Buzzer Winter 2022

The Browning School Magazine Winter 2022

CompetencyBased Learning

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Certificates of Distinction PAGE 14

g n i n le Panthers’ Purpose PAGE 18

SocialEmotional Learning PAGE 22

Browning Upper School students were back onstage for the first time since the pandemic started, joining the Marymount School’s fall production of Metamorphoses by Mary Zimmerman.

Signals On the cover: Boys of all ages experience the joy of learning at Browning, including Rizzy A. ’31, Caleb G. ’34., Brody S. ’27, Troy A. ’25, Ali H. ’26, Julien P. ’31, and Jake H. ’22.

Dear Browning Friends, As we’ve moved from the new normal to the next normal to the understanding that life has forever changed because of the pandemic, we’ve renewed our commitment to all of the ways in which we can make The Browning School the best place for boys, no matter what circumstances exist beyond the Red Doors. This challenging time has called on us to cease lamenting that which we cannot control, and has propelled us to consider how to shape meaningful educational experiences in the here and now.

This issue highlights how we have made our students’ learning more rewarding, more holistic, and yes, more joyful. We are developing opportunities for our boys to establish deeper connections to their academic work, build strength of character and healthy relationships, and expand their self-awareness.

Chief among our efforts this year is increasing our boys’ understanding of how they learn best, while encouraging more agency over that learning. Our new focus on competency-based learning provides a framework for faculty to discuss with precision the ways in which boys can master skills and content. We know that the ability to receive feedback, process it, and act upon it is essential to our boys’ growth.

Providing this clearer road map will enable students to grasp what it really means to be proficient in a subject, and what they need to do to gain that proficiency.

Our Certificates of Distinction program builds upon our observation of students gravitating towards more-independent learning projects while in school online in 2020, and will recognize and reward students’ academic passions, in the form of an independent study with a senior year capstone project. Panthers’ Purpose, our structure for infusing social-emotional learning into K–12 programs, incorporates health and wellness, social impact initiatives, character education, and our Modern Masculinities courses that are designed to help expand boys’ understanding of the many ways in which gender impacts how they move through the world. And our reimagining of our Upper School advisory program creates an enhanced Grade 9 experience, allows boys to stay with the same advisory in Grades 10–12, and is designed to strengthen relationships and ensure that all boys are deeply known by a trusted adult.

The last two years have taught us that there is nothing certain but change, yet also that within that change lives real opportunity for growth. Browning has seized that opportunity, to the benefit of its boys.

Dr. Botti welcomed all students back through the Red Doors in September.

Read Dr. Botti’s blog at browning.edu/head-of-school

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This issue highlights how we have made our students’ learning more rewarding, more holistic, and yes, more joyful.

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John Botti, Ph.D. Head of School BUZZER — Winter 2022

LETTER

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INSIDE:

Winter 2022

FEATURE

COVER STORY

The Joy of Learning

Making the Implicit Explicit Competency-Based Learning

Panthers’ Purpose Becoming Men of Purpose

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18 CONTENTS

A Deeper Dive Certificates of Distinction Program

The Power of Empathy and Relationships Social-Emotional Learning

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ALUMNI

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It all started with the Grytte!

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Like fathers, like sons

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Finding their purpose

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Obituary

Reunion: Save the Date!

In memoriam

Mission and Values The Browning School fosters growth of courageous and compassionate men of intellect and integrity who aspire to contribute meaningfully to our world.

The Browning gentleman develops amid a community that upholds these values…

HONESTY

GOOD NEWS

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Celebrating the Grytte Buzzwords

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Speaker discusses COVID-era stress

We speak the truth, act with integrity and take responsibility for our actions.

COMMUNITY

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Browning welcomes new faculty and staff

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Return of the college trip

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New Trustees named to Board

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Browning Book Fair: Show me your book

Parent Equity Council promotes cultural exchanges and social impact events

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The newest additions to the Panther Pack!

DIGNITY We honor and celebrate the dignity of all people and support the power of a diverse, inclusive and welcoming community.

CURIOSITY We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us.

PURPOSE We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.

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Too Cute to Spook

Diversity Statement The Browning School strives to create a diverse community in which all members are safe, respected and valued. We believe that in actively promoting a diverse learning environment, we are fostering intellectual, social and emotional growth for all.

Recognizing and pursuing diversity, however, are not enough; we seek to transcend mere tolerance of differences and aspire to a celebration of the varied appearances, abilities, perspectives and values that characterize our community.

ATHLETICS

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Holiday Concert Brings Musical Cheer

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Panthers Roar Back to Action!

CONTENTS

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Browning welcomes new faculty and staff We are thrilled to have added these dedicated professionals to our community this year. To help you get to know them better, we asked them to describe themselves or Browning in three words or reveal a fun fact about themselves.

GABRIEL ASHMAN History Department Chair M.A., Wesleyan University B.A., Kenyon College

GIORGI BAKHTADZE Chess Instructor B.S., Tbilisi School of Political Studies

Fun fact: I was an assistant coach on Eli Manning’s baseball team during his sophomore year at Isidore Newman School.

Browning is: friendly, positive, united

ALEXANDER FALBERG Kindergarten Associate B.F.A., Carnegie Mellon University

SCOTT FARMER English Teacher M.S.Ed., University of Pennsylvania B.A., Wesleyan University

Fun fact: I am particularly fond of Star Trek—Spock is one of the greatest sci-fi characters ever invented.

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COMMUNITY

Fun fact: I discovered, as a 22-year-old going to a New Jersey beach for the first time, that horseshoe crabs existed beyond the fossil record.

SAMANTHA GILL Lower School Librarian MLIS, Simmons University B.A., Skidmore College

BENJAMIN JOFFE Latin Teacher M.A., Graduate Center, CUNY B.A., Yeshiva University

I am: curious, compassionate, optimistic

Fun fact: I translated The Beatles’ album Sgt. Pepper’s Lonely Hearts Club Band into Latin, and I was subsequently interviewed by news outlets from around the world.

ASHA LINDSEY Lower School Music Teacher M.A.Ed., University of Phoenix M.Dip., Universität für Musik und Darstellende Kunst B.M., New England Conservatory of Music

ESTHER NUNOO Admission Coordinator B.A., Bowdoin College Fun fact: I collect four-leaf clovers.

Fun fact: I love baking vegan treats!

DANIEL PEÑA Physical Education Teacher M.S., Canisius College B.S., Syracuse University

ANNABELLE ROLLAND French Teacher B.Arch., M.Arch., Institut Supérieur d’Architecture Saint-Luc

Fun fact: I played Division I football and was a defensive lineman for the Syracuse Orange.

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I am: teacher, artist, architect

NALEDI SEMELA Director of Equitable Practices & Social Impact M.S.Ed., University of Pennsylvania B.A., Colgate University

RONALD TAYLOR Head of Middle School Ed. M., Teachers College, Columbia University M.S. Ed., B.A., Syracuse University

Fun fact: I once had lunch with Patrick Ewing... in South Africa.

Browning is: community, caring, compassionate

KIAH VANTULL Assistant Director of Middle & Upper School Admission; Parent Engagement Officer B.A., Davidson College

ELLYN YONAN Grade 4 Teacher M.S., Indiana University B.S., Nova Southeastern University

Fun fact: I make a mean cinnamon roll cake (think oversized cinnamon roll)!

Browning is: inclusive, inviting, purposeful

COMMUNITY

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Good news to begin with Educating parents; student journalists win big again.

Holiday concert brings musical cheer The melodic sounds of boys’ voices raised in song were again the highlight of the annual Browning School Holiday Program. Featuring outstanding performances from masked boys in all grades, the online program included holiday music from diverse cultural traditions. The program also featured seasonal greetings from Head of School Dr. John Botti, as well as a variety of poetry readings from

Celebrating the Grytte

Visit the Grytte’s latest coverage at grytte.browning.edu.

BUZZWORDS 6

GOOD NEWS

students and artwork that captured the seasonal magic.

Thanks to music teachers Asha Lindsey and Hannah Hickok, all the boys, and their teachers for working with dedication to make the concert a celebratory, memorable experience!

View Browning’s holiday concert at browning.edu/news/holiday-program-2021.

The Grytte student journalists garnered a “First Place” award for the second year in a row from the American Scholastic Association (ASA) online newspaper competition. In addition, for the first time, the publication won a Best Use of Video award, in recognition of the myriad vlogs posted during the pandemic whereby Grytte staffers interviewed members of the Browning community as well as hosted counterpoint discussions of the return of professional sports. The association evaluates publications based on coverage, design, editing, and creativity.

Visit buzzwords.browning.edu for a fresh approach to telling the Browning story online.

PARENTS ASSOCIATION MEETING

Speaker discusses COVID-era stress The pandemic has changed almost everything in schools, with increased stress for parents, children, and faculty. In December, the Parents Association invited author Dr. Rob Evans to address concerns and offer concrete tips on managing through this challenging time.

Dr. Evans, a psychologist, former teacher, and former child and family therapist, noted that as life has gotten so competitive in terms of educational and job opportunities, as well as conventional measures of success, parents naturally worry more than their own parents and grandparents might have, and don’t trust their instincts in terms of giving their children clear boundaries for behavior.

During his talk with families, he encouraged them to allow their children to experience moments of growth that are challenging and painful, preparing ”the child for the path, rather than the path for the child.” He cautioned parents to do less for their children so they can become more self-sufficient, and encouraged them to guide their children’s behavior by not allowing them to do things that run counter to their family values.

He empathized with how faculty members faced COVID challenges in their own lives while still offering full support at the School, support and through an interactive dialogue encouraged them to remember how important their work is and to take time for self-care.

BUZZER

The Browning School Magazine

Editors Jan Abernathy, Chief Communications Officer Jeremy Katz ’04, Associate Director of Strategic Communications

Editorial Contributors John Botti, Head of School Caroline Axelrod, Director of Alumni Affairs Sanford Pelz ’71, Director of College Guidance Andrew West ’92, Director of Athletics

Contributing Photographers Jim Bennett/Getty Images Coffee Pond Photography Asher Dorleser Tobias Everke Ethan David Kent Da Ping Luo John Morelli Sanford Pelz ’71 Design by Michael Wiemeyer / Designlounge, NY. The Buzzer is published twice a year by The Browning School. Submissions may be sent to Jeremy Katz at jkatz@browning.edu. All submissions may be edited for length and clarity.

Follow Us @browningschool

Visit our website: browning.edu

Board of Trustees 2021–2022

Parent Equity Council promotes cultural exchanges and social impact events This year, the Parent Equity Council (PEC) is bringing Browning families together for meaningful connection, conversation, and contributions to the greater good. Events have included a shared reading of Being Heumann: An Unrepentant Memoir of a Disability Rights Activist and a spirited discussion facilitated by a disability rights specialist at UNICEF; an educational and social justice–focused tour through Art on the Avenue; and families invited to help expand dignified access to healthy food for residents in the South Bronx through the Mott Haven Fridge Network.

During regular meetings with its core members, the PEC has co-sponsored a series of conversations with members of the Panther Mentors, Upper Schoolers in the Student Equity & Diversity Committee, and Browning administrators. Upcoming opportunities organized this past year by the PEC include a presentation on contemporary indigenous peoples’ life from Curtis Zunigha of the Delaware/Lenape tribe, along with more cultural exchanges and social impact events.

BUZZER — Winter 2022

Valda M. Witt, President Alka K. Singh, Vice President Andrew E. Vogel, Vice President Jeffrey M. Landes ’83, Secretary Raul Pineda, Treasurer John Botti, Head of School Maria Rappa, President, Parents Association Kinjal Nicholls, Vice President, Parents Association Stuart A. Orenstein ’00, President, Alumni Association Mimi Basso Michael P. Beys ’89 Sandra Buergi Nathaniel X. Garcia ’06 Elizabeth Granville-Smith Stephanie H. Hessler Philip A. Hofmann Federico Infantino John M. Liftin Elizabeth G. Miller

J Mocco Nazmi Oztanir Jerry C. Pi ’95 Jodi J. Schwartz Martin Small Graig J. Springer ’98 Deborah C. van Eck Vance Wilson Sara B. Zablotney

James S. Chanos, Honorary Trustee Stuart J. Ellman, Honorary Trustee Allan L. Gropper, Honorary Trustee

GOOD NEWS / MASTHEAD

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FEATURE

COVER STORY: THE JOY OF LEARNING

Defined as a feeling of delight, joy has not always been easy to find during these years of tumult. At Browning, however, we continue to cultivate the joy of learning—caring as much about what is in our boys’ hearts as in their minds. We encourage them to achieve academic success while pursuing passions, deepening relationships, and finding purpose. The following pages tell that story.

BUZZER — Winter 2022

FEATURE

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How competency-based learning yields a deeper understanding

g n i k the a m

implicit explicit

By Jan Abernathy Chief Communications Officer

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Being introduced to Browning students this year, competency-based learning (CBL) is a way of defining learning goals and offering feedback to students. That is, CBL makes explicit the learning goals of a course and articulates what a student is expected to learn, which FEATURE

in turn provides a method for offering specific feedback to the student about where he is on that path to competency.

We sat down with Danielle Passno, Assistant Head of School and Director of Teaching and Learning, to discuss this exciting development for our boys.

COVER STORY: THE JOY OF LEARNING

BUZZER — Winter 2022

FEATURE

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making the implicit explicit

Why did Browning choose to institute competency-based learning?

We implement new pedagogical tools at Browning for one reason only: to cause deeper learning in our students.

CBL has been on the table for Browning for a long time because it’s good pedagogy that works really well for building agency in boys. We decided to really explore what it could look like at Browning when our entire faculty read Competency-Based Education by Rose Colby in the spring of 2020.

How long did it take to prepare to launch this program? What were some of the steps along the way?

What are the challenges?

Any pedagogical shift made by an entire faculty should be made over a three- to five-year time period (at least!). It’s incredibly hard and important to make such cultural changes slowly and deliberately so that the cart doesn’t start leading the horse. A few questions we’ve asked ourselves through this whole process have been: • What incremental steps can we take?

• How can we use small, quick failures to inform long-term, productive change?

• What are we doing that feels like jumping through hoops rather than truly informing learning?

As part of our initial preparation, we asked teachers who were really excited about this change to take the first steps.

As one example, we had teachers try

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Scott Farmer encourages further analysis of a novel in his Middle School English class.

out new rubrics based on rough drafts of competencies, one unit at a time.

Their feedback would then change what we tried for the next unit.

As Browning makes this shift, what kinds of questions should families be asking their students about what they are learning?

The questions we ask show what we care about. If I only ask about grades, it indicates that outward markers of performance are all that I care about.

Rather, we should be using questions that ignite a child’s own curiosity and metacognition (i.e., thinking about his own learning). Some of my favorite questions include: • Which assignment did you enjoy the most this week? What’s the best academic challenge you’ve been given so far this year?

• What’s the most useful piece of feedback your teacher gave you on your paper? What are you going to do with it?

• Now that you’ve turned in your assignment, what would you change about how you completed it if you could do it all over again?

• Where do you feel most successful in your learning? In which class do you feel the most proud of your work?

FEATURE

• Where are you getting stuck?

Where are we in the process of adopting CBL? We’re introducing competency-based rubrics to the students. I think the boys will feel empowered when they realize how much they have learned and how much they can talk about their growth and areas of development.

Does CBL make teaching harder?

More rewarding? Both?

It requires more time to give good, actionable feedback. How can teachers make actionable feedback efficient to give? That’s going to take time and practice. I’m in awe of how far our faculty have already traveled on this road, and we’re learning from each other how to be better and faster at this type of good work. And to answer the latter part of your question, anytime you see a student learn something hard, it’s incredibly rewarding. CBL will help make that learning more visible.

What does CBL look like when it’s being done really well?

It looks like boys who are able to talk with authority and clarity about their own work and learning habits. We’ll know we’ve been successful if in three years our student-led conferences have

COVER STORY: THE JOY OF LEARNING

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The boys will feel empowered when they realize how much they have learned and how much they can talk about their growth and areas of development.

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What is competency-based learning?

Competency-based learning makes explicit the learning goals of a course. Outcomes describe the skills needed to demonstrate a student’s competence in each learning goal.

English Competency

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English Competency

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FULL COMPREHENSION

Outcome

Outcome

Outcome

Outcome

Outcome

Outcome

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Outcome

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FOCUS EFFORTS HERE

boys referring to competency-based outcomes and rubrics to support what they’re saying about their learning.

How specific the boys are will signal our success.

How does CBL prepare students for the kind of work they will be doing in college? How can it prepare them to master new skills in the workforce?

CBL prepares boys for the autonomy of college learning. With such metacognitive skills intact, the boys will be able to make the absolute most of the opportunities available to them. It will teach them how to talk about their own work, recognize how to optimize learning, become comfortable talking about their interests and growth areas with professors, and make choices based on their passions and purpose.

Perhaps most importantly, it will help them know how to take feedback and put it into action—a critical skill for immediate growth in any profession that one pursues.

LIMITED UNDERSTANDING

A graphical representation of how competency-based learning (CBL) is employed in the classroom.

A Computer Science & Engineering student presents his work for review.

BUZZER — Winter 2022

FEATURE

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a deepe dive

Certificates of Distinction program rewards boys’ academic passions

By Jan Abernathy Chief Communications Officer

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Browning’s new Certificates of Distinction program gives our students the opportunity to pursue their academic passions, allowing them greater agency over their learning through independent inquiry in disciplines like engineering and the humanities. We spoke to two faculty members—Aaron Grill, Director of Program Innovation, FEATURE

and Anna LaSala-Goettler, English Teacher and Grade 9 Coordinator—who are leading the program respectively in those disciplines, to learn how the Distinction program supports Browning’s philosophy of learning, how online learning helped spur its development, and what excites them about this new initiative.

COVER STORY: THE JOY OF LEARNING

BUZZER — Winter 2022

FEATURE

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a deepe dive

Aaron Grill

Tell me a little about how this all got started.

LaSala-Goettler: During our transition to fully online learning with BrowningConnect in March 2020, we saw that students were excited by the idea of more independent inquiry projects, and we as teachers wanted to support that learning. Certificates of Distinction allow us to amplify our existing academic program with more opportunities for student agency.

Grill: I have students in robotics who are in the lab for 10 hours a week, not because they have a class here or someone is telling them to be here.

They were asking for resources to start a robotics program. These kids are working so hard and I thought: What do we want to see come of that? And what purposeful project—like a senior capstone—might be an appropriate culmination of their work?

LaSala-Goettler: Students are writing for the Grytte newspaper, editing the literary magazine—even taking the trip to the Island School has students engaged in the discipline of the humanities. We wanted students to reflect on all of these experiences through the lens of scholarship, and to think about the ways in which they shape an understanding of self. Creating a cumulative project presented to a panel of experts at the end of high school helps give all of this learning a coherent structure.

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Anna LaSala-Goettler

Grill: Another important part of the program is the relationships that students can form when they are working on a Distinction—with each other, with faculty. As we improve our schedule, it gives them some time and space to do that as well.

LaSala-Goettler: It will also help Browning alumni reconnect. As students do their concluding project, they will present it to a panel. We hope that alumni will serve on these panels, and our students can see the ways in which you can be a Panther for life.

Can you speak a bit about how students are introduced to the program?

LaSala-Goettler: Students are invited to participate in the program in the spring of their Grade 9 year through a presentation by the directors of each Distinction program, and that summer is when they are asked to do some work towards it. From the spring of the Grade 9 year through all of their Grade 10 year, the student works to develop and fulfill the requirements of the portfolio, which is the body of work

Boys on the staff of the Grytte newspaper take charge to run meetings themselves.

FEATURE

COVER STORY: THE JOY OF LEARNING

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Certificates of Distinction allow us to amplify our existing academic program with more opportunities for student agency.

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that establishes one’s commitment to the Distinction program. In their Grade 11 year, they will be planning their capstone project. And the senior year will involve working on the project itself.

Right now we have an “on ramp” for 10th graders so they can experience the program as well.

Is there a particular kind of student that’s well-suited to the Distinction program, or would a typically motivated Browning boy be able to participate in this?

Grill: This is perfect for the typically motivated Browning student. It’s for a boy who is going to show agency beyond sitting down in an assigned class. We think this will encourage our students generally to better appreciate the value of grit and motivation.

LaSala-Goettler: As a learning community, we want to better support the student whose passion project lies outside of the academic space. For example, a visual arts distinction for a student who already spends hours at their own studio every week. Or a student who is writing a novel, since such a pursuit is not connected to English class. That’s the kind of work that we want to support. And having that support would round out a boy’s Browning experience in such a meaningful way. If we see a majority of our students embracing this way of thinking about their education, it has the potential to significantly impact our academic offering.

BUZZER — Winter 2022

Grade 9 boys engage in independent field research during a weeklong trip to the Island School.

An Upper Schooler discusses his Distinction program work with English teacher Anne Rawley.

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Defining what boys need to become men of purpose

panthe s '

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By John Botti Head of School

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Browning is proud of its aim to help boys become men who contribute meaningfully to the world, and will always remain a community rooted in mission and core values like courage, compassion, honesty, dignity, curiosity, and purpose. Our school does not pretend to be value-neutral on the qualities that we believe empower boys to lead flourishing and fulfilling FEATURE

lives. But helping them develop these qualities also requires thoughtful curriculum, teaching, and conversation, so that our community can be intentional about the messages it shares. We must be sure to give our boys time and space to reflect critically on those messages, as well as on their own sense of values and ethical identity.

COVER STORY: THE JOY OF LEARNING

BUZZER — Winter 2022

FEATURE

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panthe s ' pu pose

This is the point behind Panthers’ Purpose, our new program of incorporating inquiry and activity related to character, health and wellness, social impact, and equitable practices into the framework of K–12 student learning. This architecture emerges from Browning’s mission to produce not just men of intellect, but those of integrity, those who discover themselves in developing a personal story founded in a sense of strong character, in looking out for others, and in making a difference in our world.

Nurturing intellectual growth and academic accomplishment will always remain our school’s fundamental purpose: Browning’s institutional identity is grounded in the rigorous exploration of the liberal arts to induct boys into the life of the mind, to deepen their appreciation of the power of ideas, and

A wholesome moment of an Upper Schooler helping a Kindergartener with his necktie.

to prepare them for future educational opportunities. At the same time, the commitments of Panthers’ Purpose build the sorts of skills and dispositions that enhance a boy’s capacity for academic achievement, and also give him a greater sense of how that achievement can be applied to the use in the world. While some may believe that these habits are acquired over time, through students’ careful study and modeling of the appropriate adult behavior, we know that these dispositions can be taught in a systematic

Social-emotional learning (SEL) is integral to a boy’s development.

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FEATURE

way, making the implicit explicit, much as we are doing with our competencybased learning model.

These skills and dispositions come in many forms, including: • Habits that speed learning, like enhanced self-regulation, habits of deep listening, and curiosity about others’ stories and patterns.

• Improved emotional, relational, and ethical literacy that emphasizes the place of empathy, honesty, and respect in substantive and interpersonal knowledge alike.

• Leadership and collaborative skills that emerge from community engagement projects both within and beyond Browning.

There is almost no end to the developmentally appropriate Panthers’ Purpose programming that we can create to help our boys become disciplined and critical thinkers, thoughtful and courageous friends, and men who seek to use their academic achievements to influence others for the better. Much of this exists at Browning already, such as the leadership skills that are taught in our Peer Leadership program through which our Grade 12 boys help Grade 9

COVER STORY: THE JOY OF LEARNING

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The commitments of Panthers’ Purpose build the sorts of skills and dispositions that enhance a boy’s capacity for academic achievement and how that achievement can be applied to the use in the world.

boys acclimate to the Upper School, or our social impact programs that help communities in need while helping our students understand how that need came to be.

The choice between academic pursuit and character development is a false one; indeed, the two are deeply intertwined, and both are fundamental to a rigorous and values-driven school that promises to develop men of intellect and integrity. When we are intentional in our effort to help all of our Panthers to become young men of purpose, our community is marked by excellence, fulfillment, accomplishment, awareness, challenge, and wholeness in equal measure. When we complement our intellectual aspirations with Panthers’ Purpose, we are at our best.

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Panthers’ Purpose fosters and strengthens connections as well as builds empathy among our boys.

Expected Panthers’ Purpose Competencies: need to know

Lower School boys engage in learning purpose competencies through morning meetings, classroom discussions, and frequent exposure to social-emotional learning goals throughout their days.

• The management of emotions involves a boy demonstrating self-control with prompting from his teacher.

• To gain an understanding of healthy relationships, boys must develop the skill of acting as an upstander in crucial moments.

BUZZER — Winter 2022

As boys get older, they should retain their previous purpose competencies while also being introduced to new ones that are more appropriate to their developmental age.

• Middle School: Nonjudgmental listening could be used to emphasize the importance of empathy in maintaining relationships.

• Upper School: The qualities of successful leadership could be identified, thereby modeling opportunities for boys to lead and follow accordingly, as well as discuss what role collaboration and decision-making form in creating healthy cultures and communities.

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How social-emotional learning improves performance and self-reflection

the powe of a nd h t a p m e s p i h s n o i t a l e

By Jeremy Katz ’04 Associate Director of Strategic Communications

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Relationships are at the core of Browning’s educational philosophy. Our socialemotional learning (SEL) program provides a structure around which boys develop deeper awareness of themselves and improve their relationships with others.

We spoke to Dean of Middle FEATURE

School Life Megan Ryan, Dean of Upper School Student Life Sam Permutt, and Grade 9 Coordinator Anna LaSalaGoettler, who are leading the multifaceted approach in Grades 5–12 to helping our students foster perseverance and empathy, as well as improve their decision-making.

COVER STORY: THE JOY OF LEARNING

BUZZER — Winter 2022

FEATURE

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the powe of empath and elationships Anna LaSala-Goettler

Sam Permutt

How has our SEL program been informed by what we learned last year during COVID restrictions?

ways. We have built more time into the structure and program for advisors to be with their advisees.

LaSala-Goettler: We realized with our small pod groups that having unstructured time to walk, talk, and play is immeasurably important. It offered us as educators the time to build those relationships while enabling the boys to engage with each other in healthy

Ryan: The boys’ delight at being back was a clear reminder that school should be done in person and in a community.

We’re developing what it looks like to be a kind and thoughtful community member and citizen, and to contribute positively to the classroom environment.

Megan Ryan

We want boys to develop a healthy masculinity and to foster deep bonds with their peers and caring adults. How do we teach boys about the possibilities that exist for them to lead lives of purpose and connection?

Permutt: Our Modern Masculinities [a suite of courses exploring how gender is performed and lived] have our boys consider why vulnerability is important and the pressures that men face around emotional stoicism, while challenging that central narrative and giving them the space to be in conversation with each other about emotions.

Ryan: These classes revolve around being curious, empathic, honest and responsible, connecting to others, and understanding the self. This work is done through transformative interviewing and listening as well as hands-on experiences and discussion.

We want the boys to reflect upon their own individual story of masculinity and to use that self-knowledge to support their development of their sense of purpose and to inform the ways in which they build, maintain, and repair connection to others.

How do clubs and activities enhance the student experience in the Middle School?

Grades 9 and 12 boys engage in community building, leadership training, and outdoor education on a trip.

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FEATURE

Ryan: The club system provides a space for boys to cultivate their passions with like-minded kids who

COVER STORY: THE JOY OF LEARNING

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We’re developing what looks like to be a kind and thoughtful community member and citizen, and to contribute positively to the classroom environment.

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ship program is about connecting and serving the School while developing their own leadership skills, sense of identity, and sense of self as they prepare for a transition to college.

A highlight for me was seeing how intently the seniors paid attention to the experiences of the ninth graders, as well as the seniors’ willingness to model and share their own experiences in response to conversations about equity and identity.

LaSala-Goettler: Witnessing play and joy among students across grade levels was a blessing. It was amazing.

Relationships between boys and their teachers are a cornerstone of Browning’s pedigree.

share their interests, feeding directly into purpose. The Student Council is organized by grade level, composed of volunteers who submitted written statements that affirmed Browning’s core values of honesty, curiosity, dignity, and purpose. Each grade works on a specific set of projects for the whole of the division and also coordinates activities that foster individual class pride.

Tell me about what the Grade 9 advisory program offers incoming freshmen?

LaSala-Goettler: Grade 9 experiences quite a shift in academic and cultural expectations due to the transition from BUZZER — Winter 2022

Middle School. We wanted these boys to feel supported by students in their own grade experiencing the same thing, rather than immediately mixing with the upperclassmen. As the Grade 9 coordinator, I organize their advisory program, centering it around our core values, examining each one for a quarter of the year. I also partner with the boys and their families to facilitate the transition to Grade 9.

What was the highlight of bringing the Grade 9 boys together with Grade 12 Peer Leaders for an overnight field trip?

Permutt: The Grade 12 Peer LeaderFEATURE

How is the Upper School advisory program designed to ensure that every boy is deeply known by a faculty member?

Permutt: If what we’re going for are close relationships, then empowering the students to have some say as to which advisor they want to be in relationship with is important. Inspired by that, the advisors are constantly working with students to be in meaningful relationships with themselves, with each other, and with their teachers.

LaSala-Goettler: This shapes how we construct and create all kinds of programming that they are curious about and excited by. That they feel safe in conversation with each other and with themselves is key to all parts of community-building across the range of activities and events that we have here.

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Return of the college trip

WHEN AN “OBSESSIVE PLANNER” WANTS TO BRING BACK A SCHOOL TRADITION AFTER A ONE-YEAR HIATUS.

By Sanford Pelz ’71 Director of College Guidance

I

n the midst of the pandemic, the college application season was surprisingly normal, at least from my vantage point. The search process was anything but. Here at Browning, the biggest singular loss was the annual college trip. It was untenable in the face of COVID, and its absence loomed large in the culture. I was determined to resurrect it.

I’m kind of an obsessive planner. That’s one of the things I have loved about this annual adventure. Often, while on the bus, energized by the visits, I would start planning the following year’s itinerary! I start with a region. I have about eight general destinations that I cycle among, although I try to spice things up with a new entry when I can.

This trip, however, could not be planned in advance.

Colleges did not know whether they would be able to have campus tours in June, let alone in September. And when student-led tours began to resume, they were often limited to one or two families.

Then last April, during a rep visit from Lehigh University, I mused that I was hoping to find a few schools that would be willing to let us tour. Without a moment’s hesitation and

with the uncertainty of the pandemic swirling around us, the rep said, “You can come to Lehigh!” A clip from Ghostbusters popped into my head: Annie Potts leaping up from her seat, hollering, “We got one!”

Heading into Labor Day weekend, I emailed a number of admission colleagues at schools within about two hours of Browning to see if they would be willing to provide student-led walking tours to our masked, Read Mr. Pelz’s vaccinated cohort. The subject was college guidance “Browning Visit Hail Mary.” To my blog at delight (and surprise!) several were browning.edu/ after-words. ecstatic to jump-start their tour programs with my ready-made group. All the schools required us to be vaccinated, and most asked us to remain masked during the visit, even outdoors.

In the end, we visited Lafayette, Lehigh, Wesleyan, Trinity, Muhlenberg, and Drew. I prefer more variety in size, but none of the larger schools I contacted were willing to host such a large group on campus. I’ll make up for it next year; I already have the itinerary in mind.

Just like in the “before times,” the junior and senior classes are whisked away across three days to experience a variety of schools to discover choices they might not have previously explored.

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COMMUNITY

BOARD OF TRUSTEES

New Trustees named to Board The Board welcomes four new members and one new ex officio member, and appoints a new honorary Trustee.

Jerry Pi ’95, Trustee

Vance Wilson, Trustee

Jerry Pi ’95 is Founder and Chairman of Pi Capital Partners, a private real estate family office with a portfolio of commercial real estate, residential rentals, and academic institutions located predominantly in Manhattan and Queens. Jerry is on the Advisory Board of New York University’s Schack Institute of Real Estate, and attended Browning during 1983–90. He and his wife, Grace, have three children including their son, Jameson ’32.

Vance Wilson was Head of St. Albans School in Washington, DC, for 19 years. He has been a teacher, coach, dorm supervisor, department chair, dean of faculty, division head, associate head, and head of school at four independent schools.

He has served on a number of boards and associations, most notably as the Chair of the Academic Services committee of NAIS and Independent School’s editorial board, and as the President of the International Boys’ School Coalition.

Martin Small, Trustee

Sara Zablotney, Trustee

Kinjal Nicholls is a Lower School Learning Specialist at the Spence School. Currently Vice President of the Parents Association, she has served as Class Representative, Annual Fund Committee Member, and Chair of the Parent Equity Council since joining the PA in 2017. She and her husband, Gerry, are parents of Ben ’29, and Asha, who is at Spence.

Kinjal Nicholls, Ex Officio Trustee

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Stuart Ellman, Honorary Trustee

COMMUNITY

Martin Small is a Senior Managing Director at BlackRock, Inc., responsible for US Wealth Advisory and Aperio business divisions, which serve wealth management firms and financial intermediaries across investment solutions, consulting, and digital wealth technologies. Martin is a member of BlackRock’s Global Executive Committee and executive sponsor of the firm’s Gives Network philanthropy and volunteering programs. He and his wife, Rachel, have three sons, Jesse ’27, Leo ’30, and Eli.

Sara Zablotney is a partner in the Tax Group of Kirkland & Ellis LLP, focusing on the tax implications of public and private mergers and acquisitions, capital markets transactions, bankruptcy and restructuring, joint ventures and spin-offs. Sara is on the Advisory Board of the Kenan Institute for Ethics at Duke University and the Alumni Board of New York University School of Law. She and her husband, Matt, have a son, John ’32, and two daughters, Lila and Vivian, at the Marymount School.

Stuart Ellman, who was a voting trustee and an officer during 2010–2020, recently became Browning’s newest honorary trustee. He co-founded RRE Ventures, the leading NYC-based early-stage venture capital firm that has raised nine funds and has over $2 billion in assets under management. Stuart has been personally responsible for investing in over 50 technology companies at all stages of growth and across all sectors. He and his wife, Susan, are the parents of Ben ’18, and Lily, who is at the Heschel School.

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COMMUNITY

BUZZER — Winter 2022

COMMUNITY

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Varsity cross country runner Justys S. ’22

Panthers back COACHES ON THE RETURN OF SPORTS TEAMS

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ATHLETICS

7/8 Red basketball player Ben H. ’26

After 18 months on hold due to health and safety measures, the competitive athletics season resumed at Browning this year! Boys from Grades 5–12 donned the red and black and returned to the fields and courts to represent the School. The year began with a preseason retreat wherein a record number of our boys came out,

who saw the varsity soccer team clinch a spot in the playoffs for the first time in five years, and are now midway through a healthy and successful winter season filled with many Ws in basketball, squash, and track. #PantherPride is back!

Read on to learn about our coaches’ experiences and their insights.

7/8 soccer player Leonardo R. ’27

roar to action! action!

BUZZER — Winter 2022

ATHLETICS

31

Panthers roar back to action!

Varsity soccer player Malek A. ’23

7/8 cross country runner Asher O. ’27

ON THE RETURN OF GAMES…

The 2021–22 varsity squash team.

“Being back on the field felt like a haven. The value of athletics and the lessons learned through sport and teamwork had a deeper meaning since playing felt like a touchstone of real life. Through the pandemic, we had forgotten about connection, activity, and competition.”

—COACH BRANDON HARWOOD

ON THE COACH-ATHLETE RELATIONSHIP...

“Working together to try and achieve a goal is a valuable skill in life.

The tactical progress and skill development from the start of the season to the end of the season is often significant and rewarding to watch.

I enjoy seeing the boys’ performances improve as the season progresses.

During the pandemic, all that is what I missed most as a coach.”

—COACH LAUCK BLAKE

5/6 soccer players Ethan S. ’29 and Andrew L. ’28

JV basketball player James C. ’25

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ATHLETICS

Assistant Athletics Director Michael Cohn discusses strategy with the 5/6 soccer team.

ON TEAM-BUILDING...

“The pregame and postgame bus rides are definitely highlights as they laugh, joke, and sing along together to some epic pop songs. Even with boys in different grades and some new students, they supported each other on and off the field. Team-building was seamless and the boys clearly valued the out-of-school bond with their teammates.”

—COACH STACEY DUCHAK

Varsity soccer goalie Nate L. ’23

Varsity hoopster Alpha C. ’24

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ATHLETICS

33

Panthers roar back to action!

7/8 cross country runner Connor C. ’27

ON INSTILLING BROWNING’S VALUES OF HONESTY, CURIOSITY, DIGNITY, AND PURPOSE… “Browning boys carry our values with them no matter where they are—in the classroom, lunchroom, or on the field. We play hard, we play to win, but we play fairly and with integrity. At the end of the day people forget most of the wins and losses, but the boys will never forget the lessons they learned being on teams and the relationships they built.”

—ATHLETICS DIRECTOR ANDREW WEST ’92

Varsity squash player Neil D. ’24

JV soccer player Alex N. ’24

7/8 Red basketball player Ryan K. ’27

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ATHLETICS

Dominique Bernard has been coaching cross country at Browning for 30 years.

ON THE ENERGY OF THE TEAM...

“Each game day they are eager to get out on the field, and win or lose, they are all having fun and building valuable skills and friendships along the way.”

—COACH JON STOLER

All hands in for the 7/8 Red basketball team.

Varsity indoor track runner Luca G. ’22

BUZZER — Winter 2022

ATHLETICS

35

too cute to spook Halloween excitement was in the air once again for our ghouls and goblins!

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COMMUNITY

Lower School celebrations once again featured “reverse trick-ortreating,” during which special faculty visitors stopped by classrooms and delivered treats, followed by each grade parading up and down the block alongside Dr. Botti (dressed as Ghostbusters’ Stay-Puft Marshmallow Man!). The boys showed off their fierce looks to parents and caregivers who cheered from the sidelines of 62nd Street. Meanwhile, the Middle School Student Council took leadership of their own division, coming up with grade-level themes that included panthers, television and movie characters, celebrities, and of course, all things spooky! Each grade paraded past a group of faculty judges who determined the winner of the coveted Best in Show prize and a pizza party, which was Grade 7.

BUZZER — Winter 2022

COMMUNITY

37

Edward-Isaac Dovere ’98 has interviewed noted politicians throughout his career.

Acclaimed journalist alum unravels the 2020 election in first book.

ALUMNI

It all started with the Grytte!

Through the Red Doors to the campaign trails.

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ALUMNI: EDWARD-ISAAC DOVERE ’98 SPOTLIGHT

“

If you want to be a political reporter, you want to cover a presidential campaign.

”

By Caroline Axelrod Director of Alumni Affairs

F

or those who knew him during his Browning tenure, it is no surprise that Edward-Isaac Dovere ’98 is an award-winning journalist. If you open a copy of the Grytte, Browning’s student-run newspaper, from the late ’90s, there is a good chance you will find an article written by him on the presidential election or an opinion piece on public policy.

Today, Dovere is a senior reporter for CNN and the bestselling author of Battle for the Soul: Inside the Democrats’ Campaign to Defeat Trump, published in May of 2021.

A fascinating portrait of the Democratic Party, Dovere’s literary debut is masterfully crafted and extremely well-reported, drawing on more than 400 interviews with politicians, aides, operatives, and voters across the country. A behind-the-scenes look into the rebuilding of the Democratic Party following the 2016 election, Dovere penned the tome while covering the campaign trail across 29 states. The end result is a captivating look into the complicated, somewhat shocking road to Biden’s 2020 election.

“If you want to be a political reporter, you want to cover a presidential campaign,” he says, “If you want to cover a presidential campaign, you wanted to cover this one—even when that meant lying in a gravel road in the middle of a field in northeastern Iowa late one night, trying to figure out how to reattach part of the front bumper to a rental car.”

With more than 15 years of experience as a political journalist, Dovere’s years of on-the-ground reporting, his perspective on the Democratic Party, and his access to some BUZZER — Winter 2022

of the key players were instrumental in the successful completion of a book of this magnitude. In fact, Dovere was with Joe Biden for his first interview in the Oval Office as President last February.

Dovere began his journalism career in New York, covering city and state politics as the founding editor and lead writer of City Hall, a twice-monthly newspaper, and The Capitol, a monthly paper. In 2011, he relocated to Washington, DC, to join Politico, and became a senior White House reporter covering Barack Obama’s second term as president, later becoming Politico’s chief Washington correspondent. During this time, Mr. Dovere received the White House Correspondents’ Association’s prestigious Merriman Smith Award for his coverage of Obama’s historic trip to Cuba in 2016.

In 2018, he began working at The Atlantic, where he led coverage of the 2020 election, before moving to CNN in the fall of 2021.

In stark contrast to the roller-coaster 2020 election, we found an opinion piece Mr. Dovere penned for the Grytte entitled “Thoughts on the ’96 Elections,” where he wrote: “This campaign was not a very exciting one, but that does not make it unimportant. It was the second-to-last election of the 20th century, the last chance to select a leader who will prepare the country for the next millennium.”

While the same can certainly not be said about the 2020 election, it is clear that Mr. Dovere’s time behind the Red Doors inspired this budding reporter and helped lead him to become the acclaimed political journalist he is today.

ALUMNI

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Save the Date!

Friday, April 22, 2022 We look forward to welcoming alumni back through the Red Doors in person on Friday, April 22, for Browning’s Alumni Reunion! Classes ending in 7 and 2 are celebrating milestone reunions, but all alumni are invited and encouraged to attend.

The health and safety of the Browning community is our number one priority, and we will be strictly adhering to CDC guidelines. If due to the evolving nature of COVID-19 we are unable to safely celebrate in person, we will move the Alumni Reunion online and notify the community as soon as possible.

We hope you will join us on April 22 for this celebration, whether in person or online.

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ALUMNI

ALUMNI: LEGACY FAMILIES

Like Fathers, Like Sons

By Caroline Axelrod, Director of Alumni Affairs

Browning is family, which is why it is no surprise that many alumni choose to send their boys to their alma mater. They know their boys will be part of a community where they feel known and loved, where they are consistently encouraged to find lasting meaning in their education, with the aim to become men who contribute purposefully to the world.

Read on for words from some of our alumni fathers on why they chose Browning for their boys.

The Pi Family Jerry ’95, Jameson ’32 We chose Browning due to its focus on character development, empathy, and integrity.

The teachings from Browning continue outside its excellent academic program. Real-life learnings on how boys grow into leaders, team players, and productive members of society is how Browning raised me and how I want Browning to raise my son.

The Berman Family

The Theodore Family

Ben ’93, Adam ’25, Chase ’30

Ali ’88, Lee ’24, Jude ’27

Browning gave my brother and me everything we needed to grow up in all the best ways.

The special atmosphere, learning environment, and freedom that an all-boys school provides is undeniably special. I wanted my sons to go here because it’s a place where they would be safe and happy, while starting the process of finding their purpose in life while becoming the very best version they could be. Browning has never let me down.

My wife and I are truly grateful every day for the opportunity to send our sons here.

I am so proud to have my sons Lee and Jude attend the same school as their father, uncles, and grandfather. I credit my time here with developing the morals and values necessary to navigate through my younger years into adulthood. Some of my fondest memories and closest relationships were established at Browning, and I see my boys having the same experience. I am grateful to have them attend a school that both challenges them academically and fosters their social-emotional growth in such a caring and supportive way.

The Blitz Family Justin ’96, Julian ’30 “O Captain! my Captain! our fearful trip is done; the ship has weather’d every rack, the prize we sought is won.” Those were the words my son Julian proclaimed when he won the Lyman B. Tobin Public Speaking Program for the third grade.

I have the benefit of knowing from personal experience how special it is to attend Browning, and I am proud to share that bond with my son.

The core values of honesty, curiosity, dignity, and purpose were instilled in me during my tenure here, and after hearing Julian deliver Walt Whitman’s timeless words with such confidence and purpose, I know that he is on his way to becoming the definitive Browning gentleman.

BUZZER — Winter 2022

The West Family Andrew ’92, Evan ’29 Choosing Browning for my son was one of the easiest decisions I have ever had to make. I always knew that if I had a boy I would send him to Browning. My parents gave me the gift of Browning and I always knew I would pass that on to my son. The School has always been a special place for me and I have always shared its values. It’s not just about academics, sports, or anything else—it’s a place that cares deeply about each and every boy, and that is what I wanted for Evan. The first five years have flown by and I can’t wait for the next few chapters, but may they not pass as quickly!

ALUMNI

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ALUMNI: SPOTLIGHTS

Finding Their Purpose Long after their time behind the Red Doors, our alumni lead lives of purpose specific to their individual interests and talents. Here are a select few who found the spark during their time at Browning.

John Katsos ’03

Adam Dalva ’04

Paul Dano ’02

John Hadden ’87

Skyler Bell ’21

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ALUMNI

ALUMNI: SPOTLIGHTS

Skyler Bell ’21 Last fall, Skyler Bell ’21 began his first season as a wide receiver for the University of Wisconsin. The Wisconsin Badgers are a force to be reckoned with on the field, and watching a Browning alumnus play for a Big Ten team is certainly something to cheer about.

Skyler attended Browning for eight years before heading to boarding school to play high school football. He attributes the passion he developed for playing sports to his time behind the Red Doors and the strong relationships he built then with coaches, teachers, and friends.

Paul Dano ’02 Hitting theaters this March, the highly anticipated reboot of The Batman film franchise features actor Paul Dano ’02 as supervillain The Riddler. Known for his versatility as an actor, Dano is also a successful writer, director, and producer, best known for his roles in Little Miss Sunshine, There Will Be Blood, 12 Years a Slave, and Love & Mercy.

Dano’s family has been quoted in The Hour, a CT newspaper, saying that the early education that Paul received at Browning, especially with its emphasis on public speaking, was important to his development as an actor.

John Katsos ’03 Alumnus John Katsos ’03, one of the world’s leading researchers on business in crisis zones, co-authored a piece featured in Harvard Business Review’s “The Big Idea” series, on preparing for an era of uncertainty over the next 20 years. Katsos discusses strategies for businesses to be successful when crises are no longer a one-off but a constant threat due to climate change, globalization, and inequality.

“The complexity of these places is usually deeply rooted in history and culture—things I only began to understand because of my time at Browning,” Katsos said. “A key part of that was my BUZZER — Winter 2022

engagement with the Model UN team as well as my teachers, who always brought the necessary historical and cultural context to every subject.”

Obituary

Adam Dalva ’04 Adam Dalva ’04 recently became the new books editor of Words Without Borders, an online magazine dedicated to expanding cultural understanding through the translation, publication, and promotion of the finest international literature. To date, Words Without Borders has published well over 2,700 writers from 141 countries, in 132 languages.

Dalva credits Browning’s English classes and editing the student literary magazine for igniting a love of reading and writing that has carried through to his current role, as well as to serving on the board of the National Book Critics Circle and teaching creative fiction at Rutgers University.

John Hadden ’87 In 2021, John Hadden ’87, a successful biotech entrepreneur, co-founded and launched ViroCell Biologics, an innovation-driven contract development and manufacturing organization tackling the bottleneck that occurs in clinical trials due to a global viral vector supply-and-demand imbalance. With Hadden at the helm as CEO, ViroCell Biologics is facilitating the rapid and safe transition from discovery science to clinical trials, helping to accelerate the development of innovative cell and gene therapies needed to fight diseases.

A self-proclaimed lifelong learner, Hadden’s time behind the Red Doors encouraged his curiosity and helped lay the foundation for his intellectual pursuits. His passion for science and medicine, coupled with his business acumen, has resulted in his successful career as a life science executive and entrepreneur, bringing innovative treatments to the patients who need them.

ALUMNI

Wes Vernon ’49 The Browning community mourns the loss of Weston (Wes) Vernon III ’49, who passed away last August at age 89. A veteran broadcast journalist, Vernon launched his career in 1963 working at KSL, one of America’s most powerful radio stations. By 1968, KSL’s parent company, Bonneville International, sent him to the nation’s capital to set up a news bureau for the company’s radio and TV stations throughout the country. He served in that capacity until 1972, when he accepted an offer to become a Washington correspondent for CBS News Radio, where he remained until 1997.

Following his 25-year career at CBS, Vernon continued working as a freelance writer for a number of publications and websites, also serving as a guest host for the Radio America network. The recipient of numerous awards and accolades throughout his career, one of Vernon’s most prized honors was Browning’s Charles W. Cook ’38 Alumnus Achievement Award in 2014.

In Memoriam Eugene Hori ’02 Timothy Leeb ’02 Thomas Lovejoy ’59 Steven Pettinella ’73 Eugene Springer P’98 Nicholas Zoullas ’55, P’23, ’23

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Good news to end with

Grade 3 Head Teacher Laura Alterman and her husband, Jonathan, welcomed Abigail Paige Pryor on June 25, weighing in at 8 lb., 4 oz.

Spanish Teacher Brandon Harwood and his wife, Kate, welcomed Lennon Wendell Harwood on June 9, weighing in at 6 lb., 9 oz.

Senior Director of Annual Giving Soo Mi Thompson and her husband, Andy, welcomed the younger sibling of Bode and Ellie, Theodore “Teddy” James Fichte on August 24, weighing in at 8 lb.

The newest additions to the Panther Pack!

Art Teacher Kate Bancroft and her husband, Miko, welcomed Ada Soemini Veldkamp on November 9, weighing in at 6 lb., 1oz.

Our Browning family has grown significantly since the publication of our last issue!

A hearty congratulations to these community members on the newest additions to their families.

Trustee Graig Springer ’98, wife Hayley, and big sister Elliana welcomed Miles Garrison Springer on December 9, weighing in at 8 lb., 1 oz.

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GOOD NEWS

Grade 5 Teacher Dan Ragsdale, wife Amy, and big brother Charlie, welcomed Emma Pearl Ragsdale on June 18, weighing in at 7 lb., 15 oz.

Our mission is sustained and enhanced by the generosity of our community: alumni, current and past parents, grandparents, faculty and staff, and friends. Together we build upon advancements in pursuit of honesty, curiosity, dignity, and purpose.

Your Annual Fund support is an investment in the School that will enrich every aspect of a Browning education, today and into the future.

If you have not already contributed this academic year, please make your Annual Fund gift today!

Forward, Together.

WAYS TO GIVE ONLINE browning.edu/giving MAIL The Browning School Office of Institutional Advancement 52 East 62nd Street New York, NY 10065

CONTACT STOCK For instructions on how to donate stock, please visit browning.edu/stock or contact Krizia Moreno-Cruz at kmoreno-cruz@browning.edu or (646) 844–2608.

MATCHING GIFTS Multiply your support to Browning: If your employer has a matching gift program, please follow the company’s instructions to initiate the match. Then notify us, and we will complete the process.

Stephanie Ferro Major Gifts Officer sferro@browning.edu (646) 844–2605 For more information, please visit browning.edu/ ways-to-give.

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TO UPDATE YOUR ADDRESS Please email Krizia Moreno-Cruz at kmoreno-cruz@browning.edu.

FROM THE ARCHIVE Following the suspension of sports for 18 months due to COVID, the varsity soccer team clinched a spot in the playoffs for the first time in five years this fall. (Varsity soccer members from 1993 are pictured here.) To learn more about the return of sports at Browning, go to page 30.