RECONNECTING
Hybrid Learning and the Return to Campus
contents 01 Living the Spirit of Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 775 students from preschool through 12th grade. Its roots go back to the Portland Academy, founded in 1859. The school occupies 67 acres on Barnes Road, five miles west of downtown Portland, and a neighboring eight-acre East Campus currently used for Adult Community Arts Programs. HEAD OF SCHOOL Tim Bazemore ASSISTANT HEAD OF SCHOOL Dr. Barbara Ostos DIRECTOR OF ADVANCEMENT Nicole Rinetti-Clawson DIRECTOR OF ENROLLMENT MANAGEMENT Sara Nordhoff DIRECTOR OF MARKETING & COMMUNICATIONS Rachel Barry-Arquit DIRECTOR OF PUBLIC RELATIONS AND PUBLICATIONS, EDITOR Ken DuBois duboisk@catlin.edu DESIGNER & ART DIRECTOR Hannah Lee CONTRIBUTING PHOTOGRAPHERS Steve Davee Brendan Gill CATLIN GABEL SCHOOL 8825 SW Barnes Road Portland, OR 97225 (503) 297-1894 catlin.edu
Progressive Education
Head of School Tim Bazemore reflects on the all-school effort to return to on-campus learning
04 In the Realm of Possibilities Preschool teachers share strategies developed to continue on-campus, in-person learning
05 Collaborating to Make Complex Connections
How Lower School teachers are using the SMASH approach to integrate learning
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06 Moving from the What to the How
Implementing a unified vision that articulates how PS-12 mathematics should be taught
07 Embrace the Imperfect
The Upper School Dean of Students on leaning into experimentation and reflection
08 Voices of Change
Stories from community members who are driving an evolution in Catlin culture
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10 Alumni Interview:
Miranda Johnson ’09
The esteemed foreign correspondent reflects on life lessons learned at Catlin Gabel
12 Class Notes 18 Alumni Resources 19 In Memoriam 20 Annual Report 2019-20
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Correction: In the Summer 2020 edition of The Caller, an article by Caelyn Walton-
Macaulay ’20 (“An open letter to the CGS community regarding the way students are culturally trained”) incorrectly stated that a Palestinian speaker was not allowed to speak at an Upper School assembly because of parental concerns. In fact, the speaker referenced was Jewish and associated with Jewish Voices for Peace, and did engage in an on-campus conversation with a small group of students and faculty.
LIVING THE SPIRIT OF PROGRESSIVE EDUCATION The definitive story about how Catlin Gabel responded and adapted to COVID-19 cannot yet be written, but the outline and themes are emerging as we head into spring 2021. It is a story best told with humility and gratitude, and recognition that for all our carefully developed systems and plans, nature is in control. by tim bazemore, head of school
S
imilar to all Oregon public and private schools, our K-12 students have been learning remotely since March of last year, requiring teachers to redesign our experiential, inquiry, and relationship-based curriculum for a digital platform and requiring our students to engage and interact with “school” in different ways. (Throughout the fall semester, our preschoolers were able to learn on campus, thankfully!) It has been a necessary and unique adaptation, new to all, and created and improved along the way. Across the grades, some students have thrived, and others have struggled. Nevertheless, I am proud of the way community members have supported each other, how students have persevered and achieved, how parents and guardians have partnered with us, and how teachers have continued to foster “compassionate and curious citizens of the world” amidst a global pandemic. The sudden pivot to remote learning last spring provided a three-month trial period during which teachers quickly redesigned lessons and class formats and learned new skills. Over the summer, as COVID-19 took hold, they had the opportunity to refine the curriculum and their methods. The dispersion and isolation of our vibrant community has been difficult. Because learning is a social activity and healthy relationships are essential for all of us, we worked creatively to keep connections alive. Efforts
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included on-campus athletics training; scheduling no-contact pick up for art supplies, library books, and lab materials; organizing drop-off food and clothing drives; holding virtual assemblies, club meetings, new parent coffees, employee social gatherings, and more. Teachers mastered new technologies to record videos for class, monitor student wellness, and engage students for whom remote learning was difficult. We adapted as much as we could to digital school life, missing the physical company of friends and mentors, but grateful for every moment of personal connection. Financially, we anticipated significant cost increases this year due to COVID-19. In spring 2020 we revised our projected $24.5 million budget to identify over $1 million in revenue that could be reallocated to support student learning and campus operations. This shift in funding required salary freezes and reductions for school leadership, employee furloughs, freezing almost all budget lines, and identifying opportunities for operating cost savings. To date, we have spent over $1 million to provide additional financial assistance for 48 students, to purchase new technology hardware and software, and to manage campus health and safety needs (such as building ventilation improvements, PPE, safety systems, cleaning services, tents, a new health coordinator, testing, etc.). As we worked to balance our budget through these changes, we were keenly aware of the wide range of economic and social effects that families were experiencing, and continue to
experience, during this sustained pandemic. Depending on the age of their children and their work and home situations, parents have had to stretch their time and resources to support remote learning and their family’s well being. There has been an undeniable cost to families, both financially and emotionally. In late December, after eight months of remote learning, Oregon’s Governor updated the COVID-19 case metrics for in-person instruction from mandatory to advisory and several weeks later the Oregon Department of Education (ODE) revised its metrics. This immediately caused all schools, including Catlin Gabel, to assess their capacity to return to in-person instruction, factoring in a wide array of variables: the ability to implement comprehensive health and safety protocols; campus, space, and technology readiness; family and employee confidence; equity and access considerations; financial resources; and more. As I write this, we have begun to transition all grades back to campus in a “hybrid” model, meaning students will attend classes in-person two to four days per week, depending on grade level, from March through June. A tremendous amount of work has gone into developing this complex plan, which is designed to minimize the risk of COVID-19 transmission and maximize the joy in learning together. As we prepare for in-person instruction, I believe we have gained enough perspective to recognize several factors
essential to sustaining our students and the school through this pandemic. The first has been a commitment to schoolwide guiding principles, allowing us to transcend case trends, learning modes, shifting politics, and personal preferences. In setting policies and determining how we would provide educational services, we committed to: • Prioritizing health for our community • Following ODE, Oregon Health Authority (OHA), and CDC guidelines • Prioritizing well-being for students, colleagues, and families, on and off campus • Emphasizing relationships, connection, and community • Designing with our mission and progressive education tenets in mind • Designing with remote learning as the foundation for place • Scheduling classes and activities for on-campus and remote work
in a year of necessary adaptation, the school community embraces values that unite us
The second was identifying the criteria that would inform our transition plan and operating details, from classroom preparation and transportation to return dates. Those criteria included tracking local COVID-19 case numbers and metrics (even after they were made “advisory”), readiness to implement all health and safety protocols with fidelity, high vaccination rates among employees, and positive family and employee opinions regarding in-person learning. Finally, a vital focus during the pandemic has been our effort to live by the spirit of progressive education. At Catlin Gabel, being a progressive school means we educate the whole child, we are inquiry-based and experiential, and we educate for democracy. These progressive principles infuse the school with a dynamic spirit, born of and upheld by curiosity, compassion, kindness, integrity, and inclusion. We see learning as a joyous adventure, an exploration of what can be, and what we can create and understand. We work hard, we try new things, we take risks, we make mistakes, and as is true on any journey, we learn and grow along the way. Over the past year, we have needed to embrace the imperfect, redefine success, and forgive ourselves and each other, given the unique circumstances of the pandemic and the challenges it creates. This spirit, so evident in the culture of Catlin Gabel, has perhaps been the most important factor of all.
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CATLIN GABEL TODAY
“We love the term ‘possibilities’ because it emphasizes what is potential, surprising, mysterious, unknown, new, and original rather than something that is expected and previously defined.”
In the Realm of Possibilities Students and teachers thrive in a preschool program powered by resiliency, adaptability, and community This is how we know when things are going well in the Beehive: we hear a gentle buzzing from the Honeybees. The room is calm and everyone is content. We often elbow tap each other at the end of one of these good days. And lately we’ve had many of those days. But in the year of COVID-19, we began the year in uncharted territory. We had guidelines from the State of Oregon for full-day in-person preschool instruction, but most decisions were something our team had to figure out together, including distancing, cleaning protocols, and classroom materials. We developed a strong camaraderie based on the simple belief that this was a unique opportunity, and we wanted this year to be successful. We started with the understanding that children want to engage in activities,
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explore, play, and make friends. They want to be heard and feel safe so they can take appropriate risks. They love to try new things, show what they can do, and improve on what is difficult. We wanted them to have the freedom to do all of that. We realized that we needed lots of physical space for our 19 students and began to take advantage of the natural resource right outside our doors—the campus as classroom. But children naturally want to be close to each other, even when outdoors, so we introduced language and physical markers as gentle reminders. Doing and saying “Starfish” became a new staple of our daily routine: the children put their arms out and make adjustments if they are too close to a friend. Social emotional learning continued to be a key component to preschool and overall school readiness, and this was tricky: we had the added layer of not being able to see half of each other's faces. Instead, we focused on the expressions in the eyes and body language, and the children adapted and
continued to practice kindness, inclusion, and self-regulation. Rather than focusing on our limitations, we made this a year of possibilities. We love the term “possibilities” because it emphasizes what is potential, surprising, mysterious, unknown, new, and original rather than something that is expected and previously defined. Many things are literally possible; everything else is possible in the realm of imagination. When we think of “possibilities,” it connotes hope, surprise, optimism, and tolerance for new views and perspectives. We use the word to encourage inventions, explore forms of expression, and to tell stories, entertain, experiment, discover, and solve problems. We believe in the possibilities and potentials of every single child. We used the term “Possibility Parts” when using a variety of materials in Woodshop tinkering, personal projects, and art explorations. And the theme carried over to other aspects of their work and play—as they jumped into a gardening project, began a story workshop, launched rockets, and shared their family holiday traditions. We learned that children can teach us a great deal about resilience, adaptability, and the power of being together as a community. Not only did our preschool students wear their masks and wash their hands multiple times an hour, they gracefully accepted and adapted to our scheduling changes and reminded each other to be safe, kind, and helpful. We can’t wait to watch this class move through the grades at Catlin and see them soar. BY DIANA POST & JENNIFER PITTS
Preschool Teachers
& STEVE DAVEE
Beginning & Lower School Woodshop Teacher
Collaborating to Make Complex Connections by ro b by n l e v e n t h a l Fifth Grade Teacher
With SMASH integrated learning, students explore a topic across multiple disciplines For both students and teachers, the Lower School experience can be more productive and engaging with subject integration. So, as I started the year as a new 5th grade teacher at Catlin Gabel, alongside Keli Gump, I was excited by the opportunities to collaborate with specialists. And my challenge was this: How will we be able to integrate our classroom curriculum with all of the Lower School specialists? The answer was SMASH Integration. Previously students in Lower School experienced one day a week where they moved through SASH (Science, Art, Shop, Homeroom) rotations; this year Music was added to the mix, and with that you get SMASH. The purpose of this new structure is to allow teams of teachers to work together to create a student-driven, inquiry-based curriculum that enables students to make complex connections within a topic and across multiple disciplines. And because we know that children are more engaged and learn more deeply when they have agency and ownership, we wanted experiential education to be a guiding principle at every stage. I began by meeting weekly with four specialist teachers: Sheri Cocquio (science), Peter Musselman (music), Peggy Schauffler (art), and Ric Fry (woodshop). Together, we determined students’ needs and established learning goals to meet them. We then designed
a series of two-three week rotations, with one specialist acting as the lead collaborator for each rotation. We chose as our overarching theme The Study of Indigenous Peoples, and created three arcs with themes and questions that could be studied across the entire Lower School: • Place: How does place help define the stories of the people who live there? • People: What creates peace? How can I create peace within myself? • Purpose: How do we make sure all stories are told and all voices are represented?
And with these arcs and questions, opportunities to integrate learning began to emerge. Working with Ric in woodshop, students approached the Place question with sub-questions, such as “How did/do Indigenous people create their homes in the places where they live(d)?” They chose and investigated different regions of United States to study, collected information about the biomes, and analyzed different shelters. Then it was time for the students to create shelters, using boxes and assorted materials from school. They created
backgrounds and structures that incorporated what they learned about the area’s flora and fauna, housing, and building structures. Our arc on People was a science-based collaboration with Sheri. After considering the questions about peace, students moved into thinking about the natural world, and where peace exists in that world. They learned about how the celestial bodies held cultural and scientific significance. Constellation legends were read, the life cycle of the star was studied, and students gained an understanding of the importance of celestial bodies to the First Nations. Moving through the design cycle, fifth graders created a peace-based project for someone who matters to them, with the guiding theme, “Peaceful Experience: A Way to Show Empathy.” As we now move into the third arc in our integrated learning project, focused on Purpose, their eyes are being opened to ways that voices have been missing in our retelling of history, and they are interested in learning more about these voices and advocating for them. We can see them embody an essential aspect of the Catlin Gabel mission: inspired with a love of learning, they are becoming compassionate and curious citizens of the world.
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CATLIN GABEL TODAY
Moving From the What to the How
DESIGNING AND IMPLEMENTING A VISION FOR PS-12 MATHEMATICS
BY K ENNY NGU YEN Upper School Mathematics Teacher, Department Chair, PS-12 Academic Leader
When I teach beginning math teachers, the most common question is, “What do I do if the students ask when they’ll ever use this?” This question instills fear in preservice math teachers, perhaps because to answer truthfully would be to admit: “You won’t.” Take a few seconds to think about whether you use
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any mathematics beyond basic arithmetic and algebra in your working life. Chances are that unless you’re working in a STEM field or teach math for a living, you don’t. This is not to suggest that mathematics education isn’t important or understood as such—it still dominates conversations not only at Catlin Gabel but throughout education. So, why does math get so much attention? To understand this, it’s best to consider a different question: “How has math impacted your life?” That is, has the knowledge of mathematics, or lack thereof, impeded your progress in life? It shouldn’t come as a surprise that what students take away and remember from their PS-12 math classes isn’t any specific content. Rather, it’s how to think about numbers, make comparisons, and, most importantly, how math made them feel (positive or negative). So, we are confronted with a potential conundrum: Perhaps how mathematics is taught is more important than what mathematics is taught. That is not to say that the what isn’t important, too. Indeed, over the past ten years, the research in curriculum and instruction in mathematics education has made two major contributions: (1) The articulation of the most viable learning trajectories that students take as they learn mathematical
concepts and (2) the habits of mind, learning dispositions, and non-cognitive skills that are needed to maximize their content learning. We have taken on the same lines of inquiry at Catlin Gabel, which is why in 2014 we adopted the national Common Core State Standards for Mathematics, ensuring that our students are not only prepared for the ACT and SAT, but for the next level of mathematics at every stage, particularly at the “joints,” as they transition from fifth to sixth grade and from eighth to ninth grade. As a school, however, it’s new for us to have a unified math vision that articulates how mathematics should be taught. We recognize that developing habits of mind and non-cognitive skills requires deliberate skill building over multiple years. Without alignment as to how communication skills should be developed over time, the student experience could feel disjointed or different from year to year. To eliminate this confusion and to articulate the specific non-cognitive skills that we wanted from all of our graduates, we examined our beliefs as a PS-12 teaching team comprised of myself, Herb Jahncke (third grade teacher), Alix Woodall (Middle School math teacher), and Jim Wysocki (Upper School math teacher), and co-authored this instructional philosophy statement:
By John Harnetiaux Upper School Dean of Students
To redesign a remote learning schedule, teachers and administrators lean into experimentation and reflection— just as they ask their students to do
THE CATLIN GABEL PS-12 MATH INSTRUCTIONAL PHILOSOPHY The Catlin Gabel math program develops students who are joyful and creative problem solvers that approach challenging mathematics with curiosity and perseverance. Through independent effort, communication, and collaboration, students investigate and analyze problems flexibly, construct their understanding of mathematical concepts, and develop the skills and strategies to pursue current and future endeavors.
With a clear vision of what should be taught and how it should be taught, we are excited for the future of our math program. Over the next few years, we will use this math vision as our guiding aspirational statement. And through collaboration, professional learning, and global teacher practices, we will grow to deliver this vision.
A powerful reflective moment emerged as faculty and staff gathered remotely in August to prepare for the start of the school year. At the conclusion of our all-employee meeting, Assistant Head of School Barbara Ostos asked us to “embrace the imperfect.” The suggestion was meant to acknowledge the stark reality of beginning the school year during a pandemic, and the uncertainty that it would entail. And it inspired me to ask myself: what does “embrace the imperfect” actually look like at Catlin Gabel, a school known for its high standards and expectations? What specific actions could I take to give body to this phrase? And, most importantly, what might be gained for our students in adopting this approach throughout the school year? Stepping into my new role as Upper School Dean of Students this fall, I have leaned on our school’s commitment to becoming an educational laboratory in my attempts to embrace the imperfect. I have been reminded that many of the same learning competencies we promote for our students—inquiry, ideation, exploration, and reflection—are as important for me to practice as a leader and an active follower during challenging times as they are for students as they build their academic and social-emotional skills. Students wrestle with complex texts; test their ideas by conducting experiments and drawing conclusions; collaborate with others on group presentations; present their ideas, and back them up with evidence. As teachers and administrators, we often find ourselves on parallel processes, especially when it comes to reflecting on the impact of our choices in order to apply what we learned to the next set of complex decisions. In that spirit, the Upper School began to critically assess our remote learning schedule in late October. We were hearing from students, families, and teachers that the many
hours of Zoom, pervasive social isolation, and lack of time to devote to wellness were beginning to exact tolls on some community members. After an extensive process of collecting feedback from our community, and from peer schools locally and nationally, we began to play with some prototypes of what a new schedule could look like. We established design criteria and attempted to reconcile many points of contradictory feedback, recognizing that some students were thriving, others struggling, and many fell somewhere in between. We landed on a schedule design that allocated Wednesdays as “community days” with no classes, and with opportunities for student enrichment. The number of teachers’ office hours throughout the week was increased, and class time lengthened. Unsurprisingly, not all community members welcomed these changes; we knew there was never going to be a perfect solution. But we did as we encourage our students to do—we gathered input, made decisions, and moved forward with a reflective curiosity. Our students are in a constant state of experimentation in both their academic and social lives. We encourage them to not hold too tightly onto any one phase lest they suffocate the creativity and innovation available to them at any given moment. We must do the same now as adults, viewing such moments as “a” decision, not “the” decision. We must continue to gather feedback, collaborate to assess the impacts, and marshal what we learn into future experiences and quagmires. This is the heart of our educational laboratory. I am inspired to remember that the same strategies I promote to my students help me as well—to not only embody humanity, but to navigate the ambiguity and volatility of our world’s current moment. In doing so, I have found what it means to me to embrace the imperfect.
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Voices of Change community members activate advances in catlin gabel curriculum and culture
While diversity, equity, and inclusion work has been a growing priority for the school in recent years, community involvement has accelerated as well. Students, parents, teachers, staff, and alumni have stepped up and are helping drive our ongoing evolution by taking action. They’re forming affinity groups, partaking in conferences, initiating diversityfocused fundraising campaigns, collecting empirical data, and documenting their lived experiences. The following stories represent a small sampling of this involvement.
Sustaining the Energy By Anushka Gupta ’21 Anti-Racism Collective (ARC) student leader
I’ve been at Catlin since kindergarten, and I’ve had a lot of personal experiences related to being an Indian person on campus and having two immigrant parents in the Catlin community. I think all of that just led me to know that I had to do something. I’m one of the co-leaders of the ARC education team. And part of our work has been reviewing the mandatory ethnic studies class proposal. After presenting to the Board, we got some feedback that the experiences we were referencing so heavily—of students feeling marginalized and feeling like they stuck out on campus—weren't apparent to those who were making decisions. So that’s what compelled me to do a student body race and ethnicity survey. Survey questions focused on classroom environment, school curriculum, school culture, and then further reflection on anti-racism. And we got approval to send it out to the entire Upper School. We plan to standardize the survey, and I will be recommending that it be sent out every few years to track improvements and changes. For my senior project, I plan to work on the data analysis for the survey and create a summary that we will present to the Board. If you look at the world around us right now, there's so much energy coming from my generation. And I think the energy at Catlin is a microcosm of that. It’s a group of
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people who have a lot to say and a lot that they want to do. I think part of our work as leaders of ARC has been trying to sustain that energy, and making that connection with the Board and all of the other adults on campus who are making decisions.
From Conversations to Actions By Alyson Day
Parent and member of the Board Diversity, Equity, and Inclusion (DEI) Committee
I joined the Board DEI Committee four years ago when my daughter was accepted into the Middle School in sixth grade. I was new to the school, and saw the lack of brown kids in particular, and I wanted to make sure that I was an advocate for those voices. We have a lot of really difficult conversations. It’s not easy for people to go down those paths, but I’ve seen Tim [Bazemore] and the administration really open up to having a forum that tackles some of the initiatives. I see an openness for dialogue, vulnerability, and communication that I think is a step in the right direction. We’ve talked about representation in the school faculty, how important it is for students to see examples of teachers and leaders who look like them. And making sure the school is accessible for more children of color. We know that we are not there. So, there is a consciousness around how we get there. I really appreciate how Jasmine [Love] is spearheading these kinds
of conversations and keeping it front of mind. As a parent of a brown child, that to me, is important. I think the challenge is how do you shift from conversations to actions? I do feel the school is making a concerted effort to be more actionable, and to really foster this space of awareness and inclusivity. There is an authentic approach to this work, and a striving to do better; I feel that the school’s doing the work to make those changes. I look at the Lower School and I see the kids that are coming in, and I can see the shift, and that’s an exciting thing. It allows us to know that we’re moving in the right direction.
Stopping the Problem at the Root By Joshua Hamlett ’22
Participant in the 2020 Student Diversity Leadership Conference (SDLC)
I wanted to have that experience of being in a majority People of Color space and have conversations that are different, and easier to have, with students who have experienced similar things. That’s why I went to SDLC. I had a really positive experience and met some really nice people. We were able to have productive conversations about the intersections of race and sexuality, how different racial communities interact with each other, and also what activism means, how to be a good activist, how to be a good supporter for other people. Some of the other students were also from majority white schools, and it felt really good that I wasn’t alone in that experience, that there are people all over who have a very similar experience. I got into the Black Affinity Group and talked with people from all across the country. You hear people talk about racist incidents that happened with their teachers, but you also hear about how some faculties are doing a better job of dealing with it— how that’s improved in their schools. And not seeing that same change in your own school can be extremely frustrating and aggravating.
I came to Catlin in second grade, and I’ve had a decent experience. But I know that there are a lot of people—that I know and I’m close with—who did not have as much of a positive experience as I had. So my message to the administration, to the adults on campus, whether it be parents, teachers, other staff, is this: Listen to your students. Take what they say really seriously. We're looking for you to cut away some full grown flowers, to nip other problems at the bud, and then to ultimately stop the problem at the root going forward.
A New Perspective on the Way We Connect By Nesteren Demirdag
Parent & adult leader for the Middle School students’ Middle Eastern Affinity Group
We didn’t have a teacher at the school who identified as Middle Eastern, so they asked me if I would be the adult in the Middle School group. My daughter and her friend are the leaders, and I’m there to be more like a mediator—to keep the conversation going. It’s not like we discuss regional politics or anything. It’s more about finding a new perspective on the way we connect with each other. We talk about our countries, our favorite holidays and how we celebrate, our parents, which cities we’ve been to . . . we’re just sharing. That’s how we decided it should go: As if you went to somebody’s house and they’re serving you tea and talking about their life.
I feel like it’s very important to be aware of our own background. We are all at Catlin Gabel because we have similar thoughts and ideas about education, the world, the environment. We have these larger issues that bring us together, but we’re also very diverse. And in that diverseness, we have such a small sampling of certain cultures, they might be overlooked, or feel like it. So, it’s important to provide opportunities for kids to feel like they're not just one of a kind, they’re part of a larger group within this big group. One reason I wanted my daughter Leyla to be part of Catlin was because of this cultural diversity and how that creates a community that’s really close. In Turkey, when I went to school, I was pretty much with the same group of kids from elementary school, and they’re still my friends. So, I thought, well, I’d like her to have a similar experience. And I think Catlin creates that environment.
The Underpinnings of Equity By Stephen Grant
Beginning & Lower School Counselor
Feedback we’ve gotten from Middle Schoolers and Upper Schoolers is that, in hindsight, they wish there had been an affinity group for them when they were younger. So, I’m coming to understand that kids in elementary school have these experiences around identity that they don’t necessarily have the language to explain,
or the sort of the abstract cognitive thinking to put it into context. And because they aren’t in that solid place of questioning who they are, affinity groups happen a little bit differently in the Lower School. I circulate a survey of groups that kids might be interested in forming, and then some kids elect to be a part of them. There was a bit of a growing place there where kids were coming to fully understanding what affinity groups were and why we had them; it’s not just about an affinity for soccer, or something we like to do, but these parts of our identity that don’t always feel as though they perfectly belong in this community. In the Lower School affinity groups, the focus is on identity in general, with some fellowship and a growing awareness of diversity, even within a particular identifier. For example, in the Black Affinity Group, we can talk about how there are lots of different ways to be Black and all of them are great. So, it’s really about positive identity development, rather than a big focus on how does this aspect of my identity fit into the larger sort of social systems and things like that. We also need to explain to other students who aren’t participating why affinity groups are important, and explain it to parents as well. I think that goes to helping people understand broadly the underpinnings of equity. That we need to look at what kids need individually, and be supportive and understand that it’s not going to be the same for everybody.
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ALUMNI PROFILES
“As a journalist…my role is to amplify other voices, narratives, and experiences. And there are so many millions of them out there to learn from.”
Deputy Executive Editor, The Economist, London
Miranda Johnson ’09
The Economist writer on the unglamorous life of a foreign correspondent, avoiding insurgents and sea snakes, and how Catlin Gabel inspired her mantra, “fail to prepare, prepare to fail” What experiences have you had as an international journalist that have influenced your thinking or perspective? I’ve had some frightening experiences on reporting trips, and I’ve visited some troubled places. During my time in Marawi, a city in the southern Philippines which I went to in the wake of its capture by ISIS-linked insurgents, I could barely sleep at night. Maintaining vigilance was my constant concern. It didn’t help that the team guiding me joked about how the last journalist they had worked with ended up getting shot in the neck (he survived). After that experience I am in awe of war correspondents but would never want to be one. Far more often on my reporting trips the kindness and generosity of total strangers has emerged. There are pieces I would never have
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written without the help of academics, fixers, activists, and so many others I contacted out of the blue. They have been the people who turned up at remote airports or tiny docks in order to show me around or translate the local language. Some of them kept me alive in all probability. A guide from the World Wide Fund for Nature once saved me from a very close encounter with a sea snake!
Your work reaches millions, including global leaders and policy makers. Does this knowledge change how you approach stories? It’s a delight when you find out that someone you admire or respect has read your work. I remember that my coverage of the COP 21 climate talks was well received, and it meant a lot to me. But I think that whether you
Previous posts for The Economist: South-East Asia Correspondent (Singapore); Environment Correspondent (London); Southern United States Correspondent (Atlanta); and Science Correspondent (London) Work has appeared in the London-based publications The Daily Telegraph, The Sunday Times, and The Evening Standard Shortlisted to be the “New Journalist of the Year” at the British Journalism Awards (2016) Awarded the Maritime Foundation's media award for her reporting on the ocean (2017) Graduated from the University of Cambridge (First Class Honours Degree in English, 2013)
are writing for millions or for a dozen, your approach shouldn’t really change. You still need to speak to as many people, on as many sides, as possible and maintain the highest standards of accuracy. In the current environment of media mistrust anything less is unacceptable.
You’ve lived in the U.S., Singapore, and the U.K. What have you gained from immersing yourself in different cultures? One of the things that moving to Portland and to Catlin [ Johnson’s family moved to Portland from England when she was in 11th grade] first taught me was that the world was a whole lot larger than I had really realized. My years living abroad since have developed that feeling. As a journalist that’s exciting because my role is to amplify other voices, narratives and experiences. And there are so many millions of them out there to learn from. During the pandemic lockdowns around the world, there were important discussions
around mental health and loneliness. That resonated with me because moving countries by myself exposed me to intense loneliness of which I had no concept while growing up (siblings, parents, and pets were always around). It didn't fit at all with the glamorous stereotypes of life as a foreign correspondent that filled my head as I packed my bags. You learn how to establish routines and how to make yourself happy in small ways. That teaches you a lot about your own capabilities.
Were there experiences at Catlin Gabel that still resonate with you? Coming from a British school, I was used to a system in which work you did at home after class was a rather dull means of consolidating material. It blew my mind when I first arrived at Catlin that, for several of my classes, studying I completed outside of the classroom was in preparation for future lessons. This flipped model meant I felt empowered because I could immediately see why I needed to complete assignments. The onus was on me
to ensure I was ready to be taught the next day. It's a bit corny, but one of my personal mantras even now is “fail to prepare, prepare to fail.” One of the things I appreciated very much was the responsiveness of the school and its staff to my interests and needs as an individual. Always interested in the humanities, Catlin Gabel allowed me to pursue a curriculum that centered on them in a way that engaged me entirely. I think that allowing young people to take ownership of their own education is vital. Doing so fosters self-confidence and provides motivation. I don’t imagine that many people reading this who knew me at the school will be surprised to hear that I’ve become a journalist. I’m very grateful that I was always encouraged to pursue my interests as they have led me to a career I love.
Miranda Johnson on assignment in Marawi, the Philippines
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CLASS NOTES send us your news
We are pleased to publish all Class Notes submitted by alumni or their class representative. Notes and photos may be submitted at any time through the online submission form at catlin.edu/classnotes.
1963 CLASS REP: Jennie Tucker, jtucker@oregonwireless.net
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Bruce Byerly and Alana Francis are both in the Bend/Camp Sherman area, David Avshalomov and family are in Santa Monica, CA, and Cricket Parmalee is in Silver Spring, MD. Jennie Tucker writes, “I am doing great in Summerville Heights. In short, I am gardening, house painting, working in the woods with my husband Charlie, volunteering at Hospice and the State Library of Oregon Board of Directors. There are Catlin folk in Enterprise and Joseph as well as cousins in Flora. How small is this world.” Camille Wills Hunt is getting ready for shoulder surgery in the Portland area. 1966 CLASS REP: Tom Tucker, tuckert6671@gmail.com
Desert Spring, Borrego by Margot Voorhies Thompson
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Margot Voorhies Thompson writes, “My life as an artist happily continues! I exhibit my work at the Russo Lee Gallery in Portland. Throughout the current quarantine, I have focused on making new pieces about the Oregon high desert, the desert landscapes of the Oregon Outback including Playa Summerlake and surrounding areas. Plush, Hart Mountain, Joshua Tree and Borrego Springs are places that have also inspired
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new paintings and collage pieces. I enjoy mushroom hunting and photography on the Oregon coast and in our national forests. My husband, George Thompson ’64, and I live and work in both Portland and Neskowin, OR. George continues to play music, write original songs and essays. We both volunteer at Neskowin Valley School, the independent elementary school we founded in 1972. We send our best to everyone.” Donald Shifrin wrote that he remembers “those of us that matriculated from Gabel Country Day School, Catlin-Hillside with Mr. Angel, Mrs. Ohlman, and all the patient teachers who were determined to motivate you to learn. Of course, teachers at Catlin challenged you to work to their evaluation of your capabilities. In the High School Ms. McCarty, Ed, Mrs. Wheeler, Lowell Herr, and Mrs. Knox. But one, actually not from the high school, stands out. As a pediatric clinician and teacher for 40 years, I have given many presentations over the years and talked to more adolescents than I can count. And I told them all that education was the key to their future. And my most valuable educational experience was not college, med school, or residency (although residency was an excruciating but illuminating 4 years). It was my 8th grade teacher at Hillside. A teacher who calmly taught me the value of diligence, hard work, curiosity, and the importance of doing the work that he was confident that he could motivate me to do, work he knew I was capable of doing. Even when, at times, I was not confident, I could achieve the goals he set for me. A teacher who would not accept what he thought was not my best work. And, when challenged to rework, did not penalize you for redoing. He prompted you to elevate your expectations. To never stop learning and honing your skills. To take and have pride in what results. What a wonderful lifetime gift. Thank you Schauff.”
1969 CLASS REP: Steve Bachelder, steve.bachelder@gmail.com
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Deck Hazen writes, “After high school I moved to Santa Cruz and got a degree from UCSC. From there I went straight into the computer industry where I remained for the rest of my working life. I got married to a nice lady from New Zealand in 1984 and moved down under where we both still live.” 1973 CLASS REPS: Debbie Kaye, djek53@aol.com; Ted Kaye, kandsons@aol.com and Steve Swire, sswire@gmail.com
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The Class of 1973 enjoyed a “Zoomion” (reunion by Zoom) in the fall with 13 attendees, including Eberhard von Hodenberg from Germany. They plan to hold another soon. In June 2020 Page Knudsen Cowles opened The Outlook at Knudsen Vineyards, a newly renovated Tasting Room in the Dundee Hills American Viticultural Area, open by appointment. Scott Director’s four kids are in Oregon and Colorado. He and Carol report, “Our store was closed for two months because of Covid, but since reopening we have seen a nice resurgence in business. Sharing time with granddaughter Olivia at our home and at Cannon Beach is the highlight of our lives.” Their son Sam married in July, 2020. Two classmates retired from Catlin Gabel recently: Leslie Hillman taught in the Lower School for more than 20 years (she substitutes occasionally and recently enjoyed a stint in the library), and Jennifer Feucht Marcus taught kindergarten shop for over 15 years. Jennifer writes, “Retirement has taken on a much different look than I had initially imagined. Waving goodbye to my
Catlin Gabel students on a Zoom screen last June was very anticlimactic, to say the least! For now, I am enjoying lots of facetime with my kids on the East Coast and enlisting some artistic skills I learned from Susan Sowles by immersing myself in multiple weaving projects.” As its president, Debbie Ehrman Kaye led the League of Women Voters of Portland through the 2020 election cycle. She says, “I am proud of how we pivoted to present dozens of candidate interviews and forums virtually in addition to our nonpartisan print and online election information. With Portland’s City Charter Review Commission beginning its work, check out the League’s city government study The City that Works: Preparing Portland for the Future at lwvpdx.org.” Mark Kelley and his wife Sheila have been spending time increasingly in central Oregon, especially in Covid-19 times. Paul Lammers and family have relocated from Spanish Fort, Alabama, to Three Forks, Montana. Becky Bishop Martin is celebrating three generations of Pendleton Roundup royalty this year: Princess Becky (1974), daughter Queen Whitney (2007), and grand-daughter Princess Kaliegh (2020-21). Michael Mills retired from Oregon Solutions in 2019 and now lives permanently in the upper Hood River Valley. He continues volunteer work as President of the Pittock Mansion, Royal Rosarian Councilor, American Leadership Forum Rural-Urban Project, and, more recently, began serving on the Columbia River Gorge Commission representing Hood River County. Along with others, he hopes 2021 will bring some sense of normalcy with more equity and less divisiveness. Kevin Morris welcomed a fourth grandchild in 2020. He remains busy with real estate but looks forward to retiring soon (and passing the torch to daughter Rachelle). He’s eyeing Costa Rica for part-time residence—he traveled there to check things out and then took a 7,000-mile motorcycle trip last summer. Allen Schauffler has returned to television journalism as an anchor for Central Oregon Daily News (KOHD and KBNZ-Bend). He says the mountain views are ever-changing at “Rancho Vista Vista.” Kevin Weigler’s family hosted a celebration of life over Zoom in the fall. Several classmates attended and shared great stories about Kevin. Melet Whinston now works for King County, Washington, responsible for COVID and behavioral healthcare. Her daughters are completing their educations next year (Whitney in medical
school and Ella at U of O). The Beaconettes continue to perform under Melet’s direction, wearing their trademark beehive wigs! 1975 CLASS REP: Len Carr, carrl@catlin.edu
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Len Carr writes, “Hester Buell Carr ’76 and Len are doing well during the pandemic, knock on wood, and managed both a major 2020 home remodel and fall road trip to visit grandchildren on Long Island. We are staying active cycling and spinning, walking, yoga, hitting the slopes, and seeing a few close friends, masked and at a distance, in our garage/bistro/gym. Our backyard patio fire pit has hosted a number of blazes too this winter, where we have bundled up for some extended family time. Our CG alum kids continue to thrive and do wonderful things–Emily ’02 (36), Julia ’05 (34) and Hannah ’07 (31) with whom we stay in close contact and connect best we can. Hester just retired from full time, but is still doing some nursing education, thus has already been vaccinated—she will be a vaccinator too for the months ahead. I’m still .50 at Catlin Gabel as Director of Summer Programs, coaching and subbing. Super looking forward to seeing classmates and friends in person—soon, please!” Cameron Denney writes, “I’m mostly living at my family’s Sandy River property near Brightwood during the pandemic and enjoying the rural life, although the wind storms and the September fire scares have been stressful! I’m not very confident with a chainsaw, which turns out to be a vital tool when you live in a forest. I’m working on that!” Sam Hillman writes, “As a member of the Conservation Advisory Council, I wrote an NYDEC grant application for a professional Tree Inventory and Urban Forest Management Plan that was awarded to the City of Hudson, NY. We look forward to maintaining and planning the expansion of our native species tree canopy.” Nessa Elila (formerly Annette Rickles) is alive and well and living in Portland! She is employed as a health coach (with retirement coming into view on the horizon), and has been involved in social action, especially in the last four years. She established a fundraising consignment account to support the ACLU, at Village Merchants, a wonderful Southeast store that she calls her “happy place” (see: tinyurl.com/ACLUdeclutter). If you live in Portland and would like to contribute stuff, feel free to contact her at
joyinspiredactivism@icloud.com. Joel Ivey writes, “I am stuck in Bangkok where I have lived since 1998. Surrounded by Covid cases. City on lock down (AGAIN). Consulting a few hours a day and watching the U.S. struggle. Dying of BOREDOM!!” Margaret Park Bridges moved to Portland from Boston two years ago, and after renting from old friends, finally bought a townhouse in October, where she has been working from home as a copy editor at a local digital ad agency. She is happy and grateful to be working, connecting with childhood friends, seeing her daughters, and getting to know the new Portland, even during this crazy year. Heather M. Perkins writes that she “recently retired from my job at the Oregon Humane Society. I just got a kayak and am looking forward to some post-pandemic outdoor adventures. Been playing a little too much XBox, just remembered what books are. They're pretty great! Still composing and recording music for video and dance. Will be releasing TAPE, a cassette (and digital) release in collaboration with my old friend and compadre Ole Peterson, should be out in early 2021. Will be relieved to see 2020 in the rearview, who's with me?”
Heather Perkins ’75
1977 CLASS REP: Kelley Brand, kelleybrand503@gmail.com
Lee McIntyre ’80 book event at Powell's Books
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In June 2019, Lee McIntyre fulfilled a lifelong dream by giving a talk for his book The Scientific Attitude at Powell's Books. The entire front row consisted of Catlin faculty, who later joined Lee for a book party at Old Town Pizza. This notification comes more than a year late
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because a few months after the event, Lee was diagnosed with an aggressive form of prostate cancer, followed by surgery at Johns Hopkins and its aftermath. Lee is now wearing a survivor's ring and working on a new book called How to Talk to a Science Denier. 1983 CLASS REPS: Traci Rossi, traci.j.rossi@gmail.com and Adrienne Wannamaker, adrienne@wannamaker.com
1990 CLASS REP: Pippa Arend, pippaa@gmail.com
at www.erinstammer.com. She writes, “Other than that big news, we have three children graduated from college and in the work force, and one more is still a sophomore at Columbia College in Chicago. My husband Jay and I have been working from home for the past nine months like many others, and we are now splitting time doing so between our beach home and Portland home. Everyone is healthy and well. I am glad to be in touch with my fellow classmates via social media and look forward to the day we can spend time together in person at another reunion.”
Stacey Abrams by Pippa Arend ’90, pencil and ink, 19x24 in., 2020
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Rottweilers adopted by Carmen Cave ’83
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Carmen Cave writes, “2020 has been an interesting year, in spite of Covid-19. After finishing law school in 2017, passing the bar, working on a Congressional Campaign, and getting my legal skills sharpened working at a family law firm, I left the family law firm and formed a law partnership with two colleagues from law school. As partners in a three-lawyer firm, we are working hard to bring in business, but enjoying working remotely, without the typical law firm gamesmanship that we all hear about, and never want to experience. It is really refreshing to work with people you like and can bounce ideas off to help our clients! In addition, after losing my two dogs to cancer in March and May, I adopted two young Rottweilers, and in return I have been volunteering for the rescue group, walking 6-8 dogs three times a week while they await placement in new homes. My new dogs, 8 months and 20 months, are a handful, but they bring life back into my home.”
Elizabeth Sabin Rouffy ’87 helps her daughter Libby celebrate her 2020 graduation
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Elizabeth Sabin Rouffy writes, “A momentous occasion occurred in June, as we celebrated our daughter Libby's graduation from Catlin Gabel. The pandemic did not dampen our spirits! Libby is now a Stanford University student exploring different potential courses of study. We miss her beautiful energy around the house, but can't wait to see what her future will bring.”
Joshua Grass ’89
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Erin Stammer ’86 (Photo by Camille Fairbairn ’14)
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A memoir by Erin J. Stammer ’86 was published in January, and is titled Unassisted. More information is available
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Joshua Grass writes, “I've been doing research and engineering in Artificial Intelligence, Games, and now Augmented Reality for 25 years. I am a Catlin Gabel “Lifer” (Beehive to High School), and then The University of Chicago (BS Mathematics), and The University of Massachusetts (PhD Computer Science). I've worked at Bungie, Microsoft, Surreal, Warner Brothers, Playground Games, and now Facebook Reality Labs. My wife, our three boys, and I have been able to live in Chicago, Seattle, and the UK thanks to that work.”
Pippa Arend writes, “2020, if it didn't kill you, it made you stronger, in that it clarified values, visions and who and what one is. For me, together with my new marriage (the very lucky fellow is named Dave), it brought a deep soul searching, and as part of that revisioning, I have decided to leave p:ear, my nonprofit for homeless youth that I founded here in Portland years ago with two other women. I'll leave mid-summer 2021, on the first day of p:ear's 20th school year, as well as the day that we are scheduled to purchase our building. It feels symbolic, having birthed her, raised her, bought her home for her, and set her on her course, and then leaving her to the amazing staff we've hired (as well as Beth, one of the original founders, who remains). I'll remain close of course, but this is a mighty shift. What, you ask, comes next? I'm planning on giving more time to my art, which has always been my first love, as well as starting a new business in Q3 called Creative Philanthropic Consulting, in which I act as Tinder for philanthropists, connecting with them deeply, and introducing them to fitting nonprofits. Please get in touch with me if you have ideas or questions—I'm very excited to launch this. I also became Class Rep for my 1990 class of graduates, and find myself somehow delighted and moved and amused at this development. Here's to 2021, friends! Bonus: I'm attaching a recent picture of Stacey Abrams that I painted recently.” Anna (Conklin) Donovan writes, “We have been living in Colorado for four and a half years now and are plotting a move back to Oregon within the next year or so. I completed a degree in counseling and now work as an elementary school counselor and my husband, Brian, is an academic researcher conducting studies on reducing racism and sexism through better science education. Our son, Bodi, is almost 11, a pretty typical boy
who loves things like “The Mandalorian,” running around outside, and playing video games. Colorado has been fun—we love climbing the mountains and skiing down them, but we miss the ocean and the people on the West Coast, so we hope to be back there soon!” Doug deWeese writes that he has been “happily relocated back to Portland since 2016. Staying busy with involvement in the local start up business community, including Thaiwala with Oregon Chai founder Heather Howitt. Also, contributing as a board member at the Portland Japanese Garden and Hoyt Arboretum Friends. But most importantly, Bee and I are the happy parents of a one-year-old boy, Alex, who's growth into a little person constantly amazes.”
Alex, son of Doug deWeese ’90
1991 CLASS REP: D'Artagnan Bernard Caliman, dbcaliman@gmail.com
D'Artagnan Bernard Caliman ’91 (Photo by Timeca Briggs ’91)
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D'Artagnan Bernard Caliman is moving back home to Portland. He recently accepted a new position with Meyer Memorial Trust. He is the Director of a new initiative, Justice Oregon for Black Lives. He's excited to be working with Rukaiyah Adams, also class of 1991. Lauren Dully Clark writes, “I started Raise Agent three years ago. We've grown to four employees and in 2020 shifted our business model from live events to virtual. It's been a tremendous success and I am grateful for the continued partnerships with nonprofits to guide them in raising critical funds for their vital work.”
1992 CLASS REP: Melanie Novack Piziali, melaniepiziali@yahoo.com
children Siale, Imasees, and Miyosiwin, as well as her parents, Ed and Carol Edmo. Cabel Sasser appeared during an Apple keynote presentation for their new M1 chip. 1996 CLASS REPS: Daniel Karlin, danielkarlin7@gmail.com, and Trace Hancock, tjhancock@gmail.com
Moving day and birthday for Noelle Balik ’92
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Noelle Balik reports, “We’re enjoying our little Hermosa Beach community and taking full advantage of the beach and parks when not working remotely or homeschooling.” In January of 2020, Georgie Friedman started teaching at MIT, in the Art, Culture and Technology program. Luckily, having a big exhibition—a site-specific, experiential, sculptural video installation referencing the structure of a hurricane—has kept her occupied during all the lockdowns (Georgie Friedman: Hurricane Lost, Emerson Contemporary Media Art Gallery, Emerson College, Boston, MA, Jan 27 - April 4, 2021). Other upcoming and recent exhibits: Georgie Friedman: Snow Study, Freedman Art Gallery, Albright College, Reading, PA (Fall 2021); and Blindness, MuratcentoventidueArtecontemporanea, Bari, Italy (2020).
Spirit of Reciprocity Award presented to Se-ah-dom Edmo ’94
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Se-ah-dom Edmo received the Spirit of Reciprocity Award, established by Potlatch Fund to recognize emerging leaders from the local community who have demonstrated significant promise of leadership, participation, and accomplishment within Northwest Indian Country. She is currently the executive director of MRG Foundation and a founder of the Northwest Justice Funders Collective, a group of eight foundations including Potlatch Fund that intentionally fund communities of color, LGBTQ+ people, women, immigrants, refugees, and grassroots groups working for justice. Se-ah-dom lives in Portland with her husband, James, and their
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Eric Aldrich writes, “I'm still living in Santa Cruz, although now working as an economist at Amazon rather than at the university. Here are some brief snippets about our kids: Eric Jr. (19) is a freshman at University of Nevada Reno, Brigham (17) just finished college applications, Marley (12) is obsessed with surfing and baking, and Eleanor (9) loves to battle me with homemade weapons when not playing Minecraft. We may be up for a move soon, as my wife Katie just completed applications for PhD programs in education and psychology and cast a wide net (fingers crossed for Stanford so that we can stay put). I'm definitely hoping we can catch up at a reunion this year!” 1997 CLASS REPS: Katey Flack, katey.flack@gmail.com, and Phoebe Wayne, phoebevwayne@gmail.com
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Experimentation by Dylan Brams ’97, digital print, 35 x 26 in., 2020
Dylan Brams had a baby in November of last year. He has been living in Israel for the past few years and has gained more traction as an artist. He has been included in various large glass exhibitions—the Biennial in Tel Aviv and New Glass Now and New Glass Review. He is currently in an exhibition in New York. Elizabeth Biermann writes, “My family and I relocated to Maine two and a half years ago and as much as we miss the Pacific Northwest, living in a less populated state during the pandemic has been a blessing. To get us through Covid, I’ve resumed running long distances, making lots of sourdough pizza, writing letters to friends far away, and even doing a mini book club via Zoom with
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a fellow ’97 classmate. I’m also two years into a big career transition, having spent most of my time as a lawyer in private practice. I am now in-house counsel at Blackhawk Network Inc.” Libbie Schrader is doing her PhD in Religion at Duke University— not getting ordained, but definitely training to be a religion professor! Her academic article, published in the Harvard Theological Review in 2017, argues that there is a major corruption in the Gospel of John. This article was taught to students at Yale Divinity School earlier this year. She would love to catch up with anyone from her class who makes it to North Carolina after this pandemic is over. Libbie also included a note that if people want to learn more about her research, this video interview does a pretty good job of summing it up: youtu.be/rfy6oiB_U-A. Khalil Edwards writes, “2020 has been a year full of challenges and uncertainty for all of us. What has helped me through this year while living in Los Angeles, California, and being on lockdown since March, has been the love and support of my partner of nine years, Zack Mohamed, my friends, and staying connected to family. Spending time with Ali Kinney and Albany Busby virtually has been extra special.”
Harry and I welcomed son August, born on June 2, 2020, and celebrated son Henry's 6th birthday on January 22, 2021. The boys are doted on by their aunt Suzi ’06.”
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David Lippman is the host and producer of a new weekly politics/ interviews show called ETX Covered, which runs on the CBS station in Tyler, Texas. 2004 CLASS REP: Hannah Aultman, hannah.aultman@gmail.com
04 Khalil Edwards ’97 and Zack Mohamed on Khalil’s 40th birthday, December 2018
2001 CLASS REP: Tyler Francis, tyler.p.francis@gmail.com 2002 CLASS REP: Kelsey Schagemann, kelsey.schagemann@gmail.com
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Kelsey Rotwein Schagemann writes, “My husband, Joe, and I welcomed our son, Will Joseph Schagemann, on March 4, 2020. Thanks to the pandemic, Will has met very few people, but at least he has his older sister, Talia (age three), to keep him entertained while we hang out at home in Chicago!” Erica Silva writes, “My family and I live in Lake Oswego and this past fall I started my second year of law school at Lewis & Clark while working as a law clerk for the Bonneville Power Administration.
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Will Schagemann, son of Kelsey Rotwein Schagemann ’02
Ella Dutton Campbell ’04 and family
Earlier this year, Ella Dutton Campbell and her husband Alex welcomed their son Declan. His two older sisters, Penelope (5) and Matilda (3), are smitten. Amidst the pandemic, Ella has worked long hours from home running corporate communications for Regeneron, including support for its Covid19 antibody therapy. Madison Kaplan and her husband Jeff McCune welcomed their son Clark McCune in February 2020. Elliot Ball and his wife Nicole welcomed their daughter Evelyn Sandra Ball on December 28, 2020. Anushka Shenoy and Jeremy Klitzke welcomed their second child and first son, Aakash Sunil Klitzke, in March 2020 (at the peak of the first Covid-19 surge). She's finishing her psychiatry residency at OHSU (mostly remotely) in September. She enjoys getting advice on motherhood, doctor life, and many other things from Hannah Aultman, Madison Kaplan, and Val (Coit) Luckenbill during their monthly book club.
2005 CLASS REP: Donna Canada-Smith, donna.canadasmith@gmail.com
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In April 2020, Matt Lundeberg left his position as clinical director at Portland Autism Center to open his own private psychological practice, Oregon Autism Evaluations LLC. While Covid-19 certainly made this an extra complicated time for a major career move, Matt remains busy providing therapy and ASD evaluations to not only the greater Portland area, but the entire state of Oregon assisted by the expansion and necessity of Telehealth. In his ample socially distanced free time, Matt is busy sampling the many pies made by Banning's Restaurant & Pie House while watching every film featuring Winona Ryder and back episodes of PBS's American Experience documentary series. Rachel Weinrib writes, “I am living in Barcelona with my husband and keeping very busy these days working as an epidemiologist on research projects to monitor the safety and effectiveness of Covid19 vaccines in Europe.” Lindsay Mandel writes, “My husband, Mike Alesci, and I welcomed identical twins, Theo and Holden, into the world on September 7. I’ve been in New York City for the past eleven years, but we are looking forward to moving back to Portland sometime this year.” Julia Carr lives in Portland and works as a school counselor in the West Linn-Wilsonville School District. She loves being an aunt, enjoys the outdoors as much as possible, and is grateful for her CG friendships that continue to bring her joy into adulthood. Donna Canada-Smith lives in Oakland, CA with her husband and two dogs. She is a high school teacher and dean, and she loves going for hikes around the Bay Area in her free time. She is very excited to reconnect with her Catlin classmates in her new role as class rep. 2007 CLASS REP: Rob Kaye, robert.e.kaye@gmail.com
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Rob Kaye is still living in SE Portland and recently visited Glacier National Park and California to see his brother Mason's family. He started a new job (working in garage/office) helping the Mayo Clinic imagine the future of digital healthcare and thinks he has gotten pretty good at making ribs, and to counteract those, also salad rolls. Evelyn Hoffman-Harland is still living in Manhattan and working at an investment firm focused on owning and operating
companies within the industrials sector. As a result of Covid she spent six months of 2020 quarantining with her family at her house on the Oregon coast; lots of opportunities for cooking (would love to exchange recipes) and despite being “certifiably tone deaf,” teaching herself French. Katie Meyers started a new job at Stanford in Research Administration for the School of Engineering and spent two months working from Portland over the summer. Katie and Joe adopted a young white boxer dog named Charlie Q who has been keeping them very busy. McCall Vollum and her husband renovated and then flipped a duplex in San Francisco and then moved to a cute little 1910 farmhouse in Bozeman, MT. She started a job working remotely as the Senior Manager of Strategy at Athleta. Andy Moerer and her boyfriend moved to a 1920s ex-hunting bungalow in Echo Park and is silver-lining the work-from-home life with no commute to LA's advertising "Silicon Beach" and having Elysian Park trails in her backyard. She didn't travel home for Christmas but celebrated locally with her boyfriend's family in the Palisades, playing with their Goldendoodle and eating way too many frozen Reeces. She says, “Life's still good!” Virginia Stone and her husband Nicholas welcomed baby Milo on December 19, capping off a very strange but busy year. Virginia left her work in the classroom due to the pregnancy and the pandemic but is loving being a private nanny. The newly expanded family is all settled in their new home in the Woodstock neighborhood and looks forward to welcoming friends to the back patio soon! Jens Tamang is currently a teaching fellow at the University of Minnesota's occupational therapy department. In addition to his clinical work, he's conducting a year-long research initiative about the long-term neuromuscular impacts of Covid-19. When the fellowship ends, he plans on moving back to Portland. In quarantine times he's learning how to play guitar and grow bonsai trees. Stew Towle is living in Southeast Portland, just finished working for the Census Bureau, and started taking classes in computer science online at OSU this fall. Hobbies of late include acting in a local Shakespeare company, being part of the Portland Go Club, and playing music. Kayce Hawks (Coulterpark) made a great quarantine community with two neighbors who also have 4-year-old girls for daughter Emma to play with so they can all stay moderately sane while remaining isolated. Three four-year-olds on
walkie talkies gets loud! Over the holidays they enjoyed lots of family baking projects and hiking. Corey Morrow moved closer to Salem last fall, had a baby (Jonathan), moved back to rural homestead right as the shutdowns were being implemented in late March, and has been there ever since working on new ventures in podcasting, book writing, nootropics, viticulture, sheep husbandry (to add to goats, chickens, ducks, and cattle, along with guardian dogs and llamas), and being a dad (“my favorite of all of them”). Loving "quarantine" with doing basically everything from his home office, mostly in pajamas, instead of driving around and, weather permitting, doing outdoorsy homesteady things only seconds to minutes from the house. Evan Matsuda married Jensen Vollum ’08 and finished building their house in Montana, then swerved hard and both ended up in law school at George Washington in DC. He is doing a four-year joint JD/MA in International Affairs, and will be out there for the foreseeable future. Let him know if you find yourself in the area! Maddie Miller spent the year adjusting and enjoying life with a baby, while gaining extra appreciation for all her extended family in Portland. Enjoyed lots of walks, runs, and even a round of golf, and made a long drive to Iowa to celebrate her sister’s wedding this fall. Stephen Murphy finished his MBA and now faces trying to decide what exciting thing to do with his life. He is independently publishing some digital tabletop gaming material too! Everything has been mostly fine with Joe DeBlasio this year, and he has mostly just had to transition to working from home. But it's been a wild 2020, and he hopes all of you are safe and doing as well as possible given the circumstances. Evan Caster is living in Colorado Springs with his partner and their new pandemic baby Sam, born in April 2020. They spend their time backpacking in the Rockies and “shoveling colorful mush against Sam's face.”
Evan Caster ’07 and Baby Sam in Colorado Springs
Christopher Skinner ’09 and family, Christmas 2020
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The challenges of 2020 notwithstanding, Christopher Skinner’s busy year continued. Along with his wife Cameron, and son Finnegan, the family moved from Charlottesville to Charlotte, where they bought their first home. It was in this house that Christopher started the post-training, full-time portion of his new job at Truist Securities as an investment banker, and more excitingly, where Finn celebrated his first birthday. The family hopes to be able to return to its globetroddling ways in 2021! 2013 CLASS REP: Alexandra van Alebeek, alexandra@vanalebeek.com
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Jeremy Howard and his wife currently live in Orange County, California. They originally moved to pursue their careers in acting and Disneyland entertainment. Unfortunately, Covid has put a hold on these goals. Nevertheless, they are trying their best to stay positive and continue to stay sane through quarantine by going on walks, staying in touch with family and friends over Zoom, and working to deepen their relationship with God. Jeremy sends his best to the entire Catlin community and hopes the new year brings positive experiences for everyone. Lianne Siegel is finishing up her PhD in biostatistics at the University of Minnesota this coming year. She has been helping out a statistician with Covid research including working on a treatment trial. During her time off and to stay sane during quarantine, she’s been applying to jobs, FaceTiming, going for runs, cooking, and reading. Elizabeth Moore spent 2020 working as a travel nurse in pediatric intensive care units around the country. From Des Moines, IA, to Washington DC to Portland, she has enjoyed caring for children and their families during this challenging and constantly evolving year. Cody Hoyt spent the second half of 2020 working as a Psychiatric Technician at
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the University of Utah Neuropsychiatric Institute in Salt Lake City, Utah. He writes, “I recently relocated to Southern California because it is warmer there.”
Alumni Resources & Opportunities DISTINGUISHED ALUMNI AWARDS We know Catlin Gabel alumni are doing amazing things, locally and globally. Let’s highlight alumni by submitting nominations for the annual Distinguished Alumni Awards. The Catlin Gabel Alumni Council honors three alumni with diverse professional, civic, and service achievements. To learn more and submit a nomination, please visit catlin.edu/alumniawards. The nomination period closes April 30, 2021.
Cody Hoyt ’13
2014 CLASS REP: Chris Park, parkcgs@gmail.com
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Hunter M. Ray just started his PhD in aerospace engineering at the University of Colorado Boulder. He'll be studying ways to improve how we interact with autonomous aerospace systems under Dr. Nisar Ahmed in the Collaborative Human Robot Intelligence Laboratory (COHRINT).
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Adele English lives in Venice, CA, where she works at March Capital, a venture capital firm that primarily invests in enterprise software. She comes back to Portland often, and looks forward to reconnecting with CGS friends in the new year. 2019 CLASS REPS: Miles Asher Cohen, milesashercohen@gmail.com; Layton Rosenfeld, sparkyrosenfeld@gmail.com; Sydney Nagy, sydneycnagy@gmail.com; and Helene Stockton, hlfstockton@gmail.com 2020 CLASS REPS: Annika Holliday, annika.holliday@icloud.com, and Eamon Walsh, eamonreedwalsh@gmail.com
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After Northwestern University announced that classes would be remote, Annika Holliday deferred her start-date and is working at Gear Up Sports, in retail at the Nike Company Store, and nannying for a Catlin family. Eamon Walsh headed off to D.C. to start college at Georgetown University. Classes are online, but he is living on campus and enjoying being in the middle of everything. His favorite moment so far this semester was being downtown when the presidential election was called.
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The Caller
catlin.edu/thecaller
ALUMNI WEEKEND Save the dates of June 25 and 26 for a virtual and interactive Alumni Weekend! More details will be emailed and posted in the Alumni Portal this spring. Email alumni@catlin.edu to obtain portal access.
STAY CONNECTED Want to access the new Alumni Portal & Online Directory, and receive the Quarterly Alumni & Friends E-Newsletter and other alumni event announcements such as Alumni Weekend? Update your email address at catlin.edu/contactform.
FOLLOW US ON SOCIAL FACEBOOK: Facebook.com/CatlinGabelAlumni FACEBOOK GROUP: Facebook.com/groups/catlin LINKEDIN GROUP: LinkedIn.com/groups/53534 INSTAGRAM: Instagram.com/CatlinGabel
YOUR ALUMNI TEAM MEGHAN POLLARD Alumni Engagement, Associate Director (503) 297-1894 x5030 pollardm@catlin.edu KARINE KADYAN Development & Alumni, Senior Director (503) 297-1894 x5034 kadyank@catlin.edu
in memoriam The Caller is honored to print In Memoriam notices for alumni and family members. Notices may be submitted at any time through the online submission form at catlin.edu/inmemoriam.
Carter Case
Father of Tyler Case ’97 and Jocelyn Case ’00
Elizabeth Cartwright Curtin Mother of Joan Cartwright Murray ’67, Lynne Cartwright ’69, and Henry Cartwright ’78
Ann Morris Curtis ’69
Sister of Val Shute ’71, Ward Curtis ’72, and Lynn Curtis ’74
William DeJager
Father-in-law of Dede Hamachek DeJager ’65
Spencer Biddle Dick ’ 73
Grandson of Alice Tucker Biddle ’15, the first graduate of Miss Catlin’s School; son of Helene Dick ’37; brother of Hugh Dick ’63, Hank Dick ’65, and Mona Dick Wilson ’66
Barbara Ann Throckmorton Drinka
Mother of Ginevra Drinka ’04
Elizabeth G. Hampson
Mother of Cuyler Hampson Kidney ’67, Griffin Hampson ’72, Dirk Hampson ’74, Brooks Hampson ’77, and Blair Hampson ’78
Leonard Laster, MD
Father of Susan Laster ’80 and Stephen Laster ’83; husband of Ruth Ann Laster, former Catlin Gabel Board of Trustees Chair
Richard Diebold Lee Husband of Patricia Lee ’53
Anne Jubitz Munro ’61
Daughter-in-law of Barbara Koehler Munro ’37; grandmother of Aiden Williams ’19 and Claire Williams ’23
Scott Martin Niedermeyer
Husband of Stacy McKinnon Niedermeyer, former Beginning School faculty
Margaret Kennedy Rogers ’46
Jim Grelle ’54
Mother of Brooks De Blois ’72, Meg Furlong ’75, and Daniel Rogers ’77
Harry Glickman
Margaret Senders
Bruce Hall ’42
Douglas Sowles
Father of Lynn Glickman ’73 and Marshall Glickman ’76
Son of Marguerite Berglund ’21; father of Victoria Byerly ’73 (Bruce Byerly ’63), MacGregor Hall ’74, Maria Hall ’80 (Walter McMonies ’65), James Hall ’88, and Peter Hall; grandfather to Matthew Patton ’00, Ellie Watts ’05, Maddie McMonies ’09, and Robert McMonies ’19
George Richard Wallmann ’51
Husband of Caroline MeKelberg Wallmann ’54
Kevin Michael Weigler ’73
Brother of Sally DeJesus ’76, Will Weigler ’77, and Benjamin Weigler ’79
Marilyn Crawford Youngman ’42 Mother of Beth Youngman Baylin ’64
CORRECTIONS
A previous issue of The Caller misidentified family members in our In Memoriam section. We deeply regret the error. With sincere apologies, we print the corrected notices here. -Editor
Barbara Engel ’56 Georgia Townsend Mason Lee, M.D. ’40
Mother of Jeff Lee ’68, Catherine (Terri) Lee ’70, and Jon Lee ’75
Mother-in-law of Laurie Gearin Senders ’63
Husband of past faculty Susan Sowles; father of Liz Bergstrom ’93; and grandfather of Ben Bergstrom ’25
Bette Forbis Stokes
Mother of Terry Daggett ’67
SPRING 2021
19
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The Caller
catlin.edu/thecaller
With all the changes that each of us has experienced since last spring, the 2019-20 school year can feel far removed from our daily lives today. But last year’s budget and fundraising efforts inform the decisions we make going forward, which is why we are sharing with you our report of last year’s finances, priorities, and funding initiatives. Looking back, we can sum up this past year in a few words: compassion, courage, and resilience. During this time, we needed the compassion to care for ourselves and one another, the courage to address difficult circumstances, and the resilience to carry on, more than ever before. We are now feeling the warmth of spring upon us as students are back on campus, engaging with teachers and reigniting friendships. Because of your generosity and commitment to our mission, we were able to continue to provide our students with a high quality education and empower them to make a difference in the world, both in this extraordinary year and beyond. And for that, we thank you.
Tim Bazemore
head of school Nicole Rinetti-Clawson
director of advancement SPRING 2021
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Year in Review
FISCAL YEAR SEPTEMBER 1, 2019-AUGUST 31, 2020
School Financials
We’re committed to transparency of financial reporting and maintaining a balanced budget. Donations to the school are essential components of our income as a nonprofit. -1%
8%
6%
$23,314,000
Total Income
$20,126,000
Tuition (net of financial assistance) Gifts Used in Operations
$1,935,000
$1,421,000
Endowment Transfer
(-$168,000)*
Other Income 87%
2%
*net loss from lunchroom and summer camps
$23,766,000 **
Total Expenses
9%
Salaries and Benefits
5%
Instructional Costs
4% 2%
$17,683,000 $951,000
Information Technology Facilities and Transportation
4%
Administration Operating Costs
$553,000
$955,000
$1,064,000
$537,000
East Campus
74%
Contingency and Reserves
$2,023,000
**net loss of ($452,000), which the finance committee and board of trustees anticipated due to east campus holding costs including salaries, utilities, grounds care and other maintenance.
New Student Enrollment Trends 2019-20
We believe that diversity strengthens our community and encourages students to be open to new ideas and different perspectives. Having a robust financial assistance program allows us to enroll and support students from all socioeconomic backgrounds.
$4.7M
in financial assistance provided in 2019-20
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The Caller
27%
of students received financial assistance
catlin.edu/thecaller
26%
of students admitted out of 540 applicants
Endowment
Endowed funds help Catlin Gabel maintain financial stability and academic excellence by providing a consistent revenue source, typically 7% of the operating budget each year. Our endowment is not a monolith; it consists of 73 unique funds established by donors. These funds support a wide range of academic, experiential, and professional development opportunities, such as global education, science instruction, experiential days, divisional libraries, and visiting lecturers. If you are interested in establishing or contributing to an endowed fund, please contact Nicole Rinetti-Clawson at rinetticlawsonn@catlin.edu. en d o w m en t b y t h e n u m b er s
$39M total $1.42M fy20 transfer $255K gifts to endowment
Applications have grown almost 40% over the past decade.
Philanthropy Report c g f u n d b y t h e n u m b er s
Catlin Gabel Fund
8%
The cost of tuition at almost every private school does not cover the full cost of educating a child and Catlin Gabel is no exception. The Catlin Gabel Fund helps bridge that gap by annually providing about 8% of the total operating budget. The CG Fund consists of a variety of appeals that occur throughout the year, each providing opportunities for donors and organizations to lend their support. Every gift and every donor makes a difference. We greatly appreciate the ways that our community stepped forward last year, often more than once, to show their commitment to our school.
$1.99M total raised
of budget
950 donors
$1.94M net total
cg fund fundr aising appe al
cg fund fundr aising appe al
c g f u n d f u n d r a i s i n g e v en t
FALL & YEAR-END GIVING
GIVING TUESDAY 2019
AUCTION
after expenses
$468,574
$93,749
$728,804
Fall is the launch of the Catlin Gabel Fund’s efforts to support everything that makes our school special. Students learn about the world and themselves through conversations with classmates and exceptional teachers, scientific and artistic experiments, music and languages. Year-end giving traditionally marks a season that celebrates this progressive approach to education.
You hit it out of the park by taking part in this international day of gratitude and supporting Catlin Gabel! With special recognition to donors who were able to double the impact of their gift through corporate matching programs (including a double match for our Nike families!). The funds raised through matching gifts made up 78% of total dollars raised.
The grand PIVOT in March of 2020: through the ingenuity of staff and volunteers, our annual auction moved online in just 36 hours. Thanks to the flexibility, care, and generosity of our community, we reached the highest fundraising total ever in our auction history. This highlight would not have been possible without your enthusiasm and support.
Total Raised
Total Raised
Total Raised
cg fund fundr aising appe al
cg fund fundr aising appe al
s u p p o r t w h at yo u lo v e
COVID-19 RELIEF
DEI MATCHING GIFT
EVERY GIFT COUNTS
$333,887
$84,109
$282,150
In the midst of the economic hardship brought on by the pandemic, our Board of Trustees chose to spearhead a fundraising effort for emergency financial assistance, with the goal of supporting current families. In a mere 48 hours, 261 individuals and families stepped forward to meet a $200k match from an anonymous alumni donor to help keep our community whole.
We are deeply grateful to David Recordon ’04, who saw an opportunity to make an immediate difference by generously donating $50,000 and challenging our community to match his gift in support of our Diversity, Equity, and Inclusion and antiracism efforts. David’s gift, combined with gifts from parents, alumni, employees, and friends, raised just over $84,000.
There are many ways to contribute to the CG Fund outside of events and appeals. About 15% of total dollars raised comes from gifts such as stocks, IRA transfers, real estate, matching gifts, and more. If you are interested in learning more about how you can make a difference, please contact Lea Trefsgar at trefsgarl@catlin.edu.
Total Raised
Total Raised
Total Raised
SPRING 2021
23
Advancement Initiatives
2019 AND BEYOND
East Campus
The finish line is in sight, with just over $5.8 million committed toward the $6.5 million purchase price for the former Oregon College of Art and Craft campus. For those who have brought us to this point, thank you for your support and partnership. Though plans for transforming the space into our new Middle School campus have been put on hold due to the pandemic, use of the space continues. Dale and Barb Rawls have been instrumental in implementing our highly successful arts-based adult programming. Ceramics, drawing, and painting classes were fully enrolled this summer and fall, and a range of classes are being offered this winter and spring (catlin.edu/communityprograms). We are reaching out to local nonprofits and organizations to build robust and reciprocal partnerships that will have a community-wide impact. Fundraising is ongoing, and we are always looking for new and innovative ways to engage our local community.
Diversity, Equity, and Inclusion
A personal appeal and matching gift from graduate and former trustee David Recordon ’04 received overwhelming support from the Catlin Gabel community in July. With the funds raised, we were able to expand Erica Babino’s part-time role to a full-time position as Assistant Director of Inclusion and Outreach. Funds are also supporting anti-racism curriculum efforts for students from preschool through 12th grade and will support antiracism employee training, community speakers, and events. We are in need of substantial and ongoing financial support to fulfill all of our goals in this area. As we begin to embark on the school’s next capital campaign, we are setting a goal of raising $10 million to endow a Responsible Action Fund. This endowment will enhance our ability to recruit and retain diverse, talented teachers and permanently fund positions in the Office of Inclusion and Outreach. It also will provide grants for innovation in teaching and provide financial assistance to support talented students. Although much work remains to be done, funds such as these accelerate efforts in fulfilling our commitment to strengthening diversity, inclusion, and equity at Catlin Gabel. We look forward to sharing more information on the many efforts in support of our DEI Initiatives.
create your legacy
Planned Giving
top:
the 8.6-acre east campus, located 200 yards from the main campus.
middle: arts programs for adults were held in the east campus studios. bottom: the community supported diversity, equity, and inclusion efforts.
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Catlin Gabel is the school we know today because of the generous individuals who came before us. When you include Catlin Gabel in your estate plan, your generosity provides superior educational opportunities that equip the next generation of Eagles to become innovative leaders in their professions and communities. Planned giving is a powerful tool that can help donors realize their financial and philanthropic goals. In the spring and summer of 2021, the Advancement Team will be organizing several informational sessions with financial advisors and estate planners who can answer your questions. Our goal is to engage and educate our entire community on the long-term benefits to both the donor and our school. We are excited about helping you Create Your Legacy! If you want to learn more about the benefits of planned giving now, please contact Nicole Rinetti-Clawson at rinetticlawsonn@catlin.edu.
Thank You 2019-20 VOLUNTEERS
We are grateful for the many ways our volunteers supported the Catlin Gabel mission in a time like none other. This was a year of transition in large part made possible thanks to the extraordinary service and support of our 2019-20 volunteers. In addition to the individuals listed here, we wish to acknowledge the efforts of all Catlin Gabel volunteers. We greatly appreciate the contributions that you make to our school and our community.
board of trustees
Alix Meier Goodman ’71, Endowment
Elizabeth Sabin-Rouffy ’87
Clare Hamill, Advancement and Enrollment
Tom Tucker ’66
Bart Eberwein, AIA, Chair
Heidi Halvorsen Bell ’88, Audit
Paul Dickinson, Retired Faculty
Indira Nallakrishnan, Vice Chair
Phil Hawley ’43, Endowment
Annika Holiday ’20, CGSA Vice President
Ingeborg Holliday, Capital Campaign
pfa executive council
John Gilleland, Treasurer Mark Holliday, Secretary Derrick Butler, MD ’86 Greg DuFault Arah Erickson ’87 Kate Warren Hall ’93 Alex Ho, PhD Nkenge Harmon Johnson, JD ’93 Tina Lam Eneida Nemecek, MD Patrick O’Neill David Recordon ’04 Punit Renjen Tyler Silver Elizabeth Steiner Amelia Templeton ’02 Azin Van Alebeek Tim Bazemore, Ex Officio Aminata Radia Sei, PFA President Lisa Ellenberg, Faculty, Staff Forum President Katie Wisdom Weinstein ’86, Alumni Council President Taylor Kaplan ’05, Alumni Council President Arjun Jain ’ 20, CG Student Association President
board committee members
Arjun Jain ’20, Inclusivity and Diversity Fred Jonske, Endowment John Kroger, Capital Campaign Kali Ladd, Inclusivity and Diversity
Aminata Radia Sei – President June Fernandez – Vice President
Nelson Lam, Inclusivity and Diversity
Tina Szczesniak
Helena Lankton, Endowment
Shana Sharan
Nicole Lee, Capital Campaign
Gen Kaady
Pam Lloyd, Advancement and Enrollment
Morgan Rich
Murali Nallakrishnan, Capital Campaign
Sarah Vincent
Heidi O'Neill, Capital Campaign
Lori Ireland
Aarushi Phalke ’20, Inclusivity and Diversity
Pam Lloyd
Morgan Rich, Inclusivity and Diversity
Gina Wand
Eric Rosenfeld ’83, Inclusivity and Diversity
Jed Mitchell
Warren Rosenfeld ’73, Endowment
fund ambassadors
Kenya Sei ’20, Inclusivity and Diversity Tom Shipley ’87, Capital Campaign Peter Steinberger, Audit Abby Tibbs ’96, Advancement and Enrollment Mel Tilkicioglu, Finance Don Vollum ’84, Endowment Bob Warren ’66, Endowment Lee Weinstein ’77, Advancement and Enrollment
alumni council Katie Wisdom Weinstein ’86, President (Sep-Dec)
Eric Blackburn, Finance
Taylor Kaplan ’05, President (Jan-Aug)
Haleah Blank, Inclusivity and Diversity
Michael Malone ’95, Vice President
Claudia Arana Colen, Inclusivity and Diversity
Len Carr ’75
Alyson Day, Inclusivity and Diversity
Chris Dorough ’03
Stephen Dudley, Endowment
Joe Hall ’97
Jill Eberwein, Finance
Debbie Ehrman Kaye ’73
Trevor Edwards, Advancement and Enrollment
Eric Mandel ’99
Stuart Ellis, Audit
Jennifer Marcus ’73
Stephanie Luyties, Co-Chair Meghan Pollard, Co-Chair Asma Ahmad Cassandra Dickson Elizabeth Korytkowski Jenny Lopez Colleen Maslen Rachel Massey Vanessa Peterson Scott Phillips Jenny Potter Bill Shaw Alison Spens Ryan Talbot Ellie Watts
auction co-chairs
Isaac Enloe, Inclusivity and Diversity
Deni Mei ’04
Robin Janssen
June Fernandez, Inclusivity and Diversity
Chris Park ‘14
Gina Wand
SPRING 2021
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It is time to submit your Distinguished Alumni Award nominations so we can celebrate Catlin Gabel’s amazing alumni! Please visit catlin.edu/alumniawards to learn more and submit your nominations by April 30.
Past Distinguished Alumni Award honoree Se-ah-dom Edmo ’94 accepts her award in 2017