Echoes
The Magazine for Alumnae, Students, Families and Friends of The Baldwin School
WINTER 2020
The Future of All-Girls Education
CONTENTS | WINTER 2020 COVER STORY THE FUTURE OF ALL-GIRLS EDUCATION
14 DEPARTMENTS 1 UPFRONT
The future is hard to predict, but Baldwin continually updates its program with the students’ future in mind. The world will change considerably over the next few decades, and Baldwin utilizes innovative, forward-looking approaches to teaching and curriculum development in order to prepare students with the skills they need to succeed.
Editor: Lisa A. Algeo
4 ALUMNAE NEWSMAKERS
5 ALUMNA SPOTLIGHT
5 BOOKSHELF
6 ACADEMICS
8 ARTS
Design: Veronica Utz
10 ATHLETICS
12 FACULTY
22 BALDWIN MASCOTS
24 WHY I GIVE
26 CLASS NOTES
@baldwinschool @baldwinalumnae @baldwinathletics @marisaporges
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Photo Credits: Jay Gorodetzer, Peter Greenhalgh, Jordan Hayman Photography, Melissa Kelly, Legacy Photography, Molly Schlachter, Sara Sultanik. 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 Armstrong, Chief Development Officer laura.armstrong@baldwinschool.org or (610) 525-2700, x286
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UPFRONT A
t Baldwin, we have always taken pride in providing the best education tailored for girls and in continually reimagining our academic curriculum to prepare our graduates for a life of impact after they leave 701 Montgomery. With that in mind, we recently conducted in-depth research on trends in higher education, the workforce and beyond. Our goal was to ensure we are most effectively readying today’s students for the world that awaits them in 10, 20 or 30 years’ time. As a result of that research and strategic planning conducted with the support of Baldwin's Board of Trustees, we are excited to introduce carefully crafted programs in every division centered around interdisciplinary, project-based learning. Our analysis demonstrates that this focus will give our students the knowledge base and skills that top universities covet, the talents that employers across a range of sectors seek and the foundation that our girls need to lead the way in tackling the complex, real-world problems facing society now and in the decades to come. Our faculty are eager to teach today’s Baldwin Bears to understand subjects not in silos but in connection with each other, and to nurture students' passion for learning by showing them how their studies apply to the world around them. This approach also ensures that we maximize our girls’ creativity, adaptability, empathetic thinking and global mindedness – empowering them to lead their generation and design any future they imagine. In this issue of Echoes, our Cover Story (“The Future of All-Girls Education”) takes a close look at these new programs. You’ll learn about our Lower School Interdisciplinary Incubator that will culminate in a public expo this spring, and our inaugural Interdisciplinary Institute for Middle and Upper School. The latter initiative will run for six school days in March, to allow students to explore their interdisciplinary passions in-depth. Faculty teams have partnered from different subject areas to design rich, authentic academic seminars that will be offered during this time. I can’t wait to see the films, papers for publication, art exhibitions and new inventions that will no doubt result from both of these interdisciplinary programs – and to report back, in future issues, about the impact of these new initiatives. Until then, my thanks for your enthusiastic support as we continue to prepare today’s students for tomorrow’s challenges. On a personal note, I’d also like to thank the Baldwin community for its support as Scott and I welcomed our son Isaac into the world this fall. I look forward to introducing him to you in the months ahead.
Marisa Porges ’96, PhD Head of School facebook.com/marisaporges Instagram: @MarisaPorges Twitter: @MarisaPorges
WINTER 2020 ECHOES
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UPFRONT KATAYOUN COPELAND ’85 SPEAKS AT BALDWIN
Head of School Dr. Marisa Porges ’96, Sophia Tavanger ‘21 and Hana Ahanger ‘21 with speaker Katayoun Copeland ’85
Katayoun M. Copeland ’85, former Delaware County District Attorney, spoke at Baldwin on December 10 for the Women on the Rise Speaker Series, which shows girls many different paths to explore their passions, have impact and lead change in their community. Katayoun discussed her career, how she got there and what she’s learned along the way. Special thanks to Sophia Tavanger ‘21 and Hana Ahanger ‘21 for leading the Q and A panel.
Homecoming 2019 Athletics hosted league rival Agnes Irwin School at Homecoming this past October. The theme selected by the Upper School Athletic Association was “Ladies in the 80s.” During the week leading up to the big day of competition, students had special spirit dress days culminating in the All-School Pep Rally. While Upper School clubs organized fun activities on Middle Field, the Bears battled against the Owls in field hockey, soccer, tennis and volleyball on a beautiful fall day in front of a large contingent of fans. The Blue Gray parent organization did a fantastic job decorating the Dining Hall and serving a delicious pancake breakfast for the community.
Baldwin Alumnae Meet with Grade 9 in Arizona
Dr. Mary Gillam ’69 and her two colleagues Margaret Mayer and Susan Livenick met Baldwin ninth graders at Wupatki National Monument during their Arizona experiential learning trip. Mary and her colleagues gave the students a guided tour of the Pueblo ruins, which included lessons on geology and Pueblo ancestral history. Mary obtained her bachelor’s and master’s degrees in geology from Stanford University and later earned a PhD in geology from the University of Colorado. Prior to retiring, she mainly worked as a consulting geologist on various projects concerning land use, geologic hazards, facility siting and archaeology. In the 1970s, she helped to organize what became a nationwide professional organization, the Association for Women Geoscientists. Also visiting with the Grade 9 students during their visit to Taliesin West was Vicki Heintzelman Roberts ’68, a volunteer docent there. Taliesin West was architect Frank Lloyd Wright’s winter home and is currently the main campus of The School of Architecture at Taliesin.
ALUMNAE REGIONAL EVENTS ABOUND
Baldwin alumnae from Washington, DC, Philadelphia, New York City, Atlanta and Boston have been busy networking this fall. Alumnae from DC gathered at The City Club of Washington, while the Baldwin Club of Boston gathered for an architectural walking tour, led by Richelle Gewertz ‘11, an architect at Elkus Manfredi Architects, as well as a networking event at Post 390. Philadelphia alumnae got together for a networking reception at AllianceBernstein and a happy hour event at Rogue’s Gallery Bar. The Baldwin Club of New York enjoyed a museum tour together at The Tenement Museum, while the Baldwin Club of Atlanta gathered for a museum tour and lunch at the High Museum of Art. 2
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Richelle Gewertz ’11, Vanessa Auritt ’15, Cynthia Sarah Tupchong ‘13, Laura Bunn ‘14, Livia Somkuti ‘14, Lepofsky ’66, Jane Westrich ’69, Julie Boyer ’92 Amanda Torres ‘14 and Kayla Cohen ‘10 gathered at and Marie Lefton ’73 enjoyed the architectural Rogue’s Gallery Bar in Philadelphia. sites of Boston.
UPFRONT
2019-2020 Board of Trustees
BALDWIN’S 2019-2020 BOARD OF TRUSTEES: Row 1 (front): Ricki Weisberg ‘98 (President, Alumnae Association Executive Board), Rachel Stern ‘83 (Co-Vice Chair), Marisa Porges ’96 (Head of School, with baby Isaac Porges Moore who paid a surprise visit during the morning break), Sejita Page (P ‘19, ‘22) (Secretary), Jennifer Cross (P ‘23)*, Julie Wollman ‘77; Row 2: Lisa Lopez-Carickhoff (Faculty Trustee)*, Patti Dietrich (P ‘17), Peter Leone (P ‘15, ‘18); Row 3: Martha Ortiz (P ‘16) (Treasurer), Blair Stambaugh (Honorary Trustee), John Pearlstein (P ‘21, ‘24), Patricia Weiser (P ‘22, ‘24) (Co-Vice Chair), Crystal Jones Lucky ‘82; Row 4: Christopher Marr (P ‘17, ‘19, ‘20) (Chair), Karen Untereker Doak ‘01 (President, National Board of Advisors)*, Kevin Steele (P ‘22)*, Peter Greenhalgh (Faculty Trustee)*, Brian Halak (P ‘22, ‘24), Amy Sobel ’86. Not pictured: Tom Bachrach (P ‘29, ‘31), Mary Dockray-Miller ‘83, Adam Grant (P ‘26, ‘29), Kim Heuer (P ‘27) (President, Parents’ Association)*, Rachel Funk Jenkins ‘44 (Honorary Trustee) Stephanie Romeika La Nasa ‘96, Phil Rosenzweig (P ‘22), Samuel R. Scott (P ‘96, ‘98, ‘00) (Senior Trustee) *New Board Member
NBA Fall Leadership Meeting
The National Board of Advisors (NBA) met in the fall to learn more about Baldwin’s strategic vision and to work on key initiatives, including ways to engage alumnae with Baldwin and each other. In addition to committee meetings, weekend activities included updates from the Baldwin leadership team and Homecoming festivities.
ALUMNAE: UPDATE YOUR CONTACT INFORMATION
Have you moved recently? Have a new email or phone number? Visit Baldwin’s website at www.baldwinschool.org/alumnae/resources to update your contact information.
JOIN BALDWIN CONNECT TODAY!
BaldwinConnect.org is a networking platform dedicated to helping Baldwin alumnae connect with one another. The new mobile app provides direct access to Baldwin’s network of alumnae in the palm of your hand. To download the app on Android: • Go to App Store • Search “Baldwin Alumnae” and download app • Enable auto update (optional) • Sign in/Register • Note: If app already installed, perform update from Google Play Store To download the app on Apple devices: • Go to App store and search “Graduway Community” • Download app • Enable auto update (optional) • Search for Institution name “Baldwin Connect” • Sign in/Register To register, you can import your LinkedIn or Facebook profile or sign in using your Google account. It’s that simple to start re-connecting with classmates and creating new connections using the searchable directory. Volunteer to be a mentor to other alumnae or search for alumnae who can help you with career advice and information. You can also find out about upcoming Baldwin events and stay up to date on alumnae news. WINTER 2020 ECHOES
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ALUMNAENEWSMAKERS Dr. Florencia Greer Polite ’93, an associate professor of clinical obstetrics and gynecology in the Department of Obstetrics and Gynecology at the Perelman School of Medicine at the University of Pennsylvania, recently came back to Baldwin to speak with junior and senior students. Last spring, she spoke to the Class of 2019 covering three important topics: contraception, sexually transmitted diseases and sexual assault and consent. Using an app called PollEverywhere, girls answered questions on their phones to gauge the group’s knowledge of the topic prior to each discussion. In addition, the seniors anonymously texted in questions on their mind as well as situations they wanted addressed with regard to sexual assault and consent. This fall, Florencia returned to Baldwin after the juniors and seniors attended Actually, a two-person play produced by alumna Michaela Shuchman ’12. The play dealt with issues of consent, gender, race and sobriety. Using the PollEverywhere app again, Florencia led a discussion about the current landscape on college campuses with regard to sexual assault. She reviewed ways our students can be empowered and encouraged them to use their voice in setting boundaries. Florencia recently published a paper in Obstetrics & Gynecology titled, “A multispecialty perspective on physician responsibility to sexual assault survivors,” and she was interviewed by Penn Today for the article “Physicians, social responsibility and sexual assault survivors,” by Michele W. Berger.
Dr. Julie E. Wollman ’77, Widener University President and member of the Baldwin Board of Trustees, visited Baldwin in October to present Noor Bowman ’20 with the High School Leadership Award, which was given by Widener University, in partnership with NBC 10. The award acknowledges and honors the region’s best and brightest future leaders who take it upon themselves to make a significant difference in their schools and communities.
Dr. Julie Wollman ’77, along with Head of School Dr. Marisa Porges ’96, present the High School Leadership Award to Noor Bowman ’20.
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Rachel R. Stern ’83, Executive Vice President, Chief Legal Officer and Global Head of Strategic Resources at FactSet was a featured speaker at the October 2019 Baron Investment Conference held at Lincoln Center. Other speakers included Robyn Denholm, Chairman of Tesla Inc., and Gwynne Shotwell, President and Chief Operating Officer of SpaceX. The conference was for Baron Funds shareholders and those with business relationships with Baron Capital Management. In April Rachel will be honored with the UJA-Federation of New York Stephen E. Banner Award, which is bestowed upon an in-house lawyer who exemplifies a strong commitment to the Jewish community. Rachel has been with FactSet since 2001. Her team manages two of FactSet’s largest offices located in India and the Philippines. She takes pride in the work she does inspiring and developing exceptional women leaders. Rachel is Co-Vice Chair of Baldwin’s Board of Trustees. She received her law degree from the University of Pennsylvania, graduated summa cum laude from Yale University, received her Master’s degree with distinction from the University of London and was a Fulbright Scholar at the University of Vienna.
ALUMNASPOTLIGHT
A Q&A with Julia Pudlin ’02 Julia Pudlin ’02 is the Assistant Deputy General Counsel for Government Investigations at Comcast Corporate in Philadelphia, where she helps to oversee federal, state and local government investigations of the company. She also is a member of the Comcast Law Department’s pro bono committee, helping to plan and execute the Department’s pro bono activities and build community partnerships. Prior to joining Comcast, she served as a political appointee in the United States Treasury Department, in the roles of Senior Advisor to the General Counsel of the Department and Deputy Executive Secretary in the Chief of Staff’s Office. In those roles, she advised the Secretary of the Treasury and senior department officials on a wide range of issues relating to domestic finance, tax policy and congressional inquiries. In recognition of her service, she received the Treasury’s Distinguished Service Award. Julia received her B.A. from Yale University, summa cum laude, and her J.D. from the University of Pennsylvania Law School, magna cum laude, where she was a legal writing instructor to first-year students and an Articles Editor on the Law Review. We recently sat down with Julia to see how her Baldwin experience
influenced her career and what advice she might have for current students. Looking back at your career, what’s the most important piece of advice you’d share with a Baldwin girl about problem solving? “In my career as an attorney, I’ve learned that successful problem-solving requires careful listening and the patience and restraint not to jump to conclusions. Even in the context of a time-sensitive issue, there is typically time to gather the relevant facts, ask key questions and consult with stakeholders before recommending or proceeding with a course of action. Over time, your experience will inform your judgment, and this process — asking the right questions, understanding the facts — will happen more quickly and naturally.” In your experience, what are the best ways to collaborate with others professionally and break down the barriers of working in silos? “Collaboration is paramount in any organization. At all times during your career, but in particular early on, make sure you are developing a breadth and diversity of experience, knowledge and connections. Expertise is important, but focusing too narrowly can make it harder to build bridges and partnerships across disciplines.
of the daily grind. Then do it again six months later. Setting up a foundation of mutual respect with a wide range of professional contacts will pave the way to more effective collaboration when it comes time to work together. Not only that, but curiosity makes life more interesting! How did you determine what your professional passions were? How did Baldwin guide you to that? I return to the same theme of curiosity, which I credit Baldwin for ingraining in my every fiber. Take the time early on to say yes to a diverse range of experiences, even in areas that may be more challenging for you or that do not interest you as much as others at first blush. And, picking up another thread, meet people with different life experiences, and ask them questions about what they do and how they got there. Read voraciously. If you love biology, make sure you also take a course on music history. Exposure to an eclectic range of people and ideas will help you find your passions, make you a broader, more well-rounded person.
When I was at Baldwin, I spent hours reading philosophy in an elective, immersed myself in French literature and did externships at a bioethics think tank and a running magazine. None of this was directly related And, speaking of connections, be vigilant in forging and maintaining them. to the field I ultimately entered — Both inside and outside of your place of law — but these and so many other experiences made me a better writer, work, find occasion to exchange ideas reader and thinker. Baldwin helped with peers and mentors not only when a specific assignment so requires. Think foster in me a deep-seated, insatiable love of learning that not only helped about what you can learn from people with different backgrounds and training me to find my passion but also makes and what you can teach them, then look every day into an opportunity to grow and expand intellectually. for opportunities to connect outside
CHECK OUT THESE LATEST RELEASES FROM ALUMNAE.
BOOKSHELF
A Kind of Paradise Amy Rebecca Tan ’89 Gilded Dreams Megan Steer ’93 My Spiritual Journey Joanne Fink ’77 People and the Land through Time Emily W.B. (Russell) Southgate ’62 Women’s America: Refocusing the Past, 9th ed. Nina Dayton ’75 WINTER 2020 ECHOES
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ACADEMICS GRADE 8 MATH AND ENGLISH COLLABORATE
Chloe Watson ‘24 works with her classmates.
Eighth grade students in Algebra and English collaborated with a handshaking activity, attempting to solve and create a formula. They calculated combinations and permutations. The collaboration supports math concepts in class along with the novel, The Housekeeper and the Professor.
Understanding “Boccaccio and Botticelli”
English Teacher Dr. Diane Senior (P ’16, ’18) and Art Teacher Janice Wilke co-taught an interdisciplinary class lesson on “Boccaccio and Botticelli” (Advanced Topics English and Art History), which brought together two ways of understanding a story — through language and through images. The 14th century Florentine writer Boccaccio narrates a perennial, surprisingly relevant story of love, rejection, retribution and resolution; about 130 years later, the Florentine Renaissance painter Botticelli interprets the same story through painting. Using the tools of the art historian and literary critic, students pieced together a myriad of practical and theoretical findings that allowed their minds to wonder and discover new insights. The class concluded with a reflection: why are we compelled to engage with these two artists over 500 years later? Students considered possible life lessons, learned empathy and heightened understanding of our human condition, but ultimately they were struck by the power of beauty — an elegantly narrated tale and exquisite images on wood panels highlighted how Baldwin students go beyond the work of well-trained analysts to find an appreciation of the beauty of art.
KINDERGARTEN ROCKS THE VOTE
Lower School Learns Physics Through Drones
GRADE 7 EXPLORES NEEDS OF LIVING THINGS
Rachael Massey ‘25 examines a water sample.
Grade 7 science classes have been exploring the needs of living things. Students researched the water conditions required for a jellyfish’s ideal living environment and then tried to recreate those conditions while exploring scientific equipment, measurement and salinity. 6
Grace Swinson ‘32 places her vote.
It was a landslide victory for the rabbit after the Kindergartners voted whether the pictured optical illusion was a duck or a rabbit! Students voted after reading the book, Duck! Rabbit! by Amy Krouse Rosenthal and Tom Lichtenheld, and learning all about election day.
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Pre-K - Grade 5 students were able to delve into the science and technology behind drones when Wondergy Drone Science led an interactive presentation exploring the STEAM (Science, Technology, Engineering, Art, Mathematics) concepts that make drones work. With the excellent background knowledge that the girls already have through their work in science and DREAM Lab® classes, they were quick to take their observations and connect them to the concepts being demonstrated – Newton’s Laws, torque, yaw and programming.
ACADEMICS First LEGO League Teams Win Awards
Three teams of Baldwin “DREAMers” competed at the First LEGO League regional qualifying event in December under their coaches of Computer Science and Engineering Department Chair and Lower School DREAM Lab® Coordinator Stephanie Greer, Grade 3 Teacher Peter Greenhalgh and Middle School DREAM Lab Coordinator Addison Lilholt. Approximately 30 local teams competed in the areas of Project, Core Values, Robot This Lower School team received a Judges Award for their work. Design and Robot Game. Baldwin’s Middle School team of Olivia Choo ’26, Thea Dunckel ’26, Laila Gopalani ’26, Anya Henry ’26, Nina Heverin-Alvarado ’26, Eliana Jean ’24, Evelyn Jean ’26, Camila Tobon ’26 and Daphne Yorks ’26 received a Core Values award for their excellence in the area of Gracious Professionalism. A Lower School team that included Jellie Choo ’28, Ella Conger ’28, Tisya Desai ’27, Ipek Ergin ’28, Jaina Markel ’28 and Lia Roman ’27 received a Judges Award for their innovative demonstration of machine learning and how it might be applied to identify problems with electrical lines. A second Lower School team including Cydnei Crisden ’27, Emma Jean ’28, Vivian Matuch ’28, Sarah Reynolds ’28, Nora Ruse ’28 and Mano Thirumaran ’27 received a Project Award in the area of Presentation. This team presented a unique solution to the on-going traffic problem on the Schuylkill Expressway. Their presentation included a mini working prototype of the maglev monorail with community pods they were proposing. Coach Stephanie Greer also won an “Outstanding Mentor Award.”
Fifteen Baldwin Seniors Honored by National Merit Program
The National Merit Scholarship Program recently recognized 15 Baldwin seniors. Pictured here are: (Bottom Row) Jennifer Liu (Commended), Meghna Sreedhar (Commended), Melody Yu (Semifinalist), Mary Wu (Semifinalist), Annie Lin (Semifinalist), Lilly Siderowf (Semifinalist), Saachi Singh (Seminfinalist), Katherine Yang (Semifinalist); (Top Row) Sydney Zilch (Commended), Abby Shen (Semifinalist), Lisa Wang (Commended), Emily Xiong (Semifinalist), Sophie Feng (Semifinalist) and Kit Conklin (Commended). (Not pictured) Ava Rosenberger (Commended). The students were recognized for their outstanding performance on the 2018 Preliminary SAT/National Merit Scholarship Qualifying Test.
MIDDLE SCHOOL GOES GREEN
Isabella Feigenberg ‘25, Anna Altman ‘24 and Apsara Reese ‘24 work together to filter water.
In December, Middle School homerooms banded together to compete against one another in a series of events to determine who was the “greenest” of them all. This environmentally friendly project provided students with an opportunity to use their collaborative problem-solving skills to design and construct solutions to relevant and authentic problems. The students were challenged to build a geodesic dome and explore the energy efficiency of the structure, build functional electric vehicles using various power sources, design and construct a wind turbine to generate the greatest amount of energy and filter and purify a water sample, making it drinkable by humans.
SENIOR SCIENCE, ENGLISH CLASSES HOST JOINT SEMINAR Baldwin held a joint seminar for seniors taking the English class “Black in America” and Environmental Science. In total, 28 seniors participated. The students were assigned readings for both classes that explored the concept of environmental justice and, specifically, environmental racism. The goal was to have the girls examine the intersection of race, money, power and the environment. WINTER 2020 ECHOES
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ARTS THEATRE CLASS RECORDS PODCAST
Jewelry Classes Learn Foundational Skills In jewelry class, students learn the foundational skills for making individually designed pieces of jewelry. Skills are taught in a logical sequence allowing each student to complete pieces of quality craftsmanship while gaining independence and confidence in the studio. The basics of metalsmithing (cutting metal with a saw and soldering with a heat torch) are emphasized. After
Samantha Eill ‘21 and Julie Brose ‘23 record a storytelling podcast.
mastering the basics, students go on to more complex, personalized work with different
The Upper School Introduction to Theatre class went in to the “studio” to record a musical adaptation of Kenneth Graham’s Wind in the Willows. After weeks of rehearsal, the studentactors performed a 45-minute version of the script for a storytelling podcast. The project focused on the power of the spoken/recorded word to convey a story, along with voicing a character. Students listened back to their recording for their own assessment.
metals and materials.
Tessa Pearlstein ‘21 works in the jewelry studio.
Grade 3 Uses Origami to Create Paper Relief Designs Our Grade 3 students are building on their understanding of using a radial point in a symmetrical composition to emphasize rotation, repetition and balance. They were introduced to three types of origami folds (hat, kite and samurai folds) and spent time practicing the folds and using warm, cool or complementary colors to create their folds for their final piece. Students used their folds like pieces in a puzzle to create a radially symmetric paper relief design. Addison Bengston ‘29 creates her paper relief design.
GRADE 6 WORKS ON CERAMICS
All-School Fall Art Exhibition The All-School Art Exhibition was on display this fall in the Fackenthal-Pethick Art Gallery, featuring work from all three
Nina Heverin-Alvarado ‘26 paints her ceramic cup.
This fall, Grade 6 students worked on ceramics in the art studio, learning the basic techniques traditionally used to create pottery: pinching, slab construction and the potter’s wheel. They made some impressive tea sets, including cups and saucers, sugar bowls and creamers. 8
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divisions of the School and all five studios of the Upper School. The Art Department was proud to share the work of our Baldwin student artists. To see all the works of art, visit our SmugMug site at www.baldwinschool.smugmug.com.
ARTS Maskers Perform Table for Two … or More This year’s fall play, Table for Two ... or More, centered on relationships that are made or broken behind or over a table.
GRADE 7 PLAYS CHIMES, SCORES VIDEO
Through five one-act comedies, this piece of furniture can be communal or divisive! Rachel Gopalani ‘23 and Emily Seltzer ‘20 act out a scene.
Grade 1 Performs Passport to France
Sisira Thumula ‘25 rings her chimes.
Baldwin’s Grade 1 students performed a play called Passport to France this fall, playing French children who gave a guided tour of Paris to the audience. During their unit on France, lessons were taught with a multi-disciplinary approach, combining art, music, science, reading and writing. The girls created French flags, passports, suitcases and decorated a paper doll dressed in Parisian style clothing. For the play, each girl learned songs, painted scenery and memorized facts before acting on stage. The culmination continued with lunch at the French Café, where the girls enjoyed sampling French foods such as quiche, croissants and a chocolate torte.
Upper School Sculpture Classes Get Creative The Sculpture II, III and IV classes all investigate contemporary sculptural issues through individual projects. They explore construction techniques and tools, using increasingly advanced methods and concepts. Students pursue individually set goals and select the material and type of artistic expression that best suits the creative experience. Pardis Dianatnejad ‘22 works on her sculpture.
Students in 7th grade spent the quarter working on playing the chimes, which are a precursor to the handbells they will play in the 8th grade. Playing the chimes teaches the students to work on reading rhythms and melodies while focusing on their specific chimes and playing as an ensemble. Additionally, the students created a silent video using iMovie that is ambiguous in nature. They were then responsible for creating music to go along with that video in two different styles. This project encourages thoughtfulness around how what we watch can be manipulated by what we hear.
MEGAN COOPER ’21 CREATES INDEPENDENT STUDY COURSE
In the US drawing studio, the ideas of line, shape, texture and color are taking a somewhat unusual form this year: Megan Cooper ’21 has created an independent study course for herself titled “Fashion Design (The Engineering of Clothing).” She is designing the pattern shapes for a formal gown, aligning them for fitting and ease of movement with the human body and combining textures and decorative details for visual impact. Megan has integrated in-house resources, her work with the Technological Students’ Association and input from outside experts in the clothing design field to chart her way forward. WINTER 2020 ECHOES
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ATHLETICS 2019 Fall Sports Celebrated at Awards Night DIRECTOR OF SQUASH MADELINE PERRY LEADS TEAM USA
Athletics celebrated the fall varsity and junior varsity teams, presented newly elected co-captains for next year, announced Most Valuable Player winners, recognized the fall All-InterAc League recipients and distributed split B letters and pins in November.
2019 MVPs Cross Country - Jasmine Bell ’21 Field Hockey - Alice Zehner ’21 Soccer - Alex Loomis ’20
The 2019 Fall Sports MVPs were Jasmine Bell ’21, Torrie Smith ’20, Alex Loomis ’20, Olivia Stratton ‘21 and Alice Zehner ’21 (not pictured).
Tennis - Torrie Smith ’20 Volleyball - Olivia Stratton ’21
Madeline Perry, Director of Squash, led Team USA to a strong performance at the Pan American Junior Championships in June, in Toronto, Canada. Perry was chosen by U.S. Squash to coach the Junior Pan Am Team, composed of top ranked Boys and Girls U17 and U19. Team USA earned medals in four events — including girls’ doubles silver, boys’ individual bronze and boys’ and girls’ team bronze.
Cross Country: Jasmine Bell ’21 and Maddy
2019 Fall All-Inter-Ac League Recipients
Brown ’21
Soccer 1st Team: Alex Loomis ’20
Zehner ’21
Soccer 2nd Team: Clara Page ’22 and
Soccer: Rani Bleznak ’21, Ellie Capuano ’21
Brianna Wright ’22
and Taylor Levinson ’21
Tennis 1st Team: Izzy Antanavicius ’22,
Tennis: Presley Daggett ’21 and Berlyn
Presley Daggett ’21 and Torrie Smith ’20
Squillaro ’21
Volleyball 1st Team: Tessa Pearlstein ’21
Volleyball: Asia Blocker ’21 and Olivia
Volleyball 2nd Team: Elise Kait ’21
Stratton ’21
Field Hockey: Melissa Hans ’21 and Alice
2019 Winter Spirit Night Athletics hosted its annual Winter Spirit Night for the school community on December 19. Basketball, swimming and squash competed in home contests and the dance teams performed at halftime. The indoor track team organized a kids’ fun run. It was a great community event to close out 2019.
MADDY BRILL-EDWARDS ’15 SIGNS PROFESSIONAL CONTRACT Maddy Brill-Edwards ’15, a four-year member of the College of Charleston soccer program and recent graduate of their Class of 2019, signed a professional contract with the Hearts soccer club in Scotland. 10
2020 Co-Captains
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ATHLETICS Baldwin Tennis Singles Win Gold Medals For the first time in program history, varsity tennis won gold medals in all three singles divisions at the Inter-Ac League Championships. Izzy Antanavicius ’22 (1st singles), Torrie Smith ’20 (2nd singles) and Presley Daggett ’21 (3rd singles) won gold medals. The third doubles team of Armina Emami ’20 and Mimi Salgado ’21 won a bronze medal. Varsity tennis finished in 2nd place in the league standings.
ANYA MOSTEK ’22 NAMED SWIMMING SCHOLASTIC ALL-AMERICAN
Torrie Smith ’20, Izzy Antanavicius ’22 and Presley Daggett ’21 celebrate their wins.
Baldwin Squash Players Earn Scholar Athlete Award Nine current and former Baldwin squash players earned the 2018-19 U.S. Squash Scholar Athlete Award. These Bears achieved a 3.5 or higher GPA at the end of the school year and have played in four U.S. Squash accredited singles tournaments or an approved number of U.S. Squash Scholastic Squash Program matches. Congratulations to Sydney Bramen ’22, Theresa Kay ’21, Grace Lavin ’21, Isabelle Lee ’21, Sophia Lee ’22, Alexis Shatzman ’19, Saachi Singh ’20, Meghna Sreedhar ’20 and Isabella Tyminski ’19.
Varsity swimming standout Anya Mostek ’22 was named a 2018-19 USA Swimming Scholastic All-American. To earn the title of Scholastic All-American, athletes must be in 9th-12th grade and maintain a minimum 3.5 grade point average while meeting the 2018 Winter Junior time standards in the pool.
CREW TEAM MEMBERS EARN SCHOLASTIC HONOR ROLL RECOGNITION
Jada Williams ’20 (left) and Ava Rosenberger ’20 earned Honorable Mention recognition on the 2019-20 USRowing Scholastic Honor Roll. The Honor Roll recognizes high school seniors who have excelled in both academics and rowing, having successfully competed at or above the league or regional level. WINTER 2020 ECHOES
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FACULTY Reed Fellowship for Excellence in Teaching: Named in honor of Marjorie Lindsay Reed ’39, this award provides funds to further enhance a faculty member’s role in the classroom. Classics Coordinator and Latin Teacher Jeannette Keshishian was the 2019 recipient, recognized at the All-School Winter Assembly in December. She hopes to travel to see artifacts from the ancient Roman and Greeks world. The Agnes and Sophie Dallas Irwin Fund: This fund aims to enrich a teacher’s life and was awarded to both Science Teacher and Grade 12 Dean Christie Reed (P ’23, ’28) who traveled to Rocky Mountain National Park and Vail, CO, with her family, and Science Teacher Graham Phillips who attended the Soul 2 Sole tap dance festival in Austin, TX, taking three-day courses and a full schedule of master classes. Anne C. Shoemaker Fund: This fund is to be used for personal enrichment or refreshment of self and spirit. This year’s award went to Lower School Art Teacher Andre Teixeira, who traveled to Portugal to see family and celebrate his grandmother’s 80th birthday. He also visited an art gallery and explored the use of art, craft and design and how they contributed to Portuguese cultural development. Friends of Ruth Fiesel Fund: Established to enrich a teacher’s intellectual or cultural life, this year’s award went to History Teacher Lisa Ameisen ’76 (P ’09, ’13), who traveled to Ireland with her daughter Savanna Stanton-Ameisen ’13. The once-in-a-lifetime experience included genealogical research at the new Epic Museum of Irish Emigration. Baldwin Benefits Fund: Established in 1991 by the Parents’ Association, these awards are given for curriculum development or enhancements. Awardees included the Library Services team of Lisa LopezCarickhoff, Director of Libraries and Information Services, Lauren Friedman-Way, Library and Media Specialist, and Sharon Nardelli, Upper School Librarian. They used the grant to develop “Creation Stations” that will expand the library’s support of maker learning, creativity, curiosity and innovation. Grade 4 Teachers Jaimee Fitzpatrick (P ’32) and Caity Cantrell along with Lower School library staff Emily Woodward (P ’29) and Shelly Lucia were also awarded for their newly designed, interactive, studentled unit called Museum Showcase. They traveled to several different museums in Philadelphia and interviewed an exhibit designer from the Franklin Institute to learn how to better support the Grade 4 students in their endeavors to blend their passions with their Pennsylvania research project.
LINDSAY DAVIS ELECTED AMBASSADOR FOR AACT Chemistry Teacher Lindsay Davis was elected to be the High School Ambassador for the American Association of Chemistry Teachers (AACT) for the 2019-2020 school year. She is representing the viewpoint of all high school chemistry teachers in America while serving on AACT’s National Governing Board.
SPRING GREENEY EARNS PhD IN U.S. HISTORY History Teacher Spring Greeney defended her dissertation and graduated from the University of Wisconsin-Madison, proud to have earned her PhD in U.S. History. Her dissertation, “What Clean Smells Like: An Environmental History of Doing the Wash, 1841-1994” examines the 150-year history of washing laundry to explain how synthetic chemicals became pervasive in U.S. homes and bodies. By focusing on the seemingly mundane, her project reveals the chemists and brand managers who popularized exacting 20th-century cleaning standards and the domestic workers who defended 19th-century practices in the face of proliferating detergents, dyes and synthetic fabrics.
PUBLISHED Head of School Dr. Marisa Porges ’96 has published numerous Op Ed articles including “What the Failed All-Female Spacewalk Tells Us About Office Temperature” in The New York Times and “In Today’s 24/7, Technology Driven World, Empathy Matters More Than Ever” and “Women Won’t Reach Men in Computer Sciences Until 2137 — Unless We Act Now” in The Philadelphia Inquirer. Cindy Lapinski, Director of the Middle School, published an Op Ed piece on cyberbullying in The Philadelphia Inquirer and in Main Line Suburban Life. Both Middle School Spanish Teacher, Grade 7 Dean and Diversity, Equity and Inclusion (DEI) Co-chair Gabbie ÁlvarezSpychalski (P ’20, ’27) and Coordinator of Academic Support and Enrichment Pia Awal Beirne each published an article in the National Association of Independent School’s magazine Independent Teacher. Gabbie published “Middle School Affinity Groups” and Pia published “A Model of Student Support: A Digital Referral Process.” 12
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FACULTY BECKY LEWIS EARNS MASTER’S DEGREE Lower School Science Teacher Becky Lewis received her Masters in Biology through a program known as Project Dragonfly, which is sponsored by Miami University of Ohio. The Global Field Program was 2.5 years and required Becky to travel to three different countries to participate in fieldwork in biology and conservation. In her travels, she studied whale sharks in Baja, Community Conservation and Marine Ecosystems in Belize and Rainforest and Sea Turtle Ecology in Costa Rica. In addition, she completed research projects in the field of conservation and became a published author. Her focus was to uncover why people don’t spend time outside much these days and to engage others to spend more time in the outdoors through education, technology and photography.
The William H. Simon, MD Faculty Enrichment Award in Science and the Humanities: This award allows a teacher to explore a subject that combines a topic in science with one in the humanities and was awarded to Instructional Coach, Math and DREAM Lab® Teacher Jason Potten. He is working to develop an integrated thematic curriculum centered around science content while connecting necessary skills in humanities to encapsulate both language arts and social studies. The theme is embedded in the essential question “What does it mean to be living?” and works to address this question through scientific, literary and social lenses. The Blair D. Stambaugh Award for Student and Faculty Enrichment: Supporting collaborative innovation and enrichment, this award went to Director of Libraries and Information Services Lisa Lopez-Carickhoff, Middle School Librarian Lauren Friedman-Way and Assistant Lower School Library Specialist Shelly Lucia, for their work, with students, to integrate Baldwin’s archives into the curriculum. Trustee Recognition Award: In recognition of their years of service to Baldwin, MyDung Duong, Kathy Gates (P ’09) and Christie Reed (P ’23, ’28) were presented with this award. The Lois Pressman Sabbatical Fund: This fund allows faculty members to pursue new knowledge in a way that will be personally enriching and will have a direct, beneficial impact on students. This year’s recipient was Science Department Chair Maggie Epstein (P ’26, ’31). She attended a week-long workshop in school leadership through the National Association of Independent Schools, working with independent school leaders from across the country. Rosamond Cross Endowed Teaching Chair: Established in 1988 in honor of the fourth Head of School, this award is given every two years to a full-time faculty member who made an outstanding contribution to his or her work, the Baldwin community or the broader field of education. Angela Bensinger, Chair of the Music Department, was the 2019 recipient. She will use the funds for professional development in music education, including a music theater workshop in New York City. She’ll also take in a few Broadway shows while there.
PRESENTED Head of School Dr. Marisa Porges ’96 was a panel member at the National Coalition of Girls’ School (NCGS) conference titled “Educating Girls Symposium” hosted at The Bryn Mawr School in Baltimore, MD in October. Her workshop session was titled “The Real Deal about Being Head of School: Leading Schools in This Day and Age.” Lower School Library Media Specialist Emily Woodward (P ’29) gave an INSPIRE! session: “Take & Make Kits @ Baldwin Libraries” at the NCGS June Conference in Pasadena, CA. English Teachers Alex Greco and Dr. Diane Senior (P ’16, ’18) presented “Perceived Choice, Real Learning - High School Reading Groups” at the Pennsylvania Council of Teachers of English and Language Arts conference at Pennsylvania State University in October. Ida Malloy, Coordinator of Civic Engagement, Jason Potten, Instructional Coach, Math and DREAM Lab® Teacher, and Gabbie Álvarez-Spychalski (P ’20, ’27), Spanish Teacher, Grade 7 Dean and DEI Co-chair, presented at the MCRC@ ADVIS Diversity, Equity and Inclusion conference in Wilmington, DE. MS Spanish Teacher, Grade 7 Dean and DEI Co-chair Gabbie Álvarez-Spychalski (P ’20, ’27) and Kerry Kettering-Goens (The Haverford School) presented “Colorism in the Latinx Community” at the National Association of Independent Schools 2019 People of Color Conference in Seattle in November. Classics Coordinator and Latin Teacher Jeannette Keshishian and Grade 8 Dean and Latin Teacher Stephanie Vogel each presented at the annual Latin Teachers’ Professional Day sponsored by the Philadelphia Classical Society, which was hosted at The Baldwin School. WINTER 2020 ECHOES
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THE FUTURE OF ALL-GIRLS EDUCATION In 1888, Florence Baldwin created The Baldwin School with what was an innovative vision for its time: to provide young women an exceptional, tailored education that prepares them for higher education and the world. Today, Baldwin girls still take pride in their love of learning and passion for original scholarship, as teachers help them find their voice and chart a personal path to positively impact their community. Faculty and staff have likewise not stopped thinking about the best way to prepare our girls to make significant, enduring contributions to the world, looking to build upon our school’s strong academic foundation by continuing to develop fresh, forward-looking curriculum. It’s how Baldwin is helping shape, now as always, the future of all-girls education.
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The future is hard to predict, but Baldwin is continually updating its program with the students’ future in mind. We know that the world will change considerably over the next few decades. Baldwin’s faculty and staff must therefore apply the most innovative, forwardlooking approaches to teaching and curriculum development, to continue
“
offerings. To help prepare our teachers for this work,
The process of collaborating with faculty to develop the interdisciplinary experiences was both enriching and exciting. Everyone learned so much from each other. … Dedicating time to support faculty in developing these experiences for our girls speaks volumes about the importance that Baldwin places on ensuring that we are creating a product that will help our girls grow as learners and as leaders.
“
BALDWIN CONTINUES TO LEAD THE WAY
Math and DREAM Lab® Teacher Jason Potten
giving our girls the skills
Baldwin sent a cohort of faculty to the University of Pennsylvania Graduate School of Education Project-Based Learning program. Our teachers spent a week last summer at the institute, getting more hands-on experience developing curricula that fully bridge subjects and integrate authentic, student-driven projects to apply learning in new ways. They continue to work closely with Dr. Zachary Herrmann, Director of the University
they need to succeed
of Pennsylvania program,
in school and after
and other experts who
graduation, today and for
provide ongoing guidance
years to come.
to Baldwin faculty as our program further develops.
Research shows that as many as 65% of the jobs
“In the Penn program, we
that students will have in
are learning to balance
2030 don’t exist today.
the core principles of
This unpredictability
PBL to better engage
helps define the skills and
students, inspire inquiry
traits we should nurture
and maximize learning,”
in today’s girls, including
explained History and English Teacher Bridget
the ability to be flexible and collaborative, to
Faculty take time to collaborate and develop their I2 courses.
Doherty. “We focus on specific goals and how
think critically and draw connections between
(PBL). These priorities
graduates for the fast-
even slight changes to
disciplines and to
help students gain a
paced, ever-changing
our instruction can have
communicate effectively
deeper understanding
world that awaits them.
a significant impact on
and work well in teams.
of multiple disciplines
Above all, our students need to know how to learn
content. This curricular
and love to learn.
approach gives our girls
TEACHERS AT THE FOREFRONT
students. Our cohort
and learn more than just
both the knowledge base
Faculty already capitalize
classroom, learn new
To focus on these
and ability to apply what
on the connections
tools and set goals
aspects of our academic
they learn in ways that
between disciplines, but
for implementation. It
program, Baldwin recently
will ensure they can find
this year and in the years
challenges us to actively
launched new all-school
creative solutions to any
to come, our strategic
engage in thinking about
initiatives centered
challenge they face, at
vision will build on this
the way we teach and why
around interdisciplinary,
school or beyond. It is the
foundation with new
as a constantly evolving
project-based learning
best way to prepare our
programs and curricular
process. This reflection
of teachers meets once a month to share our experiences in the
WINTER 2020 ECHOES
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is rewarding for both teacher and student, as we continue to strive for more meaningful classroom experiences.” “A highlight of participating in the Penn Program is receiving continual feedback over the course of this academic year as I take new risks in the classroom,” said English Teacher and Writing Center Coordinator Erin Addis. “There is a camaraderie amongst all the teachers to help each other succeed and provide
THE MAKING OF AN INTERDISCIPLINARY COURSE History Teacher Dr. Gretchen Boger (P ’23, ’27) and Biology Teacher Christie Reed (P ’23, ’28) have teamed up to create and teach “Monkey Business,” an I2 course for Grades 11-12 that explores Charles Darwin’s theory of evolution and what made its publication a watershed moment in science, religion and human society. After an introduction to the theory and why it was so provocative, students will explore examples of microevolution, the application of Darwin’s theories to human society by social Darwinists and cultural reasons for resistance to scientific findings.
support as we stretch ourselves as educators.” As has been the case for over 130 years, Baldwin takes pride in watching its exemplary faculty further perfect their craft and develop additional innovative, personalized ways to serve its academic mission and intellectually challenge the students.
AUTHENTIC LEARNING IN ACTION As Baldwin’s faculty bring the strategic vision to life, students will explore overlapping concepts through discussions, student-led research and unique projects, both in the classroom and during time that’s set aside for more in-depth interdisciplinary work. Two examples of such work being launched this school year are the Middle and Upper School Interdisciplinary Institute (I2) 16
Students will examine the genetic relatedness between humans and primates, observe monkeys, gorillas and orangutans in the Primate Reserve at the Philadelphia Zoo and hear from a visiting scholar about his interdisciplinary work with chimpanzees. Ultimately, students will develop an online museum exhibit, a web-based teaching module or a TedEd video miniseries, which addresses questions such as “Are humans still evolving?” or “How can one speak meaningfully across divides between those who embrace science and those who resist it?” During the fall semester, the colleagues spent their professional learning hours narrowing down their focus and working together to plan an interactive, thought-provoking discussion and project-based course that links science, history and politics. “One of my favorite things about teaching at Baldwin is collaborating with my colleagues,” explained Reed. “To be able to spend time with someone whom I respect immensely while planning a class that I would want to take myself, has been a highlight of the I2 experience thus far. Gretchen and I began the process by brainstorming a list of potential ideas for our class, but this created a major issue — how would we choose?” “Christie and I have found that some of the skills that biology requires are the same skills history requires — for example, being able to visualize and understand a sequence of events that you can’t see, either because they’re microscopic or because they happened in the past,” said Boger. “So when the chance came to teach a class that combines our disciplines, we already had more common ground than you might suppose. And in prepping for the course, I find I’m reading much more science material. Teaching this course is like license to learn a new field myself. I can’t wait to be in the room when Christie is leading activities.”
Interdisciplinary Incubator (i2) Expo. In the Middle and Upper Schools, Baldwin will pause regular classes in mid-March to dive into I2. During this specially scheduled program, students will work with teams of faculty from different subjects to explore topics at the
“
According to Middle School Spanish Teacher
The students have embraced i2 from the very start. They were excited to explore different group activities that helped them to use critical thinking skills to problem solve and had so much fun during initial i2 lessons about teamwork and community building.
Gabbie Álvarez-Spychalski (P ’20, ’27), “There are four core principles of PBL: collaboration,
“
and the Lower School
Grade 2 Teacher Erin Hesketh
intersection of multiple
iteration, authenticity and discipline. These are the key components of each student’s I2 experience. This enables our students to experience first-hand some of the constraints and affordances they may encounter in college and
disciplines.
real-life, and will help us to In one seminar, our
better facilitate students’
physics, math and music
learning.”
teachers will jointly lead students through a
In Lower School, our
study of waves. They will
students have been
consider how sound waves
working throughout the
are formed, how those
year on interdisciplinary
waves are mathematically
projects, which will be
represented and how they
showcased at this spring’s
come together to create
public i2 Expo. Throughout
music. The class will then
the year, this aspect of
visit the pipe organ at
their academic studies
Bryn Mawr Presbyterian
has focused on health
Church as they learn how
and medicine, helping
different instruments
the girls explore the
create musical sounds,
systems of the body and
with the goal of combining instruments they already own or will make to play
the impact of nutrition, Grade 2 launched their i2 project in the classroom with different learning centers that included a Play-Doh dentist kit. The girls were able to explore the mouth and teeth and learn how to floss.
a simple tune as a group.
exercise, technology and the environment on those systems.
As Science Teacher Jeff
would give a much broader
examples). These in-depth
Goldader describes it,
and more meaningful
seminars include meetings
For the first several weeks
“Understanding how music
interdisciplinary
with experts, trips to
of this interdisciplinary
is created and perceived
experience.”
understand the subjects
work, students focused
in authentic, real-world
on the building blocks
concept for the arts, math
Other examples of I2
scenarios and student-
of PBL, including
and science. When Math
courses being offered
led research projects.
teambuilding, risk-taking
Teacher John O'Connor
by teams of Middle and
Many will conclude with
and collaboration. Lower
wished to work on
Upper School teachers
presentations to the wider
School classes spent
waves, and Handbells
include Feminism and the
School community, helping
time establishing group
Teacher Emily Ballentine
Modern Middle Schooler,
our girls refine their ability
norms, focusing on how
Erb suggested the physics
The Chemistry of Jewelry
to understand, apply and
to work productively
of music, it was clear
and The Age of the App
communicate what they
as a whole class and
combining those ideas
(see page 19 for additional
learned to others.
in smaller groups, and
is a natural unifying
WINTER 2020 ECHOES
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The Grade 4 and 8 Book Buddies Project is a collaborative, PBL and community building activity where students co-write and publish short stories together and develop relationships across grades.
discussing what it means
Each class launched their
in our Athletic Center,
“Our students will
to be a good teammate
i2 projects in unique,
discussing the science
benefit from having
and collaborator. Another
innovative ways. For
behind their moves, and
to think outside the
important part of the
example, Pre-K used their
Grade 5 brainstormed
box,” explained Science
Lower School i2 program
five senses to decide if a
how technology can
Teacher Becky Lewis.
is reflection. Classes leave
jar was filled with sugar
impact health, both
“They are entering a
time at the end of each
or salt, while Grade 4 first
positively and negatively.
world in which you can
work session to reflect on
visited a mock grocery
Every step along the
look up the answer to
their activity, so students
store and then a real
way was tailored to our
almost every question.
master the material and
one, to fuel their thinking
girls, in age-specific ways
However, what is lacking
improve how to learn,
about what kinds of
that encouraged them to
in most education is
too. Teachers help them
foods they typically buy
connect their academic
teaching the process of
think about what went
and what ingredients
studies to the world
finding an answer to a
well and what didn’t, how
those foods contain.
around them. See page
question that can't be
to approach the work
Our Kindergarten tried
21 for what each grade is
easily looked up. That’s
differently next time and
multiple forms of exercise
studying.
what we do at Baldwin.
reinforce their love for the
“The skills we are
process of learning.
working on are not
“The students have
necessarily skills you
embraced i2 from the very
can put on a test or
start,” said Grade 2 Teacher
memorize,” Lewis
Erin Hesketh. “They were
continued. “For example,
excited to explore different
the process of learning
group activities that
to juggle all the moving
helped them to use critical
parts of a project teaches
thinking skills to problem
our students resilience.
solve and had so much
These kind of skills are
fun during initial i2 lessons
so valuable because they
about teamwork and community building.” 18
BALDWINSCHOOL.ORG
Grade 8 Algebra and English students worked together on math concepts that supported a novel they were reading.
allow our students to become leaders who will
MIDDLE AND UPPER SCHOOL INTERDISCIPLINARY INSTITUTE A Sample of Courses
BIOMIMICRY — Mother nature is remarkable in that for every conceivable problem, there seems to be a solution. Humans have been inspired by nature for centuries, and we mimic natural solutions to help us with our world’s difficult problems. Students will study unusual plants and animals to figure out which of today’s problems nature can help us solve. They will explore the engineering behind these solutions, creating scale models and conducting labs to illustrate the physics.
HATERS GONNA’ HATE? — Why do human beings hate? Do music and language contribute to or combat hatred? Students will pick a situation in which hatred tears at the fabric of human connection. Using Spanish and music as their primary superpowers, students will find a solution that promises to repair and reinforce the quality of that connection. They will take on the role of linguist, musicologist, film director, dancer and During a professional learning hour, faculty were given art supplies and asked to represent editor to create a culminating project their I2 course in a creative way. of their choosing that exemplifies their findings, ideally while gaining some THE ART OF FAILURE — Students will create a fluency in both music and Spanish. real-world product, such as a site-specific art installation, collaborative exhibition or individual MAPS, MATH AND DEMOCRACY — Does your pop-up artwork, that will take viewers on a vote count? It depends on where you live. You journey through an immersive experience. This may have been “packed,” “cracked” or “split” project, designed and executed by students without even knowing it. Because of these and for students, will tell their own personal gerrymandering techniques, the Pennsylvania stories of “failure,” using both visual and literary Supreme Court recently ruled the state’s 2011 tools. However, the emphasis will not be on congressional district maps unconstitutional. the technical crafting of a “perfect” finished This year, Pennsylvania will once again product but on the individual and collective art, redraw its political maps. Students will have from research and idea generation through a an opportunity to participate directly in this final public display for the Baldwin community. process as engaged citizens and determine what they value most in the democratic process. TO BE OR NOT TO BE… POISONED — Modern Using state-of-the-art mapping software, science or ancient alchemy? William Shakespeare students will apply mathematical models and incorporates love potions, sleeping potions and analyze demographics to create their own poisons as significant plot points in several of his 2020 Pennsylvania Congressional maps that plays. Students will use basic chemistry either to will be entered in a state-wide contest for prove the potency of these poisons or to alter high school students. They will also travel to the play using knowledge of modern medicines the state capitol in Harrisburg to present their maps to their elected representatives. and toxicology.
For a full list of courses, visit our website www.baldwinschool.org/I2. WINTER 2020 ECHOES
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During the Middle School Interdisciplinary challenge, students were asked to build functional electric vehicles using various power sources, which then competed in a race against other design squads.
will understand how to
them to be authentic
critically think about
writers, scientists,
whatever challenge they
engineers, artists and
HIGH IMPACT FOR BOTH STUDENTS AND FACULTY
face. This new initiative
every other discipline you
To support the faculty’s
professional learning
helps us put our students
can think of!”
ability to collaborate
hours built into our weekly
easily maneuver around
in the driving seat of
roadblocks, because they
their education and allows
across disciplines and bring this new programming to our girls, this school year saw the introduction of structured
The Holocaust studies and French Literature classes joined forces to learn the history and historiography of the Holocaust as they study Une jeunesse au temps de la Shoah, Simone Veil’s indelible account of her childhood and survival in the Auschwitz and Bergen-Belsen camps. This year, the classes went to the United States Holocaust Memorial Museum in Washington, DC.
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schedule. During this time, all teachers and staff participated in dialogue and instruction around best practices for interdisciplinary project-based work, received professional development support from outside experts and had time to work together on their I2 and i2 courses.
LOWER SCHOOL INTERDISCIPLINARY INCUBATOR
“The process of collaborating with faculty to develop the I2 experiences was both enriching and exciting,” said Math and DREAM Lab® Teacher Jason Potten. “Everyone learned so much from each other. We were able to be vulnerable with what we knew and did not know, with the constant intent of creating a quality, enriching experience for all of the students. Dedicating time to support faculty in developing these experiences for our girls speaks volumes about the importance that Baldwin places on ensuring that we are creating a product that will help our girls grow as learners and as leaders.” The I2 and i2 experience is equally impactful for Baldwin’s students. “Our students have reacted with great excitement,” said Lewis. “They see that the sky is the limit. School isn’t just within our walls, but in our community and everywhere they look. For example, when second grade had questions about dental health, we visited a local expert in the field. This exposure at such a young age is crucial, since it allows our girls to think about all the possibilities of what their future could hold. With this initiative, we are allowing the students to become stakeholders in their education in new ways. That voice and choice is so very Baldwin.” Addis agreed, noting “Our girls are being inspired to take more risks and are motivated by the potential connections between their work in the classroom and the world beyond school.” Florence Baldwin would no doubt be proud to see our faculty and students in action. As has long been the case, Baldwin’s mission of academic excellence is reaching new levels, with today’s girls’ futures in mind.
Kindergarten launched their i2 project in the gym with a variety of stations. They worked on balance and hand-eye coordination, walked and ran around the indoor track, jumped rope, hula-hooped and kicked balls into a net.
THE FIVE SENSES — Baldwin’s Pre-K is exploring the five senses and how they use them to help navigate the world. They will also learn how to use their senses to figure out real-life problems. EXERCISE — The Kindergarten class is investigating the topic of exercise and will explore different forms of exercise and how it affects our wellness. BALANCING BRAINS AND BODIES — Grade 1 is learning how the brain and body work together to help physical and mental health. DENTAL HEALTH — Grade 2 is learning about dental health, exploring how their choices affect dental health and why dental care is important to overall health and wellness. SAFETY — Grade 3 is delving into the topic of safety and is investigating how safety helps us in our lives, the impact of safety rules and tools on our society and how these differ in certain scenarios and jobs. NUTRITION — Grade 4 is exploring nutrition and investigating how food choices impact individual and societal health in the present and for the future. HEALTH AND TECHNOLOGY — Grade 5 is examining technology and its impact on health, wellness and the field of medicine. WINTER 2020 ECHOES
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THE OFFICIAL
of Mascots WINNIE
In 1982, 1982,
the student Athletic Association decided that Baldwin
needed a mascot. Nancy Kardon ’83, then president of the Athletic Association, and classmate Heidi Schumacher Wilson ’83 visited a few costume shops to find the perfect good luck charm for Baldwin. They decided on a white bear and held a school-wide naming contest. The winning name — Winnie — stands for BaldWIN’s winning teams!
Far left: Winnie hugs then third grader Alexis Cains, the student who won the bear-naming contest in the Fall of 1982. Winnie with swim team captain Nancy Steck Blanks ’83 and basketball captain Sally Panzer ’83 in the Winter 1983 edition of Echoes.
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AND UNOFFICIAL
Baldwin
DISCO
When
she became Baldwin’s 8th Head of School, Dr. Marisa Porges ’96
introduced the community to Disco, her spunky cockapoo! Disco loves spending his days at Baldwin, playfully greeting students, faculty and staff. ______________________________________________________________________ Meaning of his name: Disco is a shorthand reference to the District of Columbia, which is where Dr. Porges and husband Dr. Scott Moore were living when they adopted him. Our Latin students note that Disco's name also appears in Baldwin's motto "Disce Verum Laborem." Breed: A cockapoo – a mix between a cocker spaniel and poodle. Favorite place to take a walk: Disco loves to visit Bryn Mawr's many coffee houses (read: crumbs on the floor) and Baldwin’s campus, for the infamous Baldwin cookie crumbs and lots of hugs from students. Favorite human food: Peanut butter. Favorite outfit: Baldwin bandana. Favorite Baldwin moment: The birthday parties we throw for him. Funniest quirk: Stealing little brother Zac’s pacifier. 23
Why I Give
Celebrating Philanthropy This fall, we welcomed Baldwin’s leadership, planned giving and consecutive (20+ years) donors back to campus for an immersive event that showcased our newest academic programming. Faculty members English Teacher and Writing Center Coordinator Erin Addis, Math Teacher Harvey Campbell, History and English Teacher Bridget Doherty, History Teacher Dr. Spring Greeney, Grade 3 Teacher Peter Greenhalgh, Math Teacher Jennifer Lee and Kindergarten Teacher Carol Zortman presented demonstrations and shared how they are implementing the strategic vision through interdisciplinary work within their classrooms. Attendees were given the hands-on opportunity to experience how Baldwin girls are solving real-world problems collaboratively and see how they are nurturing their passion. The following donors joined us for this Celebration of Philanthropy and shared their stories about why they’ve made Baldwin a philanthropic priority and what inspires them to give.
Mrs. Kimberly Heuer (Baldwin School Parents' Association President) and Dr. Gregory Heuer (P ’27) Seeing the pure joy our daughter has for learning inspires us to give to Baldwin. She comes home with a smile every day and tells us about everything she’s learned, and then is excited to go back to school in the morning. We firmly believe this joy is entirely due to Baldwin’s amazing faculty and staff. We know that our gift to The Baldwin School will benefit every Baldwin girl. Gifts to Baldwin are used in so many ways - program innovation, technology investment, scholarships - ultimately enhancing each girls’ education and experience. Every dollar truly impacts every girl.
MS. RACHEL SHOEMAKER ’08 I decided to make Baldwin a philanthropic priority when I looked back on my time here and truly understood the incredible opportunities I had as a result of my education. I then knew that making Baldwin a priority for giving had been the right thing to do when I returned in 2013 for my 5th reunion. I was amazed by the innovative and exciting new programs that the School had for students - only five years after I graduated! Now, this feeling of wonder is something I experience every time I return to Baldwin! The faculty and staff’s passion and their constant drive for excellence in what they provide their students is remarkable and I am thrilled that my donations are going toward supporting these programs and our next generation of Baldwin women. 24
BALDWINSCHOOL.ORG
We made Baldwin a philanthropic priority because Baldwin girls are the leaders of tomorrow. Spend two minutes with them and you will know it is true! We hope that, together with other donors, our support for the School’s amazing programming provides every Baldwin girl with the opportunity to find her passion, voice and confidence to make a difference in the future in whatever field or endeavor she chooses.
Ms. Martha Ortiz (Board of Trustees Treasurer) and Dr. Robert Diamond (P ’16) We want to see more successful women in the workplace, in fairly compensated leadership positions. What better way to advance that cause than to fill the pipeline with welleducated women. That pipeline is definitely a priority for us. When we observe how well-educated our daughter is, we are inspired to make that education available to other girls and young women. Our gift allows the School to admit girls who cannot afford the independent school education. Removing the financial constraint on admissions allows the School to create a socioeconomically diverse community that benefits all the girls, and indeed benefited our daughter.
Why I Give Mrs. Rebecca Bramen and Mr. Darren Bramen (P ’22) From our perspective as parents of two daughters, Baldwin’s outstanding faculty and administration form the pillars of an institution singularly focused on guiding the next generation of young women, our daughters, to be their best versions of themselves. This is how we chose Baldwin to take a central DR. CAROLYN SIMPSON role in helping us SCOTT ’74 (P ’11) achieve one of As a parent our life’s greatest of a recent imperatives: the alumna, I success and have observed happiness of our Baldwin’s daughters as they impact on begin forming educating and reaching for their own hopes and goals. The School and the wider Baldwin girls over community provide all-important structure, instruction and generations. inspiration that our daughters rely on as they grow and mature. The girls It became clear to us both that Baldwin would challenge our continue to daughters, but also support them. It is a school that motivates experience its students to reach for the stars, but then helps elevate them learning in a supportive environment where lifeas they look upward and forward. These are the things, mostly long friendships develop. The stellar faculty is one of intangible and hard to describe, that inspire us to give to the Baldwin’s strengths and when combined with the new School. Such giving, we believe, will advance Baldwin in fulfilling interdisciplinary curricula will further instill a strong its mission both now and for future generations.
Ms. Kathryn Taylor ’70 I came to Baldwin in 10th grade, a boarder from a small town in central Pennsylvania: Hollidaysburg, population about 5,000. Baldwin opened up my life in many ways. As a boarder, I made friends from across the country, many of whom remain my closest friends today. I was introduced to a level of teaching excellence that (unfortunately) I could never have experienced in Hollidaysburg. And to be so close to everything that Philadelphia offered — Philadelphia Orchestra, Forrest Theater, seeing Judy Collins or Leonard Cohen at the Academy of Music. The experience of being around strong, confident girls and women was the best preparation for me to go to Princeton, which had just gone co-ed. When I got on campus there were only 400 women among more than 4,000 total undergraduate students. But it never occurred to me to feel that I wasn’t equal to all those young men! In its totality, Baldwin was transformational for me. Times are different now and all the current students have grown up with Philadelphia in their background, but Baldwin’s excellence and breadth of experience remain transformational for today’s young women. And I want to give back as a thank you and in a small way help to perpetuate that Baldwin experience.
work ethic and a love of learning in our daughters. I am passionate about supporting faculty development and enrichment enabling Baldwin to continue as a leader in girls’ education across academics, athletics and the arts. I feel at home when I drive through the iron gates, past the cherry trees and look up at the beauty of the Residence. I credit Baldwin with more than just my education - it also taught me the value of giving back to my community and growing as an individual. I developed an attitude of strength and resilience that enabled me to start medical school at the age of 30 with a nine-month-old daughter. Supporting Baldwin empowers future women leaders in the same way Baldwin empowered me.
Since graduation, I have continued to be involved with Baldwin in numerous ways; most recently, I had the privilege of serving on the Board of Trustees. Listening to stories from current parents of their daughters’ accomplishments, reinforces the importance of the School in the lives of young women. The innovative faculty and administration make certain that the girls are studying with methods of learning and team building skills that will enable them to problem solve in the future world. As an alumna, making Baldwin a philanthropic priority ensures the continuation of this legacy. WINTER 2020 ECHOES
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At Baldwin, we encourage our girls to aim high and achieve greatness. Baldwin girls conquer each day with a can-do mindset. Empowered by a faculty that inspires confidence, girls of all ages meet new challenges and aspire to excel in the classroom, in the lab, on the field, in the studio, on the stage and in our greater community. Through your support of The Baldwin Fund, you help us give each and every student the power to succeed and realize her goals.
Make an investment in Baldwin’s future today with a gift to The Baldwin Fund by visiting www.baldwinschool.org/gift.
Reunion
Nonprofit Organization U.S. Postage
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Permit No. 13 Conshohocken, PA
701 Montgomery Avenue Bryn Mawr, PA 19010
Celebrating
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Highlights include:
Classes of Green Dinner | Alumnae Awards | All-Alumnae Picnic Alex Wake ‘05 Memorial Run and 1 Mile Walk For additional information about Reunion Weekend and general alumnae inquiries, please contact The Office of Advancement and Alumnae Engagement at alumnae@baldwinschool.org or (610) 525-2700, x231.
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