Agnes Irwin Magazine: Winter 2018 by The Agnes Irwin School

Winter 2018

PLAYING IT COOL

JIM ROESE PHOTOGRAPHY

Near-freezing temperatures didnâ&#x20AC;&#x2122;t stop our students from cheering on the Owls on a very chilly AIS/EA Day on November 10!

Winter 2018

| FEATURES |

Agnes Talks Learn about two inspiring women who visited Agnes Irwin this fall as part of the school’s Agnes Talks speaker series.

Lower School Leadership This fall, 43 lower schoolers participated in a Cornell University study, examining leadership development in young students.

Contents

| DEPARTMENTS | 5 6 9 16 18 22 24 26 39 59 61

What’s Online Big Picture Digest Inquiry l Faculty Focus

Limelight l Student Profiles Visual & Performing Arts Athletics Center for the Advancement of Girls Class Notes Milestones From the Archives

Modeling Innovation A new professional development program, funded in part by the E.E. Ford Foundation, is helping teachers collaborate on new, innovative classroom practices.

Community Conversations A variety of programs, events, and initiatives are in place to work toward Agnes Irwin’s Strategic Plan goal of Enriching Our Community.

Owls for Life Learn more about the post-Agnes Irwin journey of dozens of alumnae from the Classes of 1941 to 2017.

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DASH TO THE FINISH

MIKE ARRISON PHOTOGRAPHY

Second graders Natalie Miller (left) and Grace Ryan use the visual programming app Blockly to give commands to Dash robots, guiding them along a gridded map in the iWonder Lab.

From the Head of School

Identity EDITOR-IN-CHIEF Amanda Mahnke Assistant Director of Marketing & Communications

CONTRIBUTORS Samantha Amadio Marketing & Communications Specialist

Tracy Curvan Director of Marketing & Communications

Megan Boyle Flinn ’87 Contributing Writer

Pete Kennedy Contributing Writer

Mary O’Neill ’04 Acting Director of Annual Giving

DESIGN Melodee Dill Stephens PHOTOGRAPHY Samantha Amadio, Mike Arrison Photography, Douglas Benedict / Academic Images, Donna Meyer, Karen Mosimann Lifestyle Photography, Jim Roese Photography THE AGNES IRWIN SCHOOL Ithan Avenue and Conestoga Road Rosemont, PA 19010-1042 agnesirwin.org Grades PreK–4 Tel: 610-525-7600

KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

Grades 5–12 Tel: 610-525-8400 Fax: 610-525-8908 FRONT COVER Wren Francis ’19 speaks up during Dan Slack’s English class in December. Slack employs the Harkness Method, in which students seated in a circle lead classroom discussions with minimal teacher intervention. Find out more on page 28.

Everyone has an identity that is uniquely their own. As our Lower School Director Donna Lindner explained to students recently, “Your identity is your story. It’s what makes you, you. These parts make you special, and are important to you.” This simple, powerful explanation of a complex topic resonated with our youngest learners, and acted as the springboard for a new Lower School initiative called “Common Ground.” This program pairs our Lower School students with faculty and members of the Upper School’s Multicultural Board to explore different facets of their identities, promoting discussions surrounding these commonalities. By coming together to discuss areas where we are similar, and areas where we are different, a greater understanding of community unfolds. This initiative is a manifestation of our Strategic Plan’s focus on Enriching Our Community — you can learn more about it in this issue. One identity we share in common is our connection to AIS. Whether you graduated in 1968 or will graduate in 2031, our students and alumnae identify as Agnes Irwin girls. Each May, we await the homecoming of our accomplished alumnae, to hear about treasured memories (and escapades) from their days in a plaid kilt — as well as how an Agnes Irwin education helped them live a legacy in their own way. We are grateful for their leadership, dedication, and generosity. The love we bear for thee is love that hath no end. We also welcomed new faces to the AIS community this school year: Athletic Director Courtney Lubbe and Assistant Athletic Director Lauren Wray; Middle School Director Cintra Horn; Director of Research and Strategic Partnerships for The Center for the Advancement of Girls Bridgette Will, and distinguished faculty and staff members who share their experience, energy, and enthusiasm with our students. And — speaking of enthusiasm — our beloved music teacher and maestro of over 40 years, Murray Savar, was named Chair of our Visual and Performing Arts Program this academic year. As for myself, I identify as a mother, a scientist, a sister, an educator, a hiker, and a lover of a good iced tea. Most especially, I identify as head of this wonderful school community, and I embrace the diverse and unique identities of every student, parent, teacher, and alumna whom I have the pleasure, and the privilege, to serve. Our community is stronger and richer because of each one of you.

COVER PHOTO BY MIKE ARRISON PHOTOGRAPHY

Wendy L. Hill, Ph.D.

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About This Issue ABOUT THE

E.E. Ford Foundation

LEGACY

The Impact of One

he mission of our school is bold. The impetus of living a legacy is aspirational, unique, and personal to every Agnes Irwin girl. For nearly 150 years, this pioneering institution has empowered girls to reach higher, think broadly, and dig deep within to discover the talents that only she can offer to make an impact on our world. In this issue of Agnes Irwin Magazine, you’ll find stories of students, teachers, and alumnae who are living a legacy in their own way, and are testaments to the impact just one individual can have on the lives of many. You’ll read about Sally Schoettle Randolph ’58, who joined AIS in 1963 as Chair of the Science Department, and, during her tenure, helped Agnes Irwin develop a more robust science curriculum and modernize its science classrooms. You’ll learn about how Kristin Gardner ’83 served three rotations aboard the USNS Mercy, providing medical aid to patients in Southeast Asia — and how without a serendipitous encounter with Marion Henry ’91, those trips might not have taken place. You’ll also read about Linda McKoy ’73, who helps connect low-income students with adult mentors at the Abramson Scholarship Foundation; Allison Clark ’88, whose work at the John D. and Catherine T. MacArthur Foundation enables community development organizations to secure lowinterest loans; Tanya Jones ’93, who as a successful video production manager, now coaches other professional women; and many more alumnae who are living their own legacy. Livia Seibert ’18 and Maddie Hufford ’18 are just two of the students you’ll read about who have taken their own passions and used them as a way to help others. As freshmen, the pair decided to fan the flame of our youngest students’ interest in STEM — and subsequently developed and taught an after-school web design class for lower schoolers. Look, too, at the work of our Legacy Through Leadership fellows: eight teachers who are exploring innovative practices for their classrooms as part of a professional development program launched this fall. Mentored by our Innovation Team, each fellow has designed their own professional growth pathway, identifying specific ways they as individual educators can use their talents and passions to help our students discover their own. We are inspired by every student, alumna, and faculty member that has walked our hallowed halls — regardless of the school’s street address — and made an impact on one person, one community, one nation, and beyond. —Amanda Mahnke, Editor-in-Chief

The development of Agnes Irwin’s Legacy Through Leadership fellowship, launched this fall, was made possible by a grant from the Edward E. Ford Foundation — whose founder is another testament to the immense impact one person can make. Ford established his foundation in 1957 with the aim of improving the quality of secondary, independent school education. After his passing in 1963, Ford’s will gifted a large portion of his fortune to the foundation, spurring on an organization that has now awarded more than 2,100 grants, totaling more than $120 million, to independent secondary schools in the United States.

Agnes Irwin’s Legacy Through Leadership Grant

1st

E.E. Ford Grant awarded to AIS in more than 20 years

AIS mentors (the members of our Innovation Team) leading the initiative

Teacher fellows participating in the program

$50,000

Grant awarded by E.E. Ford Foundation, due to new and increased gifts to the Agnes Irwin Fund

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What’s Online “It is important for girls to see themselves as leaders, because that leadership identity is more likely to carry into adulthood when it is ingrained in how a female defines herself from the beginning.” DR. WENDY HILL AND MARIANDL HUFFORD, PHILADELPHIA INQUIRER In the News “As educators at The Agnes Irwin School, an institution that cultivates the leadership identities of girls, we agree that the world needs more women in leadership. However, despite a recent surge in women’s interest in running for office, and a raising of women’s voices that is unprecedented, we currently live in a world dominated by male leaders,” wrote two Agnes Irwin administrators in a recent op-ed. “How to get strong, female leaders in the boardroom and beyond,” written by Head of School Dr. Wendy Hill and Assistant Head of School and Center for the Advancement of Girls Director Mariandl Hufford, was published in The Philadelphia Inquirer on January 3. The two administrators discuss research indicating that gender bias is still prevalent among today’s children and teens, and ways to address that problem. Among the steps towards a solution they cite is our Living Leadership in the Lower School program — which the results of a recent Cornell University study suggest has been highly effective in helping our youngest students develop their own leadership identities.

BIRD’S EYE VIEW Agnes Irwin School @AgnesIrwin 27 Nov 2017 •

#InnerAgnesTalks: Amelia Underwood (2nd grade), Cathy Lynch (MS history), & Sol Fernandez (US Spanish) speak to fac & staff about @BreakoutEDU in the classroom to use #problemsolving skills & clues that include black light pens & codes to guide students to open a locked box – at Agnes Irwin School Agnes Irwin School @AgnesIrwin 1 Dec 2017 •

Assistant Head of School & @CAG_Director Mariandl Hufford, along with AIS parent & trustee Taliba Foster ’88, spoke to @FOX29philly @BillAFox29 yesterday about discussing sexual harassment with our girls. Watch the video here: bit.ly/SeeMHonFox29

AIS CAG @CAG_Director Jan 10 •

One of my favorite @AgnesIrwin events is the 4th for women in wax – here is one of our girls as @GloriaSteinem #AISLeads

READ THE FULL STORY ON philly.com.

Wendy L. Hill @DrWendyHill Jan 15 •

Just some of the @AgnesIrwin students & teachers participating in a day of service to honor #MLKDay

There’s never a dull moment at Agnes Irwin. See more of what we’ve been up to this year by following us on Instagram at @AgnesIrwinSchool. AIS CAG @CAG_Director 27 Nov 2017 •

VIEW ONLINE

instagram.com/ agnesirwinschool

Really great energy continues re schedule redesign @AgnesIrwin

facebook.com/ AgnesIrwinSchool

FIND MORE TWEETS LIKE THESE ON TWITTER @AgnesIrwin,

twitter.com/AgnesIrwin

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

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Big Picture THEATER

Blonde Ambition More than 60 upper schoolers — along with three Haverford School upper schoolers, three other local students, and a live dog — rocked Harvard Law this fall when they took the stage for Agnes Irwin’s rendition of Legally Blonde: The Musical. Originally a 2001 movie starring Reese Witherspoon, Legally Blonde follows sorority girl Elle Woods (Acacia Pressley ’19) as she earns her way into Harvard Law School, teaches hairdresser Paulette (Wren Francis ’19) how to bend and snap, saves Paulette’s dog Rufus, solves a murder, and successfully defends her first client. Between the cast and crew, nearly 100 upper schoolers were involved in the production. Legally Blonde ran for four nearly-sold-out shows November 16-18, and marked the directorial debut of Agnes Irwin’s new theater and film teacher Karen Stait, who joined the faculty in July. Karen, who studied at the London Studio Centre, has a long and varied career in theater that includes performing as lead soloist in the European tours of Cats, Chicago, and Mack and Mabel, seven years as Director of Musical Theatre at The Hammond School, and directing West End showcases of The Subway, Coffee Shop, and Graduates. “It is always a challenge to direct your first production in a new place — getting to know the girls, the space, and its capabilities — but it was a thrill for me to see how the girls pulled everything together, and I was delighted with the level they brought to the performance,” Karen said. “My favorite part was watching them grow as the production developed.” Pictured at right: Karen oversees rehearsal as Elle (center) and the Delta Nu sisters belt it out.

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AGNESIRWIN.ORG

KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

Empower our girls through support of faculty, programs, and facilities.

Lead the way. Every day at Agnes Irwin, we strive to create the best possible environment for our girls to learn and thrive. A large part of our ability to accomplish that is due to the support of our community members. Annual gifts and support of the Agnes Irwin Fund provide almost 10% of our annual operating budget and are critical to the success of the school. Every gift supports every girl, every day. Please Lead the Way with a gift to the Agnes Irwin Fund for the 2017-18 fiscal year. Thank you for your support!

Winter 2018

Digest

SPEAKERS

Agnes Talks This fall, our community had the chance to learn from two women at the top of their respective fields as part of our Agnes Talks series. MARIA TOORPAKAI WAZIR

SAMANTHA AMADIO

As a teenager, Maria Toorpakai Wazir disguised herself as a boy to compete in sports in a Talibancontrolled area of Pakistan. Now, Maria is an internationally-ranked professional squash player who competes across the world. On November 30, Maria visited Agnes Irwin, speaking to Middle and Upper School students in assembly, training with Upper School squash players, and sharing her story with fourth graders. Maria shared with students some of the challenges she faced as she fought against gender barriers — and death threats from the Taliban. “You need to realize life is full of ups and downs,” Maria told students in assembly. “Live your life with hope.”

DOUGLAS BENEDICT / ACADEMIC IMAGES

Forensic anthropologist Dr. Kathy Reichs has taught FBI agents how to detect and recover human remains, testified at the United Nations Tribunal on Genocide, written more than 20 New York Times bestsellers, and produced the hit Fox TV series Bones. On September 27, Dr. Reichs visited Agnes Irwin and met with Upper School students to talk about her experience as both a scientist and a writer. She spoke about collaborative writing, creating characters that stepped outside of typical gender roles, and her varied experiences in forensic anthropology. In the evening, Dr. Wendy Hill led a Q&A with Dr. Reichs for community members.

DR. KATHY REICHS

Top and middle left: Maria Toorpakai Wazir spoke to students in assembly and coached AIS varsity squash players on November 30. Middle right and bottom: During her visit on September 27, Dr. Kathy Reichs taught students forensics techniques and spoke about her novels, followed by an evening Q&A.

WINTER 2018 AGNESIRWIN.ORG

Digest | LOWER SCHOOL

LEADERSHIP DEVELOPMENT

L3 Research Published Recently, the research behind our leadership development program, Living Leadership in the Lower School (L3), was published in the peerreviewed Journal of Research in Childhood Education under the title “Identifying and Living Leadership in the Lives of Prekindergarten Through 4th-Grade Girls: The Story of One Intentional Leadership Identity Development Program.” The article examines the development of our L3 program, created by the Center for the Advancement of Girls and Bryn Mawr College researchers, and notes, “Results indicate … that the program itself helped to redefine leadership for the girls and led them to identify themselves as leaders in more complex and nuanced ways. Furthermore, teachers were able to outline the process through which the girls learned, gained confidence, and developed self-efficacy in leadership skills.” The article is available in Volume 31, Issue 4 of the journal.

INTERDISCIPLINARY

Onward March After learning about the creator of the Macy’s Thanksgiving Day Parade’s famous balloons, second graders worked in groups to plan, design, and build balloons of their own in November. With the help of the Lower School librarians Michelle Burns and Berrie Torgan-Randall, art teacher Trish Siembora, and Director of Lower School Innovation Kim Walker, the girls mapped out possible parade routes, then coded robots to “march” in the parade along a route they mapped out. The project incorporated opinion writing, map skills, measurement, art, and coding, and culminated in the big reveal with Agnes Irwin’s very own parade at the all-school Thanksgiving Assembly!

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400 Our students Skyped with Molly the Fire Safety Dog on November 3 — the 400th Skype for Molly and her owner, who travel the country to teach fire safety education to children.

WINTER 2018

LOWER SCHOOL | Digest

LANGUAGE ARTS

Author Visits Lower School welcomed two children’s book authors during the fall! On October 18, Lower School welcomed Leslie Margolis (pictured below), author of more than 50 books for young readers, including one that served as the inspiration for the Disney Channel movie Zapped. Leslie spoke to students about the writing process and how life experiences provide inspiration for her stories. On December 1, children’s book author Jennifer Hansen Rolli visited, and shared her journey to illustrating and writing books, which started in kindergarten. She showed students some of the ideas in her “inspiration notebook,” read her book Claudia & Moth, and drew a picture for us (above).

PROBLEM SOLVING

Second Grade Sherlocks

MUSIC

Songwriting with a Grammy Nominee Third and fourth graders took on the challenge of writing their own songs during a workshop on October 4 with three-time Grammy-nominated singer-songwriter Justin Roberts. The girls wrote their own lyrics and melodies with help from Justin, then debuted their original songs — “Curious Cotton Candy,” “Fancy Fairies,” “Washed Away,” and “Fallen Autumn” — in Lower School assembly. Justin, an author and the musician behind a dozen children’s music albums, read his book The Smallest Girl in the Smallest Grade and sang the song that inspired it, along with other selections.

SOCIAL STUDIES

Second graders put on their thinking caps to open mysteriously locked boxes using black lights and clues hidden around the iWonder Lab in September. Last year, teacher Amelia Underwood worked with Director of Lower School Innovation Kim Walker to create a breakout game using the skills second graders learn throughout the year, and presented girls with a modified version of the game this fall, including alphabet and number cyphers and key facts about life at AIS.

Agnes and the Chocolate Factory In October, third graders saw their social studies lessons about supply and demand, resources, and economics in action during a field trip to Asher’s Chocolates in Souderton, PA. Students toured the factory, learning the process of turning beans into chocolate, and even met the company’s owner, Chester Asher’s great grandson (pictured here with students).

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Digest | MIDDLE SCHOOL

MATHEMATICS FACULTY

STEAM Director in South Africa Maggie Powers, our Director of STEAM Innovation, gave the opening keynote address at the EduTech Africa conference in South Africa in early October. Her presentation, titled The Learning Revolution: Reimagining Education, focused on transforming education beyond simple knowledge, creating a culture of learning, leveraging technology as a tool to support a learning culture, positioning teachers as changemakers, and changing classrooms as a result of a changing world — all of which are focuses of her work at Agnes Irwin.

Bungee-Jumping Barbie Throwing barbie dolls out a window might not sound like a typical math class, but Jennifer Hahn’s Algebra I students used the activity to practice linear equations this November. Students built a bungee cord out of rubber bands, dropped Barbie from a second-story window, and measured the mean distance of her plunge — then repeated the experiment with additional rubber bands. After graphing their data and finding a best fit line, they used their equations to predict how many rubber bands would provide the “max thrill but no kill”: falling as close as possible to the ground without hitting it.

COMPUTER SCIENCE

Drop Everything and Code In December, students in all three divisions participated in a variety of computer science initiatives, including Hour of Code, an international initiative that takes place each year during Computer Science Education Week. Middle schoolers worked on fun, interactive coding activities based in different disciplines including art, music, math, and history, and also took part in “ D ro p Eve r y t h i n g a n d C o d e .” I n Information Literacy, fifth graders also honed their coding skills through logic games like the one pictured.

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FOREIGN LANGUAGE

La météo à Paris This fall, fifth grade French students used the green screen in the STEAM Studio to create weather reports for different French-speaking regions — including Paris, Madagascar, and Morocco — using their newly acquired weather vocabulary and grammar.

MIDDLE SCHOOL | Digest

HISTORY

Trade Wars

How did the Indian Ocean trade network work in the 1400s? Eighth graders tried to find out for themselves in Mary Higgins’ Global History class in October. Students role-played as merchants from Africa, the Middle East, India, China, and Southeast Asia, sailing around the “ocean” (her classroom), buying and selling their products.

ADMINISTRATION

Introducing Our New Middle School Director

SCIENCE

Learning with Lower School After learning about ancient species this fall, eighth graders shared their knowledge with lower schoolers in November. Students used design thinking — incorporating empathy and purpose into their work — to create interactive museum exhibits that taught Lower School partner classes about fossils and extinct organisms in ways that appealed to various learning styles.

This summer, Cintra Horn joined Agnes Irwin as our new Middle School Director. Cintra most recently served as the Head of Lower School at The Awty International School in Houston, TX, overseeing more than 500 students in grades 1-5. Throughout her career, she has held a range of positions at both the Lower and Middle School levels, including teacher, Division Director, Deputy Head, and Interim Director of Admissions. Cintra received her Bachelor of Education from the University of Manitoba, and her Master of Education from the University of Toronto OISE. “The opportunity to serve in a leadership role at AIS, a school that empowers girls to learn, to lead, and to live a legacy, is both compelling and an honor,” Horn said.

WINTER 2018 AGNESIRWIN.ORG

Digest | UPPER SCHOOL

ADMINISTRATION

ACHIEVEMENTS

National Merit Recognitions VISITOR

FBI at AIS New Upper School Leadership This year, Jennifer Emmi Fiorini ’97 (pictured above right) took on a new role as Director of the Upper School. Fiorini first joined AIS in 2005 as an English teacher, and had served as Dean of Students since January 2014. “My heart belongs to the School, and to my friends, colleagues, families, and students who, with me, call AIS home.” Filling Fiorini’s previous role as Upper School Dean of Students is Mathematics Department Chair Lisa Webster (pictured above left), who first joined the school in 1984 as a Middle and Upper School math teacher, and served as Dean of Students from 2005-2008. “I am looking forward to making a positive difference in the lives of our students each day,” she said when she took on the role in August.

Fourteen Agnes Irwin seniors were recognized this fall by the 2018 National Merit Scholarship program for outstanding achievement, representing nearly 20 percent of the Class of 2018. Back row, from left: Commended students Carol Li, Anna Flieder, Kaitlyn Lees, Lily Zelov, Alexis Short, Lucy Brumberger. Front row, from left: National Merit Semi-finalists Brynne Pergolini, Jenny Liang, Annie Ulichney, Livia Seibert; National Hispanic Scholar Maria Pansini, National Hispanic Scholar and Commended student Naomi Paradis. Not pictured: Commended students Kathrina Payton, Erin Hayes. SCIENCE

Students Present at Villanova Undergraduate Symposium Seniors Brynne Pergolini and Alexis Short presented their research on the Synthesis of L-Glucose at Villanova University as part of the school’s Undergraduate Research Symposium in September. The pair worked with Villanova’s Dr. Robert Giuliano on carbohydrate chemistry this summer as part of Agnes Irwin’s Independent Science Research program.

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Hads Holmgren ’98 visited Upper School on October 4 as part of the Alumnae Lunch Series, discussing her work as the Unit Chief of the Transnational Organized Crime Unit (Western Hemisphere) with the FBI. She spoke about her career path in the FBI, and how her AIS education prepared her for the role. With endless career paths to choose from within the Bureau, hiring managers often look for qualities Holmgren said she started developing at AIS, including leadership, collaboration, and organizational skills.

UPPER SCHOOL | Digest

ART

Holding Horses

SCIENCE

Photo III Honors student Lauren Rader ’18 and Photo IV Honors student Rose Lawrence ’19 each had an image selected for the 2017 Drexel University High School Contest Exhibition. The photos (Lauren’s “Speedy Stallion” and Rose’s “Two Cows”) were taken during this year’s Big Timber Arts Round Up, an annual artintensive retreat at Hobble Diamond Ranch in Big Timber, Montana.

DESIGN THINKING

Engineering for the Future

As part of their coursework this fall, Engineering for the Future students worked in teams to design, prototype, and build desktop organizers for faculty “clients” using the design thinking process. Each team interviewed their client to determine their specific needs, used 3D modeling software to design and create a prototype, and modified the design based on client feedback and any encountered challenges. Among the projects were a cell phone charging station for Mr. Mathisen (pictured below) and a file stand for Mrs. Leonard with built-in whiteboards.

300+ More than 300 people attended this year’s SpeakUp! event, an interactive program that brought Agnes Irwin and Haverford students, educators, and parents together for real dialogue on the topics students want to talk about. SpeakUp! aims to help teens develop supportive relationships with the adults in their lives, and enable them to talk openly, honestly and without judgment about difficult topics, like stress, depression, social media, anxiety, drugs, and alcohol. This year’s event, held October 25 and organized by AIS student leaders, boasted a record number of attendees!

Alumnae Published in Science Journal Jessica Miller ’15, Anna Kramer ’16, and Gabrielle D’Arcangelo ’17 were recently published in the Journal of Physical Chemistry C for the work they did in Dr. Mark Ellison’s lab at Ursinus College as part of AIS’s Independent Science Research program. In Dr. Ellison’s lab, the girls investigated carbon nanotubes and their ability to act as transport tubes to deliver amino acid carbocations. This is the second publication for Anna and Gabrielle with Dr. Ellison’s group and the first for Jessica. Over the last eight years, the ISR program has given over 40 students an opportunity to see science in action as they research topics in the areas of biology, chemistry, physics, and computer science alongside community partners who are experts in these fields.

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Inquiry

Faculty Focus

Questions with Dr. G

afterwards, fill out brief feedback surveys. The coordinators can collate all the data and use it as needed. They were so pleased with the performance of this app that they have used it year after year.

Steve Grabania — or, Dr. G, as most students and teachers refer to him — is in his 17th year of teaching chemistry at Agnes Irwin. Throughout the years, Dr. G has also taught classes in physics, earth science, and biology — and, since 2011, has served as Agnes Irwin’s resident computer science teacher. He’s also a co-creator of SSP-9, Agnes Irwin’s Special Studies Program for ninth graders, and its predecessor, C21. Students appreciate his unexpected humor — including a propensity for “dropping the mic” after reciting the periodic table from memory — and a number of alumnae credit him with igniting their interest in computer science. Q: What inspired you to teach? Dr. G: I initially thought I would be a bench chemist doing research in a lab. After interviewing

at FMC and DuPont, I realized it wasn’t what I wanted for my life — and that what gave me the most joy in college was tutoring. Teaching was a skill I hadn’t realized I had, or could be successful with. So I enrolled in a Ph.D. program — not so much to get a Ph.D., but to get more teaching experience as a teaching assistant at the college level.

Q: You taught chemistry at the college level for five years. Why the switch to secondary education? Dr. G: I began looking for high school positions because in my experience, higher ed placed too

much emphasis on faculty research and grant writing, and too little on good pedagogy and the quality of instruction given to students. AIS, on the other hand, cares about its students — this is the right place for me.

Q: How did you get interested in computer science (CS)? Dr. G: I attended the G. W. Carver High School of Engineering and Science,

Q: What are your hopes for CS at AIS? Dr. G: It’s important that computer science education start

in lower school and continue through middle school, so that by the time students reach upper school, they have already been exposed to coding basics. I think this would increase enrollment in the upper school CS program — but more importantly, students who learn coding principles in LS and MS will gain problem-solving skills that will benefit them across all of their academic courses.

Q: For students who don’t plan to major in CS, what are the benefits of learning to code?

Dr. G: Learning to code improves a student’s problemsolving skills — it forces you to break big problems or tasks down into manageable pieces. Plus, coding an application helps you understand the problems you’re solving at a level that often surpasses what you would otherwise achieve. When I was in grad school, I had to learn a topic in physics called “space symmetry.” I didn’t get it at all. So, I forced myself to write a program that would apply space symmetry to real-world problems for my research group. By looking at the same content through the lens of coding, it all of a sudden became crystal clear. Q: What is the most challenging aspect of your job?

Dr. G: I am still honing my skills at teaching CS. Coding is often confusing to beginners because you use language in a variety of brand-new contexts. Every year, I learn new misconceptions that students have. It takes time to figure out how to work around them or prevent them from occurring in the first place. Q: What’s something you’re excited about right now? Dr. G: The students in CS III are making

where computer science was a major subject required every year. It was there that I first learned programming — but it wasn’t until my Ph.D. program, when I wrote software that generated models of crystal and molecular systems for my research group, that my passion was ignited. Despite that experience, I didn’t code again until C21 started in 2009. I put together a treasure hunt for our ninth graders, and to make it work, I needed to write a program for students to use. It was that project that got me back into programming. I proposed that I start teaching Python programming here at AIS, and that grew into the current computer science curriculum we have.

Q: What about CS appeals to you? Dr. G: Having the ability to help people by producing applications that

make their jobs easier. For example, I produced an app for our Office of Equity and Inclusion, so they could enter CommUnity in Action Day workshops in a database. Students can browse workshops, sign up, and

AGNES IRWIN MAGAZINE

WINTER 2018

AN OWL FOR LIFE • B.S. in Chemistry, Temple University, 1989 • Ph.D. in Chemistry, Temple University, 1993 • M.Ed. in Secondary Science Education, Temple University, 1996

an amazing publications app for Impulse, the Wick, Frenish, and Skirt. Meanwhile, students in CS II are trying to conceive of an online hub for student life web content, including a customizable feed and a collection of web tools to support them. Students coding for students!

Q: What’s something about you that might surprise us? Dr. G: Languages fascinate me. If

I could go back in time, I’d probably major in linguistics.

“In my computer science classes, a number of students have discovered that coding is a passion they hadn’t considered before. These students have gone on to major in CS in college. It makes me very happy to know that I was able to nurture this new dream.”

KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

Dr. Steve Grabania

Limelight

Student Profiles

Lizzie Shacklett ’26 LOWER SCHOOL

KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

t’s hard to imagine someone more befitting the description “bubbly” than Lizzie Shacklett ’26. Often sporting a blue or yellow bow and always wearing a smile, the fourth grader is a budding actress, competitive Irish dancer, and can talk to almost anyone about anything — in both English and Mandarin. Lizzie first joined AIS in PreK, but spent her kindergarten through third-grade years at an international school in Singapore. “It’s very hot there, and a very different culture,” she explained, before launching into a detailed description of the various ways Chinese, Malaysian, Indonesian, and Indian ways of life have shaped the island nation and its dialects. Lizzie learned to speak Mandarin in Singapore, and is keeping up with it now through tutoring sessions with Upper School Chinese teacher Rose Hu, as well as community classes she attends on Saturdays. The class has students of all ages, including several high schoolers — but it’s not all that intimidating for the nine-year-old. A naturally expressive person, it’s no wonder Lizzie feels at home on the stage and one day aspires to head to Hollywood. She played Violet Beauregarde earlier this year in Wolf Performing Arts Center’s production of Willy Wonka Kids, and is currently acting in My Son Pinocchio, Jr. as the Blue Fairy. While it was on a smaller stage, Lizzie took on another “role” this January in Agnes Irwin’s Women in Wax Museum: playing Burmese politician and 1991 Nobel Peace Prize winner Aung San Suu Kyi. If that name doesn’t immediately ring a bell, it’s okay — “Not a lot of people know who she is,” Lizzie said. “She was an activist in Myanmar. She gave a lot of speeches and was placed under house arrest and then won the Nobel Peace Prize. Just like Malala, she was standing up for human rights.” Lizzie loves art, music, and language arts — although she likes all her classes, so it’s hard for her to pick a favorite. Her teacher, Susie Hagin, describes her as “creative, cooperative, diligent, and inquisitive.” Lizzie “is a risk-taker who isn’t afraid to ask a question that’s probably on everyone else’s mind.” An avid reader, Lizzie is currently working her way through the Harry Potter series, and is halfway through the sixth book. Her favorite characters are Luna, Hermione, and Ginny. “I like Luna because she has an airy personality, and Hermione is really funny — she’s constantly telling Harry and Ron not to do things, but she does them herself sometimes. And, I’m not sure why I like Ginny,” Lizzie shrugged. “She stood up and played quidditch even though it surprised everyone. I guess I just like her because she’s being herself.”

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Annie Hepburn ’18 UPPER SCHOOL

KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

nnie Hepburn ’18 likes a challenge. When she started the college recruiting process for lacrosse, she was looking for an institution that would push her on the field, in the classroom, and as an individual. “I realized I wanted something different,” the midfielder explained. “I chose West Point because it’s a place that challenges you in every arena. You have to be the best student, the best athlete, the best soldier, the best leader, and the best person you can be. That mix of higher education, high expectations, and a lot of discipline was what I wanted.” It’s also a part of what first led her to AIS. She transferred here halfway through 10th grade, attracted by the chance to play for a nationallyranked lacrosse team she calls a “powerhouse.” While lacrosse drew her in, “I also wanted to experience the other opportunities and challenges AIS offered,” Annie said. In addition to being a three-sport athlete at AIS (lacrosse, field hockey, and squash), Annie is also a student tour guide and co-head of Young Republicans. Outside of school, she’s a junior vestry member at her church, which involves leading youth events — including a monthly 6 a.m. trip downtown to serve a meal to the homeless. Switching schools halfway through sophomore year “was a daunting experience — but AIS made it so important for everyone to get to know me,” Annie said. She specifically recalled how after her first lacrosse practice, a group of teammates, who she had met just hours before, invited her to dinner. “There was a focus on welcoming me to the community.” The student tour guides Annie met on her first visit to AIS “were a huge factor in my decision to change schools mid-year,” she said. Just five months later, she became a student tour guide herself. “It was a way to give back to AIS for what the school did for me.” She is especially grateful to AIS for helping her unearth a new passion for computer science, a subject she added to her schedule last year without much forethought — and which quickly became her favorite class. “It’s a subject that involves problemsolving, but in a way that’s more creative than math, because there’s no wrong answer,” she explained. This year, Annie is taking Computer Science II, with an eye to potentially pursuing it in college if she doesn’t major in Defense and Strategic Studies. “I never would have taken computer science at my co-ed school,” Annie said. “There are so many challenges I would never have attempted if I hadn’t come here.”

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Natalie Hofer ’23 MIDDLE SCHOOL

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KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

atalie Hofer ’23 learned to swim when she was three, and has been swimming ever since. This March will mark the seventh grader’s fourth year competing in the Middle Atlantic Junior Olympics, where she qualified in seven events. Natalie has been at AIS since first grade. At age 6, she began swimming competitively for Concord Country Club in the summer, and year-round for Westtown Aquatic Club, where she has broken team and league records in the breaststroke. She swims about two hours a day, 5-6 days a week. “I like other sports too, but I like swimming the best — it takes a lot of focus and determination, and it makes you very disciplined. I like the strokes, and having fun with my friends on the team.” After pausing a moment, she added: “...And I like to win.” She has some practice with that. The 12-year-old — who also has a black belt in Tang Soo Do — joined the Upper School Varsity swim team this year as one of only three middle schoolers and the youngest on the team. “I was a little nervous because I didn’t know what to expect, but everyone was really nice,” Natalie recalls. In the first meet of the season, she took first place in the 100 Breast. Natalie remembers looking around during the race, not seeing the swimmers to her left and right, and having a moment of panic. “I thought I was doing something wrong. I had thought I would end up in last place, because the other girls were all bigger and taller.” In January, Agnes Irwin competed in the Inter-Ac Swimming Championship, where Natalie placed 8th in the 100 Breast, despite being the youngest out of 31 swimmers. In February, she’ll compete at Easterns, also as one of the youngest in the pool. Natalie aspires to someday compete at the Olympics, but knows that dream will take a lot of hard work and dedication, as she knows it has for her role models: among them, Michael Phelps, and Simone Manuel, who in 2016 became the first African-American female swimmer to win an individual gold medal. Aside from being an energetic, joyful student with a great sense of humor, Natalie’s teachers also describe her as a caring and considerate member of the AIS community — so it’s little wonder that she is also inspired by Pakistani activist Malala Yousafzai and the humanitarian work of tennis player Serena Williams. “[Serena] has worked so hard and cares so much about other people, and I really admire that,” she said. Natalie also values Agnes Irwin for being a caring, close-knit community. “You don’t have to be afraid to show your true self, because everyone will accept you for who you are.”

Madeleine Hufford ’18 and Livia Seibert ’18 UPPER SCHOOL

KAREN MOSIMANN LIFESTYLE PHOTOGRAPHY

or Madeleine Hufford ’18 (left) and Livia Seibert, STEM education and female empowerment are causes that are close to home. Livia, head of CAG’s Council for the Advancement of Girls, has been coding since seventh grade. Maddie is a ballet teacher, and volunteers in the Lower School as both a classroom aide and a student mentor. Three years ago, the pair developed the idea of teaching a computer science class for lower schoolers — something that would combine Livia’s passion for STEM and Maddie’s for teaching. “Gender imbalance is a major issue in tech fields, and introducing computer science to girls at a young age is a proven way to keep them interested in the subject matter later in life,” Livia explained. The AIS “lifer” spent last summer developing a web app for researchers at the Children’s Hospital of Philadelphia, and was familiar with Agnes Irwin’s after-school programs through her sister GG ’25. “Extra Session seemed like a convenient way to teach our own material within the existing framework.” The pair approached then-Dean of Students Jennifer Emmi Fiorini ’97 with the idea, who encouraged them to pursue it. Livia taught Maddie to code, and the girls worked with Director of Auxiliary Programming Jenny Alario and two faculty advisors — kindergarten teachers Molly Bergh and Melanie Slezak — to brainstorm the best way to teach the material to young students. Their first Extra Session offering, Web Design I, launched in Spring 2015. The class covered HTML basics, with students working toward the final project of building a website on a topic of their choice. After the success of their first session, Livia and Maddie have taught two more sessions of the class, along with two sessions of Web Design II, which covers intermediate HTML and CSS. They plan to teach Web Design I again this spring. “During the last class of the session, we have a party where each girl presents her website and we celebrate with cupcakes, cookies, and games. That’s definitely the most fun day,” Maddie said. “We’re always so excited to see how proud the girls are when showing off their websites.” What’s more, Livia says, “We’ve found that students from our class tend to continue on with their computer science pursuits, whether through joining a robotics club or making websites on their own.”

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Visual & Performing Arts

MUSIC

| THEATER | STUDIO

Maestro Takes Center Stage MURRAY SAVAR NAMED DEPARTMENT CHAIR

ere’s a question for you: How is teaching a science, technology, engineering, arts, mathematics — curriculum at AIS. “The arts are an integral and kindergartener to sing different from directing necessary part of every single student’s education — an upper school a cappella group? even those who don’t consider themselves ‘artsy,’” “There are two minor differences: their ages, and the Savar explained. “Artistic expression and the creative fact that Bel Cantos have a harder time concentrating process enhance critical thinking, problem solving, early in the morning. Otherwise, it’s the same,” joked imagination, inventiveness, and innovation.” music teacher Murray Savar. In most educational settings it is rare to have the Savar, one of Agnes Irwin’s most recognizable faces, chance to teach music to both a school’s youngest and began teaching music at Agnes Irwin when he was 21 oldest students, but it’s one of the aspects of Savar’s job years old — and 41 years later, he’s still at it. As the that he values the most, he said. classroom music teacher for all Lower School students “Teaching in both divisions is an extraordinarily and the director of the Upper School choir and the Bel enriching experience. The variety of repertoire and Cantos, Savar has taught generations of Agnes Irwin experiences keep me motivated and energized, and it students how to find the magic in music. allows me to maintain relationships with our girls, “Making music, singing, performing, and listening is observing their progress and personal growth from a universally joyful experience,” Savar said. “Being the preschool years through graduation,” he explained. messenger for hundreds of girls to find their voices and Of course, there’s somewhat of a catch, Savar says. pass it on for future generations is my greatest joy in life.” “In doing so, I also realize that another rewarding For the past 22 years, Savar has served as Music decade has passed in my AIS Department Coordinator. This professional life — which has academic year, Agnes Irwin’s longest“Being the encompassed my entire career. I am serving teacher took the reins for the messenger for now teaching many students whose first time as Visual and Performing mothers were singing in my class Arts Department Chair, overseeing all hundreds of girls earlier in my 41-year tenure!” aspects of the art, drama, music, and to find their voices dance departments. “Murray is multifaceted. His work and pass it on for With the new title comes the work is always pristine,” said Biz Sands ’71, of making hiring decisions, managing Assistant Director of Lower School future generations the department schedule, and a for Student Support, during AIS’s is my greatest variety of other responsibilities, in faculty milestone ceremony in June. joy in life.” addition to his regular classes. “He is as new and fresh as he was when As chair, Savar hopes to make the he arrived at AIS. After 40 years, he MURRAY SAVAR arts the keystone of a true STEAM — remains an artisan, not an artifact.”

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CLASS SPOTLIGHT

What does it take to “make it” in the art world? Talent, sure — but a keen business sense doesn’t hurt. This fall, a group of seniors explored the “business side of art” in Artist as Entrepreneur, one of several new classes rolled out this year as part of the new upper school curriculum. Developed and taught by photography teacher Sarah Bourne Rafferty, the course is designed to expose students to various creative business ventures, with a particular focus on women in the arts. Rafferty developed the course this summer, with the goal of helping students bridge the gap between the skills they’re learning and the ways those skills can be used to make a living — something that’s often a “missing link” in art education. “I wanted our students to get a taste for what is available to them,” she explained. Rafferty has firsthand experience marketing her work: both as an artist who has shown at galleries throughout the region, and as the owner of atwater designs, a cyanotype design studio that produces original cyanotypes, fine art prints, and paper goods.

SARAH BOURNE RAFFERTY

Exploring the Business of Art Brittany Reed, owner of leather goods boutique Tesoro, speaks to students at her studio.

She is one of several teaching artists at Agnes Irwin with experience on the “business side” of art, including Terri Saulin, who serves as a member and press coordinator for Tiger Strikes Asteroid, an artist-run gallery in Philadelphia; and Sophie Miller, a printmaker who does commission work. In Artist as Entrepreneur, seniors have researched how successful businesses got off the ground, and also connected with local and national female artists. The class also conducted market research, learned how to generate an electronic presence, and hone the skills needed to “sell oneself.” As part of their coursework, students focused on branding themselves by creating branding boards, devoting about a quarter of class time to their own artistic ventures. This fall, two students chose to develop their business models around calligraphy, while others focused on keychains, photographic image transfers on wood, and embroidery. “The more we expose our girls to people, places, businesses, and ways of creating, the more they might be inspired to do something similar, or gain the courage and excitement to create something on their own,” Rafferty said. “As artists, we are often asked, ‘What are you going to do with that degree?’ The reality these days is that you can do a lot with a creative degree.”

Other Kudos • Violinist Colette Cavazos ’20 was accepted to the PMEA District 12 Orchestra Festival, the result of a successful audition amongst a very competitive pool of applicants. The festival and concert took place February 8-10.

04 – 28 August 2017 edfringe.com

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RepCo Goes Global In August, RepCo made its international debut when a dozen Agnes Irwin students traveled to Scotland to perform at the American High School Theatre Festival, part of the Edinburgh Fringe Festival. Avery Pierson, written by Katelin Hamilton ’18 and India Dixon ’18, is an adaptation of the classic morality play Everyman, and the entire show was student-led, including the casting, production, and direction. The play ran August 15-18, with a surprise visit from Dr. Wendy Hill at its debut! In September, AIS hosted a special performance of Avery Pierson. The cast and crew talked about the process of writing the show in scriptwriting class, and performing at the world’s largest arts festival.

• Kathrina Payton ’18 was recently accepted to the Museum of The Pennsylvania Academy of Fine Arts’ Youth Council, a small group of teens who meet weekly to explore the relationship between their peer group and art museums. • Lucy Brumberger ’18, Natalie Corkran ’20, Emily Kulp ’19, Rose Lawrence ’18, Carol Li ’18, Ana Mashek ’18, Nia McCune ’19, Naomi Paradis ’18, Cassin Parks ’18, Lauren Rader ’19, and Caroline Roarty ’19 recently had work selected for the 2nd Annual High School Art Exhibition at Delaware County Community College in Media, PA. The show ran January 24-February 22.

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COURTESY BILL ECKLUND

Athletics

Riding High When Olivia Grabaskas ’18 enrolled at AIS as an eighth grader, she and classmate Megan Loughnane became fast friends. Not only did they bond over their shared love of horses, but they also discovered that they were both in the process of switching to the same barn in Radnor. They’ve been friends — and competitors — ever since. Livy (pictured above, right) and Megan (above, left) are both nationally-ranked equestrians, competing in about 15 events a year. At AIS, they receive independent athletic credit for riding. During the school year, they ride four hours a day, six days a week — and travel every three or four weekends to compete. Despite the massive time commitment, both girls are excellent students. “We both make sure to stay on top of our schoolwork, “Riding is what and ride as much as we can,” Megan said. The pair have been riding for about the I love and what I same amount of time — Livy, eight years, and want to do with the Megan, nine. “I love everything about it — the rest of my life.” sport and the animals alike,” Livy said. Livy was named National Prelim Young OLIVIA GRABASKAS ’18 Rider of the Year in 2016, and in 2017, placed in the top four in the majority of shows she competed in. In October, she moved up to the intermediate level with no jumping faults — which she considers one of her biggest accomplishments to date. “Riding is what I love and what I want to do with the rest of my life,” she said. “I will never give it up!” Like Livy, Megan plans to continue riding in college and hopes to make a career of it. This summer, Megan qualified for the North American Junior/Young Rider Championships — essentially on par with the Junior Olympics — and placed 6th out of about 50 of the best young riders in North America at the CCI* level. Many times, the girls are direct competitors at their events — and while they both like to win, their friendship comes before riding. “When we compete against each other, we are rooting just as much for each other as we are for ourselves,” Megan said. “We don’t really think of it as competing against, but competing with each other.” 24

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Olivia Grabaskas ’18

(BRANT GAMMA PHOTOGRAPHY)

Megan Loughnane ’18

(SHANNON BRINKMAN PHOTOGRAPHY)

BRIEFS ADMINISTRATION

Athletics Welcomes New Leadership This year, Agnes Irwin welcomed two new women to its athletic leadership team.

Courtney Lubbe, Athletic Director

Courtney came to AIS in July from Convent of the Sacred Heart, New York City’s oldest independent school for girls, where she served as Acting Head of Athletics and Wellness. Courtney managed the school’s physical education and wellness programs, in addition to a strong athletics program fielding 34 teams and over 40 coaches. Courtney was an accomplished student-athlete, playing lacrosse for four-time Ivy League champion University of Pennsylvania. She holds a Master of Science in Sports Management from Columbia University, and spent three years there as an assistant lacrosse coach before joining Sacred Heart. “From the moment I stepped onto campus, the energy and enthusiasm of the students, faculty, staff, and coaches was evident,” Courtney said. “Agnes Irwin’s commitment to providing programs of excellence in athletics, physical education, and wellness is inspiring. I’m excited to be a part of this special community!”

JV Squash Coach Inducted Into Hall of Fame Maurice Heckscher, Agnes Irwin’s Junior Varsity Squash Coach, first entered the world of competitive squash more than 50 years ago when he led the University of Pennsylvania to its first Ivy League title — marking the start of a long and successful history in the sport. In October, Heckscher was recognized by US Squash for those achievements through induction into the US Squash Hall of Fame.

Swim Team Breaks Records

Agnes Irwin’s Varsity swim team broke five school records on January 9. Maddie Aguirre ’19 set a new mark for AIS in two events: 2:24.91 in the 200 IM, and 4:39.66 in the 400 Freestyle. Myka Thomas ’18 was not only the first-place finisher, but also set new AIS records in both the 50 Freestyle (28.21) and 100 Freestyle (1:01.12). Riley Pujadas ’21 broke her own AIS 100 Backstroke record with a time of 1:10.71.

Lauren Wray, Assistant Athletic Director, Head Lacrosse Coach

Lauren Wray joined AIS in August, after serving as Head Coach of Women’s Lacrosse at Haverford College for six years. While there, she mentored 16 student-athletes to Centennial Conference selection and three Centennial Conference tournament appearances. Lauren was a four-year letter-winner at Duke University, a three-time All-ACC selection, a three-time IWLCA All-America selection, a member of the US Lacrosse U-19 World Championship team in 1999, and the US Lacrosse Developmental Team from 2001-2003. Lauren got her start in coaching as an undergrad in 2004. She then served as Assistant Coach at Temple University, Head Coach at Cedar Crest College, and Assistant Coach at Lafayette College, before joining Haverford College. In addition to her extensive coaching experience at the college level, Lauren is the Girls’ Director of Operations for Mesa Lacrosse, a youth program in Haverford. “You develop a different relationship with studentathletes as a coach versus as an administrator,” Lauren said. “I’m looking forward to helping our players reach their lacrosse and leadership potential this season.” Lauren, Gus, and Courtney at AIS/EA Day 2017

Fifteen Agnes Irwin seniors have verbally committed to continuing to play their primary sport at the college level, representing more than 20 percent of the Class of 2018. Top row from left: Myka Thomas (Howard University, swimming), Rajaa Wilcox (Howard University, softball), Brynn Smith (George Washington University, lacrosse), Sydney Wolfington (Penn State, lacrosse), Maria Pansini (Princeton University, lacrosse), Annie Hepburn (West Point, lacrosse), Grace Weise (Washington and Lee University, field hockey). Bottom row: Juliana Jaskot (Boston College, crew), Alexandra Hark (Boston University, lacrosse), Meredith Murphy (Bucknell University, lacrosse), Lily Zelov (Cornell University, squash), Emma Macaione (Dartmouth College, lacrosse), Kaitlyn Lees (Dartmouth College, golf), Rose Lawrence (Drexel University, squash). Not pictured: Ana Mashek (Colorado College, swimming)

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Center for the Advancement of Girls RESEARCH

Cornell Studies Leadership in Lower School study examined what kinds of traits children value in leaders, and How do our youngest students what inspires children’s confidence as leaders. Led by Dr. describe a leader? A leader is “Our primary Katherine Kinzler, the researchers were especially interested in someone who shows kindness, values how single-sex schools affect children’s intuitive notions of the opinions of others, and is strong goal in CAG is leadership, as well as conceptions of their own abilities and and decisive — at least according to to create an likelihood of assuming a leadership role in the future. many of the Agnes Irwin lower environment at schoolers who spoke with Cornell “We decided to participate because Dr. Kinzler’s work is University researchers this fall. Over consistent with questions we are also asking about children’s Agnes Irwin two days in November, 43 Agnes impressions of leadership, especially through the lens of gender,” that allows all Irwin students in PreK through explained Bridgette Will, CAG’s Director of Research and Strategic girls to thrive.” Grade 4 met with researchers Partnerships, who served as Agnes Irwin’s liaison for the study. exploring how ideas of leadership are CAG also hoped the study could provide further insight into how MARIANDL HUFFORD developed in young children. students internalize the lessons of Agnes Irwin’s Living Leadership in the Lower School program and the Leadership Toolkit. Agnes Irwin was one of 10 Students whose families opted into the study played two short games with a schools along the East Coast and Canada that researcher. In one, they were asked to select students from a mock yearbook for participated in the study, conducted by the class leadership positions — after which, they selected the position they Department of Social Cognition Laboratory at themselves would want in the class. Afterward, researchers asked students to Cornell University over the course of the fall. The think of a “really good” leader, helper, and scientist, and to draw a picture of those people. In the second game, they were shown cartoons of children on a computer. They heard about each person’s traits and were asked to select which person they liked best, which one they thought was the best leader, and which one they would grow up to be. They were also given the chance to describe which traits were most important for good leaders to have. RESPONSIBILITY Most children found the games to be entertaining and enjoyed telling the researchers what they thought, Will said. Students received a small prize for playing (a pencil and sticker). The researchers noted after the study that the AIS participants seemed COMMUNICATION/ HONESTY LISTENING to value being independent and confident decision-makers — and saw themselves as such. This spring, AIS will receive the full results of the study, which will also be submitted to a scientific journal. PROBLEM COLLABORATION/ REFLECTIVE The Cornell study is one of several research studies CAG THINKING SOLVING COOPERATION has brought to AIS. Currently, the school is participating in a five-year longitudinal study with University of Massachusetts Amherst, funded by the National Science Foundation. The study is INDEPENDENT KINDNESS examining factors impacting eighth grade girls’ persistence in and MINDEDNESS attitudes about math and science. “Our primary goal in CAG is to create an environment at Agnes Irwin that allows all girls to thrive,” said Mariandl Hufford, Assistant Head of School and CAG Director. Participating in these research studies gives CAG access to RESILIENCE Traits from valuable information to use in support of that goal: current research that Agnes Irwin’s illuminates not only how girls learn best, but also how our girls, specifically, are Leadership Toolkit learning and thriving.

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Research shows that community-based partnerships are especially valuable to young women. Two of the reasons why: They introduce girls to professionals who may serve as mentors, and can expose them to a number of career opportunities, especially in fields in which women are traditionally underrepresented.

What are you working on currently?

STAFF SPOTLIGHT

Meet CAG’S Director of Research and Strategic Partnerships Bridgette Will joined CAG this summer as its new Director of Research and Strategic Partnerships. She comes to AIS after serving as social studies department chair at the Academy of Our Lady of Peace in San Diego, another NCGS school, where she taught AP Government and AP Psychology, and frequently developed relationships with partner organizations to supplement her students’ classroom experiences. In addition to overseeing research initiatives such as the recent Cornell University study in the Lower School, Bridgette also develops and oversees partnerships with colleges, universities, corporations, and nonprofits to expand opportunities for students and faculty. She teaches Global Health and the Girl Child, a cross-disciplinary Upper School class focused on girls’ health worldwide, in addition to her administrative work.

What interested you about this position?

It was work that I was already doing as both a classroom teacher and department chair — exploring the latest research and best practices in girls’ education and how to implement that in classrooms. Recognizing that 21st-century education has shifted to be more student-centered, I saw myself as more of a facilitator of experiences than an ultimate source for their learning, and have always been passionate about finding students resources that did not exist within our school community. An opportunity to do that not just for my own department, but an entire school community, really appealed to me.

I oversaw the Cornell study, and I am proud of that especially because it fit so nicely into our other leadership initiatives. I have also helped to facilitate the placement of the three student teachers we have from Bryn Mawr College. Currently, I am overseeing the development of partnerships with Villanova’s College of Engineering and its Gender and Women’s Studies program, Villanova Widger School of Law’s CSE Institute, Philadelphia High School for Girls, the Wistar Institute, and Moore College of Art and Design. I am also leading a research initiative focused on the impact of girls’ participation in athletics as it relates to the development of leadership skills. I recently compiled a literature review and completed the second phase of this project, which included focus groups with AIS team captains. In addition, I’m working on a partnership audit in support of our Strategic Plan. Phase 1 included meeting with key personnel and getting a sense of where our strengths lie in existing partnerships and where our community has areas of need that could be supplemented through partnerships.

What about this work excites you?

I love being intentional about how to best educate girls, and I’m proud that everything we do is rooted in research about what’s best for our students. Too often, education is based on what is best for the policy-makers or adults involved. Agnes Irwin is truly student-centered and seeks to find what is best for girls, even if it is inconvenient for us. I think most of us wish we had adults who were advocating for us when we were students, and I strive to be the adult that I needed when I was growing up. Read the full Q&A with CAG’s Director of Research and Strategic Partnerships at agnesirwin.org/facultyspotlight.

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Modeling

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Innovation BY PETE KENNEDY

A new professional development program, funded by the E.E. Ford Foundation, is helping teachers collaborate on new, innovative classroom practices.

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f you had walked into Jennifer Hahn’s algebra class the morning of December 6, you would have found her sitting on the floor with her eighth-grade students, all in a row, backs to the wall, meditating. The girls had a test on linear and quadratic equations that day, but Hahn decided to begin the class with a fourminute guided meditation exercise called “On and Off.” She used GoNoodle, a movement and mindfulness app for the classroom. Over the speakers, a woman’s voice instructed the girls to “turn on” their toes by crunching them into a fist, breathe in to add energy, and finally release that energy and turn their toes “off.” Some girls closed their eyes as they listened. Others watched the smartboard, where a white orb floated over a field of blue, growing bigger when the girls inhaled, shrinking when they exhaled, breaking into pieces for the “turn off,” and re-forming as the exercise Above: Jennifer Hahn assesses students’ understanding of graphing inequalities before a quiz. Below: GoNoodle, a mindfulness app, offers continued. short, guided meditations that Hahn occasionally uses in class. The result? “Every single one of them turned in the test specifically aims to strengthen and support before the bell rang, which has never happened,” independent secondary schools. Hahn said. “The crazy thing is that the grades were In a typical year, the Foundation awards $2.5 the highest they have been all year. Are they getting million to schools “to challenge and inspire them the hang of algebra, or was it the meditation?” to leverage their unique talents, expertise, and That’s the kind of question Hahn will take to her resources to advance teaching and learning next meeting with Kim Walker, the coach with throughout this country by supporting and whom she meets about twice a month through her disseminating best practice, by supporting efforts participation in Agnes Irwin’s new Legacy Through to develop and implement models of sustainability, “The grades were Leadership program. Hahn is one of eight teacher and by encouraging collaboration with other fellows participating in the program this year, and the highest they institutions.” meditation is one of several unconventional “In line with our Strategic Plan goals of have been all year. teaching techniques she’s rolling out. ‘Energizing our Educators’ and ‘Igniting Curiosity and Creativity’ in our students, it made sense for us to steer toward a personalized professional development program,” Hufford said. On the last day of the school year, the school received word that its Legacy Through Leadership proposal had been awarded a $50,000 grant. The news was announced by Dr. Wendy Hill in an allstaff meeting, to cheers.

Agnes Irwin’s Legacy Through Leadership program is a three-year faculty fellowship, overseen by the school’s Innovation Team and made possible by a JENNIFER HAHN grant from the Edward E. Ford Foundation. It is designed to empower faculty members to explore, create, and collaborate on powerful new learning opportunities for students — and to grow their own capacities for teaching and learning. The first cohort of teachers to go through the program — called Innovation Fellows — are engaging in ongoing professional development activities this year. In subsequent years, they’ll become coaches to other teachers. The ultimate goal of the program is for all faculty members to engage in ongoing professional development in sustainable, innovative ways. “Like any institution, we have pockets of innovation, and we’re hoping to accelerate that so teachers further embrace trying new things,” said Julie Diana, Director of Libraries and Humanities Innovation in the Upper School. Diana is one of three members of the iTeam, along with Walker, the Director of Lower School Technology Integration and Innovation, and Maggie Powers, the Director of STEAM Innovation in the Middle and Upper Schools. Last year, at the suggestion of Assistant Head of School Mariandl Hufford and Head of School Dr. Wendy L. Hill, the iTeam applied Cristina Mesones looks on as students in Spanish III act out sketches for a grant from the E.E. Ford Foundation, an organization that they’ve written to demonstrate the acquisition of new vocabulary. 30

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FORMING A FELLOWSHIP

Are they getting the hang of algebra, or was it the meditation?”

Legacy Through Leadership Fellows and their mentors. From left: Kim Walker, Janet Bartholdson Fry ’06, Julie Diana, Maggie Powers, Corey Willingham, Jennifer Hahn, Sara Webb, Terri Saulin, Cristina Mesones, Dan Slack, Melanie Slezak.

Fellows discussed constructivist theory during a November professional development day, putting forth questions, ideas, and analogies on Post-Its.

Now, the eight Innovation Fellows — history teacher Janet Bartholdson Fry ’06, Hahn, Spanish teacher Cristina Mesones, art teacher Terri Saulin, English teacher Dan Slack, kindergarten teacher Melanie Slezak, librarian Sara Webb, and history teacher Corey Willingham — meet regularly with iTeam members, who serve as instructional coaches. Each fellow creates a professional growth pathway, focused on personalized goals in six areas: self-exploration, feedback, learning, sharing, teaching, and accountability. Under the feedback

component, for example, some of the teachers have sent their students online surveys. In workshops, the fellows and the iTeam delve into pedagogical theory, review goals, explore new technologies, and brainstorm innovative ways to educate and to grow as educators. “I learn something new every single time, and all these new ideas are things I can readily apply to make my classes even better for my students,” said Fry, who teaches fifth- and 11th-grade history. “Our fellowship meetings are packed with helpful and useful information,” said Saulin, Middle and Upper School Studio and Media Arts Instructor. “We’ve learned how to use many useful teaching tools, such as Slack, Pear Deck, Seesaw, GoNoodle, and Swivl.” On the collaboration app Slack, the fellows participate in “slow chats” on topics like constructivist theory, which posits that learning occurs when students are actively involved in a process of knowledge

Hayden Dash ’23 and other Art 7 students research animal motifs in cultures throughout history as they prepare to construct their own ceramics.

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MIKE ARRISON PHOTOGRAPHY

construction, as opposed to passively receiving information. Studying it led Saulin to switch up some teaching techniques. For one, fewer slideshows during lecture. “I have come to realize that dimming the lights and hearing me wax poetically to captive listeners made for nap time,” Saulin said. “My new tactic is to email the students research prompts and instructions.” As students in her Media Arts class study graphic design styles, for example, homework includes researching artists and pieces they find compelling, and the time period they’re from. “It actively leads them to the information I want them to find, and along the way, they make their own discoveries.”

IMPACT IN THE CLASSROOM INDEPENDENT DISCOVERY For her professional growth pathway, Slezak, a kindergarten teacher, is conducting an in-depth exploration of the principles and experiences central to the Reggio Emilia philosophy of education. (Reggio Emilia is a city in Northern Italy where the pedagogical approach developed.) “This philosophy has always resonated with me because the focus is totally child-centered,” Slezak said. “At its heart is the image of children as strong, capable, and powerful — full of interests and resources to guide their own learning.” The Reggio Emilia approach isn’t totally new to Slezak: she began exploring it last year as part of another professional development project at Agnes Irwin. “I chose to continue learning, and deepening my understanding, through the fellowship,” she explained. In November, she traveled to Atlanta for the North American Reggio Emilia Alliance Tour of Schools, where she heard from an educational leader directly from Reggio Emilia, and visited four schools whose practices and environments are completely Reggioinspired. In the Reggio Emilia philosophy, the classroom itself is thought of as “the third teacher” — an environment designed to spark

Students in Spanish V take a virtual tour of Madrid, while Mesones’ iPad displays prompts about what students are seeing.

Above: Melanie Slezak with her students. Below: Dan Slack’s juniors take on a team-building exercise. “The challenge combines fun and learning in a meaningful way (one of my goals this year),” Slack explained. “It also helps the class connect with each other so they become more used to sharing good ideas — and help each other with their personal interest projects.”

“Seeing the streets, monuments, and people around them also leads to them asking questions and making relevant connections between Hispanic cultures and their own.” CRISTINA MESONES

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Legacy Through Leadership Fellows, 2017-18 Janet Fry MS/US History Jennifer Hahn MS Math/ US Economics Cristina Mesones MS/US Spanish Terri Saulin MS/US Studio and Media Arts Dan Slack US English Melanie Slezak Kindergarten Sara Webb US Librarian Corey Willingham MS History Clockwise from top left: The eight Innovation Fellows are discussing The Impact Cycle this year; Fellows meet during a professional development day in November; Emma Lin ’30 works on a Reggio Emilia-inspired project in Slezak’s class; Mesones’ Spanish III students perform a sketch.

curiosity, awaken the senses, promote discovery, and foster respectful connections and relationships. Teachers arrange “provocations” — items intended to stoke children’s independent thinking, while promoting interaction and collaboration. For example, one day this fall, Slezak placed beads and clear bowls with numbers written on the bottom of them on her classroom’s light table, but provided no instructions. After a bit of inspection, the girls began filling the bowls with beads. If a bowl had “11” on it, the children placed 11 beads inside. After filling the bowls, her kindergarteners arranged them in the correct number sequence. In doing so, the materials themselves provoked the girls to use some of their already established skills (counting, one-to-one correspondence, sequencing). “I could have told them to fill in a worksheet by putting the numbers in order, but they accomplished the same goal by using aesthetically-pleasing materials, working together, and using their own resources and knowledge to ‘show what they know,’” Slezak explained. One warm day in late October, the kindergarteners were in a writing workshop, seated around big tables, holding crayons, making sounds, and writing words, when one girl spotted a natural provocation: a bee hovering near a light. Some of the girls were curious; others got nervous and wanted Slezak to get rid of it. “Bees, like all creatures, have a job and a purpose. I thought, ‘Maybe if we learn about them, we won’t be afraid,’” Slezak said.

And so, the class embarked on an exploration of bees, learning about their body structure, behavior, and role they play in the ecosystem. “Not only did they learn new facts, but it created a lot of empathy for the bee who was stuck inside, and the girls started feeling connected,” Slezak said. “The girls, on their very own, built an elaborate bee hospital, without any guidance from me. I just encouraged and supported their ideas.” And, Slezak said, “This story has a happy ending: The bee flew back outside on its own.” ACTIVE LEARNING For Middle and Upper School Spanish teacher Cristina Mesones, a primary goal this year is encouraging students to have an active role in their learning. “My aim is for them to think about what they can do with the language, instead of what they ‘know’ about it,” she said. She meets regularly with her mentor, Powers, to examine her teaching style and explore avenues for innovation. While discussing how to approach a unit on health, the body, and medicine, Powers suggested that Mesones have the girls conduct “workshops” to teach related vocabulary and grammar to classmates. Mesones’ students held workshops for their classmates on topics like yoga and how to prepare healthy snacks — entirely in Spanish, of course. “Aside from helping the girls practice their grammar — giving instructions, commands, and suggestions in Spanish — it also gave them the opportunity to be leaders, explaining and modeling something they really cared about,” Mesones explained.

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English teacher Dan Slack monitors and maps the path of conversation as students engage in a Harkness-inspired classroom discussion around the novel Flight by Sherman Alexie.

Mesones said the most fun innovation has been the use of virtual reality goggles that allow her students to explore faraway Spanishspeaking lands. “Sometimes in the language classroom, it’s hard to make the cultural connection. In the textbook, it’s kind of plain,” Mesones said. But with the virtual reality goggles, “I see them moving around, like: ‘Wow!’ ‘It’s so pretty!’ ‘Look at that!’ Seeing the streets, monuments, and people around them also leads to them asking questions and making relevant connections between Hispanic cultures and their own. ”

A JOY-FILLED CLASSROOM As part of his fellowship, Upper School English teacher Dan Slack approached the school year with a question: “How can I design a joyful English class experience with learning at the center?” With this overarching goal in mind, Slack began actively incorporating more student-centered projects and strategies. In 11th grade English, Slack is utilizing the Harkness Method, a pedagogy that focuses on student-led discussions in an encouraging environment with only minimal teacher intervention. Desks are configured in a circle, and all students are required to contribute by asking questions, sharing insights, or offering alternate interpretations of a passage. Slack tracks the path of the discussion, and interjects to enhance discussion or redirect lines of inquiry. Another pathway to infusing joy in the classroom: giving students opportunity to find and explore a topic of interest in-depth through “20% Time.” 20% Time began as a Google policy that encouraged employees to spend 20 percent of their work week exploring projects they felt would most benefit the company — and famously, it’s how some of Google’s most popular products, including Gmail and Google Earth, were developed. Decades earlier, a similar program at 3M resulted in the creation of Post-It Notes. In the education world, 20% Time means giving students time to develop 20% Time passion projects of their own. This year, Slack’s juniors began the year by gathering inspiration and artifacts — music, organizations, social issues,

“These eight teachers have signed on because they want to take risks — they’re not tepid about trying different things in their classrooms.” KIM WALKER Slezak (right) invited faculty to her classroom during a December lunch to learn about Reggio Emilia techniques.

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articles — and cataloguing them in Seesaw digital portfolios. In December, each student narrowed her focus, selecting a topic of interest to further research throughout the year. Students will journal regularly, and ultimately develop a final project of their choosing, as well as deliver a TED-style talk about what they learned. “Students are used to doing academic, analytical writing; this helps them broaden the kind of writing and thinking they do — which they’ll use in the wider world later on,” Slack explained. Through the project, students have a chance to practice their reading, writing, and speaking skills, but through a topic that’s personally meaningful to them — which, Slack has found, improves the quality of their work. Another benefit: helping students reflect on how they learn. “It’s not just about the final product, but also about ‘What was this process like?’ and, ‘How do I learn best?’” Slack said. “They become more aware of their own learning.” “These eight teachers have signed on because they want to take risks — they’re not tepid about trying different things in their classrooms,” Walker said. “It’s exciting to work with people with that kind of mindset.”

Seventh graders collaborate in September on a geography assignment in Corey Willingham’s class. One of Willingham’s Legacy Through Leadership goals this year is fostering student independence.

DOMINO EFFECT

Above: Janet Fry’s fifth grade history students used communication, collaboration, critical thinking, and creativity to solve a series of puzzles and unlock the wonders of the ancient world in a BreakoutEDU session in January. Below: Malia Grant ’22 during Hahn’s algebra class.

The iTeam hopes Legacy Through Leadership sets in motion a domino effect within Agnes Irwin, and beyond. “We’re looking to be the model,” Walker said. “I think that’s what the E.E. Ford Foundation tends to look for — programs in schools today that can be the model for other independent schools.” As the fellows receive instructional coaching from the iTeam, they are also being trained as coaches themselves. Next year, each fellow will be paired with one of eight other faculty members joining the program, dubbed “teacher leaders.” They’ve been studying the partnership approach championed by the eminent instructional coach Jim Knight. “It’s not like a sports coach or other forms of coaching, where you have the knowledge and you’re helping someone else get better. It’s working together in partnership, without a hierarchy,” Powers said. “We’re hoping it will allow our faculty to come into one another’s classrooms a little bit more often and break down some of those barriers around collaboration.” That model — teacher leaders becoming coaches in their second year — could continue into the third year and beyond, but the iTeam plans to reevaluate the program regularly based on feedback. Willingham, a Middle School history teacher, is already preparing for her coaching role. “The first conversation I plan to have with participating teachers next year will be about courage and persistence,” she said. “It takes a lot of courage to invite another teacher into your room.” As part of the grant, the iTeam is also looking to create a collaborative space for faculty on campus. “We’re hoping it will be somewhere bright and spacious,” Diana said. “Somewhere teachers can be stimulated and sustained — and inspired by each other.”

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COMMUNITY CONVERSATIONS At Agnes Irwin, we pride ourself on the strength of our community, and purposefully cultivate opportunities for learning and growing together. Part of that commitment involves coaching our students to step outside of their comfort zones, equipping them to engage in the world in culturally competent ways. Here are just a few of the ways our school has worked to enact our Strategic Plan goal of Enriching Our Community this school year.

EXPLORING IDENTITY IN LOWER SCHOOL Everyone, of course, has many different identities and groups to which they belong. As part of our Strategic Plan work, Lower School has continued its discussions around identity through two related initiatives. During their first “Mix It Up Day” in November (pictured above), students chose from a series of identities — including being the youngest child, a sister, an artist, or a soccer player — and spent lunch chatting with others who also ascribed to that identity. Students shared times they feel good about those selected identities, if they would be happy if they weren’t that identity, and what makes being that identity hard sometimes. Upper schoolers on the student-led Multicultural Board, along with Lower School Director Donna Lindner and Director of Equity and Inclusion Dr. Charesse Ford, also joined in the conversation. After the success of the first lunch, the Multicultural Board scheduled three more Mix It Up lunches for students to meet others with whom they might not normally have a chance to connect! Lower School also initiated “Common Ground,” a series of affinity groups, this winter. The goal of the groups is to bring together people who share a common identity, but might not all have the same experiences, and provide a space for reflection, dialogue, and positive identity exploration and development — all in pursuit of the larger goal of creating an inclusive and thriving learning environment. The first three affinity groups are for girls that are new this year to Agnes Irwin, bilingual heritage students, and students who do not have siblings. As the initiative grows, more groups will be added.

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STUDENT DIVERSITY LEADERSHIP CONFERENCE Each year, AIS sends about half a dozen upper schoolers to the Student Diversity Leadership Conference, part of the annual People of Color Conference. The theme of this year’s conference, held in December, was Voices for Equity and Justice Now and In Every Generation: Lead, Learn, Rededicate, and Deliver. Delegates Asiyah Ball ’20, Korrin Carter ’19, Scarlett Deng ’20, Leann Luong ’20, Nia McCune ’19, and Sarah Yoh ’19 will share their conference experience with fellow students and staff this spring, encouraging conversations about diversity, equity, and inclusive leadership.

SPACE TO SPEAK This fall saw the start of Friday Forums, a weekly venue for upper schoolers to discuss current events and unpack the challenging topics that are at the top of their minds. Held each Friday during lunch, students are invited to dialogue on topics like the political divide, sexual harassment, mental health, and net neutrality, facilitated by History Department Chair Wigs Frank in partnership with many other faculty, including Director of Equity and Inclusion Dr. Charesse Ford. The meetings are open to every student and faculty member in the Upper School, and each student is asked to attend at least one meeting during the school year. Students can submit questions or topics anonymously prior to the meeting if they so choose. “We believe that strengthening a culture of respect and engaged, brave discourse can only happen when we are all listening,” said Upper School Director Jennifer Emmi Fiorini ’97. “We must give our students both the space and the resources in which to ask questions, to grapple, to make mistakes, and to try again.” JENNIFER EMMI FIORINI ’97, UPPER SCHOOL DIRECTOR

COMMUNITY IN ACTION On January 10, Upper School students, parents, faculty, and staff participated in CommUnity in Action Day, an experiential program designed to promote meaningful conversations and experiences surrounding the theme of community. Students explored what it means to live, engage, and act within a diverse community, and promote greater understanding of unique backgrounds, experiences, and viewpoints through seminars and activities led by fellow students, faculty, and parents. Some of the sessions included “Women in the Workplace: Empowerment and Equality,” “Financial Survival to Significance in a Global World,” and “How Social Media Affects Our Ability to Create Relationships.”

AUTHOR SPEAKS ON COLORISM On November 15, author, journalist, and Temple University professor Lori Tharps visited AIS and spoke to students in 8th through 12th grade about colorism, her career, and how each of us have a story worth sharing. Junior Jazmyn Knight invited Tharps to AIS after reading her latest book, Same Family, Different Colors: Confronting Colorism in America’s Diverse Families. Inspired by Tharps’ own experiences as a mother of three mixed-race children, the book describes the history of skin-color politics, and shares dozens of stories demonstrating how varying shades of skin within a community — or an individual family unit — can affect group dynamics, and shape lives and relationships. Jazmyn and fellow junior Lydia Somani introduced Tharps in Upper School assembly, sharing how the book spoke to their own experiences. During her talk, Tharps touched on anecdotes from her life, as well as her journey to becoming a published author; she chose to follow the adage “write what you know” despite receiving pushback from professors, and 16 years later is the author of four published books. She encouraged students to remember that their own stories are important, telling them, “The only secret to being a great writer is having something to say.” Later in the day, Tharps spoke with 8th-graders and juniors, and met in smaller groups with upper schoolers to discuss issues of inclusion as well as her experiences as a writer. “I know my words matter and they make a difference in the lives of people who don’t often get to see their lives or their issues depicted on the page,” Tharps said. “I write to build connections; I write to build empathy; I write to correct the wrongs of the world — and I hope that some of you will think about using writing to do the same.”

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Support Tuition Assistance at Agnes Irwin WITH PENNSYLVANIA TAX CREDIT PROGRAMS

The Educational Improvement Tax Credit and

INDIVIDUALS CAN ALSO PARTICIPATE!

Opportunity Scholarship Tax Credit programs (EITC

Pennsylvania now allows individuals to turn their personal taxes into charitable contributions to Agnes Irwin through EITC and OSTC.

and OSTC) allow companies who do business in the state of PA (C-Corps/S-Corps/LLCs) to direct state tax dollars to scholarship organizations such as AIS. Last year, 35 different companies participated, contributing more than $1,000,000 to Agnes Irwin tuition assistance, AND received state tax credits of up to 90%, AND received a federal tax deduction on the entire donation.

Qualified individuals may join a Special Purpose Entity (SPE) as a pass-through for their personal tax liabilities. Joining an SPE enables Pennsylvania taxpayers who make a donation to AIS to receive a tax credit for up to 90% of certain Pennsylvania taxes, as well as a federal tax deduction. Agnes Irwin has created an SPE to make it easy for individuals to get a tax credit while supporting tuition assistance.

For more information about eligibility or how to apply for these programs, please visit agnesirwin.org/support or contact Julie Kalis, Director of Donor Relations, at jkalis@agnesirwin.org or 610.672.1279.

Empowering Girls Since 1869

Alumnae CLASS NOTES

1924

Mary Butcher Hill ’24 † The Polly Hill Arboretum, a Martha’s Vineyard horticultural and botanical landmark, was developed by the legendary horticulturist Polly Hill ’24 (19072007). In February 2017, the Polly Hill Arboretum achieved a Level IV rating, the highest available, from the Arbnet Arboretum Accreditation Program in recognition of their commitment to the health and diversity of

their trees. Level IV has been achieved by only 10 percent of botanic gardens and arboreta participating in ArbNet’s program, designed to “establish and share a widely recognized set of industry standards for the purposes of unifying the arboretum community.” There are only 20 other institutions to achieve this level of merit! PHA staff and board are proud of this accomplishment.

| PROFILES

1940-49

Edith Bettle Gardner ’43 writes, “I have retired to Florida, which is good because the kids and stepkids visit. I help out with kindergarten at our local school.” Phyllis Baruch Kent ’48 is living in a wonderful retirement independent unit, having been there for nine years. “I have two greatgranddaughters and life is good.”

| MILESTONES

1950-59

Josephine Chapman Borthwick ’54 says, “My business, which I started two years ago at 80 years old, is painting portraits of children and pets, mostly during the Christmas season. My daughter, Pam Bass, acts as my manager and handles all of the advertising. I also am a street artist, and work twice a year for the Masons of Southern Pines at their Spring Festival as well as the 4th of July celebration. I paint mostly sibling portraits in watercolor, with all of the proceeds directed to their three charities. I always look forward to my busy season over the holidays.” Betsy Latimer Miller ’55 sadly reports that her husband, John A. Miller (Jack), died peacefully in August 2017.

1950-59

1. 1954 classmates Margo Tryon Bennett and Pauline Carrigan Charles had the chance to catch up in May. Their lifelong memories stretch back to their roles in their 4th grade play, Snow White and the Seven Dwarfs.

†

Winter 2018

Polly Rightmire Scoville ’57 retired in 2005. She is still living happily in Rappahannock County, VA, “watching my grandchildren head out into the world. Exciting times!”

1960-69

Julie Mannix von Zerneck ’62 says, “I have had many different hats to wear in my years after leaving Agnes Irwin, as I am sure

| ARCHIVES

we all have.” Those hats include acting on four different soaps and on Broadway; opening a bookstore in Los Angeles with her family; and raising two children, Danielle and Francis von Zerneck, with her husband, Frank, who has produced more than 175 movies for television. Her children are “both actors-turned-movie makers themselves. Danielle played Donna in La Bamba, which is just celebrating its 30th anniversary, and she is currently touring with co-star Lou Diamond Phillips to promote the anniversary of the film.” “Just a decade ago, my daughter Kathy Hatfield, whom I had been forced to give up for adoption when I was 19, found me. She is now another total joy in my life, and is just a year and a half older than her full sister, Danielle, who, amazingly enough, Kathy used to watch on General Hospital when she was in college.” Julie wrote a book with Kathy about the experience, called Secret Storms, and they had the fun of doing the Katie Couric Show and also the Jeff Probst Show together. “Each daughter has given us two granddaughters, and my son, Francis II, has just presented my husband and I with our very first grandson, baby Francis III.”

posthumous

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Alumnae | CLASS NOTES

CLASS OF 1958

Sally Schoettle Randolph A consummate educator, Sally Schoettle Randolph ’58 was a teacher and administrator at Agnes Irwin from 1962-2006, and upon retiring from AIS, she jumped into wildlife education at the Philadelphia Zoo. As former Irwin’s Headmistress Penney Moss stated in 2004,“if [students] could find in themselves the integrity, compassion, and zest for life that Sally modeled for them every day, they would be well on their way to happy and productive lives.” Sally was a “super survivor” member of the AIS Class of 1958, after which she matriculated at Vassar. She Sally poses with a new friend at Wild Horizons Elephant Sanctuary in Zimbabwe. studied zoology, first at Vassar, and then at the University of Pennsylvania, which conferred her degree. she said, “when I feel I have their interest or, better Sally began her teaching career at Agnes Irwin in 1963, an opportune time; the yet, fire their passion.” Soviet launch of Sputnik in 1957 had galvanized the United States to reform As the Director of the Upper School from 1987science and engineering education. When Sally was hired as Chair of the Science 2001, Sally remembers being “particularly interested Department at the age of 22, only one year of science was required for graduation, in counseling for emotional needs, academic support, and the school was largely focused on the liberal arts. It was an auspicious time and diversity initiatives.” She brought the same to have such a passionate science educator at the helm. As Sally now reflects, it passion and expertise for these initiatives to her role was the right time “to catch the wave of interest in science education, particularly as a trustee at both The Montgomery School and for women.” Boys’ Latin Charter School. Sally’s first priority was to increase the science requirement to two credits for Having first entered the school in 1946 as a graduation, as well as to transform the science classrooms into laboratories kindergarten student, Sally was uniquely qualified outfitted with gas fixture lab tables and safety showers. It was an initiative to assume the role of Director of Alumnae Relations supported at that time by Headmistress Anne Lenox and the Board of Trustees. in 2001. Sally acknowledges that she “will always As Sally’s tenure continued, “teaching in the Lower School convinced me of the identify with Irwin’s; I spent sixty-some years here,” importance of physics,” Sally shared. “When students engage in kinesthetic and likely is connected to more alumnae than learning, they don’t just learn it, they care about it.” This high-energy shift in perhaps any other graduate. She is most certainly thinking and science education coincided with Head of School Penney Moss’ the only one who can claim having the focus on curriculum evolution. The school increased the science senior class sleep on her front lawn as graduation requirement to three years, and changed the sequence of their senior prank. science instruction in order for students to understand principles of Despite this long history with the physics prior to tackling chemistry and biology. A new generation of school, Sally acknowledges that a school students were inspired to go into scientific fields. “I will is really about the present, and Sally’s hands-on approach to science education has influenced always enthusiastically observes that “the other organizations, including the Philadelphia Zoo, where she has identify Agnes Irwin of today takes my breath been a docent since 2007. She helped develop the docent curriculum with away; it is beyond anything we could for KidZooU, with its groundbreaking approach to wildlife have dreamed of.” This is in part due to engagement. The “Doing Leads to Caring” program mirrors the Irwin’s.” the nourishment and stewardship of one approach she spearheaded at Irwin’s in the 1970s and 1980s. “What I of the school’s most dedicated educators: love most in education is the shared moment of enthusiasm when Sally herself. something you are presenting catches the imagination of the listener,” 40

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CLASS NOTES | Alumnae

“Frank and I travel a lot visiting our children and grandchildren who live in various parts of the world. He is still making movies and I am writing. We have been married more than 50 years. I am on Facebook with two of my best friends from Agnes Irwin, Beth Liversige Fluke and Vicki Wildman Postigo, whose lives are both full of surprises and great riches. Although it sounds ridiculous, I feel I am one of the luckiest girls in the world. I really think a lot of it has to do with the fact that I went to Agnes Irwin. My most memorable times there were spent listening to the headmistress then, Mrs. Bartol, tell stories about her childhood.” Patricia Pitman Franks ’63 and her husband have recently retired, sold their home, and driven across the country like, as she states, “a couple of crazy kids. We are now living and playing in Palm Springs, California.” Ellanor Stengel Fink ’63† A tribute to Ellie written by her husband, Matthew Fink, was included in the The New York Times magazine’s feature The Lives They Loved. It highlights Ellie’s characteristic kindness and generosity, and concludes with a quote from a Chinese exchange student who had lived with Ellie’s family during his high school experience. He writes that Ellie helped †

CLASS OF 1963

Judy Barnett Frazier

Judy Barnett Frazier ’63 certainly has strong connections to The Agnes Irwin School! Her mother, Catharine Thacher Barnett, who commuted to the school by ferry, graduated from the Philadelphia campus on Delancey Place in 1928. Judy’s sister, Catharine Wallace Barnett Harding, graduated from the Wynnewood campus in Judy with her youngest grandchild, Zander. 1954. Judy herself attended the school in Wynnewood but spent loving environment, she says. And so, all of her girls junior and senior year at the current Rosemont became “lifers”: Marjorie Frazier Maschler ’92, campus. Four daughters, three aunts, and numerous Catharine Frazier Devigne ’95, Grace Frazier ’97, cousins are also AIS alumnae. and Anne Frazier ’00. Judy enrolled at Agnes Irwin in fifth grade. She While the Frazier girls were at Irwin’s, their remembers that everyone was very welcoming, that grandmother, Catharine Thacher Barnett, was the school was a friendly place, and that Mrs. Bartol, presented with the coveted Alumna Award for her the Headmistress, brought her dogs, two corgis significant contributions to the school, including (named Gin and Tonic), to school with her. serving as President of the Alumnae Board, as well When the school moved to Rosemont, and Mrs. as a member of the Board of Trustees. Mrs. Barnett Anne Lenox became headmistress, there were many also instigated and chaired a fundraiser for the innovations, Judy says. Judy remembers the school called “An Evening of Pops” with Arthur inception of a mascot (an owl, which evolved into Fiedler directing the Philadelphia Orchestra at Gus the Owl of today), the Blue and Gold Teams the Academy of Music. When the (“school spirit rocketed at this time,” she Alumnae Award was presented, it was said), and weekly meetings of the senior noted that “Mrs. Barnett exemplifies class with Mrs. Lenox (to prepare the all that is fine about an Agnes Irwin girls for their transition to college). The Judy is education; she has represented our environment at the school fostered close grateful to School for many years and in many relationships among the students, and ways with intelligence, grace, and quiet Judy is grateful to have been in a class have made dignity.” where she made so many lifelong friends. so many “May we all strive to have these When it came time to choose a school lifelong qualities,” Judy states. “Not only in this for her own four daughters, Judy visited friends. year that would have have been my various schools, but found again, at mother’s 90th Reunion and is my own Agnes Irwin, a school that was 55th Reunion, but always.” academically challenging but had a

posthumous

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Alumnae | CLASS NOTES

him with his high school and college process the same way she had helped her own children and states, “she was an inspiration and had always represented the finest of America and humanity.” Find the full tribute on nytimes.com.

Elizabeth Griffin Drake ’66 has retired after 25 years of teaching. “I do still have my real estate license, but am inactive,” she writes. “I’m still helping my wonderful hubby in his real estate office, though — a labor of love!”

1960-69

1. Members of the Class of 1967 gather to celebrate the holidays. Ho Ho Ho! 2. Blair Bartol MacInnes ’63 published A Collection of Hours in 2016. The novel, based on her own family story, follows Mim and her obsession with the acquisition of “the most beautiful book in Christendom,” a Book of Hours. 3. Ginger Damon Craft ’68 recently celebrated her daughter Blakely’s engagement with her children. Pictured: Josh, Columbia University of Physicians and Surgeons, 2018; Emily, MS, UCLA, Nurse Practitioner, Board Certified; Blakeley, FIDM, Interior Design. 4. Carol Boerner ’68, pictured in front of the famous Shinkyo Bridge in Nikko, Japan. 5. Artist Priscilla Bohlen ’69 will soon show her work at MOMA. Pictured is a 24 x 18-inch acrylic on canvas entitled Rosemont.

Anne Clement Monahan ’65 is still working part-time at the Madeira School teaching field hockey, squash, and lacrosse. She also coaches club lacrosse: the Stars, located in northern Virginia. She has two grandsons nearby and one granddaughter in Florida, and writes that she is “keeping busy!”

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Julie Fowle Parsons ’68 is a psychotherapist. She worked at the University of Maryland Mental Health Service for 17 years, and she currently has a private practice. Julie is also a musician who plays locally in a jazz band with saxophone, trumpet, and bass. She play keys and sings in the group, and also writes songs and performs with her daughter Katharine, who has recorded several CDs and travels all over the world playing her music.

CLASS NOTES | Alumnae

CLASS OF 1968

Elenita Jackson Parker

Elenita ‘Nita’ Jackson Parker ’68 has many fond memories of “growing up at Irwin’s,” she says. She entered the school in the second grade and remembers that the Class of 1968 moved a few times between the Rosemont and Wynnewood campuses. From her lower and middle school years, Nita recalls the team effort required to wind the maypole — a memory shared by many alumnae! She also fondly recalls a small French class where she learned vocabulary and declensions that proved critical throughout her life. In upper school, Nita forged relationships with adults that shaped the course of her life. As she recalls, her favorite subject was Physiology with Miss Schoettle (Sally Schoettle Randolph ’58). “After Irwin’s, it led me to Ripon College in Wisconsin, for its focus on both the liberal arts and the sciences,” Nita says. Ultimately, though, it was Irwin’s legendary athletic coach, Miss Crook, whom Nita calls her most inspiring and influential teacher. “Miss Crook,” she states, “taught me with kind encouragement to compete with grace and school pride.” Nita excelled at sports, and it was Miss Crook’s lessons she took to heart as she won awards, served as captain of an undefeated lacrosse team, and was named Most Athletic in the yearbook. (AIS challenged the state champion Haverford who have special needs. Nita described an incredible School lacrosse team to a game, playing “girls rules,” and AIS won 8-7!) event with a carnival-type atmosphere where the In 2010, Nita was inducted into the AIS Athletic Hall of Fame, surrounded by children gathered with their friends and families and her proud classmates. She said it was “truly a lifetime honor and achievement for participated in sports, crafts, and games. this simple athlete, who lives and breathes for the joy of competition and Nita’s personal philosophy is that “people are camaraderie thereafter.” better when they are thinking about others.” And as Nita’s passion for sports continued at Ripon College where she played two a part of Agnes Irwin’s Class of 1968 Reunion years of basketball before transferring her passion for playing sports into a Planning Team, Nita continues to put her philosophy passion for coaching. For more than four decades, her coaching and into action. The 1968 Reunion officiating career included soccer, field hockey, tennis, and lacrosse. Committee, on which Nita is the Giving Currently, she plays tennis, skis downhill, and is taking up golf. Co-Chair, has worked hard to connect The teamwork that epitomized her life in athletics has contributed with classmates and to encourage their “People to her success in other endeavors. Nita is most proud of her work with return to Rosemont for their 50th are better Rotary, having been an active Rotarian since 1996, and currently serving Reunion. In honor of the milestone, Nita as an Assistant Governor. During her tenure as President of the Rotary and her classmates are establishing an when they Club of Healdsburg, CA, Nita was instrumental in placing a blood bank are thinking endowed memorial scholarship fund in Nigeria through Safe Blood Africa, which was founded in 1999 to that will benefit deserving students for about assist African countries in achieving a safe, adequate, infection-free years to come. others.” blood supply. She also worked with her Rotary Club on microfinance As quoted on the Class’s athletics page efforts in Kenya. Nita’s current Rotary focus is “Rotary Cares,” a in their senior yearbook: “and still we run, collaboration between four Rotary clubs that creates events for children and still we laugh.” They certainly do!

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Alumnae | CLASS NOTES

CLASS OF 1973

Linda C. McKoy Linda C. McKoy ’73 is dedicated to her work as the Volunteer Student Liaison at the Abramson Scholarship Foundation, which helps ensure that motivated District of Columbia public high school graduates have the opportunity to attend college and the tools to succeed once they get there. After graduating from Agnes Irwin, Linda went on to receive her B.A. from Yale University and her J.D. from Georgetown University Law School. Linda’s strong writing education was an asset to her during college and law school; however, she did not realize how lucky she was until, working as a lawyer, she mentored a summer associate who had poor writing skills. She recalls, “I had not realized just how strong my Agnes Irwin preparation was until that point. The ability to write clearly was essential to my work as a lawyer, as it is now in my current role at Abramson. The “When I am helping with resumes and cover writing foundation I received at Agnes Irwin was excellent.” letters, I try to do exactly what I would do for one of Linda, and her husband, Sam Maruca, raised three boys who are now young my own children,” she says. “Many of our Scholars adults. She says, “I am grateful for my strong education; and I am equally grateful are first-generation college students. They often do that we were able to provide our sons with the same. I feel strongly that everyone not have individuals in their lives to help them deserves that opportunity — to be well-educated and well-prepared to go out in understand how professional networking should be the world and make their way. Through my involvement with Abramson, I want handled or how work relationships are built.” The to help give other kids what my husband and I were able to provide to our own.” Foundation gives its young people a safety net, and The Abramson Scholarship Foundation was established as a memorial to honor provides the guidance to help them succeed. Frederick B. Abramson, a distinguished member of the Washington legal In turn, Linda and the other mentors also receive community. Fred grew up in Harlem, and after attending Yale University on a a great deal from the students. They are inspired and scholarship, he graduated from the University of Chicago School of Law. The energized by each scholar’s drive, work ethic, and Foundation that bears his name helps low-income graduates of D.C. public or courage. Linda gets tremendous satisfaction out of charter schools who have demonstrated academic merit and a seeing those hard-working, deserving commitment to community service, and who are headed to four-year young people succeed, and proudly colleges. Over the past 20 years, the Abramson Scholarship recounts that several former Scholars Foundation has assisted almost 300 students. are currently mentors for the next As the Student Liaison, Linda is personally invested in each generation of Abramson students. She “I am Abramson Scholar’s individual success, as well as the success of the believes in the power of education. “You grateful mentor/mentee relationship. Many of the mentors and board need that solid foundation,” she says. for my members have high-profile positions at law firms or other professional “You can’t miss that opportunity; you strong arenas. Linda and the mentoring team work with students at every can never get it back.” Fortunately, for step — from their initial interview to become an Abramson Scholar, t h e s c h o l a r s o f t h e Ab r a m s o n education.” through their college years, and beyond. They continue to guide the Foundation, they are able to seize their Scholars as they build their resumes, interview for their first job, and opportunity to attend college and look transition into their professional lives. forward to a bright future. 44

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CLASS NOTES | Alumnae

Priscilla Bohlen ’69 is a visual fine artist. She writes that she is currently doing a series of paintings that hang side by side or separately; soon to show at MOMA.

1970-79

Barbara Collins Park ’71 is enjoying being a grandmother. Winkie writes that she and David “have five grandsons, ages 5 and under! We’re still loving Prince Edward Island.” Laurie Leslie Finlayson ’74 is working for the King County Library System as an adult services librarian. She shares, “In addition, my husband and I started a nonprofit organization called Lion Heart Heroes Foundation (lionheartheroes.org) after our son, Lance Cpl. David Finlayson, died in November 2013 at age 25. He was on a training run in Hawaii with his Marine battalion. Four miles into the run, his heart went into a bad rhythm and he collapsed of sudden cardiac arrest. Efforts to resuscitate him failed. We still don’t know exactly what caused his heart to stop. David had never had a simple electrocardiogram (ECG) that might have revealed some kind of electrical disorder. Sudden cardiac arrest (SCA) is the leading cause of non-traumatic death among military recruits and student athletes. A simple, inexpensive ECG can

catch hidden heart defects, many of which are treatable. Every military member — and every student — deserves an ECG and the chance to prevent a life-altering or lifeending event.” Lion Heart Heroes promotes CPR training and education about SCA in youth, aims to prevent SCA by promoting ECG screening in the military, and donates automated external defibrillators (AED) to military bases. “I encourage all parents, teachers, students, grandparents, etc. to learn CPR and how to use an AED. Anyone can save a life! It’s too late to save David, but we want to turn his story into a story of life for others.” Marijean Moran Boueri ’78 writes “40 years — imagine! I am looking forward to seeing everyone at the Reunion. I am still living in Dubai — and thoroughly enjoy its cosmopolitan and futuristic outlook and energy. I spend my time teaching English for corporations, singing (no voice required for this group — a Bel Canto I was not, nor ever will be!), and painting. Additionally, we still have our home in Beirut and travel there frequently to see two of our children who live there. Kevin, our oldest, is doing fieldwork for his doctorate in anthropology, and Grace, our youngest, is working for Equip, an organization helping domestic workers. Patrick is happily living and working in Chicago.

Francois and I celebrated our 30th wedding anniversary last year — a milestone. Now this one: 40 years an AIS alumna. I am eager to see everyone in May! Leslie Carroll ’78 calls 2017 a “tough year with the loss of my mom — but I had great support from family and friends, especially from sister Lee Carroll Roebuck ‘83, which made things a lot easier. Also, a big ‘thank you’ to my classmates who reached out. I am looking forward to our 40th Reunion, but cannot believe it’s been that long, and I’m that old! I enjoy serving on the AIS Alumnae Board and as a Class Rep. I live in Lower Gwynedd and

work close to home at Merck as a promotion manager in pediatric vaccines. Most recently, I worked on a special project for the HPV vaccine. Outside of work, I’m spending time with Dad, and long-time significant other, Andy; I still love to travel and play golf with my gal pals.” Christina Masters Jones ’78 has been “living in Wyndmoor, PA, for the past few years; retired; on the Board of the Masters School, Dobbs Ferry, NY; treasurer of the Random Garden Club; volunteer at SquashSmarts; helping with our 40th Reunion at AIS; spending a lot of time with my mom, who

lives in Hershey’s Mill, West Chester, and our daughter, Courtney, who lives in Center City. Life is good!” Ann Klotz ’78 is wildly excited to see her classmates in May. She is in her 14th year as head of the Laurel School, and thinks Wendy Hill, AIS’s head, is magnificent! Her two older daughters are living in NYC in the same building but in different apartments. Her son, Atticus, is in seventh grade. She is hoping to make plans in May to lure classmates to Cleveland or, at least, to Eagles Mere! Mary Wister ’78 writes, “I now live in Colorado, and will try to make the

1970-79

1. 1978 classmates Sarah Neilson Sanz de Acedo, Leslie Carroll, and Chrisy Masters Jones enjoying planning their 40th Reunion at an AIS alumnae event this past fall, hosted at the “What Am I Drinking?!” Wine Education Studio in Bryn Mawr.

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CLASS OF 1978

Leslie Carroll For more than 20 years, Leslie Carroll ’78 has worked in healthcare marketing to devise and execute strategic promotional and medical education plans, and is currently the Global Promotion Manager in Pediatric Vaccines at Merck. She was recognized in 2016 with a Merck Award for Excellence — Outstanding Performance. Her work on the RotaTeq 10-year Anniversary Campaign helped raise awareness of a vaccine for the rotavirus, which once accounted for more than 200,000 childhood hospital visits and almost 60 deaths in the U.S. each year. “I love that the work we do in vaccines has a She also remembers being willing to assume roles direct impact on public health,” Leslie said. at Agnes Irwin that others might not have wanted, like In addition to her marketing knowledge and the Head of the Library Committee. Roles like those expertise, Leslie’s work at Merck requires strong “prepared me for similar times in my career when you leadership skills, a collaborative spirit, and a “can do” ‘just do it’ to keep things moving forward,” she said. attitude. Agnes Irwin taught Leslie that “it was okay “It helped prepare me to adjust, and manage through to be an independent woman, and anything is possible difficult situations.” if you persevere.” Leslie’s recent work includes a marketing campaign Working with a portfolio of global brands, Leslie for the human papillomavirus (HPV) vaccine has had the opportunity to travel extensively to targeting colleges and universities. The campaign various parts of the United States, Europe, and Japan. materials, edgy by Merck standards, she says, have She cites her sophomore year SSP trip to Belgium as been well-received by the schools’ health care pivotal to developing her love of travel. “Living with a professionals, and student awareness continues to family in a foreign country was pretty intimidating at increase. the time, but it gave me a real sense of accomplishment Leslie muses that her biggest achievement to date and confidence.” is her career, although she deems herself What she recalls about AIS is “the a late bloomer. She is grateful for the teacher-student ratio and the attention it personal growth and independence her provided us,” giving her a firm foundation career has afforded her, and gains AIS taught to excel at Ohio Wesleyan University and satisfaction from knowing she has Leslie that Villanova University, where she graduated accomplished it by herself, with great with a B.A. in Liberal Arts. advice from mentors and peers along the anything She cites Kevin McCullough as the way. is possible teacher at AIS who had the biggest Her fondest memory of AIS is the if you influence on her. “His CORE lectures on friendships. “ When speaking to persevere. history, art, and music opened my eyes to classmates now, it’s as though we’re their interconnectivity and sparked my picking up where we left off 40 years ago! interest in these areas.” I cannot believe it.” 46

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40th Reunion in May. As the third generation in my family to attend Agnes Irwin, I was quite proud of being a student there. My daughter, Alannah Rain Wister, graduates from her school next year where she has been since pre-school. Memories of the lower grades, middle, and upper school are flooding back. I recently saw Charlotte Ingersoll and, best of all, I reunited with Louise Bethell Wisely, whom I had not been in touch since 1978. It would be great to see everyone if I can swing the trip back east. Love to all.” Julie Pfeiffer Marshall ’79 works in New York City as director of events and marketing for the James Beard Foundation. Although she works in New York, Julie and her husband, Paul, have a home in Malvern, PA.

1980-89

Robin Scullin ’83 writes to her classmates, “Hi #Owls4Life: We have recently moved to Annapolis, MD, and are loving life in the sailing capital and our new golden retriever puppy, Sammy. In October, I started a new job as director of media and PR at Johns Hopkins School of Public Health. I look forward to having lunch on campus with Pam Tecce Johnson, who is a leading radiology professor here at Johns Hopkins Hospital.”

CLASS NOTES | Alumnae

CLASS OF 1983

Kristin Gardner “It’s not just a job, it’s an adventure.” The popular recruiting slogan of the United States Navy had always resonated with Kristin Gardner ’83, who discovered her love of travel early in life, and has great memories of traveling to Scotland and England during her sophomore year at Irwin’s on a lacrosse excursion. Kristin considered applying to the United States Naval Academy, which had only started admitting women in 1976 — but ultimately decided to matriculate at St. Lawrence University, majoring in Economics and Environmental Studies. Following college, Kristin had a successful career in the utility services operations industry, rising to Operations Lead at Florida Power & Light. In 2009, when her beloved mother, Susannah Atterbury Gardner ’57, suffered an unexpected critical illness, Kristin and her siblings were transformed by the depth of care from the nurses at Bryn Mawr Hospital. “I was so grateful for them,” Kristin reflected. “My priorities changed, and I wanted to directly help people.” Kristin enrolled in Villanova University College of Nursing’s accelerated Bachelor of Nursing program, and graduated cum laude in 2013. Two years later, while working as an emergency care nurse at Sarasota Memorial Hospital, Kristin happened upon her former math teacher Anne Henry’s Facebook page and saw the possibility of realizing her childhood dream: somehow being a part of the U.S. Navy. Anne had shared photos of her daughter, Dr. Marion Henry ’91, a naval commander and pediatric surgeon, and her involvement with Pacific Partnership 2015, a humanitarian assistance and disaster relief preparedness mission sponsored by the Navy. Marion had served as Director of Surgical Services on the USNS Mercy, a hospital ship that provided medical and dental care for more than 20,000 patients, including 700 surgeries in areas of the Pacific where medical care is scarce. Kristin immediately emailed her former teacher for more information about the Pacific Partnership, and to see if either she or Marion knew of an organization that placed civilians on the ship. Shortly thereafter, Kristin was accepted to Project Hope, a volunteer organization that mobilizes nurses and doctors to fill humanitarian needs worldwide. Kristin served three rotations on the USNS Mercy, including stops in Timor-Leste, Philippines, and Vietnam. Kristin recalls standing at the entrance to the Naval Station Pearl Harbor, speaking with an Irwin’s Marion Henry ’91, MD, MPH, served as Director for Surgical Services on the USNS Mercy for Pacific Partnership 2015, and was Kristin’s inspiration for her own Pacific Partnership work. She is pictured here in Fiji with a team of eight Navy surgeons and two Navy nurses.

Kristin (center) on the ship in Lagazpi, Philippines.

friend on her cell phone while trying to process this amazing opportunity. While onboard, Kristin lived in enlisted berthing with 1,200 service members and civilian volunteers, adhering to military hours and protocols. The ship had 12 operating rooms and a capacity to treat 1,000 patients. Medical teams performed scores of joint replacements, fracture revisions, and cataract and cleft pallet surgeries on the ship while medical, dental, ophthalmic, and veterinary clinics were set up in rural areas to reach people in need of assistance. In addition to medical assistance, the 2016 Pacific Partnership deployment also focused on subject matter expert exchanges and cooperative health engagements to improve disaster preparedness. While serving on the ship, Kristin learned that she had been accepted to graduate school at the University of South Florida. Following her tour on the USNS Mercy, Kristin enrolled in a dual degree program in Public Health and Nursing Adult/ Gerontology, with a concentration in Occupational Health Nursing. She continues to work as a per diem emergency nurse while she completes her advanced degrees. When thinking back to her days on the Kristin’s life ship, what she recalls is the gratitude: and work “People were so grateful; helping the kids prove it’s was just incredible.” Kristin also gained an immense appreciation for the men and never too women who serve in our Armed Forces late to and found the commitment and sacrifice achieve a they make to be humbling. Kristin’s life dream. and work prove it’s never too late to achieve a dream.

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CLASS OF 1988

Allison Clark Allison Clark ’88 remembers vividly the moment when her fascination with women’s history was sparked: Dr. Barnett was giving a lecture on Emmeline Pankhurst and the women’s suffrage movement in England. “Dr. Barnett described how suffragettes threw bricks through shop windows and would pour acid in mailboxes, and even arrange for mass sleep-ins across the cities to avoid census workers as a form of protest,” Allison recalled. “I hadn’t realized how bold the women were in their fight for social justice.” Allison continued to seek out opportunities to study women’s history and politics while at Agnes Irwin, and later, at Harvard-Radcliffe College, where she studied government and initially thought she would pursue a law degree and work in public policy. Her interests evolved after working on two political campaigns: Ed Rendell’s from AIS recommend articles to her to be shared on first campaign for mayor of Philadelphia, and later, Elizabeth Holtzman’s the site. campaign for Senate. Those experiences taught her important lessons about the “My partner and I both strongly believe that the relationship between economic empowerment and political engagement, she said. only way to advance the cause of equality is to After graduating from Harvard-Radcliffe, Allison moved to New York City and engage all people — men and women, girls and boys worked for the city’s economic development agency. She subsequently moved to — towards a society free from gender-based bias,” Chicago to take a position at a commercial bank and obtain her M.B.A. at Kellogg she said. “Especially now with so much focus on Graduate School of Management at Northwestern. She worked for several years harassment and pay disparity, we want to create a in community development and real estate finance, and was eventually recruited space free from rhetoric where people can learn to take a new position working for Fannie Mae on debt and equity investing in what is happening in the U.S. and around the world, affordable housing. While at Fannie Mae, Allison traveled extensively, learning understand what research tells us about the costs of about housing challenges facing communities in urban, suburban, and rural areas. continued gender inequality, and see how this This experience ultimately led her to join the John D. and Catherine T. inequality impacts individual lives.” MacArthur Foundation, where she is now the Associate Director of Impact Looking back, Allison says Agnes Irwin was Investing. Allison manages a portfolio of approximately $150 million in flexible, critical in developing how she sees the world. “Being low-interest loans that have been made to nonprofit housing developers and other at a school that was founded by a woman who was a community development organizations across the country. pioneer in gender equality — and where there was While most people are familiar with grantmaking foundations, always an expectation that each of us few people know that foundations can also make loans to support would not only be challenged to charitable initiatives. “I often say that I’m like a platypus in a pond pursue our own excellence, but that full of ducks,” she jokes. “Even my grantmaking colleagues don’t all opportunities were open to us — really understand what it is that we do!” was far different from what friends of “I never felt Over the past three decades, Allison’s passion for women’s mine made later in life experienced that my history has remained, leading her to pursue volunteer opportunities in their schooling,” she recalls. ambitions that enable her to support and invest in women and girls. She “From the classroom environment, or goals were currently serves as the Chair of the Program Committee at the to the support of the sports teams, to Chicago Foundation for Women, the city’s only foundation with a or could be being encouraged to participate in specific focus on supporting women and girls. things like debate and chess club, I impacted by Allison recently co-founded EQO37, a solutions-oriented, never felt that my ambitions or goals my gender.” gender-inclusive online resource advocating for gender equality. were or could be impacted by my The website curates and aggregates news, research, and personal g e n d e r. T h a t g ro u n d i n g wa s stories, and Allison has been happy to see several of her friends everything.” 48

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Kathleen Lamperez Brito ’96 established a digital media consulting practice called Bleecker Digital. Her company works with clients, agencies, and publishers to develop and deploy digital strategy, media buying, and planning. Kathleen had taken a step back from work when her daughter Julia was born, and has loved this time, but also looks forward to going back to consulting next September when Julia starts preschool.

1980-89

1. Megan Henry ’87 went to the Princeton vs. Harvard lacrosse game last spring to watch two players she had formerly coached. She enjoyed also getting to see the reunion of three alumnae from the Class of 2016: Kristin Burnetta, Laura Pansini, and Hannah Keating.

Ann Hedges ’88 shares “My daughter, Cynthia, is a junior at Hobart and William Smith Colleges, where she is majoring in International Relations and German, with an interest in human rights. She is spending her junior year at the University of Bremen. Cynthia will return for her senior year at HWS, where she will join her brother Matthew on campus. He is presently a first-year student at Hobart, and plans to major in Outdoor Education. My son, Zevon, is in the fifth grade at Stratford Friends School in Newtown Square and is enjoying his time at home as a temporary only child.”

1990-99

Stephanie McConnell Moleski ’91 is still living in center city Philadelphia with her husband, Charlie, and their two sons. Stephanie writes, “I work at Jefferson Hospital in adult gastroenterology, specializing in celiac disease and women’s gastrointestinal health. Recently, I started seeing patients and doing procedures in Bala Cynwyd. It is fun heading back towards the Main Line a few days a week.” Laura J. O’Neill ’93 recently moved to Yarmouth, ME, from Oakland, CA, with her

husband, Aaron, and two sons, Miles and Henry. Cristal Hill Waldrop ’94 writes, “I left United Way in 2009, and continued in the nonprofit world, eventually becoming executive director of the Georgia Law Center for the Homeless in 2011. However, we moved to the San Francisco suburbs in 2014 for my husband’s job. I’m currently not working outside the home, but serve as a trustee at my son’s elementary school, The Carey School. My two boys are in 5th grade and 8th grade, so we are getting ready for middle school and high school.”

Meredith Leopold West ’96 shared the happy news of her marriage to Keith West, which took place on October 7, 2017 in Malvern, PA. “The wedding was attended by fellow alumnae, my “Aunt” Mary Schimminger Hinds ’72 and Ann Schimminger Marcus ’75. Sadly, my dear classmate Ciaran Patrick Foulkes could not attend the wedding. In the months leading up to the wedding, over dinner in Ardmore, we realized that we’d be in the same country — Italy — at the same time during my honeymoon. So we coordinated our travel schedule so my new husband and I could join Ciaran and her husband for dinner to celebrate along the Grand Canal in Venice. Just like in Ardmore, we talked for hours as if no time had ever passed since we’d last seen each other and closed down the restaurant. Ciaran is one of the treasures that I’m grateful that Irwin’s brought into my life.”

Suzanne Schwartz ’99 is the director of business intelligence for State Street Global Advisors, within global institutional sales. SSGA is the firm behind Wall Street’s Fearless Girl! As part of her role, Suzy was instrumental in defining the institutional sales strategy for “SHE” SSGA’s Exchange Trades Fund, which invests in companies with high levels of gender diversity on their boards and within senior leadership.

2000-09

Jennifer Vanett Bretz ’00 writes that she has recently started a new job at CSL Behring, a biotherapeutics company, as manager, clinical trial process improvement and innovation. She is living in Wayne, PA, and has 4-and-a-half-year-old twins. Clare Putnam Pozos ’00 shares that she and her husband, Tony, were thrilled to welcome Andrew Tower Pozos to the world on February 24, 2017. “He is happy and healthy with a head full of hair. Big sister Caroline is Andrew’s biggest fan.” Kathryn Cizewski Phillips ’02 is thrilled to announce her marriage to Brett Phillips on September 3, 2017. The ceremony took place on the beach at Golden Gardens in Seattle, WA, where they live together. The couple met three years ago while sharing (continued on page 52)

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1990-99

1. Cristal Hill Waldrop ’94, pictured with her family. 2. Andrew and Elizabeth Marshall Dinsmore ’91, pictured at their wedding with Liz’s sisters, Caroline Marshall Harries ’93 and Cornelia Marshall Toothaker ’95. 3. Lauren Staple Zinns ’97 with her daughter, Juliette. 4. Theodore Elliott Dorsey, son of Kristofer and Megan Dorsey Clawson ’98, was born on May 30, 2016. Theodore was named after Megan’s late brother Todd Edmund Dorsey. 5. Rob and Amy Gregg Maher ’92 were thrilled to welcome twins Leo Robert and Juliet Ann in October to join their daughter, Audra, 2. 6. Left to right: Meghan Cherner-Ranft ’95, Kelli Porterfield ’94, Meghan O’Brien McRae ’92, Sandra Moser ’94, Lynn Martin Danner ’94, Madeline Winter ’08, and Alison Moser ’06 enjoying Sandra’s wedding celebration. 7. 1996 classmates Meredith Leopold West and Ciaran Patrick Foulkes reconnected while travelling in Italy this past fall (Meredith on her honeymoon). The two alumnae and their husbands enjoyed a dinner celebration along the Grand Canal in Venice.

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CLASS NOTES | Alumnae

CLASS OF 1993

Tanya Jones Tanya Jones ’93 is Head of Video Production for Studio M, Meredith Corporation, one of the nation’s leading media conglomerates. Tanya entered the production field in 1997, and has risen steadily since, being named to her current position last May. She now leads a team of 15 professionals from concept to delivery in the creation of high-quality, shareworthy videos for corporate partners to reach Meredith’s audience of 100 million women. The video formats include social vignettes, live action, scripted, webisodes, docu-series, and animations. Tanya joined AIS in fifth grade, starting middle school with her fellow 1993 classmates. “I am one of five children, and I remember when I started at Agnes Irwin, the school had the same high standards my parents held us to: there was no other way than excellence,” Tanya recalls. “What I remember most about Agnes Irwin was how much it was like a family: speak up for themselves and tackle difficult subjects. relationships, loyalty, and friendship. I am proud of AIS, and “They were phenomenal teachers,” Tanya says. lucky to call it my home.” “They were our advocates.” After graduating from Agnes Irwin, Tanya went on to Trinity College, where Now, Tanya herself is an advocate. In 2014, she she was a four-year member of the all-female a cappella group the Trinitones, as became a certified personal coach, and has recently well as the Pan-African Alliance and Student Government. Tanya studied begun working with the organization New York sociology and moved to New York City after graduating, beginning her career in Women in Communications. She led a panel for production at the Food Network. Tanya says the skills she learned at Agnes Irwin young professionals last year, and it inspired an — including critical thinking, organization, and writing — are essential in her daily interest in helping women who either feel stuck or work life: “The best content we produce at Studio M is when the story isn’t just uncertain in their career, or uncertain about told, but is shown — which is exactly what I learned from teachers like Mrs. graduate school, to define their personal brand. Goppelt, who cultivated and fostered a mindset of excellence,” Tanya says. “She Tanya is passionate when speaking about helping was laser-focused on writing, and the story. Each word mattered; the structure of these young women understand what may be the story mattered. It is how I lead my team every day.” holding them back — helping, perhaps, in much the As the Head of Video Production at Studio M, Tanya oversees a team of same way that mentors like Mrs. Goppelt professionals with different skill sets and work styles, coordinating a and Mr. Dengler once did for her. group of writers, developers, film editors, and stylists to produce a “Connections with people are so product that satisfies the client while providing entertainment and important to me,” Tanya says. “It’s what information to the customer. “The team has to gel to produce our best “I am I strive for in life.” She describes her work. I may need to push the team in a direction it doesn’t want to go, proud favorite memories of Agnes Irwin as the and in order to do that there needs to be trust, and I need to be open; c o m m u n a l eve n t s : t h e Ho l i d ay everyone checks their ego at the door.” of AIS, Assembly, the informal gatherings, and She credits Agnes Irwin with helping her to develop these leadership and lucky the friendship. It’s also what she hopes qualities, which she honed as president of Student Government. She to call it for in her son’s education. “The remembers what a supportive environment the school provided, my home.” community — that’s what I remember. I citing how Mr. Dengler believed in her when she was afraid to sing, never wanted to miss a day. It was my and how History Department Chair Wigs Frank engaged in difficult second home.” conversations about race that helped students understand how to

WINTER 2018 AGNESIRWIN.ORG

Alumnae | CLASS NOTES

CLASS OF 1998 and CLASS OF 2000

a production kitchen at work; Brett was a pasta maker and Katie made pastries. They hit it off immediately, but Katie was hesitant to date a coworker. When she told this to Brett, he went out and got a new job that same week. And as they say, the rest is history!

Liz Coulson Libre ’98 and Lizzy Sall Ott ’00 have a shared love of AIS. “I could not have loved Agnes Irwin more,” Lizzy enthuses, while Liz shares, “I was encouraged in my pursuits, and had a great foundation of learning going into college.” The two Irwin’s alumnae grew close through their shared college experience at Bates College, and closer still as they navigated their post-college careers in New York City. Liz Coulson Libre (left) and Lizzy Sall Ott Liz is an illustrator and designer. Through her Brooklyn-based creative studio, she brought her designs to life primarily through paper goods. Lizzy Mom, and a holiday collaboration with shoe and is an interior architect, with a Master’s Degree from accessory brand Loeffler Randall. the Rhode Island School of Design. And just as the Liz credits Agnes Irwin with giving her two friends had once advised one another in the “confidence to take risks, to be heard, to be a leader. Pepsi Pit at Irwin’s, they became one another’s It was at AIS that I learned the power of a shared career sounding boards, often having creative laugh in the hallway, and that it’s okay to ask for meetings to critique each other’s work. help.” Lizzy agrees, and remembers AIS as an As new moms, Liz and Lizzy found themselves environment where she was comfortable being looking for something that didn’t exist: nursery vocal, and being connected to the community essentials that are childlike, through a strong sense of belonging. not childish. “It wasn’t just somewhere I had to The illustrator and interior show up every day,” she says. “This “AIS gave me the architect set out to remedy this comfort level built a confidence in me I confidence to take am not sure I would have found in other and in 2015, the two childhood risks, to be heard, friends launched a new brand, environments.” Lewis — the name a nod to That confidence extends to a bold to be a leader. It their college town of Lewiston, vision for their company, which they was at AIS that I Maine. Their line of nursery want to become a staple in the baby and learned the power kids home category, and later in other essentials in hand-drawn, of a shared laugh nature-based prints recently home categories. “ We want to be expanded to children’s clothing recognizable as Lewis, and yet, surprise in the hallway.” and bedding, accessories for our customers all the time.” 52

AGNES IRWIN MAGAZINE

WINTER 2018

STEVI SESIN FOR SWEARBY

Liz Coulson Libre and Lizzy Sall Ott

Parker Lynch Gallagher ’03 was married on November 4, 2017, to Shaun J. Gallagher at The Anthony Wayne House, also known as Waynesborough, in Paoli, PA. Her Matron of Honor was Kaitlyn K. Zitzer ’01, and Natalie M. Jones ’05 was also one of her attendants. Elizabeth Welsh Bryan ’04, who is a nurse practitioner in college health, has used poetry as a creative outlet since she was very young. In 2016, Elizabeth decided to create a children’s book out of a poem she had written five years earlier. Writing as Elizabeth Pearson Welsh, she collaborated with AIS Lower School librarian and artist Berrie Torgan-Randall, who created wonderful and whimsical illustrations. The book, For Breakfast, I Ate a Peanut Chew, was published by the Dorrance Publishing Co. of Pittsburgh, PA, and is available on Amazon, Dorrance’s online bookstore, Barnes and Noble online, and Google eBookstore.

CLASS NOTES | Alumnae

Bess Siegfried Yount ’05 wrote, “My husband, Austin, and I welcomed our first child, Denver Lawrence Yount, into the world on his due date, November 20, 2017. He was born in San Francisco (where we live and work) at 7 lbs, 9 oz, and 20.25 inches. Our families traveled to spend Thanksgiving with us, making it a particularly special and memorable holiday. Another one of Denver’s first visitors in the hospital was my Irwin’s classmate, his Auntie Jenica Blechschmidt. Wishing everyone well!” Meredith Still Dory ’05 made a career change in 2014 to interior design and home renovation. She started her own design and construction company in NYC called The Meredith Project Design & Construction. She does full service residential renovation and interior design in NYC and Brooklyn, which can be seen on her Instagram, @themeredithproject. Brooke Miller ’06 is a first-year MBA student at Columbia Business School. Caroline Stokes ’06 writes that she has “just made a big switch from tech to government — and finally moved back to the East Coast after 11 years in California. I was working at Instagram in Menlo Park, CA, after

business school and have just relocated to Washington, D.C. to work for the National Economic Council. Reconnecting with AIS classmates out here has been a wonderful way to settle into a new city!” Suzie Welsh ‘07 recently founded Binto, a company dedicated to championing the awareness and importance of women’s reproductive health, which has been featured in The Philadelphia Inquirer, the Huffington Post, and other media organizations. Kate Wahl ’15 interned at Binto last spring! Sarah DeCamp ’08 recently left her job at Bain Capital in Boston, where she focused on business development and fundraising for private equity strategies. She has moved to San Francisco, where she accepted a customer success role at Juniper Square, a company that develops investment management software for real estate private equity companies. “I just organized an Irwin’s lunch at the Presidio Social Club back in August and had a great time getting together with Allison Pickens ’03, Bridget Connolly ’07, Katy Rieger, and Lauren Mayer. It was great to catch up and hear about everyone’s careers spanning from financial services to tech and education. I’m looking forward to our 10 year!”

CLASS OF 2003

Yan Ling At The Agnes Irwin School, teachers and students alike always expected great things of Yan Ling ’03. As a student, she excelled in all of her courses, especially history and science, and was an accomplished artist who was awarded the Agnes Dixon Rowland Art Prize on Class Night. History teacher Andrew Connally remembers Yan “as an incredibly diligent, dedicated student who really wanted to understand history (rather than just memorize a bunch of facts and dates to get As on tests). She was very focused, sometimes very intense, but always in the front row asking great, probing questions.” In the 2003 Lamp, Yan herself predicted that in 10 years, she would be “ruling the world.” While things haven’t quite progressed to that point, Yan is definitely ruling her own world and has lived up to everyone’s expectations of her. After Agnes Irwin, Yan matriculated at the Wharton School of the University of Pennsylvania, where she graduated with a B.S. in Economics and a concentration in Real Estate Finance. She then took her talents to Credit Suisse for three years before she settled in at Greenhill & Co., where she is a principal in the Real Assets Capital Advisory group. Yan finds her work fascinating: “Whether touring modern office towers in Shanghai, trendy hostels in London, or high-end residential developments in New York City, I never get tired of learning about the different property types within real estate and ways to invest in each of them.” Though her work is incredibly important to her, Yan has always remembered advice given to her by Co-Director of College Counseling Connie McEvoy In the 2003 during the stressful college application process. “She Lamp, Yan reminded me that the goal of having a balanced family predicted life was equally as important as striving for academic and professional success,” Yan said. “She was right!” that in 10 Maybe because of this advice, one of her biggest years, she accomplishments to date is on the personal front. would be Within the past year, Yan purchased, gutted, and “ruling the remodeled her apartment on the Upper East Side with her new husband, Nick. Yan enjoyed “creating a home world.” together from scratch and discovering mutual tastes.”

WINTER 2018 AGNESIRWIN.ORG

Alumnae | CLASS NOTES

2000-09

1. In May, Meredith Shea ’09 traveled with the Ministry of Foreign Affairs to Taiwan, where she met Vice President Chen Chien-jen in the Office of the President. 2 & 3. Elizabeth Welsh Bryan ’04 recently published her first children’s book, For Breakfast, I Ate a Peanut Chew, illustrated by AIS librarian Berrie Torgan-Randall. 4. Molly C. Scudder ‘02 married Cullen J. Miller on September 9 at the Merion Cricket Club. They held their rehearsal dinner at Agnes Irwin’s property at 672 Conestoga Road, and enjoyed celebrating with many AIS friends. 5. Austin and Bess Siegfried Yount ’05 welcomed their son, Denver Lawrence Yount, on November 20, 2017. 6. Eleanor West ’06 married Nick Stone on July 8, 2017 in Brooklyn, NY. Left to right: Emma Bazilian, Janet Bartholdson Fry, Alison Moser, Susan Lea ’76, Kate Beers, Eleanor, Alice Van Horne, Kate Gundersen, Katherine Jenkins ’04, Sarah Jenkins, Allison Sottile O’Brien, Betsy Mealing ’79 and Agnes Irwin History Department Chair Wigs Frank.

AGNES IRWIN MAGAZINE

WINTER 2018

CLASS NOTES | Alumnae

2000-09

1. Andrew and Caroline Pozos, children of Tony and Clare Putnam Pozos ’00. 2. Parker Lynch Gallagher ’03 celebrates her wedding with Natalie Jones ’05, mom Cathy Lynch, and other AIS faculty and staff, past and present! 3. Kate Wiber ’06 and Jordan Carter pictured at Aronimink Golf Club on their wedding day, September 23, 2017. 4. Trevor and Ashley Stewardson McGuinness ’06 celebrated their wedding this past May with many AIS alumnae in attendance. Back row, left to right: Lexy Barker ’07, Julia Pierce ’09, Eve Bullitt Pierce ’72, Kristin Nottebohm, Lexy Pierce, Kate Beers, Lisa Moyer Stewardson ’80, Janet Bartholdson Fry, Ashley, Whitney Roller, Elisabeth Hill ’04, Nicole Marchetto, Sarah Jenkins, and Caroline Barth ’07. Front row, left to right: Emma Bazilian, Celeste Tarbox, Victoria Johnston, Christie Clothier, Kate Pierce ’04, and Suzie Welsh ’07.

WINTER 2018 AGNESIRWIN.ORG

Alumnae | CLASS NOTES

2000-09

1. Parker Lynch Gallagher ’03 and husband Shaun J. Gallagher. 2. AIS celebrants at the marriage of Elisa Shore Rickett ’02 to Leonard Cornelius Rickett IV, on January 14, 2017. Left to right: Mica Wilson, Sarah Murdoch, Emily Davis Betz, Elise Gelinas Attridge, Janice Shore Berg ’99, Elisa, Kristi Hansen Corona, Samantha Millier Balestra, Emily Rowland McKeever, and Audrey Abbott ’22. 3. Emma Audrey Schaefer, daughter of Christian and Maxine Zhang Schaefer ’01. 4. Suzie Welsh ‘07 at her company Binto, pictured with Kate Wahl ’15, who interned at Binto last spring. 5. Brett and Katie Cizewski Phillips ’02 at their September wedding. 6. 2006 classmates helped Stephanie Fell DiSesa celebrate her June wedding day at the Merion Cricket Club to Douglas F. DiSesa, a 2006 Haverford School grad. Left to right: Lexy Pierce, Kelsey Berlacher, Mal Gretz, Stephanie, Liza Stokes, Alison Heffernan Rountree, Whitney Roller, and Caroline Cannon.

AGNES IRWIN MAGAZINE

WINTER 2018

CLASS NOTES | Alumnae

Meredith Shea ’09 is pursuing a dual MA of Law and Diplomacy/ J.D. with an expected graduation in May 2020. In 2017, she received a Sarah Scaife Grant for her outstanding performance in the field of international security, co-led the New England Chapter of Women in International Security (WIIS), and was distinguished as a James Stavridis Scholar (an award given to the most outstanding MALD students in honor of the current Dean of The Fletcher School and former Supreme Allied Commander of NATO). In addition, she was selected for two diplomacy fellowships in Spring 2017. In March, she traveled to The West Bank for diplomatic and security meetings

with government, military, and local representatives. In May, she traveled on behalf of the Ministry of Foreign Affairs to Taiwan, where she met Vice President Chen Chien-jen in the Office of the President. Ultimately, she plans to pursue a career in international law through constitution writing and implementing transitional justice initiatives for postconflict countries.

2010

Maiki Paul ’10 shares, “Travis West and I held our wedding on July 14, 2017 (our anniversary!) at the Penn Museum of Archeology and Anthropology. It was a beautiful, intimate

ceremony, led by our family and friends. My Irwin’s sisters Nadya Mason, Eva D’Ignazio, and Tanisha Hospedale all attended the wedding. Nadya presided as my Sister of Honor. Travis is an alumnus of Haverford College and currently works for an affordable housing development firm, Reinvestment Fund Development Partners. I will receive my Master’s degree in Public Health from UPenn in May 2018. Until this past August, I worked in consulting at a local nonprofit, The Food Trust. We recently bought a house in Point Breeze (South Philadelphia), and are looking forward to building our lives and continuing to work in our communities here.”

REUNION WEEKEND Friday, May 4 – Sunday, May 6, 2018

G R A D U AT I N G C L A S S E S E N D I N G I N 3 & 8

2010

1. Classmates celebrate with Hanna Bottger ’10 at her October marriage to John Weiss, Haverford School ’10, at the Horticulture Center in Fairmount Park. Left to right: Serena Shi, Elee O’Neill, Hanna, Shakirah Tabourn and Gabrielle Ware. Hanna and John reside in New York City. 2. Maiki Paul ’10 was joined on her wedding day by her classmate Nadya Mason, her “Sister of Honor.”

WINTER 2018 AGNESIRWIN.ORG

Alumnae | CLASS NOTES

CLASS OF 2008

Sarina Snyder When Sarina Snyder ’08 graduated from Tulane University in 2012, she and a friend moved to Argentina — with a plan to stay for eight months in search of an experience “that was a little outside of the box.” She hardly expected that five and a half years later, she would be running a successful beef jerky business in Buenos Aires, with plans to expand to an international market. During her initial eight months in Buenos Aires, Sarina remembers “waitressing (speaking in bad Spanish!), teaching English, and working in graphic design.” When her trip was over, she returned to Philadelphia and took an office job, but quickly found herself longing to return to Argentina, where she had developed strong friendships and a love for the country and culture. It was not long before she found herself back in Buenos Aires — this time on a more permanent basis. Sarina recalls, “My business Charquiqui started as a passion project, born out of the desire to build something in a challenging, yet fertile and creative environment. Although Argentina is famous for its beef and the Argentine diet is comprised mainly of steak, surprisingly, beef jerky was not an available option in 2014. In fact, most Argentines have still never even heard of it.” She continues, “There was an opportunity to create something new in this part of the world by leveraging our knowledge of what is already internationally so popular.” Mrs. Halton, Señor Sevillano, Señora Fink, Señor For over a year, Charquiqui operated entirely out of Sarina’s business partner’s Sargent, English teachers Dr. Holt and Mrs. Hough, apartment. Together, the two merged their knowledge of design and finance, and, and Mr. Frank and Mrs. Pomeroy. slowly growing, built a bigger dehydrator and continued to buy more meat and “In their own way, each encouraged me to push equipment each month. Sarina laughingly recalls those early days of “haggling in myself and to never settle, to strive for my own my broken Spanish!” But, she says, “our business is now installed in a food-grade personal definition of success. I use Spanish, make factory with a traceable, packaged (and delicious) product. We hope to start art, and write every day in Buenos Aires — with a exporting within Latin America sometime this year and eventually to the U.S.” confidence that I have from the foundation that was Starting a business has allowed Sarina to fully participate in daily life in Buenos provided by those teachers.” Aires. “It’s hard work, but fulfilling and exciting,” she says. “We’ve had luck, Sarina is part of a multi-generational Irwin’s experienced lots of kindness, and have made some great friends family; her mother, grandmother, aunts, along the way — I genuinely learn something new every day.” and cousin are all alumnae. Some of her Sarina credits Agnes Irwin with teaching her to be favorite AIS memories are ones where “I was part independent and resourceful. “I left Irwin’s with an the community gathered, especially the understanding that if I wanted something, I was going to have Holiday Assembly and AIS/EA Day. of a unique to work hard,” Sarina continues, “By the time I knew I wanted She also loved her art classes, but family of bright, to move abroad, I was filled with nervous excitement, but never admits that some of her favorite warm, funny, true fear. I had been given the proper tools early on that taught memories include free periods and lunch. and ambitious me to believe in myself, trust my intuition, and to be courageous “Maybe I should have a better answer, but in my convictions. I learned to work with those around me, to the time spent with my classmates at young women share and to collaborate in a way that has truly enriched my lunch was time well spent. I left Irwin’s who were ready experiences.” feeling like I was part of a unique family to take on of bright, warm, funny, and ambitious In particular, Sarina credits the impact of her AIS art, Spanish, the world.” young women who were ready to take on and English teachers, supplying a long list of teachers for whom (and are currently taking on) the world.” she is grateful, among them: Mr. Moss Vreeland, Ms. Farrow, 58

AGNES IRWIN MAGAZINE

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MILESTONES | Alumnae

MILESTONES MARRIAGES

1988

Becky Gaffney Campbell to Peter Dunn August 4, 2017

1991

Elizabeth Marshall to Andrew Dinsmore June 24, 2017

1994

Sandra Moser to Jacob Skeeters March 11, 2017

1996

2003

2002

2004

Meredith Leopold to Keith West October 7, 2017

Katie Cizewski to Brett Phillips September 3, 2017 Molly Scudder to Cullen Miller September 9, 2017 Elisa Shore to Leonard Cornelius Rickett IV January 14, 2017

Parker S. Lynch to Shaun J. Gallagher November 4, 2017

Kendra Daniel to Jonathan Doveala October 13, 2017

2006

Ashley Stewardson to Trevor McGuinness May 6, 2017 Eleanor West to Nick Stone July 8, 2017 Kate Wiber to Jordan Carter September 23, 2017

2008

Catherine Yoh to James Schneider July 29, 2017

2010

Hanna Bottger to John Weiss October 7, 2017

2007

Maiki Paul to Travis West July 14, 2017

To Jeffrey and Paige Laverell Goll, a girl, Caroline Laverell April 15, 2017

To Thomas and Kathryn Komlo Seward, a boy, Griffin Gillespie May 17, 2017

To David and Caitlin Devlin Ferry, a boy, Colin David October 13, 2017

To Ryan and Stephanie Haldy Kelly, a boy, Grant Edward August 1, 2017

2003

To Andrew and Alyson Laynas Hoffman, a boy, Stephen Andrew September 4, 2017

Stephanie Fell to Douglas DiSesa June 24, 2017

Amelia Suzanne Welsh to Patrick Devine October 21, 2017

BIRTHS

1992

To Robert and Amy Gregg Maher, a son and a daughter, Leo Robert and Juliet Ann October 2, 2017

1994

To Brendan and Ashley Vanarsdall Burke, a boy, Colin Robert April 27, 2017

1995

To Alexandra Kahoe, a girl, Mackinley Gardner September 28, 2017

1997

To Joshua and Lauren Staple Zinns, a girl, Juliette Sophia August 1, 2017

1998

To Jose and Courtney Fretz Obregon, a girl, Elizabeth July 11, 2017

2000

To Mark and Ashley Cook Fitzgerald, a girl, Olivia Faith March 14, 2017

To Bill and Brooke Norrett Corr, a boy, Beckett Xavier December 15, 2017

To Tony and Clare Putnam Pozos, a boy, Andrew Tower February 24, 2017

To Brian and Meaghan Malter Serbin, a boy, Connor John Serbin March 7, 2017

2004

2005

To Ned and Elizabeth Welsh Bryan, a girl, Virginia Ashmeade July 19, 2017

To Austin and Elizabeth Siegfried Yount, a boy, Denver Lawrence November 20, 2017

1951

1954

1963

Lorle Patzau Wolfson December 8, 2017

1959

1983

2001

To Christian and Maxine Zhang Schaefer, a daughter, Emma Audrey December 10, 2017

IN MEMORIUM

1937

Pauline Lamb Lyman January 2017

1941

Elizabeth Lea Oliver August 5, 2017

1947

Joan McAdoo Simmons-Duggan May 22, 2017

Joan Lallou Smith October 13, 2016

Anna Farnum Wood October 4, 2017

Helen Belfield Gerez September 17, 2017

Ellanor Stengel Fink March 19, 2017

Elizabeth B. Smith June 10, 2017

WINTER 2018 AGNESIRWIN.ORG

Alumnae | CLASS NOTES

ALUMNAE EVENTS 1. Hads Ogden Holmgren ’98 returned to AIS in October for the Alumnae Lunch Series to speak with Upper School students about her work as the Unit Chief of the Transnational Organized Crime Unit (Western Hemisphere) with the FBI.

2. The Alumnae Board kicked off the 2017-18 year with a dinner meeting at Agnes Irwin’s 672 Conestoga Road property. 3. Geoffrey and Jennifer Keh Creary ’93 and Kristopher and Alexandra Fergusson Powell ’00 catch up at the Blue and Gold Society Party on October 26. 4. Current students who have alumnae mothers and grandmothers gathered for a photo on the Hamilton Family Courtyard and Dining Terrace this fall.

5. A few of our alumnae grandmothers who have granddaughters enrolled at AIS! 6. Over Thanksgiving, current AIS squash players participated in the Alumnae Squash Match.

7 & 8. Alumnae enjoy the Laurel Society Winterthur Yuletide Tour on November 30. 9 & 10. Recent grads reunited this December at an Alumnae Coffee before Agnes Irwin’s Holiday Assembly. 11. Bel Canto alumnae join current Bel Cantos on stage at the Holiday Assembly for the singing of Carol of the Bells, led by Murray Savar — an annual tradition.

AGNES IRWIN MAGAZINE

WINTER 2018

From the Archives YEARBOOKS

On Top of the World Open up the 1963 yearbook, and you’ll spy an incredible sight: 35 girls seated atop the school’s roof, legs dangling precariously. Upon closer inspection, it’s clear that the image was photoshopped — or, the pre-Photoshop version of photoshopping, at least. One enterprising student had the clever idea of cutting out a photo of the Class of 1963 — the second class to graduate from Agnes Irwin’s Rosemont campus — and taping it to a photo of the school’s then-dining hall. Those who didn’t look closely were none the wiser.

WINTER 2018 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

June 11 – July 27, 2018 Boys & Girls • PreK – Grade 12 From athletics to STEAM, academics to arts – the summer program at The Agnes Irwin School covers all of your bases for a one-of-a-kind camp adventure!

Early Bird Mornings and Extended Afternoons are now included in the cost of camp! A new array of discounts make camp more affordable than ever: AIS Family Discount ; Early Bird Discount ; Sibling Discount ; Referral Bonus Discount FOR MORE INFORMATION, CONTACT THE CAMP OFFICE: Phone: 610.672.1272 ; Email: summer@agnesirwin.org

SummerATAiS.org

SummerAtAIS