St. Andrew's Episcopal School 2016 Magazine

SUMMER 2016

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Head of School Robert Kosasky Designer Nancy Schwartz Editors Richard Coco Nancy Schwartz Contributors David Brandt Richard Coco Mary Jane McKinven Madeline O’Brien ’05 Caroline Ryan ’17 Photographers Richard Coco Danielle Collins Stacie Crawford Photography Rebecca Drobis Photography Michael Lewis Mark Regan Photography Splendid Photography 2015-2016 BOARD OF TRUSTEES Chair Sandy Horowitz Vice Chair Anthony Izzo, III Treasurer Karen Smith Secretary Martha Martin Alfredo Antezana Susan Bies Oliver Carr Rudy Casasola Michael DiPaula-Coyle ’98 Elizabeth Drucker Sheila Maith Aris Mardirossian Kevin McShane Brian Radecki David Smith Daniel Wagner Erin Wright-Gandhi ’96 James Young EX-OFFICIO Head of School Robert Kosasky Alumni Council President Thomas Graves ’83 Parents Association President Eva Kanupke Bishop’s Representative Peter Antoci Counsel David Dekker

FEATURES

DEPARTMENTS

08 Reveal: Our New Look

02 Message from

Robert Kosasky

In May, St. Andrew’s introduced a refreshed look, including a new logo, a new seal and a new athletic mark. These new graphics are more than just updated logos — they are a reflection of our growth mindset.

03 School News

10 Service Learning & Social Entrepreneurship

56 Homecoming

& Reunion 2016

38 College Matriculation 47 Class Notes

62 Campaign Update

St. Andrew’s was one of the first schools in the nation to integrate service learning into the curriculum. Culminating in a course in social enterprise, the program prepares graduates to become transformative agents for change.

30 Profile: Pierre Omidyar

We ask the St. Andrew’s alumnus and founder of eBay about his committment to social justice and service, his first paying technology job at St. Andrew’s, and his support of the CTTL’s mission.

ON THE COVER Abby Kaufman and Megan Vogel, members of the Class of 2016, work to rehabilitate abused, neglected, and abandoned animals at the Poplar Spring Animal Sanctuary in Poolesville, Md. 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.

SUMMER 2016

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A Letter from Our Head

Dear Friends, Change is a welcome constant at St. Andrew’s. Everyone here knows that St. Andrew’s expects to improve each year for the sake of our students. We want better research to spur improved teaching so we can develop better artists, athletes, leaders, and learners.

A decade of renovation and expansion will be capped by the opening of the Student Center this fall, because we want every square foot of our two campuses to improve each year.

Our programs have evolved just as rapidly in the past decade, based on the creativity of our faculty and the research and university partnerships of our Center for Transformative Teaching and Learning. Design thinking, international development and social entrepreneurship, and a range of new college-level electives have all entered our curriculum. Our arts and athletic programs have strengthened dramati2

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“The constant heart and innovative mind of St. Andrew’s are embodied in our service learning program ... Nothing teaches empathy or stimulates moral development better than a service-centered curriculum.” cally, and the addition nearly a decade ago of our Lower and Intermediate Schools has accelerated our schoolwide focus on collaborative learning.

This philosophy even extends to our look. After nearly two decades of having the same logo and seal, those icons are being refreshed. This is a transformational time in the school’s history and we want our look — how we present our school to the community — to

represent that change. You can learn more about our changing graphics on the coming pages.

Thanks to this drive to be better for our students, St. Andrew’s has never been stronger, more respected, or more broadly successful than it is today. We have become an ambitious and innovative school that constantly asks: What’s next?

And yet the most important part of St. Andrew’s — our heart — hasn’t changed since we opened in a church basement in 1978 with 38 students and a two-shelf library. The constant heart and innovative mind of St. Andrew’s are embodied in our service learning program. Empathy — the genuine understanding of others that only comes through relationships — is the primary motivator for social justice and an essential mindset for 21st-century success.

Nothing teaches empathy or stimulates moral development better than a service-centered curriculum.

From our founding St. Andrew’s has been committed to service. Community service was one the earliest graduation requirements of the school, and the school’s most enduring partnerships are service-based. Twelve years ago we formally integrated service into the curriculum at every grade level of the school, led by our flagship ninth-grade service-learning course. As you will see from the profiles in this magazine, St. Andrew’s alumni carry their love of service throughout their lives.

Thank you for supporting the hearts and minds of St. Andrew’s and our students so strongly.

Faithfully,

Robert Kosasky Head of School

SCHOOL

news

Lower School Science Teacher Receives Presidential Award Hilarie Hall was a decorated teacher when St. Andrew’s hired her to become Lower School Science Teacher. This past March, she was bestowed with an honor to surpass all others when she was presented with the Presidential Award for Excellence in Mathematics and Science Teaching.

Given to just 108 people annually, it is the nation’s highest honor for K-12 teachers of mathematics and science.

“Since arriving at St. Andrew’s Hilarie has been instrumental in moving forward our design thinking program at the Lower School and forging new initiatives across disciplines to expand the reach of science into all aspects of student learning,” said Jordan Love, Head of Lower School.

“This award means a lot of things to me; it’s both humbling and motivating,” Hall said. “It means that I can represent our St. Andrew’s community in an innovative way and bring many new ideas and experiences to our students. It means that I have access to a great national network of like-minded educators. It motivates me to continue to push myself to work harder and more creatively in my role as a teacher.”

Hall has a B.S. from Boston College and a Master’s of Education from American University. She came to St. Andrew’s after teaching second grade for seven years at Woods Academy. While there, she was Continued on page 4

“I love the tenacity of our Lower School students. They push themselves to dig deeper in their lessons and they become fearless in their learning as they recognize that mistakes and improvements are a part of all of our lives.”

Hilarie Hall LOWER SCHOOL SCIENCE TEACHER

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SCHOOL NEWS

academic

Continued from page 3

Junior Wins Award for Architectural Work

Photo courtesy of Jenny Chiang

Ben Wang ’17 is a lover of architecture. In February, he earned Honorable Mention in the 2016 Scholastic Art and Writing Awards for “Cubing Tubes,” an architectural piece that he designed and built of five cubes from “closed to open.”

The Scholastic Art and Writing Awards is the nation’s longest-running and most prestigious recognition initiative for creative teens across the country in grades 7 through 12.

For 30 years, the Awards, presented by the nonprofit Alliance for Young Artists & Writers, have identified and encouraged young artists and writers to pursue a variety of creative career paths and endeavors. Wang was one of only six winners in the architecture category.

Wang comes from a family of artists. His grandfather, I-han Chiang, is an artist, philosopher and author and his grandmother, great grandfather and siblings are all amateur painters.

His mother, Jenny, is also a painter who has had her work displayed.

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named an NAIS Teacher of the Future and received a Dow STEMtheGAP grant, which encourages educators within the U.S. to voice their concerns on science, technology, engineering and mathematics education, and propose solutions to help improve STEM education.

Hall, who is also a St. Andrew’s parent, has seamlessly transitioned into the Lower School community.

“I love the tenacity of our Lower School students,” Hall said. “They push themselves to dig deeper in their lessons and they become fearless in their learning as they recognize that mistakes and improvements are a part of all of our lives. They have a genuine concern for the greater world and a true empathy in their collaboration.”

“Her pedagogical approach is collaborative, multimodal, and builds upon a belief that all students have boundless potential and capacity to learn,” Love said. “Hilarie models for the students and her colleagues a passion for teaching, the willingness to take advantage of all learning opportunities, and the value of working in community towards shared goals.”

Hall is very active on Twitter (@HilarieHall), constantly tweeting from the design lab at the Lower School.

Middle School Uses Summer Reading as Year-Long Theme The Middle School tried something new in 2015-2016 by introducing a community summer read, the book “The Giver.” The idea was to use the book as a touchpoint throughout the year with the theme of “Living in Color.” The book appears on numerous lists of great middle school books so it was a natural selection for the first all-division read.

“Many of our teachers had already read the book and simply loved it,” said Rodney Glasgow, Head of Middle School. “It had themes with spiraling depths that could

Gyasi Ross spoke to Middle School students in March about his Native American heritage.

resonate on one level with sixth grade, a deeper level with seventh grade and even deeper with eighth graders and adults.

The book’s focus on community made it a great community read, and its themes of utopia and dystopia added well to our roster of books that we offer throughout the year.”

The book, which celebrates the importance of diversity, individuality and choosing your own path, allowed teachers and administrators to return to the theme of Living in Color throughout the year.

Whether it was a visit from Native American speaker, poet and storyteller Gyasi Ross, discussions with Bokamoso students about the history of apartheid in South Africa, or taking a break to play Glow in the Dark Mini-Golf, middle school students embraced Living in Color.

Students’ Study of Construction Enhanced by Student Center Every year, fifth graders at St. Andrew’s learn all about construction. This year, their curricular study of engineering and math concepts in relation to bridges, area and perimeter was enhanced by the construction of the Student Center right outside their windows.

Sasha Altschuler ‘29 participates in the yoga presentation in March.

Cheyenne Reid ‘23 helps her classmate during the Bridge Building Project.

In the fall, students worked on the Bridge Building project, an annual science unit in the Intermediate School where students work in teams to conceptualize, design, and build their own original bridges while understanding the engineering process and what’s involved in building a superstructure. Because of the Student Center’s construction, students were able to view firsthand trusses, strength of materials, dead load weights, and forces of compressions and tension.

With that foundation of construction under their belts, they visited the National Building Museum in the winter in order to engage in architectural drawings and model making. Their study of construction culminated with a tour of the Student Center, where they were able to connect their study of area and perimeter to the footprint of the gym and student common areas. They were able to see many of the concepts they studied and explored put into action.

“Because of the Student Center construction, our fifth graders were able to connect classroom learning to a meaningful, real world application right before their eyes,” said Judy Kee, Head of Intermediate School.

Mindfulness Introduced into Curriculum The Lower School has been engaged in a two-year process that has systematically moved our faculty towards more authentic implementation and embedding of mindfulness practice into the daily learning routines. This year the division utilized Minds Inc. to facilitate ongoing in-house faculty trainings and a parent education event to educate the adult constituencies on the purpose, value, and practices that are most useful for our students.

The Yoga presentation in March led

by Lisa Danahy from INA Wellness was the culmination of a year-long classroom movement workshops. The approach taken in the Lower school is multifaceted and designed to present the students and faculty with many entry points to connect with how these practices can root ourselves more in the present. In May, the Lower School community gathered for a culminating mindfulness assembly to revisit and celebrate the self-regulation and focus strategies that resonated most powerfully with students.

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Freshman Joshua Joseph earned a spot on the U.S. Canoe/Kayak Junior National Team after competing in Charlotte, N.C. Photo courtesy of Andrea Joseph Photography

s e t e l h t A ’s w e r d n A St. s p i h s r a l o h c S & s d Garner Awar Team championships, individual championships, Junior National teams and college scholarships: it’s been a busy 2015-2016 athletics season at St. Andrew’s.

Tristan Chen ‘16

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From start to finish, from individuals to teams, there was success across the board for St. Andrew’s athletes in 2015-2016.

The year began with the volleyball team putting together a remarkable early season run of wins. Playing in the ISL ‘A’ Division, the Lions used hard work, a terrific summer of training and preparation, a passion for the game, and the motto “Lions who play with heart” to grab some early season wins. They rode that momentum to a 5-1-conference mark and a share

of the regular season ISL title, the first ISL volleyball title in school history.

Adding to the success in the fall was the girls cross country team winning a small school state championship.

The winter sports season saw the junior varsity boys basketball team win its third straight MAC title. At the same time, the boys basketball finished third place in the MAC, the highest-ever finish in the regular season standings.

Wrestler Tristan Chen ’16 enjoyed

SCHOOL NEWS

individual success as he was named AllMAC in wrestling for the second straight year, winning his weight class at the MAC championships. In the spring season, he was named all-MAC in lacrosse as well.

The spring season brought success for St. Andrew’s freshman Joshua Joseph, as he earned a spot on the U.S. Canoe/Kayak Junior National Team. The 15-year-old used a nearly flawless run on the slalom course in Charlotte, N.C. to earn a spot on the team. He will compete in the 2016 ICF Junior Championships in Krakow, Poland in July of 2016.

Both boys and girls lacrosse teams hosted postseason playoff games with the boys team putting together its most successful season in more than a decade.

The athletics year came to a close with signing day, as five St. Andrew’s athletes signed National Letters-of-Intent to play collegiate athletics. Tyler Stewart became the first boys basketball player in school history to sign to play Division I basketball. The senior who helped the Lions to the 2015 MAC Championship will play at Binghamton.

athletics

ABOVE

Five St. Andrew’s athletes signed National Lettersof-Intent, and a sixth accepted a preferred walk-on spot, to play collegiate athletics.

LEFT

The volleyball team won its first ISL volleyball title in school history in 2015.

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Going Back to the Future The story behind St. Andrew’s new logos.

BY SUSAN BIES P ’14, TRUSTEE

In planning for the new Student Center, it quickly became evident that the addition of 43,000 square feet would transform the entire campus.

About the same time, there was a team taking a closer look at our website, to determine if it was the best that it could be.

As part of these efforts, similar questions were being raised with regard to how we were presenting our school to the larger world. Both of these efforts converged upon the need to “refresh” our school logo.

A team was assembled, made up of students, faculty, staff, alumni,

1977 St. Andrew’s first shield.

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parents, alumni parents, and trustees.

The approach was to engage and hear from all constituencies in the school. We wanted the process to be inclusive and knew that involving a broad group would maximize the final outcome.

Our goal throughout was to stay true to our roots, to treasure key symbols, but update and reimagine these elements in a modern way. Looking at the new academic and athletics logos and the seal, we expect one thing will jump out at you - the use of the shield across all three marks.

We are a young school but throughout our history we have frequently used older iconography. That traditional nature is part of our heritage, a

1984 The original seal is refined.

1985 The handbook features a revised standalone shield.

WHAT’S NEW • New logo • Updated seal • First-ever athletics logo • New fonts • Deeper, richer red • Introduction of secondary color palette

1992 The rampant lion underwent many changes throughout the years.

part we didn’t want to ignore. The Scottish shield and St. Andrew’s cross played a significant role in our very first “logo” in 1978. By turning to our earliest marks, we were going back in time to inspire our future look.

First we tackled the academic logo and there was the rampant lion to consider—a symbol of strength and Scottish heritage.

Across the years, the lion had changed slightly, but it was ready for a more complete makeover.

The team also took a closer look at our school colors and quickly affirmed that red was a defining characteristic, but that, across time, the various applications of red had become too numerous and we needed to identify a singular red color.

Beyond creating a new, improved academic logo, the team also refreshed the school seal. Importantly, the updated seal will still depict the shield and the four school pillars of Academics, Arts, Athletics and Spiritual Life. The school motto was translated from Latin, Auctus Mentis Spiritusque, to English, The Increase of Mind and Spirit.

And for the first time in school history, an Athletics logo was created. So when our athletes put on their uniforms, they can wear with pride a logo made especially for them.

For the first time, we have an academic logo, a school seal, and athletic logo that all work consistently together. Not only do they all depict the shield, a significant symbol from the very beginning, but they are fresh, modern and collectively show the world that WE ARE ST. ANDREW’S— and proud of it!

1995 The academic seal is used on the Summer Magazine.

New Logo Family In May we introduced three new logos: an academic mark, a refreshed shield, and a new athletics logo. Our primary red is now a deeper shade and we have introduced two new fonts to our brand. The use of the shield is consistent across all three marks.

ACADEMIC LOGO

SCHOOL SEAL

ATHLETICS LOGO

2015

The current logo has been in use since the early 2000s.

2016 The new logo cast in stone on the Student Center.

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SERVICE LEARNING

Cutting-Edge Curriculum St. Andrew’s was one of the first schools in the greater Washington, D.C., region to integrate service learning into its core curriculum. But how does service learning differ from community service?

BY MARY JANE MCKINVEN

Long before it was fashionable, before it was something college admission offices looked for in prospective students, St. Andrews began preparing students to serve others and tackle pressing social issues.

Whether it’s issues of homelessness, food insecurity or income inequality, understanding core problems of a contemporary world is an essential part of the St. Andrew’s experience.

“As an Episcopal School, service is encoded in our DNA,” said Patty Alexander, St. Andrew’s Chaplain to the Middle and Upper School.

“It is part and parcel of who we are.”

Continued on page 12

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curriculum

Service Learning: Beyond Community Service In 2004-2005, service learning was fully integrated into the ninth-grade curriculum. At the time, there was no model for the program as St. Andrew’s was the first of its kind in the greater Washington, D.C., area. Other schools were doing community service, but few were focused on service learning.

So how does service learning differ from community service?

Community service generally connects volunteers with organizations or projects that require help to accomplish specific tasks, often for the short term. For example, a park may hold a one-day clean-up in which youth and adults remove trash from a local creek; while the community benefits and the volunteers may feel good, the project was planned and organized by the park.

In contrast, service learning participants actively identify problems; research, plan, and implement solutions; and reflect on the process and outcomes. For example, students may observe trash along the creek; research its causes, brainstorm possible solutions, and work to both clean up the area and discourage future littering. They then reflect on the impact of their efforts and try to improve on their process for the future.

St. Andrew’s integrates service learning into the curriculum to engage students in solving problems within their schools and communities. Not only are academics brought to life through experiential learning, but students also learn how to apply their academic skills to solving real-world problems.

Math teacher Frank Wagner helps a student write on a chalkboard while on a service trip to the Christ Roi School in Haiti.

Design Thinking in Service Learning St. Andrew’s research-based approach to education naturally extends to its service learning efforts. One of the results has been the explicit use of design thinking in the service program, in which students act as agents of their own learning. Design thinking is an instructional practice that links personal ingenuity and empathy to the solution of problems, human needs, social purpose, or simple enjoyment.

We Serve Service is at the heart of the Christian life and is another hallmark of Episcopal identity. We serve with deep conviction that we find our true identity as God’s people precisely when we abandon our self-centered agendas to encounter and serve the other. In serving the other we learn that both the server and the served are transformed in unexpected and wonderful ways. Indeed, we learn that in serving the other we more often than not meet God. This is why service learning is at the center of our curriculum. Through service, our students discover that they can change the world and that their service and those they serve change them for the better as well.

From the statement of “Episcopal Identity at St. Andrew’s,” approved by the St. Andrew’s Board of Trustees on December 15, 2014

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For example, what might seem like a straightforward service activity, a bake sale in support of our partner school in Haiti, becomes an exercise in design thinking for 5th grade students. According to Intermediate School Head Judy Kee, students take an active role in planning the sale, and must answer such questions as: What kind of treats do they think will sell? How should they be priced? How will they promote the sale? And when the sale is over, what worked, and what didn’t?

As a student progresses through St. Andrew’s, they are challenged to engage in design thinking about increasingly complex problems. “Tiering the design program, from kindergarten to 12th grade, gives the students a succession of small successes that grows their confidence, and builds and bolsters their toolkit of skills.”

By the time they are seniors, St. Andrew’s students have the design thinking skills necessary to tackle real-world problems. In the Upper School course, “International Development and Social Enterprise,” seniors are challenged to develop sustainable social enterprise projects for St. Andrew’s international partners in Haiti and South

“Research shows that when you are challenged, especially by something that interests you, then your intrinsic motivation increases and that the knowledge and skills are more likely to be imbedded in your long-term memory. Challenge is not limited to the classroom.

Challenge is identifying those problems or people in our community or the world that need help.”

Glenn Whitman ST. ANDREW’S DIRECTOR OF STUDIES AND THE CTTL

Africa. “Students get to use their skills of collaboration, creativity, and design thinking to bring together ingredients of business in an opportunistic and meaningful ways,” said course instructor Chuck James, science teacher and Co-Director of Service Learning. (See page 18 for more about this innovative course.)

The Brain Benefits of Service Learning “We all intuitively know that service leads to growth,” Alexander said. “At its core, service invites us to redirect our gaze—even if only briefly—away from our own interests and desires. This, in turn, cannot help but expand our worldview. But does serving others shape not only students’ character but also their malleable brains?”

Alexander has found that the answer is “yes,” according to research on the effects of service on brain development. She cites the work of psychologist Daniel Goleman, best known for his work on “emotional intelligence.” By studying the brain scans of Buddhist monks during meditations de-

Photo courtesy of Grace Ashworth

Katy Riechers ‘16 enjoys spending time with a child while on a service trip to South Africa in 2015.

signed to promote feelings of compassion, Goleman discovered what he refers to as a “brain shift” when compassion is generated, and concluded, “The very act of concern for others’ well-being creates a greater state of well-being within oneself.”

“Clearly Goleman’s findings have important implications for schools,” Alexander said. “When the (part of the) brain associated with empathy, is active, ‘attention, working memory, motivation, and many other executive functions are improved.’

This underscores the value of placing students in situations in which they have an opportunity to experience feelings of empathy and compassion for others. By developing caring relationships through service, students reap significant neuroeducational benefits that impact their own learning.”

Strong emotional connections help imprint learning in the brain. It’s also clear that the brain thrives on new experiences and environments, which service learning opportunities outside the classroom provide.

“Research shows that when you are challenged, especially by something that interests you, then your intrinsic motivation

increases and that the knowledge and skills are more likely to be imbedded in your long-term memory,” said Glenn Whitman, St. Andrew’s Director of Studies and the CTTL. “Challenge is not limited to the classroom. Challenge is identifying those problems or people in our community or the world that need help.”

Breaking the Wall of the “Other” through Relationships “The relationships and connections formed in service are what are really important,” said Ginger Cobb, Head of the Upper School.

“In our service learning we want to be very sure we’re not talking about ‘those people over there’ who are different than us,” said Rodney Glasgow, Head of the Middle School and Chief Diversity Officer.

“We have to be conscious of our language, and take that ‘other’ wall away.” Glasgow noted that service experiences can do damage if they only reinforce stereotypes, which is why relationships are so important: they explode preconceived notions.

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Continued from page 13 Ninth grade students in the Service Learning class go to local charities such as Loaves and Fishes, where the homeless are fed at a church. Rather than having the students just serve food to the patrons, the idea is to have a “real conversation, to establish a real human connection,” according to Cobb, who also noted the strong bonds between students and their counterparts in the Haiti and South African partner projects.

“When Bokamoso students from South Africa visit St. Andrew’s, there is an implicit ‘othering’ that could happen, but it doesn’t,” said Glasgow. “Yes, they are visitors, but they are also a part of our community, part of our school. It’s important to talk about how much we get from our relationships with our international partners, whether from Honduras, South Africa, or Haiti.”

Students who visit our partner school Christ Roi in Civol, Haiti, each spring are deeply conscious of the needs of that community, and are motivated to help. Ethan Lockshin ’14 and Sean Hess ’14 formed the Lion Laborers to raise funds for Christ Roi, with impressive results that have garnered awards for community service and innovation. “They are so invested in these projects because they’ve seen the kids, and have bonded with the kids,” Cobb said.

The Importance of Reflection The evidence-based standards established by the National Youth Leadership Council to ensure high-quality service learning include “reflection” as an essential component of that learning. The standards state that “Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.”

“We must give students a chance to reflect on their experiences in order to mine them for what they’ve learned,” Alexander said. “St. Andrew’s faculty offer such (moments) when students are asked to think about what and how they learn, all the time. Whether it is through journal exercises or class discussions, informal bus ride conversations or Chapel talks, students are 14

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Hearts for Haiti is a student-created organization with the goal of purchasing farmland around our partner school, Christ Roi, in Civol, Haiti. Read more about Hearts for Haiti on page 22.

challenged regularly to interpret and extract meaning from their service of others.

This provides an opportunity to acknowledge any preconceived stereotypes or reservations they might have harbored, as well as to clarify their own struggles to make peace with a world still marked by social and economic disparity.”

Service as a Lifelong Ethic In January 2016, Harvard’s Graduate School of Education released a new report, “Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions,” endorsed by a coalition of college admissions deans and other stakeholders in higher education. Among its recommendations is a call for the college admissions process to encourage students to engage in meaningful, sustained service and get involved in causes that speak to them.

In response to concerns that some applicants may do community service only to

“game” the process, the report states, “The admissions process should clearly convey that what counts is not whether service occurred locally or in some distant place, or whether students were leaders, but whether students immersed themselves in an experience and the emotional and ethical awareness and skills generated by that experience.”

St. Andrew’s emphasis upon service certainly predates this report, and has always been motivated by a more profound and far-reaching ambition: that St. Andrew’s graduates have a lifelong commitment to service.

“It’s our hope that service will impact and inform the lives of our graduates, whether they are the CEO of a corporation or working at a nonprofit group—that they will feel moved to not only give back to the community but also be a partner in that community,” Cobb said. “It all comes down to connecting with people.”

g n i n r a e Service L s n o i s i v i D in the Service learning is incorporated into all levels of curriculum at St. Andrew’s, including working with the Bokamoso Foundation in South Africa to volunteering at a soup kitchen in Chicago.

BY MARY JANE MCKINVEN

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Lower School: Preschool through Grade 2 “Service learning is an integral part of our entire curriculum—it’s a component of our experiential learning and diversity work, and is directly connected to our religion classes and weekly chapel.”

Jordan Love Head of the Lower School In the Lower School, service learning begins with our youngest students. In chapel, two-year-olds will hear stories about personal values and good works. The Golden Rule is discussed as early as Preschool, when teachers talk with young children about helping others.

“With very young children, the stories have to be personalized and relate to their own experience,” Love said. “When we talk about good works, they need to hear of someone they know who has performed them.”

“As a very inclusive, diverse school, we have many cultures and faith traditions, but all have some sort of golden rule, the idea that we are our brothers’ and sisters’ keepers,” said Reverend Sally Slater, who serves as Chaplain of the Lower and Intermediate schools.

Kindergarten students learn about themselves and their immediate communities in widening circles, starting with “All About Me,” “My Family,” and “My School.”

The first grade Social Studies theme, “Our Community,” widens the circle of exploration and understanding, with trips to community institutions such as a museum, grocery store, or recycling center. Second grade students continue their examination of citizenship by studying local and state government and the history of Washington, D.C. They visit the National Mall and choose a monument to study in collaboration with a St. Andrew’s 7th grader taking civics, which energizes both. Second graders ultimately present their collaborative projects at a Lower School assembly. Throughout this curriculum, questions about basic human rights and the responsibilities of citizenship are raised and discussed.

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Students in the Intermediate School packed duffel bags with pajamas, stuffed animals, toiletries, activity books and crayons, which will be donated to Comfort Cases, a non-profit which provides support to children in foster care.

Intermediate School: Grades 3-5 “Our students grow into invested, self-motivated learners.”

Judy Kee Head of the Intermediate School Service learning activities in the Intermediate School division reflect the growth of students as invested, self-motivated learners. Students are expected to take increased responsibility for implementing service projects. Each grade holds a bake sale to benefit Samaritan Ministry of Greater Washington (SMGW), creating the posters, bringing in the baked goods, advertising, and staffing the “registers.”

“We want students to see a direct connection between the service learning work they do, and how it helps others,” Slater said. Intermediate School students learn about Christ Roi, our partner school in Haiti, from Upper School student ambassadors who speak to the third through fifth graders and share their stories and photos.

When students hold a dress down day to raise funds for our partner school in Haiti, the Intermediate School students have an understanding of who they are helping support. When a representative from SMGW comes to give a chapel talk about hunger and homelessness, students present a check from their bake sales,” according to Slater.

Each December students participate in

SOME OF THE PROGRAMS SUPPORTED

BY ST. ANDREW’S • A Just Harvest (Chicago) • Bokamoso (South Africa) • Campus Kitchens (D.C.) • Chicagoland Food Depository (Chicago) • Christ Roi School (Haiti) • Comfort Cases (Maryland) • Cornerstone Outreach (Chicago) • DC Central Kitchen (D.C.) • Dignity Diner (Chicago) • Franciscan Outreach (Chicago) • Inspiration Corporation (Chicago) • Marillac Social Center (Chicago) • Ronald McDonald House (Chicago) • Samaritan Ministry of Greater Washington (D.C.) • Share Your Soles (Chicago) • St. Vincent DePaul Center (Chicago) • Stepping Stones Shelter (Rockville) • Uptown Café (Chicago) • Youth Service Opportunities Project (D.C.)

a service learning project to help the Stepping Stones Shelter, a nonprofit organization which provides support to families with children who are homeless. “Stepping Stones” representatives come and explain how what they were doing would sustain a family for a week. In May, Intermediate School students create “comfort cases” for children in foster care.

Middle School: Grades 6-8 “Middle School is an ideal time in human development to encourage civic engagement.

At ages 11-14 they are very concerned with fairness and aware of what they have versus what other people have; we try to put that into the larger perspective of what most people have and don’t have. They are starting to realize how really big and different the world is, and are receptive to the message.”

Rodney Glasgow Head of Middle School and St. Andrew’s Chief Diversity Officer The most concrete example of service learning in the Middle School is the Positive Leadership Initiative, which has been part of the eighth grade advisory program at St. Andrew’s for several years. Students take a two-day trip to the Youth Service Opportunities Project in Washington, D.C., and stay at a church that also operates a soup kitchen. They hear from a speaker who recounts his or her life experiences that led to homelessness as well as their recovery from it. Then students make, serve, and eat a meal with the homeless.

“Students come back full of stories about the great people they met and relationships they developed,” Glasgow said.

Students serve at food pantries and the homes of the elderly. After being out in the field, each advisory group picks an organization or cause they want to learn about and support.

“The point is not fundraising, but education,” Glasgow said. “They research the organization as well as work to support it.”

Karis Mardirossian ‘20 helps to prepare food while volunteering with the Youth Service Opportunities Project in Washington, D.C.

Upper School: Grades 9-12 “We consider service an important enough part of our mission to make it a part of our curriculum.”

Ginger Cobb Head of Upper School While service has always been a crucial graduation requirement at St. Andrew’s, it’s only been the past decade that it has been part of the curriculum. This groundbreaking shift led to the establishment of a required class for all ninth graders.

“Ten years ago we (were the first to establish the) Service Learning class as a regular course offering in the 9th grade; every ninth grader takes it,” Cobb said. In this multi-faceted course students learn more about diversity and our common humanity, and travel off-campus almost every week to work with Samaritan Ministries of Greater Washington and other organizations such as DC Central Kitchen. Reflections and discussions help students hone their interests and passions for serving.

Upper School also marks the start of the formal requirement of 20 hours of community service for students in grades 9 through 11, and 60 hours in the final two weeks of senior year. As part of fulfilling the require-

ment, students must reflect on their experience in either written or oral form.

With growing maturity and awareness of the greater world, many Upper School students take the initiative to pursue their own service projects. Noa West ’15 formed an organization called “The World is Our Canvas,” in which she painted large-scale murals in “places where there are none,” including a homeless shelter. Dominic Doyle ’17 co-founded a skater-inspired clothing company and annually donates thousands of dollars to charity. Stephanie Quintero ’16 and her brother, Chris ’14, founded a nonprofit, “Chicos and Kids,” to help refugee children in Maryland and children in Guatemala and Colombia.

In their final two weeks of school, despite no longer having any academic commitments, seniors challenge themselves through the Senior Community Service project. The project, which originated with the school’s first graduating class, is the perfect way for the seniors to end their time at St. Andrews, according to Gregg Ponitch, math teacher and senior service coordinator.

“Our students have so much to give, and we hope that we, as a school, and their families, have helped build in them good character and the desire to do service with respect and pride,” Ponitch said.

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Seeding Social Entrepreneurship St. Andrew’s offers a course in which students learn to become transformative agents for change.

BY CHARLES (“CHUCK”) JAMES Science Teacher and Co-Director of Service Learning

At St. Andrew’s, there has been a decisive shift in the curriculum toward connectedness and context, a shift in response to today’s interconnected world. Pressing issues such as globalization, poverty, and climate change challenge educators to produce creative and innovative historians, business experts, scientists, theologians, psychologists, and artists able to converge on solutions that defy disciplinary boundaries. St. An18

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drew’s faculty members are collaborating across subject lines in innovative ways that connect our students to real world problems with a focus on service to others.

During the 2014-2015 academic year, St. Andrew’s created a multi-disciplinary course, International Development and Social Enterprise (IDSE), which teaches economics, history, and a new model of service through social enterprise. Using the relationships that St. Andrew’s has developed across many years in Haiti and South Africa, the course encourages students to turn belief into practice, to be transforma-

tive agents for change.

Throughout the year, students examine global issues alongside models of social enterprise that demonstrate the power of personal initiative and the types of creative thinking that bring local solutions to large problems. As a final project, each student identifies a problem in the area of public health, water, food security, or infrastructure in Haiti or South Africa. Using incountry initiatives, ideas, projects and people, students create and propose to a panel of experts a social enterprise initiative for Haiti or South Africa. If implemented,

SERVICE LEARNING

these projects have the potential to bring jobs and income to communities in need.

Research demonstrates that small, locally owned, well-planned enterprises can trigger disproportionately large changes in the lives of individuals and their communities.

The course is taught by three teachers and we weave the following recurring themes into our instruction: • Sensitivity to cross-cultural differences; • Understanding of the basics of international social, political, and economic relations; • Historical grasp of the formation of Haiti and South Africa; • Practical knowledge of international development and social entrepreneurship; • Basic business practices such as budgeting; and • Analytical and creative processes for thinking and designing solutions.

Experts from the World Bank, TechnoServe, Women’s Microfinance Initiative, Village X, The Episcopal Diocese of Haiti, Partners in Health, Clemson University, OSAPA, Bokomoso, and other individuals in Haiti and South Africa speak with the students, providing insight into behavioral economics, ground-based research and human-centered design projects, and how projects succeed.

The content for this course constantly changes and there is no guiding text. One day students are grappling with questions of farming — “How much does a female goat cost in Haiti?” — and the next are dealing with budgets — “What’s the best way to quantify cost of capital and cost of employment?” Some days the questions are simple — “If the science of behavioral economics insists that human behavior is irrational, why do we study economics at all?” — and some days not — “Why can’t banks lend more to the poor?”

Planet-Sized Problems, Local Solutions None of this work is easy. Constant international communication by Skype and email combined with research is demanding. There is a patient urgency about the process. Students understand that in a world of planet-sized problems, social enterprises hold great promise for solving problems at the local and community level. The projects may be modest, but the

curriculum

PROJECTS IN HAITI & SOUTH AFRICA HAITI: • Fish Farming in the Cange Resevoir • Micro-finance Loans for Single Mothers, OSAPO (Popular Health Organization) • Restavek Project, Let the Children Learn; Jacmel SOUTH AFRICA: • Chicken Farming, Bokamoso Youth Centre • Catering Enterprise, Othandwendi Day Care Centre

of practices that bring advocacy to a transformational level.

Children in Haiti pump water from a well that St. Andrew’s helped to fund.

“The world needs big creative ideas for small projects that help others, not only because we hope they will actually happen, but also because they make us work with and for others, and that helps us.”

people and success are real.

Students learn that community engagement is more than mere consultation. Real collaboration requires real involvement from potential partners, engagement that means new authority by locals over their projects. This type and level of service and community engagement is at the vanguard

Reality Lessons and an Inspiring Vision Sometimes theory and good intentions collide with reality, and not all projects are successful. Two projects from the course’s first year were advanced for funding, but fell apart as leadership changes at the project level in Haiti and South Africa caused the partnerships the students had formed to unravel. Students learned that perfection isn’t required, but partnership is.

This year’s class has internalized some of the lessons from year one. There is a genuine feeling that we are all in process, learning and developing. As a result, this year’s projects have better alignment with partners, and the projects bear the early hallmarks of that mutual creativity.

Social enterprise is an inspiring vision of the world. This course is young and hopeful.

As Ralph Waldo Emerson once observed, “It is one of the most beautiful compensations of this life than no man can sincerely try to help another without helping himself.” The students intuitively understand this idea. When asked at year’s end to comment on the course, one student wrote: “The world needs big creative ideas for small projects that help others, not only because we hope they will actually happen, but also because they make us work with and for others, and that helps us.”

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DEPARTMENT TITLE

s t n e d u t S e d a r G 9th e c i v r e S n o t c e fl Re In the service class, a requirement for all 9th graders, students are asked to reflect on what they’ve learned from their field trips.

Ashley Cheung

Leah Holzer

JASON LEWIS

Caitlin Jacobs

“Loaves and Fishes made the entire situation a lot more real to me. Talking and interacting with people who are going through this crisis right now makes all of our [contributions] seem a lot more personal and meaningful.”

“Our trip to Loaves and Fishes really changed my perspective on homelessness and poverty ... I assumed everyone there would be homeless, but [a guest] told us she had an apartment in D.C., but that she was going through very hard financial times ...

Even though her life isn’t easy, she is very positive.”

“The trip [to Street Sense] was eye opening to me because I got a real perspective from someone who has been homeless [instead of just reading about the issue.] This trip gave me a better idea of what homelessness is and how it affects people. It gave me a new perspective.”

“I learned that I could really make a difference in my community if I just put forth effort to help others ... My goal after this trip is to try and help my community more by educating others about the struggles of the homeless and those that cannot sustain themselves based on their income.”

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SERVICE LEARNING

locally

BY THE NUMBERS

The impact the St. Andrew’s community has is staggering. In 2015-2016 alone, St. Andrew’s students, faculty, staff and parents:

25,000

Meals packed at DC Central Kitchen through the service learning class.

5,000

Meals delivered to Carroll House and Bethesda Cares through Campus Kitchen.

8,422

Service in

THE DMV The service performed by St. Andrew’s students in the DMV (District, Maryland, Virginia) area surpasses anything our community does globally. While our students’ trips to South Africa and Haiti garner a lot of attention, the greatest amount of service learning happens locally.

Whether it’s DC Central Kitchen, Campus Kitchen, Samaritan Ministries of Greater Washington, Street Sense or Capital Area Food Bank, the work of the community in the DMV is focused mostly on food insecurity and homelessness.

For St. Andrew’s students, learning happens when those helped by Street Sense visit

the Intermediate School to share stories of being homeless and hungry. It comes while volunteering as a Middle School student at Youth Service Opportunities Project. It takes place at DC Central Kitchen, or Samaritan Ministries of Greater Washington during the ninth-grade service learning class.

“Having our students volunteer in our local Washington, D.C., community is a priority,” said Ginger Cobb, Head of Upper School and Co-Director of Service Learning. “There is no better way to understand the issues people in our community face then to go out and interact with them directly.”

Pounds of food recovered from local stores, businesses and the school dining service.

20,000

Meals packaged for Haiti and South Africa during MLK Day of Service

$10,000

Money raised for Samaritan Ministries of Greater Washington through the annual Walkathon.

1,965

Volunteer hours amassed from students, parents and employees to support Campus Kitchen operation at St. Andrew’s.

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SERVICE LEARNING

off campus

Hearts for Haiti is now working to raise enough money to buy land, provide equipment and seeds, and start a working, sustainable farm.

Service in HAITI

BY CAROLINE RYAN ’17

In February of 2015, during my sophomore year, I was lucky enough to be selected for St. Andrew’s annual service trip to Haiti.

Our trip to Haiti was extraordinary and unlike anything I had ever experienced. I was moved by the interesting, powerful, and painful places I visited.

Unfortunately for many, when we think of Haiti the first word that comes to mind is “poor.” Even though Haiti is a poor country, it’s also a beautiful country. With gorgeous mountains ranges, beautiful lakes and rivers, Haiti is a country with amazing people.

Although many Haitians are suffering 22

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from a lack of clean water, insufficient food, and poverty, many make the most of what they have and continue to live their lives.

Haitians value family, friends, community, and spirituality. In Civol, where Christ Roi our partner school is located, we were able to observe and participate in many aspects of their daily lives.

During the trip, we saw the well St. Andrew’s helped build to provide fresh water.

We also saw the solar panels that the school helped purchase being installed. I wondered, “What’s the next step?”

We were sitting at the school and eating a lunch they prepared for us and no one was eating except our group from St. Andrew’s.

I wanted to share my food with members of the Civol community, but they said not to because I couldn’t share with everyone and it would have been unfair. There was a lot of farmland and I thought, “Why don’t we build a working farm where people can grow their own food and not be hungry.

Where kids can learn the skills to grow their own crops.” As it turns out, food insecurity and the skills required to farm the surrounding land was a need that had already been identified by leaders within the Civol community.

Before I left on the trip, I had decided to start a club, Hearts for Haiti, that would raise money to support our partner school.

After our trip, the goal of Hearts for Haiti became more focused. Hearts for Haiti is now seeking to raise enough money to buy land, provide equipment and seeds, teach the skills needed to work the land, and start a working, sustainable farm. Through Hearts for Haiti’s unique fundraisers, we were able to raise $3,000 this past school year and we obviously need a lot more than that to make this happen.

This summer, my family will host a fundraiser for the farm. We are hoping to raise about $50,000 for the land purchase, farm equipment and seeds. If you’re interested in making a donation to Hearts for Haiti, or attending our benefit, please e-mail hearts4haiti@saes.org for more information.

I hope that like me, you’ll find room in your Hearts for Haiti.

SERVICE LEARNING

off campus

Service in

SOUTH AFRICA For nearly two decades, St. Andrew’s has had a partnership with the Bokamoso Youth Foundation based in Winterveldt, South Africa. The partnership began thanks to the work of now-retired performing arts teacher Roy Barber. Barber helped establish the Foundation to create college scholarship for at-risk youth in Winterveldt. Working with Leslie Jacobson, a theater professor at George Washington University, they create musical dramas for the youth in the program, who raise money for the Foundation through performances.

Every year in January, the scholarship students travel to Washington, D.C. where they stay with families in the St. Andrew’s community. They attend classes and perform in the community.

Students also spend a week staying at GW

dorms and performing there as well. In March, a group of St. Andrew’s students travel to Winterveldt on a service-learning trip where they learn and work at the Bokamoso Youth Centre.

The annual visit to St. Andrew’s is a highlight of the year for students from preschool through 12th grade. Bokamoso Youth perform many times throughout their visit. The highlight of their visit is the Bokamoso Dream Brunch, a performance which helps raise money for the Bokamoso Youth’s college education fund.

Through these visits, students and youth have built relationships that are lasting and impactful. They often look for new and creative ways to raise money for the education of the friends they’ve made from Bokamoso. Earlier this year, a St. Andrew’s third grader celebrated her ninth birthday

with a novel idea for raising money for the Bokamoso Youth Foundation.

“We are so blessed to have everything we need so we brought up the idea of asking for Ashley’s birthday party guests to donate to a favorite charity,” said Rebecca Antezana, mother of both Ashley (’25) and Anthony (’29). “Ashley immediately thought of Bokamoso. We are so proud of her for embracing this idea and are so thankful to everyone for being so generous with their donations.”

“I was excited about the idea,” said Stacy Kincaid, who oversees the relationship between the school and the Foundation. “I felt like it was special that a third grader would be willing to give up gifts and understood how donated funds would directly impact the youth that were here.”

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Stephanie Quintero ‘16 started the non-profit organization Chicos and Kids with her brother Chris ‘14.

“ ... I hope to inspire other young girls to take on leadership positions, and even to inspire young people that they have the power to make a change in the world.”

Stephanie Quintero ‘16

STUDENT PROFILE

‘SHE GIVES ME SO MUCH HOPE’ After starting a successful non-profit with her brother when she was just 12, Stephanie Quintero ’16 continues her commitment to service locally.

BY DAVID BRANDT

During the summer of 2011, Stephanie Quintero ’16, then a 12-year-old, traveled to La Mesa, a small village outside of Bogota where her grandparents lived.

It was there that she and her older brother Chris ’14 became good friends with the younger neighborhood children and began to form tight bonds with them. When their grandmother told them the English program at the school the children attended was closing due to poor funding, the Quinteros knew they had to help.

Enlisting the help of their mother, a teacher, Stephanie and Chris embarked on a program that was initially a one-week English class for elementary-aged children.

Since then, Chicos and Kids, the nonprofit they started, has grown into “a youth led organization that urges kids from around the world to help others through sharing knowledge, language, culture, sports, and games.” Currently, the organization is operating in Colombia, Guatemala, and the Washington, D.C., area.

Because of its outreach and impact, Chicos and Kids has recently received a grant from GenerationOn, a global youth service movement dedicated to igniting the power of all young people to make their mark on the world, and a $10,000.00 award from Nickelodeon. It has also been recognized

by Montgomery County Executive Isaiah Leggett for its efforts.

Since its inception in 2011, Stephanie

and her brother have increased the scope of the organization to provide mentoring to young immigrant and at-risk children who attend Gaithersburg Elementary School and invests in Colombian students’ futures by providing them with classes on English, STEM, nutrition and health while encouraging them to seek higher education opportunities.

With her brother now moving into his junior year at Dartmouth College, Stephanie continues to make a difference on her own in her community as well as abroad.

She plans to organize a summer program for children enrolled in the after school organization called Linkages to Learning at Gaithersburg Elementary school where she hopes “to give these children a fun and exciting summer, but also prepare them for the next school year.”

For her significant efforts, Quintero, who will join her brother at Dartmouth in the fall, has been awarded a grant from the Annpower and Vital Voices partnership.

She was selected to participate in leadership events and conferences in Washington, D.C., New York, and London, and was recently featured in Bethesda Magazine for her service to the public. She was also a finalist for the 2015 Peace First Prize, which recognizes young people ages 8 through 22 for their contributions as peacemakers.

Stephanie Quintero ‘16 helps a student with her school work in Colombia.

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PROFILE

student

Continued from page 25 Quintero’s commitment to public service is a natural extension of her upbringing and her Colombian heritage. Her parents immigrated to the United States in 1993.

As she notes, “From a very young age, my parents have taught me to cherish the many things we were privileged to have. Although my family has struggled financially, I would always compare myself to others who had less than I had, and I would feel grateful for having hardworking parents who supported me. I was fortunate enough to be enrolled at St. Andrew’s Episcopal School, yet I felt guilty because I knew other children did not have the same opportunities.

This influenced me to share my own knowledge with others and allow other children to learn what I was learning.”

According to her mother, Martha Galvis, Stephanie’s personality is such that she extracts joy from the littlest things in life.

“She is always eager to help in her community, whether here or abroad,” Galvis said. “Stephanie treats everybody with love, kindness, and respect.”

“My sister has always valued the opportunities that she has been given in her life,” said Stephanie’s brother, Chris. “I think that this is why she is so committed to serving others. She knows how fortunate she is to have so many opportunities, so she wants to help those who are not as fortunate. She is shocked to see how difficult life is for some people and she wants to do whatever it takes to help better their lives. Coming from humble beginnings, Stephanie has been so thankful for all the help that she and our family has received along the way.

She has experienced first-hand how a little help can go a long way to better someone’s life and future, so she wants to pay this forward by helping others.

“She also just really enjoys helping others. Putting smiles on the faces of kids who have had difficult lives is very rewarding to her. It is something that makes all the hard work that she constantly puts in worthwhile.”

Galvis attributes her daughter’s compassion and deep empathy for others in part to the significant time she has spent in Colombia.

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Stephanie Quintero ‘16 works with students on their worksheets in La, Mesa, Columbia. Currently, the organization is operating in Colombia, Guatemala, and the Washington, D.C. area.

“(Stephanie’s) Colombian heritage has helped Stephanie to have her unique perspective, and she knows there a lot of people who need help, not only in Colombia but around the world.”

Martha Galvis STEPHANIE’S MOTHER

“Despite the country’s internal conflicts, she has had the opportunity to see the poverty that forces many children to work in order to help meet the daily needs of their families, which unfortunately results in making education a secondary priority,”

Galvis said. “Stephanie understands their problems, and she feels their pain. Her Colombian heritage has helped Stephanie to have her unique perspective, and she knows there a lot of people who need help, not only in Colombia but around the world.”

Galvis also credits Stephanie’s time at St. Andrew’s as significantly influencing her passion for public service through its service learning program, math instructor Gregg Ponitch’s summer service trip to Chicago, and her senior community service commitment, where she will dedicate two weeks to helping a local school with a high population of refugee children.

“The values she learns at home and at St. Andrew’s, such as self-discipline, respect, honesty, and empathy, have influenced her positive relationships with people around the world,” Galvis said.

Upper School Head Ginger Cobb has been impressed by Quintero’s selflessness.

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PROFILE

Stephanie Quintero ‘16, middle, attended the Women Moving Millions summit in New York in 2014, where she met members of ANN Inc., the parent company of Ann Taylor, LOFT, and Lou & Grey.

“She tackles every challenge and goes above and beyond,” Cobb said. “Stephanie is the change we need in the world. She gives me so much hope.”

Quintero thanks former Latin teacher Racquel Yerbury for “inspiring me both in the classroom and my commitment to public service. She was very supportive of me throughout her time at St. Andrew’s. Her enthusiasm for Latin inspired my love for learning languages and I give her much credit for sparking my creativity and helping me see my true leadership potential.”

In her time at St. Andrew’s, Quintero has been a varsity tennis and lacrosse player, a member of the Lion-Cub Program, a Peer Leader, and a participant in the Hispanic Heritage Club. In addition, for her junior Oral History Project, she interviewed Maria Teresa Kumar, the CEO of Voto Latino as well as a contributor on MSNBC, who is a major advocate for the importance of voting and mobilizing young Latinos to become politically active, a cause which Quintero is actively involved.

When she is not at St. Andrew’s, volunteering, or traveling in Colombia, Quin-

tero interns at the Koch Cancer Research Building at Johns Hopkins where she helps research about the effects and migration of Glioblastoma in the human brain.

With graduation only a few weeks away, the Ivy-League bound Quintero is contemplating her future. She plans to study neuroscience or international relations at Dartmouth and minor in Latin American studies. Her dual interest in medicine and public service has led her to consider a career either working as a doctor or on Capitol Hill.

Despite moving on to the next stage of her life, Quintero’s commitment to public service remains strong as she plans to continue working with her brother to expand Chicos and Kids while in college.

“I am committed to public service because I hope to inspire other young girls to take on leadership positions, and even to inspire young people that they have the power to make a change in the world,” Stephanie said.

Whether she realizes it or not, Stephanie is already an inspiration to the St. Andrew’s community.

“She tackles every challenge and goes above and beyond.

Stephanie is the change we need in the world.”

Ginger Cobb HEAD OF UPPER SCHOOL

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t s y l a t a C Art: A e g n a h C for Social

BY RICHARD COCO

Students in Edgar Reyes’ Community Arts and Service class stand in front of the wall on which they will paint a mural in Langley Park, Md. The project is a collaboration with Casa de Maryland, a non-profit that provides opportunities for immigrants in Maryland.

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Edgar Reyes came to St. Andrew’s to show students how they can change the world. And he’s doing it through art class.

That might sound simplistic, but at its core, that’s the purpose of the Community Arts and Service class offered primarily to sophomores and juniors. There are many layers to the class and the curriculum but at the end of the day, it has a simple goal.

“It’s for them to see how art can start conversations and be used as a tool,” Reyes said. “The class isn’t intended for them to paint. It’s not a painting class. That’s not the goal. The goal is for them to see the historical significance of how art can create conversations and, ultimately, hopefully, lead to change.”

Reyes grew up in Northern Virginia and attended West Potomac High School.

He attended Lynchburg College for his bachelor’s degree and went on to earn a Master’s of Fine Arts from Maryland Institute College of Art. But even as he applied to graduate school, art wasn’t necessarily something he saw as critical to his own life.

“It’s funny, I applied to go to an art school for graduate school but I don’t think I saw the value of art until I went to classes,” Reyes said.

“It was reading about these projects that have been happening for years - the mural projects happening in Philadelphia and Los Angeles - and understanding that art was secondary. It became a vehicle.

“I think art became an essential part of my life when I realized art could be more than art.”

It’s that understanding that Reyes is trying to pass on to his students. That’s one main reason the class is designed for sophomores and juniors.

“In a way, it’s a continuation of the ninth-grade service learning class,” Reyes said. “And if they are invested in art, to get them thinking about how they can connect it to doing art as their service in their senior year.”

The course begins with a unit of selfreflection. Students discuss how they see themselves and create self-portraits. They also create a timeline of their life and think about how people see them and how they wish people saw them. “We realize how diverse the class is,” Reyes said.

Next they examine the historical context for protest art and community art. They research contemporary social movements and develop a poster arguing in support of a cause they care about. This is followed by community engagement and organization.

“How can you incorporate design thinking in a social context?” Reyes asked. “Using art to create conversation and change.

Inclusivity was a big theme in the class.”

With these skills under their belt, the class moves on to art and service at St. Andrew’s.

That’s where students can get first-hand experience learning how art can be a catalyst for social change.

Lisa Leitner ‘18 works to complete a project for the Community Arts and Service class.

“Inclusion doesn’t mean that you’re just allowed to do something, but that you feel comfortable doing it,” Reyes said. “It’s a community where you feel welcome.”

The trimester’s largest project is the development of a mural in Langley Park, Md. This gives students a chance to gain hands on experience by working on a piece of community art in collaboration with a local organization, in this case, Casa de Maryland.

The class culminates with students analyzing their community work to see its impact and sustainability.

“Although still in its infancy, this course is an important addition to the curriculum because it promotes both social cognition and problem-solving while helping participants to articulate their own artistic vision,” said Rev. Patty Alexander, Chaplain to the Middle and Upper School. She is working with Reyes during the pilot year of the class to ensure that students get up to 10 hours of service credit in addition to art credit.

In the end, the listening and designing is at the core of what the students are learning.

“You fail if the only way you see people succeeding is by you being there,” Reyes said. “You should provide them with the tools so you can step away and they can be sustainable and self-sufficient.”

Participatory Art Students Andy Harris ‘18 and Mathew Helmbrecht ‘18 created Visa Pong for the Community Arts and Service course. The game is used as a way to engage students in conversations regarding migration to the United States.

As a participant your goal is to get a table tennis ball to land in one the small cups, which are enclosed in a silhouette of the United States.

At random, people are given more opportunities to win and are allowed to get closer. Students from the class helped run the activity and explained how the game is a representation for the difficulty some people have legally migrating to our country.

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ALUMNI PROFILE

Q&A WITH PIERRE OMIDYAR ‘84 The St. Andrew’s alumnus and founder of eBay talks social change, service and his first paying technology job — at St. Andrew’s.

You’re best known for founding eBay at the age of 28. By any measure, the company has been spectacularly successful in providing a needed service and generating profits. Did you also have a public purpose in mind?

Despite many urban legends about the creation of eBay, my intention was actually to create a marketplace that anyone and everyone could access. At the time, I was frustrated by traditional financial markets that were only available to the few who could afford the price of entry. It was a frustrating experience, and I thought that using (new) technology, I might be able to do it differently. That it should be done differently. So in that sense, yes, I think there was a public purpose behind the origins of the company. As eBay grew, it became clear that there was an even greater social impact that I hadn’t fully realized — where people had a way to support themselves by earning money using the platform.

Photo courtesy of Michael Lewis

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You’ve become renowned as an investor in social change. Can you tell us more about how you see your role, obligations, and priorities in the current landscape of philanthropy and social change?

It’s a privilege to be in a position to help create a more just society. It’s also the biggest challenge of my life. And while it’s a luxury to have financial resources to bring to bear for the challenges we’re trying to help solve, it’s the deeply entrenched mindsets and social and cultural norms that are the most difficult to address. We learned very early on in our work that money alone

OMIDYAR FACULTY FELLOWS PROGRAM To honor and recognize Pierre Omidyar’s support for St. Andrew’s Episcopal School and for The Center for Transformative Teaching and Learning, the school has named the faculty fellows program the Omidyar Faculty Fellows.

In April 2013, the Center for Transformative Teaching and Learning (CTTL) began a research partnership with Research Schools International (RSI) led by faculty from Harvard’s Graduate School of Education. As one of the first eight schools in the world to establish a partnership with RSI, St. Andrew’s engages with the group annually in an original research study.

To help facilitate this study and provide professional development, the CTTL at St. Andrew’s annually selects five faculty members to work with RSI.

is very rarely the answer. We think deeply and carefully about which challenges we take on, and we try to look at the full picture before deciding where we might be able to have an impact. What we want to avoid is creating unintended negative consequences — leaving a situation worse than how you found it.

How did you come to have such a strong commitment to social justice and service?

My mother is a linguist and my father a surgeon — they each have an appreciation for life, love of culture, and respect for humanity. Though they expressed it in different ways throughout their lives, it had an impact on me. Growing up, I was fortunate to travel and experience many cultures. I think this impacted the way that I looked at the world — I learned that in many situations there was more than one right answer to a single question. This flexibility has served me well as a technologist and entrepreneur who often thinks, “it shouldn’t have to be this way” — and then I start thinking about what could be.

You have generously supported the mission of St. Andrew’s Center for Transformative Teaching

& Learning (CTTL). We’re proud to announce the Omidyar Faculty Fellows at the CTTL. What has motivated your interest in this work?

Mind brain education research has made significant advances in the last twenty years.

The findings, if implemented broadly, could have enormous implications for how our society evolves in the future. St. Andrew’s has been at the forefront of the movement to bring this knowledge to the K-12 community, and I’m proud to support that effort and the bold moves the school is taking to get this important work out to others beyond SAES. What can you share with us about your time at St. Andrew’s?

I remember my years at St. Andrew’s fondly. In fact, I’d like to thank the school for offering me my first paying technology job. In 1984, for around $6/hour, I spent several hours one weekend working on a computer program for the school’s card catalog system. Back then, librarians went through a painstaking process every time a new card was needed — manually entering data in a very specific format. My program enabled them to enter data quickly and easily on a terminal, and the program did the formatting and printing.

Later I accepted another paying job with the school to create a computerized scheduling system. The goal was to create a program that created an individualized class schedule for each student — taking into account conflicts, classroom sizes, student preferences for class times, teachers, lunch, and other variables. This was a much more difficult and complex task than anything I had ever done. I built a database and was working on a microcomputer, which had very limited processing power. I remember clearly the impulse — but not acting on it! — to attach special code to my own name that would avoid morning classes but prioritize breaks.

In the end I don’t know if the school ever used the program. Perhaps the job was a generous mentoring opportunity from the teacher who ran the computer program at the school, or maybe it was a real assignment — I’m still not sure. But I’m grateful for the experience and the confidence it gave me as I went off to college intent on a future in computer science.

Terry Finn Student Fellows Program Terry Finn came to St. Andrew’s as a trustee in the early 1990s. The father of two St. Andrew’s graduates, Kevin ’93, and Tim ’96, Terry has left an indelible mark on the school. He was a devoted trustee and catalyst for the school’s most crucial positive change in our history: the creation of the Postoak Campus.

From the daffodils at the front entrance, to the faculty/staff lounge in the main building, to Brumbaugh Field and its gorgeous turf field – Terry has left his fingerprints all over campus through his generosity.

Terry passed away in 2014 due to complications from a blood disorder.

In 2016, Kevin and Tim made a gift in his honor renaming the Center for Transformative Teaching and Learning’s Student Fellows the Finn Student Fellows.

Finn Student Fellows work with researchers from Research Schools International led by faculty of Harvard’s Graduate School of Education. They help design original research studies and assist with the implementation of these studies.

“While Terry completed his Board service shortly before I came to St. Andrew’s in 2002, I was privileged to visit with Terry many times, often on his annual trip to Potomac to see his beloved daffodils bloom at the front entrance,” said Robert Kosasky, Head of School at St. Andrew’s. “Terry was unfailingly witty, warm, and direct – a true gentleman and a memorable character.”

To date, there have been 20 Finn Student Fellows. The first group of Student Fellows, selected during the 2013-2014 academic year, have gone on to attend Brown, Georgetown, Michigan, Stanford, St. John’s College and Williams.

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ALUMNI PROFILE

Expanding Horizons St. Andrew’s alumnus spearheads organization with mission to develop cross-cultural network among black students.

BY DAVID BRANDT

Delonte Egwuatu is passionate about promoting cross-cultural networks for black students on a global basis. The 2012 St. Andrew’s graduate, now a senior at Morehouse College, founded Black Beyond Borders in May of 2015 along with Tyra Beaman, a collaborator at Spelman College. They began the organization in response to a study produced by the Institute of International Education that said that only 5.6% of college students studying abroad identified as African-American or Black.

For many people, studying abroad is a defining moment in their college experience. Whether there is a language barrier to overcome, or simply adapting to a different culture, those who study abroad often have their worldview changed by the experience.

The aim of Black Beyond Borders is to develop a cultural exchange network that will unite students of African descent around the world. Its mission is to inspire and equip members of the black community with cross-cultural tools and networks to move beyond their borders with purpose.

Egwuatu’s commitment to serving others and helping them expand their horizons was instilled in him at a young age. He attributes his dedication to service both to his

mother as well as his experience as a student at St. Andrew’s.

“When I was younger, my mother would take me with her to volunteer at a homeless shelter in D.C.,” Egwuatu said. “It was such a sobering experience walking past rows of cots and speaking with shelter residents. At the time, I couldn’t grasp the full magnitude of the situation.”

Entering St. Andrew’s as a 6th grader, Egwuatu believes that the school played a huge role in helping him develop into the person he’s become. “(St. Andrew’s) was chiefly responsible for my development as a leader,” Egwuatu said. “Service was engrained in me not to solely be an ‘extra curricular,’ but to be incorporated into my life as much as possible. I remember during my junior year, I was heavily involved in the Campus Kitchens program with Mr. (Chuck) James and Mrs. (Ginger) Cobb.

Preparing meals on a weekly basis fulfilled a sense of service that couldn’t be found in the classroom.”

Beyond volunteering for Campus Kitchen, Egwuatu was a varsity tennis player and President of the Black Student Alliance during his time at St. Andrew’s. He credits his experiences with the Black Student Alli-

“(St. Andrew’s) was chiefly responsible for my development as a leader.

Service was engrained in me not to solely be an ‘extra curricular,’ but to be incorporated into my life as much as possible.”

Delonte Egwuatu, founder BLACK BEYOND BORDERS

Continued on page 34 SUMMER 2016

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Delone Egwuatu at Lion’s Head mountain in Cape Town, South Africa.

Continued from page 33 ance and the mentoring of Spanish teacher Stacy Kincaid for his growth as a leader.

“Ms. Kincaid and I quickly connected and she inspired me to advocate for diversity at St. Andrew’s and other independent schools,” Egwuatu said. “As one of the few black students in my class, she made it her mission that we build strong group ties amongst ourselves. Ultimately, her guidance, belief, and trust, and honesty propelled me to believe that I can conquer anything.”

“Delonte always shared his charismatic spark and deep curiosity about the world,” Kincaid said. “He thrived on connecting people and communities through his work with the affinity groups at St. Andrew’s and Operation Understanding DC. Beyond Black Borders is the perfect nexus of Delonte’s talents, and I beam with pride at his success.”

He is also thankful for the guidance of Chaplain Patricia Alexander. “She always had her office door open for me,” he says.

“At the time I didn’t realize it, but I would

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pop in her office periodically just to chat.

In particular, I remember one conversation that I shared that I wanted to enter politics in some capacity to ‘change the system from the inside out.’”

Alexander, for her part, remembers her conversations with Egwuatu, pointing out that he gave the Prayer for the Class at St. Andrew’s 2012 graduation, saying in part, “We ask that You bestow in each of us 68 graduates an adventurous and courageous spirit…”

“It doesn’t surprise me at all to know that Delonte started Black Beyond Borders,” Alexander said. “He and I spent a lot of time talking about his desire to make a difference in the world, and I remember very clearly our conversations as he was discerning whether or not to go to Morehouse.

Black Beyond Borders seems like a natural outgrowth of his longstanding commitment to serving as a role model for young African-American students and helping them excel.”

Visit www.voices-blackbeyondborders.com for more information on the program.

Cross-Cultural Network Black Beyond Borders has shared the blogs of students who have studied or traveled abroad in these countries: Argentina Australia Brazil Canada Chile China Denmark Dominican Republic England France Guatemala Haiti Norway Rwanda South Africa Spain The Netherlands Uganda

ALUMNI PROFILE

Alumni Share Passion for Giving Back Service takes many forms. Here are a few alumni who have found a way to make service part of their lives.

ELIZABETH TERRY ’06

Imagine Hope Community Charter School Elizabeth Terry ’06 is a Special Education Teacher for third and fourth graders in a self-contained classroom at Imagine Hope Community Charter School in Washington, D.C. She says that advocating and teaching others to advocate for themselves is her calling.

“I have always been in environments that value service and those experiences, accentuated by my St. Andrew’s experience, have given me the drive to serve students who experience disadvantageous conditions in their education (lower income communities and people with disabilities),” Terry said. “I experienced great privileges in my education and it is important for me to use that experience to give back as much as I can.

“My experiences at St. Andrew’s (especially learning to write as well as I did) helped me be an effective advocate for my students for the last three years, culminating in the creation of much more robust Special Education department at my school and charter network.”

Elizabeth Terry ‘06 is a special education teacher at Imagine Hope Community Charter School in Washington, D.C.

Continued on page 36

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Amy Bachman ’06 is currently the Director of Procurement and Sustainability at DC Central Kitchen.

AMY BACHMAN ’06

“I feel so lucky to work for an organization whose mission I believe in and support and it gives your work a bigger purpose knowing that what you are doing is making change.”

Amy Bachman ‘06

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DC Central Kitchen

Amy Bachman, a 2006 graduate, cites service at St. Andrew’s as a big reason she pursued a career in service. She is currently the Director of Procurement and Sustainability at DC Central Kitchen.

“Reflecting back on my time at St. Andrew’s, I do remember service being a part of that experience and I would say a big reason I developed a passion to find a career in helping others and working towards a greater good,” Bachman said. “I think one of the most impactful experiences I had at St. Andrew’s was the trips to (Bokamoso). I was fortunate to go both my junior and senior years and loved the chance to immerse myself in another culture and help the communities we met.”

All of Bachman’s professional experience ties to helping others. She worked at AmeriCorps VISTA as Campus Kitchens Coordinator, was an intern at Bread for the City and was Volunteer and In-Kind Donation

Coordinator at The Franciscan Center of Baltimore.

“For me, integrating service and helping others into my professional life is important because it allows me to follow my passion of seeking to improve the food system and working for an organization that does amazing work in the D.C. community every day,” Bachman said. “I feel so lucky to work for an organization whose mission I believe in and support and it gives your work a bigger purpose knowing that what you are doing is making change.”

MOLLY HEWES ’86

Mary’s Center for Maternal and Child Care Molly Hewes ’86 did not set out for a life of helping others. She didn’t see herself working to assist and advocate for those less fortunate when she was a high school student.

But two years after graduating from Ohio Wesleyan, where she earned a degree

in Black World Studies/Women’s Studies, Hewes found herself working a pair of jobs that put her on a life-long path of service.

The first was working with girls living in a group home that had committed misdemeanors or were wards of the state. The second was with boys at a residential group home who were there to stay or were headed to foster care. From there the decision to seek a Masters in Social Work seemed natural.

Hewes’ first exposure to service growing up came at home. “Molly grew up in a family that was aware of social issues and the importance of participating in a larger community,” said Larry Hewes, Molly’s father. Molly, for her part, remembers her senior year service at St. Andrew’s. “I remember working at Defenders of Wildlife,” Molly Hewes said. “I was impacted by that experience and really valued it. Perhaps it set the stage!”

Hewes currently works at Mary’s Center for Maternal and Child Care as an Integrative Behavioral Health Provider. Before that she had positions at MedStar Health and The Family Place.

Hewes’ experience, while unique to her, is not uncommon for St. Andrew’s graduates. Many look to make service a part of their life after leaving the school. For some, it’s a career helping others. For others, it’s about finding a way to give back in professions not focused on service.

JAMES KING ’93 Restaurateur

James King ’93 recalls serving at a Montgomery County Fire Station where he saw firsthand how impactful volunteers in the community could be. As a small business owner, he served a term in the Maryland House of Delegates hoping to advocate for other small business owners. He found there was much more to fight for.

“While so many of us go through life focused on the multiple hurdles that we all face in our personal lives, representing thousands of people opened my eyes to the many citizens that need a helping hand,” King said. “Often it does not take a great deal of time, money or energy to have an impact on improving a person’s situation.”

Photo courtesy of Photo-boat

Charles Prettyman ’84 helped spearhead the Challenge NY Architects Regatta, an organization that helps provide waterfront access to urban youth.

As a restaurateur with more than 1,000 employees in the DMV, King took the lessons he learned at St. Andrew’s and in public service and has worked to help his employees.

“I have been able to establish several programs to train and equip many of our employees with additional skills in order to continue growing in this industry and to be able to transition into other industries,” King said. “Helping to support one’s education is one of the most powerful gifts you can give a person who has the desire and the work ethic to improve their lives and the lives of their family.”

CHARLES PRETTYMAN ’84 Architect, Truisi Design Group

Charles Prettyman ’84 is an architect in New York City. He previously spent time

teaching ESL in the Bronx. “This was all about the people,” Prettyman said. “It seems painfully clear to me that the tensions that exist (with the immigrant community) are almost always rooted in an inability of the groups to communicate.

Teaching English is, to me, a way to help a group of people who are giving up their Saturday mornings because they want to communicate with their neighbors.”

Prettyman also helps spearhead the Challenge NY Architects Regatta. “It’s an organization that brings together several things I believe in – my career choice, my sport of choice, the New York harbor, and more,” Prettyman said. “The mission statement of the Regatta foundation talks about providing waterfront access to a wide audience. Time spent on the water has always been a hugely important part of my life.”

It’s clear that for St. Andrew’s graduates, serving is a hugely important part of their lives.

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CLASS NOTES

Congratulations, Seniors!

The Class of 2016 was accepted into more than 160 colleges and universities.

American University Amherst College Bates College Bowdoin College Binghamton University Brown University Bryn Mawr College Bucknell University Carleton College Carnegie Mellon University Case Western Reserve Catholic University Colby College Colgate University College of Charleston Colorado State University Connecticut College Cornell University Dartmouth College Denison University

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Dickinson College Drexel University Earlham College Embry-Riddle Aeronautical University Emerson College Franklin & Marshall College Georgetown University Gettysburg College Guilford College Hamilton College Hampton University Haverford College Lynchburg College Methodist University McDaniel College Miami University, Oxford Michigan State University Middlebury College

Montana State University, Bozeman Mount Holyoke College New York University Northwestern University Nottingham Trent University Penn State University Purdue University Randolph-Macon College Rice University Roanoke College Rochester Institute of Technology Saint Anselm College Santa Clara University Skidmore College Stanford University Syracuse University Towson University Trinity College

Tulane University US Naval Academy UC, Berkeley UC, Los Angeles UC, San Diego University of San Francisco University of South Carolina University of Southern California University of Virginia Vanderbilt University Vassar College Virginia Tech Washington College Washington & Lee University Williams College Wittenberg University Wofford College

A DAY IN THE LIFE of St. Andrew’s

PHOTOS BY STACIE CRAWFORD, REBECCA DROBIS AND MARK REGAN

DAY IN THE LIFE

on campus

9:24 a.m. Naomi Jackson ’26 and James Cross ’26 read aloud to each other.

8:57 a.m. Joy Reeves ’18 finishes a power palette knife painting for her Advanced Painting class.

10:25 a.m. The Rev. Sally Slater and the Rev. Patty Alexander read a verse during weekly Chapel with middle and upper school students.

11:13 a.m. Seventh grade student Samantha Ojeme tracks the path of a LEGO Mindstorm robot on her computer during her Life Science class. The class programmed the robots to drive through the circulatory system, similar to the path of a red blood cell.

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DAY IN THE LIFE

on campus

12:56 p.m. Jenny Yazlovsky ’18 catches a study break in Bruder Garden during a warm spring day.

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DAY IN THE LIFE

on campus

12:56 p.m. Fifth grade students Khari Seals, Tyne Young and Cody Lucas participate in class.

2:34 p.m. Tsepo Nyaka ’30 opens a bag of crackers during afternoon snack.

1:23 p.m. Physics students Marcus Parker, George Muresan and Austin Allen, all class of 2016, analyze data from a sparktimer in a lab to calculate Earth’s gravitational acceleration to within a 1% error.

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DAY IN THE LIFE

on campus

4:12 p.m. Aliyah Wade ’18 races across the finish line during a track meet.

5:34 p.m. Steven Bickel ’19 takes charge against St. James School during a playoff game.

St. Andrew’s defeated St. James School 10-2.

3:15 p.m. End of the day! Spencer Marks ’16 gives a thumbs up for classes being dismissed for the day.

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ALUMNI

reunions

05

Alumni Weekend Classes ending in 0 and 5 celebrated their reunions over Alumni Weekend on Oct. 17, 2015.

Thank you to the Class Reunion Chairs for their hard work in bringing their classmates together.

THE CLASS OF 1985 gathered on

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campus to celebrate their 30th reunion. Reunion Chair: Carlos Ortiz-Mena n THE CLASS OF 1990 celebrated their 25th reunion at the home of Kevin Vendt ‘90. Reunion Co-Chairs: Graham Johnston and Kevin Vendt. n THE CLASS OF 1995 gathered at Brickside in Bethesda to celebrate their 20th reunion. Reunion Co-Chairs: Alex George and Sam Speier. n THE CLASS OF 2000 gathered at Science Club in Washington, D.C. Reunion Co-Chairs: Sarah Melby and Tom Taylor. n THE CLASSES OF 2005 AND 2010 reunited at Buffalo Billiards.

Reunion Co-Chairs: Alisa Kaswell, Alex Freeman and Madeline O’Brien (‘05); Alex Facciobene and Elliott Silverman (‘10).

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reunions

Oh the Places We’ll Go ...

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We’ve been busy catching up with alumni across the nation this past year, with stops in New York City, Los Angeles, San Francisco, and, of course, Washington, D.C. We closed summer out in August with a fun happy hour for alumni in the D.C. area featuring Mrs. Ginger Cobb and Mr. John McMillen showing off their bartending skills at Tom Foolery in Dupont Circle.

NEW YORK CITY: In October, alumni reunited with Alumni Director Madeline O'Brien ‘05, Director of Advancement Blair Kaine and special guest, teacher and coach, Mr. Gregg Ponitch. n WASHINGTON, DC: The Annual Alumni Holiday Party hosted at Blackfinn was a festive gathering with alumni represented from the classes of 1991 through 2011. n LOS ANGELES: Head of School, Robert Kosasky, and teacher and Director of the Center for Transformative Teaching and Learning, Glenn Whitman, traveled to the West Coast to meet with alumni in the area.

Alumni gathered at Oliver's Prime Steakhouse in Los Angeles to reconnect. n SAN FRANCISCO: Alumni were treated to dinner at the home of alumni parents, Sarah and Joe Davis, in San Francisco with Robert Kosasky, Glenn Whitman and Assistant Head of School, David Brown.

Evan Ellsworth ‘04 with Glenn Whitman, director of The Center for Transformative Teaching & Learning

Dara (Grundfast) Eisner and Paige Speyer, both class of ‘96

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1987

A group of students have fun between classes at the old St. Andrew’s campus on Bradmoor Drive in Bethesda.

The school moved to its current campus on Postoak Road in 1998.

ALUMNI

class notes

New email, phone number or address? Simply fill out the form online and submit your updated information: www.saes.org/alumni.

1983 Leigh Crawford Palmer and husband Jeff Palmer have greatly enjoyed living in Germany and traveling extensively for the last 3 years. They are currently awaiting Jeff’s next assignment. Their oldest son, Sam, is graduating from USC this May and their son, John, is a sophomore at the University of Chicago.

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1986 Chad Klever is living in Evergreen, Colorado as an estimator for ArborPro Tree Experts.

1987

Vivienne Barry ‘91 with her family in Germany.

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In April, Lee Howard was seated on the IAB, the Internet Architecture Board. The IAB provides architectural oversight for the protocols and procedures used on the Internet.

1990 Jessica Karp is the Production Manager for the Penn State University Press.

1991 Jennifer Zimmons is the President of Zimmons International Communications, which specializes in international financial communications and investor relations for public and private companies. She is on the Board of Women in Bio, the national organization for women in the life sciences space. She is also a board adviser to a D.C. family office that focuses on investments in emerging markets. This past year she traveled to Europe, spending time at Lake Cuomo in Italy and riding the Orient Express from Venice to London.

Jennifer Zimmons ‘91 rang the bell at the NYSE representing the Board of Women in Bio.

In 1999, Vivienne Barry battled and won her fight with Hodgkin’s lymphoma.

She and her husband, who she married in 2010, have two children, Sophia (3 1/2) and Tyler (2). She is currently living her dream job as a stay at home mom and working occasionally at Children’s Hospital in D.C. Last year she lived with her family in Germany. They were lucky to travel a lot and reconnect with family in Austria and Germany, an experience she calls “amazing.” Vivienne shared that she is “thankful for all of the blessings in our lives.” Additionally, she recently caught up with fellow classmate, Edie Stanton.

IN MEMORIAM

Leslie Owen Thompson Memorial

In November 2015, Leslie Owen Thompson ’84, passed away from heart disease at the age of 50. Leslie is survived by her loving husband of 20 years, Wayne C. Fowler ’83, and their children Ana (17) and Kirill (16).

Leslie served devotedly as St. Andrew’s Alumni Director for many years. To recognize her abiding commitment to the school’s students and mission, Leslie’s classmates came together to pay tribute with a memorial gift. Classmates Janet Montgomery ’82, Beth Leach ’83, Chip Prettyman ’84, John Barron ’86 and Elizabeth Guay Prettyman ’86 led the effort. In a letter to their classmates, they shared: “Leslie was passionate about education and teaching. She believed that the faculty and community of St. Andrew’s shaped who she — and we — became.”

In consultation with her family, the gift in honor of Leslie Thompson ’84 was designated to fund professional development opportunities for the school’s faculty.

At Reunion this fall, Leslie’s legacy will be honored and a bench will be installed in the new Quad to commemorate her life.

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class notes

1992 Grace Davie is Associate Professor of History at Queens College, CUNY and the author of Poverty Knowledge in South Africa: A Social History of Human, 18552005 (Cambridge University Press, 2015).

She has two boys, ages 10 and 7, and she writes "Thank you to all my wonderful, St. Andrew’s teachers!"

1993 Lorena Decker lives in Marietta, Ga. and is the Marketing Coordinator for Comprehensive Technical Group, Inc. Pamela (Monroe) Saunders, her husband, John, and their two children, Emma (11) and Holden (8), live in McLean, Va. where she has been the Art Specialist at Brooksfield School for the past 12 years.

She also started an art enrichment program, which she offers at Fairfax County Public Schools as part of the after-school academies. Pamela notes, “My life is very colorful these days, literally.”

Andrea Nogues moved to Bariloche, Patagonia, Argentina in 2007 to spearhead a conservation project with The Nature Conservancy. She took a break from TNC to focus on motherhood. She is now teaching at a high school in Bariloche and hopes to catch up with her classmates soon!

Carolyn (Bizri) Brosnihan moved from her home in the country to the suburbs in November, closer to the conveniences of life now that she has three kids under the age of 6 — Kyla (5 1/2), Patrick "PJ" (2 1/2) and Declan (1 1/2).

Nico Afanasenko is still living south of Boston with his 3 kids ages 8, 10 and 12.

He is active as ever as the whole team has become a big skiing family the past few years. Nico and Angela recently celebrated 40 in Paris, and have been working on travelling more internationally with the kids (a philosophy that started with cultural awareness at St. A’s!) Nico is celebrating 15 years in chiropractic practice this year and runs 2 thriving Fresh Start Chiropractic (a 48

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la Mr. Holden’s famous speeches) practices on the South Shore of Massachusetts.

This year Nico is planning to continue his triathlon training, and is competing in his 3rd yearly MS Challenge bike race (175 miles), and is going to compete in the Wilmington ½ IronMan in North Carolina in November 2016. In addition, Nico is race director of the Run4Scituate.com which is an annual spring race that raises money for the local public school system, raising over $35,000 this year for the local kids. He still coaches, and works with kids of all ages both at work and on the sports fields. In addition, Nico is helping with the local anti-drug coalition to help give kids the foundation for making better choices as they develop. His next goal: visiting the Grand Canyon with the kids, and possibly heading to Hong Kong!

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Alex George ‘95 got married in March in Palm Springs, California.

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1994 Adele Waugaman started a new job at USAID, where she joined as Senior Advisor for Digital Health in the Global Health Bureau.

1995 Alex George got married in March at the Ace Hotel in Palm Springs, Ca. Fellow classmates Katie (Barr) Cornish ‘95 and Mari (Palmer) McDonald ‘95 were in the wedding party. Mari’s daughter, Margaret, was the flower girl. Also in attendance was Jennie Powell ‘95 with her husband, James Norton, and retired St. Andrew’s teacher, Roy Barber.

Erin Wright-Gandhi ‘96 with her husband, Koonal, and their children Annika and Renna.

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1996 Erin Wright-Gandhi and her husband, Koonal, welcomed Annika Arvinde Gandhi on June 30, 2015. Annika joins big sister, Renna, who is 3.

Paige Speyer married Tim Shirk on February 13, 2016 in Washington, D.C. at Georgetown Presbyterian Church with a reception following at Long View Gallery.

They went to Thailand for their honey-

Paige Speyer ‘96 married Tim Shirk in February in Washington, D.C.

ALUMNI

moon and currently live in D.C. Fellow St. Andrew’s alumni Dara (Grundfast) Eisner, Lisa (Wagner) Hill, Hallie Sherard, Josh Ryan and Simon Landmann all joined the celebration.

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class notes

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1997 Aditi Vidyasagar married Naresh Perinpenayagam on April 24, 2016 in New York City.

1998 Jenna D’Angelo and her husband just returned from a year abroad where they traveled throughout Southeast Asia, India and Europe. In January, they moved to Kona on The Big Island where she recently took a job at The Fairmont Orchid as Assistant Controller.

Jonathan Blythe welcomed a son, Samuel Blythe, born in November 2015.

Katherine (Haifley) DeAnna is happily living in Knoxville, Tenn. Her family loves to spend time at the lake and the barn, where they recently purchased a pony for their son. Katherine shares, “Obviously he can’t ride on his own yet, but he takes after me and loves being around horses!”

Ann Nash and her husband, Adrian Buxeda, welcomed a son, Thomas, on February 7, 2016.

Saudia Turney recently obtained her marriage and family therapist supervisor license. In addition to seeing couples and families, she also now trains interns and newly licensed clinicians. Saudia shares, “Being able to give back to my profession in this way has been more fulfilling than I ever imagined.” Saudia and her husband welcomed a daughter, Dylan Renee, on July 21. She joins big sister, Devyn (3).

1999 Daniel Lopez-Paullada studied architecture at the Catholic University

Katherine (Haifley) DeAnna ‘98 says her son loves being around horses as much as she does.

of America in Washington, D.C., then decided to pursue his real calling and he graduated with a B.A. in Media Communications with an emphasis in Photography from Webster University in Geneva, Switzerland. Daniel is now an international, freelance photographer and videographer.

Daniel began his career as an event photographer, and quickly branched out into corporate work, editorial portraits, and product photography. Furthermore, he teaches videography and photography classes, and holds workshops for private clients. Daniel’s work has been featured internationally in publications such as GQ , WIRED, the Financial Times, Eyes Magazine, LaRepubblica, and Watch Journal.

He has had the opportunity to photograph many celebrities and personalities such as Patrick Dempsey, Bar Refaeli, Kofi Annan, Sofia Loren, and Victoria Silvstedt.

He was featured by renowned Swedish camera manufacturer Hasselblad as photographer of the month in the globally distributed Hasselblad Bulletin. Daniel currently resides in Geneva.

Moina (Banerjee) Tripathi and her husband, Amol, welcomed a son into their family this year. Milan Manik Tripathi was born January 31, 2016. Milan (pronounced "Mill-un") means coming together or joining in Sanskrit. It also has Slavic origins meaning kind, generous, and loving. Moina says, “We are enjoying every second of being first time parents,

Saudia Turney ‘98 with her husband and two daughters, Dylan Renee and Devyn.

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Moina (Banerjee) Tripathi and her husband welcomed son Milan Manik Tripathi in January.

especially since he constantly keeps us on our toes!”

2001 Michael North took a CTO position with Levanto Financial, a Silicon Valley startup and is currently living as a “digital nomad.” He shared, “I travel around the SUMMER 2016

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class notes

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03

PJ Hart ‘01 with his future Lion, Teddy.

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world while building our new product and the engineering team we’ll need in order to grow. Lately I’ve been spending a great deal of time in Taipei, and have developed a severe addiction to Taiwanese street food.”

PJ Hart and his wife, Jaime, welcomed son Edward “Teddy” Hart in 2015.

Ashley (Ehrenreich) Carey and Andrew Carey ‘00 welcomed their son, Clark Lyons, on December 14, 2015.

They live in Denver.

01

Marian (Goddard) Carpenter ‘03 and her husband welcomed their first child in 2015.

2003 Sarah Taylor and Doug Bower, both from the class of 2003, tied the knot Sept.

12, 2015 in Cape Cod, Mass. The two are enjoying their newlywed status and settling into their new(ish) home together in Cleveland Park, D.C.

Eugenia (Leone) Gold completed her Ph.D. in Comparative Biology in October at the Richard Gilder Graduate School, in the American Museum of Natural History (NY). Her research focused on brain changes that occurred as carnivorous dinosaurs evolved into birds.

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Shelby (Gosnell) Hammond ‘04 and her husband welcomed a son in August 2015.

04

Sarah Taylor and Doug Bower, both class of ‘03, got married in September.

After working as a ski patroller for eight years in Colorado, Addie Smith, made the leap and started medical school at St. George’s University in Grenada, West Indies. She will be there until the spring of 2017, after which she will return to the United States for clinical rotations.

Ashley (Ehrenreich) Carey ‘01 and Andrew Carey ‘00 welcomed Clark Lyons in December 2015.

04

Marian (Goddard) Carpenter and her husband, Adam, welcomed their first child, George, in July 2015.

Tom Cross ‘04 and his wife with their son, Thomas Clifton Cross, Jr., who was born in March 2015.

2004 Juliana Converse graduated from New York University with a Master of Fine Arts in Creative Writing.

Tom Cross and wife, Morgan, welcomed a son, Thomas Clifton Cross, Jr., on March 9, 2016.

ALUMNI

05

class notes

04

Rafe Bonvillian ‘04 and his wife welcomed Eden Francesca Bonvillian in October 2015.

05 Class of 2005 alums Mike Bryan and Rob Greenberg caught up with Mr. Al Hightower at a boys basketball game on campus this year.

Shelby (Gosnell) Hammond and her husband, Jonathan, welcomed son, Charlie, in August 2015.

Rafe Bonvillian and wife, Leah, welcomed Eden Francesca Bonvillian on October 16 in Chene-Bougerie, Switzerland. The family currently lives in New York City.

2005 Anjalee Sewpaul has been living in London for 3 1/2 years working as a consultant specializing in innovation. She is looking to open her own company next year and find her way back into the food world.

Last summer, David Sanders married Jana Sanders, who is from Germany. The wedding took place in Peru, Vt. They are expecting their first child, due in August.

The family is anticipating a September move to England, where David will pursue his MBA at the University of Oxford as a Rotary International Global Scholar.

After working as a buyer for Bloomingdales.com and One Kings Lane, Emily (Taylor) Young and her husband, Adam, had a vision of a virtual showroom dedicated to today’s modern home. They

05

started Brass & Burl, a curated on-line resource specializing in furnishings and home decor offering products ranging from furniture, lighting, rugs, mirrors, and accessories.

Conrad Osipowicz ‘05, owner of Blue Room Productions, attended his fourth Grammy Awards ceremony this year in Los Angeles.

05

Conrad Osipowicz, owner of Blue Room Productions, was named Best Recording Studio by Washington City Paper.

He is a voting member with the Recording Academy and attended his fourth Grammy Awards ceremony. He is staying busy recording and mixing bands and singers in the D.C. area, and he just opened up a new studio in Virginia.

Mike Bryan and Rob Greenberg came to campus to cheer on the Varsity Boys Basketball Team and caught up with Mr. Al Hightower.

2006 Amy Bachman got engaged to Brandon Zerante in October 2015. They are planning a wedding in Charlottesville, Va. for June 2017.

David Sanders ‘05 married his wife, Jana, last summer in Vermont. They are expecting their first child in August.

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ALUMNI

class notes

06

06

Claire (Matlack) Carucci ‘06 and her husband welcomed their son, Andrew Louis, in September.

J. Lindsay Brown ‘06 wed Geoffrey Gawne in June at the University of Chicago.

Claire (Matlack) Carucci and husband, Brian, welcomed Andrew Louis Carucci on September 5, 2015. They are enjoying life outside Boston and getting used to being a family of three.

this progressive elementary school in the heart of Boston’s Beacon Hill neighborhood. She also became an aunt last July to nephew, George (son of Marian Goddard Carpenter ‘03).

J. Lindsay Brown, MFA, married Geoffrey Gawne on June 7, 2015, at the University of Chicago. The two currently reside in Chicago with their two cats.

Lindsay is a teaching artist with Hubbard Street Dance Chicago, and teaches dance in studios and schools throughout the city.

Her company, J. Lindsay Brown Dance, continues to present works on proscenium stages and in site-specific venues, ranging from public parks to 15x15-foot cubicles.

This spring, the company will perform at the Chicago Cultural Center and will remount their fully improvised song and dance musical “Spectacle Spectacular!” (a collaboration with The Glitter Island Gang). Find out more at www.jlindsaybrowndance.com

Julia Greco and Sarah Asterbadi traveled to Hong Kong, Singapore, and Bali in January. In the fall, Julia will be attending Georgetown University’s McDonough School of Business.

2007

Nick Bralove has been working at JPMC for four years and will be graduating from Johns Hopkins Carey Business School in May 2016.

Nora Goddard was recently promoted to Director of Admission and Next Schools at The Advent School. She is busy supporting enrollment and outplacement at 52

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Brian Luzier is a Senior Continuous Improvement Engineer at Meggitt and lives in Annapolis.

Julia (Shinberg) Rosen married Perry Rosen in September 2015. They currently live in San Diego.

07

Class of 2007 alums Julia Greco and Sarah Asterbadi traveled to Hong Kong, Singapore, and Bali in January.

07

Viveka Jahn is engaged to Alex Hartman from Bethesda. They currently live in New York City and will be married this September.

Jeffrey Michael is a Graduate Structural Engineer with Walter P Moore.

Julia (Shinberg) Rosen ‘07 wed Perry Rosen in September 2015.

ALUMNI

Rachel Hewitt is a psychotherapist with Dr. Lewis Weber & Associates.

class notes

09

Ashleigh Bradshaw is a Project Designer with OTJ Architects.

2008 Abbey Wallace received her Masters in International Education Management at the Middlebury Institute of International Studies at Monterey in California. This semester she traded the Pacific Ocean for the Atlantic for an internship at CIEE (Council on International Education Exchange) in Portland, Maine. She will graduate in May and hopes to continue to get paid to travel!

After graduating from law school, Drew Singer is now clerking for the Honorable Florence Y. Pan of D.C. Superior Court.

He helps to adjudicate the most heinous crimes that occur in the District of Columbia. He recently accepted a job with Jones Day, an international law firm. He will be working in its Hong Kong office, beginning his new life in Asia in late August.

Bryn Whiteley is graduating with her Ph.D. in Science and Technology Studies from Virginia Tech in May. The title of her dissertation is “Diamonds: Cultural Representations and Transformations of a ‘Girl’s Best Friend.’” She thanks the St. Andrew’s community for preparing and encouraging her to combine her passions of science and humanities.

2009 Jacob Horn is living in New York and working at the Whitney Museum of American Art, where he had the pleasure of catching up with two of his great St. Andrew’s teachers, Amanda Freeman and Chuck Jones, during a visit last summer.

Since graduating from the University of St. Andrews, Neha Shahstry found herself traveling the world and reporting for Vice. She has reported and produced reports from as far as India and Nepal to the South Carolina primaries. She just

Neha Shastry ‘09 reports for Vice, traveling as far as India and Nepal.

won a DuPont Award this past January for a piece where she helped track down Russian soldiers in Ukraine. She has also won an ASME, Webby and has been nominated for an Emmy.

08

Marta Marino-Maza is moving to Austin, Texas to join the Dropbox team.

2011 Natasha Belikove graduated from Syracuse University’s Art Photography program and spent the summer interning for the Special Olympics World Games Los Angeles 2015 before accepting a full-time position at the entertainment advertising/ marketing agency Trailer Park, Inc. in Hollywood, California.

Lucas McLaughlin graduated from Wesleyan University with degrees in Biological Chemistry, Art History, and a graduate of the Biophysics program. He moved to San Francisco in July to start working in Clinical Trials Management at Genentech.

Since graduating from Wake Forest University last May, Caroline Huskey traveled to Europe and the Middle East before moving to San Francisco where she works

Abbey Wallace ‘08, standing with her parents and brother Jake Wallace ‘04, received her Master’s in International Education Management at the Middlebury Institute of International Studies at Monterey in California.

for Google. Most of her free time is spent exploring the beautiful Northern California coastline on camping trips with friends, skiing in Tahoe, training for triathlons, traveling, and working on a startup in the city on the weekends.

Amy Sharfman is living in Baltimore and is currently in graduate school at Stevenson University working towards a Master’s Degree in Communication Studies. She is also working as a graduate assistant for the school.

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ALUMNI

class notes

Julia Karron currently lives in D.C and is a legal assistant at Reisman Karron Greene LLP, a small firm specializing in class action settlements and mediation.

Additionally, she is an intern at Slate with their sports podcast Hang Up and Listen, which she recently discussed during Writers Week with 9th and 10th graders.

She continues to play hockey on a team with former upper school science teacher Wendy Bonner Spicer, and their team attended Nationals in Minneapolis.

Jessica Figuero is currently in her third year at Mount Holyoke College majoring in Neuroscience and minoring in Global Business. She was selected as their 2015-2016 recipient of The Aaron Family Scholarship. This scholarship is a part of the college’s endowment. It was established in 2003 by Mrs. Virginia Aaron of the class of 1966 to support an American student intending to pursue a career in medicine. Jessica notes, “I wanted to share this accomplishment with you all because by extension it is an award that you’re receiving too. I am so thankful to SAES for molding me into the individual I am today and allowing me to compete at this rigorous institution.”

Tim Gregg graduated from Vanderbilt University with a B.A. in Philosophy.

He attended General Assembly’s Web Development Immersive program and is currently working as a Software Engineer and starting a garden.

Hannah Hastings and Abigail Stephenson both graduated from Bryn Mawr. Abigail was awarded a scholarship to Roya Conservatoire of Scotland to receive a MA in Musical Theatre Performance and Hannah graduated with department honors in physics.

Jaclyn Rales graduated summa cum laude from Duke.

Ben Coleman graduated from Boston University summa cum laude as a Kilachand Honors College scholar with Honors in Neuroscience and a minor in History. Ben will start his research appointment at NIH in June.

Christina Farley graduated with a degree in Philosophy, Politics and Economics from the University of Pennsylvania. In August, she will begin working in performance marketing for IBM in New York City.

Michael Fuller graduated from the University of Miami’s Rosenstiel School for Marine and Atmospheric Science. He received a Bachelor of Marine and Atmospheric Science with a degree in Marine Science, a degree in Biology and a minor in Geology.

Caroline Worthy is a Client Associate with RBC Wealth Management.

Adam Barton graduated from Georgetown University as the College Class of 2016 Valedictorian. Adam was chosen to deliver the annual Cohonguroton Oration at the Tropaia Ceremony. In July, Adam will travel to rural Bolivia on a Princeton in Latin America Fellowship.

2012

2013

Following graduation Philipp Werner will begin working at SAP software. The training program starts in Philadelphia and includes San Francisco and New York City. Following the eight month training program, he will be an account executive for SAP selling software to businesses.

David Vogel is a Science Consultant with Shattering Expectations

DeJanett Talley is expecting her first child with her husband in September.

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Sarah Strum just returned from studying abroad for a semester in Amman, Jordan, where she completed her own research regarding the current Syrian refugee crisis. She is bringing that research back to expand it in her junior senior independent study at the College of Wooster.

12

After training, Philipp Werner ‘12 will be an account executive at SAP Software.

12

Adam Barton ‘12 graduated as Valedictorian of his class from Georgetown University.

13

Sarah Strum ‘13 studied abroad for a semester in Amman, Jordan, where she completed her own research regarding the current Syrian refugee crisis.

Derrick Carr, currently a junior at Haverford college, is on track to receiving a B.A. in Astrophysics, and plans to continue onto graduate school earning a Ph.D. This summer, he has an internship at the Maria Mitchell Association in Nantucket, Mass., where he will most likely be

ALUMNI

14

Cedrick McFadden ‘14, a sophomore at Concordia College in New York, recently started his own photography business, Jetcedder Photography.

analyzing high redshift galaxy formation and evolution through quasar absorption lines.

2014 In October, Aaron Sibarium became the opinion editor at the Yale Daily News.

He is responsible for soliciting and editing columns, overseeing the daily production of the opinion page, and drafting editorials. After his editorship concludes, he plans to resume his duties as a staff columnist, writing weekly op-eds that will, he hopes, spark some much needed discussions.

After her freshman year at the University of Vermont, Ella Farago was accepted into the UVM VLS 3+2 Law Merger.

This program allows her to attend Vermont Law School for two years after the completion of her junior year at UVM.

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Once she finishes the two years at VLS, she will graduate with a Bachelor’s Degree and a J.D. specializing in agricultural/ environmental law. This past semester, she was also involved in the Vermont Youth Climate Summit where high school students in the area learned about climate change and different mitigation strategies.

Ella and her peers led a portion of this on sustainable food systems and how they could implement a garden at their school to lessen transportation and factory-food emissions and have local food for their cafeteria to use.

Cedrick McFadden is currently a sophomore at Concordia College in New York. He feels blessed to receive an athletic scholarship in one of his favorite cities in the world. Other than school, work and basketball, he has found himself interested in new media, which is a program that teaches web design, camera operations, and photography. He recently started his own photography business called Jetcedder Photography. Cedrick shares, “Being a business marketing major and minoring in new media, I think that this is a big step for me because I can start building my portfolio for future jobs in the digital marketing field. So far I have shot personal photoshoots and street scenes in D.C., New York, Boston and Florida. As I continue to learn more about the camera and grow as a photographer, I hope that I continue to take advantage of opportunities that are given to me. Basketball has been everything to me and it still is, but there is more out there in this world. Don’t be afraid to go out of your comfort zone and try new things!”

A sophomore at Georgetown, Brian Bies, recently declared a double major in marketing and management with a minor in theater and performance studies. He was selected to be a part of the Entrepreneurship Fellows Program. In addition, he is now Student Coordinator to Georgetown’s freshman and transfer student retreat program called ESCAPE and Captain of Peer Ambassadors for the Business School.

Brian notes, “Most fun however has been dancing in Rangila Indian Dance Festival and Reventón Latino, both are major cultural events on campus.”

class notes

Volunteer to Be a Class Correspondent Class volunteers play a vital role in the alumni community. They are instrumental in keeping class members in contact with the school, with one another and in maintaining a vibrant school community.

The Alumni Association is dedicated to serving St. Andrew’s alums and giving back to our community. Join us in these efforts and be part of the pride!

If you are interested in volunteering to be a class correspondent, please contact alumni@saes.org.

Thank You to Our Alumni Volunteers Catherine Ahmad Michael Boyland Lane Brenner Hannah Davis Michael DiPaula-Coyle Alex Facciobene Alex Freeman Alex George Nora Goddard PJ Hart Jacob Horn Katie Jannotta Graham Johnston Alisa Kaswell Beth Leach Larissa Levine Sarah Melby Madeline O’Brien Carlos Ortiz Mena Chip Prettyman Mark Portner Elliott Silverman Stacy Smith Sam Speier Tom Taylor Kevin Vendt Jake Wallace Emily Williams Erin Wright-Gandhi

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d n a n o i n u e R r o f Join Us d n e k e e W g n i m o c e Hom

Join Us for Homecoming & Reunion Saturday, October 15, 2016

Program 9:30 a.m.

Dedication of the Joanne Beach Circle

10 a.m.

Homecoming Festivities and Walk for the Homeless

Front Circle of Main Building

Izzo Quad

10 a.m. to 5 p.m. 20th Anniversary

Oral History Booth

The Crimsonbridge Research Center, Student Center

11 a.m.

Design Thinking Workshop “Leading the Way: The Science of Teaching and Learning at St. Andrew's�

11 a.m.

Alumni vs. Faculty Soccer Game

12 p.m.

Alumni Awards Luncheon

1:45 p.m.

Class Photos

2 p.m.

Alumni vs. Current Students Volleyball Game

Come back to campus and catch up with your classmates at Homecoming and Reunion Weekend, including a full day of events and workshops.

D!Lab, Main Building

Hope Field

Dance Studio, Student Center

Student Center Terrace

The New Gym, Student Center

4 p.m.

Unveiling of the Hall of Fame

Induction of the First Honorees

Holden Court, Student Center

5 p.m.

Campus Tours

5:30 p.m.

BBQ on the Quad

8 p.m.

Class Reunion After-Parties

Student Center Terrace

Off-Campus Sites TBD

REUNION + HOMECOMING

You Have Questions.

We Have Answers!

What is the Alumni Awards Luncheon?

This will be an annual event to honor two alumni who exemplify our values and mission and to recognize the philanthropic commitment of a single St. Andrew’s Class. To nominate a fellow graduate, go to saes.org/reunion or submit a paragraph by email to alumni@saes.org.

AWARDS The Distinguished Alumnus Award recognizes a St. Andrew’s Episcopal School alumnus who has demonstrated unique or significant accomplishments through professional achievement or social impact.

The Reverend Thomas N. F. Shaw Award recognizes an alumnus who has demonstrated the ideals of St. Andrew’s mission through service to the St. Andrew’s community.

The Lion’s Pride Award recognizes the class with the highest percentage of participation in the Lion’s Fund.

What is the Oral History Booth?

The St. Andrew's Oral History Project is the largest pre-collegiate oral history project in the United States. Since 1997, St. Andrew's junior year history students have contributed over 1,200 interviews to this collection. Do you recall who you interviewed and what that experience was like? In celebration of the Oral History Project's 20th year, alumni are invited to be part of the Oral History @20 Project where alumni share their recollections of their experience being oral historians in 10-minute interview sessions.

What is the Design Thinking Workshop?

In its short five-year history, the Center for Transformative Teaching and Learning at St. Andrew's has been informing St. Andrew's pre-school through 12th grade teachers, and leaders from around the world in how to translate Mind, Brain, and Education Science into how they design their classes and work with each individual student. CTTL Director Glenn Whitman and the CTTL's Associate Director for Research, Dr. Ian Kelleher, co-authors of “Neuroteach: Brain Science and the Future of Education” (available August 2016) will provide a hands-on workshop on the research and strategies that have made St. Andrew's teachers nationally recognized in their use of research to validate, inform, and transform their teaching and each student's learning.

Who can play in the Alumni Sport Games?

Anyone! All ages, genders and levels of play are welcome to compete in these friendly matches.

Is Homecoming open to all alumni, or only those celebrating a reunion year?

All alumni are encouraged to attend Homecoming. The full-day program is geared toward anyone who attended St. Andrew’s. The only class-specific events are the Reunion After-Parties.

How can I register for Reunion?

Online registration is open at saes. org/reunion2016. Alternatively, keep an eye out for the mailed invitation with registration card.

Is there discounted lodging available?

Yes! St. Andrew’s has reserved a block of rooms at the DoubleTree Bethesda for Friday, October 14 through Sunday, October 16, if you need accommodation during the weekend. Please call the hotel at (800) 955-7359 and reference the St. Andrew’s Episcopal School Reunion room block for a discounted rate of $98.

May I bring my children?

Yes! There will be activities including moon bounces, games and more for families to enjoy. During the alumni BBQ, childcare is available for a flat fee of $5 per child.

Is there a fee for events?

Additional Questions?

Contact Madeline O’Brien, Director of Alumni Affairs EMAIL:

mobrien@saes.org 240-477-1690

PHONE:

All events are free of charge, except the luncheon ($20 per person) and Alumni BBQ ($25 per person).

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Help Us Celebrate Joanne Beach The Joanne Beach Front Circle will be dedicated during Homecoming & Reunion.

BY JOHN MCMILLEN

Every student who attended St. Andrew’s from 1978 to 2012 was affected by the work and commitment of one extraordinary individual. During her tenure at the school, Joanne Beach served as science teacher, Head of Upper School, Director of Student Activities, Dean of Students, and Alumni Liaison. She put students at the center of her life for more than 34 years, and she continues to be a cherished member of our community.

I am reminded of Joanne, my longtime friend and mentor, as St. Andrew launches the public phase of its Students at the Center Campaign. Among the campaign’s goals is the funding of a new 43,000-square-foot Student Center, which will have a transformative effect on student life.

I hope you will plan to join me when we gather in this new facility on October 15, 2016 for what will surely be the largest reunion in school history! As part of the celebration, we will take time in the program to honor and celebrate Joanne Beach.

Please join us to dedicate the Joanne Beach Front Circle during Homecoming & Reunion.

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What Does the Lion’s Fund Mean to You? The Lion's Fund makes an immediate impact on every facet of life at St. Andrew's.

From the classrooms, to athletic facilities, to academic programs and financial aid, a gift to St. Andrew's is an opportunity to significantly contribute to the quality of the school. It is the single most important gift you can make to St. Andrew's each year.

Learn how you can participate and make a gift by visiting saes.org/lionsfund.

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PRIDE

GROWTH

COMMUNIT Y

We are in the home stretch. Every day we get closer to our goal: $16 million raised for our Students at the Center campaign.

Join us and show your pride wih a contribution to the school’s future.

Help us reach our goal by September 1 TO SCHEDULE YOUR TOUR OR MAKE A GIFT: Contact Blair Kaine at bkaine@saes.org, call 240-477-1704, or go to www.saes.org/giving and click on the image of the Student Center.

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STUDENT CENTER

by the numbers Square feet of renovated and new program space. Student-centered space on Postoak Campus will increase by 70%.

Number of St. Andrew’s current and alumni families who have dedicated a gift to the new Student Center.

Number of championship banners hanging from the rafters.

Number of Finn Student Fellows and Omidyar Faculty Fellows who will use the CTTL space when the building opens.

Square feet of new art gallery space.

Flavors of smoothies offered in the cafe.

Tons of structural steel; 100% is locally sourced.

Number of bricks used to build the new Student Center.

Square feet of grass, trees and new plantings for the community to enjoy in the new Izzo Quad.

Thank You to Our Student Center Donors $1,000,000+ Anonymous Windover Foundation $500,000 to $999,999 Dorothy Chiaramonte The Dr. Francis P. Chiaramonte Private Foundation Tony and Donna Izzo Izzo Family Foundation De and Karen Smith Dan and Claire Wagner Jim Young Christy Young James F. & Christine M. Young Foundation $250,000 to $499,999 Michael and Susie Barnello Rudy and Jill Casasola Crimson Bridge Foundation Edward E. Ford Foundation Arne and Ruth Sorenson $100,000 to $249,999 Anonymous Anonymous Anonymous Al and Rebecca Antezana Bob and Susan Bies Oliver and Bonnie Carr Mary Corkran Rick and Diana England John Finneran and Catherine Cotter Gary and Sue Fitzgerald Al and Sandy Horowitz Andy and Kenwyn Kindfuller Steve and Allison Lockshin Dula Man and Jingping Liu Aris and Marianne Mardirossian Brian and Michelle Radecki Monica Turner $50,000 to $99,999 Anonymous Anonymous Arronson Foundation Fred and Gail Atwood Phillip C. Broughton Alan Bubes and Nancy Taylor Bubes David and Angela Cheung Alan Cornfield Ed and Leslie Cronin Joe and Sarah Davis Rob and Betsey Drucker Anne Duvall Prentiss and Gail Feagles Tim Finn ’96 Kevin Finn ’93 and Jaralyn Finn Jack and Betsy Geise The Glasnapp Foundation Brian and Sara Jane Harris 64

SAES.ORG

Dana Harrison ’92 and Jason Harrison Barry and Suzete Henderson Bob Huebner and Lanese Jorgensen Ellen Kohn and Timothy Muzzio Robert Kosasky and Beatriz González-Kosasky Art Marks and Nancy Casey David Mayhood Philip and Lynn Mento Scott and Ann Michel The Midgard Foundation Dean Newcomb and Noelle Eder Kurt and Debbie Olsen Murray and Cora Simpson Richard and Jessica Somwaru Joe and Veronica Strasnick Brad and Jody Thayer John Willliams and Mary LaPato Tom and Tina Woolston Erin Wright-Gandhi ’96 and Koonal Gandhi Long and Bin Zhang $25,000 to $49,999 Jeremy and Tami-Louise Butz The Butz Foundation David and Page Dekker Reed and Betsy Dewey Michael DiPaula-Coyle ’98 Matthew and Barbara Forman David Fullerton and Anh Nguyen Deirdre and Sean Gallagher Andrew and Lee Anne Graeub Mo Izadi and Leila Navab David and Carolyn Jeppsen Adam and Andrea Joseph David and Eva Kanupke John and Sabrina Kontner John and Heather Lucas David Mitchell and Nicole Solomon-Mitchell Lacy and Lisa Rice Fred and Genny Ryan Peter and Stephanie Schissler Colleen Shepard Michael Sibarium and Laura Govoni-Sibarium Larry and Allison Spaccasi Mark Szymczak and Holley Darden Bill and Pandy Todd Robb and Blair Watters Cheri Wright $10,000 to $24,999 John Anderson and Molly Moore Anderson Alvaro and Karen Anillo Anonymous John and Bonnie Clarke David Decker and Lisa Greenlees David Douglass and Sheila Maith Brad and Joyce Figel Tom and Amy Fisher Steve Greene and Elaine Haemisegger Luis Gutierrez and Lilliam Machado

Steve Henske and Melissa Stick John and Joan Holden Jason and Leslie Katz Marc Kaufman and Kate Carey Eshan Khademi Mary Beth Kirchner and JJ Yore Chuck Knauss and Ann McLarty James Losey and Alexandra Acosta Bob and Elizabeth Margolis Tim and Cindy Matlack Dave and Christine McCloy Hunt and Tara Mitchell Martha B. Martin, M.D. and John J. O’Neill, III Larry Orr and Kathleen Flanagan Mark Portner ’88 and Alex Portner ’89 Ranit Schmelzer and Adam Krinsky Ed and Kathryn Schwartz Joe Shaffner and Anna Tate Walker and Lauren Simpson Dave and Carol Smith Nancy Voisin and Julian Paulay Rick and Anne Wallace $5,000 to $9,999 David and Peggy Beers Dick and Suanne Beyda Sun Chen and Lydia Natal Melissa and Alan Dye Chris and Lauri Harkins Blair and Christopher Kaine Carter and Fran Keithley Stacy Kincaid and Mark Heesen Jack McMackin ’04 Jay and Teresa Schellenger Daniel Smith and Lorraine Voles Andy and Diane Stern Neal and Connie Sullivan Bill Wang and Jenny Chiang Ted and Samira Woodings Less Than $5,000 Erin and Colin Abernethy Luis Aguilar and Monica Estrada Randy and Patty Alexander Amir Alikhani and Laleh Mosavati Darren and Lisa Anzelone Peter Armbruster and Sarah Millspaugh Larry Ash and Suzanne Duvall Melissa Banks Kristin Bartlett Cindy Bassett Peter and Terri Beach Tricia and Joel Bennett Brad and Belinda Blaine Mike Boyland ’09 David Brandt and Heather Lair Peggy Brooke David Brown and Libby Bauer Michelle Butler Barbara Campbell Potter

Chantal Cassan-Moudoud and Ezzeddine Moudoud Christina and Geoff Chalmers Harry and Karen Clark Ginger and Doug Cobb Richard and Georganne Coco Jean Cohen Will and Pam Collins Danielle Collins Marilyn and Robert Converse Scott and Kelsi Corkran Sherry Craig Kristin and Jim Cuddihy Troy Dahlke Freddie and Pam Daniels Rick and Vicky Davey Mike and Catherine Davila Kathy Doerr J.D. and Beth Donaldson Phil and Leslie Downey Mitch Dubensky and Charlotte White Rick Edson Bob and Bernadette Engelstad Susana Eusse Morgan Evans Belen Fernandez William Ferriby Gevry Fontaine ’90 and Robert Fontaine Daniel and Jennifer Freedman Amanda and Matthew Freeman Bob Gendler Rodney Glasgow Ted Goldstock and Tami Mark Tracey Goodrich Mark and Meb Gordon Alex Haight and Maria Diaz Sally Hall Hilarie and Matthew Hall Ingrid Hansen and Lynn Bergeson Vicki Hart Anthony Harvey and Charissa Harvey Diane Hastings and Frank Panopoulos Debi Hayes Floyd Haynes and Chantalle Haynes Douglas and Margy Hemmig Han Herderschee and Gabrielle Herderschee-Hunter Al and Charlotte Hightower Zack Horowitz ’12 Sarah Horowitz ’15 Tim and Jennifer Horst Ginny and Kent Hughes Sean Hurney Tony Ioannidis and Lauren Cook Chuck and Mary Beth James Denny Johnson and Amy Robertson Josh Jonas Kevin Jones Denard Jones Karen Kaufman Nelson and Judy Kee

Ian Kelleher and Nicole Morgan Ryan and Shelley Keneally Liz Kiingi ’87 and Stephen Kiingi Sung Hee Kim and Hyun Lee Holly Kinnamont Ron and Anne Kleinman Carrie Klingenberg Shirley Kosasky Joan Kowalik and Susan Victor Anna Kudla Dale Kynoch Marty and Sue Levin Christine and Brian Lewis Laura and Collin Lo Jay Louvis Jordan and Molly Love Anne Macdonell Molly Magner Syed and Atiya Mahmood Kerry Malawista and Alan Heilbron Jeff Maletta and Catherine May Emily Maletta Amalia Maletta ’07 Sam and Jane Maller Francisco Marconi Warren and Lisa Marcus James Masciuch Joe and Maren Matal Peter and Sydney McKelvy Mark McKnight and Cyndi Seidel Fred and Sally McLuckie Jack and Kathy McMackin Kathryn McMahon Monique McMillan-Jackson and Terrence Jackson Mary and John McMillen John and Mary McMillen Aileen and Michael Moodie Alyssa Morris Liz and John Moses Lloret Moussa Richard Naab and Ana Pabon-Naab Greg Nugent and Diana Pabon-Nugent Madeline O’Brien ’05 Kim and Brian O’Shaughnessy John O’Shea and Dana O’Brien Bob Oetting and Sara Thornton Bill and Jenny Olin Carol and Michael Parent Emilio Perdomo Hamilton Peterson and Julia Croft Bob and Erin Petraites Joe Phelan Gregg Ponitch Ritchie Porter and Wendy Lanxner Justin Pyles Carlos Quintero and Martha Galvis Boyd Reilly Jamie Resor and Catherine Scott Edgar Reyes Jose and Vilma Rivera

Glenn and Kitty Roberts Jennifer and John Robertson Phyllis Robinson and Nik Hughes Susheela Robinson Megan Rogge Yolanda Rolle Brian Rubin Yetta and Janet Rushford Andrea Saah Javier Saavedra Rose Sanford Trisha Sanghavi Amy Sapenhoff Adam and Karen Schneider Dick and Hunter Schoenfeld Nancy Schwartz Margaret Sclafani ’04 Sal Sclafani and Rita Koch Andrew Seidman Jessica Sellinger Cary and Sara Sennett Michelle Serry John and Cynthia Seymour Lisa Shambaugh Billy and Jennifer Shand Bob Shaw and Sally Buckman Stephanie Shaw ’11 Lisa Sidel Tina and Bob Silberman Robert and Pat Silverman Kurt and Penny Sinclair Michelle Singleton Sally Slater Andrew Smith and Amy Nadel Dane Smith Sam Speier ’95 Nikki Starace Brad and Jen Steuart Diane Stewart Sarah Stonesifer Liza Sulinski Spring and Peter Swinehart Randy Tajan Paul Ternes Eli Traini Savi Tuber Rachel Turner Eric Vacchio Irina and Anton Varamesova George and Peggy Vaveris Frank Wagner Matt Wald and Wilma Schiller Irene Walsh Glenn and Debra Whitman Gary and Jody Widrick Emily Williams Eliza Williams Amy Wooley Gary and Leslie Wyatt Jordan Yonce Maki Yordan

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8804 Postoak Road, Potomac, MD 20854

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