IN THIS ISSUE
The Class of 2027 celebrates Marching-In with their new blazers and senior song.
Members of the Class of 2029 gather on the Residence steps before presenting their class banner to the school community.
EDITOR Lisa A. Algeo DESIGN Nicole Stettner PHOTO CREDITS Abby Anthony, Ivory Tree Portraits, Melissa Kelly, Theresa Regan, Sideline Photos and Shira Yudkoff All photographs are identified left to right unless otherwise noted. We welcome letters regarding the contents of the magazine and/or issues pertaining to the school. Letters must be signed. The editor retains the right to edit at her discretion. Please send correspondence to: Lisa A. Algeo, Editor, Echoes | The Baldwin School 701 Montgomery Ave. | Bryn Mawr, PA 19010 | lalgeo@baldwinschool.org For general alumnae requests or information, please contact the Office of Advancement and Alumnae Engagement: Laura J. Armstrong, Chief Advancement Officer | laura.armstrong@baldwinschool.org or (610) 525-2700, x286
2 From the Head of School 3 Upfront 5 Traditions 10 Around Campus 14 Arts 18 Athletics 20 Alumna Spotlight: Sara Scott Trapanese ’96 22 Commencement 28 Reunion 32 Alumnae Awards 34 Faculty 36 Brilliantly Baldwin 38 Class Notes
The Class of 2029 officers celebrated their banner with other members of the Classes of Purple in Grade 4 and Pre-Kindergarten.
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FROM THE HEAD OF SCHOOL Summer arrives this year with the particular sweetness that follows a year lived fully. Commencement is behind us. The Class of 2026 has walked through the Baldwin gate for the last time as students, rings turned outward, ready. The campus is quieter now, but what I feel most is not the absence of the girls; it is the presence of everything they left behind. As I sit down to write this letter, I find myself returning again and again to the importance of a sense of belonging at Baldwin and all that means for our past, present, and future. At Baldwin, belonging is built through shared experiences. It is in the morning meetings, the time spent together during assembly period, and the creation of the class banner. It is the rituals and milestones that every girl moves through and carries with her long after she graduates. After more than 138 years, those moments, that sense of belonging, still land with the same weight. It is not something you can manufacture. It is something you tend to together year after year. Reading the stories and the voices gathered in this issue makes that truth impossible to miss. Megan Adelman ’23, now a midshipman at George Washington University, writes about the initials on the back of her Marching In pins, all the names of the women who wore them before her. Carolyn Jones Berry ’73 still has her screaming yellow blazer and is so very proud of what it represents. Celia Page ’19, along with thousands of Baldwin women around the world, still wears her class ring. These are not small things, especially not to our graduates. They are the proof that what happens at Baldwin stays with you. That you belong here. Jennifer Ma ’26 captures it beautifully in her reflection on Ring Day: the seal pressed into clay, the star turned outward at graduation, the stranger at the National Constitution Center who spotted her ring and said his daughter was a Baldwin alumna. The ring, perhaps the most public and prominent tradition at Baldwin, becomes a point of connection, a way of saying: I came from somewhere special, and I carry it with me. I am a Baldwin graduate forever. At Commencement this spring, I told the Class of 2026 that they were walking out into a future they could not yet imagine and that they were better prepared for it than they knew. What I know for certain is that they are also walking out with something no diploma can fully capture: the deep sense of belonging that Baldwin builds, year by year, tradition by tradition. One day, one of them will spot a Baldwin ring on a stranger's hand, or someone will hold a pin with her initials on the back, and she will feel it again. That is the promise of belonging at Baldwin. It does not end at graduation. It goes with you and connects you for the rest of your life.
With pride and gratitude for the past, present, and future of our Baldwin graduates,
Lynne E. Macziewski Head of School Instagram - @mrs.mac.baldwin 2
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UPFRONT
Archives Dedication
Top: Board Chair Rachel Gerstenhaber Stern ’83, Dr. Marisa Porges ’96 and Head of School Lynne Macziewski mark the dedication of the Dr. Marisa Porges ’96 Archives Suite. Bottom: Senior Trustee Martha Ortiz (P ’16) with Marisa Porges ’96.
During Reunion Weekend, the Class of 1996, alumnae, family, and friends gathered to honor 8th Head of School Dr. Marisa Porges ’96 at the dedication of the Dr. Marisa Porges ’96 Archives Suite. The celebration marked an exciting step in sharing Baldwin’s rich history through a growing collection of publications, memorabilia, and archival materials. As this ongoing project continues to take shape, the Archives Suite has already become a meaningful space to celebrate and preserve the stories and legacy of the Baldwin community.
A Full-Circle Connection for Fiona Bora ’98 As Tuckernuck’s Chief Merchandising Officer, Fiona Bora ’98 partnered with Baldwin this spring to curate a selection of the brand’s signature pieces for The Baldwin Boutique, blending timeless style with school spirit. After a career leading merchandising and retail strategy for nationally recognized brands, Fiona says the chance to share Tuckernuck with the Baldwin community felt especially meaningful. “Seeing Tuckernuck represented at Baldwin feels very full-circle for me,” she said. “Baldwin was such an important part of my life, so being able to contribute in some small way back to the community is really special.” Her involvement reflects the enduring connection many alumnae feel to Baldwin and the meaningful ways they continue to give back through their professional talents and personal passions. SUMMER 2026 ECHOES
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Baldwin Represents at Devon Horse Show Head of School Lynne Macziewski joined current parents and representatives from the Baldwin School Parents’ Association at Ladies Day at the Devon Horse Show, the oldest and largest outdoor multi-breed horse competition in the United States. The highlight of the event was winning a top award for their collection of stunning custom-painted, vintage-inspired hats. Designed by local artist Jane Hirshberg, each unique piece featured hand-painted illustrations of contemporary Baldwin students on horseback set against the backdrop of the School's historic campus. The school’s grounds, formerly the Bryn Mawr Hotel, actually hosted the Bryn Mawr Horse Show Association between 1895 and 1913. In those early years, the Baldwin campus was home to stables and hosted glorious equestrian contests featuring carriage driving, hunters, and polo.
Danielle DeFeo (P ’32, ’32), Teresa Dibona (P ’34), Amy Schmid (P ’36), Meredith Lewis (P ’33, ’36), Head of School Lynne Macziewski, Host Carson Kressley, Christine Capano (P ’31), Melissa Peter (P ’39), Jackie McTague (P ’35), Mara McCarthy (P ’35, ’38), Radhika Cobb (P ’34) at Ladies Day.
Dr. Atiya Love Joins Baldwin as DEIB Director Carolyn Jones ’73 officially retired from her position as Director of Diversity, Equity, and Inclusion at Baldwin to begin the next chapter of her personal and professional life. We are deeply grateful for the significant contributions she has made to our community. With this transition, Baldwin is happy to announce that Dr. Atiya S. Love has joined our community as the new Director of Diversity, Equity, Inclusion, and Belonging (DEIB). Dr. Love brings more than 15 years of experience building belonging-centered communities across Pre-K – 12, higher education, and community-based settings. In her new role, Dr. Love will provide strategic leadership to advance the “Cultivating Community” pillar of the Brilliance of Baldwin strategic plan. She holds a Doctor of Philosophy in Theory, Organization, and Policy in Education from Rutgers University, a Master of Education in Social and Philosophical Foundations of Education, also from Rutgers, and a Bachelor of Science in Business Administration from the University of Pittsburgh. 4
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CELEBRATING BALDWIN'S TRADITIONS
Ring Day The Imprint of Inward Belonging and Outward Expression by Jennifer Ma ’26
Since my Ring Day on April 18, 2024, my Baldwin ring has become deeply intertwined with my life and remains a cherished representation of the lifelong friendships and memories Baldwin has brought me. I wear it so often that I now have a ring tan line even when I slip it off at night. And, much like ancient Mesopotamian rulers, whenever I encounter clay, or any moldable material, I cannot resist the urge to press my ring into it and admire the imprint left behind: disce verum laborem, the oil lamp, and tiny star etched into the seal. Ancient Mesopotamians used seals to convey ownership and identity during business deals with strangers. In a similar way, the Baldwin seal has become an imprint of where I come from, and a reminder of the home I found within the Class of 2026.
and personalities. Some showed incredible creative talents, designing custom Coke bottle-cap pins, or the menuinspired format of our Ring Day sweatshirts. Others showed immense generosity, by lending personal items, decorations, and even their homes for the sleepover. One student even brought in a vintage car, parked right in the driveway leading into the Schoolhouse.
Entering sophomore year, we knew Ring Day was our opportunity to showcase who we were as a class and discover the niche that could collectively represent us in all our quirks and individualities. As a Class of Red, we wanted to embrace the vintage yet timeless aesthetic of a 1950s diner. During the planning process, I came to appreciate and recognize my classmates’ diverse talents SUMMER 2026 ECHOES
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Now, when I look at my Baldwin ring, one element stands out as especially meaningful. This aspect of the Baldwin ring is one that evolves over time: the tiny star at the bottom of the Baldwin seal. As a student at Baldwin, the star and seal face us. Once we graduate and walk through the Baldwin gate, we shall turn our rings with the star and seal facing out. To me, this marks the growth from needing the comfortable assurance of classmates and teachers, to independence and poise, unafraid of letting one’s words and thoughts face out. Yet in many ways, this outward expression has already begun — whether this ring is connecting me with students who look forward to their own Ring Day experiences, or befriending a volunteer at the National Constitution Center who saw my ring, and shared that his own daughter was a Baldwin alumna. In these moments, my Baldwin ring became the starting point for conversations and memories with people both similar and different from myself. While I will continue the small acts of appreciation for my ring, like imprinting it into clay surfaces, or admiring the thin, pale tan, my Baldwin ring is a timeless symbol of what it feels like to belong, and to be unafraid of new beginnings and connections.
Baldwin’s traditions represent milestones throughout the years, each one more meaningful than the last. But what makes these traditions so important isn’t the events themselves, it’s the history behind them and the memories created along the way. One tradition that especially stands out to me is Marching In, more so the class song and pin exchanges. The first time you sing your class song is filled with nerves, excitement, and a bit of sadness. It’s one of those traditions that suddenly puts into perspective that your time at Baldwin is almost over. Even though it feels bittersweet, you cannot help but feel proud standing alongside your classmates as you transition into senior year. It’s one of those “we made it” moments, and four years later I still smile thinking about it. There is also something incredibly meaningful about wearing pins on your blazer that have been passed down from generation to generation. It serves as a reminder of those who walked the same halls, wore the same uniform, but now are making their mark on the world. When I was a junior, each of my seniors gave me a pin, and on the back were the initials of everyone who had worn it before us. I felt so honored to have shared that moment with my seniors, knowing the history and importance behind wearing those pins. Baldwin creates an atmosphere that makes you feel like you are part of something bigger than yourself, a legacy of intelligent and courageous women, and traditions and memories like these reinforce that feeling. — Megan F. Adelman ’23 6
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TRADITIONS
One of the most meaningful traditions for me was receiving my blazer! I was the class of gold, but in 1973, the blazer was screaming yellow (think taxicabs). And the lining was a bright green and yellow psychedelic pattern. All that said, I was proud to wear my blazer. I even took it to college, but left it home after the first year ... too many questions from classmates regarding the 'why' of the purpose ... and the color. I still have my screaming yellow blazer and continue to be proud of what it represents.
My favorite tradition at Baldwin is how music plays a role in key events. From “Jack-o-lantern” and “The Cat Came Back” at Halloween, to “For the Beauty of the Earth” and “The Turkey Song” at Thanksgiving, to the Alma Mater, the songs have left a lasting impression and create a special connection for generations of Baldwin alumnae.
— Carolyn Jones Berry ’73 (P ’14)
— Emily Frankel ’00 (P ’35, ’37, ’39)
The bell ringing in the school house really stands out to me as a great memory and tradition. It made an emotional time of transition extremely joyful and I remember vividly cheering and laughing with every ring, surrounded by my classmates. I still have a picture of it!
Baldwin’s traditions remain some of my most cherished memories. From the joy of Thanksgiving Assembly, where the youngest students sing the Turkey songs and alumnae join in, to the excitement of Ring Day, when my classmates and I transformed the campus into a sea of blue, each milestone carried a special sense of community. Graduation, with its white dresses, beloved songs, and time-honored customs, was a beautiful culmination of our years at Baldwin. I also treasure the Junior/Senior Exchange, which fostered meaningful connections that lasted long after graduation.
— Jaclyn Mason ’95 (P ’26)
— Courtney Piccone ’92 SUMMER 2026 ECHOES
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TRADITIONS One of my favorite Baldwin traditions is everyone coming together and creating a class song for Middle School and Upper School graduation! I think the class song highlights all the best parts of Baldwin: everyone exercises their creativity, debates the best memories and lyrics to feature, and pieces together a wide range of voices (in an attempt) to harmonize and create a beautiful song as a team. And now every time I hear "Secrets" by One Republic or "Rhythm of Love" by the Plain White T's, I am immediately transported back to Baldwin and singing with my classmates. — Sally Chen ’17 My time at Baldwin was amazing for so many reasons, especially because of the traditions that shaped my experience there. My favorite Baldwin tradition was Ring Day, when sophomores receive their class rings. Having been at Baldwin since Kindergarten, Ring Day was always something I looked forward to; the school was filled with decorations and excitement created by the sophomore class. Growing up, I thought it was the best day of the year, and I could not wait to experience it myself. When it was finally my turn, the day felt even more meaningful. Surrounded by my closest friends, I was welcomed into a new chapter of the Baldwin sisterhood with my class ring — one I still wear today. What makes Ring Day so special is how it connects students and alumnae across generations through a shared sense of pride and belonging. — Celia Page ’19 My favorite Baldwin tradition is the writing and performance of the senior class song! I have so many positive memories associated with my class’s song, and when I hear it out in the world even years after graduating, it always brings me back to such a special and transformative time of young adulthood with my classmates whom I cherish as much now as I did then. I still look forward to hearing what each senior class puts together - it’s a unique tool of reflection that tells a lot about each class and how they relate to one another! — Lexi Phelan ’19 8
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Marching In, Singing Out By Clara Chen ’27, Cleo Hill ’27, and Caroline Didizian ’27 Baldwin is a tradition-rich school, with milestones sprinkled throughout the school year, but these traditions are much more than an exciting date. Each student devotes their time and energy to creating a unique Baldwin experience that reflects the values of their class, and through this experience, they learn valuable communication, empathy, and collaboration skills. As the composers of the Class of 2027 senior song, we are thrilled to share with you a sneak peek into our process and growth during all of the wonderfully rich junior year traditions at Baldwin. The Senior Class Song is each graduating class’s final farewell to the student body. With our song chosen, we’ve been granted the opportunity to lead our classmates in this bonding experience. From hectic first-read throughs to tear-filled final rehearsals, each person in the Class of 2027 has felt the love and nostalgia poured into these lyrics. The excitement continues to grow as we head into Marching In, the first official performance of our Senior Song. However, the impending conclusion to our time at Baldwin is not lost on us. Every time we sing this song, we are reminded just how far we’ve come, how much we’ve grown, and of all the fond memories we have created throughout our time here. As we progress into Senior year, this song reminds us to slow down and enjoy the highs and the lows. This song has solidified our bond as a class, and we are so excited to soon be able to share it with the entire Baldwin community! To close off our first three years and welcome our final year in the Upper School, Baldwin's annual Marching In ceremony in early June is a rite of passage for the junior class. Just as it has for past classes, Marching In symbolizes the passing of the torch from the current to the rising senior class. During this ceremony, the Class of 2027 will receive blazers in our class color and with a unique B design created by a member of our class. Marching In also culminates the junior-senior exchange that commenced shortly before Spring Break, a bittersweet moment for graduating seniors to pass on their Baldwin legacy to rising seniors; each junior receives a pin from their senior, a memorable keepsake and embellishment to our newly acquired blazers to remember the preceding class as we become the eldest in the Baldwin community. From the inaugural performance of the class song to trying on our navy-blue blazers for the first time, our class is absolutely ecstatic to lead the school into the 2026-27 school year!
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AROUND CAMPUS Rooted in Tradition: Baldwin's Cherry Trees Inspire Creativity This spring, Baldwin's beloved cherry blossom trees served as inspiration for two beautiful school projects across Pre-K and Grade 2. Our Pre-K explored the life of trees through their Wyss Interdisciplinary Incubator (i2) unit, "Tremendous Trees — the Roots of All Life," venturing outside daily to collect seeds, leaves, bark, and nuts while learning about how trees breath, make their own food and change each season. A highlight was discovering the history of Baldwin's own cherry trees through a book written by the Class of 2026 when they were in 5th grade. The unit culminated in planting a new sapling on their playground. Grade 2 celebrated the season by reinforcing students’ understanding of syllables through poetry, composing original haikus that put their knowledge of syllable patterns to creative use, then complementing their words with hand-crafted cherry blossom artwork inspired by the trees that line campus.
Nova Ringgold ’39
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BSSIP Scholars Bring Real-World Science to Campus Seniors Clara Gutstadt and Avni Pande welcomed their Baldwin Summer Science Internship Program (BSSIP) mentor, Dr. Dang of the Sidney Kimmel Comprehensive Cancer Center at Thomas Jefferson University, to campus this spring to speak with students in Advanced Topics Molecular Biology. During their eight-week research internships last summer, Clara investigated liver cancer through a project on NELFE degradation and NELF complex dynamics, while Avni worked on generating knock-in Panc-1 clones for pancreatic cancer research. The students worked daily in the lab, attended research meetings and seminars, and presented bioethics topics to their lab colleagues. Inspired by the experience and grateful for Dr. Dang’s mentorship, Clara and Avni invited her to share insights about biomedical research with their classmates. Junior Anna Ko, who will join Dr. Dang’s lab this summer through BSSIP, also had the opportunity to learn from her visit.
Cross Divisional Latin Project A cross-divisional Latin project connected students across three divisions through the study of the ancient world. Grades 10 and 11 Latin 3 students partnered with 8th grade Latin students to create illustrated children’s books in Latin about Roman history, which they then shared with Grade 5 students studying ancient civilizations. The project also gave older students valuable opportunities to develop leadership and teaching skills while engaging younger learners.
Exploring Crime Through Science, Psychology, and History During the Wyss Interdisciplinary Institute, Upper School students dove into the complex world of crime through the interconnected lenses of forensic science, psychology, and history. Through real-world case studies, laboratory exercises, and historical research, they explored how these disciplines intersect in the investigation and understanding of criminal behavior. Students tackled some of the most compelling questions in criminology — what motivates a criminal, how forensic evidence can crack a case, and how the history of crime has shaped modern law enforcement practices. SUMMER 2026 ECHOES
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AROUND CAMPUS
Light, Color & Shadow: 6th Graders Illuminate Science and Art To close out their year-long exploration of Physical Science, 6th graders dove into the world of light and color. Students studied the three primary colors of light — red, green, and blue — and discovered how mixing them produces the secondary colors cyan, magenta, and yellow. From there, they put theory into practice with a hands-on lab exploring colored shadows, using their hands and everyday classroom objects to cast shadows on paper, which they labeled and filled in with the colors they observed. Building on this foundation, students completed an end-of-year project that bridges science and art: using light boxes to project colored light, they created both a collaborative group mural and an individual still-life, with colors emerging from the interplay of colored shadows and light. The artwork was finished in art class — a perfect fusion of scientific thinking and artistic creativity.
Guardians of the Earth Middle School students in the Guardians of the Earth Wyss Interdisciplinary Institute course discovered how the environment affects human health and why protecting it matters. They rolled up their sleeves to test water quality, explore the outdoors on nature walks, and paddle down the Brandywine River by canoe.
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AROUND CAMPUS
Exploring Passions and Pioneers
Grade 4 students engaged in two dynamic inquiry-based learning experiences this year that highlighted both research skills and personal curiosity. During their annual Rad Women unit, students celebrated Women’s History Month by researching and writing biographies of influential women, creating artifact boxes, and presenting their findings to classmates. The project culminated in a Rad Women Meet and Greet, where students embodied their chosen trailblazers, from wildlife photographer Suzi Eszterhas and Olympic swimmer Yusra Mardini to zoologist Joan Procter and fashion designer Ann Cole Lowe. Later in the year, Grade 4 immersed themselves in their Passion Project, which was driven by student voice and choice. Exploring topics ranging from sports equipment design to the possibility of life on other planets, students conducted research, interviewed experts, and visited the Franklin Institute to examine engaging ways to present information.
Aysha Sanghavi
Emilia Moore
Nina Luis
Lily DiBona SUMMER 2026 ECHOES
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ARTS
Middle School Presents High School Musical Jr. Baldwin’s Middle School presented High School Musical Jr. this spring. This production, led by Theater Teacher Ben Dibble, was truly a community effort, with more than 40 students involved both onstage and behind the scenes — including a dedicated stage crew of seven Middle and seven Upper School students working together to bring the show to life.
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ARTS
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Magical Realism During their Wyss Interdisciplinary Institute course, Upper School students explored how magical realism shapes our world. Through music, film, and visual art, they examined how magical moments emerge from ordinary life. During a trip to New York City, the students attended a performance at The Metropolitan Opera to see El Último Sueño de Frida y Diego, a new opera that draws on magical realism to reimagine the relationship between artists Frida Kahlo and Diego Rivera. They also visited the newly reopened New Museum to explore innovative contemporary art that challenges the boundaries between reality and imagination.
Collaborations in Art The Upper School Art 2 Design class explored the intersection of digital and traditional artmaking by printing photographs onto fabric and enhancing them with hand embroidery. Students thoughtfully selected imagery and stitching techniques to add texture, emphasis, and visual interest to their designs. By combining photography and fiber art, the project reinforced core design concepts such as composition, contrast, and balance while encouraging experimentation across mediums.
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ARTS ALUMNAE FEATURE
Lower School Class Plays Lower School class plays provide our youngest students with engaging opportunities to build confidence, creativity, and critical thinking through performance. Grade 1 delighted audiences with Have You Filled A Bucket Today? by Carol McCloud. The students were each a letter of the alphabet, and shared simple ways to be a “bucket filler,” someone who spreads kindness and positivity to others. Grade 2’s production, based on Character Matters by Jon Heath and Ron Fink, featured fractured fairy tales that highlighted the importance of kindness, responsibility, respect, and perseverance. Grade 3 took the stage for their humorous performance of Grammarosaurus, bringing energy and confidence to a clever musical centered on the fundamentals of grammar. Grade 5 capped off the spring with Mastering Math: A Baldwin Tale, a clever mystery that challenged students to use mathematical reasoning and teamwork to solve a case.
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ATHLETICS Baldwin Celebrates Opening of Turf Field, Longstreth Partnership Baldwin marked a major milestone on May 2 with the debut of its new state-of-the-art turf field — an investment that signals a bold “New Era of Play” for students and the broader community. Celebrated during Alumnae Reunion Weekend, the ribbon-cutting not only unveiled a $4 million facility, but also restored a true home-field advantage for Baldwin’s field hockey and softball teams. The moment also launched an exciting new chapter: the “Grow the Game” initiative in partnership with Longstreth Sporting Goods, which aims to expand access to and enthusiasm for field hockey across the region, combining top-tier facilities with deep expertise in athlete development. The partnership will be integrated into athletics programming across all divisions including physical education sessions in Lower School, specialized Middle and Upper School clinics, parent education sessions, and student-led blog posts and video diaries that will focus on how sports participation drives the health, wellness, and overall development of female athletes.
Earlier this spring, the softball team played their very first game on the new field and kicked off the season with a win! Pictured here are cocaptains Elizabeth Baur ’27 and Jules Torres ’27.
Annie Reed ’28, Director of Athletics Meg Glascott-Birch, Head of School Lynne Macziewski, Board Chair Rachel Gerstenhaber Stern ’83, Chair of the Building and Grounds Committee Louis Capano (P ’31), and Elizabeth Baur ’27 cut the ribbon to open Baldwin’s new turf field.
Track & Field Excels Baldwin’s Track & Field team placed a program best 4th place overall at the Inter-Ac Championships this spring and defeated league foes Springside Chestnut Hill, Notre Dame Academy and Agnes Irwin School. Milan Moriniere ’27 placed 1st in both discus and javelin! In addition, the team finished in 8th place out of 20 private schools at the PAISAA Championships, where Milan set two new school records. She placed 2nd overall in discus with a personal record (PR) throw of 121-01, and 5th in Long Jump with a PR mark of 16-10.75. She also placed 3rd in javelin. Milan and Cydnei Crisden ’27 both earned First Team All-Inter-Ac honors. 18
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Charlotte Grant ’28 scored a nine-hole 51 in the PAISAA State Championships at Radley Run Country Club in West Chester, finishing 12th in the state! She earned Second Team All-Inter-Ac honors.
Nina Heverin-Alvarado ’26 Earns Top Athletic Honors Senior Nina Heverin-Alvarado was recognized this spring for her outstanding contributions to athletics and school community leadership. She received both Baldwin’s prestigious White Blazer Award, which is voted on by her peers and presented to a student-athlete who exemplifies sportsmanship, resilience, loyalty, and leadership, and the Inter-Academic Athletic Directors’ Award, honoring her excellence in athletics, sportsmanship, and service. A standout member of Baldwin’s Indoor and Outdoor Track & Field teams, Nina credits the program with teaching her the value of teamwork and perseverance. Coaches and teammates describe her as a cornerstone of the track program, praising her dedication, integrity, positivity, and commitment to supporting others.
Nina will continue her academic and athletic career at Washington University in St. Louis (WashU). In addition to her athletic accomplishments, Nina was awarded the prestigious Annika Rodriguez Scholarship, a full-tuition merit award that recognizes students who demonstrate exceptional academic achievement, leadership, community service, and a commitment to cultural diversity. As she prepares for the next chapter, Nina leaves Baldwin as a record-breaking athlete, respected leader, and role model whose impact will be felt for years to come.
Nina with her family during her college signing ceremony. SUMMER 2026 ECHOES
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Create the World You Belong In Sara Scott Trapanese ’96 Addresses the Class of 2026
When Sara Scott Trapanese ’96 stood at the podium as Baldwin’s 2026 Commencement Speaker, she offered graduates more than congratulations. She shared a deeply personal story of perseverance, leadership, and finding purpose. That journey began in Baldwin’s classrooms and ultimately led her to become Executive Vice President of Production Development at Universal Pictures, one of the most influential positions in the film industry. Today, Sara oversees the development of major motion pictures and has helped bring acclaimed films including Get Out, Girls Trip, Pitch Perfect, Straight Outta Compton, Jurassic World, and The Purge franchise to audiences around the world. Yet as she addressed the Class of 2026, her message focused less on success and more on the winding path that often leads to it. “A small but mighty group,” she described the graduating class, quoting from the letter students had sent inviting her to speak. They were united, she said, by “a single goal: to cultivate your passions to better the world. You want to create a world you belong in.” And that idea has defined Sara’s own journey as well. As a student at Baldwin, Sara imagined a future in front of the camera. She had her sights set on Yale’s theater program and believed she knew exactly where her life was headed. When she was not accepted, she experienced what many young people fear: disappointment and uncertainty. “Little did I know,” she told graduates, “my dreams would change, and Penn was the perfect school for me.” At the University of Pennsylvania, Sara pursued dual majors in Theatre Arts and Urban Studies, a combination that puzzled many people at the time. Looking back, she credits that willingness to embrace seemingly unrelated interests as one of the most important lessons of her education. “Just because something hasn’t been done before, doesn’t mean 20
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you shouldn’t try,” she said. “In fact, that’s often exactly the reason to do it.” Her career path was anything but direct. An opportunity to work as an extra on an early M. Night Shyamalan film sparked her fascination with filmmaking. Internships, assistant positions, temporary jobs, and countless networking opportunities followed. At several points, she thought she knew exactly what she wanted, only to discover a new path opening before her. One pivotal moment came when longtime mentor Peter Cramer offered her a position as his assistant. Convinced she wanted to become an assistant director, Sara initially declined. “He looked at me and said, ‘You are an idiot,’” she recalled with laughter. “He was the first person to really explain the job of a production development executive.” As Executive Vice President of Production Development, Sara helps identify, shape, and champion film projects from their earliest stages. While moviegoers see only the finished product, she explained that much of her work happens behind the scenes. “The most surprising thing is probably how many projects get developed but never actually get made,” she said. “A close second: how many drafts a single script goes through, and how often multiple writers contribute to a film without all of them receiving credit.” Determining which stories are worth pursuing requires both instinct and strategy. “The first question I always ask is simple: do I like this?” she explained. From there, she evaluates whether a project has the potential to resonate with audiences and become part of a broader cultural conversation. Throughout her remarks, Sara repeatedly returned to the importance of leadership, which is something she traces directly to her Baldwin experience. “Baldwin is where
ALUMNA SPOTLIGHT I learned to lead, listen, collaborate, and hold strong convictions while remaining open to new ideas,” she said. “One of the most profound gifts of an all-girls education is that every leadership role is held by a young woman. There’s no waiting your turn or wondering if you belong. You’re simply expected to lead, and so you do.” Those lessons have served her well in Hollywood, an industry where women remain underrepresented in many leadership positions. Sara often finds herself advocating for stronger female characters and perspectives in film development meetings. “I often find myself in a room full of men, repeating the same note: the women need to have more agency in the story,” she told graduates. “Even today, I get eye rolls, get teased, get questioned. But if I’m not going to advocate for women in that room, who is?” Her advice to young women entering any profession is rooted in confidence and self-belief. “Throughout my career, there have been plenty of moments when I wondered whether I belonged in the room,” she said. “You will almost always be your own harshest critic. Remind yourself that you deserve to be there. Be your own champion.” Equally important, Sara credits remarkable mentors for helping shape her career and now makes a point of opening doors for others. “I try to meet with as many young women as possible,” she said. “I want to help them build their networks and make connections.” Her commitment to mentorship mirrors another lifelong passion: community engagement. From organizing volunteer opportunities while she was a Baldwin student to her ongoing involvement with arts and social justice
organizations, Sara believes meaningful work should extend beyond professional achievement. That commitment to purpose was evident throughout her commencement address, particularly when she spoke about success and failure. In an achievement-oriented community, she reminded graduates that growth often comes from setbacks. “Success is not defined only by the wins,” she said. “It is also defined by what you learn from the losses.” Reflecting on her recent 30th reunion, Sara also celebrated the enduring bonds of Baldwin sisterhood. Walking through the Residence alongside classmates, she was reminded of the strength of the connections formed here. “Friendships at Baldwin are unique and lasting,” she told graduates. “No matter how much time passes between communications, your Baldwin friends will be there for you, and you for them.” As the ceremony drew to a close, Sara left the Class of 2026 with a challenge and a vote of confidence. “Everyone is looking to your generation to lead, to innovate, to make it better. Try not to be overcome by that responsibility,” she said. “Instead, try to see the opportunities, find the inspiration. You have been given the tools to analyze, question, experiment, and achieve.” She concluded with a series of simple but powerful reminders: “Be kind. Say thank you to the ones who sent you to Baldwin. Never forget your voice matters. Vote.” And perhaps most importantly, she urged graduates to follow the same principle that has guided her own remarkable career: “Class of 2026, may you each nurture your passion and let it drive you. I am confident you will make this world a better place and create the world you belong in.”
Sara celebrates moving up to Middle School.
Emily Scott Frankel ’00 and her sister Sara Scott Trapanese ’96 celebrate the 2026 Commencement with their daughters Serena Frankel ’35, Nellie Frankel ’39, Livia Frankel ’37, and Lillian Trapanese.
Sara’s first day of Kindergarten.
Sara on her graduation day in 1996. SUMMER 2026 ECHOES
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Commencement
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Presenting the Class of 2026
Class of 2026 Matriculation List
Shayla Rae Bergen
Kate Ma
Boston University (4)
Caron Xia Blache
Lyla Hailey Mason
Anya Boghosian
Laura Elizabeth Messamore
Sophia Lucy Chen
Lily Ryan Murphy
Sabrina Alexandra Cohen
Ambea Munah-Agnes Nmah
Haley Thyvan Duong
Avni Pande
Ella Riley Esplin
Tavi Phinisee
Annapaola Fausta Fike
Kayla Rose Wood Rippie
Marissa Mai Gist
Ayesha Sayeed
Laila Sanya Gopalani
Piper Skoglund
Northeastern University (4)
Tessa Gunn
Devyn Amaiya Slaughter
Pennsylvania State University (2)
Clara Gutstadt
Talia Rebecca Smotkin
Nina Isabella Heverin-Alvarado
Angelica Hope Choi Tang
University of Chicago (2)
Simela (Melina) Intzes
Camila Tobon
University of Delaware
Ruixue (Macy) Li
Wren Vrooman-Bara
Marlayna Lichtenstein
Lisa Wang
University of Pittsburgh
Claire Lu
Sienna Taylor Yocom
University of Southern California
Yi (Leona) Luo
Violet Zhang
Jennifer Ma
Carnegie Mellon University Case Western Reserve University College of Charleston Columbia University Cornell University (3) Drexel University Gettysburg College Johns Hopkins University Massachusetts Institute of Technology Morgan State University New York University
Tufts University Tulane University
University of Maryland University of Pennsylvania (2)
Washington University in St. Louis Wesleyan University Worcester Polytechnic Institute
Members of the 13- and 14-Year Clubs
Clara Gutstadt (14), Kayla Rippie (13), Marissa Gist (14), Camila Tobon (13), Wren Vroman-Bara (14), Sabrina Cohen (13), and Talia Smotkin (14). SUMMER 2026 ECHOES
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Legacy
The seniors celebrated their Baldwin legacy with alumnae family members Row 1 (front): Clara Gutstadt, Julia Dranoff ’96, Camila Tobon (not pictured: Isabela Tobon ’24), Ayesha Sayeed, Shifa Sayeed ’25, Lily Murphy, and Sarah Murphy ’97; Row 2: Rachel Gopalani ’23, Laila Gopalani, Angelica Tang, and Amelia Tang ’25; Row 3: Lyla Mason, Jaclyn Mason ’95, Avni Pande, Avika Pande ’22, Tessa Gunn, and Lulu Gunn ’23.
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Rabbi Geri Newburge, Senior Rabbi of Main Line Reform Temple, delivered this year’s Invocation; Board of Trustees Chair Rachel Gerstenhaber Stern ’83 reminded the graduates to nurture these friendships; Sara Scott Trapanese ’96, Executive Vice President of Production Development at Universal Pictures, gave the 138th Commencement Address; and Head of School Lynne Macziewski encouraged the Class of 2026 to trust their inner compass. See more about Sara and her message to the graduates on page 20.
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Macy Li ’26 was nominated by her classmates to give this year’s Commencement address, where she closed with these thoughts: “Remember the generosity of the friendships you formed in the blue hallways, the wisdom of the teachers who became your mentors, and the unconditional love of the families who brought you to this moment. Because when we step out these doors into the vast unknown, we will enter a moment of perfect weightlessness. And right there, when nothing feels certain and yet everything feels possible, you will find something unexpected: the feeling of the world becoming yours to shape.”
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Graduates Lily Murphy, Tavi Phinisee, and Lisa Wang celebrated with Assistant to College Counseling Wendy Feulner.
THE CLASS OF
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Reunion Dona Murray ’76 and Lisa Ameisen ’76 enjoy catching up.
Ann Wood Gregg ’76 and Sharon Neal ’76 enjoy cocktails at the Head of School house, Krumrine.
Class of 1981 members Stephanie Hetos Cocke, Ellen Wickham, Betsy Swan, Abigail Siedlarz, Linda Hadley, Karen Anderson, and Genevieve Murphy Nelson gathered for a special bench dedication in memory of their beloved classmate, Amy Pringle Jirsa ’81.
Marilyn Odiorne White ’56 and Meta Lewis Neilson ’56 enjoy looking at photos during Friday’s lunch.
Presley Daggett ’21, Grace Lavin ’21, Elise Kait ’21, Isabel Garcia ’21, and Darby Mullaney ’21.
Class of 2001: Sarah Gleich Lynn, Karen Untereker Doak, Becky Best Amis, Kaity King Murphy, and Marissa Berlin. 28
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Class of 1996 represents: Juliette Anderson Galbraith, Kamil Redmond Shields, Amy Brezin, Pax (Paki) Tandon, and Julia Dranoff.
1956 classmates Beth Boyle Graves, Tatsy McPherson Selfridge, Marilyn Odiorne White, Meta Lewis Neilson, and Mary Hope Missimer McQuiston.
Class of 1991 members Barbara Losoncy, Shanyn Streich Deeds, Jenifer Gross Slone, Rachel Carson, and Mary Travaglini reunite.
Arianna Channer ’21, Darby Mullaney ’21, Grace Kirwan ’21, Jasmine Bell ’21, Olivia Stratton ’21, and Ava Olson ’21 stop to take a selfie.
Sara Scott Trapanese ’96 looks through a yearbook with her daughter. Cheers to the Class of 1971 for winning the Champagne Challenge Cup, awarded to the reunion class with the highest giving participation, with 60% participation.
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Congratulations to the Class of 1986 for raising $133,440 and winning the Class of 1936 Reunion Challenge Bowl, awarded to the reunion class that raised the most money! Beth Mather Graves ’71, Martha Grace Reese ’71, Joan Steinmeyer Rosenberg ’71, and Vivienne Jones Stretten ’71.
The Class of 2021 was well represented: Presley Daggett, Lily Altman, Anajah Brown, Asia Blocker, Arianna Channer, Olivia Stratton, Ava Olson, Rani Bleznak, Sophia Tavangar, Grace Kirwan, Jasmine Bell, and Hana Ahangar.
Allison Walsh ’91, Vandana Gupta ’91, Mary Travaglini ’91, and Heather Margolis Warner ’91 admire the banners.
Barbara Shearer Minsker ’61 returned to campus.
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Bill Shoemaker, son of former Head of School, Anne Shoemaker, leads the Residence Historical Tour.
Reunion
Antoinette Cutaiar Hoffacker ’61, Henrietta Holsman Fore ’66, and Carolyn Haslett Grillo ’66 look at an old photo.
2011 classmates Nadia Tareen, Alisha Maity, Kristin Feinberg, Hanna Elmongy, Brooke Simone, Adrienne Scott, and Madeline Taggart Spector.
The Class of 1976 enjoys their 50th Reunion Reception at Krumrine.
Claire Malling Ledwith ’86, Laurie Carson Berzack ’86, and Staci Carson Silverman ’87 enjoy catching up.
The Class of 1966 (Top Row): Elizabeth (Becky) Heaps Russell, Lynn Converse Osborn, Ann Lucas Mesnard, Henrietta Holsman Fore; (Bottom Row): Carolyn Haslett Grillo, Nancy Northrup-Black, Penny Wilson Stanger. SUMMER 2026 ECHOES
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The 2026 Alumnae Awards were presented on May 1 during Reunion Weekend. Seniors Piper Skoglund ’26 and Avni Pande ’26 joined Head of School Lynne Macziewski to moderate a panel discussion with the award winners.
ALUMNAE AWARD FOR LIFETIME ACHIEVEMENT For Dr. Sharon L. Neal ’76, a career in science has never been solely about discoveries in the laboratory. It has also been about opening doors, building communities, and helping future generations of scientists find their place in the field. An analytical chemist and Associate Professor Emerita in the Department of Chemistry and Biochemistry at the University of Delaware, Dr. Neal has spent decades advancing the field of chemical data science while championing diversity and inclusion within the scientific community. Her journey began with a love of chemistry and a commitment to exploration. She earned a Bachelor of Science degree in chemistry from Spelman College. Research experiences at Spelman, Cornell University, and Lawrence Livermore National Laboratory fueled her passion for scientific inquiry and inspired her to pursue graduate study. She went on to earn her Ph.D. from Emory University in 1988, becoming an early adopter of advanced statistical analysis techniques in chemistry, and later completed postdoctoral research at the University of Washington. In simple terms, Dr. Neal describes her work as combining chemistry, light, and data analysis to better understand how molecules behave in complicated systems. Her research helped scientists investigate processes ranging from photodynamic therapy drug degradation to the weathering of quantum dots used in modern display technologies. Throughout her career, she has remained focused on creating pathways for underrepresented scientists. While she acknowledges that progress has been made, she believes 32
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meaningful change requires more than increasing representation. “Training scientists doesn’t just require the transmission of specific knowledge and skills,” she says. “It requires socialization and incorporation into networks where a scientist’s work becomes part of the dialogue around the questions entertained in their field.” Likewise, the advice she shares with aspiring scientists reflects the wisdom gained through decades of experience. “Celebrate every win,” she encourages. “Don’t dismiss the small steps that move you toward your goal; the joy you cultivate on the way gives you the strength to weather the hard times and positions you to enjoy the milestones.”
Elizabeth B. Concordia ’81 has built a career defined by service, resilience, and a steadfast commitment to improving lives. As president and chief executive officer of UCHealth, one of the nation’s leading nonprofit healthcare systems, she oversees an organization with more than 35,000 employees, 14 hospitals, and over 200 clinic locations serving communities across Colorado, southern Wyoming, and western Nebraska. Elizabeth’s path to the top of one of the country’s largest healthcare organizations was not driven by the pursuit of accolades. Instead, she credits her success to consistency, reliability, and a focus on serving others. Elizabeth earned a degree in economics and German from Duke University and later a Master of Administrative Science Management degree from Johns Hopkins University. Her career included leadership positions at renowned institutions such as Johns Hopkins Bayview Medical Center, Montefiore Medical Center, UPMC, and Ernst & Young before she joined UCHealth in 2014.
Alumnae Awards Today, she leads a healthcare system recognized nationally for innovation, patient care, and academic medicine. Under her leadership, UCHealth has expanded access to care, strengthened strategic partnerships, and embraced new technologies that improve outcomes for patients and communities. What continues to inspire her is the same motivation that first drew her to healthcare as a high school volunteer in an emergency room: helping people during some of the most important moments of their lives.
THE ALUMNAE AWARD Suzanne Rombeau Fletcher ’95 is a seasoned venture capital investor with more than two decades of experience across private equity, early-stage investing, and technology. She is the Founder and Managing Partner of Zelda Ventures, an early-stage fund focused on backing experienced entrepreneurs building companies around transformative global trends. Her investment philosophy centers on long-term relationships, often partnering with founders she has supported across multiple ventures and over many years. Before launching Zelda Ventures, Suzanne built a distinguished career spanning both private equity and venture capital. She began in the Technology Investment Banking Group at Morgan Stanley, then spent a decade in secondary private equity investing before transitioning into early-stage venture. She later joined StartX, a prestigious startup accelerator dedicated to supporting Stanford University alumni, professors and students, where she managed the Stanford-StartX Fund and oversaw $175 million in investments across more than 300 companies and 500+ funding rounds.
DISTINGUISHED YOUNG ALUMNAE AWARD For Nadia Tareen ’11, creating opportunities for others has been a guiding principle throughout her career. Whether working on global health initiatives, expanding access to education, or helping individuals launch healthcare careers, she has consistently focused on one goal: increasing opportunity and improving lives.
Today, Nadia serves as Chief of Staff at Stepful, a New Yorkbased education startup addressing one of the nation's most pressing challenges: the healthcare workforce shortage. Through affordable, digitally delivered training programs, Stepful helps students prepare for careers as medical assistants, pharmacy technicians, surgical technologists, and other healthcare professionals. The work combines two things Nadia values deeply: innovation and social impact. Her path to this role has taken her across sectors and continents. She earned degrees in economics and international studies through the Huntsman Program at the University of Pennsylvania and the Wharton School. She began her career in management consulting at EY-Parthenon before joining the Gates Foundation, where she worked on global health initiatives, including polio eradication efforts in Pakistan, which is a project that held special significance because of her family’s roots there. Looking back, Nadia believes one of the most important lessons she learned early in her career is that every experience can help build valuable skills. “Your first job doesn’t need to check every box,” she says. “A role that isn’t a perfect fit can still help you build the foundational skills that will empower you to succeed in a future job that is more directly tied to your interests.” That perspective has helped her navigate a career focused on solving complex social challenges.
Corina Newsome ’11 is a wildlife biologist dedicated to the integration of environmental justice and conservation science, policy, and practice. Corina, who serves as the Conservation Scientist on National Wildlife Federation's Science Team, earned her bachelor's degree in zoo and wildlife biology from Malone University and her master's degree in biology from Georgia Southern University. With a specific passion for avian conservation, Corina’s research has focused on landscape ecology questions that inform habitat management for birds imperiled by climate change. Corina’s fascination with birds extends beyond her research and into the communities where she lives and works, serving as beautiful vehicles through which she connects herself and others to the world around them. Witnessing the need for both sound science and strong policy actions to address the climate and biodiversity crises, Corina’s work in conservation has been grounded in advocacy.
Scan the QR code to learn more about our winners. SUMMER 2026 ECHOES
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Connecting Cultures: How a Faculty Journey to Ghana is Redefining the Baldwin Experience
In the spring of 2025, faculty members Ida Malloy, Grade 9 Dean and Coordinator of Civic Engagement, and Gabbie Álvarez-Spychalski, Dean of Middle School Students and Spanish Teacher, were awarded the Lois Pressman Faculty Enrichment Fund, setting in motion a journey that would bridge the gap between Baldwin classrooms and the vibrant culture of West Africa. Established in 2015 to honor the legacy of a long-time administrator and teacher, the Lois Pressman Faculty Enrichment Fund supports academic pursuits that provide a direct, beneficial impact on students. For Ida and Gabbie, this meant traveling to Ghana to challenge Eurocentric narratives and build sustainable educational partnerships. A Journey of Belonging and Reflection Stepping off the plane in Accra on July 15, 2025, the pair was greeted by a giant sign reading Akawbaa, which is the Twi word for "Welcome." For those claiming Africa as an ancestral homeland, the sign signaled a return home, washing over them with an "intense sense of belonging." Ida noted that her previous visits to West Africa informed her vision for this trip, while "Gabbie’s love of language, culture, and children made her the perfect partner for this project." The itinerary was a mix of cultural exploration and somber historical reflection. At the Last Bath, a site where enslaved Africans bathed for the last time on their homeland, Ida shared that "the sadness that filled both Gabbie and me was indescribable." To know that their ancestors were taken from those shores left them feeling "hollow." These experiences were central to their goal of bringing a more nuanced, lived understanding of the African diaspora back to Baldwin. Empowering Our Learners Ida and Gabbie’s sabbatical is an example and direct realization of Baldwin’s Strategic Plan and Pillar III: Empowering Our Learners. By expanding academic programs to include future-forward learning opportunities, Baldwin is preparing students for a rapidly changing, interconnected world. After the trip and upon her return for the 2025-26 school year, Gabbie integrated her experiences into the curriculum, 34
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FACULTY leading discussions with her students that explored the rich historical connections between Ghana and Puerto Rico. “We examined the history of the African diaspora, including the lasting impact of colonization and the transatlantic slave trade in shaping communities across the Caribbean and the Americas,” she explains. “Students analyzed maps to better understand patterns of forced migration, while also engaging in comparative studies of cultural traditions. These included exploring similarities in foods such as plantains, rice, root vegetables, coconuts, and Malta.” In addition, Gabbie and her classes discussed contemporary political distinctions and explored the connections between African drumming traditions and Puerto Rican Bomba, recognizing music and rhythm as enduring expressions of cultural identity and resilience. In the future, Gabbie hopes to introduce symbolic literacy through the comparison of Adinkra symbols from Ghana and Taino symbols from Puerto Rico, as well as examine shared elements in clothing styles and textile patterns. She explains that these lessons are designed to help students engage globally and develop a deeper appreciation for diverse histories and perspectives. This innovative curriculum and interdisciplinary learning ensures that Baldwin students are not just learning from textbooks, but are igniting passions in an increasingly complex world.
The World as a Classroom This educational initiative also embodies Pillar IV of Baldwin’s Strategic Plan: Reimagining Our Learning Environment, specifically the goal of utilizing the world as a classroom. This pillar emphasizes immersive crosscultural collaborations and real-world experiences. The centerpiece of this effort is a partnership with the Madina Fire Armour 2 Basic School in Accra, which is a K - 12 school with nearly 2,000 students. Gabbie and Ida’s visit revealed challenges such as overcrowded classrooms, inadequate supplies, and a lack of space for extracurricular activities. Despite these issues, Ida and Gabbie were met by children who were respectful, curious and playful. In addition, the teachers, students and administration were all excited and appreciative for their gift of books and school supplies. One of the school’s biggest challenges is their lack of books and library space. Gabbie and Ida plan to launch a multi-phase service project that includes: • The DREAM Lab Collaboration: Baldwin students will work with faculty in the DREAM Lab to design and build functional, moveable book boxes for the Ghanaian school. • A Book Drive: Lower and Middle School students will collect books for their peers in Ghana.
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BRILLIANTLY BALDWIN Aviva Kaplan ’27 headed outdoors to sketch and paint The Residence, capturing it from direct observation during her Upper School Fine Arts class, bringing fresh perspective, texture, and life to a familiar landmark!
By Alaina Sharma ’31
By Lily Bachrach ’31
Grade 7 students created their own ceramic paint palettes while learning foundational hand-building techniques such as slab construction, carving, and glazing. The Baiba Vasys Core Values Award was presented by Head of Lower School Quenby Frimet to Nora Church ’33 during the Grade 5 Moving Up Ceremony. Nora’s warm, empathetic, and engaging personality allows her to build strong, trusting relationships with everyone she meets.
Sophia Smith ’30 received the Ruth Fiesel ’38 Award from Head of Middle School Dr. Saburah Posner during the Grade 8 Moving Up Ceremony. Sophia exemplifies the very best of what it means to be a Baldwin student through her exceptional character, leadership, determination, and compassion. 36
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BRILLIANTLY BALDWIN Flags on my Cheeks
Elise Skawinski ’29 won a Gold Key writing award for her memoir
Most of the 49 thousand people at the Hamburg stadium were standing. It was the sixteenth minute of the match and Piotr Zielinski placed the white and black soccer ball near the bright yellow right corner field flag, adjusted it a couple more times, took five steps back, and lofted a high beauty into the box. Adam Buska, a tall lanky Polish forward, timed his jump perfectly and flicked a screamer into the left corner of the goal. The ball danced in the net as half of the stadium exploded. I threw my hands up, holding up the red and white Polish team scarf. I hugged my uncle, he said something to me, but I could not hear him. Poland had scored first in the Euro Cup game against Holland. Scan the QR Code to read her entire memoir.
Anika Chandra ’27 was recognized with a Gold Key award for her painting titled “A Bridge in San Francisco.”
Sophie Manning ’35 explored line, color value, shape and symmetry in this art lesson.
The Baldwin Award – the highest honor given each year to a senior who has distinguished herself in pursuit of excellence in academics, arts, leadership, service, and sensitivity to others – went to Sabrina Cohen ’26.
To read more and view details on all of the Brilliantly Baldwin items, scan the QR code here.
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Thank You for a Record-Breaking True Blue for Baldwin! True Blue for Baldwin reached new heights this year! Thanks to the incredible generosity of a record-breaking 446 donors, our community raised more than $114,000 in 24 hours on April 22 for The Baldwin Fund, helping provide exceptional opportunities for our students every day.
A special shout-out to our challenge and match winners whose enthusiasm and participation helped power this remarkable achievement.
• The Class of 2011 • The Crew Team • The Classes of Blue • The Upper School • Young Alumnae
Want to be part of the excitement next year? Scan the QR code to let us know you’d like to become a True Blue Advocate. Together, there's no limit to what our Baldwin community can accomplish!
701 Montgomery Avenue Bryn Mawr, PA 19010
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Bonfire Celebration October 16, 2026
Homecoming October 17, 2026
More details to come on www.baldwinschool.org