The Waterford Magazine - 2025 - The Together Issue

MORE THAN THE SUM OF ITS PARTS

Read about how Middle School students thrive together at Waterford

MAGIC MADE REAL

An inside peek into a cross-divisional collaborative art project

RISING TOGETHER

A deeper look at Waterford’s new Strategic Plan

The Waterford Magazine

A publication for Waterford School—Issue VI. Since 1981, individuals involved with the Waterford community—students, faculty, staff, alumni, parents, grandparents and friends—have inspired meaning and purpose within one another and for the world in which we live. The Waterford Magazine, published by the School’s Communication Office, strives to articulate that inspiration and share stories that effectively capture Waterford’s impact—in the past, in the present, and for the future. The magazine also seeks to highlight the activities of the School and its alumni, as well as to help highlight people, events, and topics relevant to our entire community.

EDITOR & GRAPHIC DESIGN

Derick Rodgers

Director of Marketing & Communications

CREATIVE & GRAPHIC DESIGN

Neisha Williams

Marketing & Communications Associate

THIS PAGE: Photo by Amanda Nelson.

COVER: Middle School students connecting on campus.

Photo by Amanda Nelson.

Designed in house and printed on recycled paper.

Certified

WHY WE DO WHAT WE DO VISION

We inspire individuals to pursue lives of meaning and purpose.

WHAT WE DO MISSION

We provide students with a world-class liberal arts education that stimulates intellect, ignites passion, and shapes character.

IDEALS WE LIVE BY CORE VALUES

Integrity

We act with integrity in our work, in our choices, and in our relationships. We aspire to the liberal arts ideal of wholeness, where honest self-examination makes possible integrated selfunderstanding.

Excellence

We embrace elevated standards of knowledge, performance, and character. We strive for excellence in everything we do, starting with excellence of effort.

Curiosity

We prize curiosity. We cultivate and celebrate the desire to know, to do, to question, to re-examine, and to improve.

Responsibility

Our commitment to responsibility starts with our individual lives and actions and extends outward in service to communities, both local and global.

Caring

We learn best in a caring environment, where respect and inclusion make possible the deepest forms of intellectual, emotional, and character growth.

THE HEAD OF SCHOOL

Greetings and welcome to the Together edition of the Waterford Magazine.

As you may know, each spring we explore an animating theme for the following school year. This tradition dates back to founding in 1981, and helps to create focus, cohesion, and intentioned purpose throughout the school year, and inspires the fabled Waterford Button!

This year, as you may know, we dedicated the Miller Student Commons, our new 20,000 square feet community gathering space and dining hall. The beautifully designed, open, airy space has brought our community together in such wonderfully powerful ways. It is the lunchtime home each day for students in Class II through Class XII and all faculty and staff as we gather to enjoy a delicious, all-inclusive meal supported by a state-of-the-art kitchen and a menu of immense variety. Class XII students enjoy the privilege of using the Miller Commons during study halls and a variety of faculty and parent groups regularly use this inspiring space for meetings. Earlier this year, Community Service hosted a school-wide bake sale in the Commons to raise money for a school that lost its campus in the LA fires. And, we hosted our post Commencement gathering for graduates and their families in this inviting new space.

Our school theme of Together has animated two other school initiatives— cell phones away for the day and a recommitment to our uniform expectations. All students’ cell phones are placed in lockable pouches

during the class day and the impact has been profound. Students are engaged and present with one another and their teachers in ways that we have not observed in many years. There is more interaction and far less distraction and, we have seen far fewer smart phone related social media kerfuffles between students. We have also reinforced that our uniform, intended to reduce distractions and “democratize” our learning environment, is a part of what it means to be a Waterford student. We have experienced a high level of compliance as we lean in to this essential element of the Waterford student culture.

While the Miller Commons, and the daily attention to the absence of cell phones and uniforms, has enriched the learning experience, what Together has done is remind each of us that liberal arts learning is, as our founding vision asserts, “inherently communal and connected; that they (students) and their teachers are in it together. Though we as individuals can become accomplished as our own teachers, learning necessarily occurs in the context of other persons, their ideas and voices, historical and contemporary. Learning therefore is deeply indebted.”

And this is the spirit of our recently adopted ambitious strategic plan— Ten Goals In Ten Years; The Path To Distinction From program to physical plant to curriculum and pedagogy. Together we have reached unprecedented levels of school health, and the future is bright for the next exciting evolution of Waterford. Working side by side, in close and aligned partnership with all school stakeholders we will deepen the impact of the Waterford experience and aspirationally pursue the profound power and promise of our mission. Together we will continue to transform lives through the gift of nurturing a love of lifelong learning. We are grateful to be on this journey, Together, with you!

All my best,

ANDREW MENKE Head of School

Students gathered on the Main Quad during First Friday. Photo by Heather Mortenson.

ACADEMICS

TOGETHER WE READ!

By Dana Carlson, LS Librarian

Dr. Battistone, Assistant Head of School, Lower School Head, reading to Lower School students as one of this year’s Mystery Readers. Photo by Heather Mortenson.

The Lower School Library serves as a vibrant and joyful hub of learning and connection. Each morning, Waterford students gather in the atrium, waiting for the library doors to open. When they swing open at 8:15, some students rush in, hoping to find a long-awaited book on the shelves, while others meander in, thoughtfully exploring new titles and authors or looking for an old favorite. The library hums with energy as students share recommendations, and older students gently guide younger ones in discovering their next favorite read. On quieter mornings, some children slip in, retrieve a well-loved book, and curl up in a cozy chair to read until the bell rings. It’s a heartwarming scene that captures the spirit of curiosity, community, and the enduring magic of reading.

The Lower School Library functions as a natural extension of the classroom, actively supporting teachers and students by enriching and reinforcing curricular goals through thoughtfully curated resources. Library themes change monthly and help students see both themselves and others through the lens of a book. Waterford’s theme of Together reflects the spirit of collaboration that defines the library’s role— working hand in hand with teachers and connecting students with books. The message on the library windows simply states, “Together, We Read,” and these three words further reflect the heart of our mission, which is to engage students in a wide range of literary experiences.

One of the most beloved experiences in the Lower School Library is our student book clubs. Each term, a new selection of titles is offered, and students in Classes I-V opt in based on their interests. They read the books independently, then gather during lunchtime recess to share their thoughts in a relaxed, engaging setting, where lively discussions are always accompanied by a delicious treat of fruit snacks and popcorn. These meetings are filled with a genuine excitement for reading. Younger students eagerly share their favorite parts and characters, while older students begin to explore deeper literary elements such as

themes and character development. These gatherings foster not only a love of reading, but also build confidence, critical thinking, and a sense of belonging through shared stories and discussions.

During the winter term, the Lower School embraced the theme Loving Books Together, offering students in Classes K–V a variety of enriching literary experiences such as reading with Buddy Classes and Mystery Readers before school in the library. Another valuable literary experience was the opportunity to engage directly with authors. Students in Classes IV and V participated in a special book club centered around the middle grade novel, The Winterton Deception: Final Word by Janet Sumner Johnson. As the culminating experience of their reading journey, students met with Ms. Johnson to explore the novel’s plot, characters, and hidden “Easter eggs.” Their thoughtful, insightful questions sparked meaningful dialogue about her creative process and character development, making the experience both memorable and inspiring. Ms. Johnson also met with students in Classes K, I, and II, teaching them how to turn their own experiences into stories. She shared the inspiration behind her work, offered a glimpse into the writing process, and empowered students to be writers.

Author visits like Ms. Johnson’s are a valued part of the Lower School library program. They offer students an opportunity to connect with the creative minds behind the stories they love or the chance to discover new voices and genres. Whether listening to Janet Sumner Johnson, cartoonist Judd Winick, or Yellowstone park ranger, Rick McIntyre, all whom visited this school year, students experienced firsthand how storytelling comes alive through imagination, revision, and a lot of hard work. These encounters deepen students’ appreciation for literature and encourage them to see themselves as writers. They are reminded that their own stories matter.

Libraries are magical places that connect students with books and one another. Our rallying cry in the Lower School Library will remain "Together, We Read!"

Reading buddies, Theo A. ’36 and Matthew S. ’33, reading together. Photo by Heather Mortenson.

WATERFORD MATHEMATICS

By Megan Orton, Math Department Chair

In our ongoing commitment to liberal arts education, we in the Math Department have been exploring the work of Peter Liljedahl. Peter Liljedahl’s research has focused on how to encourage mathematics students to think critically during lessons, not just mimic what their teacher is demonstrating. His Building Thinking Classrooms (BTC) framework challenges traditional lecture-based instruction by emphasizing problem-solving, collaboration, and active engagement. Through vertical non-permanent surfaces (such as whiteboards), visibly random grouping, and rich thinking tasks, BTC shifts students from passive note-taking to active, inquiry-based learning. By removing barriers like fixed seating and textbook-first instruction, Liljedahl’s approach helps students engage deeply with mathematical ideas, develop perseverance, and communicate their reasoning with peers.

Thanks to generous funding provided by The Parker Family Faculty Professional Development Fund, the Math Department took part in a workshop during Waterford's curriculum week in June, deepening our knowledge of the BTC framework. BTC strategies have been implemented in several math classrooms, including Bjorn Ludwig’s Algebra courses. In the latter part of the fall term, Mr. Ludwig introduced random seating. Each day, students draw a card from a deck to determine their seat and group for that lesson. At first, this required adjustment, but now it is quick, easy, and expected. To build collaborative problem-solving skills, he began by posing non-curricular “thinking” tasks to student groups at whiteboards before transitioning to mathematical problems. Eventually, students even learned new concepts directly at the board rather than solely from their books, applying their reasoning to real-world problems that can be modeled by single-variable equations or systems of equations.

Algebra can be a pivotal course in a student’s mathematical journey. The introduction of abstract ideas at this level can easily discourage students, but BTC strategies have helped them stay engaged and confident. By the end of the winter term, 73% of students reported feeling “a little more confident,” “a lot more confident,” or “like a math rockstar” in their math ability compared to the beginning of the year. This ratio jumps to 97% when including students who feel about the same in their confidence. One student shared, “I’ve learned that I can solve harder problems than I thought.” Another remarked, “I love whiteboard tasks—they help me think and work with my group.”

Beyond improving confidence, students recognize how BTC strategies shape their learning experience. One student noted, “Working in groups

is actually quite helpful; working with others helps us understand other ways people think through problems.” Another reflected, “I like that it feels like we are working together as opposed to watching the teacher do it.” The shift to collaboration and problem-solving has also made math feel more engaging for students, with one commenting, “It is different from other classes, with a more engaging format.”

In Lower School, students in Classes III and IV have been engaging in Math Investigations, another of Liljedahl’s strategies. Students are presented with a rich task that enables them to approach the problem in a variety of ways, not just relying on any one standard algorithm. Not only does this help students choose more efficient ways of solving problems, it also allows them to learn problem-solving methods from one another. Paula Getz, Lower School Director of Curriculum and Instruction, reports that students often “light up” when finding out there is more than one way to find the right answer to a problem. It’s incredible how many facets of mathematics can be revealed when students learn together.

Middle School students playing math games during Mathapalooza. Photo by Neisha Williams.

Upper School students working on group math problems during class. Photo by Heather Mortenson.

VISIT FROM UTAH’S POET LAUREATE: STUDENT EXPERIENCE

By Maggie Adams ’25

One of my first memories is a visit to the Great Salt Lake. My parents had brought my friend and me to the lake in bright pink tutus. We took lots of pictures on a salt-stained couch that had found its way into the middle of the lake. This was the memory I wrote about when Mrs. McGee introduced a poetry project about the Great Salt Lake.

After the short writing exercise, we were formally introduced to the broadsides project—a single sheet poem often paired with a visual element—we would be completing with Utah’s Poet Laureate, Lisa Bickmore. We were to draw a design that could be turned into a stamp and write a poem. The broadside would display the poem alongside the stamp design. I was pleasantly surprised by the familiarity of the project. In years past, my English classes have been removed from Utah. As relatable as Hamlet is, I have wanted to engage with literature that is closer to home. We went to Waterford’s nature lab to discuss possible subject matter for the broadsides. Mrs. Joslin gave our AP Literature class a presentation on the lake’s rich history and the diverse wildlife.

I grew up mountain biking and hiking around Antelope Island near the lake. While driving to trailheads, my favorite thing to do was to count the bison. It only seemed fitting that they would be the subject of my poem. The broadsides would consist of text on one side and images we would print with a mobile printing press on the other. I dutifully attempted to somewhat abstractly represent a bison’s horn and eye. I felt a lot of pressure to pick a good subject and create a readable drawing. Predictably, my AP Literature peers put 100% effort into this project, and I was impressed by the seriousness with which we approached it. Eventually, the Poet Laureate evolved from an amorphous concept to a real person when we were granted the opportunity to meet and receive instruction from Lisa Bickmore.

After reading a few examples provided by Lisa Bickmore, it was time to start writing our own poems. As I researched the history of the Antelope Island Bison herd, I found familiar stories of the systematic extermination of the American Bison. Large herds used to populate the American West before they were intentionally killed to starve Native Americans into submission to the US government. Bison native to Utah were completely annihilated. The herd that currently exists in Antelope Island is native to Texas. While my US History class had covered the attempted extinction of the American bison, I never would have thought that the bison I knew were non-native and imported for hunting games. I assumed they had always been permanent fixtures of the area. As I wrote my poem, I made sure to reference this loaded history. I also made sure to include my pink tutu from my initial Great Salt Lake memory.

The next class, we were able to put our broadsides together. Our poems were printed on large, thick paper, and our designs were converted to 3D-printed stamps. Our job was to ink and press the stamps into the poem. Lisa Bickmore taught us how to roll the ink thin and onto our stamps. Then I got in line to use the press. As I waited, I was nervous; my design was not as readable as I’d hoped, and I was afraid it would look awkward next to my poem. But as Lisa lifted the stamp from my poem, I was more than happy with the results. I left with a deeper understanding of my home—and the sense that I had helped protect it.

By Maggie Adams ’25

There was a couch in the water.

Orange light illuminated my pink tutu.

The salt made my skin itch.

I don’t know if you’re supposed to get in.

Erased from my memory, Erased from land.

You are not from here,

Imported to hide a loss

Scattered brown rectangles

When I disturb you

You raise your head slowly.

Easy to hunt

Convenient to kill

We care too late.

Patterns too deep to fight

Assurances nice to believe

Consequences out of view

Island Bovine

Austin B. ’25 stamping a poem with the use of an ink press with Lisa Bickmore. Photo by Heather Mortenson.

Student artwork being placed on the ink press. Photo by Heather Mortenson.

CLASSES, STUDENT PROJECTS, & FIELD TRIPS

Class VI History students working together on group communication during a stepping stones exercise. Photo by Neisha Williams.

Class II field trip to the Loveland Living Planet Aquarium as part of their work on their Endangered Animals Projects. Photo by Heather Mortenson.

Ammon F. ’26 and Lydia S. ’26 conducting an enzyme-linked immunosorbent assay (ELISA) to test for pre-eclampsia in (mock) panda samples in their Biology XI Honors class. Photo by Heather Mortenson.

Victoria Mendez-Padilla P. ’27, ’29 teaching Class VIII students how to grind cocoas beans into chocolate. Photo by Neisha Williams.

Class XII students using clay as a hands-on medium to explore JohnPaul Sartre's existentialist idea that "existence precedes essence" during their Literature of the Absurd class. Photo by Neisha Williams.

Class IV students enjoying a feast & fair at La Caille as part of their Medieval Day celebration. Photo by Heather Mortenson.

Class III student, Nora R. ’34, examining dinosaur specimens from the Utah Geological Survey. Photo by Heather Mortenson.

PreK-4 field trip to Macey's Grocery Store as part of their unit on community helpers. Photo by Heather Mortenson.

Class X students participating in the recreation of an Enlightenment Salon as part of their AP European History course.

Photo by Heather Mortenson.

Class VI student, Christian G. ’31, working on his fossil project during Winter Term. Photo by Neisha Williams.

Kindergarten students performing Once Upon a Folk Tale. Photo by Heather Mortenson.

CUM LAUDE SOCIETY 2025

In April of 2025, sixteen members of Waterford’s Class of 2025 were inducted into the Cum Laude Society — a century-old organization dedicated to the goal of recognizing and honoring academic excellence. Its member institutions include the very finest independent schools in the country and around the world. Waterford School is the only chapter school of the Cum Laude Society in Utah.

Each year, the Cum Laude selection committee aims to honor students who demonstrate true scholarship. Committee members look at a student's academic records and contributions to the lively intellectual community that is fostered in Waterford’s classrooms. This honor is bestowed upon the members of a graduating class who have a record of excellence in all academic disciplines and to those who demonstrate sustained commitment to the life of the mind.

Students formally inducted into the Cum Laude Society join the ranks of honored graduates from Waterford and other independent schools.

These students from the Class of 2025 were inducted into the Cum Laude Society last spring:

Margaret Adams

Cooper Benedict

Zoé Brewer

Mia Chao

Declan DuBois

Rose Harris

Keean Kawamoto

Jack Tyler Khachatryan

Kaycee Kim

Joclyn Nelson

Aiden Pan

Kiran Reddy

Yuanyuan Song

Sierra Sun

Willow Vogel

Myles Walkingshaw

Cum Laude Society members. Photo by Neisha Williams.

Class VIII and Class I students birding together as part of the Birding Buddy program. Photo by Heather Mortenson.

Chemistry students exploring the science of scent by creating esters. Photo by Heather Mortenson.

Senior Profiles

MIA CHAO

What will you miss most after graduation?

After I graduate, what I’ll miss most isn’t one big moment; I will miss the culmination of all the little ones. What made my everyday commute from Park City to Sandy worth it wasn’t wins over Rowland Hall, getting an A on a Final Exam, or fighting tooth and nail to beat Bear River. It was the connection I made with people, as Waterford has given me the people I love and memories I will never forget. Carpooling with the Park City crew after practice, shared struggle over a Physics test, or forced team bonding in Mesquite is what makes Waterford so special. Ultimately, it was these small, shared experiences that I will miss the most.

MYLES WALKINGSHAW

What advice do you have for younger students at Waterford?

The advice that I would give to younger students is not to take themselves too seriously. One of the best parts about being a student at Waterford is that the school provides so many opportunities to try new things, whether that’s through extracurricular activities or an interest you and your teacher share. The teachers want you to do well and will always support you. Don’t be afraid to take a challenging class if that means getting a bad grade, because I promise you that the life skills you will gain from stepping out of your comfort zone are far more important than a grade.

GILLIAN-ANNE MCLANE

How has Waterford inspired you to pursue a life of meaning and purpose?

The themes of each school year help pose a question, and somehow each year that question has fit perfectly in my life. Waterford is so unique in that there are so many different types of classes you can take and so many teachers will participate in your interests and support you. In having a caring community that has supported me and allowed me to make mistakes and grow from them, I’ve begun to discover a sense of purpose. I may not have my future perfectly etched out in front of me, but I do know that I will try to recreate the community I have here wherever I go.

Senior retreat at Snowbird. Photo by Heather Mortenson.

Photo of seniors in traditional green senior sweaters, Class Day. Photo by Neisha Williams.

Seniors performing during FNL. Photo by Neisha Williams.

Summer Picnic Senior lunch. Photo by Neisha Williams.

Beach Party Senior Lunch. Photo by Neisha Williams.

B E L L A RAEMISCH

World Languages

E L L E N KENNEDY

O N N O R GREALLY

J O C LY N NELSON

S A R I N A SCOFIELD

K E E A N AWAMOTO

A N N E HOWARD

Anne Howward d receiving g the Waterfford d Awar a d. d Photo by Nei e sha Will l iams.

Congrats to the Grads!

Margaret Alta Adams

Austin Kai Baber

Cooper Thomas Benedict

Ella May Bird

Tobias Jake Bookman

Brady Matthew Bowman

Zoé Brewer

Emery Anne Chamberlain

Mia Katelyn Chao

Julian Cheffings

Coen T. Cheng

Gavin Cope Devereux

Jema Izel Dosembet

Declan William DuBois

Dylan Donovan Patrick Dymek

Ayla Faraji

Austin Ly Frisby

Elliot Alexander Fyfe

Madeline Haeun Gallagher

Adrianna Mavis Gasecki

Avery Price Gibbon

Murray Gibson

Connor Ugaki Greally

Rose Sutherland Harris

Hanz Zachary Hartman

Halee Hasebi

Anne Catherine Howard

Preston James Jenkins

Hewson Evans Johnson

Hudson Noah Jones

Logan Jorgenson

Keean Noriaki Kawamoto

Ellen Kennedy

Jack Tyler Khachatryan Zainab Khan

Kaycee Ha-un Kim

Sutton Rose Knepper

Natasha Jane Laguette

Sebastian Stephen Lei

Karsyn Gray Massey

Melanie Julian McKean

Gillian-Anne Hayes McLane

Máté Zsombor Molnar

Grace Beverly Morris

Joclyn May Nelson

Carter DeMond Nielson

Brendan Bracken O’Brien

Scott Williams Osborn

Sophie Trinh Outtrim

Alex Ouyang

Aiden W. Pan

Durkes John Petersen

Mateo Gould Privat

Sadie Ann Purcell

Isabella Cathleen Raemisch

Kiran Kotha Hugh Reddy

Georgia Lila Reed

Asher David Riff

Maximilian Muir Romer

Mia San Juan Delgado

Jackson Eli Sandstrom

Logan Nathaniel Schlichter

Sarina Daphne Scofield

Sahil Rajiv Shah

Maya Rice Smith

Yuanyuan Song

Cooper True Stauffer

Sierra Anne Sun

Meryam Thulficar

Alessandra Marina Viti

Willow Amelia Vogel

Myles Isaiah Walkingshaw

Caroline Anne Witt

Clayton James Wright

Zackery Aaron Zahler

Charlie Edward Zurowski

Cum Laude Inductees 2 4 18 16

Students recruited for Athletics

Students Matriculated Out of State

National Merit Scholarship Finalists

Attending Highly Selective Colleges

at

Photograph by Neisha Williams.

Photo by Heather Mortenson.

CLASS 0F 2025 ACCEPTANCE & MATRICULATION:

*Matriculation in bold

Amherst College

Arizona State University (Tempe)

Augustana College

Bates College

Boston College

Boston University

Bowdoin College

Brigham Young University (2)

Brigham Young University (Idaho)

Brown University

Bucknell University

Ca l Poly Humboldt

California Polytechnic State University - San Luis Obispo

California State University (Monterey Bay)

California State University (Sacramento)

Carleton College

Carnegie Mellon University

Chaminade University of Honolulu

Chapman University

Colgate University

College of Charleston

College of the Holy Cross

Colorado School of Mines

Colorado State University

Connecticut College

Cornell University

Dartmouth College

Davidson College

Drexel University

Duke University

Eckerd College

Elon University

Emerson College

Fordham University (2)

Franklin & Marshall College

Furman University

George Washington University

Georgetown University (2)

Gonzaga University

Grinnell College

Hamilton College

Harvard University

Hendrix College

High Point University

Johns Hopkins University

Kenyon College

King's College London

Lawrence University

Linfield University

Lipscomb University

Loyola Marymount University

Macalester College

Massachusetts Institute of Technology

McGill University

Medical University of Warsaw

Montana State University

Nebraska Wesleyan University

New Mexico State University

Northeastern University

Northwestern University

Oregon Institute of Technology

Oregon State University

Pace University in New York City

Pacific University

Parsons School of Design at The New School

Penn State University

Point Loma Nazarene University

Portland State University

Princeton University

Queen's University

Rensselaer Polytechnic Institute

Rhode Island School of Design

Rice University

Rollins College

Royal Holloway, University of London

Rutgers University

San Diego State University

Santa Clara University

Sonoma State University

Southern Utah University

Stanford University (2)

Syracuse University

Texas State University

The Evergreen State College

The University of Alabama

The University of Montana

The University of Tampa

The University of Texas at Austin

Trinity University

Tufts University

Tulane University of Louisiana (2)

Union College

United States Military Academy at West Point

University College London

University of Arizona

University of Arkansas

University of British Columbia

University of California - Berkeley

University of California - Davis

University of California - Irvine

University of California - Los Angeles (2)

University of California - Riverside

University of California - San Diego

University of California - Santa Barbara

University of California - Santa Cruz

University of Colorado Boulder

University of Connecticut

University of Delaware

University of Denver

University of Illinois at Urbana-Champaign

University of Kansas

University of Miami (2)

University of Michigan (2)

University of Minnesota

University of Missouri

University of North Carolina at Chapel Hill

University of Oregon

University of Pennsylvania

University of Puget Sound

University of Redlands

University of Richmond

University of San Diego

University of Southern California (3)

University of Utah (22)

University of Vermont

University of Virginia

University of Warsaw

University of Washington - Bothell

University of Washington - Seattle

University of Wisconsin - Madison

Utah State University

Utah Tech University

Utah Valley University

Vassar College

Villanova University

Wake Forest University

Washington State University

Washington University in St. Louis

Wesleyan University

Western Colorado University

Western Washington University

Westminster University

Whitman College

Whittier College

Willamette University

William & Mary

Xavier University

Yale University

More Than the Sum of Its Parts

HOW MIDDLE SCHOOLERS THRIVE TOGETHER

By Shira Fagan, Associate Dean of Students for Middle School

School is so much more than the sum of its parts. Nowhere is that more evident than in Waterford’s Middle School program. An adolescent brain is seeking so much more from education than “reading, writing, and arithmetic,” a natural urge that makes them especially good stewards of our liberal arts philosophy. Class VI students want connection and support. They want to feel like they are invited to the party. Class VII students want to be liked authentically by the adults they interact with. They also want to have fun with their friends. Class VIII students want independence and autonomy. They want adults to treat them with respect, clear boundaries and compassion. They want to discover things for themselves.

Every student will not love every subject. But every child at Waterford should have places where they shine brightest. The experiences that Middle Schoolers have outside of our core academic subjects often provide a place for students to take that spotlight. Every child should have something to look forward to every day. Aside from the joy and variety that arts and PE classes bring, Waterford offers three main non-academic experiences for Middle School students; lunch, morning meeting, and special events.

LUNCH:

I often joke that lunch is the most important class of the day in Middle School. Beyond sharing a meal, they use that time to play spike-ball. To play a game of cards, or Twister, basketball, soccer, tag or chess. To navigate rules, fouls and friendships. To take responsibility for the equipment and return it when they are finished. What if they aren’t

interested in playing a game? Students often use this time to meet with teachers, to visit the Math Lab, the Writing Center, the Latin Lab, the testing center, or their tutor. They go to a cello lesson. They call upon their executive function skills to plan ahead and get some homework done. Students also just sit and talk. The Miller Student Commons has low, wide couches where kids gather and sit together by a sunny window or the fireplace.

Probably most notably this year, you’ll notice what they don’t do. They are not watching YouTube videos, or gaming, or scrolling on their phones. They aren’t lining the halls hunched in rows texting, or tuning each other out with headphones. Middle School students are together.

Middle Schoolers at lunch also participate in some school-wide or division-wide service projects, such as making fleece blankets to distribute to refugee families at the Joni Jensen dinner in the fall, or making Valentines kits for Primary Children’s Hospital in the spring. Their enthusiasm for the bake sales is legendary, and our students participate through baking and bringing donations and being first in line to purchase treats and donate money at lunch.

Last at lunch, we have a small but thriving community of student clubs. Middle School students participate and lead clubs in topics such as Bollywood dance, tabletop gaming, brain teasers, fashion and draping and many more. Some clubs require a bit more faculty support, and those do have enrollment caps and attendance requirements. Look for more information about these clubs, like Science Olympiad, Math Olympiad, Robotics and Ethics Bowl at the beginning of the next school year. All kids have leadership potential, organizing and running clubs focused on their passions and curiosities.

MORNING MEETING:

Our morning meeting program supports students by giving them a nonacademic setting to connect with their classmates and teachers through guided activities and assemblies. Middle School Morning Meeting meets Monday, Wednesday and Friday for fifteen minutes in classrooms, and then we attend full-division assemblies during the same block on Tuesday and Thursday. In assemblies, we hear from faculty, student or guest speakers on topics like “Ramadan”, “Why I Like Running” or “The Assassination of President Garfield.” We get announcements about upcoming activities and we learn the importance of decorum and audience etiquette. Our Middle School assemblies are truly remarkable examples of the worth of shared experiences with high expectations.

Morning meetings also allow students to connect one-on-one with a teacher they may not have other classes with. They play games, explore subjects that help their emotional growth, and check Canvas with support. Just being a Middle Schooler is hard enough. Their mentor helps them process what is going on in their lives by simply being another adult of influence who can be there for them when things get rough.

Dylan W. ’31 and Michael S. ’31 on Halloween. Photo by Neisha Williams.

SPECIAL EVENTS:

My favorite part of working at a school is the cyclical nature of the year. We mark time with ceremony and tradition, always looking forward and backward at the journey we are on. A Middle School student will have their first social dances of their lives (three per year), and the bookends of a First Friday celebration in September, and a Middle School Closing Assembly and Class VIII Promotion in May.

Middle School dances are some of my favorite days of the year—proven through the fact that I've DJed every middle school dance since 2013. Students often dress in costumes, or to fit a theme, and storm into the Assembly Hall awash in jitters and Sprite. What stands out to me about these events is how the music changes so much, but the Middle Schoolers stay largely the same. Taking their shoes off, tango-ing through a crowd, starting a conga line, trying out their break-dancing moves, slow dancing or not slow dancing, doing the YMCA: the picture of what Middle Schoolers look like in this environment is largely the same as you remember. The Class VIII students often make a circle at the end of their last Middle School dance, hands on shoulders, swaying and singing their hearts out. Beyonce’s "Single Ladies" is essentially an “oldie” now, but Middle School dances are frozen in time.

Of course, lots of kids attend these events who are not interested in dancing. We have a movie room, outside games (weather permitting, of course), and a little junk food. Kids who don’t want to go out on the dance floor can participate in lots of other activities that let them connect with their friends and celebrate.

We ring in the new year with our First Friday celebration, a grand assembly of all Waterford students and teachers on the Main Quad. There are speeches by Mr. Menke, Head of School, and the student body president, and a grade-by-grade bell ringing that might be the best representation of how quickly our children grow up. We close the year with a Middle School Closing Assembly and Class VIII Promotion. This is a ritual to mark the end of our Class VIII students’ Middle School journey, and to usher them on to Upper School with gratitude, grace and joy. While Middle Schoolers may only be eight months older than they were at First Friday, they have matured in profound and remarkable ways.

The Middle School deans gather students together by grade for what is known as “Class Meetings” throughout each term. These short meetings happen during Morning Meeting time, and are used to celebrate individual students within a grade whose behavior shines, and to make announcements (or occasionally corrections) that are particular to one grade. Sometimes, we gather to play Stack 'em baseball, to have a rockpaper-scissors tournament, or a paper airplane contest.

A small subset of our Class VIII population participates in Middle School student government. This council-style leadership body has no official titles, but students work to announce assemblies, write thank you cards to our assembly speakers, plan the dances, brainstorm solutions to Middle School concerns, and to build positive culture and community within our division. These leaders are often asked to act as representatives of Waterford in big and small ways around our campus, and they gain an enormous amount of public speaking and leadership experience in their journey. Students run for student council in May of their Class VII year.

Middle School students have many opportunities to connect meaningfully with their peers, to find adults of influence, and to search inside themselves for sparks of curiosity that will shape them for years to come. These opportunities are not window-dressing on the Middle School experience at Waterford, but vital and carefully crafted core experiences designed to help students become the leaders and change-makers of tomorrow.

Scarlett R. ’30 in class. Photo by Amanda Nelson.

AROUND THE QUAD

BRAVER ANGELS AT WATERFORD

Below is a transcription of a speech given by Evie H. ’26 during an Upper School Assembly.

Hello! My name is Evie H., and I am a Junior. I have been at Waterford since midway through fifth grade, and I joined Braver Angels as a freshman. I don’t have a special story about how I joined. I saw a poster and thought that would be cool and may help develop my discussion skills. Initially, I was mostly thinking about how good it would look on my college application. However, after my first event at American Heritage School with other Waterford students, red and blue-leaning, all having fun together, I realized that it was so much more than what I expected.

It wasn’t just a club or a line on my transcript. It was a way to learn from other people about themselves, and about myself. These would be people I would not normally engage in deep conversations with, about topics I would not normally be brave enough to talk about. Over the past few years, stereotypes of “the other side” have become more prevalent than ever before. We view with suspicion anyone who thinks differently than us or who identifies with a group that has different values than ours. That first event had us sitting together in a room, encouraging us to bring forth our unique perspective on life and on current subjects while learning how to listen respectfully to the other person presenting their point of view. We learned that we don’t have to agree with someone or think like them to have a conversation with them.

I was hooked. I did another workshop in 10th grade, and I loved it even more. Whether at this school or at another campus, I learned things about my peers and got closer to them, even if they were on the other side of the political spectrum. And as I learned about them, I learned about myself. I learned that when I debate, I need to listen to what the other side is saying. That many times in a discussion I spend more time when the other person is talking, thinking of my next point, and less time listening to their current point.

This summer, I had the opportunity to go to the Braver Angel’s National Convention in Kenosha, Wisconsin. In a word, it was incredible. Everyone I talked to, no matter the topic, maintained civility, and I was able to have deep conversations about anything and everything. We were able to talk comfortably to each other, but also listen to each other.

I learned things from them, and hopefully they learned things from me. Additionally, I met people with a wide range of accomplishments, from authors, to public speakers, to news hosts, to people in government positions. These were people seeking ways to have more diplomatic conversations with their colleagues. An interesting part of the convention was that we wore lanyards that showed which way we leaned politically. There was red for conservative, blue for liberal, and other colors for no affiliation or if one preferred not to say. However, rather than causing us to bunch together in our comfort zones, it led to us reaching out and talking to people who we knew would have a very different perspective. There were people of all ages and backgrounds, and a whole variety of topics to discuss or lectures to participate in. I went to speeches ranging from the risks and benefits of AI, to a debate about capitalism vs communism. One thing we all had in common, despite our differences, is that we were all there to engage in open and frank discussions.

One experience that stuck out to me was in the assembly we had on opening night. I was sitting there, listening to the opening speeches and looking to my left and right, not politically speaking, and there was someone with a red lanyard, and sitting right next to them would be someone with a blue lanyard. It was a sea of colors and they were scattered around, all focused on the central speaker. This was a moment of revelation to me. Watching the news, or watching politics, I would imagine that we would have all gathered in our respective groups initially, and only as the conference went on, would we break apart and form more diverse groups. I imagined this would have to be done with intention. Instead, naturally, we all came together to listen and formed one group, not divided by what makes us different, but united by what makes us the same. Our Humanity.

One thing I noticed in others’ presentations, and even my own, was that everyone was overwhelmingly positive and very supportive. In the middle of speeches, we were allowed to tap on our chairs if we heard something we liked, to show support while not interrupting the speech too much. During every speech and argument I listened to, there was always one person in the crowd who would tap on a chair, if nothing else, to let the speaker know they were heard. More often than not, it was a chorus of these taps, and it was a truly uplifting experience to hear people supporting other people, no matter what side of the debate they took.

I use Braver Angels in my everyday life. From discussions at the dinner table to my friends in school, many times I am able to delve more deeply into a topic simply because both sides are civil. I would a thousand times over recommend doing Braver Angels, especially in such a politically divisive time. You will never regret being able to look back at a conversation and know that you listened to the other person, and you didn’t get aggressive in your conversation. Discussion isn’t always about convincing the other person, rather it can, and should be, about hearing them out and learning from them. So, before next Thanksgiving, when you are dreading having that dinner conversation with Uncle Joe who believes in something you strongly disagree with. Instead of fearing that conversation, join Braver Angels now, and by Thanksgiving, have the skills to listen to him, while presenting your side… respectfully.

THE MILLER STUDENT COMMONS: COMING TOGETHER

This year marked a milestone in Waterford’s history with the opening of the Larry H. & Gail Miller Student Commons, made possible through the remarkable generosity of our community and our successful $30 million capital campaign, Waterford Rises For the first time, our school has a dining hall large enough to accommodate our entire community, where students, faculty, and staff come together daily to share meals and build connections.

The transformational impact has been evident from day one. What was once a fragmented lunch experience has become a true community ritual, where conversations flow across grade levels and relationships deepen over shared meals. More than just a dining hall, the Commons has become the heart of our campus—creating spontaneous mentoring moments and a sense of belonging that will benefit generations of Waterford students to come.

GRANDPARENTS VISITING DAY

Ribbon cutting of the Miller Student Commons. Photo by Neisha Williams.

Students selecting their meal options during lunchtime in the Miller Student Commons. Photo by Amanda Nelson.

Students enjoying their lunch in the Miller Student Commons.

Photo by Amanda Nelson.

Kindergarten students welcoming their grandparents into their classroom. Photo by Heather Mortenson.

Grandfather of Katelyn C. ’26 participating in a science lesson. Photo by Heather Mortenson.

SPRING FAMILY BBQ

INTERNATIONAL FESTIVAL

Allison Riepe and Serena R. ’31 on Parent Visiting Day.

Photo by Neisha Williams.

Soon-to-be-Middle Schoolers enjoying the Spring Family BBQ. Photo by Neisha Williams.

Middle School students trying new foods at the International Festival. Photo by Neisha Williams.

Lower School parents visiting a classroom on Parents Visiting Day.

Photo by Heather Mortenson.

Families enjoying the food and fun at the Spring Family BBQ. Photo by Neisha Williams.

Zainab K. ’25 performing during the International Festival. Photo by Neisha Williams.

OUTSIDE THE CLASSROOM

RISING SENIOR INTERNSHIPS

By Erika Munson, Library Department Chair & Internship Coordinator

Every summer, Waterford partners with industry, non-profits, and universities to offer six-to-eight-week internships for our rising seniors. This gives students a chance to explore areas of interest outside the classroom, and experience the expectations and rewards that accompany the world of work.

The program begins every February when we present the opportunities to juniors. Those interested fill out an application and are interviewed by a Waterford faculty member. The next step is an on-site visit or Zoom meeting with the prospective internship partner, who ultimately decides if the fit is right. Most internships are eight-week commitments; all have clear expectations and mentorship by a Waterford faculty member available through the summer. If the position is unpaid, Waterford provides a stipend for the student upon successful completion.

In the summer of 2024, we had six students who participated in a wide range of internships: from lab research at the University of Utah, to humanitarian service at the International Rescue Committee, to public health at the Salt Lake Mosquito Abatement District.

Lisa Song, whose study in the University of Utah department of chemistry was titled “The Effects of Sulfonated Ions on OMIEC Performance” reflected on the experience: “I learned about what it's like to do research at a university, and gained experience working in a professional environment, which I had never done before. Learning a lot of new chemistry in a short period of time challenged me, and the internship taught me a lot about being flexible and advocating for myself. I also had fun getting to know my lab members and

VISITING AUTHORS

working with cool lab equipment and a variety of chemicals.”

Waterford’s partnership with the University of Utah allows students to engage fully with research science at the graduate level, giving them a glimpse of the actual process of science. They experience hands-on research, guided by experts in their fields, and are expected to both understand and explain the high-level science in their final presentation to peers, graduate students, and professors.

Maggie Adams interned in the immigration department of the International Rescue Committee (IRC), a global non-profit that responds to humanitarian crises and helps people whose lives are shattered by conflict to gain control of their future. She shared: “I loved working at the IRC because I felt useful and very needed… If I didn’t perform some tasks, clients’ green cards could get delayed or the legal representatives wouldn’t be ready for client meetings. I also loved the community at the IRC. Everyone was honest, kind, and authentic. I felt appreciated as well as respected. My favorite part of the internship was towards the end. We had to make medical exam appointments, and our normal low-cost clinic was scheduling into next year. I took it upon myself to call every civil surgeon in Utah and negotiate lower prices for medical exams… With these two I arranged proposals for prices and procedures, I ended up bringing down prices from $225 dollars to $45 dollars.”

We have ten members of the Class of 2026 poised for this summer’s internships which included two new partners: The National Ability Center in Park City and Utah Braver Angels. Waterford’s internship program is a summer extension of our school’s mission: to stimulate intellect, ignite passion, and shape character. It also forges important connections with the community outside Waterford. If your organization is interested in partnering with us, please contact Erika Munson, internship coordinator (erikamunson@ waterfordschool.org)

Visiting Author Rone Shavers presenting to Middle and Upper School students. Photo by Neisha Williams.

Janet Sumner Johnson, visiting author, connecting with Lower School students. Photo by Heather Mortenson.

COMMUNITY SERVICE THRIVES AT WATERFORD

By Amy Dolbin, Community Service Coordinator

Community Service is thriving at Waterford and continues to grow each year—this year was no exception! At the heart of our program is a commitment to our core values, especially Caring and Responsibility. We aim to provide every student with meaningful, hands-on service opportunities, with the hope that they graduate not only as lifelong learners but also as lifelong community builders. Research shows that serving others benefits the giver as much as the recipient. Community service can boost self-confidence, self-esteem, and overall life satisfaction. It raises social awareness, fosters appreciation for diverse cultures and communities, creates opportunities for friendship, and cultivates gratitude.

This year, every student had the chance to participate in a wide range of impactful activities. Highlights included a schoolwide bake sale to raise funds for a California school affected by wildfires; collecting and assembling art kits for Common Thread, an organization supporting youth in foster care; making lunches for residents at The Road Home; organizing a coat drive for Volunteers of America; assembling hygiene kits for Lifting Hands International; and hosting a book drive for an inner-city school.

One of the year’s most memorable events was the annual Joni Jensen Dinner in November. This year, we welcomed members of a Muslim Scout Troop and their families for an evening of food and fellowship. To support the Somali food truck that catered the dinner, students organized an outdoor Halloween movie night, which was a great success.

Community Service Council members also worked alongside the scouts in October to clear tree branches from a local community member’s home. Another heartwarming experience was shopping for holiday gifts for three families in need. Students spent a Saturday morning selecting thoughtful presents using funds raised from the movie night.

Additional service activities included selling handmade Valengrams, crafting and selling “felties” for the Festival of Trees, preparing meals at a homeless shelter, volunteering at the Refugee Goat Farm, hosting a blood drive, and participating in Trauma Survivor Day at Primary Children’s Hospital.

We are deeply grateful for the enthusiastic support from our parents and families. Your encouragement has helped make these experiences possible and impactful. We look forward to building on this momentum—next year promises to be even better!

Students in the Upper School Outdoor Program climbing at Lisa Falls. Photo by Derick Rodgers.

Students on the San Rafael Swell Canyoneering Trip.

Photo provided by Chris Watkins.

Upper School students writing notes as part of the Fall Community Service Project. Photo by Heather Mortenson.

LOWER SCHOOL AUXILIARY PROGRAMS

By Krista Beck, Assistant to LS Counselor/LS Office and Katelynn Halpren, Director of Extended Day, Recess, and Summer Camp Programming

At Waterford, learning doesn’t stop when school gets out. The School provides families with extra-curricular experiences through our after-school clubs, extended day program, and spring break and summer camps.

The Lower School offered 17 different after-school clubs this year, not including the Dance Academy directed by Annie Semans. These clubs offer our students the opportunity to explore interests, learn new skills, and build friendships outside of the classroom. Our clubs are led by our talented faculty members, who lead particular clubs aligned with their interests and hobbies, allowing them to share what they love with our students. Chess, vocal academy, robotics, math, knitting, and the Lower School play are among the many wonderful clubs we have offered for years.

We offered a few new clubs this past school year. Class III & IV students were able to sign up to take an 8-week robotics or coding class, thanks to our Technology Specialist, Jenn Johnston. We also added a 6-week soccer club that focused on skill development for students, led by Coach Robibero. In the Forest School Nature Club, students get to enjoy outdoor play while learning nature songs, animal games, and exploring nature. Lastly, we offered a Waterford Girl Scouts Troop for Class II-V girls every other Friday, led by parent volunteers.

Our Extended Day program is designed to bridge the gap between the school day and home life, providing a structured and nurturing environment for students after the bell rings. This program offers a variety of activities that complement the school curriculum, ensuring that students remain engaged and productive even after class is over.

With options ranging from academic enrichment to arts and sports, the Extended Day program allows students to explore new activities, stay active, and continue learning in a relaxed and supportive environment. This flexibility is especially beneficial for working

parents, as it ensures that children are cared for and engaged until they are ready to head home.

We have been thrilled to introduce several new camp offerings for this current Summer, providing even more opportunities for students to grow and explore. These camps are designed to engage children in hands-on learning and outdoor adventures that complement their academic growth and allow them to have fun during their time off. The exciting lineup of summer camp offerings is meant to spark curiosity, build confidence, and provide an unforgettable summer experience. This year’s camps have offered something for everyone, from sports enthusiasts to budding engineers and aspiring actors.

Our Summer Camps have included a variety of themes, such as STEM exploration, art, theater and sports, providing a wide range of options for all types of interests. These camps have not only offered academic enrichment but have also fostered teamwork, communication, and problem-solving skills in a fun and interactive setting. Whether your child is interested in science experiments, building art projects, or exploring nature, our camps have provided the perfect blend of learning and fun.

Sports Camps:

For our athletic campers, we offer specialized Sports Camps that focus on skill-building, teamwork, and having fun. Whether it’s soccer, basketball, or lacrosse, these camps provided the perfect opportunity for children to develop their athletic abilities while learning the value of sportsmanship and collaboration.

Robotics Camps:

Our Robotics Camps provide an exciting hands-on experience for students interested in science, technology, engineering, and math (STEM). Campers have had the chance to design and build, gaining valuable skills in coding and engineering. These camps not only fostered creativity but also taught problem-solving and critical thinking in a fun, interactive environment.

Theater Camps:

For students who have a passion for the performing arts, our Theater Camps offer the chance to shine on stage. Whether your child is interested in acting, set design, or costume creation, these camps allow students to dive into all aspects of theater production. Campers develop confidence, teamwork, and communication skills as they work together to put on a performance.

At Waterford, we are committed to providing an educational experience that nurtures the mind, body, and spirit. Our Lower School clubs, Extended Day program, and Summer Camp offerings are just a few of the many ways we enrich the lives of our students, offering them opportunities to explore new interests, build lasting friendships, and grow as individuals.

As we continue to expand and enhance these programs, we look forward to seeing your children thrive both inside and outside the classroom, gaining new skills, confidence, and experiences that will serve them well into the future.

Students working on craft projects during their Spring Break Camps.

Photo by Heather Mortenson.

PATH TO PEACE

By Toby Bookman ’25

In summer 2023, I visited the Israeli Kibbutz Netiv HaAsara. One of the most memorable parts of the trip was seeing “Path to Peace,” a joint mosaic project that involved people from around the world located on the security wall between Israel and Gaza. The wall used to be dull and gray, but was transformed into a colorful masterpiece, filled with thousands of hand-decorated tiles, each carrying a personal wish for peace. Just months after I visited, on October 7th, many people were murdered or taken hostage. To this day, it’s devastating. Yet, what inspires me is the palpable resilience of the Peace Wall. The wall stands strong and its message of hope, peace, and resilience lives on.

Back home, I noticed cracks forming in Utah’s communities postOctober 7th. The tensions were running high around the globe and it felt like we were forgetting how to listen to each other. I wanted to do what I could to bridge the divide here in Utah and bring home the values of understanding and hope that stood so evident from the Peace Wall.

WATERFORD’S

PROCESS

I pitched the Peace Wall idea to the administration: a mural that everyone in the Waterford community could be a part of creating. From there, it was a team effort. Mrs. Brewer was involved every step of the way. The concept was to have every student and faculty member at Waterford participate somehow in the project. First, we prepped the wooden base, leaving room to wood-burn the word “Peace” in every language spoken by a student or staff member in our school. We wanted everyone and their heritage represented. Then, we handed out broken clay pieces to morning meeting groups—students, faculty, and staff from K-12—and asked them to decorate their tiles with their personal visions of peace. The creativity was incredibly personal: some tiles were simple, others elaborate, but every piece had meaning.

After glazing and firing the tiles, we got to work assembling everything. Daniel Beck ’14 helped us build the frame, and we spent hours carefully affixing the tiles with liquid nail to spell out “PEACE” in the center.

Peace is fragile—something people everywhere hope for, yet it can so easily fall apart. Across cultures, most people want the same thing: a world where they feel safe, respected, and connected. But peace isn’t something that simply exists—it has to be built, piece by piece, and even then, it remains delicate. That’s the idea behind the design: broken pieces, once scattered, coming together to form the word “Peace”. The final result isn’t just a mural—it’s a reflection of how even broken pieces can come together to create something whole, just as the project itself brought us closer together.

COMING TOGETHER

Perhaps the real magic was in the process, not the final product. Watching younger students channel their energy into colorful designs, teachers offering guidance and encouragement at every step, and knowing that everyone had a hand in the mural was incredible. The Peace Project wasn’t just about making art; it captured what makes Waterford special—a community where people listen, collaborate, and genuinely support each other.

Now, the mural hangs in the Miller Student Commons, where every member of our community can see it—students from Kindergarten to Class XII, as well as faculty and staff. Whether someone is passing by on their way to class or noticing it while eating lunch, the mural stands as proof that unity isn’t just an idea—it’s something we can continuously build, piece by piece.

My hope is that it inspires everyone who sees it to think about what peace means to them—and how they can bring it into their own lives. This school year’s theme, Together, couldn’t have been more perfect. The Peace Project is proof that, together, we can create something beautiful, meaningful, and lasting.

Above: Peace Project artwork on display in the Miller Student Commons. Photo by Neisha Williams. On Right: Toby Bookman ’25 unveiling the Peace Project Plaque at the dedication. Photo by Neisha Williams.

LOWER SCHOOL STEMINIST WORKSHOP

MS/US DANCES AND ACTIVITIES

Liam S. ’36 and Oliver D. ’36 excited about the newest 'Dog Man' book.

Photo by Neisha Williams.

Class III students learning about physics from the Upper School STEMinist club. Photo by Neisha Williams.

Students dancing together during Spring Formal at the Utah State Capitol. Photo by Neisha Williams.

Noelle S. ’31 exploring one of the many books at the Winter Book Fair.

Photo by Neisha Williams.

Britelynn H. ’34 and Mia C. ’26 working together to change a penny from copper to gold. Photo by Neisha Williams.

Middle School students during their pirate-theme spring activity. Photo by Heather Mortenson.

OF SERVICE Legacy

FACULTY RETIREMENTS 2024-25

RAY BARTON

It is with full hearts that we wish Ray Barton congratulations on his retirement. Ray has taught at Olympus High, University of Utah, and here at Waterford for a combined 44 years. From Prealgebra 6 through AP Calculus, AP Statistics and beyond, Ray’s breadth and depth of experience in mathematics and in teaching is renowned among his students and coworkers. Some recent Waterford graduates have said of Ray “he inspired me to pursue statistics as my major in college” and “he always kept the class fun with stories and fun activities. My friends and I still talk about his calculator holster as the stuff of legend.” Among our department, Ray has a reputation for his generosity, gentleness, and willingness to try new things. Ray is often the first to adopt a new pedagogical technique to ensure his teaching is up-to-date with the latest in educational research.

A few of the things you may not know about Ray is how much he has shaped math curriculum here and internationally. As part of the Texas Instruments team, Ray deeply believes in technology not just as a tool for solving problems, but as a tool for illuminating the underlying patterns of mathematics. He has traveled the US and China leading workshops and training so that teachers can use graphing calculators effectively in their classrooms. This pioneering work has allowed a generation of students to not only understand mathematics more clearly, but bridge the gap between the pencil-and-paper mathematics learned in primary school and the technology-aided mathematics that engineers and analysts use in their careers. It’s no wonder that at his previous school he was the most frequent winner of the “Catalyst Award,” an award given by alumni that identified the teacher that most deeply impacted their lives. Our department always chuckles at the thought of Ray “retiring.” What will actually happen is he will take his work ethic and apply it to infinite home improvement projects and other acts of service for his family, friends, and community. We hope that sometime between his projects he will be able to take a bit of a break, or at least a good nap.

As Errol Heuer embarks on a new chapter, we express our sincere gratitude and best wishes for his retirement. Errol joined Waterford’s operations team in 2021 and quickly became an indispensable part of the building maintenance crew. Working quietly behind the scenes, Errol consistently ensured repairs throughout campus were handled with precision and care.

Errol brought a wealth of experience to Waterford. Before joining the school, he dedicated nearly four decades to the Newspaper Agency, where he was instrumental in running, maintaining, and repairing the intricate press machines, eventually rising to the role of supervisor. This extensive background was evident in his meticulous approach and deep understanding of his craft.

Beyond his technical skills, Errol quickly embraced the spirit of the Waterford community. He shared his passion for quality work, fostering a sense of camaraderie and genuine care among his colleagues.

Errol’s fun nicknames include R-Low, Earl, and Arrow. He responds with a smile to each. His karaoke moments at the Westerner were loved by all at Waterford.

An avid outdoorsman, Errol's love for hunting and fishing is well-known. We especially appreciate how he shared this passion with our students, helping them discover the joys of fishing during a memorable summer camp.

Errol, your dedication, quiet efficiency, and warm spirit have left a lasting mark on our campus.

ERROL HEUER

Tribute by Megan Orton, Math Department Chair

Tribute by Mike Hamideh, Director of Safety and Operations, Camilo Castillo, Building Supervisor, & Greg Miles, Chief Financial Officer

Harris

Morris Athletic Director

Ken Wade History Teacher

Juan Henao Custodial Supervisor

Rayann Sandstrom

Mathematics Specialist

Camilo Castillo Building Supervisor

Bruce Hale Bus Supervisor

Chris Watkins Outdoor Teacher

Teri Andrach

Science Specialist

Susan Johnsen Kindergarten Teacher

John Hansen Grounds Supervisor

Casey O’Malley Director of Academics

Natalie Ricci-Whaley French Teacher

Beth Hamideh Director of Offices

Juli Dalton PreK-3 Teacher

Julie Mower PreK-4 Teacher

Tracie Hercules PreK-3 Teacher

Sue Sharma LS Reading Tutor

Matt Davis English Department Chair

Scott King Chorus Teacher

CELEBRA TING Nancy Nebeker IN

This article has been adapted from remarks shared by Associate Head of School Dr. Brandon Bennett at the funeral ser vices for Nancy Nebeker

Nancy Nebeker (1955-2025), our beloved Dean of Students whose Water ford journey began in 1993.

I had the privilege of being a close colleague, collaborator, and friend to Nancy at Waterford School over many years. In her letter to the community just days before she died, Nancy wrote, “I am convinced the joy I have found in my work everyday gave me strength to overcome my health struggles for so long.” My hope in the next few paragraphs is that I might shed a little light on Nancy’s work and the joy it brought her.

Nancy was the Dean of Students for the Middle and Upper Schools at Waterford, responsible for nearly 600 young people from 11 to 18 years of age. She led a nine-member Dean team, was an inspiring model of excellence to faculty and staff all across campus, and a wise partner to countless parents who would regularly turn to her for guidance in the sometimes wild ride that raising children can be. Over the last few years, Nancy was also the lead source of vision during the design and construction of our new student commons and the new campus wellness center. None of Nancy’s work was easy, but it was a deep source of joy.

Like C.S. Lewis, Nancy felt joy as something far deeper than pleasure or happiness. I think she would agree with Lewis in saying that true joy has in it “the stab, the pang, the inconsolable longing.” We feel joy now, as Nancy would want us to, even as we experience the stab of her absence. There is joy in remembering the friend and colleague who is gone, and joy in our commitment to carry on her mission. Nancy knew that at its best, education must be driven by a longing for what is most real — call it God, or truth, or beauty, or goodness, or nature, or the absolute, or something else of similar proportions. Our eyes need always to be looking toward higher things — and Nancy’s always were. Most mornings, as the sun was rising over the peaks of the Wasatch, its liquid beams pouring down the canyon toward the Waterford campus, Nancy would be found greeting students as they approached from the parking lots. You would see her stopping individuals or groups to shake hands and speak to them by name, often inviting them to look to the east and take in the beauty of the day, or asking them to tell her one thing they were most looking forward to in their schedule. She was seeking a moment of simple human connection with as many students as possible, but she was also offering a subtle psychological nudge, helping students to frame their day in the direction of joy, seeding their souls with an appetite for beauty that might grow into productive longing for higher truths. She knew that students carry a lot these days, certainly from their demanding workloads and achievement pressures, but also sometimes from the still harder challenges of illness, grief, or depression. In urging students to look east, to the glory of the rising sun, she wasn’t asking them to set down their troubles, but rather to come to know that their troubles are a part of the joy, a necessary condition for finding it.

“He’s so laid back, he’s horizontal” was a phrase of mild abuse that she favored for colleagues — almost always a deserving male — who had an insufficient sense of urgency about a particular situation. This phrase, like so many of her favored phrases, she attributed to one or another Smith or Nebeker progenitor. In her public speeches and presentations, of which there were many, she could be astonishingly eloquent, and could also layer in evidence from her vast reading in the psychology of adolescence. But I think she preferred drawing on the homespun wisdom of her family models for her most frequent lessons. “There’s no pancake so thin that there aren’t two sides” was a go-to set-up for a homily on perspective-taking and compromise. “If you join a club, you play by their rules” helped her explain why it mattered that we wear the uniform. “Never worry alone” reliably reassured concerned parents that they were right to reach out for a conversation.

Of course, being Dean of Students isn’t all about sunrises and morning greetings. At times, the Dean has to get tough, foregoing the subtle nudging in favor of direct and unsubtle declarations. A colleague reminded me this week of a moment at a Middle School dance during the pandemic, when everyone was still wearing masks. Word had come to Mrs. Nebeker of some particularly egregious behavior from a Middle School boy. Mrs. Nebeker summoned the offending party to her side, put her arm around his shoulder, took off her mask, and said “I want you to read my lips,” as she forcefully told him what was what. Mrs. Nebeker could get a little scary when she needed to. But she also always had her arm around your shoulder, both metaphorically and literally. She was a believer in the power of touch; the embrace softens the impact of the reproof. It also holds the person in place long enough for the message to sink in. Nancy’s hand shakes and arm grabs served the same purpose, both for students and colleagues. She would only let you go once she knew she had been heard.

Nancy was brilliant with parents — because she had been in their shoes, had felt their pangs of worry for their children, and could sense their deep longing for the future to be bright, for everything to work out, for the children to be okay. Nancy was so good at everything, but particularly at this. She always found ways to help parents find joy in their child’s journey, joy in the midst of all the uncertainty and the worry. Sometimes it was through the words she chose, but more often I think it was through her voice, her body, and her eyes. She had a way of leaning forward as she spoke, hands on the table and arms stretching toward the parents on the other side, her eyes locked in contact with theirs, everything in her entire being signalling what was most important to be shared. This too is part of the journey, she seemed to say; this too is part of the joy. It will be alright. It will be alright. Nancy was always able to find and share the joy, especially when the challenges were at their biggest; and that capacity, combined with her abundant common sense and practical wisdom, was tremendously reassuring to parents, students, and colleagues alike. She inspired confidence in all of us, and made us believe we really could do the hard things that we weren’t sure we could do. We would welcome her reassurance again today as we do this hard thing of letting her go.

Earlier this year, I had a chance to talk with Nancy about her experience of living with cancer. It’s because of that conversation that I can say, with great confidence, that her advice to us today would be that we must feel the joy in everything, especially the hard things. Joy is there to be discovered and experienced, just as the sun rises every morning in the east and pours its warmth and beauty onto this valley and into the Waterford campus—and into our hearts, if we will let it. But we have to pay attention. We have to want to see it. We have to open ourselves to the stabs and pangs of experience, and to the longing that leads to deepest learning. Nancy told me of the incredible learning she had found over many years of thinking, writing, and talking about this trial that had been visited on her. Far from being bitter, she was grateful for the joy and the insight and the meaning that had come her way. We will honor her best by honoring her example, and finding the joy that is all around us, not hidden, but nurtured, by our troubles. To the students, who were the reason for her work, may you all strive to learn and live as Mrs. Nebeker did.

Should you wish to make a gift to

The Nancy Smith Nebeker Endowed Scholarship Fund scan the QR code

IN THE NEWS

KIDS BAKING CHAMPIONSHIP

Excerpt by Lottie Elizabeth Johnson, Journalist for Deseret News

"Over the years, the 11-year-old would watch her mom bake birthday cakes and cupcakes for her, and she wouldn’t be able to resist helping out. Eventually, her mom taught her how to pipe a rosette. That led Arielle down a rabbit hole, watching video after video of bakers piping flowers. And then she decided to give it her best effort."

"Throughout the season, the judges praised Arielle for her decorating skills and interesting flavors. That praise continued with her final creation for the competition."

Just making it on “Kids Baking Championship” — she said she had her doubts she’d even get accepted — was a major milestone, let alone making it all the way to the finale.

Read the full article on deseret.com

NATURE LAB SPARKS STUDENTS’ CURIOSITY

Excerpt by Julie Slama, Journalist for Sandy City Journal

"As part of a yearlong independent study in the Mark Bromley Nature Lab, [Jack] Khachatryan spent countless hours identifying, sorting and reassembling bones, immersing himself in handson anatomical study. His work involved not only physical reconstruction, but also scientific deduction. Using size, weight, and other features, he determined the tortoise was likely a 50-pound female."

“I’ve learned not everything's on Google and there are not too many tortoise skeleton guidebooks,” he said. “We have pictures from similar species, and I can use those to piece together some. There are similarities of other species and I use that to guide my work.”

Read the full article on sandyjournal.com

TEAL DRONES FOUNDING- GEORGE MATUS ’16

Excerpt by George Matus, for Utah Business

"This is the story of an ordinary kid who tried to do something extraordinarily hard and failed more than he can remember. I was born in Salt Lake City, Utah, with an insatiable passion for flight. My entire family is from humble Slovakia, where my mom was a flight attendant. I think my first memory is sitting in the cockpit of a jetliner high above the ground. For much of my first 10 years, I remember imagining ways to experience the freedom of flight."

"Other than making me feel cool in junior high, being a test pilot gave me more access to technology. On weekends, I’d build, fly and test, learning about the hardware and software involved. When drones started becoming real, I saw huge potential and thought about what might evolve over the next decades. I desperately wanted to be part of that future."

Follow the QR code to read the full article.

Jack Khachatryan ’25 with his Spring Independent Study project.

Photo provided by Jack Khachatryan.

Arielle Y. ’31 on the set of Kids Baking Championship. Photo provided by Rob Price, Food Network.

Photo provided by George Matus ’16.

Scan the QR code to watch the performances!

Middle School Play, fall 2024—The Comedy of Errors by William Shakespeare. Photo by Heather Mortenson.

Upper School play, winter 2025—Our Town by Thornton Wilder. Photo by Heather Mortenson.

Lower School students performing in The Miraculous Journey of Edward Tulane. Photo by Heather Mortenson.

Upper School students in spring Orchestra concert. Photo by Heather Mortenson.

US Choir at the Waterford spring Choir concert. Photo by Neisha Williams.

Middle and Upper School students performing in the winter Band concert. Photo by Neisha Williams.

The Blackbird’s Song

By Alexandra Hershkop ’29

For whom the dying blackbird sings, As it bobs and weaves through desolate decay, Then slowly extends its midnight wings, Over bent wheat farms and broken fields astray. For when the dark has dealt its hand, And the blackbird again goes into hiding, A problem does arise in the land, With whispers of recent war subsiding. It soars among delicate specters afar, Cutting through the ember and flame, Drifting over hateful war, For broken spirits are never the same. Slowly like white doves they land, Running to help fight the battle, From forests to the sea and the sand, To save those being herded like cattle. The bird continues to soar through the sky, Above the crimson poppy flower, And it silently glides far up high, As freedom creeps closer by the hour. In the distance far from the light, The enemy lays breathing softly in hiding, Trying to hide the horrific sight, Of discrimination to those slowly dying. And again the blackbird does take to wing, Like us humans do take to heart, It will again start to sing, Of suffering souls and broken art. Still the dark soul does march along, Inelegant and dressed in lies, Slowly the mighty, mournful song, Drifts from the poet as he flies. A march of death soon does begin, Under drifting ash and flakes of snow, Right before the good does win, Sorrow comes beneath blood flow.

But as it wavers in faltering flight, Tale of resilience and bravery, It finally breaks through to the light, So the blackbird finally rises free. Now listen to this tale clear, Of trials set in historical flashes, From darkest times to current year, As the blackbird’s song rises above the ashes.

Midnight, photo by Preston J. ’25

Self Portrait/Tronie, artwork by Alexx F. ’28

Desert Landscape, photo by Ryan S. ’28

Waterford’s Dance Academy performance of their Spring Ballet, Don Quixote. Photograph by Heather Mortenson.

Class IV Students creating their cardboard relief masks. Photograph by Heather Mortenson.

Class V students performing scenes from Macbeth during their Theater Speciality. Photograph by Heather Mortenson.

Written by Lisa Durst, Lower School Art Specialist, and Priscilla Stewart, MS/US Art Teacher

Each year Class II and Class X collaborate to create imaginative art. The process starts in the Lower School art room with a theme. This year we chose magical objects from literature, theater, mythology and popular culture as our inspiration.

Class II students participated in a group draw and team coloring project. The goal was to have fun, create amazing art and to provide a collection of drawings for the Upper School ceramic studio. With the theme of magical objects first in mind, Class II students drew potions, wands, and various enchanted artifacts. Dorothy’s ruby slippers, Neptune’s Trident, and even Thanos’s gauntlet made it to the drawing board. Teams of Class II students worked together to color the drawings and debated issues like; what color was the Sorcerer’s Stone or what is the best pink for rose colored glasses?

Once the drawings were finished, Class II sent them to the ceramics students in Class X.

Upper School students each chose a magical object drawing to replicate three-dimensionally with clay. They worked to represent the drawing as accurately as possible. Strategizing how to represent thin or delicate forms using clay—this can be a tricky feat. The work was fired and then ready to be painted, glazed or both to best represent the coloring on the Lower School drawing.

Class II students visited the Upper School students during the creation process to further understand how art is made with clay. They looked inside the kiln and learned that each magical object needed to be fired, sometimes twice. When the statues were in the glazing stage, Class II visited Upper School again to observe this process.

The result of this collaboration is a magical display that was featured in the new Haught Visual Arts Gallery located in the 700 Building earlier this year. Class II visited the art show and even took time to sketch their favorite magical objects in their sketchbooks.

ATHLETICS

MEN’S TENNIS TAKES STATE CHAMPIONSHIP

Congratulations to our Men’s Tennis team who capped off an incredible season by first winning their region tournament and then with a thrilling one-point victory to claim the 3A State Tournament title. Their hard-fought win was highlighted by standout performances across the board. Preston J. ’25 and Sahil S. ’25 won the 1st Doubles Championship and Shiv S. ’28 won the 3rd Singles Championship. Congratulations to the entire team and the coaching staff for their dominant state performance and dedication and persistence throughout the season.

Men's Basketball vs Maeser during Winter Spirit Week. Photo by Neisha Williams.

Lexee H. ’27 making her way down the court during Spirit Week . Photo by Neisha Williams.

Waterford’s Men’s Tennis Team taking a photo with their State Championship trophy. Photograph provided by Ken Wade.

Mateo P. ’25 moving the ball down the field during a playoff match against ICS. Photo by Neisha Williams

Women's Soccer team playing Rowland Hall during Fall Spirit Week. Photo by Neisha Williams.

ONE LOVE LACROSSE GAME

By Kory Carpenter, Associate Athletic Director

This past spring, the Waterford Ravens lacrosse team hosted their second annual “One Love Game,” continuing their support for the One Love Foundation. The event brought together players, coaches, families, and the community to raise awareness about the importance of healthy relationships and how to love better. One Love stands firm in their belief that everyone deserves healthy love. The One Love Foundation was established in memory of Yeardley Love, a college student and lacrosse player who tragically lost her life to relationship abuse. Yeardley’s mother and sister founded the organization to promote positive spirit and to empower young people to see the signs of relationship abuse before it’s too late.

Women’s Lacrosse Head Coach Meg Whittle, an advocate and certified trainer for One Love, shares a personal connection to Yeardley. The two grew up in the same town, they both had a mutual love for lacrosse, and both eventually went on to play at the collegiate level. With Yeardley being older, she was a role model for Meg, and with that, Yeardley’s tragic story has had a lasting impact—inspiring Coach Meg to use her role as an educator and coach to carry forward Yeardley’s legacy.

Coach Meg now leads annual sessions across all grades for Waterford students, where she discusses the differences between healthy, unhealthy, and abusive relationships through the One Love Foundation. These sessions are part of her larger commitment to educating young people on how to recognize warning signs and advocate for respectful love. Her efforts not only honor Yeardley’s memory but also provide students with the tools to build safer, more compassionate relationships in their own lives. By combining her love for the game with a mission of awareness and advocacy, Coach Meg continues to make a difference both on and off the field.

On April 24th, the Women’s team joined Judge Memorial in a powerful moment of unity before their game, standing together in support of the One Love Foundation. The following day, the Men’s team did the same with Hillcrest, showing that the message of healthy love and respect in relationships transcends the boundaries of competition.

These moments before the games were a reminder that sports can serve as a platform for awareness and change.

Throughout both days, all four teams wore light blue “One Love” wristbands, symbolizing their solidarity with the foundation’s mission. Before each game, Coach Meg delivered a heartfelt message about the significance of the One Love Foundation, reminding everyone that promoting healthy relationships is a cause that affects us all. She emphasized that it is not only Waterford’s mission but a collective responsibility to advocate for love that is respectful, safe, and empowering. These events helped bring greater visibility to an important cause and encouraged ongoing conversations among players and fans alike.

By supporting One Love, the Waterford Ravens are helping to spread a vital message: that everyone deserves to love and be loved in a healthy, respectful way.

Women's Lacrosse Team playing Judge Memorial during their One Love game. Photo by Neisha Williams.

Women's Lacrosse Coach, Megan Whittle speaking at the Men's One Love Lacrosse game. Photo by Neisha Williams.

People don’t usually associate the state of Utah and the sport of rowing, but those with a keen eye might notice an unlikely powerhouse growing in the mountain west. Since the Waterford Crew team’s inception in the fall of 2002, rowers from the school have achieved remarkable accomplishments. Graduates of Waterford have gone on to row for college teams at Harvard, Yale, Princeton, Dartmouth, Cornell, Virginia, Navy, Miami, and others. The individual accomplishment of being a recruited athlete remains a highly sought-after goal for many students on the team, but, in recent years, team success and race results on a national stage have become a larger focus.

Since its inaugural race in 1935, the Scholastic Rowing Association of America (SRAA) national championship provides an opportunity for the top scholastic crews in the nation to compete against each other for the ultimate prize of being crowned a national champion. Crews from around the United States enter into regional qualifying regattas throughout the spring in attempts to earn an invitation to compete against the top scholastic teams in the country.

“When I first began coaching Waterford in the fall of 2022, I saw an opportunity to compete for a scholastic national championship right away,” says Waterford head coach Dan Salerno.

Prior to Salerno’s tenure, Waterford Crew had sent one boat to race at the SRAA national championships in the spring of 2016, ultimately placing 5th in the men’s varsity 4+ event.

In the spring of 2023, Waterford returned to the SRAA national championships for the first time in seven years, sending all of its four crews to the grand finals of their events, ultimately taking home 1st place in the women’s varsity single sculls, and 2nd place in the women’s junior varsity double sculls. The following year

in 2024, with more depth to the team, Waterford entered boats in the women's varsity quadruple sculls and the women's junior varsity quadruple sculls, the premier women's sculling events of the regatta. With a 5th place finish in the JV quad and a 1st place finish in the varsity quad, Waterford continued to emerge as one of the top scholastic rowing programs in the nation.

“[Winning the varsity women’s quad in 2024] demonstrated the progress we’ve been making and pioneering the path to being one of the top teams in the nation. It felt like the perfect capstone to the season” said Gillian M. ’25, a member of the varsity women’s quad in both the 2024 and 2025 season.

“The goal of our team each year is to be as competitive as possible. In the winter of this year I had a clear picture of the athletes on our team, and I thought it was possible to sweep the girls quads [at the SRAA national championships]” says Salerno.

Waterford didn’t qualify a women’s freshman quad to race at the SRAA national championships, thus unable to capture the sweep. The team, however, was able to accomplish a feat no other team had done since 2018, winning the women’s varsity quad and women’s junior varsity quad in the same year.

Harsh weather and water conditions challenged crews all weekend, and on the day of the grand final, conditions went from bad to worse. White capping rollers filled the race course while strong, sustained winds whipped across the river. The JV quad of Zoe C. ’26, Jessica M. ’27, Emma M. ’27, and Sophia W. ’27 raced first and found themselves in the middle of the pack of their 6-boat grand final as they crossed the 1,000-meter mark.

“There were a lot of emotions because we were head to head with [Justice High School]. I was trying to keep our boat as focused

as possible and rowing as smoothly as we could” says bow seat Sophia W. ’27.

Waterford separated from the field, rowing stroke for stroke with the challenging crew from Justice High School in Virginia, and ultimately dropping them with a strategic move with 700 meters remaining in the race.

“I got a huge wave of focus,” Sophia added. “I knew that we had this chance coming. The win was right there. I locked in”

Crossing the finish line first with a six-second margin above the second-place crew, Waterford put on a dominant performance, winning its first-ever women’s JV quad title.

”I was definitely a lot calmer than I had been in other races,” says stroke seat Zoe C. ’26. “I knew what I was getting into, even if the water was rough. I knew we had what it took to win.”

Later in the afternoon, Waterford’s women’s varsity quad of Gillian M. ’25, Suzy R. ’27, Bella R. ’25, and Emery C. ’25 traveled

When the race began, Waterford and Skyline High School, from Michigan, separated from the rest of the 6-boat field within the first 300 meters.

“I did get a little nervous around the 1,000-meter mark [with Skyline right next to us], but when Gillian called a move and we got a seat back, I got confidence back. I told myself they’re not getting through us,” said sophomore three seat, Suzy R. ’27.

Ultimately capturing two SRAA national championship wins in 2025, Waterford doesn’t intend on stopping there.

“A 3-peat is absolutely possible next year,” says Salerno. “Besides simply having great athletes, there is something special about this group and the girls coming up. This is the beginning of our run, you can feel it.”

“We have something that a lot of other teams don’t,” Zoe added, reflecting on the outlook for the 2025-2026 season. “The girls we have going into next year are really strong, and I can’t imagine that any other

MS ATHLETICS

By Kory Carpenter, Associate Athletic Director

Middle School is a time when our students grow both academically and personally, and athletics play a key role in shaping students during these years. At Waterford, the Middle School Athletics program is built around more than just competition. It is about participation, learning, and, most importantly, togetherness. Through a variety of sports offered across three seasons, our Middle School program provides every student the opportunity to develop skills, build confidence, and experience the true meaning of teamwork.

The theme of the 2024-2025 school year is Together. Whether on the soccer and lacrosse field, basketball or volleyball court, students quickly learn that success is not measured solely by wins and losses, but

by the friendships formed, the trust built, and the memories created along the way. Being part of a team teaches students to depend on one another, to encourage each other through challenges, and to celebrate collective achievements. In a world where individual accolades often get the spotlight, Waterford and our tremendous coaches emphasize that real strength comes from togetherness.

Our three-season athletic program offers a wide range of sports, ensuring that every student can find something they enjoy. In the fall, students can join Boys Soccer, Boys Lacrosse and Girls Volleyball. With winter and the change in weather, we transition indoors for both Boys and Girls Basketball. We wrap up with Girls Soccer, Co-ed Cross Country, and Boys Lacrosse in the spring. In addition to our other fall sports programs, we are hoping to build enough interest for a Girls Lacrosse class or team. Any interested female athletes are encouraged to speak to Coach Whittle about the opportunity to participate.

No matter the sport, our programs are designed with a focus on learning the fundamentals of the game, developing good sportsmanship, and having fun. Coaches prioritize creating an environment where students feel supported, where effort is celebrated, and where every player, regardless of experience, has a chance to contribute. Every student who wants to play is encouraged to join, and opportunities are structured to meet athletes at their level of ability. This inclusive approach helps students try new activities without fear of judgment and inspires them to stretch beyond their comfort zones.

Our Middle School program strives to go beyond just competition. We hope our programs build a strong, connected community. When students wear the Ravens jersey, they become part of something bigger than themselves: a team rooted in support, resilience, and pride. Through every practice, every game, and every shared experience, they learn lifelong lessons and build friendships that will stay with them long after the season ends. As Waterford Ravens, our students discover that true success comes when we lift each other up and move forward together.

Boy's Basketball Team celebrating. Photo provided by Ryan Judd. Girls’s Volleyball after a successful season. Photo provided by Ryan Judd.

Girl's Soccer Team with their championship throphy. Photo provided by Ryan Judd.

ACADEMIC ALL-STATE AWARDS

PRESENTED BY DESERET NEWS

For over 25 years the UHSAA has presented the Academic All-State Award to recognize those students who have excelled in the classroom as well as in athletic competition. Individuals are selected for this award on the basis of their athletic ability and academic proficiency. With over 85,000 students participating in high school activities, this award is the most prestigious honor the UHSAA presents to senior students. On behalf of all those who are associated with the UHSAA, we congratulate and pay tribute to those individuals who have earned and received this distinguished award.

Here are Waterford recipients in the 2024-25 school year:

FALL 2024 ATHLETICS AWARD RECIPIENTS

In order of appearance: Kiran R. ’25, Anne H. ’25, Rose H. ’25, Mia C. ’25 and Lisa S. ’25. Not photographed: Connor G. ’25.

Williams.

SPRING 2025 ATHLETICS AWARD RECIPIENTS

order of appearance:

WINTER 2024 ATHLETICS AWARD RECIPIENTS

2024-25 MUSIC AWARD RECIPIENTS

In order of appearance: Connor G. ’25, Aidan P. ’25, Sebastian L. ’25, Maya S. ’25, Rose H. ’25, Sierra S. ’25, Anne H. ’25, Myles W. ’25 and Clayton W. ’25. Not photographed: Maggie A. ’25 and Kaycee K. ’25.

Photo by Neisha

Photo by Neisha Williams.

In order of appearance: Anne H. ’25, Myles W. ’25, Clayton W. ’25, Cooper S. ’25, and Keean K. ’25. Photo provided by Kory Carpenter.

In

Kaycee K. ’25, Sutton K. ’25, Rose H. ’25, Willow V. ’25, Mia C. ’25, Anne H. ’25, Connor G. ’25, Declan D. ’25, Jack K. ’25, Myles W. ’25, Clayton W. ’25, Sahil S. ’25, Cooper S. ’25, Charlie Z. ’25 and Kiran R. ’25. Photo by Neisha Williams.

The Conspiracy of Ravens Student Section cheering for the Ravens Basketball team. Photo by Neisha Williams.

RIS ING Together

S G Together

PA TH TO DIS TINCTION T AKES FLIGHT

PATH TO DISTINCTION TAKES FLIGHT

A deeper look at Waterford Rising, Waterford’s new Strategic Plan

ELEVATING STUDENT LIFE: THE FOUNDATION OF WATERFORD RISING

By Nancy Nebeker, Dean of Students

Editor's Note: Nancy completed this article shortly before her passing in April 2025. We are honored to share her final contribution to our publication.

From the perspective of the student life experience at Waterford, the 2024-25 school year has been incredibly positive as we have focused on our school theme of Together. A variety of initiatives converged over the course of this year that have contributed to making this year feel so remarkable. They have also been foundational as we focus on our strategic plan for the coming decade. Planning for the future and looking to be better in all areas of the student experience is in fact the Waterford way.

This year, thanks to the generosity of donors, our Middle and Upper community finally has a place to truly gather for lunch in the Miller Student Commons. Lunchtime at Waterford is now truly a communal experience where there is room for everyone to sit down and share a meal with an extraordinary view of Little Cottonwood Canyon. The positive impact of the Commons is actually hard to put into words.

At the Miller Student Commons dedication, I said that I couldn’t think of anything more universal to the human experience than “breaking bread” with one another, sharing a meal. It is an act that connects us to the two most defining and sustaining needs we have as humans — the need for nourishment and the need for community. I believe that the elevated space that our generous donors helped us to build, can help elevate how students connect and “break bread” with one another. As we begin Spring term, it is clearly evident to all of us that the Miller Student Commons has indeed elevated our student life experience in extraordinary ways.

Simultaneous to the opening of the Commons was our work around cell phone use on campus. Persuaded by the research, this year we implemented a bold and meaningful cell phone and electronic device policy, Away for the Day. The plan, designed to create increased opportunities for healthy human connection among students and

to protect the “sacred space” of the classroom, has been enormously successful in all the ways we had hoped. In classes, students are no longer distracted by phones vibrating in their pockets. At lunch and in passing periods students are engaging with peers in ways not possible with phones in their hands. Many have noted that there is a tangible level of joy felt in the Commons and all across campus as our students gather unencumbered by handheld devices.

Supporting our student life experience in strategic ways continued with the opening of the Willes Wellness Center on January 22. The Willes Wellness Center, which houses our school nurse’s office and our Middle and Upper School counselors, creates the space we have long needed to insure that our students know that we recognize that all of them may need help and support on their Waterford journey. We believe that all of our students will be blessed by the Willes Wellness Center and what it represents about Waterford’s core value of Caring.

At the dedication of the space I reflected on the fact that we know that students will come to the Wellness Center for a variety of reasons and needs: chronic health concerns, concussion recovery, a quiet place to take a test due to anxiety or focus challenges, an acute mental health challenge or simply to pick up a mask, a cough drop or just a bit of reassurance. Whatever the reason, when they arrive at the Wellness Center, they are met by folks uniquely trained and specifically positioned to help them. The space is also designed for students to gather and enjoy a quiet restorative moment that might include making an origami crane or doing some mindful coloring. During Winter finals week, it became a hangout spot before and after exams for a snack and supportive conversations with our counselors. Simply put, the Willes Wellness Center is a game changer in the way we are able to serve our Middle and Upper School students, support their wellness and help build their emotional and social resilience.

In addition to the Commons and the Wellness Center this year we have

also made significant improvements in our Weight Training Facility. Again, through the generosity of donors, the space in the basement of the 800 building was enlarged by 250 sq. ft. to make room for stateof-the-art equipment that includes: 6 treadmills, 10 stationary bikes, 4 rowing machines, universal weight machines, and assorted additional dumbbells and racks. New lighting and mirrors on the walls have also brightened the space with fun and bold new athletic team signage coming soon to decorate the walls.

These improvements help both our athletic teams and our PE program. Hillary Williams, our PE Department Chair reports “These improvements are already helping our classes run in a very productive way, giving the teachers and coaches several age appropriate options for each student as they work on their physical fitness. We know having the opportunity for movement during the day has a connection to mental health and physical and mental resilience.” This expansion provides us a new opportunity to improve the way we deliver our program and contributes positively to how students experience their day at Waterford.

We are deeply aware that Waterford’s rich liberal arts program is demanding and at times stressful. Our commitment to our core value of Caring inspires us to always look for ways to acknowledge that there is much more to the student experience than what happens in the classroom. In fact, what happens in every corner of our campus can contribute to student wellbeing and resilience while providing increased joy in their Waterford journey.

BUILDING A SIGNATURE LIBERAL ARTS CURRICULUM: A STRATEGIC JOURNEY AT WATERFORD

By Melanie Battistone,

Lower School Head & Assistant Head of School and Brandon Bennett, Head of MS/US & Associate Head of School

As part of Waterford’s Strategic Plan, we have embarked on a multi-phase initiative to create a signature liberal arts curriculum for Classes PreK–XII—one that stimulates intellect, ignites passion, and shapes character. This effort is rooted in Waterford’s mission and guided by a commitment to curricular coherence, teaching excellence, and faculty collaboration. Throughout the history of Waterford School, we have consistently invoked the liberal arts as a key feature of our program offerings and educational philosophy. Now, with the launch of this strategic initiative to develop a signature liberal arts curriculum, we are striving to create an enhanced student learning experience that more fully prepares students to embrace their responsibilities as citizens in a complex and rapidly changing world.

Lower School

Laying the Foundation: The first step in our process has been defining what constitutes a liberal arts experience in the Lower School, and understanding how this shapes the student journey. A liberal arts curriculum must not only be rich in each grade—it must also be vertically coherent. Three years ago, we launched a comprehensive review of our curriculum PreK through Class V, whereby teachers began creating curriculum maps in reading, math, science, technology, dance, music, art, chess and PE. As part of the mapping process, faculty identify core texts, key experiences, and content that embody our educational vision. All of this is cataloged in a shared document to support ongoing reflection and coherence. Through curriculum mapping, faculty have begun aligning key texts, concepts, and experiences across grade levels. Especially critical in writing and math, this ensures that students move along a thoughtful, sequential path that builds intellectual capacity and skills, year by year.

Lunchtime in the Miller Student Commons. Photo by Neisha Williams.

Expanding the Conversation: Recognizing the importance of faculty ownership and shared understanding, all Lower School teachers have participated in rich conversations about what defines a liberal arts experience. This began with a foundational discussion around essential features such as integrated curriculum, cross-disciplinary connections, and signature texts and experiences. Building on these ideas, Lead Teachers met to explore how these features might take shape in the elementary years. The themes from that meeting subsequently informed a Lower School professional development day, when faculty worked collectively to deepen their understanding of liberal arts education, further defining key texts, experiences, and content that reflect our values and will guide future decisions related to scheduling, professional development, and pedagogy.

Clarifying Our Philosophy: The month of March marked a significant turning point as Lower School faculty engaged in robust dialogue around the philosophical underpinnings of our curriculum. Drawing on Sanje Ratnavale’s educational models—Scholar Academic, Learner Centered, Social Efficiency, and Social Justice—teachers observed that Waterford’s approach aligns most closely with the Scholar Academic model, one rooted in our mission and commitment to intellectual development. Understanding this framework helps us guard against what was termed “decision sprawl,” and encourages us to make deliberate, mission-aligned choices. Energized by these discussions, teachers spent the day identifying which parts of the curriculum reflect our liberal arts values and where gaps remain. Based on the success of the professional development day, a small working group of enthusiastic faculty members formed to continue this momentum and delve deeper into the work where we will continue to translate the defining features of a liberal arts education—critical thinking, curiosity, interdisciplinary inquiry, and the shaping of character—into age-appropriate frameworks.

Looking Ahead: Liberal Arts Pedagogy - In tandem with curriculum design, we are also exploring pedagogical practices that bring liberal arts learning to life. The Lower School working group will investigate models that foster inquiry, analysis, and discussion. Our goal is to integrate a consistent pedagogical approach across disciplines that cultivates curiosity, engagement, and depth of thinking in every classroom. We will also engage in the research of exemplary liberal arts programs across the country, gathering insights that may enhance our work and sharpen our vision.

Through collaborative effort, reflective dialogue, and mission-aligned planning, Waterford is well on its way to building a signature liberal arts curriculum for its youngest learners. With curriculum mapping, philosophical clarity, vertical coherence, and pedagogical vision, we are creating a program that encompasses a liberal arts curriculum, and meets the needs of our students.

Middle and Upper School

Building on Top of the Foundation: As students get older and more mature, the heart of the enhanced liberal arts student learning experience becomes engaged discussion, with every student encouraged—through a carefully shaped curriculum—to practice the reading, thinking, writing, listening, and speaking skills that nurture genuine intellectual curiosity, and a capacity to think across disciplinary boundaries. The foundation is laid in the Lower School, as students build and expand their fund of essential knowledge, while also learning to play, create, read, calculate, analyze, discuss, and write. The curriculum mapping and vertical alignment efforts are designed to improve the force of what is already in place. We are not starting over with this strategic initiative, but we are seeking to be better, and specifically to be more intentional about cultivating the skills and dispositions that allow for strong discussion, for it is through discussion that students are best able to refine and internalize their understanding of challenging concepts, and at the same time feed their curiosity and passion for connection, shared learning, and engaged citizenship.

The First Area of Focus for MS/US: Introductory Humanities Courses- The first area of focus for curricular improvement in the Middle and Upper Schools is a redesign of the introductory humanities courses at the entrance points (Class VI and Class IX) in each division. We want students coming into these divisions to be carefully taught, and made to practice, the key reading, thinking, writing, and discussion skills, while also being invited to embrace a growth mindset, a sense of what it means to be a positive class citizen, and to discover a deep love for learning, even as that learning becomes progressively more demanding. Part of the refined curriculum in VI will be the intentional sharing of content, strategy, and readings with teachers from other disciplines, so that over time we will be better positioned as a faculty to help students make and hold the cross-disciplinary connections that are crucial to the liberal arts philosophy. We will follow a similar plan in the Class IX year, as we recast the Class IX history course as a humanities seminar that teaches students about the history of liberal arts education, moral and political philosophy, and the principles of engaged citizenship. As with the Humanities VI course, we will share content and readings across the disciplines, and coach students intentionally in the practice of thinking across departments. The teachers of this introductory seminar will teach explicit discussion principles and insist that students practice those principles every day. By intentionally cultivating the skills and dispositions needed for engaged intellectual inquiry, we will be able to establish a more distinctive and vibrant culture of curiosity and engagement. The hope and expectation is that these Class IX efforts will lead, over time, to an entire Upper School cultural transformation.

Future Steps in MS/US: After successfully establishing the distinctive student experience at the introductory course level, we will also want

Kindergarten students during their morning time. Photo by Amanda Nelson.

to develop new capstone courses to allow our oldest students to engage with their academic passions at the highest level. Within a secondary school program that cultivates curiosity and passion, along with the necessary skills to do something meaningful, we want to provide students with opportunities to pursue independent research, engage with real-world problems, tackle advanced seminar topics, and more. The opportunities for truly distinctive learning experiences are endless.

WATERFORD SCHOOL TEACHERS: THE HEART OF LIBERAL ARTS EXCELLENCE!

By Andrew Menke, Head of School

Since our founding in 1981, Waterford teachers have been at the center of liberal arts excellence. A liberal arts education is built on the

foundation of deep intellectual engagement, critical thinking, and an enduring love of learning. Together, this year’s animating theme has reinforced what research and survey responses (student, parent, and alumni) affirm without question; the collective commitment, expertise, and deep content knowledge of Waterford teachers is the reason for the incredibly vibrant, dynamic, and mission-aligned experience that our students enjoy each day here on campus.

From legendary founding faculty such as Mark Bromley, transcendent science virtuoso and visionary of The Nature Lab, who continues as an emeritus faculty member, to the inestimable teacher of English, Jan Van Arsdell, to the endearing legacy of Class I teacher Betty Neal (who remains a substitute teacher) and long-time, deeply impactful Lower School Science specialist, Jan Perkins; these teachers, among many more, built a culture of deep engagement and high expectations that current faculty embrace with unwavering devotion.

The legacy of these early Waterford icons continues today with longtenured faculty such as English teacher, Harmony Button, Dr. Aaron Stockham ‘91, history teacher, and Lower School legends such as Mike Johnson and Michelle Curtis, and many more.

Core to our recently adopted strategic plan—Preeminence; A Path to Distinction—is teaching excellence, and, we know that to strengthen the impact of our world-class liberal arts mission we must continue to increase both support and growth opportunities for teaching faculty, and expand the scope of our outreach to prospective teachers.

We have continued to refine and practice the elements of excellent teaching here at Waterford - deep content knowledge, passion for their discipline, and relational skills with students—crafted by a teaching task force in 2019. In 2023 another long-tenured Waterford star, Nancy Woller, was appointed Liberal Arts Teaching chair with the express charge to support Waterford teachers through the development of an instructional coaching program. In our now-established coaching program, veteran teachers serve as coaches and mentors to a cadre of faculty eager to grow their content and pedagogical skill set. In addition to providing guidance and collegiality to teachers as they work on their craft, through budget allocations and philanthropic generosity, we have tripled our professional development budget! These monies allow faculty to attend conferences and workshops, take courses, procure materials, and invite speakers and host workshops on our campus.

Beyond the increase in the professional development budget, teacher compensation has also been a focal point of our efforts and will continue to remain a priority in the years ahead. And while compensation is not the central driver for teachers, we now benchmark salary remuneration against selective Pre-K-12 independent schools nationally and we remain competitive against this benchmark in both salary remuneration and benefits.

We have also worked on the more esoteric element of culture and climate strengthening, endeavoring to make Waterford an increasingly aligned, meaningful, and supportive place to work. We continue to ask questions about how we best, together, live the principles of our mission, vision, and values and how these principles inform and animate curricular evolution and teaching practices. Engagement and empowerment are central to working to strengthen lines of communication to build trust and an environment of gratitude recognizing the impactful contributions of our teachers. We also continually evaluate institutional obligations and work to engage with teachers to both remove obstacles in their teaching and enable them with the time and space to collaborate with colleagues. Ultimately working to cultivate the best conditions to allow teachers to grow, thrive, and excel in a dynamic, flourishing learning community.

Laila P. ’28 during working on their English assignment. Photo by Amanda Nelson.

We are indeed fortunate to enjoy a phenomenally talented teaching faculty and, the key to continuing with this foundational element of distinction for Waterford is to build a best-in-class teacher recruitment program. We have, over the last two years, improved our outreach and refined our interview processes and feedback with great success but we must now pursue proactive and intentional strategies that go beyond traditional hiring practices. Our vision is to build a robust pipeline of talented, qualified, and cultivated teachers in every grade level and teaching discipline who are excited to join our liberal arts teaching ranks as soon as a position is available. Our hiring culture will move from passive to an active, always-hiring mentality, searching for talent here in Utah, the Mountain West, and across the country to ensure that we continue to hire the best and the brightest.

With this more active recruitment strategy in mind, we have initiated a search for a Director of Talent Acquisition. This position will be charged with identifying candidates, creating an initial vetting process, and then cultivating and stewarding them through the pipeline until hiring. Rather than waiting for prospective teachers to find us, we will actively seek out top-tier educators who align with our liberal arts mission and values, and invite them to learn more about the spectacular teaching opportunities at Waterford, even though we might not have a position available. The Director of Talent Acquisition will develop relationships with graduate schools of education, liberal arts colleges, and teaching fellowships, as well as strong independent and public school educators who might thrive in our liberal arts learning environment.

The pursuit of a world-class liberal arts education begins with a commitment to attracting and retaining the very best educators. A best-in-class recruitment and retention program ensures that students are taught by passionate, intellectually engaged, and deeply committed faculty who bring our liberal arts mission to life every day.

By offering competitive support, fostering continuous growth, prioritizing faculty well-being, and building robust recruitment pipelines, Waterford will enhance an environment where great teachers not only come—but stay, thrive, and inspire generations of students. Great teachers have always been the key to Waterford’s transformational program and will remain the single most important initiative we will pursue on our path to preeminence.

Hudson R. ’38 and Ms. Manchanda during class. Photo by Amanda Nelson.

Juan Luis B.Z. ’26 and Ms. Orton during class. Photo by Amanda Nelson.

A LETTER FROM THE DIRECTOR OF ADMISSION

This year’s theme, Together, has never felt more central to the spirit of our school, and it resonated deeply with the Admission Office as well. We found ourselves reflecting on the legacy of our beloved colleague, Nancy Nebeker. Through her life’s work, Nancy reminded us that together, we could bring our shared vision to life. With empathy and kindness, she showed us how to see the humanity in every child we met.

In the 24-25 school year, the Admission Office visited with nearly 800 families. This fall, we welcome 120 new families to the nest.

Working hand in hand with the Development Office, and thanks to the generosity of our donors, we were honored to recruit, enroll, and award three named Scholars for the upcoming school year. This has truly been the honor of a lifetime. The ripple effect of these scholarships will be felt for generations to come. Our team remains deeply committed to building a community of learners eager to grow and thrive with our support.

We are humbled and inspired by the impact these scholarships have already had on students and their families.

To all of you who support our work, thank you. Your referrals, kind notes, waves, and smiles mean more than you know. A special thanks to Sara Hershkop and our team of 25 Parent Ambassadors, whose unwavering enthusiasm helps power our admissions events and initiatives. We are also grateful to our Student Ambassadors, who play a vital role in welcoming new students, whether by becoming someone’s first friend or sitting with a new student at lunch.

Thank you for being such an essential part of this important work. We are honored to partner with you in shaping the future of Waterford.

With gratitude,

NICOLE MIRANDA P’29, ’32 Director of Admission

Upper School scholars and ambassadors. Photo by Neisha Williams.

A LETTER FROM THE DIRECTOR OF DEVELOPMENT DEVELOPMENT

At Waterford, we say that we go far when we go together—and this year, you showed us just how far that can be.

Thanks to your generous support, we exceeded our $1,250,000 goal for the Waterford Fund by over $150,000—our third consecutive year of growth. This achievement reflects more than just numbers; it's proof of the strength of our shared purpose. Families, alumni, faculty, staff, and friends came together in support of our students and teachers, and the result was extraordinary.

We saw this spirit in action at our biennial Founders Gala, which raised over $635,000, including over $250,000 through a Raise the Paddle in support of the retention and recruitment of our most precious resource, our teachers. We saw it on campus, where donor-funded improvements have enhanced daily life for students and teachers. And we saw it through the incredible energy of our volunteers—planning events, helping our students, and giving their time to bring joy and connection to our school.

In the pages ahead, you’ll find stories of progress, generosity, and impact. You’ll read about the importance of growing our endowment to ensure future generations can access a Waterford

education. You’ll see how gifts of time and treasure are shaping both the present and the future of our community.

As we reflect on this year, I’m deeply grateful for each of you. Your partnership enables our mission to thrive, and your commitment makes our vision possible. Our team wishes to share a special note of gratitude for the leadership of Selena and Dave Overholt and the Waterford Fund Council and Kelley Rogge and the Gala Leadership Team. Selena, Dave, Kelley, and over 30 parent volunteers worked so hard alongside us to make this year a resounding success Thank you for all the ways you show up—for our students, for our faculty, and for one another.

With gratitude,

ANDREA BRAULT P’39 Director of Development

Lower School students participating in Math Investigations. Photo by Heather Mortenson.

The 2024-2025 Waterford Fund was extremely successful thanks to our incredible community!

The fund supports both faculty and students by making the Waterford experience extraordinary. Waterford, like most independent schools, relies on annual, tax deductible gifts—in addition to tuition—to generate critical revenue that supports core activities, program enrichment, teacher retention and recruitment, and school development.

Your support of the Waterford Fund demonstrates loyalty and commitment to Waterford’s mission to provide a world-class liberal arts education.

Gifts from our parents, faculty, staff, alumni, and friends continue to support our mission of providing students with a world-class liberal arts education that stimulates intellect, ignites passion, and shapes character.

Thank you for supporting the 2024-2025 Waterford Fund!

spirit gear, delighted in donuts at lunchtime, and celebrated together at drop-off and pick-up.

As a community, we not only raised $489,027 from 611 gifts, but also unlocked both incredibly generous challenge matches—totaling

Thank you for your support, and belief in Waterford’s mission of sending students into the world to live lives of meaning and purpose.

Waterford parent volunteers and staff building excitement for Giving Tuesday. Photo by Heater Mortenson.

Waterford parents and students helping with Lower School drop-off. Photo by Heater Mortenson.

SADDLE UP AT THE WATERFORD FOUNDERS GALA

The biennial Founder’s Gala exceeded all expectations as our community truly “Saddled Up” for an unforgettable evening of generosity and celebration. Nearly 300 attendees gathered to champion Waterford’s exceptional educators, raising a historic $635,000+ for the Waterford Fund and teacher retention and recruitment initiatives.

From custom hat-making stations to lively photo opportunities, from the spirited paddle raise to the packed dance floor, the westernthemed evening offered something for everyone. The overwhelming success of this momentous event reflects our community’s deep commitment to Waterford’s mission and faculty.

T hank you to our spons s!

PREMIER SPONSOR

TRAILBLAZER SPONSOR

SADDLE UP SPONSOR

THANK YOU TO OUR GALA COMMITTEE

Gala Chair: Kelley Rogge P. ’27, ’32, ’36, Committee Chairs: Molly Hansen P. ’33, ’36

Nicole Lake P. ’32, ’33

Shawna Louie P. ’37

Christine Miyasaki P. ’30

Karissa Peterson P. ’27, ’28, ’32, ’32, ’36, ’38

Celine Tanner Fini P. ’31, ’38

Bethany Wojtech P. ’30

Gala Chair, Kelley Rogge, and Andrew Menke annoucing the total raised. Photo by Neisha Williams.

Gala attendees shaking things up on the dance floor, led by Utah Jazz Dancers. Photo by Neisha Williams.

Community members ready to Saddle Up at the 2025 Founders Gala. Photo by Neisha Williams.

Thanks to the generous support of donors, our students and faculty enjoyed several new or renovated spaces this school year. We are grateful when donors step forward to fund a specific purpose, like these spaces, that help Waterford serve our mission.

Matt and Katie Willes cutting the ribbon with Nancy Nebeker during the opening of the Willes Wellness Center. Photo by Neisha Williams.

Tim and Emmie Haught during the Haught Visual Arts Gallery Dedication and Opening. Photo by Neisha Williams.

Students running on treadmills in the Weight Training Room. Photo by Neisha Williams.

In progress photo of the Outdoor Restrooms. Photo by Neisha Williams.

VOLUNTEERING & THE PARENT ASSOCIATION

By Betsy Wright, Parent Association President

“The huddle is a metaphor for our history, for the power found in our shared purpose…We, the people…the dreamers, the warriors, the builders and believers…are bound by a common goal, when we’ve reached heights, authored achievements, pushed progress, not alone, but together, in ways that have lifted the world and one another.”— Brad Pitt at Super Bowl LIX

I was touched by Brad Pitt’s words in the moments before Superbowl LIX commenced this past February. He used a beautiful metaphor— the huddle—to conjure the sense of unity and teamwork that is possible when we all come together, shoulder by shoulder, hand in hand, to work towards a common goal. At Waterford we are all working together towards our vision to pursue lives of meaning and purpose. This has never been more on display than in the waning moments of the Men’s Varsity Basketball final home game of the season. There was a senior who had shown up for practice every day for four years but had never scored a basket. He watched his teammates from the bench that day, like any other, but with just a minute to play, Coach put him in. Watching his teammates selflessly pass him the ball time and again as he threw up errant shots was heartwarming. But then, as the clock wound down to under ten seconds, his efforts were finally rewarded with a swoosh, and he was swarmed by his friends who lifted him jubilantly while the crowd cheered wildly. The scoreboard showed a Ravens loss, but the glistening eyes around the gymnasium told a completely different tale.

The huddle also makes me think about our school theme this year, ”Together.” The words that keep coming to my mind are “Together we can…”. Together we can be so much greater than the sum of our individual parts. Together we can enjoy our newly opened Miller Student Commons where students, faculty and staff gather at all times of the day to not only grab a bite, but to study, relax, and just be.

Together we can enjoy the splendor of our campus whether walking from class-to-class, throwing a frisbee across one of the Quads, reading a book under a shady tree or simply marveling at the views of the Wasatch mountains. Together we can nurture our curiosity and ask probative questions. Together we can lift our voices to find greater harmony. Together we can…do anything.

When our family arrived at Waterford nine years ago, we knew no one apart from the amazing folks in the Admissions Office. I remember the first call from my Parent Ambassador and the pool party that my Class VI son’s Student Ambassador invited him to before class started hugely easing the stress of transitioning to a new Middle School. I received a call from my daughter’s Class II teacher who I asked the allimportant questions, such as “Do I need to pack a snack?” I recall the first Parent Association meeting where I introduced myself to the PA President, Rosa Marshall, and asked how I could get involved? Before I knew it, I was invited to be part of a golf foursome (I am a horrible golfer, btw) and joined the Gala Committee as the Acquisitions Chair. I signed up to scoop ice cream for the Middle Schoolers; I volunteered for all of the special Lower School days; I met with every teacher during Parent-Teacher Conferences; I attended every PA meeting (plus the Gala meetings). By the end of the first year, I had met dozens and dozens of parents across campus. I’d befriended teachers and administrators. The kids built their community, and I built mine too.

Being engaged in the Waterford community has brought me profound joy and a wonderful sense of connection. As the PA President, my goal this year has been to encourage everyone to get involved in the myriad ways available across our campus. We have a renewed emphasis on parent interaction at our monthly PA meetings, recognizing that you are there to learn and connect. We have encouraged Lower School Class Representatives to offer more family-oriented social gatherings to help families get to know each other. I was thrilled to see so many parents at our Visiting Day in February. It’s such a special opportunity to engage with teachers, fellow parents and of course our children. Lastly, based on parent feedback, we have shifted to a new model of Uniform Exchange which will take place each term and hopefully make this process easier for families to manage the burden of growing childrens’ inexhaustible need for new clothing. We are always open to feedback, so please reach out at any time!

As I reflect on this past year at Waterford, I am reminded of the moments—big and small—that have brought our community together. From the sidelines of spirited athletic competitions to the warm conversations at PA gatherings, the bonds we build here extend far beyond a single season. For my graduating senior, the final Ravens huddle may have come and gone, but the friendships forged on the field, in the classroom, and throughout campus will endure. And for me, each passing year only strengthens my appreciation for the incredible connections within this community. Whether you are a longtime parent or new to Waterford, I encourage you to get involved—I hope you’ll join me in the huddle!

Waterford parents volunteering for the Upper School Ice Cream Social. Photo by Heather Mortenson.

Parent Association President, Betsy Wright

Photo from Waterford’s Volunteer Appreciation Breakfast. Photo by Neisha Williams.

Karl Sun P. ’20, ’25 volunteering for Chinese New Year celebration in Upper School Chinese class. Photo by Heather Mortenson.

Ischa Jensen P. ’39, ’34 volunteering for Class III Egypt Day. Photo by Heather Mortenson.

Manuel Vanegas P. ’38 sharing about Hispanic Heritage Month with PreK-4 students. Photo by Heather Mortenson.

Why I Give

By Ann McCoy, Director of Waterford Fund and Alumni Relations

FUELING PASSION, INSPIRING EXCELLENCE

Profile on Dave and Selena Overholt, Waterford Fund Co-Chairs

When it comes to supporting Waterford through the Waterford Fund, it’s hard to find bigger champions than Dave and Selena Overholt. Their love for Waterford dates back to when their oldest daughter, Sara Grace, was in PreK. They remember when Ms. Jen and Ms. Erin named Sara Grace the Queen of Hearts because she drew hearts on every paper she saw! Her teachers inspired her curiosity for learning that has continued throughout her time at Waterford.

Since then, Sara Grace and their youngest son, Wynn, have had countless joyful moments at Waterford. Whether it’s their bird reports, endangered animal reports, famous people, periods of civilization, or countries they have studied, the Overholts say Sara Grace and Wynn always come home excited about what they’ve learned. “They love the anticipation of presenting and sharing their knowledge with everyone they know.”

For the Overholts, giving to the Waterford Fund feels like a natural way to support the community that’s made such a difference in their lives. “Some of our most meaningful moments at Waterford have been when we’ve sat down with administrators and teachers to discuss our kids. We leave every meeting knowing they care as deeply about our children’s success as we do. It feels like everyone on campus takes the time to get to know each student with a depth and sincerity that’s hard to find in today’s world.”

They also feel grateful knowing that the funds from the Waterford Fund support Waterford teachers and their professional development. “We’ve been fortunate to hear many examples of teachers bringing skills back into the classroom after attending professional development opportunities. All the kids benefit from it, and it fuels

A LIFE OF LEARNING

Profile on Michael Spaulding ’08

the passion that both the teachers and the students have for the subjects.”

The Overholts encourage all members of the Waterford community to reach out if they have any questions about the Waterford Fund. “There are so many examples of the impact the Waterford Fund has on our campus. It helps our school achieve excellence and provides opportunities for students that can’t be found elsewhere. We’ll continue supporting the fund each year because we know it goes toward the greatest cause—Waterford students.”

From installing garage door openers in the physics room, to collecting bugs for Mr. Bromley’s legendary bug collection project, to learning to ski with the “Mighty Mites” and later racing on Waterford’s ski team, it’s almost impossible for Michael Spaulding ’08 to choose just one favorite Waterford memory.

“I’d probably have to choose the amazing chamber music trip that I took with Mrs. Morris and the Chamber Orchestra to perform in Germany and Austria. The music was very challenging, and required lots of rehearsal both in class and at lunch, and a lot of individual practice. The experience really enhanced my confidence, deepened my connection to music and my relationships with the other musicians, and felt like a great achievement and treat to be able to perform in Europe!”

Michael’s Waterford journey began in Kindergarten in 1994, and he still remembers taking a class photo next to the Waterford sign. Michael’s class, the Class of 2008, is a special one with many of the students starting in Kindergarten and graduating together. Michael,

The Overholt family. Photo provided by Selena Overholt.

Photo of Michael’s Kindergarten class. Photo provided by Michael Spaulding.

Michael

along with his sisters, Catherine ’06 and Jenny ’13, are all Waterford alumni.

Now Michael lives in San Francisco with his wife and two cats, and works as a Product Manager on an anti-fraud team at Google. He still has such fond memories of Waterford and loves reminiscing about his time here. “I still play the cello in the San Francisco Civic Orchestra, although I think a Waterford orchestra could give us a run for our money!” Michael says that there are so many moments at Waterford that shaped who he is today, not really a single moment. “I really appreciate in hindsight the impact that Waterford’s computer classes had on my interests and eventual career path. I loved Mrs. Woodhouse’s computer classes in Middle School, where we learned to build websites and simple programs using Visual Basic, and Mr. Manning’s 9th grade Java class where we built virtual ‘players’ to compete in a card game. It’s really unique to have had these types of experiences and while I’m not a software engineer I think these moments really steered my interest into the technology field.”

Michael tries to make a habit of consistently giving back to the Waterford community, including financially, even though he says the amounts aren’t large. “I think the reason really comes back to the concept of ‘community.’ Waterford is obviously a great school that provides so many opportunities to its students, but I think it’s the deep and genuine relationships between the students, faculty, parents, and alumni that make a Waterford education worth far more than the sum of its parts. Giving is just one way to help me stay connected, while helping sustain and grow it for future generations.”

If he ran into another Waterford alum hesitant to give back, he

FULL CIRCLE COMMITMENT

Profile on Dana Carlson, Lower School Librarian

Dana Carlson has been part of independent schools for almost thirty years, as either a teacher or a parent, and at Waterford she has been in both of these roles.

She remembers back to when she was 25 years old and first asked to support an annual fund at the school where she worked in Dallas. “Frankly, I was a little taken aback. I remember wondering how a

would simply ask them to think about the Waterford community, the support they received during their time as a student, and how much it influenced who they have become. “I hope in most cases alumni see the same value their Waterford education and experience has had in their lives as I do, and would consider giving back in some way. I also think it’s important to note that not all gifts are financial— participating in school events or mentoring other alumni are also great ways to give back.”

tuition-based school that had generous donors needed a donation from me, a young teacher just starting out.” She soon came to realize that they did, and the reason why was simple. Her donation, which was small and all she could give at the time, was a reflection of her support of the school and its mission to educate students to lead extraordinary lives. It wasn’t the size of her gift, but the fact that she gave that was important. It signaled to the larger school community and its donors that the faculty supports the school. This was true 25 years ago at a different independent school, and it remains true today at Waterford.

“I give because as a parent of an alumna I have immense gratitude for all of my daughter’s teachers and her experiences here. Her Waterford teachers fueled her love of learning and left an indelible mark on her. Her chosen path is a direct result of our investment in her independent school education which fueled her commitment to lifelong learning. The Waterfords of the world matter and they change lives.”

Dana also gives because as a member of the Lower School faculty, she strongly believes in Waterford’s Mission and Core Values. “Each morning, when I pull open the door to enter the Lower School building I feel immense pride. It’s hard to explain, but this is a special place where much good work happens and I’m proud to be a small part of it.” Dana believes so much in the work that she served as the co-chair of the faculty and staff campaign for the Waterford Fund in 2023-2024. She knows that the annual fund allows for the extras that support Waterford’s programs and teachers so that we can better serve our students. “I give because my daughter has benefited from Waterford, I give because professionally I have thrived and been challenged at Waterford, and I give because we all, in big and small ways, benefit from the Waterford Fund.”

Dana Carlson during Lower School library time. Photo by Amanda Nelson.

Michael Spaulding with his wife. Photo provided by Michael Spaulding.

WATERFORD ENDOWMENT COMPARISON

SECURING OUR FUTURE

THE ROLE OF ENDOWMENT IN ADVANCING WATERFORD’S MISSION

By Andrea Brault, Director of Development

At Waterford, we inspire individuals to pursue lives of meaning and purpose. We provide a world-class liberal arts education that stimulates intellect, ignites passion, and shapes character. These are not just words, but a promise we strive to uphold every day. To ensure we can continue this legacy of excellence for generations to come, we must build a strong financial foundation for the future. Our endowment serves as the cornerstone of that foundation.

WHAT

IS AN ENDOWMENT, AND WHY DOES IT MATTER?

An endowment is more than a financial resource—it is a commitment to excellence! An endowment is a permanent financial resource that provides long-term stability for our school. It is a collection of invested funds, often created through generous gifts from alumni, parents, and other supporters. The endowment is carefully managed, with only a portion of the earnings used each year to support Waterford’s operations, scholarships, and strategic priorities. The principal of a fund—the original gift(s)—remain intact, ensuring that the endowment continues to grow over time and provide funding in perpetuity.

In many ways, an endowment is like Waterford’s savings account— but with one key difference: rather than spending down the balance, we only use a small percentage of its earnings each year, typically around 4–5%. This approach allows the endowment to generate a steady and predictable source of income while preserving and growing the fund for future generations.

Independent schools with strong endowments rely on this sustainable income to invest in faculty excellence, expand financial aid, and maintain outstanding programs and facilities. A robust endowment reduces dependence on tuition revenue and annual giving, providing financial flexibility that allows a school to navigate economic uncertainties and remain strong for generations to come.

A SMALL ENDOWMENT IN NEED OF GROWTH

Waterford has always prioritized excellence in education. However, until recently, building an endowment has not been a primary focus. As a result, our endowment remains small compared to our peer institutions, limiting our ability to provide long-term financial security and expanded opportunities for students and faculty.

Comparison among INDEX schools

If we are to fulfill our vision of inspiring lives of meaning and purpose, we must also take responsibility for securing the future of our school. A stronger endowment would allow us to:

• Expand financial aid, making our exceptional education accessible to more students.

• Invest in faculty development, fostering curiosity and innovation in the classroom.

• Maintain and enhance our campus, providing a world-class environment for learning and growth.

WATERFORD ENDOWMENT HISTORY

HOW ENDOWMENT GROWTH STRENGTHENS OUR VALUES

Each of our core values—Integrity, Excellence, Curiosity, Responsibility, and Caring—guides our community and the choices we make. A strong endowment directly supports these values:

• Integrity: A well-funded endowment reflects responsible stewardship and long-term planning, ensuring that we remain true to our mission.

• Excellence: By providing consistent funding for academic and extracurricular programs, the endowment elevates standards of knowledge, performance, and character.

• Curiosity: Supporting faculty and students in their pursuit of knowledge, discovery, and innovation is a key benefit of endowment growth.

• Responsibility: Building our endowment is a commitment to future generations—ensuring that they, too, will have access to the same transformative education.

• Caring: A strong endowment allows us to create an inclusive, supportive learning environment where every student can thrive

LOOKING AHEAD: A COMMUNITY EFFORT

Over the next few years, we will be engaging our community in conversations about the future of our school and the vital role our endowment will play. While a formal fundraising effort is still ahead, this is the moment to begin reflecting on how we, as a community, can secure the long-term strength of our school.

ENDOWMENT FUNDS

The Beesley Endowment

The Carol and David Powell Family Endowed Scholarship

The Class of 2015 Endowed Scholarship Fund

The Elizabeth and Nathan Wright Family Scholarship

The Heuston Family Endowed Scholarship Fund

The James Baldwin Scholarship

The Jeanne Sorenson Siegel Fund

The Judy and Lorin Pugh Fund

The Mika Family Athletics Endowment Fund

The Mika Family Fund

The Nancy and Dustin Heuston Endowed Faculty Chair

The Nancy Smith Nebeker Endowed Scholarship Fund

The Parker Family Faculty Professional Development Endowment Fund

The Taylor Family Endowment

The Waterford Staff Scholarship

Our success has always been built on the passion, generosity, and shared vision of our families, alumni, and friends. Together, we can ensure that our students—today and in the future—continue to receive an education that inspires meaningful and purposeful lives.

Waterford alumni connecting at the annual Alumni Holiday Party.

Photo by Neisha Williams.

Alumni during the Alumni Soccer Game. Photo by Neisha Williams

Winning team at the Alumni Trivia Night. Photo by Neisha Williams.

Alumni birders during Bringing Back Birding. Photo by Neisha Williams.

FROM WATERFORD TO SILICON VALLEY

CLARK BARRETT ‘89, WATERFORD’S MISSION IN ACTION

Clark Barrett, who graduated in Waterford’s Class of 1989, has been on a journey in science and technology since his time at Waterford School, where a passion for the sciences was nurtured and shaped into a lifelong pursuit. Clark says that back in 1989 when Waterford was still in Provo, things were different, but the passion was still the same. “It was Nancy Heuston and a group of passionate parents and educators with this great vision. It was an exciting time to be there.”

As a student at Waterford, he recalls the school’s unique ability to tailor experiences to students’ individual interests, fostering an environment that encouraged exploration and intellectual curiosity. This experience nurtured his love for the sciences and paved the way for his career in technology.

One of the most memorable experiences Clark had at Waterford was his early involvement in coding, which led to some mischievous adventures with his friend Benjamin “Benj” Heuston. During a summer internship, Clark and Benj worked together on a computer program in the old Waterford school building in Provo. The duo, full of youthful enthusiasm, decided to “wage war” against their friends. They each wrote a program designed to detect when the other was logged into the system and then boot them off. Unfortunately, their experiment backfired. Both Clark and Benj found themselves kicked off the system, along with the rest of their friends who were also helping with the system. They had to head to the mainframe room to reboot the entire system, an incident that became a memorable moment for all of them.

Along with his coding experiments, Clark also had the opportunity to learn from some incredible mentors, including Steve Manning, a computer science teacher who supported him and his love for science and technology. He also loved playing soccer for Coach Bob Capener, and continued to play in club and city teams even after his time at Waterford, saying that Mr. Capener gave him “a lasting love for the game.” He also took a class from Jan Van Arsdell, who taught English. Clark says, “He made us read Walden, and I thought it was the most boring book ever. But years later, I remembered his words: “One day, you’ll look at this differently,” and he was right!”

As Clark’s love of math and the sciences was nurtured, he won the state math contest two years in a row during his time as a student at Waterford, a passion that he now shares with his own daughters. His dad was also a chess coach during his Waterford years, and during lunch they would all play chess together to get ready for big competitions.

These experiences at Waterford helped shape Clark’s future in the field of technology, and the connections he made, particularly with the Heuston family, were instrumental in his journey forward.

He says, “The great thing about Waterford is that it’s small enough that you can do everything. You can be a starter on the soccer team, you can be an academic, and you can be involved in after-school programs — you can do all of it. And we did! Waterford really encourages you to try everything.”

After his time at Waterford, Clark’s academic and professional path led him to the heart of the tech world: Silicon Valley. Today, he is a Professor of Computer Science at Stanford University, where he both teaches and conducts cutting-edge research in automated reasoning. Previously, Clark was a faculty member at Courant Institute of Mathematical Sciences at New York University (NYU), where he also worked in technology and innovation.

Clark’s story is a testament to the power of early education and mentorship. His time at Waterford, coupled with his passion for coding and technology, set the foundation for his successful career in the tech world. From mischievous pranks in the school’s computer lab to doing research in Silicon Valley, Clark’s journey reflects the lasting impact of a powerful education that encourages creativity, critical thinking, and developing a lifelong love of learning.

Clark Barrett (left) teaching Computer Science at Stanford in 2025. Photo provided by Clark Barrett.

Nathaniel Hancock ’96—he and his wife relocated to Harrogate, England, in 2023 for a 3- to 5-year assignment. Since 2004, their journey has taken them through California, Maryland, Germany, Utah, and now the UK. Their four children are now 11, 15, 16, and 18 years old. Nathaniel continues to enjoy the French language, good food, great music, and weight training—and he’s sending warm wishes to his classmates from across the pond!

Jason Hewlett ’97—presenter, performer, and inspirational speaker Jason Hewlett brought the music of Billy Joel, Elton John, and more to life in a sold-out tribute performance this past spring at Hale Centre Theatre. With his signature flair and captivating showmanship, Jason delivered a timeless show packed with beloved hits and hidden musical gems. It’s a talent he began developing as a student at Waterford—and one that continues to dazzle audiences today.

Caitlin Hansen ’05—is loving life these days. She and her partner are joyfully expecting their first child in July 2025 and couldn’t be more excited.

Nami Kim Mudrick ‘05—after graduating from Waterford, Nami earned her B.A. in Economics and Art History from Emory University in 2010, followed by an M.A. in Fashion Studies from Parsons School of Design in 2012. She married in 2013 and met

her husband in New York City, where she also began her career in wholesale (B2B) sales with Gucci and Ferragamo.

After a decade in NYC, Nami and her family relocated to Northern Virginia, where she launched her own consulting firm specializing in luxury sales operations and analytics—working with many of the same brands she once represented. She and her husband, Jesse, now have two children: Levi (4) and Elsie (2). They're excited for what the next chapter holds—whether that means putting down roots in Virginia, returning to New York, or exploring somewhere new.

Chris Wadsworth ’05 —is working in the construction industry, running a family-owned general contracting business alongside his dad and brother. He credits his middle school choir teacher, Mrs. Roos, with changing the course of his life by nurturing his early love of music. Her influence helped spark a passion that ultimately led him to attend Berklee College of Music—an experience he’s not sure would have happened without her encouragement.

Jordan Augustine ’09—lives in Glendale, Arizona, with his wife, Alexandra Augustine, and their two daughters, Rayna (11) and Jaycie (7), both of whom have servant-leader hearts. He teaches and coaches boys’ basketball at a Title I school, where his team has won two state championships—the only in school history—and maintained a GPA above 3.0 in eight of his ten years.

Jordan has twice been named 5A Coach of the Year and received the Spirit of Cotton Award from the Phoenix Suns for his leadership on the court and in the community. He also serves as Executive Director of a nonprofit supporting at-risk youth. His work in education has earned him the Pride of Peoria Award, recognizing the top 1% of teachers in his district.

Ayja Bounous ’09 —started a podcast called “Snow and Salt” which is about a seasonal journey of water and life in Utah’s Wasatch Mountains. The podcast discusses what’s happening in the Wasatch Mountains, Salt Lake Valley, and Great Salt Lake at different times of the year. New episodes will be released on the equinoxes and solstices.

Clayton Crockett ’10 —was recently promoted to Staff Software Engineer at Jasper.

Nic DeSeelhorst ’11—his wife, Samantha and him welcomed their first baby, a girl, Eloise Elizabeth. Congrats to Nic and Samantha!

Justin Anthony ’12—has a new position as Deputy Chief of Staff for the United States Senate.

Eliza Wells ‘15—traces her passion for philosophy back to Dr. Bennett’s class at Waterford during her junior year. She recently completed her doctoral work at MIT, focusing on morality and social roles, and is currently a postdoctoral research fellow at Harvard’s Edmond & Lily Safra Center for Ethics. This fall, she will begin a tenure-track position as Assistant Professor of Philosophy at the University of Manitoba in Winnipeg, Canada. She’s especially excited to reconnect with a favorite Waterford extracurricular—the university’s Ethics Centre hosts the provincial high school Ethics Bowl tournament.

Celeste Moreland ‘16—recently matched to an Internal Medicine residency program in Phoenix, Arizona! She is excited to take this next step in her medical journey and grateful for the foundation she built at University of San Diego.

Henry Christiansen ’19—recently started a new position as a sales associate at Dunmor.

Christopher Horstmann ’20— celebrated his one year wedding anniversary and is looking forward to moving to San Francisco after graduating from Brigham Young University.

Niklas Nilsson ’20—graduated with a degree in economics from Colorado College in 2024, worked extensively with the Special Olympics during his time in Colorado, played four years of college soccer there, and adopted a cat named Tiger. He’s currently pursuing an MBA at Suffolk University in Boston while working for the Massachusetts Office of Travel and Tourism. Niklas will be moving to the DC area in September to pursue a career in Construction Management.

Clea Whaley ’20—is off to Scotland this summer to continue her studies abroad.

Kenna Macdonald ’23—has the opportunity to participate in the Lehigh Silicon Valley program where she has the opportunity to learn from an amazing network of entrepreneurs, intrapreneurs, and investors in the heart of innovation.

LIFE HAPPENS KEEP US