Nurturing the Whole Child
It was an exciting day on campus when members of HB’s celebrated community marked the official opening of the new Primary School Building! The ribbon cutting ceremony included Director of Early Childhood Darrah Parsons, Director of the Infant & Toddler Center LaShawna Adams Mitchell, Director of the Primary School Kelly Stepnowsky, and Head of School Dr. Fran Bisselle.
Letter from the Head of School
11
Whole Child, Whole Community
For HB students to be truly successful, their education must touch not only their minds, but their hearts.
News from North Park
12
Achievements and Celebration
Celebrating the milestones and accomplishments of students, faculty and staff.
16
Threads of Empowerment
Social-emotional learning is woven into the fabric of HB and that connection is naturally supported in the environments where students feel a sense of belonging and trust.
20 Learning for Life in a New Primary School Building
New spaces inspire curiosity, creativity, and a lifelong love of learning.
24 Civil Discourse
Civil discourse has been top of mind among students in the HB community where they are empowered to share their beliefs, opinions and perspectives while also listening authentically to peers who might have different opinions.
26 Lessons in Business
Margaret Rose Giltinan ’74 is inspiring a new generation of women in finance with her support of the endowed chair for the Margaret Rose and Rose Foundation Chair in Business & Finance.
28 Bringing Ideas to Life
Students of all ages are empowered to engage with STEM concepts and foster creativity through hands-on learning in the new Marge and Dan Moore Makerspace.
30 The Future is Bright: Blazing Trails from 1950-1979
As HB prepares to celebrate its 150th anniversary in 2026, a new member of the Marketing & Communications team looks back at HB in the 50s, 60s and 70s.
32 Welcome Home
From coast to coast, HB visits with the alumnae community! Class News
33 Alumnae Updates
83 Brides, Babies, and Memorials
Primary School students enjoy taking an up-close view of things in Marlee Turell’s brand-new science classroom.
Cobra pushups! Students in Alaina McCourt’s first-grade classroom spend time each week practicing yoga and mindfulness. “Since implementing our yoga curriculum, students are more able to recognize when their emotions are heightened and when their behaviors are unexpected,” McCourt shares.
Georgia Nygaard ’27 and Chloe Eghobamien ’25 celebrate a point during senior night for the Varsity volleyball team. Throughout the fall season, students showed up in droves to support Blazer athletes at fall sports events and to enjoy the magic of HB’s celebrated community.
Photo by Ken Furlich
Upper School students in the Fellowships in Global Citizenship traveled internationally this summer to India, Italy, and Kenya. Traveling as part of the Fellowships promotes global understanding, fosters a deep appreciation for varying cultures, challenges students to think critically about world issues, and helps students understand how the United States fits into a global context.
19600 North Park Boulevard
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The cover art was created by Charlee Heider ’37 last spring in her Pre-K class taught by Marissa Haverlock and Amanda Stefanski. Inspired by the story
The Little Raindrop by Joanna Gray, students used watercolors painted over crayon to create rainbows on photographs taken in Hathaway Brown’s beloved courtyard.
Editorial Team:
Suzanne Taigen
Editor
Director of Marketing & Communications
Sarah Deeks
Marketing & Advertising Manager
D.J. Reichel
Art Director/Designer
Visuals & Publications Manager
Natasha Herbert Photographer & Videographer
Alumnae Engagement Team:
Missy Iredell Gebhardt ’96 Director of Alumnae Engagement
Tiana Ellington
Alumnae Engagement Manager
Administrative Team:
Fran Bisselle
Head of School
Sheri Homany
Associate Head of School
Sharon Baker
Director of Middle School
Lauren Gibson ’01 Chief Financial Officer
Clarke Wilson Leslie ’80 Director of Advancement
Rachel Lintgen Director of Upper School
LaShawna Adams Mitchell Director of Infant & Toddler Center
Darrah Parsons Director of Early Childhood Program
Elizabeth Pinkerton Director of Enrollment Management
Kelly Stepnowsky Director of Primary School
Suzanne Taigen
Director of Marketing & Communications
Index
Alumnae featured in this issue
News from North Park, pg. 12
Frances Berglund ’24
Virginia Osborne Charman 1941*
Ella Daugherty ’24
Archer Gandhi ’24
Margaret Rose Giltinan ’74
Lauren Van Wagenen Harlow ’04
Isabel Marting 1925*
Claire Mehok ’24
Lilly Mehok ’24
Lucia Smith Nash 1946*
Margaret (Molly) Paine ’17
Iris Qi ’24
Neha Sangani ’24
Eleanor Armstrong Smith 1917*
Alexa Su ’24
Louise Blyth Timken 1927*
Elizabeth Marting Treuhaft 1922*
Susan Kettering Williamson 1955*
Learning for Life in a New
Primary School Building, pg. 20
Helen Rankin Butler ’87
Viki Newton Byrnes ’72
Lindsey Jeschelnig ’22
Barb Weber Mixon ’58
Jane Quayle Outcalt ’55
Clara Taplin Rankin ’34
Danielle Horvitz Weiner ’00
Adelaide Cobb Ward 1951*
Lessons in Business, pg. 26
Margaret Rose Giltinan ’74
Bringing Ideas to Life, pg. 28
Coral Frontini ’22
Leah Ridgeway Jackson ’99
Welcome Home, pg. 32
Frances Berglund ’24
Carolyn Glasener ’21
Jill Stevens Keith ’74
*Deceased
Smiles abound in the new Primary School Building! The opening of the building is a significant milestone in the transformation of HB’s campus which began more than five years ago. Thanks to the generous support of donors to the Lighting the Way Campaign, the school has raised more than $65M for capital projects, endowment, and operations.
The new Marge and Dan Moore Makerspace is an inspiring 4,000-square-foot facility designed to empower HB students to become the problem solvers, engineers, and thought leaders of tomorrow (read more about this incredible new space on p. 28!).
Whole Child, Whole Community
Hathaway Brown’s distinguished academic program trains our future’s finest minds and empowers girls to put knowledge in action. We know our students will create solutions to the most pressing problems our world is facing, and we want every single one of them to be ferociously successful. And yet to be truly successful, their education must touch not only their minds, but their hearts. We help students develop these skills through social-emotional learning. They must have soft skills like empathy, authentic listening, and instinctual kindness; and they must care for their whole selves. I am proud of the commitment our community has made to nurturing the whole child. In fact, balanced, holistic development is a priority in our Strategic Plan. As it states, “We will hold holistic development as a currency of equal value as academics.”
As we stand on the brink of our 150th anniversary, following the completion of a transformative $40 million campus renovation, I find myself reflecting on the rich history embedded within the walls of our beloved HB. If only these walls could speak, they would tell stories of resilience, growth, and sisterhood. Each brick within our campus holds the spirit of a community deeply committed to lifelong learning and to becoming the best version of ourselves.
Our recently renovated architecture serves as a testament to this commitment. From the Outcalt Family Atrium in the renovated Primary School Building to the fabulous Marge and Dan Moore Makerspace, every element has been designed to inspire and elevate the aspirations of our students. The vision for our campus is not just in its aesthetics but in its embodiment of our mission.
It is a true privilege to witness our students thrive and flourish in these new spaces, empowered by the light that fills them—both the natural light and the metaphorical light of their individual personalities. This illumination encourages them to rise boldly to the challenges of our time, carrying forward the legacy of wisdom and enlightenment that our institution has long upheld.
To learn for life, strong character matters. I am so proud our community prioritizes this in all we do.
Fondly,
Dr. Fran Bisselle Head of School
Ashley Kelly is HB’s New Athletic Director
Ashley Kelly joined the athletics department as Athletic Director. She shares, “I look forward to optimizing the foundation of excellence that has already been built at HB, and to making sure our athletes feel supported, celebrated, prepared for success, and challenged to lead well within their sport and throughout all areas of the Hathaway Brown community. I am beyond excited about this opportunity and to work with HB’s dynamic leadership team.”
HB Welcomes Dr. Sandra Golden, Director of Diversity and Director of Fellowships in Equity and Action
Dr. Sandra Golden joined HB as Director of Diversity and Director of Fellowships in Equity and Action. With a PhD in Curriculum and Instruction, along with a Master’s in Psychology and a Master’s in Adult Learning & Development, Dr. Golden brings a deep understanding of educational principles and human behavior to her work. She is a prolific author and has secured numerous significant grants to support her work in the field of diversity. She shares, “I am most excited about supporting, engaging, and creating inclusive excellence with faculty, staff, and especially students - our future leaders!”
12 Upper School Students Recognized Nationally by The College Board
The College Board, which administers the PSAT and SAT, announced that senior and junior students have been awarded the National African American and National Hispanic Recognition Program academic honors. The designation is based on their academic achievements and outstanding performance on the PSAT and/or AP exams.
National
African American Recognition Program
Scholars:
Michelle Anabila ’26
Lindsay Capers ’25
Catherine Cleminshaw ’26
Hanna Goje ’26
Michaela Kirkpatrick ’26
Gabriella Ransom ’26
Jasmin Sanders-Triplett ’26
Miracle Smith ’25
Cyan St. Clair ’25
National Hispanic Recognition Program
Scholars:
Chloe Eghobamien ’25
Anya Pavlidis ’25*
Sara Winter ’26
*Congratulations to Anya Pavlidis ’25 who was also recognized for outstanding academic achievement by the National First-Generation and National Indigenous Recognition Programs.
Mark McConville Celebrates 45 years and Going
To celebrate and thank Mark McConville for his 45 years (and going!) as HB’s Consulting Psychologist, he was presented with an original work of art by former Art Teacher Jamie Morse! Mark’s dedication and expertise has such
a positive impact on the community, and HB is thankful for his continued commitment and support.
After 33 years as the Assistant to the Associate Head for Finance, Karin Redmond (center, black dress) has retired. Friends and family joined to celebrate her hard work and dedication in June.
14 Seniors Recognized by National Merit Scholarship Program
Fourteen Hathaway Brown seniors, which accounts for 15 percent of the Class of 2025, were recognized by the National Merit Scholarship Program for their academic talent, as indicated by the Preliminary SAT/National Merit Scholarship Qualifying Test.
Nationwide, 16,000 seniors were named semifinalists. These seniors have the opportunity to advance as finalists and compete for more than 6,870 National Merit Scholarships worth nearly $26 million. About 95 percent of semifinalists are expected to attain finalist standing and approximately half of the finalists will win a National Merit Scholarship.
National Merit Semifinalists:
Ashley Chu Charlotte Lu
Blake Cody Maggie Reef
Clare Hess
Additionally, National Merit Commended Students placed among 50,000 top scorers of more than 1.5 million students who entered the competition by taking the PSAT/NMSQT.
National Merit Commended Students:
Kira Cicerchi Ayden Magence
Sara Cody Helen Qiu
Chloe Eghobamien Maya Tang
Emily Ensign L ina Tian
Katherine Hilbert
Blazer Athletes Named All Americans
Frances Berglund ‘24 was named Academic All American by USA Lacrosse.
Swimmers from the Division II state championship team were also named All American by the National Interscholastic Swim Coaches Association:
Oma Agwa ‘26 Josephine Piliang ‘27
Sofia Jiminez ‘26 Iris Qi ‘24
Claire Mehok ‘24 Beatrice Stewart ‘25
Lilly Mehok ‘24
Members of the state champion swim team were recognized as Academic All Americans:
Ella Daugherty ‘24 Iris Qi ‘24
Claire Mehok ‘24 Alexa Su ‘24
Lilly Mehok ‘24
Claire Mehok and Lilly Mehok are now swimming at the collegiate level at Northwestern University and Iris Qi is swimming at the college level at Washington University.
Speech & Debate Nationals
Archer Gandhi ‘24, Neha Sangani ‘24 and current student Capri Gerteis ‘27 traveled to Des Moines, Iowa, to compete in the National Speech and Debate Association National Tournament.
Of the 5,500 competitors from more than 1,200 schools in attendance, the team of Archer Gandhi ‘24 and Neha Sangani ‘24 finished 17th, placing them in the top 20 in the Public Forum debate for the second year in a row. HB is one of six schools in the United States to accomplish this feat. Capri Gerteis ‘27 competed in the Big Questions Debate where she was the first HB student to ever compete at Nationals in that category.
2024 Endowed Faculty Chairs
Hathaway Brown’s Endowed Faculty Chairs are the highest academic award bestowed on faculty to honor excellence and distinguished teaching. Some of the 14 endowed chairs are on a rotating basis for up to five years, while others are for longer durations.
The Sue Sadler Award For Promise in Education
Lisa Hamilton, Primary School Teacher
The Hathaway Brown School Award for Promise in Education honors Sue Sadler for her many contributions to the HB community including classroom teaching and school administration spanning more than two decades.
This award is given annually to an early career educator who demonstrates a deep commitment to excellence in education, possesses a sincere desire to reach every student, and through his or her work, has a powerfully positive impact on the HB community.
William Mckinley & Jessie M. Osborne Chair for the Writing Center
Matt Rager, Director of Osborne Fellowships in Writing and English Teacher
Virginia Osborne Charman 1941 created this chair in 2001 because she believed that the written word is and always has been a signature element of a Hathaway Brown education. This endowment supports the chair, establishing an atmosphere where student writing can originate and evolve.
The Margaret Rose and Rose Foundation Chair in Business and Finance
Nela Serrano, Director of Fellowships in Business and Finance
Established in 2024, this endowed chair was made possible by Margaret Rose Giltinan 1974 and her children, along with their foundation. The endowment marks a significant step forward in HB’s commitment to fostering leadership and financial acumen among its students by empowering them to delve into corporate or nonprofit management, entrepreneurship, economics and finance.
Judy Cortese Chair in Science
Ela Winkler, Upper School Science Teacher
Based on their conviction that school Science should be made real, meaningful, fascinating, and exciting, members of the Warren H. Corning family established this chair in 1983 to seek excellence in science teaching. Having grown up and lived in the rural part of the Western Reserve, the Cornings’ interest, enjoyment, and commitment to natural science, and science in general, spurred the creation of the chair. It is named in honor of Judy Cortese, Upper School science teacher and department chair from 1966 - 1983.
Marting Chair In Foreign Language
Lauren Van Wagenen
Harlow ’04, Middle School
World Language Teacher
Endowed in 1992 with gifts from Elizabeth Marting Treuhaft 1922 and Isabel Marting 1925 , this chair reflects the cultural interests and backgrounds of these sisters. The endowed chair serves as a monument to honor their parents whose sacrifices and determination made their own HB education possible.
Louise Blyth Timken Chair For Mathematics
Caitlin Cahill, Upper School Mathematics Teacher
Louise Blyth Timken 1927 established this chair in 1983 because she believed every Hathaway Brown student should have a solid foundation in Mathematics. A pioneer in the field of women’s aviation, Louise was active in the Civil Air Patrol during World War II and she was one of the first women ever to pilot a jet.
Eleanor & Kelvin Smith Chair in English
Wayne Hatcher, Middle School English Teacher
Established in 1983 by Mr. and Mrs. Kelvin Smith (Eleanor Armstrong Smith 1917) and their daughter Lucia Smith Nash 1946 , this chair perpetuates the same standards of excellence in English preparation that influenced Mrs. Smith’s early education under the principal and English teacher Mary E. Raymond. It was Mrs. Smith’s belief in the preeminent value of a strong English department that prompted the establishment of the Smith Chair in English.
Kettering Fund Chair For Student Research
Janna Mino, Director of Fellowships in Science Research and Engineering
This endowment was established in 2004 with generous grants from The Kettering Fund of Dayton, Ohio, with the support of Susan Kettering Williamson 1955 . Income from this endowment supports the salary of the director of Fellowships in Science Research and Engineering at Hathaway Brown School.
The Paine Family Leadership in Coaching Award
Ron Jones, Golf Coach
In 2018, this award was created by Amy and Andrew (Randy) J. Paine III, parents of Margaret (Molly) Paine 2017 to recognize the significant impact a coach can have on the HB community and the individual development of student-athletes for life.
Anne Cutter Coburn Chair for Excellence in Teaching
Alaina McCourt & Erin Roberts, Primary School Teachers
The Anne Cutter Coburn Chair for Excellence in Teaching was established in 1984 to recognize teaching excellence at Hathaway Brown School. The endowment income is used to defray the cost of the chair holder’s salary and provide the chair holder with an annual stipend. The chair is held for a one-year term.
DThreads of Empowerment Social-Emotional Learning is Woven into the Fabric of HB
uring the early quiet mornings on HB’s campus before the carpool lines form, before a chorus of voices is heard in the hallways and before the school day commences, you’ll find a lively group of Upper School students greeting the children coming to school early as part of the Before Care program. Familiar hellos and hugs are exchanged between the older girls and the young children from Early Childhood and the Primary School, and these special friendships grow throughout the school year. “It’s a great way to start my morning,” Lauren Raiz ’25 shares. “It’s a full circle moment since a lot of their parents have been teachers of mine at HB.”
After wrapping up their morning job, Lauren and the other Upper School students head to their mentor group where the school day begins for them. They are no longer the “teachers,” but now the students. They take a break from being a mentor to the younger students, and are mentored themselves through a robust mentoring program in the Upper School. “To mentor and to be mentored is an amazing gift,” shares Head of School Dr. Fran Bisselle.
“Education must touch not only the minds of students, but also their hearts,” Dr. Bisselle further explains. “Socialemotional learning speaks to the skills we need to teach and model for students, like empathy, authentic listening, and instinctual kindness as these are foundational to our students’ character.”
Social-emotional connection happens daily throughout campus and is naturally supported in the environments where students feel a sense of belonging and trust. They experience connection through the interactions with teachers, librarians, dining hall staff and numerous caring adults; through the friendships created on the all-girls campus where students of all ages pass each other in the hall or work together on a project; and through the celebrated community of parents, caregivers and alumnae whose presence on campus is always a special treat.
“In many ways, social-emotional skills develop organically as they are woven into the fabric of who we are at HB,” shares Dr. Bisselle. “And there is also a tremendous amount of thought given to how we support our students’ holistic development, mentalwell being, character building and leadership training. As HB’s current Strategic Plan states, ‘We hold holistic development as a currency of equal value as academics.”
A Prime Example
On a recent Friday morning, first-grade students in Alaina McCourt’s classroom settled into their “rug rows” and reflected on a story they had read about children playing soccer on the playground and taking turns. “We can be respectful by waiting in line, continuing to be patient until it is our turn, and cheering on our friends when it is their turn,” Ms. McCourt reminded her students before asking, “What do you think it looks like to take turns?”
“Asking kindly,” Penelope shared. “Being respectful while waiting,” Lupita added.
Next, they put their knowledge in action through a partner activity where they asked each other, “Would you rather eat macaroni and cheese or cake?” The girls excitedly discussed with their classmate before coming back together on the rug to discuss how it went. “Was it easy to wait your turn to talk?” Ms. McCourt asked. “Were you able to listen and not interrupt?”
Social emotional lessons like these help foster the development of a first-grade student’s ability to listen and understand others’ opinions. The lessons are part of the designed instruction that happens every week in the Primary School through the implementation of Fly Five, a research-based SEL curriculum developed on the core
belief that, for students to be academically, socially, and behaviorally successful, they need to learn a set of social and emotional competencies.
”Through our Fly Five curriculum, teachers incorporate the values of cooperation, assertiveness, responsibility, empathy, and self-control into our Responsive Classroom approach and provide students with numerous opportunities to practice these essential skills,” Kelly Stepnowsky, Director of the Primary School shares.
“These skills are used throughout the classroom day, whether it’s at our daily Morning Meeting or Closing Circle or during a cooperative work time such as Math Workplaces or Literacy Workshop.”
Students in Ms. McCourt’s classroom also spend time each week practicing yoga and mindfulness through the Wellity Education curriculum. Teachers are provided the training to teach yoga as a way to help students regulate their emotions, manage stress and show empathy and kindness to others. “Since implementing our yoga curriculum, students are more able to recognize when their emotions are heightened and when their behaviors are unexpected,” McCourt shares. “They are then able to utilize breathing and movement strategies to self-regulate and return to listening or working.”
Lauren Raiz ’25 spends time before school with students from HB’s Early Childhood program.
Students in Alaina McCourt’s first-grade classroom spend time each week practicing yoga and mindfulness.
Soft Skills Supp or te d by Strong Data
Hathaway Brown has been on the forefront of research to support social-emotional development. As a partner with the Educational Resource Board (ERB), one of the oldest membership organizations for independent schools, HB is implementing a series of assessments called the Whole Child Solution for students in grades 3-8. These tools go beyond the traditional measures of academic performance to include an understanding of the student’s sense of well-being and belonging, academic engagement, as well as the social-emotional skills they use to navigate their environment.
“We notice a strong correlation between a student’s SEL and academic performance, and while this is not new, now we can measure it and pinpoint places to start conversations and target instruction to harness a student’s strengths and mitigate their challenges,” says Sharon Baker, Director of the Middle School.
The Whole Child Solution looks at three different sets of data for each HB student in grades 3-8. First, academic growth and achievement is assessed through the Comprehensive Testing Program (CTP) which measures aptitude in various subjects, including vocabulary, reading comprehension and math. It helps educators assess content-specific, curriculum-based performance alongside reasoning ability and conceptual knowledge.
HB piloted research to design and develop the second tool, ERB’s SelfWise, which measures student social emotional skills twice a year, in the Fall and Spring. Using a five-point scale, students are asked to rate themselves, given questions like, “I know what to do when I feel stressed or nervous at school” and, “I am confident I can deal with problems in my life,” and “Do you feel you have someone to sit with at lunch?” These responses are then compared to a norm-referenced group and scored, providing HB’s faculty with individual SEL competencies for students, as well as the grade level group as a whole.
Lastly, each month, educators are able to get a better sense of their students’ state of mind with ERB’s Check-In Survey. The survey asks 15 questions about student wellbeing, academic engagement, and sense of belonging. “The Whole Child Solution tools have been incredibly meaningful when triaging student issues and supporting new students joining our community,” Baker shares. “We are able to quickly determine how they are feeling, that they have a sense of place and that they are engaged.”
One Trusted Adult
Hathaway Brown has always valued the importance of developing a sense of connection and belonging throughout the school community and, more than ever, educators are seeing the power and impact of having a go-to person in a student’s daily life.
HB Faculty & Staff have participated in two professional development opportunities led by One Trusted Adult, where they discussed the fundamentals needed to build strong connections and healthy boundaries with young people. Faculty across all divisions cite this program as one of the most impactful in their professional development.
HB is filled with adults who value at the core of its mission the importance of “showing up” for young people. From advisors, mentors, and teachers to coaches, club advisors, and counselors, the halls of HB are filled with trusted individuals who are honored to help shape students, support them, and guide them as they develop their voices, goals, and ambitions. “Young people thrive when they know they have just one person to go to when they need,” Baker notes. “What a gift to have an institution like HB filled with adults ready to take on that charge.”
Moments of Mentoring
Walk the Upper School halls any day, and you’ll see faculty one-on-one with students in offices, living rooms, and hallways. In fact, time is built into Upper School teacher schedules to allow that precious individual connection time with students. Additionally, every student belongs to a mentor group of approximately 8-11 students, led by a mentor who follows the students for all four years. Their mentor serves as a guide through their Upper School years, a liaison between home and
school, a source of support, and an advocate as students encounter social, emotional, and academic situations. It is a fundamental part of each educator’s role in the Upper School, with new faculty shadowing for a full year to learn what is expected.
As part of their mentor time, Upper School students are encouraged to speak their minds both in class and in the community. This emerging confidence and self-advocacy comes with the need to practice the skills of civil discourse. Mentor time in the Upper School is frequently dedicated to activities that allow students to engage in connecting, listening, and perspective-taking.
Mentoring is as fundamental to Upper School as HB’s well known distinguished academics. “Mentor time is an opportunity to highlight some of our core values at HB - treating each other with respect, prioritizing relationships, and being our best selves - even when it’s
Beyond Academics
HB’s Approach to Social-Emotional Learning
This past summer, a team of administrators revisited and revised Beyond Academics, a document that serves as a framework for HB’s faculty, parents, families and community to comprehend the complex trajectory of social-emotional development through a girl’s formative years. Using these narratives, educators and families can access information and resources for each grade level to best understand, teach and support HB’s students.
Scan the QR code to read Beyond Academics or visit hb.edu/beyondacademics.
hard,” shares Upper School Director Rachel Lintgen. “As we say often, we learn not for school but for life. Is there any life lesson that is more important than learning that character always counts?”
The physical transformation of campus in recent years also fosters authentic community. The new architecture in the Adelaide Cobb Ward 1951 Academic Center strategically includes living room spaces that support the social and emotional well-being of students and encourage the value of sisterhood. The spaces are surrounded by Fellowship director offices so there is a natural flow between students and faculty. It is another opportunity to facilitate collaboration and connection.
“Relationships are our superpowers in the Upper School,” Lintgen continues. “By creating classroom communities where SEL skills are honed, we set our students up for success beyond our campus and position them to thrive.”
The 149th school year kicked off with palpable excitement on Hathaway Brown’s campus as students, faculty and staff walked into the new thoughtfully created spaces of the Primary School Building. “It has been a delight to be in our new building and welcome back our students!” Kelly Stepnowsky, Director of the Primary School, shares. “The classrooms are beautiful, calm, and light-filled. You can feel this new energy emitting from the spaces, the students, and the teachers.”
Every aspect of the construction has been carefully planned to create a space that not only meets the highest standards of safety and functionality, but also inspires curiosity, creativity, and a lifelong love of learning. The Outcalt Family Atrium welcomes students and visitors with its high ceilings and beautiful staircase. This new space also includes an aquarium, a gift from Larysa and Lee Gibson, which has quickly become a favorite stop as students look through it to the gorgeous Jeschelnig Family Library. Natural light floods the new classrooms which feature state-of-the-art technology, while maintaining the unique character of the building, including its historic windows.
The opening of the Primary School Building is a significant milestone in the transformation of HB’s campus which began more than five years ago. Thanks to the generous support of donors to the Lighting the Way Campaign, the school has raised more than $65M for capital projects, endowment, and operations. Because of that success, the school has invested $40 million into campus facilities thus far, including the Adelaide Cobb Ward 1951 Academic Center (formerly the Classic Building), the Link Academic Center, the Marge and Dan Moore Makerspace, as well as a new turf field and new tennis courts.
In September, longtime friends and supporters of Hathaway Brown gathered to celebrate the new Primary School Building and all the transformations that have taken place across campus.
“Ten years ago, we launched a strategic plan that included the bold goal of optimizing our campus with updated facilities that will take us into a new era of educating and empowering girls,” Head of School Dr. Fran Bisselle shares. “The new Primary School Building will have an incredible impact on our youngest students’ educational journeys and the lasting memories they will create here.”
Learning for Life in a New Primary School Building!
The light-filled Outcalt Family Atrium welcomes students and visitors with its high ceilings and beautiful staircase.
Michael and Danielle Horvitz Weiner ’00 supported the new Reception and Directors’ Suite in the Primary School Building where parents and students are greeted each day.
Jon and Jane Quayle Outcalt ’55 visit with Dr. Fran Bisselle in the new Outcalt Family Atrium.
Marc and Viki Newton Byrnes ’72 enjoy seeing the new Primary School Building where their young granddaughters are students.
The beautiful Jeschelnig Family Library was made possible by Michelle and Rich Jeschelnig, parents of Lindsey ’22 and Elyse ’27.
Barb Weber Mixon ’58 and Dr. Fran Bisselle enjoying the new surroundings of the Jeschelnig Family Library.
Helen Rankin Butler ’87, Clara Taplin Rankin ’34 and J.C. Butler enjoy a visit to the new Primary School building which features a spacious, fun-filled playroom named in honor of Mrs. Rankin.
The opening of the Primary School Building is a significant milestone in the transformation of HB’s campus which began more than five years ago.
Civil Discourse
Empowering Voices with the Power of Authentic Listening
As this story is written for HB’s fall magazine, it is a beautiful fall day in October. Outside, the leaves have started to change and, inside, Upper School students and faculty are preparing for a very important election: what really IS the best ice cream flavor? The incumbent, Mint Chocolate Chip, remains a favorite of many students, but it is a polarizing choice and there are many strong opinions. Other flavors, such as Chocolate and Cookie Dough, are preparing to unseat the sitting favorite treat.
The Mathematical Problem Solving class is running this simulated election, along with teachers Michael Buescher and Sarah Barkley, to help students understand how different voting systems can affect the outcome of an election. This data analytics exercise helps students understand possible alternatives to the electoral system which all Upper School students are learning about in history classes this fall.
“Math students analyze the rankings under several different voting systems,” explains Buescher. “Students are surprised to learn that no system is perfect and that different systems can produce different winners, even though the votes don’t change!”
This multidisciplinary approach to applying student knowledge in action is one of the activities taking place on campus as students explore the subject of civil discourse this fall. Students can debate the merits of a minty crunch vs. the benefits of a smooth classic flavor, and they are also having spirited discussions about whether or not the electoral system is the right way to determine a winner. Upper
School students discuss complex political issues such as gerrymandering, foreign policy, immigration, and the role of poll workers in overseeing fair elections. No matter the subject matter, students are learning the importance of listening and making time to hear different perspectives.
Civil Discourse Defined
Civil discourse refers to communicating about matters of public importance and engaging with our democracy in ways that are courteous and respectful. “It is intricately linked to HB’s motto that we learn not for school, but for life,” explains Dean of Students Arete Calabrese. “It’s all about expanding knowledge, promoting understanding, considering multiple perspectives and finding common ground, even when we disagree and have different opinions. It depends on a community that has been built on trust and respect. It is characterized by listening deeply to understand other perspectives.”
In an election year, civil discourse has been top of mind among students in the HB community. As a school, students are empowered to share their beliefs, opinions and perspectives while also listening authentically to their peers who might have different opinions. Teachers in all disciplines help students develop the critical thinking skills needed to become informed citizens, and students learn to select reliable sources, analyze information, and recognize bias.
“HB has always been and continues to be a non-partisan institution where various perspectives are honored,” shares Head of School Dr. Fran Bisselle. “Our faculty in every division
A special assembly was held this fall featuring Q&A with Dr. Bisselle and Dan Moulthrop, a pioneer of civil discourse and CEO of The City Club of Cleveland.
understand HB’s philosophy related to these important discussions and have designed and shaped our structure for civil discourse.”
In 2020, faculty and administration worked together to create a guiding document about civil discourse in the classroom and beyond. Today, the document still stands in guiding the school’s approach. Dr. Bisselle shares, “Our role is not to influence students to embrace any one particular way of thinking, but instead to give each student the tools she needs to think critically, act compassionately, and to be informed and engaged members of our community.”
Setting the Norms
Knowing that civil discourse would be a big topic in the fall, faculty ended the prior school year with professional development to collaborate and begin planning. They shared success stories with each other, brainstormed strategies, and discussed the needs they would have as teachers to center civil discourse practices in their classrooms. Key to their success would be providing structure at the beginning of the school year.
When the school year began, Upper School mentor groups and classrooms implemented a norm-setting practice where teachers and students worked together to establish mutually agreed upon ground rules to guide their interactions, encourage belonging, and reflect shared values. In writing their norms, they considered questions such as how do we make sure that everyone in our space has a voice in our community? How do we respond if someone says something
that is hurtful to us? How do we react when we disagree with each other? Students created posters with their norms and signed their names to show their commitment to maintaining them. Mentors and teachers hang these posters in their classrooms so that they can be quickly referenced if conversations become challenging.
Faculty and Students Working Together
Upper School leadership established a student civil discourse work group to think through the kind of programming that would be beneficial to the student community. “It was so inspiring to see students from grades 9-12 come together to volunteer to help with this work and brainstorm ideas,” Calabrese shares.
In September, a special assembly was held featuring Q&A with Dr. Bisselle and Dan Moulthrop, a pioneer of civil discourse and CEO of The City Club. Founded in 1912, the City Club has long been known as “Cleveland’s Citadel of Free Speech.” The institution is known as the oldest continuous free speech forum in the country with a firm belief in free expression of all ideas and the benefits of open exchange.
The Civil Discourse student group came up with questions to be asked during the assembly. How do you draw the line between free speech and hate speech? How do you de-escalate an argument that has become too heated? What are some potential positives that come out of disagreements? Moulthrop also asked students and faculty a probing question, “What if the purpose of an argument was not to win, but to bring you closer to the person you’re talking with?” Authentic listening was once again emphasized as the key to a more perfect union.
“We are proud that at every age and grade level, we teach our students how to use their voices. We also know leadership takes practice,” Dr. Bisselle shares. “Students don’t always get it right the first time. We are here to guide them and help them learn.”
Whether it’s complicated political discussions or a debate around ice cream, HB students are given opportunities to engage in honest, open two-way communication in a safe and inclusive environment. As for whether or not Mint Chocolate Chip will remain the favorite, the decision is in the hands of the voters. At the time of this writing, the election is in a dead heat.
HB seniors recently took advantage of a voter registration offered during lunch.
Lessons in
When Margaret Rose Giltinan ’74 was 16 years old, her father took her to the old Cleveland Trust building to help her open a checking account. “He said, ‘OK this is yours, you run it,” Margaret remembers. It was her first lesson in finance as he taught her about banking, and her love for the industry grew from there. She would later launch her career at the Federal Reserve Bank as a Bank Examiner before transitioning into private industry, excelling in diverse lending roles such as a bank Commercial Loan Officer and as a Consumer Compliance Officer. She then went on to take the reins as CEO of her family business, Gebauer Company, where she has served since 2009.
Today, Margaret is inspiring a new generation of women in finance with her support of the endowed chair for the Margaret Rose and Rose Foundation Chair in Business & Finance. The position is currently held by Nela Serrano, Director of the Fellowships for Business & Finance at Hathaway Brown. Through immersive learning opportunities, Upper School students participating in the Fellowship
immerse themselves in experiences both on campus and off campus that empower students to delve into corporate or nonprofit management, entrepreneurship, economics, and finance.
“There is renewed energy and excitement for our Business & Finance fellowships,” Nela shares. “We have doubled our enrollment this year and that doesn’t even include the entrepreneurs not enrolled in classes, attendees of our public financial lunches, and the middle school students. We are the fastest-growing Fellowship at HB, driven by the palpable interest of our students in this field.
Margaret Rose Giltinan ’74 during Alumnae Weekend 2024 where she was awarded the Distinguished Alumnae Award.
At the heart of the Business & Finance Fellowships is the student-run, for profit HathCAFF. The cafe serves coffee drinks, pastries and more and functions as a fully operational business.
“Our students are always looking for new ways of delving deeper in their understanding of business,” Nela continues. “They eagerly inquire about the workings of the New York Stock Exchange and the essence of Wall Street. They yearn for an international excursion to Colombia, to trace the journey of our coffee beans used in the HathCaff from production to our shelves, unraveling the intricacies of our business model. They seek to master social media marketing and data analysis, eager to understand the nuances of employer retirement plans and navigate the transition into their first job.”
Margaret is pleased with the success of the Fellowship. “My hope is to help enable Hathaway Brown girls to be enriched by exposure to business and finance concepts early on in life,” Margaret shares. “Just recently, I heard
Business
presentations by two students in the Fellowship and it showed me again the rewards and lessons in giving back.”
In addition to the Business & Finance Fellowship, Margaret has found many ways to stay connected and give back to Hathaway Brown over the years. She supported the Jewett-Brown Academic Center (Middle School) in 2001 and was a member of HB’s Head’s Council from 2015-2018. “Being part of the Council was a wonderful way to connect and reconnect with other alumnae,” she shares.
This summer, Margaret joined many classmates from the Class of 1974 for their 50th reunion. During the weekend, she was also awarded the Distinguished Alumnae Award. “As I look back over my growing up years, many of which were while at Hathaway Brown, my classmates from 1974 had a most important impact on who I am today,” Margaret shares. “I am filled with gratitude to those classmates. During those years I learned lessons in giving back through these relationships.”
Margaret Giltinan’s support of Hathaway Brown propels students to realizing HB’s vision of an exceptional Fellowship program that champions women’s leadership in the business world. Dr. Bisselle shares, “We are so thankful to Margaret for ensuring the continuity of our programs which will sustain our students’ initiatives for years to come.”
The lessons in business Margaret began learning at just 16 years old continue to resonate with a new generation of leaders who are eager to learn and carry them forward.
Students are also finding ways to expand their entrepreneurial passions through the HB Market Collective which provides sales opportunities for student-led businesses at school events.
Six years ago, with the support of HB’s Chief Financial Officer, students were given decision making responsibilities over a $20,000 endowment for the school, and have exceeded all expectations. The group has made astute investments, increasing the portion of the endowment that they oversee to more than $53,000.
Life Bringing Ideas to
When Dan and Marge Moore first visited Hathaway Brown’s IDEA Lab in 2021, they were impressed. An acronym for Invention, Design, Engineering, Art, it was a place where they saw an opportunity to support hands-on learning in STEM. As with so many things the Moores become passionate about through learning, refining and tinkering, an idea began to take shape and grow. The end result is the newly opened 4,000-squarefoot facility designed to empower students to become the problem solvers, engineers, and thought leaders of tomorrow: the Marge and Dan Moore Makerspace.
The Marge and Dan Moore Makerspace is an inspiring environment where students of all ages are empowered to engage with STEM concepts and foster creativity through
hands-on learning. The space supports cross-divisional learning, allowing students to explore various forms of craftsmanship and engineering. From woodworking with HB’s Pre-K boys and girls to
3D printing and welding with Middle and Upper School students, learning comes to life in tangible ways. The space is also home to Hathaway Brown’s FIRST Robotics Competition team, The Fighting Unicorns. Composed of 45 Upper School students, the team has competed in the World Championship
Dan and Marge Moore celebrate the ribbon cutting during the official opening of the Marge and Dan Moore Makerspace in October.
A robot designed by The Fighting Unicorns, HB’s FIRST Robotics Competition team.
three times in the past ten years, most recently in 2023. This past March, The Fighting Unicorns competed at the Buckeye Regional, where they received the Excellence in Engineering award. This award recognizes the team which best demonstrates a professional approach to the engineering and design process.
At the heart of the Marge and Dan Moore Makerspace is the idea of exploration, where students are encouraged to embrace the process of learning through trial, error, and experimentation. Dan Moore’s early experiences of tinkering with mechanical objects, taking things apart, and figuring out how they worked have shaped his belief in the importance of hands-on learning. This philosophy underpins the Makerspace, where students not only create, but also gain insights into the inner workings of technology and design. “Fabulous teachers and thoughtful coursework are critical parts of STEM and ignite interest, but there’s nothing quite like getting your hands dirty in the workshop to demonstrate the principles learned in the classroom,” Dan shares.
Having spent 4 years teaching science and 17 years as the science lab manager at University School, Marge Moore has a passion for hands-on teaching. Marge emphasizes the importance of early exposure to creative problem-solving and innovation,“It is critical to open the eyes of students early,” she says. “There are so many possibilities for students today to create solutions and invent new ideas.”
Together, the Moores have created a space that demystifies invention and design, opening doors to a wide array of possibilities for students. What has most surprised Leah Ridgeway Jackson ‘99, Director of the IDEA Lab, about the space and the students? Just HOW much the students have leaned into the dirty work, how much they love to be covered in mess, in sawdust, paint and any other material. The breadth of things the students want to try is never
ending, from welding to a sewing trend they see on TikTok. “There is a willingness to embrace the unknown and to try new things and the confidence that each new project brings is evident,” she shares.
One standout moment Jackson recalls is helping a Middle School student overcome her fear of welding, a process that not only resulted in a beautifully crafted piece, but also a newfound confidence in the student. These experiences reinforce the Makerspace’s goal to go beyond just creating objects—it’s about building character, fostering resilience, and gaining confidence to try new things. “The Makerspace is more than a classroom,” explains Dan. “It is an avenue to introduce students to concepts, industries, and career paths they may not have considered before.”
It’s a place where students don’t just learn how to build or create—they learn essential life skills, they gain confidence, and learn about the value of persistence in bringing ideas to life. It’s also about the journey, it’s about the people.
It’s about Learning for Life.
The Marge and Dan Moore Makerspace empowers students across all divisions to tinker, learn and grow.
Marge and Dan Moore with three of their grandchildren, Toby Drake (University School ’28), Adelaide Drake ’30 and Penelope Drake ’26. Their oldest granddaughter, Coral Frontini ’22, is an alumna.
The Future is Bright Blazing Trails from 1950-1979
By Sarah Deeks
As the newest member to the marketing team, I was asked to research the 50’s, 60’s and 70’s for this edition of the magazine. “A good way to immerse yourself in Hathaway Brown” it was positioned to me. I agreed without really giving it much thought.
In between the pages of the Specularia, even from 74 years ago, I felt what I feel now: energy, laughter and a sense of celebrated community at HB. I found myself reading senior write ups in awe of these remarkable women. One described herself as “a vicious goalie of the first hockey team,” another lauded as “a terrific jitterbug enthusiast,” and another “an Academic Honor roll frequenter, noted for quick mathematical mind-an example of alert capability in the guise of delicate femininity.” Set against the backdrop of Jitterbug dances, knitting clubs and a delicate balance of
academic prowess and femininity, the fashion, the pictures and the choice of text serves as a poignant reminder of how far society has come. These glimpses into the past reveal not only the challenges but also the triumphs of those who paved the way for future generations and how they influenced the world beyond their school. I find myself thinking of these women, wondering where they ended up and realizing that even then, they were Trailblazers.
Anne Cutter Coburn’s leadership in the 1950s reflected a powerful commitment to cultivating not only academic excellence but also character and individuality, an approach that was truly ahead of its time. Her belief in the importance of creating “well-rounded girls” while other schools were cutting “outside interests” like arts and theater programs to focus on academics for college applications speaks to the broader vision she held for education—one that was not limited to just intellectual rigor, but also the development of the “whole girl.” In an era when other schools were narrowing their focus to pure academics, Hathaway Brown stood out for valuing a more holistic approach. The willingness to tackle discussions around controversial topics like Communism and to encourage students to participate in sports, like hockey, further demonstrated this forward-thinking philosophy. By embracing these opportunities, the school was preparing young women to navigate a world filled with both intellectual and societal complexities. Sounds familiar as HB’s mission statement today still underscores the importance of “inspiring students to rise boldly to the challenges of their times.”
The retirement of Miss Coburn in 1968 (after thirty years) and the appointment of William “Bucky” Harris as head of Hathaway Brown marked a transformative period for the school, both in terms of leadership and educational priorities. The decision to hire a male head of school at an all-girls institution was indeed a bold move, reflecting
a broader shift towards more progressive thinking and leadership diversity. This change not only challenged traditional norms, but also paved the way for a new era of education that prioritized science and critical thinking, areas often underemphasized in girls’ education at the time. Under Harris’ leadership, the school’s focus was on empowering students to express their ideas and foster critical thinking. This noticeable shift could be seen as an expansion of the opportunities and resources available to students, preparing them to face an evolving world with confidence and competence.
Throughout the decades before Harris’ arrival to HB, nationally, single sex private schools were decreasing in enrollment, a trend that would continue well into the 1980’s. The four private schools in the Cleveland suburbs were finding it hard to compete with strong public schools. In 1971, Hawken School, then still an all boys school, approached both Laurel and Hathaway Brown to merge the three schools. Both girls’ schools turned down the offer. Turning down this offer did not mean the conversation ended, and a few years later, University School proposed merging with either Hathaway Brown or Laurel School on a new campus in Hunting Valley. Once again, this offer was turned down.
By the 1970s, the importance of athletics gained national recognition, enhancing local programs and encouraging partnerships with schools like Laurel, University School, and Hawken. These collaborations expanded academic offerings, enriching students’ educational experiences.
Additionally, the launch of the first outdoor education program for Primary and Middle School students highlighted a commitment to experiential learning, the first of its kind. Trailblazing once again.
It’s fascinating how patterns in history often emerge, revealing both the challenges and triumphs of different generations. The perseverance of teachers and students, both in the past and present at Hathaway Brown, is a testament to the enduring values of resilience and innovation, guided by the steady hand of the visionary leaders at the helm. The competitive nature of college admissions in 1950/1960, the encouragement from faculty, and the spirit of pushing boundaries seem to form the backbone of the school’s culture. They are themes that are as true today as they were 70 years ago. Despite external societal challenges, HB has consistently maintained a commitment to nurturing independent thought and supporting students to excel and redefine expectations.
And in the end, that really is what makes a Trailblazer.
Archery, 1965
Carnival, 1973
Welcome Home and Visits Across the Country!
HB welcomes alumnae home all year long and we love seeing you out on the road as well!
To schedule a visit or a tour, contact the alumnae engagement office at 216.320.8778 or hbsalum@hb.edu.
The Fund for Hathaway Brown is integral to the experience of every student, every year, ensuring that we can encourage girls to find and use their voices in their classrooms, their communities, and beyond.
Join us in giving back to The Fund for Hathaway Brown and make a powerful statement that you care deeply about the education we provide, the students we nurture, and the mission we live by. Together, we can make possible the moments of curiosity, growth, and sisterhood that our girls will remember for a lifetime!
Are you with us?
Make your gift today by scanning the QR code with your smartphone or tablet camera or visiting www.hb.edu/give.
Questions about your gift? Contact Lauren Gulley, Director of The Fund for Hathaway Brown, at 216.320.8110 or lgulley@hb.edu.
Frances Berglund ‘24 and Carolyn Glasener ‘21 joined the seventh grade class for dinner in Boston following their trip to Cape Cod.
Boston alumnae dinner with HB’s seventh grade class took place on September 19.
Alumnae summer happy hour at Midnight Owl Brewery in Cleveland.
Fran with Jill Stevens Keith ‘74 in St. Louis.
Alumnae joined the eighth grade class for lunch and a tour of the National Museum of African American History and Culture during their trip to Washington, DC.
Class of 2024!
