St. Andrew's 2025 Spring Magazine

SPRING 2025

AI and the Student Experience

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HOMECOMING & REUNION OCTOBER 18, 2025 We’re excited to welcome all alumni to campus this fall! We will celebrate alumni in milestone reunion years ending in 5s and 0s.

For more information:

Table of Contents SPRING 2025

Editor Richard Coco Designers Nancy Schwartz Kelly Sullivan Photographers Andrea Joseph Photography Freed Photography Joy Asico-Smith Lisa Boggs Photography Stone Photography

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2024-2025 BOARD OF TRUSTEES Chair Kellie Bickenbach Vice Chair Thomas Taylor ‘00 Treasurer Dinkar Bhatia Secretary Rene Augustine Rana Alarapon William Amick Alfredo Antezana John Asadoorian Edith Demas ‘83 Catherine Emmerson Barry Henderson Sandy Horowitz Anthony Izzo, III Sara O’Keefe Alex Perdikis Frederick Scarboro Reg Seeto EX-OFFICIO

24 AI in the Classroom There’s no doubt generative AI has had a transformative impact in the classroom.

St. Andrew’s teachers are embracing AI’s potential, while upholding critical thinking and academic integrity for their students.

Alumni Council President Jennifer Hawkins ‘99

38 Commencement Speaker

Parents Association President Jaime Hirschfeld

give the commencement speech in June at Washington National Cathedral.

Head of School Robert Kosasky

Bishop’s Representative Rev. Michele Hagans

Nathan Bennett Fleming ‘02, a constitutional law scholar and assistant professor, will

42 Hey, Google?

IN THIS ISSUE

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A Letter from Our Head

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School News

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Athletics News

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DEB News

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CTTL News

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Class Notes

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In Memoriam

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From the Archives

A notable number of St. Andrew’s alumni hold influential roles at Google — they are united by a shared curiosity and passion for learning.

The mission of St. Andrew’s Episcopal School is to know and inspire each child in an inclusive community dedicated to exceptional teaching, learning, and service.

St. Andrew’s is committed to a diverse and inclusive community with respect to race, national origin, religion, gender, sexual orientation, family status, economic circumstance, age, and physical disability in its student body, faculty and staff. Pursuant to all applicable federal, state and local laws and regulations, St. Andrew’s does not discriminate in the administration of admission, financial aid or loan practices, educational or other school-sponsored programs and activities, or in the hiring or terms of employment of faculty and staff, except that the Chaplain shall be a member of the clergy of the Episcopal Church.

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Relationships are still essential to teaching and learning On the cover

Artwork by Elliott Johnson ‘26 — and AI.

When we decided to focus our Spring Magazine on “AI and the Student Experience,” it quickly became clear that the cover itself should be created by a student — using AI. With artificial intelligence reshaping how students learn and engage academically, it felt only fitting to invite a student to visualize what AI means to them.

The Communications Office commissioned two Upper School students and, over the course of two months, encouraged them to research, experiment, and design a cover that captures how AI is woven into their academic lives at St. Andrew’s.

The result? A captivating cover designed by Elliott Johnson ‘26, created with the help of ChatGPT and Adobe Photoshop.

Turn to page 24 to see another student interpretation: an artwork

by Anna J. Cerveny ‘26, brought to life using Adobe Illustrator and Procreate.

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D

ear Friends, “It begins with knowing.”

I recently came across that note to myself from 15 years ago, while crafting our current mission statement. Inspiration, community-building, exceptional teaching, learning, service, and leadership – everything we do at St. Andrew’s begins with knowing our students and each other.

When I’m asked how artificial intelligence might change teaching and learning, the questioner often assumes that AI will replace or diminish the centrality of teachers and their relationships with students. As you will see from the student and teacher reflections in this magazine, we believe that assumption is misguided: as new technologies enter our classrooms and permeate our lives, the human interactions and culture at the heart of great schools will become more essential and precious.

AI is an unimaginably powerful tool. It searches and synthesizes and answers our queries with awesome scope and depth. AI can calculate and design and iterate solutions to complex and cross-sector problems nearly instantaneously. It can already mimic my voice, and will soon emulate my writing style. As you can see from the cover of this magazine, AI can incorporate perspective and light into artwork that Giotto or Manet would have appreciated.

And yet…

AI cannot know a student. Chatbots cannot teach with inspiration, listen with empathy, or coach with fairness and grace.

Only discerning, emotionally intelligent teachers can do that. AI finds its proper educational role – as an exciting tool that requires self-discipline and awareness to use effectively and appropriately – within the core teacher-student relationship. The

St. Andrew’s student who created our magazine cover used AI. Many of you have heard me say that student growth, achievement, and well-being are shaped by the culture, quality, and dedication of a school’s faculty. Twentythree years into my St. Andrew’s headship, I believe that more strongly than ever. The schools that prepare students best for rapid technological change won’t throw them in the deep end of the AI pool, or just hunker down and wait for AI to “blow over.” We will support and prepare students by hiring, developing, and retaining growth-minded faculty and school leaders who will focus on understanding and using technology with perspective and confidence.

I wrote my 1980’s-era college essays on yellow pads and my beloved IBM Selectric typewriter (with the self-correcting ribbon!), and am sometimes daunted by new technologies. But with the support and guidance of my colleagues, I always adapt and enjoy the exploration and learning. I hope you approach and enjoy our spring magazine with a similar spirit of adventure.

Thank you as always for your strong support for St. Andrew’s and all of our growing Lions.

Faithfully,

Robert Head of School PS: I prompted ChatGPT to write one sentence to include in this letter. It came up with “AI cannot know a student.” Great minds think alike…:)

a letter from the board of trustees ///

St. Andrew’s continues to integrate innovation while staying true to our mission and values

A

s we approach the end of another remarkable school year at St. Andrew’s, I want to take a moment to reflect on the exciting developments taking place across our campus and community — progress that speaks to both our respect for tradition and our forward-looking spirit.

One area of tremendous promise is our thoughtful engagement with artificial intelligence. As a school committed to preparing students for a rapidly changing world, we are embracing AI not with fear, but with discernment and optimism. Our academic leaders are approaching AI as both a powerful tool for learning and an opportunity to teach students how to think critically, ethically, and creatively in the face of emerging technologies.

St. Andrew’s continues to lead by example — integrating innovation while staying true to our mission and values.

At the same time, we are preserving and investing in the historical heart of our campus. The renovation and expansion of the Kiplinger House — a treasured building dating back to the 1800s — marks an important milestone in our commitment to stewardship and strategic growth. The restored Kiplinger House will become a modern, functional home for our administrative staff, while maintaining the architectural character that connects us to the campus’ origins. This project reflects both our respect for history and our ongoing focus on building the infrastructure needed to support the school’s mission for decades to come.

Throughout this time of progress and evolution, I am continually grateful for the exceptional leadership of our Head of School, Robert Kosasky. His vision, care, and operational excellence are evident in

every aspect of the school’s life — from academic rigor and character education to fiscal health and campus development.

Robert leads with clarity, integrity, and an unwavering commitment to the student and faculty experience, and the Board is deeply appreciative of his leadership.

Thank you to our entire community for your continued trust and partnership.

Together, we are building a future that honors the past, embraces innovation, and remains grounded in the values that define St. Andrew’s.

Warm regards,

Kellie Bickenbach, P ’26 ’28 Chair, Board of Trustees SPRING 2025

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School News

Newest Cum Laude Members Inducted For the 39th-straight spring, St. Andrew’s inducted new members into its chapter of the Cum Laude Society. Eight juniors and 11 seniors were selected for this prestigious honor based on academic achievement and qualities of good character, honor, and integrity.

From the Class of 2025, Maddy Friedman (Boston University), Kyle Hessamfar (Virginia), Kate Hudgins (Clemson), Teeda Izadi (Cornell), Aiden Keneally (Haverford), Emma Luchsinger (Minnesota), Melissa Nugent (Swarthmore), Kate Odell (Washington and Lee), Olivia Strause (Michigan), Michael Yehl (NYU), and Caitlin Zern (Holy Cross) were inducted. Carmen Ashworth, Maya Chandra, Jack Harlan, Kamil Owoyemi, Nicole Pathak, Gregory Wayne, Vincent Wayne, and Alice Xiao were inducted for the Class of 2026.

Alumnae Receive Pulitzer Prize and Emmy Nomination

National Scholastic Art & Writing Awards

A pair of alumnae received big honors in early May when Christina Goldbaum ‘10 won a Pulitzer Prize and Neha Shastry ‘09 was nominated for an Emmy Award.

Goldbaum, who works at the New York Times, won for Explanatory Reporting for “an authoritative examination of how the United States sowed the seeds of its own failure in Afghanistan, primarily by supporting murderous militia that drove civilians to the Taliban.”

Shastry was nominated for “What’s Next? The Future with Bill Gates,” a Netflix documentary that was nominated for Outstanding Science and Technology Documentary. Congrats to Goldbaum and Shastry, both of whom have returned since graduating to speak at St. Andrew’s commencement.

Every year St. Andrew’s students enter into the National Scholastic Art & Writing Awards and in 2024-2025, a record nine students won 13 awards in the Maryland Region.

AB Tsai-Turton ’26 who won a Gold Key Award for “Red Reverberation” and Harry Wang ’28 won a Gold Key for “Dog” and a Silver Key for “Friends.” Students receiving Honorable Mention were Kati Ahuja ’25 (University of British Columbia), Ashley Antezana ’25 (Dickinson), Kate Hudgins ’25 (Clemson), Carmen Ashworth ’26 (twice), Anna J. Cerveny ’26 (twice), and Vince Wayne ’26 (twice). Wang also won an honorable mention in addition to his Silver and Gold Keys.

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Twenty Students Recognized on National Latin Exam

Carson Recognized Scholar This spring, Dylan Rhein ’28 was named a 2025 Carson Recognized Scholar by the Carson Scholars Fund. The program, founded in 1994, recognizes students who excel in the classroom and the community with scholarships for college. Dylan earned this recognition due to his academic performance and community service through Artis Senior Living, Beth El Preschool, and the Italian Cultural Society of DC. Congratulations, Dylan!

President’s Award for Volunteer Service Ryan O’Keefe ’25 was awarded The President’s Award for Volunteer Service Gold Medal at an Eagle Scout Ceremony in December. To receive the award, one must complete more than 250 hours of volunteer work in 12 months. Ryan’s acts of service came mainly from working with Dumbarton Oaks Park Conservancy and the National Park Service to restore the historic Rhododendron trail.

He also volunteered to teach children music at the Levine School. Congratulations on this amazing achievement, Ryan!

Every year, more than 100,000 Latin students across the country take part in the National Latin Exam. This year, 20 St. Andrew’s students were recognized for their achievements on the test, led

by Kayla Bhatia ’25 (Carnegie Mellon) who earned Gold Summa Cum Laude on the Latin 5 - Advanced Latin Prose exam. Because of her score, Kayla is eligible for the Maureen O’Donnell Scholarship for Academic Excellence which awards accepted students $2,000 to take Latin or Ancient Greek during their first year of college.

Kayla wasn’t the only student to earn recognition in Latin 5 with Sophie Li ’26 earning Silver Maxima Cum Laude and Samina Bhatia ’25 (Cornell) being awarded Magna Cum Laude. In Latin 4 - Advanced Latin Poetry, Sasha Barnes ‘26 was Silver Maxima Cum Laude and Melissa Nugent ‘25 was Magna Cum Laude. In Latin 2, Sinjin Bromer ‘27 and Andrew Warmenhoven ‘27 were Gold Summa Cum Laude, Feynman Cai ‘28 and Alice Clark ‘28 were Silver Maxima Cum Laude, Matilda Hall ‘28 and Austin Love ‘26 were Magna Cum Laude and Piper Long ‘26 was Cum Laude.

Colin Bamford ‘28 was Gold Summa Cum Laude in Latin 2 and in Latin 1, Izzy Levine ‘28 and Valen Cuddapah ‘28 were Gold Summa Cum Laude, Angelina Chen ‘28, Reese Hinkle ‘28, Gracie Jacobs ‘28, and Savio Rinaldi ‘28 were Silver Maxima Cum Laude and Lila Jones ‘27 was Magna Cum Laude.

Several Middle School students also were honored as Yau Chi W. ‘29 was Magna Cum Laude in Latin 2 while Jeffrey M. ‘29 was Magna Cum Laude and Helen H. ‘30 was Cum Laude in Latin 1B. SPRING 2025

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Middle School Bonding Trips

Robotics Competes in France

The entire Middle School spent two days in September on annual bonding trips. The sixth grade embarked on two single-day trips starting with a scavenger hunt at the National Mall on Thursday followed by a day at Sandy Spring Adventure Park on Friday. The seventh grade attended an overnight camping trip at Bretton Woods Recreation Center in Germantown. The eighth grade had an overnight camping trip to The Outdoor Learning Center at Camp Horizons in Harrisonburg, Virginia. These annual trips early in the year foster bonds among students with their peers, teachers, and advisors for the remainder of the school year and beyond.

During Spring Break, several members of the St. Andrew’s Robotics team had the unique opportunity to compete in the French National FIRST Tech Challenge. Colin Bamford ’28, ​​Andrew Warfield ’27, and George Wenick ’28 represented St. Andrew’s in the school’s first-ever international competition in a field of more than 60 teams that had won their representative regional qualifiers either in France or in neighboring countries. Bravo, Colin, Andrew, and George!

Music in the Parks

AP Government Students Tour Capitol Building The AP Government class took a trip to the Capitol Building this year facilitated by Chip Unruh P ’25, who is the Communications Director/Press Secretary for Senator Jack Reed (D-RI). Currently studying the interactions among the branches of government, students in Meghan O’Boyle’s class had just finished learning about the legislative branch before visiting Congress. Along with a guided tour, students got to meet and speak with Senator Reed, who answered their questions.

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Every year St. Andrew’s musicians travel to Kings Dominion to take part in Music in the Parks, and annually, they return home with an award. This year was no exception. The A Cappella Club and the Jazz Ensemble both had terrific performances at the April competition, with the Jazz Ensemble earning an Excellent Rating and the secondplace trophy overall in the High School Jazz Ensemble A Division.

Congratulations to all of our performers.

AP European History Visits Smithsonian This fall, students in AP European History visited a pair of museums in Washington, D.C., to connect their studies of the early European slave trade and the Renaissance in the context of the early Spanish and Portuguese colonization of the Americas. After visiting the National Gallery of Art to look at Renaissance and Reformation-era artworks from the periods they were learning about, they stopped by the National Museum of African American History and Culture museum to observe work from the periods they were studying.

Walk In Their Shoes You can’t always walk in someone’s footsteps, but you can sometimes recreate their experiences. That’s what students in Sydney Cochran’s sixthgrade English class did before reading “A Single Shard” by Linda Sue Park.

The novel set in 12th-century Korea is about a boy, Min, who learns how to make a special kind of pottery, Celadon, which was popular and highly prized at the time. How did they recreate the experience? With a hands-on lesson in pottery making from ceramics teacher Tracey Goodrich.

A…Class Block…at the Improv Jazz is known for its improvisation, but what happens when you ask visual artists to improvise? In the fall, a group of St. Andrew’s visual artists, including the AP Art and Design class, were joined by student musicians and members of a British-American jazz band, Atlanticus. Band members include St. Andrew’s performing arts teacher Peter Fraize, as they created music and art together in real time. Working off a series of prompts, students responded to musical and visual cues and explored ideas around working with motifs, compositional choices, and collaboration.

High School Senior AND a Published Author While she’s loved writing since she picked up a pen and learned how, Ada Shin ’25 has only been writing poetry for the past year. Now she has her first published piece of work. The senior who will be attending Columbia University in the City of New York this fall was elected as the Topical Winner of the National High School Poetry Contest. Her work is now included in the "Of Faith and Inspiration" section of the "American High School Poets - Winter 2025.”

The poem entitled “stronger than memory, and weaker than dewdrops” was written on her last day of camp last summer. It revolves around her feelings of sadness leaving her friends there one last time, but endss it with a feeling of hopefulness. Ada hopes to continue writing for the rest of her life, and is interested in pursuing journalism in college. “Writing has always been an outlet for me. Something I can just do as a hobby or just a stress relief.”

“American High School Poets - Winter 2025 anthology” is now available on Amazon.

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Up, Up, and Away A yearly highlight in Ryan Marklewitz’s eighth-grade Physical Science class is when students are tasked to build model rockets using combustion engines. This project is a capstone to their unit on kinematics and forces. Students launch rockets and collect data on engine mass, time to apogee, and maximum altitude, completing researchstyle posters to analyze the mathematical relationships between engine mass, thrust force, and acceleration. In their lab reports, they interpret graphs created from their data to identify trends and make claims as to why those trends appear based on their understanding of Newton’s Laws of Motion.

The Blessing of the Animals The annual Blessing of the Animals is a beloved Lower School tradition. This year, first-year Lower School Chaplain Katie Spero led a chapel to celebrate the ministry of St. Francis of Assisi, the patron saint of animals and ecology.

Students in the Lower School brought stuffed animals and pictures of their pets which were blessed by Upper and Middle School Chaplain James Isaacs who was joined by his predecessor at St. Andrew's, former Upper and Middle School Chaplain Patty Alexander.

Grandparents and Special Friends Day A few days before Thanksgiving, St. Andrew’s celebrated Grandparents and Special Friends Day with more than 350 guests on campus. They joined classrooms and assemblies and walked the hallways with the students.

We are so thankful and grateful for all of them and the impact they have on our students’ lives.

St. Andrew’s Day The St. Andrew’s community gathered together in early December to celebrate the school’s oldest tradition - St. Andrew’s Day. Begun in 1979 to celebrate the school’s first birthday, St. Andrew’s Day is a community-wide celebration marked by a special K-12 chapel. We were thrilled to have St. Andrew’s alumna, parent of alumni, and English teacher Liz Regan Kiingi ’87 give the Chapel Talk.

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Lower School Holiday Traditions In what’s become a beloved tradition to begin the holiday season, Preschool II students received their "Polar Express" boarding pass from Head of Lower School Jordan Love. Then it was all aboard the Polar Express! Mr. Love, who served as the train conductor, rode students around the hallways. Students then listened to Head of School Robert Kosasky read the beloved holiday story “How the Grinch Stole Christmas” all decked out in their favorite pajamas. At the end of the reading, students were surprised to discover jingle bells under their chairs!

Kindergarten students have their own holiday tradition and it’s hearing the story read to them by Mr. Kosasky.

He thrills them with the story while bringing the Grinch along with him for the ride.

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28th Annual Oral History Project

Ninth-Grade Workshop In December, the entire ninth grade took part in an annual event that has become one of the strengths of the Upper School experience at St. Andrew’s. Students participated in an all-day workshop on community building, rotating through sessions focused on self-care, managing stress, healthy relationships, and diversity and belonging.

The Oral History Project is a hallmark of the 11thgrade experience at St. Andrew’s. It is one of the most challenging and enduring learning experiences of an Upper School student. The four-month project starts with students selecting a topic, interviewing someone who can serve as a primary source on the subject, and writing a 10-page context paper, in addition to transcribing the interview, which then gets added to the largest precollegiate oral history archive in the United States that is housed in the Dreyfuss Library at St. Andrew's. Now in its 28th year, the Oral History Project has more than 1,800 archived interviews. Notable interviewees over the years include Supreme Court Justices, Olympians, and astronauts, and this year was no exception. Among those interviewed by the current class of student oral historians were former Florida Gov. Jeb Bush, Jim Craig, goalie for the 1980 gold medal-winning U.S. Olympic Hockey team, and James Obergefell, lead plaintiff in Obergefell v.

Hodges, which legalized same-sex marriage.

Great Works Project The Great Works Project is the signature academic program of sophomore year at St. Andrew’s. Now in its 12th year, the project challenges students in every English class to select a Great Work of literature and convince their peers why it should be added to that year’s English curriculum. Through three-minute presentations, they must first be chosen to represent their individual class, and then compete against other class victors for the honor of having their text studied in the third trimester. This year’s winners were announced in a gathering of all the sophomores and their families.

Congratulations to this year’s winner’s Nadia Stendevad ’27 (Mohsin Hamid’s “Exit West”) and Raudean Barati ’27 (Albert Camus’ “the Fall”).

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Fourth-Grader Becomes State Champion Fourth-grader Kendall C. ‘33 was busy during her spring break, competing at the 2025 Maryland T&T State Championships, bringing home multiple state titles. She finished first place in tumbling and the double-mini trampoline while also earning fifth place on the trampoline, all in the 9-10 age division. With those results, Kendall qualified in all three events at the National Championships, which will take place in Minneapolis from July 10-13. Good luck this summer, Kendall!

St. Andrew’s Players It was a standout year for the St. Andrew’s Players, led as always by Performing Arts teacher Ritchie Porter. In the fall, students engaged audiences with “Julius Caesar” followed in the winter by “The Addams Family,” which was Porter’s 50th Upper School production. The musical featured memorable performances from the cast, a wonderful student-built set, standout work by the crew, and exceptional accompaniment from the student band.

As for Mr. Porter, you can read more about his legacy on Page 20.

World Language Festival In early March, St. Andrew’s held its annual World Language Festival, celebrating the joy and richness of Spanish language learning in the Lower School. Through vibrant songs and dances, students showcased their growing language skills while making meaningful cultural connections with Spanish-speaking communities around the world. The performances were designed to reinforce vocabulary, pronunciation, and expression engagingly and memorably. And it was a thrill to have Ms. Clyburn’s Upper School Spanish students in attendance.

Young Alumni Day It is always great to see young alumni back on campus when they’re home from college. Especially when it’s to share their knowledge and experiences with our current students and their former teachers.

Members from the classes of 2021-2024 were invited back to campus in January to talk about their post-graduation experiences and catch up with former faculty. After a Q&A panel with 15 alumni – led by Alumni Council member Julian Haas ’22 (Wesleyan) – and lunch with current seniors, the alumni had a round-table discussion with their former teachers followed by individual conversations to share their insights on how St. Andrew’s prepared them for college. The day ended with our young alumni meeting with Graham Johnston ’90, P’25 ‘28, who serves on the Alumni Council, who discussed how to better position themselves to receive a college internship.

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school news ///

Speaker Series Upper and Middle School students were treated to a wide array of speakers this year as alumni, parents, and friends of the school shared their expertise and life experiences with students in both divisions.

In the Upper School, students welcomed Lindsey Cormack, Ph. D., to campus in October to speak about the upcoming election. Dr. Cormack, an associate professor of Political Science and Director of the Diplomacy Lab at Stevens Institute of Technology and a published author, spoke to Upper School students about civics before meeting with K-12 parents. On Election Day, St. Andrew’s hosted a panel on public service for Upper School students. A small group of alumni and current parents who have extensive experience across various branches and levels of government, including the White House, offered a unique glimpse into their experiences as public servants. The speakers were Ryan Hathaway ‘05, Michael DiPaula-Coyle ‘98, Nathan Bennett Fleming ‘02, and Allysa Mpofu Rodriguez P’40. The group covered a range of topics, including their pathways to government work, the daily responsibilities of each role, and the importance of civic engagement and public policy.

In December, a panel of artists and designers joined an Upper School Assembly to discuss current trends, challenges faced by artists in business, and the role of technology in art-making.

The speakers were Heather Lynn Brugger '88, Conrad Osipowicz ‘05, Jasmine Niernberger '07, Stefanie Stark P'26, and David Shove Brown P'28.

During February’s Haiti Week, the Upper School had an enlightening discussion with Patrizia Tumbarello P'22 '31, who provided valuable insight into the current situation in Haiti. As the International Monetary Fund (IMF)

Mission Chief for Haiti and Assistant Director of the Caribbean III division in the Western Hemisphere Department, Ms. Tumbarello brings deep expertise on Haiti's economic and development challenges from her experience in international development. Alumna Molly McMillen ’19 returned to St. Andrew’s to deliver the Chapel Talk at the Haiti Chapel, sharing her experience as an Upper School student visiting our partner school Christ Roi in Civol, Haiti.

The Middle School Roar Stories began in October with a visit from Cat Wagner ‘16. The alumna, who attended

Montana State University and still resides in Big Sky Country, spoke to students about a number of different topics, including her St. Andrew’s experience, overcoming adversity, and the varied wildlife in her region of the country. Other speakers during the year included Leslie McClendon P’25, the former Senior Investigative Counsel to the Inspector General at the National Aeronautics and Space Administration (NASA); Stephen Lanpher ‘07, who spoke about his journey as a career serviceman and how many different ways there are to work in the military; Alyscia Cunningham P’30, who is an Independent Filmmaker and Impact Artist and whose work focuses on changing the dialogue around beauty standards for women through documentary films and unaltered photography; Alex Perdikis P’25 ‘34 who spoke about running a successful business; and Alexa Holmes P’30 and Miguel Leal P’30, who shared their journeys of being a corporate lawyer and an academic with a Ph.D. in climate change, to working in conservation and humanitarian and development aid.

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News from the Athletics Department

A Fall to Remember This fall was one of the most successful ones in modern St. Andrew’s sports history and there was writing on the wall in September. Alex Allbritton ‘26 became the first St. Andrew’s golfer to record a hole-in-one. On September 16, he recorded the rare feat at Needwood Golf Course on the par 3 15th-hole. While Albritton had a moment of individual glory, a pair of teams etched themselves in the record books just a month later.

The girls volleyball team won the regular-season ISL Division A title, completing an undefeated season in conference play. One year after winning the ISL Tournament, the girls took home a share of the title in back-to-back years for the first time since moving to the ISL in 2000. The team was led by Norah Oppenheim ‘25 and Eireni Scott ‘28 who were both named All-ISL. Oppenheim will play volleyball next year at Dickinson College.

While volleyball won a share of the title for the second-straight year, the girls soccer team had its best season in

Winter All-Conference A trio of boys basketball players were named All-MAC this year and a pair of female athletes also earned All-ISL honors. Miles Franklin ‘25, RJ Roche ‘25, and Damon Nelson ‘27 led the boys basketball team while AB TsaiTurton ‘26 was named All-ISL in girls basketball while Alice Xiao ‘26 was named All-ISL in swimming.

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recent memory. The Lions went unbeaten in league play, tying for the regularseason title with a 5-0-1 record in ISL competition. The team was powered by Kosette Koons-Perdikis ‘25 (Duke), Lucy Bobb ‘26, and Emma Antonetti ‘26 who were named All-ISL. The boys soccer team did not have the same regular-season success as the other fall squads, they did have a fantastic run in the MAC Tournament, advancing to the title match before coming up short in the

championship game. Elijah Chambers ‘25, Kir Zajmi ‘25, and Lucas Zandamela ‘25 (Lafayette) were all named All-MAC and Dastun Azad ‘27 was honorable mention. And as always, the equestrian team, which straddles multiple seasons (pun intended) took home numerous ribbons throughout the year.

Other fall all-conference selections were Andrew Orsi ‘25 (golf), Kate Odell ‘25 (cross country), Siena Propst ‘27 (tennis), and Ellie Rand ‘25 (tennis).

NLI Signing Day Five St. Andrew’s athletes earned Division I scholarships to play athletics in college next year while another seven will either compete on the Division II or III level or have non-scholarship spots waiting for them on the next level. Those 12 students were honored in a spring signing day event. Congratulations to Kata Buttrey (Lacrosse - George Mason), Miles Franklin (Basketball - Columbia), Riley Knakmuhs (Lacrosse - Furman), Kosette KoonsPerdikis (Soccer - Duke), Connor Lee (Lacrosse - Bates), Thomas Ludecke (Lacrosse - MIT), Kate Odell (Cross Country - Washington and Lee), Norah Oppenheim (Volleyball - Dickinson), Andrew Orsi (Golf - Bridgewater), Leo Robison (Soccer - Colby), RJ Roche (Basketball - Naval Academy), and Jake Steinman (Soccer - Colgate).

Congratulations to all our student-athletes!

National All-Star Kosette Koons-Perdikis ‘25 finished her St. Andrew’s soccer career with an ISL title and then went on to represent the Lions at the 12th Annual High School All-American Game at Wando High School in Charleston, SC. Koons-Perdikis joined 38 of the nation’s most highly decorated, elite girl’s high school soccer players from all over the United States. Koons-Perdikis will play at Duke next year, alongside her sister who will be a rising junior.

Haight Steps Down After More Than a Quarter Century of Success St. Andrew’s has spent 47 seasons competing in soccer and for more than half of those, Alex Haight has been the coach of the boys’ team.

This spring, Haight announced that he would be stepping down as coach although he will continue to teach history as he has for close to 30 years.

Haight’s coaching career at St. Andrew’s began as an assistant coach on a PVAC team that went 18-0-1. A few years later, in 1999, he became head coach of the program. During his 26 years as head coach, he provided mentorship and guidance for hundreds of players, both in the Upper School, as well as the Middle School, which he coached for nearly 20 years beginning in 1997. His legacy includes dozens of players moving on to play soccer collegiately along with MAC banners in 2003 and 2017.

“Coaching the St. Andrew’s soccer team for the past 29 years, 26 as Head Coach, has been one of the great passions of my life,” Haight said.

“Representing St. Andrew’s and competing against other schools — especially within the league — meant the world to me, making the tough losses more painful and the wins even sweeter. I tried to pour that passion into every training session, every game, and every off-season workout, and I loved every minute of it. More than anything, I feel deeply privileged to have coached so many incredible young men, on the field and off. I am profoundly grateful to every player who played for me over the years, and would like to thank each of them for shaping my journey as a coach and for their contributions to the St. Andrew's Soccer program. I am truly indebted to them all.”

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News from the DEB Office

Busy Year for the BAC It was a busy nine months for the Black Alumni Collective with events throughout the school year. The BAC got things rolling in September when more than 150 students, family members, faculty, staff, and alumni gathered for the annual BAC-2-School Bash. The event, co-sponsored by the Office of Diversity, Equity, and Belonging, was an opportunity for fellowship and community-building.

During the winter, St. Andrew’s hosted the HackBAC, an annual multiday event designed for the ideation and presentation of innovative ideas related to a theme. Forty students from five different schools spanning from Maryland to Massachusetts took part this year, with the theme “cultivating changemakers.” Participants were asked to think about their peers and collaborate with other students to develop innovative solutions that address critical, political, or environmental challenges. Allowing students to come together to think,

solve, and propose solutions to environmental issues around living, energy, water, food, business, and well-being, the participants leveraged technology and creativity to make a more equitable and sustainable future for all.

The top four teams now have the opportunity to further their ideas by collaborating with high-level executives and experts. Zain Sy '25 (Southern California) and Joseph Peters ’26 were on the first-place team with an idea themed around education called “Discover U.” Tuuli Kethavath '27 and Joshua Peters ’27 were on the thirdplace team, and Jackson Chase ’27 was on the fourth-place team.

In February, the BAC co-hosted HBCU Night along with the Offices of College Counseling and Diversity, Equity, and Belonging. Guest speaker Jessica L. Brown, who is the president and founder of College Gurl Foundation, came to campus to meet with students and parents interested in Historically Black Colleges and Universities and there was a panel of alumni, parents, and faculty and staff who all attended HBCUs. On May 31, the BAC held its Senior Awards Ceremony to close out the year, including handing out graduation stoles for students to wear at commencement.

Family Heritage Festival For many years the Lower School hosted Family Heritage Night. In 2023-2024, Family Heritage Night became Family Heritage Festival and expanded to encompass all students in grades K-12. This year, the festival brought together more than 30 different cultures, all represented at the gathering on Lions Court. The event celebrated the wonderful diversity of our school community with hundreds of students and families taking part with music, dance, and food.

Thanks to all those who shared their culture with us.

We can’t wait to see you again next year!

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DEB news ///

Student-Led and Directed A hallmark of Diversity, Equity, and Belonging at St. Andrew’s is student-led programming. That practice was on display throughout the year, especially around affinity months.

Things got rolling as always with Hispanic Heritage Month, which runs from September 15 through October 15. Student leaders from the Latinx Club raised the community's awareness of the excellence, both nationally and globally, of Hispanics, Latinx, and Afro-Latinos during Morning Meeting presentations. In the Middle School, students received the first U.S. quarter featuring a person of Afro-Latino American and Hispanic descent, Celia Cruz, the Cuban singer and cultural icon.

In October, for LGBTQ+ History Month, students held their annual Solidarity Week. This year, Lower School students learned about community building and allyship and created a Wall of Solidarity, placing fingerprints and initials as a sign of standing together as a community in allyship!

As part of their Black History Month studies in February, first-grade students explored the entrepreneurial journey of Mikaila Ulmer, a young innovator who

transformed fear into knowledge, raising awareness about the importance of bees and environmental conservation. As an exciting extension of their learning, students engaged with beekeeping firsthand. First graders welcomed Peter Cavanaugh ’26, and his father, David Cavanaugh, for a special visit. Peter has worked with bees alongside his father for the past 10 years and eagerly shared his knowledge with first-grade students.

For Women’s History Month in March, students who identify as she/her, or they/ them were invited to take part in the Second Annual Women’s Empowerment Conference. The event was centered on the theme: Her Voice, Her Power, in a compelling day of learning, service, and advocacy. This year’s conference focused on "Women in the Arts" and a continued commitment to service by supporting the

House of Ruth, Maryland – an organization dedicated to assisting survivors of domestic violence. During the conference, students visited the National Museum of Women in the Arts and Planet Word in Washington, D.C., drawing inspiration from the impactful voices of women in history, literature, and the arts.

May is Asian American, Native Hawaiian, and Pacific Islander Heritage Month and students shared stories of connection. Ada Shin ‘25 played the Gayageum, part of her Korean heritage, at K-5 chapel and Vincent Wayne ‘26, who did his Oral History Project on Japanese-American Incarceration during WWII, spoke on the topic to fifthgraders. Earlier in the year a K-12 Assembly was held to celebrate Lunar New Year.

Aryani Ong, an Asian American civil rights activist who founded several organizations, including the Montgomery County Progressive Asian American Network (MoCoPAAN), as well as Ethan Park, who is a fellow with MoCoPAAN and a recent graduate from Wesleyan University spoke at the chapel. Students who identify as Asian-American, Native Hawaiian, or Pacific Islander were invited to wear traditional attire that represents their culture, while some performed traditional songs and dances.

Middle School Diversity Conference In December, the Middle School held its annual Diversity Conference, where the entire division spent the day rotating through different workshops.

Students learned how to communicate respectfully and listen to understand. They used their voices as a team to collaborate, which was a follow-up to their summer reading, “The Playbook” by Kwame Alexander.

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News from The CTTL

A New Resource for Learning How to Learn

Science of Teaching and School Leadership Academy Returns for Eighth Year at St. Andrew’s

The Center for Transformative Teaching & Learning/Finn Student Research Fellows are producing “The Student Guide for Learning How to Learn, Achieve, and Thrive at St. Andrew’s” that will be available to current and prospective students beginning in the fall of 2025.

Research shows that most students use less efficient and effective strategies to learn. During the 2024-2025 school year, the CTTL/Finn Student Research Fellows took on a book writing project that sought to answer the question, “Would a student be more willing to consider changing their learning and study strategies – be convinced of trying something new – on the advice of other students who have been St. Andrew’s Middle and Upper School students?”

“The Student Guide for Learning How to Learn, Study, Achieve, and Thrive at St. Andrew’s” has 18 St. Andrew’s Upper School student authors.

To prepare for this writing project, students read books such as “Outsmart Your Brain” and “Study Like a Champ” and conducted independent research in their writing teams.

The CTTL’s 8th Science of Teaching and School Leadership Academy will be held on campus from July 13 to July 18, 2025. This professional learning and development program serves St. Andrew’s PS-12th grade teachers and educators from around the world. St Andrew’s teachers lead individual translation groups, and St. Andrew’s students intern and share their “Student Voices” during the week. Researchers from across the United States, Israel, and the United Kingdom collaborate with the CTTL team to translate the most promising research and strategies in the Science of Teaching and Learning into the classroom and to share their books.

CTTL Welcomes Educators from Around the World As a destination school for research-informed teaching, learning, and leadership, St. Andrew’s and The CTTL welcomed a record number of teachers and school leaders to campus this year to learn more about becoming a research-informed teacher or school. Many of the visitors to campus came when St. Andrew’s hosted the 2nd USA Festival of Education. States and countries included: Maryland, Minnesota, North Carolina, New York, Oklahoma, Pennsylvania, Virginia, China, and the United Kingdom, and organizations such as the Global Science of Learning Education Network.

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Listen to New Episodes of the CTTL Podcast

The Student-Athlete’s Brain The CTTL, in collaboration with the St. Andrew’s Athletics Department, launched its pilot “Coaching the Student-Athlete’s Brain” program for fall, winter, and spring Middle and Upper School sport coaches. School-based competitive sport coaches have the privilege and power to challenge and support student-athletes with diverse goals for their sport participation. Expert coaches understand the technical, tactical, psychological, and physical demands of their sports, which require the mind, brain, and body to work in harmony. The driving question of this program is, “What if all coaches at all levels were equipped with deeper insights into the science of how student-athletes’ brains learn, function, evolve, and thrive in their school sport?”

The newest “season” of the “Think Differently and Deeply Podcast Series” is available now! The podcast series features St. Andrew’s teacher and student authors who contributed to the CTTL’s internationally recognized publication, “Think Differently and Deeply.”

Scan the QR code to start listening!

CTTL Spring Webinar The CTTL’s Spring Webinar, “Research-Informed Teaching and Student Academic Achievement: Can All My Students Earn an A?” attracted more than 200 registrants and was co-hosted by St. Andrew’s history teacher and The CTTL’s Dreyfuss Family Director, Glenn Whitman along with Zach Groshell, author of “Just Tell Them: The Power of Explanations and Explicit Teaching.”

Whitman

Groshell

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/// news & happenings

Gala Co-Chairs: Sandra Duvall and Eva Kanupke

Community Bets on St. Andrew’s and Raises $540,000 at Gala When you go all-in and Bet on St. Andrew’s, big things happen. Thanks to the more than 350 parents, alumni, faculty, and staff who attended the Fund-a-Scholar Gala on March 16 in the Student Center. Thanks to your generosity, the community contributed $540,000 toward student financial aid, making this year’s Gala total the second-highest in school history. As a result of this extraordinary philanthropy, more students will be able to attend St. Andrew’s next year – students who otherwise might not have the opportunity. The classroom experience of all students will be enriched by the diversity of perspectives and backgrounds in each class.

The school would like to especially thank our co-chairs, Sandra Duvall, P ’25 and Eva Kanupke, P ’25, for their incredible work and leadership, along with the entire auction committee of parent, alumni, and faculty and staff volunteers.

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news & happenings ///

Fund-a-Scholar Speaker: Clinton James ‘10

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/// news & happenings

LIGHTS! CAMERA! ACTION!

Ritchie Porter Celebrates His 50th Production at St. Andrew’s This past fall, Ritchie Porter celebrated a big milestone: the veteran performing arts teacher directed his 50th Upper School production at St. Andrew’s — one fall play and one winter musical each year he’s been at St. Andrew’s. Since joining St. Andrew’s in the fall of 2000, Porter has impacted hundreds of students across divisions.

With every rehearsal and performance, Porter brings more than just technical guidance — he shares his passion, good humor, and mentorship with students. His classroom is a space where students felt seen, supported, and encouraged to take creative risks. Whether it is an encouraging nudge to step into the spotlight or reassurance from the wings, he inspires his students to trust themselves, to collaborate, and to discover their own unique voices through performance.

This winter, a reception was held in the Student Center to honor Porter’s dedication to his students and to St. Andrew’s, in the midst of his 50th production — “The Addams Family.”

Cam Mitchell ’15 returned to The Laramie Project (2018) St. Andrew’s this year to work as a Lower School Associate Teacher and served as Assistant Director of the fall play and winter musical. As a student, he participated in all eight productions from his freshman through senior year – not counting the Middle School musical during his three years in the division.

“Working with Mr. Porter again is surreal,” Mitchell said. “He taught me so much, and now I get to learn from him in a completely new way.”

Thank you, Mr. Porter, for your dedication — on with the show!

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The Drowsy Chaperone (2015)

The shows must go on She Kills Monsters (2017)

Hairspray (2016)

Into the Woods (2001)

These are the plays and musicals directed by Mr. Porter since he joined St. Andrew’s in 2000.

2000-2001 Caucasian Chalk Circle Into the Woods

2013-2014 ‘Til Death Do Us Part Oklahoma

2001-2002 You Can’t Take It With You Hair

2014-2015 The Matchmaker The Drowsy Chaperone

2002-2003 A Midsummer Night’s Dream Cabaret

2015-2016 Cradle to Grave Hairspray

2003-2004 The Madwoman of Chaillot On the Town

2016-2017 A Midsummer Night’s Dream Cabaret

2004-2005 The Skin of Our Teeth Les Misérables

2017-2018 She Kills Monsters Sister Act

2005-2006 Romeo and Juliet Hello Dolly!

2018-2019 The Laramie Project The Sound of Music

2006-2007 The Real Inspector Hound and Other One-Acts Carousel

2019-2020 Our Town Legally Blonde

2007-2008 Macbeth Godspell 2008-2009 An Evening of Moliere featuring the Miser Urinetown 2009-2010 Up the Down Staircase The Pirates of Penzance

The Addams Family (2025)

2020-2021 Antigone/Twelfth Night Working 2021-2022 Do I Know You? Les Misérables 2022-2023 The Cherry Orchard The Lightning Thief: The Percy Jackson Musical

2010-2011 Antigone Guys and Dolls

2023-2024 Ken Ludwig’s The Three Musketeers Into the Woods

2011-2012 Off Kilter West Side Story

2024-2025 Julius Caesar The Addams Family

2012-2013 The Belle’s Stratagem Pippin

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/// news & happenings

CONNECTION & CURIOSITY

Students Take Learning Global on Annual Spring Break Trips

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During Spring Break, St. Andrew’s students expanded their horizons through immersive travel experiences that combined cultural exploration, language learning, and meaningful service.

For the second consecutive year, Middle School students had the opportunity to embark on a Spring Break trip—this time, to Puerto Rico. Their journey began with a walking tour of Old San Juan, followed by a day of hands-on service in the neighborhood of Villa del Río. There, students learned to work with rebar to help build support beams for a local family’s home.

The group traveled across the island to explore El Yunque National Forest—the only tropical rainforest in the U.S. national forest system. Other trip highlights included cooling off with a beach swim after their day of service, kayaking through the magical Bioluminescent Bay after sunset, and learning to salsa dance.

Meanwhile, 17 Upper School students spent their break in Marseille, France, as part of a year-long exchange program with students from Lycée St-Charles. Earlier this year, Lycée St-Charles students visited St. Andrew’s and stayed with host families in our community. Over the break, St. Andrew’s students reconnected with their French peers, attending classes at Lycée St-Charles and staying in their homes.

Highlights of the Marseille trip included a day of service teaching English at two elementary schools, visiting the Marseille Soap Museum and the Museum of IlSan Juan, lusions, seeing a play, exploring the Old Port aboard “the little train,” and of Puerto Rico course, practicing their French language skills.

Students are already looking forward to Spring Break next year with more chances to explore, connect, and grow beyond the classroom. Where will St. Andrew’s students travel next?

news & happenings ///

Marseille, France

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24 SAES.ORG Illustration by Anna J. Cerveny ‘26 — and AI.

AND THE STUDENT EXPERIENCE W

e typically do not see the moments that change society when they

happen. Did people realize when the iPhone was introduced in the

summer of 2007 how different the world would be in just 10 years?

But with Generative Artificial Intelligence (AI), it felt different.

It’s only been two-and-a-half years since ChatGPT was shared with the

world and already the impact AI is having can be felt in so many aspects

of our lives. At St. Andrew’s, the work of integrating AI into the classroom has been an ongoing and evolving process as you’ll see in the following articles, written by teachers, administrators, and students.

With many new technologies, the first fear is often about academic

integrity. But the real challenge with AI lies in leveraging the opportunities it provides to ensure that students continue to develop their critical

thinking skills while opening up new ways and modes of thinking and learning. We hope you’ll gain some insight into how our teachers and students are viewing these challenges in the pages that follow. >>>

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AND THE STUDENT EXPERIENCE

AI and the Learning Brain: What Does the Current Research Say? And Why the Human Teacher Will Always Matter

BY GLENN WHITMAN

I

n the spring of 2024, St. Andrew’s 10thgrade students completed their final exam for United States History in Global Perspective to 1860. This was a challenging take-home assessment. One of the questions prompted students to: “Conduct an oral history interview with a historical figure of your choice using an assigned AI tool. Your response must include five questions, the historical figure’s answers, and your critical evaluation of what was generated.”

Who would you have chosen?

This question wasn’t possible just a year earlier. AI tools like ChatGPT and Hello History are transforming how students engage with the past. Students ranked this question as their “favorite” because it allowed for choice and novelty. I liked it because it required them to ask good questions and apply historical knowledge to evaluate AI-generated responses. One student, for example, asked Thomas Jefferson, “How did the idealism of ‘All men are created equal’ evolve in United States history?” The student quickly recognized that any post-1826 reflections from Jefferson were fictitious — he died on July 4 of that year. Understanding AI hallucinations — false or misleading outputs — is a crucial skill for students navigating AI in school, college, work, and life.

AI in the Classroom: Opportunities and Challenges

Generative AI is rapidly shaping teaching and learning. At St. Andrew’s, teachers

from preschool through 12th-grade are encouraged to explore AI tools for curriculum planning, student engagement, grading, feedback, and workload management. Teachers are conducting observational and experiential research and sharing their findings across grade levels, departments, and divisions. As a faculty, we are constantly staying abreast of the latest changes in AI and will end our academic year with workshops to continue our learning on how to use AI within our larger educational technology discussions and considerations.

AI can enhance teaching efficiency in surprising ways. A teacher can upload a set of essays (without student names) into an AI tool, which then can provide immediate feedback on common errors based on the assignment’s rubric, something that would typically have taken a week without the help of AI. Tools like No More Marking also help teachers assess writing with greater efficiency and consistency. The importance of timely and actionable feedback is strongly supported by research on student motivation for learning. Students, meanwhile, use AI to turn review sheets into practice quizzes, transform class notes into dual-coded PowerPoint slides, and access adaptive learning platforms like Khanmigo and Quizlet’s AI tutor for personalized learning. But AI also makes plagiarism easier.

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Continued from page 27 AI in Education: The Research Landscape

The impact of AI in education mirrors past technological shifts. The calculator, personal computer, 1:1 devices, email, smartphones, digital books, Learning Management Systems (LMS) like Canvas, Smartboards, Zoom, Google Workspace, and countless apps — all have influenced student learning with mixed results. Research and assessments, such as the 2025 National Assessment for Educational Progress (NAEP) scores, show that technology’s effect on student learning, especially in reading and math, varies widely. Despite high hopes, educational technology has not closed achievement gaps. Will AI be different? Is it truly the “future of learning” or the “end of learning”?

The current literature on AI in education is primarily written by early adopters of the new and more powerful AI tools and advocates for its transformative potential. University of Pennsylvania professor Ethan Mollick’s “Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts” (2023) was one of the first academic articles I read that aligned AI with researchbacked teaching practices. It caught my attention because it resonated with the Science of Teaching and Learning principles that The Center for Transformative Teaching and Learning has embedded in teacher training for St. Andrew’s PS-12thgrade teachers since 2011.

Early AI applications challenge traditional, industrial-age educational models for teaching and learning, but there is currently more optimism than empirical evidence on AI’s ability to enhance personalized learning, provide real-time feedback, and shift teachers’ focus from mundane administrative tasks to deeper student engagement. Books such as Mollick’s “Co-Intelligence: Living and Working with AI” and Sal Khan’s “Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing)” 1

are popular among independent schools.

The National Association of Independent Schools (NAIS) report “Artificial Intelligence (AI) in Independent Schools,” the Organization for Economic Co-operation and Development’s (OECD) “Trustworthy Artificial Intelligence in Education” (2020), and the U.S. Department of Education’s “Artificial Intelligence and the Future of Teaching and Learning” (2023) offer critical insights into AI’s potential and risks, including academic integrity, bias, disinformation, and the potential for diminished learning.

The Cognitive Cost of AI-Assisted Learning

Learning, at its core, is “a change in long-term memory.”1 Research confirms that students learn best when they think deeply — by asking, remembering, retrieving, and recalling information. When students use AI tools like ChatGPT, who is doing the thinking: the student or the AI? The answer depends on the task.

A 2025 study, “If ChatGPT Can Do It, Where Is My Creativity?” found that generative AI boosts performance and creative output but diminishes cognitive effort. As educators, we must ensure

Sweller, J. Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.

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“Relationships are the foundation of learning.

Artificial intelligence (AI) cannot replace relational intelligence (RI), the personal connection teachers build with students — the sense of belonging, motivation, and support they provide.”

AND THE STUDENT EXPERIENCE

students develop prompt engineering skills — learning how to ask AI the right questions — while still engaging in authentic intellectual effort. Prompt writing may become an essential literacy skill across disciplines as students use AI to generate text, audio, and visual content for assignments, projects, and assessments.

The Essential Role of the Human Teacher

The core question surrounding AI in education is not new. From the printing press to the calculator to the smartphone, we have always asked: “Under what conditions and for which students will this technology impact learning and how?”

As a research-informed school with a Center for Transformative Teaching and Learning, St. Andrew’s is keen to see how external research can validate and refine our AI integration strategies. We are equally committed to investigating on our own how AI impacts our teachers and students in our classrooms.

While AI’s role in education is still evolving, the research is unequivocal about the impact of human teachers. Relationships are the foundation of learning. Artificial intelligence (AI) cannot replace relational intelligence (RI), the personal connection

teachers build with students — the sense of belonging, motivation, and support they provide. Teachers can walk into a room, observe a student’s body language, and offer encouragement or challenge in ways no algorithm can replicate. Stanford professor Dr. Greg Walton’s book “No Ordinary Magic: How We Can Achieve Big Things with Small Acts” supports this and how one human teacher’s “irrational” belief in a student can change their academic and life trajectory.

Recently, I asked ChatGPT to suggest three different pathways for students at varying skill levels to meet a rigorous high school history learning goal for a novice, emergent, and advanced student: “The student will create interpretations of a historical period, person, or event from multiple perspectives, identities, and voices.” The AI quickly generated tiered learning pathways, offering valuable scaffolding ideas. However, my professional judgment as an educator was still essential in determining whether these strategies were appropriate for my students.

They mostly were.

Being human — sharing our passion for subjects like history and serving as mentors — is something AI can never replace.

But AI is now part of our teaching toolkit, which will soon include emerging technolo-

gies such as Machine Learning, holographic teachers, Deep Learning, Virtual Reality (VR), Augmented Reality (AR), the Metaverse, and Web 3.0. To use these tools effectively, teachers and students must be discerning, critically evaluating AI-generated content while leveraging its potential for deeper and different learning. This in itself is an essential skill for our students.

The future of education at St. Andrew’s will not be shaped by AI but by how our school’s research-informed educators integrate these powerful and rapidly evolving AI tools into how we teach and how each student learns. As AI research evolves, both internally and externally to St. Andrew’s, our responsibility is to use the evidence and our professional expertise to validate, inform, and transform our whole class instructional design and personalized learning journeys to help students meet their full potential and readiness for college, work, and their lives.

(This article was solely written by a human.)

Glenn Whitman is The Dreyfuss Family Director of The Center for Transformative Teaching and Learning and an Upper School History Teacher.

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FACULTY PERSPECTIVE

Rethinking Research Skills and Digital Literacy in the Age of AI

BY DR. AMANDA WAUGH

“D

r. Waugh, I found this amazing quote I want to use for my senior paper, but I can’t find the article it came from. Can you help me?” I fielded this question from a St. Andrew’s senior this winter. After some discussion, he showed me the perfect quote that ChatGPT returned to him, complete with a citation from a reputable magazine. After a little searching with the student, it became clear - ChatGPT had hallucinated the quote.

As with nearly every area in our lives, Generative Artificial Intelligence (AI) is permeating the student research process. As an Instructional Librarian, one of my mandates is to teach students the best ways to use AI, the pitfalls to avoid, and the areas where use of AI becomes cheating. From the explosion of ChatGPT in 2022 to today, AI has expanded more quickly than anyone could have imagined, which means our teaching needs to be facile and adaptable - two hallmarks of St. Andrew’s Episcopal School.

The most common concern around AI in education is the idea that students are using it to cheat – whether to fully write a paper for them or to simply scaffold away the needed challenge that we know is where so much of the learning happens.

As educators, we are deeply familiar with our students and their writing. Indeed, one aspect of our mission is to “know and inspire.” While AI detection tools are 30

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emergent, it is often clear when a student did not do the writing themselves. Whether the work was written by an AI tool, a college-aged sibling, or found online, the problem is the same. As I teach students, we want to know what YOU think. We don’t want you to outsource your thinking, that’s both boring and misses the whole point of being here.

However, AI can be used in ways that are useful and appropriate throughout the research process. The key is to scaffold how it is used, to teach students about different kinds of AI tools for different situations, and to be transparent about our expectations. Historically, adults have believed students to be more digitally savvy than they actually are. In fact, the myth of the “digital native,” persists despite evidence to the contrary. While students

are quick to try new tools, they are not always able to distinguish the best tool for the need or the quality of the information returned. Often there is a learning process to distinguish what makes for high quality information, and AI has only accelerated the need for digital literacy.

Upper School history classes have a rich array of research papers and projects that require students to examine information from a variety of specified sources – typically a mix of secondary, primary, academic, and long form (e.g. books or extensive research reports). Early in the research process I frequently go into history classes to teach students about conducting academic research. In addition to showing students the robust set of research databases Dreyfuss Library provides and how to get strong results, I am increasingly demonstrating different AI tools that students might use in certain situations. This process culminates in the Senior Research Seminar, of which I am one of the teachers.

In the Senior Research Seminar, I teach students to use AI in three ways: to form a topic idea more fully, to do an initial search for information from an AI tool that focuses on academic research, and to judiciously use chatbots to help explain complicated ideas. Over the course of the trimester, we explore various tools to meet the information need, and have rich discussions about the pros and cons of their findings.

In forming a topic, I drew upon the

AND THE STUDENT EXPERIENCE

work of the Co-Lab, a group of independent school educators who have come together to explore use cases for AI in education. Students were given the prompt below and 10 minutes to discuss their ideas with ChatGPT. Students generally found this exercise helpful and most were familiar with providing a role for the AI tool – in this case a research teacher, almost a reference librarian. After the “conversations” had run their course, we regrouped briefly to discuss what we found. There was wide variation in the quality of the conversations but most students found the exercise helpful to expand their thinking about their topics, noting that the AI showed them directions they hadn’t considered. Some students moved on after a few interactions, but several had extensive conversations.

Later, after students had established some background knowledge, we examined research-oriented AI tools such as Elicit, Perplexity, and Consensus. I chose these tools because they are academically oriented and include sources. First, we looked at the students’ research questions, then we examined the results for the quality of the information presented, the sources referenced, and the final section which suggested additional and related searches.

Students observed that some of the tools returned general information, news sources, or Reddit and Wikipedia, whereas

other tools were better at referencing the scholarly sources which are required for the paper. In addition, Consensus provides information about the types and quality of the papers referenced, prompting the class to have a conversation about what it means when a paper is frequently cited, when a journal is highly regarded, or why a meta-analysis or random controlled trial might be especially useful.

We emphasize skepticism and lateral searching - two concepts that are bedrock principles of digital literacy and librarianship. When students find information, especially through an AI tool, I teach them to take a skeptical stance. Do we have reason to believe that this author and publication are knowledgeable? Why or why not?

How do you know that? Do they provide a bibliography? Have a point of view? We then discuss lateral searching - can you verify this information somewhere else?

After finding the information somewhere else, we repeat the verification process.

As the Senior Research Seminar progresses, I teach my students how to read an academic research paper and we discuss the purpose of academic peer reviewed papers – they are a conversation between scholars adding new information to the body of knowledge in the world.

This means that most papers are not written with a high school reader in mind, and it is a stretch to examine what the paper is

saying. One use of generative AI can be to help clarify challenging sections of writing.

We discuss how to prompt a chatbot to help clarify ideas, and to recognize that they need to try first on their own, after all the challenge is where the learning happens. We also discuss the ethics of adding information to the chatbot, many chatbots use the inputs to train their model, and adding large amounts of someone else’s work to the chatbot is essentially giving away that scholars work without their permission.

AI tools are developing and changing at a rapid pace. A significant challenge is to match the tool to the need and to teach students to recognize what they are asking. The quote that began this article is an example of a mismatch of the tool to the need. Helping students understand what an AI tool is and is not, when it is appropriate to use, and how to best get the results that fit their question will be an ongoing practice both in the research process and in everyday life. Finally, helping students understand and remember to remain skeptical and to verify their research findings will be key dispositions for a lifetime of learning now and as the age of AI expands.

Dr. Amanda Waugh is the Instructional Librarian and teaches the Senior Research Seminar.

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FACULTY PERSPECTIVE

AI’s Impact on My Classroom

BY DR. ROBERT GAMBLE

L

ik e m ost teachers, I first learned about ChatGPT in November 2022 through whispered anecdotes and rumors.

As someone who is not especially techsavvy, I feared the impact Generative Artificial Intelligence (AI) might have on schools — and my classroom. In particular, the writing assessments I would have to make “AI-proof,” the homework that my students would not complete themselves, on top of the broader societal consequences of what I viewed then as a universal cheat-code.

Some of these fears minimized with time and perspective; some did not. Nevertheless, I realized early on that, as an educator, I had a duty to engage this emerging technology and figure out for myself how AI would be integrated into my students’ learning and my own teaching. I would not let technology dictate the process, nor assume that students were “digital natives” that would stay light years ahead of adults — that any attempts to teach students how to use AI ethically, responsibly, and productively would prove fruitless. I resolved to bring curiosity and a healthy dose of skepticism to my interactions with AI. In my initial tinkering with and reading about AI, I quickly recognized that effective usage required one of the core skills that I teach in my history classes: asking good questions. Chatbots rely on prompts – the better the question, the better the response. This insight gave me the initial hook for students: historical skills will enable them to wield this transformative technology far more skillfully and powerfully.

From there, I explored how AI might augment core functions of my work: planning engaging lessons, individualizing instruction, assessing student learning, 32

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building students’ metacognition, and providing feedback. AI has been most effective as a brainstorming partner when crafting and refining lessons. When I need to condense six lessons into five classes due to a snow day or come up with a fresh idea for a learning activity I am stuck on, AI has offered creative suggestions. I do not always use those ideas, but I get out of my

We must invite students into conversations about what constitutes their own work compared to another’s work. ... By engaging students in these discussions, we help them develop the ethical reasoning needed to navigate a world increasingly influenced by humans’ use of AI.

own head enough to come up with new approaches.

Beyond planning support, AI has unlocked possibilities I have long envisioned – particularly when it comes to storytelling.

Compelling stories capture students’ attention and make content more memorable, but tailoring them to specific lessons takes time I do not always have. Working with

AI, I developed a fictionalized story of a colonial farmer drawn to the Great Awakening, a religious revival in the 1740s.

What had been a straightforward lecture on the causes and effects of a religious movement sprang to life when students could associate them with a character, whose story I wove through several different classes. In just 20 or 30 minutes, I can create multiple “characters” to animate a lecture.

AI also makes differentiated instruction more practical. In a fraction of the time, I can tailor assignments and questions to different reading levels. When I suspect my directions are too complex or make assumptions, I prompt the AI to interpret my instructions from the perspective of a 10th-grade reader with developing historical skills; I quickly find many potential stumbling blocks.

AI also has played a valuable role in helping me design authentic assessments that align with my learning objectives.

Recently, I wanted students to write abolitionist speeches at the end of our unit on The Narrative of Frederick Douglass, but I struggled to articulate the connection to the core themes we had explored. Online searches yielded little. When I turned to MagicSchoolAI, it provided several structured approaches. I did not take any suggestion wholesale, but the AI-generated ideas sparked my own. This experience, along with discussions with colleagues, has led to more in-class writing in our courses – a shift that benefits students by enabling instant feedback and helping those prone to overthinking or procrastination stay focused.

Finally, AI has transformed the way I provide feedback, making it more efficient and impactful. Research emphasizes that good feedback is timely and actionable, and AI has helped me achieve this in new

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ways. I have used AI tools to analyze representative samples of student work, generating whole-class feedback that highlights common strengths and areas for growth within minutes of students completing the work. When students interact with chatbots I encourage them to insert metacognitive prompts like “What biases might I be falling into?” and “Am I doing most of the work, or is the AI doing too much?” These self-checks help ensure that AI is a tool for deepening learning rather than replacing critical thinking.

Key to all of this is not losing sight of the expertise of the teacher, both in content and pedagogy. To know a student and their strengths and areas for growth, there are certain forms of feedback that cannot be outsourced. I need to spend time with the draft of a student’s essay; the time and effort is partly the point. Likewise, whenever I generate stories, examples, or other materials in collaboration with AI, I must read them carefully for accuracy, coherence, and pedagogical value. As an

expert, I can quickly spot the errors and “hallucinations” that are a reality with AIgenerated text. What AI does is allow me to spend more time on the tasks that most require my attention and expertise. This is a point I stress to students, who, left to their own devices, skim the surface of AI’s capabilities: effective use depends on good prompts, which require skill and content knowledge. AI is not about shortcuts.

Students are still building the cognitive architecture necessary for critical thinking, judgment, and decision-making. Their prefrontal cortex — the part of the brain responsible for impulse control and longterm planning — is not yet fully developed. Mistakes will happen, and learning from them is essential. Because of this, schools must establish clear, intentional guardrails for AI use and enforce them thoughtfully. Rules alone, however, are not enough; they only work if students buy into them.

To foster this, we must invite students into conversations about what constitutes

their own work compared to another’s work, when AI can be a helpful tool to “prime the pump” of their thinking versus when struggling through the hard thinking is the point, and the broader environmental and economic implications of AI. By engaging students in these discussions, we help them develop the ethical reasoning needed to navigate a world increasingly influenced by humans’ use of AI. Beyond setting rules, we should empower students to see themselves as active agents in shaping AI’s role in education rather than passively accepting it as an unstoppable force. AI is not a tidal wave that will transform learning without human intervention — it is a tool that we can shape through intentional choices.

Looking ahead, I see AI playing an ever-greater role in pedagogy and school operations — ideally, in ways that complement, rather than replace, the judgment and creativity of educators.

Expertise still matters. What teachers need is space to explore on their own terms. That is the spirit behind the AI Co-Lab, a group of independent school educators across the country (including several at St. Andrew’s, like myself) who gather monthly to experiment with AI’s potential, from feedback and metacognition to differentiation and tutoring.

This “bottom-up,” teacher-led approach reflects what I value most about independent schools: the trust placed in educators to pursue meaningful, student-centered innovation.

I have not set aside all skepticism. I am a historian, after all, always alert to the unintended consequences of change. But I believe schools can harness AI to think both fast and slow — expediting the work that should move quickly while creating time to linger where struggle is key to the learning process. Used wisely, AI can free us up to do the work only humans can do: notice, connect, motivate, adapt. Teach.

Dr. Robert Gamble is an Upper School History Teacher and DEB Coordinator.

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FACULTY PERSPECTIVE

Teaching Responsible Use of AI is Essential for Students

BY RON SCHILDGE

When ChatGPT launched in November 2022, schools worldwide scrambled to assess the impact of AI on education.

How can we ensure that written assignments reflect a student’s learning? How do we educate students about the reliability of AI? How do we avoid defaulting to the opinion of AI’s articulate, authoritative voice on subjective issues?

As the Chief Information Officer, I’ve been asking these questions and learning how to best support our teachers as we discover AI’s potential and pitfalls. Three years since ChatGPT became a household word, the technology has now improved dramatically, and we are in a better position to intentionally incorporate AI into St. Andrew’s classrooms.

AI in the Lower School: A Teacher’s Perspective

In the Lower School, AI is being used to support and enhance learning in meaningful ways. Josiane Tchongouang, a Lower School teacher, was initially hesitant about AI, fearing it might encourage passivity in both students and teachers.

However, her experience has shown that AI can be an invaluable tool that enhances — not replaces — good teaching. “I’ve found it to be an invaluable tool that helps me save time and create more engaging lessons.”

Josiane now incorporates AI into her teaching in several ways: • Designing engaging lesson plans and hands-on labs: AI helps her develop creative and interactive lessons that capture students’ 34

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attention and encourage hands-on learning.

• Creating additional resources: Rather than using a designated science textbook, Josiane uses AI to

generate supplementary materials that align with her curriculum and help reinforce key concepts.

• Adjusting the language level of materials: To support students

AND THE STUDENT EXPERIENCE

who may struggle with comprehension, AI helps modify texts to different reading levels while maintaining the integrity of the content.

• Drafting quizzes and assessments: While not foolproof, AI can assist in creating formative and summative assessments, ensuring they are aligned with learning objectives and appropriately challenging for students.

• Writing detailed grading feedback: Providing individualized feedback can be time-consuming, but AI allows Josiane to offer specific, constructive comments efficiently.

• Developing rubrics: Clear expectations are crucial for student success, and AI aids in designing detailed rubrics that clarify assessments.

• Enhancing communication: AI-driven tools like Khanmigo assist with drafting her weekly class newsletter, ensuring parents stay informed and engaged in their children’s learning.

AI in Middle and Upper School: More Personalizing Learning

Beyond the Lower School, AI is also making an impact in the Middle and Upper School. Many futurists have predicted that AI will offer students personalized learning experiences, and we are evaluating its effectiveness and reliability in this area. With AI’s ability to adapt to individual learning styles and paces, students are beginning to explore topics in depth with the flexibility of an individual AI serving as a tutor, guide or mentor: • Independent Research and Writing Assistance: Students working on research projects can use AI tools to help structure their ideas, refine their writing, and even receive instant feedback on their drafts.

Teachers, in turn, guide students in critically evaluating AI-generated suggestions rather than accepting

them uncritically.

• AI as a Tutor: Some teachers integrate AI-based tutoring programs that help students review key concepts in math and science. These tools provide immediate explanations and practice problems tailored to each student’s needs.

• Creative Problem-Solving: AIpowered simulations and brainstorming tools are helping students in humanities and STEM fields think through complex problems and test potential solutions in a risk-free environment. For example, History classes have used AI recreations of historical figures to engage in hypothetical discussions only possible with AI. Teaching Responsible AI Use

As AI becomes more embedded in education, St. Andrew’s is committed to teaching students how to use it responsibly. Just as we teach digital literacy and research skills, we emphasize critical thinking when working with AI-generated

content. Students are learning to question sources, verify information, and distinguish between their own human and AI-generated work.

Discussions around ethics and bias in AI are also an essential part of the curriculum. Who designs AI? How do algorithms reflect societal biases? What are the implications of relying on AI for decisionmaking? These are the kinds of questions that empower students to engage with AI thoughtfully and ethically.

Looking Ahead

The integration of AI at St. Andrew’s is still evolving, but one thing is clear: AI is not replacing teachers or students’ original thinking. Instead, it is a powerful tool that enhances the educational experience, making learning more personalized, efficient, and engaging. By leveraging AI in thoughtful, intentional ways, we are preparing students not just to use technology but to think critically about its role in their education and beyond.

Ron Schildge is Chief Information Officer.

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STUDENT PERSPECTIVE

Marin Strisik ’26 The power of AI lies not in replacing human thinking but in enhancing it.

Did you know that the preceding sentence was written by Artificial Intelligence?

Probably not. And that’s exactly the point.

AI has become so advanced that distinguishing between human and machinegenerated content isn’t always easy. Over the past few years, it has quietly embedded itself into the academic lives of students — including mine.

When I first encountered AI tools like ChatGPT last year, I was curious but cautious. It felt like something out of a sci-fi movie — fascinating, but not something I’d rely on. Fast forward to now, my junior year, and while I don’t use AI every day, I’ve found it helpful in small ways – whether it’s brainstorming ideas, rephrasing a sentence, or getting a quick summary of a dense reading. AI has become a widely used tool among students and faculty,

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shaping the way we approach learning.

But not everyone uses it the same way. I know classmates who rely on AI for almost everything — writing assignments, solving math problems, even generating study notes. It’s easy to see why: AI saves time and offers instant solutions. But there’s a fine line between using AI as a helpful tool and letting it take over the thinking process. I’ve seen peers become so dependent on AI-generated writing that when faced with an in-class essay, they struggle with time management and critical thinking.

At St. Andrew’s, AI use is strictly regulated. Students are only permitted to use AI when explicitly instructed by a teacher or as part of a specific assignment.

Teachers emphasize ethical AI use, outlining clear guidelines to ensure responsible engagement. For many assignments and assessments, students must sign an agreement stating they won’t use AI, and viola-

tions carry serious consequences. Rather than outright banning AI, the school has shifted the conversation from “Should we allow it?” to “How can we use it responsibly?” This approach ensures that AI remains a tool for learning rather than a shortcut for academic work.

Some teachers have even embraced AI in creative ways. For my 10th-grade history final, we used a program that simulated conversations with historical figures, making the past feel more tangible. In another class, I experimented with AI-generated images to visualize abstract concepts.

These experiences showed me that when used thoughtfully, AI can enhance learning rather than replace it.

To gain a broader perspective, I interviewed Amanda Debris, a content and curriculum developer at AI for Education.

She highlighted AI’s role in democratizing learning and personalizing education.

AI, she explained, can break down traditional assessment barriers and encourage creative input. However, she also acknowledged the risks – including data privacy, bias, and misinformation – stressing the importance of AI literacy for educators and students alike. Looking ahead, she predicted innovations like intelligent tutoring systems and AI-driven automation to support teachers. Her biggest takeaway? AI isn’t something to fear, but something to understand.

As AI continues to evolve, one thing is clear: it’s here to stay. But the real challenge isn’t just regulating AI use, it’s ensuring that students engage with it thoughtfully. AI should push us to think deeper, not replace the thinking process itself.

Because at the end of the day, the best work happens when human creativity and AI collaboration go hand in hand.

Did you know AI wrote that line too?

AND THE STUDENT EXPERIENCE

STUDENT PERSPECTIVE

Kamil Owoyemi ’26 When I log onto ChatGPT, it tells me that I have 29 chats in the previous 30 days.

Now of course not all of these are related to school, but the majority are: everything from how to find a t-score in AP Statistics to a “Sexual Revolution Overview” for AP U.S. History. AI has truly become an integral part of my school experience. To some, this might raise questions about academic honesty. But for me, ChatGPT serves as a planning, learning, and testing tool, not a “give me all the answers” application.

I remember when ChatGPT first came out, I was skeptical of its legitimacy. So, I did what any resourceful person born after the year 2005 did, and turned to the most reliable source — YouTube.

(Because if masters of anything, our generation has discovered the ins and outs of the internet.) I was met with a world of information that I would never have stumbled upon by myself.

There were unique prompts and sentence stems that would make ChatGPT’s usually dry and almost comically unrelated responses into in-depth and relevant masterpieces. There were videos on how ChatGPT can analyze an image you drag and drop into it – which has been particularly useful to me. And one commonly overlooked part of ChatGPT, the Search and Reason buttons you can select when submitting a question (which I am sure many people are unaware of).

I often refer ChatGPT to reliable sources, using the Search button, on information that is relevant to what I am learning in class. This works especially well in AP courses, because I can tell

ChatGPT to look on College Board and give me a summary of a certain topic or unit, so I don’t study more than I need to on Improper Integrals, Secondary Function Chords, or literary devices. For planning and testing, I often use the Reason button and ask it to create a schedule to help me complete a task or study for a quiz. I give it limitations, like times I can’t study because of sports practice or dinner, and it generates a plan to help me structure and optimize my time. For self-testing, I use ChatGPT for active recall and ask it to generate free responses or multiple-choice questions based on information from the conversation we have had.

Of course how I use AI might not be representative of how all students use AI. And yes, I believe teachers do have a reason to set strict boundaries on the use

of AI on assignments or projects. But I don’t believe it should be stigmatized or outlawed in the classroom. Many students use AI to brainstorm and aid in the learning process rather than as a tool to help them get the answers right and miss out on learning. In fact, I love assignments that openly embrace and recommend AI as these are often some of the most enjoyable and educational assignments for me.

I remember in my English class we had to enter quotes from a book we were reading into an AI image generator. Not only did it help me better understand the book, but it created a helpful image about the settings and characters in my head.

If anything, I hope readers of this article learn that there are many different ways to use AI and are motivated to explore or learn AI themselves.

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COMMENCEMENT SPEAKER

NATHAN BENNETT FLEMING ‘02

After feeling “average” at Graduation in 2002, Bennett Fleming returns to deliver Commencement address.

BY MATT SUGAM

Thinking back to his graduation from St. Andrew’s Episcopal School at Washington National Cathedral more than two decades ago, Nathan Bennett Fleming ’02 mostly remembers feeling inadequate compared to his peers, and it had him peeved.

“There are some students that enter the Cum Laude Society and they have the special ribbon, and there are some students that are asked to speak,” Bennett Fleming recalled this past 2025 March. “I was an ambiCOMMENCEMENT tious student, and I didn’t SPEAKER receive any of those accolades. I didn’t speak, I wasn’t in the Cum Laude Society so I felt quite average, and I didn’t like that. I remember that feeling – this was the end of my high school career, and I didn’t do anything to separate myself.”

It became the fuel to Bennett Fleming’s fire as the disappointment turned into a chip on his shoulder the size of the DMV – a chip that drove him through his undergraduate studies and to a successful career as a lawyer, academic, and politician with advanced degrees from the University of California, Berkeley and 38

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Alumni, Join Us at Graduation!

Each June, we invite our alumni to attend Commencement. This year’s ceremony takes place at 10 a.m., Friday, June 6, at Washington National Cathedral. Alumni are invited to participate in graduation by processing down the aisle wearing distinguished alumni gowns.

If you would like to participate, email alumni@saes.org.

the University of Pennsylvania.

Now, after not speaking or receiving any accolades at his high school graduation, Bennett Fleming will serve as commencement speaker for the Class of 2025 at Washington National Cathedral on June 6.

“My experiences – not just at St. Andrew’s — the challenges that I had to navigate to achieve some level of success, what I’ve learned through my commitment to giving back to the community and my unrelenting commitment towards achievement will allow me to impart something valuable to the graduates,“ Bennett Fleming said.

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PHOTO COURTESY OF NATHAN BENNETT FLEMING

With ambitions to become a President of a Historically Black College or University (HBCU) like his undergraduate alma mater, Morehouse College, Bennett Fleming is currently an assistant professor of law at Wake Forest University. As an interdisciplinary constitutional law scholar, he specializes in state and local government law, the law of democracy, and issues of justice at the intersections of law, race, politics, and higher education.

Prior to his current role, Bennett Fleming served as a shadow U.S. Representative for the District of Columbia – an elected advocate to Congress on issues related to Washington, D.C., statehood and other federal matters. His work was instrumental in the passage of the

historic D.C. Statehood legislation in the House of Representatives in both 2020 and 2021. He also served as a legislative and committee director at the D.C. Council, where he wrote several pieces of legislation to expand educational, housing, employment, and community equity throughout Washington, D.C. “I haven’t begun working on my speech, but I certainly (will draw on) my experience,” Bennett Fleming said when interviewed for this profile in March. “I wasn’t a Cum Laude graduate of St. Andrew’s, I was more of a “thank you, Lord” graduate of St. Andrew’s. But sometimes, when you come from a school with such a strong foundation, the ‘thank you, Lord’ graduate has the skill sets to be very successful.”

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SENIOR BANQUET SPEAKER

JOY

Director of Policy and Strategic Development The Rachel Carson Council

REEVES ‘18

T

o say Joy Reeves ’18 was an ambitious student would be an understatement. As a senior, being interviewed about St. Andrew’s academics for an admission video, she uttered the memorable quote “I am currently taking five APs which is said to be rigorous.” It is more than “said to be.” It indeed is quite rigorous. When Reeves graduated from St. Andrew’s she won the William Way Award, the highest honor given to a St. Andrew’s student, was the Class of 2018 2025 SENIOR valedictorian, and earned BANQUET a full merit scholarship to SPEAKER attend Duke University.

Seven years later, Reeves is returning to St. Andrew’s as the speaker at the Class of 2025’s senior banquet. It may not surprise you to learn that in those seven years, she has been quite busy.

After earning a Bachelor’s Degree in Environmental Science and Policy with a minor in Visual Media Studies, she went straight into graduate work, earning a Master’s Degree in Environmental Management with a focus in Environmental Economics and Policy. She then went to work at The Rachel Carson Council, where she had previously worked in the 40

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summer as a Presidential Fellow. Less than a year after beginning her career, she is already the Director of Policy and Strategic Development.

None of this is surprising to those who knew her as an Upper School student from 2014-2018. She and her twin brother, Gordon, would commute daily from Frederick to Potomac. Psart of the reason for her dedication to making the trip can be understood by pulling back and seeing Reeve’s full quote from that video.

“I am currently taking five APs which is said to be rigorous, but I have said before that I just really enjoy the challenge, genuinely. I do have some late nights every once in a while but it’s honestly worth it when I have the feeling of community that I have at St. Andrew’s.”

When Reeves steps into the Student Center on June 3 – a building that didn’t exist when she first enrolled and was open for two years when she graduated – she will share advice with the Class of 2025, drawing on her time as an award-winning artist at St. Andrew’s, a published author during her time at Duke, and now a policy advocate, looking to move the needle on environmental protections.

Her love of nature and belief in protecting the environment was on display

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PHOTO COURTESY OF JOY REEVES

her senior year when she won first place in the National Science Foundation’s Generation Nano competition, which asked High School and Middle School students to create a superhero who uses the power of science and technology to solve crimes or tackle societal challenges. She says her inspiration for caring about the environment came from her parents – her father worked at the EPA in his 20s and then

did environmental consulting for worker safety and health in his 30s and 40s.

“I was the rural Frederick kid out there in Maryland, and I grew up on a wild and natural tract of land that shaped who I am. Right at the base of Sugarloaf Mountain, I didn’t really have any neighbors and spent almost all my time outside. But then through St. Andrew’s and Duke, I realized that the environment

is both that natural biodiversity but also, it’s people. It’s survival and thriving for human beings and communities. So those two realizations have always pushed me in that direction.”

For Reeves, that community wasn’t just her friends, but also the teachers who had an impact on her, all of whom are still at St. Andrew’s. She credits Phyllis Robinson for providing scientific foundations; Lauren Cook for launching her art career and “convincing me that cartooning was a valid portfolio item;” Troy Dahlke for helping form “the way I think about the world – and that’s kind of a priceless lesson;” and Andrew Seidman who told students that “rhetoric is the superpower of this generation, and he was completely right about that.”

For his part, Seidman remembers Reeves in the same way many of her former teachers remember her.

“Without question, Joy was one of the most brilliant students I have ever had the pleasure of teaching at St. Andrew’s” Seidman said. “Every day and to every task, she brought a sense of contagious curiosity and passionate diligence that made her stand out and excel. Joy loves learning for the sake of learning but also has an innate sense that education is something that happens beyond the walls of a classroom, and something that impacts the real world in real ways.”

When it comes to impacting the real world in a real way, Reeves is already well on her way.

—RC

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Michael Clark ’89

Ben Cantwell ’01

Cara Silver ’04

Sean Ginevan ’00

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alumni profile ///

Hey, Google How many St. Andrew’s alumni work at Google?

The largest concentration of St. Andrew’s alumni working for a single organization are the 10 that currently work at St. Andrew’s. Apparently though, Google isn’t too far behind. As you will see in the following pages, alumni who attended St. Andrew’s in the 80s, 90s, and 00s are all currently in critical positions at one of the world’s largest tech companies. What’s the commonality you may ask? They all have immense curiosity and a deep love of learning. We hope you enjoy these profiles and that you learn things you couldn’t have if you had simply Googled them.

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Ben Cantwell ‘01

Head of Supply Chain Security & Resilience, Google

B

en Cantwell ’01 didn’t head to China in 2005 intending to build a career in corporate and supply chain security. He had a love and passion for the Chinese language and wanted to be a lawyer. After earning a bachelor’s degree in Chinese from Middlebury College, he enrolled in The Johns Hopkins University SAIS - Nanjing University Center for Chinese and American Studies, picking up first a certificate and later a master’s degree in International Relations and Chinese & International Law. Now, 17 years later, Cantwell finds himself as Google’s Head of Supply Chain Security & Resilience. As is often the case for so many people, the first real professional experience after completing post-secondary education started him on the path to where he is now.

“I went to work for FTI Consulting, and 98% of my work probably was anti-counterfeiting,” Cantwell said. “It’s building brand integrity and brand protection programs for large multinational corporations with counterfeiting issues. And China was the place to be for that because there’s no shortage of things being counterfeited.

After two and a half years at FTI Consulting, Cantwell found himself ready for a new challenge, shifting to Procter & Gamble where he was Senior Manager, Security for Greater China. During his nearly eight years at P&G he rose to become the Director of Security for Greater China and Japan. Quickly, his focus shifted from counterfeiting to other priorities.

“My work became crisis management and physical security and investigations.

All sorts of investigations,” Cantwell said.

“And then I just kind of fell in love with the idea of being a security manager. You get to work with every single department in the company. In order to be a good in44

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vestigator or a good security manager, you need to understand the business, at least as well as the people who are conducting it.

And that was always fun for me as well.”

Under Cantwell’s leadership, P&G built a supply chain security program focused on securing transportation – from ensuring the veracity of the product to confirming the destination is reached, reducing issues on 40% of shipment down to 0.04%. But after more than a decade of working so successfully in China, Cantwell wanted to show that his success wasn’t Sino-specific.

That led him to shift to Google and a relocation to Hong Kong. He took over security there just in time for the protests that began in 2019, followed by the start of the COVID-19 pandemic.

“A lot of the tech industry was in China, and I was the only person in security at Google who had that close proximity to the factories and distribution centers and our transportation network,” Cantwell

said. “So I informally took on the role of supply chain security manager.”

In October of 2021, Cantwell moved back to the United States, bringing his wife, Guo Ce, and his two sons, one of whom was born in Guangzhou, China, the other in Hong Kong. That move coincided with Cantwell taking on his current role at Google, a position he helped design, overseeing security for the consumer hardware supply chain consisting of products like Pixel phones, earbuds, and Nest cameras.

The move came with some culture shock for the whole family.

“It was 2021 and COVID-19 was still in its prime,” Cantwell said. “It was surreal coming off the plane in San Francisco and walking through the airport. No white suits, no one taking temperatures and swabbing noses or throats. That was the first surreal moment.

“Everything in China is super convenient. Everything can be done on your phone through an app. Public transportations is (widespread) so it’s easy to get anywhere you need to go. Coming back to the United States, not everything is on an app.

I live in Silicon Valley and my house is on top of a mountain and cellular service is awful. It’s mind blowing. I could be in the middle of a jungle in southern China and still have cell service.”

Despite those hiccups, Cantwell couldn’t be happier with the way things turned out.

“I consider myself to be the luckiest employee at Google, and that’s because I created my job,” Cantwell said. “My boss will make room for me to do my work and fight for resources for me. I don’t have a lot of people looking over my shoulder questioning my work and the impact and the achievements. So that’s pretty fantastic.”

— RC

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Michael Clark ‘89 President, Google Cloud

“B

eing in the right place at the right time.” “Make the most of your opportunities.”

Both of those sayings can be applied to Michael Clark ’89, who never intended to spend his life working for giants in the tech industry. Clark spent more than 20 years at Microsoft and for the past seven years has been at Google - working his way from Managing Director for Google Cloud, East Region to President of Google Cloud for all of North America.

When Clark left Tulane in 1993 with a Bachelor’s Degree in History he planned to follow in his father’s footsteps and become a lawyer. But after listening to advice from his father, he eventually found himself on a different path.

“He gave me some really good advice, telling me to go work at a law firm before going to law school,” Clark said. “And I did it for a couple of years, had an amazing experience, but quickly found out it wasn’t for me.”

This realization came right around the time of the 1996 Summer Olympics in Atlanta where Clark was living and he took a job with a sports marketing firm where he handled Kodak and Coca-Cola as clients.

It was through those jobs – being in the right place at the right time – that he met people at Lotus and IBM, which is how he got his first position in the tech industry.

“When you had a Lotus product and you had a problem or question, you looked at the 1-800 number on the back of the box, and that’s where I started in the industry,” said Clark. “So I started by taking inbound questions about our products or things along those lines. And then I parlayed that into an outbound sales job over the phone.”

Answering those questions about Lotus, which was the software leader in spread-

sheets in the mid-90s, led to a 20-year rise in Microsoft from Enterprise Account Executive to Sales Manager to General Manager to eventually Vice President, US Small, Medium and Corporate, a position he held until June of 2018. In each role, he made the most of his opportunities.

“Sometimes the entry point into great companies are jobs like answering the phone all day long,” Clark said. “Finding an entry point, being incredibly curious, and continuing to explore what other opportunities may exist. I went from that entry level job to running a multi-billion dollar business at Microsoft. And then I decided to take the jump to Google Cloud because they were doing some really interesting things and we were building a business.

And it was a great opportunity to move back to the D.C. area and a great opportunity to have my kids attend St. Andrew’s.”

What drew Clark to Google Cloud was

the opportunity to “build a business inside a great brand.” Three things enticed him to take the job: The chance to build something special, to play the role of disruptor - which he defines as helping companies to be able to transform and keep up with the times while transforming their products or services - and to establish a marquee brand in the most important markets and cities in North America.

“That was all very exciting to me,” Clark said. “Those are the three things that brought me here and those are the three things that have kept me super excited over the past six years.”

When Clark moved back to the DMV, his son, Will ’22, was a rising ninth-grader, his daughter, Charlotte ’24, was a rising seventh-grader, and his daughter, Alice ’28, was a rising third-grader. In fact, Clark and his wife, Anne, applied their kids to St. Andrew’s before knowing for sure that he would have the position at Google.

Bringing his own children to St. Andrew’s always felt like the right thing for Clark, who enjoyed the fact that some of his own teachers, like John McMillen and Tracey Goodrich, would have the chance to teach his children.

“First and foremost, the quality of the educators at the school is off the charts. St. Andrew’s did a really good job for me as a student. It was a challenging environment but an incredibly supportive one. And I still, to this day, stay in touch with many of my close friends from St. Andrew’s. And it was just the right place at the right time for me.

“I was there from eighth grade through 12th grade. Any school that can hold onto great teachers for 25-plus years - that’s a testament to the school itself.”

— RC SPRING 2025

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Sean Ginevan ‘00

Head of Global Technology Partnerships, Google

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quarter-century ago, the technology field, or at least what we today consider to be the technology field, was in its nascency. It was the year 2000, and months after the fears about the Y2K bug had been alleviated, Sean Ginevan ’00 crossed the stage at Washington National Cathedral with his St. Andrew’s degree in hand and his eyes set on Syracuse University.

As a student at St. Andrew’s, Ginevan had been a research intern at the National Institute of Standards and Technology, an internship that Science Teacher Mr. Gabe Hodziewich helped arrange. So he went to college with an interest in technology but also an interest in journalism.

“At the time, I wanted to do something at the intersection of journalism and technology and ended up choosing Syracuse because they had a really great technology program at the iSchool and also a great journalism program,” said Ginevan. “At the time I wanted to get dual degrees but the schools were not that well aligned, so good luck graduating in under five years.

So I ended up predominantly focusing on the iSchool and the rest is history.”

The “rest” is a 25-year career in technology which has led him to his current position at Google as the Head of Global Technology Partnerships, Android Enterprise. A position in a career he might not have had if he hadn’t decided to go down the technology path as a young college student.

“I just sort of had this feeling that technology, the Internet, computers – all this stuff – was going to become really important,” Ginevan said. “Learning more about how these things work and how do you build the systems, that’s where my interests at the time developed.”

In 2004, Ginevan earned his Bachelor’s 46

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Degree in Information Management & Technology. A couple of years later, he went back to Syracuse and added a Master’s Degree in Information Systems. After working at Cisco for a little more than a year, he shifted to MobilIron, working with the company which he joined as a start-up through its IPO. He began as a Technical Marketing Manager/Solutions Architect and eight years later, when he departed the company in 2017 to move to Google, he left MobileIron as the Senior Director, Strategy having served in that position for more than two and a half years.

“I have been really fortunate to work on a variety of different technologies which went on to become super ubiquitous,” Ginevan said. “At Cisco, working on WiFi, which I don’t think any person in the world not lives particularly well without WiFi. At MobilIron, working on a lot of the early security and management frameworks that allow the iPhone to

become a business tool and really displace BlackBerry, and here at Google, working a lot on the next wave, which is the rise of artificial intelligence and generative AI and our extended reality platform.”

As the Head of Global Technology Partnerships for Android, Ginevan helps manage a platform that has three billion users. He is fully aware of the responsibility that comes with such a huge user base.

“I think there is a lot of responsibility that comes with working on these tools and realizing that we need to deliver a great experience to users that they appreciate, but we also have to be deep stewards of the information that people trust us with,” Ginevan said. “You think about how you use the phone, right? It is the thing that’s often in your pocket at points throughout your day, if not your enter day, especially if you've got a watch or buds or something like that. So yeah, it definitely comes with a sense of responsibility.”

A responsibility Ginevan was better prepared for because of his educational experiences.

“I think in my current career, coming from less of a pure engineering background and being able to incorporate things like economics courses and communications courses, has allowed me to do the things I do today,” Ginevan said. And a lot of that traces back to St. Andrew’s and the focus on being a strong writer, how do you form an argument and how do you analyze sources.

“The intellectual rigor was absolutely there and also at the same time, it wasn’t just that. There was also a deep connection to the arts as well. I think that the diversity of experience that the school brought was pretty unique and a lot of fun.”

— RC

alumni profile ///

Cara Silver ‘04 Product Manager, Google

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ny time anyone in the world logs into Google, or a website that uses Google accounts for that matter, a St. Andrew’s alum is involved. Given that nearly 5.5 billion people in the world use the Internet and more than 90 percent of them use Google, that’s quite an impact.

That St. Andrew’s alumna is Cara Silver ’04.

Silver ’04 works as a product manager at Google and her current role has her managing a team that is responsible for the login process. “Essentially, any time you, as a user, logs into Google, across any product, I manage a team that makes that login process work,” said Silver, who is based out of Seattle.

“Basically, signing into a service is proving who you are to that service,” Silver said. “And it feels super simple from a user’s perspective - you have a username and a password and you just want to get into your stuff. But there’s this really intimate tension that a service provider has to balance - how do we make it easy enough for you, the legitimate user, to get in, but also make it hard enough, and safe enough, such that the illegitimate user doesn’t get in.”

The tension eased some with the creation of more convenient options than remembering usernames and passwords - fingerprint or facial recognition, passkeys, etc.

And while that has made it easier for the user, it’s come at the same time when everyone is balancing more and more devices and accounts.

“Today, people are managing this complicated web of devices with multiple accounts each with different ways of logging in. You no longer just have a computer with one account and associated username and password; you have a computer, a phone, a watch, a TV, multiple shared devices with a bunch of different accounts, etc. And a

service has to make sure you – and only you – can log in and stay logged in, from any of your devices. So the space has become really complicated and very interesting in order to enable the right users to easily get in, safely stay logged in, while blocking all the illegitimate users out there. It’s a lot of onion layers to peel back.”

It’s okay if Silver’s idea of fun doesn’t match your own. Most of us don’t have a bachelor’s degree from Stanford in biomechanical engineering, and a master’s degree, also from Stanford, in mechanical engineering. From Silver’s perspective, Stanford “teaches the thought process behind engineering - identifying and then solving hard problems - rather than only hard facts of engineering.” She didn’t start an engineering job after she graduated; instead she used that thought process education to move into design consulting where she focused on identifying and solving problems for people using technology.

A few years after finishing her education, Silver went to work at frog as a design researcher and then spent several years at Google working in the user experience space. From there she spent a little more than two years at Microsoft before returning to Google, where she transitioned from user experience to product management.

Despite all her success, Silver very cheekily jokes that she is the black sheep of the family because everyone has more degrees than her. Her brother (featured in the Spring 2023 edition of the St. Andrew’s magazine) has a doctorate and both her parents have medical degrees.

That desire to always keep learning is one reason Silver stayed at St. Andrew’s from Middle School through graduation. She considered leaving, even applying out twice, only to decide to remain.

“The teachers knew who I was and supported me very intimately,” Silver said.

“Moving to a new school, I may or may not have found that, but I certainly wouldn’t have had the continual support from Middle School into (the Upper School) to graduation. That was really, really critical because my teachers knew how to challenge me. The other piece was that St. Andrew’s allowed me to do a lot of different things – to really explore different subjects and play multiple sports. I knew I wouldn’t have had that opportunity, had I gone to (a different school), which would have required me to specialize and to give my all to academics or focus on one sport. I’m not sure I recognized that at the time, but looking back, it’s one of the things I most appreciate from my time at St. Andrew’s. Having the opportunity and the bandwidth to explore a bunch of different things, to figure out what I really love to do, where I really wanted to lean in.”

— RC SPRING 2025

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LUCAS

Data Science & Portfolio Strategy Johnson & Johnson

MCLAUGHLIN ‘11

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f you were to throw a list of college majors into a box and then asked to pull two out, you would be hardpressed to find a pair more disparate than Biochemistry and Art History. But after graduating Cum Laude from St. Andrew’s and heading to Wesleyan University, that’s the choice made by Lucas McLaughlin ’11.

“I loved art history, humanities, all that good stuff, but I also liked the theoretical aspects of science, too. So I did a little bit of everything,” McLaughlin said.

McLaughlin’s dual loves didn’t end when he got his degree. He wanted to begin a career in pharmaceuticals and biotech but the industry is notoriously difficult to break into out of college. His Art History focus was Asian art history and so he considered taking part in the Japan Exchange and Teaching Programme which would have brought him to Japan to teach English for a year while having the opportunity to spend time at the places he had studied. That path would have led him to pursue a Ph.D. in Art History and become a professor.

“That’s something I genuinely think I would have loved and found to be incredibly worthwhile,” McLaughlin said. “And it truly was one of those circumstantial things where I spoke with mutual connection over the phone and they responded

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back saying they might have a year-long internship opportunity in San Francisco, would I like to do it? That set me on this trajectory where I’ve had a few different roles and lives in the biotech and pharmaceutical space.”

That internship at Genentech turned into three years working in clinical operations and global product development.

From there McLaughlin spent a year at GRAIL, returned to Genentech for two years and after a brief stop at Adela, he has now spent over three years at Johnson & Johnson Innovative Medicine in Research & Development where he is an Associate Director and Portfolio Head in Data Science & Digital Health.

“Data science and digital health has become a prominent emerging field in pharmaceuticals,” McLaughlin said, “What I do is leverage data science, epidemiology, AI and machine learning to develop algorithms that make our clinical trials more robust and efficient. The group I work in, we help develop large phase three clinical trials to get life-saving drugs on the market to help patients.”

McLaughlin specifically works in Neuroscience, Ophthalmology, and Immunology, and the algorithms he works on are designed to help find diverse patient populations.

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PHOTO COURTESY OF LUCAS MCLAUGHLIN

“Many of these patient populations tend to be underrepresented, overburdened in certain disease areas, and we want to make sure they’re included in our clinical trials and research,” McLaughlin said. “The reason being, first, it’s ethical, and second, good comprehensive research has heterogeneous data. You don’t want to just recruit the exact same kind of person in your trials over and over, because

you’re not going to get good data and it’s not reflective of the real-world.

“We have diverse trials because the more diverse your trials are, the better the data, the more likely that the data you publish and the way the medicine works in your trials will accurately work and reflect in a real-world population. In recent years, it’s become that much more evident that diversity and patient heterogeneity is

foundational in the work that we do if we want to improve and save lives.”

McLaughlin is currently halfway through a two-year program at the Yale University School of Public Health working toward an Executive Master of Public Health and Epidemiology. As far as those dual majors from his undergraduate degree, it turns out Art History can be a big help in data science.

“In art history you write these papers using something called formal analysis where you’re analyzing a piece of artwork and so much of it is pattern recognition,” McLaughlin said. “You’re analyzing a lot of these themes and patterns at a really broad level, and then narrowing it down to a specific trait or analysis. It’s just a skill that was really helpful to develop that I did not think I would use in this way. So I’ve really appreciated that.”

McLaughlin also really appreciates his St. Andrew’s education, which he feels set him up for success at Wesleyan. “It was almost like a liberal arts experience in high school, and it really encourages this interest in learning for the sake of learning. All these interests and passions that you’ve had in middle school and high school have been stoked and encouraged and they fully blossom in college.

For me, I had this moment where it kind of clicked – I’m here, I can take advantage of everything here, leave no stone unturned. And I think that was a direct impact of St. Andrew’s and its philosophy of teaching and learning.”

—RC SPRING 2025

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KATI

Senior Program Manager T Brand Studio / The New York Times

RICHER ‘10

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here are three sayings that you need to keep in mind as you read about the professional journey of Kati Richer ’10 – ”timing is everything;” “always be prepared;” and “make the most of your opportunities.”

Kati was enjoying a rewarding opera career when she decided in 2019 to move on so she could build a more stationary life and put down roots. Having had some experience as an executive assistant, she was able to get a full-time job as an EA working at The New York Times in their advertising division. While there, she had the opportunity to expand her skill set by learning about the advertising industry and taking courses in project management, which led to rising to her current position as Senior Program Manager at T Brand Studio, The New York Times’ in-house advertising studio.

Timing is everything - making the decision to transition away from opera singing less than a year before the start of a global pandemic. Being prepared - interviewing well and landing a job at the New York Times in a space looking for talent that could grow. Making the most of your opportunities - turning an assistant role into a manager role in two years.

“When I left opera, I canceled every

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contract I had lined up,” Richer said.

“I realized that my dreams when I was eighteen didn’t line up with the future I wanted as an adult. The opera lifestyle was no longer the right fit for me, even though I was finding some success there.

When I saw that NYT had a listing for an EA it felt like a very good fit, and I applied a week after I quit opera, and I got the job pretty immediately. So I started working at the Times.”

Kati was having more than a little success in opera. After performing on the stage at St. Andrew’s, she matriculated to Carnegie Mellon where she earned a Bachelors of Fine arts in Classical Voice/ Opera. She added a Masters from the Mannes Conservatory and began performing in productions such as Puccini’s “Madama Butterfly” and Wagner’s “Götterdämmerung,” among other productions.

“Ritchie Porter was a huge mentor for me,” Richer said “As a lead in both “Urinetown” and then “Pirates of Penzance,” Mr. Porter spent endless hours helping me stage things, figuring out how to find my own artistic voice, and becoming really comfortable on stage, making impromptu decisions. He was a huge part of that coaching.”

alumni profile ///

PHOTO COURTESY OF KATI RICHER

While Kati hasn’t utilized her vocal talents in her career’s second act, she does credit it with helping her in several different ways. For one thing, as someone who was self-employed, she already had a lot of organizational skills that translated well to being an executive assistant. In addition, she had French and Italian language skills from her opera career and her boss at the time was working with a number of agencies in those countries. And as she moved into her current role in marketing and advertising, she has been able to draw a different skill set from her singing days.

“As an opera singer, you’re running your own business. Basically, you’re mar-

keting yourself,and you are the product that you’re selling out in the world,” Richer said. “ And in running your own business as an opera singer, you have to be extremely organized, responsible, flexible, prepared and professional. Additionally, both opera and advertising require creativity - there’s a lot of overlap.”

In her role at T Brand Studio, she helps create digital, audio, video, and print advertising that feels native and organic to The New York Times. “The teams I oversee are creatives who come up with concepts for advertisements and campaigns that align with different clients’ needs. Once we win that client over, we

produce ads for them utilizing all types of creatives: artists, designers, photographers, voice actors, and editors. It’s fun and it’s always different.”

Kati had a lot of changes recently - her mother Teri Benson who many knew as a very active St. Andrew’s parent passed away in April 2024. In much happier news, Kati became a mother herself in October 2024 as she and her husband Sam welcomed their first child, Henry.

If her son is anything like her, he will undoubtedly have good timing, always be prepared, and make the most of his opportunities.

—RC

SPRING 2025

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DERRICK

Performance Engineer Cypress Creek Renewables

CARR ‘13

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hen Derrick Carr graduated from St. Andrew’s in 2013 to attend Haverford College, he had a dream of becoming an astrophysicist. As a kid he would look up and stare at the stars in wonder and ask questions.

But the idea of pursuing a career didn’t codify until he was an Upper School student at St. Andrew’s.

“I was spending time with Mr. Sinclair,” Carr said. “He was one of my favorite teachers and I spent a lot of time with him. We were talking about space stuff and my future and I was stressing uncertainty because I didn’t know what path I wanted to go down. And he kind of just posed the question: ‘Why don’t you study astrophysics? Why don’t you become an astronomer?’”

That conversation set Carr down a path that saw him earn a bachelor’s degree in Astrophysics from Haverford and a Master’s and Doctorate from University of North Carolina at Chapel Hill. Now, reflecting back on a decade-plus of higher education in his chosen field, it’s easy for Carr to identify what makes him spark the 52

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most in his field.

“It boils down to innate curiosity. I just wanted to learn about how these things work,” Carr said. “Why does the night sky look the way it does? Why does this galaxy look blue? One of the most breathtaking things to see through a telescope are the planets. You look at Saturn through a telescope and you can see the rings, you can see the different colors of the ring. Seeing some of the stuff that you learn at work with your own eyes, it’s hard to beat. I just wanted to extend that knowledge.”

That curiosity is the thing that stands out to Kurt Sinclair more than a decade later when asked about Carr as a student.

“I always found it easy and enjoyable to work with and teach Derrick because he was a student sincerely interested in learning physics,” Sinclair said. “He wanted a sound understanding of the concepts, principles, and mathematical techniques we discussed in class and he would work diligently to achieve that understanding. A significant part of that work was questioning. Derrick’s curiosity demanded that he question ideas that, at first, didn’t make

alumni profile ///

PHOTO COURTESY OF ELON UNIVERSITY

sense to him until they finally did. He was then ready to incorporate new learning with old and continue his progress in physics. I am not at all surprised that he kept going until he earned his doctoral degree in the field of astrophysics and I feel blessed to have had the opportunity to teach Derrick and introduce him to a beautiful subject.”

Carr focused his graduate work on Galaxy research and along the way picked up computer science, analysis, and data science skills. Those tools led him to a job in renewable energy working for Cypress Creek Renewables, one of the country’s leading solar companies generating 12 gigawatts of solar energy. Carr found that

a lot of the skills that he learned while looking through data sets of galaxies he could use to look through the data that comes back from Cypress Creek’s solar farms.

“When I was going through my program (at UNC Chapel Hill) – I loved the research, I loved the people, I loved the work and finding out more about our universe – but there was also a part of me that was really looking to do something that has more of a real impact on the world,” Carr said. “So with that in mind, I switched to renewable energy.

And so far, it’s something that I really do enjoy. When I am able to find issues with a solar farm and I can suggest that this is

why we aren’t getting as much energy as we think we should be – and to see the actual change and fix happen in real time, or almost real time as I’m learning that there’s a lot of back and forth in industry compared to school – it feels like it’s making a bit more of a difference.”

While Kurt Sinclair clearly had a big impact on Derrick’s life, he also fondly remembers David Brown, who taught him multivariable calculus (“that put me in a good spot for undergrad calculus”), and David Brandt and Mike Davila, who were his cross country coaches and helped create a strong sense of community amongst the team.

— RC SPRING 2025

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A Letter from the Alumni Council President

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ear Fellow Alumni, We all know, without a doubt, that St. Andrew’s Alumni Association is full of experts in nearly every field imaginable. Whether it’s science and technology, engineering, the arts, finance, policy, international development, or any other sector you can imagine, there is almost certainly an alumnus who is at the top of their field. As you have seen from the impressive profiles featured in this very magazine.

A few years ago, the Alumni Council decided to give back through the launch of a new and exciting speaker series aimed at bringing alumni back to campus to speak to Middle and Upper School students. And it hasn’t stopped there. Alumni have also shown great interest and involvement in advising various student clubs. For example, shortly before seniors departed campus this May, the class had the amazing opportunity to be coached by Mark Otto ’86 on financial literacy, which we know is such an important topic during a pivotal time in their lives.

Seniors were also fortunate to gain the expertise of Alumni Council members Graham Johnston ’90, Julian Haas ’22, and Joy Reeves ’18, as the trio shared tips, tactics, and ideas with the Class of 2025 on how to identify, interview, and prepare for internships. We are looking forward to building on this early work next year, as we know it will especially benefit our collegeaged alumni.

In recent years, the Alumni Council has focused on increasing alumni presence through sharing our own experiences with current St. Andrew’s students. This Homecoming, we are looking forward to sharing a different type of story with our community. Alumni will have the unique chance to connect with their favorite teacher and record a conversation as part of the school’s newly launched “Storycorps-style” project.

We are excited to announce that this 54

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Alumni Council President Jennifer Hawkins ‘99 with Head of School Robert Kosasky at Reunion in October 2024.

project, a spin on the previous interviews alumni conducted as part of the infamous oral history project, will be shared with the community as the school approaches its 50th Anniversary in 2027-2028.

Those who attend reunion this year will see a newly renovated Kiplinger House.

Work began on renovating the 215-yearold building in March and is expected to be completed before our mid-October celebration. This work is a part of completing the school’s most recent Master Plan, which includes a Student Center, a consolidated Lower School building, new turf fields and an expanded parking deck.

The Alumni Council continues to provide thoughtful feedback for the school’s next Master Plan, which among many other things will include a memorial space in Bruder Garden, to honor alumni who have passed away, and other new impressive

facilities for our community to enjoy.

As a friendly reminder, even if it’s not your big reunion year or you can’t make it back to campus, we hope you will find a way to connect with the school at one of our many alumni events which frequently take place around the country. For example, in July of 2024, the Alumni Association organized a trip to the Stonewall National Monument in New York City followed by an alumni social gathering that evening. During the 2024-2025 school year, the Alumni Association also hosted events in Boston, Denver, Florida, San Francisco, and most recently again in New York City in May. I encourage all of you to keep an eye out for the monthly alumni newsletter for more updates and details on forthcoming gatherings.

As we approach summer, I hope you will have the opportunity to travel, find some joy, and most importantly, connect with family and friends. Let’s all work to keep those old and new St. Andrew’s bonds strong. Whether they are newly acquainted friends from a few years ago or dear friends we’ve known for decades. I hope to see many of you at an Alumni event or Reunion this year!

It’s been my distinct honor to serve as your President of the St. Andrew’s Alumni Council and as an ex-officio Trustee of the Board. I am pleased to announce that I will be handing off the leadership of this vibrant community to my old teammate and overall rockstar, Emily Williams ’02. who will become President in July. Emily brings a wealth of experience in her current role as Director, Career and Alumni Engagement at Harvard University. I know with her leadership and expertise, she will build on the Council’s accomplishments in the previous years.

Yours, Jennifer Hawkins ’99 President, Alumni Council

Alumni Class Notes New email, phone number or mailing address? Submit your updated information here: www.saes.org/classnotes.

1983

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Edie Demas and her family moved to Los Angeles this past summer. It was a great move made even greater by the presence of Amy Demas and family. The kids are thriving and Edie and Chuck are just trying to keep up with them!

1984 John Lennon is enjoying life in Wilmington, North Carolina, and adjusting to the “empty nester” stage. With just one more child in college at North Carolina State (our alma mater!), he and his spouse have been making the most of their newfound freedom by traveling. They recently returned from an incredible trip to Spain. The highlight of John’s summer was reconnecting with so many classmates from the Class of ’84 at the reunion.

The Class of 1984 celebrates reunion.

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Brad Bennett and John Barron enjoyed seeing former teacher Mr. Carbon.

Tracey Keller Nickolaus, Allyson Radcliffe Riggs, Tammy Adle Stone and Scott McDonnell celebrate the Nickolaus aging art exhibit.

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Please contact Jen Mohr if you would like to join the reunion committee.

1986 Brad Bennett and John Barron listened attentively as their former teacher, Mr. Carbon, weaved words of wisdom when they met up.

1987 Tracy Keller Nickolaus is a painter currently working in Milwaukee. Her body of work strives for representation of aging people in society. In addition, it is in direct response to her family’s extensive experience with dementia. Tracy asked Allyson Radcliffe Riggs if she could paint her father. She graciously agreed to let her paint “The Colonel,” as they referred to him, for an upcoming show

at the Overture Center for the Arts in Madison, Wisconsin. Her father is one of six paintings on exhibition. Allyson and Tammy Adle Stone flew out for the opening which was incredibly heartwarming. Tammy also reached out to one of our former classmates living in Madison, Scott McDonnell, who also came to the opening.

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1988 Ali Understein Rottner ’86, Amy Understein Strahan, Heather Certner Brugger and Kristen Friedman Venit celebrated the wedding of Lex Brugger in August 2024 in Washington, D.C.

Ali Understein Rottner, Amy Understein Strahan, Heather Certner Brugger and Kristen Friedman Venit celebrated the wedding of Lex Brugger in August 2024.

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Kiki Weingarten Condon was fortunate enough to fulfill a longstanding dream of traveling in Australia and New Zealand.

The Class of 1989 celebrated their 35th reunion in October.

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1989 Kiki Weingarten Condon was fortunate enough to fulfill a longstanding dream of traveling in Australia and New Zealand this past December and January! It was an amazing experience as she got to see some fantastic places and catch up with some old friends along the way.

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Jessica Bulman Kolchins ‘ oldest child started college in the fall.

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This past year Jessica Karp was in an adaption of Hamlet where she played Guildenstern.

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Please contact Jen Mohr if you would like to join the reunion committee.

Gevry Fontaine started a new role in the fall of 2023 with Werfen, a specialized diagnostics company, as the Director of Marketing for Acute Care Diagnostics, North America. She is enjoying working with the marketing and sales teams launching some incredible new innovations. This past year, she and her husband built a new home in New Durham, New Hampshire. It’s a beautiful spot on a small lake. They look forward to spending vacations and weekends with friends and family enjoying the lakes region. Their son, Jackson, is a sophomore in high school and enjoys playing golf, hockey and baseball.

Jessica Bulman Kolchins has big news in her house as her oldest child started college in the fall. Her daughter, Jordyn, is a freshman at Indiana University studying Psychology and Criminal Justice.

Jessica Karp lives in beautiful central Pennsylvania with her sweet wife. Jessica is continuing to pursue her love of acting.

This past year she was in an adaption of Hamlet where she played Guildenstern.

What a blast! This year, she has been doing some student films, and will be continuing with some Shakespeare when she appears as Antonio in Twelfth Night.

Jessica is so grateful for her years at St. Andrew’s and loves to see how well things seem to be going for the school.

1991 Vivienne Barry enjoyed time with St. Andrew’s classmates — Pamela Saunders ’93, Edie Stanton, and Priscilla Williams. She also spent time in Ludlow, Vermont skiing and hanging with her dog, Sherlock. She wants to also say thank you to St. Andrew’s for putting so much thought and effort into having a reunion for us old folks at the Bradmoor campus in Bethesda.

1992 Raj Loganathan and his wife continue to live in Bedford, New York. Celebrating 25 years at PepsiCo and excited to begin their second year with their non-profit foundation in memory of son Nikhil — www.teamnikhil.org.

Niki Barbery Bleyleben loves living in

class notes /// Madrid but feels she is being summoned back to the East Coast. Her eldest daughter is a freshman at The New School and her youngest has her eyes set on Georgetown. For now, she hopes the Class of ’92 can organize another gathering soon. Until then, please get in touch if you come to Madrid and of course should you ever want to visit Bolivia. She knows that alumni updates are not easy to write as she wants to transcend a feeling of sunshine to connect with friends from the past, to a time when life felt rich in hope and a lightness-in-being. But what resonates most at the moment for her is the loss of yet another loved one in the Class of 1992 — Andrew in 1993, Alejandra in 2019, Raj’s 12-year-old son Nikhil in 2021, and now most recently, Kris. This past year, she lost seven friends under the age of 52. It has been difficult to process but she tries to find comfort in nature and places of authenticity. In a world where it is increasingly difficult to decipher where to go for truth, she finds herself walking towards her past to find it. It is a long stretch, going further back than high school of course. Bolivia has always been a refuge for her and she spends more and more time there exploring ancestral roots, wide-open landscapes, and raw nature.

She thinks it’s important to find places that help to heal and go there, be there, and bring friends there. She realizes this is a somber update but hopes that it is also warming because that is her intention. It’s an update that includes a tearful, tight and warm embrace.

1993 Several years ago, Lexa Gandolfo invented Pakka™ Cargo Caddie, a trunk shelf organizer designed for SUVs and CUVs. After licensing the invention in 2023, it officially launched at the end of 2024. She licensed the product to Lippert which is a global manufacturer and retailer of products for the transportation, recreation, and construction industries.

It’s now available on Amazon, Walmart, and other e-commerce platforms, as well as in stores. She truly appreciates the kind words and support from the St. Andrew’s community!

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Jonathan Bruskin and Niki Barbery Bleyleben met up in rural England.

Vivienne Barry enjoyed time with St. Andrew’s classmates — Pamela Saunders, Edie Stanton, and Priscilla Williams.

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The Class of 1994 celebrated their 30th reunion in October.

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Taylor Watson, a NYC-based musician and educator, just released a new single with his Latin ensemble, Son de Brooklyn.

Recorded in Cuba last year, “Por Donde Entra La Luz” is now available on streaming platforms. You can also catch some members of the group performing in the new Broadway musical Buena Vista Social Club! Say hello at www. taylormusica.com

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Please contact Jen Mohr if you would like to join the reunion committee.

Mari (Palmer) McDonald lives in Bethesda with her daughters Maggie (17) and Meadow (8), pictured in Crawfordsburn, Northern Ireland Dec

Lexa Gandolfo invented Pakka™ Cargo Caddie, a trunk shelf organizer designed for SUVs and CUVs. SPRING 2025

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Taylor Watson, a NYC-based musician and educator, just released a new single with his Latin ensemble, Son de Brooklyn.

Liza Zassenhaus, Justin Fishel, and Ben Fishel enjoyed spending time together this past summer in Lake George, New York.

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2024), husband, Terry, and sweet dog, Caddis. “I love my job working as a college counselor for a private firm. Teenagers are the best and I love working with them and their families on achieving their dreams!

I’m looking forward to seeing all the ’95ers at our 30th reunion in October!”

Mari (Palmer) McDonald lives in Bethesda with her husband and daughters Maggie (17) and Meadow (8), pictured in Crawfordsburn, Northern Ireland.

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1996 Hallie Sherard got married this summer and started a new job with a Los Angeles based carpet manufacturer, Bentley Mills.

Tim Finn and Nick Nadel have had another successful year with their YouTube channel. With partner Kevin Maher, they research, write, and produce video essays on television and film history, adding another two million views in 2024. See more at @AtomicAbe.

1997 Liza Zassenhaus, Justin Fishel, and Ben Fishel ’01 enjoyed spending time together this past summer in Lake George, New York.

1998 Hallie Sherard got married this summer and started a new job with a Los Angeles based carpet manufacturer, Bentley Mills.

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Ann Nash had a birthday party in April for her youngest daughter who turned 5, and she was happy to catch up with her cousin, Kristin Maller ’09.

Michael DiPaula-Coyle and his wife, Torie, are thrilled to share the arrival of their son, Henry, born on August 12, 2024. He joins his proud big sister, Charlotte, who is already proving to be the best sibling ever.

Tim Karefa-Johnson joyfully tied the knot with Clara Schoew on September 21, 2024! It was a memorable celebration, made even more special with Michael DiPaula-Coyle and Edwin Darilek serving as ushers in the wedding party.

2000 25

Please contact Jen Mohr if you would like to join the reunion committee.

Sarah (Melby) Zihp works for Petrossian, selling wholesale caviar to restaurants, hotels and private chefs in Delaware, Maryland, Virginia, North Carolina, and Tennessee. She lives in Potomac, close to St. Andrew’s, with her husband and her 5-year-old son.

Sherine Arif has been living in Dubai for the past five years with her husband and two sons (14 and 11) after moving from Montreal. She works with Marriott International, where she has been for more than 16 years, primarily focusing on integration system testing. Her parents and brother are still in the Washington, D.C., area, and she tries to visit during the summers. She welcomes anyone passing through Dubai to reach out and connect!

class notes /// In 2017, Lindsay Scherr Burgess started a moss wall art business out of her house. After more than 1,000 completed projects, she just installed the largest moss wall in her company’s history! This twostory, 560-sq-ft moss wall took almost two years of design, planning and fabrication.

It was a labor of love - or as they like to say — it was MOSSOME.

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Ann Nash was happy to catch up with her cousin, Kristin Maller this past fall.

Michael DiPaula-Coyle and his wife, Torie, are thrilled to share the arrival of their son, Henry, born on August 12, 2024.

2001 Justin Park is the founder/owner of a pickle company, at The Real Dill in Denver. This past fall he gave Ms. Goodrich, Mr. Ponitch, and the Alumni Office a tour of his production manufacturing facility during their trip to Denver. The Real Dill is a zero-food-waste company that has won multiple awards from the City of Denver. While it started as a pickle company, 90% of its current sales come from its highly successful Bloody Mary mix.

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2002 Amy Cuddy continues her long career in AEC marketing working for Wilmot Sanz, a healthcare design firm in Rockville. She is very involved with numerous volunteer organizations including the Society for Marketing Professional Services, the American Stroke Association and the Cystic Fibrosis Foundation. She lives in Rockville with her husband, Justin and two daughters, Anne (11) and Beth (8).

Ms. Goodrich helped the Class of 1999 celebrate their 25th reunion in October.

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02

Amy Cuddy lives in Rockville with her husband, Justin, and two daughters.

Justin Park gave Mr. Ponitch, Ms. Goodrich, and the Alumni Office a tour of his production and manufacturing facility at his company, The Real Dill, in Denver.

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/// class notes

02

04

Emily Williams and her family traveled to Costa Rica to celebrate her 40th birthday!

The Class of 2004 celebrated their 20th reunion in October.

03

06

Christina McDowell and her husband, Elliott O’Donovan, with their son, Ethan.

Gaby Dehesa-Azuara and Larissa Levine took a trip to visit Elise Lang in Tanzania in August 2024.

04

05

06

Amy Bachman Zerante and Abbey Eddy’s baby boys were born a week apart.

Cara Silver enjoyed visiting campus recently with her two little boys.

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Nick Phelps welcomed his second child, Maryn, in December. She joins big brother, Harrison.

class notes /// In February 2024, Emily Williams and her family traveled to Costa Rica to celebrate her 40th birthday! It was a great way to kickstart this next decade with lots to see in terms of flora, fauna and relaxing on the beach. She is wishing a belated Happy 40th to all her ‘02 classmates!

Alisa Kaswell celebrates her 12th anniversary living in NYC! She is looking forward to seeing everyone at the New York alumni event in May!

2003

2006

Christina McDowell and her husband, Washington, D.C., portrait photographer Elliott O’Donovan, welcomed their son, Ethan, in 2023. Christina is currently working on her third book, which is an exploration of sisterhood and espionage.

Her novel, The Cave Dwellers, was recently optioned for a television series.

Christina and her family live in Bethesda.

Gaby Dehesa-Azuara and Larissa Levine took a trip to visit Elise Lang in Tanzania in August 2024. They enjoyed their international mini-St. Andrew’s reunion.

2004 Ryan Hathaway welcomed a baby boy, Charles, on April 20, 2024. He lives up to his namesakes (dad and grandfather) and is both curious and sweet!

Cara Silver enjoyed visiting campus recently with her two little boys. She had a great time catching up with Mr. Whitman, Mr. Sinclair, and Mr. Brown. Cara continues to work at Google and also does backcountry ski patrolling in Washington.

2005 20

Please contact Jen Mohr if you would like to join the reunion committee.

Jasleen Singh and her husband, Apoorva Pandhi, welcomed their second daughter in June 2024. Jasleen practices personal injury and consumer-centric impact litigation and Apoorva invests in earlystage AI. They live in San Francisco but you’ll find them in the DMV almost as much as locals.

Nick Phelps has a big life update as he and his wife, Allison, welcomed their second child (and first daughter), Maryn, into their family in December. Her big brother, Harrison (3), is constantly loving on her and they are getting into the swing of things with a household of four!

07

Aaron Vinnik had a great time catching up with Mr. Whitman in London.

Amy Bachman Zerante welcomed her second boy Joey (Joseph Charles Zerante) on August 12. Amy and Abbey Eddy ’08 have baby boys that were born a week apart from each other!

2007

Tim Rogan tied the knot with Rachael on October 12, 2024 in New Bern, North Carolina.

07

Tim Rogan tied the knot with Rachael on October 12, 2024 in New Bern, North Carolina.

On November 3, 2024, Chas Duvall and his wife, Caroline, welcomed their third child, Wesley Broughton Duvall.

The Atlanta residents are settling in as a family of five. Charlie (6) and Madden (4) are enjoying having another sibling around the house! Chas works for Vista Equity Partners, where he is focused on institutional fundraising.

Molly Estrada and her husband, Jordan, welcomed their second child, Lucas.

08

Molly Estrada and her husband, Jordan, welcomed their second child, Lucas, in November. Their daughter, Taylor (4), is thrilled to be a big sister and loves making her little brother smile and laugh.

A couple of years ago, Molly and her family returned to Maryland after living in Boston. She is now back at St. Andrew’s, teaching Biology and AP Biology and coaching lacrosse in the spring.

2008 Graham Andrew Harlan was born April 5, 2024 to Hannah and Chris Harlan, joining four doting older siblings — Jack ’26, Kate ’28, Luke (6), and Ellie (4). He is

Graham Andrew Harlan was born April 5 to Hannah and Chris Harlan, joining four doting older siblings - Jack ‘26, Kate ‘28, Luke (6), and Ellie (4).

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/// class notes already a regular on the sidelines of St. Andrew’s soccer games sporting his St. Andrew’s gear!

09

Abbey Eddy and her husband, Travis, welcomed their second son, Webster Lyle Eddy, in August. Webster joins big brother Gust in their home in Park City, Utah.

Abbey and Amy Bachman Zerante ’06 enjoy getting the newest bundles of joy together.

Tom McMackin and his wife, Eileen Sullivan, joyfully welcomed their son, Patrick Thomas McMackin in July.

2009 Christine Ash is still enjoying working as an event planner in the, D.C., area. She recently bought a home in Rockville.

The Class of 2009 celebrated their 15 reunion in October.

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2010 15

Please contact Jen Mohr if you would like to join the reunion committee.

After spending the first part of his post-college life teaching and as an administrator at Sussex Central Middle School in Sussex County, Virginia (where he was named 2019 Teacher of the Year), Clinton James is currently the owner of Woodworking on the James, which can be found on Etsy at WoodworkingTheJames.

Recently, he was invited back to speak at St. Andrew’s Fund-a-Scholar Gala where he shared how attending St. Andrew’s, with the help of financial aid, benefited his life. He and his wife, Rachel, have two children, Carty and Waverly.

Cassandra Glass-Royal is currently a senior designer for Studio 11 Design, a Hospitality Design firm in Dallas. She runs their East Coast team in Charleston, South Carolina. The team that she leads just had three hotels open this year.

Two new builds: Caption Nashville By Hyatt (Nashville), Hotel Celare a Tribute Collection by Marriott (Cincinnati) and a renovation, Ansonborough, a Historic unbranded Boutique hotel in Charleston.

These were all 2-3 years in the making and she is so proud to have them completed and open to guests!

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Nikki Azzara had an unforgettable time celebrating her sister, Alex Azzara ’07, at her wedding!

Steve Webster and his wife, Marielle, have double the joy to celebrate! They welcomed their twins, Sydney and Wesley, on December 10. The new family of four is settling into life in Katonah, New York, and loving every moment!

10

Nikki Azzara had an unforgettable time celebrating her sister, Alex Azzara ’07, at her wedding! The celebration was filled with joy, laughter, and a special St. Andrew’s reunion, with many alumni in attendance — including the beloved Mrs. Koons!

Phil Doerr officiated Mark Small’s wedding this past summer in Madison, Wisconsin, where Mark and his wife, Natalie, both went to school. Many St. Andrew’s alumni were in attendance.

Clinton James spoke at the Fund-a-Scholar Gala at St. Andrew’s in March.

class notes ///

2011

10

12

Phil Doerr officiated Mark Small’s wedding this past summer in Madison, Wisconsin.

Delonte Egwuatu recently launched a new podcast, Dignity Dialogs, where he dives into insightful conversations of learning that happens both inside and outside school.

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12

Natasha Belikove switched jobs last August and is now working at Interscope Records as a Director of Digital Marketing.

Some of the artists she works with include Flatland Cavalry, Gwen Stefani, Treaty Oak Revival, and U2. She and Joslyn Jacoby recently visited Cara Huskey at her beach house in Naples, Florida.

Lucas McLaughlin is celebrating 10 years living in San Francisco with his partner, John, and dog, Fleet. He’s become an avid baker and home-cook that loves to make pastries, pies, and cakes. Lucas currently works at Johnson & Johnson, leading a team of data scientists to accelerate clinical trials in Neuroscience and Immunology to develop life-saving treatments. In addition to work, Lucas has recently started getting his Executive Master of Public Health & Epidemiology at Yale School of Public Health with graduation set in May 2026.

Amy Belchatovski recently earned her Certified Meeting Professional (CMP) certification from the Events Industry Council, which is a globally recognized credential that signifies a professional has achieved the highest standards of professionalism in the meetings, conventions, and exhibitions industry. Amy and her husband, Elliot, are expecting their second child, a boy, this summer!

2012 Becca and Hunter Goodrich have moved from Seattle and are now putting down roots in Minnesota! They are currently loving life at the lake where they got married - enjoying both the warm summers and embracing the cold winters!

DeJanett Talley recently moved back to Maryland. She is expecting her second child and celebrating the two-year anniversary of her own art studio.

Phil Werner and Madeline Scepansky welcomed their first baby, MiaJosephine Werner, on January 6, 2025.

Delonte Egwuatu recently launched a new podcast, Dignity Dialogs, where he dives

Steve Webster and his wife, Marielle, welcomed their twins, Sydney and Wesley.

into insightful conversations of learning that happens both inside and outside of the walls at Beaver Country Day School where he is the Chief Engagement and Inclusion Officer at Beaver Country Day School. His podcast allows community members and outside experts to share their experiences, stories, and personhood.

Delonte also continues to lead HACKbac, a dynamic social justice hackathon for 8th-12th graders. This past winter, he brought the event to St. Andrew’s, where more than 30 students from various schools came together to tackle realworld challenges. Now, he’s exploring an expansion to the West Coast — stay tuned for what’s next!

Becca and Hunter Goodrich have moved from Seattle and are now settling in and putting roots in Minnesota!

12

Phil Werner and Madeline Scepansky welcomed their first baby, MiaJosephine Werner, in January.

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/// class notes

2013

13

13

In October 2024, Chris Carr and his wife, Emily, welcomed a baby girl, Margot Taylor Carr.

Katie (Jannotta) Chaires and her husband Harrison welcomed their son, Warren Lee Chaires, in late January.

Jared Kassoff and Jaime tied the knot this past summer in New York.

In the past year, Derrick Carr has successfully defended his Physics Doctoral Dissertation on galaxy evolution at the University of North Carolina — Chapel Hill, earning his PhD. He has transitioned to a career in renewable energy (a.k.a. “cleantech”) as a Performance Engineer and moved into a new house in Durham, North Carolina and will be making more time to travel in the upcoming year. He recently published a scientific article on his research in galaxy evolution in Astrophysical Journal.

Katie (Jannotta) Chaires and her husband Harrison welcomed their son, Warren Lee Chaires, in late January.

13

In October 2024, Chris Carr and his wife, Emily, welcomed a baby girl, Margot Taylor Carr. Chris and Emily are enjoying every day together watching Margot grow up along with their 1-year-old black lab, Libby, in their town of Cohasset, Massachusetts.

2014 Chris Quintero enjoyed re-connecting with Ethan Lockshin, William Duvall and Alex Armbruster recently over dinner in Denver.

Michael McShane recently got married.

He started a new job at the National Wildlife Federation.

In the past year, Derrick Carr has successfully defended his Physics Doctoral Dissertation on galaxy evolution at the University of North Carolina — Chapel Hill, earning his PhD.

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13

William Duvall is living in Denver and working as a potter at Fenway Clayworks in Golden, Colorado.

Jared Kassoff and Jaime tied the knot this past summer in New York.

Adam Parker is currently working as a Physical Therapist. He met with his former classmates and just came back from the Outer Banks, North Carolina.

William Weber is teaching American History and a class in Horror Fiction. He got engaged to his future wife Colleen, they will be getting married in October in Nashville. Drop a line if you visit Manhattan.

Michael McMillen and his fiancé are in the process of building a new home.

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class notes /// William Duvall is living in Denver and working as a potter at Fenway Clayworks in Golden, Colorado. This past fall, he enjoyed welcoming Ms. Goodrich and Mr. Ponitch to his studio when they visited Denver. William’s pottery is available for purchase both in his studio and through Room & Board.

In 2018, Andrew Davis founded a mushroom genetics company based out of Portland, Oregon. They develop and provide fungal genetics to farms, universities, and labs around the world who are growing and researching mushrooms as food and medicine.

His fiancé, Katie, works as an executive functioning specialist for neurodivergent students. Andrew and Katie have a small hobby farm and enjoy the laid back life they live in Walla Walla, Washington.

They are looking forward to their wedding in September!

Cedrick McFadden, a Biomechanic Therapist & Performance Coach, specializes in identifying and correcting movement imbalances that cause pain and injury. After training under renowned expert Michael Petrina in New York for five years, he now runs his own private practice in the DMV, working with people and athletes of all levels and sports.

Using advanced manual therapy and biomechanics analysis, he customizes treatment plans to enhance movement, reduce pain, and improve strength.

Drew Singleton is in his fourth year of teaching at St. Andrew’s and his third year serving as an Academic Dean. He has loved teaching alongside his former teachers and continuing to be a part of the St. Andrew’s community. He’s very excited to start grad school at the University of Pennsylvania in the fall where he will be pursuing a degree in Education Leadership and moving one step closer to his goal of being a Principal/Head of School.

2015 10

14

The Class of 2014 celebrated their 10th reunion in October.

knot on October 12, 2024 in Madison, Wisconsin. Jonah Orr ’10 was by their side as they tied the knot.

14

Peter Donahoe started a new role as Director of Social Media for Paddletek and ProXR Pickleball. He spent the last four-and-a-half years at Wilson Sporting Goods, where he became a full-time creative as a photographer and videographer for the brand’s socials. Now he’ll be leading social creative and strategy — putting his passions of creative, sports, and marketing strategy together!

2016 After finishing his playing career, Ty Stewart found it a natural transition to give back through the sport he loves, and what better place to do it than at his alma mater? Coaching the boys’ JV basketball team during the 2024-2025 season was both a rewarding and educational experience for him and the team. In addition to coaching at St. Andrew’s, Ty is a full-time basketball trainer and the founder of Quality Reps Basketball, which offers top-tier training for athletes from middle school to the professional level. His primary focus now is to develop the next generation of players in every way he can.

Andrew Davis and his fiance, Katie, live in Washington and are looking forward to getting married in September.

15

Please contact Jen Mohr if you would like to join the reunion committee.

Connor Orr and Emily Quam tied the

Connor Orr and Emily Quam tied the knot on October 12, 2024 in Madison, Wisconsin.

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/// class notes

2017

17

18

Anthony Duruji is in his third year as a professional basketball player and currently lives in France with his wife.

Benny Anderson continues to sculpt Mardi Gras floats in New Orleans, and make carnival masks/costumes in his free time.

Zein Haidar completed his medical studies at Chicago Medical School, located at Rosalind Franklin University, and commenced his five-year residency in Delaware this past summer.

Anthony Duruji is in his third year as a professional basketball player and currently lives in France with his wife.

His playing career has allowed him to see the world traveling across Europe, Africa, North and South America. He is grateful for experiencing different cultures and doing life with the people he loves.

2018 Benny Anderson continues to sculpt Mardi Gras floats in New Orleans, and make carnival masks/costumes in his free time. He was also recently featured in two local magazines for his work! Benny thanks his parents and Ms. Cook for supporting him in pursuing his art professionally.

19

Faith Fisher embarked on an exciting new journey this fall, beginning her studies at Stanford Law School!

Joy Reeves met her fiancé, Max, during her studies at Duke University — at a Zoom conference! After finishing their environmental degrees, they moved to Washington, D.C. together. They will be getting married in June 2025!

2019 Last summer, Joshua Joseph finished 16th in the canoe slalom at the Prague World Cup. He expects to graduate from Lehigh University in December 2025.

After graduating from Georgetown in 2023, Sarah Kirby moved to Paris, France, to begin her Master’s in International Governance and Diplomacy.

While completing her Master’s degree, Sarah is interning at the Organization for Economic Cooperation and Development (OECD), where she is utilizing her Arabic and French skills and experiences in the Middle East and North Africa region to contribute to research and 66

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The Class of 2019 celebrated their 5th reunion in October.

policymaking on regional integration in the Mediterranean. Outside of work and classes, Sarah has enjoyed immersing herself in the excitement of the Paris Olympics and attending the women’s soccer matches!

After graduating from UMBC and playing on their men’s lacrosse team, Tony Diallo continued to pursue his passion for the sport. He is currently a member of the Jamaica Men’s Lacrosse Team while also working toward his Master’s degree in International Business at the University of Nottingham, where he is set to graduate

19

Last summer, Joshua Joseph finished 16th in the canoe slalom at the Prague World Cup.

class notes /// this fall. Most recently, Tony competed in his fifth event and second World Games at the World Box Lacrosse Championships in September, with only a day in between before flying to the UK to continue his studies and lacrosse career.

19

20

Tony Diallo is currently a member of the Jamaica Men’s Lacrosse Team.

Josh Lobsenz is now in the Guinness Book of World Records for building a 19 foot baton!

20

20

2020 5

Please contact Jen Mohr if you would like to join the reunion committee.

Josh Lobsenz is now in the Guinness Book of World Records! He spent several months building a conductor’s baton in his dorm room at Brown University that measured 19-feet, 4-inches. The final product was used by head conductor Kanayo Duru to conduct three songs.

Millie Burden graduated last May from Spelman College with a degree in Economics. She will begin a Predoc in Economics at Columbia University this Fall while also working as a Research Associate in their Economics department before applying to graduate school.

Haonan Chen interned with HashtageSport this past summer. He is proud to have launched the innovative campaign featuring Dennis Schröder in collaboration with UGREEN Group.

Eunice Chang interned as a Brand Marketing Intern on the Performance Marketing Team at Tappytoon.

Eunice Chang interned as a Brand Marketing Intern on the Performance Marketing Team at Tappytoon.

Kisa Kiingi recently signed a one-year MLS NEXT Pro contract with Minnesota United Football Club (MNUFC) through December 2025, with a club option for 2026. The Cornell University graduate had an immediate impact, scoring the game-winning goal in stoppage time in his professional debut on March 14.

2021 Caroline Schneider will graduate this May from Clemson University.

She is excited to start working towards her Doctor of Dental Surgery degree at University of Maryland School of Dentistry! She will be moving to Baltimore.

20 Kisa Kiingi recently signed a one-year MLS NEXT Pro contract with Minnesota United Football Club (MNUFC).

2022 Seth Baker is attending Babson University where he is the President of Phi Delta Theta Massachusetts eta Chapter.

Aaron Lobsenz is attending Carleton College, majoring in Chemistry on a pre-medicine track and currently is a lab TA, doing chemistry research. He is also enjoying traveling to volunteer in public

Haonan Chen Interned with HashtageSport this past summer.

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/// class notes health in rural Ecuador and playing on the Carleton Club hockey team.

22

Jonas Blum had a summer internship with CNN in Atlanta. He worked directly with the production team for CNN News Central, which airs from 1 to 4 p.m. each weekday. As part of the team, he pitched stories, wrote scripts for segments, cut and edited videos, and helped prepare live graphics for on-air presentations.

He also served as a “runner” helping to organize and transport guests for the CNN Presidential Debate and the Spin Room.

Caroline Nugent is attending Occidental College, studying Psychology/Geology.

She co-created and has been leading the school’s Outdoors Club (hiking, camping, rock climbing, etc.), and will be joining Occidental’s Evolutionary Psychology Research Lab after studying abroad in Austria. She is also renting her first house!

Jonas Blum had a summer internship with CNN in Atlanta!

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22

Joe Masters is interning at Warner Brothers and was able to connect with fellow alumnus Steve Webster ’10 after they talked at the St. Andrew’s Alumni Association’s annual NYC event.

Clare Gamma completed an internship this past summer at The Ritz-Carlton in Chicago.

Holden Sherman had a great time interning at FOX 5 DC this past summer!

2023

22

Will Kaine recently completed a semester at Vrije University in Amsterdam, taking courses in law and neuroscience. Last summer, he worked for a Washington, D.C., lobbying firm focused on healthcare reform.

Sam Weitzman is working with the Tulane football team as a student equipment manager.

Holden Sherman had a great time interning at FOX 5 DC this past summer.

He made a few appearances on TV and is working on reporting, anchoring, storytelling, news writing, and producing.

Clare Gamma completed an internship this past summer at The Ritz-Carlton in Chicago. She is grateful to have had this opportunity and she is excited to continue cultivating her career in hospitality.

Julian Haas is studying mathematics, economics, and data science at Wesleyan University. He was one of a dozen interns selected from a pool of more than 1,000 applicants to intern at the Federal Reserve Bank of New York, where he will conduct research with the Household and Public Policy division.

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Simeon Sannieniola will join Morgan Stanley as a 2026 Investment Banking Summer Analyst in the Financial Institutions Group in New York.

Tinoda Matsatsa, a sophomore at Georgetown University, recently signed a name, image, and likeness (NIL) deal with New Balance following his impressive performance at the Olympic Trials. He clocked a remarkable 1:45.21 in the 800m,

Joe Masters is interning at Warner Brothers.

23

23

In Memoriam Robert Mark Greenberg Class of 2005

Robert Greenberg died March 8, 2025. He is survived by his wife, Hanna; daughter, Charlotte; a son, due June 2025; his parents, Don and Randy; brothers David and Daniel; and a sister, Amy.

Brendan O’Hare Class of 1994 Tinoda Matsatsa, a sophomore at Georgetown University, recently signed an NIL deal with New Balance.

which at that time was the third-fastest time in NCAA Indoor history. His mark also stands as a facility record.

Celeste Mondragon celebrated Hispanic Heritage Month with Fox 5 DC!

24

Celeste Mondragon celebrated Hispanic Heritage Month with Fox 5 DC! Her family’s restaurant El Tamarindo has been in Adams Morgan for more than 40 years and continues to be a reflection of the hard work, resilience, and creativity of the Latino community.

2024 Fiona Nganou enjoys connecting with classmates at Syracuse University. She is planning to start a St. Andrew’s Alumni club on site.

As a member of the Dickinson College cross country and track and field program, Jack Solovey just wrapped up his first indoor track season following an outstanding cross country season this past fall. During cross country, his team won three meets, placed third in the Centennial Conference, and finished fourth in the region. They also extended their streak of Little 3 Championships to 27 consecutive victories. As the indoor season draws to a close, he is excited for the upcoming conference championships and the Spring season ahead. They have an incredible team dynamic, supported by a remarkable

Jack Solovey is a member of the Dickinson College cross country and track and field program.

coaching staff, and he is excited for what the future holds. Roll Devs!

Rose Currie is majoring in bio, pre-med track, with a minor in art at Georgetown University. She is really enjoying school and all that Georgetown has to offer.

Brendan O’Hare died peacefully from a stroke in his apartment Dec. 15, 2024, in Asheville, North Carolina.

While at St. Andrew’s, Brendan participated in cross country, wrestling, and tennis. After graduation, he attended Babson College in Wellesley, Massachusetts, and later held a series of sales and supervisory positions with home improvement firms.

Brendan was a Boy Scout and attained the rank of Life and Order of the Arrow. He enjoyed the outdoors, and fishing, and camping with his friends. Brendan had an infectious laugh and a happy go lucky attitude.

He is survived by his son, Gabriel; a sister, Kimberly; and parents, Barbara and Patrick O’Hare.

Jane O’Kieffe

Former Board of Trustees

Jane O’Kieffe died August 26, 2024. Jane served on the St. Andrew’s Board of Trustees from 1990-1996, and was the Vice Chair from 1995-1996.

Jane served on the Board during a critical time for St. Andrew’s, helping to secure the Postoak Campus in the mid-1990s.

Jane is survived by her husband, Donald, and their three children: Donald O’Kieffe, III, John Bowman O’Kieffe, and Katherine (O’Kieffe) Cusani-Visconti ’94.

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/// from the archives

Wired for progress: technology through time at St. Andrew’s Computers first arrived at St. Andrew’s in the summer of 1981 when the school moved to the Bradmoor Campus. Five Altos stations were installed in the office and Pierre Omidyar ’84 was a big help in programming the computers so they could print student schedules. It was more than a decade later in 1994 that the school’s first Technology Committee was formed. Faculty and staff met to discuss the role that technology — primarily computers — should play in the St. Andrew’s curriculum. The Committee concluded: “Educating students for the 21st century means empowering them to succeed in the information age ... St. Andrew’s will empower students to understand and to use appropriate technology.” With that, the St. Andrew’s “technology boom” began.

The following year, St. Andrew’s hired its first Systems Manager to oversee the growing number of computers on the Bradmoor Campus, and to install internet access in all three computer labs. Email was introduced in 1996, with all faculty/staff and students receiving their own email addresses.

In 1998, St. Andrew’s moved to its new, modern Postoak Campus. Every classroom was equipped with projectors and Smart Boards. That same year, the school launched its first website on the then-nascent “World Wide Web.” (Yes, we’ve kept the original domain since day one: www.saes.org.)

In 2000, St. Andrew’s created an Academic Technology Coordinator position — marking the first position of its kind at any area school. Anne Macdonell has served in this role since 2001, which is designed to bridge curriculum, academic research, and emerging technologies. In 2011, St. Andrew’s tested out a one-to-one laptop program with fifth-grade students and within a few years every student on the Postoak Campus had their own laptop.

Today, St. Andrew’s one-to-one technology program provides each student with either an iPad or an Apple MacBook for use at school and at home. Every classroom is equipped with Apple TVs, interactive flat panels, and cameras to Zoom in guest speakers.

Teachers also have access to more than 30 educational technology tools to enhance teaching and learning.

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TECHNOLOGY AT SA ES

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