erin Cornelius P’30,’33 Amy & Chris Capalbo P’28,’30,’31 Heather DeFazio P’29,’30
9th Grade (Class of 2029) Michelle Maccagnano P’29 Megan Lukitsch P’29 Brandon Barker P’29 10th Grade (Class of 2028) Erin Lawson P’28 Carolyne Bukenya P’28,’31 11th Grade (Class of 2027) Heather Abu-Sitta P’27,28 Danielle Chebat P’27 Adhilah Moulana II P’27,’27 Heather Jermak P’27 12th Grade (Class of 2026) Rima Khan P’21,’24,’26 Rebecca Locke P’26 Jill Metz P’26
At-Large
Maansi Travers P’26,’28 Renee Mapes P’27,’29 Jenny Li P’32 Jennifer Bernacki Smith P’27,’29 Jamie Kelly P’23,’28,’28 Sarah Gramaglia P’32 Leah Mayer P’28,’29,’31,’33 Julie Plata P’22,’22,’29 Tina Taylor P’28 Claudia Buttonhoff P’28
Continuing At-Large
Jessica Baird ’92 P’21,’23,’25,’28 Uzma Siddiqui P’30,’33 Dede Koeppen P’23,’26 Amat Fatimah P’28,’31 Jennifer Aubrecht P’25,’28 Tammy Aranyosi P’27,’28 Rachelle Nurse P’29 Zeb Farooq P’31 Ashley Dietrick P’28,’31 Lorrei DiCamillo P’28 Kim Schindler P’26,’28,’31
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To the Nichols Community, This has been an important and emotional year for Nichols. Following the passing of Chris Burner, our community came together during a very difficult time. I am grateful for the grace, resilience, and support you have shown each other throughout this time. Thank you for helping us move forward together while continuing to put our students first. The Board remains focused on providing a steady, purposeful environment for our students and supporting Nichols as the premier independent school in Western New York. While this year brought unexpected challenges, it also reinforced my confidence in our future. Watching our faculty, students, and staff rise to the occasion has been inspiring. We are fortunate to welcome Scott Reisinger as our Interim Head of School and Pam McCarthy as Head of Upper School for the coming year. Scott brings more than two decades of leadership experience at outstanding independent institutions, and we know Nichols will be in capable hands. What makes Nichols special is something you can feel every day — in the classrooms, the dining hall, at performances, and on the athletic fields. In the months following Chris’s passing, I spent more time on campus than at any point since my days as a student, and seeing the school up close each day only deepened my appreciation for the people and sense of community that make Nichols special. This year, our students continued to impress us in every area of school life. From hosting educational conferences and earning national athletic recognition to delivering memorable performances on stage and winning numerous art awards, they showcased their talent, character, and leadership. At the same time, we are continuing to invest in the future of Nichols. The Nichols Next Century campaign is off to a strong start, and we’re excited to move ahead with plans to renovate Mitchell and Albright Halls. These spaces are central to our campus history, and our goal is to make sure they continue to serve students for generations to come. The generosity of this community continues to make all of this possible. Whether through a record-breaking Days of Green, the Nichols Fund, or the many ways people give their time and support, your involvement strengthens this school every day. Thank you for all you do for Nichols. With gratitude,
2025-2026 BOARD OF TRUSTEES Chair Andrew Fors ’91 P’19,’22,’22,’25 Vice-Chairs Montgomery Pooley ’80 Alyson Spaulding P’14,’16,’18 Secretary Margaret Boscarino P’23,’27 Treasurer George T. Laub ’80 Melissa Balbach ’83 P’22,’22 Maansi Bansal Travers P’26,’28 Dina Benderson P’25,’29 Jeffrey Bennett P’23,’26 Jennifer Bernacki Smith P’27,’29 Jonathon Blumhagen ’01 Thomas Chambers P’21,’23 Jodi Priselac de Riszner ’93 P’22,’25 Gregory Desautels ’95 Sonja Gallen-Kallela-Siren P’22,25,’28 David Hale ’80 Colleen Heidinger ’02 Sarah Johnston Mitchell ’82 Shelley Kimelberg P’26 Joseph Saffire P’24,’24,’26,’28 W. Scott Saperston ’90 P’20,’22 Merle Thompson P’24 Nicholas Tzetzo ’91 P’28 Theodore B. K. Walsh ’73 P’05,’07,’12
Andrew Fors ’91 P’19,’22,’22,’25 Chair, Nichols School Board of Trustees 2 02 20 52 6
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New Faces at Nichols School
Alexander Aylward ’13 Upper School Latin
Cory Bavuso Upper School Physics
Cassidy Brady Middle and Upper School Band
Abigail Brudz Middle School Music
Dustin Herzberger Coordinator of Digital Media
Molly Kinkel ’03 Director of Enrollment Marketing
Brandon Kozlowski Middle School Physical Education & Athletic Performance Coach
Stephanie Nadler Coach Girls Prep Hockey
Glenn Powers Middle School English
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Alexandria Watts Middle School Drama
Abigail Webb Upper School Math
college couNseling
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Preparing for Life Beyond Nichols In the high-stakes world of modern college admissions, it’s easy for families to get swept up in the noise— rankings, testing policies, and the quiet, persistent comparisons that build over time. At Nichols School, the College Counseling Office works to slow that down. On a typical afternoon, students move in and out of the office between classes, lunch, and free blocks. Some arrive with carefully researched lists while others come in with only a vague sense of what they might want, or a concern they’re not quite sure how to name. The conversations don’t always follow a script, and that’s part of the point. Leading the office is Kelly Jorgensen, Dean of College Counseling, who brings more than 25 years of experience to her role. Recently recognized by Education Insider as one of the Top 10 College Counselors in the country, Jorgensen oversees a program that has earned a national reputation for its student-centered approach. But inside the office, the focus is less on recognition and more on relationships. “Our work isn’t really about where a student gets in,” Jorgensen says. “It’s about who they are by the end of the process—and whether they feel ready for what comes next.”
A Foundation Built Over Time
That process begins earlier than many families expect. At Nichols, conversations about college aren’t reserved for junior year. Instead, they unfold gradually. Families are first introduced to the landscape in eighth grade through informal gatherings that outline what lies ahead. By ninth grade, students already know the counseling team well enough to stop by, ask questions, or simply listen. Over time, those small interactions build into a level of trust that makes later decisions feel more manageable. Rather than rushing students toward a fixed outcome, the office emphasizes what it often calls a “slow-growth” approach. Interests are allowed to evolve. Priorities shift. Students are given space to change their minds and the guidance to understand why. The result is a process that feels less transactional and more developmental, rooted in the idea that college counseling is not just about applications, but about a broader transition into adulthood.
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Looking Beyond the Label
In a culture that often prioritizes brand-name recognition, one of the office’s central messages is deceptively simple: fit matters more than prestige. That message takes shape in one-on-one meetings, where students are encouraged to look past rankings and consider what daily life at a college might actually feel like. What kind of environment helps them do their best work? What communities do they want to be part of? Where do they feel both challenged and supported? These questions don’t always have immediate answers. But over time, patterns begin to emerge. For families navigating the process alongside their students, the counseling office also serves as a steadying presence by offering context, clarity, and a roadmap that helps reduce some of the uncertainty. In a space often shaped by comparison, that consistency can make a meaningful difference.
Staying Half a Step Ahead
The admissions landscape continues to shift, from evolving testing policies to changes in how colleges evaluate coursework and extracurricular involvement. For the Nichols team, staying current isn’t optional—it’s part of the job. Throughout the year, counselors remain in close contact with admissions representatives and colleagues across the country, gathering insight into what is changing and what is
simply noise. That ongoing exchange allows them to guide students and families with a sense of perspective. “You have to pay attention to what’s emerging,” Jorgensen says. “But just as important is knowing what actually matters—and what doesn’t.” In practice, that means helping families focus their energy where it counts, rather than reacting to every new headline or trend.
A Different Kind of Outcome
By the time students reach the height of application season in their junior and senior years, the pace naturally accelerates. Deadlines approach, essays take shape, and decisions begin to feel more immediate. But the foundation built over the previous years often changes how students experience that moment. They are not starting from scratch or trying to define themselves under pressure. Instead, they are working from a clearer understanding of their interests, strengths, and goals. The ultimate aim is not to frame a college decision as a final verdict, but as one step in a much longer path. When Nichols students arrive on their chosen college campuses, they carry more than an acceptance letter. They bring with them a sense of perspective, as well as the confidence, self-awareness, and resilience to navigate whatever comes next. n
Colleges & Universities Offered Admission
Enrolled in College
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Class of 2026 C o l l e g e M at r i c u l at i o n L i st
The 112 members of the Class of 2026 have gained acceptances at 373 different colleges and universities in the United States and abroad. Each student’s school of intended matriculation is represented here, with multiple matriculants indicated in parentheses. Alabama State University Alfred University (2) Allegheny College Alvernia University Binghamton University Boston College Brown University Canisius University (2) Colgate University College of Charleston (2) Daemen University (2) Dartmouth College Dickinson College Duquesne University (2) D'Youville University Florida State University George Washington University Georgetown University Hamilton College High Point University Hilbert College Hobart and William Smith Colleges (2) Ithaca College Lehigh University Loyola University Maryland (3) McMaster University Miami University (Oxford) (4) Michigan State University
Middlebury College Nazareth University New York University Niagara University Northeastern University (4) Northwestern University Oberlin College Pace University (New York City) Penn State University (University Park) (2) Rochester Institute of Technology (2) Southern Methodist University Spelman College (2) St. Lawrence University (3) Stony Brook University SUNY Buffalo (3) SUNY Purchase College Syracuse University The Ohio State University (2)
The University of Montana The University of Tampa (3) Tufts University (2) Union College University of California (Berkeley) University of California (Irvine) University of California (Los Angeles) University of California (San Diego) (2) University of Chicago University of Colorado Boulder University of Connecticut University of Denver (2) University of Massachusetts (Boston) University of Miami University of Michigan (3) University of Mississippi University of North Carolina at Charlotte University of Richmond (2) University of Rochester University of Saint Joseph University of Southern California University of Toronto Villanova University Worcester Polytechnic Institute (2)
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From Mitchell Hall I look forward to meeting all of you.
I have known about Nichols School for more than 40 years, and when I received notice of Mr. Burner’s passing and the school’s need for an interim head of school, I felt called to place my hat in the ring. I have been head of school at two different institutions for almost a quarter of a century, and as I looked at the skills, attitudes, and experiences I’ve gathered along the way, I thought I might be a good fit. I am happy that those doing the calling agreed. Though I have spent the last 12 years in New York City, returning to Western New York feels like a homecoming. I grew up in Rochester, a working-class kid whose highlights included trips to the Buffalo Zoo and Niagara Falls. I have long admired Buffalo’s vibrant artistic and musical environment, and I am genuinely excited to immerse myself in this community and enjoy a slightly slower pace of life. I have been an educator since I was 22 years old, and I have found, again and again, that this work is a calling. Based on the faculty and students I have already met, I believe Nichols’ reputation is more than earned and deserved. This is a place where students really matter, and a school that tends the relationship between students and faculty to make sure everyone in the community is known, cared for, and loved. I don’t believe our mission needs to change. The world will continue to need critical thinkers, effective communicators, and people who can collaborate. But just as importantly, today’s world requires people of health, balance, decency, hopefulness, kindness, and respect for the dignity of all. While artificial intelligence is here to stay, I have immense faith in human reason. The liberal arts, at which Nichols excels, will continue to shape the leaders of tomorrow. In guiding this community, I carry with me a piece of wisdom from my second headmaster, the late James Coyle, who taught me that everyone should leave my office with their dignity fully intact. It is a goal I pursue, however imperfectly, every day. I look forward to meeting all of you. Nichols is already on the right path, and I hope to engage us in that direction even more so in the months ahead. Warmly,
Scott R. Reisinger Interim Head of School
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Get to know Pam McCarthy Our new Associate Head of School and Head of Upper School Tell us a little bit about yourself and the reason you’re in independent education. I came to independent education because I believe deeply in the transformative power of relationships in schools. At its best, education is not just about what students know, but who they become—and independent schools have a unique ability to nurture both with intentionality. Over my career, I’ve served in various leadership roles, from Dean of Students to Division Director to Associate Head of School, which has given me a broad perspective on how schools function and how culture is built. What has remained constant for me is a commitment to student-centered decision-making, strong faculty support, and creating environments where people feel known, valued, and challenged. I’m especially drawn to independent education because of the opportunity to innovate, design programs that reflect our values, and respond thoughtfully to the needs of our students and families. Why is Nichols the right place for you at this point in your career? Nichols feels like the right school at this point in my career because it lives its mission of the development of each student’s intellect, character, and social responsibility. This balance has been foundational in my work as a leader, and it’s the kind of environment where I know I can contribute meaningfully. At this stage, I’m looking for a school where I can lead both strategically and relationally, and Nichols stands out in that regard. The school’s emphasis on truly knowing students, its strong advising culture, and its commitment to community and belonging reflect a philosophy of education that resonates deeply with me. This seems to be embedded in the daily experience of students and faculty. I’m also drawn to Nichols’ ability to evolve while staying anchored in its core values. The way the school is preparing students for a complex world reflects a thoughtful, mission-aligned growth that I find compelling. It suggests a community that is both reflective and forward-looking. As I have learned more about Nichols and the greater Buffalo community, I’m struck by the sense of pride, resilience, and genuine care for one another that mirrors
what strong school communities strive to achieve. That alignment between school and city is meaningful to me. Ultimately, this feels like a place where my experience across divisions and in senior leadership can have a real impact: supporting faculty, strengthening the student experience, and helping translate vision into practice, within a community that shares a deep commitment to doing right by students. What are you most looking forward to on campus in year one and beyond? In year one, what I’m most looking forward to is quickly developing a deep, honest understanding of Nichols: the culture, the strengths, and the areas where there is opportunity to build even further on what is already a very strong foundation. I see year one as a year for active listening and leading: being present in classrooms, working closely with faculty, and engaging students and families to understand their lived experience. I believe this understanding is essential for making good decisions and advancing work in ways that honor the community. I’m excited about strengthening relationships across divisions and roles. With my background spanning multiple campuses and levels of leadership, I’m comfortable working across systems and helping ensure that the student experience feels coherent, intentional, and aligned from start to finish. I’m also looking forward to supporting and elevating faculty work by being a visible, engaged partner who amplifies strong practices and contributes to a culture where great teaching is both expected and supported. And I want to engage fully in the life of the school, contributing to the energy, traditions, and daily moments that define the student experience. How do you like to spend your free time? I enjoy spending time with my family, having adventures big and small. We love traveling to new places and can’t wait to explore all that Buffalo and Western New York offer. I also love to read, especially historical fiction about women in World War II, spend time outside, and enjoy good food. Now is as good a time as any to let the community know that I am originally from Massachusetts and a fan of the Red Sox, Celtics, Bruins, and…PATRIOTS! n
2026
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commencement
Celebrating the Class of 2026 On May 29, the Class of 2026 processed through Keynote speaker Mark Gearan, President of Hobart the Nichols Quad in front of Albright Hall, taking and William Smith Colleges and former Director of the their places among family, friends, faculty, staff, and Peace Corps, offered the graduating class both a challenge members of the Board of Trustees for the school’s and an invitation. Drawing on a lifetime of public service, 134th Commencement, a ceremony made all the more he urged the Class of 2026 to embrace civic life and to poignant by the absence of Head of School Chris Burner. recognize that leadership no longer belongs only to a Mr. Burner had originally extended the invitation to select few. “We live in a time when you don’t have to keynote speaker Mark Gearan, and his presence was wait to make a difference,” he told them. He closed with felt throughout the day. Board a meditation inspired by the very Chair Andrew Fors presided in his ground beneath their feet. Looking stead, and speaker after speaker out at Nichols’ sun-drenched paused to honor Burner’s memory quad, he asked the seniors to pause and his deep devotion to the and be present — to close their Nichols community. eyes, touch the grass of the circle, The ceremony was graced by and remember their first days the voices of the student chorus, on campus, their hardest days, who performed a moving rendition and their happiest ones. “Those of Fleetwood Mac’s “Landslide,” a memories and friendships will not fitting send-off for a class preparing leave you as you leave Nichols,” he to meet whatever comes next. said. “Nichols will always be with Senior Vonn Dudek ’26, you. So go forth and touch grass selected as the student speaker from time to time. Go forth and by his classmates, opened with a make a difference.” tribute of his own. “Mr. Burner The ceremony also celebrated was a kind, caring man who I had honorary alumni award recipients the pleasure of getting to know in Mary Sykes and Jim Kramer, our AP Latin class,” he said, “and and distinguished alumni award I always envisioned shaking his recipient Jeff Linsky ’59. hand today.” He then turned to It was, by all accounts, a the 112 members of the Class of spectacular day. The sun held, Keynote speaker Mark Gearan, President of Hobart and 2026, offering a reflection on what William Smith Colleges. the quad glowed, and the Class made them singular. “What an of 2026 — a class that met a impressive and talented wave it is: year of challenge and uncertainty Ivy League students, top-tier athletes, skilled musicians, with uncommon togetherness — gathered one last philanthropists, great artists and dancers — and so much time as students. Throughout their years on Amherst more. All of these incredible people also support one Street, they distinguished themselves not only in the another, show up to games and concerts, and participate classroom, on the field, or on the stage, but in the quiet, in spirit weeks and school events.” He closed with a consistent way they showed up for one another: at charge drawn from Dostoevsky: “Life is a paradise, and we games, at performances, at every moment that called for are all in paradise, we just refuse to see it. I hope you can community. Congratulations to the Class of 2026. find the paradise just as it will find you.”
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Hamid Hussain ’26 presented with the Castiglia Family Award for Community Service from Dr. Ramone Alexander, Director of Inclusivity & Community Building.
Ilsa Neumann ’26 received the Dual Latin/Spanish Award from Justin Gibson, Chair of the Modern & Classical Languages Department.
2026 Upper School Major Awards Senior Awards (VI Form) Castiglia Family Award for Community Service Hamid Hussain ’26 The Castiglia Family Award for Community Service was established in memory of Joseph “Jerry” Castiglia for his life dedicated to charity and community service both locally and nationally. This award will be granted each year to a graduating senior male student(s) who has devoted significant time and energy to community service and charitable organizations. Edmund Petrie Cottle, Jr. Award Haleigh Rittling ’26 Awarded to that member of the graduating class whose scholarship, achievement, leadership, and influence based on character has been of greatest value to the school. Faculty Prize Tate Boccaccio ’26 Awarded to the member(s) of the graduating class who has contributed most to the school in activities, other than athletics. Head of School Award Austin Benedicto ’26, Vonn Dudek ’26, Oscar Jorgenson ’26, Ilsa Neumann ’26, Thomas Yang ’26 Presented to the student or students who have made outstanding contributions to the school and its life during the year.
Joseph L. Hudson, Jr. ’49 Award Sam Gwitt ’26 Awarded to a senior who embodies citizenship and virtue throughout his or her years at Nichols School, and emerged as an exemplary individual who has contributed to the Nichols community through his or her willingness to live with honor and without pretense or judgment. It is hoped that this award will not be given to a student who will also receive several other awards. McCarthy Prize Alexis Bernys ’26, Anthony Alberti ’26 Awarded to a student(s) who has shown outstanding growth during his or her career at Nichols. Bonnie Lerner Posmantur Award Maya Takabe ’26 The Bonnie Lerner Posmantur Award recognizes, through community service, a sincere commitment to helping others as exemplified by the efforts of Bonnie in her short life. Although not necessarily an annual award, this recognition is made to honor worthy young women and encourage other students at Nichols to actively engage in community service. Williams Cup Lily Zhang ’26 According to the inscription on the cup, this award is presented to the student with the highest scholastic standing in the graduating class who has won a varsity letter at Nichols and exemplified the spirit of Nichols athletics.
Junior Awards (V Form) The Legacy of a Teammate Award James Murphy ’27, Clare Gordon ’27 The Legacy of Teammate Award is given in honor of Matthew Benedict ’11 and aims to inspire student-athletes to embrace profound team responsibilities, emphasize ongoing growth beyond scoreboard statistics. It reinforces that true sportsmanship transcends the field, promoting enduring responsibilities, daily interactions, mutual respect, and unwavering team support. This award goes to the exceptional teammate who spreads the importance of physical and mental health and wellness, along with kindness and understanding. Aimed at inspiring dedication, the award encourages future generations to value teamwork, unity, and the lasting impact of selfless support. Through this award, we aim to cultivate a culture where being an exceptional teammate becomes a legacy passed on to those who follow. Fitzhenry Award Kaleb Johnson ’27 The William J. ‘Bill’ Fitzhenry, Jr. Award was established in memory of and presented to a student-athlete who excels both on the playing field and in the classroom. The recipient exemplifies the spirit of Bill’s life’s work as a beloved teacher, coach, and mentor; demonstrating a strong moral compass and work ethic with a zeal for academic challenges. Preference will be given to a student from the Old First Ward or South Buffalo. 2026
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English teacher Roddy Potter ’82 presents the Red Jacket Poetry Prize to Nora Ramsdell ’26 (3rd prize) and Oscar Jorgensen ’26 (1st prize). Benji Thierman ’27 (2nd prize) is not pictured.
Tate Boccaccio ’26 poses with Meg Auerbach ’99 after receiving the Faculty Prize.
Dudley M. Irwin, III ’45 Award Kaleb Johnson ’27
Williams College Book Award Morgan Chiantella ’27
Presented to an outstanding member of the junior class who displays excellence in scholarship and high character, combined with achievement in other fields.
Presented to a junior who has demonstrated exceptional academic achievement and intellectual leadership, and has made a significant contribution to the extracurricular life of the school.
G. Robert Strauss, Jr. ’79 Memorial Scholarship Award Molly Braunscheidel ’27 Bob Strauss was a member of the graduating class of 1979. To honor his memory, this award is given to a rising senior who espouses the qualities most noteworthy in Bob – commitment to community service, academic growth, and athletic participation. Harvard Prize Book Doga Vanwesenbeeck ’27 Presented to an outstanding member of the junior class who displays excellence in scholarship and high character, combined with achievement in other fields. Nottingham Award Anne Boscarino ’27 Presented to a junior girl who, by virtue of character and leadership, has assumed prominence in her class.
James Williams ’04 Memorial Award Morgan Chiantella ’27 Celebrates a student who bravely and thoughtfully engages with the curriculum, and whose transformative presence inspires their classmates to debate, engage, and explore new perspectives.
Sophomore Awards (IV Form) Moscov Family Award Jaina Dumas ’28 The Moscov Family Award was established by former Sophomore Dean Steve Moscov. The award is presented to sophomore students who have shown significant personal growth in one or a combination of the areas of character, leadership, athletics, and academics. Yale Award Ellen Gwitt ’28, Levi Mayer ’28 Presented to that member of the sophomore class who, by scholarship performance, by participation in school activities, and by character, has assumed a position of prominence in the class.
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Freshman Award (III Form) Eulis Merle Cathey, Jr. ’71 Memorial Award Eva Robinson ’28 Established in memory of Eulis Cathey for his passion for music. This award will be granted each year to an underclassman who displays leadership, is of high character, and makes significant musical contributions to the arts program at Nichols. Christopher Wadsworth Award Sydney Bridge ’29, Dylan Suchak ’29 Presented to the member(s) of the freshman class who, by scholastic performance, by participation in school activities, and by character, has assumed a position of prominence in the class.
Class of 2030 preparing for 8th Grade Recognition Ceremony.
2026 Middle School Awards The Bruce Anderson Award Colin Fakhari ’30 This award is given by his eighth grade classmates of 1973 in memory of Bruce Anderson. It is awarded to an eighth grade boy who not only displays athletic excellence and a fine sense of sportsmanship, but also contributes to the general welfare of his classmates through strength of character and leadership. The Cornelia L. Dopkins Award Luke Bevilacqua ’33, Jayvynn Haynes ’32, Declan Rheinheimer ’31, Abhi Mattala ’30 Named in honor of an extraordinary teacher, scholar, and Head of the Nichols Middle School on two different occasions, this award is given to fifth-eighth grade students who have been nominated by their peers because they have demonstrated a genuine concern for others and for Nichols School. The recipient is a person who sees what needs to be done and does it with enthusiasm and without expectation of reward, a quality Mrs. Dopkins displayed throughout her lengthy career at Nichols. The Henry D. Waters Award Wania Ahmad ’32 This award was established to honor Henry D. Waters, who dedicated his life to his second career as a dean, advisor, English teacher supreme, Hall of Fame coach and athlete, and friend of middle school students for twenty-five years. It is awarded to fifth or sixth grade students who display the qualities Henry Waters valued most: a willingness to participate in all activities to
the best of their ability; fair-mindedness; good sportsmanship; honesty; empathy; citizenship; and a positive sense of humor. The Pliny H. Hayes III Award Maksim Davison ’31 This award was established to honor Pliny H. Hayes, III, former Head of the Nichols Middle School; a brilliant leader, counselor, classical scholar, and world traveler, Pliny was devoted to Nichols, its students, and its faculty. It is given to that seventh grade student whose commitment to and pursuit of excellence in all endeavors challenges others; whose enjoyment and pleasure in new experiences and learning stimulates others, and whose character and personal integrity inspires others. The Charles I. Kleiser Award Cedric Schlecht ’30 This award was established in 1960 by the faculty to honor the memory of Charles I. Kleiser, a Nichols Junior School teacher for more than thirty years whose devotion to his craft and his students remains legendary. It is awarded to an eighth grade student who has demonstrated qualities of positive leadership, sound character, and concern for others. George J. Kloepfer ’68 II Faculty Award Ava DeFazio ’30, Sylvia Hays ’30, Queniece McNeil ’30, Autumn Xiao ’30 This award is named in honor of George Kloepfer, who devoted his entire professional career of 48 years to the Nichols Middle School. As a wise,
no-nonsense advisor, teacher, and coach, he provided a model of ethics, responsibility, and accountability for his students and co-workers, earning their respect, admiration, and love. The George J. Kloepfer II ’68 Award is presented to eighth grade students who exhibit the qualities Mr. K exemplified: positive leadership, sound character, true concern for others, and a helping nature. The Elizabeth R. Stone Award Brooklyn Barker ’30 This award honors Beth Stone, who, in her 40-year career in the Nichols Physical Education and Athletic Departments, challenged both Upper and Middle School students to surpass their perceived limitations and develop a love of sports and wellness. It is given to an eighth grade girl(s) who not only has displayed athletic excellence and a fine sense of sportsmanship, but also, through strength of character and leadership, has contributed to the general welfare of her classmates. The Robert A. Gillespie-Vincent E. Walsh Academic Award Cedric Schlecht ’30 The Robert A. Gillespie-Vincent E. Walsh Academic Award was established by Allan J. Lerner, class of 1947, to honor two outstanding Nichols teachers. It is awarded to the eighth grade student(s) who has achieved the highest academic standing during his or her eighth grade year.
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Class of 2026 Cum Laude Society Austin Benedicto Kaitlyn Block James Burnett Jiaqian Cai Ivory Chen Elizabeth Chou Avi Dasgupta Vonn Dudek Devin Fishkin Nathan Gorton Connor Harshany Hamid Hussain
Aliya Jafri Nathaniel Johnson Oscar Jorgenson Kay Jung Sophie Kimelberg Maia Porter Matthew Travers Claire West Thomas Yang Lily Zhang Ryan Zheng
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1. Finn Greier ’26 receives his diploma from Andrew Fors, Chair, Nichols School Board of Trustees 2. Justin Benning ’26 and Tre Paulfrey ’26 with family. 3. Elizabeth Chou ’26 4. Seniors celebrating the day with Science faculty member and advisor Joel Harden
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6. Senior Co-President Avi Dasgupta ’26 7. Liza Pcionek ’26 with her mom Kelly Ball 8. Ari Carter ’26 and Nora Ramsdell ’26 9. Aydin ’26 and his mom Rima Khan
5. Brady Venditti ’26, Anthony Alberti ’26, and Conor LeRoy ’26 all smiles before the ceremony
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reunion
Welcome Home: Reunion Weekend 2026 There is nothing quite like the energy of campus when generations of alumni return to catch up, reminisce, and celebrate. This year, on June 5-6, we rolled out the green carpet for our milestone classes ending in 1s and 6s, turning a weekend in June into an unforgettable trip down memory lane. The festivities kicked off on Friday afternoon as alumni retraced familiar paths during self-guided campus tours, marveling at how much has changed while soaking in everything that remains exactly as they left it. As the sun began to set, the campus came alive for our annual Quad Party. Bringing together alumni from all eras, but dominated by this year’s energetic reunion cohorts, the Quad was buzzing with laughter, shared stories, and the joy of long-awaited catch-ups. Following the party, our distinguished 50th+ Reunion classes gathered in the Rand Dining Hall for a special steak
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dinner, raising a glass to a half-century (and more!) of enduring connections. Meanwhile, other classes ventured out into Buffalo to keep the Friday night celebrations going in their own style. Saturday saw our alumni taking over the town and the campus alike. From families enjoying open play on the Peek and Truscott Fields and personalized campus tours, to classes exploring Buffalo by boat, strolling through Delaware Park, or gathering for bowling, dinners, and local brews, every class crafted its own perfect day. The weekend was a beautiful reminder that no matter how many years pass or how far we drift, we always know the way back home. Flip through the pages below to relive the highlights, the laughs, and the unforgettable moments of Reunion 2026!
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1946: Janelle Zera (Director of Alumni), Fred Batson 1961: Row 1 – Joe Takats, Rich Adams Row 2 – Phil Trask, Richard Osborne, Fred Cohen, John Buyers 1966: Jonathan Wright, George Kreiner, Grant Henniger, David Quackenbush 1971: Row 2 – Nancy McCulley, Mary Sheedy, Kate Bukowski, Marilynn Militello Row 2 – Barbara Riedel, Clint Brown, Lou Ann Gloekler 1976: Row 1 – Peter Marlette, Tom Adler, Todd Brason, Brian Dillon, Wendolyn Marks, Leslie Gardner, Jim Hettrick
Row 2 – Lee Carlson, Tom Franz, Chris Burdick, Bret Zatulove, David Wilcove, Kate Schapiro, Ellen Frick, Alexa Crowe, Marcie Shealy, Katie Norton, Susan Helpern, Debbie Powell, Bruce Caveretta Row 3 – Brian Maghran, Peter Cutler, Brad Gates, Geoff Flickinger, Ed Hoch, Peter Graves, Sibby Taylor, Erin Wright, Mark Fortunato, Nelson Montgomery, Cammie Bilger, Sharon Kennedy, Fred Strachan Row 4: Maureen Lenahan, Ben Lowenthal, Rob Davidson, Bruce Thompson, Skip Cornelius, David Anthony, Joe Walters, Mark Sackerson, John Linder, Lucy Duke, Cristy Peck, Doug Silverstein, Bob Augsperger
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1981: Row 1 – Tom Maynor, Joan Bukowski, Diedre Burke Goodrich, Adam Winkler Row 2 – Ted Strachan, Ellen Considine Miller, Sue Hurwitz St. Pierre, Larry Celniker, Scott Kimmel Row 3 – Mark Schmidt, Joe Banach, Steve Halpern 1986: Row 1 – Dana White, Courtney Coppola Kessler, Missy Corcoran Weimer, Carrie Marcy Hamlett, Kristen Becker Fitzgerald, Katie Turner Rooks, Carl Greatz Row 2 – Scott Eaton, David Weber, Joe Saab, Esslie Ostendorf Hanson, Wendy Castiglia, Mark Preistler Row 3 – Sam Hamlet, Chris Henrich, Justin Kellogg, Rob Drago, Rick Zacher, Keith Wood, Chris Robshaw 2026
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1991: Andrew Fors and Dan Montante 1996: Josh Gibbons, Tami-Lyn Grys, Jennie Ramsey, Greg Plumb, Ryan McMahon 2001: Row 1 – Rahul Gupta, Matt Switala, Joanna Penfold Perry, Catherine Miller, Andrea Kenyon, Sara Campos Saak, Catherine Chiantella Stern, Ryan Arthurs. Row 2 – Carolyn Gioia, Emily Stevenson Oldfield, Chris Baughman, Jon Barr, Kerry Docherty, Jon Blumhagen, Matt Baldauf, Wendy Stone, Catie Plumb Day 2006: Row 1 – Ron Montesano, Hope Blinkoff Lynch, Kyle Resetarits, Danile Collins, Allison Hettrick Echeverria, Danika Conolly, Sarah Finn, Ashley Tibollo Row 2 – Matt Winkel, Daniele Wiedenhaupt, Brian Smith, Peter Marlette, Michael LaMonte, Will Gurney, Joe Giangreco-Marotta
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Row 3 – Dani Oleszkiewicz, Stephanie Tibollo Gautreau, Charlie Barth, Kiran Bojedla, Anthony Montesano, Evan Campbell, Nicole Butchart 2011: Row 1 – Joshua Finkelstein, Gerald Cathcart, Margaret George Melber, Brittney Tomani Comstock Row 2 – Barton Chambers, Sarah Plunkett, Mimi Alford Tagliaferro, Brendan Karet
2016: Row 1 – Emma Hobika, Annabelle Bacon, Dirk ‘Sebby’ Berberich, Will Hibbard, Ryan Coppins Row 2 – Josh Hobika, Bobby Hettrick, Max Scott, Elizabeth Anderson, Samantha Vanderhurst 2021: Juliet Gurney, Ali Stevens, Olivia McKnight, Lauren Radford, Chloe Desai, Shea Ryan
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Save the Date
2027 June 4 – 5, 2027
For those who will celebrate their reunion next spring (classes ending in 7 or 2), now is the time to get involved. Make your class reunion the best one yet and be a part of your class planning committee. It doesn’t matter where you live, as planning can be done virtually. For more information, email alumnioffice@nicholsschool.org.
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awards
2026 Honorary Alumnus Award In 1985, the Alumni Board initiated the practice of naming honorary alumni to publicly recognize members of the Nichols community who have given devoted service to the school. Chair of the Board of Trustees, Andrew Fors, presented James “Jim” Kramer and Mary Sykes with the 2026 Honorary Alumni Awards at the 134th Commencement Ceremony that acknowledges individuals that have made a significant impact on the Nichols community, but is not a graduate, with an honorary diploma.
Macroeconomics and AP Microeconomics courses offered at Nichols today. Beyond the classroom, Kramer assumed a role that would shape the futures of generations of Nichols families. For more than 30 years, he served as the Director of College Counseling. While his academic contributions are monumental, Kramer also cemented his name into Western New York sports history on the basketball court. His teams became some of the most successful the school has ever seen. • 301–171 overall career record as the varsity basketball coach • Captured 4 New York State Federation Championships and 6 NYS Independent School titles • Coached 14 collegiate players, including 6 at the Division I level True, coaching future Duke and NBA superstar Christian Laettner ’88 certainly helped fill the trophy case, but it was Kramer’s relentless demand for teamwork and excellence that defined the program. His enduring influence came full circle during the 2025–26 season, when Nichols basketball proudly launched the inaugural “Jim Kramer Classic” tournament. More than a dozen of his former players returned to campus to celebrate the man who shaped their lives. It was the ultimate testament to a career defined not just by wins and losses, but by deep relationships, compassionate mentorship, and a lifelong devotion to the green and white.
Mary Sykes
James ‘Jim’ Kramer
Whether navigating the complex maps of European history, the intricate charts of economics, or the high-stakes pressure of a championship basketball game, Jim Kramer has spent his legendary career guiding Nichols School students toward excellence. For decades, Kramer served as a teacher, coach, and counselor, leaving a legacy that spans from the classroom to the hardwood. His vision for the social studies department reached a milestone in 1981, when he co-established an advanced economics curriculum. That very program would lay the groundwork and later evolve into the rigorous AP
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For decades, Mary Sykes has been a beloved educator, mentor, and trusted colleague who helped shape the lives of countless students while leaving an indelible mark on the culture and character of Nichols School. As a longtime fifth-grade teacher, Sykes was known for challenging her young students to think independently, work hard, and care deeply about the world around them. Her own academic studies in Canada and England helped her bring a global perspective back to Buffalo, which she used to shape a unique and enriching Central Studies curriculum that influenced the Middle School experience for years. Her vision didn’t stop at the classroom door. Sykes was instrumental in developing the Middle School’s interdisciplinary curriculum and advisory program. Furthermore, her trusted voice played a vital role during a historic chapter for the institution: the consolidation of the Nichols and Nottingham campuses. Through every
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2026 Mitchell Award
transition, she remained one of the school’s greatest ambassadors, always championing its mission, its people, and its spirit. Students, parents, and colleagues alike trusted and respected Sykes because she approached every interaction with honesty, thoughtfulness, and profound care. Within the faculty, she was a true cornerstone; fellow teachers routinely sought her advice, admiring both her fierce professionalism and her deep institutional knowledge. Even retirement could not keep Sykes away from the community she loved for long. In 2021, she answered the call to return to campus and lead the launch of the CHISPA Scholarship Program in the Middle School. Her intuitive understanding of families, combined with her enduring passion for working with young adolescents, ensured the program’s successful implementation. True to her selfless nature, she also took the time to mentor future leadership for the program before stepping back, ensuring its success for generations to come.
Established in 2000, the Mitchell Award is named in honor of John A. “Jock” Mitchell ’66 P’94,’96,’99 and is presented to “that individual or individuals whose volunteer efforts have made the school stronger and whose commitment to the mission of Nichols School is outstanding.” This year’s recipients are well deserving of this prestigious award, which honors their exceptional dedication and service to the Nichols School community. Throughout their journey at Nichols, Jamie and Austin Kelly P’23,’28,’28 have proven to be pillars of strength and leadership within the parent community. The Kellys’ involvement began with their roles on the Parent Council, where they have served as grade representatives and at-large members since 2019. In each position, they not only provided valuable insights and support but also worked to foster a more connected, supportive environment for parents and families across all grades. In 2020, the Kellys took on a leadership role in the Nichols Parent Fund, serving as chairs for three years. Their efforts have played a crucial role in supporting the educational and extracurricular programs that enrich students’ lives, furthering Nichols’ mission of preparing students for the work of life. Their work on the Parent Fund not only demonstrated their commitment to financial support but also their dedication to sustaining and growing the Nichols experience for current and future families alike. In 2025, they chaired the Nichols Night auction, playing a vital role in planning one of the school’s major events while building community across grade levels. Their efforts raised more than $270K for our school and students. In addition to their formal roles, the Kellys have volunteered generously at a variety of Nichols events, from school gatherings to special celebrations, always willing to lend a hand, share their time, and contribute to a welcoming community.
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2026 Distinguished Alumni Award Created by the Alumni Association in 1976, the Distinguished Alumni Award honors alumni who have given extraordinary time, energy, and wisdom to Nichols School. Andrew Fors, Chair of the Board of Trustees honored Jeffrey Linsky ’59 with the 2026 Distinguished Alumni Award, at the 134th Commencement Ceremony. From the familiar classrooms of Nichols School to the absolute forefront of modern astrophysical research, Linsky has spent a lifetime exploring the deepest mysteries of the universe. Linsky’s remarkable academic journey began shortly after his time at Nichols. He headed to the Massachusetts Institute of Technology (MIT), where he earned a Bachelor of Science degree in Physics in 1963. Driven by an insatiable curiosity about the night sky, he transitioned to Harvard University, securing both a Master of Science (1965) and a PhD (1968) in Astronomy. Following a prestigious postdoctoral appointment at the University of Colorado, Linsky launched a scientific career that would span more than half a century. Serving as an astronomer with the National Institute of Standards
and Technology (NIST) and later as a Research Professor at the University of Colorado, where he dedicated his life to uncovering how the universe operates. Linsky’s research took him to the very edge of human knowledge. His work focused heavily on stars, stellar radiation, and interstellar gas. However, it was his pioneering, interdisciplinary research into the conditions necessary for life on planets beyond our solar system that truly caught the scientific community’s attention. Today, Linsky continues to give back to the scientific community as a Research Professor Emeritus at the University of Colorado Boulder and a Fellow Adjoint at JILA. Yet, beyond the mountain of awards, titles, and groundbreaking discoveries, it is a pure, childlike sense of wonder that truly defines him. This lifelong passion for the cosmos is something Linsky shares intimately with his family. Alongside his wife, he has traveled the globe to witness more than a dozen solar eclipses in person. In 2024, that passion brought him full circle back to Buffalo, where he educated the Nichols community on the science behind the total solar eclipse just before it passed directly overhead. With a lifelong commitment to research and discovery, Dr. Linsky remains a brilliant reminder to the entire Nichols community that a journey into the infinite stars can begin right in our own backyards.
CAREER HIGHLIGHTS & ACCOLADES INCLUDE: • Author or co-author of more than 400 scientific publications.
• NASA Goddard Exceptional Achievement Award (1994)
• NASA Medal for Exceptional Scientific Achievement (1988)
• Space Exploration: Served as a co-investigator on the Cosmic Origins Spectrograph aboard the Hubble Space Telescope, alongside instruments on various other NASA spacecraft.
• NASA Group Achievement Award (1991)
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2026 Gannon Award The Gannon Family Foundation Award is presented to a faculty member, nominated by their peers, for making an outstanding contribution to student education. This year’s recipient is Kevin Powers who over the last decade and a half, has served as a master educator, a compassionate dean, and the driving force behind the school’s community service initiatives. In the classroom, Powers quickly earned the deep respect and admiration of his students. He specialized in designing courses that challenged young minds to think critically about the world while providing a safe, supportive environment to find their own voices. Alongside former colleague Caitlin Crowell, he assumed control of the community service program, transforming the campus-wide Community Service Day into a profoundly inspiring tradition. Powers forged deep relationships with agencies across Western New York, focusing heavily on serving the most marginalized members of the community. Now serving as the Sophomore Dean, Powers’ most impactful work often occurs in quiet, one-on-one conversations. He is frequently turned to as the school’s calm voice of reason, addressing the student body with deep scholarship. This year, the graduating seniors voted for Powers to address them at their final luncheon—the ultimate testament to a faculty member whose impression lasts long after graduation.
2026 William Nichols Award Established by the Alumni Board in 1985, the William Nichols Award recognizes members of the faculty and staff who have significantly contributed to the overall quality of a Nichols education. Throughout her tenure, Erin Habelt has built a reputation as someone who deeply understands both the educational work and the people at its center. Since arriving at Nichols, Habelt has kept students at the absolute center of her focus, stepping into roles that require immense support, sound judgment, and unequivocal patience. Her early days saw her balancing the academic and the athletic, teaching everything from rational functions in mathematics to rock formations in science, while spending her afternoons coaching soccer.
From the classroom to the playing field, students, families, and colleagues quickly learned they could always turn to Habelt. Today, Habelt’s work defines much of the Upper School experience. Her philosophy is simple yet powerful: she meets students exactly where they are, but she refuses to let them stay there. Behind the scenes in the Student Life office, the scope of what Habelt manages is immense. Serving as a Grade Level Dean and Dean of Students, she handles difficult situations and ensures that the everyday systems holding the Upper School together operate with total consistency. Much of this vital work goes unseen, but its impact is felt every single day. Where situations could easily become unsteady, Habelt brings order. At the heart of her long days and difficult conversations is a deep, personal investment in the Nichols community. By choosing to lean in rather than step back, Habelt remains the anchor that keeps the Upper School grounded and moving forward.
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The Campaign in Brief Our Aim
To prepare Nichols to thrive and excel for its next 100 years
Our Priority
Albright Hall glass addition
Driving Innovation in Teaching and Learning Nichols’ Strategic Plan embraces a vision of ongoing evolution as we explore new collaborations across departments, expanded opportunities for students to develop their talents, and the wisest, most effective ways to address new realities, from AI to future developments yet to come. Our goals are ambitious: to prepare Nichols’ students to think critically in a technologically driven world, to navigate the landscape of digital information wisely, and ultimately, to lead and to innovate in a changing economy and society.
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Our Goal
The transformation of two iconic buildings to powerfully support 21st century learning
$40 million
Innovation Hub
Proud Past
For over a century, Albright and Mitchell Halls have been landmarks at the heart of the life of the school. We will preserve the character and architectural beauty of these buildings while upgrading key systems and instructional spaces in essential ways. The time has come to invest in key academic buildings. In a world that seems to grow more virtual every day, there is something uniquely valuable about the physical places we share. The Nichols’ Next Century campaign is an investment in the power of place. Through the campaign, we will ensure that Albright and Mitchell Halls are
ready to begin their next 100 years as state-of-the-art and fully accessible centers of teaching and learning. Guiding all our plans for Nichols School is a laser focus on preparing the campus to embrace both current and future innovations, creating spaces that will support learning today and for the next century.
Powering This Place
In addition to these sweeping upgrades to key instructional spaces, the campaign will also fund a historic investment that will position Nichols as a leader in the drive toward environmental sustainability: building the geothermal infrastructure to support Albright and Mitchell Halls today, and with future expansion, our entire campus.
Reading Room
Nichols’ Next Century Committee Co-Chairs Montgomery G. Pooley ’80 W. Scott Saperston ’90 P’20,’22 Honorary Chairs Jeremy M. Jacobs Jr. ’81 P’14 Jeffrey S. Meyer H’20 P’09,’14,’16
CLASSROOM MODERNIZATION
Steering Committee Kristan Carlson Andersen ’80 P’13,’16 Ramin Arani ’88 Melissa T. Balbach ’83 P’22,’22 Dina Benderson P’25,’29 Todd W. Brason ’76 P’14,’16 John Darby H’23 P’19,’21,’23 Andrew L. Fors ’91 P’19,’22,’22,’25 Leslie S. Garcia P’14 George T. Laub ’80
FINE ARTS STUDIO SUITE
Jennifer Peresie P’17,’18 Scott R. Reisinger Interim Head of School Amy Habib Rittling P’25,’26,’28 Joseph Saffire P’24,’24,’26,’28 Nicholas Tzetzo ’91 P’28 Nelson S. Walsh ’80 Theodore B. K. Walsh ’73 P’05,’07,’12
COLLEGE COUNSELING SUITE
We look forward to speaking with you about how your support can help shape Nichols’ Next Century. With your partnership, Nichols will continue to innovate while upholding its enduring commitment to educational excellence and strengthening its leadership among independent schools, both regionally and nationally. For Additional Information, Contact: Leslie S. Garcia Assistant Head of School for Advancement 716-332-5163 or lgarcia@nicholsschool.org
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The Measure
of a Leader Remembering Chris Burner
In the final week of his life, a senior student knocked on Chris Burner’s office door and asked if she could take his photograph for a class project. Mr. Burner, whose door was rarely closed, naturally said yes. That image, captured in a moment of ordinary, accessible kindness, now stands as his permanent likeness at Nichols. It is a fitting final memory of a man who, despite a storied career in leadership, was always happiest when he was simply part of the campus life around him. For the past seven years, Burner has led Nichols with a steadiness that has become the school’s backbone. He was a veteran of independent education with degrees from Harvard and Dartmouth, but he never led from a distance. Whether he was sitting in the front row of the FPAC or pacing the sidelines on the turf fields, he was Nichols’ constant supporter. Burner was a familiar, unflappable presence who led with a quiet steadiness and a genuine appreciation for the Nichols community.
The Power of People
Burner, often to the amusement of those around him, leaned on his favorite word to sum up almost any situation: remarkable. He used it to describe everything from a student’s progress to a turn of events on campus, but the word applied just as well to the way he treated those around him. To the world, he was the Head of School. To a member of the custodial staff, however, he was simply “Mister One.” It was a nickname Burner cherished, a title he wore with more pride than “Head of School,” reflecting his deep belief that the soul of an institution is found in every individual who keeps it running.
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That human-first approach changed the way Nichols functioned. Dan Dolan, Burner’s close friend and associate head of school for administration and operations, remembers their daily ritual: starting the day with coffee and ending it with sparkling water in Burner’s office. They talked about their kids, Ohio State football recruits, and the specific joy of a “screaming line” while fishing for salmon on Lake Ontario. Greg Plumb ’96, head of middle school, found a similar bond in those unfiltered moments, often trading quickwitted jabs with a man who could seamlessly blend gravity with levity. “He could mix serious and humor quite well,” Plumb recalled, noting that beneath the playful banter was a leader fiercely dedicated to bringing out the best in his team. “More importantly, Chris believed in people. When I stepped into new roles here, Chris supported me, encouraged me, and trusted me.” It was in these quiet moments that his true philosophy of leadership emerged. As a leader, Burner pushed for excellence, but he balanced it with a profound sense of grace. He reminded his team that while numbers, analytics, and projections matter, the impact on people must always come first.
Steering Through the Storm
Perhaps the truest test of Burner’s human-first philosophy came during the unprecedented disruption of the COVID-19 pandemic. While educational leaders worldwide faced agonizing uncertainty, Burner’s response was defined by his trademark steadiness and an unwavering commitment to the community’s well-being. He guided Nichols through the crisis with a transparent, reassuring presence, prioritizing both academic continuity and the mental and physical health of students and faculty. Under his guidance, the school unified and adapted to the changing landscape. His calm leadership ensured that even when public health mandates required physical distance, the close-knit fabric of the Nichols community remained entirely intact. This steady stewardship laid the groundwork for an era of remarkable resilience and growth. Rather than slowing down after the pandemic, Nichols flourished. Burner presided over unprecedented investment in the school, with revenue hitting all-time highs. He helped bring the All iN Campaign to a $66.3 million finish, vastly surpassing its original $35 million goal. Immediately following this success, he turned his attention to the physical campus, providing the foundational vision for the Nichols’ Next Century Campaign. This $40 million initiative aimed to renovate the iconic Mitchell and Albright Halls while transitioning the campus to a sustainable, geothermal heating-and-cooling system.
The Educator’s DNA: Academic Excellence in a Test-Optional World
At his core, Burner was a teacher. He didn’t just advocate for independent education; he lived it. This year, when the school needed an extra session of AP Latin, he didn’t hesitate to step back into the arena himself. Those four students in his class became the highlight of his day. In that small circle, Burner wasn’t the ‘Head of School,’ but rather a scholar sharing the language he loved. For Ilsa Neumann ’26, one of those four students, Mr. Burner’s classroom was a place of profound encouragement. She recalled how he would fiercely protect their class time from administrative distractions, genuinely believing that “us four and words written some 2,000 years ago, were the most important things to him.”
“That was my favorite part about him, his confidence in your potential,” Neumann shared. “A constant reassurance of your worth, and a helping hand in any of your ambitions.” Burner recognized that the academic landscape had permanently shifted following the pandemic, particularly as many colleges moved to test-optional admissions. Understanding that standard measures of excellence were evolving, he championed the AP program as a critical differentiator to showcase a student’s intellectual grit. Under his watch, the program didn’t just grow; it thrived. Our student body took on a significantly more rigorous academic load, yet he ensured that increased volume never came at the expense of quality. The percentage of students achieving top scores rose consistently under his tenure, a lasting testament to his belief that our students could always reach a little higher.
A Legacy that Lives On
As we continue to process this formidable loss, our hearts remain with his wife, Amanda, and his children, Matthew and Abigail. We hold the entire Burner family in our hearts, recognizing the deep roots they have planted in the independent school community. He leaves behind a campus that is physically transformed: new turf fields, a rejuvenated middle school, a revitalized hockey rink, a new roof for the Gerard Gym, and the reacquisition of the mansion at 1180 Amherst St. But his most enduring “fingerprints” aren’t on the buildings; they are on the people. To the man who was a fisherman, a Latin teacher, a lacrosse coach, and most importantly, a friend, and the man who made Nichols “just a little bit better every day,” we say thank you. Burner once wrote, “A commitment to the mission of the school and the education of students drives my activities and decisions.” He lived those words until his final day. We will miss his dry humor, his steady hand, and his genuine love for academia and those around him. n
Rest in peace, Mr. Burner. Your legacy is, in every sense of the word, remarkable. 30
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alumni Profile
From Buffalo Winters to the Oval Office Neil Chatterjee’s ’95 Unexpected Journey in Energy Policy For the past two years, Neil Chatterjee ’95 has returned to the Nichols School campus to accomplish a seemingly impossible task: captivating an audience of students from grades 5 through 12 on the topic of energy conservation. If Chatterjee finds it easy to connect with the crowd, it is because he was once sitting exactly where they are. A Buffalo native, Chatterjee attended Nichols until his sophomore year when his family relocated to Kentucky. Yet, the foundations built during his time at the school, along with the lessons of his Western New York upbringing, stayed with him all the way to the highest levels of American government, where he served on the Federal Energy Regulatory Commission (FERC) from 2017 to 2021. Following his presentations to the Middle and Upper Schools, Chatterjee sat down with the Advancement Office’s Work of Life students, Liza Pcionek ’26 and Tess Coppola ’27, to discuss his career. During the candid conversation, he revealed that his path to becoming one of the nation’s top energy policymakers was entirely accidental, driven by professional risks and a mindset he traces back to his formative years at Nichols. “It really wasn’t the plan,” Chatterjee admitted. “I thought I was going to work in healthcare like my parents did. I just stumbled into energy.”
Where It All Began
As a young lawyer looking for opportunities in Washington, D.C., Chatterjee accepted a position in the United States House of Representatives working for a Congresswoman representing the Columbus, Ohio area. When he discovered that energy was part of his assigned legislative portfolio, he initially panicked, believing he had no background in the subject.
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However, he quickly realized that his roots had given him a profound, innate understanding of the field. Nichols had taught him how to analyze complex ideas, and growing up in the Buffalo climate provided the perfect real-world case study. “As a kid in Buffalo, you take it for granted—we joke around about the snow and the weather,” Chatterjee reflected. “But the climate, the weather, and the dynamics here are very much an essential part of our lives. What I realized very quickly [in my job] was what it actually took to keep the heat going during those brutally cold Western New York winters. That’s energy—and there’s a lot that goes into it. Growing up in Buffalo was really essential to my understanding of energy, and I adapted to the policy components more readily because of my life experiences.”
Taking Big Gambles
Chatterjee credits the confidence and work ethic he developed at Nichols with helping him navigate pivotal moments later in life. He emphasizes to students that longterm success often requires a willingness to step outside of one’s comfort zone and embrace uncertainty. Twice in his career, Chatterjee took massive professional gambles that ultimately paved his path to leadership. The first was leaving a secure position at a law firm in Cincinnati for an unpaid internship in Washington, D.C. The second came later in life when, as a father of two, he took a substantial pay cut to leave the private sector and serve as a top aide to Senate Majority Leader Mitch McConnell. For Chatterjee, the risks were essential to his growth. “It doesn’t happen if you’re not willing to be aggressive,” he told the students. “You have to be willing to be aggressive and take chances.”
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Neil Chatterjee ’95 speaks to Ashley Tibollo's ’06 history class during his visit to campus in April.
Navigating the Highest Levels of Power
His work with Senator McConnell eventually led to his presidential nomination to FERC. As a commissioner, Chatterjee found himself handling highly complex issues that required the rigorous preparation and sharp analytical skills he first learned to value as a student. For instance, he pointed to the intricate policy challenges of grid integration, such as figuring out how to successfully connect offshore and onshore wind energy to the power grid—a technical hurdle he notes is far more complicated than the public realizes. His position also granted him extraordinary access to the inner workings of American power, leading to direct, highstakes interactions with multiple U.S. presidents. Over the course of his career, Chatterjee had the unique opportunity to work closely on critical matters with both President Barack Obama and President Donald Trump, giving him a front-row seat to different leadership styles at the absolute highest level of government. Beyond the political arena, his role as a leading figure in energy also brought him into unexpected cultural spheres. Throughout his career, Chatterjee even crossed paths with
global icons like Tom Brady and Taylor Swift—whether through unique policy intersections or high-profile public events—proving just how far-reaching the world of modern energy truly is.
The Future of Clean Energy
When the Work of Life students asked Chatterjee the ultimate question—“Do you think we’ll ever be able to achieve full clean energy?”—his response was a mixture of pragmatic optimism and immense faith in the next generation of leaders. “I think you all will be the ones to figure it out,” Chatterjee replied. “I think AI will help. I think we will get there.” Before concluding his visit, Chatterjee detailed several technological pathways that could make a fully clean energy grid a reality. For the students in attendance, his journey was a powerful reminder that the distance between a Nichols classroom and the highest echelons of national leadership is closer than they might think. n
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The Human Core of the AI Generation
Nichols School’s Vision for the Future Education has always evolved alongside new technology. From the printing press to the internet, schools have had to adapt not only to new tools but also to new ways of thinking and learning. As artificial intelligence (AI) continues to reshape industries and daily life, Nichols School is approaching this moment with a focus on using technology to strengthen critical thinking and human connection rather than replace them. For Nichols, the conversation around AI is less about novelty and more about intention. Faculty, staff, and administrators are exploring how these tools can support deeper learning while remaining grounded in the school’s student-centered philosophy.
The Evolution of Excellence
be the architects of these tools, ensuring they maintain their agency and voice in an increasingly automated world.”
A Strategic Regional Blueprint
Nichols is also developing these initiatives through partnerships beyond campus. The school recently announced a collaboration with TechBuffalo, supported by Radial Ventures and the University at Buffalo’s Graduate School of Education, to explore the responsible integration of AI in education across Western New York. The partnership connects classroom learning with broader conversations taking place throughout Western New York’s growing technology sector. Students are introduced to different aspects of AI and computational thinking at each stage of their education. In Middle School, they dive into foundational problem-solving and the underlying logic of how machines process information. In the Upper School, discussions expand to include ethics, accountability, and the broader impact of algorithm-driven systems.
“Education has continuously expanded to incorporate technology, but here at Nichols, we aren’t integrating technology, specifically AI, for the sake of checking a box,” says Rebecca Braungart, Director of Technology and Innovation. “We are using it to learn about the science of learning itself.” Braungart and a faculty-led Professional Learning Community (PLC) have spent the past several years Digital Implementation examining how AI can help teachers from a student's lens Dr. Maggie Renken of Independent School Management works with the Nichols faculty better support individual students. For his senior project, Aydin Khan ’26 during a professional development day in 2026 Traditional classroom models often explored how AI could be applied to a focused on integrating AI into the classroom. require educators to balance a wide practical challenge within competitive range of abilities and learning styles at once, making gymnastics. As a high-level gymnast himself, Khan developed personalization difficult. Nichols sees AI as a tool that can a custom scoring application to simplify and streamline a help close some of those gaps by encouraging students to process that is often handled manually. engage more actively with the learning process. Khan approached the incorporation of AI as a tool for “We are opening the door to opportunities for our problem-solving and development, not as a shortcut. His students that we cannot even fathom today,” Braungart project reflects a larger goal at Nichols: helping students explains. “We encourage our students to think critically, be move beyond simply consuming technology and toward curious, challenge sources, and become lifelong seekers of creating with it. knowledge.” That philosophy builds on earlier technology initiatives Expert Guidance and Safe Harbors at Nichols led by Dr. Aranya Maritime, who helped establish As these programs continue to evolve, Nichols has also many of the school’s foundational conversations around AI focused on ensuring that AI integration remains thoughtful integration and digital learning. and responsible. Dr. Maggie Renken of Independent “The goal has always been to use technology as a bridge, School Management (ISM) has worked with faculty not a barrier,” Maritime says. “We are teaching students to during professional development sessions, drawing on her 34
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Students in the Nichols Robotics program work with an AI software as they build their robot.
background in educational psychology to help guide conversations around student growth and classroom experience. “There has been a really intentional trajectory here that has kept Nichols ahead of where other schools are moving,” says Dr. Renken. “By ‘ahead,’ I mean giving people the space and time to have abstract philosophical conversations, to work through psychological safety, and to establish trust before moving into practical applications and pilots.” This deliberate approach prepared the community for the kind of “walled garden” environment the school is cultivating. To that end, Nichols has also adopted Flint, a secure AI platform designed specifically for educational settings. Unlike public AI tools that may collect user data, Flint provides a protected environment centered on student privacy. The platform allows students to conduct research activities while also including safeguards that can alert faculty when student interactions raise wellness concerns.
“We are opening the door to opportunities for our students that we cannot even fathom today.”
Beyond the Screen
Nichols has also expanded opportunities for hands-on learning through programs such as the Inspirit AI Summer Camp, which will be held on campus this summer. By hosting researchers from MIT and Stanford, the school gives students the opportunity to collaborate directly with professionals working in the field and explore how AI can be applied to real-world challenges. As Nichols continues to develop its approach, school leaders emphasize that technology is intended to support — not replace — the relationships at the center of education. By helping teachers streamline administrative tasks and personalize instruction, AI can create more opportunities for direct mentorship and meaningful classroom engagement. “We are a school of excellence,” Braungart concludes. “AI is simply one tool we are using to elevate that level of excellence and redefine the educational experience for the world our students are going to live and lead in.” n
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alumni Profile
Hayley Scamurra ’13
The Long Road to Gold We often hear the story of a ten-year-old prodigy, destined for stardom from the beginning. We like to imagine the path to the Olympics is a straight line, marked by too many scouts and countless national team jerseys. But Hayley Scamurra ’13 didn’t have a straight line. She had the QEW. If you want to understand how Scamurra ended up on a podium in Milan with a gold medal around her neck, you have to go back to 2010. By her sophomore year at Nichols, she was living a double life. From 8:00 a.m. to 3:00 p.m., she was a student navigating a notoriously difficult Nichols workload. But the moment she finished her last block, she wasn’t headed to a club or a friend’s house. She was driving to Burlington, Ontario. For three years, Scamurra’s life was a scheduled gauntlet: a full day of school, a 90-minute drive across the border, practice in a Canadian junior league, and a late-night trek back to Buffalo. She was happy to pull into her driveway by 10 p.m. She’d wake up at 6 a.m. and do it all over again. “I don’t actually know how I did it, if I’m being honest,” Scamurra says. 36
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While her friends would be in the student center socializing, Scamurra was in the library, head down, racing against the clock. “I wasn’t messing around. It was the only time I had to actually sit down, not be in a car or at home at midnight, to get my homework done.” It was a grind, but it worked for her. By the time she got to Northeastern University, the academic jump didn’t scare her. “I kid you not—my high school life was ten times harder than college. Nichols prepared me for the work of life before I even knew what that meant.”
A Black Eye and a Fresh Lens
In 2011, she was a key part of the Nichols state championship girls’ soccer team. It’s a memory that hasn’t faded, even after the Olympic lights. “I remember winning that state title with a big black eye,” she laughs. Playing for heralded coach Larry Desautels taught her that sports are about more than just physical stats. Soccer skills helped Scamurra improve on the ice as well, giving her
alumni Profile
the ability to see plays developing before the ball, or the puck, ever arrived. “I was so timid and shy in high school,” she says. Whether it was the intensity of Dr. Aranya Maritime’s AP English class, the hands-on engineering work with Larry Hiller, or the mandatory dance rotations, the school kept pushing her out of her shell. She learned how to be uncomfortable. That’s a trait that comes in handy when you’re down a goal late in the third period of an Olympic gold-medal game.
The Gap
The hardest part of Scamurra’s story is the silence. After being a standout teen prospect and attending USA Hockey Player Development Camps at 14 and 15, she went nearly 10 years without an invitation to any women’s national team. “I remember in college being frustrated that I was never even invited to a camp,” she says. “I talked to a sports psychologist at Northeastern, and he helped me realize: ‘Just be the best player and person you can be for this team, and eventually that [Team USA] will come if it’s meant to come.’ I stopped hunting the roster spot and just played for the love of the game.” The call finally came when she was 24. While in the middle of grad school finals for a degree in Speech-Language Pathology, Scamurra was invited to a winter camp. She
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made the U.S. squad for the Rivalry Series, then the World Championship roster, and finally the Olympic squad. She traded a 2022 Silver in Beijing for a 2026 Gold in Milan, proving that being passed over at any time doesn’t mean you’re finished.
The Buffalo Bond
Today, Scamurra is part of an incredible “Triple Crown” of Nichols female gold medalists, joining Emily Pfalzer ’11 and Emily Regan ’06, alongside Christian Laettner ’88. Despite the pro contracts in the PWHL and the global travel, she is still a Buffalonian at heart. “Whenever you meet someone from Buffalo, there’s an instant connection,” she says. “The Nichols community went all out for me; it was really special. You see the impact you have on people you haven’t even met yet, and it’s indescribable.” Fresh off capturing the 2026 Walter Cup with the PWHL’s Montreal Victoire, Scamurra is looking toward the future of the women’s game. Her message to the current students walking the halls at Nichols remains one of patience and self-belief. “Follow your own journey,” she advises. “Don’t compare yourself to anyone else. I used to feel like I wasn’t where I needed to be, but now I realize I was exactly where I was supposed to be. It was all part of the process.” n
Scamurra (left) stands with a teammate after winning an Olympic Gold Medal in 2026.
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Shooting for the Moon How 500 Books are Redefining the Sixth-Grade Experience
In an era of instant gratification and up-to-the-minute digital content, the sixth-grade hallway at Nichols feels like a quiet revolution. On the wall, a running tally climbs toward a staggering number: 500. This isn’t a goal for a whole school or a district; it’s the “Moon Shot” goal for Sara Saak’s ’01 sixth-grade English class. The project is the brainchild of Saak and her mentor, Glenn Powers, a longtime educator, who joined the Nichols faculty this year. Together, they have implemented a “Reading Workshop” model that trades traditional, rigid curriculum for something far more human. In this classroom, the “basics”—choice, time, space, and sharing— are the keys to a modern educational breakthrough.
The Power of Choice in a Digital World
While AI can summarize a plot in seconds, it cannot replicate the spark of a student finding themselves in a story. Saak’s approach moves away from the “whole-class novel,” in which every student reads the same book at the same pace. “Last year, we read four books in a year,” Saak explains. “This year, by allowing students to select their own books, some have already read more than 30. When you let a kid pick what they want to read, it stops being a chore and starts being a pursuit.” For Delaina McDonald ’32, this freedom changed 38
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everything. “I didn’t really read before because I didn’t like it,” she admits. After discovering the Boxcar Children series, she realized her distaste for reading was actually just a lack of exposure to the right genre. “I figured out I like mystery books because I like solving them before the book ends.”
Building Better Thinkers
In a world of flickering screens, Saak’s students are training their brains to focus. Every day in class includes at least 15 minutes of silent, physical reading. No iPads, no Kindles—just paper and ink. Powers notes that while AI is often sold as a tool for efficiency, the goal of education is often the opposite: the productive “inefficiency” of deep thought. He draws a direct line between the physical book and the digital future. “There is a huge amount of value in implicit learning—learning through exploration and discovery,” Powers says. “Having a ‘right answer’ gives an illusion of control, but this style is about empowering kids to find their own voices. To work with AI in the future, you actually have to have the skills developed in the
“When you let a kid pick what they want to read, it stops being a chore and starts being a pursuit.” 2026
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analog world: the ability to think critically, make human connections, and hold an original opinion.” Madison Reitz ’32, a “star reader,” feels that difference in her own focus. “When you’re playing a video game, you can feel your boredom,” Reitz says. “But when you read, you’re making all these images in your head. I’ve learned that no one is holding me back from reading— it’s an option you have. Your iPad isn’t the only thing you have to fill your time.”
A “Virtuous Cycle”
This teaching style is labor-intensive, requiring Saak to know every student’s tastes intimately. She frequently arrives with piles of books, telling students, “I brought this specifically for you.” This creates what she calls a “virtuous cycle.” One student recently tackled Jurassic Park, a dense thriller. “The next book he picked up, he flew through,” Saak says. “He’s a better reader now, not because I lectured him, but because he did the work of reading that book. He’s seeing himself as a reader now.”
Saak outdoors with a group of students reading during class time.
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Building a Community of Critics
The “Sharing” aspect of the workshop turns a solitary act into a social one. Through “Book Talks”—voluntary presentations where students pitch their favorite reads— the students have become each other’s greatest influencers. • Social Connections: Reitz and her friends now use books as their primary social currency, catching each other up on plot twists between classes. • Empathetic Growth: Reitz recently reflected on her own personality through The Secret Garden. “She’s changing herself throughout the book, and it makes me want to change myself too... to get off my device.” • Real-Life Impact: McDonald explains that reading helps her make “text-to-world” connections. “You can have a deeper understanding of things going on and help people who are struggling.”
Landing Among the Stars
Whether the class hits the 500-book mark or falls short, the “Moon Shot” has already succeeded. By returning to the basics, Nichols is proving that even in a high-tech future, the most powerful tool for development is a well-turned page. As Saak puts it: “We’re just allowing them the space to step into their true, authentic selves as readers. And it’s kind of magic.” n
A sixth-grade student adds a title to the master list of completed books read. 2026
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athletics
The Goldfish Mentality
Vonn Dudek’s Quest for the 1% Coaches often talk about having a “goldfish memory”— forget the last mistake, stay in the moment, and just keep swimming. For Vonn Dudek ’26, this isn’t just a catchy phrase from a TV show; it’s the mental framework that has led him to become Nichols’ sole Division I athletic commit this year. This fall, Dudek will head to Binghamton University to join the Bearcats tennis program, which is currently a powerhouse in the NEC. But as he prepares for the leap, Dudek is less focused on his incredible career record at Nichols and more focused on the “1% better” he can achieve today.
Why Binghamton?
Choosing a college is rarely about just one factor, and for Dudek, Binghamton checked all the boxes: a winning program, a familiar coaching connection to the Buffalo area, and a rigorous academic path. “I’m studying Philosophy, Politics, and Law,” Dudek says, noting the unique major that mirrors his own multi-faceted interests. “It’s consistently ranked as one of the top SUNYs. Between that and the chance to play in the NCAA tournament each year, it just felt right.”
That mindset carries over into how he now helps lead the team. A three-year captain, Dudek transitioned from being a freshman under the mentorship of players like Matt Carlson ’23 to being the seasoned veteran whom younger players now emulate.
Leaving a Legacy
Dudek is acutely aware that when he competes, the name on his jersey matters more than his own. “When I walk out onto that court, my name isn’t on the back. It says Nichols Tennis. I want to live up to what that stands for.” As he prepared for his final season at Nichols, Dudek set a few clear goals: • A third consecutive Monsignor Martin singles title. • A fourth straight team championship. • Reaching the 50-win career milestone. • Competing in the newly formed state tournament.
Getting 1% Better
Despite his success, Dudek remains remarkably levelheaded about the pressure of being the school’s lone DI signee. He credits faculty like Mr. Nicosia and Mr. Bosch (also the school’s tennis coach), as well as More Than a Tennis his personal coaches like Specialist Tom LaPenna, for helping While many DI recruits him mature into a studentspecialize in their sport by athlete who can handle the age 10, Dudek opted to play “lonely” nature of tennis. multiple sports throughout “My coach once told me Dudek stands with his family before his match at senior night. his high school career, and he to just get 1% better every thinks that’s helped his success day,” Dudek reflects. “If I in tennis. A former basketball work that hard and still don’t meet a goal, I can look back player and a state-qualifying cross-country runner this year, and know I did everything I could. When I come back for a Dudek believes his time on the court and the trails has given reunion down the road and look at the banners in the gym, him an athletic edge. I’ll be happy to know I played a role in putting some of those “I think being a more well-rounded person helps you on numbers up in the rafters.” For Dudek, the transition to Binghamton isn’t just a the court,” he explains. “I’m not just a tennis robot. I can change in location; it’s the next step in a lifelong pursuit look at a match and think, ‘I’m a basketball player, I’m of being the best version of himself, one percentage point going to out-athlete this guy,’ or use the strategic thinking at a time. n I learned in Chess Club.” 42
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athletics
Nichols Students ARE Squash Champions In a city where winter sports usually conjure images of frozen ponds and hockey rinks, two Nichols School juniors are proving that some of the most intense competition in Western New York happens inside a four-walled court. Fin Greene ’27 and Cordelia Hsu ’27 recently achieved a rare feat: winning their respective gender’s Buffalo Squash Singles Championships. These weren’t just school-level trophies; these tournaments are open to any player in the region, regardless of age or experience. By outlasting fields of seasoned adults, former college stars, and veteran club players, Greene and Hsu have officially staked their claim as the top singles players in Buffalo.
Fin Greene: Strategy Over Seniority
For Greene, the path to the title went through a familiar face: Trey Denman ’21, a former college player at St. Lawrence and a current assistant coach at Nichols. Facing an older opponent with a deep “stranglehold on the game” required a mental shift from power to precision. “I played him many times before,” Greene noted. “He’s an older guy and has been out of college for a few years. I was thinking he’s lost a lot of stamina. My goal was to keep the ball in play, tire him out, and make as few errors as possible.” The strategy worked to perfection. Greene estimates he made only two or three errors during the entire championship match. By keeping the pace high and extending rallies, he turned the match into a test of endurance, one that the junior was well-equipped to win. “I feel like my stamina and endurance are much greater than his. Extending those rallies just gave me a greater advantage.”
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Despite the “best in Buffalo” tag, Greene remains grounded. “Buffalo is just a small portion of what’s bigger out there,” he said. “I feel like this is a great achievement, but I am still moving forward.”
Cordelia Hsu: The Power of the “Mental Game”
While Greene was battling for the men’s title, Hsu was staging a redemption arc of her own. After having to default her final match last year due to a scheduling conflict, she returned this year with a singular focus. In the finals, she also faced a former St. Lawrence player who had been playing the game much longer than her. While their technical ratings were similar, Hsu knew the match would be won or lost between the ears. “I was more nervous about the fact that she had more mental experience,” Hsu admitted. “But I noticed she was getting upset. What kept me going was the fact that my mental state was really good that day. I was very calm... at the end of the day, it was whoever was able to stay composed.” That composure carried her to the championship, proving that at the elite level, psychological discipline is just as vital as a well-placed boast or drive.
The Five-Year Ascent
Perhaps the most staggering detail of their doublevictory is how quickly it happened. Both Greene and Hsu picked up the racquet only about five years ago. For Greene, the transition happened in 8th grade when he pivoted away from soccer; for Hsu, it was a similar timeline of rapid growth. “I feel like it’s not a surprise that I’m here because I’ve put in the work,” Greene said, reflecting on his daily training sessions. Hsu echoed that sentiment, noting that her life revolves around a strict routine of school and sport. “When I have squash in my schedule, I make sure to get all my work done... having a schedule helps me stay organized.”
Looking Toward the Global Stage
While the Buffalo city titles are a high-water mark, both athletes are looking far beyond the 716 area code. Greene is already in contact with college coaches, aiming to take his game to the next level after his upcoming senior year. For Hsu, the horizon is even broader. As a member of the Taiwan National Team, she is preparing to compete in the World Junior Championships this summer, held just across the border in Niagara Falls, Canada. “I’m really looking forward to playing in Worlds,” Hsu said. “You compete against the top four in every country... I’ll definitely be playing a lot of really good people. I’m nervous, but it’ll be a good experience.”
A Shared Foundation
The individual success of these two student-athletes isn’t a coincidence. Both credit the mentorship of their coach, Imran Khan, who leads the Nichols teams and works with them at the Buffalo Tennis and Squash Club. That guidance, paired with the duo’s relentless work ethic, culminated in a historic winter season for the entire Nichols squash program. In February 2026, the Vikings traveled to Philadelphia for the U.S. High School Team Squash Championships, and they didn’t return empty-handed. The boys’ team captured the Division VII National title, while the girls earned a hard-fought second-place finish in Division VI, marking one of the strongest combined performances in the program’s history. n
Left: Fin Greene ’27 stands with Trey Denman ’21 before their match in men’s Buffalo Squash Singles Championship. Right: Cordelia Hsu ’27 strides for a ball during the final match of the women’s Buffalo Squash Singles Championship. 2026
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An Original Cinderella
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his year’s production of Cinderella was more expanded into four original pieces woven throughout the than a performance; it was a reminder of production. As the script developed, the music evolved what happens at Nichols when students are alongside it, with Mary Kate Morrow, the Nichols Upper given the space, support, and trust to create School music teacher, and Doga Vanwesenbeeck ’27 something of their own. collaborating on production tracks that helped bring the The project began songs to life. Together, in Kristen Kelley’s the music and story Advanced Acting class, came together, deepening where students were character development challenged to write and shaping key an original version moments on stage. of a familiar story. “The truth is, when I They started with initially wrote that first research, exploring song for Cinderella, I how Cinderella has had no idea that it’d even been told across be used for the show, cultures and centuries, and even less of an idea and discussing which that it would evolve into themes still resonate something so great,” today. From there, Bagia said. “There are no students collaborated words for the feeling you to shape the plot, feel when you witness develop characters, something that started Bagia on stage during a live performance of Cinderella. and write a script that as just a thought in felt both grounded in your head, come to life tradition and reflective of their own voices. onstage right before your eyes.” “Crafting a script together as a class helped us all discover Dance and movement were woven throughout the both our collaborative and individual voices as playwrights,” production under Elaine Gardner’s direction, adding energy Stage Manager Morgan Chiantella ’27 said. “Although we and cohesion to key moments on stage. did run into challenges such as clashing creative visions of Students from across the school, grades 5 through 12, Cinderella’s story and making the narration sound cohesive participated, creating a shared experience that reflected through scenes by different authors, ultimately it blended the full Nichols community. Older students stepped into together beautifully.” leadership roles, guiding rehearsals and supporting younger Music quickly became part of the storytelling itself. What performers, while faculty provided steady guidance without began as a single song written by Kabari Bagia ’27 ultimately taking creative ownership away from the students.
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Above: The iconic glass slipper fitting scene during “An Original Cinderella”. Middle: Mia Gorton ’28 and Ava Cowan ’28 perform a number from the musical. Bottom: Hoor Siddiqui ’28 signs during a live performance of Cinderella.
“When we started out on this journey last spring, we knew we were choosing the road less traveled,” Kelley said. “This production embodies the very heart of the Nichols School ethos: embracing challenge and discovering yourself in the process. Our students didn’t just perform a show, they created one.” That collaboration was tested in January, when multiple snow days significantly reduced rehearsal time leading up to opening night. Even with limited time, students adapted quickly, stayed focused, and delivered a confident, engaging performance in late January. In the end, Cinderella was a clear expression of what Nichols does best: students doing meaningful work, supported by faculty who know when to challenge and when to step back, and a community coming together to create something memorable. n
alumni Profile
Embracing the Plot Twist How Spencer Bacon ’14 Found His Voice from Nichols to Hollywood
Spencer Bacon ’14 describes his time as a Nichols student That lesson became reality after Bacon graduated from as both challenging and deeply rewarding. What stood out NYU Tisch School of the Arts. While he had studied livethe most, he says, was having so many opportunities right action film and television in college, his career took an at his fingertips, something important to Bacon given his unexpected turn when he was hired as a production assistant belief that the job of a high school student is to actively at Blue Sky Studios on the animated feature Spies in Disguise, find their interests. where he spent 18 months learning the complex pipeline of Bacon certainly did just that. During his time on campus, feature animation from scratch. he threw himself into the community, serving as class Bacon then transitioned with the creative team to the president, rowing on the crew team, film Nimona, working on it for a year emceeing cabaret, and performing in before the COVID-19 pandemic the fall plays. “The investment you feel upended the industry. The critically from the faculty and staff makes you acclaimed, Oscar-nominated animated feel like an engaged citizen in your feature film was ultimately released on community,” Bacon reflects. “You learn Netflix in 2023. at such a young age how to interact When the pandemic hit, Bacon with different professionals, how to moved to Los Angeles for a position present yourself, and how to defend with Disney TV Animation, where he your opinion.” spent four years quickly rising through It was also at Nichols where Bacon the ranks. He spent three years as a discovered his interest in film, setting production manager overseeing the first the foundation for his future career. season of Hailey’s On It!—where the In 2013, pop star Katy Perry launched show’s writers paid him the ultimate a national competition inviting high compliment by creating a Disney school students to create a music Channel character, “Vice Principal video for her hit song “Roar.” Bacon Bacon,” after him. He later stepped into took charge of Nichols’ submission, the role of Associate Producer for the transforming the campus into a set Phineas and Ferb reboot. during Homecoming Weekend. The resulting video, which follows Bacon’s Leading Through Crisis Spencer Bacon ’14 at his 2018 graduation from perspective as he walks among students NYU Tisch School of the Arts Managing large teams and major shows and faculty, went viral in Buffalo while in Los Angeles taught Bacon that the capturing the spirit and energy of the Nichols community. entertainment industry is ultimately about the people. As a leader responsible for team productivity and morale, he An Unscripted Pivot: found himself navigating unprecedented historic moments, From Live-Action to Animation from the LA wildfires to the complex corporate and cultural As he reflected on his journey, Bacon notes that while you anxieties surrounding Florida’s “Don’t Say Gay” bill and its can chart a path, life will often take you in a thousand impact on Disney employees. different directions. “You may think you know what your life “A TV show can be distilled down to the 60 people who is going to look like when you graduate, but you don’t,” he are making it,” Bacon says. “The most important thing I says. “Which makes it special and beautiful.” learned was meeting people where they are, understanding 48
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how they work together, and balancing both sides - the person and the project.” When the economic downturn hit the entertainment industry, Bacon found himself unemployed for 10 months. He moved back to the East Coast and used the downtime to reflect deeply on the future of the medium. He became focused on how the industry can adapt to changing technology while continuing to promote bold stories that resonate with diverse audiences. To solve these bigpicture problems, he relied on the analytical toolkit he first developed at Nichols.
Live from New York (Again)
Bacon’s career has also come full circle in late-night television and feature animation. As an NYU senior, he interned in the script department at Saturday Night Live during Season 43, returning as an extra hand on Saturdays during Seasons 44 and 45. Recently, Bacon reconnected with his old bosses and returned to Studio 8H for SNL’s historic 51st season. Working every Saturday as a script coordinator (he clarifies with a laugh: not a writer), Bacon works directly with the writers to ensure rapid-fire script changes are instantly distributed to the cast and crew as they come up during dress rehearsal and through the live show. While collaborating with the SNL team, Bacon has also been reunited with the former Blue Sky creative team, now at Annapurna Animation, developing an upcoming feature film.
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Authenticity and Giving Back
Looking back, Bacon emphasizes how Nichols gave him the confidence to advocate for himself and interact with adults. However, he also recognizes the deeply personal challenges of his teenage years. For Bacon, embracing his queer identity has been an important part of his journey. “The biggest challenge is coming into yourself while you’re in high school,” he shares. “Going through such a period of change and realizing who you are is hard work. I wasn’t able to fully do that until I left the community and came back to it.” By sharing his journey, he hopes to serve as the representation he looked for when he was younger. “It can be hard to find your community and people you identify with. I want students going through these same challenges to know they aren’t alone, and that there are people like them who are better off for it and have gone on to thrive in their community. If he could give advice to his younger self sitting in a Nichols classroom, it would be to take risks, keep asking questions, and stay close to the people who make you feel supported and confident. Bacon continues to take his own advice as he prepares for his next big plot twist: this fall, he will head to the University of Chicago Booth School of Business, ready to master the tools needed to make an even bigger impact on the entertainment industry. n
Spencer Bacon ’14 worked alongside Elena Ciotta ’15 on Season 51 of SNL. Ciotta is currently a script supervisor. This is another full-circle moment as Bacon helped Ciotta get started at SNL years ago during his internship days. This season, Ciotta helped Bacon return, proving that the Nichols alumni network is alive and well, and broadcasting live from NYC. Left: Bacon and Ciotta stand on the set of Saturday Night Live. Center: Bacon (left) at the 35th GLAAD Awards where “Hailey’s On It!” won for Outstanding Kids & Family Programming – Animated. Right: Bacon (right) at the World Premiere for Spies in Disguise. 2026
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The Heat of the Moment From Nichols Classrooms to Regional Expansion
For most middle schoolers, a shared love of spicy food might result in a dare to eat a habanero at lunch. For Joseph Goodly ’29 and Finn Riordan ’29, it turned into something much bigger: The Scorch Company.
Entrepreneurs Joseph Goodly ’29 and Finn Riordan ’29 along with some of their current product line up.
What started as a hobby at the end of seventh grade has grown into a real business. Today, Scorch operates with professional manufacturing, food safety oversight, and distribution beyond Western New York.
Turning Up the Heat
Balancing a startup with freshman year hasn’t been simple. As demand increased, so did the need to meet industry standards. Goodly and 50
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Riordan worked with the New York State Department of Agriculture and Markets and Cornell University to ensure their sauces met pH and food safety requirements. Recently, they shifted from home kitchens to large-scale production, partnering with a professional facility to keep up with growing orders. “When we realized we had to handle the legal and production side of things, it was challenging because of
our age,” Goodly says. “But it showed me that if you want something to work, you have to stick with it.”
The Nichols Ingredient
Support from the Nichols community played a key role in the company’s growth. After early conversations with school administrators, the students connected with Matt Gilsey, Food Service Director for SAGE Dining at the school.
“Initially, we were excited to feature something created by students,” Gilsey says. “After meeting them, it was clear how thoughtful they were about what they’re doing. The feedback has been very positive. They have an interesting blend of great flavors.”
A Flavor for Every Palate
Scorch sauces are now a regular option in the Nichols dining hall, each offering a different level of heat: • Blue Screamer: A fan-favorite blueberry-based sauce that is the right amount of sweet and tangy, and perfect as a glaze. • Graveyard Ghost: A step up in intensity featuring the notorious ghost pepper. • Scorpion Sting: The most intense of the three, utilizing Trinidad Scorpion peppers that reach deep into the millions on the Scoville scale. A key test took place during a wing day in the Rand Dining Hall. “The kids were really getting after it,” Gilsey laughs. “They were dousing wings in the Scorch sauce after we’d already
tossed them in Buffalo sauce. Some students went back for multiple rounds just to try each flavor.”
Scaling Beyond Nichols
The company is already expanding beyond campus. Through its partnership with SAGE Dining, Scorch is now being introduced at Hawken School in Ohio, with plans to reach additional schools in the SAGE network. “We’re finding out that private schools like Nichols are a strong market for us,” Riordan said. Looking ahead, they hope to continue building the brand and eventually enter larger retail spaces, like Wegmans, Kroger, and Publix.
Lessons Along the Way
Despite the growth, both students are still managing classes, athletics, arts interests, and the day-to-day responsibilities of running a business. For the talented freshmen, success also means seeing their peers using and enjoying the fruits (and peppers) of their labor. “My math classes taught me about markup, markdown, and taxes, which was a huge help,” Riordan notes. Goodly adds that faculty support helps keep his academic, athletic, and entrepreneurial pursuits from singeing his schedule. Their advice to other aspiring Nichols entrepreneurs? Don’t wait for permission. “Do what you do best,” Riordan says, “because Nichols is not going to push you down for it. They are going to dive into it with you.” n
Support Scorch Order Online
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Eleven Years of Entrepreneurship at Nichols
The
Venture Catalyst For more than a decade, the Entrepreneurial Studies program at Nichols School has functioned as more than just a class; it is a high-stakes laboratory for the next generation of industry leaders. Now in its 11th year, the course has become a cornerstone of the Nichols experience, evolving into a sophisticated pipeline that helps students transition from passive learners to active creators. At the helm since 2019 is Meg Auerbach ’99, whose leadership style mirrors the very subject she teaches. She is agile, human-centric, and results-oriented. “My goal is to help students identify their unique value proposition,” Auerbach explains. “In any venture, success hinges on understanding and playing to your strengths. I work to ensure every student leaves this class as the best version of their professional selves.”
The curriculum is anchored by two pillars that test both the creative and analytical minds of the students: 1. The Bookstore Project: A masterclass in market research and supply chain. Students must design, survey, and pitch a product to be stocked in the school bookstore, forcing them to confront the realities of consumer demand and inventory risk. 2. The Pitch Competition: The program’s signature “Shark Tank” event. Judged by a panel of experts, students are evaluated not just on their Best Idea, but on their growth, celebrating the Most Improved and the Best Overall teams with the gravity of a venture capital seed round.
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What separates the Nichols curriculum from a standard business course is its permeable walls. The classroom is a revolving door for Buffalo’s business elite, a curated network of alumni, parents, and local visionaries who serve as more than just guest speakers; they are the “connective tissue” between theory and the marketplace. These mentors provide the insight necessary for growth, offering the kind of unvarnished feedback that only comes from the front lines of industry. This immersion often leads to a ROI that extends well beyond the classroom: a lifelong network of mentors and high-level internship placements that begin at 1250 Amherst Street. “The volunteers give our students the perspective of running a real business,” says Auerbach. “They move the conversation from ‘What if?’ to ‘How?’” The true metric of the program’s success, however, is the caliber of its graduates. With over 350 alumni now in the workforce or higher education, the Nichols mindset is making its mark globally. Lucas Suero ’22 reflects on the course as a fundamental shift in his cognitive approach. “The class pushed me to get comfortable putting myself out there and presenting ideas that were personal to me, not just polished for the sake of a grade,” Suero says. “That shift was huge. It directly prepared me for opportunities I never would have thought I’d be ready for.” As the Entrepreneurial Studies program enters its second decade, its mission remains steadfast: to ensure that when Nichols students enter the professional world, they aren’t just looking for a seat at the table, they’re prepared to build the table themselves. n
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The answer key for the GIT can also be found at www.nicholsschool.org/alumni/general-information-test 1. Hamlet 2. B 3. Bad Bunny, Benito Martinez, Ocasio 4. A 5. B 6. The Great Gatsby 7. C 8. A 9. D 10. Mean 11. C 12. C 13. 1 14. A 15. B 16. C 17. Percussion 18. A 19. 16 million 20. B 21. B 22. A 23. Velocity 24. A 25.
26. B 27. C 28. B 29. D 30. B 31. Distributive Property 32. B 33. C 34. B 35. A = πr 2 36. B 37. A 38. B 39. Paradise Lost 40. Arrival 41. A 42. ABAB CDCD EFEF GG 43. Homer, Shakespeare, Shelley, Morrison (in this order) 44. A 45. 10 46. Ethos (Authority), Pathos (Emotion), Logos (Logic) 47. D 48. Pythagorean Theorem 49. D 50. C
51. D 52. Anaphora 53. Charlemagne 54. C 55. C 56. A 57. Edward III 58. A 59. Mali 60. After the parenthesis 61. C 62. Plessy v. Ferguson 63. B 64. Self Serving 65. C 66. Validity 67. B 68. Millikan 69. France 70. B 71. onomatopoeia 72. la peseta 73. D 74. (x1+x2), (y1+y2) 2 2
75. C 76. B 77. Mercantilism 78. The Colosseum 79. Paper 80. B 81. 720° 82. Corresponding side lengths are proportional 83. A 84. nx n-1 85. B 86. C 87. RuBisCO (case doesn’t matter) 88. Equatorial Guinea 89. 5’ to 3’ 90. (x − ℎ)2 + (y − k)2 = r2 91. C 92. D 93. Slicer 94. B 95. C 96. A 97. Breed’s Hill 98. A 99. B 100. Don Quixote
Students present their company and hoodie design in the Flickinger Performing Arts Center to the upper school and class judges.
How Nichols is Expanding the Cultural Calendar At Nichols, we often speak about “the work of life.” While that phrase certainly encompasses academic rigor and athletic discipline, this year it has felt more personal and visible across campus. Through events like the third annual Culturefest, the long-standing Lunar New Year celebration, and the inaugural Ramadan and Eid festivities, our campus is evolving into a place where every student doesn’t just attend school—they see their own history reflected in it. More Than a Lesson
For Holly Cercone, director of CHISPA and middle school diversity, who helps lead Culturefest, one of the biggest changes has been how students see the event. “For a long time, people thought it was just for certain groups,” she says. “But it’s for everyone.” Culturefest has grown from a relatively small gathering into a larger, more interactive event. Students and families bring in items that reflect their backgrounds—everything from family artifacts to favorite foods—and share them alongside performances and activities. Cercone describes it as a kind of learning that sticks with people because they experience it directly. Instead of hearing about different cultures in a classroom, students see, taste, and talk about them together.
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Creating a Sense of Belonging
While Culturefest brings many traditions together, the Lunar New Year celebration focuses more closely on one. Mandarin teacher Cindy Yan has been leading it for nearly a decade, with an emphasis on helping students feel recognized. “When international students see their school celebrate something familiar to them, it makes a difference,” she says. “They feel like they belong here.” The event often includes trips to local Asian markets, hands-on activities, and performances—ways for students to connect language study with real traditions. That same idea carried into this year’s first Ramadan and Eid celebration on campus, which began with student initiative. Siblings Samah ’27 and Hamdan Moulana ’27, who came to Nichols from Malaysia, helped bring the idea forward. Algerian native and faculty member Naima Bouhroua, who supported the effort, saw the impact right away. “I saw the joy in their eyes,” Bouhroua says. “It’s about being seen. Students want to know their culture matters here.”
Food: The Universal Language
If there is one “common denominator”—as math teacher Bouhroua puts it—that unites these celebrations, it is food. • At Culturefest: Families bring home-cooked dishes that represent the ethnic history of Buffalo and beyond. • At Lunar New Year: Students wrap “good luck” into handmade dumplings, symbolizing family reunions and prosperity. • At Ramadan/Eid: The breaking of the fast (Iftar) becomes a communal ritual in which food serves as the welldeserved reward for discipline and “individual agency.” “Food connects us,” Cercone notes. “In Buffalo, we have a great history of ethnic food, and now people are very excited to share the history that connects their culture.” Yan echoes this, noting that you can’t teach a language through characters alone—students need to taste foods like mooncakes to understand the Mid-Autumn Festival.
As Nichols looks toward the future, the goal is less about adding events and more about making them part of everyday school life, ensuring every student gets to tell their own story. From student-led art and logo designs to the involvement of the language and dance departments, the expansion of the cultural calendar is not a top-down mandate. It is a collective group of student-driven decisions. By celebrating these differences, we aren’t pulling students apart; we are weaving them together into what Cercone calls the “tapestry of Nichols.” We are preparing them not just to graduate, but to walk into the world and build relationships with a better understanding of everyone around them–and, perhaps, a shared recipe. n
Looking Forward: A Global Future
The statistics of our community are a testament to this growth. With nearly 2 billion Muslims worldwide and the Lunar New Year celebrated by over 1.5 billion people, these aren’t just “niche” events, but mirrors of the global landscape our students will enter. Interestingly, this year marked a rare celestial alignment; for the first time in 163 years, the Lunar New Year, Lent, and Ramadan all coincided within the same season.
Top: Mandarina teachers Cindy Yan and Jie Zhao teaching students a Chinese traditional dance and game of scarf spinning. Bottom: Students perform a traditional Chinese dance during the Lunar New Year Assembly.
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alumni Profile
From Prose to Pantry How Molly Stevens ’77 Cooked Up a Career in Food Media Molly Stevens ’77 has built her career around two lifelong passions: writing and cooking. Over the years, she has written award-winning cookbooks, worked as a culinary educator, and even co-created a podcast for aspiring cookbook authors and food professionals.
Finding Her Passion
The Nichols Impact
Stevens began her education at Nichols School in 1973 as part of the school’s first co-ed freshman class at Nichols. Reflecting on her experience, she said that she loved her time at Nichols and felt that the Nichols curriculum had fully prepared her for the demands of a college workload. She credits her love for Nichols, in part, to Dick Stratton, a history and English teacher during her years at Nichols. Stevens especially valued Stratton’s emphasis on interdisciplinary thinking and the connections between different fields of study. Whether consciously or unconsciously, that mindset shaped her career by allowing her to combine her love of writing and cooking.
After graduating from Nichols in 1977, Stevens attended Middlebury College, where she earned her bachelor’s and master’s degrees in English literature. At the age of 23, she booked a one-way ticket to Paris in search of writing inspiration. Little did she know that she would find that inspiration within the kitchens, markets, and restaurants of the city. Chef Claude Vauguet and Stevens in a kitchen As she worked at a cooking school Career-Defining Moments in Paris, 1985 and various restaurants, learning the When asked about her greatest techniques of French cooking on the achievement, Stevens initially pointed job, Stevens developed a love for bringing people together to building her own freelance career. Upon further reflection, through food. She eventually began sharing her passion she said that her proudest accomplishment has been “having and knowledge of cooking with others by teaching culinary instructed and inspired people to cook for themselves and for classes and later writing for culinary magazines. Those others.” experiences later evolved into a cookbook-writing career She explained that the most rewarding part of her work is focused on making cooking techniques approachable for a hearing how her teaching has helped people find confidence wider audience. and success in the kitchen.
Her Recent Work
Connection –with family, peers, and readers– has remained a driving force throughout Stevens’ career. For years, she participated in a professional support group to discuss life as a freelance businesswoman. More than four years ago, Stevens and three other cookbook authors transformed that group into their podcast, Everything Cookbooks, which mentors listeners interested not only in cooking but also in the business of cookbook publishing.
Listen to Molly's Everything Cookbooks A podcast for curious writers, readers, and cooks. Episodes provide behind-the-scenes information and stories about how cookbooks get made.
www.everythingcookbooks.com
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Important Lessons
Building a freelance career from the ground up required endurance, perseverance, and creativity. Although Stevens’ work centers on bringing people together through food, she ironically noted that the process of writing cookbooks can often be quite lonely. Long hours of late-night cooking, tasting, and refining recipes turned the process of writing a cookbook into a lonely space that demanded discipline and self-motivation. She also described the challenge of adopting what she calls a “beginner’s brain.” While professional chefs naturally understand terminology and techniques, Stevens explained that writing successful recipes requires thinking from the perspective of someone still learning. These challenges, however, never stopped Stevens from writing multiple cookbooks and perfecting her recipes. Today, she continues to share her insights into the cookbook-writing process and all things cooking on her podcast. Stevens’ career illustrates how hard work, goal-setting, and endurance can lead to meaningful success in life. Whether she is writing, cooking, or recording podcast interviews, she continues to be a role model, inspiring aspiring chefs, writers, and entrepreneurs alike. n
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2 02 6 P r in c e L ectu re
The Human Element Lee Carlson ’76 on Artificial Intelligence
Nichols School welcomed back Lee Carlson ’76 as this year’s Prince Lecture speaker, bringing to campus a voice uniquely suited to one of today’s most urgent conversations: how to remain deeply human in an age increasingly shaped by artificial intelligence. 58
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Established in the mid-1970s by S. Warren Prince, Jr. ’47 in honor of his father, the Prince Lecture Series has long connected Nichols students with individuals of national distinction. This year’s program carried added significance as the first lecture held following Prince’s passing in August 2025, an enduring reminder of the vision and generosity that continue to shape the Nichols experience. Carlson’s return was both a homecoming and a full-circle moment. A journalist, author, and Zen teacher, his career has spanned decades of thoughtful inquiry into the human condition. He has written for The New York Times, The Los Angeles Times, ESPN, and Men’s Journal, among others, and is the author of Passage to Nirvana and A Single Excellent Night, the latter a #1 Amazon bestseller chronicling his apprenticeship with acclaimed writer and National Book Award winner Peter Matthiessen. His work, grounded in storytelling, reflection, and lived experience, has consistently explored resilience, meaning, and what it means to live with intention. During his visit, Carlson spent the day visiting classrooms, engaging students in both technology and English courses. His conversations complemented Nichols’ forward-thinking approach to artificial intelligence, one that embraces innovation while placing human connection at its center. At Nichols, AI is not viewed as a replacement for teaching and learning, but as a tool to deepen it. Through the school’s AI integration, faculty are equipped with a powerful “teaching assistant,” enabling more personalized
instruction while freeing time for meaningful, one-onone engagement with students. In this model, technology enhances, not replaces, the relationships that define a Nichols education. Students are challenged not just to use AI, but to question it, think critically, and engage with it ethically. That balance between innovation and humanity was at the heart of Carlson’s message. Addressing Middle and Upper School students, he delivered a compelling talk on navigating rapid technological change without losing sight of authentic connection. Drawing on his background in both journalism and Zen practice, Carlson urged students to resist passivity in the face of technological advancement, to remain present, to ask better questions, and to prioritize relationships in a world that often pulls attention elsewhere. In the evening, Carlson expanded on these themes in a TED-style lecture for alumni, parents, and friends of the school. Reflecting on the promises and uncertainties of AI, he posed questions that resonated across generations: How do we adapt? How do we maintain agency? And how do we ensure that, even as technology evolves, we do not lose the very qualities that make us human? For Carlson, those questions trace back to his own time at Nichols, where an early interest in existentialism first took root. His return to campus served as both a reflection on that journey and a powerful affirmation of Nichols’ initiative today: to prepare students not only to navigate the future, but to shape it, with intellect, integrity, and a deep commitment to human connection. n 2026
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Lucy and Sherman Maisel ’35 General Information Test The Nichols Upper School General Information Test is a tradition that began in the 1911 Verdian yearbook. It is compiled from questions submitted by Nichols faculty and is given to students in grades 9 through 12 as a measure of general knowledge. The GIT is funded through the generosity of Lucy and Sherman Maisel ’35. 1. Taylor Swift refers to what Shakespeare play in “The Fate of Ophelia”? ________________________________________ 2. What is Jean Valjean’s prison number in Les Miserables? a. 2641 b. 29034 c. 24601 d. 8675309 3. Who was the Latino artist who performed at the Super Bowl halftime show in February 2026? ________________________________________
9. Which type of play is Romeo and Juliet? a. Comedy b. Farce c. Melodrama d. Tragedy 10. Another term for ‘average’ in statistics is _______________________________________ .
5. A car is traveling at a constant speed on a straight highway. What can you conclude about the net force acting on the car? a. The net force is in the direction of motion b. The net force is zero c. The net force is opposite to the direction of motion d. There are no forces acting on the car
11. A student builds two electrical circuits, each powered by a battery. Circuit 1 has two light bulbs connected in series; Circuit 2 has two light bulbs connected in parallel. How does the brightness of the bulbs in Circuit 1 compare to the bulbs in Circuit 2? a. All bulbs have the same brightness b. The bulbs in Circuit 1 are brighter than the bulbs in Circuit 2 c. The bulbs in Circuit 2 are brighter than the bulbs in Circuit 1 d. Whichever bulb is closest to the battery is the brightest
6. This classic American novel had several working titles including Trimalchio, Under the Red, White, and Blue, and Among Ash Heaps and Millionaires. What was the name of the novel upon publication? ________________________________________
12. In 1673, which French playwright and actor passed away onstage performing the title role of his own musical? a. Shakespeare b. August Wilson c. Molière d. Tennessee Williams
7. The phrase “Bills Mafia,” commonly associated with the Buffalo Bills fanbase, originally gained popularity through which platform? a. ESPN broadcast b. Buffalo News article series c. Twitter hashtag d. NFL promotional campaign of 30 for 30
13. What is the value of sin²x + cos²x? ________________________________________
4. What is the Italian term for a slow tempo? a. Adagio b. Allegro c. Presto d. Moderato
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8. What was Shakespeare’s wife’s name? a. Anne Hathaway b. Beyonce Knowles c. Angelina Jolie d. Regina King
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14. What Greek word means “a theatre with seats on all sides”? a. Amphitheatre b. Labyrinth c. Equestrian d. Thrust
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15. Which Shakespearean play is The Lion King based on? a. Romeo and Juliet b. Hamlet c. Macbeth d. Othello
25. What is the slope of a line perpendicular to a line with slope �/4 ? ______________________________________
16. In what city was the oldest ballet company founded in the U.S.? a. New York City b. Chicago c. San Francisco d. Salt Lake City
26. Which Shakespearean character says “All the world’s a stage.”? a. Hamlet in Hamlet b. Jaques in As You Like It c. Portia in Merchant of Venice d. Kate in Taming of the Shrew
17. The four main sections of a symphony orchestra are strings, woodwinds, brass, and ______________________________________ . 18. Which Baroque composer wrote “The Four Seasons,” a set of violin concertos? a. Antonio Vivaldi b. Mozart c. Bach d. Mahler 19. According to a 2003 survey, how many direct descendants of Genghis Khan are alive today? ______________________________________ 20. Which ancient Greek playwright wrote the tragedy “Oedipus Rex”? a. Euripides b. Sophocles c. Aristophanes d. Aeschylus 21. Which of the following was the most immediate consequence of the Supreme Court’s decision in McCulloch v. Maryland (1819)? a. The abolition of state chartered banks b. The strengthening of federal authority over the states c. The elimination of protective tariffs d. The expansion of voting rights to non property holders 22. American acting teachers Stella Adler, Lee Strasberg, and Sanford Meisner adapted and interpreted the system of which Russian theatre artist? a. Konstantin Stanislavski b. Uta Hagen c. Anton Chekhov d. Andrei Tarkovsky 23. In physics, what real-world quantity is modeled by the derivative of position? ______________________________________ 24. This artist who painted the official portrait of President Barack Obama that hangs in the National Portrait Gallery in Washington, D.C. is: a. Kehinde Wiley b. Banksy c. Yayoi Kasama d. Damien Hirst
27. What material did Michelangelo use to carve the sculpture David? a. Bronze b. Limestone c. Marble d. Granite 28. Which of the following is a common reason artists use sketchbooks? a. To create finished, sellable artwork only b. To practice ideas, experiments, and observations c. To avoid making mistakes d. To copy other artists exactly 29. Which organization was founded by W.E.B. Du Bois to advocate for civil rights through legal challenges and political activism? a. Southern Christian Leadership Conference b. National Urban League c. Student Nonviolent Coordinating Committee d. National Association for the Advancement of Colored People 30. Which art movement sought to depict the subconscious and dream imagery? a. Dada b. Surrealism c. Futurism d. Constructivism 31. What is the name of the property that states a(b + c) = ab + ac? ______________________________________ 32. What interval is from C to E? a. Major Second b. Major Third c. Perfect Fourth d. Major Seventh 33. Which constitutional principle is most directly reflected in the requirement that presidential appointments be approved by the Senate? a. Judicial review b. Federalism c. Separation of powers d. Popular sovereignty 34. In standard twelve-bar blues form, where would a performer expect to find the “turnaround”? a. The Fourth Bar b. The Twelfth Bar c. The Sixth Bar d. The Eighth Bar 2026
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35. What is the formula for the area of a circle? ________________________________________ 36. In Greek Mythology, who is the God of Theatre? a. Poseidon b. Dionysus c. Aphrodite d. Hermes 37. Who composed the music to the ballets The Nutcracker and Swan Lake? a. Tchaikovsky b. Stravinsky c. Debussy d. Mozart 38. What does DAW stand for? a. Digital Aleatory Workplace b. Digital Audio Workstation c. Dance Anthem World d. Dance Audio Workstation
40. Ted Chiang’s “Story of Your Life” is the basis for what 2016 film about an alien invasion of Earth starring Amy Adams? ________________________________________ 1 √3-1 √31 –-1√3 c. √3 – 2 2 22 22 22
48. The distance formula is derived from which theorem? ________________________________________ 49. The Shining, the horror classic released in 1980, was directed by which filmmaker? a. Quentin Tarantino c. Martin Scorsese b. David Fincher d. Stanley Kubrick 50. “Jimmy, did you see Eleanor got a new set of wheels?” What specific literary device is used here? a. Hyperbole b. Simile c. Synecdoche d. Understatement
39. Mary Shelley’s Frankenstein refers to what seminal 17th-century work by John Milton? ________________________________________
41. (sin 150°) = 1– √3 -1 a. 12 -12 √3 b. 2 2 22
47. This choreographer won a Tony Award for his work on Hamilton. a. Fosse b. Jerome Robbins c. Jerry Mitchell d. Andy Blankenbuehler
√3 – √3 2d. 2
42. What is the rhyme scheme of a Shakespearean sonnet? ________________________________________ 43. Put these authors in chronological order based on their time period starting with the earliest: Mary Shelley, Toni Morrison, William Shakespeare, Homer ________________________________________ 44. Which actor has won the most Oscars for best actor/ actress? a. Katharine Hepburn b. Jack Nicholson c. Emma Stone d. Leonardo DiCaprio 45. How many syllables are in a typical line of poetry written in iambic pentameter? ________________________________________ 46. What are the three rhetorical appeals that Aristotle writes of in his Rhetoric? ________________________________________
51. Which of the following writers would not be considered Romantics? a. Ralph Waldo Emerson b. William Wordsworth c. Samuel Taylor Coleridge d. Charles Dickens 52. The repetition of a word or phrase at the beginning of successive clauses or sentences is an example of what rhetorical and literary device? ________________________________________ 53. Who was crowned the first Holy Roman Emperor on Christmas Day in the year 800? ________________________________________ 54. La Diablada de Oruro, or “Dance of the Devils,” is a UNESCO-recognized Andean folk dance from a famous carnival that takes place in February/ March. It features dancers in elaborate, horned masks symbolizing the battle between good and evil. What country is this dance from? a. Perú b. Colombia c. Bolivia d. Ecuador 55. How many acts of physical violence were committed in the US House and Senate Chambers between 1830 and 1860? a. 5 b. 32 c. 70 d. 150 56. The minimum amount of energy required for a chemical reaction to occur is called: a. Activation energy b. Enthalpy c. Free energy d. Kinetic energy 57. Which English King started the Hundred Years War? ________________________________________
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58. Nichols School is a member of which athletic conference, competing regularly against other Western New York independent schools? a. Monsignor Martin Athletic Association b. ECIC (Erie County Interscholastic Conference) c. Independent School League (ISL) d. Ivy Preparatory League 59. Mansa Musa ruled which powerful West African empire? ________________________________________ 60. In MLA format, where do you put the period in an in-text citation? (The citation is NOT a block quote.) ________________________________________ 61. Which of the following campus spaces at Nichols School is most commonly used for all-school assemblies and major performances? a. Alumni Room b. Mitchell Hall c. Flickinger Performing Arts Center d. The Commons 62. The 1896 Supreme Court case that upheld racial segregation under the doctrine of “separate but equal” was _____________________________________. 63. Which factor most directly contributed to the decline of the Mughal Empire in the 18th century? a. Overreliance on maritime trade b. Internal rebellions and weak successors c. Religious tolerance policies d. The abolition of land taxes 64. In psychology, the tendency to attribute one’s own successes to internal factors while blaming failures on external factors is known as the _____________________________ bias. 65. On January 19, 2026, 40 people died in a tragic transportation accident in Adamuz, South Spain. The accident left Spaniards in grief and in shock. What type of transportation accident was it? a. Car b. Plane c. Train d. Bus 66. In research, the degree to which a method will generate the information required to answer a research question is known as ____________________. 67. This city in Spain was devastated by floods in 2025. a. Madrid b. Valencia c. Barcelona d. Sevilla
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68. JJ Thomson discovered the electron in 1897, but it was Robert _______________ ’s team that found the magnitude of the electron’s electric charge in 1909. 69. Which European country will host the G7 presidency, an annual forum for dialogue among seven major economic powers in June of 2026? ________________________________________ 70. One of France’s many famous writers was Alexandre Dumas, the author of: a. Le Petit Prince/The Little Prince b. Les Trois Mousquetaires/The Three Musketeers c. Notre-Dame de Paris/The Hunchback of Notre Dame d. L’Étranger/The Stranger 71. The use of words that imitate the sounds they represent is an example of what literary device? ________________________________________ 72. What was the official currency of Spain before the euro in 2002? ________________________________________ 73. Which Spanish-speaking country was the first and only to adopt Bitcoin as its official currency? a. Argentina b. Venezuela c. Guatemala d. El Salvador 74. What is the midpoint formula? ________________________________________ 75. Which of the following best explains why megacities are most common in developing regions? a. High levels of suburbanization b. Industrial decentralization c. Rapid rural to urban migration d. Declining birth rates 76. Which artist is known for painting self-portraits that often depicted imagery symbolic of the constant pain she endured as a result of a train car accident? a. Gabriela Mistral b. Frida Kahlo c. Julia de Burgos d. Ana Barriga 77. The global economic system that emphasized colonies supplying raw materials to imperial powers is known as ______________________________. 78. What structure in Rome, completed in AD 80, was used for gladiator contests and large public spectacles? ________________________________________
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general information test
79. What invention from ancient China made from mulberry bark, hemp, and rags revolutionized communication and record-keeping worldwide? ________________________________________ 80. What's the highest grossing film of all time? a. Star Wars: Episode IV - A New Hope b. Avatar c. Titanic d. Avengers: Endgame 81. What is the sum of the interior angles of a hexagon? ________________________________________ 82. If two triangles are similar, what is true about the ratios of their corresponding sides? ________________________________________ 83. Which way is downstage? a. Towards the audience b. Away from the audience c. To the right of the audience d. To the left of the audience 84. What is the formula for the derivative of xⁿ? ________________________________________ 85. A roller coaster car is at the top of the first hill. As it goes down the hill and speeds up, what energy transformation is taking place? a. Kinetic energy is transforming into potential energy b. Potential energy is transforming into kinetic energy c. Chemical energy is transforming into kinetic energy d. No energy transformation occurs 86. A velocity-time graph shows a horizontal straight line. What does this tell you about the object’s motion? a. The object is at rest b. The object is slowing down c. The object is moving at a constant velocity d. The object is accelerating
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90. What is the equation of a circle centered at (h, k) with radius r? ________________________________________ 91. Which idea was central to Enlightenment thinkers such as John Locke and Montesquieu? a. Divine right monarchy b. State control of religion c. Natural rights and limited government d. Mercantilist economics 92. Which of the following cancer types is least common in pediatric patients? a. Leukemia b. Brain c. Kidney d. Lung 93. The software that allows you to prepare a 3D model for printing is usually called a _________________. 94. A substance that decreases the rate of a chemical reaction is called a(n): a. Reactant c. Inhibitor b. Catalyst d. Solvent 95. The type of bond formed when electrons are transferred from one atom to another is called: a. Covalent bond c. Metallic bond b. Ionic bond d. Hydrogen bond 96. Which U.S. President was inaugurated in Buffalo following the assassination of William McKinley? a. Theodore Roosevelt b. William Howard Taft c. Grover Cleveland d. Woodrow Wilson 97. On what hill was the Battle of Bunker Hill fought? ________________________________________ 98. Which Buffalo-born musician co-founded the influential alternative rock band the Goo Goo Dolls? a. Robby Takac b. John Rzeznik c. Rick James d. Brian McKnight
87. What is the abbreviated name of the enzyme that starts the Calvin Cycle and is also the most abundant protein on earth? ________________________________________
99. The energy released or absorbed during a chemical reaction at constant pressure is called: a. Entropy b. Enthalpy c. Free energy d. Heat capacity
88. What is the name of the only official Spanish-speaking country in Africa whose capital used to be Malabo and changed to Ciudad de la Paz on January 2, 2026? ________________________________________
100. El ingenioso hidalgo _________________________ de la Mancha is considered by many to be the greatest novel ever written.
89. In all known living cells, replication of DNA always occurs in what direction of the growing strand? ________________________________________
The answer key for the GIT can be found on page 53 and also at www.nicholsschool.org/alumni/ general-information-test.
Nichols School
in Memoriam
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NICHOLS SCHOOL
Sidney Warren Prince Jr. ’47 The Nichols School community mourns the passing of Sidney Warren Prince Jr. ’47, who passed away on August 3, 2025, at the age of 96. A man of boundless energy, a celebrated tenor voice, and a deep commitment to his roots, Prince leaves behind a legacy of philanthropy and leadership that will resonate at Nichols and throughout Western New York for generations. Born in Buffalo in 1928, Prince’s journey at Nichols began a lifelong pattern of building deep, enduring friendships. It was here that he cultivated the character that would lead him to Colgate University, where he played varsity hockey, and later to the Air National Guard. Upon returning to Buffalo, Prince joined the family business, Prince Rubber & Plastics, Inc. Under his leadership as president and chairman following his father’s passing in 1964, he transformed a local enterprise into a global force, expanding sales to over 80 countries. His commitment to his people was finalized in 2016 when he sold the company to his employees as an ESOP, ensuring that the team he mentored for decades would continue to share in the company’s success. Perhaps Prince’s most visible impact on Nichols is the Prince Lecture Series. Established in the mid-1970s to honor his father, Sidney Warren Prince Sr., the series was later expanded to honor his mother, Gladys Atwood Prince, a storyteller on stage and radio, and eventually grew to include students from Buffalo Seminary.
For more than 50 years, Prince’s vision has brought individuals of national renown to Buffalo to engage students in a wide range of academic fields. From science and history to social commentary, music, and nature, the series remains a cornerstone of the Nichols experience, fulfilling his desire to foster intellectual curiosity and connect the Buffalo community with world-class thinkers. Prince’s heart belonged to Buffalo. Beyond his business success, he was a vital supporter of the city’s institutions, including Westminster Church and various charitable organizations. He was a familiar and beloved figure at the Saturn Club and the Country Club of Buffalo, where he was known as the “life of the party.” Whether he was acting as the Commodore of the Canoe Club in Bay Beach or singing in his warm tenor voice at Connery Pond in his beloved Adirondacks, Prince moved through life with a toast for everyone’s happiness and a song for every occasion.
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in Memoriam
Christopher Wadsworth
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It is with deep sadness that the Nichols community marks the passing of Christopher Wadsworth, Nichols’ eighth Headmaster, whose decade of leadership left an indelible mark on the school’s history. Serving from 1969 to 1979, Wadsworth guided Nichols through one of the most transformative periods in its evolution. His tenure was defined by bold vision, thoughtful leadership, and a steadfast belief in the power of education to shape young lives. At a time of significant change, he helped position Nichols not only to endure, but to grow and thrive. Among his most lasting contributions was his leadership in acquiring the Nottingham property and merging with Nottingham Academy, a pivotal step in expanding and strengthening the school’s physical campus. He also led Nichols through its transition to coeducation, a historic shift that reshaped the community and continues to define the Nichols experience for generations of students.
In 1973, Wadsworth launched New Directions for Nichols, an ambitious capital campaign that raised $2.34 million by 1976. The campaign’s success enabled substantial campus improvements and renovations across both the Amherst and Nottingham campuses, laying a stronger foundation for the school’s future and signaling confidence in Nichols’ long-term direction. Wadsworth was widely respected for his calm, principled approach to leadership and for his deep commitment to students. He believed in nurturing both academic excellence and a vibrant school culture, and his influence was felt far beyond bricks and mortar. Under his guidance, Nichols experienced steady growth and meaningful progress during a period of national and institutional change. We extend our heartfelt condolences to his family and friends, and to the many alumni, faculty, and members of the Nichols community who were touched by his leadership. We remain grateful for Wadsworth’s enduring legacy and for the role he played in shaping the Nichols School we know today.
A L U M N I Max Becker Jr. ’46 – January 22, 2026 Benjamin Bigler ’51 – January 10, 2026 Daniel Bray ’88 – September 13, 2025 Coleman Colla ’54 – September 3, 2025 Michael Davis ’49 – February 11, 2026 John Debus ’56 – August 8, 2025 William Flickinger ’55 – March 9, 2026 Marshall Goldstein ’60 – April 9, 2026 James Herlan ’53 – January 7, 2026 Kenneth Kahn ’58 – May 9, 2026 Joseph Maggio ’76 – June 29, 2025 William Mathias II ’63 – November 29, 2025 Martin Petrik ’88 – February 21, 2026 Henry Porter ’54 – November 23, 2025 Jerome ‘Jerry’ Pratter ’59 – May 20, 2025 S. Warren Prince ’47 – August 3, 2025
James ‘Ossie’ Putnam ’89 – February 9, 2026 Paul Schnatz ’53 – January 11, 2026 Frank Spangenberg III ’60 – September 24, 2025 Paul Tarlowski ’68 – January 17, 2026 John Vaughan ’51 – May 16, 2025 Richard ‘Dick’ Webb ’58 – February 6, 2026 Mark Weber ’49 – May 19, 2025 John ‘Jack’ Wendler ’56 – March 15, 2026 John Williams ’47 – July 28, 2025 Benjamin Wilton ’91 – May 11, 2026
Nichols School
F O R M E R FACU LT Y A N D S TA F F Christopher Burner – March 3, 2026 Miriam Dow – June 4, 2025 Taylor Reed – July 17, 2025 Christopher Wadsworth – November 22, 2025
Class Notes
If you would like to serve as a Class Agent or help plan your reunion, please contact the Alumni Office at 716-332-5152 or alumnioffice@nicholsschool.org.
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Austin Hoyt, an award-winning documentarian, released The Haunting Nahanni, a gripping memoir recounting his 1959 wilderness expedition along the South Nahanni River in Canada’s Northwest Territories—an area once dubbed by the Royal Canadian Mounted Police as “the Valley of No Return.”
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Chris Reid had his short story Graveside published in the UK-based online literary magazine Fiction on the Web. Set against the backdrop of conflict, Graveside is a moving exploration of love, memory, trauma, and the lasting emotional toll of war.
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Charlie Brown, Matt Michell, and John Williamson ’81 supported the Nichols Hockey team at the Belmont Hill tournament and paused to get a picture in front of the portrait of Chris Wadsworth (former Nichols Headmaster) in the Wadsworth Room. Peter Lunenfeld, a UCLA professor, was selected to give the public-facing Faculty Research Lecture. His talk, “Future Street: Los Angeles in the Era of Artificial Intelligence,” was given in the Fall of 2025.
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Lee Carlson launched his book, A Single Excellent Night: A Man, A Mentor, & A Moment in Time. William ‘Bim’ Morey, a veteran, had the opportunity to reunite with one of the men he rescued in Vietnam, nearly six decades later. Bim disobeyed his commanding officer and flew a Huey helicopter into combat, saving six American soldiers pinned down by enemy gunfire in Vietnam.
Leslie Fox Levin and family welcomed their ninth grandchild. Levin has lived in Israel with her husband since 2017 where eight of her grandchildren also live.
Tom Maynor released a new single, “Glide Through Time”, and it is available to listen to and is featured on Good Neighbors Vol. 5 – The Hero’s Journey, a collaborative album presented by Music is Art.
2026
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Class Notes
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Amy Bradley Bortner ’88, Elizabeth Gioia Duffett ’88, Lauren Gioia ’94, and Dr. Michael Parentis ’86 were inducted into the Western New York Lacrosse Hall of Fame.
Betsy Constantine ’93, President & CEO, Community Foundation for Greater Buffalo, Colleen Heidinger ’02, President, 43North, and Kayla Zemsky ’05, CEO, Larkin Development Group, were recognized by Buffalo Business First on the 2025 Power 200 Women in WNY list for their outstanding leadership and impact.
Ed Park released his book, An Oral History of Atlantis, and went on a book tour during the Fall of 2025 spanning the east and west coasts.
Friendships formed at Nichols School truly stand the test of time! A group of alumni gathered in Jamestown, Rhode Island, for a Fall weekend in 2025 to reconnect, reminisce, and celebrate lifelong bonds.
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Meaghan Sittler was inducted into the 2025 Class of the Greater Buffalo Sports Hall of Fame on November 11.
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Jennifer Hudnell was awarded First Place in Mixed Media at the Woman’s Club of Chevy Chase’s 50th Anniversary Art Show and also received an Honorable Mention for another mixed media piece in the exhibition.
Front: Josh Levite ’88, Andy Kahn ’88, Jay Taylor ’88 Middle: Brad Kahn ’88, Paul Tourbaf ’87, Lyman Castle ’88, Chris Galvin ’88 Back: Bill Reich ’88, Dave Pfalzgraf ’88, Jay Riddlesberger ’88, Dave Rizzuto ’88
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Ashok Subramanian, CEO of Centivo, was named to Buffalo Business First’s 2025 Power 100 Business Leaders of Color list.
Kelly Gast received the 2026 Yellow Rose Award for leadership and service to the community from the Zonta Club of Grand Island. Gast is the Community Outreach Manager at the Family Justice Center of Erie County, and the Zonta Club honors women whose talent, dedication, determination, and caring heart have made a difference in the lives of others.
Class Notes
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Steven Blumhagen joined Willis Towers Watson as Senior Vice President, Corporate Risk & Broking.
Jared Kozinn became the Michigan State University Deputy Athletics Director/Chief Revenue & Marketing Officer in the Fall of 2025. Kozinn serves as the senior leader responsible for maximizing and diversifying revenue streams within Michigan State Athletics, aligning revenue growth with the department’s strategic goals.
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Leah Kaplan Corradi has been named Allendale Columbia School’s Head of Lower School. Leah joins Allendale Columbia from St. Patrick’s Episcopal Day School in Washington, DC, where she most recently served as Academic Dean and Assistant Head of Middle School.
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Sara Saak coached the Nichols 5/6 Girls Basketball team to the Holy Hoopsters Championship.
NICHOLS SCHOOL
Kristen Stone Hutchison and Lacrosse Victoria have been awarded Gold status in the Pride in Sport Index. Hutchison gives everything to making lacrosse a sport where everyone belongs.
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Clark Banach started a new position as Visiting Postdoctoral Fellow at the Graduate School of North American Studies at Freie Universität Berlin.
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John Mascari’s company, Blueland, was named a 2026 TIME 100 Most Influential Company. Mascari, Co-Founder and President of Blueland, has helped lead a company reimagining everyday household cleaning products to eliminate single-use plastic packaging and create more sustainable solutions for households everywhere.
Arin Dandes shared the stage with Brenna Ring ’26 in Shea’s 710 Theatre’s production of Hairspray that ran May 7-24, 2026.
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Kyle Resetarits was named to the Indianapolis Business Journal 40 Under 40 list. A partner at Dentons and a member of the firm’s Real Estate and Corporate practice groups, Resetarits focuses on all aspects of commercial real estate and economic development, including acquisition, disposition, zoning and land use, entitlements, and incentives.
2026
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Class Notes
07 Tarik Erk is Binance’s new Regional Head for the Middle East, North Africa, and Turkey (MENAT), alongside the role of Senior Executive Officer for Abu Dhabi. Tom Hadala, CPA, started a new position as Finance Director at Armstrong Fluid Technology.
Figure 03, a humanoid robot poised to transform how we live and work.
13 Max Rosenthal started a new position as Head Ice Hockey Coach at Stanford University.
08 Sarah Washington, Senior Attorney at National Fuel, was named to Buffalo Business First’s 2025 Power 100 Business Leaders of Color list.
Amelia Goodloe passed the July 2025 New York Bar Exam with a score high enough to practice in any UBE jurisdiction.
19 Maya Santana started a new role on the National Targeted Marketing Team at Vitalant. Santana will be supporting enterprise fundraising initiatives, contact strategy, and diverse donor base growth efforts while continuing to expand my experience across strategic initiatives and audience engagement.
Tyler Van Schoonhoven started a new position as Portfolio Performance Principal at XPV WaterPartners. Nora Williams is the director for Richard II for Wivenhoe Open-Air Shakespeare (WOAS). Richard II will be performed in St Mary’s Churchyard, Wivenhoe, at the end of June 2026.
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Hayley Scamurra won gold as part of the U.S. women’s hockey team at the 2026 Olympic Winter Games.
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20 Noah Daniels started a new chapter of his career with Callahan Construction Managers as a Health and Safety Specialist.
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MacKenzie Hamill was named to the 2026 Buffalo Business First 30 Under 30 list. A senior associate at Lippes Mathias LLP, she practices on both the banking & financial transactions and corporate & securities teams, making a meaningful impact across Western New York’s business community.
15 Lee Randaccio, who serves as VP of Growth at Figure AI, was featured on the cover of Time with the unveiling of 70
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Grace Tomczak MD and her husband Whit Mittlefehldt welcomed their first child in August of 2025.
Trey Denman and his mom, Anne Denman, won the Mother-Son division at the 2026 U.S. Squash Parent-Child Doubles Championships, held in Buffalo April 24–26. Denman also
Class Notes
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serves as the assistant coach for the Nichols squash program and helped guide the Boy’s Varsity team to the 2026 U.S. High School Division VII Championship.
Mia Anderson served as an intern for Congressman Tim Kennedy’s office in the Fall of 2025 in Washington, D.C. Anderson is a George Washington University International Affairs student focusing on global public health.
22 Sierra Warren ’22, Leyla Akil ’23, and Rory Warren ’24 were inducted into Omicron Delta Kappa at Canisius University. This national leadership honor society recognizes academic excellence, superior leadership, and exemplary character.
Laura Franz and the St. Lawrence University women’s squash team captured the Walker Cup for the first time in program history at the College Squash Association Team Nationals in March 2026. Mirann Gacioch signed a professional contract with Racing Louisville. Gacioch joined Louisville after a career as a defender for Ohio State where earned All-America honors as well as first team All-Big Ten honors in 2025. Rose Saperston graduated from the University of Michigan and joined Uber as an Account Representative in the Chicago office.
Eleanor Bares and Chase Carter returned to campus in January 2026 to share their college experience with the classes of 2027 and 2028. The panel, moderated by the College Counseling Office, covered a range of topics, including how Nichols prepared them for college, balancing academics, and navigating extracurriculars.
Lawton Zacher was named a 2025-26 CCM/AHCA Division I Second-Team All-American as a goaltender for Northeastern.
Connect with Nichols Nichols School Nichols School Alumni
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Nichols School @NicholsSchoolBuffaloNY
2026
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Class Notes
Linda Ullmark signed a professional soccer contract with the Houston Dash through the 2029 season. Ullmark joined Houston following a decorated collegiate career at the University of North Carolina.
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Brynn Bacak earned the United Collegiate Hockey Conference (UCHC) 2025-26 Women’s Hockey Goaltender of the Year. Bacak totaled 690 saves, registered a .936 save percentage, and logged four shutouts while playing in 23 games for St. John Fisher University.
Addison anchored the Catamounts’ backline, starting in 16 of 19 matches and going the distance in nearly every SoCon contest. Carter Ivan has been accepted into the Bank of America Student Leaders program.Through this opportunity, he will be working with Habitat for Humanity.
Bailey MacKellar of Plattsburgh State was named the 2026 State University of New York Athletic Conference (SUNYAC) women’s ice hockey Rookie of the Year. MacKellar had 14 goals and eight assists with 22 points on the season. Gavin Weinstein accepted a Food & Beverage Operations Intern position with the Buffalo Bisons this summer. In this role, he will be supporting
Addison Davis was named to the Southern Conference All-Freshman Team after an impressive first season with Western Carolina University.
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game-day and stadium operations, helping enhance the fan experience while gaining hands-on exposure to the operational side of a professional sports organization.
Ross Yoshida was named the Ivy League’s Rookie of the Year and a Second Team All-Ivy selection after finishing his first collegiate season with a 3-1 record, one save and a 2.89 ERA over 43 2/3 innings. His ERA ranked as second-best in the Ivy League among qualifying pitchers.
If you have a class note and/or photo that you would like to share to be in one of our upcoming monthly newsletters or magazine, please email it to Janelle Zera, Director of Alumni Engagement & Programs at alumnioffice@nicholsschool.org.
Thanks for Playing
2026
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There is something special about seeing the Class of 1961 Student Commons and the Flickinger Performing Arts Center packed with Nichols supporters. For the first time in over a decade, more than 300 attendees joined us for Nichols Night, and the “Casino Night” theme brought an exciting energy to the campus. The atmosphere was accompanied by an incredible spread from Delaware North’s Patina 250, paired with a local lineup of drinks that kept the conversation flowing. Guests enjoyed selections from Hartman's Distilling Co., Big Ditch Brewing Company, Belt Line Brewery, and products from Colonial Wine and Spirits while a roaming magician moved through the crowd, leaving people amazed by incredible tricks. We owe a huge thank you to our chairs, Paul and Jessica Brown P’26 and Mark ’93 and Maansi Travers P’26,’28. They helped create an auction lineup that was hard to beat,
sav e the date
featuring everything from World Cup tickets to custom arcade games from ICE Games. The room was also buzzing over a piece from our own Kari Achatz, whose profile has surged since being named a featured artist for the new Buffalo Bills stadium. Of course, the Buffalo pride didn’t stop there. The raffle for tickets to the Bills’ home opener in the inaugural season at the new Highmark Stadium was a major highlight of the night. In the end, the generosity of the Nichols community was the real story. We raised over $350,000 to support our students and faculty, marking a record-breaking success that will have a lasting impact on our campus. It was a night to remember, and a powerful reminder of what happens when this community shows up in force. n
80s-Themed Nichols Night Satur day, M ay 8, 2 0 2 7
“The teachers, coaches, and mentors I had at Nichols had a lasting impact on my life. It’s a truly special place.”
2025-2026
Nichols Fund
– Alumni ’79
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Save the Dates Big Green Friday, Sept. 25, 2026 Homecoming Saturday, Sept. 26, 2026
Alumni Holiday Party Monday, Dec. 21, 2026
Commencement Friday, May 28, 2027
Nichols Night Saturday, May 8, 2027
Reunion Weekend June 4-5, 2027