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

ACADEMIC EXCELLENCE Equipping students with the content and skills they need to learn anything, anywhere, anytime

Catlin Gabel is an independent, non-sectarian, progressive coeducational day school serving 775 students from preschool through 12th grade. Its roots go back to the Portland Academy, founded in 1859. The school occupies 67 acres on Barnes Road, five miles west of downtown Portland, and a neighboring eightacre East Campus currently used for Adult Community Arts Programs.

Contents 01

Head of School Tim Bazemore shares thoughts on academic excellence at Catlin Gabel

Starting with Student Interest

Tinkering with Tech

Reimagining Technology on Campus

HEAD OF SCHOOL Tim Bazemore

ASSISTANT HEAD OF SCHOOL

Nicole Rinetti-Clawson

DIRECTOR OF ENROLLMENT MANAGEMENT Sara Nordhoff

DIRECTOR OF PUBLIC RELATIONS AND PUBLICATIONS, EDITOR Ken DuBois duboisk@catlin.edu

DESIGNER & ART DIRECTOR

Education Through Experience

A Winning Approach to Wellness

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

COVER Sienna Cooper ’26 works on a robot in the “Outback,” the robotics and engineering program makerspace at Catlin Gabel.

In the tenth year of the innovative program, alumni reflect on learning and leadership

Fall Team Athletics Highlights

A look back at a historic season in team sports at Catlin Gabel

Alumni Interview: Tammie (Tamara) Chang, MD ’99 The physician-wellness advocate on the risks of burnout in the healthcare community

CONTRIBUTING PHOTOGRAPHERS CATLIN GABEL SCHOOL

How PE teacher and coach Javier Duque is helping students find the joy in athletics

Hannah Lee

Tom Widdows

How tech classes are helping learners explore the intersection of making and play

DIRECTOR OF MARKETING AND COMMUNICATIONS Rachel Barry-Arquit

In the “Change!” unit, students are identifying climate issues and taking action

A conversation with Daisy Steele, Catlin Gabel’s Director of Technology

Dr. Barbara Ostos

DIRECTOR OF ADVANCEMENT

A Foundation that Lasts a Lifetime

Annual Report 2020-21

Class Notes

Alumni Resources and Opportunities

In Memoriam

A Foundation that Lasts a Lifetime Tim Bazemore, Head of School

t Catlin Gabel, academic excellence has a deep, broad, and durable meaning. Excellence here is built on a holistic approach, equipping students with the academic content and skills to help them grow toward their potential as compassionate, curious, and courageous members of society. Our four principles of progressive education are the foundation for curriculum design and learning experiences, in and out of the classroom, and lead to near-term achievement and long-term success. What does this look like in each division? In Catlin Gabel’s Beginning and Lower School, our definition of rigor is based on a progressive approach to education, which challenges children to engage in complex thinking by listening to others, asking relevant questions, understanding how to be a member of a classroom community, and making sense of unfamiliar ideas. Beginning in preschool, students are immersed in materials and physical experiences that are new to them and require the use of tactile and visual senses. Practicing new skills, from letter formation and number operations to a new language, are part of every child’s daily experience, as is gaining confidence in their own abilities and in school routines and expectations. Inquiry-based learning, in which a child’s innate curiosity guides them forward to the next question or insight, is carefully planned and guided by Catlin Gabel’s teachers who have specific academic and learning objectives in mind. Academic benchmarks are developed collaboratively based on both expertise and experience, as well as external sources such as Literacy Units of Study from Teachers College, Columbia University; Illustrative Math Objectives; and Common Core Standards. The materials teachers

introduce, the way the classroom is designed, the culture that is fostered, and the experiences children encounter are intentional and purposeful. Thoughtful guidance by expert teachers respects each child’s curiosity and growing social skills. Ongoing assessment toward benchmark learning objectives ensures students make progress in skills and understanding. In the three years of Middle School, academic excellence at Catlin Gabel is defined by “doing school well,” which includes managing more complex academic tasks and questions, directing their curiosity and energy, accepting responsibility, developing a confident voice, and navigating shifting social relationships. Students in grades 6-8 continue to refine universal skills such as writing, problemsolving, public speaking and presentations, and evidence-based reasoning, while also building foundational knowledge in subject-specific courses in preparation for advanced study in high school. Specific academic benchmarks in math, science, reading, and language, as well as age-appropriate objectives in art and music, guide teachers in planning lessons that challenge students. Those benchmarks are based on teachers’ experience and expertise, and external standards including those from Next Generation Science (NGSS), the Common Core Mathematical Practice Standards, and the Association of Council of Teachers of Foreign Languages (ACTFL). In all subjects, we want students to understand that sharing ideas and making mistakes contribute to understanding and achievement—as hard as this concept is during these self-conscious middle school years. In the Upper School, the focus shifts to the skills and dispositions that a student needs in

all subject areas to succeed in higher education and, more importantly, to learn anything, anywhere, anytime. The 9th and 10th grade academic programs require students to hone their academic skills, organizational habits, participation behaviors, and teacher-relationship skills. Electives within and across academic disciplines in the 11th and 12th grades are increasingly specific in their focus and sophisticated in their demands. Students can select from more than 100 courses at Catlin Gabel, such as neurobiology, philosophy, linear algebra, and portfolio art, as well as online classes offered through a global consortium of independent schools that allow students to go deep into newfound interests or potential future fields of study. In all classes, teachers cultivate curiosity, develop transferable skills, and reinforce values of kindness, inclusion, and integrity. AP, SAT and ACT scores are above average compared to both public and other independent schools. Short-term measures of test-taking skills and discrete knowledge, however, are not our primary focus. Just like in preschool, the best indicators of academic excellence in the upper grades are sustaining curiosity while gaining knowledge, confidence, empathy, and the ability to reason, think critically, and solve problems. In all divisions, we measure academic excellence in traditional and innovative ways so that students can demonstrate progress and understanding by showing what they know and what they can do. At Catlin Gabel, we believe that progressive education provides students with maximum opportunity in their next educational phase and forms a disposition toward learning and understanding others, a foundation that lasts a lifetime. That is academic excellence.

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CATLIN GABEL TODAY

Starting with Student Interest In the “Change!” unit, fifth graders are identifying climate issues, seeking solutions, and taking action

by jordan heintz and zach bloom 5th grade teachers

It’s fun to wonder what education might look like if we started from a blank slate. Imagine if we sat down and asked, “What is the best way to educate our children in an ever-changing world?” There would probably be ideas surrounding agency, flexibility, collaboration, and iterative thinking. We want our children to be masters of communication and skilled at finding solutions to all sorts of different challenges. The big idea is for teachers and students to collaborate on creating and engaging in real-world projects that require us to acquire new understandings, knowledge, and skills as keys for success. A good example of this is happening now in our fifth-grade classroom. Students have heard about global warming and decided they can take action to change Catlin Gabel School to do an even better job in taking positive steps towards combating climate change. With student interest as our starting point, we developed a new unit of study that we call “Change!” Change! began with a science lesson based on energy and different systems on our Earth. Not surprisingly, the students quickly noticed a connection to climate change. A spark was lit! They wanted to know more about climate change and the different factors that contribute to global warming. Research libraries were created by teachers and students, and teams were organized to dive deep into specific topics and share their findings with the rest of the class. What this work means to students came through clearly in their statements of purpose: “It never really happens as a why or a we, but a them—‘They’ made the change. We’re trying to take it to an ‘I,’ ‘we,’ ‘me’ perspective. We’re doing the change, rather than saying ‘these people.’” (Vikas)

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“If we’re blaming it on each other, we really just need to say that we made this and now we need to stop it. We need to work together.” (Ellery) “I think we talk about it a little too much and don’t act as much as we need to. Many people are protesting around the world. That helps, but why don’t you just go out and start it yourself?” (Collings)

“I think we talk about it a little too much and don’t act as much as we need to. Many people are protesting around the world. That helps, but why don’t you just go out and start it yourself?” COLLINGS, 5TH GRADER

“We can’t rely on just the people we hear about on the news to actually help climate change. We need to be the ones to make a difference.” (Ruby) “Kids can help make a difference...I think a lot of people can.” (Aayush) These students continue to research and create solutions. Some are planning pieces of art that will be placed on campus to inspire change, while others are putting together presentations to share with school leaders or making fun games that can be checked out from the library to teach younger children about actions they can take to combat climate change. We’re not sure what the students will create to make Catlin Gabel even better—it’s in their hands. But we are sure they are developing their ability to think critically about a very complex problem, collaborate, and feel a rich sense of agency as they learn to fight with hope. As one 5th grader (Kate) said, “The way you fight with hope is that you work together. If you have a lot of different points of view, and all of them have hope, you can be hopeful that something good is going to happen.”

As part of Change!, 5th grade students were challenged to design and share out a message inspired by the unit’s essential question: “How do we fight with hope?”

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CATLIN GABEL TODAY

TINKERING WITH TECH With inquiry-based tech classes, Lower and Middle School students are finding the intersection of making and play ROB VAN NOOD

Educational Technology Specialist

On the first day of my Tinkering with Technology class, I hand every student the same two Bluetooth enabled devices: a servo motor and a slider, which is similar to a dimmer switch for a light. I don’t tell them what these things are or how they work. “What questions do you have about these two items?” I ask, and the responses from first- to fifth-graders are very similar: “What is this?” “What does it do?” “What is it for?” With simple curiosities as initial motivation, I invite them to explore and play and see if they can discover their way to some answers. “Hey, the cover comes off and you can see inside,” comes an excited exclamation from one side of the room. Soon everyone in the class has removed the

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cover of each device and begun exploring the electronic components inside. More questions are thrown out: “What is this thing? It looks like a battery.” And new curiosities: “I wonder if this slidey thing can control this spinning thing?” At some point in the first 20 minutes someone in every class makes a discovery that unleashes a whole new level of excitement and curiosity. “If you press this little button under here it makes a light turn on.” It’s always amazing to watch the glee in a child who first discovers how to turn something on without instruction. I could spend three minutes explaining what these SamLabs devices were and how they worked, but the joy of discovery on that first day is what I am after. It’s that joy and wonder that will carry us through a year of tinkering together. I’ve been tinkering with students since I first started teaching in 1995 and have developed my understanding of its importance through years of exploration and discovery with students in classrooms and in the Tinker Camp that I co-founded in 2009. I’ve also tapped into the work of the Lifelong Kindergarten research group lead by Mitch Resnick at MIT’s Media Lab. “Tinkering is at the intersection of making and play,” says Resnick, “and it is one of the most important pathways to develop

as a creative thinker. It can be messy and meandering. But what you lose in efficiency you make up for in creativity and agility.” The process of tinkering starts with explorations that might seem rather random, but we don’t stop there. Once they have tinkered for a while, student curiosity naturally leads them to more focused questions and planned projects. What starts as tinkering with servos and sliders leads to the creation of a musical instrument or a working vending machine or a moving puppet theater. Sometimes there are just creations of whimsy and beauty and wonder. We need tinkers in the world now more than ever. We need children who are constantly experimenting, testing out new ideas, and shifting plans based on what they see happening. When Lower School students take part in my weekly Tinkering with Technology class, or Middle School students in my Programming class, I want them to develop a playful and creative attitude in their exploration of the world around them. And just as importantly, allow them to experience new things and show how capable they really are. Watch a video about the Tinkering with Technology class at catlin.edu/tinkering.

A CONVERSATION WITH DAISY STEELE, CATLIN GABEL’S DIRECTOR OF TECHNOLOGY

Reimagining Technology on Campus By Rachel Barry-Arquit

director of marketing and communications

The pandemic has caused us to rethink how we integrate technology in school “People are much more reliant on tech today, especially audio visual needs, than they were before the pandemic. The volume of our work has intensified because there are more tools for us to know and more problems to solve. We’ve had to become familiar with different hardware—from speakers and headsets to cameras and microphones—so teachers could provide instruction during remote and hybrid learning, and we’ve had to become AV experts, live streaming events like the auction and graduation. Onboarding new colleagues is also harder through a 2-D screen. Making a personal connection is the piece I miss the most. People would regularly come into our office or we’d go to theirs to provide tech support. Now, we’re trying to solve things remotely or through the IT window. At the same time, we’ve been able to launch some big initiatives this year to support students’ learning, which we likely wouldn’t have gotten to as quickly without the pandemic pushing us to think differently. We transitioned Middle Schoolers from Chromebooks to iPads and purchased enough iPads for every student from preschool to fifth grade. Sharing equipment was no longer sustainable when students weren’t in class together. We also realized that the functionality of Chromebooks was limited. Students could type on a keyboard and access web tools, whereas with an iPad

they can create their own story through Book Creator, use a Logitech Crayon to draw or take notes, or share their ideas by recording a video. We haven’t changed Upper School technology hardware. Laptops are still the tool of choice due to specific software applications for science and other classes; it might change in the future, but we’re not there yet. The IT team is having more conversations now with teachers about their needs and what solutions might fit best. We’re discussing with division heads about our approach to web filtering as the iPads go home with students. All iPads have an app that lets teachers see what students are doing and accessing, but this is only part of the solution. It’s also about helping students understand the appropriate uses of technology, which ties directly into the school’s commitment to responsible action. We want to be careful about using technology tools to solve behavioral issues. The biggest and most unexpected benefit of the pandemic is that we all discovered we can get things done remotely! Parent coffees, parent nights, admission information sessions, and Town Halls can be held remotely, which not only makes it easier for people to join from work or ask a question anonymously, but also makes it more inclusive as the session can be recorded and shared. This format especially works well when there’s an established relationship. When meeting for the first time, in-person is better. It’s about finding balance and creating more choices. It’s about taking the best of what we’ve been able to learn during this time and incorporating it into our current practices.”

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CATLIN GABEL TODAY

Education Through Experience For ten years the Palma Scholars Program has helped students engage beyond the campus to better understand dissimilar points of view BY KEN DUBOIS, EDITOR

As part of the Palma Scholars experience, Lila Fenner ’20 (left) and her cohort lived and worked on eastern Oregon cattle ranches.

In the decade since the Palma Scholars Program was introduced in the Upper School, Catlin Gabel students have engaged in hundreds of community engagement projects in Portland, and traveled thousands of miles to hear points of view that differ from their own.

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And though the program incorporates studies in history, politics, literature, arts, sports, media, and current events, it’s the experiences students have outside of campus that ultimately prove to be the most educational. “If you want to wrestle with contemporary issues, you have to be engaging with divergent perspectives,” says Program Director Dave Whitson. “Why be bound by the four walls?” True to the educational laboratory model, the Palma Scholars Program was developed as an iterative project, where theories of education could be tested on a small scale, and the results tracked and used to improve and expand the program. A decade in, the impact and influence of the program is apparent throughout the Upper School; there are more interdisciplinary courses, and an increased emphasis on competency-based learning, where students think less about individual

assignments and more about their individual skill growth over time, and how to take ownership of their education. Launched in 2012, the program retains its original structure, designed for incoming ninth graders, new to Catlin Gabel, who are chosen for their potential in the four program pillars: academics, leadership, athletics, and community service. To encourage the development of personal interests, Palma scholars can opt out of some graduation requirements, and in their senior year they engage in a self-designed Capstone project that often involves community engagement. The Palma Seminar explores a specific theme and is open to any student in the Upper School. As part of the Palma program, each cohort travels together to explore aspects of the seminar theme. “It’s a chance to develop all of these different skills in different areas,” recalls

Isabel Rooper ’16, a member of one of the first Palma Scholars cohorts. “You don’t have to be the best athlete. You don’t have to be the best leader. Every Palma scholar is going to be different and have strengths or weaknesses in each of these areas. You have plenty of time to grow those skills. And if one of those pillars is never going to be your thing, that’s completely fine.” Program graduate Maya Fernandez-Powell ’18 says, “It’s a unique opportunity. It’s really whatever you make it, and every student takes it in a very different direction. When I think about the things I’m doing now and interested in, it’s completely tied to what I discovered at Catlin because of the Palma program. It gave me a chance to explore things that matter to me.” “We don’t want to force square pegs into round holes,” Dave says. “Let’s figure out what your gifts are, how to cultivate those. Let’s figure out how you're going to lead and, far more importantly, where you want to lead people. You have to start with a sense of who you are and what you care about.” Identifying personal values is central to every aspect of the program, from the academic work—reading and discussions—to the decisions students make about the type of impact they want to have in the Portland community. For the Palma seminar based on “Crime and Punishment,” for example, students read and discussed the eponymous Dostoevsky novel and Kafka’s novel The Trial, then moved into discussions about systems of mass incarceration, and finally ventured out to have real-world experiences related to the content. “We got to visit people on death row in a prison in Clark County,” recalls Sophie Kruse ’21, “and talk to them about restorative justice, and the

restorative justice initiatives they were doing. That was an incredibly educational experience.” When the seminar topic was “Revolutionaries,” Anousha Greiveldinger ’20 teamed up with classmates to move unsold produce from farmers markets to homeless facilities. Luke Van Buskirk ’18 created a podcast that included interviews with homeless advocates. Sid Pai ’18 became a liaison for an organization that provides services to refugee families moving to Portland. The Palma trips take the scholars even deeper into the seminar topic by providing opportunities to experience new environments and interact with people who live in communities far from Portland. For the “Sports and Human Rights” seminar, the scholars cohort went to Vancouver, British Columbia, to study relevant aspects of the coming Olympics, and for the “Crime and Punishment” seminar, the group took a trip to Louisiana, Mississippi, and Tennessee that included a visit to a maximum security prison. When the Palma seminar theme was “Divided States of America,” students traveled to eastern Oregon and spent several days living and working on family farms and ranches. “We learned what it’s like living out there,” Anousha says of the Oregon trip, “and what their thoughts are on different policies. I rode my first horse there, and helped them move their cattle around. Just spending a normal day with them was very eye opening. It’s really stuck with me.” “They started to really understand where those beliefs came from at a deeper level,” Dave says, “because they spent time talking with the person instead of just reading and disparaging a tweet. You learn a lot by just having a conversation with people who have a different outlook.” Palma Scholars Program Director Dave Whitson provides the academic foundation that inspires student initiatives beyond the campus.

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A Winning Approach to Wellness By Ken DuBois, Editor

javier duque is helping middle school students find the joy in athletics by focusing on fun and friendship

“It was probably the favorite part of my coaching career,” says Middle School physical education teacher and coach Javier Duque, recalling a key moment in a 2019 boys soccer championship game. After the first goal was scored against Catlin Gabel on an unlucky bounce, he says, “The entire team went to tell the goalie, ‘You're okay.’ To tap his back, to be there for him, and to not let him feel bad about it. When you go through that kind of hard time and you are able to succeed after that, it’s because you have the support from your teammates.” “I'm very proud of my players to this day,” Javier says. As an afterthought, he adds, “Then they ended up winning the championship.” Moments like this are the reason Javier chose a career in physical education: to help student-athletes bring their best selves forward in every situation. “Winning is important,” he says, “but sports is mainly an outlet to build good relationships. As long as you bring good

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partnership, and you are kind, and enjoy what you’re doing, and allow others to enjoy what they’re doing, that is the key. And that is what sports has given to me.” For Javier, this positive approach to athletics and wellness has been a lifelong pursuit. Growing up in the city of Ibarra in Ecuador, he was in soccer cleats and competing by the age of five. At 13, his interest turned to basketball. He played on three high school championship teams and in regional and national competitions, and in his senior year he was assistant coach for his high school team. In a family full of lawyers, it became apparent that he was taking a different path. “I love teaching the skills,” Javier says. “I love coaching. I love seeing progress. When a kid is happy, when a kid makes progress, it makes me happy. So I learned how to become a teacher.” He studied physical education in college, and in his third and fourth years, transitioned from playing on the basketball

team to coaching professionally for two local high schools. It never occurred to Javier to leave sunny, subtropical Ibarra until he met a new neighbor on his street, Catlin Gabel graduate Lesley Davis ’04. After several years, they married and moved back to Lesley’s hometown of Portland in 2012. Within days of arriving, she was taking Javier to school basketball games, where he made a big impression on Catlin Gabel’s athletics staff; after just a few months, he was offered a position as a track coach. A year later, he was a fulltime Middle School PE teacher and head of the Middle School soccer program. Now in his ninth year at Catlin Gabel, Javier is a self-described “pushy coach” who wants every student to work hard and be proud of their improvement. “I always tell my players, ‘I don't want you to give up on yourself,’” he says, “’I want you to discover the potential that you have. Let’s go for it, let’s push ourselves to the best of our abilities every day. And let’s have fun with each other.’” With that focus on fun and friendship, Javier has inspired hundreds of students to find physical activities they enjoy and develop healthy habits for life. He makes changes to his PE curriculum each year so that students are exposed to a wide variety of options; this year, those options include soccer, basketball, volleyball, badminton, pickleball, aerobics, and dance—including the dances he loved when he was growing up. “I’m going to be teaching salsa, bachata, and merengue,” Javier says. “If a kid goes to a Latin country, somebody might say, ‘Hey, let’s go dance some salsa.’ And they’re going to say, ‘Oh, yeah. I learned this with Javier. I learned this at Catlin Gabel.’”

FALL TEAM ATHLETICS HIGHLIGHTS Middle and Upper School team athletics programs returned to a full competition schedule in fall 2021, and our student-athletes and coaches excelled on the field, course, and court.

GIRLS VARSITY SOCCER

OSAA 3A STATE CHAMPIONS

After giving up only four goals all season–a state record–and scoring 78, they headed to the state finals with a 14-2-1 record, and defeated Oregon Episcopal School 1-0 with a goal scored in the final 70 seconds of the match.

BOYS VARSITY SOCCER

OSAA 3A STATE CHAMPIONS

To cap off a season where they outscored opponents 111-10 and finished with a 17-0 record, the team defeated Dayton 8-1 in the finals to earn their third consecutive state championship.

GIRLS VARSITY VOLLEYBALL

OSAA 3A 3RD PLACE HONORS

For the first time in program history, the team went undefeated in league play to become the regular season and district champions, and finished as the third best 3A volleyball team in the state.

MIDDLE SCHOOL BOYS CROSS COUNTRY 1ST PLACE METRO CHRISTIAN LEAGUE

With a team comprised of fewer than a dozen athletes, they competed at a high level and earned the 1st Place League Championship trophy.

GIRLS CROSS COUNTRY 6TH PLACE IN STATE

The girls team finished 2nd at the District Championship to advance to the finals; at the State Championship in Eugene, they placed 6th overall, with senior Megan Cover finishing second in State. WINTER 2022

ALUMNI PROFILES

Tammie (Tamara) Chang, MD ’99 The pediatric hematologist/ oncologist, author, and women’s leadership coach on the risks of burnout in the healthcare community and the importance of advocating for physician self-care In your writings and presentations, you are open about a difficult time in your life and career when you experienced burnout, depression, and suicidal ideation. Why has it been important to you to share your experience?

I very much believe in courageous and humble leadership. It’s so important to me to model and to share my vulnerable story

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because it gives others the permission to be open about their experiences, and to know they’re not alone. If I can help one fellow physician, then this is worth it. If I can help inspire others to begin to share their own stories, this is how we create real change, and a society and medical culture where we can eventually remove the stigma of mental illness. We’re at a physician burnout crisis in healthcare now in the United States. Physicians have the highest rate of suicide of any profession. One in five physicians has considered committing suicide, and that’s more than two and a half times the rate of suicide in the general population. Many physicians worry they will lose their medical license if they share that they’ve struggled with mental illness, and worry they will lose their credibility as a physician. This fear is deeply ingrained in us during our training. If I can model courage, vulnerability, and honesty for others—as a physician, a colleague, and a leader—a shift begins to

happen. I’m very open and public about my own personal struggles, because I want to give others the permission to acknowledge and to share their own. We have so much work to do if we want to have a bright future in healthcare and medicine for all of us. This drives me now in everything I do. And I'm even more deeply passionate about empowering and supporting women physicians because women are disproportionately affected. We have significantly higher rates of suicide, burnout, and emotional exhaustion than physicians who are men.

Why did you choose to take on the role of Medical Director of Provider Wellness in addition to your work as a pediatric hematologist and oncologist?

I took on this role because it is deeply aligned with my Why. My deepest purpose in life is to be part of changing the culture of medicine to make it a better, kinder, more compassionate one for all of us in healthcare caring for our communities. By creating a gentler and more joyful culture of medicine, one where we also work to care for the healers, we ultimately create a healthier and brighter future for our patients and communities. There’s a lot of data showing that when you’ve got a burned-out physician, which is more than 70 percent of physicians now, you’re at a six times higher risk of

“My deepest purpose in life is to be part of changing the culture of medicine to make it a better, kinder, more compassionate one for all of us in healthcare caring for our communities.” experiencing a medical error. At the bottom line this is about safety, providing the best possible medical care, and creating the most nurturing environment to help and heal us all.

You and a friend from medical school launched Pink Coat, MD to make self-care resources available to women physicians everywhere. What was the impetus for this platform?

Luisa and I have been close friends since freshman year orientation at Brown, so we have been friends for over 22 years. She and I had lost touch after completing our fellowship training, Luisa in adult endocrinology, and me in pediatric hematology/oncology. By chance we reconnected in 2019 when she was in Seattle for a conference. I shared my personal severe burnout and suicidal story. And then she shared how she had also hit rock bottom. We realized that we were not alone. If we had struggled so deeply, others likely were struggling too. And that’s when we started to reach out and check in with our long-time medical school, residency, and fellowship friends and discovered that many were also struggling. But no one shares this openly. We have a deeply ingrained culture of silence in medicine. This is why we launched Pink Coat, MD, to create a safe, supportive space for women physicians to come together, to share their stories, and to support each

other. We care deeply about our profession, and about empowering women physicians to become their best selves, and to remain in their medical careers. Forty percent of women physicians either go part-time or quit medicine altogether within six years of completing residency training. We must do something to change the career trajectory of women in medicine today. We know that when women are caring for our patients, and leading our organizations and communities, that our world is a kinder, healthier, and more compassionate one. I’m also very involved with the American Medical Women’s Association, and I mentor many medical and pre-medical students. I am driven to create not only a better and kinder culture of medicine for us now, but even more so for our next generation. I want to help us create a kinder and more compassionate world for our children, grandchildren and beyond—as those who have come before us have done for us.

Are there elements of your Catlin Gabel experience that are reflected in your advocacy work?

At the core of the Catlin philosophy and ethos is a commitment to service, and to speak up for those who can’t for themselves. To me, this is the greatest gift of the precious 12 years I spent at Catlin: a deep and lifelong devotion to serving others, with courage, integrity, vulnerability, and humility.

Medical Director of Provider Wellness and Pediatric Hematologist/Oncologist for MultiCare Health System, Tacoma, WA Co-founder (with Dr. Luisa Duran) of Pink Coat, MD digital platform for women physicians Founder of Tammie Chang, MD, leadership coaching and consulting for women physicians Author of Boundaries for Woman Physicians: Love Your Life and Career in Medicine (2022) Author (with Dr. Luisa Duran) of How to Thrive as a Woman Physician (2021) Bachelors (2003) and Medical degree (Program in Liberal Medical Education), Brown University, 2007 Combined internal medicine and pediatrics residency at the University of Massachusetts, Worcester Fellowship in pediatric hematology/oncology at St. Jude Children’s Research Hospital, Memphis Director of the American Medical Women’s Association’s Leadership Development Program for women physician attendings, ELEVATE Certified professional leadership coach

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ALL-SCHOOL ASSEMBLY SEPTEMBER 15, 2021 On a warm late-summer day, the school’s first socially-distanced assembly took place on the soccer field, with a greeting from Tim Bazemore, musical performances, student speeches, and a Catlin Gabel trivia contest. It was the first time all students, faculty, and staff had been together in 18 months.

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Annual Report

c at l i n g a bel 2 0 2 0 –2 0 21

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s I reflect on the past and look cleareyed into the future, I can’t help but acknowledge that our community is experiencing something important, challenging, and deep. I will be forever thankful for the commitment of our teachers, staff, students, and families for their adaptability and trust; and for the support, advocacy, and continuing engagement of our alumni and friends. We are all especially proud of our teachers for their flexibility, professionalism, and resilience in modifying lesson plans, modes of teaching, and instructional platforms, as the school moved through remote, hybrid, and in-person instruction. I am proud to be part of an institution that continually demonstrates courage. In the face of adversity, Catlin Gabel rises to the occasion with integrity. We are a school that stands tall, pushes valiantly forward, sparks empathy in tough moments, and perpetually learns and adapts. We are this school because of the generations that came before us and because of our incredible and generous donors who stand with us today. For that rich history and support I am deeply grateful. I invite you to take a few minutes to review our annual report. You will see that Catlin Gabel is well prepared to carry on our unique brand of progressive education, dedicated to fostering integrity, inclusion, and kindness in every student.

Nicole Rinetti-Clawson

director of advancement

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Year in Review

september 1, 2020-august 31, 2021

<1%

School Financials

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

income

Total Income

Tuition*

Gifts Used in Operations

$24,393,000 $20,925,000

$1,882,000

Endowment Transfer

$1,492,000

Other Income

86%

*net of financial assistance

<1%

2.5% 4%

$94,000

2% Total Expenses

Salaries and Benefits

10%

Contingency and Reserves

$23,941,000* $17,835,000 $2,408,000

Administration Operating Costs $1,423,000

e x pense s

Facilities and Transportation

Instructional Costs

$969,000

Information Technology

74.5%

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East Campus

*net revenue of $452,000 was used to recover net loss in 2019-20.

$600,000 $554,000 $152,000

Endowment

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. Our endowment is not a monolith; it consists of 73 unique funds established by donors over the years. These funds support professional development opportunities for teachers as well as a wide range of programs and initiatives, such as financial assistance, global education, science instruction, experiential days, divisional libraries, and visiting lecturers. If you are interested in establishing or contributing to an endowed fund, please contact Nicole Rinetti-Clawson at rinetticlawsonn@catlin.edu.

New Student Enrollment Trends

We believe that a community with diverse perspectives is essential in preparing students for the future. Our financial assistance program helps create a diverse community of families and provides students of all ages with the opportunity to build relationships and collaborate with peers from different backgrounds, experiences, races, and ethnicities.

Enrollment of students of color has increased by 61% over the past decade.

endowment by the numbers

$46.5M total

$1.49M fy20 transfer

$442K gifts to endowment

enrollment by the numbers

$5.3M

in financial assistance provided including $310k in emergency covid-19 relief to current families facing financial hardship

28%

of students received financial assistance

29%

of students admitted out of 584 applicants

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“I just want to be part of the chain of people who have given now and in the past so we can continue into the future.”

efore deciding on Catlin Gabel School for their youngest daughter, Angela Patrick (P’32) admits she had reservations about private schools.

“What struck me was that my daughter’s voice was clearly important from the very start,” Angela recalls. “On our first day of orientation, her teacher (Mimi Tang) addressed her as Allie, as I had instructed. Sensing discomfort, Mimi asked my daughter what she wanted to go by, and she said ‘Alessandra, not Allie.’ Without hesitation, Mimi offered to change everything in the classroom to reflect her preference.” Angela chuckles at the memory and shakes her head, “That’s just not something you can get from most other schools.” Since joining our community, Angela has volunteered at Catlin Gabel in a multitude of capacities. She has served

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as an admissions tour guide, on the Parent Faculty Association including the executive committee, as a first grade class representative, and now on the Strategic Directions Advisory Committee. “I like being at the school and involved in my daughter’s education, plus the people I get to work with are smart, kind, and friendly. Why would you not want to be there?” The Patrick Family began donating to the Catlin Gabel Fund two years ago. They do so because they believe in supporting the entire community and ensuring academic excellence. “It’s priceless what you get at Catlin Gabel...” says Angela. “I just want to be part of the chain of people who have given now and in the past so we can continue into the future.”

Catlin Gabel Fund Report

cg fund by the numbers

Overview

The Catlin Gabel Fund is vital to all areas of school life. It is the second largest source of revenue for the school after tuition, and it provides eight percent of our annual operating budget. The CG Fund consists of a variety of appeals that occur throughout the year, each providing opportunities for donors and organizations to lend their support. Take a look at this breakdown of our collective totals from last year. Every gift and every donor make a difference!

FALL GIVING

$1.97M

787

gross total raised

number of donors

$1.89M

percent of operating budget

GIVING TUESDAY 2020

net total

MONTH OF GIVING

$201K

$264K

$291K

You helped provide the tools and supplies necessary to support a virtual launch to the school year as well as our return to campus.

You hit it out of the park by taking part in this international day of gratitude! The funds raised through matching gifts made up 73 percent of total dollars raised for this initiative.

You brought us warmth and light last December! Thank you for being involved in this season of giving and in celebrating our unique educational philosophy.

AUCTION

SPRING APPEAL

EVERY GIFT COUNTS

Total Raised

$647K

$173K

$395K

The Game On! Auction was a winner! Because of the generosity of our community and sponsors, we surpassed expectations during our second-ever virtual auction.

You went Above and Beyond during our three-day spring fundraiser, and we were over the moon with its success, thanks to your support.

About 15 percent of total dollars we raise annually come from gifts such as stocks, IRA transfers, real estate, and matching gifts. If you are interested in learning how you can support the school with this type of donation, please contact Nicole Rinetti-Clawson at rinetticlawsonn@catlin.edu.

Total Raised

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“Catlin Gabel is a premier institution…not everyone that has the abilities or potential can afford to go here.”

unit and Heather Renjen (P ’22) decided early on that philanthropy, in any form and at any level, is a necessary component to living a fulfilling life. “Not only is it the right thing to do, but it also feels good and is a wonderful attribute to model” says Punit.

“My life was profoundly changed after receiving a scholarship from the Rotary Foundation to attend Willamette University.” That scholarship brought Punit from India to the Willamette Valley, sight unseen and never been out of India, directly impacting his life trajectory, where he is now the Global Chief Executive Officer of Deloitte. This passion for financial assistance and equity drove the Renjen family to support the Catlin Gabel Fund and several of the school’s initiatives for well over a decade. “Catlin Gabel is a premier institution...not everyone that has the abilities or potential can afford to go here. We felt it was important to do our little bit to attract students who might

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not otherwise have the financial ability to attend this school.” Over the years since their son Shiv has been a student, they came to understand “what makes Catlin Gabel exceptional is the teachers,” explain Punit and Heather. Following discussions with the Advancement team on how to best support, attract, and retain “the very best” teachers, they established The Renjen Family Endowed Fund for Teaching Excellence. This Fund awards a grant for additional training and professional development opportunities for teachers to utilize in an area or focus that best meets their immediate needs. Punit and Heather both agree that endowments are powerful tools that provide a unique opportunity to inspire, encourage, and create excellence today, with the assurance that the investment will touch countless lives for generations to come. Learn more about this story and Catlin Gabel endowments at catlin.edu/renjen-family

Thank You

2020-21 Volunteers It takes a village. It always did and it always will. Thank you villagers!

Jill Eberwein, Finance

Chris Dorough ’03

Stuart Ellis, Audit

Erik Granum ’03

We are grateful for the many ways our volunteers have supported the Catlin Gabel mission in a time like none other. In addition to the individuals listed here, we wish to acknowledge the efforts of all Catlin Gabel volunteers. We greatly appreciate the contributions that volunteers make to our school and community.

Isaac Enloe, Inclusivity and Diversity

Joe Hall ’97

June Fernandez, Inclusivity and Diversity

Debbie Ehrman Kaye ’73

Zan Galton, Advancement and Enrollment

Michael Malone ’95

Heidi Halvorsen Bell ’88, Audit

Jennifer Marcus ’73

board of trustees

Alix Meier Goodman ’71, Endowment

Indira Nallakrishnan, Chair Mark Holliday, Vice-Chair John Gilleland, Treasurer Azin R. Radsan, Secretary Derrick Butler, MD ’86 Shelby Campion Greg Dufault Bart Eberwein, AIA Arah Erickson ’87 Kate Warren Hall ’93 Amanda Hill Alex Ho, PhD Nkenge Harmon Johnson, JD ’93 Ryan Luria Julie Sutherland McMurchie ’81 Eneida Nemecek, MD Patrick O’Neill David Recordon ’04 Tyler Silver Amelia Templeton ’02 Laura Tremblay Don Vollum ’84, Ex Officio Tim Bazemore, Ex Officio Aminata “Mimi” Radia Sei, PFA President Lisa Ellenberg, Faculty-Staff Forum President Taylor Kaplan ’05, Alumni Council President Kelly Park ’ 21, CG Student Association President

board committee members

Reginald Hamlett, Inclusivity and Diversity Phil Hawley ’43, Endowment Fred Jonske, Endowment Grace Julian, Inclusivity and Diversity Helena Lankton, Endowment Pam Lloyd, Advancement and Enrollment Eric Rosenfeld ’83, Inclusivity and Diversity Warren Rosenfeld ’73, Endowment Nitesh Sharan, Finance Peter Steinberger, Audit Yingmei Su, Inclusivity and Diversity Abby Tibbs ’96, Advancement and Enrollment Mel Tilkicioglu, Finance Bob Warren ’66, Endowment Dana Walton Macauley, Inclusivity and Diversity Julia Winkler ’02, Advancement and Enrollment

Deni Mei ’04 Chris Park ’14 Elizabeth Sabin Rouffy ’87 Tom Tucker ’66

pfa executive council Aminata “Mimi” Radia Sei, President June Fernandez, Vice President JR Anderson Sam Braff Susan Chow Janet Hager Becky Lennon Pam Lloyd Jed Mitchell Sarah Robinette Shana Sharan

capital campaign committee

Tina Szczesniak

Ingeborg Holliday, Co-Chair

fund ambassadors

Mark Holliday, Co-Chair Ashley Campion Semler Alex Ho John Kroger Nicole Lee Eric Rosenfeld ’83 Tiffany Rosenfeld Tyler Silver Tom Shipley ’87 Ryan Talbot Michele Toppe Kate Warren Hall ’93 Heidi O’Neill, Founding Chair Patrick O’Neill, Founding Chair

alumni council Taylor Kaplan ’05, President

Stephanie Luyties, Co-Chair Vanessa Peterson, Co-Chair Marli Blasengame Stephanie Carlson Cassandra Dickson Stephanie Han Elizabeth Korytkowski Jenny Lopez Colleen Maslen ’88 Rachel Massey Scott Phillips Jenny Potter Tracy Stout Ellie Watts ’05 Yang Yang

Eric Blackburn, Finance

Eric Mandel ’99, Vice President

auction co-chairs

Haleah Blank, Inclusivity and Diversity

Katherine Chang ’21, CG Student Association VP

Kim Bulkley

Alyson Day, Inclusivity and Diversity

Len Carr ’75

Robin Janssen

Stephen Dudley, Endowment

Paul Dickinson, Former Faculty

Gina Wand

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CLASS NOTES SEND US YOUR NEWS

We are pleased to publish all Class Notes submitted by alumni or their class representative. Notes and photos may be submitted at any time through the online submission form at catlin.edu/classnotes.

89-90

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04 02

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

Jennie Tucker writes, “I am thinking back on my time at Hillside and remembering teachers and administrators that made an impression on me: Jim Angell, Principal of Hillside. I knew his office because I was often sent there, not as a courier but as a student who needed a little talking to. I remember his physical presence as wool-suited with a tie, never in blue jeans. As Head he began the daily gathering in the theater/library with important news and a short reading by students from the book of Psalms, and the Pledge of Allegiance. There was no mistaking who Jim Angell was and what he stood for. I don't think I ever thanked him for telling me about Marlboro College in Vermont where I went. He knew about it having been at the Putney School just north of Marlboro. I couldn't have asked for a better education from Hillside/Catlin Gabel/Marlboro College: critical thinking; ability to write clearly and give back to society more than you received. Now so many years have passed, I am publicly thanking Jim Angell for his recommendations.”

Class Year: Class Member 67: Class of ’67 get-together with (L to R) Grace Gardner Welcome, Charlie Rowland, Alice Patten, Betsy Beebe Harvey, and Cindy Pickering Christianson 69: Robina Suwol 75: Margaret Bridges and “My Penny saved” 86: Katie Wisdom Weinstein: “Adventures in NYC with Jess and Katie”

89-90: The wedding of Judy Hutchison and Mitch Wiencken (See details in Class Notes for ’89) 93: Damon Spritzer at her former home instrument

02: Shoshana Maxwell welcomed her first child, Shiloh (Kristal Passy Photography)

04: Hannah Aultman and Peter Maxwell with their daughter, Fiona Kazuko Maxwell 04: The wedding of Miranda Middleton and David Hedlund 13: 1st Lt Keegan McCarthy 14: Team offsite with Camille Fairbairn

Tim Dickel retired from Creighton University in December of 2019 after nearly 44 years of service as a faculty member and administrator. He continues to live in Omaha, Nebraska, and is enjoying his ten grandchildren and traveling with his wife, Gail. 1966 CLASS REP: Tom Tucker, tuckert6671@gmail.com

Terry Stanton Collins writes, “I live in Chester, California, near where the Cascade and Sierra Mountains meet. This summer, the Dixie Fire came very close to burning up our town. I was evacuated and the heroic efforts of our fire fighters along with a shift in the wind saved our town. I retired from Collins Pine Company at the end of 2015, but I’m still involved with the Collins Pine Museum, which has exhibits on lumbering, forestry, sustainability, and Collins history. We have a bit of a lead on precipitation this fall, with a big snowstorm moving in. So maybe we won’t have such a terrible fire season next summer. The Dixie Fire burned 60% of our forest lands, which had been managed sustainably for 80 years. Needless to say, this was a huge loss, but we're salvaging as much timber as we can and have already started to replant. Looking ahead, we hope to see public

and private forest owners coming together with a commitment to manage our western forests to be more fire resilient in the future.”

Grace Gardner Welcome writes, “This summer (2021) five Catlin Gabel (Hillside) grade school buddies got together in northeastern Oregon for fun, festivities, and folly. Our activities included horseback riding, fishing, glass blowing, swimming, shopping, gourmet dining experiences, and an occasional cocktail. Not to mention boring our spouses with memories of days long past as well as current life events. A grand time was had by all!” 1969 CLASS REP: Steve Bachelder, steve.bachelder@gmail.com

Jordan Schnitzer writes, “I am the proud father of four wonderful children. My daughter Arielle was a lifer at Catlin and graduated in 2016. My second daughter, Audria, attended through 5th grade. Now my son Sam is enrolled in kindergarten and my youngest, Simon, is in pre-K. When I drop my sons off at school, I often walk through the Fir Grove. Memories of my Catlin school days fill my thoughts. Each step I take I wonder if they are exactly the footprints I took decades ago! While I continue to work hard at Schnitzer Properties, which operates commercial properties in six states, I also devote my time to the Jordan Schnitzer Family Foundation art exhibition program, which has had over 140 exhibitions from our collection of major artists of the last 50 years at 110 museums around the country. I consider our class of 1969 lucky in that many of us still see each other on a frequent basis. At Friday Sing in the Beehive we sing, “old friends are gold,” and I do treasure all my Catlin friends!” Robina Suwol is the founder and executive director of California Safe Schools, a celebrated children’s environmental health and environmental justice coalition located in Southern California. She currently resides in Sherman Oaks, California, and has two sons, Brandon and Nicholas, both professional artists in lighting design and music. 1973 CLASS REPS: Debbie Kaye, djek53@aol.com; Ted Kaye, kandsons@aol.com; and Steve Swire, sswire@gmail.com

Bob Bonaparte recently handed over Catlin Gabel mock trial coaching duties to Tyler Francis ’01, who returned to Portland a few years ago to join a private law

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practice. Tori Hall Byerly reports from Camp Sherman, Oregon, that she is painting, reading, volunteering, and playing with grandchildren. Gwynne MacColl Campbell is still tutoring part time and volunteering with Darien Book Aid, a 75-year-old non-profit that ships used books to Third World schools and the Peace Corps. Free time finds her and Doug walking, biking, or playing tennis or golf. They spent a lot of time during COVID with son Colin's family (including 3- and 5-year-old daughters). Daughter Caroline survived 300 days in lockdown in Melbourne, Australia, with a new baby, a three-year-old, and two chocolate Labs. She says that daily face-time visits softened the pain of separation. Scott Director and Carol recently celebrated their 40th wedding anniversary. Their furniture business prospers despite supply-chain delays and they are remodeling both their Portland and Cannon Beach homes. Three of four children are in Portland along with one granddaughter. Their son Sam recently married and is teaching at Brown University. Leslie Hillman is substitute teaching at Catlin Gabel’s kindergarten. She has traveled recently, to Hudson, N.Y., to see her sister Hilary ’75 and to parts of California where she grew up. Her community garden plot and her new house in the Hollywood district engage her free time. Debbie Kaye continues as president of the League of Women Voters of Portland, proud of the organization’s work with the City Charter Review Commission and police accountability. She and Ted traveled recently to see their son, Mason ’04, and his family outside of Boston, Massachusetts. Halloween with grandchildren was a highlight! Ted Kaye works full-time but as a volunteer. A highlight is his involvement with cities and states in flag design. He served on the committee that designed the new Salt Lake City flag and has helped with efforts such as removing the Confederate Battle flag from the Georgia and Mississippi flags. Mark Kelley wrapped up his California legal career with his name on the door and relocated with Sheila to Sisters, Oregon. Along with enjoying the outdoors, he serves on advisory panels for Deschutes County and the Sisters School District on their construction programs. Betsy Menefee divides her time between Portland, where she continues to work in real estate, and Tumalo, Oregon, where she has taken up e-biking and hiking with great enthusiasm. A recent highlight: a 22-mile circumnavigation of South Sister on foot in a single day. Six grandchildren between six months and six years provide lots of fun.

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Michael Mills has retired from the Pittock Mansion Society’s board after six years, the last as president, and remains a Royal Rosarian. He lives in the Hood River Valley, next to Gil Kelley ’71. He serves on the Columbia River Gorge Commission, a six-county, bi-state regulatory organization. He is proud of daughter Colby’s (’07) work in public policy dispute resolution. On a sad note, his mother died in December. [See the In Memoriam notice for Kate Leadbetter Mills ’50.] Elizabeth Powell Pastor recalls that coming to Catlin Gabel as a junior gave her a new lease on education. She and her husband have served 26 years of ministry. Their five children and five grandchildren are thriving. Brian Saucy has retired from his long career as pastry chef at the Benson Hotel and is living in Portland and backpacking extensively, especially in Northeast Oregon areas such as Eagle Cap. Allen Schauffler continues anchoring the early evening on Central Oregon Daily News (KOHD/KBNZ), the nation’s 186th-largest television market. He also mentors new journalists and has a new household member, Lucca the cat. He recently saw Dave Weiss in Maine and heard about the memorial for Darby Williams Dizard. Steve Swire has returned to photography and posts pictures occasionally on Facebook. He has been biking extensively, at home and in Colorado, and recently biked above 11,000 feet. He says that he is “still working 110%, but 20% of the time.” His son, Sam, has just started at Washington University.

Tom Buell and his wife, Jamie, have moved to Port Townsend, Washington, where they enjoy access to water and mountains. They spend as much time as possible hiking, camping, kayaking, riding their e-bikes, and exploring the country in their converted school bus, Ernest. 1975 CLASS REP: Len Carr, carrl@catlin.edu

Margaret Bridges has been happily busy working from her new townhome during the pandemic as a copy editor at a Portland ad agency, Thesis. She lives with a sweet rescue dog, Penny, that she adopted last March, and often gets together with her daughter Emma. She is looking forward to the wedding of her daughter Holly in Seattle in June. Margaret took her first post-COVID flight last fall, to Atlanta for a wedding, where she also had a great time visiting Julie Buchwalter ’72. She's hoping to

celebrate her big birthday in 2022 with friends and possibly a big trip. She writes, “Happy to keep in touch with CG friends!” After 32 years, Len Carr’s official last day at Catlin Gabel was October 31. But he still keeps a toe in the door coaching, subbing, driving, and leading various outings. Len writes, “Hester Buell Carr ’76 retired last August but she too continues to some degree teaching nurses and providing vaccinations at various sites. She helped out recently on campus vaccinating Lower School children. We both enjoy time with our four grandchildren, traveling, staying active biking, hiking, skiing, etc., and with Hester’s parents Tom and Joan Buell. Joan taught at CG 1965-80 and Tom was a longstanding Board trustee. Our children Emily Carr Bellos ’02, Julia Carr ’05, and Hannah Carr Clark ’07 are very much part of our lives and each thriving and doing great.” Joel Ivey writes, “After more than a year locked down at home in Bangkok, my wife (Sue) and I caught a nearly empty flight to Portland in July and within an hour of landing were at Costco getting our jabs. After the second jab and feeling free at last, we flew to Alaska in August where a friend with a float plane took us out fishing and adventuring in the Alaska Range. Just like the good old days, where as a young geologist I explored that country for gold and copper. Then we visited old colleagues in Montana and Colorado before flying back to Thailand in November when the quarantine restrictions ended for international arrivals. Feeling safe after our vaccinations and 10 days isolation, we drove 9 hours north to visit another old colleague and mining engineer, Ken Connell (now 88 years old), in Jomthong, northern Thailand. Has been great to see old friends long missed because of Covid. Next we loaded the truck full of gifts and drove to eastern Thailand to visit Sue's 86 year-old mother and family on their 25-acre rubber tree farm. Aside from the 3,200 rubber trees, they have added a large assortment of durian, mango, and other exotic fruit trees, which during the three years since our last visit have grown immensely. Now back in sunny Bangkok and will catch the fireworks on New Years from our condo rooftop on the Chaopraya River. New stop: Uruguay for an article to be published in The Mineralogical Record sometime in 2022.” Lisa Peters completed a 30-year project to produce a catalogue raisonné of the work of the American Impressionist John Henry Twachtman (1853–1902). The catalogue has been published online, in collaboration with the Greenwich Historical Society (Connecticut) at jhtwachtman.org. For the Historical Society,

she also curated the exhibition, “Life and Art: The Greenwich Paintings of John Henry Twachtman” and authored its accompanying in-print catalogue. (The show was supposed to open in October 2021, but it has been postponed to 2022 due to damage to buildings at the Historical Society from Hurricane Ida.) Lisa and her husband Jerry Wakefield still live in NYC where Jerry continues teaching at NYU (and publishing books); both sons are in graduate school in Boston (Joshua in physics at MIT and Zachary in bioinformatics at BU). Despite the adversities of the pandemic, Lisa is glad that it has resulted in being able to connect by Zoom with Portland friends! 1976 CLASS REP: Hester Buell Carr, hbc58@aol.com 1977 CLASS REP: Kelley Brand, kelleybrand503@gmail.com

Dean Alterman has been elected president of the University Club of Portland, to serve for 2022. Ernst Mengelberg graduated from the Embry-Riddle Aeronautical University in 1987 with a BS degree in Aeronautical Science, and the Naval Postgraduate School with a MS degree in Logistics Management in 2000. He had a highly successful 24-year career in the US Navy, enlisting as an Aviation Electronics Technician in 1979, and being commissioned as a Naval Aviation Officer in 1988. He retired from the US Navy in 2005 having achieved the rank of Commander. Duty stations included Barbers Point, Hawaii; San Diego, CA; Pensacola, FL; Brunswick, ME; Keflavik, Iceland; Subic Bay, Philippines; Atsugi, Japan; and Monterey, CA. Ernst is married to Carol Mengelberg whom he met in the Philippines in 1983, and they have a 22-year-old daughter, Catherine. Ernst currently lives in San Diego CA, and has a second career as a Logistics Engineer with the Northrop Grumman Corporation, developing the US Air Force Global Hawk UAV, and the US Navy Triton and Firescout drone aircraft. He is also an FAA Licensed Private Pilot. 1978 CLASS REPS: Ken Naito, kennaito@comcast.net, and Peggy Schauffler, schaufflerp@catlin.edu

Bill Polits writes that he “Traveled to Switzerland in August to meet my son's Swiss fiancé, Luna, meet her family, and attend their wedding on August 12!

A true pleasure to meet these wonderful people and an honor for my wife and I to welcome/be welcomed into an expanding family. This Swisses' great patience, grace, and generosity was exemplified by my daughter-in-law's grandfather, seated to my right at the wedding dinner for two hours, discussing our life histories with me in my very ‘intermediate’ level German!”

Jarrett Walker’s transit planning firm, Portland-based Jarrett Walker and Associates, is now 10 years old, and is leading bus network design projects all over the U.S. and in several other countries. His book Human Transit is also 10 years old this year.

Nicole Stanton Mott writes that she “Reconnected with a group of Catlin friends a few years back. It has been fun staying in contact and reminiscing about the antics our class pulled in the 80s. We were pretty infamous, for better or worse. My husband Brian and I are living in Tiburon in our empty nest. Our son Ian lives and works in Vancouver, B.C., and our daughter Erika is finishing up her degree in Montreal. Lucky us, we have two great cities to visit when visiting our kids. I started my own medical aesthetics practice in fall of 2020. I am a nurse practitioner and have worked in medical aesthetics for 17 years. It is a challenge running a business but I am having a great time. I miss the Pacific NW and hope to live there again someday.” 1983 CLASS REPS: Traci Rossi, traci.j.rossi@gmail.com, and Adrienne Wannamaker, adrienne@wannamaker.com

Katie Wisdom Weinstein writes, “I am happily working as the Education Director at the Oregon Humane Society, and so happy to visit schools and classrooms across Oregon. My husband and I follow the fabulous adventures and tales of our amazing grown children and we spend a lot of time with our menagerie of pets, plants, music, and travel! We love PDX and our community here.”

Claire Darling writes, “After making it to the end of a threeyear lease with my community bodywork clinic experiment in autumn 2021, I gleefully shut it down and returned to the simple life of treating clients one-on-one in private sessions. I'm grateful for all the teachers and mentors through the years who

encouraged and honed my capacity for critical thinking. Apparently, there's not much of that swirling around in the ether these days. A long series of head injuries has delivered to me somewhat less skill at remembering names and numbers, but a lot more skill in accessing non-linear wisdom. My 21-yearold [Regan Magee ’18] has been living in France and likely will continue indefinitely. She's pursuing citizenship over there. Blessings to all, no exceptions. Even the selfish, the weak, and the fearful. No exceptions.”

On a beautiful August day, Mitch Wiencken ’89 and Judy Hutchison ’90 were married. Judy's brother Dave Hutchison ’89 gave away the bride in a gathering at the couple's home. The ceremony, titled “A Love Deferred,” was officiated by D’Artagnan Caliman ’91 and featured a poetry reading by Susan (Pyfer) Grace ’90. Other Catlin friends in attendance were Amy Weinstein ’88, Andrew Duden ’89, Michael Bell ’89, Rukaiyah Adams ’91, and Matt Hutchison ’95. The Wienckens would love to hear from friends at judithandmitchell@gmail.com. 1990 CLASS REP: Pippa Arend, pippaa@gmail.com 1991 CLASS REP: D'Artagnan Bernard Caliman, dbcaliman@gmail.com

Melissa Adams writes, “I am getting ready to be the first MSW/LCSW in the Bend office of Bristol Hospice [starting January 2022]! I LOVE Hospice Social Work and am passionate about it for SO many reasons, and this position brings me opportunities for Growth that I am SO excited about!” 1992 CLASS REP: Melanie Novack Piziali, melaniepiziali@yahoo.com

Damin Spritzer was granted tenure and promoted to Associate Professor after being named Area Chair of the Organ Department in 2020 at the University of Oklahoma. She was appointed to the faculty at OU in 2015. In addition to her full-time teaching duties she has recorded five CDs for Raven Recordings, published a critical edition, concertizes internationally, and is active in various roles with the Organ Historical Society, the Association of Anglican

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Musicians, the Organ Media Foundation, and the American Guild of Organists Dallas and Oklahoma City chapters. Damin's fifth CD was the first CD recorded by a woman and by an American at the renowned and historic Hereford Cathedral in England. Her monograph on the composer R.L. Becker, of whose organ music her recordings were world premier recordings in both France and America, is forthcoming from Leupold Publishing and expected later this year. 1996 CLASS REPS: Daniel Karlin, danielkarlin7@gmail.com, and Trace Hancock, tjhancock@gmail.com 1997 CLASS REPS: Katey Flack, katey.f lack@gmail.com, and Phoebe Wayne, phoebevwayne@gmail.com

Dylan David Brams writes “I had my second baby, Caana, in August. I am starting a company producing digital edutainment called Imaginary Component.” 2001 CLASS REP: Tyler Francis, tyler.p.francis@gmail.com

Shoshana Maxwell returned to Portland where she provides medical care to families in the community. She welcomed her first child, Shiloh, in October 2021. 2004 CLASS REP: Hannah Aultman, hannah.aultman@gmail.com

Hannah Aultman and her husband, Peter Maxwell, are pleased to announce the birth of their daughter, Fiona Kazuko Maxwell, on October 11, 2021. Mason Kaye and his family moved to Massachusetts in May, where he is now the Associate Director of Auxiliary Programs at the Meadowbrook School of Weston. Miranda Middleton and David Hedlund were thrilled to get married this summer surrounded by friends and family, including fellow alumni Skyler Middleton ’09, Hannah Aultman, Elizabeth Gibbs, Madison Kaplan, Alison Lazareck, Zoë Pinfold, Leonard Porter ’81, and Adrienne Wannamaker ’83. 2005 CLASS REP: Donna Canada-Smith, donna.canadasmith@gmail.com

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Matt Lundeberg continues to enjoy growing his private psychological practice, Oregon Autism Evaluations LLC, in addition to time spent playing tennis and taking 10+ mile walks on the Oregon coast beaches. Alec MacColl writes, “My wife Sophie and I moved to Kansas City, Missouri, in July 2020. I am leading the Finance team at a fiber infrastructure business based here. We are renovating a 1924 house in the Crestwood neighborhood (Tom Tucker ’66 can sleep easy at night, we're using professionals). Always happy to see Catlin people passing through the Midwest!” 2007 CLASS REP: Rob Kaye, robert.e.kaye@gmail.com

Alyssa Bonini lives in “North-ish” Portland with her husband William and continues the glamorous "work from home" routine. She left her government job to work for an environmental consulting firm, helping facilitate community engagement on the Portland Harbor Superfund cleanup effort. NPR recently featured Peter Hatch’s work to bring sea otters back to Oregon. As a member of the Confederated Tribes of Siletz, he began learning about the relationship between the tribes and the otters when he and his father built a boat and needed a name for it. “My dad happened across elakha, for sea otter, in a Chinook jargon dictionary,” he writes. Peter now helps lead the Elakha Alliance (elakhaalliance.org). In December Ben Hayes gave a talk on “Coastal Forest Habitat & History” at Fort Clatsop. He is the principal of Springboard Forestry LLC, a consulting firm focused on conservation forestry, finance, water resources, and wood supply chains. When not in the woods, Ben enjoys working on wooden boats and floating wild rivers. Kayce Coulterpark Hawks reports: “We’re currently stationed in Virginia, where we spend most of our time outdoors. I did not return to teaching when Emma started kindergarten, so I get to volunteer my time working with the kiddos at her cooperative forest school. I love all the art, science, math, etc. that they get to learn outside; they just learned how to make their own fires to help keep warm as the weather turns colder. Now I need Emma to teach me how to use that flint, too! On the weekends we stay active as a family with hiking, biking, and rock climbing.” Last fall Cameron McClure and her partner, Robert, adopted a second dog and bought a house in Miami. She says, “Say hello if you’re

passing through!” After being asked not to come home (COVID!) last year for Christmas, Andy Moerer made her parents very sad by opting to spend this year’s holidays with her boyfriend working remotely and vacationing in Portugal and Paris for two months. He works in spirits and she's very excited about all the ginjinha, port, and madeira. At the Latin Grammys, Andy embarrassed all his work friends by knowing way too much about Bad Bunny. Corey Morrow reports: “Still doing forestry on the property and we've got sheep and cattle now. Working on new fencing on pastures and improving buildings in the barnyard so we have more room for activities. Jonny's getting so big so fast! He'll be two in February, and he's just the best thing ever. I'm partnering with people who can program to start a game development company, still very early-stage but like any new venture it’s exciting.” Stephen Murphy now works for a local non-profit helping people out of homelessness. He’s officially a Southwest Portland resident again, with enough room to start some house projects. He’s also getting back into writing and game design with a couple friends, soon under a technically real and official media company. And sharing the pain for lack of sports, he says, “as soon as I finished school, I was going to take up rock climbing or martial arts or something, and instead all I have is a handful of dumbbells in my office.” McCall Vollum Renold and husband are still living in Montana with their Bernese Mountain dog and little redhead, Renee (almost one year old). She has started renovating properties full-time, with one in California and another in Livingston, Montana, and they were scouted by HGTV for a possible show next year. Cody Snell is living in San Francisco with his wife Carolyn and works at Google as a video producer. When not hiking through redwoods or camping on the beach, Cody and Carolyn love going on national park road trips and spending hours learning stupidly complicated board games. They are expecting their first child in the spring and cannot wait to welcome her to the world! After Vi Stone spent nine months at home with Milo, in September she started a new job at Portland Montessori Collaborative and Milo started school as well. In early 2021, the company where Danielle Witt works was acquired by Christenson Electric, one of Oregon's oldest and largest electrical contractors; she is now in its specialty audio/video division. She and her husband recently completed a second large remodel on their Southeast Portland home.

Stephen Lezak is splitting his time between Boulder, Colorado, and Cambridge, England, where he moonlights as a PhD student. In the last year, he's spent more time writing, publishing articles in The New Republic, The Independent, High Country News, and Grist, to name a few. He frequently finds himself thanking his Catlin English teachers while deleting unnecessary words and striking out "to be" verbs. 2013 CLASS REP: Alexandra van Alebeek, alexandra@vanalebeek.com

1st Lt Keegan McCarthy recently completed his F16 pilot training in the United States Air Force. Keegan has served at multiple U.S. bases and is now stationed in Misawa, Japan. 2014 CLASS REP: Chris Park, parkcgs@gmail.com

Camille Fairbairn writes, “After a whirlwind of a year, I was fortunate to find my footing at Humming Homes in October 2020. A tech-enabled home management solution, Humming is revolutionizing the way Americans manage their most important asset– their home. On October 12, 2021, just one year after joining Humming as the first operations team hire, we announced our $5.6M seed raise led by Greycroft with participation from AlleyCorp, Thrive Capital, Sound Ventures, New Valley Ventures, and prominent angel investor Abby Miller Levy. We’ve scaled our portfolio from ten clients in the Hamptons to more than 200 clients and nearly $700M homes under management (HUM) across the Hamptons, Greenwich, Westchester, and now South Florida. We’re scaling quickly and eager to hire passionate, curious, and talented individuals to join our team. If you or someone you know may be interested, please head to our careers page or contact me directly at camille@humminghomes.com.

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 1, 2022.

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.

FOLLOW US ON SOCIAL FACEBOOK: Facebook.com/CatlinGabelAlumni FACEBOOK GROUP: Facebook.com/groups/catlin LINKEDIN GROUP: LinkedIn.com/groups/53534 INSTAGRAM: Instagram.com/CatlinGabel

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

WINTER 2022

IN MEMORIAM

CLASS OF 1942

Nani Swigert Warren

December 1, 1923 - November 30, 2021

The editorial page of the 1942 yearbook, The Garrulous Pine, calls on graduates of Catlin-Hillside (as the school was then known) to develop in themselves the quality of fineness. “Fineness” included character, integrity, perseverance, and thoughtfulness toward other people. Attributes that Nani Warren exhibited throughout her lifetime. While a student at Catlin-Hillside, she performed in the Nativity play; in her senior class production of “Sorority House,” as Betty Van Groot; and danced in May Day. She was in Ski Club all four years, serving as the club’s president in 1940. She played baseball, basketball, and football. In her senior year, she was elected as the student body vice president. After attending Sarah Lawrence College, she married Bob Warren in 1945. They had five children, all of whom attended Catlin Gabel: Catharine ’65, Bob ’66, Wendy ’68, Tiger ’69, and Betsy ’72. In the early 1960s, the family embarked on a ten-month trip around the world, visiting Asia, Africa, the Middle East, and Europe, Nani leading her children on adventures along the way. As her family says, “it was an amazing education championed by a fearless woman.” Nani served as a former Trustee and Endowment Committee member. She was a parent, grandparent, and great-grandparent of Catlin Gabel alumni and current students. Following in her footsteps, her family have been substantial supporters of the school. Her brother Ernie Swigert ’43, sister Betty Swigert Snow ’56, and son Bob ’66 served as Trustees; and granddaughter Kate Hall ’93 is a current Trustee. Nani’s mark on Catlin Gabel is indelible. Having supported every major capital campaign in the school’s history since 1966, she helped make Catlin Gabel the school we see today. The Miller Library, SwigertWarren Gymnasium, Warren Middle School, Creative Arts Center, and Dant House were all made possible because of her generosity. Her tremendous spirit of philanthropy has been paramount to building the future for our students. We stand taller because of her unwavering dedication. In addition to her support of Catlin Gabel, Nani was on the national board of the American Federation of Arts and a lifetime trustee of the Portland Art Museum. Nani will be missed dearly at Catlin Gabel and throughout the larger community.

The Caller

catlin.edu/thecaller

Nani Warren (right) at Catlin-Hillside School, 1942 (with Mabel Livingstone Bishop ’42)

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.

Franklin Griffith Drake Father of Matthew Drake ’77

Meg Patten Eaton ’58

Wife of Sid Eaton; mother of Stu Eaton ’85 and Bruce Eaton ’86; daughter of Elsie Shepard Patten ’29; stepdaughter of Katharine Talbott Patten ’26; sister of Judy Patten McIndoe ’55, George "Skip" Patten ’62, Deborah Patten Gerrish ’65, Alice Patten ’67, and Stuart Patten ’72

Carl Hammond, and wife Peggy (Langerman) Hammond ’50 Daughter of Amalie Langerman ’26; sister of Luise Langerman Lane ’54

John Tucker Malarkey ’48

Husband of Jane McDonald Malarkey ’55; father of Jonathan Malarkey and Annie McLaughlin; son of Susan Tucker Malarkey ’20; brother of Thomas Malarkey ’46, Sally Malarkey ’50, and Laurie Malarkey Rahr ’52

Barbara Ann Manildi, MD

Mother of Colleen (McDevitt) ’88 and Amy McDevitt Maki ’90; grandparent of Arlo Maslen ’22, Jimmy Maslen ’20, and Paul Maslen ’25

Kate Leadbetter Mills ’50

Former trustee; mother of Ed Mills ’76, Lewis Mills ’74, John Mills, Jr. ’71, and Michael Mills ’73; grandparent of Colby Mills ’07 and Tara Mills ’11

Kevin Novack ’94

Son of Debby Novack ’66; brother of Melanie Piziali ’92

Julianne Spears ’60 Melicent Ames Whinston

Lower School teacher; parent of Jim Whinston ’70, Melet Whinston ’73, Louise Whinston ’76, Patricia W. Isenberg ’78

John Wiser

Upper School teacher; husband of Upper School teacher Harriet Wiser; father of Ryan Wiser ’90 and Morgan Wiser; stepfather of Martin Buchanan ’79, Paul Buchanan ’82, and Phil Buchanan ’88

Jackson Zechnich ’17

Sister of Katie Zechnich ’14

John Maslen

Husband of Beginning School teacher Bobby Lynn Maslen; father of Lynn Maslen Kertell ’76, David Maslen ’78, Sylvia Maslen Davids ’80, and Paul Maslen ’82; grandparent of Arlo Maslen ’22, Jimmy Maslen ’20, and Paul Maslen ’25

WINTER 2022

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ALUMNI WEEKEND Welcome back to campus!

See full schedule of events at catlin.edu/alumnievents