Winter 2023 // The Caller: The magazine for alumni, parents, employees, and friends of Catlin Gabel

The Return to Experiential Learning

Students enjoy the freedom to explore, discover, and re-engage with the world

Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 783 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 adult Community Arts Programs.

HEAD OF SCHOOL

Tim Bazemore

ASSISTANT HEAD OF SCHOOL

Kama Bruce

ASSISTANT HEAD FOR ENROLLMENT AND EXTERNAL RELATIONS

Sara Nordhoff

DIRECTOR OF ADVANCEMENT

Nicole Rinetti-Clawson

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, JoJo Calora

CATLIN GABEL SCHOOL

8825 SW Barnes Road Portland, OR 97225 (503) 297-1894 catlin.edu

COVER Fifth graders (L to R) Ronan Flynn and Manav Ogle engage in hands-on, self-directed learning in the Lower School Exploratorium. Story on page 2.

Experiential Learning at Catlin Gabel

Head of School Tim Bazemore highlights our teachers’ artful and engaging lesson designs

The Magic of the Exploratorium

A unique Lower School program invites students to ask questions and search for answers

Discovering Their Role in Democracy

In a 7th grade English class, literature sparks an interest in civic engagement

Exploring the World with Curiosity and Compassion

Global trips provide opportunities for students to learn, reflect, and grow

Equitable Community Engagement

Impressions and ideas from Community Engagement Director Jasmine Love

Fall Arts Highlights

Fall Team Athletics Highlights

Playing to Her Strengths

A student-athlete navigates pandemic-related obstacles in high school sports

Growing Together in Community

Notes from Director of Equity and Inclusion Connie Kim-Gervey, Ph.D.

Alumni Interview: Erica Berry ’10 The Wolfish author reflects on cultural constructions of predator and prey Annual Report 2021-22

Experiential Learning at Catlin Gabel

By Tim Bazemore head of school

Every day in school is a learning experience. But not every school realizes the power of experiential learning.

At Catlin Gabel, experiential learning is one of our four progressive education principles. It refers to a process of direct experience, reflection, analysis, and experimentation. It encourages deep learning, inspires personal growth, and promotes active citizenship. It requires teachers to carefully plan lessons that make classroom and off-campus learning experiences engaging, relevant, and rewarding. At its heart, experiential learning is also about creating equitable learning opportunities, allowing every student to tap into their own identity and growing sense of self and agency.

In the third grade “water” study, homeroom teachers Marcelle Valladares and Herb Jahncke layer several design approaches to create complex, experiential social studies lessons:

• Standards-based Learning objectives provide clarity on desired outcomes, while open-ended immersion experiences inspire student curiosity and questions (e.g. walking the campus to explore where water is found and how it is used).

• Understanding by Design principles provide essential questions that ensure students gain content knowledge, transferable skills (such as critical thinking and evidence analysis), and enduring understanding.

• Learning for Justice principles introduce equity and anti-bias concepts that teach the cultural significance of areas of study.

• Collaboration with the science teacher, Robbyn Leventhal, introduces biology concepts and an inquiry process, which allows for a “gradual release of responsibility” to students.

Together, this complex learning experience includes skills, standards, choice, social-emotional learning, and collaboration, all in developmentally-appropriate ways.

In the Middle School, Spanish teacher Laura Spence-Newhouse creates multi-layered social, cultural, and economic experiences that require students to apply skills, vocabulary,

grammar, and cultural insight. Using a variety of primary and secondary Peruvian, Mexican, and Chilean materials, including grocery store flyers and restaurant menus, television and news shows, currency and exchange rates, metro maps, and more, students are immersed in the daily life, social fabric, and business world of Latin America.

Classroom experiences may involve researching how regional seasonal food availability and currency and economic factors affect shopping lists they are asked to compose. The cultural significance and availability of certain foods and goods are compared to life and personal choices students themselves make in Portland. Interactive exploration and connection with Latin American families of different socio-economic circumstances lead to a capstone project that requires a self-introduction and conversational video.

Upper School math teacher Kathy Sloan builds on student competencies fostered by Marcelle, Herb, and Laura with an “experience first formalize later” approach. Students stand at the pre-calculus classroom whiteboards, starting with a relatively easy problem posed by Kathy, noting how processes they have mastered include patterns and clues that will help them tackle the more complex problems that come next. They experiment with different approaches to solving problems and cluster around classmates with promising insights.

A more sustained experiential lesson requires students to research and design a project that utilizes a sine wave of any kind. One student makes a slow-motion video of a rotating Kitchenaid mixer dough blade, measures aspects of the mixer, calculates equations for the path of the blade, and then graphs the sine wave. (After the demonstration of the project, she serves the cookies she made with the dough.) Another student programs a laptop camera to identify hand positions, calculate the sinusoid function that passes through these points, and plot the equation. By moving their hands, classmates manipulate the graphed function in real time, learning the impact of changes to these points. Students are motivated to demonstrate they understand sine wave mathematics through compelling and complex projects while educating and engaging peers.

Across these experiential learning opportunities, curiosity and confidence are fostered; knowledge and skills are acquired and applied; students learn how to collaborate, create, and communicate; and the value of each unique student is affirmed. Designing lessons that achieve these goals is a complex art and science, and reflects the professional expertise of our teachers and the value of a Catlin Gabel education. Experiential learning inspires our graduates to become lifelong learners and to develop the courage and skills to take responsible action as citizens of the world.

Head of School Tim Bazemore and students celebrate the start of the year at an all-school assembly in September 2022.

The Magic of the Exploratorium

lower school educators create a space where students ask questions and search for answers through inquiry and exploration

By Katie Hurin Beginning & Lower School Librarian

and Robbyn Leventhal Lower School Science Teacher

We want the Exploratorium to be a place where students are excited to come and explore so that they develop a mindset of scientists, researchers, and engineers. Instead of teaching the sciences separately from library and technology skills, we’ve brought together these three knowledge bases to form a class that is taught to first graders through fifth graders. We co-teach along with Rob Van Nood, who focuses on the technology aspect.

Our focus is to create an environment in which students feel comfortable taking risks, asking questions, tinkering, and pushing themselves to dig deeper and find answers to their wondering. Knowing that they can approach a problem with curiosity and creativity is important to us because every student needs to be ready to make mistakes as they learn.

To bring this concept to life, we first develop an overarching theme for each grade, from first through fifth. We

then consider how learning goals for library, science, and technology can be expressed through that theme. Then, most importantly, we work to ensure that learners’ interests and goals are placed first, and then we let the students drive the direction of the lesson.

In the earlier grades, the work is very play based. When first grade students investigate light, they test out their questions about how light works and the effects of light on shadows. They interact with each other and with the materials, sharing their findings with peers and teachers. In the older grades, students share their ideas with one another and then build off of that feedback. We work with them on asking the right questions. Collaboration is central to what the students are doing.

Fourth graders recently investigated Earth’s changing surface—volcanoes, rock and rock cycles, earthquakes, and plate tectonics. Using the Question

Formulation Technique, students drill down into a specific question to study. They then immerse themselves in research, which can be books, media, experimentation, and tinkering, to become an expert on that subject. They present their findings in a way that excites them, such as 3D printed models, interactive posters, or pop-up displays using Sam Lab technology.

For fifth graders, we have a yearlong theme of “change.” The year kicked off with students studying ecosystems, which led them to think about how to get the school’s greenhouse running again. After imagining the possibilities, researching greenhouses, and visiting a local nursery, students were able to think about what was necessary for our greenhouse to run in the climate of the Pacific Northwest. Students are now beginning to think about what they want to start in our greenhouse that can be transplanted to the campus gardens.

One of the greatest assets of this program is that students are experiencing an interdisciplinary approach to learning. After sparking their interest, students can authentically research and immerse in understanding a topic. With that new knowledge, students can apply their understanding to creating or implementing a product.

To us, the most rewarding part of the Exploratorium is watching students actively engage in their learning. They are making connections between what is happening in their own lives, their communities, and the school. From idea to research to creation, students are digging into topics that they are excited about. Watching students’ curiosity and wonder turn into practical application is the magic of the Exploratorium.

Opposite page: Fifth graders collaborate on a chemistry experiment in the science classroom.

This page, top left: Third grade students plan a high-tech cardboard city with Educational Technology Specialist Rob van Nood.

Top right: A 5th grader works on his 3D model.

Bottom left: Science Teacher Robbyn Leventhal guides a 5th grade student in chemistry research.

Bottom right: The 3rd graders’ gadget-filled cardboard city.

Discovering Their Role in Democracy

BY CHRISTA KAAINOA 7th Grade English Teacher

At Catlin Gabel, we teach for democracy. And in 7th grade English class, we teach about democracy as well.

That was my goal when we began our voting rights lit circle unit in the fall of 2022. I teach the unit every election season as a way to help students make meaningful, authentic connections between literature and the political system, and in the process, deepen both their reading comprehension skills and their understanding of real-world issues.

In the spirit of democracy, students had a lot of individual and collective choice. I read close to 20 books for young adults that related to voting and voting rights, and narrowed it down to four that are age-appropriate for seventh graders. After hearing about each book, students got to choose which one they would read. I intentionally chose books written by People of Color with diverse casts of characters so that all students could engage with literature that breaks away from dominant culture storytelling. And I made sure the books related to the 11 key terms that would guide our learning: democracy, suffrage, election, ballot, polling place, vote by mail, electoral college, gerrymandering, voter suppression, voter fraud, and voter disenfranchisement.

Democratic principles also informed the work of each three-to-four person lit circle group. Every week, they held a

lit circle discussion where each student shared specific information related to their book that they prepared for their group; they planned and ran their discussion independently. They also got to determine what their weekly reading assignment would be, which empowered students to set goals and meet them. And they took ownership of their learning by rotating through leadership roles, such as “summarizer” and “discussion facilitator.”

As they began to make connections between their lit circle reading and real-world voting rights issues, I tried to deepen their engagement by having students participate in a role-play exercise during which they played the parts of real people from history who have experienced challenges related to voting and democracy. I also provided each student with their own copy of the 2022 Oregon Voters’ pamphlet, and encouraged them to study the candidates and issues,

In a 7th grade English class, literature sparks an interest in real-world issues and civic engagement

Student Takeaways

-erik

-ella

7th Grade Voting Rights Lit Circle Titles

Running by Natalia Sylvester

Opposite page: Students in a mock election consult 2022 Oregon Voters’ pamphlets. Below: A classroom display of election-season flyers illustrates the power of campaign rhetoric.

and vote on several local candidates and measures in an in-class mock election. I created a wall display of current political advertising, and posted essential questions for us to consider every day: Who can and cannot vote? Why do some people choose to vote but not others? Should I vote when I can?

My hope for students is that they will be inspired to pay attention to the democracy that they’re part of, both politically and with a sense of civic engagement. I want them to be active participants in their world and to use their voice and mind to share their thinking, to influence others in positive ways, and to work for positive change. Most importantly, I want them to understand that they have a role to play, and that civically engaged citizens are everyday people, including kids.

A Cuban American teenager holds political views different from her father–who is running for President of the United States.

The Voting Booth

by Brandy Colbert

Two 18-year-olds set out to vote for the first time and encounter a series of obstacles, including registration issues and hours-long wait times.

Stella by

Starlight

by Sharon M. Draper

Set in the 1930s, this story centers on historical voter disenfranchisement and voter suppression experienced by Black Americans.

Yes No Maybe So

by Aisha Saeed and Becky Albertalli

Teenage characters gain an understanding of longterm democratic engagement when they canvass on behalf of a candidate who does not win.

“You can really connect and talk through a book. With one common thing to talk about and build off each other’s thoughts on, it brings really interesting discussions.”

“It's never too early to start helping this world. Everyone can contribute to making the world a better place...”

“The greatest takeaway from lit circle discussions was feeling more confident in myself. Being able to speak about big issues.”

-lilah

“Voting is much more important than you think.”

-heath

Exploring the World with Curiosity and Compassion

BY KEN DUBOIS,

As students embark on global trips this spring, traveling far from home and far outside their comfort zones, the Catlin Gabel ethos will be their constant companion. The trips are centered on experiential education, and designed as opportunities for students to practice the values of inclusion, kindness, and integrity the school emphasizes throughout the year.

A primary goal is to find as much connection as possible with students’ on-campus learning so the trips are not a standalone experience, says Mandarin teacher and Director of

Global Education Li-Ling Cheng, who has re-launched the program as one component in the school’s Global Education Program. “Good learning happens when students are exposed to information multiple times in different contexts,” she says. For this reason, students traveling to Ecuador and the Galápagos Islands this spring will build upon their studies in Spanish language, culture, and ecology; students on the Taiwan trip will practice and apply the Mandarin and cultural knowledge they are learning at school; and the trip to Turkey will provide an opportunity to take geology studies into the field in addition to learning about history and culture.

“In the classroom we can create a scenario for the students,” Li-Ling explains, “but if we are there, on the global trips, we can create an experience and then invite students to use the experiential learning cycle to reflect upon it. They think about and

reflect upon their own growth, and learn from that experience; and that reflection doesn't stop at the end of the trip. Students will continue reflecting on their experience, and some of them even get ‘Aha!’ moments later in their adulthood.”

The trips are also designed as opportunities for the travelers to practice beliefs expressed in the school’s mission: Catlin Gabel fosters compassionate and curious citizens of the world by inspiring in every student a love of learning and the courage to take responsible action.

The courage aspect is essential, Li-Ling says, because students as young as 13 years old may be traveling for the first time without their families. Compassion and curiosity are required for students to make human connections that deepen their understanding and respect for people and cultures different from their own—especially important when they stay with host families, apart from their Catlin Gabel group. “When

After a three-year hiatus, global trips are again providing opportunities for students to learn, reflect, and grow

EDITOR

students are in their majority bubble, it's hard for them to be empathetic about those who look different or are from other cultures,” Li-Ling says. “And when they are immersed in these cultures, they become the minority. As we talk about equity and inclusion, they might have a better sense of, ‘Oh, this is how it feels for some of my peers who are the minority on campus.’”

That deeper understanding comes with time and reflection, Li-Ling says, but in the moment, she looks for small indicators that students are opening themselves up and making connections. She recalls when students on a trip to Taiwan joined local children on the street in a basketball game, for example, and the time a student ordered lunch in a food court in Taipei. “He proudly said, ‘I ordered a bowl of beef noodles for myself all in Mandarin!’,” Li-Ling recalls. “And that's the moment I just felt, yes. That's why I want to keep doing this.”

Starting from a Place of Connection

By Jasmine Love director of community engagement

We are in a transition at Catlin Gabel, moving from a long tradition of community service to a model of equitable community engagement.

The core difference is that community engagement is a mutually beneficial connection from one human being to another, where everyone involved has a meaningful exchange. As the new Director of Community Engagement, I am thrilled to work with our Community Engagement Team of colleagues in each division to align our community engagement efforts across divisions.

As progressive educators, we are guided by student curiosity and work to help our students make meaning of all they are taking in. We want to help our students recognize that they receive as much from giving as the recipient, and help them define what that is. We do not want them standing in a place of privilege and scoping out the need before they give. We want them to meet community members on an equal footing and learn who they are and hear their stories. Then, from that place of connection, students can decide what to give and how to give it. This type of community engagement is authentic, compassionate, and creates long-term impacts and relationships.

It is my wish that every Catlin Gabel student have meaningful community engagement experiences at school, and that these experiences stick with them and inform them throughout their lives.

With a renewed emphasis on community engagement, students are encouraged to listen, learn, and make human connections

Left to right: Catlin Gabel students play with local children in a village in Guatemala; In Taiwan, a student converses with a peer in Mandarin; and students are immersed in culture and customs during a hiking trip in France.

FALL ARTS HIGHLIGHTS

UPPER SCHOOL

(2) The CG Players presented Antigone, or And Still She Must Rise Up by Madeline Sayet, a modern adaptation of the classic Greek drama.

(4) The Upper School Fall Music Concert featured performances by the Jazz Band, Catlin Gabel Choir, Chamber Music, and Areas of Growth rock band.

(3) Honors Spanish students transformed the Creative Art Center gallery with “ La Movida Madrileña,” a multi-media exhibit that blended Spanish history, language, and culture with conceptual art, textiles, and 3D creations.

Catlin Gabel Chamber Music and the Upper and Middle School Choirs performed at Portland's Grotto Festival of Lights under the direction of Upper School Music Teacher Judy Rose.

MIDDLE SCHOOL

(1) Out of This World!: A Selection of Sci-Fi Shorts featured student-created skits on space travel, time travel, and beings from other planets.

(5a, 5b) With The Joy Project: Winter Story Time, the 8th grade class brought music, dance, and storytelling to Beginning and Lower School students in an interactive performance.

BEGINNING & LOWER SCHOOL

Frostbite, the 5th grade house band, released a video of their fan-favorite song “Banana,” an original number recorded at an October Community Meeting. Soon after, they released their second single, “Potato.”

Preschool through 5th grade families joined voices in song and formed community bonds at Winter Sing

FALL TEAM ATHLETICS HIGHLIGHTS

UPPER SCHOOL SPORTS

(2) Boys Varsity Soccer were State Quarterfinals contenders and finished the season 13-4, with players being recognized at the league level. Raul Rendon Benitez ’24, George Pritchard ’23, and Ansel Wallace ’23 were named to the OSAA All-State team.

(3) Girls Varsity Soccer had a 15-2 record this season and finished 2nd in State. Team members Addi Dauler ’26, Campbell Swaim ’24, and Grace Mueller ’23 were named to the OSAA All-State team, and Chris Dorough was voted OSAA Coach of the Year for the fifth time by his peer coaches at 1A/2A/3A schools across the state.

(1) Varsity Volleyball finished the season 5th in the league with an overall record of 8-11. Hayley Schaaf ’26 and Elsa McDermott ’23 received All-State team honors.

(5) Cross Country went to districts, with Girls finishing 7th and Boys taking 6th.

MIDDLE SCHOOL SPORTS

The Boys Blue Soccer team and Girls Blue Soccer team both finished the season as Soccer League Champions.

The Middle School Volleyball team was 2nd in league.

(4) At Districts, Middle School Girls Cross Country took 1st place, and Boys Cross Country finished 5th. Twelve athletes achieved personal course records, and Ellery Lincoln ’27 helped the girls to victory with a 1st place win in her event.

Playing to Her Strengths

Through years of pandemic-related obstacles in high school sports, a student-athlete leans into connection and community to navigate a challenging time

by zoie calora ’23 varsity girls basketball captain and kate williams ’01 athletics director and head varsity

coach

Freshman Year: Plans Derailed

ZOIE: I've been here since preschool, and sports has always been a big part of my Catlin experience. I played soccer in kindergarten, and in Lower School I went to the homecoming games and state finals, and watched the high schoolers play at a high level. In middle school I played basketball, soccer, and track.

Cliff Mason coached our Middle School girls basketball Blue Team, and he really helped me to start loving the sport. After the freshman season, I remember wanting to take my basketball skills to the next level. But COVID derailed my plans.

Sophomore Year: A Condensed Summer Season

ZOIE: After the first COVID outbreak, we came back for a condensed summer season. It was tiring because you’re trying to be the best athlete you can be with masks on in a really hot gym; there’s only so much you could do. But it was good enough to just be together and playing basketball again. It was difficult, but we were all going through it together.

KATE: We were playing the third week in June, and there was a heat wave. Everyone had to be in masks. We were washing the basketballs all the time.

That six-week season was unique and challenging. We decided to shift our focus. It became more about giving the team a

girls basketball

space to just come and be athletic and play a sport that they enjoy, and maybe forget for that hour and a half about all the constraints or all the difficulties that were facing them outside of that gym: COVID, isolation, a lack of connection with their peers and teachers, or what school might look like. It was about focusing on the connection we can have with each other and having some fun as a group, as a team.

Junior Year: Playing and Pausing

ZOIE: The next season was the first closeto-normal season, and I just wanted to play. But because of COVID, we had to pause the season twice. And those pauses made us resign from games that we could have won. It was frustrating. We just wanted to get better at the sport, but we didn't have fitness training for those weeks, and we stopped having daily times to meet with the team. From the perspective of an athlete, it was hard: we're still at school, but my games are canceled.

So we had to take a couple steps back to move forward. It became more about savoring the games we did get and still trying to improve, really playing our hearts out because we knew that we probably wouldn't get a lot of games. And during that season, I became captain. I was happy to take on that role but, to be honest, I didn’t really decide to be a captain. Like freshman year, I wanted to use the off season to hone my basketball skills and prepare for my final season. I joined an AAU club team,

and not only did I drastically improve my basketball skills, but I also found through my teammates the type of leader I wanted to be at Catlin.

KATE: In terms of becoming captain, she didn't have much choice. Zoie displays all the qualities we look for in our captains, so it was a pretty natural progression for her and an easy choice for the coaching staff. She stepped in during her junior year and did a fantastic job. We thought she could continue to grow in that leadership role, and she has. It is more responsibility and the expectations are different for our captains, but she takes on that role beautifully.

Senior Year: Rebuilding and Reflecting ZOIE: This year, the basketball program has been more about regrowing, after COVID messed up a lot of plans.

I’m captain again, and trying to lead in a way that would be the most productive for myself as well as the team. I think: How can I progress, and how do I show my teammates that they can progress? How can I be a leader like my club teammates were for me? How can I be there to support them if they need help with anything? I look for ways to bring the team together, especially after everything we’ve been through. I truly am not trying to sugarcoat it, but I really love my team.

We’re resilient. We got through the pauses. And our league is very tough and strong, and they are not afraid to play confidently, so you

really have to stand on your own and believe in yourself. All of my teammates go for every single ball; we have the drive to play and be threats on the court, and to compete with other schools.

As a senior, it’s interesting for me to look back at my sports experience at Catlin, and how far I’ve come. I remember playing basketball on the tennis courts in middle school, and I was always pumped when we got to play our games in the main gym because it felt like we were going to this big kid place.

KATE: It’s a different feel when you’re playing on those tennis courts and your fans are sitting in plastic chairs. Ideally we would have a little better facilities to provide a better student athlete and community experience. And our gym is quite small. But we make it a great place to play; we pack them in. It can have a good feel, especially if you're hitting that three from the corner and your buddies are right there cheering you on.

We’re trying to grow that school spirit. It is very organic and natural for Zoie, and we’re hoping to have that outlook spread a little bit more, so everyone wants to come down to the gym. There has been a shift coming out of COVID. But Associate Director of Athletics Tyler Reuter and I really want to build that feeling of belonging. We would like the athletic experience to be melded with the culture and the community of the school.

ZOIE CALORA ’23

“It was good enough to just be together and playing basketball again. It was difficult, but we were all going through it together.”

Growing Together in Community

Connie Kim-Gervey, Ph.D., Catlin

Gabel’s Director of Equity and Inclusion, shares impressions of the institution today and a vision for the future

As Catlin Gabel’s new Director of Equity and Inclusion, I’d like to introduce myself and my thoughts about equity & inclusion (E&I) at Catlin Gabel School. I’ll share where I think we are, describe my approach to our work ahead, and briefly describe some short- and long-term goals.

Learnings from my previous equityfocused roles (which provide a “reliable sample size”) give me the confidence to share my belief that Catlin Gabel is at the forefront of E&I work. The institution is in good company in prioritizing E&I as an integral part of its mission—and it is remarkable in its institutional and community commitment to E&I. Institutionally, Catlin Gabel does not waver from its commitment to E&I, and the number and diversity of E&I efforts across departments and individuals is both heartening and impressive. Though we are diverse in how we think and talk about E&I, many at Catlin Gabel are integrating it into our daily work. This level of commitment from the institution and its constituents is extraordinary.

This commitment is not just evidence of being at the forefront; it is also an important interruption of dominant culture institution norms. It matters that Catlin Gabel, with its historic and current roots in dominant culture, prioritizes E&I, when it would perhaps be easier not to. The subtext here is this: when we take a broad-view look at Catlin Gabel as a dominant culture institution in our country, what may sometimes seem performative actually is still critically important.

Yet, we cannot simply rest where we are, especially in an institution driven to “foster compassionate and curious citizens of the world.” Rather, Catlin Gabel School must do the groundbreaking work of building meaning into our community members’ daily lives that matches our institutional and community commitment to E&I.

As we work to build this meaning, we must also acknowledge that there is no clear path for integrating E&I into all of our practices and policies. When we look

to scholars and practitioners for how to implement best practices in E&I work, we find many voices with many ideas, all of which have merit and substance. And we find that there is no conclusive one way to implement E&I, because this work is relational, specific to individual communities, and evolving. The whole point of E&I work is, after all, a recognition that no system can be one-size-fits-all and also be inclusive.

With no one right answer, we do what educators already do well. We move from theories, research, and experiences; we customize to fit our community; we listen to our people about that customization; we implement; we collect data and assess; and we iterate. We iterate and we reiterate to attune to our community and what E&I looks like as the community itself grows and changes in unpredictable ways.

Though what I describe above as an ongoing process can seem overwhelming, I see it instead as a beautiful process that accepts and sits in all that it is to be human and in relationships. It values diversity; it acknowledges the importance of assessment designed to improve human experiences; it values theory, but prioritizes connection, collaboration, and attunement. When seen through this lens of relationships and connections, this work of E&I is beautiful in the way it centers the people and relationships that are at the core of our systems.

From this approach to E&I work at Catlin Gabel and with the help of many experienced, knowledgeable and generous colleagues, the E&I Department is working to create spaces and structures for every interested community member to have a place to engage in E&I work. And with every structure we are beginning to build and every practice we are helping shape, we are asking how and why we do and do not welcome all community members into these spaces for conversations, celebrations, and fellowship.

We are setting clear intentions for each endeavor, checking our practice against those intentions, and asking how we measure our progress-to-goal over time. With

this approach, we are working on student programming that focuses on building relationship across all our divisions, including:

• Identity-based student support teams

• Dedicated E&I student program time intended to build collaboration and communication skills that welcome diversity of thought and identities

• The Diversity Summit, with shortterm goals for this year that build a foundation for expansion in coming years.

Student support is always the priority; and, as the Department grows, our work will extend to employees and families, and hopefully also alumni.

Finally, the Department is growing. We recently welcomed Katie White as our Receptionist/Administrative Assistant, and Sam Davis as our E&I Student Programs Coordinator. As evidence of Catlin Gabel’s institutional commitment, we are also in conversation about continuing to grow the Department and its accompanying capacity over time.

We are in a new phase of the E&I work at Catlin Gabel. Now that we as a community prioritize acknowledging and accounting for the disproportionalities that have thrived in our country’s system (including our own), we are working towards building new parts to our system, together. As we grow our capacity, I hope to engage with those of you invested enough to read this piece, and look forward to continuing to grow together with you in community.

Erica Berry ’10

Wolfish, your new book, is the culmination of a years-long study of the cultural legacy of the wolf, concepts of predator and prey, and reckoning with fear. What drew you to this subject matter?

I grew up spending a lot of time at the Willamette Valley sheep farm where my dad grew up, and with my mom’s parents in Montana, who used to have horses. So I always was interested in those hypothetical binaries between “urban-rural” life that I saw depicted in the media, and felt skeptical of them because I moved between these spaces. I was interested in the political and cultural narratives around wilderness that

wolves brought up. Is it really ranchers versus environmentalists? I wanted to peel back the easy layers.

So for my undergraduate thesis, I decided I’d report on the controversies over wolves repopulating Oregon and the Wolf OR-7. And then, a few years later, I had an experience: When I was in grad school, I got grabbed on the street by a stranger in the middle of the night. It felt very Little Red Riding Hood . And I thought, well, I’ve reported on the wolf as a wolf—I’m not thinking about the wolf as a metaphor. And yet, when people are really mad about the wolf, the wolf becomes a vessel; it gets talked about symbolically. It conjures fairy tales I’d grown up with. And suddenly the stories we tell about race and gender and society were feeling like they actually belonged in conversations beside the biology and ecology of actual wolves. I wanted to understand wolves, but also my own relationship with narratives I had inherited around, say, fear.

In your book, as in your essays and journalism, you explore your subjects from many perspectives, including historic, scientific, and personal. How did you develop this approach?

Part of this speaks to my early experiences at Catlin, and the interdisciplinary learning of connecting the dots. Reading Shakespeare in English, and then in a history

The journalist, essayist, and Wolfish author shares thoughts on the joys of interdisciplinary learning, connecting the dots, and developing the courage to ask the big questions

Photo Credit: Andrea Lonas Photography

class learning about the gendered or power dynamics of a court, say, and interpreting across those lines. And I’ve always been drawn to the natural world, in part rooted in time with the Catlin Outdoor Program as an adolescent, and thinking about how science and culture affect our experiences there. I guess I’m omnivorously curious.

In our brains, we’re constantly making connections. If I say, “Wolf,” you're maybe going to think about the Big Bad Wolf, and a wolf you saw in a zoo, and a “lone wolf” shooter headline. All of those things happen at once. I’m interested in representing on the page some of those unconscious connections we make, because I do think they influence how we talk about both animals and people in real life.

So I want to untangle the language we use about wolves because it matters both in ecological contexts and social justice ones. My grounding is in environmental studies, and I’m very attuned to how climate change is, say, exacerbating social issues. I suppose I’m interested in finding new language for how we live beside uncertainty, mortality, fear.

Were there specific classes or experiences at Catlin Gabel that had a lasting impact on you and inform your work today?

Absolutely. Holly Walsh’s class was huge for me in eighth grade. She did this Curiosity Quest project where we just got to ask a

question and study it in a totally open-ended way for a few months, and the question my partner and I picked was “What happens after you die?” I thought I could solve it: I’ll go talk to a chaplain, I’ll read these interdisciplinary books, I’ll talk to various people about grief. In some sense that’s the whole model of how I work now. I have a question, which for this book was “How do we live beside our fear?,” and I start thinking, Who can I talk to? How can I answer it? I learned that from Holly’s project and from the Catlin approach: Oh, you’ve got a question? We’re going to give you a leash long enough to go explore it.

I think to ask these big questions you have to be willing to go out on some limbs, maybe in a discipline you don't know well. You have to be able to be an amateur around experts. The courage to do that was very much cultivated by Catlin teachers.

I remember being able to go up to teachers at Catlin—who weren’t my teachers—and be like, “I have a question. Will you help me answer this one thing?” On a campus like that, you could just run across the quad. And now the equivalent of that is where I’m like, “Okay, I’m just going to email this professor at PSU and ask them if they could help me answer this question.” Catlin gave me permission to be like, “You can be curious. It’s okay. No one will punish you for it.”

Author of Wolfish: Wolf, Self, and the Stories We Tell About Fear (2023)

Writing Instructor, Writers-inthe-Schools Program at Literary Arts, Portland (since 2020)

Journalist and essayist for media outlets including The Guardian, WIRED, Outside, The Yale Review, The New York Times Magazine, The Columbia Journalism Review, The Atlantic, and National Public Radio

2019-2020 National Writers’ Series Writer-in-Residence and Teaching Fellow at Front Street Writers (Traverse City, MI)

Recognized with the 2018 Steinberg Essay Prize and a 2018 Intro Journals Award from the Association of Writers & Writing Programs

Received a BA in English and Environmental Studies from Bowdoin College (2014) and an MFA in Creative Nonfiction from the University of Minnesota (2018)

“I'm interested in representing on the page some of those unconscious connections we make…I do think they influence how we talk about both animals and people in real life.”

The generosity and involvement of parents, alumni, and friends like you makes a Catlin Gabel experience possible for all students. This annual report demonstrates that there is no shortage of opportunities to create a meaningful impact at Catlin Gabel. I hope it serves as a tool for looking back on our accomplishments as a community, while also providing some insight into fulfilling your future philanthropic goals.

After almost three years of pandemic ups and downs, we welcomed a return to the engaging experiences and activities that define a Catlin Gabel education. Navigating the 2021-22 school year would not have been possible without your thoughtful guidance, volunteerism, and generous support. It was an exceptional year in which much was accomplished, including raising $2.2M for the CG Fund by June!

Philanthropy is what distinguishes Catlin Gabel. It is with continued support that our school remains the leading independent school in Oregon. Thank you for the many ways that you have contributed.

Nicole Rinetti-Clawson director of advancement

Philanthropy makes up 14% of annual income.

Year in Revie w

september 1, 2021-august 31, 2022

School Financials

We are committed to transparency of financial reporting and maintaining a balanced budget. Donations to the school are essential components of our income as a nonprofit.

Total Income $25,661,000 Tuition* $21,733,000

Gifts Used in Operations $2,221,000 Endowment Transfer $1,573,000 Other Income $134,000

We finished the year with a balanced budget thanks to donors like you. We met the challenges of the pandemic head on by planning for additional costs including a campus health coordinator, substitute teachers, and supplementary financial assistance.

Total Expenses $25,661,000 Salaries and Benefits $18,649,000

Administration Operating Costs $1,853,000 Reserve $1,818,000

Facilities and Transportation $1,487,000

Instructional Costs $981,000

Information Technology $588,000

East Campus $285,000

Philanthropy

$6.5M approximately raised since fy19, completed purchase of east campus

Total Donors by Year

Participation is so important, as all gifts add up and give the school flexibility to address immediate and long term needs.

Participation

53% Financial Assistance

21% Professional Learning

Endowments

Endowment Areas

9 % Special Priorities

8 % Lectureship & Libraries

Endowed funds help Catlin Gabel maintain financial stability and academic excellence by providing a consistent revenue source, which is typically six percent of the operating budget each year.

5 % Global Education

There are a variety of funds within special priorities that provide students and teachers with access to unique opportunities, such as Model UN, restoration projects, and additional teaching supports.

4 % Teacher Appreciation

The Catlin Gabel Endowment currently has over $37M in total with 73 funds, which span a variety of areas. Financial assistance and professional learning make up a vast majority of our endowed funds.

Endowment Growth

Catlin Gabel has worked with Angeles Investment Advisors to manage our endowment since 2002. The Endowment Committee (a volunteer sub-committee of the Board of Trustees) is tasked with overseeing and approving all aspects of endowment investments and annual transfers. Like many entities, the fluctuations in the stock market impacted the valuate of our endowment.

Transfer Amounts

The Annual Transfer helps ensure a predictable annual budget to support financial assistance, professional learning, lectureships, global education, faculty salaries, and more.

$1.6M fy22 transfer $430K fy22 gifts to endowment

Connect with Us

Catlin Gabel’s advancement officers can help you find the most meaningful way to make a lasting impact at the school, including supporting pre-existing funds or establishing your own. The best way to begin is with a conversation. We look forward to working with you to bring your ideas to fruition. You may also reach any of us by calling the school at (503) 297-1894.

$1,317,740 $1,384,404 $1,420,879 $1,491,803 $1,573,071

Nicole Rinetti-Clawson Director of Advancement rinetticlawsonn@catlin.edu

Lea Trefsgar Development, Senior Director trefsgarl@catlin.edu

Meghan Pollard Associate Director of Advancement pollardm@catlin.edu

The Karl Jonske ’99 Memorial Endowed Fund

Creating an endowed fund is a gift.

In 2002, Karl passed away in a car accident during his fourth year at the University of Chicago. “It has been 20 years and the ache still remains, but you learn to live with it,” explains his mother, Nancy. Avid volunteers and donors to the Catlin Gabel School, Fred and Nancy Jonske knew they could reach out to find a way to share the memory of Karl. Within a year of his passing, and thanks to contributions from friends, family, and the Jonskes themselves, they made the decision to establish an endowment. It would become both a gift to the school and a tribute to the life of their son and his passion for books.

The Karl Jonske ‘99 Memorial Endowed Fund has since grown to more than $620,000 and provided thousands of library books and numerous visiting authors and lecturers to each of our divisions. The fund continues to grow with both contributions and investment earnings.

“At the end of the first grade,” his mother Nancy explains, “Karl discovered that books were filled with wonderful information and after that time he was never without one, or two, or more.” His father Fred describes him as having “a thirst for knowledge, eager to participate in new activities.” Karl would immerse himself in a wide variety of topics from Science Fiction to Latin. He enjoyed French, Japanese, comparative religions, and he thought Calculus was fun, but he also loved choir, theater, and sports. His classmates remember him fondly as being charismatic and having a “very unique sense of humor.” Fred recalls with a smile that “Karl would pull a book out from his back pocket at a sporting event.”

“It makes us so happy that Karl’s love of books can be shared with Catlin students for years to come. Creating an endowed fund is a gift,” says Nancy. An endowment enhances the experiences

of current and future students, creating a living legacy. "If you have an interest, work with Catlin Gabel to establish an endowed fund now and add to it throughout your life with annual gifts, and possibly a planned gift through your will or estate,” adds Nancy.

Karl found the library to be a happy place of wonderment. “He thought Catlin Gabel libraries should rival Powell’s with options to explore,” his parents share. Karl fantasized about becoming an author and having his books on the shelves of libraries. Fred and Nancy reflected that “Karl may not have gotten the chance to place his own books and stories on the shelf, but through the endowment, he puts many books onto shelves to share.”

Why I Support CG

In gratitude for the excellent education my daughter received at Catlin, and for the generous financial assistance that made it possible. While my resources are limited, I donate to the fund every year.

In honor of my wonderful teaching partners, the staff who supported us, and our students over the years.

Hannah Whitehead

former faculty and parent ’90 and ‘94

To continue to do amazing work in shaping young people to make a difference in our world.

alumni ’92

I hope as many students as possible can have the advantage of the experiential education and value-forming experiences that Catlin Gabel provides. Personally, having the benefit of them has made a profoundly positive impact throughout my life.

In honor and appreciation of all of the wonderful experiences— educational, athletic, advising and otherwise of our student!

Jeff Wallace & Judith Belcher

parents ’23

We appreciate what Catlin Gabel is doing for our children and community.

parent ’22 and ’25

The education and community that Catlin provided our family was exactly what we were looking for, welcoming, diverse, progressive, challenging and full of opportunity. Our 13 years at Catlin meant and continues to mean so much to us.

In honor of all the behind-thescenes and unsung heroes at Catlin Gabel that make it such an excellent school!

parent ’18

Catlin has made an incredibly positive impact on my granddaughter as well as her parents in the time she has been there. I am very thankful for the Catlin Community and their dedication to the education of the whole child.

grandparent ’30

Carol Riede

Kathleen Berry

T. Taiger Murphy, AIA

Meghan Torrence

Melanie Piziali

Wai Lee

Mary Braun

current staff

parent ’08

alumni ’87

Thank You

2021-22 Volunteers

We are grateful for the many ways our volunteers supported the Catlin Gabel mission this past year. Thank you to our extraordinary volunteers for their service. In addition to the individuals listed here, we wish to acknowledge the efforts of all Catlin Gabel volunteers.

board of trustees

Indira Nallakrishnan, Chair

Mark Holliday, Vice-Chair

John Gilleland, Treasurer

Kate Warren Hall ’93, Secretary

Whitney Black

Derrick Butler, MD ’86

D’Artagnan Caliman ’91

Bart Eberwein, AIA

Arah Erickson ’87

Nkenge Harmon Johnson, JD ’93

Amanda Hill

Alex Ho, PhD

Ryan Luria

Julie McMurchie ’81

Eneida Nemecek, MD

Patrick O’Neill

Nitesh Sharan

Tyler Silver

Amelia Templeton ’02

Laura Tremblay

Tim Bazemore, Ex Officio

Lisa Ellenberg, Faculty-Staff Forum President

Jackson George ’22, CGSA President

Taylor Kaplan ’05, Alumni Council President

Aminata “Mimi” Radia Sei, PFA President

Don Vollum ’84, Ex Officio

advancement & enrollment committee

Amanda Hill, Committee Chair

Whitney Black

Trevor Edwards

Zan Galton

Alex Ho, PhD

Stephanie Luyties

Indira Nallakrishnan

Amelia Templeton ’02

Abby Tibbs ’96

Julia Winkler Jacobson ’02

audit committee

Mark Holliday, Committee Chair

Stuart Ellis

Heidi Halvorsen-Bell ’88

Indira Nallakrishnan

Peter Steinberger

inclusion and diversity committee

Aminata “Mimi” Radia Sei, Committee Chair

Derrick Butler, MD ’86

Bart Eberwein, AIA

Jackson George ’22

Nkenge Harmon Johnson ’93

Taylor Kaplan ’05

Ryan Luria

Julie McMurchie ’81

Indira Nallakrishnan

Eneida Nemecek, MD

Eric Rosenfeld ’83

Laura Tremblay

Ava Yu ’22

capital campaign committee

Ingeborg Holliday, Co-Chair

Mark Holliday, Co-Chair

Ashley Campion Semler

Alex Ho, PhD

John Kroger

Nicole Lee

Eric Rosenfeld ’83

Tiffany Rosenfeld

Tom Shipley ’87

Tyler Silver

Ryan Talbot

Michele Toppe

Kate Warren Hall ’93

endowment committee

Don Vollum ’84, Committee Chair

John Gilleland

Phil Hawley ’43

Fred Jonske

Jay Mahajan

Alix Meier Goodman ’71

Indira Nallakrishnan

Warren Rosenfeld ’73

Robert Warren, Jr. ’66

finance committee

John Gilleland, Committee Chair

Eric Blackburn

Jill Eberwein

Aline Garcia-Rubio ’93

Indira Nallakrishnan

Nitesh Sharan

Mel Tilkicioglu

Kate Warren Hall ’93

alumni council

Taylor Kaplan ’05, President

Eric Mandel ’99, Vice President

Len Carr ’75

Paul Dickinson, Former Faculty

Chris Dorough ’03

Erik Granum ’03

Joe Hall ’97

Debbie Ehrman Kaye ’73

Sid Pai ’18

Chris Park ’14

Elizabeth Sabin Rouffy ’87

Tom Tucker ’66, Former Faculty

Sarah Yu ’22, CGSA Vice President

pfa executive council

Aminata “Mimi” Radia Sei, President

June Fernandez, Vice President

Lori Ireland

Gen Kaady

Pam Lloyd

Jed Mitchell

Morgan Rich

Shana Sharan

Tina Szczesniak

Sarah Vincent

Gina Wand

cg fund ambassadors

Vanessa Peterson, Co-Chair

Stephanie Han, Co-Chair

Marli Blasengame

Stephanie Carlson

Cassandra Dickson

Jenny Lopez

Rachel Massey

Irene McNeely

Robin Skarstad

Ann Vo

Bob Warmkessel

Yang Yang

gala & auction co-chairs

Kim Bulkley

Jenny Potter

Nell Warren ’96, Art Chair

Class Year: Class Member

57: Margretta Michelitch visiting Portland in December

67: Leslie Pohl-Kosbau’s granddaughter Hikari Tanaka Kosbau with her father Thomas Kosbau and mother Michiru Tanaka

73: Leslie Hillman with children at Trigo Y Miel Program in Oaxaca, Mexico

75: The Class of 1975 at their 47th reunion

75: Margaret Bridges at daughter Holly's wedding in June 2022

84: Sara Moreno traveling in Peru

89: Vinesh Lal - Christmas Photo Shoot at the Lal's

92: The Class of 1992 celebrates at their 30th reunion

92: William Kirtley

93: Adrienne Hayes Wannamaker Lear art installation in Seattle

98: David Shankar and family

99: (Top, L to R) Tamara Chang, Abbie Liel, Meghan Liel; (Bottom L to R) Meghan’s daughter Malia, Abbie’s daughter Flora, Meghan’s son Nico

05: Taylor Kaplan and Shane's wedding with alumni ranging from 2001-07

16: Dakota King Phelps celebrates matrimony to Quinton Lee Phelps on September 10, 2022

22: Sophie Scott

57 Margretta Michelitch writes, “Hi to all from 1957 Hillside. I am living in Walnut Creek, California. I am a grandmother to Madeline and Molly. Proud mother of Marie Murphy.”

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

63

Libbi Albright has moved to Keiser, Oregon and has a new address: 5563 Verda Lane N.E., Keizer, Or 97303. Too busy right now for news, she says, but looking forward to another get-together. David Avshalomov reports, “Our grandson (and first grandchild) Cypress Drake Avshalomov was born on Sept. 30, 2021. He is healthy, happy, lively, handsome, and charismatic. Parents are doing well. Our younger son Zachary married Jennifer Diamond on May 12 in a small family ceremony in Oakland. Both couples live in the same apartment building in Oakland near Lake Merritt. On June 10 and 11 my second opera, The 13 Clocks, based on the James Thurber fantasy story, was premiered by Mission Opera in Santa Clarita. It was quite a successful production, with a professional cast of leads and advanced video and digital media background effects. I will happily provide links to a candid archival video of the second night performance on request to my email.” Duncan Murray couldn't make it to the Alumni Luncheon but is in touch. He and his wife Saundra recently traveled to Waco for granddaughter Hanna's master degree graduation from Baylor University. In addition, they are now planning their Covid-delayed seventh trip to Scotland in April of 2023. Laurie Senders will be moving into a condo later this fall. She writes, “It is interesting to clean out and disperse items we no longer need or want. Fun to live with people we know somewhat and enjoy as well as a beautiful view of Mt. Hood. I did go to the Pine Cone Guild Luncheon at the Barn on June 18 to sit with Bruce Byerly ’63 and Camille Wills Hunt ’63. We had a lot of laughs and hoots and hollers, much to the concern of some older alumni, even older than we are. I and husband Charlie have been busy working on the ranch, trimming limbs and burning slash when the spring rains were falling.” Barry Treyve writes, “Sarah and I have two kids, four grandchildren. Family living full time in Lincoln City on the beach and loving life. Still working part-time selling products in Alaska and the Oregon Coast.” He remarks that he would not give up his life and

scenery that are such an awesome part of the Northwest. However, he is finding time to travel, not only in France (last June) but on a cruise in Northern Europe this coming August. Jennie Tucker writes, “I thought about giving up the post of class agent but then realized how fun it is to reconnect with old colleagues. So keep in touch. I continue to live on Summerville Heights (such a place doesn't exist but I am about 1,000 feet higher than the tiny town of Summerville and I like folks asking me where are the Heights).”

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

67 Leslie Pohl-Kosbau writes, “November 2022, granddaughter Hikari Kosbau celebrated her Shichi-Go-San ceremony in a Tokyo shrine, accompanied by her father Thomas Kosbau, mother Michiru Tanaka, and grandparents Akio and Mariko Tanaka.”

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

71

E. Pierre Kolisch moved to Maine in 2016, and writes, “Contact me, especially if you're Down East: pierrekolisch@gmail.com.”

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

73 Tori Hall Byerly recently visited Leslie Williams in Tuskegee, Alabama. Scott Director and Carol celebrated 25 years in business (in Beaverton) this past year. Three of their four children are in the Portland area, as is their 7-year-old granddaughter; their youngest son teaches philosophy at Florida Atlantic University. Leslie Hillman decided to forego subbing at Catlin this fall and is enjoying retirement. In August, she had the opportunity to serve with a Forward Edge Team in Oaxaca, Mexico at their Trigo y Miel Program. She sponsors three children in the program and was excited to see them. She hopes to be able to return soon and help at their new school. She is grateful for the books and math supplies that CG friends have donated. Gwynne MacColl Campbell and her husband Doug recently enjoyed a river trip on the Rhone, visiting Lyon, Macon, Vivier, and Arles, then on to Amsterdam. Their son Colin and family visit frequently and they welcomed Melbourne-based daughter Caroline

and family for a visit in the fall. She volunteers for the Stamford (Conn.) Food Bank and for Darien Book Aid which supplies books to Peace Corps volunteers, schools, and libraries in third world countries. Jennifer Feucht Marcus exhibited and sold some of her tapestries at a Holiday Market in Portland. She weaves on a frame loom that she designed and built herself. She calls her work “Fiber Painting” because each piece she weaves is done similarly to how she imagines a painter would paint on a canvas. Jennifer credits Catlin Gabel for inspiring her over forty years ago. Melet Whinston is working as a therapist in Seattle and playing lots of chamber music (cello), and reports on her daughters: Whitney is a first-year resident in family medicine in Anchorage and Ella graduated from U. of O. in June and is pursuing mechanical engineering as a change from eldercare. The Class of ’73 will celebrate their 50-year reunion during Catlin Gabel’s Alumni Weekend, June 23–25, 2023.

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

75Margaret Bridges is still happily living in Portland and working remotely as a copy editor for Thesis, a digital marketing agency. She and her sister Lucy Park (’78) plan to vacation together in Maui in February. Margaret has enjoyed making new friends (some half her age at work) and keeping up with classmates and other CGers. Her daughter Holly got married in Seattle last June, and her other daughter Emma moved from Portland to L.A. Margaret welcomes any old friends who want to connect! Len Carr writes, “Class of 1975 had a great 47th reunion attended by about 20 alums and several partners at Robert Deerings Camelia Kombucha brewery. It was a fun October event full of socializing, remembering, and generally visiting, catching up, and comparing notes. A good primer for our all-too-soon upcoming 50th blow out reunion slated for 2025.” Len also shares that he and Hester Buell Carr ’76 are both now retired although both with a toe in the door at their respective former places of employment, and are loving this stage of life fueled by travel, friends, exercise, music, coaching, family (adult children, grandchildren, and parents), biking, gardening, skiing etc., etc. “We are keeping super active and doing many of the fun things we did not get to when we worked every day. Love seeing alums and hearing their

news. We travel frequently to the Oregon coast and NY! Please contact us whenever you are inclined!” Elaine Mathies writes, “Thanks to my college activism to promote gender equity in undergraduate sports, I appear briefly in the documentary 37 Words, which chronicles the story of the landmark civil rights law Title IX, commemorating its 50th anniversary. The documentary was released in June 2022, and can be streamed on Disney+, ESPN+, or Hulu. I appear both in still photos from the 1970s as well as in an alumna boat that was filmed in December 2021 (mostly in Part 2 of the documentary, and also in a short recap in Part 4).”

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

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

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

89 Vinesh Lal writes, “Since graduating from Catlin Gabel, I completed my Bachelor of Science in Mechanical Engineering from Portland State University, and have been working for Intel Corporation for the past 29 years as a Senior Manufacturing Engineer. I have been married for 28 years and have two beautiful daughters who are now living in Perth, Australia, and Phoenix, Arizona. My passions are hiking, spending time with family/friends, singing and playing musical instruments, and traveling. Recently, I have traveled to Peru, India, Belgium, Netherlands, UK, Australia, New Zealand, Canada, and back to my home country of Fiji Islands. To pursue my further travel plans, I am considering early retirement from Intel.”

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

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

80

Lee McIntyre rep orts, “Our daughter Louisa graduated from Harvard Law School last summer and—along with her newlywed husband Adam—moved to Portland, where they now live in Lee's old childhood home! This is the house that Lee's parents built by hand after World War II, so there's a lot of family history mixed in with that 1950s kitchen and floral wallpaper. Fortunately Adam is a carpenter so they're transforming it as their own comfortable forever home as new Oregonians. Louisa just finished a clerkship at the Oregon Supreme Court and is working as a Public Defender for Multnomah County. Our son James is living in Harlem, where he's a Ph.D. student in philosophy at Rutgers University.”

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

91 Bet h Wheeler Krasemann sha res, “After teaching in New England for over 25 years, I've relocated to Colorado Rocky Mountain School in Carbondale to continue teaching history and coaching cross country and skiing. It is great to return to the West!”

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

84

Sara Moreno (nee Berger) is a Fulbright Scholarship recipient and part of Teachers for Global Classrooms. She went to Peru this summer. Currently, she is a special education teacher at Aloha High School in Beaverton.

92 Lan gley Allbritton is working as an enterprise comms tech leadership strategist at Intel, and interested in connecting with other alumni holding internal comms positions to swap stories and best practices. William Kirtley is the Managing Partner of a Switzerland-based law firm specializing in international dispute resolution (international arbitration). He has two boys who are French and American. He says, “Drop a line if you find yourself in Paris or Geneva!” Meg Salquist writes, “Our 30th reunion gathering was a great success. It was wonderful catching up with old friends.”

93 Adrienne Hayes Wannamaker Lear wri tes, “Who thought retirement would happen at 57! Having recently sold my business, Brush & Trowel,

I can now focus on my true passion—my art! I was lucky enough to be accepted into the Lawrence Gallery in Lake Oswego, so please stop by anytime, or visit on “Featured Artist Saturdays” to see my work and that of many other talented local and national artists! In summer of next year, I will be moving permanently to Scottsdale, Arizona, to combine my art with my other passions: traveling the world with my husband, Mark, and spending time with our six kids! If you would like to check out some samplings of my work, please visit my website at www. Wannamaker.com.” Mariah Stoll-Smith Reese reports, “Last December I went into sudden cardiac arrest; my heart stopped in the middle of a snowstorm while watching movies at my Dad’s home. Thankfully my family performed life-saving quality CPR for over 15 minutes and I'm still here. It has been a long road of recovery but I'm so grateful for the community of people that have supported us. I would encourage everyone to learn CPR, even your kids; you never know who you might be able to save.”

94 Mol ly McAllister is the chief medical officer at Banfield Pet Hospital and the founding chair of the Diversify Veterinary Medicine Coalition. She has been actively working to promote health equity in veterinary medicine through research, education, and leveraging corporate resources. She lives in Camas, WA, with her two children, Anders, 8, and Harper, 5.

95 Ant on Hill rep orts, “My wife and I are chilling in Paris, with the occasional side trips to Spain, Italy, and Greece. My latest novel has been shortlisted for the best of ’22. My TV series is in development. Hoping to report more on that in the new year.”

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

98

Dav id Shankar wri tes, “It was great getting back onto campus

this year. So many changes but the heart of Catlin remains. This was particularly evident during the alumni interview with the second graders. That was a treat to be a part of. All the best to everyone! ”

99

Tam ara Chang wri tes, “I flew to Denver, CO, and got to see my dear friends Abbie and Meghan Liel, both class of ’98, and their families! Abbie is a mechanical engineering professor at UC Boulder. Meghan is an adult hematologist/ oncologist in Boulder, CO. The three of us, plus our friend Jenny Sager ’98, were Catlin's first ever AWSEM leaders! 1998 would have been the first year of AWSEM as Abbie, Meghan, and Jenny were seniors and I was a junior that year. It was SO SPECIAL for us to learn that AWSEM is still going strong 24 years later!! We've been so moved to learn that what we got to start together, under Lynda Jones' mentorship, is still impacting Catlin girls so many years later. I tear up each time I think about it. We want to share this photo with you [see photo gallery]. We think the kids especially fill this photo with all the joy of that evening we got to spend together.”

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

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

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

Matt Lundeberg str engthened his Oregon roots this year by buying a house in Tigard. He is now busy learning that unlike apartment living, the leaves don’t just magically disappear.

05

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

Joe DeBlasio and Katie Meyers got married in May and many of their friends from Catlin Gabel were there to celebrate with them. They then moved to Northeast Portland in November and are glad to be back in their hometown and excited for new adventures in Oregon.

07

08

Ian Bonaparte got married in Evia, Greece, to Emily Bonaparte. After eight years in Brooklyn, he is closing in on being a real New Yorker.

10 Adam Maier recently finished producing his first animated TV show called “Super Giant Robot Brothers”! Give it a watch on Netflix, and try your best not to compare Shiny and Thunder's sibling rivalry and bickering to Adam and his twin brother Ian.... On the side, Adam continues coaching the USC Men's Soccer team, most recently losing his voice while taking them to the National playoffs in Round Rock, TX. Most importantly, Adam got engaged to Lucy Qi and they look forward to the exciting and not-at-all-stressful world of wedding planning.

12

Qiddist Ashé was awarded a 2022 Skidmore Prize as part of Willamette Week ’s Give!Guide for her work as the co-founder and executive director of the Black Oregon Land Trust. Willamette Week awards the Skidmore Prize to four young Portlanders who “work every day to make Portland a better place and to preserve the community-oriented nature of the city we all know and love.”

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

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

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

Sophie Scott is a starting player for the 2022 season at UC Berkeley in volleyball (Pac-12/NCAA Division 1 team). This season she finished as season team stat leader for highest hitting percentage, was ranked in the Pac-12 Top Ten for Total Blocks (#8 with 100 career blocks) and was nominated twice for Pac-12 Freshman of the Week.

22

Happy Holidays to the Alumni Community!

In early December we invited the alumni community to Catlin Gabel’s East Campus (the former OCAC) for our returned annual Holiday Social. Dale and Barb Rawls generously opened the ceramics studio to the alumni community for a free class and studio tours. We heard updates from Head of School Tim Bazemore on the return of global education trips and even more experiential education opportunities that were on hold in the pandemic. It was a fun night of reconnecting with fellow alumni, parents of alumni, and former faculty.

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

Julie Mancini

Former Trustee (2003-05), mother of Peter Bromka ’00 and Alec Bromka ’05, and mother-in-law of Rose McClendon Bromka ’02, Julie passed in August 2022. Julie was a champion for children and her work with such organizations as Literary Arts, Mercy Corps, and College Possible leaves an indelible mark on Portland. At Catlin Gabel, Julie was a major supporter of the Miller Library, and served on the Summerbridge and Annual Fund leadership committees. While she will be missed, her work continues on in Portland and at Catlin Gabel.

Len Bergstein

Father of David Bergstein ’06

Natalie Nelson DeLord

Mother of Marianne DeLord Karges ’76

Andy Friedle Dignan

Mother of Laurie Dignan Mohling ’76

Jim Winkler

Husband of Susan Swire Winkler ’68 and father of Jordan Winkler ’99, Julia Winkler Jacobson ’02, and Jacob Winkler ’05, Jim passed in November 2022. Jim and Susan are longtime supporters of Catlin Gabel, and were instrumental in acquiring Catlin Gabel’s East Campus. Jim was a businessman, philanthropist, and civic leader, dedicating himself to board service focused on the arts, Jewish community, education, and healthcare. He will be missed dearly at Catlin Gabel and throughout the larger community.

William C. Lawrence III

Brother of Jean Lawrence Thorpe ’52

Austin F. “Peter” Leach III ’72

Brother of Susan Leach Moody ’70

Alumni Resources & Opportunities

DISTINGUISHED ALUMNI AWARDS NOMINATIONS

We know Catlin Gabel alumni are doing amazing things, locally and globally. Let’s highlight those accomplishments 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/daa . The nomination period closes April 10, 2023.

STAY CONNECTED

Want to access the new 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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