OUR MISSION: Wesleyan’s mission is to be a Christian school of academic excellence by providing each student a diverse college prepatory education guided by Christian principles and beliefs; by challenging and nurturing the mind, body, and spirit; and by developing responsible stewardship in our changing world.
MAGAZINE
Haley Blanchard
Digital Communications Manager
Chris Cleveland
Head of School
Jennifer Laing Copeland
Assistant Head of School for External Affairs
Ann Cousins
Communications Director
Natalie Dettman
Creative Director
Amanda Hanrahan
Special Events Manager
CONTRIBUTORS
Kate Adent ‘23
Ramona Blankenship
Donna Dixon
Abby Holmes
Greg Lisson
Brian Morgan
Rebekah Smith
Melissa Thorson
Land Bridgers, Chairman
Rob Binion, Vice-Chairman
Mark Adent
Claire Barnett
Rob Bennison
Matt Cole
Dan Cowart
Ashby Foltz ‘07
Ryan Grant
Amanda Hene
Tim Hillegass
Betsy John
Matt Karempelis ‘08
Erika Laughlin
Charles Mack
Tom Menefee
Billy Milam
Amber Moore
Todd Ratliff
Yumi Shim
Sean Taylor
Chris Cleveland, Ex-Officio
Melissa Thorson, Secretary and Board Assistant
Sherri Austin
Howard Bowen
Jerry Daws
Steven Deaton
Neal Freeman
Chip Groome
Helen Kenwright
Alice Ramsey
Paul Robertson
Bronson Smith
Bill Stark
Jim Stephenson
Danny Strickland
Anna Tanner
Raymond Walker
William C. Warren IV
Bob Worthington
Zach Young
J. Gordon Beckham
Howard Bowen
Charlie Brown
Dan Brown
Randy Carroll
Charlie Ginden
William Hoyt
Lex Jolley
Stiles Kellett
Jesse Sasser
Jim Stephenson
William Tanner
Richard Tucker
Raymond Walker
William C. Warren IV
Zach Young
ON THE COVER: Bailey Rayburn ’25 smiles at the Commencement Exercises for the Class of 2025.
Special appreciation goes out to the alumni, faculty, parents, and staff of Wesleyan School whose contributions make this magazine successful. Comments, inquiries, or contributions should be directed to communications@wesleyanschool.org. The Wesleyan magazine is published by the Wesleyan School Office of Communications and printed by Bennett Graphics.
Thank you for taking time to read the spring edition of the 2025 Wesleyan School magazine. Your continued interest in and support of our school is genuinely humbling, and it encourages and inspires us daily to fulfill our mission to be a Christian school of academic excellence. My sincere hope is that as you read through the pages of this magazine, the personal stories you encounter will serve as a poignant reminder of God’s incredible faithfulness to author the past, present, and future story of Wesleyan School.
The spring semester presents a unique set of challenges for any school community as we are keenly focused on completing the current school year while also working toward setting the table for a successful year ahead.
Lower school students anticipate the excitement of moving up to a new grade level or from the first floor to the second floor of Warren Hall, all while trying to finish well and restrain the enthusiasm of summer. Middle and high school students strive to finish well as winter turns to spring, and the warm weather and longer days can make it difficult to spend hours inside studying. Course registration for next school year naturally redirects attention to the year ahead.
This split focus is also a reality for faculty, staff, parents, and administrators as we juggle the moving parts of multiple school years, deeply desiring to stay present in the needs of the current year while looking ahead to re-enrollment, hiring, and admissions for the year to come.
Perhaps no group feels the burden of this balancing act more than the students in our senior class and their parents. The daily competing exhortations of “finish well” and “look ahead” can become dizzying and exhausting at times. How does one soak up and enjoy something that is dwindling each day while also remaining excited about the possibilities of a new adventure on the horizon? The contradiction of the word “bittersweet” says it all.
This challenge of living in the present and eagerly looking to the future points us to a fundamental spiritual challenge for those of us who follow Jesus. The following is written in the back of a journal from one of my Wesleyan mission trips:
“Salvation is not a destination; it is about transformation — about becoming more like Jesus; we can’t become more like Jesus unless we are following Jesus.”
There is no doubt that salvation marks the end of our time being trapped in bondage to sin; however, the decision to follow Jesus is the starting point, not the finish line, of our faith. We cannot simply focus on the “today” of salvation and not look ahead to the “future” of being transformed more to the likeness of Jesus.
Salvation is not a destination; it is about transformation — about becoming more like Jesus.
If Christians fixate exclusively on salvation, then we unintentionally discount the fullness of Christ’s death and resurrection. Jesus died on the cross not just to pay the price for our sins, but to give us life, a life of freedom, a life of joy, a life of abundance — a life now and a life eternal. In John 10:10, Jesus says, “The thief comes only to steal and kill and destroy; I came that they may have life and have it abundantly.”
It seems that what we experience each spring with our attention divided between two school years is a familiar human tension and central to our daily walk with Jesus. We are called to live in the present and aspire to what lies before us.
It is good for us to remember that Jesus is not only the founder of our faith (salvation) but is also the perfecter of our faith (transformation), which means He is rooted in both our present and our future.
“Therefore, since we are surrounded by so great a cloud of witnesses, let us also lay aside every weight, and sin which clings so closely, and let us run with endurance the race that is set before us, looking to Jesus, the founder and perfecter of our faith, who for the joy that was set before Him endured the cross, despising the shame, and is seated at the right hand of the throne of God.”
– Hebrews 12:1-2
Fortunately, the deep work of transformation does not rest on us. We simply need to surrender to His will and allow Him to do what He promises us.
“And I am sure of this, that He who began a good work in you will bring it to completion at the day of Christ Jesus.”
– Philippians 1:6
We closed the 2024-2025 study of the Way with the Christian life theme for May: the Way Home. It is a reminder that, while we are called to be salt and light in a lost world and share the Gospel of Jesus Christ in word and deed, this is not our true home. This life is just a prelude to what lies ahead for those who have placed their trust in Jesus Christ.
“But our citizenship is in Heaven. And we eagerly await a Savior from there, the Lord Jesus Christ, who, by the power that enables Him to bring everything under His control, will transform our lowly bodies so that they will be like His glorious body.”
– Philippians 3:20-21 (NIV)
Let’s continue to commit to running the good race each day — not for our own glory but for the glory of the One who saved us and is transforming us. As we live expectantly for the future, let’s not forget that Jesus is our guide and companion every step of the way.
May God continue to bless you and Wesleyan School.
For His Glory,
Chris Cleveland, Head of School
congratulations CLASS OF 2025
TED RUSSELL
BACCALAUREATE SPEAKER, HIGH SCHOOL SOCIAL SCIENCES DEPARTMENT CHAIR
"I challenge you, Wesleyan Class of 2025, to find ways to connect with others by finding something you hold in common and to invest in others to build the Kingdom."
LAUREN TUCKER ‘25
VALEDICTORIAN
"Wesleyan has taught us to work as if working for the Lord and to remain steadfast in His plan for our lives. I want us to continue to be leaders and stand firm in what we believe, even if we do not see immediate results."
SALUTATORIAN
"The relationships we have formed — with each other, with our teachers, with our faculty and staff, and with other families — those are what hold true value, and those are what we will miss most about Wesleyan."
SARA MARIE MILLER ‘25
LAND BRIDGERS
COMMENCEMENT SPEAKER, CHAIRMAN OF THE WESLEYAN BOARD OF TRUSTEES
"You, Class of 2025, are needed in this changing world to do for others what Wesleyan has done for you. Reflect who Jesus is. Stand firm in your faith, and do everything you do with excellence for the glory of God."
KRISTIN AND MARK CHAPMAN RECIPIENTS OF THE ZACH AND STUDIE YOUNG STEWARDSHIP AWARD
LASTING legacies
LYDIE BARNETT, grandmother ANN MARIE HANLON (former faculty) , and mother CLAIRE BARNETT (trustee)
CHRISTIAN BURNS and WILL BURNS ‘22
ASHLEY COLE and BAER COLE ‘24
REGAN EDGAR and ALEX EDGAR ‘23
BRITAIN BRIDGERS, father LAND BRIDGERS (trustee) , and CAITLIN BRIDGERS ‘23
EMORY CAVIN and DOUGLAS CAVIN ‘23
ANDREW DRAYER and CHRISTIAN DRAYER ‘22
LAUREN HILL In memory of CHASE HILL ‘19
LINDSAY BOBO and KAITLYN BOBO ‘22
HOLDEN COTTER, JOSH COTTER ’17, and ANSLEY COTTER ‘19
CHARLOTTE FERDON and HANNAH FERDON ‘24
CAMERON BRAMMER and WILL BRAMMER ‘24
GAVIN BURNS and PHILIP BURNS ‘23
RYAN COWART, ASHLEY FAITH COWART ’20, and SUMMER GRACE COWART ‘22
EMMA GLAZIER and RYAN GLAZIER ‘18
WILL JAMIESON and mother MEREDITH JAMIESON (staff)
CONNOR MOREHOUSE, ANSLEY MOREHOUSE ‘21, and HAYDEN MOREHOUSE ’21
OLIVIA NOEL and JENNIFER NOEL ‘23
BAILEY RAYBURN and ELLA RAYBURN ‘22
LAWSON KOCH and father JOSEPH KOCH (administrator)
JUDSON MEANS, father MATTHEW MEANS (former faculty), EMMA-KATE MEANS ’20, and ADYSON MEANS ‘21
TATE MORSE, MATTHEW MORSE ’21, and BRENDAN MORSE
OLIVIA ORTWEIN, CLARA ORTWEIN ’20, and MARY ORTWEIN ‘20
WILLIAM RILEY and IRELAND RILEY ‘23
PHILIP LIEBENBERG and HANNELIE LIEBENBERG (former faculty)
MENEFEE, father TOM MENEFEE (trustee), and NICHOLAS MENEFEE ‘14
NELSON and NATALIE NELSON ‘23
PENROSE and JORDAN FIETZ ‘17
RYAN
PARKER
JACOB
EMMA RUNYON and KENDALL (RUNYON) FULLER ‘14
NOAH RUSSELL, father TED RUSSELL (faculty) , mother JENNIFER RUSSELL (staff) , and ZACH RUSSELL ‘22
ALEC SULEIMAN and MAYA
‘22
HATTIE WASMUTH, HANNAH WASMUTH ’20, and HENRY WASMUTH ‘23
MATTHEW WRIGHT and ALLISON WRIGHT (faculty)
RACHAEL SAMPLES and EMILY SAMPLES ‘23
WAZEVICH and JODI WAZEVICH (staff)
CAROLINE YATES, MARGARET ANN YATES ’17, and LIZA YATES ‘20
SANDE and mother JENNIFER SANDE (faculty)
,
Not pictured: ALEXANDER ALLGAIER and MAX ALLGAIER ‘21
ALI DI LENARDO and GIAN LUCA DI LENARDO ‘21
CALEB WALTON, JACOB WALTON ’20, and NOAH WALTON ‘22
SULEIMAN
SARAH WREN and DREW WREN ‘22
LAUREN TUCKER, BELLA TUCKER ’21, and WILL TUCKER ‘23
GRANT SCHELHAMMER and LUCAS SCHELHAMMER ‘22
AVERY WILLIAMS and MARJEE WILLIAMS ‘24
LILLY SURBER, EMMA SURBER ’18, and BOND SURBER ‘22
BRAYDEN TIDWELL, father DEVANE TIDWELL (past trustee)
and PARKER TIDWELL ‘23
MICHELLE
MAKENNA
ALBANY STATE UNIVERSITY
APPALACHIAN STATE UNIVERSITY
AUBURN UNIVERSITY
AURORA UNIVERSITY
BALL STATE UNIVERSITY
BARD COLLEGE
BATES COLLEGE
BAYLOR UNIVERSITY
BELMONT UNIVERSITY
BENTLEY UNIVERSITY
BERRY COLLEGE
BOSTON UNIVERSITY
BOWLING GREEN STATE UNIVERSITY
BRENAU UNIVERSITY
BUTLER UNIVERSITY
CLAYTON STATE UNIVERSITY
CLEMSON UNIVERSITY
COASTAL CAROLINA UNIVERSITY
COLLEGE OF CHARLESTON
COLORADO SCHOOL OF MINES
COLORADO STATE UNIVERSITY
COLUMBIA UNIVERSITY
*Students will matriculate to schools in bold.
COLUMBUS COLLEGE OF ART AND DESIGN
CORNELL COLLEGE
DAVIDSON COLLEGE
DURHAM UNIVERSITY
ELON UNIVERSITY
EMORY UNIVERSITY
FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY
FLORIDA GULF COAST UNIVERSITY
FLORIDA STATE UNIVERSITY
FURMAN UNIVERSITY
GEORGIA COLLEGE AND STATE UNIVERSITY
GEORGIA INSTITUTE OF TECHNOLOGY
GEORGIA SOUTHERN UNIVERSITY
GEORGIA STATE UNIVERSITY
HAMPDEN-SYDNEY COLLEGE
HARVARD UNIVERSITY
HOWARD UNIVERSITY
INDIANA UNIVERSITY – BLOOMINGTON
JAMES MADISON UNIVERSITY
KENNESAW STATE UNIVERSITY
LIBERTY UNIVERSITY
LONG ISLAND UNIVERSITY
LOUISIANA STATE UNIVERSITY
LOYOLA UNIVERSITY MARYLAND
MARIST UNIVERSITY
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
MERCER UNIVERSITY
MIDDLE TENNESSEE STATE UNIVERSITY
MILLIGAN UNIVERSITY
MONTANA STATE UNIVERSITY
NORTH CAROLINA A&T STATE UNIVERSITY
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NORTHWESTERN UNIVERSITY
OCCIDENTAL COLLEGE
OHIO STATE UNIVERSITY
OXFORD COLLEGE OF EMORY UNIVERSITY
PALM BEACH ATLANTIC UNIVERSITY
PENNSYLVANIA STATE UNIVERSITY
PEPPERDINE UNIVERSITY
PURDUE UNIVERSITY
QUEENS UNIVERSITY OF CHARLOTTE
REINHARDT UNIVERSITY
RHODES COLLEGE
RINGLING COLLEGE OF ART AND DESIGN
RUTGERS UNIVERSITY
SAMFORD UNIVERSITY
SAN DIEGO STATE UNIVERSITY
SAVANNAH COLLEGE OF ART AND DESIGN
SEWANEE: THE UNIVERSITY OF THE SOUTH
SOUTHERN METHODIST UNIVERSITY
STONY BROOK UNIVERSITY
SUFFOLK UNIVERSITY
SYRACUSE UNIVERSITY
TEXAS A&M UNIVERSITY
TEXAS CHRISTIAN UNIVERSITY
TUFTS UNIVERSITY
UNITED STATES MILITARY ACADEMY
PREPARATORY SCHOOL
UNIVERSITY OF ALABAMA
UNIVERSITY OF ALABAMA AT BIRMINGHAM
UNIVERSITY OF ARKANSAS
UNIVERSITY AT BUFFALO
UNIVERSITY OF CALIFORNIA
UNIVERSITY OF CENTRAL FLORIDA
UNIVERSITY OF COLORADO, BOULDER
UNIVERSITY OF FLORIDA
UNIVERSITY OF GEORGIA
UNIVERSITY OF KENTUCKY
UNIVERSITY OF LOUISVILLE
UNIVERSITY OF MARYLAND
UNIVERSITY OF MIAMI
UNIVERSITY OF MISSISSIPPI
UNIVERSITY OF MISSOURI
UNIVERSITY OF NEBRASKA
UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE
UNIVERSITY OF NORTH DAKOTA
UNIVERSITY OF NORTH GEORGIA
UNIVERSITY OF OKLAHOMA
UNIVERSITY OF PENNSYLVANIA
UNIVERSITY OF SOUTH CAROLINA
UNIVERSITY OF TENNESSEE, KNOXVILLE
UNIVERSITY OF TEXAS AT DALLAS
UNIVERSITY OF UTAH
UNIVERSITY OF VERMONT
UNIVERSITY OF VIRGINIA
UNIVERSITY OF WEST GEORGIA
UNIVERSITY OF WISCONSIN
VALDOSTA STATE UNIVERSITY
VIRGINIA MILITARY INSTITUTE
VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY
WAKE FOREST UNIVERSITY
WASHINGTON & LEE UNIVERSITY
WASHINGTON UNIVERSITY IN ST. LOUIS
WEBSTER UNIVERSITY
WEST VIRGINIA UNIVERSITY
WESTERN MICHIGAN UNIVERSITY
WOFFORD COLLEGE
find your comfort zone
Receiving a less-than-ideal grade on an assessment is a rite of passage for most middle and high school students. When students see that disappointing score, they often think, “But I studied for HOURS! How is this possible?” While it is great to put in hours of effort preparing for an assessment, sometimes improving grades can boil down to something as basic as a student’s study environment.
When students think of studying, places that may come to mind include a library, kitchen, bedroom, or family playroom. These places are not inherently bad study spots, but typically, those rooms are doing double duty. While the kitchen table may be a great place to spread out various study sheets, a tablet, and a class binder, it is also the space where a parent is cooking dinner and talking to Aunt Linda about holiday plans. A student’s bedroom may be quiet and removed from the chaos of their siblings, but it is also where subconsciously (or consciously) they escape to turn their brain off and, eventually, fall asleep. Studying here may not help the brain wake up and prep for a night of cranking out Spanish flash cards. When students study in these multi-functioning spaces, it is crucial they take initiative for making that space an ideal place for them to comfortably and successfully focus.
Typically, an evening of studying and homework for students comes at the tail end of a jam-packed day of shuffling from one class to another followed by after school sports or extracurricular activities. What happens when a person spends the day rushing from one thing to the next? Exhaustion, crankiness, and disinterest. Because of this, a lot is riding on a student’s study environment – either it breathes life into the evening, equipping the student to take on the to-do list of the night, or it causes studying to become one final, inefficient, and frustrating obligation.
To achieve the former, students can start by incorporating activities and spaces they already find engaging and enjoyable. MAGGIE TANNER, middle school faculty fellow, says, “I think studying, getting things done, doing work, doesn’t have to be drill-sergeant, scary, no talking, lights on, in rows. In the classroom, we try to appeal to what students like. And students can do that at home, too.” BRITTAN Y (STEVENS)
CO XHEAD ‘13, middle school Bible and English teacher and Tanner’s master teacher, adds, “Sometimes, to encourage students to read, we’ll give them blankets and the option to sit on the floor or free seating around the room. We try to offer choices as much as possible when it comes to environment.” This autonomy and personal comfort produces a working environment for greater engagement. When preparing an ideal study environment outside of the classroom, students should start with what they already know they enjoy.
STUDY LIKE A SOCIAL BUTTERFLY
the interpersonal studier
If a student thrives in the company of others, quizzing his friends, hosting competitions on the whiteboard, and making snacks along the way, his preferred study space might be around the kitchen island, at a coffee shop, or in their friend’s basement. These environments allow students the freedom to make noise, stay nourished, and walk around to stay alert. Subjects like modern and classical languages or sciences are great candidates for this type of environment as utilizing competition games, quizzes, flash cards, and a whiteboard can go a long way. “Learning Spanish is an interpersonal skill, so studying with peers is MARY INGALLS DWYER, high school Spanish “Teaching the concept to a classmate and turning the study environment into a classroom could help students master
EMBRACE YOUR INNER “SILENT WOLF”
the silent studier
Other students require a quieter environment, minimizing distractions and visitors. Silent study spaces are not limited to introverted students and their noise-cancelling headphones. Extroverted learners can benefit from moments of solitude, too. CHRISTIAN BROOK , high school English teacher, reflects, “I was pretty bad at studying and staying on task in high school. So much so, my friends avoided doing homework with me because we would get nothing done. It probably wasn’t until my freshman year of college that I actually found that I benefitted from study rooms at my university library, a good study playlist, and a whiteboard in front of me.” For many students, these hidden spaces of silence are ideal for reading and writing – moments when students really need sustained focus to lock in on a task and get in the zone.
nothing motivates more than a ticking clock
the “time me” studier
Many students, especially in middle school and early high school, require accountability. Perhaps they enjoy studying alone, but they need someone to drop in every so often and make sure they’re still on track – ideally, with a snack in hand! For these students, the kitchen island reigns supreme.
Coxhead approaches her middle school English classes similarly.
KARYN VICKERY, director of academic support, highly encourages an approach like the pomodoro timer for this study environment. The researchbacked pomodoro timer originated from the iconic tomato-shaped kitchen timer and a simple approach to limit your hyper-focused time. “The pomodoro timer,” says Vickery, “helps students get started on their work by breaking their study session into manageable periods of productivity, along with the reward of a short break. These bursts of focus and productivity help to manage time and get work done.” At the kitchen island, students can study alongside friends or siblings, while their parents are nearby for regular check-ins and to start and stop the “focus clock.”
“For my fifth graders,” she starts, “if they have 25 minutes of work, I know they’re not going to be able to sit there and do 25 consecutive minutes of focused work. There is a rule that suggests you can focus for as many minutes as years old you are.” Based on this rule, Coxhead can often be found setting a timer for 10-12 minutes dedicated to heightened productivity and focus. Typically, students are surprised how well they focus when everyone around them locks in, and their teachers help hold them accountable.
the cozy studier
*Immaculate* study vibes
While common areas like kitchens and living rooms are popular defaults for studying, many students may find inspiration in making a space all their own with desk lamps, candles, and blankets for optimal cozy vibes. So often, students hate the idea of doing their homework because it means they’re off in their room all alone, or holed away in the basement staring at the Peloton their dad “just had to have.” When students are able to implement more sensory experiences like lighting scented candles or changing a space’s ambience, not only does this potentially inspire focus, but a study routine and mental cues start to form.
These types of lighting cues are already seen throughout Wesleyan classrooms. JOHN GREGORY, middle school Bible and English teacher, uses lighting to curate a distinct vibe for his classroom environment. “Most of the time,” Gregory remarks, “unless we’re reading or completing a worksheet, I have warm lights in each corner of the room. It’s enough lighting for kids to focus, and I feel like they pay better attention when I turn the overhead lights off – plus, I hate fluorescent lighting!”
In addition to lighting, Gregory uses instrumental music during independent work time. “Music is a clear signal that we’re working and that nobody should be talking. My students seem to respond well to music, as some of them are anxious, and the music can promote relaxation.”
Not only is instrumental music recommended for moments that require heightened focus, but reserving these playlists for studying trains your brain to recognize those sounds as the background of productivity.
If a student is having trouble getting their mind squared away for a night of studying for a big final, perhaps a peppermint-scented candle, a set of twinkle lights, and instrumental piano on repeat can do the trick!
the kinesthetic studier
If students often find themselves snoozing during a “Crime and Punishment” book review session or feeling like every single one of Newton’s laws of physics is going in one ear and out the other, it could be time to get up and move around.
SEAN NESTOR, middle school counselor and life skills teacher, shares about four types of learners – auditory, visual, written, and kinesthetic. The first three, learning best by hearing, seeing, or writing, are straightforward enough. For the students who are “kinesthetic learners,” they learn best by doing. These are the students who tend to benefit most from a group project where they themselves build a Rube-Goldberg machine to better understand the transfer of energy. Or perhaps, they want to build a diorama to understand the planet’s various ecosystems. In general, these learners will excel when their study environment allows them to attach an action with their study material.
When thinking about learning foreign languages, Dwyer adds, “I recommend using your study environment interactively to learn Spanish. If you are learning vocabulary words about a house, label your house and the furniture in it with the words.” This approach has the potential to engage all four learning styles –writing down the vocab words on sticky notes (written), saying the words as you pass by them (auditory), seeing the sticky notes throughout your day (visual), and walking around your house identifying what to label (kinesthetic).
Even if active learning is not a student’s primary learning preference, everyone can benefit from getting up from the table and mixing up their environment. Some days, this may look like a dad quizzing his child for a history test while they shoot hoops together. Or maybe a student needs to act out the Shakespeare reading with siblings – it was never meant to just be words on a page, you know? Or maybe younger siblings create an obstacle course, and the only way to pass to the next challenge is to correctly solve a math equation. The possibilities for active learning scenarios and its benefits are endless.
While it is important for students to look within themselves to assess what might be their ideal study environment, they are not meant to shoulder this discovery on their own. Parental involvement throughout this process is key. If a child comes home and wants to walk around the neighborhood while practicing his French vocabulary flash cards, parents can tag along to keep him company. If a child decides her room is too cluttered to serve as a study space, parents could suggest a clean-up day followed by a trip to the store for a new desk lamp and comfortable chair to inspire the space’s newfound purpose.
In addition to parents offering up their own advice and recommendations for study environments, parents should also create space for reflection and adjustments. As students try new study techniques and audition various spaces throughout their home, parents are encouraged to follow up with their children once they receive feedback. Did hosting the study group last week lead to a deeper understanding? Did the new desk lamp and white-noise machine yield a stronger paper?
It is also crucial for parents to consider if they have unintentionally created any roadblocks to successful study environments. Vickery explains how parents can buy the nicest desk in the world, but if it is in the room across the hall from a parent making conference calls, the environment is just another distraction to mitigate, especially if a student benefits from a silent study space. Similarly, parents might choose to invest in noise-cancelling headphones for their child, but if said parent interrupts their child every ten minutes with a different question – “Can you bring down your dirty clothes?” “Have you called Grandma today?” “Can you take your sister to school tomorrow?” “What’s your baseball practice schedule this week?” – those noise-cancelling headphones are rendered useless.
If students are not performing as well as they know they should be on assessments, the solution may not always be to simply put in more hours. Sometimes, that is the answer, but study prep can just as easily improve by changing up the physical space in which students learn and review. It is important for students to take time to assess how they might learn best and how that can translate into their study environment outside of school. When students find a study space that makes sense for their unique learning style, reviewing for a test shifts from rote memorization to tangible concepts attached to memories of quizzing their friends, study snacks in their room, or acting out a scene with their siblings in the backyard. Side effects of these memory-making study habits and spaces include less anxiety during study prep, better recall on the test, and cracking a smile during an assessment because Mom’s jingle about the Spanish conjugation of “to be” is, thankfully, still stuck in your head.
THE WAY
CHRISTIAN
LIFE 2024-25
“Jesus said to him, ‘I am the way, and the truth, and the life. No one comes to the Father except through me.’” – John 14:6
John 14:6 is among the most well-known verses in the Bible and captures three powerful aspects of Jesus’ identity – He is life. He is truth. And He is THE WAY. This last image is a striking visual of Jesus. He is the Path to salvation, the Road to life, the Gate to Heaven, and the Way to the Father. In fact, this idea was so powerful that Jesus’ earliest disciples referred to themselves as followers of “the Way.” From the earliest days of Christianity, disciples of Jesus understood that their faith required movement, growth, perseverance, and endurance.
Following Jesus is a journey and rarely an easy one. Jesus Himself made that very clear in Matthew 7:14 when He said, “For the gate is narrow and the way is hard that leads to life, and those who find it are few.” But along with the promise of difficulty, Jesus also gives the promise of His presence and His peace on our journeys. He says He will be “with us always, to the end of the age,” (Matthew 28:20), and He promises us His peace in the midst of worldly tribulation (John 16:33).
Our Christian Life theme for 2024-2025 – THE WAY – has embraced this journey imagery. In the fall, we considered all that must happen prior to a great adventure, discussing monthly themes like Choosing the Way, Companions for the Way, Preparing for the Way, and a Guide along the Way. These themes led us to questions about which paths we choose, who walks alongside us in our journey, and how to prepare faithfully for the road ahead.
In the spring, the themes were all geographical – an Oasis on the Way, the Way in the Wilderness, the Way to the Mountaintop, the Way through the Valley, and the Way Home. We chose the order of these themes to remind us that following Jesus brings times of beauty and barrenness, rest and restlessness, faith and fear, peace and perseverance. As we journeyed from oasis to wilderness to mountaintop to valley to home, our community pondered both the challenges and the joys of following Jesus.
Our visuals for each monthly theme were inspired by classic national park posters, so this year would feel a little like a road trip, a backpacking expedition, or a memorable hike. We hope this year has been a wonderful adventure. But mostly, we hope that this year gave us a small glimpse into what it feels like to faithfully follow Jesus and to journey with Him along THE WAY.
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NEW VIEW ON CAMPUS... CAN YOU GUESS WHERE THIS PICTURE WAS TAKEN?
Making the Magic
A LOOK BEHIND THE CURTAIN AT BACKSTAGE STUDENT ROLES
It is February at Wesleyan, and something magical is happening in Powell Theater. Chimney sweeps walk on the ceiling, fog sweeps the stage to create the ambiance of an evening in London, and lights shift scene to scene to set just the right mood. Characters exit the stage and return less than a minute later in entirely different costumes.
While only the actors and actresses on stage are visible to the crowd, there is a team backstage whose work plays just as big a role in the success of the show and the audience’s experience.
“Our common goal with any theatre production, regardless of the role anyone on the team fills, is to glorify God and give a gift to our audience,” says
CAROLINE MITCHELL ‘15, high school theatre director. “The extent to which an onstage cast member is giving their all is visible. But what is often unseen is the extent to which the backstage crew is working to ensure everything goes off without a hitch.”
From moving the set between scenes to operating the sound and light boards, to quick changes in the wings and making Mary and Bert fly in “Mary Poppins,” the students working as the backstage crew could almost be viewed as a second cast working silently in a carefully choreographed way to guarantee the show has a real “wow” factor.
“To say that we could not make a show work without the backstage crew is 100% accurate,” relays
JENN JORDAN, middle school theatre director.
“Our crew is critical to the success of every show, and we are so lucky to have a team of students who take this role so seriously.”
The behind-the-scenes crew has their own unique set of knowledge and vocabulary, especially when it comes to the art of the quick change.
While the actors and actresses on stage are visible to the crowd, there is a team backstage whose work plays just as big a role in the success of the show and the audience’s experience.
“Quick changes are pretty complex and mostly unfamiliar to those who have not participated in a theatre production,” explains Mitchell. “It is not uncommon for a cast member to need to change costumes more quickly than time will allow them to make it back to the dressing room. We rely heavily on our crew to have costumes ready, accessories set out to add, all while moving silently and efficiently so that no one misses a cue or has a wardrobe malfunction!
“We basically build backstage dressing areas,” explains Mitchell. “Crew members help the cast completely change clothes — in some instances, in the wings just off stage — so that they can return to the stage in a matter of seconds if needed,” she laughs. “To say this is a choreographed dance of clothing is an understatement!”
A few commonly heard phrases from the crew backstage include, “taping out the props,” which means placing discreet marks with tape on the stage floor so that crew members know exactly how to line up props correctly during scene changes. “Warm-ups in 10!” translates to “We are meeting on stage to warm up in ten minutes.” “House is open!” means the audience is beginning to file into their seats in the theater, signaling the cast and crew to keep their voices down backstage. And finally, “Places!” the phrase that sends a shiver of excitement down the spines of everyone backstage, means it is show time.
Members of the crew wear headsets so they can discreetly be in contact with the sound booth and others in the back of the theater with quiet communication during the performance.
And did we mention flying?
During the Wesleyan Wolf Players winter production of “Mary Poppins,” cast members flew over the streets of London using a state-of-the-art trapeze system rented specifically for the show. Cast and crew were trained and certified by a third-party provider, and when it was show time, the student crew managed the flying along with the help of TAYLOR BROYLES, theatre technical director.
“I would harness people into a rig and move them across stage while in the air,” explains crew member RILEY KATE BEALL ’27 . “One of my most memorable moments was probably when we inadvertently clipped Mary Poppins in facing the wrong direction, and once we sent her up, she spun in circles for awhile. It was really funny and made some good laughs. And the show went on!”
Being on the crew and working as one of the fly team members has taught JACK MORRIS ’28 a few things about life. “I have learned to be patient,” Morris says, “and how magical it is to see hard work come together.” Crew members oversee costumes, set, lights, sound, and more as they work backstage to help pull off the show. The groups of team members work in tandem with one another, all focused on a common goal of wowing the audience.
The middle school theatre programs are often the first opportunities students are given to learn what it means to manage a show backstage. They assist with setbuilding, setting the stage between scenes, helping cast members with quick changes, and keeping things on schedule backstage.
“I think if audiences saw what happens backstage — and all that is being managed by middle school students — they would be floored,” shares Jordan. “When those crew members take their bows at the end of a show, it is very appropriate when our audience graciously gives them a standing ovation. They make the magic happen!”
LEE KOONTZ ’30 , middle school assistant stage manager for “Matilda,” has experience both on and off the stage in middle school theatre.
“I enjoy backstage more than being on stage because there is always something to do,” says Koontz. “A light above a food cart may be smoking or a curtain may get stuck, and as assistant stage manager, it is part of my job to help fix that. I also love opening and closing the curtain and taping out the props. Onstage is the play that you see, but what happens backstage makes the play.”
As middle school students enter high school, the responsibility for backstage crew grows. With relatively minimal adult support, they run the backstage part of a production.
“Onstage and backstage roles are more similar than one might think – my duties as a member of the costume team in ‘Mary Poppins’ were their own kind of performance,” KARINA THIERIOT ’26 points out. “I had to keep careful track of where and when I needed to be for quick changes, and I was ready at all times to zip, button, pin, tie, or mend things. I imagine that the other crew roles have a similar experience with lights, sound, set, props, stage management, and communication between backstage and the booth. Though they may not be the part of the story that the audience sees, the crew of any show contributes to the theatre magic just as much as the actors do.”
Being part of the costume team is a never-ending job, and Thieriot and her teammates backstage have a mountain of to-do’s. “During rehearsals and even during the show, we fix closures on skirts, reattach pompoms to gloves, and more,” she recalls. “And once the show is over, we sort costumes for cleaning, put everything away in the costume closets, and make sure the backstage space is ready for the next production.”
Both of Wesleyan’s musicals for the 2024-25 school year benefited from the work of student choreographers. Senior NORAH MUKANA and PIPER PRINCE ’26 led choreography for “Mary Poppins” and “Matilda,” respectively.
“Though they may not be the part of the story that the audience sees, the crew of any show contributes to the theatre magic just as much as the actors do.”
“Stepping into this new role of choreographer has opened my eyes to a new aspect of the theatre process,” reflects Prince. “Creating the dances all by myself and seeing ‘Matilda’ built from the ground-up has been so fun to experience. Personally, I have always loved dancing and performing on stage, but teaching choreography to these middle schoolers has been something new and exciting for me.”
“My favorite moment as choreographer was watching ‘Step in Time’ altogether with lights, props, and orchestra,” shares Mukana. “Nothing will ever beat watching your work come to life. I really enjoyed working with the cast during warm-ups and watching them improve over the season with the conditioning and warm-up routine. Specifically watching people complete tuck jumps and a rolling plank workout (where the cast takes turns jumping over their castmates who have to hold planks while they’re jumping) was very exciting and rewarding when it all worked out so well on stage at show time.”
KARINA THIERIOT ‘26
Students backstage have taken on broader roles this year, and Mitchell shares that this is a great way for students to learn their own talents and take on the responsibility of a production.
“When you’re on crew backstage, there are a handful of adults who can help, but the show is really in the students’ hands,” she points out. “We train the crew as the cast rehearses, so they build knowledge and expertise responsibly, and then when it is show time, they are literally figuring it out as the show is rolling. There is almost a chaotic joy in seeing how they adapt.”
As Mitchell directs from the sound booth at the back of the theater, she’s on headset listening as the students run the show backstage. “I am listening to them as they talk quietly over headsets to each other solving problems I can’t see, but I know they are taking care of it.”
“We train the crew as the cast rehearses so they build knowledge and expertise responsibly, and then when it is show time, they are literally figuring it out as the show is rolling. There is almost a chaotic joy in seeing how they adapt.”
CAROLINE MITCHELL ‘15 high school theatre director
A key set design element in “Mary Poppins” featured a turn table that rotated the house from room to room as the scenes changed. During one performance, the rig failed to turn.
“That rotation was critical to our show,” laughs SERENA WRIGHT, assistant technical director. “But nothing was going to stop our student crew from pulling off those scenes.”
Wright recalls that senior RYAN NELSON, senior CALEB WALTON, and Morris jumped to problem-solve immediately. The team manually turned the giant turntable without the audience seeing them so that the show could continue uninterrupted.
Working backstage teaches students problem-solving skills they will carry with them the rest of their lives. The lesson many take away is that regardless of how much you prepare, your preparation is just as much for things to go as anticipated as it is for you to be flexible when things don’t go as planned. Having to solve problems in the moment, figure out the next best option, and do so in a time crunch is certainly equipping the students on crew with an experience they can draw upon in the future.
JOHN NEWMAN ’30, middle school stage manager, agrees that theatre is teaching him a lot. “I’m learning to work well with other people,” he reflects. “I prefer to work backstage because it requires a lot of focus — keeping the actors aware of what is next and moving props around the stage.”
And for many on crew, theatre is teaching them to be ready for anything.
“Theatre is teaching me to be prepared for whatever life throws my way. I have found that you should never say, ‘nothing could possibly go wrong!’ because, in theatre, literally everything does,” laughs Koontz.
But even with unexpected challenges, Wesleyan’s middle and high school students working backstage make the magic happen. After all, the show must go on!
WHILE THE STUDENT CREW IS BUSY AT WORK, THERE IS A GROUP OF ADULTS THAT ALSO MAKE THE SHOW HAPPEN BACKSTAGE.
TAYLOR BROYLES technical theatre director
SERENA WRIGHT assistant technical director
JUDY BEAMAN
costume coordinator
ORE OLAOFE
costume coordinator
You’re on a long, loud, and shaky plane ride jam-packed with people. Up, up, up. Suddenly, the instructors open the door, the wind is howling, you can’t hear anything, and it feels like pure chaos as you watch people disappear from the plane in a flash. Your turn comes up, and you lean out of the door, finding nothing other than a painted canvas below. Then, whoosh! You’re gone, and you watch the plane slowly fly away. You begin your 14,000-foot descent.
In the middle of the Obed’s rugged terrain, you’re belaying a friend from a cliff. But suddenly, he misses a bolt 25 feet off the ground. In a flash, you jump from your rock to catch him before he hits the jagged boulders covering the ground. Together, you hang suspended, hearing only the sound of breath catching. A moment later, you both eagerly restart the climb.
After an early morning practice on the ice, you unlace your skates and process feedback from your coach, an Olympic gold medalist. Your goal is to master and perfect the triple jump by your next competition, but the jump is quite challenging. It’s a very technical movement, and one minor lapse in its execution could cost you a medal (and your mobility).
For a special breed of Wesleyan faculty and staff, these stories are real, and most of the time, they’d choose to relive them.
In an article published by NPR, psychologist Ken Carter explains that “the people that are the high-sensation seekers — these are the people who can really tame chaos.” The rise of cortisol in most people occurs when we detect danger, and our bodies prepare to either fight, flee, or freeze. But in high-sensation seekers, cortisol levels do not rise dramatically. Instead, these daredevils produce dopamine, which is associated with happiness, well-being, and pleasure. So, instead of thinking “I am stressed,” they think, “This is fun!”
These faculty members crave adventure and adrenaline, always on the prowl for the next challenge. They set goals and almost always reach them, and they identify personal fears to conquer them. But though you may suspect these men and women to be gregarious, boisterous, and attention-seeking, they often have calm, cool, and collected demeanors. They have a knack for tempering the disorder, as situations of intensity or urgency do not rile them up.
The Risk Takers
“Ain’t no mountain high enough” for JOSH SMITH, high school dean of student life.
“I grew up climbing, kayaking, mountain biking, and skiing. In all those areas, I wanted to go bigger, faster, and more dangerous. I wanted to kayak the biggest rivers, tackle the biggest jumps on my bike, and find the most remote backcountry when I skied.”
But how do his friends and family describe him? Their answer: “loyal, loving, and laid back.” Not exactly the wild and crazy personality you might expect.
Smith began climbing in high school with the outdoor program at his high school and joined the rock-climbing team from sophomore year through senior year. But his main love was whitewater kayaking. On the weekends, Smith’s friends would take him climbing, and he returned the favor with kayaking.
The scary scene at the Obed? That was Smith and his buddy. And not only did they restart the climb, but they also completed it — a move only a gutsy daredevil would consider.
But Smith’s repertoire doesn’t end at the Obed: he regularly completed ropeless 75-foot chimney climbs (where you climb inside the rock), climbs with anchors at the top but without roping in, and 80-foot free climbs on the side of Lookout Mountain.
Sometimes, we scratch our adventurous itch with a once-ina-lifetime opportunity like skydiving. Though not a hobby for GREG LISSON , director of Christian life, and DAVIS BROWN ‘10, assistant director of Christian life: worship & discipleship, their choice to skydive undoubtedly affirms a courageous (and outrageous maybe?) element of their personalities. Over a decade ago, the two decided to go for it and go for it together.
“It was awesome,” shares Lisson. “Lots of adrenaline. Lots of nervous laughter. I’m just glad I had Davis with me to keep me company.”
The long, loud, and shaky plane ride was Brown’s favorite part. That’s how you know he’s an adrenaline junkie. “While the few minutes of falling were surreal, the build-up and anticipation made it even more exciting,” laughs Brown. “I am always drawn to anything active, adventurous, and spontaneous.”
Brown may be an outlier and spoil the calm personality theory. His students describe him as “energetic, loud, fun, and a ‘good weird.’”
But Lisson? He couldn’t be a more perfect candidate for the trend. “Hmmm… steady, wise, thoughtful? Man, I sound really boring. Definitely not the three words that describe a thrill-seeker. But I’ve always loved to climb things, jump off things, and push my physical limits,” he shares.
The GRITTY GOAL CHASERS
The desire to push yourself physically is deeply connected to our mental tenacity, isn’t it?
Take MEGHAN SMITH , fourth grade chair and lower school curriculum and instruction coordinator, for example. “I grew up in Connecticut, and when I was three my mom and dad took me to the local rink (the International Skating Center of Connecticut) for a public skating session as a family. My parents said that I was hooked from the very first few minutes on the ice!”
At the age of eight, Smith moved over to the competitive track of figure skating and began training under gold medalist Vladimir Petrenko and his wife Elena. “My goal was to train for the Olympics, and I was competing around New England to prepare for the higher levels of the sport in which you can qualify for national and world competitions.” But after an injury and family relocation to Virginia in seventh grade, Smith hung up the skates.
Though you’ll never find Smith bungee jumping or skydiving, her years of skating indicate a fierce and courageous spirit within her. The sport challenges the human mind and body in exceptional ways, asking the skater to jump, dance, glide, and spin on slippery ice using a pair of 5mm steel blades. The balance, artistry, and precision undoubtedly require grit and bravery.
“It’s a beautiful feeling to be able to move so quickly on the ice, and I loved all of the different aspects of creative expression and artistry, along with the physical jumps and spins that I learned. It was something that challenged me every day to do better and to give more of myself, and it was very fulfilling to work towards goals and learn new skills.”
Skating was her passion. Every day she trained to glide more gracefully, jump more bravely, and spin more effortlessly. Skating tested her fortitude, mentally and physically. But one of her favorite aspects of the figure skating world was her exposure to new places and faces: “It allowed me to meet so many new people and learn so much about the world that I would never have seen otherwise,” Smith reflects.
Maybe it was the courage of spunky three-year-old Smith that propelled her into such a demanding and thrilling niche. Or maybe it was her enthusiastic, goal-oriented, and curious personality, as people would describe her today, that fueled her ambition. Chicken or egg? We can’t be sure, but we can be sure that Smith had grit as a young girl and still has that grit now, manifested these days in monthly reading challenges and board games!
The FEAR FACERS
Daredevils can be thrill seekers and adventure enthusiasts. We’ve found they also can be people who demonstrate a special mix of guts, determination, and nerve. But what about those people who intentionally choose to face their fears head on and learn to overcome them? Those people are certainly daredevils, too.
CRISTIAN PIEDRA, technology specialist, was an airborne ranger in the U.S. Army for six years and regularly jumped out of planes and helicopters. “I would be lying if I told you I wasn’t nervous before my first few jumps, but then I started enjoying it more and more,” Piedra admits.
“Throughout my life, I’ve pursued the thrill. But most of the time, I seek out adventures to overcome fear. I’ve always wanted to experience the many crazy and exciting things life has to offer… within reason of course,” he laughs.
Chasing adventures to overcome fears seems like a very efficient and exciting way to live. Maybe we could all use a little dose of daredevil?
For SAMANTHA HENDRICKSON , middle school STEM teacher, preparedness for the possibility of a dangerous situation far outweighs the discomfort involved in facing that fear.
After her toddler wanted to learn “how to punch and be strong,” Hendrickson and her husband began researching martial arts academies in the area and discovered a nearby school where Sifu Francis Fong teaches Wing Chun. Fong is a Wing Chun master with more than 50 years of experience and is recognized as one of the top Wing Chun instructors in the world. Designed to teach smaller fighters how to redirect and use their opponent’s size and strength against them, Wing Chun seemed like a great fit for her daughter, and the opportunity was once in a lifetime.
After taking Korean Martial Arts self-defense classes in high school and growing up in a competitive family of Marines, “I already feel fairly confident I could take on someone my size or smaller,” laughs Hendrickson. “However, since I stand at 5’2,” the likelihood my opponent will be bigger than I am is high, so I figured training on how to defend against larger, stronger fighters sounded like a good idea, right? I like the security of knowing I can depend on my own strength when I need it.”
So, Hendrickson enrolled in Wing Chun classes, too.
“It’s strange to train for something you hope you’ll never have to use, but I don’t want to realize I’m not ready to defend myself or someone else at the moment those skills are required,” Hendrickson shares. “As we say in Amatz, which is my House in the middle school House System, courage doesn’t mean the absence of fear, but rather it’s being able to act through your fear and not give up.”
We need these risk-takers, these gritty goal-chasers, these fear-facers, these daredevils. We want them in the cockpit of an airplane or as the first people to arrive at the scene of an accident.
We want them to drive the minibus full of teenagers down I-285, to motivate a room of nineyear-olds to live intentionally, to give the opening devotion in Yancey Gym to an audience of 1,500 people. We want them to manage the audio for school events such as graduation (arguably the most important event of the year) or to spearhead the inaugural middle school House System. We want them to train and mentor 24 carefully chosen seniors to serve as mentors to ninth grade students.
Are these faculty members crazy? Maybe some of them. Calm and steady? Most! But brave? All of them. Curiosity drives their courage, and instead of wallowing in fears, they choose to face them boldly. Their risk-taking is fueled by a desire to see the world, to push their physical limits, to know their neighbors, and to weather a challenge.
Maybe there’s a daredevil inside all of us that just needs a little poking and prodding. Or maybe this really is a scientifically proven unique group who are just a little more “extra” than the rest of us…and we like it that way!
Mission on Repeat
For the past 25 years, Wesleyan’s spring break mission trips have changed the lives of countless students. Year after year, students voluntarily spend their spring breaks scattered across the globe sharing the Gospel of Christ. Seven members of the class of 2025 said “yes” to a mission trip three years in a row. ANSLEY CHAPMAN , ETHAN LEWIS , and TIA HALL have a unique story to tell, gaining a distinct perspective on missions and the global Church as they experience personal growth.
“There is a series of revelations that tend to happen on each trip,” explains GREG LISSON, director of Christian life. “One reason to go on more than one trip is because after an initial mission trip, you are able to get past the culture shock, which is an important first step in realizing that joy isn’t connected to material wealth. A different depth of learning and understanding occurs as you develop a fuller sense of what it actually looks like to serve and identify needs in a community different than your own.”
The Lord has moved in mighty ways among our mission trip repeaters. These students have answered the call over and over again, and their experiences have shaped them into people who know how to connect with people through the universal language of God’s love, dig deep to experience a personal relationship with Christ, and pursue unity when differences abound.
Ansley Chapman ’25
TELL US ABOUT EACH MISSION TRIP YO U’VE EXPERIENCED.
DOMINICAN REPUBLIC (SCORE)
My first mission trip was during my sophomore year, and I served in the Dominican Republic through SCORE International. We served with a missionary family who has been serving in their community for more than 14 years. They welcome an all-girl group from Wesleyan each year, and the week we serve is known as “Wesleyan Week.” While we were there, we did Vacation Bible School with children who lived in the village. They came in every morning for school, and afterwards we would play with them on the playground. This time was very special to me because it would allow us to make real connections with the children.
Although some of us couldn’t speak the same language as they did, we found different ways to communicate. We would speak in thumbs ups and thumbs down and with smiles and laughter. Each day we did a group activity to learn more about our new friends and their culture, and I enjoyed having this opportunity to learn more about God’s Kingdom and how He is present in other people’s lives.
APPALACHIA 2024
During my junior year spring break, I served in Paintsville, Kentucky, with a local ministry called Good Neighbors. This trip was a very different experience from my time in the Dominican Republic. Throughout the week, we repaired homes for those in the community who lacked the resources to make their own repairs. Our Wesleyan team was split into two groups, and my group had the privilege to work on adding additional space in a house for a teenage girl’s bedroom. My group added 2x4s to make new walls, and we also built the roof for the structure.
2023
Although this project was less relational, we still had the opportunity to talk with the family, and we learned a lot about their story and faith journey. The town of Paintsville, Kentucky, was welcoming and loving to us. They taught me the value of accepting anyone no matter their circumstances and giving love to all because we never know the full story.
This year, I served in Guatemala on a medical mission trip where I spent most of my time counseling patients with the help of other group members and a translator. Through hearing about these people’s struggles, yet witnessing their joy, I learned we don’t need much to find peace; all we need is faith in Jesus.
GUATEMALA 2025
WHY DID YOU CHOOSE TO GO ON YOUR FIRST MISSION TRIP, AND WHY DID YOU KEEP GOING AFTER THAT?
I chose to go on a mission trip because I love to help others and see God work in people’s lives. Each trip has allowed me to see people of all backgrounds and abilities come together and grow closer to God, and I truly value these experiences. On my first trip, I built friendships with classmates I had never talked to before, and now I consider them some of my closest friends.
I chose to continue going on mission trips during spring break because I know that these trips are once-in-a-lifetime opportunities. I might not have the chance to go to another country and work with these ministries after high school, so I want to take every chance I can to get out of my comfort zone and connect with other people.
HOW DID YOU GROW FROM YOUR FIRST TRIP TO YOUR LAST?
From my first mission trip to my third, I have witnessed my faith transform completely. When I went on my first mission trip to the Dominican Republic, I wasn’t certain where I stood in my relationship with God. While I believed in His existence, I had many unanswered questions and lacked a strong connection with Him. After going on three mission trips, I have been provided with countless opportunities to grow in my faith. Today, I can confidently say that my faith has been strengthened, and I have committed my life to Jesus.
DID YOU EVER FEEL LIKE YOU WERE MISSING OUT WHEN GOING ON A MISSION TRIP OVER SPRING BREAK?
I have never regretted going on mission trips. Sometimes I wonder what it would be like if I were to go on other spring break trips with my friends, but I can always go on other trips during the summer or in any other season of life. These mission trips are unforgettable opportunities that I would not pass up for the world.
From left to right: Ethan Lewis ‘25, Ansley Chapman ‘25, Judd Stewart ‘25, Muna Okeke ‘25, and Ryan Cowart ‘25.
Ethan Lewis ’25
TELL US ABOUT EACH MISSION TRIP YO U’VE EXPERIENCED.
On my trip to Appalachia during my sophomore year, we worked closely with locals and with a non-profit ministry called Good Neighbors in the town of Paintsville, Kentucky. Our goal was to build and provide housing for those in Appalachia who live in poverty. Each day, we drove to the church with whom the ministry partnered. Then, we would hear a morning devotion, break up into our work teams, and head out to our worksite.
APPALACHIA 2023
Our team’s main responsibility on this trip was helping a family remodel their home by adding a deck and creating a storage area for their family of six. Over the course of the week, we really got to know that family, and I bonded with the younger son in particular.
GUATEMALA 2024
During my junior year, I went to Guatemala where we worked with Medical Missions Ministries. Each morning, we heard a devotion from Dr. Hermann Alb, the head of the ministry. We traveled to churches all over Guatemala, from rural farmland to the deep inner city. Once we arrived at our church partner site, we set up a fully functioning medical clinic, complete with doctors and dentists, and we greeted people as they came into the triage area. Our team spoke in Spanish with the patients and asked them about basic health information like their height, weight, and age. After time with the doctors, they visited the pharmacy where some of our team were working alongside our ministry partners to fill prescriptions. Then, patients visited counseling stations, which is where we were able to share the Word of God through a translator.
This year, I returned to Guatemala. Even though I went to the same place and did similar work, the trips were completely different because of a different group dynamic and counseling new patients. Both of these trips were so impactful because they gave me the opportunity to see God at work in the real world and in everyday life.
GUATEMALA 2025
WHY DID YOU CHOOSE TO GO ON YOUR FIRST MISSION TRIP, AND WHY DID YOU KEEP GOING AFTER THAT?
I really wanted to see how God would work in my life. For a long time, I never thought that God could really use me and my skills to help others, and I thought going on a mission trip would be a great way to bond with friends and travel to places I normally wouldn’t. I chose to keep going because these mission trips have been the best weeks of my life, and one of the most important experiences to strengthen my walk with God has been seeing how we can positively impact those we serve.
Students Ryan Cowart ‘25 and Ethan Lewis ‘25 participating in patient counseling on the 2025 Guatemala mission trip.
HOW DID YOU GROW FROM YOUR FIRST TRIP TO YOUR LAST?
Returning to Guatemala this year, I already knew my way around the ministry. This helped me with my confidence during counseling and my knowledge of certain medical terms. This year, when counseling an older woman, I was impressed by her genuine peace and joy despite difficult circumstances, and it taught me a lot about rejoicing even in times of hardship.
DID YOU EVER FEEL LIKE YOU WERE MISSING OUT WHEN GOING ON A MISSION TRIP OVER SPRING BREAK?
I would definitely recommend going on a mission trip. Each time I have said “yes” to a trip, it’s been the best decision. Not only do you get to witness the power of God in tangible ways, but you get to build lifelong relationships with those on your trip. I learned so much about myself and others, and these trips not only pushed me out of my comfort zone and taught me about different cultures, but they showed me how God’s grace and compassion can truly change someone’s life.
Tia Hall ’25
TELL US ABOUT EACH MISSION TRIP YO U’VE EXPERIENCED.
ECUADOR
2023
During my sophomore year, I served with Joshua Expeditions in Ecuador. This trip consisted of hosting a Vacation Bible School in remote mountain villages, long bus rides, amazing views, and friendly interactions with the people in the villages. The Wesleyan team assisted in moving bricks for the construction of a church, painting murals, restoring paint on the outside of our host’s ministry center, playing games, teaching English, and sharing Bible stories with children. On this trip I learned how to make concrete from scratch, and I got to lay concrete along with stones for the path leading to the ministry center.
In Guatemala during my junior year, I served with Medical Missions Ministries. Each day we visited a different Guatemalan community and set up medical stations at local churches where we enjoyed lunch with the people whom we were serving. During the medical missions, I spent most of my time counseling. In these sessions, I sat with the people who sought care, inquiring about any concerns they had, and asked if they were Christians and would like us to pray for them. The conversations I had during those counseling sessions had a profound impact on me. Through heartfelt exchanges and tears, we were able to lay different burdens at the feet of Jesus and deeply understand one another despite the language barrier.
This year I went on a mission trip to Mexico. In Mexico, my team and I did youth ministry that consisted of VBS, Girls Club and food distribution. We also went to the town center and a fishing village where we distributed free glasses and food to locals. After people received their free lenses, my friend Caroline and I would be waiting for anyone who needed prayer. We held signs directing people towards us and prayed over them in Spanish.
MEXICO 2025
WHY DID YOU CHOOSE TO GO ON YOUR FIRST MISSION TRIP, AND WHY DID YOU KEEP GOING AFTER THAT?
When I first came as a sixth grade student to Wesleyan, I admired the amazing service opportunities offered through mission trips and was determined to make these trips a part of my high school experience. Once I was presented with the opportunity to go on a mission trip in my sophomore year, I was overjoyed and immediately applied. My first mission trip to Ecuador proved to be the perfect fit for me by God’s design.
I am so glad that I was persistent and committed in my efforts to serve on a mission trip, which started an ongoing spring break tradition that I will forever treasure when reminiscing on my high school experience.
I chose to keep serving because I truly felt that it would be a mistake to pass up the opportunity to be a part of such an impactful experience while it was available to me. I love serving others, and Wesleyan mission trips offer the life-changing opportunity to spread the Gospel globally. I have felt called to apply for a Wesleyan mission trip the last three years because I knew God would have something new in store for me each time. I also have a passion for global exploration. In the future, I am very interested in serving with organizations like Doctors Without Borders, providing quality healthcare to those without access to the same resources we have in the United States. My passion for global exploration and serving others propelled my desire to immerse myself in these mission trip experiences. These trips have been an amazing springboard and have inspired me for my future endeavors.
HOW DID YOU GROW FROM YOUR FIRST TRIP TO YOUR LAST?
Over the past few trips, I was able to grow as a leader within my mission trip team given my increased familiarity and experience. In reflecting on my mission trips, I have also seen my faith grow and mature from my first trip to the third. I have grown much more comfortable using the gifts and talents that God has bestowed upon me to spread the Gospel. I have also grown more comfortable in openly and intentionally sharing my faith.
WHAT ARE THE MOST IMPORTANT THINGS WESLEYAN MISSION TRIPS TAUGHT YOU?
Strong faith is a lifelong pursuit. There will be times when we feel spiritually stuck and times when our faith couldn’t be better, but we are not perfect, and there are always new ways to consistently seek God and grow in our relationship with Him.
Another lesson I learned is that God’s timing is always right. In Ecuador, we were on our way to a remote village but were behind schedule because the roads were muddy. While we were rushing and worried about making it to the village on time, God had us late for a reason. As we were about to approach our destination, we encountered a large landslide that was fresh and most likely just occurred minutes before our arrival. God truly went before us and slowed us down on our journey because, if we had made it to the village earlier, the landslide would have prevented us from getting back down the mountain.
Lastly, there is more that unites us as people than divides us. Despite our backgrounds, realities, beliefs, or circumstances, at the end of the day, we are all God’s children, and we all offer something unique and valuable to the world. In Guatemala during my experience with counseling, I encountered many people who were different than I am, but what surprised me was how similar our life experiences and struggles were and how God was able to use those similarities to connect us on a deeper level that no language barrier could deny.
Tia Hall ‘25 on mission trip in Ecuador.
We’re here to help outside the school day!
AFTER SCHOOL ENRICHMENT
COMMUNITY CLINICS
WESLEYAN AUXILIARY PROGRAMS
AFTER CARE
Whether you’re in need of something to do after school or on the weekends, Wesleyan Auxiliary Programs are here to help. Here are several options to keep in mind as we head into a new school year.
Classes taught by faculty and staff are offered in the afternoons Monday through Thursday. Sessions are six weeks long, and students may register for a wide range of topics including art, sports, chess, and more!
Learn more by scanning the QR code.
Looking to learn a new sport on the weekends? Community Clinics are offered in the fall, winter, and spring and are open to the entire community, not just Wesleyan students. During the fall we host flag football and cheer; basketball in the winter; and tennis and pickleball in the spring. Learn more by scanning the QR code.
Wesleyan students can stay after school, play with their friends, and get a jump on homework at After Care. Registration is required, and we offer annual, semester-long, and drop-in pricing.
Learn more and register by scanning the QR code.
WINTER champions
SPRING champions
DOUBLE BACK TO
SCHOOL RECORD!
MARGARET MOORE, EVA MURPHY, KYRA BRUBAKER, WEEZIE MOORE 4x800 Relay
WAY TO GO, Wolves!
SCHOOL RECORD!
NATHAN NKETIA-GYASI Triple Jump
DIRECTOR'S CUP
For the 14th time since 2001, Wesleyan Athletics won our classification’s Director’s Cup, which recognizes overall excellence in girls and boys sports!
WESLEYAN ATHLETICS HAS
A BRAND NEW LOOK!
WE LOVE OUR FACULTY
Ted Russell, social sciences department chair and teacher
Pamela Sanchez, middle school Spanish teacher
Myriam Liverance, high school Spanish teacher
Joseph Koch, high school principal
YEARS OF
YEARS of SERVICE
We are exceedingly grateful for the dedication and commitment of our faculty and staff who completed milestone years of service.
5 YEARS
TODD ASHLEY, JOHN CREED, AUTUMN AKIN, MICHELLE DINGES, DEBBIE PENSO, LINDSEY CASTLEBERRY, DAVIS BROWN ‘10, JACKI REID FREEMAN, PEGGY HASTY, MINOO MAYFIELD, KATHRYN LANYON, PATTI HALLEN, MEGAN HARPER, SAMANTHA HENDRICKSON, NICOLE SCALF, AND ANDREW STRAYHORN ‘16
Not pictured: ANN COUSINS AND MARIA SILVA MENA
10 YEARS
MITCHELL MAYFIELD, ASHLEY KUEHNE, CATHY BINION, SPENCER CORNETT, KATHRYN ASHLEY, AND JONATHAN SYKES Not pictured: CHRIS ENCINAS
20 YEARS
JANE LEAKE, ANDY FREE, AND LINDA MCELWANEY
15 YEARS
LAURA ARCHER, MARY (STEPHENSON) BLALOCK ‘04, AND CORRIE NASH
25 YEARS
MARC KHEDOURI, PAMELA SANCHEZ, ANDREA SHUPERT, AND FRANKLIN PRIDGEN
CONGRATULATIONS
TO THE 2025 FACULTY STEWARDSHIP AWARD RECIPIENTS!
JULIETTE BALL LOWER SCHOOL TEACHER AND FACULTY MENTOR COORDINATOR
DEAN JACKSON
SEVENTH GRADE BOYS CHAIR AND MIDDLE SCHOOL BIBLE TEACHER
HEIDI LLOYD HIGH SCHOOL COUNSELOR AND PEER LEADERSHIP TEACHER
2001–2025
TED RUSSELL
HIGH SCHOOL SOCIAL SCIENCES DEPARTMENT CHAIR AND TEACHER
For the last 24 years, Ted Russell has embodied what it means to be “all in” at Wesleyan. Russell has spent countless hours in the classroom, teaching world history, AP European history, government, human geography, and history of WWII. He has also served administratively as the student activities coordinator, grade chair, high school dean of students, and for the last 13 years, social sciences department chair. In addition to his extraordinary contributions to Wesleyan’s academics, Russell served as the varsity volleyball head coach for 22 years, coached middle school basketball for 15 years, and went on mission trips to the Dominican Republic, France, South Africa, Appalachia, and Poland.
“Ted Russell is not just a great teacher and coach; he is one of the most caring and compassionate colleagues I have had the privilege to work with,” shares JOSEPH KOCH, high school principal. “Ted’s guidance, dependability, and wisdom as department chair have regularly provided the support that encouraged many to strive for excellence. His genuine interest in others and investment in the social sciences department motivated colleagues to always do their best in the classroom. Ted is the consummate professional and an exemplary member of our community. A man of humility, faith, industriousness, and character, he has led countless faculty and students to reach their potential. His presence will be deeply missed, but his legacy of compassion and dedication will continue to inspire us all.”
We know Russell will continue to inspire students and faculty alike as he continues teaching and coaching in his next chapter in Jacksonville, Florida.
2014–2025
JENNIFER RUSSELL
MIDDLE SCHOOL ADMINISTRATIVE ASSISTANT
Throughout her tenure at Wesleyan, Jennifer Russell has worn many “hats” — volleyball coach, golf coach, substitute teacher, middle school administrative assistant, and mom of two Evergreen students, Zach ’22 and Noah ’25.
Over the years, Russell watched Wesleyan’s campus grow with the addition of Yancey Gymnasium, Cole Hall, and Wesley Hall’s newest neighbor, Young Hall. She remembers fondly the day she took her 2005 volleyball team through Yancey Gymnasium for an exclusive tour with Bobby Candler.
While Russell has enjoyed watching Wesleyan’s campus shift and thrive, she’s thankful the school continues to cling to what she believes makes Wesleyan so special — the mission of J.O.Y. She reflects that the love and trust she has found amongst co-workers is something she will always treasure.
“Jennifer always has such a great pulse on what’s going on with people, and she helps me love and care for the people under my wing because she offers insights that I otherwise wouldn’t know. I’ll miss Jennifer popping into my office on a random Tuesday, saying, ‘Hey, I think we need a spirit day on Friday to boost morale’,” remarks JOSEPH ANTONIO, middle school principal. “She truly cares for each person in the building and helps us live out our desire to be ambassadors for Christ with every interaction.”
In this next chapter, Russell and her husband are headed to sunny Florida to spend more time together as empty nesters and hopefully go to the beach anytime she wants!
2012–2025
RYAN HODGES
MIDDLE SCHOOL PHYSICAL EDUCATION TEACHER
Initially drawn to the school for its Christian mission and opportunities for professional development, Ryan Hodges began his Wesleyan career in 2012. Hodges quickly hit the ground running as a middle school physical education teacher in addition to coaching basketball, boys and girls golf, and baseball over the years. “I don’t view Wesleyan simply as a school or a place of employment — it truly feels like a family and community to me,” reflects Hodges. “The J.O.Y. motto is more than just words; it’s lived out daily by students, faculty, and staff, creating a culture of genuine care, purpose, and shared values.”
“It’s hard to imagine a bigger Wesleyan cheerleader than Ryan Hodges,” remarks
JOSEPH ANTONIO, middle school principal. “Whether it’s attending all sorts of Wesleyan athletic events or bringing the energy and fun to his P.E. classes, Ryan absolutely loves Wesleyan and talks positively about the school whenever he gets the chance. He’s incredibly reliable, he knows everybody, and he gets along with everybody!”
When asked what he’ll miss most about the day-to-day at Wesleyan, Hodges’s answer is a no-brainer: “Chicken finger day and burger day!” Hodges laughs and adds, “In all seriousness, I will deeply miss the students, families, faculty, and staff I’ve had the honor of interacting with each day. Being part of their lives and this community has been a true privilege.”
While Hodges looks eagerly to his next chapter as a real estate developer, he’s thankful he will remain in the Peachtree Corners area — never too far from Wesleyan athletics.
2005–2025
JANE LEAKE
ENGLISH TEACHER & FACULTY FELLOWS COORDINATOR
Since 2005, Jane Leake’s cheerful spirit and joy-filled conversations have filled the halls of Wesleyan School. Leake initially came to know of Wesleyan through, as she puts it, “a series of divine appointments” with her new neighbors, which landed her a part-time role helping out in the writing lab. What started as a once-a-week role quickly turned into working as a substitute teacher, and eventually, working as a full-time teacher in the English department.
In addition to her time as a classroom teacher, primarily for eighth grade students, Leake has guided countless faculty fellows as she served as the faculty fellows coordinator. In this role, Leake mentored young teachers through their first years in the professional world, many of whom continue to teach and work at Wesleyan.
“Jane’s servant’s heart has been a quiet force of grace, generosity, and unwavering dedication,” remarks RAMONA BLANKENSHIP, associate head of school. “Jane has taught with passion and cared deeply for every person around her. She is truly loved, and her absence will be felt in all of the ways that she has made this community better. Jane’s legacy of kindness and faithfulness will continue to inspire us for years to come.”
Wesleyan is forever changed thanks to the good work of Jane Leake, and we cannot wait to see what God has in store for her in this next chapter.
EDFORD “FORD” HUGH COUSINS
SON OF STAFF ANN COUSINS
BORN ON JANUARY 21, 2025 AT 7 LBS, 6 OZ.
LUKE LEE HENSLEY
GRANDSON OF ADMINISTRATOR BRIAN MORGAN
BORN ON MARCH 15, 2025 AT 6 LBS, 6 OZ.
MILES ELLIOT GREGORY
SON OF FACULTY JOHN GREGORY
BORN ON NOVEMBER 30, 2024 AT 7 LBS, 5 OZ.
MAXWELL “MAX” DEAN POPE
SON OF FACULTY MARK POPE
BORN ON MARCH 6, 2025 AT 4 LBS, 11 OZ.
CHASE KING WALKER
GRANDSON OF ADMINISTRATOR MARI BETH KING BORN ON JANUARY 15, 2025 AT 7 LBS, 13 OZ.
LINDA CONNOLLY
JANUARY 29, 1950 – FEBRUARY 25, 2025 in memoriam
Former Wesleyan School faculty member, Linda Connolly, recently passed away. Connolly worked at Wesleyan from 1999-2009, teaching English in the high school and serving as Director of College Advising.
Connolly was a wonderful colleague and dedicated classroom teacher. Deeply respected by the admissions offices across a wide range of colleges and universities, as well as being a gifted writer, her steadfast leadership of our college advising office gave our school a level of credibility that went well beyond our chronological age and burgeoning reputation. She was particularly adept at guiding our students through the application and appointment process to the U.S. military service academies, and she deserves significant credit for Wesleyan’s historical track record of success in this area.
CHRIS CLEVELAND, head of school, recently remarked, “Most important, Linda was just a class act, a terrific role model and friend, respected by her peers, and beloved by her students.”
We are grateful for the lasting impact made on our school community and keep her family in our prayers.
LOVE WE OUR ALUMNI
“Fans first. Entertain always.”
A decade before ANDY ARCHER ‘16 signed with the Savannah Bananas, he was already living out their motto in the hallways of Cleghorn Hall. “Even as one of my squirrely ninth grade boys in Algebra II, I totally could have pictured him as a Savannah Banana,” laughs former faculty member ASHLEY STAINBACK and Archer’s ninth grade Algebra II teacher. “He has the talent (his pitching is still amazing), the energy (the games are nonstop, literally), the infectious personality that radiates true joy, and a never-ending smile.”
With more than two million fans in attendance last season, the Bananas are known for more than their baseball prowess. They offer an experience that is irresistible: high quality baseball that is really fun to watch. And the mission-driven organization fits Archer’s approach to life like a glove.
“When I found out he would be on the team, it made complete sense,” shares former teammate DREW ASPINWALL ’16. “Andy is the perfect fit, a person truly passionate about baseball and not afraid to step out of his comfort zone and dance.”
Former teammate JORDAN WARD ’17 adds, “This profession tracks 100% with Andy’s personality. It is no surprise that he fits in so well with the Bananas. He has a captivating personality and has so much joy, energy, and passion for people.”
Suffice it to say, anyone who knows Archer isn’t surprised by his career as a Banana.
Upon graduation from Wesleyan in 2016, Archer tried out for the Georgia Tech baseball team as a preferred walk-on and made it. After not seeing much of the field his freshman year, Archer became the closer as a sophomore, leading the team in saves and appearances, and second in ERA.
But disappointment marked the next two seasons: reconstructive elbow surgery and a cancelled pandemic season. In 2021, he became a starting pitcher for Georgia Tech and enjoyed a successful season.
After graduating, he still had more in the tank. He transferred to the University of Hawaii for his final season and snagged a master’s degree, too.
“Between my final game as a Rainbow Warrior and my first game as a Savannah Banana,” Archer explains, “I spent two years working in corporate finance for a hotel chain on the south shore of Oahu, surfed every single day, and got involved in middle school ministry at my local church.”
But how did he get back into the game, you might wonder?
“One of my middle school students at church really inspired me by the way he was using his God-given gifts and the vision he had for impacting the Kingdom in the baseball world,” Archer explains. “This stirred something up in me. I began to doubt that I had used my own God-given gifts to the best of my ability.”
That’s when Archer scrambled to compile a college career highlight video and submit it to the Savannah Bananas organization, though the deadline for private workouts had passed. After sporting a button-down shirt, boardshorts, and tennis shoes while hurling a few 92 mph pitches from the mound just two months after shoulder surgery, the Savannah Bananas offered Archer a three-month temporary contract which led to a year extension and another contract in 2025.
With 30 home games, 39 tour games, and a handful of exhibition games, a Banana’s career is fast-paced, high-energy, and demanding. But when joy runs through your veins, the effort to entertain comes quite naturally.
“My time at Wesleyan was priceless and has played a huge role in my effectiveness with the Bananas,” Archer shares.
“The J.O.Y. motto (Jesus, Others, Yourself), truly is the best blueprint for service...which, in one word, may be the best way to describe what I do with the Bananas.”
Archer is a natural — both at baseball and at loving people. “I love that he runs through the crowd at the start of the game clapping and getting the crowd pumped,” says Stainback. “I love that he gives 100% to every dance move. I love that he has figured out how to throw a pitch with a quiver on his back. But my favorite thing that Andy does is pray with the team before games in front of the crowd. Amazing!”
His joy is contagious. It’s evident in the way he plays and in the relationships he builds. “I enjoy being on a team again the most,” Archer shares. “Simply put, I can’t overstate the value of walking through life these past two years with an extremely special group of teammates from so many different backgrounds.”
“My time at Wesleyan was priceless and has played a huge role in my effectiveness with the Bananas.”
ANDY ARCHER ‘16
“Others first. Jesus always.”
Whether it is bantering with teammates, engaging with fans, teaching kids the nuances of pitching through instructional videos, or inspiring young players with his baseball journey, Archer is a relational man who is making a difference with the platform he has earned.
MORE THAN ENTERTAINMENT
In March, Archer and the Savannah Bananas played the Party Animals at Truist Park — the team’s first appearance in Atlanta. In front of two sold-out stadiums, the Bananas won game one 2-0, but fell short on Sunday 6-2.
Crowds of Wesleyan alumni, faculty, and staff gathered to cheer on Archer and celebrate his accomplishments. Director of Alumni SHELLEY MARTIN shares, “More than 90 alumni and their children came out to support the Bananas. When Andy came to visit us ‘Below the Chop,’ the kids instantly swarmed him. While he is certainly a ‘Banana celebrity,’ the role model with whom these children are obsessed is also kind, engaging, and most importantly, loves the Lord.”
For the Wesleyan community, watching Archer play in Truist was surreal. Archer’s dad, Bible Department Chair GLENN ARCHER, was moved with emotion as he describes the scene: “It was one of those life moments that my wife and I will forever remember: watching him pray in front of home plate before the first pitch and then have the time of his life with some of his best friends doing what God has gifted them the ability to do.”
The crowd was “electric,” according to Ward, who attended both Saturday and Sunday’s games. “Seeing Andy on the mound in front of a sold-out crowd was the best moment all weekend!”
MARC KHEDOURI, assistant head of school for advancement, shares, “The fan experience was truly one of a kind, but the most memorable moment was seeing Andy pitch the first inning on Sunday in his Wesleyan baseball hat!”
He’s a Wolf, a Yellow Jacket, a Rainbow Warrior, and a Banana. But most notably, he’s a lover of Jesus. And he’s using his big personality to show people that love.
“I don’t know if I have ever seen someone who played a sport with as much joy as Andy Archer,” reflects JOSH SMITH, high school dean of student life. “He had the biggest smile on his face the whole time he was out there competing. God is doing a work through him. From leading his teammates in prayer before the game to greeting every little boy in our section of the stadium, signing autographs, and asking them questions about their lives, it’s clear that his focus is on more than just entertainment.”
With two college degrees, a master’s degree, and a professional baseball career, Archer’s resume is comprehensive and diverse. But his big heart for Jesus makes us most proud, propelling him into a league of his own as he serves with genuine joy and zeal. “Because my life is committed to Christ,” Archer explains, “I am better equipped, motivated, and capable to effectively serve so many others.
“Without any trace of a doubt,” Archer continues, “The faculty and culture at Wesleyan truly exemplifies the J.O.Y. motto, and I’m humbly grateful to have the ‘Wesleyan Experience’ as an integral part of my story.”
We don’t have to peel back any layers to see Archer’s heart. His modified Bananas mantra is loud and clear: “Others first. Jesus always.”
AN INSTRUMENTAL FOUNDATION
Each year, one of the most iconic moments of Wesleyan’s commencement is when the sound of the bagpipe rings. Eager and anticipatory seniors begin their march through the Morris-Fletcher Quadrangle to begin one of the most memorable moments of their lives. For nearly a decade, the bagpipe processional has brought gravitas to the ceremony. What makes this tradition even more meaningful is that the man behind the bagpipe is one of Wesleyan’s very own, NOAH YOUNG ‘17.
IN WHICH ACTIVITIES WERE YOU INVOLVED AT WESLEYAN?
I did a couple of musicals and plays in middle school, and in high school I was very involved in music from symphonic band to drum line to chapel band! I also played lacrosse and wrestled, but the majority of my time was spent over in Cole Hall.
WHAT WAS YOUR FAVORITE WESLEYAN ACTIVITY?
My favorite activity was drum line in marching band. I never had a desire to play football, but being in band allowed me to be a part of Friday Night Lights. I got a front row seat to all the action. Every Friday during the fall, I had an itch for 3 p.m. to hit because I knew I would spend the rest of the night cheering on the Wolves with my friends.
Each year, the marching band would participate in a competition called “Bands of America” with the biggest and best high school marching bands from around the country. One year, we got to compete in the Georgia Dome. Stepping onto an NFL field to do what I love was awesome, and I still remember the feeling and can picture the moment in my head.
MEET NOAH YOUNG ‘17!
HOW AND WHEN DID YOU BECOME INTERESTED IN LEARNING TO PLAY THE BAGPIPE?
Before coming to Wesleyan in sixth grade, I went to a small private Christian school in Houston. The school had a juvenile world champion bagpipe program, and students had the choice to be in pipe band instead of symphonic band or orchestra. From kindergarten, I would hear the pipe band practicing, and the sound of it caught my attention. I fell in love with it. When we moved to Atlanta in 2010, I got a new private instructor to continue mastering the craft and joined the Atlanta Pipe Band where I still compete today.
HOW OFTEN DO YOU PLAY THE BAGPIPE TODAY?
Aside from playing at Wesleyan Commencement, I play at churches and competitions both as a soloist and with the Atlanta Pipe Band. We do gigs like parades and competitions all over the southeast. I just recently got elected as vice president of the band, which is a huge honor. It’s pretty special when 60-70 people trust you to make important decisions, and I consider the band a second family.
WHAT IS IT LIKE TO RETURN TO WESLEYAN AS AN ALUMNUS TO PLAY THE BAGPIPE AT COMMENCEMENT?
It’s the coolest thing! I’ve been doing it since middle school and have played at approximately 10 graduations. I get to sit there with the seniors who are excited and hyper, and I remember having that very feeling myself. I love getting to elevate the experience at graduation. It’s special to come back because while a ton has changed, many things haven’t. The tradition of the ceremony has remained the same since I was in middle school.
WHAT SONGS DO YOU PLAY? IS IT THE SAME EVERY YEAR?
I usually play two songs, and they are the same every year. They are called “When the Pipers Play” and “Highland Cathedral.” They fit perfectly because they are both celebratory and slow.
WHAT IS ONE THING YOU WISH YOU COULD SAY TO SENIORS AT COMMENCEMENT?
Never be afraid of who you are. Lean into your passion and embrace it fully! Pursue excellence in it. Wesleyan is a very special place that nurtures your gifts. You may not realize it, but you’ve been trained to push yourself to be excellent in a healthy way at this place. This pursuit of excellence will stay long after graduation and shape the way you approach your craft and life. This is evident in my own life.
WHAT DO YOU CURRENTLY DO? HOW DID YOUR TIME AT WESLEYAN HELP YOU GET TO WHERE YOU ARE NOW?
I currently lead a marketing team at Crest, a real estate advisory firm in Atlanta. I learned a ton about leadership from Wesleyan, and many values that help me in my job today were instilled at a very young age. Our band director, Jeff Foster, was a huge influence. He often gave us the responsibility to lead rehearsal as high school students and taught me about how to lead by example as a Christian.
WHAT IS YOUR FAVORITE PART ABOUT BEING A WESLEYAN ALUMNUS?
If you ever need anything, the Wesleyan family is there for you. This spring, I attended the Alumni Networking Event that Wesleyan hosted, and all the alumni who attended were so willing to answer questions whether you were interested in making a job change or just trying to learn something. It’s really incredible, and it says a lot that the school puts so much time into caring for alumni. I also love the notoriety of Wesleyan in Atlanta. From athletics to arts to academics, the school is well-known, and I take a lot of pride in that.
CONGRATS TO NOAH YOUNG ‘17 ON HIS RECENT INDUCTION INTO THE FINE ARTS CIRCLE OF HONOR!
OCTOBER 4, 2024
HOMECOMING & REUNIONS
Alumni of all ages and their families pulled out their finest green and gold to cheer on the Wolves at the annual alumni homecoming tailgate. The classes of 2019, 2014, 2009, 2004, and 1999 connected for milestone reunions with a festive celebration on Saturday night!
“Homecoming was a great experience as always – it was awesome reconnecting with friends from my time in the band and getting to meet alumni from other years as well. The band sounded fantastic, and it was great to see the Wolves pull off a win as well.”
BRADEN THORNE ‘20
OCTOBER 2024
COLLEGE ROAD SHOWS
“Just can’t wait to get on the road again…” It wouldn’t have felt like fall without our college road shows! Faculty and staff took a Wesleyan bus to college towns to connect with our youngest alumni — and alumni in those surrounding areas. We loved seeing you in Athens, Kennesaw, downtown Atlanta, Birmingham, and Auburn!
”The Wesleyan road shows are just the medicine the doctor ordered. They are simply good for the soul. It was so great connecting with old friends and making new ones. The Birmingham road show allowed me to reconnect with an alumna who had a family member with the same cancer as my dad. She offered prayer and support, and it was just what my soul needed. I also met some new friends and potential babysitters! It’s always great to hear from the faculty on the latest Wesleyan happenings. I am so thankful the Wesleyan family never forgets about us once we leave campus, but rather they strive to keep us together – even if it means traveling on the road to other places like Birmingham!”
MAGGIE (WORTHINGTON) LAWRENCE ‘06
DECEMBER 17, 2024
ALUMNI CHRISTMAS PARTY
Alumni of all ages, parents of alumni, and many faculty and staff celebrated the Christmas season at “The Christmas Party Starring Wesleyan Alumni” at Factory Atlanta in Chamblee. If you missed the Candler Baxley/Jimmy Fallon-themed promotional videos, you can check them out here!
“The Christmas party was wonderful! Even though I only graduated a few months ago, it was so nice being able to see my old classmates and teachers who still care about me. It meant so much to see everyone, and I can’t wait for next year’s party!”
JJ GRACEY ‘24
”I love viewing a live snapshot of previous students at these events. Every year the crowd is different, so the conversations and connections vary. The atmosphere is perfect to encourage alumni and faculty to connect and continue the Wesleyan bond. Once a Wolf, always a Wolf.”
PAMELA SANCHEZ, MIDDLE SCHOOL SPANISH TEACHER
JANUARY 24, 2025
ATHLETIC CIRCLE OF HONOR
Congratulations to our 2025 Athletic Circle of Honor inductees: Merritt Hall ‘11 and Meagan Lynch ‘18.
“Wesleyan gave me so much more than I ever imagined: lifelong friendships, mentors who molded me into a leader both on and off the field, and — most importantly — a spiritual foundation that brought me closer to Christ.”
MERRITT HALL ‘11
FEBRUARY 4, 2025
ALUMNI NETWORKING
Wesleyan connections run deep and wide, and this year we hosted our very first in-person networking event! Alumni from all different industries and places in their careers joined together for an evening of professional networking. The upper room of Southbound in Chamblee was full of reconnections and new connections. We look forward to adding this event to our regular rotation!
“The first alumni networking event exceeded expectations. I went looking to catch up with familiar faces (which I did!), but ended up legitimately networking with a few younger alumni looking to break into cybersecurity –my industry! I have since connected them with several colleagues and am delighted to help champion them. Wesleyan Wolves are up to cool stuff!”
JESSICA (FELTS) O’SULLIVAN ‘10
FEBRUARY 4, 2025
VALENTINE’S DAY CARE PACKAGES
We love spreading joy on Valentine’s Day! Parents of college-aged alumni had the opportunity to partner with the Wesleyan Alumni Office by pre-purchasing, packing, and shipping a care package to their child. Packing day was as much fun for the parents as it was for the package recipients to unbox their goodies. If you missed it this year, be on the lookout for a savethe-date in the fall issue of the Wesleyan magazine!
MARCH 30, 2025
SAVANNAH BANANAS ALUMNI EVENT
The Wesleyan Alumni Association hosted alumni and their families at Truist Park to watch Banana Ball, reconnect with old friends, and cheer on Andy Archer ‘16, who pitches for the Savannah Bananas.
“Going to the Savannah Bananas game for the alumni event was such a special experience, especially getting to share it with my whole family. It was so fun to watch all of the Bananas’ antics and cheer on Andy as he represented Wesleyan. It made me really proud to be a part of a community that celebrates and supports its alumni.”
REGAN LOCHMANDY ‘15
APRIL 3, 2025
FINE ARTS CIRCLE OF HONOR
Congratulations to our 2025 Fine Arts Circle of Honor inductees: Russell Matherly ‘12, Jessica Roberts ‘17, and Noah Young ‘17.
“I can say for certain I would not be the person I am today if it were not for the guidance and support from my teachers at Wesleyan. Teachers who were always in my corner and cheering me on for any performance – my sincerest thanks to you all.”
JESSICA ROBERTS ‘17
APRIL 12, 2025
ALUMNI EASTER EGG HUNT
Thank you to all who “hopped” on over to the Alumni Easter Egg Hunt on Robinson Field at Henderson Stadium. Alumni and their children, parents, and grandparents enjoyed reconnecting, visiting with the Easter Bunny, and working on Easter-themed crafts.
“The Alumni Easter Egg Hunt is an excellent way not only to usher in the resurrection season, but also to reconnect with friends and meet the newest members of our families. Between the life-sized Easter Bunny, all-you-can-pick eggs, and the arts and crafts stations, our kids are still talking about it! This will absolutely be an annual tradition for our family moving forward.”
ALEX THYKESON ‘11
10 / 21 / 2023
SPENCER SHORT ‘11 married BRITTANY MOORE SHORT
AT THE HISTORIC HOTEL BETHLEHEM IN BETHLEHEM, PENNSYLVANIA. THE SHORTS LIVE IN ALLENTOWN, PENNSYLVANIA.
12 / 14 / 2024
ELIZABETH STAINBACK KNIGHT ‘20 married CALEB KNIGHT
IN CROFTON, KENTUCKY.
10 / 11 / 2024
NIKKI LOVE RAMSEY ‘13 married JESS RAMSEY AT THE RIVER CLUB IN SUWANEE, GEORGIA. THE RAMSEYS LIVE IN ALPHARETTA, GEORGIA.
12 / 20 / 2024
ZACH GREEN ‘17 married MAKAYLA GREEN
IN CLEVELAND, GEORGIA. THE GREENS LIVE IN DULUTH, GEORGIA.
EMERY JAMES BOSS
DAUGHTER OF BRITTANY (WULF) BOSS ‘07
BORN ON OCTOBER 25, 2024, AT 8 LBS, 13 OZ.
MICAH LUCAS ELLERMAN
SON OF MEAGAN (HALL) ELLERMAN ‘12
BORN ON DECEMBER 17, 2024, AT 7 LBS, 6 OZ.
LUKE LEE HENSLEY
SON OF RAMEY (MORGAN) HENSLEY '14
BORN ON MARCH 15, 2025, AT 6 LBS, 6 OZ.
MADELINE MAYS MCLEOD
DAUGHTER OF CAROLINE (JOHNSON) MCLEOD ‘12
BORN ON AUGUST 17, 2024, AT 6 LBS, 13 OZ.
FORD FAMBROUGH
FAULKNER
SON OF LEIGHTON (BROOME) FAULKNER ‘14
BORN ON JANUARY 19, 2025, AT 7 LBS, 9 OZ.
ELIZABETH CLAIRE JOHST
DAUGHTER OF ALEX (HARPOLE) JOHST ‘15
BORN ON NOVEMBER 24, 2024, AT 4 LBS, 11 OZ.
FREYA FRIDAY MENEFEE
DAUGHTER OF NICHOLAS MENEFEE ‘14
BORN ON FEBRUARY 14, 2025, AT 9 LBS, 13 OZ.
MARK JAMES FUQUA
SON OF
ANNA KATE (SCHALLER) FUQUA ‘17
BORN ON FEBRUARY 5, 2025, AT 8 LBS, 2 OZ.
JOSEPHINE RAE MCKENZIE
DAUGHTER OF THOMAS MCKENZIE ‘02
BORN ON FEBRUARY 11, 2025, AT 6 LBS, 12 OZ.
RUBY NOEL RABEDIOUX
DAUGHTER OF CRYSTAL (CROSS) RABEDIOUX ‘05
BORN ON OCTOBER 16, 2024, AT 7 LBS, 10 OZ.
CHASE KING WALKER
SON OF KELSEY (KING) WALKER ‘09
BORN ON JANUARY 15, 2025, AT 7 LBS, 13 OZ.
BRYAN SEILER ‘01 was recently appointed Chief Risk Officer & General Counsel of Youth Guidance, a Chicagobased nonprofit that creates and implements school-based programs that enable children in at-risk environments to overcome obstacles and work towards successful futures.
THOMAS MCKENZIE ‘02 was recently promoted to Senior Project Lead in Learning and Development at Chick-Fil-A, Inc.
BETH (KENWRIGHT) REED ‘09 was selected as one of only 40 employees recognized in the 2024 St. Jude Living Our Values book, which honors individuals who exemplify the core values of St. Jude Children’s Research Hospital. Chosen from a workforce of over 7,000 employees across the hospital system, Beth was recognized for Core Value #2: “Do what is right; take OWNERSHIP of what you do.”
ANN (HODGES) KIGGEN ‘09
was recently honored as one of Georgia Trend magazine’s “40 Under 40,” recognizing her as one of the state’s “best and brightest” for her leadership as Chief Communications Officer at the University of Georgia’s College of Agricultural and Environmental Sciences (CAES). She was also selected as one of 10 UGA employees to join the seventh cohort of the University of Georgia’s Women’s Staff Leadership Institute.
MOLLY (KNAUSS) GHANOUNI ‘14 received two prestigious honors in 2024: international recognition as one of the Institute of Supply Management’s “30 Under 30” Rising Stars as well as being named a recipient of the Rising Leaders of Women in Cable Technology program. She is currently working as Director of Enterprise Indirect Sourcing (BPO) at Cox, where she leads a team focused on strategic negotiations and delivering cost efficiency across the business.
AUDREY SHORT ‘15 earned her PhD in Biophysics from University of California — Berkeley in May of 2024. She is continuing her postdoctoral research for the Department of Energy at the Argonne National Labs in Chicago.
CASSIE
MADISON DARSEY ‘17
graduated from Samford University in April 2024 with a Master of Science in Speech-Language Pathology. She is currently working as an SLP at the Burkett Center in Birmingham, Alabama, where she serves medically complex and autistic preschool students. She is passionately growing her career as she strives to establish effective means of communication for this vulnerable population.
NICK EVERSBUSCH ‘17
was recognized as a 2024 Top Advisor in the southeast for his tenure as a financial advisor.
DONALD CONLEY ‘19
accepted a fellowship with the APHL-CDC Fellowship Environmental Health Program. He will be joining the Nebraska Public Health Laboratory where he will be trained in alignment with established public health laboratory core competencies and functions.
Several entrepreneurs among the Wesleyan alumni family received the honor of being named among UGA Alumni Association’s Bulldog 100.
The alumni weddings, babies, and class notes sections reflect updates shared with the alumni office prior to March 24, 2025. Scan the QR code to submit updates for the next magazine.
Parents of Alumni:
WESLEYAN SCHOOL
Office of Communications
5405 Spalding Drive
Peachtree Corners, GA 30092 (770) 448-7640
If this issue is addressed to your child who no longer maintains a permanent address at your home, or if you would like to add a Class Note to the next magazine, please notify the Alumni Office (Shelley Martin 678-223-2280 or smartin@wesleyanschool.org) or submit via www.wesleyanschool.org/alumni.
