The Jag - Spring 2019 by Wellington

JAG

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Spring 2019

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FEATURES

A CLOSER LOOK

ATHLETICS

The Brisk Effect

Better Together: STEM and the Humanities for the Modern World

Boys Varsity Golf Swings to State Championship Victory

Dear Parents, As I write the final letter as head of school for The Jag magazine, I think back to my first appearance in the school magazine in the winter of 2006/2007. On the cover, a much younger Rob Brisk, not yet head of Wellington looks back at me with excitement and a little fear. He is holding a hardhat, a reminder both of my family’s background in construction, and the school’s desperate need at the time to update facilities. If I could speak to that Rob, “Don’t worry too much it’s going to be great.”

Personally I lost and gained many things including, but not limited to weight. I’ve lost my 20-20 vision, a parent, adolescent children underfoot, most of what was left of my New Jersey accent, my sense of the unknown with regard to Wellington. I’ve gained a sense of accomplishment, gray hair, the joy of

having two wonderful adult sons in my life and an appreciation that time flows by and we are lucky to see the beauty of its passage. Some things remain, an amazing wife who is up for any adventure, my conviction that education is about children, not about systems, and my belief in Wellington’s capacity to be a model for education for The United States of America. As I think about Wellington’s course over my time, I see only gains. The school has added nearly 80 students a year since I arrived. In 2010 we opened a highly effective building containing much of the lower and upper schools, and the Abbott Family Learning Center. We have unquestionably added to an enhanced Wellington mission to promote a bold, agile, and potent education which helps students to find passions and pursue them in depth, to prepare for lives deeply meaningful to themselves and others. Where once mobile classrooms, new idea-embracing faculty, and independent research were exceptions, they are now the rule. I am also proud of the future for which we have prepared Wellington. The administrative team, led by my extraordinary successor, Dr. Jeff

Terwin is energetic, knowledgeable, and supremely forward thinking. As I sit with them in these last months of my tenure, I am gratified by their imagination and drive. I am proud that our faculty is hugely more diverse than it was 12 years ago, and that they have taken the challenge to create, to experiment, to inspire in new ways. Feedback from our employees tells us that they feel new ideas are embraced, and they have embraced ideas that bring value to our students. I am delighted that, more so than 12 years ago, students have opportunities to pursue areas of passion in depth, and that more and more every year, they seize those chances. They pursue their education beyond the classroom, in the labs, the state house, the libraries, the charitable institutions, the performance halls, fields, and courts around Columbus and beyond.

“It has been my joy and honor to impact human beings in positive ways, to teach, and to learn.” ROBERT BRISK P ’13 ’15

More than anything, I view my legacy as the people who have taken directions they might not otherwise have taken had it not been for what we’ve built at Wellington. It has been my joy and honor to impact human beings in positive ways, to teach, and to learn. Being head of school, as my friend Jeff Terwin will soon find out, is glorious and humbling. While my passion in education has been in the area of pedagogy and curriculum, over my years here, I’ve learned that it is the beauty of people that makes the work so heartening. I have often said that when my wonderful brother, the construction executive, has a bad day, he doesn’t get to step out of his office and high five a group of kindergartners. I do. As I head off for my next assignment I’m filled with gratitude, gratitude to the board of trustees led by three very different but astonishingly giving partners, Larry Abbott, Nancy Kramer, and Ted Manley. I am thankful to parents who have been supportive, challenging, and unified in dreaming on behalf of their children. I am thankful to a staff that isn’t paid enough but gives in excess. And, of course, to a family that I have managed not to ruin.

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All heads of school hope to leave their schools better than they found them, and I am confident that I have succeeded in fulfilling that commandment. As I take on my next challenge in service to Wellington, The Wellington Initiative, I will watch with eager anticipation as Jeff Terwin and company make the next bold leaps. I know in my heart that Wellington will become even better, more agile, more potent, more accessible. Thank you all for having given me my turn. Warm regards,

THE JAG is published by Wellington for all members of our community. Please send any comments to Yvonne Johnson at johnson2@wellington.org.

EDITOR:

Yvonne Johnson P ’25 ’27 CONTRIBUTORS:

Jaedyn Gaines ’19 Yvonne Johnson P ’25 ’27 Jennifer Leonard P ’33 Freddie Lin ’20 Cindy Locker P ’18 ’19 Ted Manley P ’21 ’24 Michelle Neely Ben Sierzputowski ’19 Regina Smith P ’29 ’33 Gina Spicer P ’24 ’26 Danielle Turkovich P ’29 ’33 COPYEDITORS:

Robert D. Brisk P ’13 ’15 Head of School

Rachel Althof P ’31 Melanie Eggleton Amanda Pierce Regina Smith P ’29 ’33 Jeff Terwin Danielle Turkovich P ’29 ’33 PHOTO CREDITS:

Rodney Crimes Cliona Howie ’93 Mikaela Howie ’97 Olga Howie P ’90 ’93 ’97 Nick Fancher Amanda Pierce wayne Lin P ’20 ’22 DESIGN:

Rodney Crimes

TABLE OF CONTENTS

“Wellington’s culture of acceptance and support of diversity also prepared me well to be able to communicate and connect with all sorts of people, which is so important, no matter which professional road you take.”

PAGE 3

Howie Sisters Keep Close to Nature’s Heart

MIKAELA HOWIE ’97

ON THE COVER: The State Championship golf team included Jackson Jacobs ’22, Jack Doody ’19, Jay Briggs ’19, Coach Craig Mosier ’01, Garrett Thesing ’20, Aidan Schumer ’20, Carsten Judge ’21

FEATURES

The Brisk Effect: Transforming the Landscape of Independent Education

A CLOSER LOOK

ATHLETICS

Just One Shot

ALUMNI

Alumni News 35

Math Appeal

Boys Varsity Golf Swings to State Championship Victory 29

Better Together: STEM and the Humanities for the Modern World 23

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Jag Athletic Highlights 32

Robert Sloan and David Harris Remembered 40

“BE WATER” JAEDYN GAINES ’19

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FEATURE

Howie Sisters Keep Close to Nature’s Heart “Keep close to Nature’s heart... and break clear, once in awhile, and climb a mountain or spend a week in the woods. Wash your spirit clean.” - John Muir

Mikaela Howie ’97 hikes up a burn area in Glacier National Park to survey for black swift nests.

In February 1941, a fire raged through the Spanish northern coastal town of Santander for two days, killing one fireman and burning 376 buildings to the ground. Overnight, 10,000 people lost their homes and 7,000 had no jobs to return to. The medieval city center was destroyed. Today, Santander has emerged a Smart City, using electronic data collection to efficiently manage resources like power and the water supply, and Spain’s largest corporation, Banco Santander, is headquartered there. For Wellington alumna Cliona Howie ’93, it is home. It is also the base from where she frequently travels as a circle economy business developer for Climate - KIC, Europe’s largest public-private partnership on climate innovation and entrepreneurship. On any given week, she can be found in a European city engaged in intense meetings with business, government, and political leaders. It seems only fitting that after choosing to make the environment and sustainability her career, Cliona should live in Santander, a city completely reborn from the ashes of a natural disaster and transformed into an eco-city on the hill. But that would only be part of the story. Santander is also the birthplace of her mother Olga and a setting that Cliona, along with brother Morgan ’90 and sister Mikaela ’97, became intimately familiar with from an early age. Although Olga moved to Ireland at 19 to learn English and immerse herself in a new culture, eventually meeting their father Michael, himself an Englishman pursuing a medical degree at Trinity College in Dublin, Santander remained ever present in their lives.

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and conservation statuses. She also will install stream gauges along the Yellowstone River this spring to set up a long-term monitoring system for the river to provide baseline data for years to come.

“As children we spent our summers living in our grandparents’ house in Northern Spain,” Cliona says. “The experience of this complete contrast to our normal Midwest life was enough of a spark to know that I would somehow, someday live in Europe.” Mikaela had a similar foretelling experience during their visits. “My grandparents’ house was also really important in learning how to live simply,” she recalls, “as we spent our summers there with no phone or hot water, and an outside shower.” This introduction to living without creature comforts proved pivotal for Mikaela as she has since gone on to forge a career as a wildlife researcher, often in remote locations for long periods of time. Now living in Bozeman, Montana, she teaches in the local public schools and at Montana State University, while also joining research teams during the warmer months of the year. This summer Mikaela will teach Field Ornithology at MSU, taking students on field trips to identify bird species of southwest Montana as well as their natural history, habitat affinities, 4

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In her spare time, Mikaela volunteers at the local board of the Montana Wilderness Association helping to protect wildlife. “My interest in wildlife and ecology was instilled in me at a young age,” she says. “We spent many weekends and holidays at our farm near Circleville, Ohio, and it was there that I realized how much I liked just hiking around and observing nature. As a family, we spent a lot of time outdoors working in our yard, at our farm, skiing, and other activities. I learned to adapt well to weather and to be without commodities all the time.” The family’s history of exploration and openness to countries and cultures beyond their own had an enormous impact on the children, as Cliona has equally fond memories of time spent together outside. “Our parents never pushed us to be nature lovers, but it was a natural outcome of having spent so much of our time enjoying what nature had to offer. Outdoor sport of every kind was the basis of how we spent time together as a family, from all ball and racquet sports to fishing, skiing, sailing, hiking, camping, snorkeling. We did it all and hence grew an appreciation of what this magical planet has to offer.”

The budding conservationists found they had room to grow and flourish at Wellington under the guidance of talented faculty like science teachers John Kruzan and Carol Goldsmith. “She was not an easy teacher and her class was challenging,” Mikaela says of Goldsmith, a Wellington legend for her infectious love of science. “She knew both my brother and sister before me, and knew that we were academically capable and challenged me to be better. She also planned a weekend field trip to the Olentangy River to learn about its ecology, collect data, and do some clean-up. That may have been my first scientific field collection for school.” Despite a genuine curiosity and interest in science, Cliona did not find the subject terribly easy. Inspirational and engaging teachers made all the difference, though. “There was never any doubt that I would go into the sciences. If I truly think about it, I never considered any alternative and can only assume that this feeling came from my deep respect and admiration for the natural world. Both Carol Goldsmith and John Kruzan remain, to this day, two very influential people from my high school years. Their classes were dynamic, fun, and challenging. I was encouraged and pushed to think critically and analytically. Again it is not to be underestimated that science was never an ‘easy A’ for me.”

PICTURED Mikaela Howie ’97, Morgan Howie ’90, grandfather Pedro del Río, mother Maria Olga Del Río Llata Howie P ’90 ’93 ’97, Cliona Howie ’93, and grandmother Trinidad Llata in Soto de la Marina, Cantabria, Spain, circa 1989.

Her prodigious work ethic took Cliona to Clemson University in South Carolina. In addition to offering a wide variety of classes for a degree in biological sciences, the school also had an enviable geographical location in the foothills of the Appalachian mountains, bordering the immense fresh water Lake Hartwell, and just a few hours from the coastline. “Outside of my studies, I lived an incredible quality of life. With very little effort, I was lost in the green, muggy forests mountain biking, hiking, fishing, and camping. It was so easy and inexpensive to connect with the outdoor life. An endless supply of entertainment that was healthy and fun was always on hand.” With an initial goal of one day attending medical school, Cliona’s undergraduate studies were loaded with all the sciences, but it was the biology classes that most excited her. After going to medical school for a year and then taking some time off to work as a snowboard and ski instructor in Switzerland, she thought carefully about what mattered most to her and how she could use her skills to address larger societal issues. She suddenly found herself researching master of science programs in environmental science and decided on Oxford Brookes University in the United Kingdom. Cliona considers her beginnings in biology and environmental science very much related to the protection and conservation of natural resources. She studied scientific and engineering methodologies and applied research with the goal of minimizing the impact of development on the natural world,

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even designing her own niche area of expertise in aquatic ecology resources. It wasn’t until she began working for a regional Chamber of Commerce that Cliona could apply her vast knowledge of sustainability on a more practical level. “It was a strange and new experience for me,” she remembers. “I had spent so much of my studies and work avoiding financial systems and business economics that I often wondered how I had ended up there. Eco-innovation was the culprit. New technologies that contributed to impact reduction and working with industry to apply those technologies meant I had to get my head quickly around business systems and regional economies. Of course, I wasn’t enamoured by accounts and profit margins, but it was wholly satisfying helping a company modify its culture and business model to turn environmental impact reduction into efficiency performance.” Mikaela’s lifelong interest in wildlife conservation was born from her love of being outdoors and reading about wildlife species of the world, which included their conservation status. It didn’t come together as a potential career for her, though, until she went to Tulane University as an anthropology major minoring in ecology and evolutionary biology. After spending a semester abroad in Galway, Ireland, where she studied archaeology, Irish literature, and European history, Mikaela decided to take on a double major in both anthropology and ecology and evolutionary biology. Having world-renowned ornithologist Dr. Thomas Sherry as an academic advisor left an impression on her.

“I think my eventual focus in avian conservation came from Dr. Sherry’s influence,” Mikaela says, “and use of his own avian research in class. Also, I ended up being his field assistant for a summer in the Pearl River Swamp of Louisiana, where the last confirmed sighting of the Ivory-billed woodpecker was recorded. Plus, the sheer avian diversity of Louisiana is enough to get anyone interested in birds!” As a graduate student at the College of William & Mary, Mikaela had the opportunity to study with another well-known ornithologist and professor, Daniel Cristol, and embarked on a decade of research investigating the impacts of a mercury spill in the South River (in western Virginia along the Shenandoah National Park) on the local bird community. The research led to a $10 million lawsuit that funded an extensive cleanup, education, research, and data sharing. It was a time of very gratifying work that she is, to this day, most proud of in her career. “Our research was highly collaborative and brought together many motivated and skilled people with the goal of producing good science that was directly applied to determining the ecological costs involved when mercury is spilled into a river,” Mikaela explains. “It was an amazing experience to work with such great scientists and those people are part of my professional community to this day. The other reason I will say that I am most proud of this particular research experience is that it has proven to me that persistence and resilience are worth it.” Grit and determination proved invaluable traits for Mikaela when, upon graduating with her

1,000

POINTS SCORED economy and the environment, the circular economy is a way of achieving certain United Nations sustainable development goals.” PICTURED Cliona Howie #31 scored 1,000 points during her basketball career at Wellington.

master’s of science, she made multiple unsuccessful attempts to publish her thesis work in a peer-review journal. While a significant contributor to the long-term research project, up until that point she had yet to be a first author. She refused to give up, though, and with the support of her academic advisor finally published her thesis work in 2018. Tenacity and fortitude have always been in the Howie sisters’ blood. At Wellington, Mikaela played varsity tennis and lacrosse all four years of high school. She was captain for both the girls lacrosse and tennis teams and considers the school integral to developing her confidence. “I have always been a small but athletic girl,” she says, “and since Wellington was a small school, I was given the opportunity to reach my athletic abilities.” Before attending Tulane, she even spent a year at The Ohio State University where she could pursue her passion for playing Division I college lacrosse.

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Cliona made school history as the first basketball player to score 1,000 points. “Playing sports at Wellington was some of the most fun I have had in my life,” she says when reminded of her accomplishment. “I was a proud Jag and so happy to share the field/ court with fellow athletes. I loved every minute of all three sports that I played and would cut off my left pinky finger to play a sport that consistently again.” Today, Cliona is using everything she learned as a student and athlete to fight climate change. At Climate-KIC, she works “to put the EU economy on the road to transformation to a circular economic system that uses natural resources in the most efficient way, preserves the value of materials and products, and reduces the negative impact of economic activities on the environment and health. Circular economy is an opportunity for society to secure access to vital resources, maintain competitiveness, and ensure a high-quality environment for citizens. With its truly symbiotic effects on the

What has made her most proud in her career was helping family businesses stay afloat during a very challenging financial time while also reducing waste by applying circular economy principles. “When the global economic crisis hit Spain, the effects were very visible,” Cliona says. “All around me people were losing their jobs and therefore their security. This included professional services like engineers, architects, lawyers...it wasn’t limited to blue-collar jobs. Spain is still a culture that builds on family relations and in my region, many family owned businesses that had been running for three, four, even five generations were facing shutting down, ending a legacy and sending many workers home with no paycheck. I worked with many of these companies to diversify their business model by identifying value in their production of byproducts (waste that isn’t waste!). These companies weren’t aware that one man´s waste is another man´s gold.”

Sometimes the gold is actually animal waste. Cliona explains that fish and fish processing waste can used to make specialty feed for aquaculture feeds, fertilizers for agriculture and home gardening, pharmaceuticals, and industrial products. “Coastal cities pay millions to clean seaweed and algae off of tourist beaches to throw away into landfills. In one case I assisted in the creation of a start-up that developed natural, organic beauty products with no raw material cost because it used what mother nature provided freely.” In working with so many stakeholders, both private and public, Cliona manages the miraculous in bringing everyone together and on the same page, satisfied on all fronts, financially and environmentally. She cites empathy as the essential component to effective leadership and the necessity of leaving your comfort zone to truly understand others. “Putting yourself out there and being forced to adapt and grow in situations that feel strange to you will only help you down the line. Then empathy will be a natural reaction, not a forced one. At the end of the day, any progress comes from humans. Individual commitment is our greatest resource of all and an empathic leader knows and understands people to such a degree it can leverage great results from collective intelligence.” Mikaela admits some of the greatest challenges in her career involved times of prolonged solitude while conducting research. However, the research can often involve small crews of fellow field biologists living and working together in harsh conditions that test everyone’s

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PICTURED Cliona Howie ’93 walks on Langre Beach, Cantabria, Spain.

ability to adapt and communicate well. What unites them is a shared passion for conducting research in extraordinary places, in spite of giving up time with family and friends for long stretches. Mikaela finds there is a similarity between researching and teaching. “When you are a scientist/researcher, an important part of your work is sharing your research and informing the science community and public. So, I guess I have always enjoyed teaching at some level. The teaching I do now is fulfilling because I feel grateful to be able to share my knowledge with the next generation and maybe pass along some of my enthusiasm as well. Teaching also poses the added challenge of learning how to connect with younger people and tap into their diverse abilities to learn.” There is another side to Mikaela’s talent for connecting with the world in meaningful ways. “I think a lot of analytical minds also have a creative side,” she says, “and these two parts

work together to create innovation. Science doesn’t have to be dry and boring. I think it should be exciting and constantly evolving.” In 2013, she was able to join her love of science and art by making a short film during her time living on Aiktak island in the eastern Aleutian islands working on a seabird monitoring project for the Alaska Maritime National Wildlife Refuge. Her photography has been on display in Bozeman, where she is also known as DJ Wookie on the local community radio station KGLT for the last three years. Her love of music, according to Mikaela, can be attributed to brother Morgan, who currently lives in Santander where he has a website design business and pursues his interest in music and art as well. With children of her own now, Cliona is having fun raising them with her English husband, Roo Newton. Always the scientist, she is fascinated by the differences between her academic background and her husband’s. “It is so interesting to compare notes, philosophies, and evaluate how

“Working from a challenge towards a solution whilst taking into account variable elements and factors are, without a doubt, skills that were first cultivated at Wellington,” Cliona Howie ’93

different approaches to childhood development and formal education can play out as you grow older,” she says. “Having had the benefit of a Wellington education, I understand now as a parent so much more about just how privileged I was and at times I wish that I could go back and do it all again, just to make sure I squeezed out every last drop of opportunity that was provided me.” When asked how they think Wellington prepared for their futures, the Howies mention the academic skills that readied them for college and their professions. Cliona was particularly influenced by the nurturing of critical and analytical thought processes. “Working from a challenge towards a solution whilst taking into account variable elements and factors are, without a doubt, skills that were first cultivated at Wellington,” she says. “Interestingly, I can also assure you that my debate skills were finely honed compared to my college peers, so much so, that I used to make some money on the side helping fellow students prepare their arguments for classes I knew nothing about.” Both are particularly moved by the profound experience of learning and growing in Wellington’s small, supportive community and have returned in recent years to share their insight with current students. Mikaela 8

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was a Carol Goldsmith Guest Lecturer in 2013, and Cliona was a guest speaker in the upper school twice in 2016. Mikaela shares that she always feels welcomed and supported at Wellington and continues to maintain many friendships she made here. “This long standing love and support is so important to get through the hard times in life,” she says. “Wellington’s culture of acceptance and support of diversity also prepared me well to be able to communicate and connect with all sorts of people which is so important, no matter which professional road you take.” Cliona couldn’t agree more. “More than anything, I look back and realize how the mix of people and individual characters that were attracted to Wellington made it an incredibly special place to spend your formative years,” she says. “So many life lessons that really only made themselves clear to me later on were ones that were initiated by relationships that happened in my years at Wellington.”

Ask the Experts What is circular economy? Cliona: The notion of circularity has long standing historical and philosophical origins. The idea of loops or cycles in real-world systems is ancient and although we have seen glimpses of a circular economy at work, particularly in industrialised countries after WWII, it is now that we realize that our conventional, linear model of “living-take-makewaste”- is not resilient on a planet of finance resources. Our current economic system is highly vulnerable to sudden shortages of critical raw materials and price volatilities on the markets and eventually suffers high opportunity costs for its lack of strategic planning. A circular economy aims to redefine growth, focusing on positive society-wide benefits. It entails decoupling economic activity from the consumption of finite resources and designing waste out of the system. Underpinned by a transition to renewable energy sources, the circular model builds economic, natural, and social capital and is based on three principles: • Design out waste and pollution • Keep products and materials in use • Regenerate natural systems

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Cliona Howie ’93

The transition to a circular economy requires a radical change in the way we produce and consume. In a circular economy, products are designed for durability, upgradeability, reparability, and reusability.

With an eye toward conservation, what would you advise the average person to do to make a difference? Mikaela: I think the single biggest difference anyone can make in the conservation world is in reducing and changing their consumption. This applies to where they spend their money as well as simplifying their consumption to their needs rather than extravagances. Every single person has the ability to be responsible for their own consumption. Reducing our plastic addiction is #1 on this list as this inherently includes reducing and reusing. Other ways we can all make a difference is in how we spend our money. It is important to know where your food and belongings come from, how far they have traveled, what methods were used to produce them, and who benefits from the money spent on each item. Each purchase we make shows support for either fatal consumerism or the move towards environmental and social responsibility.

Mikaela Howie ’97

What are some of the differences between the United States and Europe in tackling climate change? Cliona: Climate change as a topic is not nearly as polarizing as it is in the States. In general, Europeans are much more eager to function in a socially responsible way and are generally speaking more environmentally conscious. The socio-cultural historical difference is important to note as well as obvious distinctions such as available resource, landscape, etc. Most theories point out that Americans’ wastefulness and lack of environmental progressiveness comes from the mentality but also the physical landscape of America. Compared to the U.S., European cities are much older and the initial design was around movement on foot, hence the closely spaced buildings, homes, and services. Transport by car is actually not nearly as efficient, in time or cost, compared to metros, trams, etc. In a European setting and therefore on average, Europeans emit less CO2.

America’s geography and wide spaces facilitate and practically require heavy personal car use. Secondly, it also permits larger living spaces and therefore encourages and feeds a consumer-hungry society...this is directly linked to increased waste, on a large, large scale. I would not generically label the U.S. as a failure in environmental consciousness, but there is huge room for improvement, at the federal level especially. The European Commission as a federal government implements some of the most progressive and binding environmental regulations in the world and therefore sets the standard for the member states to follow suit. This is critical for agenda setting and budget allocation. The lack of commitment to protecting our natural world in the States has always been a source of intrigue for me. Coming from the land of the free, the land of massive expanse of wilderness filled with highly valuable natural resources, compared to resource-poor Europe, I am constantly amazed that Americans don’t place a greater value on their environment. Climate change will bring drastic impacts to us: an increase in freak weather patterns that cause real harm, such as flooding, wildfires, hurricanes, etc. Change in ecosystems that favor conditions that threaten our food security and clean water and therefore our very livelihood will also be commonplace.

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What can we do on a personal level to fight climate change? Cliona: So much! First and foremost, educate ourselves. Learn and then identify what daily practices we can incorporate that are unnecessarily contributing to negative environmental impacts. Thinking in terms of efficiency, streamlining the way we live also leads to improved work-life balance, cost savings, and probably a whole lot of reconnection with what is truly important. Let me throw out some easy examples that would make sense from an American perspective: consume less in general by buying only when you need, utilize goods for their full life cycle, reuse and repair broken goods (this philosophy has taken off in high schools in the Nordics….bring back shop class! Teach kids to fix things!), organize and plan trips to the grocery store so that multiple trips aren’t needed, avoid single-use plastics (i.e. use sandwich boxes, not aluminium foil or cling film), use one water bottle until it dies (avoid plastic), avoid plastic products in general (especially for food storage as it messes with our endocrine system), choose locally grown, inseason food when possible, eat less meat and dairy overall, research the products you buy, and choose brands that are sustainably responsible, and finally spread awareness always and whenever possible. It’s no secret that education is key to all our societal challenges.

What advice would you share with Wellington students as they prepare to follow their dreams? Mikaela: I think the most important advice I can give is to be true to yourself but also be aware of your community and cater your goals not just to yourself, but how your successes can help your community. Whether that community be your family, school, town, state, country, or the whole world. Know yourself, believe in yourself, and find energy for yourself by offering support to others. Cliona: I would go back and highlight what I have already mentioned about the comfort zone. Wellington is a unique and special place. Use it to grow, learn, and build strong foundations and discipline. But then, exploit that sense of security that you were privileged to have and go out and explore and stretch yourself beyond what feels comfortable. You have been awarded with one of the best educations that this world can provide. Don’t be shy in utilizing all that built-in capacity to go further, beyond what the safety of a nurturing environment can offer. You won’t regret it.

Are you a Wellington graduate with a greate story to share? We would love to hear all about it! Contact: communications@wellington.org

FEATURE

The Brisk Effect

Transforming the Landscape of Independent Education It is impossible to leave a conversation with Wellington Head of School Robert Brisk P ’13 ’15 without learning something new. It could be the lyrics to an obscure mid-century Broadway musical or the name of the father of modern French cuisine (Auguste Escoffier, for the Google challenged); he will not allow you to walk away a philistine. He also deeply appreciates learning something new himself and is quick to show his delight in acquiring a fun fact. His endless pursuit of knowledge makes it hard to believe that Brisk once eschewed the academic life and may have spent his life in any number of professions had it not been for an early morning call during his senior year at Princeton University. The head of the language department at the Dwight-Englewood School in New Jersey hoped that Brisk’s youthful enthusiasm could bring new life to their lackluster Latin program. An initial reluctance was quickly overcome by a deep sense of loyalty Brisk felt for his alma mater. Still, he had plans to teach for only a short time. But when Brisk was asked to become head of 11

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“My experience in independent schools has been about discovering the potential of the human brain when it has no limits. How to provide the right circumstances for children to fully realize the power of their brains well beyond the walls of the classroom.” ROBERT BRISK P ’13 ’15

upper school, he stayed at DwightEnglewood for another 12 years, where he went on to create the Senior Focus Program, involving extensive student independent research on a topic of personal interest that culminates in a formal presentation of their work. The school later received an NAIS Innovation Award for its dedication to independent student research. “My experience in independent schools has been about discovering the potential of the human brain when it has no limits. How to provide the right circumstances for children to fully realize the power of their brains well beyond the walls of the classroom,” Brisk explains in his office one spring

afternoon, just a few months before he is to leave his role as head of school. Surrounded by books, papers strewn about with ideation illustrations for upcoming projects, and various mementos, from hockey jerseys to science award banners, given to him to by former students, nearly every square inch of his workspace is dedicated to the thoughtful examination of where education currently stands and how it can be pushed to continually evolve. Years ago, when the opportunity arose for Brisk to leave New Jersey and explore a far different region of the country, he and his young family, including sons Billy ’13 and Ben ’15 with wife Monica Mahoney, moved to

Shape the world. PICTURED Robert Brisk P ’13 ’15 at 2018 commencement with Ryan Wise ’18.

the Pacific Northwest for the Oregon Episcopal School in Portland, where he rose through the administration from head of upper school to associate head before he receiving another call that would change his life. The Wellington School in Columbus, Ohio, had reached a crossroads in its development and was looking for a head that could match their ambition. The search for such a person was led by then board chair Larry Abbott P ’92 ’00 ’03 and future chair Nancy Kramer P ’07 ’09 ’11. Abbott was immediately impressed by Brisk’s talent as a speaker and also his sense of humor. The admiration was mutual. Brisk appreciated the fact 12

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that the school founders did not want to create just another cookie cutter educational experience in central Ohio. The entrepreneurial and innovative ethos at the heart of Wellington instantly drew him in. “In both of my previous schools,” Brisk said, “they were a century old until we refreshed them. To go to a school that didn’t have a long history of traditionalism was very exciting.” Officially beginning his role as head of school at Wellington in the fall of 2007, Brisk was determined to follow the path the school founders had laid forth by breaking the mold of the establishment model of education.

“Rob’s significant independent school background gave him a keen perspective on what needed to be changed and what traditions were worth keeping,” Board Chair Ted Manley P ’21 ’24 recalls. “His native intelligence and education provided a gravitas that was needed at the time, but his generous personality, sharp sense of humor and infectious curiosity made him relatable to a community that was eager to listen, learn and grow. “Rob is, first and foremost, a teacher, inspires learning, not just with his students, but with his staff and members of the board. Rob encourages risk-taking for the sake of learning, even if that may appear, at first, a bit messy. It is said that Wellington is a ‘safe place to fail’, which acknowledges that the best learning often takes place while recovering from a setback. Allowing risks and resets is at the heart of the Wellington ethos and Rob has certainly inspired fearless learning throughout the community.”

Brisk did have one rather sizable challenge to face when he first arrived. In 2007, Wellington was in the middle of a major capital campaign to build what is now our upper school, lower school, dining room, and learning center. Fundraising is never an easy task, but this effort was made all the more complicated by the timing when the entire country was thrown into a deep recession in 2008. Brisk’s finesse under great pressure stood out to Abbott. “Rob turned out to be a very quick study and did an outstanding job in helping both with the finances of the campaign and the finances of the school. It was a very tough but also rewarding project.” While navigating the endlessly complicated landscape of the capital campaign, Brisk never lost sight of his curricular aspirations for the school. The seed of his idea for student autonomy grew in a community eager to see their children flourish not just as students as but also people. In addition to establishing the Senior Focus Program as well as other student-led independent research opportunities, Brisk made innovative curriculum the center of Wellington’s identity. His vision was to be able to take the same energy, pride, and spirit other schools might have for athletic events and channel it into academics. The concept for All Things Wellington came to light very quickly with the event debuting in the winter of 2008 before a small group of parents with a handful of faculty presenting big ideas for the future of the school. Each year, the program continues to grow but the purpose remains true to highlighting the dreams, some achieved and some still works in progress, of faculty and

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students collaborating together, inspiring each other to do better each day. Much of what is presented at All Things Wellington is made possible through the generous support of student engagement grants, another program Brisk introduced to foster and incentivize out-of-the-box thinking from faculty. The grants have encouraged teachers to stretch themselves and their students in fascinating new directions for the benefit of the entire learning community. From his first introduction to Wellington, Brisk appreciated the freedom the board of trustees gave him in leading the school. He looks back on his time working with three board chairs, Larry Abbott, Nancy Kramer, and Ted Manley, as extraordinarily rewarding partnerships that ultimately made Wellington successful in achieving its goals. He extended that same sense of trust and validation in the faculty and administration he led. He is particularly proud of his

efforts to increase diversity in all roles within the school community, and the professional development of his colleagues has benefited countless faculty members, perhaps none more than incoming head of school Dr. Jeff Terwin. “I am very grateful to the outstanding mentorship I have received from Rob,” Terwin says. “In my work as a division head, Rob has been available to offer valuable perspective, drawing from his many years as an upper school head. Once he learned that I was interested in expanding my leadership, he encouraged me to become more involved with the board of trustees, and my experience on committees, most notably the finance committee, have positioned me to have a much better understanding of the complicated dynamics behind the proper management of the school. At his core, Rob has always valued new ideas, and I appreciate that he also has offered me plenty of autonomy to refine programs or build new initiatives. I have been able to thrive under that style of leadership and I am sure I will continue

on your side but also has an analytical and rational perspective, while also being a great mother, is invaluable,” he said. Indeed, it was his own family that gave Brisk the added perspective of being a Wellington parent himself. Sons Ben and Billy remain close to many of their former teachers to this day, speaking to the school’s remarkably close knit community.

to lean on Rob for valuable advice and guidance.” In return, Brisk is looking forward to the exciting new direction Terwin will take the school. “I think Jeff is going to do a fabulous job extending Wellington to a level I could have never imagined.” What has driven Brisk during his entire 39 year career in education has always been the feeling that children were capable of so much more than mere rote memorization for the purpose of standardized testing. His bold conviction to expect more and therefore achieve more has informed his decision to take independent education in entirely new directions. Considering his desire to help children see education far beyond the walls of the classroom led him to the concept of student engagement and the importance of quantitative data that could then inform pedagogy, from learning environments to faculty discourse, to provide optimal classroom experiences in which students are challenged but also love it. The Wellington Engagement Index, a tool

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for measuring whether students feel a particular class is boring, entertaining, a total grind, or a place of pure intellectual bliss, could be considered Brisk’s very own capstone project after nearly four decades as an educator. It is also his next professional endeavor after leaving his role as head of school. Kramer, a visionary herself, is optimistic for Brisk’s next venture. “I believe that Rob is just at the beginning of his contribution to the changing landscape of independent education,” she says. “The fact that he is taking the leap into entrepreneurship with The Wellington Initiative is a testament of his strong belief that there must be a better way to teach and a better way to measure. I think we will look back at this leap ten years from now and realize we were just scratching the surface.” Reflecting on his time at Wellington, Brisk readily credits his wife Monica for always making the best choices for their family, including the decision that Wellington was the right place for them. “To have a person who is entirely

“We have worked hard throughout the history of Wellington to differentiate ourselves among the independent schools in Ohio,” Abbott says. “Rob has worked hard to support this effort so we are rigorous in our academic standards, but also approach learning in a different way. It should be fun and every student should feel a sense of accomplishment. Rob has done a tremendous job of instilling this within our Wellington community.” After nearly 40 years and three schools in vastly different parts of the country, Brisk is preparing for what could be the greatest calling of his long career in education. As he takes the plunge from academic to entrepreneur, in a fascinating role reversal with Wellington’s founders, Brisk will have the benefit of an enormously supportive community behind him all the way. “I am happy that I have the chance to get to work with Rob in his new role,” Kramer says. “I learn something from Rob almost every time I meet with him. He is truly a joy and gift in my life, and the lives of many, many others as well.” PICTURED Above: Brisk presents the student engagement quadrant at All Things Wellington. Left: Brisk’s help with a capital campaign led to the Wellington campus we see today.

A CLOSER LOOK

Generosity Sparks Innovation by Ted Manley P ’21 ’24 Board Chair

As I reflect on Wellington today, I am reminded of the group of exceptional individuals that came together to launch this school in 1982. These parents believed it was possible to build the type of community and educational experience that they dreamed of as they came together for their children. As I imagine what that moment in time must have felt like, I can’t help but think of how brave they were. They could not have known how their efforts to create something new and worthwhile would spark endless innovation and joy for those who’ve experienced the Wellington difference. Their daring moves in this winning game teach us the value of what healthy risk can look like. This culture of giving remains the heart and soul of Wellington — but new generations of like-minded leaders in our community have carried this noble idea forward and elevated what is possible in ways that continue to amaze me. To our volunteers and 15

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donors, you are the difference makers in our school. You are a catalyst to our bright future at Wellington. Your generosity propels us forward as we create an agile and forward-reaching educational experience together. Let’s not forget that we’re setting the pace and tone for our children as well - for those that will go on to shape the world. Our Jaguars are learning how to lead with their actions, words and deeds, and through philanthropic and service learning opportunities such as Kids Heart Challenge, Penny Harvest, Philanthropy Club, and the Largest Table. I am humbled by the generosity and selflessness of each Wellington volunteer and donor that I’ve met, each person who has answered the call to advance the success of Wellington, the place they love. Watching hundreds of community members connect and take action to cultivate the growth of our school and our community members confirms my belief that Wellington

stands ready to shape the world with our time and our resources. And in the midst of the hard work of changing the game of education, we have formed relationships that will last a lifetime because they were created from a shared cause much greater than any one of us. Together, we can continue to shape Wellington and, in doing so, shape the world.

Faculty News Robert Brisk & John Kruzan Robert Brisk P ’13 ’15, head of school, and John Kruzan, director of technology and upper school teacher, presented how to use the Wellington Engagement Index, as well as PeerView, to empower schools to improve education at the Future of Education Technology (FETC) conference in Orlando in January, the Ohio Educational Technology Conference (OETC), and the EAST Initiative STEM conference in Arkansas in March. Kruzan also spoke at the Indiana Association of Independent Schools (IAIS) in February.

Erin Noviski Erin Noviski director of well-being and spanish teacher, presented “The Why and How of Well-being: Cultivating a Connected Community” at the NAIS Annual Conference in February. Using Martin Seligman’s positive psychology recipe for how to flourish through positive emotion, engagement, relationships, meaning, and accomplishments, Noviski shared how to practice and explore ways of improving faculty and student wellbeing. Designed to combat the lack of connection and increased anxiety and depression in adolescents, the workshop introduced research to promote wellbeing in school communities.

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Cailey Oehler & Dr. Jeff Terwin Cailey Oehler upper school teacher, and Dr. Jeff Terwin, associate head of school and head of upper school, presented on experiential equity in global education, or WISE (Wellington International Student Experience), together at the ISACS conference in Detroit this fall. Oehler also presented the topic at the Global Education Benchmark Group conference in Atlanta in April. During winter break, she became certified as a Wilderness First Responder and later a Certified Interpretive Guide. This June, Oehler will begin studying international education at the School for International Training’s Graduate Institute.

Sharla Starker Sharla Starker P ’17 ’22, lower school teacher, presented the concept of responsive classroom to student teachers at the Ohio Education Association in March.

Craig Kent Awarded Golden Apple Craig Kent P ’27 ’29, lower school learning guide, was recognized as an outstanding educator by the Upper Arlington Civic Association with the Golden Apple Award. Kent was surprised by the UACA Directors during lower school lunch, where he was presented with a plaque from the association and an edible Golden Apple. He will also have the opportunity to ride on the Golden Apple float in the 4th of July parade. “Craig Kent is the definition of positive - every single day - in every way,” Head of Lower School Jill Webb said. “There is no cloud in his universe that does not have a silver lining. He leads by example and connects personally, generously, and genuinely with people of all ages. He approaches each day with a smile of optimism.”

A CLOSER LOOK

Just One Shot by Gina Spicer P ’24 ’26 Lower School Art Teacher

“When you smother something with repeated shots, in a certain way it’s demeaning. But when you value something enough to take just one picture, you’re paying it homage.” - Jim Brandenburg, photographer 17

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Just One Shot is a 4th grade yearlong project inspired by the artwork of renowned nature photographer Jim Brandenburg, who gave himself a challenge: for 90 days between the autumnal equinox and the winter solstice, he would take only one photograph a day. Likewise, Wellington 4th graders students also took a similar photographic journey. The purpose of the exercise was to increase student engagement through problem-based learning, integrate multiple academic and special area classes,

increase student interaction with nature in different kinds of weather, practice mindfulness, and apply happiness skills.

In addition, students reflected on their experiences through written word, drawings, paintings, and moments of meditation. Once the project was completed, students compiled and displayed their photographs and reflections in a handmade book to commemorate the experience.

Several times this school year, students have embarked on nature excursions, with their iPads in hand, walking around the school, taking class trips to metroparks, and camping at Glen Helen Nature Preserve in Yellow Springs, Ohio. At each location, students were asked to take one thoughtful, well-composed photograph of nature.

Student Photos Left: Picture by John Gavazzi ’27 1. Picture by Jack Bond ’27 2. Benjamin Butler ’27, Dylan Murphy ’27, and Griffin Martin ’27 reflects on their time in nature.

3. Phoebe Bong ’27 practices mindfulness in her writing.

4. Picture by Paige Thompson ’27 5. Picture by Naomi Livits ’27

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A CLOSER LOOK

Math Appeal by Michelle Neely, Upper School Math Teacher Cindy Locker P ’18 ’19, Upper School Math Teacher

Even though the language of mathematics is the background music to so many aspects of life, appreciation for its power and beauty can be hard to find amongst students in high school. Admittedly, finding the roots of a cubic polynomial isn’t an innately engaging task, but at Wellington, we offer a robust, exciting, and wide array of opportunities that help students find ways to experience and see mathematics in action. Who knows where that spark will take a student? Astrid Murray ’20 didn’t love math. She certainly couldn’t imagine a math class inspiring her future career choice, but that’s precisely what happened when she took cryptography and now hopes to one day work in cybersecurity. The class employs basic tools such as pencil, paper, or Excel software, while also expanding students’ computer programming skills. This approach to mathematics benefits students in a variety of ways. David Lynn ’19 and Sean O’Donovan ’19 who both excelled at programming and had previously taken Cryptography, are taking part in the Columbus Hackathon as their Senior Independent Project. Both Lynn and and O’Donovan, who learned to program in middle school and are 19

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exceptionally talented at it now. After graduating this year, David will head to University of Tennessee where he is excited to have access to Oak Ridge National Laboratory, a multiprogram science and technology lab sponsored by the U.S. Department of Energy dedicated to solving problems in energy and security.

Evan Albers ’19 discovered a passion for economics early in his high school career. While a sophomore, he founded Wellington’s first Finance Club to foster discussions about investing and public policy. Albers has continued to expand his economic horizons by applying all he has learned in Advanced Statistics, Calculus, and Economics.

Advanced mathematics is not limited to cryptographic calculations or scientific modeling. In Advanced Economics, a history and math teaching team helps students discover that math has a very real application in modeling human decision-making. While the course begins with simple linear graphs of supply and demand, it very quickly enters the realm of marginal utility, in which the relationship between prices, demand, and utility can be articulated through calculus. Economics also involves a healthy dose of statistical-based analysis, from calculating correlation between economic variables to determining if a given metric is statistically significant. Wellington offers both Advanced Calculus and Advanced Statistics, allowing students to take their study of economics to new heights.

Geometry, Art, and Architecture is another unique course, taught by a math and art teachers, designed to join the applicability of geometry and art with architecture. Students study various architectural styles, visit Knowlton School of Architecture at The Ohio State University, and then use SketchUp to digitally design their own model. This popular class is able to draw upon the travels of the French and Spanish exchange trips where students get to stand inside real life architectural wonders of geometry and art such as the Notre Dame in Paris or Sagrada Familia in Barcelona. This is an ideal course for students who are perhaps more enthusiastic about applied geometry than algebra. Budding student artists like Megan Johnson ‘19 enjoy creating intricate perspective renderings well after the class has ended.

Often considered the meat and potatoes of most undergraduate mathematics programs, calculus and statistics at Wellington give students valuable exposure to derivatives, integrals, or z-scores before they first step foot on a college campus. During a 2009 TED Talk, mathematician Benjamin Taylor professed a greater need for students to understand standard deviation than derivatives. In the Wellington Class of 2019 alone, 57 of our 63 seniors have taken at least

one trimester of statistics or calculus. That 90% is proof they are ready for the mathematics they will see in college. For some, in fact, taking more than five years of mathematics in four years of upper school feels completely natural. There’s more excitement to come as next year will bring a Flat Pack Chair Design course as well as Quantum Mechanics. Both promise to be innovative classes for students at the high school level to experience

mathematics in action. In a Speech class final presentation by Ben Sierzputowski ’19 (a selfproclaimed lover of mathematics who is taking Advanced Calculus and Advanced Physics this year) titled, “Why do students hate math?”, he identified the necessity to show students the potential, applicability, and beauty of math in order to inspire a love of mathematics. It is safe to say that at Wellington, we are doing just that!

Why We Hate Math and Why We Need to Love It by Ben Sierzputowski ’19

Math for many people is just like a paint by numbers. You are being told where all of the colors should go for them to make a pretty picture, but you’re not really making art. The same is true for math. It is an inherently creative subject that applies to the real world, but somewhere somehow, that connection to math was lost, which, to students, makes the class being more difficult and more boring. How do we make students more interested in math? All we need to do is connect it to the real world. In Algebra 2 we all learned about quadratic equations, but they can be used in so many more ways than just to make weird looking graphs. Say you’re a business owner running a restaurant with 200 available chairs, and you’re trying to find how much 20

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to reasonably charge for a meal to maximize profits. You can say that for a 25 cent increase in the price you will lose four customers. You can simply set up a quadratic equation with this information and solve for the optimum price.

data that is presented every day. They need to be mathematically literate enough to not be manipulated by false data, or even to be able to just understand how complex algorithms sort through their Amazon history and give them recommendations.

The benefits of being interested in math extend further than just becoming good at the subject. There are vast bodies of research about the psychological benefits of math. There is a certain mindset that math teaches which no other class can. A refined sense of judgement and logic is taught through math, and it is incredibly unique to that subject.

Math is the cornerstone of our lives. If you peel back the layers of any given job, chances are, it not only includes math, but relies on it. Architecture, business, politics, sociology, computer science, and even art. Math is quite literally everywhere. It is the job of everyone, students, teachers, and parents alike, to realize its importance and take action against the growing dislike of math. Try to understand why it is important, and maybe your lifelong dislike of math will fade.

In a world of increasing mathematical importance, students need to learn how to understand the mathematical

A CLOSER LOOK

Allegories of Our Times Musical comedy and classical drama were used to shed light on the modern world. The Wellington Upper School Theatre productions of “Legally Blonde,” based on the popular movie, and Arthur Miller’s “The Crucible,” were reflections of current society. The seemingly diametrically opposed productions each provoked thoughtful introspection about the potential cost and reward of maintaining self-identity while struggling to feel connected to a community.

Whether Elle Woods playfully surmounts, in six-inch heels, the limited expectations everyone has for her in “Legally Blonde” or John Proctor finds the courage to admit a tragic flaw in the face of puritanical judgement in “The Crucible,” the plays highlighted the importance of staying true to oneself.

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PICTURED 1. Anna Rambo ’19, Ben Sierzputowski ’19 2. Anastasia Dorenbusch ’19, Andrew Davis ’19 3. Audrey Arman ’21, Camille McCants ’19, Lola Perez ’21 4. Allison Sheehan ’19, Jack Haney ’19, Anna Rambo ’19, Camille McCants ’19 5. Sara Velasco ’22 6. Sara Velasco ’22, Mari Hannah ’21 7. Sara Velasco ’22, Andrew Davis ’19, Ben Sierzputowski ’19 8. Chloe Tussing ’19, Mac Hammett ’19

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A CLOSER LOOK

Better Together:

STEM and the Humanities for the Modern World by Jennifer Leonard P ’33 Lower School Learning Guide

There is no denying that STEM (Science, Technology, Engineering, Math) skills are essential to preparing our children for our increasingly techoriented world. However, as “You Can Do Anything: The Surprising Power of a ‘Useless’ Liberal Arts Education” author George Anders writes, “The more we automate the routine stuff, the more we create a constant low-level hum of digital connectivity, the more we get tangled up in the vastness and blind spots of big data, the more essential it is to bring human judgment into the junctions of our digital lives.“ Lower School Science Teacher Nami Stager’s “Trout in the Classroom” program--in which students are responsible for raising the trout from eggs to fingerlings and will, ultimately, release them to Ohio watersheds--is undergirded by the philosophical understanding that, as Stager says, “we are all living beings that should be taking care of each other.” In addition 23

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to studying trout from a strictly biological perspective, students are also learning an important lesson about stewardship--and, as Stager says, “that their impact on the world can be extraordinary.” The Stanford University Humanities Center describes the humanities as “the study of how people process and document the human experience.” The humanities allow us to see where we have come from, where we are, and where we are going. They help us make connections, think critically and creatively, problem solve and innovate. Stager believes that studying the humanities alongside STEM content “helps our students gain historical and cultural perspectives and develop the communication skills that allow them to listen to the concerns of others.” It also prepares them to explain their own perspectives and reasoning using the evidence they have collected, according to Stager.

Middle School Language Arts Teacher Greg Davis has found that the ability to imagine perspectives other than one’s own is a skill that “helps students navigate in an increasingly complex world.” In Davis’ 6th grade language arts class, students transcribe dialogue from Lois Lowry’s “The Giver” into a script, and perform portions of the text as a play. Through imagining and embodying characters, students cultivate points of view different than their own. Davis goes on to explain that, even as recently as a couple of decades ago, “information that was widely published had the stamp of approval from some big organization.” While it was still possible for inaccurate or biased information to seep in, Davis says, it was a totally different reality from today. “Now more than ever,” Davis says, “it is important for students to be able to read critically and carefully in order to develop their own perspectives.”

“Subjects aren’t siloed in the real world; you have to look at them from an integrated perspective to truly understand.” BRYAN BRAUTIGAM, UPPER SCHOOL SCIENCE TEACHER

Middle School Language Arts Teacher Sloan Magliery agrees. “Too often today, I think people take in text without the ability to think critically about it. We do our kids a disservice if we do not teach them how to interact with text on a deep level.” In her 6th grade class, students discuss the importance of memory--both individual memory and a society’s collective memory. Students take on different perspectives through a creative writing assignment in which they must write an additional chapter of Lowry’s book about a memory they think is invaluable to civilization. Students write about serious topics such as Hurricane Katrina and 9/11, as well as “the wonders and beauty of the cosmos as well as the power of reading itself.” Through assignments like these, Magliery says, students are challenged to think deeply about what they value and “what is worth fighting for.”

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Reading stories is, indeed, a powerful way to learn to encounter conflict, navigate real-world problems, and seek solutions, which is what students in Jennifer Landon’s prekindergarten class were inspired to do after reading “Goldilocks and the Three Bears.” When they were invited to reflect further upon why Goldilocks, whom the students initially considered “bad” and “rude,” may have eaten baby bear’s porridge, broken baby bear’s chair, and been so bold as to sleep in baby bear’s bed, students offer some impressively keen responses such as: maybe Goldilocks was so hungry, she had to eat the porridge or she would die, and Goldilocks was just so tired; she really needed a nap. Empathizing with the previously-maligned Goldilocks, Landon’s students then used the design thinking process and STEM skills to create and print a new chair for Goldilocks using the Maker Space’s 3D printer (see page 26 to learn more).

Through processing the classic fairy tale’s text on a deeper level, students were emboldened to formulate creative and effective solutions. Landon says, “This integrated approach to curriculum synthesizes learning across traditional subject areas and provides learning experiences that are designed to be mutually reinforcing.” This approach, Landon says, “develops a child’s ability to transfer and apply their learning to other settings.” Rather than presenting a child with fragmented facts that could be soon forgotten, offering integrated learning experiences compels students to think creatively and flexibly. “The more connections made by the brain,” Landon says, “the greater the opportunity for making high level inferences.” PICTURED Above: Elodie Ware ’25, Diego Bazan ’25, Kyla Chenelle ’25, and Jack McCarthy ’25 find the power of reading in teacher Sloan Magliery’s language arts class

This integrated approach to curriculum is not only evident in the halls of Wellington’s Early Childhood Program. In the upper school, students can choose from a variety of interdisciplinary classes such as “Pandemics and Epidemics,” a class co-taught by Upper School History Teacher Curt Hansen P ’12 ’15 and Upper School Science Teacher Bryan Brautigam. Thanks to Wellington’s collaborative focus, Hansen and Brautigam share a class that explores not only the biological factors of diseases across the globe, but also the cultural and historical contexts in which these diseases emerge--and how, in turn, these histories and cultures give rise to and alter the trajectory of these diseases. “There’s no way to separate those things in the real world and there’s no reason to separate them in the classroom.” Brautigam explains. “Subjects aren’t siloed in the real world; you have to look at them from an integrated perspective to truly understand.”

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Hansen wholeheartedly agrees, citing the importance that “students see the connections between classes and realize that each class does not live in its own bubble. Understanding one discipline helps in another--this is a valuable lesson to learn about the academic process.” Student Olivia White ’19 offers an example of when the class studied the influenza outbreak of 1918. “Mr. B. could tell you about the coding of the disease and Mr. Hansen could tell you about how it got there and why it happened the way it did.” To look at either of those aspects in isolation, White says, would be leaving out crucial information. “The two are completely intertwined.” Another tremendous advantage of coteaching a class is the running dialogue that takes place over the course of the trimester. Hansen says this allows students the invaluable opportunity to see that “people do not always agree, that teachers do not have the full view, and to raise an issue is not the same as arguing. Students learn what academic discourse should look like and that people’s ideas should be challenged and questioned.

They also see that learning is a process that is better when you discuss it with others.” An example of one such discussion is when students learn about the use of DDT to control pesticides and mosquitos. Brautigam explains the biological factors at play, while Hansen explains the social factors at work, and students are forced to grapple with the issue in all its nuance and complexity. “If students come to the conclusion that there’s no simple answer,” Brautigam states, “then we’ve succeeded.”

PICTURED Above: After reading “Goldilocks and the Three Bears” Aviva Klein ’32, Elle Green ’32, Levi Brinton ’32, and prekindergarteners reflected on the story with empathy before designing and constructing a chair for Goldilocks with the school’s 3D printer.

Meet the Maker Space Wellington opened a new Maker Space innovation lab this year thanks to the generous support of the Lynn family. In addition, the Gleissner family has underwritten the growth of the Robotics program, both curricular and co-curricular, for all ages.

The room includes a variety of tools and capabilities: • • • • • • •

3D printer – 6 different types including a liquid resin printer Laser cutter Vinyl cutter Large format printer Green screen Electronics Work Prototyping with cardboard

For an impressive array of learning experiences, both design and project-based: • Middle School Drone Racing Team - 3D printing • Upper School Robotics Team for First Tech Challenge 3D printing, building, laser cutter • Middle School Robotics - preparation for the National Robotics Challenge • Upper School Art - laser cutter • 8th Grade iLab - laser cutter and tools • 4th Grade - vinyl cutter for Lower School Movement Path • Upper School math - laser cutter • Kindergarten - 3D printer for Goldilocks’ chair • All school - large whiteboards for ideation and design

CAPTIONS: 1. The Maker Space is open to all students for limitless potential. 2. Max Boster ’25 works on robotics. 3. 3D printer enables students to see their designs come to life. 4. Sabrina Bong ’25 and Pierre Cruse ’25 modify their drone. 5. Robotics practice courses allow students to test their capabilities.

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PICTURED 1: Anna Stewart ’27 is v-i-c-t-o-r-i-o-u-s at the Lower School Spelling Bee.

2: Jenna Bresky ’19, Emma Bond ’20, and Kate Hans ’20 explore the Windy City on a performing arts trip to Chicago. 3: Head of School Robert Brisk P ’13 ’15 and Student Body President Mac Hammett ’19 sing along at the Thanksgiving Assembly.

4: Aashna Varia ’33 and Danzig Wilson ’33 celebrate Holi Day with lots of color. 5: Gigi Manley ’24, Kati Richardson ’24, and Emma Cooke ’24 present their research on active volcanoes. 6: Upper schoolers won the Best Resolution Award at the Model United Nations, and club founder Alfonso Botta-Lopez ’19 earned a leadership recognition award. 7: Kindergarteners know everyone has something to offer or share in their class play.

8: Bryce Wright ’31 and Grayson Milcetich ’31 design with 100 Legos as they celebrate the 100th Day of School.

9: Members of the Middle School Drone Team, including Sabrina Bong ’25, Nima Raychaudhuri ’25, Katherine Armitage ’25, Henry Allen ’24, Charlie Lowrey ’25, and Pierre Cruse ’25, chart their own course for success. 10: Elijah Meredith ’20 shares his experience supporting identity development at All Things Wellington. 11: International Week provides an opportunity for students like Maya Avery ’23 to explore new countries and cultures around the world.

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ATHLETICS

Boys Varsity Golf Swings to State Championship Victory by Freddie Lin ’20

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“The players had all worked themselves into a position where they could individually compete with any player in the state, and when you have a group of players like that, with talent that deep, you’re going to have a great chance to win on any given day.” CRAIG MOSIER ’01, COACH

The boys varsity golf team, led by coach and Wellington alumnus Craig Mosier ’01, reached great heights this fall when they claimed the Division 3 State Championship at Northstar Golf Club. The team had many individual accomplishments during the season as well which was an important factor of the group’s success. For the players, the journey to make it to the State Championship was a greater challenge than winning. Earlier in their season, they travelled to North Carolina to compete against various schools across the country. This was a realization point in their season, opening their eyes to what they could accomplish if everyone worked hard, even in the face of unexpected setbacks. October 3, 2018, was possibly the most important day of the year for the five-man team. It was the day of the District Championship. Jack Doody ’19, a University of Toledo golf commit and a Second Team All-State honoree, felt excited and nervous as he was preparing to tee-off at Denison University’s course. The stakes were high. They had to outplay 30

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the defending State Champions, Worthington Christian, who they lost to by one stroke just one week earlier, to have any chance at competing for a state title. Sure enough, the Jags didn’t disappoint and qualified with a onestroke win, 295-296. Heading into the State Championship, the team was the favorite to take home the trophy. Confidence levels were through the roof. As long as they played their game, no one could stop them. “This team was successful because they bought into themselves,” coach Mosier said. “The players had all worked themselves into a position where they could individually compete

with any player in the state, and when you have a group of players like that, with talent that deep, you’re going to have a great chance to win on any given day.” The Jags could not have asked for a more perfect first day of the two-day tournament. With four players shooting in the low-to-mid 70s, they finished the round with a score of 295. This score set the Division lll single-round state record, a whole 14 strokes ahead of the second place team. While the following day did not live up to the previous round, it was still more than enough to earn a victory.

“We were super proud that we could all help each other as a team and in the end finally accomplish our ultimate goal.” AIDAN SCHUMER ’20

Shooting a 315 on October 13, Wellington earned its second-ever golf State Championship (the first was also acheived under the guidance of coach Mosier) with a final score of 610. Countless students and parents were there to witness this historic day for the school, which made the win that much more special. “It’s pretty great being able to give something back to this program,” Mosier said. “I was lucky enough to have two All-Americans on my collegiate team (Denison University), and I was able to observe how they practiced and played and bring that back to the Wellington program.”

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A key component in the Jags success, Aidan Schumer ’20, finished 3rd at the championship and was named First Team All-State. He felt the group really deserved it due to all of the work they put in as a team and on their own time. “It definitely felt good,” he said. “It was a hard fought battle for all of us and we all worked really hard. We were super proud that we could all help each other as a team and in the end finally accomplish our ultimate goal.” For Schumer and the rest of the team, living up to expectations was one of the greatest challenges. Garrett Thesing ’20, named First Team All-State and MSL Cardinal Division

player of the year, explained, “After such a great season, winning didn’t feel out of reach at all. Obviously, it feels great to win, being able to put Wellington on the map. To have 2018 tennis and golf state champions is a really cool thing to say and I’m proud to be able to represent my school in any way I can.”

CAPTIONS: 1. The Wellington 2019 State Championship Golf team enjoys a moment of levity. 2. Classmates Addie Shock ’19 and Chloe Locker ’19 show Jack Doody ’19 and team their support. 3. Aiden Schumer ’20 shoots from the fairway.

Jag Athletic Highlights

Sarah Anderson ’20 Dallas Patrick ’19 scored his 1,000th career point on January 4, 2019, midway through a 66-49 victory over the Zanesville Rosecrans. Finishing the game with 29 points, Patrick walked away from the defining event with 1,019 points. An integral member of the Jaguar Division IV state semifinalist and state runnersup teams, he told the Columbus Dispatch, “It means everything to me. I couldn’t have done it without my teammates and my past teammates for getting on me the right way.” Patrick was also named First Team All-Central District. Dallas ended his career as the alltime leading scorer in boys basketball history with 1,298 points. This is second only to girls basketball alum, Rene Hayes ’03, who had 2,222 points before furthering her career at Michigan State University. Dallas also had four career triple-doubles (points, assists, and rebounds). This is a feat many players go their entire career without accomplishing once. He ultimately earned First Team All-Honors.

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had an amazing swim season this year. After focusing on her butterfly stroke, she went on to drop ½ second off her personal best. It was an accomplishment for Anderson, who began swimming at the age of six and is also a member of the Ohio State Swim Club (OSCC). “It’s a big deal to me as I have been sitting at a 1:02.5 for around 2 years and dropping that much made me confident and happy with how my season ended,” Anderson said. “I am excited to see what I can do when I get back senior year.” At districts, she placed 7th and made the podium in the 100 yard butterfly and was 9th in her 50 freestyle, missing the podium by just one spot after placing 8th the previous year. This season, Anderson set a goal for herself to go under a minute in her 100 yard butterfly by the time she would compete at Districts. After pushing herself to practice and get her technique down, she was able to do her best and get closer to her goal at the Championship Meet. “The sets were hard but the team is what matters,” she said, “and how much fun we have getting through those tough sets and practices is what really makes the sport exciting for me.”

George ’21 and Taso ’21 Callanan made it a family affair on the medal stand of the State Diving Championship when they placed 4th and 7th, respectively. It was an impressive display of personal strength and fortitude with Taso placing 7th for the second consecutive year and George having only taken up the sport five months earlier. A gymnast who had knee surgery last year, George decided to switch over to diving and now looks forward to continuing with the sport. “The thing that I like most about diving is that you are only going to get the results that you want if you put your full effort into every practice,” he said. George attributes his success to intense preparation throughout the season from practicing club diving at The Ohio State Diving Club as well as diving for Wellington. It also helped him to know he was going to have his twin brother push him to his greatest capabilities. George looks forward to becoming a more mature diver with more practice and meet experience to take him to the next level.

ATHLETICS

AWARD WINNERS FALL AWARD WINNERS

MIDDLE SCHOOL (3) 5TH/6TH SOCCER Coaches Award Zac Barton ’26 Zak Djafi ’26 7TH/8TH SOCCER Coaches Award Ben Beckman ’23 Sophia Shihab ’23 GIRLS TENNIS Coaches Award Kate Thompson ’23 Katie Kuttrus ’23 GOLF Coaches Award James Gray ’24 Katherine Armitage ’25 (4) UPPER SCHOOL VARSITY BOYS SOCCER R.O.A.R. Katz Kadlic ’19 Golden Boot Eli Dulle ’20 (1) MVP Nick Robinson ’20 JV Jag Leroy Dannemiller ’22

GIRLS VARSITY SOCCER R.O.A.R. Addie Shock ’19 Golden Shield Eli Burkhardt ’20 (5) Team First Christine Cooke ’21 VARSITY GIRLS TENNIS R.O.A.R. Isabella Vegas ’19 (6) Coaches Award Camille Olmstead ’20 JV Jag Maika Danford ’20 VARSITY BOYS GOLF R.O.A.R. Jack Doody ’19 (2) John Yakscoe Aidan Schumer ’20 “Big Three” Garrett Thesing ’20 JV Jag Zach Ware ’22 VARSITY GIRLS GOLF MVP Lexi Horan ’20

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WINTER AWARD WINNERS

MIDDLE SCHOOL (12) 5TH BOYS BASKETBALL Coaches Award Zac Barton ’26 Will Bernard ’26 6TH BOYS BASKETBALL Coaches Award Isaac Brady ’25 Charlie Lowrey ’25 7TH BOYS BASKETBALL Coaches Award Henry Allen ’24 Michael Adams ’24 8TH BOYS BASKETBALL Coaches Award AJ Taylor ’23 Cameron Deguchi ’23 GIRLS BASKETBALL Coaches Award Elodie Ware ’25 (7) Vivienne Bond ’25 GIRLS BASKETBALL Coaches Award Katie Kuttrus ’23 Kaylei Johnson ’24 SWIMMING Coaches Award Natalie Allen ’24 Cira Tibbets ’24

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UPPER SCHOOL BOYS BASKETBALL R.O.A.R. Elijah Meredith ’20 (10) MVP Dallas Patrick ’19 Anthony Jackson Katz Kadlic ’19 (9) Most Improved Marcus Stewart ’21

GIRLS BASKETBALL R.O.A.R. Savannah Childress ’19 (14) Coaches Award Alexis Burkhalter ’22 Hannah Jones-Beyene ’22 GIRLS SWIMMING/ DIVING R.O.A.R. Sarah Anderson ’20 Coaches Award Katherine Olson ’20 (8) P.A.W.S. Camille Simpson ’19

UPPER SCHOOL BOYS SWIMMING/ DIVING R.O.A.R. Heath Thomas ’21 (13) Coaches Award Andrew Davis ’19 P.A.W.S Evan Albers ’19 (11)

ALUMNI

Alumni News THE CLASS OF

1989

THE CLASS OF

1993

David Wilson travels to New York often for work as the digital analytics offering manager at IBM. He also recently returned from a trip to Greece.

THE CLASS OF

1996

Ben Krakowka is the Anaconda Deer Lodge County Attorney and recently teamed up with local law enforcement as well as statewide nonprofits to combat drugs in the state of Montana.

THE CLASS OF

1991

Ajit Chaudhari is the associate professor of physical therapy, orthopedics, mechanical engineering, and biomedical engineering at The Ohio State University. He returned to Wellington this fall to share his college experience with upper school students and how it helped shaped his career. 35

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THE CLASS OF

Pete Horiszny resides in Tampa, Florida. In 2018, Horiszny was able to break away from the Sunshine State, and visit Columbus for the 1993 class reunion, where he spent time visiting classmates Greg Davda ’93, Rita Arnold ’93, and Brian Teske ’93. Teske and Horiszny were able to track down classmates Jack Chaung ’93 and Tommy Gallo ’93, spending quality time at their restaurants. Horiszny is looking forward to seeing more of 1993 alumni at the 30th year reunion. Greg Davda was hired as the director of enterprise sales for managed service provider Sage Net, managing a 5-state region.

1997

Anna Taft, founding director of The Tandana Foundation, hosted their annual fundraiser supporting community initiatives and student scholarships in Ecuador, South America, and Mali, West Africa, last November. The foundation will host a Gardening Volunteer Venture in Highland Ecuador in October 2019 as well as a Health Care Volunteer Venture. For more information, visit tandanafoundation.org.

THE CLASS OF

2000

2005 Allen Bediako is the marketing and business development strategist for 3M in the Greater Minneapolis-St. Paul Area. Abby (DeGiralomo) Thompson and husband Justin welcomed their second child, Anthony Thomas Thompson, in January 2018. Baby Anthony joins older sister Annabelle. Abby is the director of marketing for Butler University in Indianapolis.

Andres Marquez-Lara and wife Fabi welcomed their daughter Sofia Isabel on December 3, 2018, at 11:39 a.m. in Washington, DC. They chose the name Sofia Isabel not only because of the meanings of each individual name, but also because when combined, Sofia Isabel means she who follows her wisdom in service of the mystery of life. Sofia Isabel joins big sister Santi.

2003 Jessica (Lane) Witzky and husband Alex welcomed their second child, Maxwell Williams Witzky, on June 28, 2018. Baby Maxwell joins big sister Finnley, age 3. THE CLASS OF

2004

2001

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2006

THE CLASS OF

Casey Osterkamp was appointed by the governor of Missouri and confirmed by the state senate this spring to serve as the director of the division of personnel in support of the state’s 50,000 employees.

THE CLASS OF

Will Kent became the program manager for Wikidata in 2017 for Wiki Education in San Francisco, California. In his role, he facilitates communication between Wikipedia editing community, instructors, and students.

Max Palmer is a professional skateboarder, sponsored by companies such as Nike, Carhartt, and 917. He lives in New York City but is mostly on the road for filming. In previous years, Max has been to Paris, Copenhagen, Mexico City, Greece, Seoul, South Korea, Berlin, Columbia, and various locations across the U.S. He was featured in a full-page spread in Thrasher Magazine and on the cover of a British skate magazine, amongst other skate videos, zines, and publications. Max has also pursued the field of art and sculpture, recently having a solo show of his work “Improper Slope” sponsored by Carhartt in a Soho gallery in NYC.

THE CLASS OF

J.J. Bain received the Mid-State League Championship Coach of the Year Award for the 2nd time in a row. He currently coaches boys varsity soccer at Wellington. Under his guidance, the team has won two out of three district championships and has been to the finals for the last three consecutive years.

THE CLASS OF

2010

2013

Colleen Durfee currently lives in University City, Missouri, a suburb of St. Louis, where she is the planning and zoning administrator for the city.

Jonathan Robinson’s path toward a career in public health was featured in a story for The Ohio State University College of Public Health. After realizing he wanted to create cross-industry relationships with hospitals, local organizations, and public health agencies, Robinson became a corporate administrative resident at Bon Secours Mercy Health in Baltimore, Maryland.

THE CLASS OF

2012

THE CLASS OF

2014

THE CLASS OF

2007

Corey Fergus is a resident Porsche expert at Byers Imports earning the title of Porsche Ambassador (highest status given to standout salespeople across the country). He is the only Porsche salesperson in the United States who also raced the cars professionally. In 2018, he joined Lazare as a teammate for the IMSA and Continental Tire Sports Car Challenge Series.

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Sophia Knowles received 1st Team Ultimate Frisbee Honors – Women’s Division, for being one of the most effective offensive players for Columbus Rivals, putting up 21 goals and 46 assists in tournaments including 3 goals and 21 assists at nationals. Andrea Flowers graduated from Baldwin Wallace University in May 2018 with a Master’s of Science in speech-language pathology. She is currently a lead speech therapist at Pediatrics Therapy Partners LLC in Lewis Center, Ohio.

Gabrielle Berry graduated summa cum laude from DePaul University majoring in health sciences. She currently attends George Washington University, working toward a master’s in public health. Berry plans to begin dental school in June 2019. Berry also recently joined Wellington’s College Counseling Alumni Advisory Board. Rebecca (Becky) Shin is the executive director for Charley’s Kids Foundation, where they partner with kid-focused programs supporting children in education, mentorship, and food. Charley’s Kids is the philanthropic arm of Bibibop and Charley’s Philly Steaks. For more information, visit charleyskids.org.

David Swaddling graduated from Miami University last December with a Bachelor of Arts in strategic communications. THE CLASS OF

2015

Luke Hogan, a senior at Purdue pursuing a degree in mechanical engineering and employed by Honda, Skyped with Wellington 3rd graders as part of a design engineering project they were working on. His advice to the class included not giving up when something becomes difficult and working cooperatively with people to get a job done. “If you get frustrated, take a walk, or do something else for a while then go back to the problem,” he said.

THE CLASS OF

2017 Christine Currie spent the spring 2018 semester in Spain as a part of a study abroad group. A double marketing and entrepreneur major at Miami University graduating this spring, Currie has been recognized academically for creating her own company called Zandaland to help kids with cancer. As a part of the New Venture Capstone course at Miami University, she worked on a venture pitch that tackled real market problems in healthcare, ultimately winning 1st place and a $2,500 prize supporting her cause. Zanadaland is a webaccessible virtual world application to help pediatric cancer patients use fun, play, and technology to empower them through knowledge and engagement. More information can be found at zandaland.org. Currie also made the president’s list her freshman year and dean’s list every semester thereafter.

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Arham Siddiqui is the producer of his own student radio show, “Throwback with Hum.” The show can be heard from 3-4 p.m. on Tuesdays, featuring throwback music from the early 00’s. Tune in at arouseosu.com. Matt Strasser, a political science major at Miami University, was named to the dean’s list for the fall 2018 semester. Khalil Jallaq was honored as a Rockstar Leader at a University of Findlay’s Office of Student Activities, Commuter Services and Leadership Development event in the spring of 2018.

THE CLASS OF

2018 Bradley Biehl is having a big year for his podcast and sounding board he started at Wellington as a student. Biehl ended 2018 airing more than 30 episodes, with new episodes releasing weekly in 2019, under the More Than a Word brand. The podcast can be found at morethanaword.net or on any podcasting app. Biehl will also be launching a live event podcast series, “A Coffee Shop Conversation” that will be filmed in Columbus, Ohio. In the summer of 2019, he will head to New York for further growth and development in podcasting. The mission of his podcast is “striving to activate vulnerability, provoke thought, and encourage reflection through the vehicle of language, with the ultimate intent of inspiring meaningful action.” In the midst of being an entrepreneur, Biehl earned a 3.8 GPA during his first semester at Arizona State University, participated in the Entrepreneur Ambassador Club, and served as a student worker assisting students as an entrepreneur catalyst at top-rated Entrepreneur and Innovation. In his spare time on Sundays, Brad plays in a men’s soccer league.

Jack Roslovic Named NHL Player of the Week Macey Shock made her NCAA debut as a forward at Marquette University, appearing in 14 matches as a freshman and playing 242 minutes. She had a pair of shots on goal at Cal Poly in the season opener, and contributed a 3.7 GPA to MU Women’s Soccer overall team 3.54 GPA. Brianna Masters was named to the Miami University fall 2018 president’s list. She is majoring in biology and neuroscience. John Faller was named to Loyola University Maryland fall 2018 dean’s list.

Alumni Basketball Gathering Alumni students gather annually during the Thanksgiving Break to play a game of pick-up-ball. This fall 2018, the following Jags played: (Left to Right) Front Row - Alex Anderson ’11, Larry Brown ’05, James Amos ’08, Cameron Edmondson ’16 Second Row - Bob Faller ’18, Adam Porter ’17, John Faller ’18, Noah Berry ’18, Chandler James ’16, Jacob Robinson ’10, Jonathan Robinson ’13, Ted Emery ’09, Ian Fout ’09 39

THE JAG • SPRING 2019

Former Wellington class of 2015 student and Winnipeg Jets standout Jack Roslovic was named NHL’s First Star of the Week in February, after scoring five goals and six points in four games that week.

Robert Sloan and David Harris Remembered The Wellington community mourns the loss of two beloved Jaguars who will be remembered with great affection and admiration by all who knew them.

Robert Sloan ’90

David Harris ’10

Passed away on January 9, 2019. He was well known in the Wellington community as his mother was Diane Sloan who taught here from 1982-1987. After Rob graduated from Wellington, he attended The Ohio State University where he earned both bachelor’s and master’s degrees as a fourth generation member of Phi Gamma Delta. Rob was employed as a senior logistical analyst at Big Lots Corporate Headquarters. He was an amazing father to Gianna Michelle Cegala Sloan and husband to Tina Cegala. Rob will be remembered for his contagious humor, legendary hospitality, and deep love for family and friends.

Passed away on September 29, 2018. After graduating from Wellington, he attended the University of Cincinnati, where he graduated in 2015 with a Bachelor of Science degree in aerospace engineering. He worked as an engineer at Cummins Engineering in Columbus, Indiana. David was an avid outdoors person who enjoyed hiking, off-roading, and adventuring, and loved just doing anything outside. He was technologically savvy and able to build anything imaginable. Dr. James Allen, former upper school faculty member from 2001-2011, recalls David as a Wellington student “He was bright and sensitive, and curious about his place in the world. I always appreciated his intellect and the people with whom he would forge a bond. I am fortunate to have passed him in my life, and saddened that others won’t share his gifts.”

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