Signature Magazine - Spring 2023

THE ADMISSIONS MAGAZINE OF EMMA WILLARD SCHOOL

Spring 2023

FEATURES

16 Navigating College Acceptance Counseling that offers support and perspective

22 STEAM Talent

Emma’s student excellence is getting recognized

30 Shining a Spotlight

on Cultural Diversity

Manyi L. ’23 and Viviana Leo ’98 in a creative partnership

36 Forward Motion

Progress in the historic Infinite Horizon campaign

THE ADMISSIONS MAGAZINE OF EMMA WILLARD SCHOOL

The “signature” is by Megan Toohey Scremin ’00, who begins her tenure as chair of the Board of Trustees this July.

MISSION

SPRING 2023

Jenny Rao

Head of School

Meredith Legg, PhD

Associate Head of School

Virginia Arbour

Chief Financial Officer

Ann Dejnozka

Head of Advancement

Christine Gilmore

Head of Institutional Equity and Inclusion

Shelley Maher Dean of Students

Kristen A. Mariotti

Head of Enrollment Management

Luke Meyers

Chief Communications Officer

EDITORIAL STAFF

Luke Meyers, Melissia Mason, Kaitlin Resler, Sandra Santana

Editorial Team

Lori Ferguson, JoAnn Gometz, Robin Prout, Maeve Ryan

Contributing Writers

Kaitlin Resler

Photography

Margaret Clark ’98 and Sara Niemiec

Class Notes

Lilly Pereira www.aldeia.design

Designer

R. C. Brayshaw & Company www.rcbrayshaw.com

Printer

Please forward address changes to:

Emma Willard School 285 Pawling Avenue Troy, NY 12180 866-833-1814 alumnae@emmawillard.org or emmawillard.org/alumnae

Signature, the magazine of Emma Willard School, is published by the Communications Office two times each year for alumnae, parents, grandparents, and friends of Emma Willard School. The mission of this magazine is to capture the school’s values and culture through accurate and objective stories about members of the Emma community, past and present, as they put Emma Willard’s mark on the world.

Emma Willard School is a nonpartisan organization. In the spirit of honoring the individuality of our community members, we encourage featured individuals to share their authentic selves. Views expressed are entirely their own.

ON THE COVER

Lennon A. ’23, Anna Kelly G. ’23, and Esme M. ’23 pose for a “selfie” together in their college attire on the Senior Triangle during Chalk Day, an event celebrating the conclusion of the college selection process for Emma Willard seniors.

Photo by Erin Covey.

Honoring our founder’s vision, Emma Willard School proudly fosters in each young woman a love of learning, the habits of an intellectual life, and the character, moral strength, and qualities of leadership to serve and shape her world.

Pictured left: Alumnae Panelists Teki Cruickshank ’88, Amanda G. Benjamin-Smith ’99, Lauryn Harris ’17, Ari Thompson ’08, Dr. Barbara Nabrit-Stephens ’68, Pamela Thomas ’76 for Emma Willard School’s Dr. Martin Luther King Jr. Day programming gather on the grand staircase with Margaret Clark ’98.

f Earlier this year, Head of School Jenny Rao answered questions about the ways in which the Infinite Horizon campaign and the Leading with Purpose strategic plan are helping Emma Willard to continue its legacy of academic excellence. You can watch the resulting video Q&A by visiting the following link or by scanning the QR code below: emmawillard. org/campaignQA

Leading In

HEAD OF SCHOOL JENNY RAO

In Pursuit of Authentic Success

While educational techniques and technology may change, the core tenet of Emma Willard School’s offering has remained the same for over 200 years: access to and excellence in academic pursuits once reserved exclusively for men. It’s fun to imagine that if our founder had traveled in time to the 21st century, Madame Willard might be surprisingly familiar with what she observed here on Mount Ida today: scientific experiments, inquiry into the human condition, discourse on politics and society, and the exploration of the intersection of art, history, and literature, to name a few. While she might have initially struggled with our swipe-card security system or marveled at the motorized carriages whizzing through the heart of Troy, she would undoubtedly have recognized the same brilliance and boldness in these young pupils as the ones she knew in her time.

However, there is another element of the “Emma experience” that I believe is as deeply ingrained in the school’s storied history as our commitment to academic rigor: each student should define success on their own terms. In other words, our students should discover and pursue authentic success. At the very core of a girls’ school mission is to create an environment where students find and use their voice. But an important precursor to speaking up is discovering what each one of our students wants to say. In this “noisy world,” technology often fills our downtime, making it more challenging to listen to our inner intuition. At Emma Willard School we are building time to reflect often. This time for reflection is meant to bring forth each student’s inner voice: time to understand their values and discover pursuits that bring purpose to their lives. We want our students to cultivate an authentic voice that will lead to authentic success.

I often say, “We have 360 definitions of success at Emma Willard, one for every student.” We value and encourage our students’ paving their own path and shaping their own unique journey. We don’t have a hierarchy of talents or pursuits that we celebrate above others. What our community values is exactly what Madame Willard modeled, the pursuit of an authentic purpose. And the reward for pursuing endeavors that bring pur-

pose into our lives is the conviction to dare greatly, to fail and try again, because the meaning is in the authentic journey and not merely in the destination. Before comprehension, retention, or mastery of a subject, success in learning must begin with a willingness to try—something we can all relate to as a life-long pursuit.

Authentic success takes many shapes and forms, of course. One version is the student who takes advantage of learning support services or extra tutoring to complete a course they might have struggled with at the beginning of the year. Yet another is someone who has excelled at soccer but decides to try lacrosse, gaining a new skill and making new teammates simultaneously. It could even be the student who chooses to spend their evening with a friend needing support and a listening ear rather than joining a weekend activity they had planned to attend.

Within this issue of Signature, I see authentic success clearly highlighted alongside the many examples of academic excellence and intellectual curiosity we treasure here at Emma Willard. We recognize the vital role our College Counseling department plays in providing perspective to students in what feels like a daunting decision for most, reminding them along the way that acceptance to a particular college or university does not determine their worth to the world. We celebrate the many girls at Emma who are exploring, innovating, and succeeding in STEAM—Science, Technology, Engineering, Arts, and Math—while debunking the stereotypes of society that these are fields for boys and men. And, lastly, we take this opportunity to thank our outgoing board chair, Lisa Allen LeFort ’72, for her work helping Emma Willard succeed in unconventional and unprecedented ways while we also welcome our incoming chair, Megan Toohey Scremin ’00, to her new role.

In this season when we observe the momentous occasion of our seniors graduating and our faithful alumnae returning, I hope they—and we—all recognize and reflect on the less obvious but personally meaningful and authentic ways they have achieved success along the way.

From the Triangle

Katie G. ’23 and Sam M. ’24 show off their rings at the 2023 Ring Dinner Ceremony.

2023 HIGHLIGHTS

1. A beautiful Mid-Autumn Festival celebration in Kellas Garden with incredible décor, mooncake, bubble tea, karaoke, lantern writing, and a selfie station!

2. October 2022 saw the community come together to break ground in the construction of the Alice Dodge Wallace ’38 Center for the Performing Arts.

3. The fall pep rally, led by Resident Faculty Mae BurrisWells ’18, took place in Kiggins to wild cheers and pom-pom waving.

4. Rachel D. ’26, Victoria L. ’26, and Rapple D. ’26 show off their copies of I Never Thought of It That Way by Mónica Guzmán, who kicked off this year’s Speaker Series with a visit to campus.

5. The Martin Luther King Jr. Day programming for 2023 featured a visiting panel of alum, including Dr. Barbara Nabrit-Stephens ’68, Pamela Thomas ’76, Teki Cruickshank ’88, Head of School Jenny Rao, Amanda G. Benjamin-Smith ’99, Ari Thompson ’08, and Lauryn Harris ’17.

6. Juliette “JJ” A. ’25 performs as the titular character in this year’s winter play, The Earthling , a devised theatre production.

7. Harini D. ’26 in the fall play, an adaptation of the Greek tragedy Antigone by Sophocles.

8. Harini D. ’26, Mehar S. ’24, Krisha J. ’24, and Anyatama B. ’23 pose for photos at the Diwali celebrations on campus.

9. The 2022–2023 members of Emma Willard’s Black and Latinx Student Union (BLSU) take their annual group photo following the student-led Black History Month Assembly.

3 4

A Hunger for Change

BY SANDRA SANTANA

Gemma Halfi, associate director of equity and inclusion at Emma Willard School, used the new academic year to turn our attention towards the discriminatory systems and policies that perpetuate food inequities in the United States and helped the school community think about making tangible, lasting changes in this city.

Through carefully curated service learning projects and impactful community engagement opportunities (CEOs), Ms. Halfi is introducing our internal community to the multitude of issues surrounding access to food by concentrating on the needs present right here in the City of Troy.

For Ms. Halfi, the focus on Troy was a no-brainer. “Food access and food insecurity is such a salient issue everywhere in the United States and around the world, but specifically in our city,” she shares. “We’re nestled in this really beautiful neighborhood where there are communities struggling with food security just down the street from us.”

Food insecurity is a pressing issue that continues to plague communities around the world. Despite progress made in the past few decades, the problem persists,

and in some cases, has even worsened. In the United States alone, over 34 million people—including 9 million children—suffer from food insecurity, a problem that has only been exacerbated by the COVID-19 pandemic. Families with children and marginalized communities have been hit the hardest, as they were already facing hunger at disproportionately high rates before the pandemic.

What’s truly shocking is that even rural and farm communities, which are responsible for growing the crops that feed the world, experience higher hunger rates than urban areas. According to a report by Feeding America, 11% of rural households were food insecure in 2021, and 87% of US counties with high rates of food insecurity were rural. This is a sobering reminder that hunger is not only an urban problem, but a rural one as well.

It’s not just about access to food, either. Many lowincome families struggle with multiple overlapping issues like lack of affordable housing, social isolation, economic and social disadvantages due to structural racism, chronic or acute health problems, high medical costs, and low wages, which can all contribute to their inability to secure a consistent supply of food. To make matters worse, many households do not qualify for federal nutrition programs such as SNAP and WIC, which means they have to rely on local food banks and other sustenance programs for additional support.

Ms. Halfi has created a remarkable opportunity for Emma Willard students to head into our own backyard to acknowledge the needs of our community and offer a hand towards helping our very own neighbors. CEOs take weekend activities by storm, boasting a completely full volunteer list and waitlist each week for engagement opportunities. By volunteering for CEOs, students are able to explore many aspects of food access through various organizations.

“We go to the food pantry where food items are distributed to community members on a weekly basis, but every few weeks we go to the food bank, which is a giant warehouse where huge bulk donations get sent

from large corporations and grocery chains to then get distributed to places like the food pantry,” Ms. Halfi explains. “It’s really neat for the students to be able to see the different stages of how food gets distributed. On a more intimate level, we also work with local shelters like Joseph’s House, where we are preparing a meal to be served at the shelter. They’re seeing all the different angles of what it takes to keep a community that’s struggling with food access afloat.”

As the global pandemic recedes, Ms. Halfi has seized the opportunity to resume trips to Joseph’s House, where students organize and cook meals on site in their kitchen. This welcome change from delivering meals prepared at Emma has had an astounding impact on the students, as they are now able to engage in meaningful conversations with the people they serve and witness firsthand the positive impact their efforts have on the local community.

“Going on Saturday mornings with a lot of students to work at local food pantries is a really eye-opening experience,” Ms. Halfi continues. “Literally we get in the van, and we drive about two minutes, and then we’re at the food pantry where they are seeing many community members come through to pick up groceries to supplement what they are able to provide for their families. Sometimes the jobs [the students] do at the food pantry can feel mundane or insignificant, but I always try to engage the students in conversation about why this particular job is important to this organization and this community. And they get it. It’s really great that they understand that without volunteers like them, the organizations would not be able to serve the communities, and they wouldn’t be able to create more distribution of the donations that the food pantry gets.”

In addition to the CEO opportunities, the 11th grade READY program is being used as a platform to further support this mission. In collaboration with Director of READY Programs Evangeline Delgado, Ms. Halfi has restructured the program curriculum to include a focus on food access in the United States and around the world. Students are having conversations and “thinking about how food insecurity impacts our immediate community—what kind of policies are in place that are either perpetuating this inequity or are trying to rectify it?”

Ms. Halfi’s programming message is simple: to achieve a hunger-free America, we must address the root causes of hunger—structural and systemic inequities.

The ongoing fight against food insecurities is not one that can be won alone. Community engagement opportunities and service learning are two of the strongest avenues to explore when asking ourselves how the Emma

Willard School community can truly stand up for our neighbors. Ms. Halfi defined both in her own words:

“To me, community engagement is the big, broad umbrella of how we as individuals, and an institution, take responsibility for caring for our community. Underneath that, there are many different ways to engage with our community. There’s social impact programming where it’s not just about going out and working with nonprofits, it’s also about learning how policy is made and how the historical context of different sociopolitical systems have been in place creating inequities. It’s about learning how to use your voice to create change within a community. Then there’s this idea of service learning within educational institutions, where teachers have the opportunity to connect their own curricular content to the needs of the community; that, to me, is the pinnacle of what education is about. Service learning is the best of both worlds. You’re creating more lasting learning because the students understand that there is a purpose behind it, and you’re also helping to create the slightest change in the world. Even if it’s impacting one person in the community, that’s still moving the needle to help create change.”

If you’re interested in learning more about food insecurity in your community, check out Map the Meal Gap. This interactive map allows you to explore data on food insecurity in your state, county, or district, as well as the local food banks that serve those in need.

WANT TO HELP?

Are you passionate about addressing food insecurity and an expert in equity, justice, human rights, or policy? Contact Ms. Halfi to explore opportunities to connect with current Emma Willard Students to share your valuable insights. Let’s work together to create a brighter future for all.

Service learning is the best of both worlds. You’re creating more lasting learning because the students understand that there is a purpose behind it, and you’re also helping to create the slightest change in the world.

Revels

The Class of 2023 didn’t hold back on making the 108th Revels a spectacular performance. Pandora’s Box made an appearance alongside familiar favorites, the Baby Dragon came in on wheels (followed by a new large dragon costume!), and an unexpected order of appearances during the Mummer’s Play had everyone in the audience on the edge of their seat. Congratulations on your Revels, 2023!

Emma Willard School on TikTok

Student-created content leads the way in capturing the authentic Emma experience.

BY KAITLIN RESLER

In late February 2022, the Communications Department quietly launched a TikTok account with the help of two students: Beatrice Geissinger Cutchins ’22 and Tess Johnstadt ’22. For a few weeks previous to the first post (a moody, dark academia-themed look at what it’s like to wander a snowy campus to practice oboe in LyonRemington) the students met to discuss the plan, including the logistics on how it would work, best practices, and the desired tone for the account. Above all it was important that the videos retain an authentic, studentcentered voice.

After a few weeks, word got around that the official account existed, and a 10-student cohort was assembled to create content for the account. From various grade levels, the idea was that they would make videos that reflected their experience at school. They wanted the account to be the embodiment of the beloved jester: sometimes serious, a little bit nostalgic, often informative but also irreverent, funny, and strange.

Over the last year students have posted approximately 121 videos, amassed over 900 followers (the account will likely reach 1k followers by year’s end), more than 105k likes, and a viral May Day tiktok surpassing one million views, all giving an up-close and personal look at life at Emma Willard School. For prospective students, the account gives insight into the school as a whole while helping them get to know some individual students. Those with account access are encouraged to interact with comments, answering questions, giving advice on where to find information on the website to apply, and generally offering helpful information or encouragement.

“It’s a great way for prospective students to see what the school culture is actually like,” says Grace M. ’24, one of the students who creates videos for the account. When she was applying to Emma, she looked for current students on social media to get a real sense of the school but had a hard time finding people. Besides meeting prospective students where they already are, TikTok allows them to find each other without having to hunt through personal accounts.

“It’s a nice way to make the community laugh, and bond over silly things that happen on campus. You get the student’s perspective and personality, our humor,” adds another student in the cohort.

“It talks about realities,” adds Suki Z. ’24 (Suki doesn’t post to the TikTok, but follows it). “Like how

day students don’t like climbing the stairs!” (That’s a reference to a TikTok from earlier this year, showing day student Charlotte L. ’24 climbing some stairs up to the dorms dramatically to Miley Cyrus’s “The Climb.”) Comments from current students on the video verify the pains of living on the third floor, or trekking up the flights to visit friends.

The TikTok account is an attempt to articulate something about Emma life that everyone who steps on campus feels: it’s not just a beautiful gothic campus, it’s not just a #darkacademia mood that permeates the school aesthetic, or the intangible sense of community and feeling that all-girls schools share: it’s the Emma of it all. There is an individuality to every person on campus, an undercurrent of quirk, and a celebration of personality that belies the buttoned-up appearances of a school on a hill.

“Part of the appeal of TikTok is that it feels more casual. It is curated, but it feels improvised, like you’re actually talking to the person,” Grace adds. That appeal is doubleedged, and often a topic of conversation among those worried about the platform’s influence on its users.

“The controversy surrounding TikTok, and the stereotypes that a lot of adults and people who aren’t familiar with it have, are hard,” one of the students in the cohort says. “They most likely won’t listen to the positive stuff.” Using it, like all social media platforms, is a calculated risk. Do the benefits of genuine connection outweigh the quicksand-like algorithmic draw? Students have mixed feelings and thoughts about it, but overwhelmingly it’s where they are finding community.

“Making videos for the account helped me look at the school in a new way,” says Beatrice Geissinger Cutchins ’22, whose content ranged from life as a senior, campus pets, peeks at Sunday mornings on campus, to the tiny lizards carved in stone outside Slocum Hall. “It made me think, how can I share this place that I love? Also, it helped push me outside of my usual social circle.”

Do the students think schools should be on TikTok? Most of them say yes, especially colleges. The Duolingo account is a favorite, adding a bolt of joy to the day. “The Harvard and Yale TikToks ‘hating’ on each other is hilarious,” says Grace, and most of the other students agree. More than just being funny, it’s a reminder of the people who make up these institutions.

“These places are intimidating, but this shows they’re just students like us.”

The Classroom

INTERVIEW BY SANDRA SANTANA

Eloise Bererd Identity and Community

In a world fighting for global equity and inclusion, Eloise Bererd, a Frenchborn language instructor, brings healthy rebellion and celebration to each of her classes. Empowering students to boldly embrace their unique identities by challenging traditional norms of French language, Eloise creates a dynamic learning environment that sparks creativity, innovation, and personal growth.

We are in the throes of global conversation surrounding diversity, equity, and inclusion. How do you see some of these topics arise in your French classes? As a department, we’re all talking about gender identity in our languages. For our language, the [French] state doesn’t recognize the non-binary use of words or conjugations. To understand and prepare for this, my classes read a New York Times article addressing gender and the position of the French government on this matter. Sadly, this is how it is in France, but as far as language is concerned, we have options.

As we introduce this, we explain to our students that for non-binary pronouns like “they,” we had to create the word “iel” that doesn’t actually exist in French. I always tell my students that I love English because in situations like this, it’s much easier to play with English than it is with French. You can do a lot with the language for expression, especially when it comes to inclusivity. I encourage my students to use the pronouns that best represent their identity and conjugate

them accordingly. I also remind them if they were in France, using these words could cause confusion, as they are not recognized in the language. It’s a subtle reminder that Emma is a place where you can be yourself, although this isn’t how it is everywhere.

Also, my students all have different accommodations which can make testing challenging for them. In my classes, I’m looking to see if you are understanding the skills we are learning, not how quickly you can perform them. When I was in school, I was often the last person to turn in my tests. I knew the answers, but I needed more time. I don’t care if I give you ten minutes to complete something, and it takes you twenty, we are building your confidence which is important in learning any language. I build trust with my students, so they can tell me what is working for them. Not all students can speak up in the beginning of the year, but we get to know each other and build these skills together.

Reflecting on your personal experiences teaching back home in France compared to your path here in the United States, what has been the most significant difference in your opinion? For me, [teaching] here has been really life-changing. In America, I feel freedom in my [Muslim] religion, but also freedom in my classroom. I always try to be very focused on teaching culture and identity, and now I can also explain aspects of religion. In France, everything I am covering in the US is a hot topic. Earlier this year, Dr. Julie Matthews (a science instructor at Emma) and I taught a joint lesson on DNA and French identity. In France, this would have been impossible to do because it’s so taboo. We need to talk about these things openly, so we can educate those who don’t understand different cultural ideas in a safe space instead of leaving them to find harmful misinformation shared on the internet.

I encourage my classes to have different opinions, ask me questions about my faith, or whatever. I always say, let’s have these

conversations here, with people who can share their real life experiences. We are not going to always agree, and that’s okay. But let’s have these conversations now because after French V, the highest level of French at Emma, most of the time the next step is college or adulthood. I’m very lucky because I have a very open and diverse class, and it is beautiful to have a place where

we can explore challenging perspectives together.

How do you empower your students to feel safe, comfortable, and confident in your classroom? How do you use French to foster that connection? It’s a process that takes time. There is no formula for it, but you need to make time to get to know your

students—meeting outside the classroom, during lunch, weekend study hall. You have to take every opportunity to show them that you really see them and are there to support them. Cultural celebrations? I’m coming. You won something? I’ll be there. That’s when I have real conversations about the future, about cultural differences, about life. We make real connections that help us get things done back in the classroom. When I’m teaching, of course I’m looking for excellence and I will always push my students to give their best. But is it just about this? I always ask myself, “What’s the final goal? What will they remember 20 years from now?” They might not remember the vocabulary, but they will remember how they felt.

What do you hope students take from speaking and exploring language with you? I really hope that my students will dare to speak the language because it takes time. As I said, I don’t know where they will all be in 20 years, but I hope what will remain is a love for the language because they remember how fun it was. Maybe when they have children, they will encourage them to study French because of our time together and how it made them feel.

I also hope they remember being different is a strength and when they see something or someone different, they will be playfully curious. I hope they continue to take time to learn about something or someone new… just like they did with me.

Faculty Voices

BY KAITLIN RESLER

Bridget McGivern

Modeling Lifelong Learning

Four years into her tenure at Emma Willard School as director of Practicum, Bridget McGivern is helping students find their interest and stride while modeling lifelong learning and how to embrace the possibility of failure.

Bridget McGivern reflects on her time so far as the director of Practicum by considering what brought her to the campus: “I was very impressed that Emma invests in independent study and experiential learning. That long-standing commitment that says we will help you do what you want to do. I thought, wow that’s a really cool job! And now it’s my job!”

The previous director, Anne Mossop, helped mentor Bridget as she stepped into the role. Some key moments during their initial conversation about the job (Anne happily retired in 2019 after over 21 years of service at Emma Willard) gave Bridget a crucial look into what it would take to be successful in such a unique position. Sitting in the cozy rectangular office outside Kiggins Auditorium that day, students popped in and out looking for help with a broken computer, for guidance with a project, or just to say hi. “I got the sense that this is a grand central station!” Bridget says. An invaluable source of institutional memory, Anne helped Bridget transition into her new role the summer before the school

year started. What is now Bridget’s office is still a hub of activity—it’s certainly become known as a place to go with a question, though a selection of curated snacks that invite students and employees in for guidance helps!

What exactly is Practicum at Emma Willard School? Existing since the 1970s in various iterations, the program helps students find success with hands-on experience in a variety of fields. “It’s a very wide umbrella,” Bridget says, describing Practicum in how it intersects with the other experiential learning opportunities at the school. “It holds everything from students who play softball at a high level on a travel team and don’t need to take after-school PE, to kids who have topped out our offerings in a niche subject, to those pursuing science research at a higher or different level off-campus.”

Overwhelmingly, the key component of the program is a sense of flexibility to accommodate whatever a student is interested in. A Practicum experience might grow into a Signature project, where a student might dive into more struc-

tured research surrounding their area of interest. “That pathway— when a Practicum becomes part of Signature—is really interesting to me,” she adds, with a nod to her role as a Signature Project Manager. As a part of that program, she guides students through a one- or two-year-long academic exploration of their interest, often resulting in some kind of tangible culmination of their work.

The activities don’t end there. With a hand in many aspects of campus life, this past year Bridget added crew coach to her list of titles and skills. “I am the Ted Lasso of crew! I didn’t row as a teenager, but I’m an EMT and I used to run canoeing trips for the Girl Scouts, so I’m not afraid to take kids on the water.” As a confident beginner herself, it seemed important that she get familiar with the ins and outs of the boat. Coach Bob Tarrant took her out on the water and helped her drive the launch, and also brought Bridget to ride along while he coached adult crew teams.

Bridget’s love of learning a new skill, especially in the service of community, is apparent; her interest in

everything is coupled with an infectious curiosity and willingness to try, something Emma Willard School encourages in students as well. “Kids are so afraid to make a mistake, especially a public mistake,” says Bridget. “I think it’s really important to model not only a bend towards lifelong learning [for the students], but that we’re in this together.”

Dedicating the time to crew also meant she has been able to see and participate in the Emma Willard Community in a new way: the after-school hours mean you’ll often find her at dinner in Kellas Dining Hall—something that doesn’t happen often for community members who don’t live on campus, but helps to build strong ties with the community.

Recently, Bridget completed a master of education at the Klingenstein Center for Independent School Leadership. Part of a lifelong career goal, it was on her second application that she got into the cohort (a detail she noted gives her a uniquely common experience with current students in the throes of college application stress, and a reminder that you can always try again). Bridget is now using the work she embarked on in the program to further cultivate her role at Emma.

“It really has helped me to recognize that I’m a natural firefighter: if you roll through my door I will 100% drop everything and help you, but being able to look at the situation and figure out why that fire started is helpful.” Coupling that skill with the ability to develop good relationships has

given her confidence in her own leadership acumen.

That leadership doesn’t end, or begin, at the grey walls of Emma Willard School. Throughout the Capital Region, Bridget has been a leading proponent for change and transformation. Bridget is a cofounder of the Tech Valley Center of Gravity, an area nonprofit that just celebrated its ten-year anniversary. They provide low-cost access to equipment, tools, technology, and space, as well as business expertise, education, and resources. Stemming from a belief that collaboration breeds creative solutions, the center is about being and creating with other people to try things out.

Bridget also served as the president of the Board of Directors for the YWCA of the Greater Capital Region (though currently not the

president, she is still on the board) after Emma Willard alum Beth Walsh ’81 recommended she get involved. Bridget was teaching at a co-ed school, and was missing the aspect of empowering women and girls that all-girls institutions cultivate. The encouragement from a figure in the community she admired was affirming. “I mean, empowering women and eliminating racism? That’s perfect,” she says.

“There is a feeling in places that serve women and girls, and other folks of marginalized gender identities,” she says, attempting to encapsulate in words the impression one feels being in a community that centers on women’s empowerment. She wanted to get back to that feeling through several paths, one leading to Emma Willard School.

Left to right: Abbey Massoud-Tastor, Senior Associate Director of College Counseling | Anna Navarro, Administrative Assistant to the Academic Office |

Dr. Ashley Bennett, Director of College

Counseling | Liz Ashline, Administrative Assistant to College Counseling and College

Board Testing Administrator | Xavier McKinzie, Associate Director of College Counseling

Navigating College Acceptance

COLLEGE COUNSELING OFFERS GUIDANCE, PERSPECTIVE, AND SUPPORT TO STUDENTS MAKING ONE OF LIFE’S BIGGEST DECISIONS

STORY BY MAEVE RYAN

PHOTOS BY KAITLIN RESLER AND ERIN COVEY

SLOW AND STEADY WINS THE RACE.

The early bird catches the worm. Good things come to those who wait. These are just some of the contradictory adages we hear about how to approach life. When it comes to applying for college, it can be just as confusing.

Those of us who applied to college prior to 2000 may not remember all the necessary details required to complete a college application. There are SATs, ACTs, essays, writing supplements, interviews, school visits, and more. The process, with all of its components, can take up to two years. It is a rigorous and lengthy application process, arguably far more time-consuming and demanding than obtaining a full-time job. Getting into college can also be one of the most stressful rites of passage in life. Because of this, it requires committed college counselors who can inform and support their students. It calls for caring and empathetic people who can articulate both the pleasures and the pitfalls of the application process. Perhaps most importantly, it needs mentors who remind students that a college rejection—or acceptance, for that matter—doesn’t change who they are at their core.

The members of the College Counseling team at Emma Willard School—Dr. Ashley L. Bennett, Abbey Massoud-Tastor, Xavier McKinzie, Elizabeth Ashline, and Anna Navarro—are so much more than college counselors to their students.

“I’m constantly telling them, you are enough,” says Abbey MassoudTastor, known to her students as “Miss M-T.”

“She’s not just my college counselor, she’s my friend,” says Stella L. ’23 of Abbey.

Originally from Beijing, China, Stella met Miss M-T at the start of her ninth grade year. They developed a trust and friendship that lasted throughout the pandemic and well into her senior year when Stella learned she’d been accepted early to Yale. “Miss M-T and Dr. Bennett

celebrated with me, but they also reminded me that I was already amazing before the acceptance.”

During the fall of 2020, Emma Willard transitioned from Advanced Placement™ (AP) courses to their own Advanced Studies program. While she was initially concerned she wouldn’t be as prepared for the AP exams, Stella soon discovered that her Advanced Studies courses allowed for more creativity within the classroom. It also decreased stress among the students because there was less pressure to cram for the exam.

Supported by the findings in a June 2021 report by The Center for American Progress called “Closing Advanced Coursework Equity Gaps for All Students,” Emma’s move from AP Courses to its own Advanced Studies curriculum helps close the equity gap for Black, Indigenous, and

People of Color (BIPOC) students. National data revealed that fewer BIPOC students were enrolled in AP courses than their white and Asian peers and experienced less success in passing the AP test even when they were enrolled.

Making the college application process more equitable was just one of Dr. Ashley Bennett’s priorities when she was hired as Emma Willard’s Director of College Counseling in June 2021. Dr. Bennett, who has a doctorate in ethical leadership from the University of St. Thomas in Houston, Texas, wanted to address, and find solutions for, the disparity between students from mid-to-high socioeconomic backgrounds and those from low socioeconomic backgrounds. In the 2022–23 school year, students attending Emma Willard come from 36 countries, and 43%

Stella L. ’23, Gabby P. ’23, and Mairi C. ’23 draw the names and logos of their selected colleges and universities in chalk on the Triangle sidewalk during Chalk Day.

of the student body receives financial assistance. To help alleviate some of the financial stress for students and their families, the College Counseling team—in collaboration with the Advancement team and the Business Office—secured $1,000 debit cards for 19 Emma Willard students.

“We asked ourselves, ‘How can we make [the college application process] a barrier-free approach?’”

In Dr. Bennett’s College Counseling “Fall 2022 Update” newsletter to parents and guardians, she explains that the 19 students were selected based on financial need and that these funds may be used in addition to the Common App and SAT/ACT fee waivers. “The generosity of our donors helped remove financial barriers for these students and we are grateful,” writes Dr. Bennett. She is also hopeful that the school may offer

this opportunity to even more students down the road.

“COLLEGE DIDN’T SEEM LIKE

a viable option for me, so I thought about becoming a police officer or a firefighter,” says Associate Director of College Counseling Xavier McKinzie, who joined Emma Willard in the summer of 2022. Xavier, a native of the Bronx, attended a high school where students had to pass through metal detectors on their way to class. Senior class morale and motivation were low, but it was Xavier’s college counselor who challenged him to think differently about his future.

“She heard me, but thankfully she didn’t listen to me,” Xavier jokes. With her help and encouragement, Xavier applied for the Higher

Education Opportunity Program (HEOP)—a scholarship program that serves economically disadvantaged students from New York State. He was admitted to Union College through the HEOP program and says he suffered imposter syndrome when he learned he was one of only 30 scholarship recipients, selected from a pool of 600 applicants. This lifechanging experience informed Xavier’s decision to work with students yearround, and be the same kind of role model that his college counselor was for him. His personal experience also gave him the tools to empathize with students and help them create their own individual pathway to success. “I want them to know that, even on their worst day, I understand and I’m here to support them.”

According to Jeffrey Selingo, author of “The College-Admissions Process Is Completely Broken” (The Atlantic, March 2022), the application process can be an “enormous burden.” It’s now the norm for students to apply to as many as 15–20 colleges during their senior year. Students’ applications to college have increased more than 150% over the past 20 years. Even in the days of holistic admissions—a strategy to assess a student by more than just their test scores—students may still come up against colleges’ institutional priorities (IP), quantifiable strategies to meet the demands of a school’s specific demographic needs. IPs may impact a student’s chances of getting admitted to their top choice because of factors that have very little to do with their grades, extracurriculars, or test scores. “The greatest challenge,” says Xavier, “is when students focus only on the highly-rejective colleges and view

<< Abbey Massoud-Tastor looks on as Claire L. ‘23 assesses her options

acceptance to these schools as proof that they’re worth something.”

The Emma Willard School College Counseling website features Frank Sachs’ quote, “College is a match to be made, not a prize to be won.” This mantra reminds students and their parents that an acceptance to, or rejection from, a particular college or university does not determine the outcome of their lives. Nor should it be an indication of their success or failure as a human being. Yes, a college acceptance is definitely worth celebrating—it is, after all, one of life’s greatest rites of passage—however, the College Counseling team wants their students to know that it’s really all about understanding how to accept the highs and lows of life. Says student Mairi C. ’23, “They emphasize that this is just one part of your life.”

LINDA

I’ANSON P’23

describes Emma Willard’s College Counseling Department as a “boutique experience.” She participated in nearly every Zoom call and seminar offered by the team, including one led by Emma Willard’s consultant and financial planner, Paul Martin, whose College Money Method website offers free FAFSA videos and other resources for families. Linda

also utilized the Timeline By Grade Level on the College Counseling webpage, which breaks down the process, grade-by-grade. She found it to be especially helpful, and was relieved to know ahead of time what to expect and how to prepare for the journey ahead.

Linda’s daughter, Dara, sought schools that offered studies in biomedical engineering and Chinese, which narrowed Dara’s pool of schools down to a more focused funnel. Even after doing extensive research on “out-of-the-box” colleges and universities, Linda says she was impressed by the fact that Abbey was able to answer every single one of her questions. “The College Counseling team does a fantastic job of finding unique schools to fit your child.”

Jane Attah P’23 agrees. “I didn’t know that college counseling was such a big part of the Emma Willard process. It gave me peace of mind.” Like Linda, Jane participated in College Counseling’s online webinars, attended open houses, and read Dr. Bennett’s newsletters informing parents and guardians of updates. “The team centers the health and wellbeing of the students above all else,” says Jane. This helps students like her daughter, Gabby P. ’23, maintain their focus (and perspective) throughout the process. Jane says that Gabby, who is interested in

studying studio art and women’s and gender studies in college, learned how to be proactive and advocate for herself. When questions related to her college essays arose, Gabby emailed Dr. Bennett and asked her for feedback. Dr. Bennett’s guidance helped Gabby fine-tune her voice and her purpose.

By implementing more equitable approaches to the college application process, and guiding students along the way, the Emma Willard College Counseling team is truly changing lives. They are not just the students’ counselors, they are also their trusted confidantes, friends, and the people with whom they can be silly and vulnerable. They remind students of their worth, their talents, and their intelligence—embodying what Jeffrey Selingo of The Atlantic proposes is essential: to create “a more meaningful experience” for students so that, when it’s over, they remember the love and support more than the stress and anxiety.

“We help our students unlock the parts of themselves they didn’t know exist,” says Abbey. “It is an honor and pleasure to help them navigate this part of their journey in life.”

“The greatest challenge is when students focus only on the highly-rejective colleges and view acceptance to these schools as proof that they’re worth something.”

XAVIER MCKINZIE >>

STEAM Talent

When it comes to preparing for their future, Emma students are laser-focused. Their innovative work on STEAM (Science, Technology, Engineering, Arts, and Mathematics) projects is getting noticed beyond the walls of their classrooms. Our intellectually curious students have been honored with awards and news coverage for their efforts in: creating code and graphics for apps with realworld impact; studying vultures that circle the Emma campus; and researching and writing complex mathematical analysis.

24

Real World APP lication

26

Vultures of Emma Willard

28

A Mind for Math

Real World APP lication

Signature project team turns heads with Notice Volunteer mobile app for non-profits

BY LUKE MEYERS

While innovation alone is laudable, when applied in pursuit of the greater good something truly special happens as a result. Manu B. ’23 had this concept in mind as she returned to Emma Willard in her sophomore year after the remote learning and relative isolation of the early days of the COVID-19 pandemic. Manu pondered how technology might help connect and bring together disconnected members of her community with local nonprofit organizations reeling from an unprecedented labor shortage. The solution? Notice Volunteer.

“We realized that it has always been difficult for people looking to engage in service volunteer opportunities with those non-profit companies that really don’t have the platform or the resources to reach out to the volunteers looking for their kind of work,” explains Manu, now cofounder and CEO of Notice Volunteer. “And this problem has grown more severe on account of the pandemic, and Notice Volunteer is helping to give non-profit companies that platform.”

Work began on the app as part of Emma Willard’s Signature Program, a year-long course where juniors and seniors can pursue independent interests as part of an integrative learning experience. The way the app works is to provide would-be volunteers with a list of service opportunities from different organizations, organized by date and location. When discovering a listing that seems aligned with their interests, a volunteer is then able to establish contact directly with the organization to begin working together.

“Manu has been a star in our Signature Program,” said Jon Calos, Homer L. Dodge Instructor in Science at Emma Willard, Director of Experiential Learning, and the school’s current director of the Signature Program. “Her inspiration, dedication, and talented team have allowed her to create a remarkable app that is creating real change in the nonprofit community of the Capital District.”

Although it was her inspiration that led to the creation of the app, Manu was not alone in the work of launching Emma Willard School’s first start-up business. Manu’s past coding experience made the infrastructure of the app possible to build, but it was in partnership with fellow students and seniors Karissa G. ’23 and Angel W. ’23 that the product really came to life in terms of design and func-

tion. Notice Volunteer has now expanded to eight team members (all Emma Willard classmates) who serve in software development, graphic design, partner outreach, and program management roles.

“I have used my background in fine arts, principles like shape language and color theory, to influence the design of the application,” explains Karissa, co-founder and president of Notice Volunteer. “For example, I chose red as our primary color since it’s exciting and engaging— through several iterations I developed our entire brand, including the name and logo.”

With over 1200 nonprofit organizations in the Albany/ Schenectady/Troy metropolitan statistical area, there was already a built-in-market for Notice Volunteer to tap into. Following a launch party for the app hosted at Mount Ida on November 17th, the app was initially piloted by thirteen regional service organizations of various sizes, ranging from RISSE (Refugee & Immigrant Support Services of Emmaus), the Red Bookshelf, and Junior League of Troy to Trinity Health of New York in their continuing care areas.

“Notice Volunteer creates a platform for all local nonprofits to have a voice,” explained Michelle Hogan, President of the Junior League of Troy and Strategic Client Executive for New York State Government at Microsoft, as she opened the launch event on campus. “It has the potential to empower individuals to take notice of how they can apply their own superpowers to support their own communities.”

Currently only available on the Apple iOS platform, the team is continuing to work on development for an Android version of the application and is actively working with community partners to both expand features and add new organizations to their growing list of volunteer offerings available each week.

“We intend to learn from the initial launch of our platform and grow it with our community of users,” said Angel W. ’23, who serves as Chief Operations Officer and is the third member of the Notice Volunteer executive team. “Notice can make a difference in the acute labor shortage faced by our regional nonprofit partners but also add so much to the life of our volunteers and those who benefit from the services they’re helping to provide.”

Following the success of the Notice Volunteer launch last fall, the local NPR affiliate station WAMC radio sent a reporter to Emma Willard to interview Manu, Karissa, and Angel for the segment “The Best of Their Knowledge.”

The interview was broadcast on February 24 and can be listened to streaming online at emmawillard.org/notice-app or by using the QR code below.

Vultures of Emma Willard

Dia K. ’24, Robyn W. ’24, and the winged figures in the wide-arched sky.

BY KAITLIN RESLER

There are many unique qualities the Emma Willard School campus has to offer: the collegiate gothic style designed by the Olmstead Brothers include the tower, many castellations, parapets, finials, spandrels, and buttresses. Alongside these architectural wonders, eyes gaze down at the inner campus from gargoyles, grotesques, and the only living watchers from the grey walls: vultures.

Often, morning on campus sees the vultures on the top of Sage and Slocum halls, their claws gripping the tops of the roof or edge of the tower, wings outstretched towards the sun to burn away the last bits of morning mist. Warming themselves, the vultures look gothic and ominous, but these shy creatures signal the healthy and complex ecosystem on Mount Ida.

Though many in our campus community are fond of them, it was Dia K. ’24 who took the interest a step further for her STEAM10 project last year and embarked on research that would become the VulturesofEmma.org website.

“I really love birds,” Dia says, tracing the origins of her interest to childhood. At Emma, Dia noticed the wide variety of birds on campus. Compared to her previous school, the Emma campus was full of catbirds, robins, cardinals, hawks, doves, bluebirds, and of course vultures. Not just an imposing silhouette atop the buildings, these large birds glide across the wide sky with wingspans that can reach 178 cm (70.1 inches).

“I noticed these huge birds and no one really knew anything about them! I was asking people and they were mostly saying, I don’t know, crows maybe, or hawks? I was like that’s not a crow, and definitely not a hawk!”

The curiosity led to a STEAM10 (one of two transdisciplinary programs for 9th and 10th grades synthesizing science, technology, engineering, arts, and mathematics) project, involving a collaboration with fellow student Robyn W. ’24 to create the code and design of the website.

The pair started work and began mentioning the project to people on campus who in turn told her about the photos they took of the vultures: it seemed that even if people didn’t know what they were, everyone was interested in them. It was clear that photos were going to be a huge part of the website though the main focus is to help people identify what they were seeing. Emma Willard School hosts two varieties of vultures—the turkey vulture and the black vulture— though many in the community Dia surveyed had no idea how many varieties of vultures even exist. The differences are noted on the identification section of their website, including information on wing shape, size, color, and habits of posture.

Launching in Fall 2022, more was in store for the Vultures of Emma Willard. In November, the website won first place in the 2022 Congressional App Award contest, and campus hosted a surprise visit with U.S.

House of Representative Paul Tonko from New York’s 20th District.

“I am always amazed by the talent and creativity of our Capital Region’s students, and this year’s submissions for the Congressional App Challenge put that ingenuity on full display,” Congressman Tonko said during his visit. “The Vultures of Emma app demonstrated both impressive coding skills and an admirable motivation to learn more and to educate others about the history of Emma Willard’s campus and its surrounding natural environment.”

At Emma, the vultures have become a part of daily life at the school, and it seems like most of those on campus feel an odd sense of affection for these strange birds. In a community that bends towards intellectual curiosity it’s no wonder that everyone is interested in, rather than repelled by, the vultures.

“This award perfectly reflects what Emma Willard is all about: creativity and collaboration,” said Jenny Rao.

“I am so proud of our students for their contributions today—and every day—in these crucial areas of computer science and technology!”

“It’s a really cool part of the school, it’s the perfect place for them!” adds Dia. “I never imagined this website would become so popular and spread beyond the Emma community. I can’t wait to see where the Vultures of Emma will take us next!”

ACCOLADES FOR EMMA’S COMPUTER SCIENTISTS

“The computer science interests and skills of Emma students just keep getting more impressive,” declares Computer Science and Mathematics Instructor Chiara Shah.

The National Center for Women & Information Technology (NCWIT) National Aspirations in Computing Awards are given annually to recognize students’ aptitude and aspirations in technology and computing, as demonstrated by their computing experience and activities, leadership, tenacity, and future plans. This year, Emma had 11 students honored at the regional level, three of whom also won national recognition.

Manasa B. ’23

Ashlyn B. ’24

Vernette B. ’24

Jill C. ’23 *

Sol H. ’24 *

Meli N. ’23

Narmene O. ’24

Pitta T. ’23

Evangeline W. ’23

Cynthia Z. ’24

Teresa Z. ’23 *

It’s no wonder that our computer science students excel. Their mentor, Computer Science Instructor Chiara Shah, was also honored with the Hudson Valley Regional Educator Award from NCWIT. The Aspirations in Computing award identifies exemplary formal and informal educators who play a pivotal role in encouraging 9th–12th grade women, genderqueer, or non-binary students to explore their interest in computing and technology. The award recognizes these educators for their efforts to promote gender equity in computing.

Ms. Shah checks in with computer science students during class as they work on various projects throughout the semester.

<< Robyn W. ’24 and Dia K. ’24 in the Exhibition Room on campus: home to a beloved collection of museumquality bird (and other) specimens on display.

A Mind for Math

Stella L. ’23 Named a Top 300 Scholar in the 82nd Regeneron Science Talent Search

BY SANDRA SANTANA

Stella L. ’23 has always loved a challenge. It started back in elementary school with her local newspaper at the breakfast table. Filled with popular strategy games like Sudoku, Stella started her mornings tackling puzzles meant for people twice her age. “As I got older, I discovered that math is a lot like puzzle solving, but infinitely more complex and thus more interesting.”

During her time at Emma Willard School, Stella discovered her passion for competition math with the help of Math Instructor Alexandra Schmidt and the Albany Area Math Circle (AAMC). A group of accomplished high school students from the Capital District, AAMC meets regularly to tackle challenging math problems and explore fascinating mathematical applications. With the support of the school and AAMC, Stella has participated in a multitude of prestigious competitions, including the New York State Mathematics League, the Harvard-MIT Math Tournament, Purple Comet!, American Computer Science League, American Mathematics Competition, and the Regeneron International Science and Engineering Fair (ISEF).

Stella’s impressive research and presentation on “From the Manhattan Project to Statistics of Zeros of L-Functions” at the Regeneron ISEF competition last spring earned her two prestigious awards: the Grand Award for the ISEF mathematics division and the Special Award Certificate of Honorable Mention. Stella’s achievements did not end there, as she was also recognized with the regional Mu Alpha Theta award, the U.S. Air Force Award, and an RPI scholarship, all testaments to her exceptional findings.

Stella continued to build on her success following her ISEF achievements, applying for the highly coveted 82nd Regeneron Science Talent Search (Regeneron STS)—the nation’s oldest and most esteemed science and mathematics competition. Drawing submissions from 1,949 students from 627 high schools across 48 states, Washington, DC, Puerto Rico, and four other countries, Regeneron STS celebrates and supports the nation’s most promising young scientists and mathematicians, who are developing innovative ideas to solve pressing societal challenges. Stella’s entry into this year’s competition, “Bounding Vanishing at the Central Point of Cuspidal Newforms,” was the culmination

of two years of intensive research. Her diligent efforts and scientific prowess were rewarded when she was named a Renegeron STS Top 300 Scholar.

Stella’s research journey was no easy feat. Starting in June 2020, she spent nearly a year delving into background information and teaching herself three advanced math courses, including number theory, multivariable calculus, and complex analysis, through online lectures. She also mastered the programming language required for her computations. After this intensive preparation, Stella entered her active research period from April to October 2021. During this time, she meticulously studied past literature, performed complex calculations, developed coding programs, and composed and refined her paper.

Upon completing her paper, Stella submitted it to various competitions and, with the guidance of her mentor, Professor Steven Miller of Williams College, submitted it to a peer-reviewed journal. After receiving valuable feedback from the journal’s editors, Stella revised her work and ultimately saw it published in the esteemed Journal of Number Theory. It’s clear that Stella’s dedication and perseverance led to a remarkable achievement in the field of mathematics.

Throughout the whirlwind of competitions and publications, Stella has relied on the unwavering support of Ms. Schmidt. “I showed Ms. Schmidt my paper after I finished my first draft when I was entering my first

research competition. She connected me with a postdoc who she had been a good longtime friend with, and they helped me practice my presentation,” Stella explained. “Ms. Schmidt has supported me in various ways, especially when I got into ISEF. She traveled with me all the way to Atlanta, Georgia, to attend the competition. It was a fun but stressful week, and she definitely helped a lot in terms of alleviating my stress.”

Ms. Schmidt reflects that her time as Stella’s teacher and mentor has been a partnership and a joy. “It’s not very common to teach a student for all her high school classes; we’ve traveled a lot of roads together, literally and figuratively,” Ms. Schmidt says. “When Stella took my nonroutine precalculus class as a freshman, she immediately showed a thoughtful, deliberate quality. Some students like to show what they know—and that can legitimately be something to take pleasure in—but Stella takes her time and digs deeper, gently including others as she pursues her line of questioning [...] I think both of us see mathematics as a fundamental way of connecting to the universe. That sounds very grand and deep, but what it has meant on a day-to-day basis is that our conversations also bridge to what it means to make a difference in the world—as a human being and as a woman in mathematics, but also as a colleague, a family member, and a friend.”

With the news of her selection as a Regeneron STS Top 300 Scholar, Stella found herself reflecting on

the journey that led her to this moment. “It feels very empowering. This acknowledgement definitely marks a huge step towards my aspiration to become a mathematician. I’m more excited than ever to pursue more research in college. Right now, I’m actually trying to find research opportunities with a friend by cold emailing math professors,” she laughed.

As the representation of women in STEM fields continues to grow, Stella recognizes the impact of the women who have paved the way before her. She finds inspiration in the work of Lillian Pierce, the Nicholas J. and Theresa M. Leonardy Professor of Mathematics at Duke University, who sought to make the beauty of math more accessible to a wider audience. “She had a goal to make the beauty of math more accessible, even to people who are not necessarily professionals at math. I think her goal of increasing math accessibility really aligns with mine and also that of Ms. Schmidt,” Stella explains. “I was inspired when Ms. Schmidt proposed a number theory project to annotate a paper to make it more accessible to others. That’s definitely something I want to continue to do in my college years.”

Looking toward the future, Stella is filled with hope for the next generation of female mathematicians. “I certainly hope that the gender gap will reduce over time. I’ve experienced the negative effects of the gender stereotype in STEM, and that is something that I want to reduce in my future. It’s one of my aspirations. One thing that I noted in my [Regeneron] STS application was that I saw myself becoming a professor who’s not confined to the ivory towers of academia. I want to give talks at local high schools or even middle schools to debunk gender stereotypes and hopefully encourage more girls and other gender minorities to pursue STEM, because they are just as good and talented.”

As commencement draws near, Stella’s remarkable tenure at Emma is winding down. Looking back on her four years on Mount Ida, Stella acknowledges the profound impact it has had on her growth as both a promising mathematician and a young woman. “I have definitely built up my confidence, not just in STEM, but overall during these four years. When I first came here, I was very timid and I didn’t talk much in class, but I found many role models in students from grades above me or female teachers to look up to. Two weekends ago I was at the local AAMC meeting, and I was the only girl there. If that was me in the past, I probably would’ve felt very intimidated and probably wouldn’t speak much at all. Younger me was always afraid that if I made a mistake, I would perpetuate the stereotype that girls are not as good at math as guys, especially in a setting where guys dominate in numbers. Now, I am no longer affected by those thoughts, and I’m able to share my thoughts and collaborate actively with them. It has been a very fruitful experience, and I think I couldn’t become the person I am today without my Emma education.”

MANYI L. ’23 AND VIVIANA LEO ’98 CONNECT OVER REPRESENTATION AND UNDERSTANDING IN FILM

Shining a Spotlight on

Cultural Diversity

STORY BY JOANN GOMETZ

highlighting

her native China

Manyi, who is from Beijing, came to the US at age 14 and spent eighth grade at Albany Academy before transferring to Emma the next year, at the recommendation of a family friend.

“My favorite part of being at Emma is that the school is so liberal in its approach to students. The teachers actually listen to our opinions—they don’t ask us something and disregard what we say,” Manyi explains. “The school also provides a lot of great opportunities, like the Signature project. I don’t think other schools have programs like this that allow students to work on something in the present. We have a lot of freedom to say what we want to focus on. Our voice can be heard.”

She points out that Emma demonstrates a lot of love for international students, helping them share their cultural traditions with others through clubs, celebrations of holidays such as Lunar New Year, and more. That atmosphere inspired Manyi to create a three-part video

project to help students and teachers recognize and appreciate cultural diversity in education.

“The first part is really an introduction to my experiences,” she says. “The second one includes two or three funny examples of cultural differences. It uses interviews with my international student friends, and some video clips from a stand-up show I did as part of a comedy acting program at the University of Southern California (USC) last summer. In the third part, I talk a little bit about how people should understand international

“AMERICANS ARE SO POSITIVE IN ENCOURAGING STUDENTS. No matter what, they don’t say you’re bad at something.” For Manyi L. ’23, that observation turned into a Signature project

cultural differences between

and her experiences as a student in the United States. “I play basketball. No matter how bad you’re doing, and even if the encouragement is fake, it’s like the whole environment helps you gain confidence. In China, I didn’t feel confident. But I do now.”

Cover image: On Friday April 7, Manyi’s ‘Care Across the Seas’ variety show fundraiser to raise money for @suppliesforukraine, a grassroots nonprofit organization that brings important life-saving and life-sustaining supplies to communities in Ukraine, took place in Kiggins. With the help of her fellow student leaders known as Proctors, Manyi has put this show together two years in a row.

students, because it can be difficult— as a student—to understand the differences here.”

MEETING HER MATCH

For Viviana Leo ’98, who is mentoring Manyi through her Signature work, culture, acting, and film have been passions for years—although she took a much different path than Manyi finds open today. Viviana always wanted to be an actress, but she didn’t enjoy the classes available to her at Columbia University, where

she ultimately earned a bachelor’s in English with a focus in dramatic literature. In New York City, though, theatre and acting are everywhere.

“I found an off-campus acting class on the Upper West Side and started studying that way,” Viviana says. “Back then, we’d pick up the Backstage audition newspaper, or buy the listings that were only supposed to go to agents, and we’d send our resumes and headshots to casting directors. I’m Viviana Rodriguez, raised in America, Dad’s a doctor, and Mom’s a teacher.

I’m from a Puerto Rican family, but nothing calls that out—so I submitted for lead roles, girl-nextdoor roles, and things like that. And I got decent auditions.”

Everything changed when casting calls went online: “That cut out a lot of potential for actors to have control over their own careers. We had to go through a manager or agent—and they only sent me for stereotypical Hispanic things that I just didn’t have. People thought I’d studied voice to get rid of an urban accent.”

Then, Viviana faced a complete stop to any auditions that seemed like her. “And that’s when I started the ‘Chiquita Banana’ time period, when I was only asked to play maids, which I wasn’t good at,” she says. “One of my acting mentors told me, ‘If you’re Italian and only cast for the gumba role, do as many as you can to make a name for yourself. Then, they can’t turn down the name for the roles you want.’”

She decided to expand her efforts, first writing a scene for fun, then writing a feature film called White Alligator based on her own experiences as a light-skinned Puerto Rican actress. “I didn’t know what to do with it,” Viviana explains. “In New York, my friends and I can rent a theater, block on stage, and do everything—but I didn’t know about film.”

Over a 10-year time frame, and after countless hours researching film production at The New York Public Library for the Performing Arts at Lincoln Center, she shot and made her feature film. Viviana has been writing, producing, and acting in her own work ever since. And, she says, she’s been seeing a

lot of different roles and colors in recent years.

Still, she says, “I had visions of starting a program at Emma so women could move faster than the six to eight years it took me to figure out the business. If we get these women early, then by the time they are 22, they can compete—and they can make studio head by 30.”

PASSING THE BATON

When Manyi and Viviana met, neither was quite sure how their mentorship would look. As Viviana describes her approach, “The world is anyone’s oyster. The days of saying, ‘This is the only way,’ are over. I have a group of women in film in New York that’s branched out and is now bicoastal. Everyone is in a hybrid role—we ask their name and their hyphenates. There are lots of actress-producer-writer, actor-writerdirector, etc.… Creativity saves us and gets it done.”

“[Viviana] is a wonderful person,” Manyi says. “She gives me advice, but she’s not pushing me or forcing me to do anything. We met weekly and I got a lot of ideas. The most

enjoyable part is that she’s a chill person and if I have my own ideas, even if she gave me some ideas, she doesn’t pressure me to take hers. She listens to mine.”

“I really believe that the person telling the story is part of that history,” Viviana says. She recalls introducing scriptwriting to Manyi, who instead set out the story as a video. “That was amazing. She’s really using her strengths and gifts.”

Together, the two met to storyboard the video and write an initial script. Manyi describes how her understanding of the medium improved. “[Viviana] helped me organize my ideas. She’s given me articles about how to film in a small room, and how to make the flow clearer for the audience. She’s helped me look at the script and made suggestions.”

“Manyi has an insane amount of talent. I’ve been really surprised by her. She had a bad cut from this editor she hired in China, and over break, she gave the editor notes on her own. They had a very professional discussion and Manyi got what she wanted,” Viviana says. “She has a great personality and knows how to ask questions…I think if she studied journalism, it could really help her in the future.”

WHAT COMES NEXT

Although Manyi started her project last spring, she’s faced illness, college applications, and a recent ACL repair surgery.

“When we started, they said most girls don’t finish their projects,” Viviana adds. “I thought, ‘No, no, no, we’re going to make it.’ So I have to laugh at everything that’s happened! But it’s never a straight

[Viviana] is a wonderful person. She gives me advice, but she’s not pushing me or forcing me to do anything. We met weekly and I got a lot of ideas. The most enjoyable part is that she’s a chill person and if I have my own ideas, even if she gave me some ideas, she doesn’t pressure me to take hers. She listens to mine.”

trajectory. There are all these amazing creatures working behind the scenes, who have to do this with children, deaths in the family, illnesses. Manyi is learning to do her best. She will decide what she wants to do and that will be her own discovery journey.”

Manyi says her path is likely to take her to USC or Boston University to study some combination of international relations and acting. “They are both very diverse communities, and I want to make friends from different parts of the world—not just Asian or American cultures, but European cultures I don’t know about.”

And Viviana? She’s in the late stages of making a feature film about groundbreaking Emma alumna Elizabeth Cady Stanton (1832).

“ I had visions of starting a program at Emma so women could move faster than the six to eight years it took me to figure out the business. If we get these women early, then by the time they are 22, they can compete— and they can make studio head by 30.”

VIVIANA LEO ’98

(pictured above)

Forward Moti

During this first year since the public launch of the Infinite Horizon campaign on May 16, 2022, alumnae, parents, and friends have provided an outpouring of support for our goals.

Since that momentous announcement, more donors have joined together to make the Alice Dodge Wallace ’38 Center for the Performing Arts a reality and to support experiential learning and programming in the Arts; on May 15, 2023, we opened the Starzinger Writing Center thanks to two donors who helped realize our dream for inspiring people through the written word. We have also received gifts to transform our Makerspace on campus and create the Center for Teaching and Learning to support faculty as they seek to grow their teaching skills, innovate the curriculum, and benchmark against best practices in the industry. Lead donors to the campaign have provided resources to increase our endowment, add to financial aid, provide for increased faculty compensation and on-campus housing, and to create greater resources for Wellness in our community.

We are pleased to announce our new campaign total because it represents the realization of a shared vision of what the Emma Willard School community is capable of becoming and we are humbled and grateful for the tremendous support of our donors, volunteers, and community.

$143,286,811 OF $175,000,000 GOAL

Top: Jack and Lisa at the surprise unveiling of the LeFort Atrium on May 12 at Emma Willard.

Bottom: Architectural rendering of the exterior of the LeFort Atrium. Inset: Interior view of the Atrium hallway connecting Snell-Dietel-Maguire with the new Wallace Center.

BY LUKE MEYERS AND ROBIN PROUT

Infinite Horizon

are avid sailors and actively compete in racing events with their boat, Challenge XII, on which Lisa serves as navigator and Jack skippers.

In recognition of her exemplary service to Emma Willard and her role as a builder of bridges and connections for the school, Lisa LeFort will be honored with the naming of the new glass atrium that joins the Alice Dodge Wallace ’38 Center for the Performing Arts with Snell-Dietel-Maguire.

Together, Lisa and her husband Jack have made a multi-million dollar legacy gift to the Infinite Horizon campaign to support campus preservation and modernization initiatives for Emma Willard. Jenny Rao made the surprise announcement of the gift during a recognition ceremony for Lisa at the May Board dinner on Mount Ida. In addition to the generous monetary support, Jack gifted the school the motif of a compass to be inlaid in the floor of the LeFort Atrium and to signify Lisa’s role in charting a course for Emma Willard during her two terms as chair of the board. The LeForts

“We are honored to be able to support Emma Willard School and its commitment to developing women in leadership today and in the future,” shared Jack LeFort upon announcing the named space. “This institution has had such an incredible impact on Lisa’s life and it is a privilege to give back in a way that demonstrates her dedication to the mission of the school.”

The LeFort Atrium is a key element in the architectural design of the Wallace Arts Center. In addition to providing the physical connection between the school’s new performing arts facility and the existing spaces for other arts-based disciplines in SnellDietel-Maguire, the transparent glass structure allows for a stunning view across the northwest campus green and athletics fields toward Wellington-Lay. Lastly, the Atrium provides a modernized and fully-accessible entrance to the two much older structures it bridges, an important step in a broader plan to enhance Emma Willard’s physical plant.

The new Center for the Performing Arts was made possible by Alice Dodge Wallace ’38 (1920–2020), whose $30 million gift was the first to the Infinite Horizon campaign that Lisa LeFort was a chief architect in launching as Board chair. Lisa’s own support of the campaign has also been earmarked toward the priority that supports the campus facilities and educational spaces that were so influential on her during her time at Emma Willard.

“It’s so easy to give back to Emma Willard—I just want the school, in all her glory, to be there forever,” said Lisa of her ongoing support of the school. “It has meant so much to so many for so long, and it needs to remain a strong voice in women’s empowerment for generations to come!”

THE CAMPAIGN FOR EMMA WILLARD SCHOOL

Read more about Lisa’s impact and legacy at Emma Willard as chair of the Board of Trustees on page 44

Klingenstein Con

A landmark gift of $3 million to the arts at Emma Willard will name the concert and community gathering hall within the Alice Dodge Wallace ’38 Center for the Performing Arts.

Emma Willard School has received an inspirational investment of $3 million from Sally Klingenstein Martell ’85 toward a state-of-the-art concert hall and community space, which will be named in her honor. The Klingenstein Concert Hall will be the centerpiece of the new Wallace Center for the Performing Arts and fulfill a key priority in Emma Willard’s plan to advance the arts through the school’s strategic plan and comprehensive campaign.

The new concert hall will feature seating for 450 people, a convertible stage platform for three different types of performances and gatherings, allnew audiovisual technology, and more. The space is currently under construction and anticipated to open in 2024.

The arts have long been a fixture of the Emma Willard experience and with time have become interwoven with the traditions shared across generations of alumnae. Reflecting on her own time at Emma, Sally credits the arts with playing a transformational role in her education and as the ultimate inspiration for her gift.

SALLY KLINGENSTEIN MARTELL ’85 MAKES NAMING GIFT TO NEW ARTS CENTER

“I took this amazing class called ‘Arts in the Renaissance’ and I remember Russell Locke taught the music portion, exposing us to all of this incredible music from that era. And there was an art history component and also literature. So this showed me how you could take a deep dive into an academic subject through the lens of the arts, and that was just transformative for me.”

Sally went on to become an art history major at Tulane, working in art galleries during her early career, and later completed a MFA in creative writing before taking up the writing of her first novel. Her hope is that future generations of Emma students will be inspired to pursue the arts, just as she did.

PHOTO BY LIZ LAJEUNESSE ’91 PHOTOGRAPHY

cert Hall

“I believe that students will certainly recognize that this is a real investment in them—it only elevates one’s performance to be in a space like this,” says Sally. “In creating this space, we are saying to students, ‘We believe you’re worthy of this,’ and that the arts should be a major focus of their educational experience.”

A past and current member of the Board of Trustees, Sally and members of her family have served Emma Willard with distinction for years, including her father, John Klingenstein, who was a trustee from 1983 to 1993 and an honorary trustee until his passing in 2018. Sally’s mother, Patricia Davis Klingenstein, was also an ardent supporter of the school until her passing earlier this year. The entire Klingenstein family is well known for their longstanding commitment and investment in education, including the Klingenstein Center at the Teachers College of Columbia University.

“It’s not so much what inspired me but who inspired me: my father was deeply devoted to the power of education and set a philanthropic example for our entire family,” expresses Sally. “I am so proud and humbled that our family’s name will have a place here on Mount Ida for generations to come.”

THE CAMPAIGN FOR EMMA WILLARD SCHOOL

In creating this space, we are saying to students, ‘We believe you’re worthy of this,’ and that the arts should be a major focus of their educational experience.

Sally Klingenstein Martell

The Klingenstein Concert Hall will feature a modular, multi-use stage and seating for 450 people— the first location at Emma Willard to accommodate the entire campus community at once!

HONORING A GREAT TEACHER

magnificent campus,” she says, “and we must maintain and renew these spaces.”

When Michal considered her Infinite Horizon campaign commitment, she sought to maintain her consistent annual giving through The Emma Fund, to endow Phila, and to join in support of the arts through the Alice Dodge Wallace ’38 Center for the Performing Arts. One thought tugged at her heart—the balcony. From that place nearly

Modern European; and, senior year, American History,” she continues.

“Our music classes followed this focus. With less known about the music of ancient civilizations, freshman year we covered the foundations of music theory, and we learned sight reading. That led to enjoying the riches of Medieval plainsong as sophomores, and so on. For me, Russell Locke was the center of the Correlated Curriculum. Singing in choir was a joy. And senior year I was thrilled to be a

would go down to New York City my senior year to experience opera, and I now serve on two opera boards. This really began with Russell Locke.

“I think he must have loved being our teacher because he stayed for so many years, and he was so good. We all remember him and are grateful to him.

“His successor, Dr. Debra SpiroAllen, has done great things over the last 20 years, and she sure had big shoes to fill. I know there are two decades of students already

“And look at what we’re doing with this campaign. Holy smoke!

“Russell Locke always said the great thing about the Alma Mater was the last two lines. ‘O, touch each fleeting moment with friendship’s alchemy, the days that lie before us, our memories soon shall be.’ It rings true! I can’t sing it without crying. It’s just beautiful,” Michal notes.

“I am absolutely confident that Emma Willard School always ‘shall be.’”

A FULL EMMA EXPERIENCE FOR ALL

“My mother, Dr. Ann Als, was a trustee while I was a student at Emma Willard, so serving the campaign is a way of reaching back and continuing her service to the school. I was so touched by the celebration of her life and achievements in the fall magazine. Emma Willard was important to my family, and they saw what I might not have seen at the time: that the Emma Willard experience

“I am really impressed that the issues alums of color were experiencing have been given a forum by the school through the AOC Network,” she continues. “And I’ve been impressed with the work of the Campaign Steering Committee. I hope to inspire

JoAnne serves on the planning committee for her 45th Reunion, and together with classmate Cyndi Skripak ’78 and others suggested student opportunity funds be the focus of their 45th reunion gift. JoAnne’s pledge over the next five years to The Emma Fund for student opportunity funding will help students feel welcome and that they are full participants in the life of the school. “I care deeply about how a diverse student body experiences the school. Our gifts will be put to good use covering the kinds of expenses that enrich the life of students yet can easily be beyond a student’s budget. We want all students to enjoy the little extras that come with the daily rhythm of being a part of this exuberant and tradition-filled community. I was exposed to a lot of things I would not have been in another community. I want that for today’s students.”

Many people and experiences come to mind when JoAnne thinks back to her years as a day student at Emma Willard. “Mrs. Carter’s teas freshman year, where I had apple butter for the first time. Mrs. Handelman. Superior academics. Spelunking with Mr. Dodd. The Thatcher School exchange. Falling in love with the opera on school trips to New York City. And one daring visit to the kitchen after hours for the unsanctioned acquisition of ice cream,” she notes humorously.

In addition to her work on behalf of Emma Willard, JoAnne trains regularly for another life-changing experience—walking the Camino de Santiago, the way of pilgrims, in 2024.

THE CAMPAIGN FOR EMMA WILLARD SCHOOL

In the Family

BY LORI FERGUSON

A Proud Prout Legacy

When Emma Hart Willard launched her school for girls more than 200 years ago, she envisioned an institution that would offer students a rich educational experience to prepare them to serve and shape their world. Were she to encounter the many alumnae members of the Prout family today, she would undoubtedly delight in their achievements and their support of her legacy.

The rich connection between the Prouts and Emma Willard School stretches back over decades. Prout Printers has served as printer for the school for over a century and patriarch W. Harry Prout attended many a school dance before meeting his future bride, Elissa Robison Prout ’52. He also watched sister Marion “Corky” Prout Speed ’50 pass through the institution.

In the years since, successive generations of Prouts have attended Emma Willard, from Harry and Elissa’s daughter Alison Prout Stipkovich ’88 to granddaughters Mackenzie Prout Shorter ’00 and Kathryn Prout Brisson ’14. Daughter-in-law Robin Prout P ’00 ’14 is also deeply invested in the school, having served as a dedicated employee for the past 36 years, currently as Director of Donor Relations.

Given these many years of shared history, it’s no surprise that each family member has her own unique experiences with the institution. All agree they came away from Emma Willard with confidence, a strong sense of self, and friendships that resonate across the years.

Elissa Robison Prout ’52

Looking back, Elissa Prout says her attendance at Emma Willard was virtually a foregone conclusion. “My father was a businessman in Troy and the daughters of many community leaders were students at Emma, so that’s where I went. I’m what’s known as a diehard,” she continues with a chuckle. “I started attending the school in kindergarten as a day student when my sister Barbara [Robison Stegmaier ’41] was a junior, and I went all the way through high school.”

The curriculum at Emma was challenging, Elissa admits, but as soon as she entered college, she realized the strength of her education. “I quickly discovered I was well ahead of my classmates. I already had lots of

experience doing research and writing papers, while many others didn’t.”

The friendships she formed at Emma have also proven lifelong, Elissa continues. “I still have a best friend from my school days and have kept in touch with many classmates—I served as Class Agent every year after graduating until the program was discontinued.”

Last June Elissa celebrated her 70th Reunion, proudly leading the Parade of Classes. She marked the milestone with a generous pledge to the school’s Infinite Horizon campaign, a gesture in keeping with her family’s long history of philanthropic support for Emma Willard.

“The Robison Family Foundation, which was founded by my parents and led by my siblings and me, has always supported educational institutions and our church,” Elissa observes. “The family foundation underwrote the Robison Suite in Admissions as well as a variety of athletic endeavors including the Robison Track and Robison Weight Room. My dad believed that sound bodies make sound minds. I’m happy to support Emma Willard,” Elissa concludes. “I’ve always loved the school—it makes me feel good to be on campus.” Barbara Stegmaier— who celebrated her 100th birthday March 14—echoes her sister. “We give generously because it is a habit instilled by our parents. I have fond memories.”

Alison Prout Stipkovich ’88

While the Prout family connection certainly played a role in bringing Elissa’s daughter Alison to Emma Willard, she confesses it wasn’t the primary motivator. “I was looking forward to the community that is present at Emma—traditions, educational opportunities, and challenges that were not available in the public school system,” Alison notes. “And the beautiful campus was also very enticing.”

Alison believes that her time at Emma helped her to become the person she is today. “I think that my education and my participation in synchronized swimming enabled me to become a strong, confident, and disciplined woman.” It’s an attitude that Alison has worked to instill in children Emily, Anna, and Matthew. “I’ve raised them to be independent thinkers and to never give up on their life goals.”

Robin MacKenzie Prout P ’00 ’14

For Elissa’s daughter-in-law Robin Prout, Emma Willard has long been an integral part of life, personally and professionally. A member of the school’s Communications team for 16 years before joining the Advancement Office, Robin first met husband Bill Prout while interviewing his sister, Alison, for a story in the school magazine. “Bill stopped by to introduce himself as our print rep shortly after I started working at the school,” she says. “Some years later we were married in Alumnae Chapel.”

Campus traditions have played a central role in Robin’s artistic life. On the Revels production staff for 35 years coaching handbell ringers and managing the make-up process, she has a front-row seat when painting commemorative ornaments known as Revels eggs for graduation gifts.

Becoming a part of the Emma Willard family has been an ongoing blessing, she concludes. “When I applied for my first job here, someone said to me, ‘Working at an independent school becomes your life,’” Robin recalls. “What I heard was, ‘What a great way to live your life!’ and that has been absolutely true.”

Mackenzie

Prout Shorter ’00

For Elissa’s granddaughter Mackenzie, Emma Willard is simply part of life as a Prout. “I attended the Children’s School as a four-year-old,” she recalls. “The campus buildings looked like a castle to me—I was fascinated.” Like Alison and Kathryn, Mackenzie attended GirlSummer every year until age 12. “Attending Emma was simply never a question for me,” she confesses.

Reflecting on her time at the school, Mackenzie expresses gratitude for all she gained as a student. “Emma Willard helped me find my voice and develop a sense of confidence. I learned to speak my mind and became comfortable conversing with all sorts of different people, both skills I draw upon today as a community impact director for the American Heart Association. And the friendships I formed there have been long-lasting. I have at least five close friends today who go back to my time at Emma.”

Kathryn Prout Brisson ’14

While Elissa’s granddaughter Kathryn acknowledges that many view Emma as home and the people they meet as family, for her it goes deeper. “For me, it is actually my family and has been a second home since I was born.

“Our family connection to Emma is undeniable,” Kathryn continues, “but I was also drawn to the school because of the emphasis placed on individuality, creativity, and being yourself. I’m a licensed pharmacist with a love of art history and currently manage a government quality program for a nonprofit health plan. I credit my experience at Emma for my desire to seek out a nontraditional career path.”

The deep ties between Emma Willard and her family enrich her life in countless ways, says Kathryn. “My parents met as a result of Emma, so I would say I literally wouldn’t be here without it,” she notes with a laugh. “It also brings an added level of connection between me, my mom, my sister, my aunt, and my grandma that we treasure.”

Left: Emma connections celebrating the wedding of Kathryn Prout Brisson ’14 in Troy, NY, on November 11, 2022. Clockwise from center, front: Elissa Robison Prout ’52 P’88 GP’00 ’14, Alison Prout Stipkovich ’88, Robin Prout P’00 ’14, Kathryn, and Mackenzie Prout Shorter ’00. Above: Elissa and Kathryn shared the cake-cutting honors at the campus Emma Hart Willard birthday celebration in February 2023.

A sampling of Robin’s personalized Revels eggs.

Trustees

BY LUKE MEYERS

Celebrating the Chairship of Lisa Allen LeFort ’72

The Navigator

Elisabeth “Lisa” Allen LeFort concludes her second term as chair of the Emma Willard School Board of Trustees this June. Having completed her full tenure as trustee, Lisa will end her time on the Board but not her commitment to the Emma Willard community. With deep gratitude, we recognize Lisa and her incredible service to and support of our school.

There are no passengers aboard an America’s Cup race boat, only crew. Racing a forty-year-old “twelve metre” requires all crew members (13 or 14 people) to perform a defined role in choreographed collaboration. Lisa LeFort serves as navigator on the world championshipwinning Challenge XII, a role that closely mirrors her contributions through two stints as chair of the Emma Willard Board of Trustees.

“On a race boat, you have to work as a team: everyone has a job, timing is everything, and communication is critical,” explains Lisa. “And we’re racing against paid sailing professionals who are at the top of their game. But what we have is chemistry as a team, so we believe we’ll beat those other teams. And that’s how we win; we believe in ourselves.”

Serving her second term as board chair (2020–2023), Lisa has helped Emma Willard chart a course through an unprecedented period of challenge and growth for the school. Those who know her best credit Lisa’s quiet confidence and her belief in the possibility of achieving any intended outcome as a galvanizing force for the Emma Willard board and the school’s leadership. The correlation between racing boats and running an organization is clear.

“Lisa loves to sail, and sailing provides a great metaphor for her leadership. She always understood how to position the Emma Willard boat in relation to the wind. When the winds of COVID blew our way, she was steady, calm and nimble, helping us trim our sails continuously to maintain a steady course,” says Head of School Jenny Rao. “Lisa is an extraordinary navigator of boats and historic institutions because she never loses sight of her compass, she uses our mission as our guide,

always steering us towards that true north. She has served Emma Willard with distinction, and I believe it will be many years before we can truly grasp the significance of her contributions to this institution.”

Among the many accomplishments during her tenure as trustee, Lisa is especially proud of the planning process that led to the creation of the school’s five-year strategic plan, Leading with Purpose: A Strategic Vision for the Future, which was approved by the Board in May 2021.

“In some ways, the influence of the pandemic and all of the uncertainty associated with it helped us to delve deep into strategic planning as an almost cathartic process. It felt like we—Jenny and I—could be truly productive in that work together,” explains Lisa of the early work on the strategic plan. “And I loved partnering with Jenny because neither one of us is particularly reactionary, and we both had visions for the school that far outstripped the challenges of the moment at hand. There was this unspoken agreement between us that we needed to ‘stick to our knitting,’ as they say, to have a hope of seeing it all come to fruition!”

From innovations in pedagogy to the pursuit of equity and belonging, and from campus preservation to modernization, Leading with Purpose proved essential in helping Emma Willard tack through the headwinds of the pandemic and emerge in a position of even greater strength. As Lisa notes, “We want Emma Willard to have its rightful place among the most prestigious schools in the nation, and the Board sees this plan as a key stepping stone along that path.”

This kind of entrepreneurial thinking extends beyond her role on the Board and into Lisa’s personal life. After

starting her career as a teacher of economics and history in a Quaker high school, Lisa made an overnight decision to purchase two trailer loads of used office furniture that she would ultimately transform into a booming business and one of the largest woman-owned enterprises in the state of Florida. It’s this kind of calculated but opportunistic decision-making that has been a hallmark of Lisa’s leadership and left an indelible impression on her peers.

“Over the past six years, I have had the opportunity to watch Lisa successfully lead our school as a Trustee and as the Board Chair through complex, difficult, and often joyful times—and her leadership skills have been on full display throughout,” says fellow trustee and classmate Betsy Gross ’72. “She was so purposeful in launching both the strategic plan and the current capital campaign and was persuasive in cajoling alumnae and others to take on key assignments. Lisa is a real leader, who thinks strategically both for the short and long term. She has shown her love, dedication, and passion for the mission of our alma mater and has worked tirelessly to greatly improve so many aspects of our school!”

Outside the Emma boardroom and off the open seas, Lisa has two sons, Bryce (38) and Alec (35), both of whom also sail along with her and her husband, Jack LeFort, who skippers Challenge XII. Bryce and his spouse Charlotte have a young daughter August; while she has yet to embark on her own sailing career, one might imagine it’s in the cards for this next generation.

The LeForts won their first America’s Cup world championship in 2019, just three years after purchasing their vessel—an incredible accomplishment by any measure, but all the sweeter due to the composition of their crew of family and friends, and the age of the boats that are raced. This July, after stepping down from the Board, Lisa (along with Jack) will make one more run for the world championship, and she sees a clear metaphor for her time at Emma Willard as she prepares for this next challenge: “Given the historic nature of our boat, I will be using every tool and technique available to help the crew push it to the limits of performance. It’s a complex job to be the navigator but, if you want to be on the boat, you must have a job. And you don’t waste time wondering whether you’ll fail or succeed; you just do your job!”

PHOTO PROVIDED COURTESY OF DANIEL FORSTER, COPYRIGHT: DANIELFORSTER.COM

Top-Left: Lisa aboard Challenge XII . Right: Lisa LeFort, chair from 2015–2017 and 2020–2023.

Bottom-Left: The LeFort Family, (L-R) Alec, Jack, Lisa, Bryce, Charlotte and August in front.

INTERVIEW BY LUKE MEYERS

Passing The Torch

Megan Toohey Scremin ’00 will follow Lisa LeFort as chair of the Emma Willard Board of Trustees, officially assuming the role this July. A standing member of the Board and chair of the Advancement Committee, Megan is also the president and CEO of Special Olympics Colorado and brings a great deal of personal and professional experience to her new role as board chair. Megan is a member of one of Emma Willard’s many legacy families—her mother Linda Glazer Toohey ’66 and sister Elizabeth Toohey Garden ’03 both maintain close ties to the school— and continues the long-standing tradition of so many alumnae who have come back to serve their alma mater.

Why is it meaningful to you to return to Emma Willard in a leadership role? Emma Willard is a special place that has given me more than I will ever be able to repay.

It is the place that helped shape the person that I am today. The place where I formed my closest friendships, and a place that gave me the tools and confidence to become a leader that not only passionately advocates for what I believe is right but also understands the value and importance of hearing and learning from all perspectives.

Additionally, the school is in a phenomenal place. A place of growth and innovation. The school has lofty goals, including being in the midst of the largest campaign in girls’ school history, all of which I believe will further cement its place in the history of women’s empowerment and education. So, having the opportunity to serve in this role means the world to me because I get to be part of that history while actively working to advance our mission. It’s an honor to work with and learn from Jenny Rao and to serve on behalf of the incredible students, faculty, and staff.

What are you most excited about working on in your first year as Board Chair? The creation of the school’s vision, strategic plan, and initiatives to achieve that vision for the school was an incredibly collaborative process that was led by Lisa and Jenny and set an excellent foundation upon which the school is continuing to grow and thrive. So, I am excited about the direction the school is heading and eager to be a partner in both removing roadblocks wherever possible and also helping to think outside the box in terms of how we overcome

hurdles or shift our strategy in response to the inevitable challenges that will come.

In my experience, that type of work is best accomplished by bringing people together and working collaboratively. In my “day job” at Special Olympics, we have an expression: “Nothing About Us Without Us.” I think that applies here because we really want to make sure we engage all stakeholders that make up the Emma Willard community—certainly students and faculty, but also parents, alumnae, community members, and so on.

And I am certainly excited to see the completion of the Alice Dodge Wallace ’38 Center for the Performing Arts and all of the opportunity for artistic creativity and connection it will bring.

How do you believe that Emma Willard has changed since your time as a student, and in what ways has it remained the same? In the most obvious sense, the world is very different now (20 years later) and I would imagine it will feel markedly different for today’s students two decades from now, too. The world is a hard place for young people these days and the pressures to feel like you need to “be the best and do the best” are real. Additionally, I think there is an even more heightened need for the empowerment of girls and women today, which makes our mission that much more vital. However, while the world continues to evolve, I think Emma Willard School has remained a constant in several ways including through not only the pursuit of academic excellence, but also instilling a love of learning and curiosity in each student that passes through the halls. The faculty have been and continue to be the best

of the best. The inclusivity on campus is palpable and the students of today know the type of world they want to live in and are working to create that through their words and actions.

The school continues to be a place for students to learn skills such as how to be a good friend, how to be a good citizen of the world, the value of creating a sense of belonging for those around you, and the importance of “serving and shaping your world.”

Lisa LeFort has been the board chair throughout your time as a trustee; what reflections do you have as she completes her tenure? Lisa has spent decades working tirelessly to ensure that the students of yesterday, today, and tomorrow have every opportunity to thrive at Emma and beyond. It has been one of my greatest privileges in

life to watch and learn from Lisa’s leadership. She is a selfless leader who works to incorporate all viewpoints and perspectives, asks thought-provoking questions, and cares deeply about all members of the Emma community. She has been indispensable in making herself available to me during this transition process and I (as well as the entire Emma community) owe her a huge debt of gratitude.

What is something that most people don’t know about you? I am a busybody, regularly moving between my job, volunteer work, and chasing around our two young kids, ages 4 and 7. I am an avid reader and love to travel. Thus far I have visited all 50 states and 50 countries... and counting! My favorite place in the U.S. is Aspen, Colorado, but my favorite country to visit is either South Africa or Italy.

Top: Megan and her husband Marc. Middle: Megan, her son Grayson and mother Linda. Bottom: Emma sisters Liz and Megan.

Admissions

How to Apply

The Admissions Team at Emma is eager to learn more about you! We are here to assist with the application process every step of the way. This process includes the following:

APPLICATION

Demonstrating a commitment to equity and inclusion, Emma Willard School is pleased to offer a free application for admission for both domestic and international candidates. Please apply here: www.emmawillard.org/admissions.

TRANSCRIPTS

Should be completed by a school official and contain a minimum of two years of credits as well as the first semester or trimester of the current academic year.

RECOMMENDATIONS

❑ English Teacher

❑ Math Teacher

❑ Principal/Guidance Counselor

TESTING

Emma Willard School is test optional and does not require the SSAT, PSAT, or SAT as elements of the application process. Instead, we ask applicants to submit a graded writing sample and a graded math test. For our international applicants, we also require the TOEFL or Duolingo test results to assist with understanding English proficiency. More information can be found at emmawillard.org/admissions.

INTERVIEW

For the 2023–2024 application season, we will be conducting all interviews via Zoom in order to provide equal access to all of our applicants.

IMPORTANT DATES

Application deadline:

International - January 15

Domestic - February 1

Financial aid application deadline: February 1

Admissions decision: March 10

Enrollment contract and deposit due: April 10

emmawillard.org

MISSION

Honoring our founder’s vision, Emma Willard School proudly fosters in each young woman a love of learning, the habits of an intellectual life, and the character, moral strength, and qualities of leadership to serve and shape her world.