Andrew Bogardus ’88 “Bogie” B.A. Denison University; diploma in African Studies, University of Cape Town, South Africa Returned in 1997 Admissions officer, history teacher, international student adviser, squash and lacrosse coach HDT, 5 years in the dorms and counting
Before returning, I taught, coached and lived for four years at the Marvelwood School. Once offered a job, I returned to
Taft because I knew firsthand of its many strengths—particularly the positive energy of the students and the healthy priorities of the faculty and administration. In addition, I wanted to become involved in admissions and I knew certainly that Taft’s department was the one for which I wanted to work. I also looked forward to getting involved once again with squash and lacrosse. Most importantly though, as it turns out, I returned to meet my lovely wife, a fellow teacher, and life is good. Certainly the physical plant and facilities have changed drastically since I was a student and are now stunning. The intan-
Lynette Sumpter ’90 B.A. Brown University Returned in 1999 Director of multicultural affairs, admissions officer, psychology teacher Congdon, 3 years in the dorms and counting
Before returning, I ran an electrical contracting firm with my dad, Ampere Electric, Inc., in Newark, NJ, developed and taught the STEP Program for eighthgrade Wight Foundation Scholars (an enrichment program to prepare students for boarding school), and did coursework for a master’s program in religion and psychology. I came back for a change of venue. I needed to be in an educational setting. It nurtures the “nerd” in me!
Clayton B. Spencer ’56 “Chip” B.A. Yale University; M.A. Trinity College Returned from June 1964–June 1970; again in January 1994 Interim director of development, director of planned giving, former director of development CPT, HDT, 4 years in the dorms
gibles on campus, however, are largely the same: the consistent emphasis on learning in all arenas, the demand always for high standards, honesty, and integrity, the distinctive ability of the students and faculty to blend work, focus, and fun. I do think, however, that students are now more interested in the quantifiable aspects of achievement. I appreciate most the energy of the students here. They take on incredible loads, they achieve at such a high level, and they do it with a positive attitude that is infectious.
I also wanted to be supportive of diversity objectives and add to the diversity of the faculty. I love Taft and wanted to give back to a place that gave me so much! The plant is much more “high class” now; there are many new facilities! It’s incredible! The support services we provide our students—the Learning Center, school counselors, Peer Advocates, Diversity Committee, and having a director of multicultural affairs, just to name a few—have progressed tremendously. My own perspective has changed in terms of my understanding of the awesome privilege afforded me as a result of my experiences as a student, and now as a faculty member. I like the classes offered now, the classes I teach, the food! I like the energy around innovation, and I like that we are constantly reviewing ourselves and making changes. It keeps life around here interesting!
Between stints at Taft, I have been headmaster of St. Margaret’s-McTernan, a marketing manager for a securities firm, and a financial planner. I wanted to become involved again with a school I loved, known as a parent of Oliver ’85 and Jonathan ’88 for seven years, and knew was on an incredible roll for the past 25 years. I was also not wild about the financial planner job. There have been huge changes here! Taft Bulletin Fall 2001
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The place is warmer, friendlier, and there are girls. The campus is twice the size now; there are closer student-faculty relationships as well as better facilities, but having my daughter Jane ’03—a third-generation Taftie—here is the best part of all!