Pine Crest School's The Magazine | 85 Years

THE

MAGAZINE Pine Crest School | Winter 2020

Celebrating 85 Years with 85 Alumni

TABLE OF CONTENTS 4-6..............................................................Celebrating Alumni Reunion Weekend 2019

8-63..............................................................................Meet 85 Pine Crest School Alumni

12-13.......................................................................................................................In Memoriam

249 At Pine Crest, family legacies are a cherished part of our tradition.

It is a testament to the special nature of Pine Crest that so many alumni want their children to learn and grow here. Applicants from alumni families possess a meaningful connection to Pine Crest and our traditions.

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LEGACY STUDENTS

Enrolled at Pine Crest

20 TEDx Talks written and presented by UPPER SCHOOL STUDENTS

TEACHERS in every

LOWER SCHOOL

CLASSROOM

SPANISH

COURSES PER WEEK

STARTING IN PRE-KINDERGARTEN

MUSIC

COMPUTER

LOWER SCHOOL

ENRICHMENT

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66-67............................Strength Training Ushers in a New Era of Pine Crest Athletics

68-69.........................Character: The Power and Responsibility of Owning the Story

ROBOTICS T E A M S

ART

2019-20 SCHOOL YEAR

COMPETITIVE

SCIENCE

available to need-based families in

IN LOWER, MIDDLE, & UPPER SCHOOL

$5.9M 10

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64-65......................................................Celebrating 50 Years of the Founder’s Council

TEDxPineCrestSchool

FINANCIAL AID

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62-63...............................................................................Welcoming New Legacy Families

70-71............................................Education: Inspiring Curiousity Through Technology

Pine Crest School Experience

72............................Leadership Through Problem Solving: Kids’ Inquiry Conference

To apply and learn more, go to: www.pinecrest.edu/admission

74-75................................................................Exploring Virtual Reality in Middle School

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The Magazine Staff Editors: Christine Dardet Andrea Vallejo Designer: Ally Findeiss ’10

Dear Pine Crest School Community, Fall 2019 ushered in ample opportunities for Pine Crest School alumni to reunite with one another and with their teachers and coaches. Alumni Reunion Weekend, Homecoming, and Alumni Connect Washington, D.C. renewed what makes this School special: lifelong friendships, inspiring teachers, and, in some cases, three generations of families who have chosen Pine Crest to educate their children.

Returning to campus offered alumni opportunities to meet current students, who in many ways, are reflections of themselves. Three entrepreneurs — Taylor Hamilton ’99 and Jesse Tomalty ’99 of reCommerce Brands and Avery Pack ’96 of Republic Bike — shared their stories with the junior and senior classes in the ICI Auditorium. Some students were on the edge of their seats listening to Taylor, Jesse, and Avery speak about the impact Pine Crest had on their personal and professional lives. All three spoke about relying on the grit and resilience built at Pine Crest to bounce back from failures to build successes.

For anyone who may wonder what Pine Crest School is all about, look no further than graduates and students — they are agile, articulate, and accomplished, and have been this way for 85 years. To celebrate this milestone anniversary, this issue of The Magazine features 85 alumni. As one of the longest established independent schools in South Florida, it is a tremendous honor to carry on 85 years of education, character, and leadership, and a great responsibility to prepare our 2,664 students for the future. Through initiatives including Social Emotional Education, computer science, and three-year research courses in science, entrepreneurism, and creative writing, Pine Crest students acquire skills to imagine and implement solutions to the world’s biggest challenges. Issues surrounding infectious disease, potable water, an aging population, and more may be resolved by today’s Pine Crest students.

We have so much to be hopeful for. Thank you for being part of it.

With gratitude,

Contributors and Proofreaders: Maria Abello ’21 Linda Bartron Jillian Conway Caitlin Cowan Spencer Davimos ’22 Phoebe Ducote ’21 Rachel Fallet-Lax Emma Gómez ’22 Patty Gómez Nina Hamuy ’21 Daniel Hennelly ’21 Karene Herman ’21 Tim Hibbs Ilana Hutzler ’19 Jade Klacko ’21 Robin Koerber Nicholas Lowe Candace Moore Katie Nitkowski ’00 Connor Norris ’21 J O’Rourke Meagan Obst Lisa Ockerman Craig Palardy Grace Pettee ’20 Olivia Pettee ’20 Jaimee Rashbaum Alice Rau ’20 Emily Roy ’20

Dr. Dana Markham ’18H President

Grace Sager ’21 Jane Salimbene Shiraz Shiff ’20 Sean Tibor Flynn Turner Susan Vicelli Ed Waite ’09 Danielle Weisfisch ’20

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Celebrating Alumni Reunion Weekend 2019

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e always say, “Once a Panther, Always a Panther!” It was a joy to celebrate more than 350 alumni who returned to campus for Alumni Reunion Weekend on October 11 and 12, and Homecoming on October 18.

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On Friday, October 11, alumni had the opportunity to tour the Fort Lauderdale campus before joining the tailgate festivities and heading to Best Field for kickoff!

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On Saturday, October 12, more than 300 alumni from the classes of 1959 through 2014 celebrated their reunions. These special events are an occasion to renew ties with fellow graduates and reflect on the Pine Crest experience.

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Thank you to all who attended and celebrated Pine Crest. We look forward to seeing you all next year!

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1. Ashley (Palmer) Lindsay ’99 sings The National Anthem 2. Christina Reynolds ’09, Mia Geronemus ’09, and Michael Pierson ’11 3. Anitra Parmele ’79, William Wynn ’79, and Karen Quinlan ’79 4. Daniel ’23, Alexander ’21, Robb ’88, and Lisa Wilentz 7

5. Darren Kowalske ’79, Joyce Robinson ’72, and James Jeu de Vine ’79 6. Jon Solomon ’84, Jennifer Brafman Staffen ’84, and Tony ’84 and Noeli Cappadona 7. Reggie Zachariah ’99, Kelli Zachariah, and Roy Zachariah ’99 8. Jay Leone ’74, Alvin Weinberg ’74, David Holt ’74, and Daniel Bruns ’74 9. Carla Detchon ’79, Cameron Hall ’79, Jeffrey Roschman ’79, President Dr. Dana Markham ’18H, Karen Quinlan ’79, Jeffrey Steel ’79, Albert Marshall ’79, James Jeu de Vine ’79, Anitra Parmele ’79, Nelson Newbold ’79, and Darren Kowalske ’79

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Alumni Reunion Weekend 2019 Celebrations

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1. Jose Garcia-Pedrosa and Norma Martin Goonen ’65 2. Cameron Hall ’79,Deirdre (Gelety) Cook ’79, Helen (Lane) Wolfe ’79, Tracy Johnson ’79, Jack Morey ’79, Debbie Kimmel ’79, and Albert Marshall ’79 3. Melissa (Rega) White ’99, Toby (Osofsky) Baer ’99, Brooke (Christian) Dishman ’99, and Amanda (Routman) Wilhelm ’99

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4. Mary Zimmer DeRouen ’69, David Neubauer ’69, and Carol Burgess ’69 5. Class of 1974 6. Class of 1979 7. Class of 1984 8. Class of 1989

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1. Monique Douglas ’99, Christina Christian-Cewe ’99 and Toby (Osofsky) Baer ’99 2. Nick Francis ’09, Tommy Arnst ’09, Ed Waite ’09, Stephano Miranda ’09, Lakshay Goyal ’09, and Alex Kashdin ’09 3. Heather Geronemus ’97, Trustee, with former faculty 7 members Linda Weiss, Tony Jaswinski ’96H, and Juan and Cristina Sollosso 4. Steven Shafer ’09, Lindsay Bernhardt ’09, Emily Braun ’09, Marni (Baron) Hamberg ’09, Jennifer Kronick ’09, and Lee Paris ’09 5. Class of 1994 8 6. Christen (Case Wilson) ’84, Michelle Nasser ’84, and Hollie (Larsen) Cummings ’84 7. Class of 1999 8. Class of 2004 9. Class of 2009 6

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85 Alumni • • •

“

I joke that this is my 21st year at Pine Crest. I spent 14 years as a student, and now I am in my seventh year as a parent. Pine Crest has re- a part of my life — my friends and my conmained nections with my teachers didn’t go away when I left. They are still part of my life.

I did not start getting fully involved on campus until both of my kids were here. I saw why people want to be here. People who volunteer, like me, start with one thing and because you want to help the school as much as you can, in any way that you can, you take on more. A friend of mine, who is also an alumna, jokes that I could wear a Girl Scout sash filled with all of the name badges I have earned from my volunteering.

Being on campus feels like home. As an alumna, I always knew that my children would come to Pine Crest. I like to emphasize to Charlie ’28 and Case ’30, that I was in their same pre-kindergarten and kindergarten classrooms. I show them old pictures and talk about how things have changed. I give them the ‘this used to be’ tour and explain how things have changed and grown. When I pick them up after school, I walk them to the Upper School where they see the dance studio with mine and my mom’s names. It is meaningful to have a legacy here for them.”

Ashley Palmer Lindsay ’99 Lower School Family Association President Pine Crest School Trustee

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• • • 85 Alumni

Coming Full Circle: From Student to Board Chair

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ichele (McNichol) Stocker ’83 has come full circle in her Pine Crest experience over the course of 40 years— first as a student, then as an alumna, parent, and parent of an alumna, and now as Chair of the School’s Board of Trustees.

After graduating from Pine Crest, Michele earned an undergraduate degree from Princeton University, cum laude, and a J.D. from Columbia University. She is now a shareholder of Greenberg Traurig as an attorney in the firm’s commercial litigation practice.

Michele is involved in the South Florida community, serving on the Orange Bowl Committee and as a board member for the NSU Museum of Art and the Crockett Foundation.

Perhaps most importantly, Michele is the proud parent of Savannah ’19, who attends Syracuse University’s Honors Program, and Sierra ’21, who balances a busy athletics and science research schedule.

We are fortunate to have Michele as our Board Chair and her family as part of our community!

Michele ’83 with daughters Sierra ’21, and Savannah ’19 Stocker.

Michele took time from her busy schedule to answer 10 questions about her Pine Crest experience, past and present:

The Magazine (TM): We know that you hold volunteer positions with other local organizations, what drew you to serve Pine Crest as a volunteer leader?

Michele Stocker (MS): I was having dinner with two Pine Crest friends from the Class of ’83, Tim Ingham and Julie Pabst, when they first began talking with me about getting involved with the School. Tim was a Trustee, and Julie volunteered with the parents’ associations and Founder’s Council. When Tim and Julie eventually asked me if I would consider sharing my time and talents with Pine Crest as a volunteer leader, I immediately said 8

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“YES!” I first became a member of the Ambassador Council, knowing that there may be a view toward becoming a Trustee. I remember wondering if I would have a chance to become Chair one day.

Suzanne Sandow, Vice Chair of the Board of Trustees, Dr. Dana Markham ’18H, Pine Crest School President, and Michele Stocker ’83, Chair of the Board of Trustees

TM: How do you feel about your new position as Board Chair?

MS: I am humbled by this whole experience, knowing that I was first introduced to Pine Crest at 14 years old as one of several African American students and today as the first African American Board of Trustees Chair. It is an honor for me to partner with Dr. Markham ’18H in our shared mission to provide a safe and positive learning environment and to prepare students to be future-ready.

I get goosebumps when I reflect upon my Pine Crest experience; I have truly come full circle. You really never know where life is going to take you!

TM: What do you believe is the benefit of alumni serving on the Board of Trustees?

MS: Alumni who serve on the Board know the School very well — they have lived the values and understand how Pine Crest portrays itself in terms of high-quality education. The entire Board is deeply invested in advancing the mission of the School for the next generation of students. The alumni point of view complements other members’ perspectives, which represent a diverse array of professions and constituencies, such as parents and parents of alumni.

85 Alumni • • •

TM: In your opening address to faculty in August, you mentioned having been recruited to attend Pine Crest. What inspired you and your family to join the School community?

MS: In the late 1970s, representatives from Pine Crest visited local public middle schools, asking administrators to refer diverse students who may benefit from an independent school education, academically and socially. My principal referred me to Pine Crest, and I interviewed and tested for a spot in the freshman class. Education was important to our family, and they encouraged me to accept Pine Crest’s offer.

I was a “nerd” who loved to read!

I remember feeling so excited to learn and to be challenged academically. Although Pine Crest was out of my comfort zone, as it would be for any new student, everyone was very welcoming.

I made friends quickly and counted some of the dorm students among my closest friends. One friend lived in The Bahamas, and my parents would sign her out on the weekends to stay with us.

TM: If you had to go back in time and relive your time as a student, what would you do differently?

MS: I joined several clubs in Upper School and enjoyed that very much. I would have taken even more advantage of extracurricular activities. Extracurriculars are an important part of the Pine Crest experience.

TM: What has changed at Pine Crest since your days as a student? What is still the same?

MS: There are physical changes, such as the Middle and Upper Schools and the Huizenga Family Science building.

The feeling of being on campus and the overall goals of the school remain the same. Pine Crest is rooted in academic excellence, the best and the brightest students, and high-caliber faculty who teach students to be well-rounded. There has always been an environment of healthy competition of students who inspire each other to learn.

TM: What was your favorite lunch as a student?

MS: Like many alumni from my era will tell you, chicken fried steak!

TM: Who was your favorite teacher? Did you have a favorite class?

MS: There are too many to name.

Mrs. Deidesheimer ’92H (“Mrs. D.”) had a big influence on me. She was so nurturing and comforting. We would sit and chat in the library. She was almost like another mother or grandmother to me. Although he was tough, I looked forward to class with Mr. Jaswinski ’96H. He was a great teacher, and I learned a lot from him. Mr. Palmaccio ’08H was another great teacher. Mrs. Hunt ’12H had the most influence and impact on my life. I credit her for pointing me in the right direction and for ending up at Princeton.

TM: What would surprise people to know about you?

MS: I love live music! To me, there is nothing like going to a concert in person. Most recently, I took Savannah and Sierra to the Imagine Dragons concert, and my sister and I saw the Rolling Stones at the Hard Rock.

TM: What advice can you offer to current Pine Crest students?

MS: During your time at Pine Crest, it may feel tough, challenging, competitive — just really hard. You may feel like you are scattered in 50 different directions. I promise you that when you leave and look back on this time, you will really appreciate all that you went through.

The time management and scheduling skills alone will set you apart. Pine Crest prepares you so well for what lies ahead.

Look forward to what is to come!

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• • • 85 Alumni

Partners in Business and Life: Stephanie and Tony Correa ’87

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tephanie (Shank) Correa ’87 and Tony Correa ’87 are high school sweethearts and business partners running a network of veterinary clinics and hospitals, Animal Cancer Care Clinic (ACCC). ACCC was envisioned by Stephanie, a veterinarian who saw a need for comprehensive cancer treatment for dogs and cats.

The couple grew the business, taking it from a mobile clinic to seven brick-and-mortar locations across South and Central Florida.

“I actually didn’t think I would be a veterinarian,” said Stephanie. “I thought I would do the exact opposite.”

Stephanie attended the University of Virginia and majored in English Literature. It was a weekend job at a veterinary clinic to make some extra money that changed the course of her life.

“I looked forward to going to the clinic every week,” said Stephanie.

“I thought I was going to go into publishing, but I enjoyed working in the clinic so much that I decided to go to veterinary school.”

As the daughter of a veterinarian, Stephanie’s parents were thrilled that she had decided to follow in her father’s footsteps. Returning home to Florida, she completed the prerequisite courses, applied, and was accepted to the University of Florida College of Veterinary Medicine.

“I did a competitive internship in New York City that allowed me to do a little of everything,” said Stephanie. “I worked 100 hours a week and saw a variety of emergencies in the city. I was thrown into the fire and learned so much because of it.”

While living in New York, Tony’s father was diagnosed with cancer and began seeking treatment at Memorial Sloan Kettering Cancer Center.

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“Animals get the same kinds of cancer that people are diagnosed with,” said Stephanie. “The cancers are the same, and the treatments are the same. I was right down the street from Sloan Kettering, and I could see the overlap between two-legged and four-legged creatures. I was touched by how the cancer center took care of all the needs of their cancer patients. They had highly specialized nurses, nutrition, holistic therapy — all the realms of cancer were covered, and they were really good at it.”

Stephanie continued her residency and specialized in oncology, completing a three-year specialization in cancer medicine in pets.

“When your pet is diagnosed with cancer, it’s scary,” said Stephanie. “People don’t know what to do, and I thought that I could do the same sort of thing for pets that has been done for people.”

Seeing the need for more holistic and cancer-specific treatment for pets, Stephanie started ACCC in 2004.

“I started in one of those tackle boxes on wheels,” said Stephanie. “All of the chemotherapy drugs were on that bus, as well as a laptop and two nurses. I started going to specialty clinics to see their cancer patients, and after about three years, we were so busy, I couldn’t keep up. I was booked out weeks in advance.”

Tony, who had been working in corporate acquisitions and working part-time managing the business side of the clinic, was approaching a crossroad.

“We were looking at the business model for ACCC and realized we had something unique,” said Tony.

“Stephanie was under-serving the market, and I was inundated with balancing corporate acquisitions and the clinic. I decided I couldn’t do both. It was time for us to go through with it, work with the banks, and get everything going. That is how we started our own business.”

85 Alumni • • •

The couple realized that they needed a cancer hospital with the proper equipment, medical oncology, grief counseling, and a social worker to cover the whole range of needs for the clients and the animal. They built a full-service animal cancer hospital in Fort Lauderdale and opened in 2009.

Having a pet with cancer requires weekly treatment.

People were traveling to the Fort Lauderdale clinic from all over the state. The Correas started opening satellite clinics so that patients could get their weekly checks. If clients needed to travel to Fort Lauderdale for a specialized treatment, they could go home to their satellite clinic for the follow-up care.

“From my perspective,” said Tony, “I wanted to offer different services. The growth we experienced when we built the hospital in Fort Lauderdale provided us with

the means to offer all of these services. Everything we have done has been to serve the client and practice good medicine knowing the business would follow.”

Knowing that they could expand to service more patients has been an incredible feeling for Stephanie and Tony.

“Our two goals, on the business side, are our patients, which is amazing because they just love their pets, and the other is employment,” said Tony. “All of our staff members who come to us love working! They are like our children; they are so happy to be here. That is the culture that Stephanie has built.”

The couple is preparing to open their next free-standing hospital, comparable to their Fort Lauderdale location, in Orlando in October 2019.

“We offer hope,” said Stephanie. “People come to us because they want our knowledge and expertise, but we are giving them hope that they have an option and that there is something we can do. Our culture is supporting our clients through the journey of their pet who has been diagnosed with cancer, caring for the client and the family who are going through this. ACCC is a hopeful, optimistic place. We do so much good, and it’s been really fulfilling.”

PINE CREST SWEETHEARTS

Ben and Patricia (Adomat) Chapman ’74 celebrate their 40th wedding anniversary in 2017. The couple wed in 1977.

Bobby and Vanessa (Bancroft) Drackett ’82 just celebrated 32 years of marriage! The couple live outside of Dallas, Texas and have raised four sons.

Daniel and Sally (Minor) Parker ’43 were married in October 1945 in Batavia, New York. Their son Geoffrey Parker ’66 is also a Pine Crest School alumnus.

Jonathan ’03 and Jennifer ’04 (Cast) Weinstein met during one of the Alumni Connect events in New York City. They married June 14, 2014, and welcomed their first child, son Jack Hunter, on February 11, 2019.

Angelo and Nicole (Russell) Castaldi ’09 were married on November 3, 2018. By their sides, as their bridesmaids and groomsmen, were eight of their fellow Pine Crest alumni!

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• • • In Memoriam

Remembering Longtime Faculty Member Tad Harrington ’99H

Amir Arison ’96 counts Mr. Harrington among the people who influenced him to pursue a career in acting.

December 20, 1946–May 27, 2019 “Mr. Harrington’s influence on my life has ormer Pine Crest School been immeasurable,” faculty member Robert “Tad” said Amir, who stars in Harrington passed away on The Blacklist on NBC. May 27, 2019.

“He dedicated himself “Tad was a quiet and engaging to education and the educator with a great sense of arts, and he did so humor,” said Dr. Markham ’18H, without any nonsense.

Pine Crest School President. “I He was a quiet man, but remember leaving any conversation a straight shooter — when he spoke, you listened.” with him with a smile.”

Fond of literary classics and musical theater, Mr. Harrington taught Upper School English and served as producer and director of the annual Upper School musical. He taught at Pine Crest for 35 years, from 1976 to 2011.

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Amy Cichoski, Jessica Ball ’01, and Tad Harrington ’99H

Mourning Steven Marco ’05 October 21, 1986–June 21, 2019

“Mr. Harrington was a force,” said Krista (O’Connell) Promnitz ’97, who was in Mr. Harrington’s ninth grade English class and knew him through her participation in the arts. “He was an incredible teacher and demanding director who inspired a love for growth and absolute pursuit of excellence in everything.”

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Steven Marco ’05 passed away on June 21, 2019. He is survived by his mother, Lisa, and sisters, Ashley Yarchin and Laurel Marco ’09, as well as his aunts and uncles. Steven leaves behind numerous cousins and countless friends. He will be missed by his family, friends, and extended Pine Crest family.

In Memoriam • • •

Remembering Former First Grade Teacher Dr. Marguerite Malko March 25, 1921 - April 23, 2019

by Katie (O’Connell) Nitkowski ’00

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hen I think of Dr. Malko, I am immediately transcended into my first grade classroom. It was a year that I learned not only academically and socially but also emotionally. It was a year filled with the highest highs and the lowest lows.

It was a year that taught me how to decode, then read fluently, and then how to immerse myself in a book through the eyes of a reader and a writer. I can picture my compound word raincoat adorned with as many compound words as I could possibly carry without toppling over. Seeing that same tradition carried on for 30 years with my own children exemplifies life coming full circle.

I can smell the bunny bread, the alligator bread, the Christmas cookies, and all of the goodies Dr. Malko infused into our literary experience. She taught us to see, hear, and smell all the aspects of a text to be able to deeply comprehend and apply these skills into our writing.

I hear her playground whistle and her laughter.

I feel her firm hugs as she greeted me at the door with every day and the joy I felt every year as I opened my Christmas card from her.

I see her smile when she saw her students productively struggle toward the right answer. She was not one to hand you all the information and knowledge but was a pioneer in experiential

learning and strategic scaffolding. She knew all learners would arrive at their destinations, just at different times and in different ways.

It was also the year I learned about loss. Dr. Malko’s daughter Elena, who was a staple in our classroom, was diagnosed with an aggressive cancer. I will never forget, as a child, Elena telling us that she was sick and that her mom might be a little sad every now and then. As a mom, I can’t imagine the silent strength that went into showing up every single day with 20 children looking to you to learn, when your own child needed you so much. I learned about fighting for your life with grace and grit. I learned that sometimes life just doesn’t make sense but somehow it goes on and we move forward. I also learned that there is no love like a mother’s love.

Dr. Malko used her own life experiences and seamlessly connected life events to the limited life views and experiences of seven-year-old children. Through it all, she helped us find the joy and kept love and learning at the core of everything we did.

We are all familiar with the saying “everything I needed to learn, I learned in kindergarten,” but for me, it was in first grade. I never had another teacher like Dr. Malko. The size of her heart, her love of learning and each learner and her gentle nature made her the perfect pairing for all of us in the room that year. I don’t think we could ever replicate the magic in that room. Every time I walk past her door, I hear her laughter and feel the warmth and excitement that came from her classroom. Dr. Malko will always hold a very special corner of my heart.

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• • • 85 Alumni

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I grew up in Palm Beach County where I attended public school until my junior year of high school.

Budget cuts had been made that would have prevented me from taking certain classes, and the number of students in my classes was expected to double. My parents gave me the option to go to Pine Crest for my senior year, and I did.

On my first day at Pine Crest, the difference in the experience was quite clear. I realized that this was not only a school, but an environment that fostered growth and felt like a family. Teachers went out of their way to know me, and that to me was special. I knew that they were preparing me for a higher level of education. I had a great year at Pine Crest, I really loved being here and grew sad as I realized that graduation was approaching.

On one of my last days of school, I went to see the head of school to thank her for a wonderful year.

She said, ‘Make one promise to me, when you have children, send them to Pine Crest.’

Fast forward, when our eldest son was ready for pre-kindergarten, we attended an open house event. The head of school was already giving her presentation when we walked into the room. She stopped when she saw me, and gave me a hug. I told her that I was there to keep my promise.

Coming back all of those years later and seeing the campus, it was the same feeling all over again. Immediate familiarity, comfort, a family environment, and love. There is no other place we would want our children, Jonathan ’25 and Ben ’27, to be.”

Dr. Eric Lazar ’93

Nephrologist, Boca Raton Regional Hospital

Oldest Known Living Alumna: Victoria Mott Garey ’43

by Olivia Pettee ’20 and Maria Abello ’21 s a member of the Class of 1943, 93-year-old Victoria Mott Garey ’43 is the oldest known living alumna of Pine Crest School. She said her most memorable moments in school were her interactions with school founder Dr. Mae McMillan.

“Dr. Mae would come and say to me ‘Haven’t you been in the study hall long enough? Why don’t you go to the tennis courts?’ and it was probably just what I needed,” Mrs. Garey said.

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Though much has changed since Victoria was a student, the core values of the school remain the same.

“I was inspired by Dr. Mae and by the whole attitude of the teachers at the school,” Mrs. Garey said. “I loved Pine Crest.”

Mrs. Garey went on to attend Florida State University and the University of Texas. In 1950, Mrs. Garey received a master’s degree from the Princeton Theological Seminary.

A few words to her fellow Panthers today: “Learn a lot and keep high self esteem,” she said.

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I am thankful to be part of the Pine Crest family. I love Pine Crest not only because I am an alumna, parent, and teacher, but because everyone in our community genuinely cares about each other. Now that my daughter Maddie ’19 is in college, colleagues, parents, and students stop me all the time to ask me how she is at the University of Central Florida (UCF). This is the Pine Crest connection. We are Pine Crest. I am proud to be part of a community that cares so much about each other. People are proud to be a part of Pine Crest no matter who they are — it’s a common bond.”

Marisa (Ieracitano) Dearman ’86,

Third Grade Teacher, Pine Crest School

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• • • 85 Alumni | Journalism Students Connect with Alumni in New York City

Journalism Students Connect with Alumni in New York City

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n March of 2019, 13 Upper School studentjournalists traveled to New York City to attend the Columbia Scholastic Press Association (CSPA) Spring Convention.

Before the conference, students had the opportunity to meet with Pine Crest alumni

who work in media-related careers in the City.

The alumni offered tours of their offices, spoke about their career paths, and answered students’ questions about working in media.

Everyone enjoyed reminiscing about their Pine Crest experiences and reflecting upon what makes the School so special.

Morgan Manella ’12: Platform Editor at the Wall Street Journal

by Maria Abello ’21 and Phoebe Ducote ’21

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organ Manella ’12 met with a group of students at The Wall Street Journal last March, where she currently holds a job as the Platform Editor. Throughout her time as a student at Pine Crest, Morgan explored her love for journalism writing for TypeOne and serving as Editor-in-Chief.

After graduating from Pine Crest School, Morgan studied journalism and communications at Emory University. During her senior year, she was given the opportunity to intern with CNN where she wrote about health and had her writing published on CNN. com.

As an undergraduate student, Morgan learned the power of networking and asking for advice.

Relationships she developed led her to find her first job as editor of the AOL homepage.

After being with the company for two years, she utilized her contacts and LinkedIn to lead her to her current position. Morgan is part of the Platform Team, working with the Wall Street Journal website, app, and social media.

Alexandra Carr ’20, Phoebe Ducote ’21, Maria Abello ’21, Morgan Manella ’12 and Connor Norris ’21 16

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85 Alumni | Journalism Students Connect with Alumni in New York City • • •

Grant Gittlin ’04: Chief Growth Officer at Medialink

by Connor Norris ’21

On March 19, 2019, four Pine Crest in his case. When we met him, his bright-eyed and vibrant students were fortunate to share an recount of stories about his job made it evident that his afternoon with Pine Crest alumnus passion for his work is what makes him so successful. We Grant Gittlin ’04, hear his story, and all sat engaged in conversation for the entire length of the learn valuable lessons on the ins meeting, as he made the logistics of marketing sound easy and outs of real-world business and and fun to a group of high school journalists. marketing.

Grant highlighted the importance of making connections Grant is the Chief Growth Officer and staying connected. Being introduced to someone or at MediaLink. Before working at something by a person you trust gives you a head start on a the prestigious strategic advisory firm, Grant began his life decision process. You do not have to doubt their worth. You at Pine Crest School as a “lifer,” or someone who attends know it is good. That is why for Grant building credibility, Pine Crest from pre-kindergarten through grade twelve. being the source of trustworthy information is key.

In his high school days, Grant shined as the president of He wrapped up by highlighting the importance of the human the student body and president of the student council. He factor. was a part of many clubs and loved playing lacrosse. After “Work for someone who knows people,” said Grant. He he graduated, Grant attended Princeton University as a shared that a leader who understands people will better political science major. ensure digital transfers, post-merger integrity, cost savings, Despite what his major may suggest, Grant landed a job at and organizational design. a Connecticut hedge fund, what he considered an incredible “Everything is possible,” he said. “Take what hasn’t been first job out of college. done and apply the rules It was an important of something that works learning experience for really well.”

Grant. It taught him that Reminiscing on his Pine he would be better off Crest days, Grant recalls doing something that Dr. Dana Markham, now he loved, rather than Pine Crest’s President, something he did simply playing an important role for the money. in his life and remembers Off on his quest for great friends, great his perfect fit, Grant teachers, and great encountered an Connor Norris ’21, Grant Gitlin ’04, Alexandra Carr ’20, Phoebe Ducote classes. opportunity when one of “Art history was the single best course I ever took,” he said his friends recommended him for a job with Michael Kassan, with a grin. chairman, CEO and founder of MediaLink. The two hit it off, and eight years into his work at the company, Grant loves His relentless creativity and friendly approach wowed all what he does. our minds making us feel that we left that office with a new friend.

The team at MediaLink is creating a different business model for advertising. They delve deeply to understand why companies market the way they do, and why they make Editor’s note: Since our visit, Grant has transitioned certain advertising business decisions. Grant likes that in his into an advisory role for MediaLink and co-founded company, they focus on building their credibility, not on just TADA, a holding company focused on behavioral consulting for others. wellness.

One of the most important pieces of advice Grant shared with us was “you have to love what you do.” It was no secret

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• • • 85 Alumni | Journalism Students Connect with Alumni in New York City

Lindsay Barron Stewart ’98: Mikela Warman ’10: A Leader in the Media Industry

by Emma Gómez ’22 and Grace Sager ’21

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Living Her Dream in New York City

by Shiraz Shiff ’20 and Danielle Weisfisch ’20

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ikela Warman ’10 lives the life that indsay Barron Stewart ’98 used her she dreamed she’d have after high time in high school to explore multiple school. Graduating from Pine interests. She helped out with the Crest in 2010, Mikela went on to further her yearbook by taking photos and found a education at the University of Florida where passion for history. She said that her ability she graduated in 2014. Mikela knew that to explore different activities helped her a “normal” life wasn’t for her, as she soon figure out what she wanted to do. realized that her approach to having a job was different from After graduating in 1998, Lindsay went on to study at many of her peers. Mikela has always had an eye for design Indiana and enjoys digital and social media platforms. She knew what University in Bloomington with a major in history. Though she believed that she would pursue a career in history or law she wanted to gain from her professional career and she acted following her degree, she found different options because of accordingly. She had a goal and pursued it.

After college, Mikela decided to move to New York her connections that took her in City to start her professional a different direction. career. She began working at After finishing university, 20-Something LLC, a digital Lindsay found jobs working media hub company. There, she in marketing at different learned many different strategies companies in California and pertaining to how to do the transitioned her focus from things she loved and make a job history and law to marketing out of them. Mikela enjoyed the and sales. She then started branding side of communications, to climb in rank and took up jobs across the country, which Olivia Pettee ’20, Lindsay Barron Stewart ’98, Emma Gomez ’22, Shiraz Shiff ’20,which led her to her dream job at Buzzfeed as a Brand Danielle Weisfisch ’20, Grace Sager ’21, and Mikela Warman ’10 ended with her directing and Development Strategist. managing brand strategy at At Buzzfeed, she began to realize that she wanted to Buzzfeed. She has been heading the department for more enhance her talent on the communications side. She worked than two years, and her time at Pine Crest helped her with reaching out to audiences and determining what connect with potential employees and a network of alumni content would receive the best response from the targeted across the country. audiences.

Lindsay emphasizes the importance of keeping an open Since we met Mikela, she has transitioned to a new role mind because sometimes you find opportunities in different as Client Partner at Twitter. Speaking about Pine Crest areas of studies that you might not with us, she strongly believes that Pine have originally thought about. For her, Crest prepared her for many of the it was a change from history and law to challenges she faced in her professional marketing and sales. She also highlights career. From teaching her that a strong the importance of proper networking drive will only be successful when paired and maintaining connections from her with perseverance, to teaching her that school days. Lindsay spoke about how setbacks do not have to be negative “sometimes the most unlikely connections instances but also learning experiences. lead to the best opportunities.”

Her years at Pine Crest taught her lessons that made her successful in the job of her dreams.

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85 Alumni | Journalism Students Connect with Alumni in New York City • • •

Jared Browarnik ’12 and Brandon Halim ’14: Opening Roads at TheTake.AI

by Daniel Hennelly ’21, Ilana Hutzler ’20, Karene Hermon ’21, and Jade Klacko ’21

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heTake.AI, co-founded by Jared Browarnik ’12 and Tyler Cooper, is an innovative startup company that combines artificial intelligence (AI) and the media we watch every day. At TheTake.AI, the team developed an app that can inform customers in real time of the branding and merchandise used in movies and TV shows. The app can be described as the ultimate digital product placing strategy. Tyler was inspired to create the Take.AI by Kanye West’s performance at the VMAs, because he wanted to know the brand of West’s iconic outfit. Jared, specializing in the technology necessary to turn this idea into a reality, worked with Tyler while they were students at Columbia University to set their idea into motion.

TheTake.AI started as an app that allowed users to scan a character in a TV show or movie and purchase their exact outfit. Over time, the company modified the product and now partners with TV networks in addition to operating through an app.

In its current form, TheTake.AI uses pop-ups in the corner of the TV screen, asking viewers if they would like to shop for the character’s outfits, accessories, or any of the room decor used in the set. If users click on the pop-up, they are redirected to exact matches and similar, more affordable pieces. The start-up was first launched in San Francisco, and shortly after, Jared left Columbia to pursue TheTake.

AI full time. Now, the company has 10 full-time employees, including Pine Crest alumnus Brandon Halim ’14, and continues to grow.

Jared stated that the help and resources Pine Crest offered him made a great foundation to take on the real world. “Pine Crest truly allows you to

Daniel Hennelly ’21, Ilana Hutzler ’20, Karene Hermon ’21, Jade Klacko ’21, Jared Browarnik ’12, and Brandom Halim ’14

flourish, to be ready for real-life circumstances, and to take on any challenge,” Jared said.

He was able to create the start-up company due to the innovative mindset he crafted through his years at Pine Crest. While at “The Pine,” Jared was on the crew team where he learned cooperation and teamwork skills. Through his connection to the crew team, he reconnected with Brandon, also a Pine Crest and Columbia University alumnus.

“We met again at an alumni rowing event,” said Jared.

“I was looking to expand my team at The Take.AI and Brandon had just graduated from Columbia. The rest was easy. Now we work together pushing this business idea forward.”

When asked what advice he would give to himself as a high school student, Jared said “Stay diligent at all times. Do your work and pursue what you feel is the best fit for you.”

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• • • 85 Alumni | Journalism Students Connect with Alumni in New York City

Mandy Oaklander ’06: Senior Writer and Editor for Time Magazine Health Section

by Olivia Pettee ’20

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andy Oaklander, a graduate of Pine Crest’s Class of 2006, has developed her expertise as a writer to cover groundbreaking stories for Time magazine. Working as a senior writer and editor for the Health section of Time, Mandy is devoted to creating articles about the latest developments in health and wellness.

Mandy has published an array of feature stories on wellness, medicine, science, and mental health. Her expertise is her ability to turn scientific processes that might not be accessible to audiences other than scientists or medical experts into compelling narratives. She has written three Time cover stories: “Solving Suicide” in October 2019, “The Science of Exercise” in 2016 and “A New Hope for Depression” in 2017.

Mandy completed her studies at the Medill School of Journalism at Northwestern University in 2010.

She combined her affinity for health and journalism, naturally following a path into publication. Before becoming a senior writer at Time, she worked as a writer and editor at Prevention magazine, where she learned how to navigate the ins and outs of publishing via digital and print platforms.

Mandy is a Pine Crest “lifer,” having started at the school in pre-kindergarten.

Throughout her time at Pine Crest, she was involved in the dance program, student council, and participated in community service activities.

Dancing since fifth grade with Mrs. Brenda Gooden ’17H, Mandy recalls performing in the Dance Etc. assemblies and participating in the ballet.

She has fond memories of the camaraderie between her and her peers, the excitement of Homecoming, and the strength of her Pine Crest community.

Emma Gomez ’22, Shiraz Shiff ’20, Danielle Weisfisch ’20, Mandy Oaklander ’06, Olivia Pettee ’20, and Grace Sager ’21 20

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85 Alumni | Journalism Students Connect with Alumni in New York City • • •

Leya (Edelstein) Kaufman ’07: A Leader in the Media Industry in New York City

by Jade Klacko ’21, Daniel Hennelly ’21, Ilana Hutzler ’20 and Karene Hermon ’21

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eya (Edelstein) Kaufman ’07 lives a successful life in New York City with a loving family and a challenging, yet rewarding, career.

At the time of our meeting, Leya worked at Hearst Magazine, one of the most influential broadcasting brands today and owner of many national publications such as Cosmopolitan, Elle, and Esquire.

In May of 2019, Leya accepted a tremendous opportunity of growth at COVETEUR, taking on the role of Head of Sales & Brand Partnerships in their New York offices.

At Hearst, she was a Digital Sales Director in charge of sales campaigns within the Hearst consortium. She not only found a career that she enjoys, but also gets to work in sales for Fashion & Luxury, a field she has always been passionate about.

Her customers represent brands that look to position their product in a particular market. Her goal was to come up with ad proposals for such products. Among many other things, Leya researched where audiences are most active, and put together a marketing idea to sell to her customer. but she can trace her ability to handle this intensity all the way to her time at Pine Crest.

Leya’s time at Pine Crest as an Upper School student “Technically, once it is sold, it is my job to sell something else,” said Leya. “I have hundreds of opportunities to do that and many clients, but once we get the contract, we celebrate, and then

Daniel Hennelly ’21, Jade Klacko ’21, Leya Kauffman ’07, Karene Hermon ’21, and Ilana Hutzler ’20

we ask ourselves, ‘what are we selling tomorrow?’ It’s just the nature of the business.”

Her career is fast-paced and consists of quick turnarounds, continues to have a huge impact on her life now. She believes that Pine Crest helped shape who she has become and wouldn’t be as successful without it.

“Pine Crest is a really competitive environment and sales is also super competitive,” said Leya. I feel like my background of always racing to be at the top of the class or to be a part of the race set me up for success in college and after.”

Leya recalls that whenever her boss sends a casual assignment, she is always the first to respond because of the drive that Pine Crest ingrained in her to jump and take on opportunities when they present themselves. Pine Crest also taught Leya from the very beginning the importance of making connections and establishing a strong network, which rings true as one of the most essential aspects of her career today.

Blogger kaufMOM Leya Kaufman writes a blog that celebrates a new way to laugh about pregnancy and motherhood.

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Ten Questions with Washington Post Correspondent Kevin Sieff ’03

by Spencer Davimos ’22

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fter graduating from Pine Crest in 2003, Kevin Sieff attended Brown University and Johns Hopkins University School of Advanced International Studies. Out of college, Kevin landed his first journalism position on the U.S.-Mexico border in the city of Brownsville, Texas.

For the past nine years, Kevin has been working for The Washington Post as a correspondent, covering topics about the societal effects of war and political conflict. Over the course of his career, Kevin has earned international recognition for his work and was a four-time finalist for the Livingston Award. I had the chance to speak with Kevin and learn more about his life and career as a journalist.

Spencer Davimos (SD): You are now living in Mexico City.

What are you there to cover?

Kevin Sieff (KS): I am currently writing about immigration and politics in Mexico as well as the U.S. relationship with Mexico and Central America.

SD: How does the Post assign international beats? Are you able to request regions or specific countries you would like to cover?

KS: The Post has 22 bureaus around the world, and every few years we’re given an opportunity to move between countries or continents, depending on our interests and areas of expertise. There’s a huge range in bureaus, from war zones to European capitals, and ultimately it depends on the kinds of stories we are drawn to as journalists. It isn’t the most stable life, but it is a real privilege to explore the world in the interest of informing readers.

SD: Aside from your current assignment in Mexico City, where else have you been located?

KS: My first job with the Post was in Washington, D.C. I became bureau chief in Afghanistan in 2011, which was at the peak of the U.S. war there. I spent a little over two and a half years in Afghanistan covering politics and the U.S. military in the country. It was an incredible and often difficult thing to cover, having to see American troops in such a difficult place and waging a war they weren’t entirely prepared for. I also had to figure out — a skinny kid from Florida — how to handle myself in a firefight, which was not something I’d studied!

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From there, I relocated to Nairobi, Kenya and worked from there for about three and a half years. I was covering all of Sub-Saharan Africa, an enormous beat that included everything from civil wars and the Ebola outbreak to poverty eradication strategies and wildlife conservation.

SD: Which location did you find most interesting and why?

KS: It is hard to choose a favorite place because I’m constantly learning about new people and places that I previously did not know much about. Afghanistan offered an up-close look into what war looks like and what it looks like for the U.S. to wage a war in a faraway place. I will never forget that experience.

Africa, which is often lumped together as one big place, is a diverse continent. Some countries are currently embroiled in civil wars and others are beginning to thrive economically. In parts of the continent, I saw people struggling to survive amid abject poverty, a problem whose scale and scope we too often ignore.

SD: Who is the most interesting person you have interviewed?

KS: I have interviewed many heads of state, who are interesting, but often come off as guarded with their words.

There is one man I interviewed in South Sudan who I will never forget. South Sudan is one of the world’s poorest countries — and also the world’s youngest nation. It became independent from Sudan in 2011. On one assignment, I had to interview the head of an army of child soldiers.

Bizarrely, he spoke as though he was my next-door neighbor, like he had done nothing wrong. It was one of those moments as a journalist where it sort of forced me to look at my preconceived notions of war and who is fighting. To sit down, look him in the eyes, and force him to justify what he had done was something I will never forget.

85 Alumni • • •

SD: What extracurricular activities did you do as a student in the Upper School? Were they related to journalism?

KS: At Pine Crest, I was very interested in writing. I participated in both the school newspaper and literary magazine, The Scribbler. That, in addition to the Upper School English classes I took, made me interested in literature.

Unrelated to journalism extracurricular activities, I ran cross country and track, which was probably what I spent the most time doing.

Though it has no connection to journalism, I think so much of knowing your limits, and how much you can push yourself physically and mentally, I learned from track. I have had to put those lessons into the work I do as a journalist.

SD: If you did not go to Pine Crest, do you think you would be on the same career path?

KS: I honestly do not know. I think there were a few key things that happened to me at Pine Crest.

Being in the right classes with the right teachers really broadened my world.

Attending Pine Crest was such a privilege — one I probably didn’t appreciate enough at the time.

Our world as teenagers could often be small. Pine Crest invited us into a much larger world. We were sitting in South Florida, but given a little taste through books and classes and friends of faraway places. It was like a challenge: what are you going to do with this opportunity?

The 9/11 attacks happened during my junior year and that was another nudge for me — there was so much I needed to understand about the world, and journalism felt like the best way to do it.

SD: Do you recall a teacher from Pine Crest who inspired you most?

KS: I had a number of excellent teachers — more than I can name. Two teachers really stood out for me: Mr. Crawford and Mr. Valentine.

Mr. Crawford taught Economics and Comparative Politics, and Mr. Valentine taught AP English. They were both such remarkable, one-of-a-kind teachers. They were so eager to put me in the direction of what books I should be reading and who I should be talking to in order to better understand the world. Their enthusiasm was infectious. Mr. Valentine could tell I had a great interest in literature and gave me a list of books that he recommended I read outside of class, which were truly life changing. The two teachers were such lovely and caring people. They took great interest in what I enjoyed, and they added enormous value to my Pine Crest education.

SD: Where do you think your work will take you in the next five years?

KS: I feel privileged to be working for the Post. There are very few publications that have a large focus on covering international news and countries that do not get a lot of attention from the United States. In five years, there is a good chance I will be living in another part of the world. I’d also like to write in longer form, and I’m thinking about a few ideas for a book.

SD: What advice can you offer to a student like me who would like to pursue journalism?

There is a quote from Joan Didion I always think about: “We tell ourselves stories in order to live.” So much of being a journalist is trying to find those stories, listening for them.

Someone who wants to pursue journalism should read as much as they can — read novels and newspapers, read about people whose experiences are unlike your own, read in more than one language, and hone the way you listen. Ask yourself “what are the stories people tell, and why do they tell them?”

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• • • 85 Alumni

SERVING OUR COUNTRY FOR PEACE AND SECURITY: CAPTAIN MICHAEL ZEQUIERA ’08

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aptain Michael Zequiera ’08 is a decorated Battalion Intelligence Officer for the United States Army.

Serving several tours from East Europe to Afghanistan, Michael’s career today is not exactly what he thought he would be doing. After graduating from Pine Crest, Michael attended Anderson University in South Carolina where he earned a Bachelor of Science in Finance and

Economics in 2011.

While in college, Michael traveled with a group of peers to Honduras. They were there to assist an orphanage that grows and sells coffee to sustain itself to develop their business plan. He did not know it then, but the trip would change Michael’s career trajectory.

“While I was in Honduras, I read a book about how a well-armed security force can be a means for peace and security for oppressed people,” Michael said. “I saw so many girls in that orphanage who had been abused by family members or were living in dire situations, and that got the wheels in my head turning. I thought there should be a force for good to keep these people safe.”

After brief employment stints with the Federal Reserve, SYNNEX Corporation, and Bank of America, Michael was left feeling unfulfilled.

“Having played team sports in Upper School and in college, I missed the atmosphere of being part of a team,” said Michael. “I went to the armed forces recruiter’s office and felt that the Army had the widest variety of appealing career paths. I looked at commissioning options so that I could still use my degree, and I enlisted in 2012 under an Officer Candidate School (OCS) Contract.”

As an intelligence officer now stationed in Fort Drum, New 24

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York, Michael has many duties, including managing security clearances, the physical security of his battalion, and keeping commanders abreast on current events and making recommendations on how they can train to handle situations that may arise.

Serving in Poland, Lithuania, and Kuwait, to name a few countries, Michael was the most impacted by his deployment to Afghanistan.

“When you are deployed, you are constantly trying to figure out what is coming next,” said Michael. “In Afghanistan, we were trying to figure out what the Taliban was up to, how we should employ our forces, where to be, and how to counteract the efforts of the Taliban and other malign actors. It was an honor to be there working for peace and security.”

“There are different challenges in every deployment,” Michael continued. “In Afghanistan, we arrived immediately after a major attack in our province, so things were on edge. The work we as a coalition have done for the people of Afghanistan solidified me wanting to stay in the Army for my career.”

Recently, Michael earned his master’s degree from the University of Arizona in International Security Studies. Drawing from his childhood in South Florida and Pine Crest Social Science Instructor, Mrs. Zisk, he studied the influence of Russia and China in Latin America.

“I would have never thought that I would serve deployments in Lithuania and Poland,” said Michael. “The rise in great state competition and the effect of that not just on the Army, but also on international organizations and the counterstate actions we see taking place, made me interested in learning more about it.”

85 Alumni • • •

“

Pine Crest is a family environment. The closeness of the teachers and students, the safety of the campus, there is no other place I would feel safer sending my children. The teachers create a sense of warmth and happiness in the classroom.

When you are on campus, you see genuinely happy children, and they come home with that happiness.

It’s hard to get that blend of challenge and expectation of success with happiness and confidence in a safe environment that pushes you academically and socially. Pine Crest delivers that balance.

When you meet someone who has graduated from Pine Crest, you know it. I explain to my children that Pine Crest supports our way of life and culture.

Nothing that comes easy is likely to lead to success.

Pine Crest is not an easy place to be successful. It requires work, focus, time, and effort, but anything worth something requires you to put in that work and effort, and if you do that at Pine Crest, it will be rewarded - you will get everything you are willing to put into it.”

David Reich ’91

Real Estate Developer, The Reich Companies Inc.

“

As a Pine Crest alumnus, I could not imagine sending my kids anywhere else but Pine Crest.

Pine Crest prepared me so well for college and life - why wouldn’t I want the same for my children?

More than anything, I owe so much to the incredible teachers I had during my high school years, and my kids are so fortunate to have the same superior caliber of supportive teachers today.”

Robb Wilentz ’88, M.D. Dermatopathologist, Skin & Cancer Associates

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Leveraging Social Enterprises to Improve Lives in Developing Communities

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uring her time in Upper School, Pine Crest alumna Hanna Colin ’10 was passionate about social advocacy, serving as a member of student government and volunteering across Broward County.

“Growing up, my dad was very involved with the Rotary Club, volunteering regularly and serving as President,” said Hanna. “When I was at Pine Crest, I performed a lot of community service, including sock drives for the homeless, Habitat for Humanity, Lighthouse for the Blind repair services, and more. It was always something that my dad and I did together.”

Throughout her career as a student, Hanna took advantage of extracurricular activities that let her tap into her interests.

The Colin Family: Dr. Mark Colin DDS, Hanna Colin ’10, Adriana Colin ’04, and Dr. Hilda Besner, PhD

“At Pine Crest, I was involved with policy debate, the Hessed Forum, and attended events hosted by the Institute for Civic Involvement (ICI),” said Hanna. “They both helped me see that advocacy and social work provided a path that I wanted to pursue. Difficult discussions are required to drive political and cultural change, and I learned how to have those discussions at Pine Crest.”

After joining Deloitte five years ago in their Strategy & Operations Consulting group, Hanna decided to take a sabbatical to learn more about working for a social enterprise, which is a type of company that marries the social mission of a nonprofit or government program with the market-driven approach of a traditional commercial business.

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“I wanted an opportunity to work in public health in the field and abroad,” said Hanna. “I did some informal networking, asking friends if they could connect me to a meaningful organization, and that is how I was connected with Sanergy.”

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Sanergy was developed as a commercial sanitation solution in the urban slums of Nairobi, Kenya that supports the end-to-end value chain of sanitation, starting with containment and treatment, and then composting into reusable products, like fertilizers.

Sanergy is a social enterprise—a forprofit and nonprofit mix that facilitates entrepreneurship and sustainability.

“Sanergy’s main model is a franchise,” said Hanna. “The company works with locals to purchase portable toilets that they own, operate, and charge community members a small fee to use.

Sanergy team building

85 Alumni • • •

Sanergy maintains the facilities and safely removes and treats the waste.

Once the waste is removed and treated, it is sold as fertilizer to local farmers. The profit made from these reusable products helps subsidize the sanitation solutions, keeping the costs low for those who need the products the most.

The real genius behind this initiative is that it has created hundreds of jobs in the communities Sanergy serves.”

While in Nairobi, Hanna worked in the enterprise’s Future Initiatives Team.

“It is an innovation team that helps develop new products,” said Hanna. “While I was there, the team was piloting three new products, and we were testing to see if the company can have a broader health impact in the community while also scaling operations.”

Morgan Weiss ’10, Hanna Colin ’10, Alana Cain ’10 and Allison Findeiss ’10 after the 2010 commencement ceremony.

This summer, Hanna is working with a foundation to learn more about how foundations invest in entrepreneurs and how they deliver impact.

What is next for Hanna?

“I am figuring out if I want to start a social enterprise myself or stay within a foundation,” said Hanna. “I loved living in Nairobi, and I want to go back at some point. My favorite class so far at Kellogg focused on developing a medical device strategy for neonatal care in Malawi and other emerging markets. I want the ability to help large communities of people, and I am trying to understand how to do that best.”

After six months of living in Nairobi, Hanna returned home to Chicago where she is currently working toward her Master of Business Administration (MBA) degree at the Kellogg School of Management at Northwestern University.

“I was inspired by working with Sanergy,” said Hanna. “It has been my favorite job. The co-founders all have their MBA degrees and developed this organization from a simple idea. That has inspired me to continue my education.”

Hanna Colin ’10 with the Sanergy team.

Hanna Colin ’10 with her boyfriend Timmy Wang at the equator.

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• • • 85 Alumni

Kate Weihe ’00: Using Recreation As Therapy

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fter graduating from Pine Crest School as part of the Class of 2000, and then Davidson College, Kate Weihe and a group of friends who had grown up skiing decided to move to Sun Valley, Idaho. After 12 years, and despite being the last of her college friends living there, Sun Valley has become home. When she first arrived in Sun Valley, Kate wanted to be a teacher.

“I was working with the public schools of Sun Valley,” said Kate. “I realized that I didn’t want to be a teacher, but then I met a child who made me realize that I loved working with people who have disabilities.” That is when Kate took a position with Higher Ground, a non-profit organization that uses recreation to give people of all abilities a better life.

“We work with all kinds of people with physical and cognitive disabilities using therapeutic recreation and adaptive sports to help them overcome challenges and achieve a higher quality of life,” said Kate. “I didn’t know what therapeutic recreation was before joining Higher Ground. You don’t recognize the power of being outside and getting your adrenaline going.” Higher Ground runs programs for people of all ages and abilities and is the local affiliate for the Special Olympics. One of the largest programs is for injured servicemen and veterans.

“It is an honor to work with them after they have sacrificed so much for us,” said Kate. “It’s amazing to see them achieve things they didn’t think they could anymore.” Children are the heart of Kate’s work. “The potential of what all of these people can do is limitless,” said Kate. “Going outdoors for recreation with your loved ones is far more important than many may realize.

It’s not just playing, although that is important too, it is about enjoying time with friends and family and doing so in a recreational setting can be very powerful.”

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Mrs. Lisa Weihe, Pre-kindergarten Teacher and her daughter Kate Weihe ’00

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“

Pine Crest is what it is because of the faculty. The resources and facilities are amazing, but the teachers make it a vibrant place where students are encouraged to find what they love and pursue it. Educating and forming the minds of students — there is no greater responsibility and opportunity that a profession can have. When I think about Pine Crest, I am reminded that it was the ultimate luxury. I could think back and pick a teacher from every year I was at Pine Crest who inspired me.”

Sandra Di Capua ’03

Partner, Co.create NYC and Union Square Play

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Pine Crest Students and Alumni: Shared Values

by Olivia Pettee ’20

O

n paper, Alberta “Boots”

(Tibbetts) Tompkins ’49 seems like a typical Pine Crest

alumna: she was the senior class president, a member of the Beta Club and a college recruited diver. As a lifer of Pine Crest who will graduate this May, it is incredible that Boots and I have so much in common despite our age difference.

Boots attended Pine Crest in its beginning phase, when Pine Crest School founder Dr. Mae McMillan handed out flyers to students visiting South Florida during their Christmas break to study at her institution. I had the chance to talk to Boots this summer, and what I learned from her, besides that tuition has changed, is that many of the values, traditions, and characteristics that are a trademark of Pine Crest alumni and students have remained the same.

Boots greeted me with a warm smile, her eyes twinkling with the same excitement as in her high school yearbook photo. Dubbed “the first outstanding girl

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swimmer” in Dr. Mae McMillan’s book “My Life, Plus a Hundred Years,” Boots was awarded The 1948-49 Beta Club an athletic scholarship to Purdue University for diving through the efforts of her coach, Al Gordon.

It comes as no surprise that Boots, who transferred from Fort Lauderdale High, quickly won the affection of her classmates as she was elected to be the senior class president. Boots, who was also a top student in her class, received the annual Beta Club academic scholarship that year.

Though Boots’s diving career ended many years ago, she is still as active as she was in her high school days. Every morning, Boots hits the tennis courts.

“Her opponents are 25 years younger than her,” said her daughter Susan Tompkins.

Boots is a testament to how Pine Crest shapes character for life. As she recalls her only year at Pine Crest, she exhibits the qualities of what makes a Pine Crest student: curious and wellrounded.

• • • 85 Alumni

“

When I was a student here, my parents couldn’t afford to take me to school everyday. They both worked. They spoke to Admission about it, and Admission arranged for a senior to pick me up from Ed Waite ’09 with daughter Harper and wife Janelle home every morning throughout my entire freshman year. As an adult looking back, had I not been able to get to school and receive an education, how could I have become the man I am today?

When you become an adult, you see the world differently. The aspect of giving back is truly what makes the world go around. It’s not about what you have, it’s about what you can give, and how you can serve someone else. Giving to The Pine Crest Fund may help a family afford school transportation. For those of us who credit Pine Crest for where we are today, imagine giving a student the same opportunity to receive an extraordinary education.”

Ed Waite ’09 Alumni Development Officer, Pine Crest School

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ON SELF-DISCOVERY AND WOMEN EMPOWERMENT: THE KUEL LIFE OF JACK PEREZ ’82

I

t is never too late to find your passion. Just ask former “hummingbird” Jacqueline, or Jack, Perez ’82.

After corporate jobs in marketing, consulting, and finance, including running her own public relations firm, Market Accelerate, in San Francisco, Jack felt that she was living like a hummingbird.

“A hummingbird never stops moving,” said Jack.

“They move from flower to flower taking nectar and leaving pollen. I kept thinking ‘Wow! I am not really finding my passion.’ I thought I would spend the rest of my life moving from career to career. Then in my early 50s, I felt like I was disappearing. I was used to living a colorful life: jumping out of planes; starting new businesses; traveling the world; singing and dancing on stage; training in martial arts; and being an all-around risk taker. How could I be disappearing?”

Searching for what to do next, Jack felt that there was a lack of content for women in their 50s.

“This cohort is the healthiest and largest in history, with the majority of the wealth, and make over 80% of the purchasing decisions in their households,” said Jack.

“How could they be ignored?”Just like that, Kuel Life, an online community and curated shopping experience for women in their second act, was born.

“I created the content as a hobby to bring relevant information to women,” said Jack. “The more I wrote, the more women reached out to me who also wanted to write. Now I have more than 10 women who write about a variety of topics that are relatable for women my age. I’ve also started a weekly video series, Kuel Chiefs, to bring relevant topics to light for women.”

Kuel Life: The Collective Power of Women Learn more by visiting kuellife.com.

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In March 2019, Kuel Life expanded to include an ecommerce platform. The Kuel Shop features womenowned businesses.

“As an entrepreneur,” said Jack, “I wanted to give and be authentic while making money in an honest and forthright way. As an avid online shopper, I developed the Kuel Shop because I wanted to have a place to curate items I like and that other women in their 50s might like too.”

Jack wants The Kuel Shop to be the premiere platform for shopping small in the comfort of home: purchase with a purpose.

“When you go to the shop, find a unique item, and buy it, you are weaving your way into that woman’s story,” said Jack. “You can feel good about empowering a small, local woman-owned business — even if it’s not local for you. I really believe that as women we need to help each other and stick together.”

Pine Crest alumnae have been some of Jack’s biggest supporters, from being the first to share their stories for Kuel Life, and now by being vendors in the Kuel Shop. A few of those include Java Love owned by Jodie Dawson ’88 and her partner Kristine-Ellis Petrik; a collection of birdhouses created from recycled license plates by Sally (Rothenhaus) Faulkner ’79; and silk scarves made by Melinda Abrams ’83.

“The great thing about Pine Crest is that it doesn’t matter when you graduated,” said Jack. “When I reach out, I receive nothing but support and positivity. Many alumnae have given me the gift of their time and expertise. Pine Crest is a community. My dad was a teacher at Pine Crest, my mom worked in the library, and my brother Nelson ’74 and sister Leslie ’88 were students for some of the time I was. There was a period in my life when my entire family would get up and drive to Pine Crest! It was a unique way to spend my formative years. The education, love, and support I experienced at Pine Crest gifted me the ability to set my bar high and not take ‘no’ for an answer.”

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BRETT WEISS ’15: INSPIRED TO ACTION

B

rett Weiss ’15 has always been interested in emergency medicine, and by his senior year of high school, he had already collected around 20 unique first-aid kits.

“Preparation is key,” said Brett, who after seeing the news about the school shooting at Marjory Stoneman Douglas High School in February 2017, knew there was something he could do. “I worked night shifts at a Level 1 Trauma Center in Miami, and that’s where I learned about Stop the Bleed.”

Stop the Bleed is an initiative jointly created by the American College of Surgeons and the White House, which encourages people to become trained, equipped, and empowered to help in a bleeding emergency. Participants learn what to do when someone suffers a traumatic injury, including how to use a tourniquet and pack a wound to physically stop bleeding until first responders arrive.

“In emergency situations, many deaths occur because people bleed out, which is preventable,” said Brett. “I read a study in the Journal of the American College of Surgeons, about 1,000 patients who had been admitted to Level 1 Trauma Centers for vascular injuries. Those who were not treated with a tourniquet had six times greater odds of death. Stop the Bleed was being taught to law enforcement and teachers, but I felt there was a missed opportunity by not teaching it to students.”

Brett began researching the initiative and speaking with doctors who advised him on bringing the initiative to his college campus at the University of Florida.

“I started by calling the Stop the Bleed organization and told them I wanted to bring the training to my school campus,” said Brett.

“The first thing I needed to do was find instructors, and, having interned at the University hospital in the past, I told one of the trauma surgeons about my idea. He and his team offered to do the instruction for me right there.”

Brett then had to secure licensing and approved marketing materials from Stop the Bleed.

“It took a great deal of work,” said Brett. “Preparing was the biggest part of the event. I had to make sure I was offering the course correctly. I learned a lot about how to implement a program. I had to have goals and a budget. The University hospital helped me finance some of it, but I paid for some out of my pocket as well.”

Leading up to the event, Brett received an email from the United States Army Healthcare Recruitment team. They wanted to attend the event to recruit students, but Brett asked them to help sponsor the event, which they were happy to do.

“The Recruitment team brought food, water, and materials,” said Brett. “Unbeknownst to me, and without having asked, they helped the nurses and physicians train people at the event. It was great to have their expertise and for them to share the experience between civilian and combat trauma.”

The event went off successfully, with those demonstrating proficiency earning certificates of the training.

Brett remains passionate about bringing Stop the Bleed to as many people as he can.

“I think it’s an important skill for anyone to know,” said Brett. “My idea was for students to be trained, but anyone can learn it. I will continue to advocate for the program on campus from afar and am thrilled that I was able to deploy 80 bleeding-control kits through the University’s police department.”

Brett moved to Atlanta this fall to start a Management Consulting position with KPMG’s Healthcare Solutions Practice.

“Wherever I go, I will be willing to teach Stop the Bleed,” said Brett.

“It is as essential as CPR.”

Stop the Bleed at Pine Crest Since spring 2019, Pine Crest School’s safety, security, and health office teams have offered Stop the Bleed training to all faculty and staff. Stop the Bleed kits are located in strategic locations throughout the Boca Raton and Fort Lauderdale campuses.

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• • • 85 Alumni

Jordyn Elliott ’16: Working For Inclusion

J

ordyn Elliott ’16 was busy during her time as a Pine Crest student! Playing soccer for both Pine Crest and a travel team, Jordyn was thrilled when she was offered a spot on the University of California at Berkeley women’s soccer team.

While serving as the team captain in her final year at Berkeley and training with an ameteur women’s league during the off-season, Jordyn found a new passion during her college career.

“That’s why I have dedicated a lot of my time beyond the field and the classroom to various campus groups that fall in line with my interests,” she said.

Another campus organization that Jordyn is passionate about is the Black Student-Athlete Committee, or BSAC. “The BSAC started at Cal my freshman year,” said Jordyn. “A group of black student-athletes attended an event at the University of Texas in Austin called The Black Student-Athlete Summit, and those students came back and started the committee here.

They started the committee as a safe space for black athletes to connect and participate in social and professional development events. Since the original board of the group has graduated, I applied and have been on the executive board for the past year.”

As a member of BSAC, Jordyn helps to organize meetings, book guest speakers, and lead community service efforts. “Mostly, BSAC is a space for us to be ourselves in an environment where we have a lot of similar experiences,” said Jordyn. “We provide a community and support system for one another.”

Reflecting on her time at Pine Crest, she said, “I don’t think I would be as involved as I am had it not been for Pine Crest teaching me to go the extra mile.”

As for what is next, Jordyn recently accepted a return offer from Ingenio, a tech firm where she served as an intern this past summer.

“When I came to Cal, I knew I wanted to study business,” said Jordyn. “I knew that I wouldn’t have a chance to gain a spot in the Haas Business School by just doing well in my prerequisite courses. So I started to network and found RISE.” An acronym for Reach, Inclusion, Service, and Equity, RISE is an outreach program in the business school with a primary goal to help underrepresented minorities with the application process and overall business community at the University.

“In order to be a business major at Cal, you have to apply to the business school,” said Jordyn. “In the past, diversity in the school has been limited. This group is focused on combating the problem by helping students from underrepresented backgrounds succeed in the prerequisite classes and get involved with the School early on to better prepare for the application process.”

Jordyn is passionate about fostering diverse and inclusive spaces on campus and in the workplace.

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“After graduation I will become a Marketing Associate,” said Jordyn. “I’m so excited about the offer and am trying my best to enjoy the rest of senior year!”

85 Alumni • • •

“

Pine Crest helped me get where I am today - it’s the work ethic that was instilled in me. When I was a student, my grades didn’t reflect what I really learned here.

This environment gave me a hunger to be successful.”

Ben Frost ’10 Pharmaceutical Sales, Medterra

“

I came back to Pine Crest in 2009 to speak to a group of students.

I looked out into the auditorium at about 300 students, close to 100 black students. It hit me at that point that I had actually opened the door for other types of people at Pine Crest. I’m happy that I have left such a legacy.”

Roland Foulkes ’74, Retired The first African-American student to attend Pine Crest School

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• • • 85 Alumni

Jared Firestone ’08: Team Israel Skeleton Athlete

J

ared Firestone ’08 is a south Florida native, 2022 Olympic hopeful, and Skeleton racer.

A consummate athlete, Jared played golf and tennis before joining the Upper School. “I started at Pine Crest in ninth grade with a fractured vertebra,” said Jared. “Coach Hopp was the one who encouraged me to join the Track & Field team. I realized I had some talent there, and Coach Baker helped me take it to the next level.

By my senior year, I had set three School records and won a district title in the 100-meter dash.”

Jared’s love for athletics and track, specifically, took him to Tulane University where he continued to run. After earning his bachelor’s degree, Jared attended Cardozo Law School in New York City.

“During the fall of my first year of law school, I had a transient ischemic attack, which is a mini-stroke,” said Jared.

“I thought to myself, ‘I can’t believe I’m 24, I spend all this time studying, I live in New York City — I should try to do something more fun.’ I was watching the Skeleton event at the 2014 Olympics and wondered how people get into the sport — they made it look effortless. So I went to the Team U.S.A. Bobsled and Skeleton website and saw they were hosting try-outs in upstate New York.”

Skeleton racing requires an athlete to push a small sled as fast as they can for about 50 meters, and then jump on the sled and drive it down a frozen track while lying face down and head-first. A Skeleton racer can reach speeds over 80 miles per hour.

After graduating from law school, Jared joined the Team U.S.A. athlete developmental program. He spent three seasons with Team U.S.A. before receiving a call from a peer skeleton racer from Team Israel.

“2018 Olympian AJ Edelman told me he was retiring and encouraged me to try out for Team Israel,” said Jared. “So I made aliyah [became an Israeli citizen] and joined Israel’s Skeleton team.”

Jared is a practicing attorney and realtor in South Florida in the summer, but he spends most of the winter traveling between Olympic training facilities in Park City, Utah and Lake Placid, New York. This year he plans on travelling to Canada and Germany to compete as well.

“During the summer, I live in South Florida,” said Jared. “I train by weightlifting three times a week at a performance 36

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gym in Dania Beach. I sprint train twice a week on my own. I also do a lot of mental training, coordination drills, and reflex drills. One thing I have to do in the morning is a relaxation meditation for 15 minutes. It keeps my nerves in check for the rest of the day.”

Jared has spent the past three winters training and racing for Team USA in regional and national races in Park City and Lake Placid. This October, he will be eligible to race in the North America Cup and Europa Cup skeleton racing circuits for Israel.

Team Israel’s Skeleton team has been receiving many comparisons to the movie “Cool Runnings”, starring John Candy, about the Jamaican bobsled team.

“Our team catchphrase is ‘The Frozen Chosen,’” said Jared. “It’s always fun to surprise people. Most people don’t know Israel has a Bobsled and Skeleton team, but we have actually been around since 2003 and had our first Olympian in 2018. It’s cool to be pioneers in the sport and develop it in Israel.”

“Before the first run, you feel a healthy balance of nervous and excited. Walking up to the line all you feel is the cold and wind. By the time I get on my sled, I am super focused and my mind is clear. I do catch myself sometimes thinking ‘what am I going to eat for dinner?’ I yell at myself ‘focus on the curve, you’re traveling 70-80 mph!’”

“

85 Alumni • • •

Pine Crest was my foundation. This is where education really became an important part of my life. I decided to become a teacher because of what education did for me in my life. I read a quote about living life as an example for others, and I felt it was befitting to teaching. My parents told me that education would always make a difference, and I can see myself making a difference for the next generation.”

Traveon Henry ’12 Graduate Student Assistant, Northwestern University

Traveon Henry ’12 at his Athletic Hall of Fame Induction Ceremony in October 2017 with his parents Stafford and Yvonne Henry.

“

I was a shy kid, if you can believe that! As a little boy, I would hide behind the couch when people came over. My mother moved us from Indianapolis to Naples, Florida in 1953, a city of barely 500 people at the time. I was unhappy there, so the Chamber of Commerce recommended three schools to us. Pine Crest was one of them, and I fell in love with it the minute I saw it.

I remember seeing it for the first time, the former hospital, the 25 yard, four lane pool behind the old two-story Victorian house, that was my first dorm. Being at Pine Crest is when my personality started to come out. I just had a ball, swimming, and playing tennis. Pine Crest brought out my inner self in such a cool way.”

Jonathan Atkins ’58, Retired Investment Banker, Indiana Merchant Banking & Brokerage Co., Inc.

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• • • 85 Alumni

Hayden Grove ’11: Bringing Together a Love of Sports Journalism and Music

O

hio has always been a second home for alumnus Hayden Grove ’11. After graduating from Pine Crest with a love for journalism, music, and sports, Hayden’s passion for sports brought him to The Ohio State University to complete his undergraduate studies.

A job at a local television station has grown into a rich career reporting on college and professional sports in Cleveland.

“When I was a student at Pine Crest, I was a part of PCTV broadcasting and got a lot of experience on camera,” said Hayden. “I was lucky enough to interview for a job at a TV station while I was a journalism student.”

Hayden did not stop there, working his way to become the Sports Social Media Producer and Reporter for Cleveland.com.

“I had an internship with a small website that covered baseball, and I worked my way up there and got a job covering the Cleveland Indians,” said Hayden. “I was then contacted by the sports editor for the main newspaper in Cleveland about joining their social team. My job is always evolving — journalism is different today. We broadcast live on various social channels and have a lot of graphic design work.”

Michael Testa, Choral Director, Hayden Grove ’11, and Gretchen Fasulo, Chorus Teacher

football field and the other half with Choral Director Mr. Testa. I was in the musicals with Mr. Fitzpatrick and in the dance studio with Mrs. Cichoski and Mrs. Gooden ’17H.” Splitting his time between sports and music remains a constant for Hayden who has been working on an album. He released a Christmas album a couple years ago and felt the timing was right for another project. “I wanted to do something for my

While Hayden has been making a name for himself in sports and digital broadcasting, he continues to pursue an interest that he has always loved — music. “At Pine Crest, I played sports and studied music,” said Hayden. “I spent half of my time on the

Hayden Grove ’11 and classmates in the Upper School musical “Anything Goes”

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Hayden Grove ’11 performs with the Mike Petrone Band at a fundraiser for Huntington’s Disease

85 Alumni • • •

Hayden Grove ’11 interviewing Brandon Knight ’10 former classmate and NBA Point Guard and Shooting Guard for the Cleveland Cavaliers.

family and friends — I hope people enjoy it.”

close second.”

Traveling around the country with Cleveland’s sports teams, Hayden has met and interviewed some of the biggest names in sports today, including Pine Crest alumnus Brandon Knight ’10, who was traded to the Cavaliers during the 2019 season.

Thinking back on his time at Pine Crest, he recalls his transition to college.

“Working with Brandon in Cleveland is the coolest thing I have ever done,” said Hayden. “He is the nicest, most humble, hardworking guy. To have him in a place near and dear to my heart — to be behind the scenes and see him work — it was just so cool to sit down and talk with him about our friends and people we have kept in touch with. Working in the same environment as him is by far the coolest thing I have ever done. Covering LeBron James is a

Hayden Grove ’11 interviewing NBA star Lebron James

“It was hard because I was a lifer,” said Hayden. “When you are with the same people for 13 to 14 years you just do not want to leave them. I still talk to everyone I went to Upper School with — we are a family, we grew up here. Pine Crest prepared me so well academically, and it was way harder here than in college!

Learning time management was so important and has helped me do a lot and be well rounded.”

As for a favorite memory, it combines sports and music, of course.

“I was a senior and we were getting ready for a football game,” said Hayden. “I was in my uniform and I ran up to the press box to sing the national anthem. That was cool.”

Hayden Grove ’11 playing football at Pine Crest.

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10 Questions with Former NFL Football Player Kevin Boothe ’01

K

evin Boothe ’01 is a former professional football player, who played for the Oakland Raiders and the New York Giants. After graduating from Pine Crest, Kevin attended Cornell University where he earned his Bachelor of Science in Hotel Administration. He was drafted by the National Football League (NFL) in 2006 and returned to the classroom to earn his Master of Business Administration from The George Washington University in 2013.

“I am proud to be a Pine Crest School alumnus,” said Kevin Boothe ’01. “No matter where I live, I always have a home at 1501 NE 62nd Street.”

Today, Kevin works for the NFL as the Manager of Football Operations Strategy and Business Development, and serves as Chair of the Pine Crest School Alumni Cabinet.

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The Magazine (TM): How did Pine Crest prepare you for life after football?

Kevin Boothe (KB): Pine Crest prepared me to be my best at all times. I was around so many talented classmates, teachers, and administrators that it automatically brought out the best in me. Being around talented people happens in the real world — you have to raise your game to their level.

TM: What was the transition like from being an athlete to working in an office?

KB: I viewed it as the next step or progression for me. It was not the end of my dream or settling for something else. It was much like going from Pine Crest to Cornell and then Cornell to the NFL. The next step up is being an executive in the League office.

85 Alumni • • •

TM: Do you have a favorite moment from your playing days?

TM: Who did you look up to that made you want to play football?

KB: My favorite memory is Super Bowl XLVI, because I started in that game.

KB: My older brother. He is 10 years older than me and played football through college. He was a big reason

TM: Who is one Pine Crest teacher that made an impact on you?

why I started to play, and my jersey number, 77, was his college number. That is why I wore 77 for most of my career.

KB: My English teacher, Mrs. Barbara Lee Brogan had an impact. She just made class so much fun. We learned an incredible amount! Her bubbly personality and her energy always made it a treat to go to her class.

TM: What advice would you give to the Class of 2020?

TM: Have you met anyone who has left you starstruck?

KB: Early in my playing career, my rookie year especially, being around players that I watched on TV left me starstruck. I remember thinking ‘I am in the huddle with Randy Moss!’ I tried to play it cool around my heroes.

KB: One of my favorite coaches, Coach Coughlin of the New York Giants, was big on quotes. He would leave us with a quote from a general, war hero, or a great coach. The one that sticks out to me is by Henry Ford: “Whether you think you can, or you think you can’t, you’re right.” Your mindset determines your success. Having a positive mindset and expecting good things to happen usually leads to good things happening.

TM: What was your favorite meal in the Pine Crest dining hall?

KB: Crispitos! There is no hesitation on that answer!

TM: What do you remember most about playing football at Pine Crest?

KB: I’ll never forget wearing my jersey to school on Fridays, getting dismissed early for warm ups, and seeing my classmates in the stands of Banks Field right after school. I can still hear the band playing their tune prior to every kickoff — it all still feels like yesterday!

TM: Did you have a pre-game ritual?

KB: I didn’t think I was superstitious or had a routine, and then I realized I was and I did. Before a game I kept to myself, and I visualized what was going to happen. I ran through the plays I needed to run — envisioning success was the most important thing, and it is something I did in high school, college, and in the professional league.

I liked to walk out on the field a couple of hours before kickoff to see what the field was like. It got me into game mode.

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• • • 85 Alumni

Ten Questions with Tara McGinn ’88

T

ara (Monteleone) McGinn is a Pine Crest School alumna from the Class of 1988 and parent to three Panthers: Megan ’20, Ashlyn ’22, and Caitlin ’25. Beginning her Pine Crest career as a freshman in the Upper School, she returned when her oldest daughter was ready for pre-kindergarten. Ever since, she has taken on a variety of volunteer roles with the Lower School Family Association (LSFA), Middle and Upper School Family Association (MUSPA), and the Founder’s Council.

Now she has officially joined the Admission Office to assist prospective families when they visit campus.

The Magazine (TM): You have held many volunteer positions at Pine Crest? Which has been your favorite?

Tara McGinn (TMG): Being the president of the Lower School Family Association (LSFA). It was the most work, but the most fun. I got to work with teachers and families, and I was blessed with amazing committee chairs and executive team. We were able to get a lot done.

TM: Describe your role with Admission? What do you love about working with prospective families?

TMG: I am “Tour Guide Tara!” Touring prospective families makes you appreciate Pine Crest every single day. You get to show off the best parts of the School, and I realize how grateful I am that my children are here doing all the things I get to show off. It is so easy to talk to families about life on campus.

TM: What is the most common question you receive? How do you answer it?

TMG: “Are the kids who come here happy?” It is really easy to answer that. I love taking them to classrooms so they can see that the kids are happy. It doesn’t matter what grade we walk in to, the kids are happy. Families love seeing the Upper School students in the quad, playing with a frisbee, or just hanging out on the lawn.

TM: What made you decide to send your children to Pine Crest?

TMG: Starting Pine Crest as a freshman, I felt that the people I went to school with had an edge on how to study, learn, how to do 42

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projects, and time management that I hadn’t been taught in my previous schools. The opportunities that they would be exposed to, the other students, the teachers, and the environment here - it’s just what you want for your children.

TM: How have your children’s experiences at Pine Crest been different than yours?

TMG: Each of my children is very different, and they are all very different than me. The way they have been taught and the way they approach problems is amazing. That is the one thing they all have in common. We did an escape room with my parents, and they were amazed by how the girls found clues together, and how they problem-solved. I just took that for granted.

TM: How have their experiences been the same as yours?

TMG: They have made amazing friends. They have connections with their teachers, and they love the School as much as I do.

I know they’ll be friends with their friends forever.

TM: What has changed the most since you were a student?

TMG: It’s not so much that the School has changed, but the times have changed. I would say the students have access to even more than we had.

TM: What is still the same? TMG: The way the teachers care about students. I hear it in their voices and in the way they talk about their students. I saw a Middle School teacher at a game, sitting in the rain with an umbrella, and I asked her why she was there. She said, “these are my kids.”

My teachers taught me so much. I see they have that same connection.

TM: What would you like your fellow alumni to know about Pine Crest?

TMG: They should come back, see it, move back, and send their children here! I feel extremely blessed to send my children here, and the fact that I went here is an added bonus.

TM: Who is a teacher that most impacted you as a student?

TMG: That is hard. I think of Mr. Palmaccio ’08H and Mr. Harrington. Mr. Harrington ’99H was always even-keeled, students respected him. He “got” us. He didn’t try to be our friend, but he was a good role model and a great person.

85 Alumni • • •

“

Heather Haley ’85 was my favorite teacher. She helped me discover my love for dance. I was the only boy in the dance program, and Mrs. Haley helped me find masculinity through dance, helped me feel comfortable being the only male in the program, and gave me the confidence moving forward to express myself and be unapologetically Frankie. That was where it all began, in her hip hop jazz class.”

Frankie Grande ’01 Actor, Dancer, and Singer

“

It has been a special feeling to see my children, Hank ’19 and Lulu ’22, doing the things that I did as a student. I performed in many musicals, plays, and concerts, and they both like to do those things, too. To be in Stacy Auditorium watching them has been surreal at times; it is a similar space to what it was when I spent many hours there. It is a fun thing for an alumnus parent!

I think people should know that this school is really better than ever. We have great leadership and are always striving to improve, but also to keep the traditions and feeling of community that old-timers like me and my wife, Julie ’83, hold pretty dear.”

Tim Ingham ’83 Chairman, American National Bank

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“

If one of my former students is reading this, I hope they remember one of my favorite sayings — ‘I never said ballet was easy’ — and that refers to life also. Life is a journey. As you go down the road of your journey, learn as much as you can. These are things that will help you later.

I always tried to get students to be optimistic - try to look for the good in things, to learn from whatever they may be experiencing. I would ask ‘How can the lesson you just learned help you later?’

Not everything is going to turn out the way you want it to, but it’s what happens afterwards that counts. I would tell students to not let everything in your brain come out of your mouth - don’t speak badly of others. My students and I would talk about passion and how to take your passion and make it a part of your life. We all need our passion to help us through the daily work of life.”

Brenda Gooden ’17H Former Director of Dance

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85 Alumni • • •

Emily Bufferd ’07: Empowering Young Dancers

E

mily Bufferd ’07 has been dancing since she was a toddler.

After falling in love with New York City as an Upper School student, she set her sights on a career in dance in the city that never sleeps.

“I went to Baruch College,” said Emily.

“Originally, I thought I wanted to be a dance major, but I soon realized that I was destined for a different role within the industry. I still wanted to be in New York so that I could dance outside of my college work.

I studied journalism, I took classes in public relations and writing, all of which have made me more viable on the business side of things.”

The “business side of things” refers to her work as the founder of the Young Choreographer’s Festival (YCF), now in its 11th year, which presents the work of some of the most up-and-coming 18-25 year old choreographers in all genres of dance. The festival aims to educate, foster, and cultivate talented young artists by providing them with the tools, education, resources, and platform to successfully pursue a career in dance.

Her journey to the YCF began after injuring her knee shortly after arriving in New York.

“While I was injured,” said Emily, “I thought it would be a good opportunity to start choreography.”

After debuting her first dance to acclaim by her contemporaries, she was asked if she would want to have her own company.

“I hadn’t thought about my own company,” said Emily. “I enjoyed the process of choreographing and using my own voice. I started presenting work in New York, and then outside New York, and then I started working with choreographers on commercial projects like Fashion Week.”

The opportunities continued to present themselves for Emily, taking her across the country and overseas to teach dance.

“There are so many cool things about teaching,” said Emily. “It’s a great feeling to see your students start to book work.

You have seen them putting in the work in the studio and now that work has transitioned to them being viable artists and earning a paycheck for their time and talent.”

Through the YCF, Emily and her team are able to connect young dancers with mentors depending on what they need.

“Dancers need to be viable outside of what they post on social media. Why would someone want to pay you for your craft when you give it away for free on social media? We do our best to provide dancers with the tools they need to be successful in the dance world.”

In addition to running the YCF, Emily teaches at a variety of studios in the City. When asked if she still dances, Emily shares that she discovered early on that she didn’t love being on stage.

“I love the elements that happen to get to the stage,” Emily said. “I was a great assistant because I was able to be the swing for things and learn everyone’s part but never worry about getting on stage. What lights me up is the process, being in the studio and putting my creative voice in the material.

I don’t feel the urge to be under the lights on stage. I love watching my work on stage or the YCF. Seeing the fruits of that labor is much more satisfying than going on stage myself.”

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TRIPLE THREAT: THE ABELES SIBLINGS

by Emily Roy ’20

T

he Abeles siblings, David ’97, Lynne ’00, and Daniel ’03, grew up with music and theater at the forefront of their childhood. Both parents are accomplished musicians — their mother a singer and their father a pianist — and the siblings grew up with two pianos in the house for duets.

Broadway, and currently Ron Weasley in the “Harry Potter and the Cursed Child” tour’s San Francisco production.

Lynne’s interests and talents led her to concentrate on vocal performance.

“Professionally, I was doing standard opera and then moving into new composition, straddling the line of opera and musical theater,” said Lynne.

New composition refers to contemporary opera, which Lynn enjoys singing because it allows her to explore modern pieces while still using her classical background. Currently living in New York City, she recently performed as the Spanish Lady and the cover for Carlotta in “Phantom of the Opera” on Broadway.

Daniel ’03, Lynne ’00, and David ’97 Abeles

“Our birthday parties always involved improv theater games,” said Lynne. “We would have boxes and things and would have to come up with a scene. We never realized that those were theater games, but it was just what we did for fun.”

David, the eldest sibling, is passionate about the stage. While he has worked on television and film, performing on and off-Broadway is what he loves to do. He began acting because he enjoyed stepping into someone else’s shoes, and it became a way of experiencing different values, emotions, and storytelling. The variety of characters he has stepped into include Jerry Lee Lewis in “Million Dollar Quartet” off-Broadway, Eamon in “Once” on 46

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Daniel, the youngest of the three, has taken a more entrepreneurial path, launching his own theater company in New York City with a group of friends in 2010. Running his own company has given him behind-the-scenes experience developing, producing, and editing plays. Living in New York, he enjoys being a part of the theater world, on and off the stage.

Having many combined years of experience, the Abeles siblings share what they have learned about the industry, from getting a part to keeping up energy during a long-running show: “When preparing to audition for a show,” Lynne believes, “you always have to be yourself. I think a lot of people, because it’s a certain type of show or a certain genre of show, try to present themselves in that genre.” To do that, she says, “Sing something that’s appropriate to the era, and sing something that feels good to sing.” Her advice to auditionees: “Do as much

85 Alumni • • •

research as you can: reading the script, doing a character analysis, have intention. Every word means something.”

Though each sibling has had a different experience in the theater world, there are a few aspects of a career in the performing arts that they have found to be universal. The schedule of a performer is not your typical 9 to 5.

“On a Broadway schedule,” said David, “Monday is your day off with the rest of the week used for rehearsals. The thing about acting is you can’t really do it by yourself in a box.”

When not working on a particular show, he participates in play readings, workshops with fellow actors, or takes courses in scene studies.

“There is no average day,” says Daniel, “which is the terrifying and most invigorating part of this lifestyle.”

“Even if the show is up and running,” Lynne points out, “there’s still a lot of rehearsals, because there are people coming in and out, always tweaking the show, and they may need to change a little bit of staging.” During a long-running show, “each night, there are individuals one after another filling that house and having that experience, it is important that you bring your best every time.”

When working as a part of a television show, Daniel says, “the free time that you have is very spare, so you want to fill it with restful and valuable activities.”

All three siblings mention meditating, exercising, eating right, and getting enough sleep in order to perform well, and they agree that pre-show nerves happen to everyone. As for ways to decrease anxiety, one of David’s methods is to rehearse what you will be performing.

“Having more confidence because of the work that you’ve put in goes a long way,” he said.

Even if you still feel tense close to showtime, Lynne says to “tell yourself ‘it’s good that I’m nervous because it means that I care.’”

“

In terms of us as a family,” Lynne says, “it’s a really awesome thing that we all have this together and we all have unique strengths. Daniel is a very gifted stage actor who also produces theater, and he works in film and TV and does artistic production. He has found a niche in the business. David is a really incredible musician — he plays the piano, the guitar, and he sings, so he’s found this niche in Broadway performing in shows that involve all of those things. I’ve found this niche combining opera and musical theater. What’s nice is that when we all get together, there’s always a piano.

It’s a very special thing that brings us all together.”

Each sibling has their own piece of advice for anyone interested in a career in the performing arts: To become better at acting, singing, dancing, or any other art form, David says “do it more than you think about doing it. Perfection is something that’s out of reach.

The more important thing to shoot for is honesty and being genuine.”

Daniel believes “the greatest thing that you can do is remind yourself of one thing every day that is about the craft itself or about the general reasons why you’re doing it, otherwise, you’re not thinking outside yourself, and it can turn into a spiral of comparison and despair.”

Lynne advises to “keep going to classes: go to a dance class, go to an acting class, go to a coach, go to a workshop just to stay David ’97 and Lynne ’00 behind the scenes of their simultaneinspired.” ous shows that happened to be taking place next to each other.

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From Buddies to Bandmates

by Grace Pettee ’20

H

ave you ever had the crazy idea to start a band with your friends? Well, five members of the Class of 2019 did just that.

Neon Bull is an alternative rock band featuring five members of the Class of 2019, including Michael, better known as Mikey, Saltzman ’19 on drums, Daniel Bolja ’19 on guitar, Niles Boothe ’19 on piano, Mark Rozencwaig ’19 on bass, and Drew Morris ’19 on the saxophone.

The band also features main vocalist Joshua Perper ’21 and manager Sebastian Martinez ’19.

The five members had the idea to combine their musical talents and create a band during the final months of their junior year in 2018.

The band’s name originated when Mikey and Niles were listening to a popular song and could not make out the lyrics to the tune. Each had many different interpretations regarding the true meaning of the

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lyrics, but they finally came to a consensus regarding the exact wording, “Neon Bull.”

“We just thought it was the perfect name for a band,’’ said Joshua. “But, we never really expected it to take off.”

Coming together was natural for this group of musicians. Mikey has been playing the drums since he was in third grade and has accompanied many of his peers during performances for Playing for Change. While Daniel plays the guitar in the band, he also plays the piano and bass guitar. Niles has been singing and playing the piano since the age of seven. Drew plays the piano, clarinet, and ukulele as well as several exotic instruments including the didgeridoo, reed pipe, and a handful of others that he has collected and taught himself to play. He was also the recipient of two Student Cultural

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Mr. Tony Jaswinski ’96H, Mr. Robert Woodrow, and Mr. Lee Turner at Homecoming 1998

Arts Series awards for Instrumental Music in 2018 and 2019 by the Founder’s Council.

The band performed at the 2018 Sadie Hawkins dance where they debuted their first song “Fallin’ For You.” Just two days after the performance, the group took a trip to DogManiac Recording Studios where they recorded their single. One month later, following an announcement at the Playing for Change concert, Neon Bull posted the song to SoundCloud, which received over 1,000 listens within the first two days.

Moving into their senior year, the band decided to get more serious. After six months of hard work, they released their first official EP titled “Commercial Blvd” in honor of the location where they created the majority of their songs. The single includes six original songs and features Natalia Hauser ’20 on one of the tracks.

Since its release in June 2019, the band has already generated more than 10,000 total streams, has been played on local radio stations, featured on certified playlists on Spotify, and streamed by all ages of Pine Crest students.

Although we are not sure the direction Neon Bull plans to take in the future, the band’s members plan to continue their music pursuits at their respective colleges. “Commercial Blvd” can be streamed on Spotify, Apple Music, and SoundCloud.

“The seniors had a tradition — they would grab the senior teachers and throw them into the pool, sometimes fully clothed.

I was having a meeting as the class sponsor for the ninth grade class, and we were meeting in the bleachers. A few seniors came by and threw a couple of their teachers into the pool. I looked at my students, and they had this twinkle in their eyes. I said, ‘Don’t even think,’ and before I could finish the sentence, they threw me into the pool fully clothed with my watch and wallet and everything. When I came out of the pool, I was laughing, the students were laughing, and that is one memory that I will always hold with me.”

Tony Jaswinski ’96H Former Upper and Middle School English Instructor

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10 Questions with Upper School Head Joseph Walters ’95

P

ine Crest Head of Upper School Joseph (“Joey”) Walters ’95 wears many hats: he is an alumnus, the proud parent of two Panthers, Leah ’24 and Nathan ’31, an educator, and a member of the senior administration team.

After thinking he may want to be a lawyer and ultimately a sports agent, Joey was pointed in the direction of teaching by his father who noticed how wonderful he was with kids. So, he changed paths and began studying education. Studying for his graduate degree, Joey began teaching in San Diego, California. When the economy was in a downward trend in 2007, Joey decided to return to Florida. By chance, a position teaching English in Pine Crest’s Middle School had opened, and Joey began the application process. In 2008, he began teaching, and within a couple of years became the Assistant Head of the Middle School under then Middle School Head Dr. Dana Markham ’18H. When Dr. Markham was named Pine Crest School President, she encouraged Joey to take the position of Middle School Head and eventually Upper School Head in 2012.

“Dr. Markham absolutely gave me the confidence to take on the administrative roles I have had,” said Joey. “She believed in me, and made me feel that I could do the job. I have learned so much from her through the years and appreciate everything that she has done to help support my growth.”

Fast forward to today, Joey is working toward his doctoral degree and is in his sixth year as the Upper School Head. We sat down with him to find out a little bit more about his vision for the Upper School and answer a few questions submitted by senior Grace Pettee ’20.

The Magazine (TM): If you could go back and repeat your Upper School experience, what would you do differently?

Joseph Walters (JW): I would learn to play an instrument!

I wish I could just sit down at the piano or pick up a guitar and play.

TM: What was your favorite class in Upper School?

JW: I took Psychology with Bill Rousseau ’94H and I just loved 50

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learning about people — how we think, make decisions, and develop relationships. I still keep in touch with Mr. Rousseau on social media.

I also enjoyed Chemistry with Mrs. O’Sullivan. She had a way of strategically teaching and helped me strengthen my study habits and organizational skills. Another one of my favorite classes was World History with Hedy Rosenbaum. I remember meeting Holocaust survivors; this was before the annual Holocaust Awareness Symposium began. It was inspiring to hear the survivors’ stories of resilience after experiencing something so horrific.

TM: What is one thing you miss the most about being a teenager?

JW: I miss being more carefree and having the sole responsibility for myself. Now as a father and administrator, there is so much to be accountable for and so many important decisions to make. As a teenager, you are free to experience and enjoy everything with little apprehension.

TM: What was the biggest change for you between high school and college?

JW: For me the biggest change was adjusting to life outside of Pine Crest. I had spent my life until college on this campus, so I knew how to get whatever I needed. I knew the campus, my teachers, the community. I felt equipped for college, but it was an adjustment.

From an academic and athletics perspective, there was certainly a ramping up of expectations and independence. I went from feeling like a big fish in a small pond to small fish in the ocean! So it was an adjustment, but it was a good wake up call and reality check. That experience often has to happen to make you stronger.

TM: What was your favorite memory as a student at Pine Crest?

JW: It may sound cliche, but my favorite memory was walking across the stage in Stacy Auditorium and graduating in front of my parents, family, and friends. After spending 13 years here as a student, I remember a flood of emotions coming over me.

My family worked hard to enable me and my three sisters to be here through the years, and I recall being so proud and happy that I was able to be a part of something so special.

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Receiving my Kindergarten, Lower School, and Upper School diplomas from Dr. Mae McMillan, our founder, and her son, Bill, then the School President, are cherished memories I have still to this day.

Another one I have is February 1, 1995, when I signed an athletic scholarship for the University of North Carolina at Chapel Hill. Mrs. Hunt ’12H, my college counselor, was a big part of that. It was in the morning before school, before we shared things on social media. It wasn’t a big to do. It was just my family, Mrs. Hunt, my coaches, and a few close friends.

TM: What is the biggest change at Pine Crest from your time as a student?

JW: The students are into so many different things now. We were a little more limited in our scope. Students today are so well rounded with their interests and how they spend their time. A great amount is required of them in today’s world, but that comes with their prowess and ability to do so much.

In this sophisticated, and at times, complicated world we live in, they just seem to be so much more mature, savvy, and advanced than I felt at 16 or 17. I am in awe when I hear them speak about their initiatives and goals.

TM: What excites you most about your role in the Upper School?

JW: I am most excited about the long-term impact that Pine Crest can have on a person. I see that at alumni events.

Now as a 12-year veteran educator at Pine Crest, I see former students living their goals. I know the time will come when their children apply to come to school here.

The impact is lasting — how this school community develops connections and prepares young people for the real world. I am honored to be a part of it.

We as a faculty strive to get to know our students and guide them to balance their well-being and ambition.

TM: What are your doctoral studies focused on?

JW: My program is in Educational Leadership and Research Methodology at Florida Atlantic University (FAU). I am in my second year of the three-year program and am deciding between two areas to dedicate my research to: 1) the role an administrator has in recruiting and supporting top educators, which luckily is not an issue we have at Pine Crest, but is an issue schools are facing across the country; and 2) learning more about the balance that people need. I have read that as a society we are more stressed, and there are more cases of depression and more anxiety. I believe there are ways schools can mitigate variables of stress through mindfulness and other techniques.

TM: Pine Crest faculty are focused on preparing students to be future-ready. Which Upper School programs and initiatives are particularly focused on honing future-ready skills in students?

JW: I think any teacher can make the argument that what they teach is preparing students for the future. Any class will delve into topics that allow students to collaborate, listen to diverse viewpoints, and challenge them to come up with ways to problem-solve. It is rare in life that you will do those things in isolation.

I am excited about the social entrepreneurship program, which is modeled after the three-year science research program. This is so different compared to other areas of the Upper School curriculum. These students are learning how to use resources to solve a problem that exists today. It is a more hands-on class than others that we have and is giving students a different set of skills to prepare them for the future outside of Pine Crest.

TM: What Upper School changes or improvements are you most proud of?

JW: One of the things we want for students is balance. We want them to strive for greatness and be ambitious, but we are also looking at their social and emotional wellness and who they are as individuals. Our students continue to take part in creative and innovative pursuits, but our efforts to help them continually keep their social and emotional wellness in check is so crucial in today’s fast-paced and ever-changing world.

Joseph Walters ’95, Dr. Dana Markham’18H, Joe Markham, and Marcia Hunt ’12H.

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“

When we considered schools for our daughter Emma, my wife and I connected with the mission and vision of Pine Crest. Even though what is being taught has changed to teach students to manage in today’s environment, the core values and mission are the same. The skills and abilities the school develops in students allow for the maximized potential for success in anything they pursue.”

Doug Feirstein ’88 Co-Founder of Hired.com

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85 Alumni • • •

Joseph Tepperman ’99: Improving Machine Learning One Word at a Time

W

hen Joseph Tepperman ’99 started college at the University of Southern California (USC), he dreamed of working in a recording studio.

However, he soon realized he was more interested in what was going on under the mixing console. He decided to change majors and began to focus on electrical engineering.

It was an unexpected afternoon coffee with a teaching assistant (TA) who would change Joseph’s career path.

“I was going to a discussion with a TA from one of my basic electrical engineering classes,” said Joseph. “I was one of the only ones to show up, so the TA asked me to grab a coffee instead. He told me about the research he was doing in automatic speech recognition, and it seemed almost the perfect combination of all my interests. I had not known it was a discipline I could study.”

Joseph took an undergraduate research position at the USC Signal Analysis and Interpretation Laboratory (SAIL). An interdisciplinary lab, SAIL “focuses on humancentered signal and information processing that address key societal needs.” (SAIL Website) “I tell people that I train machines to understand language,” said Joseph. “But then I correct myself because machines don’t really understand anything. I train machines to listen for words. When I first started working on speech recognition, people would say, ‘I hate that, it never works,’ but in the last five years

people say to me, ‘I use that all the time. I write text messages while I drive, I yell at my microwave to make popcorn instead of pushing buttons!’”

Having earned his doctoral degree in Electrical Engineering, Joseph has been a lecturer at USC and the University of Colorado. He has published thirty research papers and worked as a Speech Researcher at Rosetta Stone. Today, Joseph is a Senior Research Technologist for Sensory, a consumer electronics company focused on lightweight on-device speech recognition.

“Most people don’t realize that when they dictate something to a phone, it is being sent to the cloud to be clobbered with a powerful recognizer and sent back with a recognition result,” said Joseph. “Instead, Sensory is focused on making speech recognition lightweight and nimble, so you don’t need the cloud, making speech recognition available on other types of products, like a vacuum cleaner.”

As machine learning and automated services become more prevalent, Joseph shares advice for what students can do today to prepare for the job market.

“What is rare to see, and is so valuable, is someone with math and coding skills who is also well-rounded in other areas, with excellent communication skills,” said Joseph. “I think it is important for all engineers to think about why they are coding these things.

What is the larger story they are trying to tell? In my own experience, being able to enrich your engineering research with outside fields like music, literature, and foreign languages brings another ‘x-factor’ that makes any job candidate much more appealing. It allows them to bring other disciplines and ideas into play.”

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10 QUESTIONS WITH RICHARD PALMACCIO ’08H

B

eloved mathematics instructor Richard Palmaccio ’08H taught at Pine Crest for 28 years. Now entering his 52nd year as a teacher, Mr. Palmaccio shows no signs of slowing down.

When speaking to his former students, they are quick to name him as an inspiration. So, we sat down with him to ask a few questions, including a few that were submitted on the Pine Crest Alumni Association Facebook Page by his former students. We’d like to start with a few of those.

there. I was bitten by the teaching bug.

Julie Sasadu Derochemont ’87: Who was your favorite weisenheimer?

TM: What was your favorite part of teaching at Pine Crest?

Richard Palmaccio (RP): They were all weisenheimers.

Steven F. Grover ’85: What’s your favorite flavor of cream puff?

RP: Actually, I don’t like cream puffs. I refer to an easy math problem as a cream puff because if you watch people eat them, they inhale them and they are gone.

The Magazine (TM): When did you realize teaching was your calling?

RP: When I repeated the ninth grade in school. I was a poor student. I was in the public school system in Newton, Massachusetts, and my parents were told that I should leave and go to trade school. They sent me to St. Sebastian, the school I actually teach at today, where I was told that my math background was bad and I should repeat the ninth grade.

When I had algebra the second time, I really understood it. The first time I wasn’t interested in it, but this time I was helping my classmates with their homework because I already knew what was going on 54

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TM: How did you become a teacher at Pine Crest?

RP: I was in Florida visiting my parents, and the real estate agent who was looking for a house for them had her kids enrolled at Pine Crest. She told me about it, so I walked over there and met Bill McMillan — it was a rare time that he didn’t have an appointment. We talked. I told him that if he had an opening, I would be interested in applying.

RP: The students I met.

The most wonderful thing about teaching at Pine Crest was the students. Of course, the math sells itself.

TM: What was your biggest challenge as a teacher at Pine Crest?

RP: Learning the new culture and school system coming from a public school. It was not too different, but I still had to get used to it.

TM: What is one of your proudest moments at Pine Crest?

RP: Being appointed Chair of the math department.

While I was here, I solved a problem I set up for myself.

It took me 24 years of attempts before I could solve it.

You can find the equation online in the Encyclopedia of Integer Sequences, just search my first and last name.

TM: What is a favorite memory from your time as a teacher here?

RP: Something really funny happened one summer. It was in the old wing of the building before the new Upper School was built. I was making a point and I pounded on the board and the clock popped off the wall!

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TM: Our last question for you is the same as a question that Ana McKee ’09H submitted on Facebook. What is your life like now? Is math still important in your life?

RP: Oh yes, I am still teaching. I returned to Massachusetts for family. My sister was there with her children and now grandchildren. I love the snow, the fall, and the spring. I am a reverse snowbird. I spend my summers in Fort Lauderdale and winters in Needham.

I have also published a book available on Amazon entitled, “Adventures in Mostly Calculus Mathematics.”

“

One of the things I realized during our freshman convocation at Rensselaer Polytechnic Institute (RPI) is that I was well-prepared. As I was taking my first engineering courses, I found that what I learned from Cheryl Doolittle, Richard Palmaccio ’08H, and Fred Lawman prepared me to handle college-level work.”

Joe Juisai ’93

Glenn Pierson, Upper School Assitant Head and Dean of Students with Richard Palmaccio ’08H

Network Infrastructure Consulting Lead, U.S. Southeast, Accenture

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Panthers, Piety, and Portfolios: A Conversation with John Mann ’77

by Nina Hamuy ’21

M

any Pine Crest School alumni get an early start at Pine Crest.

Some even spend 14 years at the School, but John Mann learned a lot in one year transferring for his senior year. As a graduate of the Class of 1977, John Mann looks back, takes us through his time at the New York Stock Exchange, and offers tips to students along the way.

John Mann’s grandfather began his career as a member of the “New York Curb Exchange” in 1933, which he renamed the “American Stock Exchange” when he became the Chairman. John’s father began his career at the Exchange in 1958, so becoming a clerk at the age of 14 came naturally to John. He fell in love with his family’s history and dedication to the Exchange.

Working his way up the family business, John became the Exchange’s youngest member in 1979. The camaraderie and excitement on the trading floor were a fascinating experience that compares to the way John felt about his senior year at Pine Crest.

“I made friends instantly with my classmates, and I remain friends with them to this day,” said John. “My classmates supported me even though they had only recently met me, and I was elected to the Disciplinary Committee.”

In 1986, John became Senior Partner of the Exchange at the age of 28 with a staff of 44 brokers and clerks. He in part credits members of the Pine Crest faculty with his success by saying, “How could I have obtained my degree in Economics had it not been for Dean Ring and his dedication to his math students? I could make a very long list of how each teacher kindly and tenaciously sought to make their students succeed.”

John continued to pursue academic goals thanks to his love for Pine Crest. He obtained a Bachelor of Arts in Economics, Master of Arts in Religious Studies, and an MBA from Rollins College, the latter of which he received at the age of 48! “[The Pine Crest] education enabled me to have successful careers in finance, theology, non-profit organizations, and my current role as Trustee [of the John Jay Mann trusts],” said 56

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John. “My relationship to my alma mater is very dear to me, and I strive to keep active in the Pine Crest community.”

John notes how much Pine Crest’s campus has changed over the course of time, but the dedication of students, faculty, staff, parents, grandparents, and alumni remain a cornerstone to Pine Crest’s success.

When I asked John something he learned from his career in finance that a student would not be able to find in a textbook, he referred to what he calls “American University,” also known as the “School of Hard Knocks.” John went on to explain, “Nothing in a book can ever replace your own personal hard work and effort in whatever career you choose. You will discover challenges and opportunities in ways that can only be experienced.”

John left me with some life advice like learning to balance a checkbook, keeping track of your expenses, and shared that “the world changes; you have to continuously be learning.”

Today, John and his wife, Sandi, look forward to permanently living in their newly-renovated condo on the beach.

“Retirement is not attractive for me,” said John. “I really enjoy teaching theology, and I love my work as Trustee.”

John’s enthusiasm and work ethic have led him to receive three papal honors for his service to cardinals and bishops throughout the country via the John Jay Mann Foundation, a philanthropic organization established to serve charities throughout the world, for which he serves as treasurer.

As a final tidbit of advice, John reminds students that every interaction with teachers, staff, and fellow students will have an enormous positive impact that may not be apparent at the time.

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“

I have an affinity for the Pine Crest cafeteria.

The most significant change at Pine Crest since [my time] is the food. In the early ‘80s, we ate chicken fried steak and pizza squares; but, today, you can ask the chef in the dining hall about the pasta and he’ll tell you why he chose it, from where it is sourced, its nutritional content and why it’s the best pasta for children. The thought that goes into the nutrition of our children is incomparable. We are a sophisticated shop. We have a program where parents volunteer to help serve lunch to pre-kindergarten and kindergarten students.

I loved walking into the cafeteria, washing my hands, putting on my apron, and waiting for my son to arrive. Essentially, parents were busboys and servers, but when you saw the look on children’s faces as they walked into the Dining Hall and saw their parents - even the parents’ faces - it was a moment that you shared together, and you got to see the friends that your child was making. Who knows, 20 years from now, they may still be friends.”

Steven Greenberg ’88

Attorney, Global Intellectual Asset Management

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SUPPORTING PINE CREST OVER THREE GENERATIONS: STEVE HUDSON ’87 AND HOLLY BODENWEBER ’88

T

he Hudson and Bodenweber families have deep roots at Pine Crest School. The parents of third generation legacy students, alumni Steve Hudson ’87 and sister Holly (Hudson) and we want Pine Crest to continue the Bodenweber ’88 are the nephew and niece of the late tradition of excellence for our children and future generations of students.”

H. Wayne Huizenga ’55.

Alongside their passion for Pine Crest, the family The family’s giving history began with Holly and Steve’s are active Fort Lauderdale community members. grandparents, and has been “Fort Lauderdale today is not the Fort Lauderdale of the 80s,” said Steve. “We have both far reaching and long lasting. grown from ‘that city between Miami and “My sister and I are actually the third generation of my family to give to Pine Crest,” said Steve. “My Palm Beach’ to the center of the South Florida grandparents, Harry and Jean Huizenga, were the region, which happens to be between Miami first to give. Our family believes that education is and Palm Beach. All of our amenities are close to downtown, the beaches, the airport, arts the key to success, not just professionally, but to and entertainment — we are not spring break life in general. in the 80s. Fort Lauderdale is attracting more We want to businesses, and more young people are coming make sure the here because of the increase in economic school is able opportunity. When I graduated from the Upper to remain a top School, most of my classmates left — they moved institution.” to New York, Chicago, or Los Angeles because Sharing her those opportunities did not exist here yet. Fort brother’s Lauderdale is not Miami, Los Angeles, or New sentiments, Holly said “we grew up in a family York, but we enjoy a great atmosphere and dedicated to philanthropy. Our experience at lifestyle that people want to be a part of. It’s only Pine Crest was an integral part of who we are going to get better.” today. We were given an exceptional education 58

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85 Alumni • • •

The family’s generosity extends beyond their Steve said, “alumni involvement is more than philanthropic gifts. Holly has served in many just connecting with friends and faculty, but volunteer capacities from the Lower School with the school. Alumni help perpetuate the Family Association (LSFA), the Founder’s values of our school and ensure it continues to Council, the Middle and Upper School provide the same experience to Parents’ Association (MUSPA), and the Pine future generations.”

Crest School Board of Trustees.

On their hope for the future of Pine Crest, “It’s very satisfying when I Holly and Steve want to look back at the positive “People would find it interesting keep seeing that students to know how close-knit our influences Pine Crest are prepared for the next community is and how important phase of life after high has had on me and that is for students, faculty, my family,” said Holly. school. alumni, and parents.

The type “Helping is how I can say of pride and sense of community “My hope would be that ‘thank you’ for what the Pine Crest remains a top here are a special part of the School has given to me tier college preparatory Pine Crest experience.” and my children.”

Holly (Hudson) Bodenweber ’88 school, preparing students Reflecting on her time not just for college but for serving on the Board of Trustees, Holly notes life,” the importance of alumni in helping to create said Steve. “The years spent from Lower to a successful board.

Upper School are formative years. By the time “Alumni help promote the philosophy of our students get to college, most of their habits School set by our founder Dr. Mae McMillan,” and thought processing have been defined. said Holly. “We always have to look forward Pine Crest plays an important role in that. My and keep going, but you need to look to the hope is that the School stays at the highest past to draw inspiration. Alumni are important level with new and innovative ways to prepare to the success of a school like Pine Crest.” for their future.”

On encouraging alumni to stay connected,

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• • • 85 Alumni

Marcia Hunt ’12H: Building a Legacy of Excellence in College and Academic Advising

by Danielle Weisfisch ’20

M

rs. Marcia Hunt ’12H, Pine Crest School Director of College and Academic Advising, has long been regarded as a college counseling visionary and one of the top college counseling professionals in the nation.

A well-known expert in her field, Mrs. Hunt has received national-level recognition, including the Association of College Counselors in Independent Schools’ Excellence in Counseling Award, which is their highest honor. Currently, she serves on the Board of Trustees of the College Board, representing ten states. She also sits on the Advisory Board for the University of Pennsylvania and has participated on advisory boards for a number of other colleges, including the University of Michigan, the University of Chicago, Northwestern University, Drexel University, and the University of South Carolina. She has been a valued member of the Pine Crest School faculty since 1983 and is the proud parent of two Pine Crest alumni.

In her role as the Director of College and Academic Advising, Mrs. Hunt oversees a team of counselors who work with Upper School students on planning their schedules and navigating the college application process.

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Mrs. Hunt recently took the time to answer 10 questions about her Pine Crest experience.

DW: What was your first role at Pine Crest? Were you always a college counselor?

MH: My first role at Pine Crest was in college counseling.

Before moving to Pine Crest, I taught psychology and sociology at a junior college in Central New York.

DW: Where are you from originally? What brought you to South Florida?

MH: I grew up in Buffalo, New York and then lived in Skaneateles, New York prior to moving to Florida. My husband’s law firm expanded to Fort Lauderdale and Naples, and we moved with them.

DW: What brought you to Pine Crest?

MH: The great reputation. Pine Crest was, and is, the best school in town. I had some friends who worked at Pine Crest, and my two children, Regan ’96 and Edward ’96, started here at the same time I did.

DW: How has it changed since you have been here? MH: Physically, it has changed quite a bit. The Upper School building is entirely new, the library has been updated to include spaces for innovation and entrepreneurship, and measures have been taken to secure the entire campus. From a curricular standpoint, Pine Crest has evolved into a progressive leader in independent school education under Dr. Markham’s ’18H leadership.

DW: How do organizations like NACAC, SACAC, and College Board make a difference for students applying to college? What do these organizations do?

MH: Most college admission deans and high school counselors are members of the National Association for College Admission Counseling (NACAC) and the

85 Alumni • • •

Southern Association for College Admission Counseling (SACAC), which is the regional organization.

The ethical guidelines that govern the college admissions process originate in the Assembly at NACAC. For College Board, I am a trustee, and several times a year I sit around the table with other trustees that include superintendents of school districts, college presidents, admission deans, financial aid directors, and three other counselors. Along with other high school counselors, I help voice the needs of high school students from around the country.

DW: How did you get involved with these organizations? What is it like to serve as an advisor to them?

Earlier in my career, I wound up giving presentations at annual conferences and chairing events for SACAC. I was elected to a leadership position after serving in several volunteer roles. For NACAC, I ran for my position against a school counselor from Iowa and was elected. For College Board, I ran against a Florida assistant superintendent of schools. I represent the southern region of the U.S., which includes ten states, Puerto Rico and the U.S. Virgin Islands.

DW: What was Upper School Head Joseph Walters ’95 like as a student? What is like to work with him now?

MH: Mr. Walters was just as nice then as he is now. He was a very strong student and talented athlete. I attended his signing to the University of North Carolina with his family and the football coach.

“Mrs. Hunt has built an extraordinary legacy at Pine Crest over the course of more than 35 years,” said Dr. Dana Markham ’18H, President. “Throughout her rich career, Mrs. Hunt has remained a source of support and encouragement for Pine Crest students. Our students are fortunate to have her and her team as their counselors and advocates throughout their Upper School experience.”

DW: What is your best piece of advice for students as they begin their college search?

Before every football game, my son used to shave Mr. Walters’ head in my guest bath. I love to see Mr. Walters every single day and am very proud of him. He is doing an exceptional job.

DW: What is the most rewarding part of working with students?

The most rewarding part is simply getting to see these great students every day.

I love getting emails from students, and I keep a folder with notes that students write me. Students keep me happy.

It really is such a pleasure to work here.

DW: What would students be surprised to know about you?

MH: Many years ago, I was a ranked tennis player in the state of Florida — 11th in doubles for women 25 and older.

MH: I know the college application process may feel stressful. My advice to students is to know that it is all going to work out.

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• • • 85 Alumni

249 At Pine Crest, family legacies are a cherished part of our tradition.

It is a testament to the special nature of Pine Crest that so many alumni want their children to learn and grow here. Applicants from alumni families possess a meaningful connection to Pine Crest and our traditions.

2

LEGACY STUDENTS

Enrolled at Pine Crest

20 TEDx Talks

written and presented by

UPPER SCHOOL STUDENTS

TEDxPineCrestSchool

TEACHERS in every

LOWER SCHOOL

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STARTING IN PRE-KINDERGARTEN

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Pine Crest School Experience

To apply and learn more, go to: www.pinecrest.edu/admission

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W

e are honored to welcome new Panther legacy families to Pine Crest for the 201920 school year. Alumni credit their Pine Crest experience for shaping who they are today. This is the reason they have, in some cases, returned to Florida and have come back to Pine Crest. We are proud to recognize your family’s belief in our School!

We welcome our alumni and their new Panthers: 1.

Linda (Stern) Greenberg ’61**: Gwenyth ’32 (grandchild)

2.

Jennifer (Lottenberg) Martin ’00: Sloane ’31

3.

Issac Garazi ’73: Olivia ’31 (grandchild)

4.

Peter B. Fulton, Jr. ’98: Peter ’33

5.

Pablo Markelis ’93: Sadie ’31 and Amelia ’28

6.

Heather (Yeckes) Rodin ’93: Joie ’23

7.

Craig Lyn ’87: Amelia ’30 and Maximilian ’28

8.

Kimberly (Thiel) Dix ’98: Banyan ’31 and Larkin ’30

9.

Eric Feld ’03: Michelle ’32

10.

Whitney Walters-Sachs ’92: Brooklyn ’33 and Hudson ’33

11.

Stephanie (Basile) Economos ’01*: Nicholas ’33

12.

Gordon Chen ’97: Nathan ’25

13.

Brian Weprin ’03: Jackson ’32

14.

Christopher Sperry ’90: Madison ’33

15.

Jennifer (Maurer) Bean ’02: Jackson Bean ’33 Alissa (Kantor) Shapiro ’03: Miles ’32

16.

*Non-graduate alumna **Deceased

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• • • Fine Arts

CELEBRATING 50 YEARS OF THE FOUNDER’S COUNCIL

O

n April 8, 2019, the Founder’s Council celebrated 50 years of recognizing excellence in the Fine Arts.

Started by Pine Crest School founder Dr. Mae McMillan, the Council’s mission is to support the arts at Pine Crest recognizing standout students through the Student Cultural Arts Series.

The Series includes the Upper School play, ballet, band, choral and strings concerts, the musical, and the art exhibit. Every year, the students who have demonstrated excellence in these categories are recognized in the Founder’s Council assembly as a tribute to Dr. McMillan.

The anniversary celebration recognized the Student Cultural Arts Series recipients for the 2018-19 school year and welcomed alumni performers, including Tim Ingham ’83 and Ashley (Palmer) Lindsay ’99. David ’97 with his sister Lynne ’00 Abeles recorded inspirational messages which were shown during the celebration. Alumni who work in the arts were also recognized for their achievement, including John Medeski ’83, and Elyssa (Renert) Helfman ’99.

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• • • Athletics

Strength Training Ushers in a New Era of Pine Crest Athletics

by Grace Pettee ’20

S

ports programs in independent schools have changed a lot over the years, and Pine Crest School is no exception. As research has become more robust in areas like student-athlete safety and overall wellness, Pine Crest’s methodology and facilities have evolved to better serve students and meet their individual goals. A generous gift from Brandon Knight ’10 in 2018 helped modernize the performance training facility in Lane Hall on the Fort Lauderdale campus. Now called the Brandon Knight Sports Performance Center, the staff and equipment have helped usher in a new era of Pine Crest Athletics.

One of the areas of focus for Pine Crest Athletics is strength training, which offers a wide variety of benefits,

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Athletics • • •

including teaching students how to maintain a healthy body and mind, promoting long-term athletic development, and emphasizing whole body training.

For student-athletes, strength and conditioning are crucial for improving performance and reducing the risk of injury.

Beginning in Middle School, Pine Crest students have the opportunity to take strength and conditioning during the school day to fulfill their physical education requirement. Students at this age learn how to control certain muscles necessary for daily life. The emphasis in the weight room is acquiring a wide range of skills necessary for a number of sporting activities.

For those who wish to play competitive sports at the Upper School level, the Performance Center offers an opportunity to develop a foundation to continue their athletic growth. Students have a variety of ways to get involved in the weight room. Many coaches encourage student-athletes to go to the weight room at least once during the day. Students who do not play sports or those who are out of season can go to the weight room before school, during a free period, or after school for a personalized workout. Pine Crest performance staff evaluate students before starting their programs, based on their goals and abilities.

Once that is determined, the performance staff will develop a personalized program that includes all facets of performing at an optimal level, whether for athletic performance or increased fitness level.

Having worked with athletes for 26 years, Tim Hibbs, CSCS, Head of Sports Performance, knows how strength training improves athletes’ performance.

“Not strength training is like going to a sport without your cleats, your glove, or your stick,” said Coach Hibbs.

“If you’re serious about your craft, no matter the sport, strength training is proven to be beneficial. Our main focus is on improving sports performance, but we are happy to work with students who are interested in increasing their fitness level.”

Stay up to speed on Pine Crest Athletics news on Twitter @GoPineCrest and #GoPCPanthers.

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• • • Character • Education • Leadership

Character: The Power and Responsibility of Owning the Story

by Alice Rau ’20

S

“The maturity, drive, and passion of the students who work on the yearbook is unparalleled, and they truly make up a community in itself,” Olivia said. “What we do at yearbook is more than a job: it’s a responsibility to tell honest and compelling stories about our community.”

From selecting compelling stories to checking the accuracy of student-submitted quotes, The Crestian staff is responsible for analyzing data and stories that anchor the yearbook to current events - adding a personal touch to all who receive the book. Because of this personal touch, the staff works hard to ensure that the various voices within the Upper School community are fairly represented.

The Crestian, the Upper School yearbook, has served as a “The students have to discuss and figure out how to get visual story and time capsule since 1946, holding not just memories, but significant moments from the world around us. that inclusion throughout the book,” said Patty Gómez, The The yearbook team is no stranger to late nights and weekend Crestian Adviser. “The staff has the responsibility of handling, processing, and curating current event information for the workdays all for the purpose of publishing a professionalbook. Our publishing room enjoys a high level of autonomy. quality yearbook, whose 2019 publication earned top honors from the Columbia Scholastic Press Association, the National I don’t assign what or how the team should steer the design, words, or photography. The staff collaborates and decides Scholastic Press Association, the Florida Scholastic Press all of these elements. I want them to understand how critical Association and the American Scholastic Press Association. it is to have the power to tell the story — they find, choose Olivia Pettee ’20, and own the words that make it into the book, and they Co-Editor-in-Chief of The Crestian, explains shape a message understanding that such power carries responsibility.” that to her and the The Upper School newspaper has prided itself on a legacy dozens of students of documenting noteworthy events and members of the she collaborates school community since 1945. Originally called the Pine Crest with, The Crestian Gazette, the Upper School newspaper has been renamed is far more than an extracurricular activity. several times, most recently this year, when students and faculty voted to rename the newspaper from Type One to The Paw Print.

••• ince Pine Crest was founded in 1934, students past and present have taken advantage of student publications as a creative outlet to highlight the most exciting aspects of student culture and those who contribute to it.

Not only does student media give students a voice, it also enhances the integrity and character skills that Pine Crest teaches. From The Crestian to The Paw Print, formerly known as Type One, to PCTV, student contributors and leaders are tasked not only with selecting stories that resonate with our community, but presenting multiple sides to each story, and doing so accurately.

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Character • Education • Leadership • • •

Student readers and staff members cite its candor and commitment to informing the student body as the most admirable aspects of this long-standing publication. Dozens of writers, photographers, and editors devote countless hours to leaving this indelible mark on Pine Crest.

“The Paw Print allows us to inform and engage our community in our own words,” said Mary Elizabeth Gabrielle ’21, Assistant Editor-In-Chief of The Paw Print. “When we write, edit, and take photographs for this publication, we become part of something greater than ourselves.”

Students determine the stories shared in the newspaper.

“They decide when stories are brought up and when they are worth printing — that’s all done at the student level,” said Nicholas Lowe, The Paw Print Faculty Sponsor. “I have veto power, but I don’t use it much. They are good at figuring out what is important to us as a community and what we want to focus our time on.”

Student-journalists are required to do research and be sure to cover all sides to a story or argument.

“They are challenged to think about where their information came from and be mindful of whose voices they are representing,” said Mr. Lowe.

PCTV is a student-run news broadcast. The news network highlights notable alumni and current students, as well as major events hosted by Pine Crest or student organizations.

Students working on the show are responsible for editing, interviewing, and scripting episodes.

Gabrielle Khoriaty ’20, a senior contributor to the show, credits PCTV for her love of journalism and her acquisition of production skills.

“PCTV helps develop skills that are needed in any workplace,” Gabrielle said. “It teaches us how to communicate and be courteous to strangers in unfamiliar settings.”

Broadcast students select the stories they wish to cover through discussion and workshopping. Students decide the stories they think are going to appeal to the most people in the audience and sharing the perspectives that matter.

“Broadcast journalism gives students the opportunity to hone the skills of research and writing,” said Jaimee Rashbaum, Broadcast Media Instructor. “Having the ability to ask good questions, be good listeners, and address people respectfully build character and help make our students excellent adults. Many people today aren’t given the opportunity to speak face to face and ask questions. So much of what we do is over the phone or online, but to talk to people face to face and then turn what they say into an interesting story teaches students how to represent others.”

Despite the obvious differences between these publications and productions, all three instill in students the care that must be given when disseminating information.

“Journalism is supposed to be objective and report on all perspectives,” said Mrs. Rashbaum, and student-journalists do not take the responsibility of their work lightly.

“Fact-checking can come in all shapes and forms,” said Mrs. Gómez. “For senior quotes, for example, student editors have to make sure that all 201 quotes submitted are checked for copyright, accuracy, and that they have been correctly attributed.”

The faculty that guide student journalists challenge them to think about how their work builds our community.

“I want students to think about what we are doing as a community and to be conscientious of the world,” said Mr. Lowe.

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• • • Character • Education • Leadership

Education: Inspiring Curiosity through New Technology

L

ast spring, three Pine Crest Middle and Upper School science classrooms received Anatomage Tables funded by gifts to The Pine Crest Fund and support from the Aida and Mike Feldman Philanthropic Trust.

The virtual dissecting tables are typically used by medical schools and allow medical students the opportunity to perform virtual autopsies. One table is located in an Upper School Huizenga Family Science Building classroom. The additional tables are located in the Middle School life science classrooms — one on the Boca Raton campus and one on the Fort Lauderdale campus.

The Anatomage software offers clinical case studies and exposes students to 3D images of both human and animal systems that directly support Pine Crest School’s science curriculum.

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“The students are incredibly excited,” said Caitlin Cowan, Middle School Life Science Instructor on the Boca Raton Campus. “We will be using it for the first time this school year, and the students ask about it every day. Many of them are mesmerized when they first see the human body on the screen. We are starting this year with an interdisciplinary lesson with the Ancient Civilizations class to explore a case of mysterious remains. The students are so excited — they can’t wait to get their hands on it!”

When the tables were first received, student reactions to them varied.

“Some were very interested and curious,” said Susan Vicelli, Middle School Life Science Instructor on the Fort Lauderdale Campus. “And some felt challenged by how complicated it all looked — until they got a chance to manipulate and figure things out. One

Character • Education • Leadership • • •

student said, ‘It looks like a giant computer, but then I realized that it is an amazing interactive tool. It is so cool to use!’”

For educators, the tables allow for more creativity in the classroom.

“The Anatomage Table enables me to use a whole new approach to teaching anatomy and physiology,” said Mrs. Vicelli. “It gives me the opportunity to create lessons that promote teamwork, exploration, discovery, and examination of the body systems.

It enhances the importance of following directions and obtaining evidence to support observations and inferences.”

For students, the table brings organisms to life.

“Whether we are studying a system of the human body or a specific organism groups such as amphibians, birds, or mammals, the students can

actually see what we are learning about and use the table to manipulate it to explore different areas,” said Ms. Cowan. “The Anatomage Table is also wonderful for interdisciplinary lessons. Life Science and Ancient Civilizations come together several times throughout the year to join what both classes are learning about and the table is always a part of

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• • • Character • Education • Leadership

Leadership through Problem-Solving: The Kids’ Inquiry Conference

A

ffectionately known as “KIC,” the Kids’ Inquiry Conference is hosted annually by the entire fifth grade class on the Boca Raton and Fort Lauderdale campuses. An alternative to the traditional science fair and modeled after a professional science conference, KIC provides students with opportunities to share the excitement of their discoveries in a non-competitive setting; to critically consider the credibility of their own research; and to draw upon the discoveries of other scientists.

To begin, each student decides on a cause and makes a proposal to their teacher. The teacher then breaks students up into groups based on the strongest argument for each topic and the students must come together as a team and create their essential question.

Students then spend time researching, learning about primary and secondary sources, iterating their designs, and finally testing their hypotheses. After eight weeks, the students present their findings to their peers, teachers, and families.

connections when using scientific inquiry.”

Complementing the curriculum, KIC teaches students how to implement the scientific method.

“It is the accepted method used by the scientific community throughout the world to identify problems, collaborate with others with similar interests, and accurately portray information and conclusions for local and global issues,” said Craig Palardy, Fifth Grade Science Teacher in Boca Raton. “Our students are taught to use the same techniques and methodologies, scaled to their grade level, as scientists around the world use in their research. KIC allows the students to demonstrate their understanding of this method and employ it to research their own curiosity.”

As students take ownership of their learning, they gain valuable skills in leadership and responsibility. Through the inquiry process of KIC, students are engaged, active thinkers who are encouraged to pursue their curiosity. As for their favorite part of the conference, students unanimously agree it is testing and finally presenting their findings.

“The students truly enjoy being able to choose a topic of interest to collaborate on with their classmates,” said Mr. Palardy.

“They gather their own materials and design an experiment to test their hypothesis for accuracy. And finally, present it to their classmates, family members, friends, and teachers on the day of the conference. They love being the expert on their chosen topic!”

“The main goals of the student-driven conference are to provide scientists with the opportunity to share the excitement of their discoveries with their peers, to consider the credibility of their own research, and to draw upon the discoveries of other student-scientists,” said Robin Koerber, Fifth Grade Science Teacher in Fort Lauderdale.

“It is my hope that this concept —students sharing authentic science using higher order thinking skills — will enable them to make personal 72

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T

omorrow calls for a new set of skills and an increasingly more advanced type of teacher, student, and leader.

We surge forward as progressive independent school leaders, guided in our pursuits of learning by one essential question: What do our students need to be successful in their new world?

With an ever-evolving global landscape as their backdrop, Pine Crest students will be called upon to demonstrate high-brain, deep human interaction in all that they do.

Our students’ and graduates’ ability to exhibit adaptability, empathy, global understanding, and a collaborative mindset will distinguish them and pave the path for their personal success and professional fulfillment.

FAMILY OF FUNDS

You may direct your Pine Crest Fund gift to an area of particular interest: Schoolwide Priorities impact every aspect of

our school with the flexibility to direct funds to immediate opportunities and priorities.

Faculty Enrichment advances faculty through

professional development opportunities.

Financial Assistance ensures a vibrant and

inclusive student body through financial aid and inclusion aid.

The Arts ignite creativity and passion through

The Pine Crest Fund: Future Ready www.pinecrest.edu/impact

the visual and performing arts.

Athletics foster skills, teamwork, perseverance,

and passion.

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• • • Character • Education • Leadership

Exploring Virtual Reality in Middle School

M

iddle School at Pine Crest is home to new virtual reality (VR) equipment, which Pine Crest Computer Science and Technology faculty are using to teach students how to create their own virtual experiences and to influence others’ perspective.

“More content is being released and is increasingly available and accessible, and VR and augmented reality (AR) devices are becoming more effective,” said Mr. Sean Tibor, Pine Crest Computer Science and Technology Specialist. “By the time our Middle School students go to college, they will need to know how to use this equipment and feel comfortable using it.”

The terms “VR” and “AR” are often used interchangeably, but they are not the same.

“The difference is that AR takes information around you and fuses the world you are in with additional data or information — think Pokemon Go,” said Mr. Tibor.

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“VR is about immersion and perspective. It overlays virtual items or instances on top of the real world. The benefit of VR technology is that it can change our perspective from a few different axes: distance, time, scale, and the forthcoming, human perspective.”

Delving into these axes, Mr. Tibor shared how using VR technology is not limited to one course or subject.

DISTANCE “[VR] allows us to travel and move,” said Mr. Tibor.

“Using Google Earth, we can ‘fly’ above a virtual globe. The images are the same as you would see on your desktop or phone, but now they are 3D. You can ‘walk’ the streets of a new city.”

Students may see things that are far away, or travel to a place that may not otherwise be possible because of expenses or time. Recently, Pine Crest students in Ancient Civilizations traveled to Easter Island.

Character • Education • Leadership • • •

TIME

HUMAN PERSPECTIVE

The time axis allows students to see things as they once might have been.

The human perspective axis correlates with the School’s Social and Emotional (SEE) Learning initiative. For example, there is an immersive experience at the Anne Frank House and a new experience from Stanford University about becoming homeless.

“We can only imagine what the pyramids of Giza may have looked like,” said Mr. Tibor. “Today, they are limestone, but they were originally covered in white alabaster with a gold top. Students can experience that with VR.” Pine Crest Computer Science and Technology Specialists continuously search for software applications to implement more lessons with this axis.

“This is not a simulation of being homeless,” said Mr. Tibor. “The simulation takes students from having a home to being homeless, asking questions like ‘what are the experiences like that lead to this?’ The experiences are intense but can build a tremendous amount of empathy.”

WHAT STUDENTS LOVE Students love learning in a rich, immersive, and highly engaging way. Eighth grader Abdel Rahman Abou Shousha ’23 agrees.

“In virtual reality, I can soar to places I have never been and experience things I’ve never experienced,” said Abdel.

“I can explore the human body or fly like a superhero. It makes learning a lot more interesting.”

Mr. Tibor sees students developing good interpersonal skills and values through VR lessons.

SCALE Recently, sixth grade Life Science classes used VR to look inside the human body. They examined cell walls and saw how nutrients and waste travel in and out of the cell. Students have an interactive and 3D immersive experience to complement their learning.

“VR allows for a complete concept of how those interactions occur,” said Mr. Tibor. “On the other side of that scale, we can travel in space and see planets or galaxies. We can go to different perspectives and still provide students an immersive experience.”

“What is most popular among students is coming to our classroom and being engaged with their friends,” said Mr. Tibor. “This gives them space to be social and become more familiar and comfortable with VR. Sometimes, students are faced with a complex social situation because they have to be fair and share the equipment.”

Mr. Tibor believes the most educational reward for students using VR is the opportunity to see places they would not otherwise see, such as traveling underwater or to other countries. Students think it is fun and engaging.

“I love seeing the students managing the VR system themselves,” said Mr. Tibor. “They interact and guide each other through the unwritten best practices for using it.

Experienced students take it upon themselves to teach firsttime users how to use the system. They feel empowered to help each other, and it is great to see them being kind to one another.”

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