VOL. 5 NO. 1
UPrep WINTER 2021
MAGAZINE
Social Responsibility during a Global Pandemic UPREP STUDENTS DIVE INTO THE 2020 ELECTIONS PG. 6 – 8
LEARNING TO DEBATE REAL-WORLD ISSUES IN SCIENCE CLASS PG. 10 – 11
ALUMS EMBRACE THE UPREP MISSION DURING COVID-19 PG. 16 – 19
OUR MISSION University Prep is committed to developing each student’s potential to become an intellectually courageous, socially responsible citizen of the world.
In this issue: 3
Message from Ronnie Codrington-Cazeau
5
Social Responsibility during a Global Pandemic By Blake Titcomb ‘09
6
UPrep Students Dive into the 2020 Elections By Mary Beth Lambert
9
On the Bookshelf
16
By Anne Bingham and Leah Griffin
Alums Embrace the UPrep Mission during COVID-19
10
By Nancy Schatz Alton
Learning to Debate Real-World Issues in Science Class By Nancy Schatz Alton
12
Students Act with Resolve and Compassion By Nancy Schatz Alton
20
Independent Schools Hosting Equity & Inclusion Speaker Series By Abby Formella
22
Culture Night: A Beloved UPrep Tradition By E-chieh Lin
24
In the Arts
32
Faculty and Staff News
27
34
By Catherine Blundell
36
28
By Toby Cattolico ‘04
Puma Fund Succeeds, Thanks to You!
Puma Pods Create Connection and Community By Rebecca Moe
Class Notes Alumni News
Above: In December, History Teacher Raj Bhat led a Puma Pod on a hike around Union Bay Natural Area and the University of Washington campus. Front cover: Director of Marketing and Public Relations Madeline Dow Pennington ‘01 of Tom Douglas Seattle Kitchen, photographed at Serious TakeOut Ballard.
37
Upcoming Events
UPREP MAGAZINE
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BOARD OF TRUSTEES Cheryl Scott, PRESIDENT
Andrea Barry-Smith
Patricia Landy
Tori Ragen, VICE PRESIDENT
Adrian Biesecker ‘95
Suzanne McGill
Mark Britton, TREASURER
Geoff Buscher
Sujal Patel
Ronnie Codrington-Cazeau, HEAD OF SCHOOL
Charisse Cowan-Pitre,
Laura Domoto
Timothy Richey
SECRETARY
Richard Kassissieh, ASSISTANT HEAD OF SCHOOL
Elizabeth (Liffy) Franklin
Andrew Selby
Lisa Bontje, PARENT COUNCIL
FOR ACADEMICS AND STRATEGIC INITIATIVES
CO-PRESIDENT
Jason Froggatt ’87
Andrea Thoreson Mandira Virmani
Susan Lansverk, ASSISTANT HEAD OF SCHOOL
Jennifer Zell, PARENT COUNCIL
Terry Froggatt Michelle Goldberg
Ronnie CodringtonCazeau, EX OFFICIO
FOR FINANCE AND OPERATIONS
Joel Sohn, DIRECTOR OF UPPER SCHOOL
CO-PRESIDENT
Ric Anderson
Jeanette James
Alma Andrade
Van Katzman
Susie Wu, DIRECTOR OF MIDDLE SCHOOL Catherine Blundell, DIRECTOR OF ADVANCEMENT
PARENT COUNCIL
Kelly Herrington, DIRECTOR OF COLLEGE
Co-Presidents – Lisa Bontje, Jennifer Zell
COUNSELING AND STUDENT SERVICES
Upper School Vice President – Jennifer Sill
Mary Beth Lambert, DIRECTOR OF MARKETING
Middle School Vice President – Michele Conrad
AND COMMUNICATIONS
Treasurer – Ursula Phelan
E-chieh Lin, DIRECTOR OF DIVERSITY AND
Secretary – Elizabeth (Liffy) Franklin
COMMUNITY AND DIRECTOR OF HIRING
Past Executive – Barbara Sniezek
Shavette McGhee, DIRECTOR OF
Advancement Liaison – Kendall Burwell
ENROLLMENT MANAGEMENT
Diversity & Community – Hamsa Abdulle, Danely Landeros Global Programs Liaisons – Belinda Buscher, Kristie Shields
UPrep
M AGAZINE EDITOR Nancy Schatz Alton CONTRIBUTORS Nancy Schatz Alton, Anne Bingham, Catherine Blundell, Toby Cattolico ’04, Ronnie Codrington-Cazeau, Leah Griffin, Abby Formella, Mary Beth Lambert, E-chieh Lin, Rebecca Moe, Blake Titcomb ’09 PHOTOGRAPHERS Leora Bloom, Catherine Blundell, Abby Formella, Jess Klein, E-chieh Lin, Kedzie Moe ’20, Rebecca Moe, Underdog Sports
Governance Committee – Myndee Ronning Parent Ambassador Liaisons – Shelly Sage, Stephanie Standifer Parent Education – Mary Fitzgerald, Julie Kang, Kathy Park Parents for the Arts – Dean Carter, Dave Higley, Tina Scott Sports Boosters – Aija Christopher, Alexa Crawford, Julia Guthrie, Gail Ticeson 12th Grade Reps – Matt Frank, Lindsey Hewes, Anju Rao 11th Grade Reps – Mimi Worzel, Sally Wright 10th Grade Reps – Ivy Chen, Quyen Hamilton, Kathryn Wickham 9th Grade Reps – Paige Hansen-Shakar, Krysia Johnson, Jenna Sylvester, Robynn Takamiya 8th Grade Reps – Jennifer Castle, Katrina Strand, Nina Stuyt 7th Grade Reps – Denise Angelone, Hillary McLaughlin, Mara Roth 6th Grade Reps – John Madrid, Michele Miyoshi, Lauren Woodman
DESIGNER Anne Bryant Creative © 2021 University Prep 8000 25th Avenue NE | Seattle, WA 98115 206.525.2714 www.universityprep.org UPrep Magazine is published twice yearly by the Communications Office at University Prep. Comments may be sent to the address above, or emailed to: editor@universityprep.org. A Puma Pod of Middle School students hike at Discovery Park in November.
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“Each time a (person) stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope … and crossing each other from a million different centers of energy and daring those ripples build a current that can sweep down the mightiest walls of oppression and resistance.” —ROBERT F. KENNEDY
Dear UPrep Families and Alumni, It finally feels like winter in Seattle. The leaves have fallen from the trees, the days are shorter and colder, frost covers the rooftops early in the morning when I leave for school, and the winter break has come and gone. Winter has always been my favorite season, and, even in the midst of this pandemic, I am enjoying the feeling of renewal that comes with the onslaught of the colder, crisper air that greets me at every open window and door. What an exciting and extraordinary year to be head of school at University Prep! This year has created so many opportunities for our school to live its mission “to develop each student’s potential to become an intellectually courageous, socially responsible citizen of the world.” Our students have led protests, volunteered, engaged in discussions about race and inequality, tested their own limits, and pushed us, the adults in the community, to answer questions of injustice and inequity in our own UPrep community. I chose to come to UPrep to serve as its fifth head of school because this is a community that cares about each other and cares about giving back. I am proud to say that our students, alumni, faculty, staff, and families have all jumped in to support each other, whether it was to give to the Temporary Emergency Financial Aid Fund last spring so no family would
This community supported each other when
have to leave our community for
we switched to online learning and continues
economic reasons, or to stand
to support each other as we return to campus
together in protest of the murder of Black men and women by
in small learning communities.
those charged to serve and protect, or to stand together in service to provide food or necessary items to our neighbors in need. This community supported each other when we switched to online learning and continues to support each other as we return to campus in small learning communities. UPrep continues to be resilient—even in the midst of a pandemic. Please enjoy reading about our resourceful, innovative community in this winter issue of the UPrep Magazine. Within these pages are a few samples of how our community supported our local and national communities in 2020. At UPrep, as Confucius said, “Our greatest glory is not in never falling, but in rising every time we fall.” Gratefully yours,
Ronnie Codrington-Cazeau HEAD OF SCHOOL
UPREP MAGAZINE
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Social Responsibility during a Global Pandemic BY BLAKE TITCOMB ’09, ALUMNI BOARD CHAIR
A
UPrep education prepares students to be socially responsible citizens who are aware of other people’s experiences and the need to contribute to the communities they belong to in the world. During this global pandemic, the way we affect others has become more evident than ever. With the 2020–2021 school year starting approximately six months into this
worldwide experience, teachers have not only taught most of their classes online but have also restruc-
tured their curriculum to reflect on the current state of the world. In the following pages, we share some of that learning, including fall courses that asked students to study the 2020 local and national elections, and 7th grade Science classes that debated real-world issues in a town hall debate-style format. As an alumnus, I remember how my teachers taught me what it means to be awake to the world
As an alumnus, I remember how my teachers taught me what it means to be awake to the world around me. UPrep taught me that as a socially responsible citizen of the world, I can do more than I think to influence the community around me.
around me. UPrep taught me that as a socially responsible citizen of the world, I can do more than I think to influence the community around me. I know that my voice and actions can make a positive impact on those around me, whether that involves volunteer work for special-needs children or supporting the BLM movement by being an active participant in peaceful protests. During my time at UPrep, I realized that my voice and actions can make a positive impact on those around me. Students learn what it means to be part of both the school and the larger community, and we share some of that learning in a handful of profiles. UPrep students are already making a positive difference, from donating proceeds to Food Lifeline from a bakery delivery service to building tiny homes to be used by people experiencing homelessness. This fall, building community at and around UPrep often translated to online activities that enriched our days and widened our perspectives. In the wake of the recent killings of Black Americans, diversity practitioners from more than a dozen local independent schools came together to present the 2020– 2021 Virtual Equity & Inclusion Speaker Series, with national speakers offering educational experiences to our communities via Zoom during this school year; read more on page 20. UPrep’s Diversity and Community Office transformed its yearly Cultural Night into four nights of online events designed to celebrate, share, and honor the cultures and ethnic heritages of our community members. As we adjust to living with COVID-19, UPrep alumni are working to support their communities. Within this issue, we share alumni impact stories, highlighting how the pandemic affected their work, including how they adapted to these changes and worked to improve the world around them through compassion, creativity, and innovation. As an alumnus myself, it is an honor to introduce you to this issue of the UPrep Magazine, which highlights how the UPrep education experience helps students grow into alumni who support and lift up those around them during this unusual time.
UPREP MAGAZINE
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Students in the Upper School Mixed Media class created remixes of the American flag. Above, left to right: Artwork by Ilham Mohamed, 10th grade; and Claire Hansen, 9th grade.
UPrep Students Dive into the 2020 Elections BY MARY BETH LAMBERT, DIRECTOR OF MARKETING & COMMUNICATIONS
The 2020 elections were remarkable in so many ways. For UPrep teachers, the elections offered up-close, teachable moments of foundational concepts and ideas that are key to our democracy. The elections also offered teachers practical opportunities to make actionable our mission to foster socially responsible global citizens. With the goal of teaching students how to think, not what to think,
In this class, students have many opportunities to choose to research
UPrep offered a number of fall courses that dived into the 2020
topics that they are passionate about, which helps deepen their
local and national elections. We talked with students in three
engagement and understanding. For one assignment, Dave asked
history and civics classes who learned about the electoral process
students to write about a current news topic of importance and to
and its historical roots, researched policy issues likely to be impacted
choose two sources with different political leanings. Students were
by the national election outcomes, and examined the outsized role
required to analyze the political bias and reliability of their media
of the media in our country’s elections. Below, a few students share
sources using the Media Bias Chart from Ad Fontes Media, founded
their 2020 election insights and aha moments with us.
by Denver-based attorney Vanessa Otero. “I want them to focus on
Topics in U.S. History: Current Events Class This Upper School course aims to deepen students’ understanding of current events and the history that shaped these events. Teacher Dave Marshall says teaching this course during an election year gives
cultivating a healthy media diet,” says Dave. Junior Jane Scroggs chose to write about the U.S. Supreme Court. “The role of Amy Coney Barrett in the Supreme Court, though still relatively ambiguous, appears as a hazard to members and allies
everyone a space to process complex issues and ask tough questions
of the LGBTQ+ community,” she wrote for her class assignment.
in a supportive environment.
“As a woman and aspiring LGBTQ+ ally, I felt a lot of fear when
“For me, following the news this year has already felt like a full-time
I read about Amy Coney Barrett’s reputation and the possibility
job, so I feel truly lucky that I get to engage with such eager and thoughtful students every day,” says Dave. “2020 has been historic in so many ways, so the more that we can grapple with issues of media literacy, bias, political parties, and democratic engagement together, the better.”
6 UPREP MAGAZINE
of her joining the Supreme Court. I decided to research and write about her stance on LGBTQ+ issues because I felt like it was a productive way to deal with my fear and raise my own level of awareness and understanding of her beliefs. I realized that I should have my own information that would enable me to make my informed decisions.”
Left: Art by Sinclaire Hicks, 9th grade. Above: Art by Julia Gire, 9th grade.
Jane adds that the media-bias part of the assignment made her
and to consider the pros and cons of the system. This fall, students
reconsider her news sources. “With social media, the algorithms of
explored campaigns and elections at the national level, focusing
your feed show you news that you already agree with. This assign-
particularly on presidential and congressional elections. “The goal is
ment made me realize the importance of checking where a story is
for each student to be self-reflective about the strengths and weak-
from when reading it on social media and seeking out sources that
nesses of democracy as it is practiced in our country,” says Damin.
aren’t just in my social media feed,” she says.
Student Kaitlyn Harris, 8th grade, says it was really fun to learn
She also enjoyed talking about current events and why things are
more about elections and hear different perspectives. “A highlight
happening now. “This class did a good job of bringing past events,
was learning about national campaign strategy and getting to
current events, and possible future events together,” she says.
watch the candidates’ video ads. We discussed what we thought
Junior Adriana Hernandez Jimenez chose to write about health care
were the goals of the ads and the target audience,” says Kaitlyn.
because it was clear to her during the presidential debates that the candidates had very different ideas about how they would approach
“Before taking this class, I didn’t know that ads were created for different audiences or that candidates would run different ads in
the issue. “It is such an important topic that affects everyone, but
different states.”
especially low-income families,” she says.
Environmental Ethics & Advocacy Class
Her favorite part of the assignment was using the Media Bias Chart.
In this Upper School interdisciplinary course, which combines
She now references it while watching the news. “I learned that we
English and Civics and runs through the fall semester and the
usually look at news that aligns with or confirms our own beliefs.
January intensive, students explore the ethical considerations of
This got me thinking about how two people can look at a story and
environmental issues and learn about the role citizens play in
see it from two different perspectives,” says Adrianna. “We were
shaping their relationship with the environment at the local,
so fortunate to learn about media bias during the elections because
national, and global levels.
it is so applicable to our lives.”
During a November postelection class, students learned about the
Elections Class
six Washington state measures on the ballot, including Advisory
Teacher Damin Bauer is uniquely qualified to lead the Middle School Elections class. He started his career in Washington, D.C., as a legislative aide working on Capitol Hill, and he later worked as a lobbyist. As a former insider, Damin knows how Washington, D.C., works and what it looks like when it doesn’t work. In the Elections class, students examine the United States electoral system and campaigns to better understand democratic practice
Vote 32, a nonbinding question that asked voters whether legislators should maintain or repeal a tax on plastic carryout bags. While the bill had already been approved by the legislature and signed into law by the governor, the majority of Washington’s voters (61 percent) signaled their dislike of the new tax and voted to repeal the law. The breakout group of students in charge of reviewing this measure pointed out the disconnect between the will of the voters and their elected officials. UPREP MAGAZINE
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Above: Remix of American flag by Claire Miyoshi, 9th grade.
Senior Anders Pohlmann, a first-time voter in November, participat-
During the January intensive, students will build their understanding
ed in the discussion of Advisory Vote 32. He believes that learning
of global perspectives on international environmental policy by
about elections and the potential policy implications serves an
participating in a Climate Summit, taking on the roles of different
important dual purpose: it helps to educate students about the
stakeholders and nations discussing possible paths forward toward
issues, and it makes the connection between issues and voting.
combating climate change. “In this activity, students will see first-
“Our government matters and plays an important role in our lives—
hand how ethics and ethical decision-making can be particularly
from environmental policy to COVID and global health issues,” says
challenging when it involves competing perspectives on global prior-
Anders, who notes that this election made it clear how important
ities and how to achieve them,” says Co-Teacher Karen Sherwood.
it is for students to have access to strong civics classes, like those
For Anders, the first-semester class furthered his understanding of
offered at UPrep, in order to understand the issues.
how voting affects policy and helped him reflect on the possible
“In many ways, this class is about simply introducing students to
outcomes of the local, state, and national elections this fall. “I am
the systems around them that shape our relationship with the
hoping that as a result of the elections, there is a push to create
natural environment, in ways both big and small,” says Co-Teacher
clean energy and clean energy jobs. We aren’t going to turn things
Christina Serkowski. “In the plastic bag example, perhaps policy
around with the environment with one election—it is going to be
makers should allow the law to stand despite the will of the
a decade of work to make change. Still, following the elections,
majority expressed in the election, or perhaps this majority
I hope to see more consensus from our elected officials on climate
opinion should take precedence. It’s not a simple decision,
change,” he says. ■
either way you cut it!” 8 UPREP MAGAZINE
ON THE BOOKSHELF
BY ANNE BINGHAM AND LEAH GRIFFIN, UPREP LIBRARIANS
Being socially responsible during COVID-19 means thinking of others and taking care of yourself. While taking care of others through quarantine, this unique time apart gives us more time to understand how to care for both ourselves and others. During this time spent mostly at home, we all have a great opportunity to learn more about anti-racism, be inspired by women who have rocked the world, explore our own voices, and expand our understanding of the natural world. Caste: The Origins of Our Discontents By Isabel Wilkerson Author Isabel Wilkerson analyzes American racism through the concept of caste, which she identifies as a “term that is more precise [than race]; it is more comprehensive, and it gets at the underlying infrastructure that often we cannot see, but that is there undergirding much of the inequality and injustices and disparities that we live with in this country.” Caste is the most recent work by this Pulitzer Prize-winning journalist, and would be best suited to Upper School students and adults who are studying current events and immigration, or for those who are interested in expanding their understanding of how race and hierarchy frame identity.
Brazen: Rebel Ladies Who Rocked the World By Pénélope Bagieu For the lucky reader, this book is a colorful treasure trove of inspiring stories. This graphic novel beautifully explores the stories of women like Nellie Bly (journalist), Mae Jemison (astronaut), Lozen (warrior and shaman), Annette Kellerman (mermaid), and Tove Jansson (painter, creator of trolls). Staying home during COVID has forced us into a particular way of being, just for the moment; Brazen will inspire young people to consider a multitude of ways of being for now, and for when the pandemic has passed, too.
Amina’s Voice By Hena Khan Here’s a coming-of-age novel for Middle School students who are finding their own voice. Amina struggles to fit in at school. She isn’t sure about her friend group, which will resonate with UPrep students who are struggling to maintain social connections during the pandemic. When Amina’s mosque is vandalized, she must use her voice to unite her community. Reading Amina’s Voice will inspire students to both exercise their own voice and respect the voices of others.
Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants By Robin Wall Kimmerer The audiobook version of Braiding Sweetgrass is a journey in mindfulness, botany, bias, and relationships. Professor Robin Wall Kimmerer challenged the traditional purview of academic environmental science by establishing connections between her experience as a woman and a member of the Potawatomi Nation to our understanding of ethnobotany and our relationship with the natural world. She was challenged and dismissed throughout her academic career for incorporating traditional knowledge into her theses, experiments, and studies. The spoken text is imbued with the author’s meaningful voice, providing an intellectual and scientific journey that is also emotional and spiritual. ■ UPREP MAGAZINE
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“I learned that it takes a lot of understanding and preparation to get ready for the debate. The debate itself requires confidence in your research and knowledge of the subject.” —GRACE MCLAUGHLIN, STUDENT
Learning to Debate Real-World Issues in Science Class BY NANCY SCHATZ ALTON, WRITER /EDITOR
W
hat if the town where you lived were
“As students dig into their research, they begin to realize there
considering whether to build a nuclear
isn’t a straightforward right or wrong answer when it comes to
power plant? Hopefully, the town leadership
this issue,” says Science Teacher Nhu-Quynh Tu.
would hold a debate—so the voices of all
Student Finn Kamb was unhappy when he was assigned a position
community members could be heard before
a decision is made. Last fall, this was the scenario faced by UPrep’s 7th grade students in their Science II classes.
for the nuclear power plant. “After I had researched for a while, I realized this debate wouldn’t be two-sided,” he says. “There are so many ways to look at this problem through so many different
At the beginning of the quarter-long Nuclear Power Plant unit,
eyes of so many different people. This is a hard decision to make,
science teachers asked students if the fictitious town of Solutionville
especially when so many people have so many points of view.”
in Northern California should build a nuclear power plant. Then,
The students worked with Librarian Anne Bingham on research
students learned about nuclear fission, the components of a nuclear power plant, and nuclear waste, before preparing for a community-wide debate about the proposed plant. Students were randomly assigned a “for” or “against” stakeholder position: Pomo Nation member, worker, environmentalist, or chamber of commerce member. “While this project helps students weigh the pros and cons of nuclear energy compared to other sources of energy, we aim to add social justice components in our curriculum,” says Science Teacher Alyssa Reyes, adding that the debates helped students understand the perspectives and impacts on various communities around a nuclear power plant.
10 UPREP MAGAZINE
and shaped their stance to follow a timed debate format, which included a 60-second introduction, 30-second rebuttal, 30-second response, 2 minutes of audience questions, and a 30-second closing statement. Debate days felt like a passionate city council debate. Student Grace McLaughlin realized that the debates just touched the surface of the issues that would affect the fictitious town of Solutionville if they built a nuclear power plant. “I learned that it takes a lot of understanding and preparation to get ready for the debate. The debate itself requires confidence in your research and knowledge of the subject,” she says.
Clockwise from left: Jin Heraty; Miller Weimann; Will Anderson, Paige Johnson, and Tyler Cluett; Katelyn Johnson. Photo on page 10: Julia Burns and Huda Hassan.
A project in 6th grade Geography class helped student Vivian
“This project helped teach me more about doing what is right
Basinski prepare for her debate. “Without it, I wouldn’t have done
for the community, and not what is right for just you,” says Finn.
as well with the science debate,” she says. “Instead of stating a
“Being socially responsible means, to me, that you always think
bunch of facts for my cause, I knew I needed to add why the facts
of others before yourself, and to reflect through the actions you’d
affect my cause and why my opinion is the better opinion.”
like to take to help the community.”
The 7th grade students really inhabited their viewpoints, backing up their interests with facts and passion, so the community would hear their values and vote for their interests. “The debates felt like a group of people working out a problem instead of arguments,” says Science Teacher Tom Strouse. “Students learned that solving problems is complex; that it’s important to have evidence and listen to the arguments of others. As teachers, we were thoroughly impressed with the level of the students’ research and how well they articulated their ideas, and that students were engaged and respectful to other speakers.” After hearing all of the debates, students voted for or against the
“Students learned that solving problems is complex; that it’s important to have evidence and listen to the arguments of others.” –Science Teacher Tom Strouse Student Katelyn Johnson says being socially responsible means doing your research and really thinking before you come to a conclusion. “You can’t jump to conclusions,” she says. “Being responsible for your actions and doing the best thing for other people—that takes time and research.” ■
proposed Solutionville nuclear power plant. The final tally: 56.3 percent voted against building the plant, and 43.8 voted for building the plant. UPREP MAGAZINE
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Clockwise from top left: Adissem Moita, 12th grade; Ben Normann, 12th grade, collects donated supplies for the Low Income Housing Institute; Aida Richey, 9th grade; Paris Buren, 11th grade, at the National Memorial for Peace and Justice. Photo on facing page: Ben Normann at Safe Harbor Interbay Village, the site that includes the first tiny house he built.
Students Act with Resolve and Compassion BY NANCY SCHATZ ALTON, WRITER /EDITOR
A
t UPrep, students are asked to think about how
Washington. As many experience financial hardships related to the
their actions impact the world around them, with
pandemic, these food banks are helping to keep food on Washing-
the goal of becoming socially responsible citizens of
tonians’ tables. “I felt sad that people were struggling due to the
the world. The global pandemic has amplified that
pandemic, and I turned that sadness into action by raising money
learning in novel ways, both inside and outside the
to help people get food,” says Aida.
classroom. We asked four students to share with us how COVID-19 has changed their lives, along with how current times have height-
What have you learned from running a bakery that donates its proceeds to charity?
ened their learning about social responsibility and how they care for
The first week was a little bit of a disaster. I mean, our baked
the communities around them.
goods did not turn out very good, but we stuck through it, and we
Freshman Aida Richey created sets for the Upper School play in
delivered for three hours all across Seattle. This summer, we made
Stagecraft class last semester. She’s also part of Seattle’s Performers,
baked goods weekly, but now we deliver once a month, since the
a local theater company. This summer, Aida and a friend started
whole process takes 15 hours each time. I learned that it doesn’t
AdiuvAre Bakery, a nonprofit bakery delivery service. All of the
matter who you are: you can make a difference. It has taught me
money from sales of their baked goods is donated to Food Lifeline,
hard work pays off, and it was so fulfilling to be able to send a
a nonprofit organization that supplies food banks across western
check for $2,287 to Food Lifeline at the end of the summer.
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How has the pandemic changed your worldview?
I’ve been paying attention to more issues during the pandemic, like
It’s definitely made me feel a lot more grateful for what I have and
Black Lives Matter. To be a socially responsible citizen, I also need
for what I do every day. It has also made me much more grateful for
to look at the information I am reading to see if it is about what
UPrep, and my friends and family. It’s great to have goals and it’s
actually happened, or if I am only reading someone’s opinion.
great to be determined and ambitious, but, at a certain point, you need to step back and just enjoy what you have in this moment,
At UPrep, senior Ben Normann has played tennis and participated
because it’s all going to go away. If you enjoy this quality time with
in track, the Investing Club, and the D&D Club. Outside UPrep, Ben
your family and your pets and you take this this time to look around
plays piano, volunteers at the Seattle Aquarium, and is a member
the world and notice what can be done to improve it, then you’re
of Boy Scout Troop 166. For his Eagle Scout project, Ben built a
going to have a more positive view.
“tiny house” to be used by someone experiencing homelessness.
How is your UPrep education teaching you about being a socially responsible citizen?
Installed in the Safe Harbor Interbay Village in January 2019, this
I’ve learned a lot about equity and diversity. Small things have educated me about other people’s experiences. Like when we enter
structure was constructed with the help of 32 volunteers and funded with almost $3,000 in donations. Driven by the pandemicrelated hardships put upon our homeless population in Seattle,
an activity during Community Time, and we introduce ourselves
Ben constructed a second tiny house in the summer of 2020.
with our pronouns. The learning behind this activity has helped me
How has the pandemic changed your view of the world?
gain connection with people who are facing struggles and made
It has made me realize that it’s my duty to help and be a positive
me aware of the impact I have on people’s lives. I think of social
force in both the local and global communities. At the global level,
responsibility as being kind to everyone, like the golden rule of
we will only overcome the pandemic through cooperation between
treating people how you want to be treated.
nations. Beyond working together to help get out the vaccine, we
What’s your definition of social responsibility during the global pandemic?
are going to need to do everything possible to help neighbors and
During a pandemic, it is wearing a mask, social distancing, and
actual disease itself, we are still going to need to do all we can to
sanitizing, because not only are you keeping yourself and your
help our neighbors needing support. When I drive around Seattle
family healthy, you are also keeping those around you healthy.
right now, I see many tents. After the pandemic, there’s probably
I’ve also realized that people need to vote for people who will
going to be more tents than there have been in the past, and that
be advocates for everyone and be advocates for social justice.
makes me sad.
our communities during the pandemic. Once we overcome the
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13
How has UPrep helped you become a socially responsible citizen?
experiences today. There are so many lives that have been drasti-
Right now, I’m finishing up my Citizens Action Project for
for all the families that have been negatively impacted in any way.
Mr. Grant’s Civics class. He gives us the option to volunteer for a
I constantly tell myself to accept the reality and seriousness of the
political organization or any organization we are interested in
situation, and that I can keep up with the news, try to help out or
helping. I’m raising money to purchase socks and other hygienic
volunteer, and keep looking forward.
supplies to donate to the Low Income Housing Institute (LIHI),
Why did you start working at the food bank during the pandemic?
which is the organization I built my houses for. I wanted to help them, as I know homelessness has been on the increase due to the pandemic. Mr. Grant wants us to realize that not only is it possible to make a difference through service, it’s also an interesting way to get involved with your community. There are many nonprofit organizations that cannot get their work done without the help of volunteers, and there are millions of issues that can be furthered through volunteer help.
cally changed during this pandemic, and I sincerely wish the best
I’ve volunteered with the Rainier Valley Food Bank for a few years. I enjoy working with this specific food bank because it makes me feel more directly tied to the community in South Seattle, since I used to live in the area. I’ve heard that many food banks are very overwhelmed during the pandemic, so I reached out to the volunteer coordinator and other adults that I worked with before, asking if there was anything I could do to help out. I do simple tasks, such
Why did you decide to build a tiny house?
as making sandwiches and collecting data from their clients online,
Driving to school every day with my dad, we would see many tents,
but I am glad to help out. The staff at the food bank are always so
so homelessness was an issue that was always in the back of my
grateful and hardworking, even during these crazy times, which
mind. I had also done volunteer work at Food Lifeline and I had
has inspired me to do more on my end.
earned one of my merit badges, in part, by talking to a Seattle councilmember about my concerns related to homelessness. From
How has your UPrep education helped you become a socially responsible citizen?
these experiences, I knew about the tiny house communities. When
Taking the Current Events class taught by History Teacher Dave
I researched building one, I thought, “Oh, that’s going to be way
Marshall has been eye-opening. Every unit was eye-opening,
too hard.” But, through more research, I realized I could theoretically
including studying Black Lives Matter and Native American reserva-
pull it off, and I wanted my Eagle Scout project to be something I
tions through the lens of history. The slavery unit brought back my
could look back on and think, “Wow, that was a good decision.”
life-changing visit to the National Memorial for Peace and Justice
Why did you decide to build a second tiny house?
during a Global Link trip I took to the American South during my
I knew if I didn’t have many different things to do this past summer,
freshman year. At this memorial, there are more than 800 six-foot
I would wallow too much. I also knew that to be balanced I needed
steel monuments, one for each county in the United States where
plenty of time outside and building a tiny house would ensure time
a racial terror lynching took place. Each monument has the names
outside. With the pandemic, I knew there was going to be a serious
of all the people who have been lynched in that county, along with
impact on our homeless population, and I’ve been watching the
quotes and stories. It was unlike any museum I have been to, and
number of tents around our city multiply. It only made sense that,
I have been to a lot of good museums. I’d heard of lynching, but
given my isolation, I should build a second tiny home. It would give
being there was the closest way to show me what lynching is like.
one more person a safe place to weather the coming storm. In
It was completely silent, and it was completely shocking to read
retrospect, it was my way to both endure and fight the pandemic.
those stories. I revisited that museum visit while taking this class, and now I’m better able to interpret that experience. I don’t want
Before the pandemic, junior Paris Buren played on a select basket-
to lose the impact of my visit.
ball team and volunteered at an animal shelter near her house. At UPrep, she is a co-chair of a committee on the Black Student Union.
Senior Adissem Moita loves the community she has found through
She is also a member of the National Honor Society and helped
participating in plays and playing Ultimate Frisbee at UPrep. As a
organize the UPrep National Honor Society Blood Drive in December.
member of the Black Student Union, she appreciates talking with
As a way to further help the local community during the pandemic,
people who understand her life experiences while gaining new
Paris continues to volunteer at the Rainier Valley Food Bank.
insights through conversation. Outside school, she helps care
How has the pandemic impacted your life?
for her younger brother and works part-time at Le Panier in
I miss basketball and volunteering at the shelter, but I’m lucky to
Pike Place Market.
have work-arounds. I have a basketball hoop in my yard, and I have
How has the pandemic changed your life?
a dog. It made me pay close attention to the election. It’s really
My parents work in the medical field. My dad is involved in
heightened the learning in my Current Events class. When we
COVID-19 testing and my mom is a nurse, but they go to work and
studied past pandemics, it was so clear how devastating these
come home, and it doesn’t feel different. I still help take care of my
pandemics were—and interesting to compare them to our
brother. We don’t talk about my parents’ jobs; we talk more about
14 UPREP MAGAZINE
Paris Buren, 11th grade, making sandwiches for the Rainier Valley Food Bank.
the pandemic in the news and the scientific advances. Being away
our lives, including attending UPrep. It got me thinking about how
from school, I see how much of my attitude [work ethic] is attached
I have more privileges than I thought I had. It’s great to know and
to going to school. I don’t feel like I am in school, which is tough.
understand our privileges, because then you aren’t afraid to speak
I have to ground myself to make myself do schoolwork. I ground
out on issues that might affect other people.
myself by going to work at Le Panier. I work there Wednesday mornings before school for an hour, and I work a shift on Saturdays. Work is one of the few times I get to see people that are outside of my family. I work with some of my friends, and seeing actual friends and people is great. The pandemic has also made me realize who my friends truly are—because now it takes work to be connected to people. It’s a good skill to have: to work out which connections are deep that you will work to stay part of. How has the pandemic changed your view of the world?
We’d see a great change in our world if we started thinking of ourselves as a community who needs each other to figure out how we want to be in the world, instead of as individuals who must strike out on their own.
It’s made me realize not everyone thinks the same. It’s interesting
What is your definition of social responsibility during the current global pandemic?
to see people’s attitudes and how different countries function in
We live in a really individualistic society. As an 18-year-old, I’m
response to the disease. The pandemic has caused a division in
supposed to move out of my house to go to college. After four
society. We’ve tried to instill a sense of community by reaching
years, I’m never supposed to live with my family again. That’s not
out to people and talking about issues that we never talked about
the way it works in most of the world: people live with their parents
before. Talking about these issues without sugarcoating them
for a really long time. Right now, we see people reaching out for
caused more division. Lately, we’re getting straight to the point,
help during the pandemic. At my age, I’m just figuring out how to
and we haven’t gotten to a place of coming together yet. We are
tackle the world and how I can help others and how my actions are
still really divided. It’ll be interesting to see what happens.
impacting others. We’d see a great change in our world if we start-
How has UPrep helped you become a socially responsible citizen?
ed thinking of ourselves as a community who needs each other to
In a History class taught by Ms. Hundley, my small group read a book about a girl who lives in Nigeria. We really talked about the differences between our societies and the privileges we have in
figure out how we want to be in the world, instead of as individuals who must strike out on their own. Realizing that the pandemic is affecting everyone in the world, and not only yourself, means you think about your decisions, like wearing a mask during the pandemic and how that helps everyone. ■ UPREP MAGAZINE
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Alums Embrace the UPrep Mission during COVID-19 BY NANCY SCHATZ ALTON, WRITER /EDITOR
During these complicated times, we wanted to know how alumni are living out the UPrep mission of being socially responsible citizens of the world. Each of the four alumni spoke about how their UPrep education prepared them to serve their communities while adapting to life during a global pandemic. Kalen Fletcher ’06 is a clinical social worker with a public health background. She works with hematology oncology patients, predominantly bone marrow transplant patients, and creates programs for patients and families experiencing critical illness. She also conducts research at the Dana-Farber Cancer Institute, working to understand how to best support patients and families experiencing cancer, particularly at the end of life. Kalen lives with her husband, Elias, and their pit bull, Lily, in Boston.
What has helped you adjust to your changing work role
Why did you decide to work with patients and their families?
global pandemic?
My grandfather passed away from multiple myeloma while I was
UPrep prepared me to think creatively. My career isn’t necessarily
in college. During this horribly stressful, sad time, I noticed the poor
one with a linear trajectory. I kind of had to create it myself, and
communication between the medical providers and my family.
my UPrep education really provided the foundation for thinking that
I thought there had to be ways to make these times less challenging
way. The coursework I thought I wouldn’t do well in helped build
for patients and families and to help folks navigate these situations.
my confidence, like Biology class and understanding Shakespeare.
How has the pandemic affected your patients and how
There are days when I am presented with a task and I think,
you support them?
“I’ve never done this before.” But my experiences at UPrep give
The patients I work with are immunocompromised, so this is a
me confidence and the knowledge that I can use my creative
really stressful time. No visitors are allowed in the hospital, and it is
thinking to complete the task.
distressing for patients and families not to be with loved ones during
What can people do daily to help the world community
an incredibly challenging time. People are alone when they are very
during COVID-19?
sick. I usually practice through person-to-person connections, but
Ask people in your circles, “How are you doing?” That question
now I have to carefully decide which patients to see in person.
opens up conversations. This is a hard time for everyone, and it’s
during the pandemic? A lot of the patients I work with are incredibly resilient—they have taught me a lot. They had to self-isolate long before the pandemic. They are teaching their friends and family to make a routine and talk with friends and families who are not within their household. I tell my patients when you are feeling out of control, find the things in your day that you can control, like when you wake up, how much news you watch, and utilizing technology to create meaningful connections with people. How did your UPrep education help prepare you for the
important to acknowledge that. 16 UPREP MAGAZINE
James Pabiniak ’12 is the food bank supervisor at the Shoreline location of Hopelink, a nonprofit organization with five food banks that serve people who live in north and east King County. He oversees day-to-day operations, which includes overseeing food acquisitions, working with partner agencies, and preparing food for the food bank. James lives with his girlfriend and their cat in Seattle. How has the pandemic affected the food bank? Before the pandemic, the food bank was set up like a grocery store and clients who met our income requirements shopped twice a month. It was chaotic as we realized people could no longer come inside and we stopped receiving most donations. We shifted to giving prepackaged boxes of canned and dry goods, adding in dairy, fruits, and vegetables based on availability, while maintaining six feet of distance as people stand in line and pick up their food from a table.
UPrep encouraged us to plan for events as much as possible, and, when unplanned events occur, to have a task-oriented mindset and focus on what you can control.
and sister. Between these families, there are 18 people. She is the only adult who speaks any English, her brother was laid off, and her sister had surgery recently. At the food bank, some weeks have been very physically demanding on myself and other people, with longer hours and people playing multiple roles. We are doing more deliveries, and, at first, we didn’t have enough volunteers. But we have settled in to this new normal. We have tremendous volunteers who are inspired to give back because of the pandemic. How did your UPrep education help prepare you for your role at Hopelink? My education at UPrep focused on serving the community as part of your lifestyle. This idea was valuable to me and played into what led me to this career path. For the service requirement and for Service Days, we would work with local nonprofit community organizations. I spent plenty of time volunteering at food banks. I have fond memories of volunteering with my friends. UPrep encouraged us to plan for events as much as possible, and, when unplanned events occur, to have a task-oriented mindset and focus on what you can control. This mindset has become super valuable at Hopelink. I’ve used this skill when planning accommodations, adjusting our distribution due to weather, and for our need to focus on speed of service, client comfort, and safety for all. How has living during a pandemic changed your perspective? COVID-19 gave me a profound appreciation for what I have: family,
The need has also risen. The number of individuals we serve each
friends, and living in such an incredible city. The saying “You don’t
month has nearly doubled. In 2020, our slowest months matched
know what you’ve got until it’s gone” has been true. I didn’t realize
our busiest months in 2019. We serve between 275 and 350
the value of things like seeing my parents indoors until this was
individuals and families each week. We no longer have income
forbidden. It has also given me time to consider my future. This has
requirements: anyone can receive food from us. Families come from
led me to pursue an advanced degree in public administration or
as far away as Maryville, a 30-minute drive away. For example,
public policy.
a woman we serve picks up food for her family and her brother UPREP MAGAZINE
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Alumni Board Member Madeline Dow Pennington ’01 is director of marketing and public relations at Tom Douglas Seattle Kitchen, a restaurant group composed of food-based businesses. She lives in Ballard with her eight-year-old daughter, Reese; her four-year-old son, Jack; and her husband, Ryan.* How did Tom Douglas Seattle Kitchen shift its focus during the pandemic? Since most of our businesses are in downtown, we saw the financial effects of the pandemic early. Tom temporarily closed our restaurants, except for Dahlia Bakery, four days ahead of Governor Inslee’s statewide closure announcement in March. Tom was adamant about giving our 900-plus employees time to file for unemployment and take care of their families. Tom formed a group of 10 employees called the Pilot Team, with the goal of keeping
We’ve worked with local organizations to create to-go meals that people can enjoy during their online charity events. Through our 2020 pop-up events and dinner box program, we have donated just over $100,000 to local nonprofit organizations, including Seattle Theatre Group and the Ballard High School Performing Arts. How did your UPrep education help prepare you for the global pandemic? I rely on my strong work ethic that was instilled in me at UPrep. When people complained about writing five-page papers in college, I was glad I had written a 25-page senior thesis. UPrep’s incredible teachers who know each student means I was asked to step up and do work that my teachers knew I was fully capable of completing. I’ve carried with me a willingness to do hard work and pride in my efforts, and that’s trickled into everything that I do, including handling the pandemic at work and at home.
the pilot lights on at our company. (Pre-pandemic, our businesses
What is your definition of social responsibility?
included 13 restaurants, an event space, a cooking school, and a
As someone who works in marketing, I believe social responsibility
product line.) In late March, we hosted a three-day Grilling for
is about utilizing tools to get people information and to educate
Good event that raised more than $50,000 for Food Lifeline, a
people to help make the world more equitable. During the pandem-
nonprofit organization that provides food to food banks, shelters,
ic, we’ve seen people use social media to highlight injustices and
and meal programs in western Washington. Alongside volunteers
to focus attention on spending money at small and BIPOC (Black,
that included former employees, we served wild salmon, garlic fried
Indigenous, and People of Color)-owned businesses.
smashed potatoes, and Greek salads at a makeshift drive-through
What can people do daily to help the world community
at our Ballard warehouse kitchen.
during COVID-19?
The event reenergized us to focus on what we know best: serving
I’ve been inspired by my daughter’s school community to spread
deliciousness with graciousness. We now use our warehouse
kindness daily. Seeing messages of hope on fences or a quick email
kitchen for a takeout-only restaurant, Serious TakeOut Ballard.
of thanks from a customer have helped me. In a hectic ER, the pizzas
We’ve reopened the downtown Serious Pie and Seatown Market
donated through our program matter to those first responders.
& FishFry; our cooking school hosts classes online; and we brought
A check-in by text with a loved one is really important right now.
the production in-house of Hot Stove Society Radio Show, which
*At press time, Madeline accepted a job as director of marketing and communications at Seattle Academy, an independent school in Seattle. Madeline’s mother, Peggy Dow, taught in the Middle School Fine Arts Department while Madeline was an Upper School student. She says that her mother’s ability to bring out the best in students is now directed toward her grandchildren’s art projects during summertime Grandma Camp.
Tom co-hosts with chef Thierry Rautureau. One of our priorities is supporting our community. Customers can donate pizzas to first responders when they order from our Serious Pie restaurants.
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Al Merati, M.D., ’82 is a surgeon and chief of laryngology at UW Medicine’s Otolaryngology–Head and Neck Surgery Center. His professional pathway had stops in University of California San Diego, Vanderbilt, Kansas University, and the Medical College of Wisconsin before he returned to Seattle to run the laryngology program at the University of Washington in 2007. He lives in Seattle with his wife, Jenny; his 11-year-old son, Solomon; and his seven-year-old daughter, Rose. How has the pandemic affected your role as a doctor? The pandemic arrived while I was involved in national leadership as immediate past president of our national professional organization, the American Academy of Otolaryngology–Head and Neck Surgery. I spent the first few months behind the keyboard honing policy for safe clinical care, figuring out how to take care of thousands of patients who needed care. We did figure it out: we are seeing 95 percent of our patients in-person now. Along with my team, I performed the first COVID-positive tracheotomy at UW. The prep for this included a three-hour pre-procedure discussion. Caring for patients also meant not seeing my kids for stretches of time, quarantining intermittently to keep my family safe. My focus has also been on the people who I’ve hired. If I retired from surgery today, I’m OK—I’m a full professor and I’ve had a long and satisfying career. Most of my energy is directed at helping the people who are still making their way during the first few years of their careers. How did you adapt to the pandemic? It’s hard to separate my personal experience from the UW and my professional life as medical director of the clinic. We are incredibly blessed with forward-thinking leadership at UW and are inescapably buoyed by and married to an informed, responsive community that surrounds us. One of the things that mattered to me was using my medical knowledge to help inform the school families at my children’s school, Meridian School, and in my northeast Seattle
neighborhood. I feel like public behavior is driven by communities, and, when it mattered, public behavior changed all of our lives. I was one voice of many emphasizing that how families behave makes a difference, that social distancing, washing hands, and wearing masks affects the people around them.
The ethos of University Prep is to be connected to community and to look out for each other. How did your UPrep education prepare you for living during a pandemic? During our teen years, we all learn that people have widely disparate resources available to them. The ethos of University Prep is to be connected to community and to look out for each other. I took to heart the idea that the world I would be entering is impacted by my thoughts, words, and actions. We are all best served if we act as citizens and consider our community. That idea of social responsibility has always been part of the UPrep ethos, and for me it has always been about doing good work together as a community. I’m no more or less important than anybody else on my street, but we all can be a positive force and recognize the impact of our behaviors. What is your definition of social responsibility? I think of that adage: hoping to plant the seeds for a tree from which I will never eat that fruit. What I do today serves people in the future that has no direct, immediate benefit for me. A lot of people doing a lot of thoughtful community work leads to a better life for people tomorrow. What can people do on a daily basis to help others during the pandemic? Look for ways to help people who have retreated and are suffering in silence. I want to remember that I don’t know what is going on in people’s worlds. Let’s add an extra five points of understanding, forgiveness, and latitude to our interactions with others. ■ UPREP MAGAZINE
19
Independent Schools Hosting
Equity &
Inclusion
Speaker Series BY ABBY FORMELLA, ASSOCIATE DIRECTOR OF BRAND & DIGITAL COMMUNICATIONS
This academic year, in the wake of the slayings of George Floyd and other Black Americans and the growth of the Black Lives Matter movement, University Prep combined resources and partnered with more than a dozen local independent schools* and their diversity practitioners to present the 2020–2021 Virtual Equity & Inclusion Speaker Series. Covering topics from dismantling White supremacy and raising
To kick off the series, on October 20, 2020, we heard from Chris
multiracial children to the impact of racism in our current society,
Crass, a longtime organizer, educator, and writer who co-founded
each event in the series is focused on a specific aspect of anti-
an anti-racist movement building center, Catalyst Project, and
racism work in the hopes of furthering our communities’
recently authored Towards the “Other America”: Anti-Racist
educational experiences and continuing vital conversations.
Resources for White People Taking Action for Black Lives Matter.
“Breonna Taylor, Amaud Arbery, George Floyd—the killings of these
During the evening, Chris offered a call to action to end White
and other African Americans really brought an urgency to these
silence around racial injustice and shared ways on how to do it.
topics. With this urgency came ‘I’m not really sure how to start
One UPrep student, Roan Leslie (8th grade), attended the event with
these conversations with my family,’” says E-chieh Lin, director of
his family and was deeply impacted by what he learned. While his
diversity and community and director of hiring at UPrep.
classes in the Middle School had given him a strong foundation on
Andrès Arteaga, director of equity education and inclusion at Villa
the history of racism and White supremacy in the U.S., attending the
Academy, thinks this speaker series gives our community the chance
speaker series event helped Roan to learn even more about just how
to explore topics they previously didn’t want to explore or didn’t
deeply ingrained racism and White supremacy are in our daily lives.
know they needed to explore. “It offers everybody an opportunity
Immediately after the event, Roan felt like he needed to do
to grow in these topics so necessary to anti-racism, and it leads the
something, and he spent a while processing and talking with
conversation forward,” says Andrès.
his parents about what he learned and how to make change.
Each event in the series intentionally features a speaker with a
“My mom suggested writing an email to E-chieh Lin and [Director
different racial identity, offering community members the chance to hear from someone who shares their experiences, as well as those with different identities and ways of thinking. “Our hope is
of Social Emotional Learning] Emily Schorr Lesnick,” he says. “Since then, I’ve been attending the Upper School White Aspiring Allies Club meetings and I am working with people at UPrep to
that each person in attendance will see and hear from someone
create a similar space in the Middle School.”
who represents a part of their identity, while also empathizing
It was meaningful for Roan to experience the event with his parents
and learning about identities that are different from their own,”
and brother, and to share perspectives and takeaways as a family.
says E-chieh.
He also notes how impactful it was for him to see a White male
20 UPREP MAGAZINE
confidently leading a conversation on race. “It was eye-opening
By creating the time and space for these crucial conversations
to see that there doesn’t have to be White awkwardness around
within our school communities, the participating diversity
race and racism,” says Roan. “It was surprising to see that it doesn’t
practitioners hope that this speaker series will help to bring us
have to be this way, and people can learn and change.”
together, build awareness and understanding, and inspire actions
The second speaker, Farzana Nayani, author of Raising Multiracial
(both big and small) toward anti-racism.
Children: Tools for Nurturing Identity in a Racialized World, spoke
“I am a big advocate of the trickle effect,” says E-chieh. “With
to us on December 9. She shared resources and strategies for
the number of people that attend these events, that trickle effect
helping multiracial children develop positive racial identities, from
becomes huge. I hope that people will read the speakers’ books
curating the books on their shelves and the crayons in their crayon
and continue and encourage these conversations in their various
boxes to providing them with the autonomy and confidence to
spheres, from within their homes and communities to the
explore and celebrate the various aspects of their identities.
corporate world.”
“There aren’t that many spaces that really focus on multiracial
Andrès hopes that people will walk away with tools for growth
identity,” says E-chieh. “I hope that this speaker helped our
and their questions answered. “The goal is that attendees will be
community begin to understand and gave them a context of
left with a set of resources so that ‘I don’t know where to begin’
what having a multiracial identity means.”
is no longer an option,” he says. “It allows our communities to
Up next in the series, Dr. Joy DeGruy, a researcher who focuses on
become fully committed to anti-racism work. I want people to
the intersection of racism, trauma, violence, and American chattel slavery, spoke to us about the historical impact of racism in presentday America on February 4. On March 24, public speaker, inclusive media consultant, and writer Tiq Milan, who appeared in the Netflix series “First Time I Saw Me,” will share his journey and experience as a transgender man of color. The series will conclude on May 18,
walk away with a feeling that they are able to do something to impact change.” ■ *At press time, UPrep was partnering with the following independent schools: Bertschi School, The Bush School, Eastside Catholic School, The Evergreen School, Forest Ridge, Giddens School, Lakeside School, The Little School, Meridian School, Open Window School, The Overlake School, Seattle Country Day School, Spruce Street School, and Villa Academy.
with Seattle-based writer Ijeoma Oluo, author of the New York Times bestseller So You Want to Talk About Race. UPREP MAGAZINE
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Culture Night: A Beloved UPrep Tradition BY E-CHIEH LIN, DIRECTOR OF DIVERSITY AND COMMUNITY AND DIRECTOR OF HIRING
A
t UPrep, the fabric of our community is rich with diverse
dances and traditions of Indigenous people, Spanish people, and
cultures and experiences, and we have honored and
enslaved Black people. Then, Maria shared some Colombian folk
celebrated these cultures throughout our school’s history.
and Urban Latin Dance moves with the audience, and the audience
Before 2012, our Language Department hosted cultural celebrations
joined in, dancing at home.
every year. In 2012, the Diversity and Community Office, in collabo-
On November 10, 10th grade student Claire Crawford talked about
ration with the Language Department, developed Culture Night, an opportunity for UPrep community members to celebrate, share, and honor their culture and ethnic heritage. Culture Night now happens every November. For our community, it is an opportunity to learn about and understand the individuals that represent our community, to build and celebrate our differences, and to work on understanding how to value a culture that is not your own. Over the past eight years, Culture Night has become a beloved UPrep tradition that our students, families, faculty, and staff enjoy. During the pandemic, we reimagined Culture Night to be an hour-long webinar every Tuesday night in November. Although four nights of Culture Night could not encompass the breadth of our yearly Culture Night, it brought depth and a more personal understanding of the presenters’ backgrounds and passions. This fall, here’s how we continued our honored tradition of celebrating the cultures that represent our community. On November 3, Election Night, Spanish Teacher Elena Tello; Yaneth Vrentas, parent of Jonathan and Jenny; and guest artist Maria Rico talked about Colombia, Colombian folk dancing, and Urban Latin Dancing. Yaneth talked about the food of Colombia, her family, and the culture of Colombia. Elena talked about the academic connection between UPrep and Colombia. Maria spoke about the historical influences of Colombian folk dancing, which developed from the 22 UPREP MAGAZINE
the different styles of Irish step dancing, and then we showed a video of her performing Irish step dancing to Treble Jigs 73 by Ellery Klein and Ryan Lacey. Next, Leora Bloom, professional baker, graduate of Le Cordon Bleu, and parent of students Harry, Sadie, and Leah, taught us how to make challah from her father’s recipe. Step by step, Leora showed us her secrets for making foolproof challah, including her knowledge of gluten and precise tips for folding and braiding the dough. On November 17, History Teacher Raj Bhat and his daughter Stella talked about his childhood memories of spending summers in his Ajji’s (grandmother’s) home in Pune, India. He would fly from Seattle to Mumbai and take a train called the Deccan Queen, his favorite part of the journey, to Pune. After sharing his memories, Raj taught us how to make a sweet sheera, a traditional Indian pudding that his Ajii would make for him. On November 24, Spanish Teacher Elena Tello and guest artist Ana Montes talked about the history of flamenco and the Catalunya region of Spain. Flamenco baile is a dance of passion and courtship, expressing a wide range of situations that range from sadness to joy. Elena and Ana danced a beautiful duo, and then Ana taught us some basics of flamenco. Next, Ana danced two different versions of flamenco that were passionate and breathtaking. ■
Although four nights of Culture Night could not encompass the breadth of our yearly Culture Night, it brought depth and a more personal understanding of the presenters’ backgrounds and passions.
UPREP MAGAZINE
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In the Arts:
Winter Concert Is a Celebration of Light The UPrep Music Department Winter Concert, A Celebration of Light, was performed on Zoom on December 17. Students chose candle images as their profile pictures, adding a holiday ambience to the gallery Zoom view. The program featured masters of ceremonies (and Music Teachers) Tim Blok, Jason Parker, and Thane Lewis and included videos of songs from Thelonious Monk, Duke Ellington, Kenny Dorham, and Dizzy Gillespie. Orchestra & Band 2 Winds/Percussion played highlights from the soundtrack to the movie La La Land, and Orchestra & Band 1 Winds played London Bridge in two-part harmony and Hey, Ho, Nobody’s Home as a round. Orchestra & Band 1 Strings also played a round, Scotland’s Burning, as well as holiday pieces. Orchestra & Band 2 Strings and Chamber Orchestra joined forces for an animated production of Highlights from Harry Potter, and Chamber Orchestra Top row, left to right: Felix Bai, 7th grade; Delana Irani, 7th grade, and Sid Ramanathan, 8th grade. Middle row, left to right: Quinlan Drabek, 10th grade; Roxanne Smith, 9th grade. Bottom: Matthew Selby, 9th grade.
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performed Corelli’s Op. 6 no. 8.
Middle School Students Craft and Perform a New Play: Journal of the Plague Year Journal of the Plague Year: 2020 Edition was livestreamed on December 10, with a live kickoff event that included artwork from Middle School students enrolled in fall Fine Art classes. This piece was devised by Play Production students and their Teacher/Director Meleesa Wyatt. Through the process of research, reading, thinking, writing, talking, and improvising, the students in this class created a new play. Rather than avoid the realities of our current situation, they decided to exploit them and use them in a creative way that allows actors and audience to experience and comment upon the realities of remote schooling, quarantine life, Zoom, and living through a pandemic. The students in Middle School Stagecraft class, led by Teachers Bretta Ballou Ringo and Meleesa Wyatt, designed the set used in the livestreamed production.
Top: Middle School play poster. Middle row, left to right: Gavin Davis, 8th grade; Elena Pozzo, 8th grade; Finn Kamb, 7th grade. Bottom row, left to right: photos by Sophia Smith, 7th grade; Adeline Armato, 7th grade.
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Top row, left to right: photos by Ari Faulkner, 9th grade; Josh Yi, 10th grade; Britton Biesecker, 10th grade. Middle row, left to right: Sydney Goitia-Doran, 10th grade, performs in the play; surrealist photo by Foster Hicks, 11th grade; play poster. Bottom row, left to right: Alexander Beck, 9th grade, creates a stagecraft model; photo by Trevor Zell, 10th grade. Below left: Thalia Frank, 12th grade, prepares for the play.
Student Experiences Inspire Upper School Musical Scenes from a Quarantine This year’s Upper School musical is based upon Scenes from a Quarantine: A Review of Our Times with Music, a vignette play in one act by Lindsay Price, reproduced by permission of Theatrefolk. The play is a multifaceted look at the complexities of our world during the coronavirus pandemic. Students used the script and their own experiences as inspiration in choosing musical numbers that offer escape, commentary, and fantasy. Scenic design for this filmed theatrical experience was provided by the Upper School Stagecraft students, who faced the challenge of designing sets outside of the typical format. This unique exploration of theatrical performance and stagecraft showcased the amazing work of our students in a new way. Play Production and Stagecraft students were under the guidance of Paul Fleming (director), Tim Blok (music), and Bretta Ringo (stagecraft). Scenes from a Quarantine premiered on Friday, December 18, with a live kickoff event that included artwork from Upper School students enrolled in fall Fine Art classes. ■
26 UPREP MAGAZINE
PUMA FUND VOLUNTEERS: Ursula Phelan and Fergal Burke CO-CHAIRS
Denise and David Angelone CO-CHAIRS
Lissa Armato, Andrea Basinski, Gloria Bensussen, Margaret Bolger, Lisa Bontje, Kendall Burwell, Linda Chou, Lara Constable, Cathy Faulkner, Jessica Fosse, Meredith Han, Nanette Hayre, Deborah Levy, Kara Mattaini, Sarah Miller, Nicole Mirchandani, Kathy Nielsen, Rachel Pesando, Kate Riley, Carrie Rosenthal, Andrea Thoreson, Mandira Virmani, Betsy Webb, Linda Zuckerman
Puma Fund Succeeds, Thanks to You! BY CATHERINE BLUNDELL, DIRECTOR OF ADVANCEMENT
T
hank you to the 646 families who have participated in the
Financial support from parents,
Puma Fund campaign and raised more than $918,000. Our
alumni, alumni parents,
parent community boasted 86 percent participation! The
grandparents, and friends makes
Puma Fund plays an essential role by allowing UPrep to respond to
amazing educational experiences
the immediate needs of our teachers and students. Already this
possible for all UPrep students.
year, the Puma Fund has supported more than 3,400 hours of
Gifts at every level are essential
professional development, provided take-home science kits for
to the success of the campaign.
our Pumas to facilitate online learning, and updated technology
Haven’t made your gift yet?
for all our teachers, allowing for collaborative learning even while
There’s still time! Donate online
we’re apart.
today at supportuprep.org. ■
The Puma Fund campaign is a community-wide effort led by parent
TOTAL COMMUNITY GIVING TO DATE
Co-Chairs Ursula Phelan and Fergal Burke and Denise and David
$30,000 +
Visionary Circle
0 Families
$20,000–$29,999
Innovators Circle
2 Families
$10,000–$19,999
Founders Circle
16 Families
$5,000–$9,999
Ambassadors Circle
41 Families
14 families who provided a generous challenge match pool of
$2,500–$4,999
Leadership Circle
89 Families
$200,000 as an incentive to donors. Their financial leadership and
$1,250–$2,499
Supporters Circle
65 Families
early support inspired more than 130 families to join us at the
Up to $1,249
Friends Circle
433 Families
Leadership Circle level and above, with a gift of $2,500 or more.
TOTAL # OF GIVING FAMILIES
Angelone, along with 21 Class Agents and the support of UPrep’s Advancement Committee. Together, these dedicated volunteers educate our community about the benefits of the Puma Fund and inspire giving in our community. Additional thanks go to the
646 FAMILIES
UPREP MAGAZINE
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“I am forever grateful for the leadership and commitment of the University Prep coaching staff. They did not hesitate to show up, hold space, and connect with their athletes.” —REBECCA MOE
Puma Pods Create Connection and Community BY REBECCA MOE, DIRECTOR OF ATHLETICS
E
very fall brings the excitement of a new school year, and many Pumas find themselves on one of our athletics teams. During the 2019–2020 school year, more than 75 percent of our students competed on one of our teams, and early interest/registration shows this trend of broad-based participation will continue in the future. During each season, our coaches work to develop team chemistry,
technical skills, strategy, and plays. By mid-season, our varsity-level teams always have a clear vision of how to advance in their playoff structure. This fall, however, the UPrep Athletics Department found itself, like many athletic departments at schools across our nation, at an impasse for how to create an athletic experience during online learning, amidst a worldwide pandemic. For most of September, I spent countless hours planning with our school leadership team, UPrep’s COVID Task Force, and athletic directors in our league and state to create athletic experiences for our students within the constraints of our current times. Per WIAA rules, coaches are allowed to conduct out-of-season training and practices, and this year the deadline to conduct these sessions has been extended through the end of January. Puma Pods, our 2020–2021 version of this training, officially launched on September 28. Sport-specific, coach-led Puma Pods allow our students and coaches to work out safely in groups of six, under strict safety protocols. With many of our coaches committed to leading Pods, the athletic department hosted both indoor and outdoor Pods consistently for both Upper School and Middle School students through November 13. As COVID rates rose in King County, Pods were temporarily suspended for a few weeks, but Upper School outside-only Pods resumed on December 1 and continued until winter break. Planning for winter and spring 2021 is ongoing, so we can continue to offer safe Puma Pod opportunities at both the Upper School and Middle School levels. Watching Pods has filled my heart with Puma pride! Our families and students are grateful, and our coaches are providing much-needed student-to-student and student-to-school connections during this challenging time. In traditional years, players would be working on their forehands in tennis, corner kicks in soccer, blocks in volleyball, tempo runs in cross-country, and fine-tuning “the force” in Ultimate. This year, our Puma Pods are offering a space for community connection and supervised exercise and fitness, plus the opportunity to meet new students, take a break from screens, and enjoy an outlet from uncertainty and stress. I am forever grateful for the leadership and commitment of the University Prep coaching staff. They did not hesitate to show up, hold space, and connect with their athletes. On the following pages, some of our coaches share the positive impacts of Pods. Go Pumas!
28 UPREP MAGAZINE
“The tennis Pods were a great relief for the kids
Coach Reflections
and me. It allowed them time to interact with their own cohorts in a fun and open space. By offering the groups a physical challenge, many of them were able to relax, creating smiles and laughter that were genuine. It was super fun to see them being free and loose. As always, it proved once again to me that the Pumas are a great team regardless of situation.” —VARSITY BOYS’ AND GIRLS’ TENNIS COACH MARK BALL
“As the varsity girls’ and boys’ soccer coach, the Puma Pods for Upper School soccer players were a fantastic way for me to connect with players who know me well and with players who are new to the Puma soccer program and to the school. It was also great for the players to connect and recon-
Athletics
nect with each other in person. We had Pods three days a week during the months of October and November, and each one saw players of all different grade and skill levels getting in a good workout with the ball. The sessions were highlights of my week: outdoors, crisp fall air, and soccer! I was happy to contribute in this small way to the mental and physical health of these student athletes. Thank you to Rebecca Moe for organizing and to the players for participating!” —VARSITY BOYS’ AND GIRLS’ SOCCER COACH ALEC DUXBURY
“Middle School Cross-Country Pods enjoyed traditional workouts, including name games, student-led warm-ups, breathing exercises, and a focus on form. Step workouts on the bleachers were popular, as runners could socialize in person while safely distanced. We lucked out meeting on some blue-sky afternoons, appreciating fall foliage, impressively fluid cloud formations, and, most of all, each other’s company. Go Pumas!” —MIDDLE SCHOOL CROSS-COUNTRY COACH ANNE BINGHAM
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“The thing I liked about Pods as a coach was it allowed me to get to know players I haven’t really worked with before in a relaxed, more fun setting. It brought together players of different skill levels to the same practice, getting to hang out and just have fun. There were some returning players, players who only have played one or two years, and then some players who are brand-new to volleyball! I love that UPrep kids are willing to try something totally new. Getting to play games, have fun low-key challenges, and just watching students be together was awesome. It was nice to see some of our new 9th graders get to know some of their classmates in a way that wasn’t over Zoom. Overall, it was just great to have them laughing, having fun, and building community together in a year where creating relationships is hard.” —UPPER SCHOOL VOLLEYBALL COACH JILL LEAHY
“The Pods were a great opportunity to get reps in, but, in a bigger sense, it felt good to somewhat feel like a team again. Having the small groups working out brought the team mentality back into our program.” —HEAD BASEBALL COACH REX CARLIN
“Admittedly, I had mixed emotions watching my players show up to workout knowing their hard work may not be displayed this season. As usual, players arrived a little bit out of shape, huffing and puffing more than usual, due to wearing a mask while going through strenuous drills. I wondered to myself, would their hard work be for nothing? However, watching the smiles on their faces because they haven’t seen a teammate in months brought me joy, reminding me that we don’t just practice to compete and win a game. Sports and practice foster bonding, camaraderie, and friendships that last a lifetime. How many of us former athletes have a story that we remember from a crazy practice or a funny time in the locker room? I’m proud of my players for showing up and continuing to email me asking, ‘Coach, when can we get back in the gym?’” —VARSITY BOYS’ BASKETBALL COACH JAMES JOHNSON
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“I saw big smiles and lots of enthusiasm when I ran both Middle School and Upper School Ultimate Pods. Students were excited to be around others (at a reasonable distance) and impressed me with their desire to get down to work, throwing sanitized discs, running shuttles with their masks on, and generally getting excited for the sport. And, to be honest, it fed my soul to see their faces and feed off their energy. Finding these small moments to reconnect over a shared love of Ultimate was a lot of fun. The Pods were awesome!” —MIDDLE SCHOOL ULTIMATE COACH RAY YANG
“Last year, we were able to just barely squeeze in our basketball season before COVID shut things down across the state. As this year’s season has been delayed, the girls’ basketball coaches have been running small-group Pods. I believe these have had a positive, restorative impact on coaches and players alike. In fact, I found myself showing up a few minutes early to enjoy the privilege of getting into the Pumadome. I’ve always loved the feeling of opening up a gym. Flipping on the lights to illuminate a darkened gym. The echo of a bouncing ball. Taking a few shots without anyone watching. But the real joy of the Pods has been seeing some of my players and catching up with them. Of course, it has been great to work on some basketball skills, but, to me, that’s secondary to the benefit of restoring some of the community and connection of the team. For me, and for my players, the Pumadome served as a temporary refuge—an opportunity to escape computer screens and Zoom calls. I look forward to getting back into the gym soon!” —VARSITY GIRLS’ BASKETBALL COACH ANDREW SCHNEIDER
“The one constant feedback from all of the players is that these small-group trainings are beneficial to their happiness. It also provides a great outlet for their social well-being. No matter how many intro or exit questions I prompt, I know confidence is the key connection of what they take away every session.” —UPPER SCHOOL BOYS’ ULTIMATE COACH EMILY ZUKOWSKI
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Faculty and Staff News Anne Bingham, Librarian, served as a grant reviewer for the Net-
from a 2019–20 performance and KING-FM broadcast of a concerto
work of National Libraries of Medicine, Pacific Northwest Region,
he performed in, a discussion of his book, and video that includes
appraising applications for a COVID-19 Health Information Outreach
discussion and footage of teaching in quarantine, with footage of
Award. This award enables organizations to develop and offer
the studio at UPrep.
programs that will impact health literacy and health information needs related to the global pandemic in the Pacific Northwest. Scott Collins, Journalism Teacher, is happy to announce that the 2019–2020 Puma Press staff garnered a nomination for one of the top prizes in high school journalism: the 2020 Pacemaker Award. Bea Cappio ’20 and Olivia Poolos ’20 were last year’s editors. The Pacemaker has been around for almost 100 years, and The Puma Press won the award in 2017, 2015, 2014, and 2013, and was a Pacemaker finalist in 2016. Last year’s staff also earned the Washington Journalism Education Association’s Emerald Award, that organization’s top honor. Leah Griffin, Librarian, will be receiving a Campaign Heroine Award from the bipartisan National Women’s Political Caucus of Washington for her work on Approve R-90, a campaign that helped pass the referendum that will uphold the new Washington state
Rachael Lydeard, Learning Specialist, and her family welcomed Winifred Byul to their family on September 21, 2020. Lindsey Metcalf, Counselor, and Andrea Moore, Counselor, did a presentation for the staff members at local schools on how to conduct an effective suicide prevention training at the Forefront in the Schools Fall Academy in October. Rebecca Moe, Director of Athletics, and Da’Mon Perry, Assistant Director of Athletics, were both recognized by the National Interscholastic Athletic Administrators Association as certified athletic administrators in October. To earn this distinction, Rebecca and Da’Mon demonstrated the highest level of knowledge and expertise in the field of interscholastic athletic administration. In December, Rebecca presented “A Model for Outreach, Engagement & Development of Female Interscholastic Athletic Administrators,” with co-presenters B.J. Kuntz from the WIAA and Amanda Faunce, an athletic director from Kansas, at the National Athletic Directors Virtual Conference.
law requiring all public schools to teach age-appropriate, inclusive,
Jason Parker, Instrumental Music Teacher,
comprehensive sexual health education to K–12 students. In Decem-
launched a business selling jazz records, Uncle
ber, Leah appeared on Nightly News with Lester Holt to talk about
Charlie’s Jazz Records (@unclecharliesjazzrecords
a federal bill she’s working to help pass that would provide national
on Instagram), in December. Its logo was
funding to study the shortage of sexual assault nurse examiners,
designed by UPrep Music Coach Nate Omdal.
establish a training program, develop nationwide standards for sexual assault exams, and expand health care access for survivors. Richard Kassissieh, Assistant Head of School for Academics and Strategic Initiatives; Brian Gonzales, Director of Global Programs; and Emily Schorr Lesnick, Director of Social and Emotional Learning, recorded the presentation “Place-Based Education in These Trying Times” for the 2021 NAIS Online Annual Conference that will take place February 24 to 26. Their workshop was selected from a large and impressive pool of more than 450 proposals. Susan Lansverk, Assistant Head of School for Finance and Operations, is in her second term on the Board of Trustees of National Business Officers Association (NBOA), where she currently serves as treasurer. This winter, she is presenting at the NBOA national conference on bond financing in the new normal world and the Clark Nuber Essentials for Not-for-Profit Board Members Webinar Series on the importance of reserves for resiliency and financial sustainability. Thane Lewis, Instrumental Music Teacher, was featured on Symphony Tacoma Facebook Live in November. The video, which can be viewed at https://youtu.be/nWz5sNpbdSs, includes excerpts 32 UPREP MAGAZINE
Da’Mon Perry, Assistant Director of Athletics, was named Section 8 regional captain for National Organization of Minority Athletic Directors (NOMAD) in October. A NOMAD region captain is responsible for recruiting members in their region, hosting occasional regional meetings, providing mentorship, and keeping the NOMAD board apprised of issues within their area. In September, Da’Mon was a guest on the Ambitious Coaching Podcast. Moses Rifkin, Science Teacher, is part of a team that has developed a free curriculum for science teachers to use to integrate identity, equity, and social change into the science classroom. Last summer, the Underrepresentation Curriculum Project team updated their website, http://underrep.com. Moses also co-wrote “Can an Independent School Teacher Be Socially Just?” with Lisa Sibbett, which was published in the Fall 2020 issue of NAIS’s Independent Teacher magazine. Shannon Salverda, Director of Integrated Learning, is currently participating in a four-month-long national women in leadership cohort, Wonder Women! Next. The community-oriented program leverages design thinking skills to enhance leadership opportunities.
Welcome We are pleased to welcome the following faculty and staff members to the UPrep community: Shannon Barbre, Admission Assistant; Virginia Caynak, Math Teacher; Monica Cowdery, Learning Specialist; Anabelle Ferguson, French Teacher; Kimberly Gonzales, English Teacher; Brian Johnson, English Teacher; Patrick King, Diversity and Community Program Manager; Margaret Marks, Associate Director of Upper School Admissions; Haley Palamos, Physics Teacher; Kira Sanchez, Math Teacher; and Angie Yuan, English Teacher.
Emily Schorr Lesnick, Director of Social and Emotional Learning, curated an accountability mini course for White people through The Institute for Anti-Racist Education. Joel Sohn, Head of Upper School, led a workshop entitled “Responding to BIPOC@: Using Data to Determine Institutional DEI Initiatives” at the California Association of Independent Schools 2021 Trustee/School Head Online Conference on January 31. Ty Talbot, Fine Arts Teacher, was part of a panel of expert teachers who led a discussion on “Contemporary Art in the Secondary Classroom” for Art21 and Davis Publications with 200 participants around the world in October. Presenters discussed best practices, successful lessons, and how contemporary art can be used in the high school classroom to deepen empathy, community, and engagement. Christina Taylor, Associate Director of Global Programs, is the newest board member for the Project Girl Mentoring Program, a program whose purpose is to foster the advancement of young women of color to make positive life choices and to maximize their authentic potential.
Farewell We bid a fond farewell to the following members of the faculty and staff who are moving on to new adventures. We thank you
Faculty and Staff Attend 33rd Annual People of Color Conference Fourteen UPrep faculty and staff attended the 2020 National Association of Independent Schools’ annual People of Color Conference (PoCC), which was held virtually November 30 – December 4. The 33rd annual conference included sessions with keynotes, practitioner-led workshops, affinity group work, and dialogue sessions. English Teacher Mia McNeal attended PoCC for the first time. “Being able to log in to the Zoom sessions and seeing hundreds of beautiful Black educators was so inspiring,” says Mia. “Being able to have time every day to get to know Black educators across the country was powerful and much needed during this isolating time. Listening to the speakers gave me a lot of hope as well, and I learned new tactics that I will be implementing in my teaching practice.” English Teacher Mark Smith has been to PoCC many times, and says he always looks forward to the affinity groups, where he finds a sense of belonging. “I attend every year to do the work and to network with other educators dedicated to the work of creating equity and justice in schools,” says Mark. “I’m borrowing this from a workshop presenter: ‘You shouldn’t have the choice to not do this work.’”
for being part of our community and wish you the best: Amanda Benson, Toby Cattolico ’04, Charlotte Horsey, Jill Leahy, and Andrea Soroko Naar.
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Class Notes
Dian Trimble ’93 I create reality. I help my children grow and bloom. I practice
Dori Khakpour ’79
art and quietude. I am making
The last two and a half years have been
friends with beautiful, glowing
intense. With the loss of our mother, and
people. I am feeling helpless
our father being moved to assisted living,
and alone and scared, until I
the biggest change has been moving into
can feel joy and wonder. I try to
the role of research director at the Hirsch
keep wonder active daily! I am
Lab at the UW Medicine Diabetes Institute.
starring in a fabulous love story
Just as we moved into the beautiful new South Lake Union building,
that’s my life. Happily ever after
anticipated for more than 25 years, the pandemic added that
isn’t boring.
interesting touch of working from home. We are doing OK, holding our breath to see what the season’s changes bring about for us all. Hope everyone is distancing, masking, and staying safe.
Becca Bockow ’99 I am a local orthodontist with practices in Bellevue and down-
Peter Gordon ’84
town Seattle. My husband and
I recently reached the 20-year
two daughters enjoy playing
milestone in my career as a
outdoors, reading books, and
professor at Harvard University,
finding joy in day-to-day life.
where I teach courses in European social theory and
John Lorton ’99
philosophy. The summer before
Our family sincerely hopes
the pandemic, my wife and I
everyone in the UPrep
were wandering across Europe,
community is well amidst this
and I was giving lectures in various cities, including Amsterdam,
pandemic. We have started a
Cambridge, Frankfurt, and Berlin. I continue to publish criticism in
Facebook group (in its infancy)
periodicals such as The Nation, The New Republic, and The New
called Pulling Together. Like
York Review of Books. My most recent book is Migrants in the
rowers who must pull together
Profane: Critical Theory and the Question of Secularization. The past
as a team, this page aims to
year or so, I have been conducting all instruction via Zoom, which
help others via inspiring posts
affords me the joy of remaining in my socks all day, though I miss
and community dialogue meant
live interactions with students, often because over Zoom I can’t hear their laughter when I tell a joke. Maybe I need better jokes. Ann Strandoo ’91
to lift one another up, knowing that a rising tide lifts all boats. Additionally, our family has been spending time in the country. I achieved my Brazilian jujitsu blue belt last year, am working on my MS in industrial/organizational psy-
After working with refugees
chology, and reconnected with former classmate (and psychologist)
in the U.S., UK, Middle East, Asia,
Massimo Backus, who recently started his own consulting business.
and Africa for more than 25 years,
The picture is of my eight-year-old daughter and four-year-old son.
I have launched my own nonprofit organization, Refugees In Schools
Mary Tappert ’03
Everywhere. We fund high school
We have found that
and college scholarships in the coun-
getting to spend more
try of asylum. I appreciate my UPrep
time outdoors is a silver
education so much, which taught me
lining of this last year.
the value of service to others and to
Hope everyone from
think globally, act locally.
’03 is doing well! (Left to right: Mike, Michaela, and Mary)
34 UPREP MAGAZINE
Sandra Washington ’06 Hi Pumas! This last year has
Margaret (Margo) Dobrowolski ’10
certainly been full of unexpected
My husband and I are still living
changes, and the most exciting
in the UK and expecting a baby
for me has been stepping full-
girl in February 2021! Would
time into my own business as a
always love to connect with any
well-being coach for profession-
UPrep alumni living in the UK.
al women. It’s been fun to see how my previous experiences
Noah Israel ’11
have led me to the world of
For the past several months,
coaching. It is such a privilege to
I’ve been isolating with my
help busy professional women
family, helping care for my brother, and becoming a master
give themselves permission to
of Bananagrams. I also recently
break free from external pressure, stress, being overwhelmed, and
transitioned to a new role as
expectation, and design a soul-driven, balanced, and consciously connected life. Please reach out if you’d like some support leading
a digital campaign manager for Wikipedia. Outside of work, I’ve
from your soul’s purpose, igniting deep connection and authentic
enjoyed wildlife photography for several years, which has inspired
self-exploration, gaining clarity on your path, and finding joy in the
me to begin learning how to paint. I also want to give a shout-out
celebration of your individual intersectionalities and unique soul.
to my former classmate and good friend Sam Thomsen, who is a
I’d love to connect with you at sandrawashington.com!
first responder and a true hero.
Colette Kent ’08
Ivy Moser ’13
We moved from D.C.
Weathering the pandemic in
to San Diego, in an
beautiful La Conner, I’ve
epic cross-country,
filled my time with family,
mid-pandemic road
growing a business, and
trip, hitting up as
reflecting on everything.
many national parks
My partner of two years, Pat,
as possible. Now
and my little dog, Tony, have
we’re settled in a
been my constant companions and refuge, and I certainly couldn’t
great home, 10 minutes from the beach, and I’ve started a new
keep going without their love. This pandemic also led to me losing
position with the digital marketing team at an L.A.-based compa-
my full-time retail job, which allowed me to establish my own
ny called goodr. They sell sunglasses with a hilarious brand voice,
business, Curated by Ivy, on Etsy. I sell vintage home goods,
which is incredibly fun to write in. Shout out to class of ’08s: Alli
clothing, and art, and act as everything from CEO to custodian!
Arrigoni, Hannah Asher, Nina Rabins, and Erin Bosetti! Love you all,
Appreciating these positives and accomplishments in my life has
and our daily group chat makes my heart soar.
been my saving grace, and I’m so thankful for my family, Pat, and his family. Loving and protecting those around us is truly the most
Claire Driscoll ’09
important thing one can do every day. My best wishes of health
After graduating with my
and happiness to the UPrep community.
masters in HR management from University of Southern
Tali Levin ’14
California in December, I spent
I have been combining my
a few months traveling and
passions for climbing with my
completing my yoga teacher
studies of gender, racial, and
training in Southeast Asia. I
environmental inequalities. I am
returned in March, just in time
working toward becoming a
to retrieve my dog, Olive, and
mountain guide through the American Mountain Guides Associa-
move into a new apartment to quarantine in Newport Beach,
tion. I’m an avid rock, alpine, and ice climber and have successfully
California. I’ve spent significant time volunteering with the
climbed many technical routes, ranging from glaciated peaks in
Alzheimer’s Association and am working as HR manager,
the Cascades to big walls in Yosemite. I’m working to make the
business partner for Children’s Hospital of Orange County.
outdoors more inclusive and to provide access to the mountains to marginalized groups in an environmentally responsible way. UPREP MAGAZINE
35
Screenshots from the Alumni Winter Party, including trivia teams.
Alumni News BY TOBY CATTOLICO ‘04, ALUMNI AND ADVANCEMENT ASSOCIATE
New this Year: Alumni Diversity, Equity, and Inclusion Committee The new University Prep Alumni Diversity, Equity, and Inclusion (DEI) Committee meets regularly, with the goal of identifying how
Winter Party
UPrep and the alumni community can better support our Diversity
In mid-November, alumni gathered virtually for Pumapalooza, our
Mission Statement. Committee members include Al Merati ’82,
reimagined Alumni Winter Party. Our UPrep alums connected with
Jovan Gayton ’99, Jacob Greene ’16, Samia Ali ’17, Nikhil Deo ’17,
History Teacher Pat Grant and former Director of Upper School Ken
Anton Shenk ’18, Head of School Ronnie Codrington-Cazeau,
Jaffe and participated in a trivia tournament hosted by Underdog
Director of Diversity and Community E-chieh Lin, Fine Arts Teacher
Sports. Pat shared how his classes have transferred to an online
and Theater Manager Paul Fleming, and Alumni and Advancement
format and how school clubs remain a success during this unusual
Associate Toby Cattolico ’04. The Alumni DEI Committee identified
year. Ken shared fond and entertaining memories about specific
that it would be powerful to have our alumni participate in the
classes with those in attendance from those years. The trivia game
student affinity groups. We would like to connect with our alumni
was a hit, with team Quinton Quarantino taking the win! Congrat-
who are interested in supporting our students as a guest participant
ulations to the winning team members Al Merati ’82, Sanjeev Surati
with our affinity groups and on Social Justice Day. Leadership from
’84, Ray Larson ’90, Devra Featheringill ’91, Rachel Pesando ’96,
our alumni community is meaningful, particularly when we discuss
George Lagos ’99, and Nick Noe ’99. We look forward to hosting
topics such as race, identity, nationality, and demographics.
more interactive events and seeing you online soon!
You can continue to support UPrep’s mission in a number of ways— from nearby or far away. Please consider supporting our Pumas by joining this committee or the Alumni Board, volunteering as a guest speaker in a classroom, or assisting as a coach. Please reach out to us at alumni@universityprep.org to learn more about ways to be involved at UPrep.
36 UPREP MAGAZINE
The Alumni DEI Committee identified several goals, including to support and connect with UPrep students through affinity groups and on Social Justice Day.
Upcoming Events Please note that dates may change; check event details at www.universityprep.org/calendar.
Virtual Grandparents & Grandfriends Day Friday, April 2 Join us for a virtual grandparents and grandfriends celebration! We will be sharing exclusive content and offering an inside
8th Grade Celebration
look at the student experience
Thursday, June 10
this year.
We will celebrate 8th grade students completing their Middle School years with families, our 8th grade dean and advisors, and other members of the UPrep community (time and location to be announced). Congratulations to all of our Pumas and welcome to Upper School!
Virtual Social Justice Day Wednesday, April 7 Organized in conference style, this day is filled with notable speakers, workshops, affinity groups, and discussions on a vast range of social justice issues.
Commencement Monday, June 14 A ceremony to celebrate the class of 2021 before they embark
Spring Intensives May 25 – June 11
on the next stage of their journeys (time and location to be announced). Congratulations, Pumas: you are now UPrep alums!
Students take one class fulltime during this three-week term, earning the same credits as a one-semester course. Intensives promote student-led learning, collaboration, and
OUR MISSION University Prep is committed to developing each student’s potential to become an intellectually courageous, socially responsible citizen of the world.
community engagement.
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UPrep Together Virtual Event Thursday, March 4
CELEBRATE OUR COMMUNITY AND SUPPORT OUR ENDOWED FINANCIAL AID FUND AT UPREP TOGETHER! Please join us for our virtual UPrep Together celebration! Tune in to hear more about how the Endowed Financial Aid Fund benefits our entire UPrep community. Show your support and RSVP today! For reservations and information: www.upreptogether2021.com events@universityprep.org