4700 Magazine July 2016 by Franklin Road Academy

4700 spring/summer 2016

Why FRA Visit with the Founding Family Our Product In Memory of George Weicker

International Programming I

inspire encourage nurture It is with great pride and a tinge of sadness that I share with you the latest edition of the 4700. Schools are about people, and the people at Franklin Road Academyâ&#x20AC;&#x201C;the faculty, students, and alumniâ&#x20AC;&#x201C;are what make our community so special. Teachers committed to our mission and eager to make a difference in the lives of our students. Graduates eager to go on from our campus and make a difference in the world around them. This edition highlights these people and their contributions to our community and the world beyond FRA. As you review the cover and turn the pages of this magazine, we continue to remember the great contributions of George Weicker and other remarkably talented faculty members who are retiring after more than 100 years of collective service to the FRA community. Their commitment to our students has been unwavering for decades, and they have mentored countless graduates who are now accomplished adults who lead lives of integrity and purpose. In addition to reading about these remarkable educators, you will learn about eight of our alumni, the journeys they have taken since graduating from FRA, and the passions they have pursued. As I finish my second year at FRA, I continue to meet more and more FRA alumni, and I am amazed at the diversity of their pursuits and their incredible accomplishments. Whether writing best-selling novels, coaching a Division I college basketball team, or serving our country in the United States Navy, all of our alumni share a common bond: they are thankful for the FRA faculty members who invested in them during their school years, and they have a great sense of pride in their respective communities and their contributions to the communities in which they serve. We are proud of our alumni and eager to send our next set of graduates into the world. With our international experiences and focus on delivering our Christian mission through serving others, I am confident our graduates will continue to be inspired and encouraged to make a difference in the world beyond our borders. I hope you enjoy this issue and reading about the people it features. They are just a small sample of the community that makes up FRA. As a parent of a recent graduate, I know my family is blessed to call Franklin Road Academy home.

Sincerely,

Franklin Road Academy provides a challenging educational experience in an inclusive Christian community with an unwavering commitment to develop leaders of integrity and purpose.

2015-16 Board of Trustees Edward G. Alexander Jeb Beasley Roger Brown Rafael A. Calderon Laura Campbell Alex Chan Randy Chase Jarrett H. Dalton Melody Foster Tobi Jane Voan Frankfather Daron Hall Patti Rose Hudgins Lawrence Jackson Melanie Jackson Michael G. Lindseth, Jr. Ann McKinney Steven H. Medes John Mick John C. Tishler* Mark Weeks Ex-OfďŹ cios Sean Casey Elizabeth R. Newman Melanie Richardson Charley Williamson *Board Chair

CONTENTS

3 7 9 13 23 29 31 37 41 53 57 63

A Visit with the Founding Family A tribute to George Weicker Retirements our product conversations with... senior spotlight Academics International programming service learning arts athletics alumni news

Copyrighted 2016 by Franklin Road Academy. Franklin Road Academy does not discriminate on the basis of race, color, nationality, religion, or ethnic origin, or the administration of its educational and admissions policies, scholarships, athletic, and other school-administered programs. Franklin Road Academy is accredited by the Southern Association of Colleges and Schools and the Southern Association of Independent Schools. The 4700 Magazine is a bi-annual publication of the communications office. Editor Leah Davis Glenn Creative Director Anna Cherry Communications Coordinator Chloe Coley Photo Credits Shari Hart, Peyton Hoge, Kelley Tansil, Kianush Dixon, Tiff Canady Contributing Writers Ed Zaborowski, Jay Dalton, John Murray, Bridget Keener, Barbara Stewart, Susan Akers

A Visit with the

Founding Family

We sat down with the founding family of FRA â&#x20AC;&#x201C; Mrs. Virginia Bradshaw Lewis, her children Virginia Lee and Billy, and their children and current students Caroline and Ben.

About the Old House Mrs. Bradshaw: “The house was just south of the chapel that is now used as a conference room. It didn’t stay there long because they started building. The old stone house had a basement in it, and that’s where we fixed lunch. The children could not eat in there because of the fire marshal, so every day we fixed sack lunches, and they could walk through, get their lunches, then go outside and eat under the trees or somewhere out on the lawn. Somebody said, ‘Mr. Bradshaw, what are you going to do when it rains?’ And he said, ‘It’s not going to rain.’ And it didn’t! It was the strangest thing. Through that whole fall, it never rained at lunch time.”

Stories from the Early Years

The Early Years The Founding of Franklin Road Academy Mrs. Bradshaw: “In 1971, my husband, Bill, was working at Oak Hill, and he was watching the school turn children away in droves due to the number of families who were applying. He was so touched by that, and he thought they needed a place to go – good children who tested well, were from good families, and were excited about school. So the idea started twirling around in his head, that, ‘Well, if there was another place these children could go...’ He approached several different people, and they were all interested. People feared their children would not be prepared and well educated, so there was the eagerness. The concern was for the quality of their children’s education, so one by one these friends and acquaintances came together and came up with the idea. “There was a small church that had a nice little chapel, and there was an old house where they had Sunday school rooms. That was the beginning of Franklin Road Academy. Of course, that house has since been torn down, but little by little, it began to fall into place. He was given lots of gifts; if you had any time or even a dollar to donate you were part of the group. Everybody worked together, and it just began to fall into place with lots of hard work. It was very exciting.”

Virginia Lee: “I was here until seventh grade, and I have fortunately gotten to be back with my daughter Caroline. And, even more recently I’ve started substituting. Probably the most fun thing that has happened just recently was a few weeks ago, we had the first all-school pep rally up on The Hill. I’ll probably start crying because it was so cool – The Becker’s brownies were the only thing missing. There used to be a bakery in town, and at least twice a year Daddy would walk around to classrooms with huge baking trays of Becker’s brownies. So that whole day felt like my dad! Being up on The Hill has always felt like home because we were here so much, except now it doesn’t have the mock oranges that used to roll down the hill and make such a mess.” Billy: “It’s much the same for me – I literally grew up here.” Mrs. Bradshaw: “I did the food services, and I would bring Billy with me. He was just two years old, and the kitchen adjoined to the back of the stage. I would put a playpen back there where it was kind of dark, and he would take a nap. So he did grow up here.” Billy: “The other thing I remember is we never closed on snow days... No matter what. We had an old red pickup truck, and dad would take us to school and drive the truck around the loop up front, which isn’t there anymore. And we would throw salt to get the driveway cleared enough for everybody to come.”

Dad is beaming when he looks down and sees where FRA is today. -Billy Bradshaw

Virginia Lee: “I remember one day they got here and the high school kids got to school, but several of the teachers were calling in saying they couldn’t come. Bobby drove a Jeep, and he was 16 or 18, but Daddy sent him out in the Jeep to pick the teachers up to get them to school. They got in the Jeep, and Bobby drove them back because they had to have enough teachers to be open. He just didn’t close the school.”

The children’s favorite things about FRA...

Billy: “Another thing is just the facilities. Benjamin’s basketball team practiced in the south gym this past year, which was the stomping ground for me growing up. The first couple of practices in there were just surreal.”

Ben: “I also like to do math lab which is fun; we usually play a couple math games. And, I play basketball, football, and track. I’ve never done track or football before, but it was really fun when I did them. The coaches were really good.”

Virginia Lee: “Some of it looks literally exactly the same, like Ms. Edwards’ classroom, her closet, and the chalkboards. I have a picture from when I was in fifth grade playing basketball in that gym, and we took the identical picture of Caroline on the same line, same basketball number, with the scoreboard in the background.”

Ben: “The people are my favorite part. Everyone was really nice and welcoming, and I’ve met a lot of friends. I really like everyone here.” Caroline: “The people for me, too. I’ve met some people who will probably be lifelong friends.”

Caroline: “I play volleyball, cheer, basketball, and tennis.” Billy: “It’s very balanced; that’s one of the nice things about it. From the Christian aspect of it to the athletic, to the academic, to the philanthropic. There are unlimited things to do, and Ben wants to do it all.

FRA Today

Caroline: “And they let you do it all, which is nice.”

On Sending Their Children to FRA... Virginia Lee: “I never wanted Caroline to go anywhere else. As far as I’m concerned, it was never really a thought. I have no doubt that this is where she belongs.” Billy: “Much the same for me. We looked around, but once we came here and met with Mr. Harris, it just instantly felt right and comfortable. And just as Caroline has, Ben has just thrived. There’s somebody at every corner; there’s something to do, whatever your interests are. All the children are nice and polite, and they welcomed him in. It has just been fabulous.”

Virginia Lee: “I asked the kids in class today what they liked most about FRA. Out of three classes, one answer was that the teachers get to know you and care who you are and how you are. The other two classes said the friendships and the people here. And I honestly would say that’s a thread that’s been here from its inception. The people matter as much as the stuff. I think that’s probably what would make Dad the most proud; it’s the relationships, the trust, and the caring that ultimately keep things together.” Mrs. Bradshaw: “There is just so much more now. But the spirit is still the same. I have been on campus more the last couple of years because my grandkids are here, so that enables me to have a reason to come, which I thoroughly enjoy. Every time I’m on campus I see something that astounds me because of the way it looks. It’s a real dream that Bill would have loved. And this is what he wanted. He said, ‘We’ll go all the way to Harding Road someday.’ That’s what his dream was, and we’re not far from it!” Billy: “Oh, Dad is beaming when he looks down and sees where FRA is today.”

FEATURE T h e B r a d s h aw fa m i ly 6

#24

“If I Were You,

Which I’m Not, George meant so many things to so many of his former students and athletes – it is mind-boggling. Even those who did not know him well were influenced by his quiet demeanor and sometimes silly outlook on life. From his quirky “Weickerisms,” his liberal use of the Royal We when it came to physical labor, or the tiny window of equilibrium he had for every facet of his life, George was a different metal. He used to say, “Life is not fair,” not to be negative but to urge students to work through any disadvantages or circumstances they may have been dealt and succeed anyway. No, life isn’t fair. But out of every tragedy comes greatness. One year ago, the belief that our families could get any closer would have seemed ludicrous. Knowing someone for so long, you get to be part of each other’s families. My children thought of George as an uncle, and I’m sure Libby and Woody think the same of me. The Weicker, Tucker, and Zaborowski families have been getting together for monthly dinners for what seems like forever. But, in the last 11 months, we no longer just shook hands – we hugged deeply. We no longer said “Goodbye,” we said, “I love you.”

George Weicker and I were friends for almost 36 years. It has been almost three months since he passed away, and I am still trying to cope with the loss. I do believe our lives are ordained and that God saw fit so many years ago to thrust three young men, George, myself, and David Tucker together in the field of battle known as football. I’m sure in the 35plus years we all learned something from each other, but the thing I always marveled about George was his demeanor. In the heat of a timeout, I remember him telling his quarterbacks in the calmest of voices, “Look me in the eyes.” Or, in practice after warmups when he would huddle up the team and say, “Men, you either get better or you get worse; you never stay the same. Do what it takes to get better today.” He could inspire greatness with a look, a gentle hand on the shoulder, and yes in frustration, even a Jiminy Christmas!”

The Thursday before George died, he said, “Life is too short, Zab. Leave nothing unsaid and nothing undone.” To all of those who were touched by coach and teacher George Weicker, I quote one of his favorite sayings – If I were you, which I am not, I would not mourn Coach Weicker. Get better each day. Be a better father or mother, a better brother, co-worker, or friend. Be the kind of person someone wants by their side in the end. This is the legacy he left for me, and I will carry it forward in his honor. –Coach Ed Zaborowski

I Would...”

A Tribute to Coach George Weicker

My countless memories of George Weicker date back to 1983, my seventh grade year. Hundreds of baseball and football practices/games later along with a year in the math classroom, George’s impact on my life is profound. We shared many laughs, a few tears, a baseball State Championship, and some growing pains along the way. He tirelessly poured his time and talents into being a good role model and friend. He was the first to recommend I consider attending his alma mater, Davidson College, and he drove me there for my first campus visit. We enjoyed 24 years of friendship after my graduation from Davidson, and we engaged in many entertaining conversations about baseball, marriage, fatherhood, and more baseball. George was simply George; a bit quirky, intelligent, intuitive, a man who led quietly. He consistently set a great example for his players and students for 35 years at FRA. The outpouring of love and respect upon George’s passing is a testament to the influence he had on so many people, men and women alike. He helped to guide many FRA boys towards manhood. He made us better people, better fathers, better friends...and my family will be forever grateful for the generational effect his life and dedication has had upon the Dalton household. He will always be remembered and sorely missed. His was a life well-lived. Rest in peace, Coacher, until we meet again.– Jay Dalton, Class of 1988

Coach George Weicker taught upper school math and coached at FRA for 35 years, during which he taught thousands of students in the classroom, coached and mentored over 50 teams on the football and baseball fields, and deeply touched the lives of countless coworkers, parents, and young adults in the FRA family. Originally from Baltimore, Maryland, Weicker played college baseball and football at Davidson College, where he became Southern Conference Player of the Year and an All-American, leading the

nation in hitting in baseball and named Honorable Mention All-Conference before being inducted into the Davidson Athletic Hall of Fame. After a five-year stint in minor league baseball, Weicker was named Vanderbilt University’s hitting instructor in 1980, a role he held for five years, before becoming the FRA baseball coach in 1985. But, George Weicker was more than a coach. He was a mentor, friend, teacher, and inspiration to all who knew him.

Thank you to our retiring faculty.

Jack Nunnally

Brenda Gideon

Shaune Blevins

Dayna Brassfield

Kay Bond

A Teacher affects Eternity; he can never tell where his influence stops. Henry Adams

BRENDA GIDEON–38 Years of Service Full-time teacher & librarian

Brenda Gideon has been on the FRA staff since 1978, making her one of the longest tenured teachers on campus. She has taught every level of English, as well as AP Literature and World Cultures in the upper school for 20 years. Brenda has received the Golden Apple Award for Superior Teaching in the Upper School and the ﬁrst William Campbell Award for Excellence in Teaching. She is also a member of the National Council of Teachers in English, American Library Association, Voices of Youth Advocacy, and American Association of School Librarians.

“Ms. Gideon has been the absolute highlight of my day every day this past year. She is genuine, refreshingly witty, and very unselfish. I will never forget her kind heart and the positive impact she has had on me. I admire her deeply for her dedication to FRA over the many years, and I will miss her (and her gift for baking) with all my heart.” – Allie Herbert, Class of 2016 10

JACK NUNNALLY–28 Years of Service Full-time teacher and coach

Jack Nunnally has been a member of the FRA faculty since 1988 as both a teacher and coach. He has taught a variety of courses over the years, most recently 10th and 12th grade history. Jack also served as the varsity softball coach and has coached basketball for the Panthers. He is also known as the voice of the Panthers, serving as the public address announcer for the home football and basketball games.

“Mr. Nunnally got through to his students in a unique way and was always a joy to be around. I learned so much from him and his class. Not only was he a great teacher, but he is a great person. He always kept the mood light and had a positive attitude toward everything he did. He taught all of his students selﬂessness and the importance of being humble.”– Olivia Green, Class of 2016 11

SHAUNE BLEVINS–17 Years of Service, Full-time teacher Shaune Blevins has been a ﬁxture in the FRA middle school since 1999. During her tenure, she has taught seventh and eighth grade English, literature, and history and has served as the language department chair, history department chair, and a combined humanities chair. She has won the William Campbell Award for Excellence in Teaching, TAIS Herbert Smothers Award for Excellent Contributions to Independent Education in Tennessee, and numerous Who’s Who Among America’s Teachers awards.

Mrs. Blevins was truly one of the best teachers I have ever had, and I am grateful for everything she has taught me. She continues to inspire me by encouraging me to reach beyond any limits I set for myself. I hope she has a wonderful retirement and continues to change lives the way she changed mine.– Zeke Hall, Class of 2016

KAY BOND 18 Years of Service, Part-time accompanist

Kay Bond has served as the FRA accompanist and a staple in the choral company since 1998. She has worked individually with students through private piano lessons during her tenure. Kay has served in several Nashville churches, and she has written several published articles on the importance of music education with children in her church music program. Mrs. Bond has played such a key role in my life, from piano lessons to her contributions in the school choir. She has always been supportive of my decisions, and I’m glad she has been with me for my entire academic career at FRA. I love her from the bottom of my heart, and I’m sad to see her go. –Jacob Alexander, Class of 2016

DAYNA BRASSFIELD 14 Years of Service, Part-time teaching assistant

Dayna Brassﬁeld has been a teaching assistant at FRA since 2002. She has assisted with pre-kindergarten, kindergarten, and ﬁrst grade during her time at FRA.

I am so grateful to have worked with Dayna for the past six years! She has been my lifeline for the past couple of years-she’s filled in the gaps where my organizational skills, my memory, and at times, my sense of humor and my patience have fallen short. But more than anything, she’s supported me through some challenging times and has been a wonderful friend! We will all miss her greatly! -Karen White, Pre-Kindergarten Teacher

our product c at c h i n g u p w i t h s o m e o f f r aâ&#x20AC;&#x2122; s d i s t i n g u i s h e d a l u m n i

Kimberlie Waugh-bloodworth, class of 1982 Tell us about your professional journey.

Professionally speaking, what are you doing today? “I own KWB Productions, a full-service production company, that specializes in art directing, producing, and casting photography and video shoots for luxury hotels around the world. My company strives to capture compelling property and destination imagery to bring clients’ hotels and resorts to the forefront of the luxury hospitality industry.”

“I moved to NYC in the late 80’s in pursuit of a career that would allow me to expand on my creative side. I had studied abroad in London prior to graduating from Belmont University, and after that experience, I wanted to relocate to a larger city stateside to explore a broader range of career options. Shortly after moving to NYC, I was hired as an editorial assistant to the art director at Ladies’ Home Journal magazine. When I was promoted to decorating editor, I became passionate about traveling on photo shoots. I returned to Nashville 10 years later to marry my husband, Barclay Bloodworth, and that is when I decided to start my own production company based from my hometown.” If you could give students one piece of advice, what would it be? “Try to get a jumpstart in a field that interests you early on. The experience will set you apart from your competition, and you will gain an understanding that can help you determine if that really is the field you want to pursue. Also, try to develop contacts and resources to assist you in your job search. Ask if you can spend a week, even a day, shadowing someone in his/her job, so you can understand the process and role of that position.”

What is one thing FRA taught you that you still carry with you today? “FRA taught me to always try to the best of my ability and to always try to exceed someone’s expectations when it came to work. My high school experience and the strong friendships I made helped to instill motivation, selfworth, and confidence.”

hunter rogers, class of 2007 Professionally speaking, what are you doing today? “I am a United States Naval Officer, specifically a Nuclear Surface Warfare Officer, which means I operate on U.S. Warships and operate Nuclear Reactors onboard Aircraft Carriers.” Tell us about your professional journey. “From 2011-13, I was the Division Officer onboard USS Green Bay, and that stint included an 8.5 month deployment. After that, I was part of the Navy Nuclear Training Pipeline in Charleston, South Carolina and upstate New York from 2013-15. And, last year, I began serving on the USS Theodore Roosevelt, which has allowed me to sail around the world.”

If you could give students one piece of advice, what would it be? “Have a plan for college early. You can always change the plan, but it is better than graduating and not being prepared.” What is your favorite FRA memory? “Participating in school musicals was definitely a favorite memory. It was a great time, and I still keep in touch with the friends who participated with me.” What FRA teacher/coach inspired you the most and why? “My English AP teacher, Mark Baker, made a lasting impact for me. English was never my best subject, yet he found a way to teach me so that I ended up achieving a 5 on the exam.”

senior photo 2007

feature our product

diane les becquets, class of 1982 Professionally speaking, what are you doing today? “I am the author of four novels, my most recent, Breaking Wild, having been published by Penguin Random House last February. It has recently been named a national bestseller. I am also a professor of English at Southern New Hampshire University, as well as a faculty member in the university’s MFA Program in Fiction and Nonfiction.” What sparked your interest in your ﬁeld? “There were a handful of professors at Auburn University who sparked my interest in becoming a professor. They sparked a curiosity in me and inspired me to know more and become more. I wanted to hold a position that would give me the freedom to do the same. It wasn’t until completing my MFA degree at almost mid-life that I began to believe I just might qualify as a professor. Regarding my career as an author, the books I read inspired me. Also, the idea that I could turn my daydreams and emotions into something both productive and perpetual inspired me, as well. And when I wrote, I enjoyed the process, and I knew I always had. I couldn’t get enough of it. Writing made me feel alive and passionate and hungry and prayerful. It was the closest to God I had ever felt. I knew I had found my purpose.” W hat has been yo ur m ost m em ora b le professi on al ex peri en ce to da te? “Connecting with students and readers and old friends on my most recent national book tour. The tour felt like a celebration of the journey and all of the memorable relationships along that journey, including the relationships with the students whom I have been able to mentor.” What FRA teacher/coach inspired you the most and why?

feature 17

our product

“There are two that particularly stand out for me. One was my cross country coach, Tom Robertson. His faith and optimism became a cornerstone for me in high school. He made each one of us on the team believe we could do anything. The second is Helen Dale. She was our class’s faculty advisor when I was on the student government. She also recruited me to be editor of the student paper and guided me through that process. She believed in my literary and writing skills. And, when I was weak, she knew exactly what to say to help me dig deep and find some strength to hold onto.”

kari foster redmond, class of 1980 Professionally speaking, what are you doing today? “After wrapping up the final screenplay edits of the upcoming feature film, I’m Not Ashamed, in which many of the high school scenes were filmed at FRA and is tentatively scheduled for theatrical release this September, I am focused on revising the next draft of Bring it Home the Nashville Film Festival “Best Inspirational Screenplay/2014” winner. Also, I am currently working with other professionals in the faith-based film industry on some of the animated features, as well as others, that I have co-authored.” What has been your most memorable professional experience to date? “Over the past 38 years, I have been professionally involved in some facet of the entertainment industry and have had many memorable experiences that span those decades. Having said that, as a screenwriter, my most rewarding experience was being a part of the writing team for I’m Not Ashamed. Rachel Scott’s story is such a witness to the glory of God. It is centered around the shootings of Columbine, so it is a very historically important story as well, so I was very honored and humbled to be able to participate in the crafting of this anointed project.” If you could give students one piece of advice, what would it be? “Never give up on your passion, no matter what it is, how old you are, how many times you fail, or are told you cannot succeed. Learn from your failures and successes. If God put it in you, He will bring it out of you. Pray, listen, humble yourself, and be willing to do what it takes. Then watch His miracles!” What is your favorite FRA memory? “Hands down, being cast as Annie Oakley in Annie Get Your Gun! I had auditioned to play the part of Maria in The Sound of Music the year prior and didn’t make the cut. Working with the music and drama department and my fellow cast members was such a delight, and I still cherish those moments.”

melanie oliva, class of 1995 Professionally speaking, what are you doing today? “I’m an environmental artist and activist in Miami, Florida. Last year, I started Inspiration Pollination, a group whose intent is to affect positive change in environmental responsibility by using art to connect the public with the plight of pollinators. I’ve also been working with other activists to protect the Florida black bears and the Everglades.”

I learned so much about the world). I acquired many skills, made great friends, won a lot of awards, but I was working so much. I decided I wanted to do something good for the world – I got back into fine arts and found a way to use that skill for good. Or, maybe the good found me.” If you could give students one piece of advice, what would it be? “Don’t let anyone tell you ‘you can’t.’ That is just an opinion, and it may be coming from a place of fear or regret. Life is too short not to try something new if you’re passionate about it. Believe in yourself and don’t be afraid to fail. You’ve got nothing to lose, and you’ll either be successful, or you’ll learn something to take with you the next time you try.” What is your favorite FRA memory?

Tell us about your professional journey. “During college, I interned at FISIMadison in Nashville. Those contacts were critical to have as references for my first job after college. After graduating from Miami of Ohio with a BFA in graphic design, I moved to Chicago and threw myself into the advertising world for almost 15 years (there was also a two-year stint in Amsterdam, where

“Brenda Gideon’s World Cultures class – the first of its kind at FRA. The class helped me see outside of myself and my own little microcosm and realize that each of us has the capacity to contribute to society in a unique and meaningful way. I remember her also encouraging a few of us to develop a publication of student poems and short stories; she helped but let us completely run with it. It was a great way to dip our toes into entrepreneurship and collaboration.”

madison jackson, class of 2013 Professionally speaking, what are you doing today? “Currently, I am at the University of Miami (Florida), where I am double majoring in marine science and microbiology/ immunology with a minor in chemistry. I am a resident assistant, and I have a research position in a chemistry lab at the National Oceanic and Atmospheric Administration (NOAA) examining the effects of CO2 on ocean acidification and coral.” Tell us about your professional journey. “My professional/academic journey began during the summer between my junior and senior years of high school when I was able to intern under Dr. Angel Yanagihara at the University of Hawaii, Manoa. I studied the Hawaiian Box Jellyfish in hopes of creating a protective gel against jellyfish stings. During the summer of my freshman and sophomore years at UM, I interned at the Biscayne National Park, where I conducted research on lionfish and mangroves. Between my sophomore and junior years, I was accepted into the SURGE program at Stanford University, where I conducted my own research project under Dr. Kevin Arrigo and Dr. Christopher Francis. During my junior year I was able to present my summer research project at Ocean Sciences 2016, one of the biggest conferences in my field. What FRA teacher/coach inspired you the most and why? “I had several coaches and teachers that have impacted my life. However, I have to mention Coach Zenner, Coach Tucker, Coach McDonald, and Coach Price. These coaches believed in me and supported me not only athletically throughout my time at FRA, but also academically and spiritually. They encouraged me to pursue my interests and inspired me to not only focus on achieving, but also maintaining faith and a positive and caring persona.” If you could give students one piece of advice, what would it be? “Be yourself. There is no need to wait until college or graduation to start a new chapter in your life. Take advantage of having family close by and a small school that encourages participation in extra-curriculars.”

senior photo 2013

feature

our product

christopher l. culp, class of 1987 Professionally speaking, what are you doing today? “I am a financial economist and divide my time between academic and consulting activities. On the academic side, I am a research fellow at the Johns Hopkins Institute of Applied Economics, an adjunct professor at the Swiss Finance Institute in Zurich, an adjunct professor at Universitat Bern, and was an adjunct professor of finance from 1998-2013 at the University of Chicago’s Booth School of Business from which I received my Ph.D. in finance. I have taught MBA or masters-level courses and written several books and numerous journal articles on derivatives, structured finance, (re-)insurance, financial risk management, and investments. My consulting work involves advisory consulting in the same areas as my academic specializations, and my consulting clients have included banks, (re-)insurance companies, financial exchanges and clearinghouses, and trade associations. I also provide expert testimony in financial litigation. I have also served as a member of several corporate boards of directors, academic editorial advisory boards, and boards/committees of charitable organizations.” What has been your most memorable professional experience to date? “Some of my most memorable professional experiences include: testifying before Congress for the first time; receiving the first copies of the four finance books I wrote and the two I co-edited; seeing my name and picture on the front page of the New York Times Sunday business section as a result of a controversial paper that I co-authored; giving a speech at the Stock Exchange of Thailand in Bangkok with both my parents and the princess from the Thai royal family in the audience; and spending a decade conducting research with Merton Miller (winner of the 1990 Nobel Prize in economics), with whom at the time of his death I was tied with Franco Modigliani (another Nobel laureate) as Miller’s most frequent co-author.” If you could give students one piece of advice, what would it be? “‘Aim high’ with your courses in high school and college toward your next potential level of education. Take courses in high school designed to secure admission to a good university, and take courses at a university designed to help you get into grad school. If possible, take college-level courses in high school and graduate-level courses in college. You can always decide not to go to grad school later, but if you do not plan as if you will and aim low or are inadequately prepared, you will have trouble later reversing that error.” What is one thing FRA taught you that you still carry with you today? “Education is an opportunity, and you get out of it what you put into it. FRA provided me with numerous opportunities to explore various courses and opportunities and to learn new skills. FRA never forced those opportunities on me. On the contrary, when those opportunities were unavailable, FRA helped create them for me, while encouraging me in my pursuits without pressuring me. FRA helped me learn that completely new opportunities – even when a bit intimidating or scary – are usually worth pursuing.”

feature

our product

will wade, class of 2001 Professionally speaking, what are you doing today? “I am the Head Men’s Basketball Coach at Virginia Commonwealth University.” What sparked your interest in your ﬁeld? “I have always loved competing and athletics. Being a coach is a great way to mentor and compete. My degree from college is in secondary education. I always wanted to be a teacher like my mom, so coaching allows me to teach basketball as well as life lessons, while also competing at a high level.”

If you could give students one piece of advice, what would it be? “Make it happen! Too many people wait for opportunities or wish things would happen. Develop an uncommon work ethic and go after what you want. Attack each day and every opportunity!” What is one thing FRA taught you that you still carry with you today? “The work ethic that many of the teachers and staff had rubbed off on me and has stuck with me to this day. Treat people fairly and the right way while working as hard as you can, and good things will happen for you and those around you.”

Conversations

with

Alumni & Legacy Students

From top left: Julie May, Class of 1983, Scott Jungmichel, Class of 1988, Denise Jungmichel, Class of 1989, and Bill Johnson, Class of 1982

FRA is a very special place that allows people to be who they are, and also to have a really nice, balanced life. Julie, Christopher, and Alex May

Bill and Will Johnson

Alumni –

Bill Johnson, Class of 1982 Denise Jungmichel, Class of 1989 Julie May, Class of 1983

Legacy Students –

Will Johnson, Class of 2021 Elsie Jungmichel, Class of 2026 Christopher May, Class of 2021 Alex May, Class of 2017 What has changed about FRA since your time as a student? JM: It’s very interesting to walk around the campus because there are so many things that remind me of how it used to be. There are definitely parts of the campus that are the same but have been repurposed, for example, I walked into the old freshman hall to see what it looks like, and all the students just stared at the mom all the way back in the athletic hall. BJ: Right, the campus has just exploded. And, the overall experience has developed as almost a whole foundation for just really a good product. What has stayed the same? JM: Although a lot of the campus has changed, there are places like the upper school commons and The Hill that are certainly the same. I mean, who can’t remember all the good times we had on The Hill? DJ: For me, it’s relationships. I see a lot of the small schools still being around for the relationships that are built. They are truly lifelong. BJ: Total agreement. Everything comes full circle – my best friend at Franklin Road is still my best friend today. And you don’t realize that when you go off to college and go get married and go through your cycles. I remember childhood memories from here, and now that we’re back with Will I think about them all the time. My best friend was Doug Berry, and we would stand in that parking lot where now the library sits. We literally hand wove the steel that is now the foundation of the high school. Or, being on the football field and weaving old tennis necks together to keep the footballs from flying off the field behind the goal post. So those little things come back and you’re just like, ‘Boy, those were good days.’

Is there a particular memory that sticks out from your time as a student? DJ: This place is just flooded with memories. It’s hard to say just one. We had the consignment in the old building so now walking in there it’s just like, ‘I remember when that board went up, and it was so new to have a dry erase board.’ And it’s still there! And, the faces we see coming back – it’s exciting. JM: I remember our senior year we had senior songs, and we had one that was ‘Friends are Friends Forever.’ It was a little corny, frankly, but we would go around singing, ‘Friends are friends forever if the Lord is Lord to them!’ I actually just had dinner with David Johnson and his wife. They live in Dusseldorf, Germany, and I can always remember David, who went by DJ, looking at us and with this little sappy voice at the end of senior year singing ‘Friends are Friends Forever.’ Did you have a favorite teacher who is still here around campus? DJ: They were all special in their own way, and I truly mean that. There are definitely some who stick out for whatever reason in my brain, and are legacies to the school. I look at Coach Tucker and think, ‘You must have been such a baby when I was a student. ’ BJ: And he was a baby! Coach Tucker was here, and Coach Zabarowski was here, and they’re still here. JM: Having those coaches here with my boys is really special. I had both Zab and Coach Weicker, and I just remember really responding in a positive way to the way they taught, and they were always just so much fun. I remember very vividly my best friend and me in Coach Weicker’s class just giggling, and he wouldn’t quite know what to do with us, and he would giggle along. BJ: Probably one of the highlights is that Tucker is coaching Will in both track and football, and he also coached us. And they really don’t come any finer than that, but it’s the same with the new ones. I think Bill Whittemore is the best in the Southeast. I would rather Will be around him and learn his leadership skills, values, hard work ethic, and everything that will carry him to adulthood. And he’s got great middle school coaches now.

Denise, Carson, Elsie, and Scott Jungmichel

JM: Funny enough, when I was a student there weren’t a lot of girls’ sports yet, so I was the first girl player on the boys’ soccer team. I just insisted that I play, and I remember being in the pouring down rain with all these high school boys on the FRA soccer team. Coach Tucker was our coach, and we were at MBA and I was like, ‘Coach Tucker let me in!’ and he just looked at me wide-eyed and in disbelief.

AM: If I were to give an educated guess, I would say our mom was very in tune with her studies, really making an effort, but also trying to branch out as much as she could with extracurricular activities. What’s your favorite part about FRA?

What made you want to send your kids to FRA?

EJ: Well, I get to see my friends every day when I come to school, and I get to hang out with them. I get to play with them at recess, and it’s just really fun.

DJ: I would say mostly our own experience. Scott, my husband, and I are both graduates from FRA and had been here since the start of the school, and we really wanted our kids to have the same great experience we had.

WJ: There are lot more people here than what I was used to, and they’re all more connected. It’s the whole middle school all together rather than each grade being separated all the time.

JM: I did a lot of soul searching. My husband and I had both assessed all the schools, and I just looked at him and said, ‘I can’t tell you what I think it is, but I think FRA is the place for them. I can’t really explain it, but we need to go over and talk to them.’ I just feel like it’s a more nurturing place. I feel like the focus here is different, and it is on things that help kids become more well-rounded. As we came here and we talked with the administration about coming on board, the conversations we had with them were just so heart-warming, and they just embraced us. If I’ve heard it once I’ve heard it a thousand times‘It takes a village,’ and it’s true. We’re glad to have FRA involved in helping us make great adults out of our children.

AM: I like the fact that they do their best to let us try new things and be involved in a lot around campus. You know, if you’re doing a double sport, or in my case baseball and the musical, they understand and are really accommodating to make sure you can be involved in whatever you want. I think FRA does a great job with that.

BJ: I honestly had nothing to do with it. I completely stayed out of the decision on purpose. I didn’t want Will to come here because his uncles, aunt, and I came here. I wanted him to make his own decision on his destination. But I’m glad he’s here – it has been a lot of fun since he’s been here. They tell you when you come, ‘Welcome to the FRA family,’ but not until a year and a half into it do you realize how accurate that is and what that truly means, because there’s nothing like that experience and no replacement for it. It really is a Franklin Road family, and that’s hard to explain. It’s also hard to gather in the beginning, but once you do it’s pretty cool. What do you guys think your parents were like when they went to FRA?

CM: I’d agree with him, I’m doing robotics and baseball at the same time, and Coach is letting me go to robotics on Wednesdays and baseball other days to get the best of both worlds. Also I just like the people here – the staff, the students – they’re all just so kind and welcoming and always so nice to help. Do you have a favorite subject or class? EJ- I think my favorite subject would be reading. And I am part of the Destination Imagination group, and that is really fun. CM- I really like science because of the experiments and the projects, and I like Mrs. Moore; she’s really nice. I also like geography. I also love band with Mr. Chandler because he’s an amazing conductor. He’s not one of those teachers where it’s just band all the time. Sometimes if he can tell we’re getting a little tense about the music, he’ll just throw in a cheesy joke; it’s kind of his thing. We all kind of just laugh with him, and he just makes it fun.

WJ: The way my dad describes it to me, he was pretty cool. I wasn’t there to see him but it sounds pretty accurate to how the high school is today, and just the way the teachers interacted and the stories he has to tell me makes it sound a lot like FRA today.

Caitlyn Manning My favorite senior memory has been...

S e n i o r

being chosen as one of six seniors to go on the freshmen retreat at Barefoot Republic at the beginning of August. Having the opportunity to get to know the freshmen while having fun helped the teachers and the freshmen move into a new school year.

The one thing FRA has taught me that I will carry with me is... to step out of my comfort zone and make a difference.

After graduation, I plan to... study medicine and become a doctor.

My biggest accomplishment during my time at FRA has been... getting the leadership positions that I have in service club, FCA, National Honor Society, and as a student ambassador.

The person who has taught me most at FRA is... Coach McDonald because he holds me accountable and pushes me to do my best every day. He cares for each of his players and teaches us more than the game of soccer.

Fun Facts: If I could be a teacher for a day, I would teach biology. If I had to describe myself in three words, I would say Iâ&#x20AC;&#x2122;m: OCD, determined, and involved

Hongyi (Halan) Zhu My favorite senior moment has been... the senior trip and homecoming parade. As an exchange student, I had never experienced those things, and they are great memories.

My biggest accomplishment during my time at FRA is... receiving the academic art award my first year at FRA!

The thing I am going to miss most about FRA is... the art room. During my first year here, my host family wasnâ&#x20AC;&#x2122;t able to pick me up before 5 p.m. every day, so I spent a lot of my time there after school. I had never taken art classes before, and, thanks to the encouragement from my teachers, I received the academic art award the past two years.

I love FRA because... it has taught me a lot about the American culture. Since I enrolled, my teachers and classmates have always been willing to help and support me. The one thing FRA has taught me that I will carry with me isâ&#x20AC;Ś to support and cheer on others when they need it.

Fun Facts: If I could describe myself in three words, I would say: Artistic, Quiet, and Polite My favorite things to eat in the cafeteria are... the chicken nuggets and chicken Caesar salad.

S p o t l i g h t

Catera Sawyers The thing I’m going to miss most about

S e n i o r

FRA is... the atmosphere and the people, who make me feel like I am a part of another family. And, the teachers are always caring and willing to help.

My most memorable experience/moment at FRA is... my eighth grade year going to Washington for trip week and exploring the city with all of my classmates.

I feel prepared for my ﬁrst year of college because... FRA has taught me how to manage my time by having homework and tests each week while also playing sports and supporting my friends in the arts.

The person who has taught me most at FRA is... Coach Hart. He taught me to work hard, be obedient, and carry yourself well – if you do those things, you’ll succeed in life.

I love FRA because... of the people and the way they care for everyone. I also love the tremendous support that the students have for every event. And, most importantly, I love FRA because it allows me to express my love for God and worship and share my faith among others.

Fun Facts: My favorite thing to eat in the cafeteria is pizza... and the cookies! My hidden talent: I can sing.

Fun Fact: I make a mean guacamole.

Josh Schwaner My most memorable moment at FRA...

photosynthesis in biology. FRA’s science department

happens to be off campus. I had the amazing

has really helped foster my love for science.

opportunity to go to Greece and Italy with my Latin class my junior year. I was able to learn about the ancient Roman times and the Latin language in the class room and then fly across the world to see where it

The person who has taught the most at FRA is... Coach David Dawson. Getting to be in his advisory

actually all took place.

for four years and helping him create a student-led

After graduation, I plan to...

involvement in Best Buddies International, has made

attend college and study biology, mainly genetics. I

me not only a better person but a better leader. He

also hope to continue to be involved in Best Buddies wherever I go.

side to the Heart to Heart program, which led to FRA’s

has shown me that leading isn’t hard when you are passionate about what you’re doing.

FRA has taught me...

I love FRA because it has made me love

to be fascinated by science. I started in science lab in

science. I am able to be a scientist, a

lower school looking at flowers with a magnifying

musician, and an actor. FRA has given me

glass, moving to robotics, the planetarium, and

numerous opportunities, like being involved

dissection in middle school, to high school where

in Best Buddies, Student Council, and band.

I created solutions in chemistry, found out how

I have participated in each, and I am now

gravity works in physics, and made plants go through

better because of it.

S P O T L I G H T

he College Counseling Office at FRA takes a holistic approach to the college search and planning process. With two full-time college counselors, our students and parents have the benefit of being introduced to college planning from the very beginning of the upper school experience. Our College Planning Seminar Series begins freshman year with the â&#x20AC;&#x153;College Starts Nowâ&#x20AC;? program, which is designed to help freshmen connect the dots between their academic and extra-curricular activities and how this translates to creating a strong college application during senior year. The seminar includes information on how to calculate a GPA, understanding the transcript as a record of what they accomplish academically, the importance of taking a challenging curriculum, and why getting involved outside of the classroom is so important not just from a college perspective but for the overall high school experience. Students are introduced to Naviance and learn how to create a resume that can be updated with accomplishments each quarter.

Betsey Bachert, College Counselor

The J o u r n e y to College Preparation scholarships. Decision option strategies are investigated, students create Common Application accounts, and it is here that the application process begins. At the conclusion of Senior Seminar, the college counselors continue the counseling process, meeting individually with students throughout the year to walk each student through his/her individual journey. It is during these meetings that the college counselors review the college lists, helping the students put together a collection of schools that incorporate dreams as well as “Having the opportunity reality. Scholarship opportunities to work with students are explored, interview skills are honed, and students are counseled throughout their high school on the benefits of submitting an experience allows us to help application to an early program students think critically about or waiting to apply during the what they want to achieve regular decision cycle.

Our Sophomore Seminar looks at career exploration, using our web-based Naviance Family Connection resource that offers students the opportunity to take three assessments – Strengths Explorer, Do What You Are, and Learning Style Inventory. Each of these assessments provide students with insight into who they are and connects them with fields of study that coincides with their interests and talents.

During the spring semester of junior year, students really begin to engage in the college application process. In Junior Seminar, students learn important strategies for creating their college lists and planning college visits. Different types of applications and decision options academically over their four are discussed, and the importance In the fall semester, juniors and of the college essay is explored. year experience and what seniors are encouraged to check While students are encouraged to they would like their overall the list of approximately 80 meet with their college counselors experience to be. It also allows college representatives who visit at any point during the high us to begin the college process FRA and sign up to attend the school experience, all students meetings of any school to which will begin their college meetings much earlier helping students they are interested in or to which junior year. This is the time when explore the different options they plan to apply. students begin to formalize their available after high school.” thoughts about future plans, talk For FRA students, the college through standardized testing process is woven into the high options, complete their college school experience. The low counseling surveys, and identify student-to-college counselor ratio ensures students the teachers they would like to ask to write reference have the individual attention they need and allows the letters. counselors the opportunity to get to know the students on a personal level. While providing intentional guidance As senior year begins, Senior Seminar helps to our students throughout their high school years, the students put it all together – the application, letters college counselors walk alongside our students as they of recommendations, and sending test scores and navigate their journey to college. transcripts. Here, students reevaluate their college lists, checking to make sure they are choosing colleges that will maximize their options for both admission and -Barbara Stewart, Director of College Counseling

What’s STEMming in the Lower School

s part of the lower school enrichment curriculum, every student from pre-kindergarten through fourth grade participates in weekly STEM lab, and this year, our lab was bubbling, building, buzzing, blowing, flying, and fizzing into action. Our pre-kindergarteners created love potions by mixing liquids with solids, and our kindergarteners built their knowledge of solids and liquids to prepare for an engineering unit, where they became chemical engineers who design their way through their own play-dough. After spending time exploring different solids, they learned new vocabulary like “viscous” and “translucent” to describe liquids, and they especially enjoyed making Oobleck, a puzzling substance that is neither a solid nor a liquid. First grade students have learned about pollination and why we need bees. They have had to act like a flower, a bee, a predator, and a pesticide to learn the different factors that influence pollination. They even had a debate with each other over if a farmer should use pesticides or not! Their next step was to put their knowledge to the test as they designed their own pollinators.

In our second grade STEM labs, students blew through their engineering unit by designing windmills. They experimented with different materials to try and catch the wind, and they even set up a “sailboat testing center,” where students worked to design a sail they thought would travel the farthest. Our third grade students flew to outer space, working as aerospace engineers to design slowly-falling parachutes. They tested their designs to make sure the parachutes are mission-ready, meaning they take at least six seconds to hit the ground upon “take-off.” Fourth grade students worked with a set of unknown chemicals, testing the chemicals to see how they respond to water. After noticing that some chemicals dissolved, some did not mix, and some created a paste, students test with vinegar, iodine, and even heat to try and discover the identity of the chemical. -Bridget Keener, Lower School STEM Lab Instructor

The STEM program in the lower school is a vital component of our teaching curriculum because it allows the science to ‘come alive’ and truly teaches the design process of engineering in which we want students to imagine, plan, create, and improve – just as real engineers do! Our STEM program not only provides an incredible lab space, but also provides a highly trained teacher that works closely with our classroom teachers to create engaging lessons that are extensions of the learning happening in the classroom on a daily basis. -Head of Lower School Rick West 35

Bridget Keener

Argentina Argentina/ Australia / Australia/ Brazil / Brazil/ China / China/ England England / / France France / /

International Programming

/ / Italy Italy / / Japan Japan

Mexico Mexico / / Scotland Scotland / / Spain Spain / / USA USA

3838

support in English by immersing them in the language, thereby creating rapid results of spoken and written fluency. The Nissan Program, which began in 2006 with four students, has grown to more than 20 students in prekindergarten through twelfth grade. Appointed instructors provide support for all Nissan students by working with them one-on-one and serving as a communications liaison between families and the school.

Franklin Road Academy embraces our global, interconnected world by creating a school community from many different countries and regions. We believe this deepens the educational experience of our students, as well as adults, and sets us apart from other independent

Children from Europe and Latin America are assisted with cultural acclimation to life and school in America, and those with limited English proficiencies are supported with language development and retention. Students are given individualized support for classwork and assessments, and instructors also take into consideration a childâ&#x20AC;&#x2122;s wellbeing socially as well as academically.

FACES & OUR CULTURES PROGRAM Since 2006, independent schools in the United States have hosted young cultural ambassadors from Guatemala for eight weeks through the Faces & Our Cultures Program. The Faces & Our Cultures program is designed to provide Guatemalan students the opportunity to spend eight weeks (their summer holiday) in our community. Each participant enrolls at FRA as a student and participates in all aspects of our school day. These student ambassadors are fluent in English and will arrive in October and leave in December. Guatemalan students apply to be cultural ambassadors of their country and are carefully selected by the Faces & Our Cultures Program Team. They go through a preparation process during the year and also prepare cultural projects to share with their

It is through the exchange of views and experiences between our international and American families that our community gains a better understanding of the values, beliefs, attitudes, and behaviors of each of our members. Our students gain the skills, knowledge, and attitudes that will prepare them to be leaders in an increasingly multi-cultural world. schools. It is through the exchange of views and experiences between our international and American families that our community gains a better understanding of the values, beliefs, attitudes, and behaviors of each of our members. Our students gain the skills, knowledge, and attitudes that will prepare them to be leaders in an increasingly multi-cultural world. Each year, our student body is represented by approximately 12 countries. While some of these students are integrated into our classrooms through one of our international-specific programs, many of our international students are enrolled as local residents from various countries. NISSAN ENGLISH LANGUAGE LEARNERS PROGRAM The Nissan English Language Learners Program is specifically for international students whose parents have been transferred to Nashville by Nissan. The program provides an enriched and personalized academic plan for Nissan students as well as

CHINESE STUDENT PROGRAM Every year, FRA welcomes Chinese students to join our educational community for their entire high school careers. They are full members of the FRA community, and, as they learn about the American culture and work toward their high school diploma, they also help other students to appreciate their culture. Our students are enriched to be sitting side by side in class with students from another country. Unlike a program where students study abroad for a semester or a school year, the aim of our Chinese student program is to bring highly qualified and motivated Chinese students to FRA to receive their post-secondary education exclusively in the United States. The ultimate goal of these students is acceptance into prestigious colleges and universities, making their commitment long-term. Our Chinese students are welcomed into the homes of FRA families, who serve as host families and make the students part of an American family.

host family and school. We have had 15 Guatemalan students join us over the last four years, and the experience for them and their host families has been extraordinarily positive. WHO INTERNATIONAL PROGRAMMING BENEFITS Our international and American-born students equally benefit from their international program experiences at FRA. The cultural experience generated by our international programs is no accident. We promote a mutuallysymbiotic relationship because, after all, international and domestic students alike share the common experience of growing up, working together as part of a team, and dealing with the same, sometimes stressful classroom situations. The benefits of international diversity weave their way into every aspect of school life. What our international students bring to the classroom is enlightening, often generating lively discussion and debate, and this enriches the experiences for all. -John Murray, Dean of Academic Studies

“I have been at FRA for four years, and I’ve always felt welcomed. I’ve made many friends through the Nissan Program, and this year, I was able to be on the cheer squad. My teachers are always there to help when I need it.” -Daniela Dorssers, Spain

“My teachers at FRA helped me discover my talent and passion for art, and thanks to their encouragement, I received the academic art award for the past two years.” -Hongyi (Halan) Zhu

Fall 2015

Service 41

Learning

Fall 201

SERVICE FRA’s Turner Fellows

zeke Hall

Location: Cumberland River Compact As a Turner Fellow at the Cumberland River Compact, Zeke learned the importance of environmental efforts to protect the quality of water and other natural resources throughout Middle Tennessee. He operated a water runoff storm model and taught Nashville children the significance of environmental preservation.

Emily Nance

Location: Nashville Food Project As a Turner Fellow for the Nashville Food Project, Emily was able to grow plants as well as educate groups of children who weren’t getting the nutrition they needed. She taught them about nutrition and how plants grow through kid-friendly activities.

“I discovered that I actually loved getting my hands dirty and muddy to get things growing. If I hadn’t gotten to be a Turner Fellow, I probably would not have learned this about myself.”

Alex Ramos

Location: Preston Taylor Ministries Alex served Preston Taylor Ministries by organizing daily group activities for the children and supervising groups on field trips all around Nashville.

“The most rewarding part about my time at Preston Taylor Ministries was knowing I was serving my community and God while leaving a lasting impact on my kids.”

Haylee Ferguson

Location: Best Buddies At Best Buddies, Haylee worked in the administrative office, where she planned monthly organizational events and interacted with the Buddies often. She took charge of Summer Buddies, which included planning three summer events and working closely with chapter presidents.

“Working with Best Buddies through the Turner Fellowship has deﬁnitely inspired me to pursue more service through FRA. Being in the Best Buddies workplace has helped me to learn how to more fully develop FRA’s chapter and know how to become a better leader while understanding how the chapter can better serve the school and community.”

Fall 2015

“Since I became a student at FRA, I have hoped that one day I would get a chance to experience this amazing opportunity. A Turner Fellow has a chance to create change in the world and to make it even better for future generations. The Turner Fellowship is a life-changing experience which has left me with many memories, great stories to tell, and a desire to be a leader who continues to serve others.”

Ashna Dadlani

Location: Martha O’Bryan Center At the Martha O’Bryan Center, Ashna worked in education with children and adults. She found it both challenging and also very rewarding to work with such a wide range of students, from children in early learning to adults trying to earn their GEDs.

“The most rewarding part about being a Turner Fellow and working at the Martha O’Bryan Center was the bonds I formed with the people I worked with and knowing that I was making a difference in someone’s life. A woman who I helped in the Adult Education Center told me that seeing me every morning was the best part of her day, and this was the most rewarding part of my experience.”

Anna Snodgrass

Location: First Steps As a Turner Fellow for First Steps, Anna contributed to the growth in PK students through assisting them in their social skills, literacy, and numeracy basics with many fun hands-on activities for the children.

“Being a Turner Fellow means sacriﬁce, hard work, passion, and a whole lot of reward. I say this because sometimes the day makes you exhausted and all you want to do is sleep in and have the day to yourself, and after six weeks the sense of gratiﬁcation and love I had developed for the people at my organization was so overwhelming and such a wonderful blessing.”

Jackie Hunter

Ginny Boyd

Location: Bethlehem Centers Jackie was valuable to the Bethlehem Centers in many different areas. She spent most of her days overseeing small groups during camp activities and field trips, and she also assisted children with their math and reading skills.

Location: Maddox YMCA Ginny spent her summer serving the YMCA in an administrative role. She was responsible for office support and very heavily involved in youth programming. She worked with people of all ages who participate in the Maddox YMCA programs.

“To be a Turner Fellow means to be a leader and to set an example not just for the kids I worked with but also at FRA. A Turner Fellow is compassionate, conﬁdent, and enjoys helping others.”

“To rising seniors, try it out! Being a Turner Fellow opened my eyes to the world outside of FRA and let me interact with people from all over East Nashville.”

Andrea Pirolo George Somers

Location: Fannie Battle Day Home for Children During her internship at Fannie Battle, Andrea worked with schoolaged children as a student teacher. Her work involved helping the children with their homework and playing games, but most importantly, Andrea took part in the summer literacy program where she read with children and tested their reading comprehension.

“Before this experience, I did not understand just to what extent early education deﬁned an individual’s future, nor did I realize how much education was lacking, even in places so near to me. Eventually, I would love to combine my passions for education and international studies, and work with the UN or the Peace Corps to promote education in developing countries.”

Annadele Barnes

Location: Preston Taylor Ministries During her time at Preston Taylor Ministries, Annadele taught math to K-4th grade students and was able to witness growth in students from kindergarteners just learning to count to fourth graders learning multiplication and fractions.

“During my Turner Fellowship I learned what a large impact education has on all stages of life and how it has the power to change lives and break the cycle of poverty.”

Location: Salvation Army George served the Salvation Army by investing in a group of children every day. He often led P.E. or the game room activities, and regularly assisted the organization in day-to-day camp operations.

“To the rising seniors who will be Turner Fellows, don’t be scared to get thrown in there on the first day. It can be a little intimidating at first, but it gets a lot easier over time. The first day on the job I had 25 kids, and it was a little hectic. Don’t get scared, because situations like these are what makes Turner Fellows great. I was put outside of my comfort zone, and as time went on I became a better leader and more responsible because of it.”

Thomas Fortune

Location: St. Luke’s Y.E.S. Program Thomas spent his summer at St. Luke’s as a camp counselor, where he invested in four- to 10-year-old children through eating meals together, playing games, reading to each other, and going on field trips across Nashville.

“It was most rewarding to know I had made a difference in the kids’ lives. I was a friend when they needed a friend; I was a mentor when they needed a mentor; I was a teammate when they needed a teammate. When I walked into the gym every morning, the kids would come running up screaming my name. It made my heart melt.”

plant requires different amounts of water and sunlight has been great. I always thought that plants, even if they’re not the same kind, require the same amount of water and sun, but that is not true in some cases. It really has been an eye-opening experience seeing how plants are different from one another and how each species requires different needs,” says Jones.

The Learning Garden

ranklin Road Academy students are loaded with options when it comes to leadership and service. Hamilton Jones, 17, and Wes Thompson, 17, have claimed responsibility for weekly management of the FRA Learning Garden. Not afraid to get their hands dirty, they have weeded, cleaned out plant beds, mulched, purchased plants, and put them in ground. In addition to all of this, they have kept up with weekly watering. “Watering the garden every day is a relaxing time for me to reflect on my day and enjoy the weather and the progress happening in the garden. And, learning the little variables that can make or break the life of plants

Not only are they learning new skills, but they are also sharing what they are learning with guests who visit the garden, such as students from the after school program or guests from the Nashville Community. The staff members from Meals to Heal, a local non-profit organization that prepares meals for those undergoing cancer treatments, are common visitors to the Learning Garden. “One of the coolest things was handing out samples of kale smoothies and broccoli–some of the vegetables present in the garden– to the lower schoolers to promote healthy eating through the garden,” Thompson says.

“Because of the garden, I have gotten to know a lot of people I wouldn’t have otherwise met. I’m so thankful for the garden and the work I’ve been able to do, but I’m more thankful for the wonderful people I have met at FRA and in the community.” -Hamilton Jones and experimenting to get the best results has been really interesting,” says Thompson. It takes a big commitment to keep the gardens looking great, and these students believe their efforts are well worth it. “Seeing how each individual

Fall 2015

Jones also led a taste test in the lower school cafeteria with herbs from the garden. “Visiting the lower school was probably my favorite memory of the year. We were able to do taste tests with the students and teach them about conservation, how to plant their own gardens, and just talk to them,” Jones says.

As the cold weather set in, the two students created a make-shift green-house effect by covering three of the garden’s vegetable beds with tarps. They grew cabbage, broccoli, Brussels sprouts, and kale this winter. The produce was shared with SAGE at FRA and Meals to Heal in the community.

Middle School Environmental Club

he Environmental Club teaches middle school students the importance of taking care of our campus and community and connects these concepts to larger environmental issues. Members of the club manage the middle school recycling collection, participate in Earth Day presentations, and assist with the pre-kindergarten aluminum recycling program, which supports Owl’s Hill Nature Center. The club also maintains the FRA Butterfly Garden as part of an international environmental program called The Journey North, which tracks monarch butterfly populations and protects their natural habitats. Students also explore during offcampus excursions covering ground all over Nashville, including Radnor Lake, Ellington Agriculture Center, and Cheekwood Botanical Garden.

A.P. Art show

In the fall, students visited Old School Farm, where they saw a close-up view of food-waste management systems and also fed the free-range chickens! During meetings each Friday, students fellowship, fact-find, and plan special events. Through its partnership with upper school mentors, the Middle School Environmental Club is learning the importance of preserving our environment through projects on and off campus each week.

Little Green Thumbs

ach summer, lower school students may participate in the Little Green Thumbs camp, where they are led by middle and upper school counselors through five days of fun in the FRA Learning Garden. Through the course of three summers, over 40 students have participated in this outdoor learning program, which includes cultivating FRA’s summer vegetable beds, composting, and touring local community gardens. The produce from the Little Green Thumbs campers’ hard work in the garden is used to make salads, salsa, pesto, and herbal tea. Students also pick greens, tomatoes, cucumbers, and summer squash to share with the Meals on Wheels program at St. Luke’s Community Center.

Daily activities give the older students opportunities to lead the younger campers to each learning station to hear about rain gardens, the sun dial, pollinators, and the important work of earthworms. Through the course of the week, the young campers form relationships with their counselors, who they will often see on campus the following school year. Campers also learn new information about life cycles, plants, and animals. Through hands-on experiences in the Learning Garden they are inspired to appreciate the natural world and the important role each of us have in caring for it. Students are sent home each day with something delicious to eat or a garden craft to enjoy at home, such as a rain gauge or birdfeeder.

Do nothing out of selﬁsh ambition or vain conceit. Rather, in humility value others before yourselves, not looking to your own interests but each of you to the interests of others. -Philippians 2:3-4

Others B Yourself

efore

#oby

rior to the beginning of this school year, the middle school leadership team met with student leaders to solicit their input regarding convocation and increase the student voice in this portion of the school day. Convocation is a special time at the beginning of the school day that sets the tone for the day and brings students and faculty together. A longstanding tradition at FRA, each year the eighth grade class selects a legacy verse to inspire the middle school students for the following year. Last year’s eighth graders selected Philippians 2:3-4: “Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others.”

students can put #oby into action! Pretty soon, the watchword #oby was heard in classrooms and hallways as our students stepped up focus on the needs of others and lent a helping hand. To acknowledge the efforts of classmates, the #oby board was established. Students can write a ‘shout out’ to others who are living out the spirit of #oby and post it on the board. The board was quickly covered in postcards citing examples, large and small, of service to others. This year, all middle school advisory groups studied and discussed Andy Stanley’s book, The Seven Checkpoints. The seventh and final checkpoint is Others First, and the key Bible verses for this checkpoint contain our legacy verse for this year. How fitting that our study should conclude with the very attitude our students have been practicing all year!

The student-led convocation committee created #oby, which means others before yourself, to embody the spirit of Philippians 2:3-4. The committee created a series of skits to demonstrate what #oby could look like in our halls, classrooms, and athletic fields. The real-world, often humorous applications provided a variety of ways our

At a developmental stage that is often characterized as egocentric and ‘me focused,’ our students are responding to Paul’s encouragement to think of others in all you say and do. #oby is alive and well and filling the hallways of our academy! -Susan Akers, Middle School Counselor

#oby is a great thing because it allows us to show someone what they did for us or someone else and acknowledges our appreciation. -Cam Frankfather ’20

#oby

Campus Tours

Summer 2016 Wednesdays 9 a.m. No Reservation Needed 48

HO M

GRANDPARENTS DAY

51 51

nkli

Fra

ad Ro

Ro lin ank

nd e a Fin

dem

Art ng rmi

Per

ith

U SAM

nt w

eme

ang

l arr

cia spe

” is

sen

pre

H, I

C REN

e iddl

at:

er 1

Fra

Fin my ade

r To

“Ou

ing

emb

Nov

U SAM

h t wit

gem

rran

ial a

5, er 1

emb

e iddl

” is

re is p

Fra ents

Art ng rmi

Per

rran

atre

he ol T 4

2-1

er 1

eat:

,2p

OW T R U

fa l l d r a m a

Sea

UR ” is

r To

e iddl

M .com

fota

RA . F p.m 2 , 15 ber

ing

s Art

form

Per

by rnton Tho er d Wil

ted esen

by s

oo -1

r 12

p. 4, 7

eat:

/S Row

tre

ea l Th

5, 2

r1 mbe

Nov

, IN

REN

E MU

ith S

nt w

eme

ang

arr cial

ents

pres

Sch

be vem

and

in y F

em cad

“Ou

.com

fota

FRA .m.

r 15

be vem

H, I

C REN

/ Row

ov . N

.m ,7p

h SA

t wit

en gem

ial a

pec

by s

H, I

FRE

/S Row

p. 4, 7

-1 r 12

eatr

Th ool

n nkli

by rnton Tho er d Wil

ted

by s

ith S

nt w

eme

ang

arr cial

L UE

com

T n rese

ota.

f FRA

2 p.

cho

eS iddl mb ove

d ente

res s p

form

Per

by rnton Tho er d Wil

Sch

emb

Nov

nd e a Fin

dem

Aca

”

r To

ents

res s p

Art ing

r To

Fall 2015

TO UR

ad Ro

and ine

“Ou

p.m

y F

Aca oad

Sea

“Ou

com

ota.

f FRA

OW T R U

H, I

FRE

/ Row

Nov .m.

nkli

Fra

ents

atr The

14,

2er 1

-1

r 12

be vem

5, 2

r1 mbe

Nov

p. 4, 7

pres

s Art

form

pec

Fra

s d by

ho e Sc

Mid

” is

tre

ea l Th

n nkli

by rnton Tho er d Wil

nte rese

dem

ARTS

eat:

/S Row

.com

T R OU ad

Ro klin

by s

, IN

REN

E MU

with

ent

gem

rran

la ecia

ota RAf

Per

and

ted esen

Sch

Se ow/

emb

Nov

by rnton Tho er d Wil

” is

r To

“Ou

R .m. tre ,2p a 5 e 1 r l Th mbe hoo m. Nove OWN c S p. T dle 4, 7 Mid UR 2-1 wn

r To

“Ou

d by

OUR TOW

by rnton Tho er d Wil

ents

res s p

Aca

nd e a

Fin emy

p.m

com

ota.

f FRA

Cocoa & carols

ARTS

Christmas Events & Productions

santa is coming

5th & 6th grade band concert

kindergarten christmas devotion

The Power of the Shield

hen you think of a shield, you may think of the one Lionidas carried in the movie 300 or the one making up Goliath’s armor in his fateful battle against David. Either way, a shield represents strength, power, and manhood. For the FRA football team and Coach Bill Whittemore, a shield has taken on a whole new meaning. While the players may have spent the 2015 season breaking down defenses and running to a division championship, they also dropped their own defensive shields and broke down their own barriers. And with that, the team’s strength went far beyond anyone’s comprehension. As most fans know, a successful season comes at a price – long practices, hours of film, and mental preparation for what is ahead. For football teams, that means two-a-

days in the hot July sun, workout sessions while other families are on vacations, and hours of team building in meetings and on retreats. The Panthers are no exception to those routines; however, it was during the team meetings that the players learned the most important lesson Coach Whittemore would ever teach them – the significance of the shield. An activity based off the book InsideOut Coaching: Sports Transform Lives, the coaching staff decided to try something different and introduce their shields to the 13 rising seniors during one of their team outings. “The shield is designated to give an individual the opportunity to reflect and share his heart. It was brought to us by Scott Hearon, founder of the Nashville Coaching Coalition. It is called a shield exercise because

we literally draw on a cardboard box that is cut into the shape of a shield. “It’s a pretty cool image of a man holding his shield – what he uses to keep people from knowing his true identity, his false self/fig leaf,” says Whittemore. – We went through the process as coaches, and it made us aware that we really didn’t know each other, even though we spent countless hours working together over the course of two years,” says Whittemore. After hearing the experiences, trials, and victories of their coaches, the team was invited to create their own shield made out of a simple cardboard box.

why I carry myself the way I do. It was really just an opportunity to share myself with the team so there wouldn’t be any walls or burdens on the team as to why people act the way they do on a day-to-day basis.” For the underclassmen, the seniors were always looked upon as more than leaders on the gridiron – they were like big brothers. The shield exercise helped the team realize that they only thought they knew the people they had looked up to for months. “It was really unique having the seniors share their shields with the rest of the team. For Sam in particular, I had been playing with him for

“They truly became teammates by verbally supporting and physically playing for each other, wearing the FRA name proud on their chest and committing to the cause that was greater than themselves,” said Whittemore. The team immediately recognized the significance of the shield, and, as they saw their coaches in a new light, the seniors then made a decision of their own. They wanted to share their shields with the other team members. “It was just an opportunity to open up to our teammates and share some of our personal background, early life experiences, and things we’re going through,” said senior running back and defensive back Sam Harvin. While the seniors were aware that this exercise could strengthen the bond they had with their teammates, they were not prepared for the lasting effects the activity would have in understanding people in general. “The process helped us understand tendencies as humans. Somebody could come in quiet one day, but the day before they were really energized. It helped us know how to work off each other in order to build a better team setting as well as better friendships,” said Harvin. “I think sometimes I could be perceived as arrogant, but once the team really understood where I come from, what I’ve been through, and how I chase success, then they really understand

four years so I knew him, but once he shared his story I knew him on a different level,” says junior offensive and defensive lineman Hale Williamson. “I really got to understand his situation and experiences, and I felt like I had this new responsibility to just be a good friend to him.” The team found it impossible to ignore each other’s life stories. Inevitably, the dynamic immediately changed, and it did not go unnoticed by the coaches. “There is no question that our players’ relationships changed throughout the season. When you hear someone’s story, you can’t help but get a clearer understanding of why he acts the way he does. And by understanding this, it is much easier to have empathy for him and not be so quick to judge. I saw a couple of instances this year where guys held to their small circles, but as the season went along they truly became teammates by verbally supporting and physically playing for each other, wearing the FRA name proud on their chest and committing to the cause that was greater than themselves,” said Whittemore. And it showed on the field. For the first time in more than 20 years, the Panthers went 10-0 in the regular season to secure a division championship and an 11-1 record overall. It was an unforgettable season for Panther Nation – a season that brought excitement to The Hill and to the community, and one that will lead to opportunities for multiple seniors to continue their football careers at the collegiate level. But it gave the players more than a memorable time for a season. It gave them a lesson in what the shield holds – a powerful lesson in manhood. And that will also never be forgotten.

ATHLETICS

Girls Soccer District Runners Up Sub-state Elite Eight Offensive MVP, THSSCA All-State – Sydney Hunt (pictured) All-District – Sydney Hunt, Maeve Kelly, Sydney Malham, Jamie Kendrick All-Region – Sydney Hunt, Maeve Kelly, Caitlyn Manning

Girls Cross Country 6th Place State Tournament Boys Cross Country 8th Place State Tournament All-Region, 10th Place Individual State – Katie Wall (pictured)

Individual State Champion Angelina Chan (pictured)

Athletics upper SCHOOl

Boys & Girls Golf Region Champions 3rd Place State Girls Volleyball All-District First Team – Abby Hudgins (pictured) All-District Second Team – Hayley Fuller, Nicole West

Football District Champions All-District Co-Offensive MVP, TSWA All-State, Tennessean 3rd Team All-Mid State – Spence Jones TSWA All-State – Larry Wilhoite (pictured), Sam Harvin, Benjamin Jackson TSWA All-District – Larry Wilhoite, Sam Harvin, Benjamin Jackson, Sam Wheeler, Thomas Fortune, Will Tansil, Watson Tansil, Ryan Clark, Woody Weicker Special Teams Player of the Year – Ryan Clark All-District Honorable Mention – Adrian Roper, Christian Drake

Boys and Girls Cross Country

Boys and Girls Golf

Boys Soccer

Girls Soccer

Cheerleading

Girls Volleyball

Football

Lower School Cross Country

Athletics middle and lower school 62

Births

Magnus James Rosenberger was born November 8, 2015. Proud parents are Viveka and Parker Rosenberger ’07.

Kaitlin and Joc Collignon ’00 welcomed James Oliver Collignon, III on March 25, 2016.

Weston James Woodlee was born on April 3, 2016, to Marie Alexander Woodlee ’03 and James Blake Woodlee.

Scarlett Lynn Mullins was born on October 18, 2015, to Lea Anne Frye ’05 and Robert Alexander Mullins ’04.

Emerson Dorothy Penny was born on April 19, 2016, to Kathleen and Martin Penny ’03. Carla Holder Dulin ’01 and Whit Dulin ’01 welcomed Tyler Charles Dulin on April 16, 2016. He joins big brother, Jake.

Miguel Castillo ’87 was the guest speaker during FCA lunch meeting.

Rylie Marie Warford was born on August 28 to Ashley Price Warford ’05 and Paul Anthony Warford.

Class Notes

Jack Joseph Knezevich was born on January 12, 2016, to Ann Marie ’05 and Joe Knevevich.

Author Diane Jacques Les Becquets ’82 signs her latest novel Breaking Wild for Karen Fentress ’80.

Lauren Holder Ferraro ’01 welcomed her second child, Legen Holder Ferraro, on November 4, 2015.

in the news

Aditya Thawardas ’12 graduated from the University of Pittsburgh College of Business Administration with a B.S.B.A. in finance and marketing. (Photo caption: Kiran Thawardas ’15 and Aditya Thawardas ’12) Chris Rydburg ’08 married Grace Gerwin of Pontiac, Illinois, on October 24, 2015, at the Wren’s Nest in Murfreesboro, TN.

Three generations on The Hill: Will Johnson ’21, Bill Johnson ’82, and Bill Johnson Sr.

ALUMNI

Cody Taylor ’04 launched his own animated series The Red Letter Words for Kids Ministry, which helps students research the Parables of Jesus. Cody is an animator, illustrator, and computer programmer.

Bo Korpman ’12 received his commission as Second Lieutenant in the United States Air Force. He was awarded the Distinguished Graduate designation on May 13, 2016, and will begin fighter pilot training at Sheppard Air Force Base.

HOMECOMING

Founders Day

FRA celebrated its history with a brunch following our all-school Veterans Day assembly.

Caroline Dinker ’22, Ben Bradshaw ’23, Virginia Bradshaw Lewis

Sandra Carpenter, Caroline Dinker ’22, Ben Bradshaw ’23, Virginia Bradshaw Lewis, and Claire Fox.

Pat Howell ’82, Christian Howell ’23, and Ann and Rodes Ennis

Pat Malone and Helen Dale

Virginia Lee Bradshaw Dinker and David Pilkinton ’83

Dena and Paul Williamson

Rick Turner ’80, David Pilkinton ’83, and Lisa Buchanan Baskin ’81

Mrs. Hessey and Lisa Buchanan Baskin ’81

Soccer R eunion: C alumni oaches K teams. T en M he

ALUMNI

2005 sta te champ cDonald and Chris cDonald Price welc ’08, Kristi ionship team wa omed b s recogn an Canad ized durin ack former playe y Beach ’0 rs for a k g the ho 6, Emily ick m Canady S meykal ’0 ecoming football -around with the F 8, and An dy Marsh game: Coach Ken RA soccer all. McDona ld,

Kaitie M

Alumni P izz break 1. B a Lunch: Our coll ege ell Manning a Anderson and S -age alumni retu rned to c ally Thur 3. Seth W am m alker, Ga ines Allen ond. 2. Tolly Stew pus and enjoyed pizza, old art, Hann , Roberso ah friends, a n Berry, M 1 nd urphy Ch Holmes, Kenned y Mannin favorite teacher ambliss, s during and Wyn g, Mary P the ne Tansil artee, An na Canad ir Christmas y, and Co urtney

2 Class of 2015 Moms Breakfast

Legacy Breakfast: The Alumni Association kicked off homecoming week with our 72 legacy students and their parents. Congratulations to the Class of 2016 legacy students William Disspayne, Lacey Hagan, Davey Peppers, George Somers, and Calister Turner.

Alumni Association presents check to FRA Annual Fund in honor of Coach George Weicker

Annual Fund July 1, 2015-June 30 2016

100% 88%

Board of Trustees

Faculty & Staff

Parents

Alumni

100% 9%

Thank You Annual Fund Donors As of June 1, 2016

Challenging Academics. Inclusive Christian Community.

I AM A National Merit Finalist A Musician An Athlete An Actor I am an Spencer Meeks, Class of 2016

Panther.

Who will you be?

FranklinRoadAcademy.com | 4700 Franklin Road, Nashville, TN 37220