The Magazine of Cary Academy | Summer 2020

The Magazine of Cary Academy SUMMER 2020

Ideas to inventions Page 9

ONE ALUM SEEKS JUSTICE FOR ALL Page 26

SPECIAL ISSUE: 2019-20 ANNUAL REPORT Page 34

Leaning in to rise up Page 14

Model behavior Page 18

Faculty conversation: Social and emotional wellness Page 21

FROM THE HEAD OF SCHOOL

Dear CA Community, Our summer edition of ?, The Magazine of Cary Academy comes to you during what has been a historically disruptive and uncertain moment in history.

Remarkably, as we go to print in mid-July with one month to the first day of the 2020-2021 school year, we cannot say with certainty what school will look like in the fall. The evolving pandemic has made it unclear if will be able to gather on campus safely. When we are able, it will look and feel fundamentally different.

However, despite the real harm and uncertainty unleashed by COVID-19, I think you will find this issue of The Magazine reassuring.

While some of our issues revolve around a theme—and there is simply no way of avoiding the pandemic right now—the breadth of stories is a testament to the strength of our community and the guiding light of our mission. In our alumni profile, you will hear how Brianna Gaddy ’12 has embarked on a legal career to fight systemic racism. We profile the wide range of interests and influences of mathematics teacher John Noland, the recent recipient of a statewide mathematics award. Congratulations are due to four CA Upper School students, who won a prestigious global entrepreneurship contest—in the first year of a brand new program for Cary Academy. For those of you wanting to learn a bit more about how

the school fared during the disruption of last term, we have an overview of how our mission and vision has been our North Star through the pandemic. Our counselors also share some wisdom for wellness. And finally, we celebrate the conclusion of the school’s first-ever capital campaign, which has raised more than $13 million for financial aid, facilities improvements, and new programs.

Reassuring indeed.

Times may be unsettled, but our community is stronger than ever. Our commitment to our mission is unwavering, and the talent and dedication within the faculty and staff gives me the utmost confidence that we will not only meet this moment—we will thrive and emerge even stronger as a school and a learning community.

Mike Ehrhardt, Head of School

PS: For those who want to learn a bit more about our practical planning for the school year, please head to united.cary.academy.

The Magazine of Cary Academy SUMMER 2020

In this issue

COMMUNICATIONS TEAM Mandy Dailey Dean Sauls Dan Smith PHOTOGRAPHY Dan Smith The CA community HEAD OF SCHOOL Michael Ehrhardt DIRECTOR OF ADMISSIONS Heather Clarkson DIRECTOR OF COMMUNICATIONS Mandy Dailey HEAD OF UPPER SCHOOL Robin Follet DIRECTOR OF FACILITIES Jess Garcia

During Ubuntu, on the final day of T2, Upper School students and staff drew flowers from a country/region of their family origin.

Upper School art teacher Karen Rose composited hundreds of flowers into a map of the globe that represents our flourishing, beautiful, vibrant community, and serves as a reminder that we grow together as we learn.

DEAN OF FACULTY Martina Greene HEAD OF MIDDLE SCHOOL Marti Jenkins DIRECTOR OF EQUITY AND COMMUNITY ENGAGEMENT Danielle Johnson-Webb DIRECTOR OF TECHNOLOGY AND INNOVATION Karen McKenzie DIRECTOR OF DEVELOPMENT Ali Page CHIEF FINANCIAL OFFICER Deborah Reichel

9 Pitch Perfect

21 Talking Through It

The next great idea has to start somewhere— a group of entrepreneurially-minded CA students launched a club and soared to great heights.

How do CA’s counselors guide students through the challenges of adolescence, academic anxiety, and the stress of current events to ensure social and emotional wellbeing?

14 Mission Accomplished 26 Re-working the System Faced with unprecedented events, Cary Academy’s four core values guided students, faculty, and community alike through to the conclusion of an incredibly challenging year.

How one CA alumnae fights systemic racism to create a more inclusive and equitable legal system for all—one judicial outcome, one policy at a time.

18 Never by the Numbers 34 2019–20 Annual Report is published three times a year by Cary Academy.

CARY ACADEMY

What do you get when you add a heartfelt love math and a philosophy of perseverance— and then multiply it by 12 years spent helping CA students to decode the world?

The answer: John Noland.

1500 N. Harrison Avenue Cary, North Carolina 27513 (919) 677-3873

www.caryacademy.org

Campus News

Snapshots

Alumni News

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Campus News

Stronger, together.

In response to the COVID-19 pandemic, members of the CA community espoused our shared values and showed that #CAGivesforGood. Here are just a few examples:

• Several Charger parents and parents of alumni have been producing bright, colorful, comfortable fabric masks for donation to hospitals and healthcare facilities across the Triangle.

• Following the lead of MS math teacher Leslie Williams, Eddie Bricio ‘22 has been making 3D printed PPE materials for health professionals.

• CA Board member, parent of two alumni, and author of four cookbooks, Sandra Gutierrez has been welcoming visitors into her kitchen with a weekly Facebook video series of easy-to-follow recipes.

• Erin Carriker ’14, a front line healthcare worker, used social media to highlight some of the challenges she and her colleagues have faced, while also praising the hard work and dedication of the healthcare community. (See more stories of how alumni have responded to the pandemic on page 32.)

LOOKING FORWARD CA’s leadership, faculty, and staff are working hard to ensure our community enjoys a safe learning environment. In the present, fluid moment, information can change rapidly. For the latest news on our evolving plans for the 2020-2021 school year, our CA:United site at united.cary.academy.

TUITION HELP FOR PANDEMICAFFECTED FAMILIES In April, Head of School Mike Ehrhardt announced that CA’s Board of Directors approved an Emergency Tuition Assistance Program for families whose financial circumstances were negatively impacted

by COVID-19.

THANK YOU AND FAREWELL We wish to express our appreciation and well wishes for those faculty and staff members who are moving on from CA: Rob Assadurian—Athletic Trainer, Sheila Hall—Entrepreneurship Director, Kristin Lane—Middle School Learning Specialist, Marisa Scoville—Upper School science teacher, Kimberly Shaw—health and physical

To see more of the CA community’s response, visit: caryacademy.org/news-tag/cagivesforgood

education teacher, Dawn Smith—Assistant Head of Middle School, and Joseph Toriello— Facilites Technican.

basketball at Juanita College, and Maddy Walker announced she will cheer at North Carolina State University.

NEW ROLES FOR FAMILIAR FACES

ALL-STATE BAND MEMBERS HIT HIGH NOTE

Congratulations to CA staff and faculty who are transitioning to new roles for the coming school year: Eldridge Baltazar has been promoted from Assistant Athletic Trainer to Athletic Trainer, Kendall Bell ’15 has been promoted from teaching fellow to Upper School science teacher, and Palmer Seeley will be the new Entrepreneurship Coordinator in the Center for Community Engagement.

CHARGERS COMMIT TO COLLEGIATE SPORTS Typically, student-athletes from the senior class who will participate in NCAA athletics sign letters of intent during ceremonies in the Fall and Spring. However, this is anything but a typical year, so CA’s Spring 2020 signing celebration went virtual. In a video celebrating their time playing for CA, Isabella Barnette committed to swim for Loyola University Maryland, Helen Chen signed to swim at MIT, Abby Hook will swim for Washington University in St. Louis, Alex Nunnally will play

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Three CA students made first chairs for their instruments of the 2020 All-State Band and All-State Jazz. Marvin Koonce ’21 was selected on piano for the All-State High School Jazz; Abby Li ’22 earned 1st Chair Flute for All-State Honors Band; and Luke Ramee ’24 was named 1st Chair Trombone for All-State Middle School Jazz. Koonce and Li have applied for the 2020 All-National Ensemble in Florida during the fall.

A NEW DIGITAL DOORSTEP In April, the Communications department unveiled the new caryacademy.org. Offering more than a simple visual upgrade, the new site has been entirely reconceptualized— from function to architecture, content to design—to improve communications, showcase stories from our vibrant, diverse community, and highlight those experiences that make CA unique.

HONORING OUR SENIORS The global pandemic may have disrupted the way we usually celebrate a graduating class at Cary Academy, but it couldn’t dampen our Charger pride. From the PTAA’s surprise of yard signs and goodie bags, to virtual Baccalaureate and US Award ceremonies, and even a drive-through parade featuring portraits of our seniors, our creative and passionate community found ways to honor the Class of 2020, culminating in a Commencement ceremony in August.

The Class of 2020 is headed to 50 different colleges and universities in 17 states, plus the District of Columbia. Seven Charger athletes will play at the collegiate level. Colleges with more than two CA students attending are Duke University, North Carolina State University, the University of North Carolina at Chapel Hill, and Wake Forest University.

CAMPAIGN FOR CARY ACADEMY: FROM BLUEPRINTS TO BRICK AND MORTAR Last year marked a monumental milestone for Cary Academy, as numerous, long-planned campus improvements came to fruition. Made possible, in part, by generous private support of our first-ever capital fundraising effort—the Campaign for Cary Academy—each renovation, addition, and upgrade reflects our strategic plan and vision for student-centered, future-oriented learning.

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A LIBRARY FOR THE FUTURE

As CA works towards creating more personalized and flexible learning environments, it seemed obvious to prioritize a library renovation in the Master Facilities Plan. Construction began in summer 2019, and the community celebrated its completion last winter at the PTAA’s Taste and Toast in January.

The approach to the library renovation reflects a reconceptualization of the library itself. In addition to being a quiet spot to conduct research or study, the library is now also an inspiring hub for collaboration and community-building with functionally-diverse spaces that meet a variety of student needs and personal learning styles.

Want to work together in a group? Pull together the plush seats under the rotunda and collaborate with your peers. Need some peace and solitude to study? Choose from the solo seating options in the new designated quiet area on the second floor.

Ready to put design-thinking to work and take a team project to the next level? Head for one of the glass-enclosed conference rooms that now line the second floor and tap into built-in screens for easy sharing or whiteboards for brainstorming.

That flexible, forward-thinking vision is one that parents Greg and Dana Hinn could get behind. Greg fondly recalls his own quality time spent studying in Philips Hall at his alma mater, the University of North Carolina at Chapel Hill. Upon learning their family could contribute to providing a similarly valuable community

space for CA students, Greg and Dana jumped at the chance.

“While touring Cary Academy last fall, we learned of the planned library renovations, including the study rooms that allow small group collaboration.

We decided to donate to the Campaign for Cary Academy to assist the school in offering a quiet, beautiful study environment to students. Between 2016 and 2025, we will have seen three children graduate from Cary Academy.

We consider our contribution as a legacy in their honor to benefit all CA students.”

A “LATTE” NEW SPACE

Arguably, one of the most exciting features of the newly-renovated library is CA’s new café and store. In addition to offering a community-building hang-out

spot, the cafe and store will serve as a learning lab for entrepreneurial students.

Rather than studying marketing and branding, human resources, and supplychain economics in an isolated classroom, our students will have opportunities to gain expertise by participating in realworld business decisions in the café or bringing their products to market in the store (under the supervision of a manager and teacher, of course).

A bonus of the renovation? You no longer have to traverse campus to pick up the latest CA swag. The Charger store is located within the café, giving visitors— whether parents, alumni, or community members—a chance to sip, shop, and purchase CA branded t-shirts, mugs, and, eventually, student-developed products.

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Teacher Betsy McDonald, they developed a plan to equip the 2,400 square foot maker space with the equipment, tools, and supplies needed to conduct research, design machines, and even create art.

“We were excited for the opportunity to contribute to the maker space and to help fund the incorporation of advanced technology into the hands-on learning environment,” offer the Eppersons. “Students from across CA—from the arts to robotics— now have a resource similar to what they would find at the university level.”

Last year, these state-of-art 3D fabrication tools—including 3D printers for high-quality, high-fidelity, rapid prototyping, and an abrasive waterjet and laser cutter for precision cutting and engraving—were put to good use.

CA’s robotics team has flourished, designing, and building (and sometimes tearing apart and rebuilding) robots that have performed well in competitions across the region. CA even hosted our first FIRST Tech Challenge Tournament last winter—sure signs of more expansion to come.

Per the original vision, the maker space also supports multi-disciplinary and crossdepartmental projects. This year, it served as a backdrop for set design for theater arts, a collaborative data visualization project that bridged visual arts with statistics and calculus, and even the creation of CA-branded keychains for the Admissions department.

MAKING MAGIC IN THE MAKER SPACE

Featuring state-of-the-art laboratories, an enormous maker space, greenhouse, versatile working spaces, and classrooms, the construction of the 24,000 square foot Center for Math and Science (CMS) might be the most transformational infrastructure project undertaken during the Campaign for Cary Academy.

Michael and Melissa Colantuoni are two of the many parents who recognized how the CMS would enhance the hands-on scientific inquiries and mathematical modeling that prepare our students for college and careers.

“We love that CA is still new, its history still being written by the students, faculty, and parents,” notes Michael. “Giving to CA’s first capital campaign was an impactful way to directly support and provide unique learning opportunities, not only for our children, but for their classmates, and for graduating classes for years to come.”

Joe and Sevanne Epperson were also moved to make a difference in the CA community. Inspired by maker spaces they saw during college visits, the Eppersons were intrigued by the potential of establishing a similarly-outfitted space at CA—one centered around interdisciplinary discovery and innovation. Working with Director of Technology and Innovation Karen McKenzie, and Upper School Design and Programming

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FUNCTIONAL, FUN FITNESS

to achieve their whole-body wellness goals.

And a separate glass-enclosed sports medicine room allows for treatment and rehabilitation of injuries in appropriate privacy.

The Campaign for Cary Academy touched nearly all areas of campus, not just our dedicated learning spaces. Thanks to the financial contributions of Ralph and Gizelda Willard, we now have a top-notch strength and conditioning center where students, employees, and alumni alike can pursue their personal wellness goals.

“We were watching a baseball game with Dr. Ehrhardt after a tour of campus, which included the weight room. He mentioned that more than 85% of our students are involved in interscholastic sports,” says Ralph.

“With a campus as innovative and thoughtful as ours, we couldn’t believe that our students’ only outlet for fitness and wellness was in a crowded, windowless room with antiquated equipment. We saw a need for all students to have ready access to quality training and fitness instruction in a modern, spacious environment. We knew this was an area we would be excited to support.”

Today, visitors will enjoy a vastly different experience than that witnessed by the Willards on their first tour. Capitalizing on the unused real estate of an adjacent office and storage closet, the expanded strength and conditioning center offers users ample space for coordinated, sport-specific workouts.

An astroturf floor and new state-of-the-art equipment provide everyone the tools needed

TRACKING OUT

Our track underwent a significant upgrade over the summer of 2019. CA is now home to one of the best tracks on the East Coast, featuring an Olympics-quality MONDO surface.

“The older I get, the more I appreciate how my time at Cary Academy positively

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impacted my life,” explains Bryan Fisher ’03, who made a significant contribution to the project. “And my experiences with Coach Hall and fellow teammates and running cross country and track were probably the most impactful. For that reason, I was excited to be able to support the construction of the new track.”

Offering a uniform dynamic response to runners, the technologically-advanced MONDO surface is designed to help athletes go faster and farther without as much wear and tear on their bodies.

Made of all-season performance material, it also means that environmental and climate factors—like the rainy spring season—will no longer impede our athletes’ ability to practice and compete.

IMPACT OF COMMUNITY SUPPORT

CA is fortunate to be supported by a generous community. Together, they helped to bring our Master Facilities Plan to life, moving it from blueprint to drywall, brick, and mortar. And while infrastructure projects may not always seem as enticing as other programmatic

impact opportunities, they are crucial.

They allow our programs to flourish and our students to reach their fullest potential.

When we are able to safely welcome everyone back to campus, we invite all our community members to stop by to enjoy all that your support has made possible. Visit the Charger store and pick up gifts for family—or yourself. Try the special Port City Java roast blended exclusively for CA. Or get a tour of the CMS building and maker space. We look forward to showing you around.

CAMPAIGN FOR CARY ACADEMY CROSSES THE FINISH LINE When construction for Cary Academy broke ground in 1996, the entire campus was built and opened within a whirlwind 18 months. With classrooms designed around personal desktop computers and labs featuring state-of-the-art equipment typically reserved for collegiate spaces, it reflected innovations that were, at that time, ground-breaking; it was a school like no other.

Impressive as it was, the all-at-once construction revealed a challenge. As our campus buildings and equipment aged on the same timetable, needed improvements emerged simultaneously—from routine maintenance needs like new roofing, carpet, and furniture to more substantial technological and infrastructure upgrades required to keep us on the cuttingedge of innovation.

Thus, almost twenty years after our campus opened, as the 2015 strategic plan began to take shape, so too did CA’s first comprehensive fundraising campaign. The Campaign for Cary Academy was born, comprised of two related fundraising efforts. The first, a capital campaign, sought to raise a lofty $10,000,000 to support mission-driven capital improvements.

The second, an annual giving effort, aimed to increase CA Fund giving to $2,000,000 over five years.

Over the past five years, parents, grandparents, alumni, employees, board members, and members of our extended Cary

Academy community have stepped forward. Thanks to this effort, we officially crossed the Campaign finish line this spring, not merely meeting our fundraising goals, but far exceeding them in a truly inspiring display of generosity.

In total, the Campaign secured an astonishing $13,205,692— reflecting more than 10,000 individual gifts, 45 of those representing commitments above $25,000—for capital improvements, including new and renovated campus buildings, as well as upgraded educational and technological equipment, and an expanded financial aid program. CA Fund giving yielded $2,598,661 in flexible dollars that have enabled us to remain responsive to our community’s needs.

“We are truly humbled and deeply moved by the success of the Campaign for Cary Academy. Our community’s dedication, commitment, and generosity have helped to secure the future of our campus and community, ensuring that our physical environment continues to reflect and support our mission,” reflects Director of Development Ali Page. “From all of us at Cary Academy, we extend our deepest heartfelt thanks. We look forward to seeing the fruits of your generosity reflected in the exciting discoveries, innovations, and personal, relevant learning experiences that our students and faculty will enjoy in the years to come thanks to your contributions.”

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PITCH PERFECT What do you get when you combine design thinking, tenacity, resiliency, and agile problem-solving with the pursuit of innovation in the name of social change and global good? For a group of enterprising CA students, an eye-opening and award-winning foray into one of the most prestigious youth entrepreneurship challenges in the world: the international Conrad Challenge.

Last fall, rising seniors Sarah George, Ritvik Nalamothu, and Clay Thornton approached the Center for Community Engagement with a big idea to support budding entrepreneurs. Their goal? To launch a club that nurtured student innovation and business acumen by facilitating participation in global entrepreneurship challenges.

A natural extension of CA’s existing Entrepreneurship Initiative, the students’ proposed Startup Challenge Club earned a quick approval, with Entrepreneurship Coordinator and English teacher Palmer Seeley signing on as faculty mentor. The nascent club would go on to attract an intrepid group of 18 Upper School students

who immediately set their sights on the prestigious international Conrad Challenge as their target competition.

While ambitions and excitement were high, as first-time competitors entering alongside a field of over 300 teams the world over, many seasoned veterans, no one was quite certain what to expect for CA’s inaugural teams. But, after a tumultuous year of trial and error, ups and downs, and virtual pivots, a fantastic display of CA ingenuity and collaboration brought impressive results: one finalist team and one alternate finalist team, one welldeserved award, one patent pending, three student-led burgeoning businesses, and countless lessons learned.

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RISING TO THE CHALLENGE

Sponsored by the Conrad Foundation, the Conrad Challenge is a prestigious annual, multi-phase, global innovation and entrepreneurship competition for students aged 13-18. Named in honor of Apollo 12 commander, astronaut Pete Conrad, the Challenge asks students to work in collaborative teams to create products and services that address pressing global and local challenges.

According to Seeley, “The beauty of the Conrad Challenge is that its whole mission is to empower students to become entrepreneurial problem-solvers—to design the future with a hands-on approach that addresses challenging scientific and societal issues. Like CA’s oncampus entrepreneurship initiatives, such as the Drink Cart Challenge and forthcoming Café and Student Store, the key to success is utilizing creativity, critical thinking, and thoughtful problem-solving skills.”

Challenge teams tackle any number of issues across a series of established industry categories, including Aerospace and Aviation, Cyber-Technology and Security, Energy and Environment, Health and Nutrition, Repurposing Farmlands and Tobacco Crops, Eliminating and Reducing Teen Vaping, and Transforming Education through Technology.

market landscape, providing insights into anticipated challenges, strategies to overcome them, and how the idea is unique.

For Mila Patel ’21, Natasha Sachar ’22, Sonia Shah ’22, and Ella Gupta ’23—the driving force behind Team Nexkap, it was a daunting first step.

Initially overwhelmed by the expansive list and blank slate model, Team Nexkap opted to cast a wide net of research across all the industry divisions. Ultimately, they settled on the Repurposing Farmlands and Tobacco Crops category, which had personal resonance for the native North Carolinians.

Rather than simply falling back on an existing or preconceived product idea from the start, they took a problem-first approach and set out to develop a nuanced understanding of the market and challenges at hand.

“Tobacco is North Carolina’s longtime cash crop, but health concerns and changes to the tobacco economy have put tobacco farmers in dire straits,” explain the four members of Nexkap. “USDA data shows a greater-than

Innovation is the name of the game. Teams are encouraged to think outside of the traditional box—the Challenge touts its “nobox toolbox” approach—and to start with a “clean sheet approach.” In other words: the sky’s the limit, and no solution is off the table (provided, of course, that you’ve got a well-researched pitch to back it up).

The first phase of the Challenge requires teams to craft just that: a detailed proposal outlining the issue they seek to address and a proposed solution. Successful pitches offer a broader situational analysis of the larger

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“THE BEAUTY OF THE CONRAD CHALLENGE IS THAT ITS WHOLE MISSION IS TO EMPOWER STUDENTS TO BECOME ENTREPRENEURIAL PROBLEM-SOLVERS—TO DESIGN THE FUTURE WITH A HANDS-ON APPROACH THAT ADDRESSES CHALLENGING SCIENTIFIC AND SOCIETAL ISSUES.” — PALMER SEELEY ENTREPRENEURSHIP COORDINATOR/ENGLISH TEACHER

50% decline in the tobacco economy; a decline which disproportionately affects small family farms and a considerable number of farmers of color.”

With a clearer understanding of the problem they were solving for, the team shifted focus to investigate possible solutions. After a few weeks of research, a breakthrough arrived when Patel—Nexkap’s CEO—discovered an article about tobacco seed oil while researching old wives’ tales. It suggested that tobacco plants could reduce inflammation, heal wounds, and soothe skin irritation.

Intrigued, the team began investigating the biology of the tobacco plant. They soon discovered that the oil from a tobacco plant seed contains a large amount of linoleic acid, a compound recently approved by the FDA to treat common skin issues, such as eczema, hypopigmentation, blisters, sunburns, and acne.

Encouraged, the team turned to consider their audience, only to realize that their product could also address an inequity in the marketplace. As women of color, they were familiar with the limited number of products available to treat the unique skincare needs of darker-complected people, who are more likely to experience acne and hypopigmentation and react adversely to corticosteroids.

Thus, Nexkap—a universal body cream developed with the skincare needs of teenagers of all skin tones in mind—was born.

“By intertwining the cosmetic and tobacco industries, we felt that Nexkap encompassed our backgrounds,” says Patel. “We chose the name Nexkap—derived from the Greek word for tobacco, καπνός—because we see this as the next chapter for the tobacco industry.”

Meanwhile, their peer teams were similarly making progress. Setting their eyes on the Health & Nutrition category, Team Boxide focused in on a solution for on-site surgical equipment sterilization in remote parts of the world. Team CannStrips looked to reduce the lethality of cannabis vaping with the development of a pH-like strip that users

A PRODUCT IDEA BEGAN TO FORM.

“We started to see how an all-natural, tobacco seed-based cream was unique in the skincare market and how it could solve a significant economic problem in our community,” says Shah. “Bringing to market a cream with a high concentration of linoleic acid will create a new export opportunity for tobacco farmers and will ultimately reinvigorate tobacco communities.”

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“The opportunity to meet other students from all around the world was amazing. I now have connections in the United Kingdom, Australia, India, and other states, from California to Virginia. Talking to, and learning about, my fellow finalists was extremely inspiring. I wouldn’t trade my Conrad experience for anything.”

—ELLA GUPTA ’23

could use to test their bootleg electric cannabis cartridges for Vitamin E oil, a deadly inhalant. Team WrappedUp, set out to transform sexual education with a mobile app that coupled sex-ed curriculum with geo-location, providing users with information on where to find condoms near their location.

FROM IDEA TO INVENTION

Ultimately, first-round judges advanced all four CA teams to the next round. Invited to submit a strategic business plan, the teams turned their attention to fleshing out their ideas to determine what it would take to bring their product to market.

Initially, Nexkap encountered struggles that often come with blazing a new trail.

Incorporating tobacco seed oil in cosmetics was a novel idea in skincare, requiring the team to delve into complex scientific concepts to better understand the scope of their product concept and its feasibility.

“The unconventionality of our product is what made it unique,” says Patel, “but it also forced our team to go through a seemingly eternal discovery process— a process that at times made us feel as if we were writing a research paper.”

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In the end, after numerous trips back to the drawing board and countless revisions, their efforts paid off. In February, the team received a short email carrying a big message: they had been selected as Conrad Challenge finalists, alongside 36 teams from Australia, India, Nigeria, the Philippines, Singapore, the United Kingdom, Vietnam, and across the United States.

“It was surreal,” agrees Sachar and Patel. “At that moment, the significance of the Challenge started to sink in.

Nexkap had moved from being an idea to an invention.”

Team Boxide—comprised of Jay Sagrolikar ’21, Vibhav Nandagiri ’21, Kathryn Chao ’21, Paul Ibrahim ’21, and SCC Co-President Nalamothu— also received good news. They were named alternate finalists in the Health & Nutrition category.

As part of their preparation for the third and final round, Nexkap started provisional patent applications to the U.S. Patent and Trademark Office (USPTO).

The Center for Community Engagement collaborated with the NCCU Law School Intellectual Property Law Clinic to provide guidance and feedback to the team as they prepared their patent applications. Nexkap is officially patent-pending, which Gupta describes as “a unique opportunity that was extremely cool.”

GOING VIRTUAL

As finalists, the teams were scheduled to present their final pitches in April at the Conrad Innovation Summit at NASA’s Kennedy Space Center at Cape Canaveral, Florida. Unfortunately, as they prepared for the intense Q&A sessions that awaited, the coronavirus began sweeping across the United States. The

ORGANIZED FOR STUDENTS, BY STUDENTS

Summit was delayed until the end of May, shifting from an in-person meeting to virtual sessions.

“Although this was a set-back, our team adapted,” says Sachar. “We learned a lot about the patent process and how to produce a persuasive, virtual marketing pitch,” notes Shah. Their pitch was so persuasive, in fact, that they won their category’s Power Pitch Award—presented to the team that makes the best presentation.

Award aside, and despite the less than ideal conditions, the opportunity to connect virtually with fellow entrepreneurial students, industry experts, and forward-thinking and experienced mentors from across the globe proved invaluable for Team Nexkap.

“It brought the exhilaration and creativity we had longed for,” explains Patel. “With our pitch video, an executive summary, and a patent, we were bringing our product to a small part of the world.

After meeting virtually with lawyers and CEO’s, I no longer felt like just a student, but truly an aspiring entrepreneur.”

“The opportunity to meet other students from all around the world was amazing,” adds Gupta. “I now have connections in the United Kingdom, Australia, India, and other states, from California to Virginia.

Talking to, and learning about, my fellow finalists was extremely inspiring. I wouldn’t trade my Conrad experience for anything.”

Team Nexkap isn’t resting on their laurels. As Gupta explains, “we are in the process of finalizing our formulation and establishing test groups for our product,” with Shah adding, “I’m excited to see what the future of Nexkap looks like.”

Similarly, the future looks bright for the other members of the Startup Challenge Club. Team Boxide continues to develop a business model for their plan to expand access to on-site surgical equipment sterilization in remote parts of the world. While Team WrappedUp, encouraged by feedback from Conrad Challenge judges, sees potential for a considerably expanded initial market, given the changes wrought

by COVID-19 and increased demand for costeffective, digital education opportunities.

“When I look back on what has grown out of that pitch to start a new student club and see where it has taken not only Nexkap, but all the CA students interested in entrepreneurship, I’m amazed, but not surprised,” reflects Entrepreneurship Coordinator and Student Challenge Club coach Palmer Seeley.

“Giving students the opportunities to explore what challenges are out there and the guidance to help them discover new paths and solutions is at the heart of what we do. And it’s exciting to see how the connections they’ve made and the fresh perspectives they provide have sparked new ideas and energy.”

Indeed, student-driven learning opportunities have always been a hallmark of the CA experience. CA’s extensive and diverse roster of student clubs—all the product of student interest, advocacy, and leadership—is an integral part of campus life, offering ample opportunities for students to connect, pursue passions, broaden horizons, explore interests, build relationships, and take calculated risks in the name of learning.

In 2019-2020, Cary Academy offered more than 40 clubs in the Middle School and over 70 clubs in the Upper School. From intersectional affinity groups such as the Gender and Sexuality Alliance to the Christian Affinity Group, to step team, to Science Olympiad, and many in between, student clubs are all made possible by financial support from the CA Fund, which picks up where tuition dollars leave off.

In Middle School clubs, a student might opt to produce the daily CAST News broadcast; strengthen community in Student Leadership; get moving in Just Dance; learn All About Animals; stay flexible and fit with Yogalates; enjoy Tea Time; explore the Wizarding World of Harry Potter, tend the Community Garden; or make a green difference through Upcycling—just to name a few.

Upper School students might get prepared with emergency first responders as members of the Community Emergency Response Team; explore culture and imagination in World Building; promote authentic learning by Shifting the Educational Paradigm; ensure that Charger athletes benefit from the X-Factor of fan support; Share the Music with members of the on- and off-campus communities; take the pulse of campus with The Campitor; and serve the community in meaningful ways through Delta Service Club.

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Mission Accomplished DISCOVERY

When reflecting on events of the last academic year, many wellworn phrases spring to mind.

Unprecedented challenges.

Uncharted territories. Unpredictable futures. Amidst so much uncertainty, however, an unwavering absolute: CA’s enduring resiliency, creativity, and commitment to our mission—to discovery, innovation, collaboration, and excellence—to each other, and our broader community.

At CA, we teach our students to lean into discomfort. To look for the learning opportunities. To own and leverage their strengths. And to embrace challenge and adversity as an opportunity for further discovery, growth, and positive change.

It is through this same introspective lens that we—as an institution and community—have approached the challenges presented by the novel coronavirus pandemic.

Success in the face of the crisis—with its requisite shift to virtual teaching, learning, and working; a decrease in face-to-face instructional time; loss of in-person social interactions; and a heightened focus on wellness in all its forms—demanded new perspectives and insights into our traditional programming and curriculum. It led us more quickly down the path to creating the competency-based learning environment envisioned in our strategic plan.

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“The need to pare down our curriculum to essential learning goals jump-started the process of establishing core competencies for our students in each content area.

And the challenge of securely testing in a virtual environment led many teachers to experiment with more project-oriented ways for students to apply their learning and demonstrate their mastery,” points out Dean of Faculty Martina Greene.

“Both represent major strides toward our strategic goal of transitioning from a content-driven to a skills-based approach, and that makes room for a lot more student voice and choice.”

Sheer necessity helped to cultivate an increased sense of flexibility, openness, and tolerance of change that would prove remarkably productive. Guided by our mission, we made fruitful discoveries— uncovering unique opportunities to advance our strategic plan further and benefit our students and community.

What could have been a stagnant period

became, instead, one of creative and lucrative experimentation, showing us new—perhaps even better—ways that we could teach, work and learn together.

“Change is only as difficult as you want it to be,” offers math department chair Craig Lazarski, reflecting on one of his key takeaways from the last year. “Often, we are paralyzed when thinking about what possible changes may do to our existing paradigm.

This has taught us that we can try new things, to not be afraid of the unknown.”

Unfettered by conventional constraints and open to change, a laser-focused discovery process lent momentum and new urgency to a host of forward-thinking ideas—many of which had been long under consideration as part of our larger strategic plan. The later start times and new hybrid schedule that will debut in the fall are just two such examples of pivotal and promising changes on the horizon.

Designed to maximize student wellness, the new schedule reflects lessons learned from our pandemic experience and is informed by research around stress reduction and student wellness—including the importance of sleep and the need to ease cognitive load by reducing transitions and task switching throughout the day. Blending synchronous on-campus learning with asynchronous and synchronous off-campus virtual and experiential learning opportunities, the new schedule also offers a full “flex day” to provide students and teachers alike unscripted, dedicated time to pursue various projects.

“Our new weekly schedules in both divisions actually improve on our prior schedule and enhance opportunities for experiential learning,” enthuses Experiential Learning Director Michael McElreath. “The flex day and what it can do for teaching and learning at CA is huge—I can’t wait to see how we use it!”

INNOVATION AND COLLABORATION

Innovation has always been at the heart of CA, denoting the vital role that technology plays in our learning community. Without question, our existing technological infrastructure and fluency played an integral part in our successful virtual pivot.

Information Services agilely launched a new institutional platform for teleconferencing— Zoom—that would be instrumental in our virtual learning efforts, while simultaneously grappling with heightened demands around online security and access. Students and faculty alike experimented with transformative new digital tools like Flipgrid. And faculty delved into the advanced features of OneNote and Microsoft Teams to find the best ways to engage students, foster personal interaction and connection, and provide feedback online.

The constant push for innovation required unprecedented levels of collaboration and ingenuity, with faculty continuously sharing out lessons learned and soliciting feedback from peers and students. As a team, they worked in constant pursuit of new best practices for online teaching and learning.

While crucial, CA’s pandemic innovation did not start and end with technological implementation, however. Rather, it was the driving force behind a highly collaborative effort to create an engaging curriculum that sought to translate all aspects of a well-rounded CA experience into an engaging virtual one.

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Recreating advisory programming and student club experiences. Organizing virtual field trips, guest speakers, and online cultural exchanges with students from across the world.

Improvising makeshift sporting equipment to create agility and obstacle courses at home for PE classes. Figuring out how to design art projects around the unconventional and natural materials students might have at home. Devising socially-distant ways to support student emotional and physical health (Zoom yoga, anyone?). Honoring important milestones with meaningful and heartfelt digital celebrations. And countless other examples—far too many to list here— illustrate the many ways our community rose to the occasion with bold, outside-of-thebox thinking and adjusted on the fly with remarkable resilience and good humor.

Despite these numerous virtual “wins,” we developed a more profound appreciation of the in-person relationships that form the heart of our community—and which ultimately grounded and facilitated our virtual efforts. However, the crisis also demonstrated that our bonds are strong enough to sustain us while we are physically apart.

“The bonds we formed with our students allow us not just to persevere, but to flourish when we are only together on computer screens,” offers Upper School science department chair, Heidi Maloy.

Whether Zooming in for community lunches with leadership, participating in a virtual alumni meetup, getting the family out for the first-ever virtual 5K, or donning Charger gear for online Spirit Week, innovative virtual community-building efforts helped to nurture that important sense of connection.

And, as is the CA way, our innovative and collaborative energies did not end at our virtual campus. They were also channeled into helping others, particularly as the virus lay bare the stark inequities, heightened needs, and challenges facing our broader community.

Prohibited from in-person service-learning opportunities, Delta Service Club—the Upper School’s service-learning club—collaborated to compile a list of socially-distant ways to make a difference (https://bit.ly/DeltaServiceClub).

Using CA’s 3D printers, Middle School math teacher Leslie Williams partnered with North Carolina State University to print muchneeded, FDA-approved personal protective equipment (with many others in the CA community following suit). And stories shared by alums highlighted the many ways Chargers collaborate and innovate for the greater good even after they leave campus—from working on the frontlines of the crisis to launching fundraising campaigns to support their community to developing new technologies that address COVID-related challenges.

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EXCELLENCE

While we can say that our experimental virtual pivot was a success, our enduring commitment to excellence demands that we not rest on our laurels. Instead, we continue to push the envelope, to strive for improvement and growth, and to flex further to meet our students’ needs.

That’s why, this summer, our hardworking faculty dedicated three weeks of their well-deserved vacation to intensively redesign their curricula for a hybrid approach to course delivery, building a strong digital core that serves as a virtual home base for learning, whether students are on-campus or off. Developed using the same design thinking approach we teach our students, the digital core incorporates lessons learned and newlydiscovered best practices gleaned from recent months. It is designed to offer all CA students a high-quality virtual learning environment that complements our physical learning environment and reflects the academic rigor, innovation, and holistic, personalized, relevant learning for which CA is known.

Our commitment to excellence also demands ongoing efforts to evolve into the best versions of ourselves individually, as well as the best version of our community. In the face of adversity and undeniable evidence of the division and inequities within our broader community—it demands we find ways to work across differences, to work for equity, and to support each other and our broader community with inclusivity, empathy, and kindness.

To that end, over the next year, we will also be actively engaging in ongoing antiracist and equity work as a community.

Together, we will work to ensure all members of our community feel valued

and known for who they are, and can fully participate, lend their voice, and be heard with respect and compassion.

As we prepare to welcome students back to campus and attempt to plan for the unknowns of the next year, we rest assured not only in the lessons learned from recent months, but in those reaped from a twentyfour-year tradition of discovery, innovation, collaboration, and excellence. We are wellprepared for the challenging opportunities that lie ahead. And, with clarity of vision, mission, and values, we will continue to learn, grow, persevere, and thrive, together, no matter what 2020-2021 brings.

CA FUND KEEPS D.I.C.E. ROLLING DURING T3 Our commitment to discovery, innovation, and collaboration in the pursuit of excellence never wavered during the spring trimester. Our ability to lean productively into our mission and find success was made possible, in large part, by the generosity of our community and the unrestricted resources of the CA Fund.

Flexible CA Fund dollars granted us the freedom to think creatively and outside of the box while still preserving CA’s fiscal health during these unforeseen circumstances. It allowed us to seek out, unhindered, the most innovative and student-centric solutions to challenges wrought by the pandemic.

As a result, we were able to seek out the best technological and digital tools to foster secure, easy collaboration—whether advancing group projects, sketching out curriculum, hearing from the Head of School, or participating in a virtual variety show. And support a technological upgrade for Berger Hall that allowed us to better live stream events, such as Baccalaureate and the Upper School End-of-Year Awards, to your phones, laptops, and tablets.

The CA Fund supported our community by protecting our faculty and staff ’s job security, alleviating stress, and allowing for unwavering focus. It allowed us to launch a new program—the CA Emergency Tuition Assistance Program— to provide financial support to those families that were negatively impacted by the crisis.

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NEVER BY THE NUMBERS

WHEN THE NORTH CAROLINA COUNCIL OF TEACHERS OF MATHEMATICS AWARDED JOHN NOLAND THE 2019 STATE MATH CONTEST COACH’S AWARD, NO ONE WAS SURPRISED–EXCEPT, MAYBE, JOHN NOLAND. SOCIAL MEDIA POSTS ANNOUNCING THE AWARD WERE FLOODED WITH DOZENS OF COMMENTS AND WELL WISHES FROM STUDENTS, PARENTS, ALUMNI, AND COLLEAGUES ALIKE.

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It’s a good bet that if you ask most people what their favorite subject in high school was, few will say “math.” For many, high school math was something to survive, an abstract concept typified by memorization and regurgitation and absent a link to the world beyond the classroom. However, no one who has learned math with Noland, during his 12 years at Cary Academy, would share that opinion.

The son of an environmental engineer and an accountant, math was always present in Noland’s life, its impact on the world around him apparent. His father’s work illustrated the importance of data collection and developing predictive models, while his mother’s fluency with finances showed him the relevance of math to everyday life. An avid chess and board game player, he saw mathematical influence in the games he played every day.

Ironically, though, Noland didn’t see a future in math for himself. When he began work on his undergraduate degree at Massachusetts Institute of Technology (MIT), Noland felt the need to capitalize upon his parents’ investment in his education. Concerned that a career in math might not be lucrative, he pursued an interest in computer programming and embarked on a computer science degree.

He soon realized, however, that the program’s heavy emphasis on electrical engineering—something he didn’t love— meant that he would be “blowing a lot of things up, and not in a good way.” In the end, he returned to math, realizing that the lifelong pursuit of his passion was value enough.

AN UNEXPECTED VALUE

“Anyone can learn rules, but to understand why and how math is useful in day-to-day life is the key to ‘getting it.’” A prime example plays out in Noland’s Calculus II class, where he challenges students to model the impact of various retirement savings strategies, teaching real-world financial literacy alongside the value of scenario modeling.

“What really excites me is showing how to use math to model something that students might not understand. The process of using math as a language to interpret what’s going on in the world around you—it is really powerful.”

It wasn’t until grad school at the University of New Hampshire that Noland found his true calling, while working as a teaching assistant in night school classes for adults.

Though not the advanced multivariable subject matter that typically interested him, working with this group stirred a passion for teaching—and for making a tangible impact on his student’ lives.

His greatest enjoyment came from removing the discouraging stigmas and anxieties that students often encounter if they struggle with a math course.

HARMONIC PROGRESSION

When Noland arrived at CA in 2008, after teaching in Wake County Public Schools for a decade, he focused on teaching that skillset— using math to decode the world and solve problems—to boost CA’s extracurricular math competition and chess club programs.

“The tools were here; it just needed better utilization,” he offers.

An avid player, Noland sees chess as a way to teach both short-term problem solving and how to develop longer-term strategies for success.

His successful opening gambit for improving CA’s chess club—which possessed talent but lacked focus—was to encourage more student participation in competitions and recording their moves to analyze later, collaboratively.

“Many of my students didn’t think they were good at math,” explains Noland. “I realized that if I could help them overcome that— if I could help them to believe in themselves— it could open so many doors and make a real difference in their lives.” He adds, “That’s what keeps me going. It is what I still try to do in every class with my students at CA.” Noland quickly found that rote memorization, while perhaps leading to better test scores, didn’t necessarily lead to true understanding. Instead, he found the key to helping students succeed was to relate math back to real life, to things that people could picture being useful.

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Noland’s 2017 Discovery Term class, Math in the World Around Us, showed how math is useful in solving everyday problems, including escape rooms.

By shifting the math competition program to a formal class held during the school day, Noland reduced conflicts with other extracurricular competitions, such as debate. He created a space for students interested in problem solving to grow their skills and acumen, via games and collaboration.

Whether teaching advanced math, chess, or computer programming, Noland’s game-centric approach underscores his core teaching philosophy. “I think the more students can view hard math problems as something like a hard puzzle to solve, the more easily they are able to find a level of challenge where it feels fun to push themselves,” explains Noland.

“When you enjoy something and you’re willing to do it, it’s amazing how much you can grow and accomplish. If something feels like a chore, no matter how smart you are, it’s really tough to get it done.”

Games aren’t everything, though, and Noland is constantly refining his approach to meet students where they are. He recalls that his favorite Middle School math teacher’s game-centric approach meant that students like him, who exceled at quick response games, received more attention than his peers.

“I saw students—often the more thoughtful kids—get discouraged when they were left behind by rapid-fire teaching.

It made me love math, but it also made me think critically about how we teach it. I realized that perspective really matters.

“No matter how well you think you’ve explained something, you have to understand that students don’t see things the way teachers do. Communication has to be both ways. My students have definitely helped me see problems and solutions in different—sometimes better—ways.”

MULTIPLICATIVE IDENTITY

Noland’s time at CA has been defined by collaborative learning opportunities.

He cherishes learning new math skills and teaching insights at the annual Teaching Contemporary Mathematics conference. Team teaching Calculus I and II alongside his US math colleagues, Craig Lazarski, Kristi Sergent, and Shelton Shepherd provides him new perspectives. Co-teaching advanced computer programming with CA seniors helps him rethink the classroom experience—offering opportunities to even learn from his students to improve his understanding of machine learning.

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Across all his endeavors, Noland is committed to creating personal, flexible, and relevant learning opportunities for his students. The innovative Advanced Calculus III course that Noland pioneered at CA and co-teaches with North Carolina State University faculty is just one such example.

In Calculus III, CA students pursue collegiate level mathematics while benefitting from the hands-on attention found in a high school classroom.

“It helps divert some of the difficult collegiate experiences to a place where students have support, rather than facing them on their own,” explains Noland.

And that student support is crucial to Noland. He credits his children, Jack ’21 and Emma (a 9th grader at Enloe High School) with developing his empathy for the stress and workload that Upper School students sometimes carry across classes. For Noland, modeling understanding is as important as meeting goals: “I try to balance flexibility and accountability; sometimes life intrudes.

It’s more important that they get to the point of learning the lesson, even if means missing a deadline or metric.”

Mathematics aside, what does Noland most hope his students take away from his classes? Resiliency, perseverance, and an enduring belief in themselves.

“Learning how to learn, how to change your perspective, how to persevere, focusing on what you want to achieve, even if it takes patience, learning how to face and rise to challenges—those are game-changers,” smiles Noland. “I want them to remember that someone encouraged them to keep going and believed in them, even if they didn’t think they would succeed—that’s what teaching is all about.”

FACULTY CONVERSATIONS SOCIAL AND EMOTIONAL HEALTH As we prepare to embark on a new academic year, Middle and Upper School counselors Kelly Wiebe and Twanna Monds sat down to reflect together on their roles, social and emotional health at CA, the challenges of the last trimester, and the road ahead.

In a high performing school like Cary Academy, there can be tremendous pressure on our students. Pressure to get good grades. To look good. To fit in.

Add to these the uncertainty and strife that seem to dominate today’s disturbing headlines and you have a significant challenge to emotional health.

Indeed, recent research suggests that, as a country, we are facing a staggering mental health epidemic, with 70 percent of teenagers, aged 13 to 17, reporting that anxiety and depression are major issues amongst their peers.

for our students—although I love working with them individually—but for parents and teachers as well.

MONDS: Addressing social and emotional health is so multidimensional—it is larger than just our students. It takes a true community effort, all of us working together to create a culture of wellness. I like to encourage everyone to look at social and emotional health as they do physical health, something you have to nurture and develop to reap the short- and long-term benefits throughout your life.

WIEBE: I’m often asked to explain what we

do as counselors and our role within the CA community. I’m curious, Twanna, how do you respond?

MONDS: As counselors, I like to think

that we are advocates. It’s our job to ensure that parents, staff and faculty, and students alike feel comfortable, supported, and heard—regardless of the pressures, questions, stresses, or challenges they may be facing.

I’ve always looked at counselors as the heart of the school, extending openness, kindness, empathy, and warmth to all. I hope that our students, parents, and staff feel that—that they feel supported with their concerns and needs.

WIEBE: That’s why I enjoy seeking out

opportunities to partner with parents and teachers as part of the process of supporting students. It might mean facilitating a largescale effort, like screening the documentary Screenagers for teachers during a faculty meeting, while offering another screening for parents in the evening. Or, on a smaller— but equally important scale—it might mean having individual meetings with a parent or teacher regarding a specific issue or concern.

WIEBE: Agreed! And you raise an

important point: I see us as a facilitators, resources, and a support system not just

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MONDS: Those macro and micro-level

efforts are both so important, don’t you think? They allow us to cultivate student wellness from both ends of the spectrum, from the community-level to the personal.

WIEBE: Yes! When students come to

the Middle School, they are embarking on a process of self-exploration. They are actively trying on different identities to see how they fit—figuring out ways to be an individual, to separate from others (and from their parents, especially!). At the same time, they want to belong, to fit in with their peers. The tension and conflict that this creates can be challenging for students and families to navigate.

Across all our efforts, I like to think we can help by providing larger context and guidance, particularly since we often see firsthand some of the challenges our students may be facing—whether it is academic pressures, challenges within friend groups, explorations of identity, or anything in between.

And, of course, if all that wasn’t enough, add on 24-hour access to seemingly unlimited information—all that is “out there” in the world for them to sift through and process—and then layer on the academic pressures, the busy sports schedules, the deepening ways of relating to people—it’s not surprising that the teen years can be so confusing and trying!

MONDS: Absolutely. While further along in their development, we see similar challenges in the Upper School, including the information overload. Students are changing friend groups. They’re discovering new interests, exploring their independence and what it means. They’re learning more about who they are as people—and who they want to be. That’s a lot!

A school-wide commitment to supporting students during times of stress has led to fun (and furry) support programs, such as visits from therapy dogs during exams.

Add to that the pressures of the college search, the prospect of moving outside the home and being truly independent, and exposure to social scenarios that can be increasingly difficult to navigate and manage—it can become overwhelming quickly.

That’s why so much of the programming in the Upper School is designed around preparing students for that independence, around cultivating personal responsibility, and equipping them socially and emotionally to deal in healthy ways with whatever comes next.

Social and emotional health is both a core part of the curriculum but also integrated throughout the student experience, through advisory activities, Student Council initiatives, and clubs.

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WIEBE: Yes, social and emotional

development has also been a primary focus in the Middle School for a long time—long before the buzzwords of Social Emotional Learning even became popular. For the past decade, our Charger Trails program has been a cornerstone initiative, guiding students toward self-awareness, relationship skill development, team building and bonding, and cyber education.

Over the years, our teachers have provided opportunities to explore a broad range of topics from friendship making, to compassion for self and others, even selfcare like ergonomics. Layered over this, our advisory program provides the backbone of support for student and families—offering everyone a place to be known.

MEET THE COUNSELORS

TWANNA MONDS

KELLY WIEBE

This summer marks the beginning of my second year at Cary Academy. I have been a public-school educator for 16 years. I am licensed as a School Counselor and Clinical Mental Health Therapist. I am a National Board-Certified Teacher, Career Development Facilitator, and currently completing a PhD.

I am entering my seventh year at Cary Academy. As a licensed therapist (both in mental health counseling as well as marriage and family therapy), I have been working with teens in the development of their social and emotional health for over 20 years.

I have been fortunate to be a part of adolescent journeys in both public and private school settings as well as in private practice.

What is your favorite CA experience?

My favorite moment from this past school year was being lost on campus with other new CA students. They asked me for help at the same time I was asking them for help. We shook our heads at each other when we realized we were all lost newbies.

What is your favorite CA experience?

What do you love most about your work? What is most rewarding?

What do you love most about your work? What is most rewarding?

I love having conversations with students. I enjoy hearing what they think, how they feel, what is (and isn’t) important to them— just everything. Kids have such a genuine, empathetic, open heart.

It is the most rewarding when I am given the opportunity to be a part of their journey and they allow me into their hearts.

I love the Middle School years. It is a time of great growth and change—albeit not all of it easy! Nothing in more rewarding than being able to be a small part of an individual’s steps from childhood to adulthood.

The first day of school is my favorite. It is amazing how much Middle School students grow in one summer! Plus, I get to meet the newest Chargers for the first time.

What are you looking forward to for the 2020–21 academic year?

What are you looking forward to for the 2020–21 academic year?

Change is difficult but it also provides the opportunity for growth. Knowing this year will be a time of change, I am excited to see the growth that will unfold.

I am looking forward to the unknown—which I realize is probably an odd thing to say. Having uncertainty is not necessarily a bad thing. It allows for creativity. I am excited to see what this unknown will create for all of us at CA, during the next school year.

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MONDS: I think there is also a school-

wide commitment to helping students de-stress. Whether bringing in therapy dogs during exam week—the students loved that—or the PTAA providing grade-level snacks and treats, we try to offer those moments for everyone to take a break, to take a breath, and just relax for a few moments.

WIEBE: I know we were both happy to see that CA’s new strategic plan includes an explicit call for the cultivation of an environment of student wellbeing.

I think the decision to shift to later class start times is a great example of that commitment. There is a lot of research out there on the importance of adequate sleep for teens, and we certainly heard firsthand how much students were enjoying getting more sleep during our virtual T3.

In the Middle School, we are also looking at adding advisors to certain grade levels. Advisors play such critical role in support—now even more than ever—and a lower advisor/advisee ratio not only allows for individualizing support but plays into the development of close and supportive group dynamics.

MONDS: I’ve been pleased to see how

responsive and agile CA can be in matters of community wellness—how we are always looking to innovate and improve upon our programs and approach.

I witnessed that during the early days of last semester’s virtual period. Our initial attempt at a virtual schedule proved challenging and overwhelming for both students and staff. After concerns were voiced, a survey was developed to solicit opinions and feedback. The staff and students were heard, and the schedule was adjusted to better support the overall wellbeing of everyone involved.

Of course, that was just one challenge of many presented by the pandemic. What

was your experience like in the Middle School? What were your big takeaways?

WIEBE: Yes, a pandemic certainly isn’t

particularly conducive to stress reduction!

First, I think it’s important to not make any assumptions. There were as many reactions to virtual learning as there were students— and those reactions changed daily!

Regardless of how well-executed, I think virtual school generally runs counter to what feels normal to teens. At a time that they are supposed to be “testing their wings”, instead they were forced to stay home. I had students share about their feelings of isolation and boredom, about their concerns and worries about things outside of their control.

MONDS: For me, the past semester was all about making sure that students knew that I was available to them, about making them feel safe and supported.

I tried to meet the students where they were emotionally, with the understanding that their feelings could change in an instance. And when they did, it was important to allow them to feel that way, to acknowledge it, and support them.

WIEBE: Yes, and the need to be readily accessible, meant being available and reaching out to our community in new ways. It ultimately led to more direct student skill development through means such as the Tip of the Week—an emotional wellness tip or exercise that I would email out every week. My goal was to help students develop a toolbox of social/emotional health strategies that they could tap into during times of stress.

I think part of the challenge was also supporting teachers. This was a new, stressful, and sudden change for them as well. To a large extent, T3 was about helping each other through a process of grief and grieving that was unique to each individual.

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“I think it’s important to not have a “doom and gloom” mentality. Yes, there are a number of challenges ahead, but our students and our community are so very resilient. I have faith in our ability to face these challenges with strength. Change equals stress, but it also equals the opportunity for growth.”

—KELLY WIEBE

COUNSELING PROGRAMS MONDS: That a great point. While we

were all experiencing this together, our reactions are intensely personal and there is no right or wrong to them; they are all valid. I think it is important to remind people to own and honor their own feelings, rather than comparing them and their coping experience to someone else’s.

As we transition into summer and then the new academic year, my advice is to have open communication, empathize, and express your feelings. It’s ok if you feel like you don’t know what to do. We are all trying to figure this out together.

WIEBE: That’s good advice. I also

think it’s important to not have a “doom and gloom” mentality. Yes, there are a number of challenges ahead, but our students and our community are so very resilient. I have faith in our ability to face these challenges with strength.

Change equals stress, but it also equals the opportunity for growth. In a way, it feels safer to think outside the box, to try something new because we are forced to.

The nature of the pandemic means that we are all in this together. I think you will see this bare out in greater collaboration.

MONDS: You and I have already

experienced this, through our recent joint work with our peers at Ravenscroft and Durham Academy. In fact, we are in the process of developing resources to share with families to help in preparation for the transition back into school.

WIEBE: Yes, as we look to next year, we

are focusing on ways to provide targeted support for students to help during this unique time. And we’re working with students to develop individual self-care plans and learning structure plans.

Ultimately, we are prepared to pivot as needed because the year has untold adventures on the horizon!

Time spent in Middle and Upper School are wonderful and exciting— and not without challenges (perhaps even more so given current conditions). Here are just some of the programs that Twanna Monds and Kelly Wiebe have implemented over the 2019-20 school year to support CA students on- and off-campus.

Middle School • Parents met with social media expert and Social Institute founder Laura Tierney for her talk #WinAtSocial, for tips on guiding children through appropriate, healthy, and safe social media use.

• Middle School parents and faculty viewed Screenagers: Next Chapter, a documentary that tackles topics of stress, anxiety and depression with a focus on improving adolescent well-being in a digital age.

• Charger Trails is a signature program that takes a holistic view of developing social and emotional skills during the key Middle School years. Each grade level focuses on designing activities around relationship development, self-awareness, cyber education, and team building/bonding.

• The Positivity Project asked students to participate in a character strength survey with resources on 23 character traits that teachers used as supplemental material.

• T3’s Tip of the Week offered students virtual learning-specific coping strategies, including mindfulness, stress reduction, the benefits of laughter, and combatting Zoom fatigue.

• The iCanHelp Club fostered positivity throughout the school year with Take One/ Give One encouragement note board, hot chocolate and candy giveaways, the 6th Grade’s Compliment Jar (which went virtual in T3), and a Meme Challenge.

Upper School • The inaugural Parent Book Club, supported by the PTAA and CA’s Wellness Committee, discussed parenting strategies after reading How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success by Julie Lythcott-Haims.

• The 10th grade Emotional Health Class curated and crafted Inspirational Quotes during T1 and T2. These, in turn, became uplifting emails sent to all 10th grade students during T3.

• Each 10th grader completed a questionnaire about their connections, support people, and summer activities as part of the Summer Mapping Project, in order to ensure that they have the support and resources to navigate the summer break.

• During AP testing for 11th and 12th graders, Ms. Monds emailed students relaxation techniques from their 10th grade classmates created around the 5 senses for 5 nights.

• Communication and connection are some of the pillars of social emotional support. As we spent T3 practicing social distancing, Ms. Monds checked-in individually with all of CA’s 9th graders, all 12th graders, and all of CA’s African American students, to support and provide care during this unprecedented time.

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Alumni Spotlight

RE-WORKING

THE SYSTEM Brianna Gaddy ‘12 is a lawyer with a mission. Her goal? To fight systemic racism to create a more inclusive and equitable legal system for all—one judicial outcome, one policy at a time.

Gaddy did not always know she wanted to be a lawyer. A love of language and international travel—first ignited during her time at CA, thanks to a transformative world exchange trip to Chile—led her first to pursue majors in global studies and Spanish at the University of North Carolina.

“Global studies encompassed so many things I cared about. It had an international dimension. I could focus on women’s issues, on social issues,” she explains. “I was immediately drawn to classes, particularly geography classes, that focused in on the interconnectedness of political, social, and economic systems.”

Upon graduation, Gaddy, who loved teaching children—having tutored kids in an afterschool program in Durham throughout her undergraduate years—and had developed an abiding love of Spain during a positive study abroad experience, jumped at the opportunity to teach abroad through a program offered by the Spanish government.

She moved to the small town of Murcia in southeastern Spain to teach English to students in kindergarten through eighth grade.

accepted to American University, known for its focus on international human rights.

She initially dreamed of one day taking a position with the United Nations. She quickly discovered, however, that difficulties enforcing international law, coupled with a challenging job market, would significantly limit her ability to effect change.

Instead, an early internship with The Honorable Reggie Walton in Washington, D.C., would expose her to an interesting alternative, opening her eyes to a surprising new passion for labor and employment law. “I loved how it combined black-letter law with social and economic issues,” offers Gaddy.

That introduction would ultimately lead her to pursue another internship, this time with the Employment and Opportunity Commission.

It was a particularly formative experience. “My work with the EEOC helped me to understand how individual cases eventually give rise to implemented policies,” explains Gaddy. And, in policy work, Gaddy discovered her long sought-after outlet to effect meaningful change.

How can employment and labor policy contribute to significant social and anti-racist change? To explain, Gaddy offers an example, pointing to something that, on its face, might seem fairly innocuous: dress codes.

“Some dress codes prohibit certain hairstyles, like afros or dreads,” explains Gaddy. “While not discriminatory on their face—they don’t outright name Black people as the intended targets—their implementation has a discriminatory effect.

“While it may seem a small matter—a hairstyle—these are the microaggressions that add up to systemic racism and larger inequalities,” says Gaddy. In schools, it might mean that Black students get more suspensions for dress code violations, an early condemnation of Blackness. In the workplace, it might mean that Black women or men are discouraged from applying or working for particular companies or in a specific field.

She notes that current shortcomings in our legal system make it hard to combat this

In Murcia, she saw firsthand how the complex historical, social, and economic dynamics she had studied in college played out in the lives of her students. “The dynamics of race, of language, of culture, the challenges that faced my Moroccan immigrant students in Murcia, they were reminiscent of the issues that I had seen tutoring in Durham,” explains Gaddy.

“I realized that these issues are much bigger than student/teacher dynamics, much bigger than teaching,” she continues. “As a student, how do you care about learning English, or language arts or math, when you are prevented from being your best self?

When you aren’t given the best chance in life? When you are food insecure? When you are marginalized?”

She realized the enormity of the issues at hand called for systemic change. “I couldn’t affect the kind of change I wanted to see on the day-to-day level of teaching. There were laws that needed to be changed, policies that needed to be developed.”

She quickly turned her sights on law school. And, after taking the LSAT, was

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kind of discrimination. “Right now, the responsibility is on the aggrieved party to prove something called disparate impact, which is difficult.” She points to the recent CROWN Act legislation—which prohibits discrimination based on hair, and which has been adopted as law in California, New York, and is pending legislation in other states and counties— as a step in the right direction.

However, until that kind of antidiscriminatory legislation is enacted uniformly across the United States, Gaddy is turning her attention to policy.

“Employment policies can make the fight easier,” she offers. “We can encourage companies to reconsider their policies, to not simply follow the law at its most basic, but to go further, to ask, for example, ‘what are we doing in our workplace to make sure that Black people are comfortable going in for an interview.’”

Gaddy’s ultimate goal? To effect significant changes in the legal system that reflect an increased focus on inclusivity and equity, and a better awareness of how systemic racism and socio-economic differences influence and are shaped by judicial outcomes.

“There is a big divide when you come into court based around the resources you have at your disposal, based on the education that you have had, based on your background. We have to figure out ways to bridge that gap,” offers Gaddy.

“We have to ensure that people are educated about their rights, that they understand the legal process, that they have a fair experience. We have to make sure that judges understand the larger social, economic, political systems that are in play in a given case and that their decisions are equitable.”

She’ll be doing precisely that in the fall when she starts a year-long clerkship

with Judge Jeannie J. Hong in Baltimore City Circuit Court. As a clerk, Gaddy will be performing legal research, ensuring that her judge has the information needed to consider all dimensions of a case and render an equitable decision.

And, she’ll be helping to draft opinions that clearly lay out the rationale and legal principles behind a ruling.

While not all lawyers opt to clerk, for Gaddy, it is an important step. “I think it is crucial to get an insider view of how courts work, to see how different people interact with the judicial system. I’m passionate about helping the clients that are before me. On the family court docket in Baltimore City, many litigants are prose—they are representing themselves in court—so we’ll have to do a little bit more to ensure they understand the process and have an equitable and fair experience.”

On completion of her clerkship, Gaddy will be moving into a permanent position as a lawyer with Miles and Stockbridge in Baltimore. There, she’ll be working in their Labor, Employment, Benefits, and Immigration division, likely on a range of labor and employment matters such as representing employers and businesses in matters including discrimination and harassment, family medical leave, retaliation, and wage and hour issues.

Gaddy admits that her work is difficult given the current human rights

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climate, with systemic manifestations of racism and violence against the Black community coming to stark light.

“Sometimes, it is hard to stay motivated to work within a system that hasn’t worked for people like me. It can be hard to keep going,” she admits. “Why am I studying for the bar, why am I focused on a test, when I have seen so many instances where the justice system has let down people who look like me?”

In those darker moments, she finds strength and perseverance by tapping into her larger “why” and recentering on her goals. “I try to remember the broader reasons why I chose this path—my passion for changing laws to create a more equitable society, for working to bring justice for all members of our community regardless of their background, privilege, or resources.

“Thinking about the difference I can make once I can practice, it helps me put my head down and keep doing the work, to get over the next hurdle.”

She also recognizes the importance of being a role model to others in a field that is one of the least diverse of all professions. “Only 2% of lawyers are Black women. I want little Black girls to know that they can achieve this—that they can be lawyers, that they can be in positions of power, that they too can make important change.”

Equity Work at CA White Fragility: Why It’s So Hard for White People to Talk About Racism

Racism in the United States is no less a crisis, no less pressing, and presents no less a threat to our society and our community than the current coronavirus pandemic. And it must be met with the same sense of urgency and thoughtful, proactive response.

In June, Cary Academy issued a letter to the community reaffirming our values and reiterating CA’s longstanding commitment to the hard—at times uncomfortable— introspective work of diversity, equity, and inclusion that have been core values since we first opened our doors.

We pledged to be part of the solution and to work together to engage in anti-racist work to ensure that CA is a safe space for all our students to thrive. And to prepare our faculty, staff, and students to combat racism and to be the positive change that is so needed in our world.

We recognize that this demands large-scale institutional introspection and thoughtful, meaningful action. And it requires active listening from our community members about their personal experiences—even when that might be difficult.

This summer, Director of Equity and Community Engagement Danielle Johnson-Webb reached out through a series of Zoom calls to initiate those conversations. In a safe space, alums, parents, and students shared their stories, experiences, and perspectives—both good and bad—of their time at CA. These ongoing conversations will help to inform the work that lies ahead, including professional development efforts; ongoing dialogue work with Essential Partners; curriculum audits, refinements, and additions; and policy review.

This work is complex, crucial, and never-ending. Our planning efforts—by necessity—are fluid and ongoing. As we move forward, we feel it essential to be transparent in our thinking and planning as we engage in what is sometimes messy and challenging work.

To that end, we are launching united.cary.academy. Here, we will provide information about our equity work of the last few years—a foundation on which we will be building. We will also offer regular updates on new anti-racist efforts, sharing our planning process and the thoughts shaping those efforts, as well as the lessons that we are learning together. We welcome your feedback and engagement as we continue to pursue this important work now and in the years to come.

In the meantime, this summer, every employee in the Cary Academy community will engage in professional development efforts that are grounded in anti-racist work. Together, we will be reading and discussing the following books, laying a foundation and shared vocabulary for the work of the coming year. We invite all members of our community to join us.

Robin DiAngelo Just Mercy: A Story of Justice and Redemption Bryan Stevenson Why Are All the Black Kids Sitting Together in the Cafeteria?

And Other Conversations About Race Beverly Daniel Tatum Stamped: Racism, Antiracism, and You Ibram X. Kendi The New Jim Crow: Mass Incarceration in the Age of Colorblindness Michelle Alexander White Awake: An Honest Look at What It Means to be White Daniel Hill Blindspot: Hidden Biases of Good People Mahzarin R. Banaji Waking Up White, and Finding Myself in the Story of Race Debby Irving How to be an Anti-racist Ibram X. Kendi We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom Bettina Love Post Traumatic Slave Syndrome: America’s Legacy of Enduring Injury and Healing Dr. Joy Degruy The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing Anneliese A. Singh, Derald Wing Sue, et al.

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Over 220 students, parents, employees, alumni, pets, and friends from the CA community ran more than 700 miles during the VIRTUAL CA 5K.

Snapshots Dozens of CA students, families, friends, and community members turned out for Center for Community Engagement’s BOND PARK SCAVENGEXTRAVAGANZA for a summer morning filled with fun super-spy themed missions, James Bond trivia, and socially distant community bonding.

Members of the CA community worked together to reduce hunger during the STRAWBERRY PICK ‘N GIVE.

CA students found creative ways to perform together and for each other during the VIRTUAL VARIETY SHOW and concerts.

The Class of 2024 marked the conclusion of their Middle School journey in virtual style during 8TH GRADE CELEBRATION AND PARADE.

On Earth Day, MS students were asked to go outside, have fun, and explore their world while participating in a selection of activities.

US students held a GREEN SPIRIT WEEK to show how blue and gold make green.

Social distancing couldn’t dampen Charger pride during SPIRIT WEEK!

Alumni News

2008–2012

2015

2019

Julie Nicole Pechanek ‘08 and Kyle Matthew Meyers were married on October 26, 2019 in Lake Lure, North Carolina. Three graduates of Cary Academy were part of the bridal party: (starting from 2nd from left) bridesmaids Anne (Osoro) Wood ‘08, Mary Beth (Harbour) Barrack ‘09, and Maid of Honor Kaity Pechanek ‘11. Following the ceremony at Morse Park Meadows, a reception was held at The 1927 Lake Lure Inn and Spa. The couple honeymooned in Hawaii. 1

Ivana Premasinghe will begin medical school at Duke University School of Medicine this August. Ivana graduated from Duke University in May 2019 with double majors in Biology and Spanish and a minor in Chemistry. She graduated summa cum laude and Phi Beta Kappa- with graduation with distinction in Biology and graduation with highest distinction in Spanish. While applying to medical school after college, Ivana spent her gap year as the Spanish and Yoga teacher at the International Preschool of Raleigh, and she continued volunteering with the leadership club she founded, Leaders UNITE. Ivana is excited to begin medical school in August, and she is thrilled to return to Duke for another four years!

Suki Bristol launched a Custom Ink Campaign to provide food to frontline healthcare workers while supporting small businesses during the coronavirus pandemic.

Claire Bridges ‘11, a Faculty of Medicine and Health PhD candidate at the University of Sydney is part of a multidisciplinary team of students and faculty hoping to create a “simple, low cost ventilator solution to assist the COVID-19 effort.” Working in partnership with other top Australian public health agencies and experts, this team has already created a prototype of the “CoVida,” a ventilator that is easy to manufacture and provides the same level of respiratory support than more expensive, existing devices. 2 After graduating from UNC, Alsey Davidson ‘12 has worked as a developer for wind and solar projects for the last few years. She is starting Harvard Business School in the fall with a goal of going into banking or private equity in the renewable energy industry.

Her class will include a familiar face, Michael Kahn ‘09.

Anthony Guzzo, Rohit Jain, Milen Patel, Viraj Shah, and James Taylor have created an app that uses crowdsourced data to help consumers track what’s in stock and find needed supplies at local Triangle area stores. shelfCheck—now available on GooglePlay and the Apple App Store—was recently featured on WRAL TV’s TechWire blog.

3

2017 Sarah Bodmer will be graduating from the United States Air Force Academy in 2021.

She was recently engaged to fellow USAFA graduate Connor Clancy. They will be getting married in June 2021. 3

2018 Trey Murphy III will transfer to play basketball at the University of Virginia.

Murphy holds CA records in field goals made, three-pointers made and free throws made. The 6-foot-8, 200-pound guard led Rice in scoring as a sophomore.

1

2

Photo Credit: University of Sydney

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Alumni News

Staying Connected Last year, many of us didn’t even have a Zoom account. This year, dozens of alumni chatted via Zoom with their classmates, connecting and catching up during this challenging time. Through social media and campus updates, we have been able to stay virtually connected to our alumni across the map. We look forward to when we can meet again in person!

Members of the class of 2009

“I’m grateful that I had the opportunity to attend Cary Academy. I would not be where I am today had it not been for the knowledge I gained and the life skills I developed while at CA. Being a part of the Alumni Council allows me to give back by being involved with initiatives aimed at strengthening our alumni community and contributing at a large-scale to make an impact on CA’s future.”

—JENNIFER CASH ‘09

ALUMNI COUNCIL We are happy to announce that we will be re-launching our CA Alumni Council this fall. We are currently looking for Triangle-area alumni leaders who are interested in serving the larger association by helping to spearhead our engagement and fundraising efforts.

Interested in helping out, but no longer live in the Triangle? There are ample other volunteer opportunities to engage with other alumni and current students. Please email Alumni Relations Director Kara Mulligan at kara_mulligan@caryacademy.org for details.

Cary Academy Alumni Council, President, 2020–2021

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1500 N. Harrison Ave. | Cary, NC 27513 caryacademy.org

Virtual Visual Arts Showcase The move to virtual learning didn’t phase Cary Academy’s art students, who produced set designs, costumes, still-life images, jewelry, and even sculpture from home.

Top row: Elijah Weinstein ’21, Emerson Sauls ’23, Katie Shen ’24, Samantha Dorfman ‘23; middle row: Isaiah Short ’23, EJ Jo ’23, Leo Yu ’23, Yvonne Ma ‘25; bottom row: Sophia Munyon ’25, Bella Chandler ’23, Maeve Jaeger-Sandruck ’25, Kendyl George ’22, Ryan Nagaraj ‘23

In accordance with our mission and the law, Cary Academy does not discriminate on the basis of race, gender, national and ethnic origin, religion, sexual orientation, disability, or age.