Agnes Irwin Magazine: Spring 2019 by The Agnes Irwin School

Spring 2019

T H E G L OB AL

I S SU E

SALUDOS DESDE ESPAÃ&#x2018;A

PHOTO COURTESY OF CENTRO MUNDO LENGUA

Over spring break, 11 upper schoolers explored the history and culture of Spain with teachers Sol Fernandez and Cristina Mesones as part of their Global Special Studies Program. Find out more about the program on pages 32-33.

Spring 2019

| FEATURES |

3 Ways to Celebrate Agnes Irwin’s Sesquicentennial The festivities are fast approaching — find out three ways to get involved!

Going Global

Contents

| DEPARTMENTS | 5

What’s Online

Big Picture

Digest

Limelight l Student Profiles

Visual & Performing Arts

Athletics

Center for the Advancement of Girls

Class Notes

Milestones

At Agnes Irwin, we know the importance of equipping our students to engage meaningfully in the global landscape. Take a look at just some of the ways we expand students’ worlds in the classroom and beyond.

Faculty Focus: Global Educators Our educators bring an array of experiences to Agnes Irwin — and for some, those experiences include significant time living outside the United States. Find out what 18 faculty members shared about their traditions, culture, and perspectives, and how they bring those experiences to AIS.

An Owl For Life Ginny Sharp Williams ’88 has worn many hats in her time at Agnes Irwin: as a student, alumna, volunteer, parent, employee, and now, chair of the Board of Trustees.

A Nation Reacts: Agnes Irwin Responds to World War II Take a look back at a few of the documents in the Agnes Irwin archives that shed light on life in the 1940s.

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A STUDY IN GREEN

MIKE ARRISON

Environmental science is a big focus in second grade, and our students get to study it up close by visiting Kirkâ&#x20AC;&#x2122;s Run, our campus stream, throughout the year. Here, Brooke Perillo â&#x20AC;&#x2122;29 examines a leaf during a stream study, an exercise in which students observe flora and fauna and record their findings in their science journals.

From the Head of School

Circles of Influence EDITOR Amanda Mahnke Assistant Director of Marketing & Communications

CONTRIBUTORS Samantha Amadio Marketing & Communications Specialist

Brooke Norrett Corr ’95 Director of Alumnae Relations

Tracy Curvan Director of Marketing & Communications

Megan Boyle Flinn ’87 Contributing Writer

Shelly Hillman Marketing & Communications Storyteller

DESIGN Melodee Dill Stephens PHOTOGRAPHY Samantha Amadio, Mike Arrison Photography, Douglas Benedict / Academic Images, Shelly Hillman, Amanda Mahnke, Donna Meyer, Karen Mosimann Lifestyle Photography THE AGNES IRWIN SCHOOL Ithan Avenue and Conestoga Road Rosemont, PA 19010-1042 agnesirwin.org Grades PreK–4 Tel: 610-525-7600 Grades 5–12 Tel: 610-525-8400 FRONT COVER In this “global issue,” we reflect on our widespread Agnes Irwin community and the diverse array of perspectives and worldviews AIS girls are exposed to in the classroom and beyond. Each pin on the cover represents a place near and dear to AIS: in light blue, a place a teacher or student calls home; in dark blue, Agnes Irwin alumnae around the world; and in yellow, an Agnes Irwin program or partnership.

I wonder, when the doors of the West Penn Square Seminary for Young Ladies opened on September 22, 1869, whether its young headmistress Miss Agnes Irwin had any idea of the impact her school’s students, faculty, and staff would have in Philadelphia, and eventually, around the world. This September, our school will celebrate 150 years of outstanding all-girls’ education, and how, over the past century and a half, our graduates have made significant impacts on the communities in which they live, work, and move. In his book The 7 Habits of Highly Effective People, author Stephen R. Covey explains that people have both circles of influence and circles of concern. “Proactive people focus their efforts in the circle of influence,” he explains. “They work on the things they can do something about. The nature of their energy is positive, enlarging, and magnifying, causing their circle of influence to increase.” Every one of us in the Agnes Irwin community has a circle of influence that we can use to advance the world forward — by living our individual legacies. Throughout the years, our alumnae have made advances in medicine, authored works of fiction and non-fiction, launched fashion brands, represented constituents in government, started foundations, led prestigious secondary and higher education institutions, been titans of finance, and volunteered their time, talent, and treasure to support nonprofit organizations in service of others. In this “global issue,” you will read about faculty members who bring their individual cultural experiences in other countries into our academic programming, utilizing their circles of influence to provide different perspectives and worldviews to our students. You’ll also hear about other ways our students learn about the world outside AIS — through social studies and history classes, international exchanges, our Special Studies Program, and beyond. We have much to look forward to in the coming year. By now, you have received our sesquicentennial “save the year” mailing, which outlines the events that will commemorate our 150 years in all-girls’ education (more on this on page 8), as well as our #GusGoesGlobal mailer, in which we ask you to bring our beloved mascot Gus along and share a piece of your life as you spread your own circle of influence in places near and far. In our sesquicentennial year, we are grateful for the widespread network of Irwin’s girls around the world — and we look forward to hearing how an Agnes Irwin education prepared you to use your circle of influence for the greater good.

Wendy L. Hill, Ph.D.

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The Agnes Irwin Fund 101 Since the founding of The Agnes Irwin School in 1869, a culture of philanthropy has strengthened our school’s mission to empower girls to learn, to lead, and to live a legacy. Your gift has a direct and immediate impact on every Agnes Irwin girl. Gifts to the Agnes Irwin Fund support:

Academic Programming From PreK through Commencement, our rigorous curriculum — built on research about how girls learn best — prepares girls for success. More than 97 percent of seniors are accepted to college in the early acceptance round.

Professional Development & Faculty Salaries

Athletics

Our teachers create a vibrant learning environment and are intellectual role models for our girls. Our faculty have an average tenure of 17.5 years, and more than 84 percent hold advanced degrees.

Our rich history and dedication to the student-athlete is a great source of pride for the Owls. In 2018, our squash team was #2 in the nation, our lacrosse team placed #1 in the state PAISAA championship, and 30 girls were named All-Inter-Ac athletes.

Tuition Assistance

Arts

Technology & Innovation

An Agnes Irwin education is an investment in a girl’s future. Gifts to the Agnes Irwin Fund allow us to offer bright, qualified girls the opportunity to discover their best selves in a nurturing and dynamic environment. Approximately 31 percent of our families receive need-based tuition assistance.

Our juried visual artists, published playwrights, and professional performance artists help our girls discover the artist within — in the pottery studio, on the stage, behind the lens, and beyond.

The iWonder Lab and STEAM Studio are just two spaces where you’ll find girls coding, building 3D models, and applying engineering concepts to real-world problems. Three dedicated innovation faculty members, who make up the iTeam, help integrate design-thinking and creative teaching principles across divisions.

31%

Help our girls grow! Give today at agnesirwin.org/giving

What’s Online Introducing the new agnesirwin.org What’s online? A new website! Just before the start of the school year, we launched the redesigned and mobilefriendly agnesirwin.org. This redesign integrates our new Agnes Irwin branding and provides an updated presentation of Agnes Irwin: the students, alumnae, faculty, and staff that embody our community of learners. The site is now, and forever will be, “under construction.” We are continuing to create more features, add information, and share AIS stories with users, now and in the future!

WATCH

An Update On The Strategic Plan This year marks the midway point of our school’s Strategic Plan, Leading Girls’ Education, which was launched in December 2016. Since then, we have worked diligently to translate the Plan’s vision into action. So where are we? At agnesirwin.org/strategicplan, you can watch a video highlighting just a few of the myriad accomplishments from the Plan’s four strategic initiatives: Igniting Curiosity and Creativity, Energizing our Educators, Enriching our Community, and Securing our Future. We have achieved much, and there is more on the horizon. At right: A behind-the-scenes look at the making of Dr. Hill’s video update!

BIRD’S EYE VIEW Wendy L. Hill @DrWendyHill 19 Jan 2019 •

There’s never a dull moment at Agnes Irwin.

So rewarding to teach @AgnesIrwin terrific students in weeklong experiential learning program, where we explored the neural, legal, and social factors of the opioid crisis. Thank you @MontcopaDA Steele for meeting with us along with your great team!

See more of what we’ve been up to this year by following us on Instagram at @AgnesIrwinSchool. VIEW ONLINE

instagram.com/ agnesirwinschool AIS CAG @CAG_Director 25 Feb 2019 •

facebook.com/ AgnesIrwinSchool

Insider tips from today’s Lunch and Learn: - Be aware that however confident girls appear, teachers need to take time to reassure them of their abilities. - Develop strategies to engage girls who are afraid to ask questions or be wrong. #CAGProTips #AISLeads

FIND MORE TWEETS LIKE THESE ON TWITTER @AgnesIrwin,

twitter.com/AgnesIrwin

@CAG_Director, @AISowls, @AISarts, and @DrWendyHill

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Big Picture Learning C-Arrrr!-dinal Directions In October, our campus was overrun by technologically-savvy pirates who used iPads as compasses to find a hidden treasure! The second grade crew, captained by Mr. Flood and Ms. Underwood, undertook this adventure as part of their cross-curricular unit on pirates, which included reading Treasure Island and visiting the Brandywine River Museum to see the N.C. Wyeth paintings used to illustrate the book’s Scribner’s Illustrated Classic edition. Second grade’s first social studies unit of the year focuses on developing map skills — which they ultimately put to the test by following cardinal and intermediate directions in clues given on their “treasure hunt.” The map skills they learn at the beginning of the year lay the foundation for their study of the Delaware Valley, what makes it a good place to live, and why people, past and present, choose to live here.

AGNES IRWIN MAGAZINE

SPRING 2019

SAMANTHA AMADIO

SPRING 2019

AGNESIRWIN.ORG

3 Ways to Celebrate

Agnes Irwin’s Sesq uicentennial

Agnes Irwin’s 150th anniversary is fast approaching, and you’re invited to celebrate with us! You should have already received a “Save The Year” mailing announcing details for our yearlong celebration, which begins in September. Below are three ways you can get ready for our 150th bash!

Help Gus Go Global

Catching up with fellow Owls? Traveling on vacation? Take Gus along with you! Our Alumnae Board has launched the #GusGoesGlobal campaign, a la “Flat Stanley,” to celebrate the school’s sesquicentennial. You should have received your very own “pop-up” Gus, designed by AIS seniors Lydia Somani ’19 and Isabella Schneider ’19, in the mail in March. To participate, snap a photo with Gus (be creative!), and share it to your public social media account with the hashtag #GusGoesGlobal — or email it to alumnae@agnesirwin.org. More information, and your own printable Gus, are available at agnesirwin.org/gusgoesglobal. Gus Goes Global Post Card FINAL.indd 1

2/21/19 12:16 PM

Pencil Us In

Commit to Kindness

Our celebration lasts nine months, with activities for all members of our community — including engaging speakers, inspiring conferences, and unforgettable parties. Find more details on upcoming celebrations — both on campus and around the country — at agnesirwin.org/AIS150. Later in the year, check back for links to an online store where you can purchase beautiful, limited-edition AIS 150th “swag” created especially for this landmark moment in our history!

Irwin’s girls live a legacy. As we recognize our school’s 150-year history of empowering girls, we are launching a historic campaign to engage our students and global network of alumnae in giving back. We’re inviting Owls near and far to make a personal pledge to perform 150 acts of kindness — both small and large — during the anniversary year. Learn more about the pledge and our regional service activities at agnesirwin.org/AIS150.

Spring 2019

Digest

SPEAKERS

Experts Speak on Confidence, Communication Two speakers visited Agnes Irwin this year, sharing research-based tips for raising confident, empowered children.

BBC AMERICA ANCHOR TALKS CONFIDENCE During middle school, girls lose about a third of their confidence — and never regain it. “If we want a generation of confident women, we have to start with confident girls,” BBC America anchor and co-author of The Confidence Code for Girls, Katty Kay, told the AIS community on October 30. In a Q&A moderated by Karen Hepp of FOX 29 (AIS Class of 1989!), Katty shared tips for helping girls (and women) to take more risks and “get comfortable with being uncomfortable.” One piece of advice? Research shows that while men routinely overestimate their abilities by about 30 percent, women underestimate theirs. “We tend to tell ourselves that we are less good than we actually are,” Kay said. “Every time you’re thinking about taking a risk, going for a promotion, making a new friend, or raising your hand in class, think to yourself, ‘how many times have I actually succeeded?’ By and large, it’s a lot more times than you’re giving yourself credit for.” During the first two months of school, in preparation for Kay’s visit, middle schoolers took on lessons and activities from The Confidence Code For Girls during Parliament. Prior to attending the evening Q&A and book signing, many of our middle schoolers enjoyed dinner on campus with some special invited guests: women who have made a positive impact on their lives. BBC America anchor Katty Kay (below, center) speaks at a Q&A moderated by Fox 29’s Karen Hepp ’89 (below, left) on Oct. 30.

PSYCHOLOGIST WENDY MOGEL SPEAKS ON FAMILY CONVERSATIONS “If we make the job of parenting too taxing, we will miss out on all the fun,” shared Dr. Wendy Mogel, clinical psychologist and New York Times bestselling author, on Jan. 16. Dr. Mogel spoke to over 500 parents and community members, sharing insights from her clinical practice on how to communicate more effectively with children and transform family conversations. Dr. Mogel’s visit was part of the Radnor Speaker Series, a public/private partnership between The Agnes Irwin School and the Radnor Township School District PTOs. Key takeaways from Dr. Mogel’s presentation included: • Listen and reflect before responding — listening to your children gives them dignity. • Stay curious, enchanted, and non-judgmental about your children — and also maintain firm rules that they understand. • Provide the opportunity for children to practice wayfinding — it is a critical life skill. • Encourage your children to have relationships with inspirational adults that are not you — so when they go to college, they know how to turn to professors and others for help when needed.

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Digest | LOWER SCHOOL

RESEARCH

Come Sail Away Our kindergarteners participated in a mini-STEAM project in the Sonnenfeld Rowing Center in October. In science class, girls designed and built boats using foam boat hulls, then selected the quantity and shape of the sails needed to see if their watercraft could “sail” across the rowing tank. After “launching” their boats at one end, the students watched as a fan provided a hearty wind that helped move the boats down the length of the tank. Dr. Hill also stopped by to cheer on our budding naval architects!

Fourth Graders Wax Eloquent Fourth grade’s Women in Wax Museum is a beloved Lower School tradition, and the culmination of one of the first major research projects lower schoolers undertake: they select a notable woman, read about her, take notes, create a costume reflective of their selected heroine, and craft and memorize a first-person narrative to present to teachers, peers, and parents. This year’s Women in Wax Museum took place on Jan. 11, with appearances by notable women including Ada Lovelace, Madam C.J. Walker, Joan of Arc, Oprah Winfrey, and Jennifer Welter!

SCIENCE

Solar S’mores

Who needs an Easy Bake Oven when you can build your own? In October, third graders learned about the purpose of solar energy and how it works, and were then given materials to build their own solar ovens in groups — but no directions on how to do it. The girls worked together to design and build their own solar ovens, which they then tested by melting Hershey’s Kisses. After monitoring temperatures, they brainstormed ways to further heat their ovens — and after some adjustments, even “cooked” s’mores!

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JULIE HAINES

STEAM

LOWER SCHOOL | Digest

SCIENCE

Adventures in Archaeology

JULIE HAINES

In February, as part of their study of soil, first graders learned about archaeology and the tools used by archaeologists — using similar tools to excavate a “dinosaur egg”!

50 LANGUAGE ARTS

EXPLORATION

Squishy Circuits In conjunction with learning about biographies and Thomas Edison, kindergarteners learned to make “squishy circuits” with playdough in February! This special conductive and insulating playdough helps teach the basics of electrical circuits, a perfect blend of play and learning.

Number of gumdrops Ms. Sikdar’s third graders were given — along with 100 toothpicks — to build a bridge that could withstand the weight of 120 pennies. The winning group created a truss bridge that withstood the weight of the pennies for 2 minutes and 33 seconds.

Stop, Drop, and Read On Feb. 9, Lower School girls joined students from more than 173 countries in participating in Drop Everything and Read Hour, an event celebrating World Read Aloud Day! Third and fourth graders from AIS spent their assembly time sharing their love of the written word with our younger Owls.

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Digest | MIDDLE SCHOOL

PERFORMING ARTS

Middle School Under The Sea BIOLOGY

We journeyed under the sea with Ariel and her aquatic friends this March for the Middle School production of Disney’s The Little Mermaid, Jr.! Congratulations to the more than 50 students who participated in this production.

Bird-Brained Science In February, Head of School Dr. Wendy Hill spoke to 6th graders about bird brains! As a neuroscientist, Dr. Hill focused much of her research on the brains of our feathered friends, and shared some of her field experiences studying birds in the wild, such as using a floating blind to get up close and personal with her subjects, and the process of observing them in the lab. She also talked to the girls about careers in science, focusing on some of the skills they’ve been building already, such as resiliency, cooperation, and confidence.

HISTORY AND LANGUAGE

“I Say Tomato, You Say...” Eighth graders in Señora Ortiz’s Spanish class, Ms. Teredesai’s English class, and Ms. Ramsey’s history class took on a literary investigation in February during an interdisciplinary collaboration. Students were given various sections of Chilean poet Pablo Neruda’s Oda al tomate in English, Spanish, or French, and were asked to dissect the figurative language, themes, and meaning of the poem — all without knowing the poem’s title, author, or original language. After learning the sections they received were all part of the same poem, students analyzed the poem further, making inferences about the poem’s meaning and author, before coming back together to learn about Neruda’s life as a poet and diplomat. The classes took on this collaboration during the first pilot day for Agnes Irwin’s redesigned academic schedule, which will provide students with more opportunities for crossdisciplinary and experiential learning when it is launched this coming fall.

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E ODA AL TOMAT La calle ates, se llenó de tom Mediodia,

ODE TO TOMATOES The street filled with tomatoe s midday, MATE ODE À LA TO La rue e de tomatoes, s’est empli midi,

MIDDLE SCHOOL | Digest

SCHOOL LIFE

Owls Flock to Parliament Did you know that a gathering of owls is called a parliament? Our middle school owls now have their own parliaments, meeting daily in small “Parliament” groups for announcements, leadership and values lessons, and activities such as silent reading and screen-free fun Fridays. As part of the Parliament program, students engage in lessons drawn from the Center for the Advancement of Girls’ original, research-based Middle School leadership workshops. Topics in 5th and 6th grade include collaborative leadership, empathy, conflict resolution, wellness and social media. The curriculum developed for the 7th and 8th grade — including lessons on responsibility, goal-setting, communication, collaboration and cooperation, and problem-solving — is used in all Parliament groups, as well as in training for the Middle School Student Council. The 7th and 8th grade curriculum was specifically designed to support girls who already occupy leadership positions, and to empower and prepare those who might be interested in assuming one in the near future or in Upper School.

INNOVATION

Full STEAM Ahead Middle schoolers devoted one of their regular assembly periods in January to STEAM activities. Working in small groups to engage their creative confidence, computational thinking, and problemsolving skills, the girls took on improv, designthinking prompts, programming Kibo robots to bust a move, creating “dancers” out of copper wire and magnets to spin atop a AA battery, and more.

HISTORY

Teaching the Nile in Style

COMPUTER SCIENCE

8th Grade Creates As part of their computer science class, eighth graders were asked to solve a problem by using technology. Students used Code Studio from code.org, wrote HTML, developed apps, and coded robots that led tours, cleaned up small toys, fed the dog, and helped users pick their next vacation spot or select movie candy! Eighth graders shared their projects in a showcase for teachers and fellow students in December in the STEAM Studio.

As part of their Ancient History class, 5th graders study how the Nile River shaped life in ancient Egypt. In January, they presented their research to 3rd graders who are also studying Africa. Using best practices and user feedback, the girls built exhibits that utilized games and interactive models designed with third grade learners in mind.

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Digest | UPPER SCHOOL

ACHIEVEMENTS VISITORS

Phanatic Meets His Phans This winter, upper schoolers celebrated Kindness Week, an event highlighting simple deeds of generosity and goodwill. They joined students from around the world in taking on The Great Kindness Challenge, reaching out to others in new ways, including completing “kindness chains,” themed door decorating contests, and random acts of benevolence. This successful week finished off with a surprise guest at Friday’s assembly: The Philly Phanatic!

8 Students Recognized By National Merit Program Eight Agnes Irwin seniors were recognized by the 2019 National Merit Scholarship program this fall for outstanding achievement, representing 11 percent of the Class of 2019. Two students, Elizabeth Scott and Saguna Malhotra, have been named National Merit finalists. Back row, from left to right: Annabel Gavin, Mary Grace Miller, Anne Curran, Michelle Dong. Front row: Rachel Welch, Saguna Malhotra, Emily Kulp, Elizabeth Scott.

THEATER

RepCo Presents 9 to 5

This fall, Agnes Irwin’s Repertory Company took on 9 to 5: The Musical, based on the 1980 hit movie. 9 to 5 follows three women who are fed up with being overlooked and underappreciated by a misogynistic boss, and who plot to bring him down. More than 50 upper schoolers worked to bring this musical to life in November.

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UPPER SCHOOL | Digest

LEADERSHIP

VISITORS

Fall Athletes Train Middle School Teams

Alumnae Return to Campus

Earlier this year, seniors from our fall teams (soccer, field hockey, volleyball, cross country, and tennis) led clinics for each corresponding Middle School team. The Upper School coaches and seniors worked together to design and run the drills used during each team’s regularly scheduled practice. We love these opportunities when our younger and older students come together over a shared passion and learn from each other. Go Owls!

EQUITY AND INCLUSION

Students Attend SDLC Conference In November, six upper schoolers — Taylor Carter, Kayla Clowney, Molly Cordray, Tarah Paul, Talia Schley, and Madison Thompson — attended the Student Diversity Leadership Conference in Nashville, TN. While our faculty and staff delegates attended the concurrent People of Color Conference, our students worked together with peers from across the country to think critically about how we can continue to enrich the AIS community through the lenses of social justice, diversity, inclusion, and equity.

CLASSICS

Bestselling Author Visits AIS Madeline Miller, author of the New York Times bestsellers Circe and The Song of Achilles, visited campus Feb. 22, spending the day in classes and conversations with upper schoolers! Madeline, who spent years as a Classics teacher herself, visited Latin, Greek, and English classrooms, sharing traditional depictions of Circe in art and literature, and encouraging students to reframe narratives from new perspectives. In assembly, she spoke to the entire Upper School about her winding path to becoming a writer and finding her passion — which wasn’t always easy. She shared that it took her 10 years to write her first book, and even started over completely five years in. “I didn’t know if I should take up space, if my voice mattered,” she recalled. “I’m here to tell you that all your voices matter,” she told students, encouraging them to contribute to conversations in whatever way they can.

Several Owls have returned to the “nest” this year to share their experiences with our students! This fall, Kareema Levetter Gray ‘90, the first alumna of color to be inducted into the AIS Athletic Hall of Fame, stopped by to have lunch with upper schoolers, including representatives from the Black Student Union, Asian Student Alliance, Jewish Student Union, and the Unity Council. Students also had the opportunity to hear from three other alumnae this year through the Alumnae Lunch Series, which brings alumnae back to campus to talk about their college and career experiences with students interested in pursuing those fields. Thanks to orthodontist Dr. Alexandra “Danda” Greco ‘07, and urban planners Lauren Cahill ’99 and Anne Carson Blair ’99, for visiting!

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Limelight

Student Profiles

Emma Lee-Wirtz ’28 LOWER SCHOOL

AMANDA MAHNKE

t just 9 years old, Emma Lee-Wirtz ’28 is on her way to becoming a polyglot. The daughter of German and Korean-American parents, she speaks German at home with her dad and takes Korean classes on Saturdays. She loves her Spanish classes at Agnes Irwin, too. “Every once in a while it gets a little confusing, though,” she shared. “Sometimes I’m trying to think of a word in Spanish and it pops up in a different language in my head!” Emma, who has been at AIS since kindergarten, “has a natural curiosity about the world around her,” her third grade teacher Anna Tobia remarked. “She asks great questions, is very internally motivated, and her desire to learn is contagious.” In one recent assignment, Ms. Tobia asked her students to write a persuasive essay on a topic of their choice using techniques they’d learned in class. Emma, who has a passion for art and writing, chose to write about her love of art and why she thought schools should offer more art time to students. Instead of simply sharing her own opinions on the topic, Emma realized her essay would be more convincing if she had the evidence to support it — so she asked Ms. Tobia to help her find research demonstrating the importance of art education, synthesized that research, and produced an essay that included studies demonstrating how art education increases students’ self esteem, going well beyond the requirements. Emma loves art, and wants to be an artist when she grows up, though she’s not sure what kind yet. At home she draws and paints with watercolors, and enjoys exploring mediums like textiles and clay at school as well. “I just love creating stuff,” she said. Aside from language learning and drawing, Emma also takes ballet, plays piano, and participates in Girl Scouts and Girls on the Run. She loves to sing, dance, and hang out with her cat, Peony. She loves cats in general — and even donned a homemade leopard costume this Halloween. One of her favorite activities is traveling. Each year, she visits her extended family in Germany, followed by a trip to somewhere else in Europe, including France, Portugal, Italy, and her personal favorite, Ireland. “I love going to new places and seeing new things,” she said. “It’s interesting to learn how other people live and how different the world is in other places.” Emma loves to read, and is currently working her way through the Harry Potter series. Fittingly, her favorite character is the bookish Hermione, “because she’s smart, but also brave and kind. Which,” she added, “is more important than being smart.”

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Henriette Schminke ’24 and Amy Schminke ’26 MIDDLE SCHOOL

isters Amy Schminke ’26 and Henriette Schminke ’24 lived in both Virginia and Germany before coming to Agnes Irwin five years ago. The girls grew up speaking English and German, and speak exclusively German at home. At AIS, they speak English — most of the time, anyway. “One thing I’ll never forget,” Henriette recalled with a laugh, “is a time I was trying to catch up with a friend down the hall. I was waving and shouting, ‘Wait for me!’ My friend turned around looking confused — and that’s when I realized I was speaking to her in German.” Both Amy and Henriette are engaged language learners, according to Spanish teacher Liz Ortiz ’04. Henriette has made it her goal to become fluent in Spanish, and this year as a seventh grader, submitted a piece to the Upper School’s Spanish and French language magazine, Frenish. “I just think languages are really cool and interesting,” Henriette explained. “Probably because I’ve grown up bilingual, languages come really easily to me.” One thing she especially loves is how some words don’t have an equivalent in another language, or the words carry a different nuance. “Sometimes there’s just not the right word in one language to describe what you mean — and there are also words that might say the same thing, but they don’t mean the same thing.” (One example: in Germany, kindergarten connotes a daycare environment for very young children, rather than an academic one.) In addition to language learning, Henriette loves science, math, reading, and playing squash, lacrosse, and tennis; she’s looking forward to learning chemistry. Amy’s favorites are math, robotics, and art, because, she said, “I like to let my creativity run free — and I also love working with K’nex and figuring out how things work.” Both Amy and Henriette are curious students, and their classmates have benefited from hearing about their experiences of German life and culture. This year in Spanish class, Amy’s group presented a comparison of two schools in Germany and Brazil, and Amy was able to share her own experiences. Henriette, history teacher Corey Willingham said, “recently helped her class (and her teacher!) understand more deeply how Germany has changed since the Protestant Reformation of the 16th century.” “It’s good to learn about different places and languages because then you can understand more people and their cultures,” Henriette said. “There are certain things you may do or say in other countries that you don’t here — but you won’t know if you don’t take the time to learn.”

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Saguna Malhotra ’19 UPPER SCHOOL

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AMANDA MAHNKE

aguna Malhotra ’19 has a passion for international issues that runs deep. Prior to joining AIS in ninth grade, the now-senior had already lived in three states, three countries — the U.S., India, and the Philippines — and learned three languages. Since coming to AIS, she has studied two more languages (Mandarin and French), expanded her understanding of global issues through elective courses like Middle Eastern History and Bioethics, and taken on an internship in Dubai. Saguna has a strong interest in economics and how public policy can create social change. For her Special Studies Program junior year, Saguna interned at a private equity firm where she was tasked with teaching the staff about crowdfunding. “Technology today gives everyone the chance to be connected to what’s going on the world — and crowdfunding is a wonderful use of technology because it opens up the investment world for people that aren’t millionaires or big companies,” Saguna explained. She plans to study finance, economics, and public policy at the University of Pennsylvania’s Wharton School in hopes of using those skills to improve the world. She tries to live, she said, by a fairly simple philosophy: “I strongly believe that when you want to see a change, you need to go out there and make it happen.” Female empowerment and environmental sustainability are two areas where Saguna is trying to make that change. She co-heads the Council for the Advancement of Girls — which organized a student conference this spring around the theme of “Breaking The Glass Ceiling Around The World” — as well as the Upper School’s Environmental Board, which aims to raise awareness of environmental issues and implement sustainable initiatives on campus. “As young people, we have to start thinking about the future of the world,” she said. Agnes Irwin, Saguna says, has helped her develop the confidence to know that she can make a difference — and decide how to make that difference. “One of the things I love most about AIS is that each girl is able to pursue what she loves — and if she doesn’t know what she loves, to find her niche,” Saguna said. “The curriculum, clubs, and community all really support that — but at the same time, don’t limit us to just one area of interest.” She’s loved having the opportunity to research varying perspectives on scientific ethics through Bioethics, explore the complexities of identity in French V Honors, and develop a real-life business in Economics. Through introducing her to new interests and giving her the space to explore them, “Agnes Irwin does a great job of fostering leadership within every girl — and enabling her to be the truest form of herself,” Saguna said. “My parents always laugh when I say that I love going to school, but why wouldn’t I? Agnes Irwin gave me 68 sisters and I think each one of them is unique and wonderful in their own way. I am truly grateful that I get to learn so much from them every day and watch them grow into amazing young women.”

International Student Program MIDDLE & UPPER SCHOOL

or any student, choosing the right school is a big deal. It’s a decision with far-reaching consequences — affecting the subjects they’ll study, the friends they’ll make, the way they’re taught, the perspectives they’ll hear, and — for some students — the country they’ll live in. That’s the case for the nine Agnes Irwin students who attend AIS through our international student program. The program, which AIS has offered for about seven years, enables international students to experience life at an American high school while living with host families — some of them also Agnes Irwin families or staff — that provide a “home away from home.” More than a dozen students from China have attended Agnes Irwin through the program since it began, and they meet regularly with teacher and counselor Kim Beamon, who serves as the school’s international student liaison. While some students

have experienced other schools in the U.S., or boarding schools in China, for others, Beamon says, American school is a completely new experience. “My job is to support them and their adjustment to a new culture, country, and school community,” she explained. Gioanna Zhao ’22, who is from Guangzhou, China, joined Agnes Irwin this year as a ninth grader. She loves the freedom that comes from an all-girls’ environment, and appreciates the extent to which her teachers care about her both as a student and personally — and how both they, and her peers, are truly interested in hearing about her life in China and transition to life in the United States. Gioanna immediately dove headfirst into student life at AIS, joining both the tennis and crew teams — and next year, she’ll serve as class representative after being elected by her classmates this spring. “I love this community and I want to be involved,” she said. “I want to truly be an Agnes Irwin girl.”

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Pictured, from left: Sofia Yang ’21, Kate Chen ’20, Kathy Chen ’22, Gioanna Zhao ’22, Bonny Wang ’23, Momo Zhu ’23 Not pictured: Scarlett Deng ’20, Carrie Shu ’20, Chelsea Chen ’21

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Visual & Performing Arts PHOTOGRAPHY

Not-So-Still Life

SHREYA KALRA ’21

In a project earlier this year, Photo II students spent several days dropping fruit, both whole and cut pieces, into large containers of water. They borrowed fish tanks from the Science Department and used vases from home, filled them halfway with water, and placed black paper behind the containers. The lights in the room were turned off, and students illuminated the fruit by using the flashlight on their phone (coming from both sides and the top). Each image was achieved using a fast shutter speed and manual focus while the camera was mounted on a tripod. Once the image was captured in the camera, students edited the images using Camera Raw and Photoshop.

Syd Brooks ’21

Brooke Haabestad ’21

Jeanette Breck ’20

Logan Short ’21

Shreya Kalra ’21

Courtney Naylor ’20

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MUSIC

| THEATER | STUDIO

FIBER ARTS

Guatemalan Textiles Travel to AIS

raditional Mayan and Guatemalan clothing, table runners, dolls, and a series of bright watercolor paintings depicting the daily life of Guatemalan street vendors made their way to Agnes Irwin this March as part of The Pop-Up Museum: Guatemalan Textiles. The exhibit celebrates the artistry of the Guatemalan weaving tradition and features traditional Mayan textiles, as well as modern pieces created for daily wear or tourist sale. Known for their use of brilliant colors and distinctive designs, ancient Mayans expressed important aspects of their identity through their textiles, including community, religion, status, and age — a tradition continued by their contemporary counterparts.

The Pop-Up Museum: Guatemalan Textiles is on loan from the Friends of the Ixchel Museum The pop-up museum is on loan from the Friends of the Ixchel Museum, a foundation supporting the Museo Ixchel del Traje Indígena in Guatemala City. Shannon and Chase Davis, parents of Caroline ’22 and Sara ’25, serve on FOIM’s board alongside Suzy Davis ’58, Chase’s mother, and Carlos Nottebohm, parent of Kristin Nottebohm ’06. Barbara Goetz de Nottebohm, the watercolor artist whose works are featured in the pop-up museum, is Kristin’s grandmother. The display’s visit was the result of a collaboration with the Modern Language and Art departments. Middle schoolers study weaving in art class and Guatemalan culture in Spanish classes. Fiber Arts, taught by Sophie Miller as one of 7th grade’s quarterly art classes, introduces students to the history, cultural significance, and techniques of traditional and contemporary textile arts. They create personal narratives on looms, incorporating traditional materials with unusual and meaningful objects while experimenting with possibilities in the weaving process. The arrival of the exhibit provides the perfect opportunity for students to view unique contributions to a field traditionally considered “a woman’s art.”

Lower and upper schoolers stop by the textile exhibit in early March.

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Athletics SQUASH

Squash Players Compete at British Junior Open

or two Agnes Irwin juniors, winter vacation meant more than just a break from school: for Katherine Glaser ’20 and Olivia Walsh ’20, it was also an opportunity to represent Team USA at the British Junior Open, one of the strongest Olivia Walsh ’20 and Katherine Glaser ’20 were invited to participate in the British junior squash tournaments in the world. Junior Open in January. Top right and bottom right: Olivia and Katherine, respectively, “This is every squash player’s dream tournament after matches in Birmingham, England. — because you’re competing against the best players For Olivia, who has made the waitlist for the prestigious tournament in years in the world,” Katherine said. “Being able to play at past, learning she’d been selected for the first time was especially exciting. She that level, and to play for your team, for your finished 19th in the Girls U17 event, beating three of the top English players and country, is rare — and really cool.” the Welsh No. 1 en route to her 19th place finish — also taking out the 5th through The British Junior Open is often considered the 8th seed in five brutal games. “unofficial World Open,” with divisions running “It was an amazing experience for me,” she recalled. “When from U11 to U19. Each country I walked into the venue for the first time, it immediately felt brings their top players in each different from tournaments in America: the teams are there age group, with Katherine ranked “I could not be from all over the world, everyone is speaking a different No. 7 in the US Girls U19 and more proud of language, and many of them play squash completely differently” Olivia ranked No. 1 in the US — forcing her and her fellow players to adjust to new styles of Girls U17. Olivia and play, and improving their own game in the process. Katherine — who also qualified Katherine in Team USA arrived in Birmingham, England on December 29 for the tournament in the U15 representing their to start training for the Jan. 2-6 tournament. With staggered division three years ago — match schedules, and some games beginning as late as 8 p.m., finished 21st in the U19 event, country and Agnes neither Katherine nor Olivia expected to see much of their beating the Swiss No. 1, Irish No. Irwin in what is teammates — but both girls recalled instances of turning 1, and two top English players. effectively the around during tough matches to see Team USA cheering them Katherine is in her “down year” on. For both players, the camaraderie among Team USA was a — having just turned 17 in World Open in highlight of the trip. November, she is one of the their age groups.” Katherine and Olivia play 1 and 2 respectively on Agnes youngest athletes in her division, ALEX STAIT, Irwin’s Varsity Squash team, which clinched this year’s Inter-Ac so to finish so highly was fantastic, DIRECTOR OF SQUASH title, and placed No. 2 at the national championship on Feb. 3. said Agnes Irwin Director of “It is an incredible achievement for both girls to make the Squash Alex Stait. team and to compete in the world’s strongest junior squash tournament,” Stait said. “Both players have the strongest work ethic possible and the best attitudes you could hope for. I could not be more proud of Olivia and Katherine in representing their country and Agnes Irwin in what is effectively the World Open in their age groups. Not only are they incredibly hardworking and successful players, but more importantly, they always play the game with the right spirit and are great role models to their teammates and younger players. To be one of the top 21 players in the world at your sport is quite an achievement and fully deserved for their commitment to the game.” 22

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COLLEGE

10 Student-Athletes Commit to College Sports Ten student-athletes have verbally committed to continuing their sports in college, representing 14 percent of the Class of 2019. Top row, from left: Emma Bonner (Boston College, Crew); Caroline Glaser (Bowdoin College, Squash); Lauren Rader (Bucknell University, Lacrosse); Cecilia Senyk (Colgate University, Lacrosse). Bottom row: Grace Bartosh (Harvard University, Lacrosse); Emily Wills (Loyola University, Lacrosse); Emily Coyne (University of Pennsylvania, Lacrosse); Lauren Avery (Syracuse University, Lacrosse); Isabella Schneider (Tufts University, Squash); Maddie Aguirre (University of Wisconsin, Swimming).

Athletic Accolades Junior Scores 1,000th Career Point On Feb. 7, junior Katie Anderson became the third basketball player in AIS history to achieve 1,000 career points! Her moment came in the fourth quarter of the game against Academy of Notre Dame. Katie has played with the varsity team since eighth grade. “She’s one of the hardest working girls I’ve met,” said Coach Andrea Carter. “This 1,000 points was hard-earned, and well-deserved.”

Squash Ranked #2 In Country For the second year in a row, the Owls placed 2nd at the US Squash High School Team Championships on Feb. 3. More than 1,400 players converged on Trinity College for this 207-team tournament, including six divisions on the girls’ side. The Agnes Irwin team earned a spot in the championship through three consecutive 7-0 wins, besting Sacred Heart Greenwich, Noble and Greenough, and The Baldwin School. Greenwich Academy (Connecticut) snagged the top spot in the tournament with a 5-2 victory, taking home its 11th championship win in a repeat of last year’s final. Agnes Irwin’s Junior Varsity squad made school history by finishing 15th in the country — the highest ever for AIS JV squash — after pulling off a 4-3 nail-biter vs. The Pingry School. AIS was one of only two girls’ schools to have two teams in the first division.

Middle School Makes A Splash

Volleyball Places 2nd in State This fall, the Varsity Volleyball team saw the program’s strongest finish in seven years! After a strong regular season and 2nd place in the Inter-Ac, the team bested Baldwin in the PAISAA semifinals. The Owls earned 2nd place in the PAISAA tournament after falling to Notre Dame in the finals.

Congratulations to our middle school swim team! The Owls placed in every event at Inter-Acs, and all of the girls shaved several seconds off their best times this season with very impressive finishes. You make Agnes proud!

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Center for the Advancement of Girls PROGRAMMING

AIS Launches Athletic Leadership Workshop Series concepts students identified as crucial to their growth as leaders: inclusivity, communication, and the idea of leadership as a choice. During the seminars, athletes learn from coaches and teachers, dialogue with one another, and engage in group activities that put theory into practice. All AIS student-athletes are invited to attend, with attendance required for in-season captains. Sixty-five girls — in whole, nearly a quarter of upper schoolers — attended the inaugural seminar in September, which was led by Athletic Director Courtney Lubbe, Assistant Athletic Director Lauren Wray, Center Program Manager Alison Monzo, and Ouimette. Focusing on the theme of creating an inclusive team culture, athletes explored the physical and emotional effects of inclusivity on performance and team dynamics, and developed GIRLS AND ATHLETICS team-bonding activities to promote inclusivity It was this topic, scrawled across a whiteboard by Center for the on their respective teams. In Advancement of Girls Director Mariandl Hufford, that sparked s u b s e q u e n t Nove m b e r a n d Participation in a powerful collaboration between the Athletics Department and February workshops, studentthe Center. Launched this fall, Agnes Irwin’s AthLEADS athletes explored effective sports is more program brings student-athletes together to hone their communication through rolethan physical leadership skills during interactive evening workshops. playing activities, practiced exercise: it teaches “We were guided by a desire to capitalize on the athletics effective verbal and nonverbal experience that girls have at Agnes Irwin and use it to further interaction techniques, and vital life skills such empower them as leaders,” explained Hufford. The creation of considered how viewing leadership as resiliency, the AthLEADS program was also bolstered by research: a as a choice, rather than a rank or conflict resolution, number of studies support the important correlation between defacto acquired position, can leadership success and women’s participation in sports — facilitate collaboration with collaboration, and including a 2015 Ernst and Young and espnW study that found others towards a greater goal. innovation,” that a staggering 94 percent of women in C-suite positions Emphasizing such traits in these BRIDGETTE OUIMETTE played a sport in their youth. Of those leaders, 74 percent believe student-athletes prepares them to that a background in sports accelerates a woman’s career. step into careers as confident, Research indicates that student-athletes routinely crush stereotypes and knowledgeable women. balance academic, athletic, and personal lives, drawing on their experience of Following the success of these workshops, more collaborating with teammates to achieve broader goals. According to The Aspen seminars are planned for the coming school year. Institute, a nonprofit think tank, participation in sports supports the development “Participation in sports is more than physical of self-esteem, the ability to set goals, and leadership objectives. exercise: it teaches vital life skills such as resiliency, “These are the types of skills needed not only by team captains, but also by conflict resolution, collaboration, and innovation,” non-captains, as they navigate the complexities of team sports,” explained Ouimette said. “These are the skills that shape girls’ Bridgette Ouimette, director of research and strategic partnerships at the Center. futures — and translate into success in their work, higher education, or wherever they may be called to Using this data — as well as insights from student-athletes and coaches — the blaze a trail.” Center and the Athletics Department developed three workshops centered on 24

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PARTNERSHIPS

Econ Students Learn “Business 101”

A partnership with Villanova’s School of Business brought four Villanova professors to campus to share their knowledge with Economics students. Agnes Irwin’s first-ever Business 101 conference on Oct. 25 kicked off with Economics teacher Jennifer Hahn sharing a few key facts: Only 24 out of 2018’s Fortune 500 companies have female CEOs — less than 5 percent. And what’s more, that number is down 25 percent from last year, when a recordbreaking 32 female CEOs were at the helm of the United States’ largest companies. And even then, that number represented a mere 6.4 percent. “In today ’s business world, women are underrepresented — and we want to change that statistic,” Hahn said. Created in partnership with Hahn, the Center for the Advancement of Girls, and Villanova School of Business, Agnes Irwin’s Business 101 conference brought four Villanova professors to campus to lead Hahn’s Economics students (and a few Computer Science students) in a morning of breakout sessions to advance concepts the girls learned in class and explore what a future in business and economics might look like. In college-style workshops, students learned from real-life examples, analyzed case studies, and worked through scenarios with professors, who also shared their personal experiences with the world of

business and advice for those considering a related major in college. In the second half of the school year, Economics students create and run their own real-life business: developing a concept, setting up a supply chain, choosing a price point, finding investors, and marketing and selling their products — putting the skills they learned in class and at the Business 101 conference to the test.

BUSINESS 101 SESSIONS INCLUDED: Marketing Led by Dr. Julie Pirsch, Associate Dean of Teaching and Learning and Assistant Professor of Marketing and Business Law Business Management Led by Dr. Narda Quigley, Chair of Management and Operations and Professor of Management Finance Led by Dr. Meg Luo, Associate Professor of Finance Supply Chain Management Led by Dr. Kathleen Iacocca, Assistant Professor of Management and Operations

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Going Global Exposure to a variety of experiences, views, and ideas is an integral part of the learning process â&#x20AC;&#x201D; and in an increasingly complex and interconnected world, cross-cultural competency is imperative. At Agnes Irwin, we know the importance of equipping our students to engage meaningfully in the global landscape. Developing awareness and empathy through global perspectives is a key part of our Strategic Plan, and these efforts are woven throughout the AIS curriculum â&#x20AC;&#x201D; across classes, disciplines, and divisions. In the following pages, take a look at a few of the ways our girls learn about the world beyond the walls of our school, their homes, and communities.

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Context and Culture Through History The core purpose of Agnes Irwin’s history curriculum is to provide examines the cultures of China, Africa, Europe, and the Americas students with the historical context to navigate the contemporary in the 13th to 17th century and how their worlds expanded through world. Two key parts of that process, according to History trade. “We begin the year by exploring what culture is and then Department Chair Wigs Frank, are building empathy and respect discussing how we shouldn’t react negatively to differences in for different cultures and experiences, and helping students culture,” explained history teacher Corey Willingham. “We talk connect history to current events. Those ideas help shape the about how cultural cross-pollination and communication often courses, questions, and subjects students take on beginning in leads to new and innovative ideas and philosophies that help move Lower School. human society forward, but also how it is important to learn about Social studies in the Lower School invites students to engage in the negative consequences of historical interactions.” a yearlong, project-based exploration of essential questions about As students hone in on United States history in eighth grade, and society and people — with at least one unit of the year delve deeper into world and U.S. history throughout delving into those questions through a global lens. Upper School, they consider current efforts to secure We always Kindergarteners explore the idea of the family unit, human rights and equity in light of historical efforts encourage widening their lens in first grade to explore the to achieve those values: the French Revolution, concept of community and its components. Second women’s suffrage and the Civil Rights Movement in students to graders expand their understanding of community the U.S., independence movements in Asia and Africa look at issues through the study of movement — researching why after World War II, and the end of apartheid in South from multiple people move, what happens when they move, and Africa. They consider how history is intimately perspectives. how they are (or are not) welcomed into new connected to geography and climate, and the place of communities, starting with a historical exploration America on the world stage, debating the merits of WIGS FRANK, HISTORY DEPARTMENT CHAIR of the Delaware Valley. In third grade, students interventionist and isolationist strategies. consider how geography, resources, and economics In senior elective courses, like African and African intertwine and create interdependence, specifically considering American History, Middle Eastern History, and others, girls opting how those concepts play out in Africa and Asia. Finally, having been for the honors designation also take on a year-long research project introduced to these dynamics, fourth graders take a closer look at on a topic of their choice. In Middle Eastern History, which Frank the United States, learning about immigration, and grappling with teaches, one student chose to research different perspectives on the the complex question of how we live as a “united” states despite role of women in Middle Eastern societies — how being a woman varied backgrounds, histories, and cultures. in Egypt is different than in Saudi Arabia, for example. Another As students enter Middle School, they revisit and deepen their student, Frank said, is examining the Arab-Israeli crisis through understanding of cultures around the world and interconnected the lens of different communities: Israelis, Palestinians, Egyptians, history — first through Ancient History, then through Medieval Iranians, and others. “We always encourage students to look at all History, and in seventh grade, through Cultures Connect, which of these issues from multiple perspectives.”

Africa Through Art

Investigating Economics

In addition to exploring Ghana in social studies, third graders also learn about Ghanaian textiles in art class, creating their own stamps for embellishing fabric similar to Adrinkra symbols used in Ghana’s Ashanti Kingdom. Third graders also raise money to support education in rural Ghana through the annual Pagus sale of handcrafted Ghanaian goods, held after the Lower School Winter Concert.

In one project-based learning opportunity this winter, third graders explored the major resources of African countries through a simulated Ghanaian marketplace. After being assigned a country, girls researched its major resources, and designed 3D representations of a chosen resource — including paper peanuts from the Democratic Republic of Congo and Moroccan artisan paintings — to “sell” at the marketplace.

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International Relations In International Relations, juniors and seniors explore transnational interactions among countries, along with key issues and problems impacting 21st century international politics and economics, through collaborative learning. “The study of international relations is both essential and fascinating,” said history teacher Mary Higgins, who teaches the elective. “Because of the rich complexity of international relationships, thinking about these issues is like trying to figure out a very complicated puzzle.” That puzzle, she noted, also requires engaging at a personal and emotional level as students encounter stories about real people and human predicaments. The class considers topics as varied as migration and refugees, NATO and Russia, cybersecurity, nuclear weapons proliferation, terrorism and counterterrorism, international human rights laws, and food insecurity, among others, and includes many projects in which students work in teams to research issues and solve problems. One such project took place in December, when students engaged in a climate change simulation using a tool developed by MIT Sloan and the University of Massachusetts. Students took on the role of delegates from six different countries — running the gamut of developed, developing, and underdeveloped countries — and negotiated with each other to see whether they could agree on a plan that would reduce greenhouse gas emissions, limit global temperature increases, and address the problem of climate change.

Seventh graders act out vocabulary words in Spanish class.

Modern Language and Culture Intertwine

Parsing Bioethics How do people in different parts of the world think about euthanasia, healthcare, stem cell research, environmental ethics, or genetic engineering? In Bioethics, juniors and seniors delve into diverse perspectives on these and other topics as they consider what happens when scientific research conflicts with the norms and needs of society. The class focuses on understanding and appreciating relevant biological facts as students confront the principles and practice of ethical decision-making at the level of the individual, the community, and nations through discussion, debate, research, and roleplay.

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At AIS, students begin learning Spanish in prekindergarten. That involves a study not just of language, but also of culture: prekindergarteners sing Spanish songs and read Spanish picture books; kindergarteners “fly” to a Spanish-speaking country in the spring and learn about native folk crafts and artists of that country in art class; and, as they progress through Lower School, are introduced to new foods, history, and cultural celebrations such as Mexico’s Day of the Dead. The marriage of language and cultural studies continues throughout Middle and Upper School, whether students continue with Spanish or opt to study French or Mandarin Chinese.

Sharing Immigration Experiences Spanish Students Reflect on Immigration This October, Spanish V Honors students took on a projectbased learning assignment to tackle two topics in the curriculum: family and communities and personal and public identities. After reading Cajas de Cartón, a semiautobiographical story about life as a migrant child, and watching “Los Invisibles,” a film about undocumented Central American immigrants, students worked to answer the question How does your birthplace affect your future? through a medium of their choosing. Final projects included a website that shared immigration facts and stories, an informative art display, and interviews with community members who shared their experiences as immigrants to the U.S. All of these final products were written in Spanish, which helped students deepen their knowledge of the vocabulary related to the main topics for the project and apply their knowledge of the language in a practical context.

Fourth graders’ second social studies unit of the year explores immigration, focusing on the driving question, How does the immigrant experience differ from person to person? During the unit, students learn about and discuss different types of immigration, such as voluntary immigration and forced migration, with an emphasis on building empathy and understanding. A special opportunity to explore those ideas took place this February, when Agnes Irwin parents and grandparents visited campus to share firsthand insights into the immigration process with fourth graders. Speakers shared their, or their family’s, experiences with immigration, stories of life in China, Germany, India, Ireland, Jamaica, Portugal, and Sweden, and what it was like to transition to life in the United States.

Microfinance and the Developing World

Cultural Celebrations During a morning assembly in February, students from our four Mandarin classes shared Chinese New Year traditions, and two of our students from China, Scarlett Deng ’20 and Momo Zhu ’23, sang a song in traditional Chinese dress. Our Asian Student Alliance organized lunchtime festivities focused on the many ways Asian cultures celebrate this holiday, including food, henna, calligraphy, and hongbao, a traditional gift of a red envelope with money (or, in our case, chocolate coins)!

Each year, seventh graders explore the nuances of microfinancing and its impact on the developing world. After learning about microloans — financial loans often provided to small businesses and individuals who lack access to traditional banking services — they use microloan website Kiva to research women in impoverished countries who seek funding for startup costs, supplies, and more as they strive to improve conditions in their home countries. Since 2011, seventh graders have identified and made 103 project loans supporting agricultural ventures, small business start-ups, textile production, and more. In March, seventh graders loaned approximately $400 to help fund 16 projects, empowering women to transform their communities through economic opportunities.

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Clubs, Boards, and Organizations

CommUnity in Action Day

In Upper School, students have a variety of clubs, boards, and organizations to choose from that reflect on international issues, including Model UN, World Affairs Club, affinity groups, and Friday Forum discussions. “We always encourage students to participate in activities that teach them about the contemporary world,” explained History Department Chair Wigs Frank. Upper schoolers have participated in Model UN for decades, allowing them to learn about diplomacy, international relations, and the United Nations while honing communication skills. The club participates in conferences throughout the year, including a three-day trip to the Columbia Model United Nations Conference in New York City this January, and La Salle College High School’s annual conference in March. At the March 9 conference, student delegates were assigned to one of several UN-style committees and represented a present-day nation, including the UK, Japan, and South Africa in the General Assembly, and Kuwait in the Security Council. Before the conference, students researched the topics assigned to their committees and the most likely position that their nation or representative would take on those topics. Lizzie Dixon ’20 won the prize for Outstanding Delegate, with Ava Sim ’22 and Olivia Heldring ’22 earning Honorable Mentions.

For the past four years, upper schoolers have dedicated one day each winter to CommUnity in Action Day, an experiential program designed to promote meaningful conversations and experiences surrounding the theme of community. Students, parents, faculty, and staff set aside this day to participate in seminars led by our own community to explore what it means to live, engage, and act within a diverse community — promoting greater understanding of unique backgrounds, experiences, and viewpoints. This year’s CiA Day was held on Jan. 22 and invited upper schoolers and eighth graders to participate in workshops, most of them led by students, that explored how to engage in tough conversations with compassion and empathy and learn from the viewpoints of others. To that end, two globallyfocused sessions invited girls to participate in simulations: The Global Refugee Crisis, which featured activities to build awareness of and empathy for people displaced through wars, famines, failed states, and natural disasters; and The Heelotia Game, a cross-cultural simulation game in which participants navigate different sets of group norms that are foreign to them, and learn what it is like to be a cultural outsider. Other sessions included opportunities to learn more about AIS students’ experiences participating in the Ecuador exchange program, different types of Chinese classical dance, and the role that Korean pop music places in Korean culture.

Art: Making Mandalas Inspired by the work of Tibetan Buddhist monks, sixth graders explored the ancient history and practice of creating mandalas in art class this fall. Mandalas are traditionally created as a tool for meditation, and every single detail — from the design, to the colors and placement of symbols — is deliberate. Traditional mandala artists begin their designs after cultivating the intent to benefit others through it. For their projects, each of our sixth graders selected specific symbols, patterns, and symbolic colors to encourage and generate a compassionate heart for the benefit of all living things.

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Women’s Health and Human Rights

Student Exchange Programs Agnes Irwin offers three exchange programs, through which upper schoolers can experience family and school life in Australia, China, or Ecuador. Students participating in an exchange agree to host a visiting student in their own home while the student attends AIS, in addition to traveling to the visiting student’s home country at another point in the year. In September, students from our exchange program with St Aidan’s School in Brisbane, Australia, arrived in Philadelphia to join their AIS peers in classes for four weeks (pictured above left).

Journalist Speaks on Guatemalan Politics In March, journalist Richard Brown visited Spanish and International Relations classes, during which he addressed activism, political crisis, and migration in Guatemala since 2013. Drawing on five years of work with independent media and social movements in the region, he shared social, economic, and historical factors as well as his observations as a reporter, editor, and translator — a visit that dovetailed with the Guatemalan textile pop-up museum on display this spring in the Moran Gallery (learn more about the exhibit on page 21).

Now in its sixth year, Women’s Health and Human Rights — previously called Global Health and the Girl Child — is the only course of its kind at The Agnes Irwin School. Open to seniors as an elective, and taught by Bridgette Ouimette, director of research and strategic partnerships for Agnes Irwin’s Center for the Advancement of Girls, the class goes beyond a typical health or gender studies course and explores the intersection between human rights and women’s health and wellness. The class encourages students to consider a larger global framework: what it means to be female in countries and cultures around the world, including the similarities, differences, and systems in place that either support or undermine wellbeing. Students investigate significant issues affecting women, such as domestic violence, medical aspects of miscarriage, the impact of educational access, and the effects of sex trafficking. They learn about cancers that are more prevalent in women, reproductive issues such as endometriosis, and other conditions that affect women’s health. The idea for a class focusing on women’s health issues emerged through conversations with an AIS parent, then a professor at the University of Pennsylvania School of Nursing. “The initial course was designed with lots of input from Penn, who co-created the curriculum with the Center,” explained Ouimette. Through presentations, off-campus conferences on topics such as sex trafficking, guest experts, independent research, and discussion-based learning, the girls expand their horizons — and are often inspired to further explore these issues outside of class. “It’s an awakening to a lot of them,” remarks Ouimette. A key component of Women’s Health is an individual research project, a two-month process during which students delve into a topic of interest in greater depth and create a final product to present their research in a form of their choosing. Senior Nya Weems, who took the class this past fall, explored the practice of forced child marriage. Taking on the persona of a child bride in Bangladesh, she created a journal that detailed the harrowing physical, mental, and emotional ramifications of a forced marriage. The eye-opening exercise bolstered her resolve to play her part in reform. “It inspired me to take action and do what I can to enforce positive changes,” she wrote. Ultimately, the goal of Women’s Health is to help girls see beyond the walls of their school, their homes, and their communities — and view their role as women in a new light, as part of a global collective.

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Special Studies Program For more than six decades, upper schoolers have participated in experiential, concentrated learning opportunities on campus and around the globe as part of Agnes Irwin’s Special Studies Program. This year through school-organized Global SSPs, upper schoolers have explored geology and green energy in Iceland; studied the Holocaust at historical sites in Germany, Poland and the Czech Republic; improved their language skills through cultural immersion in Spain; and will explore Roman ruins, mosques, synagogues, imperial cities and natural beauty in the cultural crossroads of Morocco this summer. In previous years, girls have trekked to a remote Alaskan village to discover what life is like for the Inupiat community, participated in service and cultural activities in the Navajo Nation, explored the history and culture of Cuba, and forged connections with fellow students of an all-girls’ school in Tanzania. Students participate in a Global SSP at least once during upper school. This year, SSP was redesigned to also offer Winter SSP, a robust set of weeklong local programs for the entire Upper School in January during the break between semesters. During that week, students who will participate in a global program in spring or summer delve deeper into the culture and history of that place to prepare them for their trip. Meanwhile, other students select one of dozens of topics to explore — from the opioid crisis to constitutional law, photography, or creative writing. An additional boon to SSP has been the Traveling Girls Consortium, a global program Agnes Irwin co-launched with other members of the National Coalition of Girls’ Schools in 2017. On the inaugural trip last March, three Agnes Irwin students and middle school history teacher Cathy Lynch, along with a group from Nightingale-Bamford School in New York City, traveled to Pine Ridge Girls School on the Lakota Reservation in South Dakota. For a week, the PRGS students and teachers shared the Lakota culture with their visitors through activities aimed at helping them understand their values and rituals, and appreciate the beauty of the land. “In this short span of time, our students were transformed,” said Director of Service Learning Sarah Kinder. “They developed such an appreciation for the culture that it shifted their perspectives on their own lives. And that, ultimately, is the goal.”

This summer, students traveled to the SEGA girls’ school in Tanzania.

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This spring’s Spain SSP included a homestay and a tutorial in paella!

Students who will travel to Morocco on SSP this summer spent Winter SSP studying the country — and learning to make some Moroccan food.

Designing Culturally-Informed Architecture In January, fifth grade Spanish students practiced both their vocabulary and design skills in an interdisciplinary project that allowed them to play the role of architect. After being assigned a Spanish-speaking country, students used their understanding of geography, climate, and cultural context to design homes that could be built there after a natural disaster.

Students explored significant Holocaust sites in Europe this spring.

Ancient Arts

Students trekked across glaciers and explored thermal energy with teachers in Iceland this March.

This spring, upper schoolers had the chance to try their hand at creating work inspired by rongorongo, ancient glyphs found on Easter Island. Tablets with these symbols are read left to right and reversed, resulting in the reader turning the tablet 180 degrees in order to read the next line. After considering the work of Philadelphia-based artist Marguerita Hagen and how she interpreted the rongorongo, students were challenged to craft a piece that extended in four to seven directions and could be re-oriented, rather than having a specific top and bottom. The ceramics were then pit-fired, the oldest known method of firing pottery, during Arts Week in April.

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FACULTY FOCUS

Global Educators Our educators bring an array of experiences to Agnes Irwin — and for some, those experiences include significant time living outside the United States. Below, read what 18 faculty members shared about their traditions, culture, and perspectives, and how they bring those experiences into the classroom.

Sarah Leonard

Paul Seaton

Being a Canadian teaching American history, I am able to bring a unique viewpoint into the classroom. Often my students will ask what Canada was doing at the time or even how Canada reacted to certain historical events and that can allow for some interesting discussion. Mostly, I really love having so many backpocket comparisons to another Western, English-speaking democracy of British heritage. It is particularly relevant when we are discussing political policies, foreign policies, immigration laws, and the ways in which the government interacts with private industry.

I lived in India from age 5 to 17, and learning something of the languages, religions, and multiple unique and overlapping cultures gave me an interest in worldwide issues and a sensitivity to people in other parts of the world. I have lived in, visited, or traveled across over 30 countries on four continents, and have been fortunate to experience many very different people, places and lifestyles. I did not expect to become an educator, and whether I acquired my temperament from living overseas or not, I believe that ultimately I ended up with a comfortable blend of empathy, dedication, good humor, and sound judgment that has made teaching (and school administration) such a joy. I do not know if my experiences collecting scorpions in tin cans at age six, speaking Marathi with neighbors, watching fascinating surgeries in the hospital where my dad worked, hiking 6,000 feet down and back up the Ghats in South India, traveling all around that country by railroad, visiting temples, craftsmen’s shops, forts, ashrams, beaches, churches, restaurants, and plantations led to my current style of teaching — but I would suspect that it all contributed to my desire to provide students with meaningful and ethical learning.

MS/US HISTORY TEACHER

PREKINDERGARTEN TEACHER

Canadians are generous, modest, kind, and passionate about their pursuits. These are qualities I hold in high esteem and try my best to model and encourage in my students and my children. I think the ability to easily empathize is very Canadian. Our country is diverse, with a socialist-based government system — you can’t have universal healthcare without embracing the attitude that we are all in this together. Plus, I celebrate Canada every time I step onto the backyard ice rink my husband and I built for ourselves — I mean, for our kids.

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Montserrat Nomdedeu

LS SPANISH TEACHER I was born and raised on the Mediterranean coast of Spain, and moved to the U.S. over 20 years ago, though I’ve traveled extensively around the world. I am very involved in the Hispanic community in Philadelphia: I teach Hispanic heritage kids on Fridays after school, and I am the President of Circulo Español de Filadelfia, a nonprofit serving Spaniards and friends of Spain in the Philadelphia area. My hope at AIS is to open up the minds of students to the second most commonly spoken language in the world, and to other cultures: to teach them that respect and the true meaning of diversity is not only skin deep, and that there is also diversity in the way we talk, the way we sound, the cultures we grew up among, and the beliefs of the part of the world where we were born or lived. This is an important lesson for adults as well. Even if we are trained to be flexible, change and “the unknown” is often frightening when it comes to anything foreign — but it can be lots of fun if you let it into your life!

Karen Stait

Cintra Horn

Theater history goes back millenia. I do think it is important to learn (and remember) these origins, and it is something I particularly concentrate on in my Theatre I class. We talk about famous playwrights from Europe such as Ibsen, Wilde, and Shakespeare, to name a few, and the development of theatre structure from Greek and Roman days that we still use all over the globe today.

My experience as a Canadian born to Trinidadian immigrants has had a tremendously positive impact on my worldview. My parents grew up in Trinidad, studied in England, and lived a wide variety of experiences that they regularly shared with me and my sister. They made travel a priority for us and used natural opportunities to teach us empathy. When they shared stories from away, it was never to say what was right or wrong but to help us understand different customs around the world. They also instilled in me the importance of learning French. The ability to live and work in a second language has been a gift of immeasurable proportions.

US THEATER DIRECTOR

My own personal acting and performing career centered around London and the U.K., so I like to draw comparisons between the U.K. and U.S. as often as possible. I think the students enjoy learning about theatre on the other side of the pond — and I hope our girls to learn the breadth of the world and expand their horizons.

MIDDLE SCHOOL DIRECTOR

Working in diverse schools in Canada, Switzerland, and here in the U.S. has reinforced my natural tendency for diplomacy. We each bring a unique perspective to each experience. My parents’ teaching, along with working with families from around the world, has taught me that two opposing perspectives can both be absolutely right. So, when in conflict, we must work together to find the path that honors all parties.

Stephanie Ponte

LS SPANISH TEACHER My life has been a culmination of languages and culture. I was born and raised in France, married a Spanish/ Venezuelan man, and raised our polyglot children in four different countries. I was a chemist and researcher in Seville for several years, and instantly felt in love with the Spanish culture and language, which sparked my interest in beginning a second career path: teaching Spanish. I believe that helping young children and adults learn languages can have a significant impact on their lives, as it opens new doors all around the world. I find it crucial to learn about other cultures, because it allows us to keep open minds and see things from different perspectives, making us all the more interesting and knowledgeable.

Xiaomei Liu

US CHINESE TEACHER I am from Shijiazhuang City, which is about two hours from Beijing. I have combined my love for languages and appreciation for different cultures into my teaching career. After working as a bilingual teacher in China, I moved to the U.S. to teach here. In my classes, we not only learn the Chinese language but also Chinese culture. I still celebrate traditional Chinese holidays with my family and my students — including through the Chinese New Year assembly in February, in which most students participated with passion.

Mariandl Hufford

ASSISTANT HEAD OF SCHOOL AND DIRECTOR OF THE CENTER FOR THE ADVANCEMENT OF GIRLS I was born in Suriname, and lived in Belgium as an adolescent. I attended three very different schools before I came to the U.S.: co-ed, all girls, an outdoor school.... each was different in philosophy, but ultimately, they were all fairly traditional in the ways in which they delivered program. What has stayed with me and has influenced me as an educator is how important relationships between students and teachers are. Students really do learn best when they feel understood and known by their teachers. I know that was true for me, whether as a child in Suriname, or an adolescent in Belgium. I came to this country in the ’80s. It felt like there were lots of opportunities for me here and I was privileged enough to enjoy many of them. I only became a U.S. citizen six years ago, but the decision was intentional. I chose to be a part of a country I have grown to love: to uphold the covenant that is the U.S. Constitution; to vote in every election because I see that as my duty. No place is perfect, but I find the ideals of democracy, as understood by the United States, to be pretty close. Mostly, I celebrate my culture through my cooking. There are times during the year (a special celebratory dinner, and every New Year’s Eve) that I only cook Surinamese food. It is food I can cook without checking a recipe, and it can feel like the generations of women who came before me who cooked these same dishes are flowing through me — it helps me to feel connected to my roots in a visceral way.

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Rita Davis

CHAIR, MODERN LANGUAGE DEPARTMENT AND MS/US FRENCH TEACHER I am from Clermont Ferrand, France and I spent my early childhood there. When my family arrived in the U.S., my mother didn’t speak a word of English, and my father spoke English with a strong British accent. I remember very clearly in 4th grade while we were reading a history lesson out loud, and the word “immigrant” came up. Everyone turned around, pointed at me and said: “Frenchie is an immigrant!” From that point on, my goal was to try to lose my accent as soon as possible and to appear as American as I could. As a teacher, I like to share my experiences adapting to a new country to help students understand a time during which ethnic and racial intolerance were quite pronounced and the cultural ethos revolved around the idea of a “melting pot” — with the goal of creating a homogenous society. I want my students to realize that they are fortunate to live in a multicultural society where diversity is embraced and valued. I also lived in the USSR for six months in the late 1970s with my husband and two young children. I spent a year and a half learning Russian prior to our departure, and the trip itself was full of unexpected obstacles. These experiences gave me a sense of resiliency as well as a willingness to take risks and seek adventure. I think that sharing these experiences is a way of giving of yourself; essentially, the person that you are is a drawing together of the experiences that you have lived through.

Sol Fernandez

MS/US SPANISH TEACHER I am originally from Madrid, and celebrate as many traditions from Spain as possible. I love sharing Spanish culture, art and sports with my students — we talk about everything: Spanish fashion, Spanish films (of course, Netflix in Spanish), Spanish athletes, even Spanish social gossip! So much fun, they love it! Both in my house and in my other home (AIS), I always talk about my culture and traditions, the good and the bad, and so we learn to value what we have and to appreciate differences. I will never forget when I took my students to Madrid, my hometown, for SSP. I was so proud and happy to share with them every little thing, from my favorite food (arroz negro con marisco) to my favorite artist at the Prado Museum. ¡Viva España y olé!

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MS/US FRENCH TEACHER I celebrate all the French holidays at home, and talk about many of them in class. One in particular is only celebrated in my hometown of Lyon: the Festival of Lights. The people of Lyon began this tradition in 1643 to thank the Virgin Mary for stopping the plague at the doors of Lyon. On December 8, the town is beautifully lit by candles that people put on their windowsills. When I was a little girl, it was only candles throughout the city; now, it is a spectacle that attracts thousands of tourists every year. I celebrate this tradition with my children, watching the light shows and lighting candles at home, and talk about it in class.

Meg Scott Alex Stait

DIRECTOR OF SQUASH There are certainly differences between teaching in the U.K. and the U.S. In the U.K., players are taught to learn from watching, competing, and getting information from coaches, but then working on those skills independently. Here, there is more of a “lesson” mentality. I noticed when I first came to the U.S. that players were great at taking lessons, but not thinking under pressure and adapting. I have tried to bring that mentality to the players I coach: giving them information, but encouraging them to challenge themselves and be their own player/person so that they can adapt in high-pressure situations. My wife and I have a lot of English family friends in the area and we get together to celebrate holidays such as Boxing Day — I must say though that Thanksgiving is our family’s favorite holiday of the year!

Anne-Victoire Bonnamour

CO-DIRECTOR OF COLLEGE COUNSELING I am a dual US/UK citizen and grew up spending significant time in England, as my mother is English. In my house, we celebrate our heritage in subtle ways: trifle for Christmas dinner, a nice walk on Boxing Day, tea time, and household artwork that includes antique maps of London and pictures of Yeomen of the Guard. We cut our wedding cake with a my grandfather’s sword; my children both have traditional English names; and books like Paddington and The Wind in the Willows litter my daughter’s bookshelves. As I share with students, the U.K. and the U.S. have very different processes for university admission. The U.K.’s is straightforward, primarily based around testing; the U.S. process is much more nuanced and convoluted — but happily, American students have much more time and space to determine their future academic and professional paths. The freedom to explore here is wonderfully encouraged and supported!

Cristina Mesones

Geraldine Pechstein

Liz Ortiz ’04

Cultural competency is crucial in today’s world. I always tell my students: when you travel, nobody will get offended if you make a grammar or vocabulary mistake. But what do you think would happen if you are not mindful of the culture? We can’t be so caught up in making our language perfect that we forget about the humans and communities — which is why talking about culture in the classroom is so important!

In class, we often talk about current events or culture in France and compare it with U.S. culture. I like to bring authentic documents, and when possible, provide simulations of real-life situations — such as applying for a job and going through a job interview in French. I aim to raise students’ awareness of differences in mentality and points of view — such as how the idea of courtesy and what is “politically correct” differ across cultures. I also like to share my family traditions for holidays and the type of food we eat for each occasion — I love making crepes on a snow day, eating oysters for Christmas and New Years, and making king’s cake (galette des Rois) in January. Another big tradition in my family is to go camping in France, which is one of the most popular way of vacationing for people from different social classes. The French love the outdoors!

I grew up in the U.S., but have lived in Spain and traveled extensively, including with my husband, who is from Colombia. Travel and living outside the U.S. has been so important in my life and in my teaching. You realize very quickly the small things that you take for granted in your own life and how they affect your daily routine and perspectives. In Middle School, it is eye-opening for students when I mention even something simple like, “Did you know that mailboxes look different in Spain, Ecuador, Scotland, and the USA? If you were there and wanted to mail a postcard, how would you figure out what to do?” Sharing personal stories of life abroad with my students provides a wonderful opportunity to connect more deeply with them and help them realize how different and exciting the world can be.

MS/US SPANISH TEACHER

The fact that I am teaching about my own language and culture makes my classes more personal and relevant for students. They see how passionate I am about Hispanic traditions, and it enables me to answer whatever questions they might have about these cultures. Every time I come back from spending time in Spain, I bring little treats to my classes. This year, I brought some turrón, the famous Spanish dessert for Christmas. This year, I was able to travel to Sevilla, Spain for SSP — I loved sharing my country and culture with the girls!

MS/US FRENCH TEACHER

Teaching culture adds irreplaceable depth to language study. It sparks students’ imagination and interest, and gives them a chance to consider perspectives and experiences different from their own. Learning another language is most importantly about communicating and connecting with more people around the world — through which they can begin to analyze their role as global citizens now, and in the future that they will create.

José Sevillano

MS/US SPANISH TEACHER

Sylvie Molta

MS/US FRENCH TEACHER Teaching culture is an essential part of any language class; it allows students to enter the life, thoughts, and literature of the people speaking another language. Students experience another perspective and expand, as well as better understand, their own. Watching films, discussing current events, and reading classics are a few of the activities we conduct in class. I’ve taken AIS students to France several times and the highlight of this experience for me has always been the homestay, during which students get to have a glimpse at family and school culture in France, albeit for a short time. I think it encourages them to go back.

MS SPANISH TEACHER

Learning a language has as much to do with verb tenses as it has with gaining an appreciation for the cultures where Spanish is spoken. I’ve led three school trips to Spain and many more to other Spanish-speaking countries, which has given me the opportunity to talk about my native culture and approach to learning a language outside the classroom setting. I’ve been able to introduce my country, my home city, and even my family to a number of students here, and show them a different way of life. The philosophy and flow of daily life are different in Spain: family life and businesses operate on a different schedule; people tend to be warmer (at least on the outside), and life happens on the streets, rather than in houses. I love when students get to live the language and culture rather than just learn it with a quiz in mind.

As a teacher and an alumna, I enjoy sharing with students my own global experiences, and also reminding them that I started out where they are now: in a Middle School language classroom at AIS. There is so much to see and do in the world, so many places to visit and friends to make. This is just the beginning of their journey.

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An Owl for Life Ginny Sharp Williams ’88 has worn many hats in her time at Agnes Irwin: as a student, alumna, volunteer, parent, employee, and now, chair of the Board of Trustees.

or Ginny Sharp Williams ’88, an Agnes Irwin education is a family affair. Three generations of Sharp women have walked Agnes Irwin’s halls — their ideas, achievements, and voices adding to nearly 150 years of history. And now, Ginny is giving back in another way: as chair of The Agnes Irwin School Board of Trustees. “I gained so much from my years at Agnes Irwin,” she explained. “I hope to make a difference in a positive way for the future of Agnes Irwin by serving our school.” Serving as a board member, she said, allows her to be involved in many facets of the school from a broader perspective. For more than two decades, Ginny has supported AIS through a variety of roles — from serving as the Class of 1988’s class representative, to working for the Development Office to foster alumnae connections and encourage financial support of Alumnae Board, helped to plan and execute programs that benefit students and faculty. Winterfest, and volunteered with the parents group Once her daughter Cheney ’20 began school in while Ginny and her sister, Emily Sharp Fearey ’89, 2007, Ginny became even more invested in the daily attended. Ginny’s father served on The Agnes Irwin life of the school: volunteering on the Parents’ School Board of Trustees for several years. “As a Council (including two years as president), the student, I remember being proud that my parents Friends of Athletics Committee, and as an were so invested in our school,” Ginny recalled. Admissions Parent Ambassador. What she appreciates most about THE MANY These days, when she’s not engaged The Agnes Irwin School is its firm AIS HATS in “big picture” conversations with the belief that girls are capable of achieving board, Ginny can be found sharing her whatever they set their minds to. “The OF GINNY experiences with prospective students most important tenet I feel AIS teaches WILLIAMS and families on school tours, greeting our girls is that they can do anything,” • Alumna, Class of 1988 teachers at staff appreciation she said. “Being able to captain all the • Parent, Class of 2020 luncheons, cheering from the sidelines teams, run each and every club, hold • Class of 1988 at athletic events, and helping to plan every student government position — Representative Agnes Irwin’s 150th Anniversary and any other leadership position in the • Parent Ambassador celebration as a committee co-chair. school — sets every Agnes Irwin girl on • Laurel Society Member Both Ginny and her husband, a path to reach higher when she leaves • 150th Anniversary Committee Co-Chair Carter, hail from families where giving these halls.” • Friends of Athletics back was an integral part of life. Both The atmosphere of supporting each Committee their mothers — Nancy Day Sharp ’61 girls’ personal growth — a hallmark of • Chair of the Board of and Julie Dill Williams ’54 — are AIS an AIS education – solidified Ginny and Trustees alumnae. Nancy served on the Carter’s decision to send Cheney here.

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From top: Dressed for the times, Ginny and other parents watch their daughters perform at 6th Grade Medieval Night in 2014; chatting at the Back to School Barbecue in 2017; Ginny’s senior photo from the 1988 Lamp.

“I love that a number of teachers who taught me or passed me in the hall when I was a student are still here at AIS — including Cathy Lynch, Murray Savar, Dawn Anthony, Lisa Webster, Rita Davis, and Wigs Frank,” Ginny noted. “As a parent ambassador … my main message is [that] the camaraderie and support these girls feel from their teachers as well as their classmates and peers is second to none.” While attending alumnae events in other cities in recent years, Ginny has been amazed at how nearly every conversation starts with a question about a current faculty member. Alumnae always want to reminisce and the faculty seem to be what they remember most about their years at AIS, she says. As The Agnes Irwin School celebrates 150 years of empowering girls to learn, lead, and live a legacy, Ginny looks to ensure that an Agnes Irwin education continues to prepare girls for life after Commencement. “Certainly many things have changed over the years, but the heart of AIS still beats true. We are committed to carrying on the mission of AIS well into our next 150 years — for our children’s children and beyond.”

Top row, from left: With Mary Tatnall ’55; Ginny (bottom left of photo) in sixth grade; the Class of 1988 at their 25th Reunion. Second row: Ginny with two other Owls: her daughter, Cheney ’20, and mother, Nancy Day Sharp ’61; Ginny’s class photo in 5th grade and 11th grade. At left: helping out at AIS/EA Day 2017 with Libby Niedland ’18 and Cindy Hooper Bell ’79; the Class of 1988 at their 30th Reunion.

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Alumnae CLASS NOTES

1940-49

Frances Freund Appen ’45 is nearly 91 years old, but doing very well. “I always enjoy reading AIS reports!” Barbara Smith Boyd ’48 says, “I am still enjoying life and living in Texas near my family, but never forget my years at Agnes Irwin.” Barbara Penrose Tarbell ’49 says, “I enjoyed reading the AIS summer magazine. It’s fun to see what’s going on. Unfortunately, I’ve lost all contact with my 1949 classmates. Of course, I wonder how they’re doing. AIS was eons ago, but I remember the years vividly. I now live in Portsmouth, NH, walk my chocolate Labrador twice daily, draw horses and dogs, and read constantly. In college I was an Art History and English Literature major. I love crosswords and YouTube films in German and Russian (with English subtitles!). I keep busy. My health is good, thank goodness! I just want to keep in touch with AIS and say hi to old classmates.”

1950-59

Josephine Pilling Dodson ’50 writes, “Although I did not graduate from Agnes Irwin in 1950 (I left the school in 1945), I like to get the magazine and hear about all the wonderful things happening at AIS. I still keep up with my old Irwin’s friends.” Devereaux “Devy” Rose Eyler ’55 says, “Life on historic Jekyll Island, GA, continues to thrill me, as I become more involved in the activities and the history of why people keep coming here. My speaking engagements have increased, as my story of illegal adoptions has garnered much interest.” Josephine Reeves Winsor ’55, her two sons, and two of her grandchildren recently exhibited together at Beaumont Hall in Bryn Mawr. The show included more than 70 pieces: freehand enamel line designs by Craig Lander (son), watercolor designs by Christopher Lander (son), sculpture and rock cuttings by Benjamin Lander (grandson), photography by Jeremy Lander (grandson), and Josephine’s oil paintings. “The variations, vibrancy and originality of the work contributed to the show’s success,”

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| PROFILES

Josephine said. Josephine has painted her entire life, studying with many excellent teachers throughout the United States after her formal training in the

Spring 2019

| MILESTONES

1970s. She recalls her favorite class at AIS being art with Miss Redpath when Agnes Irwin was located in Wynnewood. Two of her paintings were hung in

| ARCHIVES

the office of former Head of School Mrs. Bartol. “Paintings are records of our personal experiences: they can be influenced by deep intuition, and thus be

1960-69

1. Louise Stengel Barton ’69 with her grandchildren. 2. Petey Ziesing Stein ’61 and her grandson, Ezra James Stein. 3. Peggy Cortright Dixon ’64 with her daughter, Meghan MacConnell, and granddaughter, Grace.

CLASS NOTES | Alumnae

orchestrated beyond the educated mind’s intent to manage the end result. Artistic expression can be the deepest communion we have — that with our creative self,” she said. Following are three of her most treasured periods: the years in which she studied energy healing, learning how we are all literally connected to each other and all life, then making that invisibility become visible; the four months spent in Wyoming with an unobstructed view from her studio of the Teton mountain range and its ever-changing light and weather; and, currently, moving with R. W. Emerson’s encouragement that while painting, “not to go where the path may lead, but go instead where there is no path and leave a trail.” Her current studio space is located in the Historic Blacksmith Shop at the corner of Goshen and Providence Roads in Edgemont, PA. You are welcome to stop by! Joanne Di Francesco Bruce ’57 writes, “I would never have believed I would end up in Austin, TX, to be near our children and their families — but we are all here and spend lots of family time together. I am so blessed!” Linda Morrison Robbins ’59 is enjoying her life in Chestertown, MD, and hopes to attend Reunion Weekend 2019.

CLASS OF 1954

Elizabeth Spiro Clark In her 20 years as a career foreign service officer, Agnes Irwin alumna Betsy Clark ’54 had a front row seat to history. As a political reporting officer in South Africa in the mid-1980s, Betsy reported on the end of apartheid regime; in the early 1990s as a political counselor at the U.S. Embassy in Oslo, she analyzed the effects of countries such as Latvia and Estonia declaring independence from the Soviet Union. In addition to witnessing fascinating political events like the breakdown of the Soviet Union, Betsy recalls the wonderful experiences she had while and serves as a forum for conversation, thought, living abroad. Thanks to Icelandic and Norwegian and action. language courses provided by the Foreign Service, At the WNDC, Betsy also serves as editor of the she gained enough knowledge to read newspapers, Political Dispatch, a print and electronic newsletter watch television and hold conversations — although, covering a wide range of political issues. she says, “I am not a natural linguist.” Another Betsy’s interest in government began at Agnes highlight of an international posting was the Irwin, and she went on to earn a B.A. in Government opportunity to explore the natural wonders of the from Radcliffe College. area: hot springs in Reykjavik, Iceland, and hut-to“Even though the years I was at Agnes Irwin were hut cross country skiing in Scandinavia. apolitical, it was the place where I first realized my A passionate advocate for democracy, Betsy fascination with government and the democratic continued consulting, lecturing, and teaching after process, through assemblies and history class,” her retirement from the Foreign Service in 2000. Betsy said. “I also met my close friend, Nancy Hill She traveled to Durban, South Africa for the World Lamason, while at Agnes Irwin. She is not only a Movement for Democracy meeting in 2004, and great friend, but a great activist for gun control, so was an official elections observer at we share that commonality.” parliamentary elections in Yemen “The WNDC’s slogan is timely: in 2003 and Jordan and Lebanon in From the Right to Vote… The Power “Agnes Irwin was 2009 and 2010. to Lead,” Betsy said. “It’s a historic Betsy calls it a logical move that time to be involved with the WNDC. where I first her focus would turn from global As we prepare to celebrate the realized my democratization to democratic centennial of the suffrage movement fascination with issues within our own country, and and the women’s right to vote, a government and she is now immersed in her current record number of women were role as Vice President for Public recently sworn into the 116th the democratic Policy with the Women’s National Congress. They are a remarkable process.” Democratic Club, which engages group of leaders, and women are men and women in public policy, mobilized.”

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Alumnae | CLASS NOTES

CLASS OF 1969

Agnes Irwin’s Centennial Class: A Changing World If Agnes Irwin’s Class of 1969 can be described with one word, it would be “adaptive.” Living in an era that witnessed some of the world’s most influential events — the conflict in Vietnam, Martin Luther King Jr.’s “I Have a Dream” speech, and the Cuban Missile Crisis — the members of the Class of 1969 were surrounded by change. They watched the first televised presidential debate, heard about the demonstration of the world’s first laser, and mourned the assassination of President John F. Kennedy. Change marked their Agnes The Class of 1969 Irwin experience as well. The school moved from Wynnewood to “Class of the 10-minute diets … 1/2 the class supports the “bug” … Rosemont in 1961, as the Class pigtails and backward sweaters … prepared to leave Lower School. bestest senior room … spider With the addition of the school’s web makers? … a kaleidoscope first computer, they were introof brains, personality, and duced to the BASIC computer athletic ability … stretches language. They navigated through from Downingtown to Lille … the new American CORE program, guinea pigs … senior surprises … which sought to take a holistic class of the Betty Crocker cooks … approach to education and senior cuts … pom poms … remained a signature component Is this a great class or what?” of AIS until the early 1990s. — THE 1969 LAMP Throughout their final semester at

Agnes Irwin, the girls gained insight into the changing world, social upheaval, and the rise of technology. At Agnes Irwin’s Centennial Celebration in Spring 1969, Dr. Athelstan Spilhaus of the Franklin Institute and Supreme Court Justice Arthur J. Goldberg were among the esteemed guests to speak about the new face of education and life in the 21st century. As part of the Centennial Celebration, Alumnae Association President Nelly Keffer Lincoln ’44 officially welcomed the Class of 1969 into the Alumnae Association on May 2, 1969. Their tables formed the shape of a “100,” and at the luncheon, Dr. Joanne Lowe Neal, Chair of the History Department, spoke about her new book, Miss Irwins of Philadelphia, which chronicled the first century of the school’s history. A few weeks later, their graduation marked yet another first for Agnes Irwin: the inaugural Commencement on the Rosemont campus. “Commencement on our own lawn at last,” the girls enthused in the 1969 yearbook. The Lamp also highlighted ways in which the world had changed in the 100 years since Miss Irwin first taught “her girls.” “The world that we experienced was so different from that of our parents,” says class representative Marcy Brown. “And now, as we celebrate our 50th Reunion, the world of our children is so different from the world of my generation.” Throughout their time at Agnes Irwin, the girls moved with curiosity and a desire to deepen their knowledge and understand the shifting landscape of the world around them. They embraced the uncertainty and sought to find their places in a changing society, as well as what impact they might have on the future. So they adapted — and, 50 years later, have thrived.

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CLASS NOTES | Alumnae

1960-69

Cecily Watson Kelln ’60 is currently writing her autobiography. Helen Wentz Panitt ’61 says, “Jeff and I are enjoying our life living near Charleston, SC, and near our son, his wife, and two grandchildren. The oldest will graduate from high school in 2019 and is applying to Clemson and USC.” Elizabeth Ward Preble ’61 writes, “We continue here on our farm amid horses, alpacas, chickens and dogs. We are blessed that our children and grandchildren all live nearby. This summer, all 12 of us explored the waterways of Alaska.” Peggy Cortright Dixon ’64 and her husband Sandy (Haverford School ’58) enjoy being on the water, hanging out at the Beaufort Yacht & Sailing Club, playing with their croquet team on weekends, and supporting a special Episcopal Church. They are both still working. “As we reflect on one of our parents’ favorite sayings, ‘Growing Old Ain’t For Sissies!’ Let’s join hands, great Class of 1964, and march on to 60 together!” Jacqueline EarleCruickshanks ’65, along with family members and the Pennsylvania Historical and Museum Commission, presented an official State Historical Marker on

September 28, 2018, honoring her father and commemorating his term as governor of Pennsylvania and his contribution to the nation as a diplomat for FDR during WWll. The marker has been placed at 3 Earles Lane at the base of the well-known Earles Lake that was once part of Broadacres, a thousand-acre country home in Newtown Square, where the governor grew up. Among those who spoke at the ceremony were township and county historical officials who praised the governor for his civic involvement and his significant contribution as a diplomat during WWII. Margaret “Margie” Clark Stevens attended and said, “Jackie’s speech was more personal with stories of her childhood with her father. She also told a story of a cafe brawl in Bulgaria. Her father and his party were singing ‘Tipperary’ to the dislike of a Nazi nearby. The Nazi told Earle and his party to stop singing at which point Earle stood up and said, ‘we will keep singing... this country is still free’ and then a brawl ensued.” Attending the ceremony were also classmates, Mary Hunt Davis and Patricia Moyer Walls. Margie wrote, “It was wonderful to see Jackie and listen to her welldelivered speech! The ceremony was quite moving and interesting. Stop by 3 Earles Lane to see this informative marker honoring Jackie’s father.”

1970-79

1. Leslie Carroll ’78 at Machu Picchu in Peru this summer. 2. Alumnae from the Class of 1978 gathered at 333 Belrose in October. From left: Chrisy Masters Jones, Mary Hopkins, Chris Berry Welsh, Elizabeth Simpson Renner, Leslie Carroll, and Meg Garvey.

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Alumnae | CLASS NOTES

CLASS OF 1984

Jara Dean-Coffey For Jara Dean-Coffey, the greatest gift Agnes Irwin gave her was not seeing her gender as a barrier. Her memories of that time include “all of us piled into the lounge, hanging out on the couches, happily in each other’s business.” Looking back, she says, despite the fact that she was one of only a very few students of color at the time, she graduated from Irwin’s having been nurtured with the belief that anything she aspired to was within her grasp. After AIS, Jara went on to Temple University, earning a Bachelor of Arts in Communications and Political Science. She worked with three different national consulting firms before returning to school at the University of California, Berkeley, for a Master in Public Health. Jara began her career in the Bay Area in strategic planning and evaluation services, eventually striking out on her own as an independent consultant. She didn’t set out with the goal of owning her own business, but as she progressed in her career, Jara began to think more about how she wanted to make her mark. “When I turned 45, I became very clear about where I wanted to be when I turned 50,” she recalls. In 2002, her independent consulting work evolved into her first firm, jdcPartnerships; in 2017, she launched the Luminare Group. As founder and after being incubated at the Luminaire Group with principal, Jara leads a team that works with nonprofits and foundation clients of funding from the W.K. Kellogg Foundation, Ford all sizes, from annual budgets of $250,000 to revenues of over $10 billion. Foundation, the California Endowment, and the Jara has long been cognizant of the ways in which people are able — or not able Kresge Foundation. — to move easily through cultural, political and powerful circles, and the intentional EEI is a five-year initiative aimed at changing the and systematic barriers that privilege access. She feels a deep responsibility to evaluation paradigm so that it becomes a tool for, and contribute to a world in which everyone, especially women and women of color, of, equity. EEI’s initial practice partners are “can and do harness their social and intellectual capital to create an equitable and institutions whose work has equity at their core, and just world.” who hope that equitable evaluation will align their A key “aha” moment for Jara came when she noticed that although foundations values and deepen their impact, Jara says. Those were shifting the conversation from diversity — the presence of difference — to practice partners include the Walton Family equity — ensuring that systems and structures do not privilege one group over Foundation, the David and Lucile Packard another — many organizations do not fully consider how equity should affect their Foundation, and the Vancouver evaluation practices, or how inequity and structural racism has Fo u n d a t i o n , C a n a d a ’s l a r g e s t affected them. It follows that charities, consultants, and nonprofits community foundation, among others. might unintentionally reinforce inequity if their practices are not These early adopters, Jara hopes, will, examined. One example is subconscious “white framing” — narrowly Jara feels in turn, bring others along. defining “success” based on the values of dominant white culture. a deep When asked about her greatest Another example: evaluating female employees based on male accomplishment, Jara quickly points to definitions of teamwork or success. “If the growing interest and shift responsibility EEI. “What makes me happiest is when towards addressing equity and inequality did not consider how and in to create an a woman approaches me and says, what ways evaluation practices needed to evolve, we would find equitable and ‘Thank you for reminding me that what ourselves using a tool from another time and place that may even be just world. I think and feel is valid; and that I have doing harm,” Jara stated. the ability and responsibility to change Jara’s team and some key partners saw an opportunity, and the the way we engage in evaluative work.’” Equitable Evaluation Initiative was born, publicly launched this fall 44

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CLASS NOTES | Alumnae

Madeleine Q. Ewing ’65 is still practicing ophthalmology at Pennsylvania Hospital in Philadelphia. “I just lost my only sibling, my brother David Ewing, a ‘special needs child’ who had a debilitating congenital condition, but loved life and enjoyed 68 years, rejoicing in the Eagles Super Bowl Championship in 2018. I appreciate the friendship and support of my classmate, Anne Rouse McDowell, through all the ups and downs of David’s final years, and still being my dear friend and comforter.” Deborah Luff Carboni ’68 says, “I moved to a new home in Devon, PA, seven months ago. I lost my husband, Jim, last November and try to stay busy with my church and going to yoga classes. Seeing my friends regularly has been such a blessing.” Louise Stengel Barton ’69 shares that in July 2018, she made a big life decision to permanently move from Portland, ME, to Mill Valley, CA. “I now live near my two married daughters and their three beautiful children: Hudson, 6; Bennett, 4; and Samantha Louise Larson, 2. I am retired from my pediatric nursing career of 40 years, but am enjoying reconnecting with AIS and college friends in the San Francisco area. I am excited to return for my 50th Reunion with the Class of 1969,

CLASS OF 1989

Minsuh Son Dr. Minsuh Son believes in the importance of trying on new and uncomfortable roles for personal and professional growth. During her recent three-year stint working for the U.S. Department of State in Bangkok, Thailand, she added U.S. Embassy political officer to her already impressive titles of foreign affairs analyst, author, and assistant professor. Minsuh has served as a foreign affairs analyst with the U.S. Department of State since 2010, presenting widely on Korean issues and briefing diplomats, Washington officials, and students. She briefed former President Barack Obama and After earning her Ph.D. in Korean history from the former Vice President Joe Biden in the Oval Office University of California, Los Angeles, Minsuh and considers that meeting one of the highlights of became an assistant professor at Johns Hopkins her career. Minsuh’s assignment in Thailand, from University, and realized relatively quickly that 2014 to 2017, was her first overseas post and an academia was not her dream career. “My work at the opportunity to work alongside members of the U.S. State Department is much like an academic job, and Foreign Service. “I felt so proud to be an American I knew I had the skill set to transition there,” Minsuh when I saw the good work we do internationally. says, continuing, “but it’s much faster paced and you There are embassies all over the world supporting work with a lot of different people from other and serving American interests, advancing agencies and governments and it’s not as isolating as democracy, and strengthening our diplomatic academia can sometimes be.” relationships.” One drawback is that the politics and security One of the more memorable experiences in field she works in is mostly dominated by men with Bangkok was tagging along with an embassy few women in leadership positions. “I’ve gotten consular official on one of the embassy’s regular used to often being the only woman in the room. If prison visits. “A lot of people probably don’t know I had not developed confidence in my abilities at what embassies do overseas, aside from processing Irwin’s, I may not be able to speak up the way I do.” passports and visas. My colleagues provide support Minsuh distinctly remembers preparing and services to all U.S. citizens, even to give her Senior Assembly in the Westthose convicted of crimes abroad. It was Wike Theatre, and says that speaking in pretty eye-opening to see the inside of a front of her classmates felt like a tougher Thai prison, and I was struck by the “I feel audience than some of the senior professionalism and compassion with incredibly officials she briefs today. “I feel which they treated all Americans.” incredibly lucky to have gone to Irwin’s Now that she has returned to lucky and realize how much of an impact it had Washington with her husband and son, to have on my transformation from a shy Korean Hugo, who was born during their posting gone to kid to becoming the outspoken person I in Thailand, Minsuh has returned to her Irwin’s.” am now,” Minsuh says. “Even if I don’t job at the State Department working on see my classmates regularly, I consider Korean affairs. She loves her work and all of them to be my lifelong friends.” couldn’t imagine doing anything else.

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Alumnae | CLASS NOTES

but will do so with a bit of a heavy heart, remembering the 2017 passing of my sister, Ellanor “Ellie” Stengel Fink ’63, and my mother, Louise Roberts Stengel ’37, who almost never missed a chance to attend an AIS Reunion!”

teaching and directing theatre and hope to add in some public speaking coaching. I am also enjoying the gorgeous natural surroundings, the artsy culture, and much smaller, yet happening, city life of Asheville!”

1970-79

1980-89

Leslie Carroll ’78 got together for dinner at 333 Belrose in Radnor on October 23 with classmates to catch up and share recent happenings since seeing each other at their 40th Reunion last May. “Thanks go to Chris Berry Welsh for organizing. We look forward to gathering again in the new year and hope more of our local classmates, and those visiting from out of town, will join us.” Leslie also checked off a bucket list item in September with a tour of Peru and Bolivia, and a visit to Machu Picchu. “It was fantastic — a place everyone should visit!” Julia Stahlgren Wharton ’78 has moved again! “After five different theatre teaching gigs (in two international schools, two United States public schools, and one private Zimbabwean school) and seven overseas postings in 32 years, my husband and I are now in beautiful Asheville, NC. The plan is to stay put, so it will be interesting to see if we feel restless or relieved in a few years time when we don’t have to move. I am still

Petrina Burnham Branch ’81 says, “I was appointed by the Chula Vista City Council to the Chula Vista Human Relations Commission several months ago. Chula Vista is the second largest city in

military service, disability, medical condition, and any other characteristics protected by federal, state, or local laws. It’s been a rewarding experience. I enjoy working on issues of equity, inclusion, and access in the city in which I live.”

San Diego County. I am honored to be a part of this 11-member commission that serves as an advisory body to the mayor, city council, and the city manager on the rights of every inhabitant of the City of Chula Vista and the interrelationships between the various groups based on race, religion, color, ancestry, socioeconomic status, age, sex (including gender identity and gender expression), sexual orientation, place of birth, citizenship/immigration status, marital status,

Page Nolker ’86 writes, “In 2017, I published Materials on Hand: A Poetic Tale of Compassionate Caregiving, which tells the story of helping my father care for my mother during the last

year of her decline with Lewy body dementia. Written as a poem a day the final year of my mother’s life, the story shines a light on the fine line between heartache and beauty. I currently give talks on my family’s experience and the importance of changing our relationship to dementia, death, and caregiving. My father’s death from mesothelioma a year later, and finally the dismantling of my parents’ home, are slated as books two and three in the series and are underway.”

1990-99

1. Sadie, Christopher, and Chase Toothaker, children of Nathaniel and Cornelia Marshall Toothaker ’95. 2. Teddy, son of Megan Dorsey Clawson ’98. 3. LeeLee Brown ’94 celebrates her marriage to Jack Westhead with classmates. From left: Danielle Davis Trucksess, A. Robin Wood Sailer, LeeLee Brown Westhead, Kari Tank-Nielsen Richards, and Amanda Cannon Goldworm.

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CLASS NOTES | Alumnae

CLASS OF 1994

Lloyd “LeeLee” Brown Westhead Given LeeLee Brown Westhead’s creative flair and anti-authoritarian streak, it may surprise some of her Agnes Irwin classmates to learn that she now works for a bank. However, LeeLee’s current role — as global head of workplace strategy within Goldman Sachs’ Corporate Services and Real Estate Division — is, for her, a perfect blend of analytical rigor and creativity. LeeLee earned her bachelor’s degree in Politics from Princeton University and, upon graduation, spent a year teaching in the Lao People’s Democratic Republic with the Princeton in Asia program. “It was a challenging year, both due to a difficult language barrier (especially for someone who is completely tone deaf ) and a lot of down time for a recent busy graduate, but it was an incredible experience,” LeeLee recalled. “It gave me the travel bug and made me curious international team of architecture and design firms, about living internationally.” to driving change in the workplace environment. It would be several years before LeeLee moved abroad, but she admits that The projected move-in date of June will allow living in London was always an appealing idea. “London is simultaneously livable LeeLee to travel back to Philadelphia for her Agnes and cosmopolitan — I love that it is a city steeped in 2,000 years of history.” Irwin Reunion. “My teachers at Agnes Irwin inspired In 2005, LeeLee earned her master’s degree in Urban Planning from the my intellectual curiosity and left an indelible mark, Harvard University School of Design, where she “learned complex problembeyond what I encountered at Princeton and solving in 3D.” Relocating to San Francisco, LeeLee worked for both a small urban Harvard,” she recalled. “It is the Agnes Irwin design firm dedicated to positive urban transformations, and a global architecture teachers I remember, like Ms. Bartuska, who led a firm. It was exciting and challenging work, and yet LeeLee longed to see a project memorable SSP in marine biology; Mrs. Lynch, who from conception to completion, a rarity for a consultant. She found an opportunity is the reason I am drawn to the medieval history of to do so at Goldman Sachs — located, fortuitously, in London. London; Mr. Frank, whose Third World History As global head of workplace strategy, LeeLee’s current project is overseeing a class inspired my interest in living in Lao; and Ms. massive move, as Goldman Sachs builds its new European headquarters in Watson (Priscilla Sands) who made me believe I London. When Goldman Sachs moves into Plumtree Court this summer, it will be could write.” into the largest floor plate office building in London, with 1.1 million square feet LeeLee praises Agnes Irwin as incredibly and across 10 stories. uniquely supportive. “We were encouraged to The scale of the new headquarters presented huge challenges for LeeLee and participate in everything, from drama and the arts, her team. They were responsible for housing each of Goldman Sachs’ 16 divisions to the play, to athletics and student government — in an environment that not only supports each business’s requirements, and our teachers turned out to support productivity, and efficiency, but also promotes health and well-being. all of it.” LeeLee describes challenges such as how teams will connect across To this day, LeeLee is close to her huge floorplates and where employees will find space to concentrate. classmates, no matter where they are. “My “In addition to incorporating best practices like 100-percent “When I lived in Boston, I reconnected teachers adjustable height desks, and biophilic design (incorporating elements with Christina Mills Astley. Then in San of nature), we were also concerned with how it would feel to work in Francisco, I had the opportunity to spend at Agnes such a large space,” she said. “We needed to determine how best to time with Meghan Reed and Lara Kroop. Irwin... left allocate space to support variable working styles and be flexible to I spent time with Laura Bright an indelible Recently, accommodate changes — and how to apply these approaches to our Babka when she was living in Norway, mark.” new Brexit offices and our legacy global portfolio.” and Lara Kroop Delamarre, who is in LeeLee says that it has been fascinating to be a part of this massive Paris. And of course, there are the friends project — from a real estate perspective, to the collaborative work of an I get to see when I’m home.”

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Alumnae | CLASS NOTES

2000-09

1. Tori Johnston FitzPatrick ’06 at her wedding to Brian Fitzpatrick (Episcopal Academy ’05) at Merion Golf Club on November 17, 2018. From left to right: Caroline Stokes, Ashley Stewardson McGuinness, Joanna Johnston Stott ’03, Celeste Tarbox, Lexy Pierce, Sarah Jenkins, Suzie Welsh Devine ’07, Nicole Marchetto, Whitney Roller, and Janet Bartholdson Fry. 2. Quinn Lovejoy, daughter of Avery Eyre Lovejoy ’03, was born on September 22, 2018. She is welcomed and loved by her two big sisters, Lila and June. 3. Aimee Gelinas ’04 and Matthew Yogg married on September 22, 2018 at the Free Library of Philadelphia. From left: Elise Gelinas Attridge ’02, Aubrey Hunter Flood, Katie Jenkins, Lauren Hanna Matz, Aimee Gelinas Yogg, Matthew Yogg, Christy MacGregor, Elisabeth Hill, Lauren Sottile, Jennie Hansen, Kate Pierce. 4. Michelle James Magruder ’05 with classmates at her wedding. From left: Kristen Yoh, Anita Sellers Helfrich, Kate Archer, Michelle James Magruder, Katie Bonner Benjamin, Tessa Wheeler Jones, Giuliana Vetrano. 5. Tessa Wheeler Jones ’05 hikes with classmates before her wedding. From left: Kristen Yoh, Katie Bonner Benjamin, Tessa Wheeler, Anita Sellers Helfrich, Giuliana Vetrano. 6. Kendra Daniel ’04 married Jonathan Doveala at Congress Hall in Cape May, NJ on October 13, 2017. She celebrated with classmates Kacie Adams, Whitney Hatch Smolczynski, Jamie Lynch, Leslie Frondorf, Elspeth Fergusson Knighton, Jen Donohoe Pizzitola, Catherine Flint, Christie Bryan, Chloe Johnston and sisters Kelly Daniel Colvin ’94 and Kim Daniel ’97.

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CLASS NOTES | Alumnae

2010-18

1. Shannan Williford ’11 married Olie Burton III on August 31, 2018 at the Carnegie Institution for Science in Washington, D.C. From left: Nicky Vogt, Jenea Williford ’07, Erica Shippen ’99, Saida Harpi, April Wedderburn, Shannan Williford, Isabelle Smith, Bernadette Berger, Kiana Spady, Grace Manning, Rayven Bowser, and Kara Tomlin. 2. Edward “Wigs” Frank, chair of the history department, and Annie Ulichney ’18 reconnect at a Yale University reunion in October.

1990-99

Megan A. Jones ’90 says, “I recently moved to Orcas Island, part of the San Juan Islands in WA. I work at the Montessori School here and just recently received my certification as an integrative health coach through Duke University Integrative Medicine. We are raising a Great Dane pup now and training for our next race. I believe we are doing the 2019 SwimRun on the island. Life is good and busy!”

Robin Wood Sailer ’94 has a little boy named Thomas who just turned 1, and a little 3-year-old girl named Priscilla, who will certainly carry on the tradition of the name. She lives in New York City and works at The Wall Street Journal. Cornelia Marshall Toothaker ’95 and her husband, Nathaniel, welcomed Christopher Coffman in February 2018. “He’s our little cherry on top — a sweet but rowdy little baby who loves snuggling and wrestling with his older siblings (Sadie, 5, and Chase, 3)! He fits right into this crew.”

Megan Dorsey Clawson ’98 says, “I am still mourning the loss of Jane Paranzino Withstandley. She and I got very close after AIS. I know we all wish her family well and I just want to keep her memory alive.”

2000-09

Corina Sylvia English ’00 and her husband welcomed their third child, Ava Theresa English, on June 7, 2018. Big brother Nolan and big sister Keira adore their baby sister. Cori enjoyed being on maternity leave this summer. Cori is a

principal at Hamilton Lane, where she was promoted last year. Allison Scanlan Abbott ’01 and her husband Brent welcomed Sophie Rose Abbott on April 11, 2018. Sophie was named for her maternal grandmother/great grandmother. Big brothers Walker, 4, and Tyler, 2, are completely smitten with “baby Sophie.” Grace McCarty ’09 writes, “I am in the midst of my second year at NYU Law, but I’m spending this semester as a visiting student at Columbia’s

Center for Public Research & Leadership; working on education consulting projects with diverse graduate students in law, policy, business, and education!”

2010-18

Molly C. Schmader ’18 writes “I am so thankful for everything Agnes Irwin did for me. I am now loving my time at Bucknell University.”

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Alumnae | CLASS NOTES

CLASS OF 2004

Keri Zug Ernst Keri Zug Ernst calls her work “supremely challenging, intellectually fulfilling, and meaningful, with ample opportunities for work internationally.” A women’s health nurse practitioner in the San Francisco Bay Area, Keri has already been widely recognized for her academic and career pursuits in her short career. She was awarded a Fulbright research grant; has presented at the International Council of Women’s health issues in Bangkok, Thailand; has been published; and, most recently, was selected as a small grant awardee by Alumni TIES, a program sponsored by the U.S. Department of State. “I love that I am able to dedicate my career to improving women’s health and wellbeing,” Keri said. “I have had the privilege to see how women are the foundations of strong communities around the world — be it as mothers, spouses, neighbors, or friends.” After graduating from Agnes Irwin, Keri earned a Bachelor of Arts in Humanities and Politics from Scripps College in 2009. She received a Fulbright research grant in 2010 to investigate sociocultural issues in maternal and reproductive health in the Andean region of Peru, which has one of the highest maternal mortality rates in Latin America. Upon completion of her research, Keri Keri acknowledges that Irwin’s has served as the enrolled in the University of Pennsylvania’s Bachelor of Science in Nursing foundation for her career. “My hope would be for program, graduating summa cum laude, and received the prestigious Mary Naylor Irwin’s girls who are interested in medicine to Undergraduate Research Award. consider the possibility of a profession in nursing,” Keri then spent two years working at the Solid Organ Transplant Unit at she said. Keri and her husband recently welcomed Medstar Georgetown University Hospital in Washington, D.C. While in D.C., Keri their daughter Grace, and Keri is enjoying leave to also interned at the Pan American Health Organization researching the care for her. “In addition to a career that I have development of an advanced practice nursing (APN) role in primary healthcare found challenging and meaningful, nursing provides in Latin America. She published two editorials advocating this role and a research a fulfilling solution to the perennial conflict that paper summarizing the perspectives of nursing professionals on the APN role young women face in life deciding between career throughout Latin America and the Caribbean. and family (although my baby is only a few months Returning to the University of Pennsylvania for her Master of Science in old — so far so good!).” Nursing degree, Keri completed the Women’s Health Nurse Practitioner program Despite her academic and career success, Keri in August 2016. Her clinical work at Penn in high-volume urban clinics, where considers completing the 2017 Ironman Louisville she provided comprehensive gynecological and obstetric care, prepared her for with her husband to be her proudest her current role as a women’s health nurse practitioner at La Clínica accomplishment. “And,” she added, de La Raza for a patient population consisting primarily of recent “becoming a mother. Although I’d call immigrants from Latin America. With 35 locations and 85,000 Baby Grace not my accomplishment, but patients, La Clínica is one of the largest community health centers in my greatest gift.” “I am California. “Even now it’s hard to call myself bilingual — I now speak Keri’s daughter Grace has given her excellent ‘OBGYN Spanish,’ but am still learning something new every another gift, too: a reason to recall happy still day!” Keri said. times at Irwin’s. “I have so many learning Most recently, Keri has been involved in La Clínica’s initiative to memories of AIS, but the one that has something combat human trafficking. Keri applied for and was awarded a small come to mind recently is music with Mr. new every grant through the Department of State’s Alumni TIES program; the Savar. I find myself animatedly singing clinic used the grant to create a human trafficking task force and songs we used to sing in Lower School day!” establish a clinic-wide protocol to recognize red flags and support — The Fox and the Hare and C-O-F-Fpotential victims of trafficking. E-E — to my baby girl.” 50

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MILESTONES | Alumnae

MILESTONES MARRIAGES

1994

2004

1999

Aimee Gelinas to Matthew Yogg September 22, 2018

LeeLee Brown to Jack Westhead October 27, 2018

Kathleen Virdone to Geiger Smith September 15, 2018

Tessa Wheeler to Christopher Jones October 13, 2018

Kendra Daniel to Jonathan Doveala October 13, 2017

2006

Victoria Johnston to Brian FitzPatrick November 17, 2018

2005

2008

Michelle James to Evan Magruder July 14, 2018

2010

Katherine Hollander to Joshua Padwa October 27, 2018

2011

Shannan Williford to Olie Burton, III August 31, 2018

Kathryn Sall to Jake Perkinson September 8, 2018

BIRTHS

1993

To John and Polly Gibbons-Neff Ortlieb, a boy, Michael Chance June 4, 2018

1995

To Gus and Courtney Booth Christensen, a girl, Catherine Forrest October 30, 2018 To Nathaniel and Cornelia Marshall Toothaker, a boy, Christopher Coffman February 11, 2018

1999

To Eric and Meghan Comey Thomas, a boy, Jackson Warner September 20, 2018

2000

To Mike and Corina Sylvia English, a girl, Ava Theresa English June 7, 2018 To John and Meade Morrison-Haslett, a boy, John Jay IV November 12, 2018

To Campbell and Courtney Housam Levy, a boy, Wilder Fox June 8, 2018

To Jeremy and Elspeth Fergusson Knighton, a boy, Stone Burkhart August 3, 2018

2003

To Jeffrey Osberg and Blaire Stoveld, a girl, Hayes Mason November 17, 2018

To Shaun and Parker Lynch Gallagher, a girl, Blaine Davis October 30, 2018

To Joshua and Elizabeth Sall Ott, a boy, Major Julien October 10, 2018

To Benjamin and Avery Eyre Lovejoy, a girl, Quinn Lovejoy September 22, 2018

2001

To Jonathan and Joanna Johnston Stott, a boy Robert “Franny” Francis, II October 24, 2018

To Brent and Allison Scanlan Abbott, a girl, Sophie Rose April 11, 2018 To Daniel and Dorrance Hamilton Benson, a boy, Ledger Dorrance Hart July 30, 2018

2004

To David and Keri Zug Ernst, a girl, Grace Elizabeth September 28, 2018

2006

To Garrett and Janet Bartholdson Fry, a boy, Theodore Richard December 27, 2018

2007

To Shaun and Allison Ianovale Kent, a girl, Molly Grace August 21, 2018

2008

To Michael Fields and Frances Middleton, a boy, Jack Middleton Fields July 30, 2018

IN MEMORIAM

1939

Julia Morris Disston April 14, 2018

1941

Vidal Starr Clay October 18, 2018

1942

Margaretta Wharton Hoadley August 1, 2018

1952

Virginia Wells Truesdale June 30, 2018

1956

1964

1960

Susanne Browne Sprouse October 6, 2018

Susan McInnes Howard November 20, 2018

Priscilla Howard Harper September 9, 2018

Suzanne Shelly Bobb June 30, 2018

SPRING 2019 AGNESIRWIN.ORG

Alumnae | CLASS NOTES

ALUMNAE EVENTS 1. Alumnae grandmothers, mothers, and daughters showed off their school spirit at the annual coffee in October! 2. Neveen Mahmoud ’07, Alison Moser ’06, and Andi Lucas Schmerin ’07 met at the home of Kara Gaffney Ross ’84 in New York City to plan a regional celebration for Agnes Irwin’s 150th Anniversary Celebration! 3. AIS Athletic Hall of Fame inductees, November 2018. Left to right: Mary Elise Yarnall ’76, Betsey Worrell Gallagher ’54, Natalie M. Jones ’05, Kareema Levetter Gray ’90, Dawn Anthony, and Devon Kennedy Nickel ’95. Not pictured and inducted posthumously: Sarah Putnam Schroeder 1910 and Anne Shirk Burrage 1911.

4. 2018-19 Alumnae Board 5. Anne Carson Blair ’99 and Lauren Cahill ’99 talked real estate development with upper schoolers as part of our Alumnae Lunch Series in February.

6. Nan Hough ’08, Alexandra Fergusson Powell ’00, Stevie Gibbons-Neff Boulden ’88, and Allison Hough ’01 mingle at the Alumnae Holiday Coffee. 7. Eve Bullitt Pierce ’72 and Laura Thomas Buck ’49 at the Blue & Gold Leadership Party in October

8. Dory Hamilton Benson ’00 and her mother, Anne Fritchman Hamilton ’74, sing along at the Holiday Assembly with Dory’s sons, Bridger and Ryder.

10. Jeff and Jennifer Keh Creary ’93 and Ed and Josselyn Rimel Delussey ’97 at the Blue & Gold Leadership Party in October

9. Dr. Alexandra “Danda” Greco ’07 returned to campus in December for the Alumnae Lunch Series to talk about her work as an orthodontist.

11. The day before being inducted into the Athletic Hall of Fame, Kareema Levetter Gray ’90 stopped by for lunch with upper schoolers!

AGNES IRWIN MAGAZINE

SPRING 2019

From the Archives HISTORY

A Nation Reacts: Agnes Irwin Responds to World War II Among the artifacts in Agnes Irwin’s archives are letters, photographs, and newspaper clippings that provide glimpses into a turbulent time in world history. In the 1940-41 school year, as Europe fought World War II, Agnes Irwin welcomed nine European refugees, according to a June 1941 alumnae newsletter. Five girls — three English, and two Austrian — were enrolled in the Lower School. “These children are, of course, warmly welcomed and it is a pleasure to watch their obvious joy in the ‘scheme of life’ which we in America provide for children,” an administrator shared in a November 1940 letter to Lower School families. “The gain, however, is not onesided, as it is a very, very valuable experience for our children to have this intimate association with those of quite different backgrounds and nationalities. It seems to me to be an association that may have farreaching results.” A letter to families a few weeks later urged their participation in “Young America Wants To Help,” a children’s contribution to British Relief. “Your daughter has brought home a pamphlet explaining the purchase of definite articles of clothing and we beg that you support the children in this act of mercy,” the letter implored. When the U.S. entered the war after the bombing of Pearl Harbor on Dec. 7, 1941, campaigns to support the war effort abounded. The Treasury Department’s Schools-at-War campaign encouraged schools to “Plan a campaign to finance one or more Jeeps by selling War Stamps and Bonds.” Agnes Irwin responded, and received a Treasury certificate dated Dec. 7, 1943, indicating that the school’s successful completion of the Schools-at-War Campaign paid for three jeeps, four “quacks” (amphibious jeeps, or duck boats), and three grasshoppers (observation aircrafts).

Foreign aid projects continued as Europe rebuilt after the war’s end. A November 1947 article in The Philadelphia Inquirer shared that “Young people all over the country have been hard at work preparing gifts to be sent to the needy children overseas. … The children of our city have met the challenge of a quota of 50,000 gifts from the goal of a million set for America, with a determination which does them credit.” The Agnes Irwin School, it says, “hit upon a good scheme for collecting gifts, with a recent birthday luncheon honoring Mrs. Grier Bartol, assistant headmistress. Each guest was requested to bring a package for a European child and a birthday gift. In this way they collected 250 beautiful gifts of toys, candy, and warm clothing.”

SPRING 2019 AGNESIRWIN.ORG

Non-Profit Org. U.S. POSTAGE PAID Permit No. 1043 Conshohocken, PA

Ithan Avenue and Conestoga Road Rosemont, PA 19010 610.525.8400 agnesirwin.org

From athletics to STEAM, academics to arts – the summer program at The Agnes Irwin School covers all of the bases for a one-of-a-kind camp adventure! Freedom Summer at AIS includes camps of all kinds – STEAM, theatre, sports, and more. Campers are free to try new activities and develop existing skills each week. Flexibility With no week minimums, families have the flexibility to enroll for as many programs as fits their schedules. Morning, afternoon, and full day schedules can be created with ease! Fun Campers play, learn, and grow at Summer at AIS. Traditions like Water Wednesday and Fun Friday amp up the fun factor each week as campers enjoy water play, special guests, delicious treats, and more!

June 10 – July 26, 2019 B OY S & G I R L S

•

AG E S 3 TO 1 8

Extend your camp day! Early Bird Mornings and Extended Afternoons are included in the price of camp – making scheduling your summer easier than ever!

No additional fees!

New for 2019!

Camp Owlet for 3-year-olds Visit SummerAtAIS.org FOR CAMP OFFERINGS AND TO REGISTER ONLINE!

610.672.1272 summer@agnesirwin.org

Our youngest campers will have the opportunity to learn, play, socialize, and develop fine and gross motor skills – all in a safe, comfortable camp setting. Led by Joan Biondi of The Haverford Center, 3-year-olds will learn to spread their wings and explore all that camp has to offer. Campers must be potty trained.

SummerAtAIS

Agnes Irwin Magazine: Spring 2019

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