Summer 2022 // The Caller: The magazine for alumni, parents, employees, and friends of Catlin Gabel

Learning How to Learn

How students become lifelong learners by developing the skills to find answers on their own

Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 781 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 eightacre East Campus currently used for Community Arts Programs.

HEAD OF SCHOOL

Tim Bazemore

ASSISTANT HEAD OF SCHOOL

Kama Bruce

DIRECTOR OF ADVANCEMENT

Nicole Rinetti-Clawson

ASSISTANT HEAD FOR ENROLLMENT AND EXTERNAL RELATIONS

Sara Nordhoff

DIRECTOR OF MARKETING AND COMMUNICATIONS

Rachel Barry-Arquit

DIRECTOR OF EDITORIAL CONTENT, CALLER EDITOR

Ken DuBois duboisk@catlin.edu

DESIGNER & ART DIRECTOR

Hannah Lee

CONTRIBUTING PHOTOGRAPHERS

Tea Bear, David Katzinger, Tom Widdows

CATLIN GABEL SCHOOL

8825 SW Barnes Road

Portland, OR 97225 (503) 297-1894

catlin.edu

COVER

Parent John Gomez with his daughter Milan at the Honeybee Grown-Ups Play Celebration on May 19, 2022.

Finding Your Path and Purpose

Head of School Tim Bazemore’s graduation address to the Class of 2022

Creating a Space That is About Belonging

Catlin Gabel welcomes Kama Bruce as the new Assistant Head of School

What Will Your Bird Look Like?

How students in the Beehive are learning to value the diversity of ideas

Read All About It!

Black Excellence on Display

Fourth graders use research skills to create profiles of historic changemakers

Digging Into Science

With field study techniques, Middle School students unearth clues from the past

Congratulations Class of 2022!

A profile of our graduates and their college choices

Supporting Equity and Excellence

Honoring our 36-year partnership with the Edward E. Ford Foundation

Of Note in 2021-22

A collection of events, happenings, and recognitions that shaped our school

Creating in Community

How Catlin Gabel Community Arts Programs are bringing artists together

Board Profiles

A recognition of outgoing members and an introduction to new trustees

Alumni Profile: Abram Falk ’99

The experimental physicist on early influences Alumni Weekend

A celebration of our on-campus, in-person alumni community gathering

Head of School Tim Bazemore’s Graduation Address to the Class of 2022

ongratulations Class of 2022. You have arrived! You have navigated unique and memorable high school years, and through it all you’ve survived, thrived, and arrived. And now you sit on the cusp of opportunity.

We, the adults, have an apology to make. Not for all the mistakes we made as parents, teachers, or administrators. We owe you an apology for the legacy we’re passing on, including environmental degradation, gun violence, international warfare, social injustice and inequity, and political tribalism. Your generation faces a daunting set of challenges, which are not your fault, and solving them is not entirely up to you. We adults aren’t done trying. We’ll keep at it.

I have been so heartened and impressed with how much each of you has taken on, achieved, and contributed. It gives me hope for you, for us, and for the future. Yet I’m worried for you. These challenges, compounded by pandemic isolation and the amplifying power of social media, are creating a mental health crisis for many young people. Many feel a palpable sense of anxiety about the state of the world. Among adolescents across the nation, there is an unhealthy sense of urgency, a need to be seen, to be special, and to achieve–now.

Many schools say our job is to help you discover your passion and find your purpose. I don’t agree. My advice to you is to be patient about your path and purpose.

It is important to do things you enjoy. It’s rewarding to go deep on interests and to learn

Finding Your Path and Purpose

new skills, and it’s satisfying to feel expert at something that differentiates you. It’s important to know and claim your identity. You all have done these things in your time here. But few people settle on their purpose in high school.

What actually happens to most of us is that along the way we get an opportunity, we are asked to take on something, we learn something new, we follow someone we admire, we try on a job or move to a new place—and we end up being and doing things we never envisioned. Our skills and interests and relationships coalesce into direction and purpose over time.

That’s the wonder—the serendipity, the beauty, the adventure—of life.

Some of you have a plan, such as a college major, professional path, or geographic destination, and you may follow it. Having a plan is good. For some of you the plan is college and not much more yet. That’s good too. Either way, at this moment, you have a rare and precious opportunity.

You are among the most fortunate 1 percent of 18-year-olds in the world. You have the privilege to explore, discover, experiment,

take on different roles and jobs, and pursue your interests. I’m not suggesting that you be a dabbler, a wanderer, a dilettante. You may need to make work and life choices soon based on personal circumstances. Whatever you do, you want to start crafting a life worth living.

Please don’t drive by this moment. Don’t let the urgency of the world, Tik Tok or Instagram comparisons, or the clarity some peers seem to have about their direction make you feel inadequate or force you into answers that may not be clear yet, and will likely change over time.

Be patient about your path and purpose. Your mental health, your wellbeing, and your happiness depend on it.

Take a deep breath, smile, relax. You are a Catlin Gabel School graduate. Your wonderful teachers helped you to love learning—about ideas, others, the world, and about yourself. You bring skills and knowledge to the world. You bring curiosity and skepticism. And you bring your voice and confidence, wherever your path may lead.

That’s good enough for now. That’s good enough forever.

The son of two social workers, Kama Bruce spent his early childhood in West Bend, Wisconsin, and relocated with his family to Midland, Texas, in his pre-teen years. He attended the University of Texas at Austin, earning a B.A. in Germanic Studies, a B.S. in Applied Learning and Development, and a M.Ed. in Curriculum and Instruction, and completing Ph.D. coursework in Cultural Studies and Curriculum Development.

Creating a Space that is About Belonging

INTERVIEW BY KEN DUBOIS, EDITOR

Catlin Gabel welcomes Kama Bruce as the new Assistant Head of School

Kama began his career in education by volunteering at an elementary school while he was in college, out of personal interest. He completed his student teaching at an elementary school for underserved students in East Austin, then spent five years on the faculty. In 2004, he joined the community at St. Andrew’s Episcopal School, a K-12 independent school in Austin, where he assumed increasing levels of responsibility over the next 18 years, with roles that included fifth grade teacher, Lower School Head, Middle School Dean of Students, and, most recently, Assistant Head of School. Kama and his wife Elva have two children who will start in Catlin Gabel Lower School this fall. Following are excerpts from a conversation with Kama in May 2022.

Discovering inDepenDent eDucation

I taught second and fourth grade in public school, and I wanted to go back to the university in curriculum design and instructional

design. And the school district wouldn’t support me. So I got my first opportunity to look at an independent school. And I realized that the agency and autonomy that you see in independent schools were not only liberatory for the teachers, but liberatory for the students. And, secondarily, I realized that independent schools were really privileged spaces. I never had the opportunity; I went through public school as a student and started as a young educator in a public school. So moving into that, I felt like, “Well, how can I create a space where people who look like me and feel like me, maybe have heritage like me, or historical pathways and origins like me, can have an opportunity to be in spaces like this, too?”

creating a sense of Belonging

My work then started to center on belonging. How can we create a space where everyone feels like they can belong? Because I think one of the central tenants in education

and learning is that everybody is able to celebrate psychological safety. We have to feel safe enough to put ourselves at emotional and intellectual risk to grow.

I’ve spent the last 18 years working on that at St. Andrew’s—really focusing on policies and systems to create a space that is more about belonging. It’s been challenging work, but wonderfully rewarding to see students truly be able to thrive. And while I do pine for the classroom, I also recognize that the gifts I was given and the gifts that I’m able to give back are about using general diplomacy to challenge systems, to grow programming, and to broaden the landscape for everybody.

emBracing the humanity of teaching

There’s a tremendous amount of general hypocrisy that can exist within a school system if your teachers don't feel supported and embraced and understood. That sense of belonging and general purpose is critical. And our students are watching us for cues on how they see themselves and how they’re going to walk through this world. So if teachers aren’t okay, students aren’t going to be okay. If teachers aren’t supported, students aren’t going to be supported. If teachers aren’t continually growing, students aren’t going to continue to grow.

That’s the landscape that we inherit when we’re looking at schools—supporting that central tenet of humanity, which is teaching. And how can we make sure that we’re embracing that humanity? It’s not about systematizing and standardizing every classroom. It’s about creating a space that’s uniquely human. Because there’s nothing more important in a school than the relationship teachers have with students, students have with students, and students have with learning.

asking the right Questions

Catlin Gabel is going through what a lot of institutions are going through right now, which is that we are starting to recognize those opportunities for growth and development as a community. We are looking

at ways to challenge ourselves. But within that greater conversation is a wealth of tension. And that’s the work I really like to do, to live in that space of tension, and look for ways to not necessarily resolve it but to grow more comfortable with it. That’s truly what discourse is about. It’s not about echo chambers and consistent agreement through a community, but the generative space of ideas, working towards this sense of discovery for everybody in the system.

It’s oftentimes just saying, “Have we asked the right questions? What have we done to make sure that everyone feels like this can be home, and that this place is safe, that this place is welcoming, and that everyone has a voice?” And to ask, “Whose voice isn’t present? How can we find those voices?” We often will assume that everything is great because we’re not hearing a counternarrative. But have we created the safety for the counternarrative to exist? The work of administrators, generally, is to remove obstacles so that we can all work and our students can be successful and understand who they are. And one of the chief ways we get to remove those obstacles is by learning to ask the right questions.

Being in Discourse anD Doing the Work

It’s not that I’m coming in because I feel like I’ve got the answer. It’s more that I’ve had enough of an experience that has taught me what it feels like not to belong. To look for those things and to start to say, “Well, I don’t know enough about this. Let me open up my heart and my mind to listen for this and find those stories that often go silent.”

That’s one of the things that’s really joyful about a school like Catlin Gabel— there’s not this general fear of having the conversation, which is the majority of the work. Because once we can get into a space where we’re in conversation with one another and the conversations are challenging and fraught, that’s great. That means that now we are in discourse with one another, and now we can do the work, and now we can start to challenge and continue to be the iteration of Catlin Gabel that we want to be.

“It’s oftentimes just saying, ‘Have we asked the right questions? What have we done to make sure that everyone feels like this can be home’…?”

What Will Your Bird Look Like?

by hana hutchings and nicole simpson-tanner preschool teachers

emerge. Our classroom became filled with birds of all shapes and sizes and looks. One child remarked at the reflection meeting, “None of them are the same!”

perspectives, solutions, and possibilities if we listen. When we value diversity of ideas over uniformity, everyone’s ideas matter, and we all belong.

She proudly held up her work and announced, “It’s a bird!,” and one of the other children in the community responded quite matter-offactly, “That doesn’t look like a bird.”

As teachers, we saw this moment as an opportunity for the children to think about what it means to belong to a learning community. We wondered how we could help them celebrate diversity of thought and to challenge the idea that there is one way a bird can look. After all, looking at something and having a different idea or perspective than someone else is an everyday experience. The more practice we have navigating this concept, the more strategies we have that help us stay connected to those we love and those around us.

So, the next day, we invited the entire community to make birds. Birds of wire, cloth, paint, and so much more began to

Our beliefs about learning are visible not just in the questions we asked the children but also in the environment. Our classroom has open-ended materials, we share tables and spaces, and the children have a strong presence in meetings. They are active participants in the community, and this creates a sense of belonging. As teachers, we document their learning with photography and transcription, and amplify voices and moments by placing them on the walls of the classroom. We all have a daily role and a sense of agency toward learning, meaning making, and understanding.

We know that each of their birds tells us a little bit about who they are. We want children to feel safe and brave enough to share at meetings and to be respected by their community—and to not experience any shame in the important discovery that their idea may not be the same as their friends’. We know they can move past that necessary discomfort. “It doesn’t look like a bird” could have stayed a moment of tension but instead we played with it until we reached connection. Children will always bring new

Recently a Honeybee parent asked us an exciting question: “What might the future of education be?” It is an unanswerable question that holds many implications for our everyday teaching practices. We can create an environment where children are asked to pay attention to their assumptions and to stay curious. We can foster empathy in moments of disconnection. We can play together to find new ways of belonging.

We believe that the practice that we provide for children inside our classroom gives them authentic learning experiences in democratic living. We believe that the stories that they develop about who they are and what their role is when they meet conflict, exclusion, intolerance, and injustice can be defined by the conditions of the power systems around them. That these small “It doesn't look like a bird” moments are foundational to their emerging identities. That we may be talking about birds now, but the practice and skills they are learning will be applied to other areas of their lives as they grow.

One day in the Honeybee classroom, Lucia brought a creation to our reflection meeting that she had made using paper, tape, glue, and a small piece of wire.

In the Beehive, students develop as individuals—and in community—by learning to value the diversity of ideas

Read All About It! Black Excellence on Display

by bryan riha and olivia poirier 4th grade homeroom teachers

great Black people. It also presented opportunities for students to take on the role of an inquirer, to find and sort their information, and to craft a narrative that teaches others about their topic. The newsstand piece added versatile skills in the students’ toolboxes such as analyzing evidence, finding captivating visuals to support their report, and identifying key moments for a timeline.

Just before Spring Break, fourth graders and their families gathered in and around the fourth grade tents for a newsstand full of biographical profiles. The signage beckoned to another era, when newsstands were a primary source of information. On display were 43 profile magazines, with their authors poised to share the lives and impact of Black thinkers and leaders. It was a newsstand unlike any other, where a browser could read and ask the author all about their profile.

The journey to the newsstand started with fourth graders taking on the role of journalists and researchers in the classroom. After finishing a nonfiction reading unit, our fourth grade team decided that it would benefit the students to have practice researching and writing their own unique piece of nonfiction writing. Writing about the lives of other people would help students in the arc of inquiry to “see through windows” and understand the conditions and lives of

With the help of our librarians Lisa Ellenberg and Rhoda Ashley, students learned a new tool for finding credible sources and information: an academic database. After developing skills on how to navigate the database, students chose a Black person to research and understand their impact.

From there, students immersed themselves in peer reviewed articles, books, and the historical period. They guided their own inquiry into the lives of truly remarkable and resilient people, including Jackie Robinson, Maya Angelou, Harriet Tubman, Martin Luther King, Jr., Kamala Harris, Bessie Coleman, and Mae Jemison, to name a few. Fourth graders used a graphic organizer to record three memorable quotes, a timeline, two text features, and the story and impact of the person they researched. The graphic organizer included a goal setting schedule that became a ritual to plan their work for the day into an actionable goal.

While each step of the writing process developed naturally, students had meaningful discussions about how writers choose quotes, emphasize certain character traits, and find text features that help form a narrative. These young researchers learned the value of peer reviewed articles and where to find quality resources online; they also learned that not everything that is accessible and available online is in agreement.

We observed that students felt like carriers of their subject’s legacy and impact. It was remarkable to see how they found characteristics and interests of their own through their person of study. Having the independence to plan their research, find a narrative and perspective, and share that through writing was empowering and built an independence through inquiry.

The results were a newsroom full of biographers and a newsstand rich with knowledge. Inquiry-based writing empowers students to analyze evidence, find a focus, craft a narrative, and reflect. The writing process and celebration made us all reflect upon the many ways a person can be a force for progress.

A sampling of the 43 magazine-style biographical profiles created by 4th graders.

Fourth graders develop research skills to create newsstand-style profiles of historic changemakers

Digging Into Science

unearth clues to the past. Inspired by my experience, I was determined to communicate to students what I learned about the actual work of paleontology: how there is no answer key in the outcroppings for the type of unconformities that might exist between the layers of rock, nor any guarantee of finding anything meaningful to further one’s research.

anatomy, and development that might help determine common ancestors of the past. Students were curious, patient, and persistent in their work, often slowing down to focus for most of the class period on a single artifact. Their writing reflected the wonder and frustration of the process.

BY BERKELEY GADBAW

8th Grade Science Teacher

For many years, I’ve taught about change over time and the history of our Earth without much thought as to how paleontologists, museum curators, and paleoartists gather their information about the geologic past.

That changed last summer after participating in the University of Washington’s DIG Field School, a graduate fieldwork course designed for teachers and run by the university’s Burke Museum. In the hot ranchland of Hell Creek, Montana, sifting through dirt in search of micro fossilized fragments, I learned firsthand how challenging it is to literally

I wanted students to feel the excitement and frustration of trying to place artifacts in the history of Earth with no answer key. My teaching needed to include experiences that put students in a position to observe, wonder, compare, and communicate while not always having the answers. I couldn’t bring my students to the dig site, but I realized that I could do the next best thing: bring the evidence to them.

With help from the Burke Museum, I secured a range of skeletons, photos of embryological development, and fossils, and created stations within our middle school science classroom that students could move through and explore. We drew sketches, shaped bones from clay, and discussed patterns in the rock layers,

As a culminating project, students applied their learning from the classroom stations in one of two ways; they chose to design a museum exhibit highlighting one or two of the fossils, or they could redesign Go Extinct!, a science board game with the objective of collecting closely related clades of organisms. In each of these tasks, students were asked to make sure that the audience walked away with a deeper understanding of the evidence that is used to understand Earth’s past.

Scouring the desert last summer on my hands and knees in what felt like 121Fdegree heat was a stretch for me. Fortunately, it also allowed me to rethink how I teach thirteen-year-olds how we understand the 4.6 billion years of Earth’s life when they can barely grasp the “ancient” age of their grandparents.

Unearthing clues from the past and practicing hands-on field study–in a Middle School classroom

CONGRATULATIONS! CLASS OF 2022

college choice by size

38%

34%

28%

by the numbers

There are 83 students in the class of 2022. Class members will attend 53 different colleges. Twenty-two states are represented and two countries: the United States and Spain. Four students will take a gap year or semester.

college choice

Bard College

Barnard College

Boston University

Bowdoin College (2)

Brandeis University

Brown University

Carleton College (2)

CEU San Pablo University

Chapman University

Colby College

College of William and Mary

Colorado College

Columbia University

Connecticut College (2)

Dartmouth College (2)

George Washington University

Georgetown University

Haverford College (3)

Indiana University-Bloomington

Johns Hopkins University

Loyola Marymount University

New York University

Northeastern University (5)

Northwestern University

Oberlin College (2)

Occidental College (9)

Pitzer College

Pomona College (2)

Rice University

Santa Clara University

St. Olaf College

Stanford University

Swarthmore College (3)

Tufts University (2)

University of California-Berkeley (2)

University of California-Los Angeles

University of Chicago

University of Colorado Denver

University of Denver

University of Illinois at Urbana-Champaign

University of Michigan

University of Oregon (4)

University of Pennsylvania

University of Redlands

University of San Francisco

University of Utah

University of Washington-Seattle Campus

Washington University in St. Louis

Wesleyan University

Western Washington University

Whitman College

Worcester Polytechnic Institute (2)

Yale University (2)

college choice by region

44%

35%

13% 5% 2% 1%

college choice by public / private

18%

82%

Small (up to 3k) East Coast Public Colleges

Medium (3k-10k) West Coast Private Colleges

Large (10k+) Midwest Rocky Mountain South International

SUPPORTING EQUITY AND EXCELLENCE

Our partnership with The Edward E. Ford Foundation, now in its 36th year, continues to benefit students, teachers, and families. In June of 2021, the foundation awarded Catlin Gabel a $50,000 grant in support of our ongoing efforts to build a more equitable school environment.

Our partnership with The Edward E. Ford Foundation goes back decades, to when we received our first grant in the form of an endowed scholarship in 1986. Since then, the Foundation has supported various school priorities, ranging from financial assistance and professional development to capital projects and our Outdoor Education program. In total, the Foundation has awarded the school over $375,000 through grants and gifts.

To maximize the Foundation’s most recent $50,000 equity grant, Catlin Gabel is matching it 2:1. The $100,000 raised by our Advancement Team, through the generosity of three donors, will then be placed in a named endowed fund that will support the school’s equity efforts in perpetuity.

“Grants like the one we just received from the Ford Foundation are instrumental in supporting school priorities and initiatives,” says Advancement Director Nicole Rinetti-Clawson. “This grant, in particular,

demonstrates how the Advancement Team, in coordination with faculty and staff, can partner with a long-time supporter to create a meaningful philanthropic partnership that will impact students for years to come.”

With the funds secured, program planning is well underway. One exciting aspect of this grant is how it will help fund equity training for Upper School students who are a part of the Judicial Council (JC). John Harnetiaux, Upper School Dean of Students, and Tony Stocks, Judicial Council Faculty Advisor, are already working together to coordinate age-appropriate training for next year’s Judicial Council members.

With this training, the students will then be given agency to reimagine the JC’s structure and rewrite its guidelines. Students will restructure the Council through the lens of restorative justice principles that align with the school’s anti-racist, inclusive, and equity-based philosophy.

Upper School Dean John Harnetiaux (center) with student leaders at the 2022-23 Judicial Council orientation.

OF NOTE IN 2021-22

A collection of events, happenings, and recognitions that shaped our school throughout the year

FALL SEMESTER 2021

Ninth grader SANA SHAH placed first in Oregon’s NWSE science competition and placed in the top 300 nationally in the Broadcom Masters STEM competition for her project, “FaceMaskNet: An AI-Based Face Mask Detection and Alerting System.”

Niche.com ranked Catlin Gabel number one in Oregon for three different categories: Best Private High School, Best High School for STEM, and Best College Prep Private High School.

Volleyball: The Varsity team went undefeated in league play (13-0), advanced to the Final Four, and finished 3rd in state, the highest program finish in school history. Junior ELSA MCDERMOTT and seniors NATALIE POTTER and OCI WHITE were named to the 2021 Oregon 3A All-State Volleyball Team.

Cross Country: Middle School boys won the MCL Championship; Girls Varsity placed 2nd overall in the District I Championships.

Sophomores IMA KENNERLY and OSCAR GORANSON won first prize at the Portland Film Festival’s “Future Filmmakers Monster Movie Competition.”

Soccer: Varsity girls and Varsity boys teams won state in the 3A/2A/1A Divisions.

Seniors FELIPE RUEDA DURAN (who was also named Player of the Year), ELIJAH WIDDOWS , and JOSHUA HAMLETT were named to the All-State Boys First Team. Junior GRACE MUELLER and seniors KENDRICK DAHLIN and LOLA DI A Z GONZ Á LEZ were named to the All-State Girls First Team.

An original composition by music teacher JUDY ROSE was performed with the Upper School Choir and the Portland Symphonic Choir.

SPRING SEMESTER 2022

The Sustainability Team brought together the school community to plant Oregon’s first Tiny Forest, a dense area of 600 native and fastgrowing plants, which will serve as a carbon sink and an environmental classroom.

Seniors MARCUS HO and PETER YE , junior CYNTHIA YANG, and sophomores LEONARD YAN and ALICIA YE earned top scores on the American Mathematics Competition, placing in the top 2.5 percentile on the 10 exam and top 5 percentile on the 12 exam out of more than 300,000 students who competed.

Swimming: Varsity boys won first at the 1A-4A State Championships and the girls team placed second. Junior AKIRA VAN DE GROENENDAAL broke the 200m freestyle record and sophomore HODGE DAULER broke the 500m freestyle record at the State Championships.

Track and Field: Varsity boys took first at 1A-3A State. Other first place awards at State: Boys 4x400 relay with junior MALCOLM GRANT taking the lead; seniors MEGAN COVER in the 3000m and the 1500m and MIKE HART in the 800m; sophomore JOSHUA WIDDOWS in the 110m hurdles; and freshman CAROLINE MAURO in the high jump.

Juniors BEN ROSENFELD and LUCAS HOLLIDAY won the nation’s top student award for assistive technology solutions that will improve the lives of people with disabilities. It’s the third time Catlin Gabel students have won the award.

Violinist DEREK CHOI , a sophomore at Catlin Gabel, won the Senior Division of the Oregon Mozart Players Young Soloists Competition.

The Upper School Jazz Ensemble won first place at the citywide competition and advanced to the All-State competition.

The Catlin String Ensemble with seniors

KIRA WANG (cello) and NAYAN MURTHY (violin), junior COLIN TURNER (piano), and sophomore DEREK CHOI (violin) won districts at the OMEA Solo and Ensemble contest and took second at the Oregon State Ensemble Contest.

Music teacher PETER MUSSELMAN and Social Studies teacher PATRICK WALSH were nominated by their peers to receive this year’s Renjen Teaching Excellence Grants.

Tennis: Varsity girls and boys teams both took first place at the 1A-4A State Championships.

At the 30th annual Donor and Volunteer Appreciation Picnic, parent LORI IRELAND received the Joey Day Pope ’54 Award, presented each year to a community member in recognition of the positive impact they have made as a volunteer at the school.

Varsity soccer coaches CHRIS DOROUGH (girls) and PETER SHULMAN (boys), and Varsity swim coach SPENCER CRUM, were named 2021-22 Oregon Athletic Coaches Association Coaches of the Year. The school was awarded the All-Sports Champion Award for the 20th time by the OACA, which is given for overall sports accomplishments of all teams and individuals.

Catlin Gabel is one of three schools that submitted an application and were approved to be a S.T.A.R. school by OSAA for the 2022-23 school year. The S.T.A.R. Initiative (Safety, Tolerance, Acceptance, Respect) provides a model for racial equity, awareness, action, and resources at high school sporting events.

KAMA BRUCE was appointed the new Assistant Head of School and CONNIE KIM-GERVEY, PH.D., was appointed as the new Equity and Inclusion Director. JAY FRANKLIN was named Interim Middle School Head for 2022-23, and SARA NORDHOFF became Assistant Head for Enrollment and External Relations.

Sana Shah was recognized for her innovative work in artificial intelligence.

Student leaders organized and led the creation of a Tiny Forest on campus.

The Varsity boys swim team won first at State, and the girls team placed second.

Ima Kennerly in “Shadows,” the award-winning film she created with Oscar Goranson.

Joey Day Pope ’54 Award honoree Lori Ireland (with sons Damien (left) and Alex).

A first-place finish by Joshua Widdows ’24 helped the Varsity boys track and field team win the State Championship.

Renjen Teaching Excellence Grant honorees Peter Musselman (left) and Patrick Walsh.

The Upper School Jazz Ensemble took top honors at the citywide competition.

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ALL-SCHOOL ASSEMBLY

JUNE 6, 2022

For the first time in three years, students from every grade joined faculty and staff in the center of campus for our traditional end-of-year assembly. The joy of being in community came through in student speeches, musical performances, and sing-alongs.

BY KEN DUBOIS, EDITOR

creating in community

Community Arts Programs bring together artists from across Portland

On a typical day this year, the art studios at Catlin Gabel East Campus were filled to capacity, with students’ wrists deep in wet clay or painting canvases in paint-spattered aprons. The school’s Community Arts Programs, in its second year, had expanded to accommodate growing interest from neighbors and aspiring artists, who quickly filled classes in drawing, ceramics, calligraphy, printmaking, watercolor, acrylic, and oil painting. Participants were eager to have a creative outlet, especially one designed specifically for adults that fit their time, pace, and artistic inclinations.

Barb and Dale Rawls, the artists, educators, and administrators who launched and manage the program, made that possible. Active in the Portland arts community since the 1970s, their involvement gave the program instant credibility and drew the attention of artist-teachers and creative individuals throughout the city. The Rawls’s close connection to Catlin Gabel—where Dale taught art for over three decades—also ensured that school parents would get involved.

“It’s been empowering for both of us because of our connection to the arts community,” Dale says. “We ran a studio before in Northwest Portland. We know to some degree what people are looking for, how much time they might have, and how to facilitate creative opportunities. So it’s not just, oh, we have a painting teacher and a pottery teacher, but it’s, oh, I’ve seen their work, I know how passionate they are.”

The outpouring of support ensured that Catlin Gabel could fulfill its commitment

to sustain the legacy of the former Oregon College of Art and Craft (OCAC), which offered adult arts programs on the site for over forty years. To establish the quality of their own program, the Rawls reached out to some of the best-known artists in the metro region. “It’s really all about the teachers,” Barb says, “and we have some very good teachers.”

Among those educators are former OCAC faculty and students, who welcomed the chance to return in a new capacity, along with artists who have a close connection to Catlin Gabel. Parent and OCAC alum Ronna Fujisawa leads watercolor classes; some ceramics classes are taught by former OCAC teacher WiL LaBelle; ceramics workshops have been taught by former OCAC student (and longtime UC Davis art teacher) John Driscoll; parent William Hernandez, a wellknown muralist, teaches acrylic painting; and oil painting classes are taught by Mary Josephson, who created the mural in the Upper School’s Miller Library. By reputation, each attracts to the program many students anxious to study one-on-one with a master artist.

The program’s mission, say Barb and Dale, was the main reason so many accomplished artists were drawn to the program: To have a studio that promotes learning, a deeper understanding of materials and techniques, an appreciation for craft, and encourages individual creativity while promoting a healthy safe community, for all participants.

Another goal in acquiring the East Campus property was to relocate the Middle School to a renovated campus of its own. With help from generous donors who gave gifts totaling $6.5 million, the property was purchased in full. With the onset of the pandemic, however, and the school’s need to first develop a Community Center for Athletics and Wellness, the Middle School relocation was postponed. Upgrades and improvements to the property continue, as do our highly successful Community Arts Programs, and this campus remains central to the school’s growth in the long term. In the meantime, these self-sustaining Community Arts Programs continue to benefit the larger Portland community, as well as the many Catlin Gabel families who have enthusiastically followed Dale from main campus to East Campus. With one of his classes last fall, roughly half of the students were parents of alumni. “It was like someone pulled the cork out and all of a sudden we’re packed,” he says. “And a lot of them would say, ‘Dale, my kids got to have you, now I want to get in on this.’”

Opposite page: Community Arts Programs artists and administrators Barb and Dale Rawls.

Clockwise from left: Watercolor teacher Ronna Fujisawa; William Hernandez teaches acrylic painting; Dale Rawls works with students in the ceramics studio.

Board Profiles

From Top, Left to Right, Mat Ellis, Melanie Harris, Becky Lennon, Maureen Reed, and Ben Rosenfeld ’23

2022-23 INCOMING TRUSTEES

We welcome our incoming 2022-23 Trustees, who selflessly offer their time and expertise to support the Catlin Gabel community and excellence in education.

MAT ELLIS

Mat is a father of three (all attend Catlin Gabel), an entrepreneur, investor, mentor, advisor, and CEO. He’s also a newly minted US citizen—hailing originally from the UK. He worked for Frito-Lay, Pepsi-Cola, and Goldman Sachs before being drawn to startups. He founded and ran Cloudability from 2011 to 2019 until it was acquired. Mat has served on various boards that focus on education in the US, UK, Ethiopia, Colombia, and Vietnam. Recently, he founded FasterBetter, a company focused on making work easier, and is a Managing Partner of Sunny Ventures.

MELANIE HARRIS

Melanie serves as Nike, Inc.’s Vice President of Strategy and Development. She is a member of the Executive Leadership Team and the Black Community Commitment taskforce. Prior to Nike, she was a partner at Bain & Company. She received a B.A. in Political Science from Yale and an MBA from Harvard, and is an accomplished athlete, winning the Ivy League Championship in the 20 lb. weight throw. Melanie is a Board Director at Rent the Runway. Her husband JR Anderson coaches Catlin Gabel’s Boys JV Basketball, and they have two children in the Lower School.

EX-OFFICIO BOARD MEMBERS BECKY LENNON, PARENT FACULTY ASSOCIATION PRESIDENT

Becky received a bachelor's degree in Human Development from Connecticut College and taught at Cold Spring School in New Haven before moving to Portland. She loves to sing and was fortunate enough to perform at Carnegie Hall in 2019. Becky is a parent of two current Catlin Gabel students.

MAUREEN REED, EMPLOYEE FORUM PRESIDENT

Maureen earned a BA in English and Art History from Rice University and Masters and Ph.D. degrees in American Studies from

the University of Texas. Since joining Catlin Gabel in 2018, she has taught Upper School English and Social Studies, supported student writing for the College Counseling office, and served on the Equity Design Team. Her career includes teaching at Lewis & Clark College and Minnesota State University, and a Fulbright lectureship at the University of Regensburg in Germany. Maureen is the parent of a Catlin Gabel graduate and a current student.

BEN ROSENFELD ’23, 2022-23 CATLIN GABEL STUDENT ASSOCIATION PRESIDENT

Ben has attended Catlin Gabel since preschool. He is a member of the soccer, basketball, and tennis teams. He is also active in the Jewish Student Union, Chess Club, Outdoor Education Program, and CommuniCare Philanthropy Club. Ben enjoys combining engineering and community service, leading the Community Engineering division of the school’s Robotics and Engineering Program.

2022-23 OUTGOING TRUSTEES

For their service to the school, generosity of spirit, and commitment to the mission of Catlin Gabel, we thank our outgoing 2022-23 trustees.

BART EBERWEIN

A Board member since 2013, Bart served as Chair of the Board of Trustees from 2017 to 2020. He earned a BS in journalism and an MBA from the University of Oregon. Bart is Executive Vice President of Hoffman Construction Company. He served as commissioner on the Oregon Land Conservation Development Commission (LCDC) and Oregon Arts Commission, and the boards of Oregon Symphony, Literary Arts, and Northwest Youth Corps. In 2014, Bart was recognized with the John C. Hampton Award for Outstanding Leadership in the Arts. He is Canada’s Honorary Consul for Oregon.

PATRICK O’NEILL

Patrick received his BA in Finance with a minor in Accounting from Florida State University. He retired in 2007 after 25 years as a finance and operations executive with several multinational companies. At Catlin

Gabel, he served as Chair of the Advancement Committee and sat on the Finance Committee; he also chaired the Annual Fund and served on the Parent Faculty Association. Patrick and his wife Heidi are the parents of two Catlin Gabel alumni.

EX-OFFICIO BOARD MEMBERS AMINATA RADIA SEI, PARENT FACULTY ASSOCIATION PRESIDENT

Aminata (Mimi) is a graduate of the Anderson Schools of Management at the University of New Mexico. She is a Sierra Leoneanborn writer, currently working on a creative nonfiction account of her experiences in Africa, America, and Asia. Mimi is former President of the Parent School Partnership of the Dalian American International School, and currently serves as a Board Member of the National Multiple Sclerosis Society (Oregon Chapter), Resonance Ensemble, and Camp ELSO. She is the parent of one current student and two Catlin Gabel graduates.

LISA ELLENBERG, EMPLOYEE FORUM PRESIDENT

Lisa was a Beginning and Lower School Librarian at Catlin Gabel for 31 years, starting in 1991. She was a member of the Wellness, Experiential Days, and Anti-bias Curriculum committees, and the Diversity Action Group. Her career includes roles as a K-12 classroom teacher in Albuquerque Public Schools, and as Middle School Librarian at the American School in Japan (Tokyo). Lisa is the parent of two alumni who were Catlin Gabel lifers.

JACKSON GEORGE ’22, 2021-22 CATLIN GABEL STUDENT ASSOCIATION PRESIDENT

Jackson attended Catlin since first grade, except for his fourth and fifth grade years when he and his family lived in Amsterdam. He was a member of the soccer, track & field, and mock trial teams. He was also active in the Investment Club, and a member of the Global Youth Entrepreneurs team, an organization that hosts start-up events to encourage youth entrepreneurship and cultural exchange across the world. Jackson is attending Dartmouth College this fall.

See the full roster of Catlin Gabel 2022-23 Trustees at catlin.edu/trustees

Abram Falk ’99

The experimental physicist and Catlin Gabel lifer shares thoughts on quantum computing, third-grade optics experiments, and trusting yourself to ask the right questions

What are some of the applications for your current research projects?

Quantum computing has a natural application to molecule simulation because molecules behave quantum mechanically themselves. We are working with partners to do some of those simulations now, which includes refining the techniques to make the quantum simulations valid. The applications include new battery materials, catalysis for fixing carbon from the air, and protein folding. And the most prominent application of quantum computing is factoring numbers, which is used for breaking codes.

There’s a more general field in quantum computing called quantum communication, which is one thing I’m working on. It involves encryption using single photons, which itself is a potential form of sending secure messages through fiber optics.

Was your interest in experimental physics developed in part by experiences at Catlin Gabel?

Yes. I remember the optics experiments we did in third grade. We didn’t have lasers, of course, but we had lights and prisms, mirrors and boxes. It was freeform experimentation—you didn’t have to achieve a certain goal. You just had these optics tools to play with and experiment with. That was a fun experiment.

I have always liked math and physics, and in high school I got some special support that really encouraged me. I wanted to take calculus as a junior, not a senior, so my teacher worked with me to do a summer course on precalculus where I just did problems and sent them to him, and he looked at

them remotely. I’m sure that was unpaid; he was just doing it out of the kindness of his heart. It really made a difference to me.

Do you continue to be guided by the “spirit of inquiry”—the idea that the search for answers is valuable in itself?

There are always questions to ask. I think one of the key skills you need as a scientist is to decide which questions are important and which ones are questions you can think about and then just drop. And you have to trust yourself to be the judge of what those questions are. I think that self-trust is something that Catlin has really instilled in me. Catlin encourages kids to not just have a rote learning, but to follow your interests and trust yourself to be pursuing the right path.

Are there other aspects of your Catlin Gabel experience that inform your approach to scientific research?

One thing is certainly the community. I think that science in this age is almost always a team effort. And I think having friends and colleagues that you trust and that you’ve worked with for a long time is really important to being a scientist. One of the things about Catlin that sticks with me the most is just how strong the relationships were between the students. Nelson Coates [’99] for instance, we’ve been classmates since first grade. And we’ve worked on projects a little bit together now that we’re both physicists. That kind of relationship is something special that Catlin gives you.

BIODATA

Research staff member at IBM’s T. J. Watson Research Center (Yorktown Heights, NY) studying quantum photonics and quantum computing (since 2014)

Postdoctoral fellow at the University of Chicago (2013-14) and the University of California, Santa Barbara (2010-13)

Awarded the Elings Prize in Experimental Science from the University of California, Santa Barbara (2010)

Received a B.A. in Physics from Swarthmore College (2003) and a Ph.D. in Physics from Harvard University (2009)

Author of 35 scientific research publications and 20 granted US patents

Welcome Back to Campus, Alumni!

We were excited to welcome the alumni community back to the Catlin Gabel campus this June for our first in-person Alumni Weekend in three years! We welcomed the Classes of 1970, 1971, and 1972 into the Pine Cone Guild in honor of their 50-year designation since graduation. In the afternoon, Tom Tucker ’66 and Ric Fry gave tours of the woodshop while former faculty, including Paul Dickinson, Mary Medley, Dave Corkran, and Alice Wright, joined alumni in the Paddock to enjoy hot churros and to reconnect. We ended the day with a raucous soccer game with players from classes spanning 49 years!

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

Class Year: Class Member

73: (L to R) Page Knudsen Cowles and Debbie Ehrman Kaye

78: Michael Greiner with Susan Greiner Andrews on the Long Beach Peninsula

83: (L to R) Andrew Clark and Eric Rosenfeld

87: Multi-class gathering at Heather O'Leary’s house in 1987

90: Pippa Arend (photo credit: Rachel Hadiashar

90: Jennifer Shirley ziplining in Costa Rica with son Cole and stepson Sebastian

90/91: A joint reunion of the classes of ’90 and ’91 in June 2022

04: Mason Kaye and family

06/18: Elliott White ’18 and Sarah Long ’06 at Human Nature Hunting

06: The cover for Casey Michel’s new book, American Kleptocracy

09: Jack Lazar and Karissa Lambert

13: Trevor Luu

16: Adam Frank

47

Phyllis Cantrell Reynolds has completed and published CATLIN, a history and memoir of the school from its founding to the merger with Gabel (1911–1957). She worked on it closely with Meg Patten Eaton ’58 and Ted Kaye ’73. It is available on lulu.com (search for “CATLIN”).

1963 CLASS REP: Jennie Tucker, jtucker@oregonwireless.net

1966 CLASS REP: Tom Tucker, tuckert6671@gmail.com

1969 CLASS REP: Steve Bachelder, steve.bachelder@gmail.com

69

Jordan Schnitzer writes, “Having graduated in 1969, it was exciting when my daughters Arielle ’15 and Audria ’17 attended Catlin. It was so much fun going to Friday Sing in the Beehive! Now my little boys, Sam ’34 and Simon ’35, walk through the Fir Grove stepping on the same paths I took many years ago and their big sisters took several years ago!”

72

Katen Golman Smith shares, “Craig and I traveled in Italy for the month of May. I've been working part time as a contract technical writer at Baxter's Welch Allyn division. I also have been active in the deaf ministry at my church.”

1973 CLASS REPS: Debbie Kaye, djek53@aol.com; Ted Kaye, kandsons@aol.com; and Steve Swire, sswire@gmail.com

June at the Pittock Mansion. Melet Whinston writes, “Two graduations this year! Whitney from medical school and Ella from University of Oregon. Whitney goes off to a family medicine residency in Anchorage and Ella is back in Seattle looking for employment. Myself, I’ve gotten selected as a performing artist (cello) for the 191-year-old Ladies Musical Club of Seattle, gave my debut recital in April, and followed up with my next recital in May. Good motivation to keep practicing!” Kate Chavigny, Associate Professor of History, Emerita at Sweet Briar College, writes that she is honored to be the recipient of the 2022-23 Fulbright U.S. Scholar’s Award (Georgia) under the auspices of the Institute of American Studies at Tbilisi State University, beginning in mid-September. Her project is “Renovating Democracies: The United States and Georgia in International Historical Perspective.” She will be teaching the history of American democracy (in international perspective) and is now studying Georgian. Kate recalls that Clint Darling predicted she would become interested in language study again, and he was right. She sends warm wishes to our classmates. Mark your calendars and plan to attend our 50-year reunion during Catlin Gabel’s Alumni Weekend, June 23–25, 2023!

1975 CLASS REP: Len Carr, carrl@catlin.edu

1976 CLASS REP: Hester Buell Carr, hbc58@aol.com

1977 CLASS REP: Kelley Brand, kelleybrand503@gmail.com

77

73

Tori Hall Byerly now has four grandchildren, ages 6, 5, 4, and 3. She’s working hard on paintings (recently pastels), which she occasionally posts on Instagram, and volunteers at Habitat for Humanity and Sisters Garden Club (five acres of gardening). During the Rose Festival in June, Page Knudsen Cowles and Debbie Ehrman Kaye enjoyed marching in the Grand Floral Parade with the League of Women Voters of Portland (for which Debbie serves as president). Page came up from Dundee, where she manages Knudsen Vineyards (when not in St. Paul, Minnesota). We are sad to report that Amie Abbott, wife of Michael Mills, died in May at their home in Parkdale. A memorial gathering for friends and family took place in

William Peniston writes, “I am pleased to announce that the book I co-edited with Michael Rosenfeld and co-translated with Nancy Erber has been published by Columbia University Press: The Italian Invert: A Gay Man's Intimate Confessions to Emile Zola

1978 CLASS REPS: Ken Naito, kennaito@comcast.net, and Peggy Schauffler, schaufflerp@catlin.edu

Darroch Herndon Cahen and Michael Greiner went razor clamming on the Long Beach, WA, Peninsula with Susan Greiner Andrews ’80 Darroch and Leslie Berman ’78 cheered on the participants of the first “Pride In Seaside” parade on Saturday, June 25.

78

1983 CLASS REPS: Traci Rossi, traci.j.rossi@gmail.com, and Adrienne Wannamaker, adrienne@wannamaker.com

Eric Rosenfeld reports, “Andrew Clark ’83 reached out and we were able to meet up in Palo Alto during graduation weekend in June. Andrew's daughter Lauren and our daughter Claire ’17 became friends and sorority sisters while studying at Stanford. Andrew and wife Catherine split their time between San Diego and Chandler.”

83

Juilliard School in NYC, a job that combines her love of theater, writing, education and travel. Additionally, she is entering her 14th year as the Director of the Youth Company Performance Lab at MCC Theater—a company that helps young people develop their voices as artists—and she is incredibly proud of the work these young artists have produced both virtually and in person. She would love to be in touch with any alumni that come through NYC, or to see folks on her regular summer trip to Portland. Contact her at jenshirley@verizon.net.

2005 CLASS REP: Donna Canada-Smith, donna.canadasmith@gmail.com

06

87

Mar tin-Pierre Baril writes, “Hi. In 1987 I was an exchange student with your school. It was a wonderful experience that I never forget. I have included a picture of all of us one night at Heather O'Leary’s ’90 house. We were from Montréal, Québec, and went to your school for three weeks. I was wondering what happen to all those good persons that I have met. I remember some like Lucy Knapp ’90, Heather Dudley ’89, Andrew Dudden ’89, Robyn Rhodes ’89, Heather O'Leary ’90, and Pippa Arend ’90. I would love to be in touch again. :)”

1990 CLASS REP: Pippa Arend, pippaa@gmail.com

90 Pippa Arend shares, “Hi Friends. After 20 years, I've left p:ear (my program for homeless kids), but I've left it in good hands. We have an excellent staff down there, lots of kids, tons of arts, education, and recreation, and so all is well. I've moved into consulting, specifically offering philanthropic consulting for donors, as well as development/ strategic visioning consulting for nonprofits. I'm also finally able to dedicate my life to drawing. Portraiture was my first love, and I remain true to that passion. Dave (hubby) remains awesome and generally ‘jealappy’ (jealous/ happy) for me in my newfound freedom and happiness.” See Pippa’s artwork at pippaarend. com. Jennifer Shirley continues to live in Windsor Terrace, Brooklyn, with her husband Albert and their beautiful children, Cole and Julia. They feel very blessed to have moved from an apartment to a house (on the same block) just a year before the pandemic. Her stepson, Sebastian, recently moved to CA and she is excited to finally have the westward family migration begin! She just finished her third year as a Drama Specialist in the K-12 Programs and Initiatives Department at The

1991 CLASS REP: D'Artagnan Bernard Caliman, dbcaliman@gmail.com 91

D'Artagnan Bernard Caliman reports that the classes of ’90 and ’91 got together in June for a joint reunion.

1992 CLASS REP: Melanie Novack Piziali, melaniepiziali@yahoo.com

1996 CLASS REPS: Daniel Karlin, danielkarlin7@gmail.com, and Trace Hancock, tjhancock@gmail.com

1997 CLASS REPS: Katey Flack, katey.flack@gmail.com, and Phoebe Wayne, phoebevwayne@gmail.com

2001 CLASS REP: Tyler Francis, tyler.p.francis@gmail.com

2004 CLASS REP: Hannah Aultman, hannah.aultman@gmail.com

Sarah Long writes, “My partner Bruce McGlenn and I live in northeast Washington and run Human Nature Hunting, an outdoor education program that aspires to connect people more deeply to our ecosystem through conscious hunting and gathering. We were lucky to have Elliott White ’18 join us for a three-month internship this spring. I’m really grateful for our time with Elliott and for my decades-long connection with the entire Tobias White family, which began when I met Elliott’s dad Spencer White as a Catlin Gabel 4th grader!” Casey Michel writes, “Hi Catlin alumni, I wanted to let everyone know that I recently published my first book, American Kleptocracy: How the U.S. Created the World's Greatest Money Laundering Scheme in History, from St. Martin's Press. The book details how the U.S. transformed into the world's greatest offshore and financial secrecy haven, and what that's meant for everything from national security to wealth inequality to domestic democracy. The highlight of the book's release was a talk at Powell's with Alexander Vindman, and being able to thank some of my closest Catlin friends (including Sam Woodard and Justin Young) in the acknowledgments. If anyone ever has any questions about shell companies, offshore networks, or how oligarchs and foreign regimes plow their money into the American economy, just let me know!”

2007 CLASS REP: Rob Kaye, robert.e.kaye@gmail.com

04

Cla rke Edward Howland Kaye was born February 14 of this year. Mason Kaye and his wife, Julianna, and their children Rose and Jack, live in Sherborn, MA. Mason is at Meadowbrook helping run auxiliary programs and summer camp, and Julianna is still a PNP at Boston Children's. They are alive and well! Jonathan Parker and Danielle Marck just moved to Scottsdale, Arizona. Jonathan just graduated residency and will be starting a job as an Epilepsy and Functional Neurosurgeon at Mayo Clinic Arizona. He will be starting up a lab studying techniques for epilepsy neuromodulation. Before leaving Stanford, Danielle was the Team Lead, supervising and leading a team of 10+ Nurse Practitioners and Physician Assistants, at Stanford Neurosurgery. Anyone swinging through Arizona should come visit!

09 Jack Lazar married Karissa Lambert on June 25, 2022 at Loloma Lodge on the Mackenzie River. Sarah Wolf ’07, Gwen Kaplin ’08, Tom Vogt ’09, Rebecca Lazar ’11, and Cooper Lazar ’14 were in the wedding party. Jack is beginning his second year of OHSU's MD-MPH program, and Karissa is an ER nurse at Providence Portland. Calley Edwards moved back to Portland in July 2022 with her husband, Alex. She will continue to work remote for Tapestry (parent company of Coach, Kate Spade, and Stuart Weitzman) on their digital marketing team. She's so excited to be back on the West Coast after eight years in Chicago!

11 Stephen Lezak moved to Anchorage, AK, to chase the midnight sun and

conduct fieldwork for his PhD. He continues to write and teach on all things climate, while maintaining a watchful eye for bear and moose.

2013 CLASS REP: Alexandra van Alebeek, alexandra@vanalebeek.com

13 Nicholas Elliott writes, “After completing Recording Connection's Audio Engineering program in late 2017, I spent four years doing freelance music production and audio engineering work for local artists in Portland. Finally, in 2022, I was able to quit my day job to pursue a full-time career in music, simultaneously working at a record label based in Washington and continuing my freelance work through my business, The Spacement Studio. As of June 4 of this year, I am happily married to the love of my life, Shella, and we currently live in Southeast Portland, where we have spent the last five years together.” Trevor Luu recently finished his Master of Urban and Regional Planning at Portland State University and will soon start in a new role as an active transportation planner, working on increasing safety and accessibility on our streets.

Alumni Resources & Opportunities

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Want to access the Alumni & Friends Portal, receive the Quarterly Alumni & Friends E-Newsletter, and hear about upcoming alumni events? Update your email address at catlin.edu/contactform

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YOUR ALUMNI TEAM

15 Simon Schiller graduated in May 2022 from Lewis & Clark Law School.

REBECCA ALLEN

16

After living in Israel for five years and completing his service in the IDF, Adam Frank is now a junior at Columbia University double-majoring in international relations and European history. He recently received the Student Service Award for his role as a mediator. He is now working as a summer intern for a D.C.-based foreign policy think tank. He credits his amazing Catlin teachers, like Ginia King, Brett Mathes, and Tony Stocks, for teaching him how to write.

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

Alumni Relations Assistant Director (503) 297-1894 x1015 allenr@catlin.edu

MEGHAN POLLARD

Associate Director of Advancement (503) 297-1894 x5030 pollardm@catlin.edu

2014 CLASS REP: Chris Park, parkcgs@gmail.com

The Catlin Gabel Alumni Council recognizes alumni achievement through an annual awards program

2022 DISTINGUISHED ALUMNI AWARDS

GUS VAN SANT ’71 ALUMNI ACHIEVEMENT AWARD

Granted to Catlin Gabel graduates or former students for significant accomplishments in business or professional life

Gus Van Sant is an American film director, producer, photographer, and musician who has earned acclaim as both an independent and mainstream filmmaker. His films typically deal with themes of marginalized subcultures, in particular homosexuality; Van Sant is considered one of the most prominent auteurs of the New Queer Cinema movement. For his films “Good Will Hunting” (1997), and the biographical film “Milk” (2008), Van Sant was nominated for the Academy Award for Best Director and both films received Best Picture nominations.

DR. TAMARA “TAMMIE” CHANG ’99 ALUMNI COMMUNITY ENGAGEMENT AWARD

Granted to Catlin Gabel graduates or former students for extraordinary service to their community, state, nation, or the world

Dr. Tamara Chang is an author, speaker, and fierce national advocate for cultural change in healthcare. She is a practicing board-certified pediatric hematology/oncology physician at Mary Bridge Children’s Hospital in Tacoma, Washington; the Medical Director of Provider Wellness for MultiCare Health System; the Co-Founder of Pink Coat, MD, a platform dedicated to helping women physicians to thrive in their lives and careers; and the Founder and Program Director of ELEVATE, the American Medical Women’s Association’s (AMWA) National Leadership Development Program for Women Physician Attendings. She is the author of the bestselling Boundaries for Women Physicians, the co-author of the bestselling How to Thrive as a Woman Physician, together with her Pink Coat, MD co-founder, Luisa Duran, and the founder and host of the LeadHER Podcast for Women Physicians.

CASEY MICHEL ’06 YOUNGER ALUMNI AWARD

Granted to Catlin Gabel graduates or former students who have achieved much in the arena of professional accomplishments or social service before the age of 40 Casey Michel is a writer and journalist based in New York, where he covers illicit finance, transnational money laundering, and kleptocracy. He is the author of American Kleptocracy, named by The Economist as one of the “best books to read to understand financial crime,” and his writing has appeared in The Atlantic, Financial Times, Foreign Affairs, and The Washington Post, among others. He received his Master’s degree in Russian Studies from Columbia University, and was a Peace Corps volunteer in Kazakhstan.

We are excited to announce that this year’s awards ceremony will be held in Cabell Theater on Thursday, September 22, 2022 at 9:40 a.m. For those interested in attending in-person, we ask that you RSVP as seating is limited. The event will be recorded.

For more information on the honorees and to RSVP, please visit catlin.edu/daa

From Top, Gus Van Sant ’71 (Photo Credit: David Katzinger), Dr. Tamara Chang ’99, Casey Michel ’06

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

Amie Abbott

Wife of Michael Mills ’73

Kaj Wyn Berry

Mother of David Berry ’66 and Duncan Berry ’74

Gerel Green Blauer ’48

Sister of Alan Green ’46

Ruth T. Brodeur

Mother of Penny B. Hannegan ’76, Mimi B. Legro ’77, and Lisa B. Whitlock ’79

Marianne Buchwalter

Mother of Andy Buchwalter ’68, Charlie Buchwalter ’69, Julie Buchwalter ’72, and Nicole Buchwalter ’79

Fred Dayton ’63

Anne Dunn

Mother of Larry Dunn ’70, Margy Dunn ’72, Martyn Dunn ’77, Tim Dunn ’79, and Tad Dunn ’81; grandmother to Natalie Dunn ’13, Rebecca Dunn ’16, and Olivia Dunn ’20

Helene Ettelson

Wife of George Ettelson ’42; sister of Jean Salz ’39 and Ruth Wurzweiler ’42

Joan Marie Gamble ’49

Mother of Heather Hering Weiner ’75, Kimberly Hering ’78, and Blake Hering Jr. ’84.

Alida “Bunny” Baird McClenahan

Geoffroy

Mother of Douglas Geoffroy ’78

Sally Shannon Colvwell Hart

Mother of Shannon Hart Simmons ’70; grandmother of Natalie Simmons ’09

Jane Criqui Josselyn

Former faculty

Lee Kelly

Father of Kassandra Kelly Stirling ’78

Liz Lee ’68

Sister of Jane Lee ’69; daughter of June Lee ’43

Dorothy J. Long ’53

Nancie Stevens McGraw ’47

Mother of Don McGraw ’74 and David McGraw ’75

Robin Joy Vidgoff Mesher ’56

Howard Slusher

Father of Emily Slusher ’17; grandfather of Alex Slusher (attended CG 2011-15), Sydney Slusher (attended CG 2011-19), and Samantha Slusher ’17

Michael Templeton

Father of Amelia Templeton ’02

Peter Thoeresz

Father of Michael Thoeresz ’00 and Christa Stout ’01

Jean Lawrence Thorpe ’52

Mother of Steve Thorpe ’77

Norma Jackie Brindel Weiss

Mother of David Weiss ’73 and Deborah Weiss ’75

Harry William Weitzer

Father of Evie Weitzer ’71, David Weitzer ’72, Nick Weitzer ’74, and Caroline Lupe Alan ’76

friday,

Alumni, join us cheering on our Eagles!