THE SCHOOL NEWS FROM SPRINGSIDE CHESTNUT HILL ACADEMY THROUGH A DIFFERENT LENS SCH Academy’s Venture Incubator gives students a new way of looking at ideas PAGE 2
GETTING REAL Real -world projects bring learning to life for students PAGE 12
ALUMNI PROFILES Elizabeth Worgan ’12 Robert McCracken Peck ’70 PAGE 20
THE SCHOOL SUMMER/FALL 2014 The SCHool is a biannual publication of Springside Chestnut Hill Academy’s Office of External Affairs
President Dr. Priscilla G. Sands ha Associate Head of School Joseph Sweeney Chief Advancement Officer Melissa R. Calvert EXTERNAL AFFAIRS OFFICE Director of External Affairs Katherine Disston Noel ’97 Associate Director of Alumni Programs Melissa Brown ’87 Director of Digital Communications Karen Tracy ha Director of Publications and Video Deidra A. Lyngard Associate Director of Communications and Video Melissa Fisher Editor at Large Elizabeth Sanders ha
Dear SCH Community, I hope you and your family had a restful and restorative summer. The last days of summer culminated in an exciting two weeks of national attention as the media descended on campus to cover the Taney Dragons story and learn more about our students who were part of the Little League team that captivated the nation. More than 700 members of our community gathered in the Courtyard over two evenings to cheer on the team as we watched the games on a giant projection screen. It was a wonderful way to come together, but more importantly, to be reminded of the importance of sportsmanship, grit, perseverance, and teamwork. The Taney Dragons were truly the “little team that could” and an inspiration to all of us. Throughout the summer and amidst all this media attention, the business of school continued, bringing exciting changes to campus and our community. More than 25 new faculty and staff have joined us. Given their impressive educational credentials and infectious enthusiasm, I know they will be making significant contributions to the lives of our students as everyone engages in teaching and learning—a trademark of the SCH experience. I also want to welcome our new Associate Head of School Joe Sweeney, who will be overseeing the academic side of our program, working closely with faculty to ensure that our teaching reflects the very best of educational practice and that our vision is fully realized in every classroom. We welcome Joe and all our newcomers to our community. This summer, we also witnessed many significant physical additions to campus, including the completion of our new Maguire Stadium on Landreth Field, made possible by a generous gift from CHA alumnus Jamie Maguire ‘78. Not only is it beautiful to look at, but it also includes much-needed amenities such as a concession stand, team rooms, and public bathrooms, and will serve as a spectacular viewing spot from which to cheer on our teams. Other changes on campus include new stone sideline seats on two of our fields, made possible by a gift from our 2014 senior class parents, and a beautifully renovated Henry Library, restored to its original condition through a generous gift from the William B. Dietrich Foundation. (Read more on page 5.) We are grateful to be the beneficiaries of such generosity. Our academic and community lives have been greatly enhanced by these improvements. On another front, we continue to realize our vision for a new Lower School building, which will overlook Wissahickon Valley Park. When completed it will be an exceptional addition to our campus, one that will provide our youngest students with a natural setting for learning. More details on the building’s design can be found on page 22.
Cover Photo An aspiring Lower School entrepreneur reflects on lessons learned from her experience with the Venture Incubator, the new Center for Entrepreneurial Leadership initiative that gives interested students an opportunity to work closely with business mentors to start their own venture, nonprofit or for profit.
Printing by Garrison Printing
As always, we never rest here at SCH. We continue to plan and ask ourselves, “What if…” We seek for the better questions that will move us forward. I hope you have a wonderful fall, and I look forward to seeing you on campus. My office is now located in the Inn and I look forward to drop-in or scheduled visits. I am happy to share my vision for this amazing school. Warmly,
Dr. Priscilla G. Sands President
CONTENTS
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THROUGH A DIFFERENT LENS SCH Academy’s Venture Incubator Gives Students a New Way of Looking at How Ideas Grow............................... 2 GENEROUS GRANT RESTORES ONE OF INN’S MOST BELOVED SPACES The Henry Library Gets a Facelift................................. 5 SCHOOLYARD Campus News............................................................... 6 GETTING REAL Real-World Projects Bring Learning to Life for Students................................................................ 10 SCOREBOARD Winter and Spring Sports Summaries....................... 14 SCH PORTFOLIO An Interview with Erik Dreisbach, Middle School for Girls Science Teacher........................................... 18 ALUMNI PROFILES: PURSUING EXCELLENCE Elizabeth Worgan ’12 and Robert McCracken Peck ’70..... 20 SCHOOL DEVELOPMENTS Phase II: Lower School Campaign Update................. 22 FUTURE READY Student Views: Student Projects............................... 23 PHOTO ESSAY: REUNIONS 2014 A Pictorial Review of Reunions Weekend................... 24 MYSTERY PHOTOS Can You Tell Us about These Pictures?...................... 26 GRADUATIONS Honoring our 2014 Graduates ................................... 27
through a different lens:
sch academy’s venture incubator gives students a new way of looking at how ideas grow
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professional invest a lot of time in you and your idea is extremely empowering and paves the way for engagement and growth,” says Mark Greenberg, CEL’s executive director, noting that the first cohort of CELVI students often cited their mentor relationship as one of the most meaningful aspects of their experience.
here’s a longstanding cliche that entrepreneurs are born, not made. But SCH Academy President Priscilla Sands disagrees. Entrepreneurs look at the world through a different lens, she says. “They see opportunities where others see obstacles.” At its most fundamental level, entrepreneurship is a mindset and a cluster of skills and approaches, all of which can be taught according to Sands. “At SCH, we’re reverse engineering these components and integrating them throughout our curriculum.“
Starting a new venture is no easy undertaking. According to Ed Glassman, SCH director of strategic initiatives and a CELVI mentor, students participating in the program are challenged to stretch beyond their comfort zone and to relinquish cherished assumptions they may have formed if they aren’t supported by research. A project is scrutinized from many different perspectives; for example, is it viable financially and how can you measure the potential interest in it or demand for it? “The most successful projects,” says Glassman, “are those in which the students are a little more flexible; able to learn, change, and grow; and are not afraid to fail.”
Helping to foster students’ can-do spirit is a new Center for Entrepreneurial Leadership (CEL) program begun last year and aimed at providing interested students with firsthand experience in that flagship of entrepreneurial activities—starting a new venture. The Venture Incubator—CELVI for short—is a petrie dish for cultivating the aptitudes and attitudes that are at the heart of CEL and the SCH core curriculum. The program is an elective for students who want to learn more about how to bring an idea they’re passionate about from concept to reality. In the process, they gain experience in research, analysis, finance, project management, problem solving, and communication.
not about business The first cohort of young entrepreneurs began work this past winter and ranged in age from 7 to 18. The students’ projects fell everywhere along the nonprofit-to-for-profit continuum, from a regional conference for girls concerned about the environment to athletic gear for dogs, and from a pencil sanitizer
To help guide them through the process, each student is partnered with an experienced mentor. “Having an accomplished
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to a style magazine for recycled clothes. “While venture initiation is traditionally associated with the world of business, it’s not about business per se,” explains Sands. “It’s about teaching our students an approach and a way of thinking that will serve them well in any kind of initiative they undertake.” Persevering through obstacles and failure, being willing to adjust their thinking, and being able to thoroughly assess the viability of an idea—these are important lifeskills that apply broadly. “CELVI is our Trojan horse,” adds Sands. “Students are eager to engage with the VI process because it’s an area where they can take ownership and it looks interesting and fun, but what they’re really doing is opening the gates to learning resilience and critically important life skills.”
about how to expand and how to network and what I need to do to succeed.” the mentor perspective CELVI’s mentors, an impressive group hailing from for-profit and nonprofit sectors, were passionate about their students’ projects and helping them through the process. When asked what their students found most challenging, the mentors agreed that it was the amount of time and work it takes to get something off the ground. “Coming up with the idea, identifying the target market, and surveying that market were the easier parts,” says Bob Harries, former FMC executive and McKinsey consultant. “But translating this information into what the cost might be and how to price it—getting to the final stage—was more difficult.” Vanessa Chan, a partner with McKinsey & Company, felt that regardless of how their projects turned out, her students learned important life lessons. “I think this is a great experience for kids because it teaches them that with sheer grit and hard work they can develop something pretty amazing. This is ultimately what you want to empower kids with—the belief that if they put their mind to it, they can go from something in their head to something that they can hold and share with the rest of the world.” Pentair executive Brian McLelland agrees. “I was impressed by the students’ resilience. They adapted along the way, changing and refining their ideas, learning how to fail in
lessons learned For many students in CELVI’s first cohort, this was their first exposure to the kinds of challenges and frustrations confronted daily in the real world that require adjustments in thinking, planning, or action. One Upper School group, who planned to raise funds for a charity by hosting a dinner-movie night for families, discovered they could not charge for the movie because of copyright issues. Though at first they felt their project had reached an impasse, they regrouped and came up with another successful approach. Despite—or perhaps because of—these kinds of challenges, the students said they learned many valuable lessons and accomplished something meaningful. Many also expressed surprise at the amount of effort it required. Hard work was the operative word in the students’ comments during their debriefings. “Your first idea is never going to be perfect and it’s going to take a lot of work to revise,” said Lenny Lorenz, an enterprising 5th grader who hopes to start a taco stand. “It’s not easy and you can’t give up,” said Aanika Bhatt, 2nd grade manufacturer of a robot noise-control device. Eighth grader Joe Fabiani, speaking with what sounds like the voice of experience, observed, “You can’t rush it. If you rush into it, you make a lot more errors.” For junior Jordan Fromm, the process helped him step back and take a broader view of his personal charity to support young disadvantaged hockey players. “Managing a charity, you tend to focus on how much money you’ve raised but not about its strengths, weaknesses, opportunities. I definitely learned a lot
“I think this is a great experience for kids because it teaches them that with sheer grit and hard work they can develop something pretty amazing.”
Clockwise from top left: 9th grader Rekha Dhillon-Richardson presents her idea for a regional climate change conference for girls; 1st grader Griffin LaMent presents his traveling art box; 8th grader Joseph Fabiani describes the benefits of his high-performance earbud; and seniors Alison Smith and Ayanna McMillan pose for a picture after their presentation and debriefing.
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to dream the possible dream
the process, and finally coming up with projects that really worked well.” All of the mentors have signed up again for next year.
The photos lining the entryway to SCH Academy’s CEL space display the smiling, confident faces of the students who participated in the first CELVI cohort. Below their photos are descriptions of the students’ proposed projects, expressed in the language and syntax appropriate to their age group. “One day, one of these faces may appear on the cover of Time or Newsweek, or more likely some online news site, and we’ll be able to say ‘it all started here,’” imagines Sands. “Anything is possible. That’s what we’re trying to teach our students—that if they can dream it and they’re willing to work for it, they can do it. CELVI offers them a more real-world laboratory to test their notions of what’s possible and, ultimately, how much they’re willing to believe in and invest in themselves.”
plans for the future What’s next for CELVI? Like the students’ ventures, the incubator itself continues to evolve. Because of high demand, the next iteration of CELVI will be more selective with a cap on the number of projects per cohort. The second student cohort will be limited to grades 4-12 and will go through a yearlong, threephase process with the end goal being for students to actually launch or bring to fruition their product, service, or idea. Returning members of the first cohort—and almost all of them have signed up for a second round—will go through a more intensive, in-depth process aimed at the same end goal. The program will also expand its mentor base, adding subject matter mentors to work with students on specific aspects of their projects and to help reduce the one-to-one time commitment for the primary mentors. More mentors will also give students exposure to a greater diversity of perspectives. Plans are also underway to launch a network for entrepreneur alumni and parents that will serve as a place for them to meet, connect, and possibly collaborate with one another. It would also offer opportunities to interact with students. “It would be wonderful to have some of our successful entrepreneurs come and speak to the students or serve as mentors, as well as discover opportunities through the network to work together,” says Greenberg.
On a break between presentations, CEL VI mentors discuss student projects, l to r: Ann Marie Mendlow, Vanessa Chan, Mark Greenberg, Ed Glassman, and Michael Golden. Other 2014 mentors were Bob Harries, Brian McLelland, Kate Noel, Philip Reicherz, Sheryl Winston Smith, and Anne Sudduth.
how to begin SCH students have to think about and work through many things as part of starting their new venture. Here are the questions they must research and answer:
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What is your vision for your product, service, or activity? Who is your target market or customer? What are your project’s strengths, weaknesses, opportunities, threats? Who are your competitors?
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What is your unique selling proposition? How are you different or better? How will you get your product or service to your customer? What are your financial projections: costs, revenues, break-even point? How and where can you find support and investors for your product or service?
GENEROUS
GRANT
RESTORES
HENRY
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to a generous grant from The William B. Dietrich Foundation, the Henry Library, one of the most architecturally significant spaces on SCH Academy’s campus, has received a major facelift. “We are very pleased to be part of the restoration and preservation of such an important historic space in Philadelphia,” says Dietrich Foundation Co-Director John J. Soroko. “The Wissahickon Inn, both as a grand hotel and now over the last century as an educational facility, is the perfect venue for our work.”
Violet Oakley mural at the end of the room will continue in their familiar spots.
"The restoration The renovation work that took place honors both over the summer focused on returning the space to its original look at the old and the time it was converted to a library. the new." This work encompassed cleaning and
Once the dining room for the Wissahickon Inn when it functioned as a resort hotel, the library assumed its current use in 1906 when the school dedicated the space as a library, naming it after school trustee and philanthropist Charles Wolcott Henry.
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hanks
The restored library will house the Middle and Upper School fiction and nonfiction collections (including work by alumni authors) as well as provide ample space for reading, reflecting, working, and learning. “The restoration honors both the old and the new,” says Head Librarian Rene deBerardinis. “I love the wood, how it grounds you. It’s a good space to learn and grow, whether through books or laptops.”
The firm Duhring, Okie and Ziegler designed the Henry Library space. It was also responsible for several other renovations at Chestnut Hill Academy, including exterior entranceways and the Epiphany Chapel, which remain important architectural and historic features of the Inn today.
repairing the library’s extensive woodwork, stone window casings, and wonderful stone carved fireplace; installing new lighting and wiring; repairing and cleaning the leaded windows; and removing the wall-to-wall carpeting to reveal the original hardwood floor. Comfortable seating, area rugs, and Stickley-style chairs will soon replace the eclectic furniture accrued over the years. However, the long oak study tables and the historic
The Inn was added to the U.S. National Register of Historic Places in 1979.
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News and Highlights from arou
DREXEL PROFESSOR VISITS SCH | Dr. Steve May, Assistant Professor of Materials Science and Engineering at Drexel University, visited Springside Chestnut Hill Academy’s 10th grade chemistry class for three days to introduce the students to material science engineering. Dr. May’s visit was incorporated into a new unit where students discussed current global issues, including the most widely agreed on issue of our need to find sources of “Clean Energy.” He discussed how material scientists have the tools to manipulate materials at the atomic level. In class, students built their own Nanocrystalline Solar Cells, recreating the process of photosynthesis and generating electricity from light using natural dyes from berries. These cells are the basis for alternative possibilities in solar cell technologies. Dr. May was brought to SCH Academy through the Kleckner Scientist in Residence program, which brings a talented scientist to SCH each year to work with students over a three-day period. This program is unique in that students get to actually work with scientists, exploring topics connected to that researcher’s area of expertise. The students learn about the scientist’s current work and passions, work with the scientist collecting and analyzing data using new, state-of-the-art equipment supported by the program, and communicate with the scientist when doing follow-up labs.
NATIONAL HONORS FOR BACTERIA RESEARCH | SCH Middle School students are already thinking up ways to eradicate the amount of bacteria found on objects we use every day. Two teams from the Middle School for Girls were semifinalists for the Christopher Columbus Awards, a nationwide program that challenges middle school students to explore opportunities for positive change in their communities. The two SCH groups worked for several weeks to design and test a solution to a community problem focusing on disease prevention. The first group, which included students Coco Crandall, Oona Timmeney-Tracy, and Ellie Ferraro, came up with the idea to create a shopping cart shed that would use UV light to eradicate harmful bacteria found on shopping carts. The second group, which included students Allegra Driscoll, Emma Yeatman, and Abigail Duncan, designed a device prototype that would use UV-C light to eradicate harmful bacteria found on hand-held technology. Both groups’ tests involved culturing bacteria and comparing growth before and after treatment. When asked to reflect on her experience with the project, Coco Crandall stated, “I loved working with my friends on this project and I learned a lot about how to create a scientific report. It was a great learning experience and it was also astonishing to learn about the amount of bacteria on shopping carts.”
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DR. SANDS TALKS CEL WITH PENN’S GSE | What started as a need to align SCH Academy’s education practices with the skills and knowledge necessary for success in the 21st century has turned into a program that has sparked the interest of Penn’s Graduate School of Education. In late January, Dr. Priscilla Sands returned to Penn’s GSE, the same program where she received her doctorate in education, to share her story of launching SCH Academy’s Center for Entrepreneurial Leadership (CEL) with third-year students in the Mid-Career Doctoral Program in Educational Leadership. Sands spoke about the leadership challenges involved in creating and launching a complex and innovative program and integrating it into the PreK to 12 curriculum. While this work has been of long-standing interest to Dr. Sands, CEL was finally introduced to the SCH Academy program in 2012. Penn’s GSE’s website features Dr. Sands’ visit and highlights her quote, “We can no longer afford to educate students with a model rooted in the last century. The tenets of entrepreneurial leadership propel us to move boldly in a new direction, with a unique product that is rich in flavor, creativity, and innovation” as well as the school’s recognition by Education Week in their national list of “35 High Schools Worth Visiting.”
SCH CATCHES DRAGON FEVER | This past August on campus was marked by more than just the usual rush to prepare for our students’ return. It was consumed by binge watching of the Little League World Series, which this year featured four of SCH Academy’s own: Scott Bandura, Mo’ne Davis, Jahli Hendricks, and Zion Spearman—members of the Taney Dragons team. With the help of a giant outdoor screen and sound system, our school community was able to follow the fearsome foursome as they competed in what was arguably the most enthusiastically watched sports event of the season. The Dragons’ meteoric rise to Pennsylvania state champion after only two years as a league team was matched only by the extraordinary poise and humility of the team members as they endured the clamorous attentions of the national media. In the end, although they did not claim the World Series championship, the Taney Dragons, and its star pitcher Mo’ne, secured a place in baseball history—and the nation’s heart—as the first Philadelphia Little League team to make it to the World Series, as the first girl to pitch a shut-out game in a Little League World Series, and, more importantly, as role models of perseverance, teamwork, and sportsmanship.
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News and Highlights from arou
SCH STUDENTS “TALK TRASH” | Four SCH students— Rachael Carter, Jason Bright, Ryan Torie, and Samira Baird— talked trash at Temple’s Fox School of Business’s 2014 DESIGN challenge in February. This civic innovation competition charges students to collaborate and transform great ideas into meaningful change by creating solutions to today’s most challenging urban issues. Each year students participate from Temple University, the University of the Arts, collaborating universities, and select Philadelphia high schools. This year participants were “Talking Trash,” specifically addressing the litter problem in the city. The students were challenged to explore the various causes and types of litter in Philadelphia and how the waste problem is handled in the City. They were then to propose innovative solutions that the Mayor’s Office of New Urban Mechanics and Keep Philadelphia Beautiful could potentially work to pilot in targeted neighborhoods. SCH CEL Executive Director Mark Greenberg says, “Most of the 170+ participants were undergraduate and graduate students and Rachael, Jason, Ryan, and Samira more than held their own—they excelled.” The Challenge is organized by the Center for Design+Innovation with the University of the Arts. The cD+i was founded through the generous support of the Fox School of Business and Management and Institute for Business and Information Technology (IBIT). It is affiliated with the Fox School’s Management Information Systems Department and the Strategic Management Department.
SKYPING WITH MICROSOFT | A rapt audience of Middle School girls watched attentively as Shilpa Raganathan, a Microsoft software engineer and senior test lead, talked to them from thousands of miles away via Skype. Her face, projected on a large screen installed on the auditorium stage, radiated with warmth and enthusiasm as she described her work to improve the Skype user experience. Shilpa is part of a pilot program sponsored by Skype to connect computer science professionals with middle and high school girls. Shilpa spoke briefly about her work and what got her interested in engineering, then fielded questions from the audience. She encouraged the girls to be open to computer engineering careers and to prepare by taking classes in science and math and staying passionate about and engaged with their learning. She emphasized the human side of technology, saying that the most fulfilling aspect of her work is seeing how it helps people. She ended by saying she hoped to see some of the girls at Microsoft one day. Every year, approximately 110,000 computer science jobs need to be filled. Currently in the U.S., only 40,000 students graduate with a degree in computer science and, of that number, girls are significantly underrepresented. The Skype outreach program seeks to spark more interest in high-tech careers among girls.
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TROUT IN THE CLASSROOM | After six months of raising brook trout from eggs to fingerlings, Lower School students released over 230 trout into the Wissahickon Creek in April as part of the Pennsylvania Trout in the Classroom program. A collaboration between the Science Department and the Outdoor Program at SCH, the trout project tied into the students’ study of water, including watersheds, food webs, and conservation topics and reinforced the school’s longtime commitment to stewardship of the Wissahickon. Walking in twos and carrying the trout in buckets, the SCH students successfully released the fingerlings into Wissahickon Creek. They first had to acclimate the fish to the water, which consisted of slowly pouring water from the Wissahickon into the buckets for about half an hour. While acclimating the fish to the water in the creek, the students wrote about the life of the trout from the trout’s point of view. Once the fish were fully acclimated, each student released three to five fish. “The Trout in the Classroom program has allowed my students to make a deeper connection to the local watershed,” said Marianne Maloy, the teacher in charge of the girls’ program. “By caring for and learning about the trout, they have a better understanding about the importance of freshwater conservation here in Philadelphia.”
5th grade Carver Science Fair award winners.
A FAIR SHARE OF THE REWARDS | Though still new to the challenges of regional science competition, a group of SCH 5th grade boys brought home eight awards from this year’s George Washington Carver Science Fair, the largest of its kind in the country, attracting 800-1,000 Philadelphia school students each year. The boys received five honorable mentions, a bronze medal, The Pamela A. Goldstein Memorial Consumer Science Award, and the USDA Forest Service Award in recognition of their research and presentations. Among the topics the students explored were how to solve a maze using a robot with different senses, how plants grow under different colored light sources, and how video games affect students. Students participating in the fair must prepare and display a poster on their research topic, then be interviewed for 10 minutes by a panel of judges. In addition to the 5th graders, SCH Academy was represented by a number of Upper School students, one of whom, rising senior Jessica Saunders, continued an SCH tradition by winning Best of Fair, which SCH students have done four times in the past eight years. The fair is jointly sponsored by Temple University, the Academy of Natural Sciences of Drexel University, the School District of Philadelphia, and the Archdiocese of Philadelphia. It was created to encourage enriched learning experience for urban youth through scientific inquiry and discovery.
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In the spirit of making their learning count, SCH students take their knowledge and skills outside the classroom to help an international corporation with its marketing strategy and contribute their talents to creating a citywide public art performance. At the Blue Bell regional office, SCH students listen to presentations by McDonald’s executive staff on their personal career paths and the company’s marketing goals.
LEARNING THE BUSINESS BEHIND THE FOOD
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dvising McDonald’s Corporation on its marketing strategy is not something the typical teen would expect to do on a school day, but 10 Springside Chestnut Hill Academy Upper School students had just this opportunity this past spring. As part of an independent project organized by history teacher Taraneh Naghizadeh, the students were invited by the regional office of McDonald’s to help the company understand how to market more effectively to millennials (born 1982-2001).
Stephen Kerley, vice president and general manager of the Philadelphia region of McDonald’s, chats with his staff and senior Jackson Kleintz during a lunch break on the students’ first visit to the corporate offices.
The project, offering students real-world exposure to business issues, is part of SCH Academy’s Center for Entrepreneurial Leadership (CEL) curriculum. CEL complements the school’s core curriculum by providing both in-class and extracurricular experiences aimed at helping students develop the skills and mindset for success in the 21st century.
“Helping students gain a better understanding of the issues that drive our free-market economy, including marketing, will have enormous payoffs for them down the road when they enter the workforce,” explains Naghizadeh. “Not only did the project give the students a greater appreciation of the challenges and opportunities facing businesses, it also gave them an opportunity to exercise their problem-solving and communication skills in a setting that is not so academic.” Following an extensive presentation by executives at the regional office of McDonald’s in Blue Bell, which included information about the company’s products, emerging trends, and marketing goals, the students returned to school and over the next few weeks did research and brainstormed ideas. Figuring out how to get started was the first challenge for the group, says junior Jared Welsch. “We all had ideas and possibly too many at one time. But eventually we realized we needed to
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buckle down. Since many of our ideas addressed the idea of social media, we decided, ‘Hey, why not tackle that as a problem?’” Once they had their focus, the students worked quickly to gather their ideas. Since one of the questions the McDonald’s staff posed was how to communicate with millennials, the students did some self-reflecting as well as objective research and came up with a set of characteristics that would help the company use its social media more effectively to reach that age group, which includes themselves. “Companies who want to market to millennials need to make their ads short and sweet, with lots of modern phrases and designs,” says senior Melissa Moxey. “Colors, patterns, and large fonts are a way to do this, as well as witty phrases and irony.” Junior Matthew Miller adds that companies should try to appeal to another of his generation’s characteristics. “We
say they now have a much better appreciation of McDonald’s, the quality of its food, and the challenges of business in general. “The business skills I gained and understanding of the mantra ‘Know your market’ shine through for me as highlights of this project,” says junior Benjamin Dlin. For senior Rosie Nagele, who admits coming to the project with a negative perception of business, the experience was a mind changer. “Several of the people who spoke to us began their careers in McDonald’s kitchens as crew members and worked their way to the managerial level. Seeing how passionate these people were for the company and for their work, as well as the challenges they overcame to get to where they are and the hard work they continue to do each day, helped reform my negative opinions.” “I appreciated how they were very conscious of their challenges and owned up to them,” says junior Breon West, who aspires to go into marketing. Summing up the group’s overall impression, Matthew Miller says “They’re really just nice, real people.”
On their first trip to McDonald’s regional headquarters as part of their consulting project, SCH Academy students pose with brand icon Ronald McDonald. From left to right: Alex Mollick, Jackson Kleintz, Rosie Nagele, Claire Cohen, Jared Welsch, Breon West, Melissa Moxey, Matt Miller, Jordan Fromm, and Ben Dlin.
are one of the most involved generations ever. We research where our food comes from, we are passionate for our causes, and we are the generation that is most involved in community service. It’s easy to get millennials passionate about something, and that is oft overlooked when our generation is characterized by marketers. We could be passionate about your company’s brand, if your company realizes our passion and markets to it!” The students also recommended that the company “speak like a millennial” in its tweets to make their age group feel like McDonald’s is their friend and on their wavelength. Humor should also play a big role in any marketing appeal. Streamlining the
food-ordering system and linking marketing promotions to the ordering experience rather than making them separate activities, such as scratching a cup to win something, were two other recommendations the students made during their half-hour presentation to McDonald’s executives. “The work they did was fantastic and something that has resonated with me and my staff,” says Steven Kerley, McDonald’s Philadelphia region vice president and general manager. “We are better because of them!” The students are eager to see whether the company will implement any of their recommendations, but in the meantime, they agree that the overall experience was definitely worth it, even with the initial frustrations of getting organized. The students
Junior Claire Cohen rehearses her part of the presentation in preparation for the students’ return visit to McDonald’s.
Teacher Taraneh Naghizadeh, left, and junior Breon West see to lastminute technological details before the students’ presentation.
Junior Matt Miller enjoys a post-presentation burger at a local McDonald’s restaurant.
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CROSS-CITY CULTURAL COLLABORATION
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Early in the project, Dr. F-J instructs Boys’ Latin and SCH Academy students on how to remix music.
Remix students visit Drexel University’s ExCITe Center to give a presentation on their project at a T3 (third Tuesday of the month) gathering.
as the marketing materials for the production, were also created by students.
his year’s Philadelphia Science Festival opened with an event for the history books—a music and high-tech light show created and produced by more than 50 highly talented teens from SCH Academy, Boys’ Latin of Philadelphia, and the Saint Frances DeSales School youth orchestra Play On, Philly!
Remix Interactive was the brainchild of FishmanJohnson who envisioned a student-led public art initiative combining music and technology and providing a powerful real-world learning experience. Dr. F-J, as she is known to her students, is no stranger to organizing public art events. In 2011, she collaborated with Philadelphia’s Mural Arts Program to produce “Mural in Motion,” a larger-than-life graphic animation designed by SCH and Mural Corps students and projected onto the side of a 10-story building in Center City. But the yearlong Remix initiative, says Dr. F-J, was even more ambitious, involving four organizations and multiple dimensions of
The event—Remix Interactive—took place at World Café Live in Center City and featured two orchestral performances of “Mambo” from Leonard Bernstein’s West Side Story performed by Play On, Philly! The first was a performance of the original score followed by a digitally remixed version composed by SCH Academy and Boys’ Latin students and arranged and conducted by Dr. Ellen FishmanJohnson, director of the arts and new media at SCH Academy. The music was accompanied by a student-designed light show app that flashed different colors on audience mobile devices in response to the music. All of the event’s graphics and videos, as well
learning. “Not only did the students get hands-on experience in creative collaboration, music composition, a range of new media, performance, and software design, they also learned firsthand the challenges, frustrations, and excitement of producing a largescale public art event. At SCH we look for opportunities that give our students a chance to apply their knowledge in non-academic settings. The authenticity of these experiences tends to deepen their learning and make it more long lasting.” Some of the Remix students also had the benefit of working with one of the city’s newest and most innovative centers for art and technology collaboration—Drexel University’s ExCITe Center (Expressive and Creative Interaction Technologies). Directed by
The Remix performance at World Café Live in University City.
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SCH junior Olivia Byron, one of the Remix composers, appreciated the chance to collaborate. “The opportunity to work with others is a great gift,” says Byron. “One advantage is that you’re exposed to new ideas that you might never have thought of. The students from Boys’ Latin are incredibly talented and have an exceptional sense of music and rhythm. They helped me with my piece when I struggled to figure out what worked with what and I was able to reciprocate by providing them with technological aid. Our fortes blended together nicely.”
Boys’ Latin and SCH students relax during a break from composing their remixes of Leonard Bernstein’s “Mambo.” Back row, l to r: Gavin Taylor, Aaron Bennett, Cameron Cephas, Tashon Coleman, and Mas Daffi. Front row: Olivia Byron, Shawn Alexander, Korey Welsch, and Samira Baird.
Dr. Youngmoo Kim, an SCH parent, the ExCITe Center provided resources and assistance to the students working on the light show app as well as oversight of the technological aspects of the event itself. Kim also invited the students to present their project at one of his center’s third Tuesday TED-style meetings (T3) where people gather to share their creative ideas. “We love collaborating,” says Kim. “We believe that the most exciting things happen when you have broad, multi-disciplinary collaboration. So bringing together musicians, composers, engineers, computer scientists, and app developers is a really exciting combination.” “It was great having access to the resources and people at the ExCITe Center’s App Lab,” says SCH junior Jor-
dan Zagerman, one of the light show app developers. “I learned how to program in a language called ‘objective c,’ which I was not familiar with beforehand, and the extensive process for submitting an app to the iOS App Store.” He also acknowledges the challenges involved in creating something from scratch. “I learned that my vision wasn’t realistic for my age and coding ability. It wasn’t nearly as easy as I thought it would be, and I plan on revisiting the concept of an interactive concert app in college.” Sophomore Samira Baird, one of the event MCs and T3 presenters, says the project honed her communication skills. “I spent a lot of time whittling down my presentation, so that only the most important and meaningful words were used to describe the project. I’ve learned that large, complicated projects require the simplest means of communication.”
Like the students’ experiences, the enthusiastic applause at the end of the performance was authentic and real world. All the effort and anticipation of a year of work was fulfilled in the appreciative sounds of the packed house of parents, students, friends, and Science Festival attendees. From the incredible virtuosity of Play On, Philly! to the inventive remixed score and the colorful lights that flickered on iPads and smartphones across the darkened theater, this was an event that showcased what students can achieve given the right mix of leadership opportunity, challenge, and encouragement.
SCH juniors Breon West and Jordan Zagerman sit in on a rehearsal of Play On, Philly! at the orchestra’s home base, St. Frances de Sales School in West Philadelphia.
On a visit to Boys’ Latin, Dr. F-J and SCH sophomore Samira Baird do last-minute prep work with Aaron Bennett on the introductory remarks for the Remix concert.
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SCH : SCO boys varsity athletics
Basketball
Varsity basketball had a tough season, garnering only one league victory. The victory, however, was a classic and witnessed by over 100 SCH fans who made the 15-minute trip to Penn Charter for the epic Friday night battle. SCH won with five seconds to go with some clutch free throw shooting by senior captain Frank Jackson. Jordan Watson earned 2nd team All-Inter-Ac honors for his play this year.
Ice Hockey
First Team All-Independence Hockey League recipients seniors Sean Delaney and Tasso Karras led the varsity ice hockey team this past season. They were assisted by seniors Alec Greenhalgh and Harmor Rappaport and juniors Matt Eckles and Jordan Fromm. With a number of key players graduating this year, there will be plenty of opportunities for the younger players to step up and become the new nucleus of the team.
Indoor Track The indoor track team highlighted its season at the Indoor Nationals where the Sprint Medley team (Nick Rowland, Jordan Johnson, Alex Mollick, and Graham Allen) finished 5th out of 36 teams in the emerging Elite Division at New Balance Nationals, breaking their school record by 3.7 seconds. Senior Graham Allen ran the fastest 800 split ever for the school and was clocked in at an incredible 1:56.03.
Squash
The varsity team was Inter-Ac League and MASA champions and finished 3rd at the High School Nationals for a fantastic year on the courts. The only regular season loss was to the Brunswick School in November and after that they stormed through the rest of their season undefeated. This was the team’s first Inter-Ac championship since 2005 and it was earned as a team. Sean Kenny, Brian and Matt Giegerich, Philip Kelly, and Mason Blake all earned First Team All-Inter-Ac and MASA honors while Chris Dalglish, Brian Hamilton, and Zane Jeka earned Second Team honors in both as well.
Wrestling Varsity wrestling had a difficult season due to low numbers and key player injuries affecting senior captain Ben Rubin and freshman sensation Michael Spirito, who started off very strong. Desmond Johnson earned All-Inter-Ac honors and for the second season in a row All-American honors by finishing 5th at National Preps. He’s looking to “three-peat” during his senior season.
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Swimming Although small in numbers, the boys’ team had their first AllInter-Ac swimmer in Ryan Torie for his 1st place finish in the boys’ 50-yard free and 3rd in the 100 free.
SPORTS iod
Visitor
RE : BOARD girls varsity athletics The team started out slowly but steadily gained momentum under new coach Joe Maguire. The team made some serious noise in the Inter-Ac and ended up being a force to be reckoned with. SCH defeated Inter-Ac powerhouses Germantown Academy and Notre Dame—huge victories for the program. Julia Schumacher was honored by the Markward Club as one of the best senior basketball players in the region. Julia Schumacher and Lindsay Hiner were selected as All-Inter-Ac.
Indoor Track
The girls had another spectacular season, ending up 6th in Pennsylvania and finishing with another amazing performance at the Scholastic New Balance Indoor Nationals. Sophomore Brooklynn Broadwater won the 400M in the PA Indoor State Championship, placing her in the national limelight. Terri Turner and the Distance Medley Relay of Turner, Brooklynn Broadwater, Bridget Lipp, and Julia Reeves medaled in the PA Indoor State Championship. The Sprint Medley team of Broadwater, Turner, Reeves, and Lipp won the Scholastic New Balance Indoor National Emerging Elite Championship in record time. Their relay time placed them as one of the best in the nation.
Squash
The team made great improvements this season, helped by the addition of very strong 9th grade players. With so many young players, their future is very bright. Finished 3rd in the league, 5th in MASA, and 11th in the Nationals. Fran Fabiani, Caroline Canning, Taylor Ferry selected as All-Inter-Ac.
Swimming Freshman Emma Lutz and sophomore Gwyneth Bjordammen notched medals in the 50 free in the Inter-Ac Championships. Emma also placed 12th in the 100-yard freestyle. The 200-yard freestyle relay of Emma Lutz, Gwyneth Bjordammen, sophomores Lexi Prochniak, and Megan Karoly placed 7th in the Inter-Ac and 16th in the Easterns.
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Tom Uteshcer/Chestnut Hill Local
Tom Uteshcer/Chestnut Hill Local
Phil Cawley/Montgomery Media
Basketball
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SPRING Home
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SCH : SCO boys varsity athletics
Baseball
Varsity baseball ended with a 9-7 record, beating Malvern for the first time in over six years. New coach Joe Ishikawa and his staff did an excellent job in their first year, and we are looking for great things in the future from him and his staff. Craig Alleyne and Riley Mihalik made First Team All-Inter-Ac, Owen McAdoo and Gunner Hayes were Second Team, and Zach Jancarski (Maryland commit) was Honorable Mention. They swept Penn Charter and Episcopal Academy in league play during the regular season.
Crew The varsity crew team, thankful for their new shells, had a good season. The varsity boat of James MacEachem and Thomas Andrews earned a Silver at City Championships and a Bronze at the prestigious Stotesbury Cup, which is the largest scholastic rowing championships in the country. With these results they qualified for Nationals and attended the Scholastic Nationals Championship in Saratoga Springs, NY, where they earned a Silver Medal.
Lacrosse
Varsity lacrosse played one of the toughest schedules in the state and finished with an 8-14 record. Jackson Kleintz and Tom Hogan made Second Team All-Inter-Ac, and Tasso Karras earned the PA State Association’s George Kruze Award for sportsmanship. Jackson Kleintz broke the school record for career assists with 119 and career points with 205. Tasso broke the school record for goals in a career with 143. Seven players from this year’s senior class committed to play lacrosse in college. Two years ago, no one was looking to play past high school.
Tennis Varsity tennis came in 4th place at the Inter-Ac Championships. Pat Feighery made Second Team All-Inter-Ac.
Track
Varsity track came in 5th place at the Inter-Ac Championships. Frank Jackson was 2nd in the long jump (22-4) and 110 hurdles (15.99) and 3rd in the triple jump (42-7). His effort in the long jump qualified him for Nationals. Graham Allen was 3rd in the 800 (1:57.23). During the season, Graham Allen broke Dustin Wilson’s school record in the 800 meters with a time that qualified him for the outdoor Nationals in NC in June. Varsity track will be sending two individuals and two relay teams to Nationals.
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SPORTS iod
Visitor
RE : BOARD girls varsity athletics
Crew Girls crew had a very successful season, medaling in a host of regattas. The JV doubles boat of Melanie Bender and Cara Stapleton took Gold at the prestigious City Championships, Bronze at the Mid-Atlantic Championships, and multiple firsts in the Manny Flicks. The varsity double of Liz McClafferty and Mariel Soto Reyes took 6th at the Stotesbury Cup. The JV 4x of Henney Hambrose, Comora Love-Mitchell, Gabrielle Sciarrotta, and Courtney McElwee took Bronze at the Mid-Atlantics. The Novice 4x of Amanda Miller, Jessica Penn, Larissa Noble, and Emma Lutz took a Silver at the Mercer Sprints along with Gabrielle Sciarrotta, Grace Youngren, Megan Karoly, and Grace Tasman, who took Bronze. The JV double of Lisa Burkhardt and Karley Kochenour took Gold at the Cooper Cup. SCH had seven boats medal at the Neczypor Memorial Regatta.
Lacrosse
Girls lacrosse had a very good season, finishing 10-7 overall, 6-6 in the Inter-Ac, which placed them 4th in the Inter-Ac. The team was very competitive in both league and non-league play, sweeping Penn Charter, Notre Dame, and Baldwin. We are very excited for next season when all but one starter will return. The team had a great showing in the Katie Sampson Festival, defeating Methacton by one goal in overtime. Sophomore goalie Elsa Rall was selected for Team One Philadelphia, U.S. National Tournament team. Junior Maddy Aslansan represented SCH at the Brine National Invitational Tournament. Selected as All-Inter-Ac were Sinead Brierley, Elsa Rall, and Mikaela Watson.
Tom Uteshcer/Chestnut Hill Local
Softball Softball had a solid season despite losing two starters for the season with knee injuries. The team finished 7-5 in the league and 9-8 overall. Julia Moriarity, Ashley Lubisky, and Maddie Saltzman were chosen to represent SCH in the Carpenter Cup. Selected as All-Interac: Julia Moriarty, Jenna Moriarty, and Madi Saltzman.
Track
The team had another stellar season, finishing 3rd in the league and narrowly missing 1st in the PA State Independent School Championships. (PAISAA). Season in and season out, girls track continues to crank out stellar performances, putting SCH girls track on the national map. We look forward to next season as every medal winner returns. Highlights include a record-breaking 1st in the 4 x 400M relay for the Penn Relays Independent Prep School Division. Sophomore Brooklynn Broadwater collected four individual gold medals at the PAISAA Championships. She also took home three Golds in the Inter-Ac Championships. Winning All-Inter-Ac were Brooklynn Broadwater and Julia Reeves.
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AN INTERVIEW WITH ERIK DREISBACH, MIDDLE SCHOOL FOR GIRLS SCIENCE TEACHER Describe what you do at SCH. I teach Middle School girls science. More specifically, I first try to create an environment where girls get excited about the science world around them. Subsequently, I try to teach them the skills and provide the tools such that they can explore this world and answer the questions that their curiosity creates.
What brought you to teaching? After college, I worked for a few years as an environmental consultant for two environmental engineering firms. I learned many things during these years, but something never felt right. I realized that the consulting work was not the best blend of both my passions and talents. Teaching science in middle school fits that blend for me perfectly. I love science, but I also enjoy working with stu-
dents and thrive doing a job that demands energy, enthusiasm, and an ability to sense the needs of a person, and subsequently respond to those needs, on a momentto-moment basis. Teaching provides countless moments such as those, and they are wonderful.
Discoveries in science are happening ever more quickly. How do you stay current with the latest scientific discoveries and understandings? Would you believe Facebook? Seriously. Yes, my personal Facebook page has many pictures of my three little kids doing silly things, and yes, my Facebook feed has many similar pictures of my friends’ kids or pets doing silly things, but my feed also contains a lot of science news. By “liking” the Facebook pages of reputable news and science organizations, the introductions and
links to many enlightening articles come streaming down my newsfeed. Honestly, the demands of teaching and being a parent sometimes make it hard to find time to be both social and news-conscious. Facebook helps.
Why are science competitions like the Christopher Columbus Awards valuable as a learning experience? This was the second year SCH students competed in the Christopher Columbus Awards. The competition provides students an opportunity to research a real-world problem and design a solution to address that problem. They then need to share their work through extensive written and visual forms. From there, their problems and proposed solutions are judged along with hundreds of other submissions nationwide. We require that the girls focus their research on a problem that relates to pathogens, as that topic is part of our core curriculum. The results have been fantastic! We’ve had three teams reach the semifinals in only our first two years in the competition. Based on my end-of-year class surveys, the girls really enjoyed doing the project. It provides a solid framework that demands extensive effort and work, yet also provides openness within that framework such that the girls have the freedom to direct their own learning. It is also good that the girls are working to present
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their findings and represent themselves and their school to a larger audience. This incentive motivates the girls to “step it up”—and they do! To me, it’s a great example of real-world learning.
In what ways is geology like education? This is a great question! I have no idea if I have a plausible answer, but I’ll give it a go. All the processes of geology take time—a lot of time. Sometimes, like the drips of water falling off a stalactite, the process is repetitive and, on its own, not too exciting. But given the right conditions and the time needed, the greatest monuments of nature are made. I think the same holds true for education. It takes time and, frankly, some of the day-to-day events of education may not be too exciting. But given the right conditions and the time needed, every mind can become a monument of human potential.
What are the most powerful learning tools you use in your classroom? I’ve always believed that a good science classroom should look like an art studio. It needs to be a hands-on place, with the tools of science readily available for use. I’m so thankful that SCH provides
its science teachers with such tools, ranging from the complex, like the electrophoresis chambers the girls used in seventh grade this year, to the simple, such as the hundreds of rubber bands the girls use for the memorable “Bungee Barbie” activity.
What gets you excited in the classroom? That’s easy—witnessing a student discover something for the first time. She’s thrilled and eager to share her discovery, as she should. What’s tricky is when her discovery leads to a misconception about a scientific idea or principle. That’s when I need to step in and guide her in such a way that she’ll make a new discovery, and in the process, break down her misconception. That can be hard to do, but I enjoy the challenge.
How has classroom access to technology changed the way you are able to teach? When I started at Springside, I had an overhead projector and the girls had their binders. I now have a SMART Board, they have their laptops, and we both have the Internet. That’s a huge shift in many ways, but it’s also no shift at all. On one hand, we now have endless information instantly on hand. Sixth grade girls can now track real-time sunspots on a daily basis. Eighth grade girls can now use temperature and voltage probes to plot real-time data as they conduct a lab. At their fingertips, our
students have programs that help them create, collaborate, and discover. On the other hand, it’s still just me and them and the tools in front of us (albeit much more powerful tools!). As it has been for ages, the teacher and student, standing on the strength of their relationship, must use the tools at their disposal to pursue knowledge and truth.
What is the most important thing that the study of science can teach a non-scientist?
A much-anticipated annual event in Middle School for Girls, Dreisbach’s cow-eye-dissection class always meets with a range of reactions from the students.
On many occasions students have asked me if I want all my students to become scientists. My answer is always a resounding “goodness, no!” I explain to them that there are way too many talents on display in the girls’ Middle School and that focusing all those talents on just science would be a waste. Singers, writers, dancers, debaters—these are just a small sampling of their potential. However, I quickly follow up this perspective with a quote by Isaac Asimov:
I truly believe that if one is to become a responsible citizen and a positive contributor to this world, then one must have an “intelligent notion” of what science is doing and how science is being done. If I can help plant the seeds of such notions in all my Middle School students, then I’ve done my job.
“I love science, but I also enjoy working with students and thrive doing a job that
“No one can really feel at home in the modern world and judge the nature of its problems— and the possible solutions to those problems —unless one has some intelligent notion of what science is up to.”
demands energy, enthusiasm, and an ability to sense the needs of a person, and subsequently respond to those needs, on a momentto-moment basis. Teaching provides countless moments such as those, and they are wonderful.“ 19
ALUMNI PROFILES
PURSUING ELIZABETH WORGAN ’12 I graduated from SCH in 2012 with the expectation that I would do something in the visual arts world. My interests and skills are spread across a wide range of disciplines, from graphic design to music production to outdoor survival and leadership. Now, two years later, I find myself a double major in Management & Business and Communication Design at Skidmore College, looking to enter the corporate fashion world. Discuss influential person/experience(s) at school that shaped your journey
In high school, I was mentored by Patricia Moss-Vreeland, who consistently pushed me to make art that was well thought out and served a purpose. She was instrumental in kickstarting my fashion career by giving me a pair of Vans sneakers to decorate. She taught me to never settle until I had pushed myself beyond what I knew my capabilities to be, which is a skill I attempt to translate into my everyday work. Right after I graduated, I took the risk of moving to London as a college freshman. Living in one of the most diverse neighborhoods of such an international city was an eye-opening experience. I left Philadelphia with the intent of becoming a punk musician; I returned with a sketchbook full of the outfits I’d seen on London’s streets. Professional accomplishment(s) of which you are most proud
Almost a year ago, I founded my clothing company, La Rév®, where we create graffiti-inspired streetwear. I manage several other designers, photographers, and a team of over 20 models. In April, we’ll have a runway show to display our couture collection inspired by the Andy Warhol Factory, in honor of the late Lou Reed. It’s amazing to see my work walk the runway, be photographed, and then sold, especially when I’ve made that happen myself. Additionally, I’ve learned to push my creativity into other business endeavors, leading to a recently successful freelance graphic design partnership. What opportunities/challenges/trends are occurring in your field right now?
The fashion world is dominated by powerful women, and yet it’s still a place where women are taught to hold themselves to unrealistic standards of beauty. Most people currently entering the fashion industry are beginning to challenge that, seen in the use of androgyny and companies hiring non-industry models. Fashion is an arena that can act as a solid catalyst of change. I can play a part in creating a more diverse and accepting stage for self-image by breaking down stereotypes wherever I can.
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EXCELLENCE ROBERT MCCRACKEN PECK ’70 I was a lifer at CHA. I then went to Princeton where I majored in Art History and Archaeology. I received a master’s degree in American Cultural History from the Winterthur Program at the University of Delaware, and an honorary doctorate from the same university some years later. I have spent my professional career at the Academy of Natural Sciences of Philadelphia (now part of Drexel University). I was named Senior Fellow there in 2003. When I am not traveling on behalf of the Academy, I live with my wife, Susan, and our three children in the house where I grew up in Chestnut Hill. Tilly, George, and Oliver (ages 14, 12, and 12), are currently attending SCH Academy, just a short walk from our home. They are all great travelers, and together we have studied wildlife from the Central American tropics to the steppes of Mongolia and explored ancient civilizations from the Great Wall of China to the ruins of Pompeii. More often, you can find us working in our vegetable garden, walking our dog on the trails in the Wissahickon, or cheering for the Blue Devils at SCH. Discuss influential person/experience(s) at school that shaped your journey
Although lots of people had positive influences on me while I was at CHA (Dan Charles, John McIlvain, Owen Boyer, and Toby Sindt come to mind), it was Perot Walker in 6th grade who probably influenced my life the most. His love of history and natural history had a permanent effect on the way I see the world. Professional accomplishment(s) of which you are most proud
I am grateful for the opportunities I have had to travel to some of the most remote and unspoiled parts of the planet as part of the Academy of Natural Sciences’ ongoing effort to better understand the natural world. Working with some of the country’s greatest experts on birds, fish, insects, plants, water systems, and prehistoric life has been an incredible privilege. Not a day goes by when I don’t see and learn something new. My job is to try to put that information into language that others can understand and to share it through lectures, articles, books, and exhibitions at our museum and elsewhere. What opportunities/challenges/trends are occurring in your field right now?
Loss of habitat and the effects of climate change are causing enormous harm to natural ecosystems and wildlife around the world. Understanding is the first step toward protecting the wild places and natural systems on which we all depend.
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SCHOOL DEVELOPMENTS NEWS FROM THE SCH DEVELOPMENT OFFICE
growing our future: the new lower school building The new Lower School building at SCH Academy, breaking ground in 2015, has been designed by leaders in the architectural, academic, and civil engineering space: WRT, NewStudio Architecture, and Meliora Design. It will give our youngest students even more access to outdoor learning areas and greater space for student and teacher collaborative work. The classrooms and building environment will embody the very best of single-sex academic education, allowing students to learn in gender- and age-specific classrooms that leverage the benefits of shared common and cooperative space. In designing the new Lower School building, we have incorporated the Wissahickon Valley Park—and our unique location at its border—as the tent pole of its design. The new facility offers a welcoming and integrated learning environment featuring natural light, space, and access to outdoor classrooms for our youngest students, taking every opportunity to create an outdoor campus. Each division—Lower School for Girls and Lower School for Boys—has its own wing with shared spaces at the core of the building for “specials” such as art, music, science, P.E., Mandarin, CEL, and the Library Learning Center. Through this design, we are ensuring that our dedication to sustainability and progressive education remains forefront in the daily lives of our boys and girls. Our focus is on teaching them to question and to consider the impact of their actions as members of our community. Other exciting features include: • direct access to the outdoors and the Wissahickon •
streamlined drop off and pick up
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multiple classroom spaces that encourage movement and interactive learning
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more outdoor teaching and learning areas
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flexible working space to allow for fluctuation in class size
• improved classrooms for our dynamic specials: art, music, science, CEL, the Library Learning Center, and Mandarin • designed for one section of Pre-K for both boys and girls, and two sections of Kindergarten through 4th grade for both boys and girls.
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futureREADY STUDENT VIEWS
SENIOR PROJECTS Every spring our senior students go off campus for the month of May to do their Senior Projects, which this year ranged from an internship in fashion design and retail display to working on a political campaign. Senior Projects are intended to provide students with real-world experience in an area of work that relates to their existing interests or that they want to know more about. The projects are also intended to give students a greater appreciation of the expectations and responsibilities awaiting them when they enter the workforce.
Leah Beight ’14 “For my senior project, I spent five weeks at the Montgomery County Health Department in the Health Promotion Division. Health Promotion is in charge of educating the community on healthy living and safety. When I first signed up for this internship, I was not really sure what I would be getting myself into. I didn’t know where in the Health Department I would be or what types of jobs I would be doing. It ended up being very worthwhile because my on-site advisor threw me in with the rest of the health educators and I felt a part of their team. When I had ideas for a new grant, she took the time to listen to me instead of brushing my ideas off. When I was on-site for a car seat check or helping out with the Teen Driving Summit, I was doing real work and helping them rather than standing around and observing. In addition, I got an ‘insiders’ look into the Health Department to see what goes on among the different divisions. When the water filter failure occurred in Montco, I could hear the phones constantly ringing on the Environmental Health side of the office. Then later that night I heard the Commissioners speak about it on live TV, and some people even asked me what was going on. Another reason why I loved this project was the opportunities to learn about and visit different parts of the county. I could definitely see myself doing some sort of public health work in the future—domestic or global. I will continue my work with the Health Department this summer for one day a week to help kick start a new grant. Overall, it was a great experience.” Scott Salisbury ’14 “I interned at a local tech company that makes robots that help move various things around in settings as diverse as hospitals and warehouses. I worked on a number of tasks for them making improvements to the software that they use to control those robots. This work introduced me to several programming languages that I hadn’t understood before. It has been a wonderful opportunity to develop my software engineering skills, learn more about real-world work environments, and make improvements that will help actual people do their jobs better. It’s been so great that I continued to work there through June and early July!” Nathaniel Schwarz ’149 “For my Senior Project experience, I worked as an art handler at Atelier Art Services in Philadelphia. A mix of work for institutional and private clients, every day brought new and unique challenges. Assignments varied from basic art shuttles in Philadelphia and New York to full-service packing and installation jobs. In addition to my time out on the road, I also learned to build crates in the Atelier Shop for specific artworks that required extra protection to ensure they arrived at their destination unscathed regardless of the duration of their journey. A rewarding experience, my Senior Project at Atelier led to a full-time job this summer.”
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Top: Leah Beight signs a safe driver pledge at the Montgomery County Health Department. Middle: Scott Salisbury at graduation. Bottom: Nathaniel Schwarz, left, helps wrap a bronze statue at the National Constitution Center.
REUN
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IONS 2014
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?? DO YOU KNOW THEM?
BE THE FIRST TO SUBMIT YOUR ANSWER AND WIN A FREE ALUMNA OR ALUMNUS T-SHIRT! Here’s what we need to know: Who’s in it? What are they doing? When did it happen? Send your responses to Deidra Lyngard at dlyngard@sch.org or call 215-754-1616 and we’ll publish your reminiscences in our next issue.
Previous Mystery Photos From the Class of 1971, these comments: “Fifth grade class trip to Washington D.C. in 1964/65? Hugh Scott, long-time U.S. Senator from Pennsylvania, standing on left. Among those in photo: Mark Stout, Steve Ryan, Bill Aspinwall, Paul Kurtz, Bill Strong, Bill Levy, Dil Lees, and David Kleinfelder. I’m the nerdy looking kid front row center.” [ William Strong] “The picture is the proud Class of 1971 when we were in fifth grade and went to Washington, DC, to meet Senator Scott. For many of our class, this is as close as we made it to being a politician!” [Stephen Ryan] “I recall the 5th grade trip to Washington (1963-1964?) when we met Hugh Scott, the Pa. senator from the Philadelphia area pictured in the back on the far left. I am the big kid standing in the back near the middle and recognize many of the folks in the photo.This was probably one my first trips to DC, where I later spent a semester-long independent study during my junior year in college! It was fun to go back nostalgically to see the photo! [Bill Levy] And from the Class of 1968, Ted MCgehee reports: “Mystery photo is the class of ‘71 in Al Dowbenko’s Latin class, 1966. I recognize great guys from my brother’s class like Bill Levy, Mark Strong [sic], Billy Aspinwall, Rip Hastings, Dil Lees, David Kleinfelder, Ian Hodges, Jerry Ryan’s little brother, and Billy Spalding’s little brother (little “sap”)...” Anne Matlack reports: “Class of 1977 Wanda Stewart, Joan Perry (I think), and Eydie Miller (now Dr. Miller, U of P Hospital). Not sure whose mom or what they are doing! Facebooked Joan about it!”
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GRADUATION
2014
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1st Row: Alexandria Feldman, Elena Parkinson, Mary Siltman, Hannah Jansen, Alison Weiss, Sydney Weiss, Caroline Martin, Sidney Harrison, Alison Brenman, Charlotte Cilio, Corinne Leard, Winter Chernak, Julia Schumacher, Caroline Canning, Natalie Rohner; 2nd Row: SarahChen Ogorek, Melissa Moxey, Karah Barrist, Molly Dugan, Sydney Young, Cecelia Charendoff, Lee Nagy, Rachael Carter, Anna Kuo, Alexandra Middleberg, Jordan Trotter-Lamback, Alexandra Nagele, Serena McNiff, Elenore Saunders, Sarrah Schreffler; 3rd Row: Allison Smith, Ayanna McMillan, Jenna Moriarty, Samantha Charlton, Devon McAllister, Eve Fang, Zoe Aloise, Hannah Brazier, Lauren Witonsky, Kathryn Saltzman, Elizabeth McClafferty, Leah Beight, Anne Canning; 4th Row: Alexandra DeGeorge, Morgan Schneer, Mariel Soto Reyes, Nina Nalle, Sarah Schacht, Finola Goudy, Emily Miller-McGlone, Madison Sehn, Emery Schaffer, Kathryn Shields, Alana Noble, Courtney Hamilton
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1st Row: Daniel Brockenbrough-Johnson, Evan Wilson, Craig Alleyne, Frank Jackson, Dennis McGovern, Elliott Plotkin, Jason Bright, Alexander Pacilio, Brett Gallagher; 2nd Row: Cole Brown, Carlen Veasey, Ben Rubin, Scott Salisbury, Jackson Kleintz, Will Logue, Harmar Rappoport, Najere Johnson, Anastasios Karras, Anthony Liddy; 3rd Row: Harrison Tracy, Tommie Whitehead, William McCool, Alec Greenhalgh, Patrick Feighery, Jeffrey Mikalonis-Lieberman, Graham Allen, Nathaniel Schwarz, Fraser Reichner; 4th Row: William Elliott, Mason Blake, Andrew Reid, Luke Feeney, Brian Giegerich, Alex Silverman, Sean Delaney, Ross Mintzer, Jordan Watson, Kenneth McArthur; 5th Row: Joshua Clarke, Sean Kenny, Tom Hogan, Matthew Haviland, Philip Kelly, Zachary Jancarski, Kyle Lawlor, Peter Anthony, James McGivern, Joshua Moss, Jordon McRae, Larry Wargo, Daniel Achikeh, Myles Pittman, Andrea Dragani; 6th Row: Thomas Andrews, George Calle, Jaime MacEachern, Jack Grasso, Owen McAdoo, James Meadows, Tim Brennan, Mark Huffman
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[GIRLS]
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BOOK AWARDS • Izzy Dickstein ’15 Brown University • Claire Cohen ’15 Bryn Mawr College • Emily Zuckerman ’15 Harvard University • Emily Zuckerman ’15 Mount Holyoke College • Sara Mathes ’15 University of Pennsylvania • Khalida Saalim ’15 Princeton University • Kathleen Foley ’15 Smith College • Allison Day ’15 University of Virginia • Emily Kunkel ’15 Wellesley College
SPECIAL CITATIONS Cum Laude Society The Cum Laude Society is a national honor society promoting the intellectual life of the school and recognizing outstanding scholarship.
2013 Inductees: • Caroline Canning ’14 • Alexandra Nagele ’14 • Kathryn Saltzman ’14 • Morgan Schneer ’14 • Allison Kate Smith ’14 2014 Inductees: • Karah Barrist ’14 • Leah Beight ’14 • Courtney Hamilton ’14 • Elizabeth McClafferty ’14 • Emily Miller-McGlone ’14 • Alison Weiss ’14 • Allison Day ’15 • Emily Kunkel ’15 • Sara Mathes ’15 • Madeleine Nicol ’15 • Khalida Saalim ’15 • Emily Zuckerman’15
Book Award winners, l to r: front row: Izzy Dickstein, Emily Zuckerman, Claire Cohen, Kathleen Foley; back row: Allison Day, Khalida Saalim, Emily Kunkel, Sara Mathes.
National Merit Scholarship Awards
Commended: • Elizabeth McClafferty ’14 • Finola Goudy ’14 • Courtney Hamilton ’14 • Sarah-Chen Ogorek ’14 • Alexandra Nagele ’14
MATH AND SCIENCE AWARDS
MIT Promise of the Future Award
American Chemical Society Award
Given to the student who, through personal initiative, has done the most to promote awareness of science or technology. • Wanhui Shiloh Han ’16
For excellence in chemistry. • Anna Kane ’16
Advisors’ Award
• Mason Rode ’17 • Mikaela Watson ’16
National Association of Biology Teachers Award For excellence in the life sciences. • Sara Mathes ’15
American Association of Physics Teachers Award For excellence in physics. • Hannah Clarke ’17
Society of Women Engineers Award This program recognizes and honors girls who achieved excellence in the study of mathematics and science for at least three years and have demonstrated an aptitude and interest in engineering. • Alison Weiss ’14
Math and Science Award winners, l to r: Alison Weiss, Hannah Clarke, Anna Kane, Sara Mathes.
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ACTIVITY AWARDS Performing Arts Award Recognizes the achievements of a junior who has shown consistent leadership, perseverance, and creativity. • Claire Cohen ’15
Players On- and Off-Stage Awards Given by the director of Players for a significant contribution, loyalty, and commitment to Players—on stage and off.
On Stage: • Finola Goudy ’14 • Emery Schaffer ’14 Off Stage: • Emily Miller-McGlone ’14
Florence Bourgeois Mathematics Award Given in memory of Florence Bourgeois, who taught at Springside from 1952 to 1959 and gave unstintingly of her time, her knowledge, and herself. • Alexandra Nagele ’14
Françoise S. Jones Award Given in honor of Françoise S. Jones, who taught at Springside for 35 years in the Language Department. Presented to a student who has shown a talent for, and a deep and abiding interest in, lanugage studies, either classical or modern. • Leah Beight ’14 Senior and Special Recognition Awards, l to r: front row: Alison Weiss, Rachael Carter, Kathryn Saltzman, Elizabeth McClafferty; back row: Karah Barrist, Courtney Hamilton, Molly Dugan
Community Service Award Recognizes a student for her extraordinary commitment to her community and meaningful service connections throughout her school career. • Leah Beight ’14
Rebmann Summer Study Awards Summer study stipend in memory of Bill and Susie Rebmann to supplement and extend the normal scope of school experiences. • Emily Kunkel ’15
SPECIAL RECOGNITION AWARDS Jane Bell Memorial Award To keep alive the memory of the founder of the school, a woman of noble personality, full of enthusiasm and cour-
age, and to remind the student that in this ever-changing world, there will always remain a need for these virtues. • Kathleen Foley ’15
Phyllis Vare Scholarship Award Named for the former head of the Physical Education Department and given in memory of Johanna Sigmund ’94, this award is given to a junior who exhibits talent and a keen interest in athletics and sportsmanship and who demonstrates consistent academic achievement. • Brigit McDermott ’15
Elaine Weinstone Award Given in memory of Elaine Weinstone, who was for many years the heart and soul of the Art Department. The award is given to a junior artist who has produced an outstanding body of work in any medium. • Lauren Stokes ’15
Excellence in Teaching Award
In recognition of his enthusiastic teaching, leadership, and willingness to work for something larger and more significant for the greater good. • James Martin ’99
SENIOR AWARDS
Barbara Forrest History Award
Sara Wetherell Blake Award
Given to a student who, like Ms. Forrest, relishes the complexity of history and enjoys discovering, through a close scrutiny of facts, new ways to understand what may at first appear to be a simple story. • Leah Beight ’14 • Claire Cohen ’15
Given in memory of Sara Wetherell Blake, Class of 1970, by vote of the senior class for service, simplicity, and sincerity. • Kathryn Saltzman ’14
Suzanne Turner Rebmann Award Given in memory of Suzanne Turner Rebmann for excellence in one of the performing arts. • Karah Barrist ’14 • Rachael Carter ’14
Laurel Wreath Award Recognizes a student who exemplifies the Springside School motto: laurus crescit in arduis—honor comes through hard work. • Alison Brenman ’14 Advisory Award winners, l to r: Mason Rode and Mikaela Watson
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Activity and Special Recognition Awards, l to r: front row: Finola Goudy, Emily Miller-McGlone; back row: Emily Kunkel, Emery Schaffer, Leah Beight, Alison Brenman
Caroline Susan Jones Pin Given in honor of Springside’s headmistress from 1900 to 1921 by vote of the three upper classes and the faculty to a senior for courage, cheerfulness, fair-mindedness, good sportsmanship, for influence widely felt and courage of her own convictions. • Kathryn Saltzman ’14
Alumnae Association Art Award This award honors a member of the senior class who represents the school’s long tradition of excellence in the visual arts. An example of the recipient’s work will become a permanent part of the school’s art collection. • Alison Weiss ’14
Alice Morice ’24 Memorial Award
Phyllis Vare Sportsmanship Award
Given by vote of the faculty to that senior who has shown loyalty and devotion to the school in all aspects of school life. • Molly Dugan ’14
Given in honor of Miss Vare, former head of the Physical Education Department, to a senior who, through her leadership and example, has shown to others the highest standards of sportsmanship and play. • Courtney Hamilton ’14
Senior Art Award This award celebrates the work of a senior who has demonstrated the passion, courage, and tenacity to explore and expand upon her artistic ideas. An example of the recipient’s work will become a permanent part of the school’s art collection. • Elizabeth McClafferty ’14
President’s Award This award is given to a senior who has made a contribution to the life of the school and is given by the president at her discretion. • Kathryn Saltzman ’14
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BOYS
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COMMENCEMENT AWARDS Alumni Gold and Silver Medals In honor of Chestnut Hill Academy alumni who have lost their lives fighting for their country, this medal is presented to a graduating senior and a student below the senior class who, in the judgment of the Alumni Association, after consultation with faculty and students, best exemplify the characteristics of leadership, academic standing, character, and service to the school. Gold: • Harrison Tracy ’14
Silver: • Peter Davis ‘15
Gilbert Haven Fall Memorial Scholarship Award Named for Gilbert Fall, a long-time faculty member who taught history and Latin and was headmaster from 1930 to 1936. • Graham Allen ’14 • Scott Salisbury ’14
Headmaster’s Award
National Merit Scholarship Award
Awarded to the person in the school community who has made an extraordinary contribution to the school. • George Calle ’14
Finalist: • Scott Salisbury ’14
National Achievement Scholarship Award • Cole Brown ’14 • Joshua Clarke ’14
SPECIAL CITATIONS
Cum Laude Society
American Association of Physics Teachers Award
The Cum Laude Society is a national honor society promoting the intellectual life of the school and recognizing outstanding scholarship.
• Liam Cook ’15
Rensselaer Polytechnic Institute Medal for Excellence in Math and Science
2013 Inductees: • Thomas Andrews ’14 • Jackson Grasso ’14 • Benjamin Reichner ’14 • Scott Salisbury ’14 • Harrison Tracy ’14
Awarded to a member of the junior class for outstanding academic achievement in the study of mathematics and science. • Liam Cook ’15
2014 inductees: • Graham Allen ’14 • George Calle ’14 • Joshua Clark • Edward Feeney ’14 • Brian Giegerich ’14 • Anastasios Karras ’14 • Nathaniel Schwarz ’14 • Paul Boehringer III ’15 • Peter Davis ’15 • Matthew Miller ’15 • Joseph Mulhern ’15 • Jay Regam ’15 • Joseph Torsella ’15
The Joseph L. Castle ’50 Comcast Scholarship Awarded by the Comcast Foundation to a senior with an interest in pursuing further study in communications and in recognition of his general excellence. • Frank Jackson ’14
PRIZE DAY AWARDS Chestnut Hill Fathers Club Award Awarded to that student below the varsity level who has demonstrated the qualities of constructive school spirit, determination, and courage in athletics throughout the year. • Matt Rahill ’17 • Noah Shoup ’17
Deeded Award winners included, l to r: Zach Halfpenny, Hunter Ferry, Jack Allison, Jack Grasso, Tasso Karras, Nick Simkin, Brian Leard, Chris Markos, Joe Conlin.
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Top: Alumni Gold Medal winner Harrison Tracy ’14. Bottom: Alumni Silver Medal winner Peter Davis ’15.
Chestnut Hill Academy Fathers Award Awarded to the senior who, as a varsity team player, has demonstrated the most outstanding combination of enthusiasm, perseverance, and dedication to his team and to the academy. • Ben Rubin ’14
The Kevin Kirk Memorial Award Given to the student, new to the Upper School, who has had the biggest positive impact on the community. • Gunnar Hayes ’16
SCHOLARSHIP AWARDS The Daniel Webster Charles Memorial Scholarship Given to that member of the Upper School who has demonstrated excellence in historical research and creativity in writing. • Elyas Tecle ’14 • Chase Haegley ’15
The Robert A. Kingsley Scholarship Activity Award winners included, l to r: Harrison Tracy, Wentao Xian, Josh Moss, Frank Jackson, Scott Salisbury, Sam Grasso.
• Frank Jackson ’14
Dramatics Awards
President of Student Government
Edward Morris McIlvaine Memorial Scholarship
• Samuel Grasso ’15
Provides an outstanding summer opportunity for an Upper School boy who exhibits leadership potential and seeks a special growth experience. Established in 2005, this scholarship is awarded in memory of Ed McIlvaine ’95 whose involvement with and commitment to Outward Bound and this particular program left a lasting impression on his life. • Jack Prochniak ’15
Off Stage: • Rheon Trim ’15
The Multicultural Students’ Association Award Presented to the student or students who have demonstrated the most outstanding leadership in promoting and encouraging diversity and understanding at the school. Cole Brown reads up on giving a speech.
Student Government President’s Award • Harrison Tracy ’14
The Graham–Franklin Lantern Award Acknowledges the journalistic achievement of the editor(s)in-chief of the academy publications. • Wentao Xian ’15 • Emily Kunkel ’15
Hutchinson K. Fairman Memorial Award Given to the boy who, aside from the editor(s)-in-chief, has done the most for the school paper. • Joshua Moss ’14
Awarded to the outstanding junior who displays excellence in scholarship and high character, combined with achievement in other fields. • Joseph Torsella ’15
Rhode Island School of Design Award Given for excellence in the creative arts. • Andrea Dragani ’14
Given to that boy below the senior class who has shown the highest degree of academic promise and scholarship, along with the most responsible type of leadership. • Paul Boehringer ’15
ACTIVITY AWARDS On Stage: • Scott Salisbury ’14
The Harvard Book Prize
COLLEGE BOOK AWARDS The Virginia Club of Philadelphia Award Presented to the outstanding junior based on academic and extracurricular activities in acknowledgment of his commitment to academics, leadership, and community involvement, which Thomas Jefferson held in high regard. • Matthew Miller ’15
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George Calle receives the Headmaster’s
Yale Book Award Presented to a member of the junior class who has shown intellectual promise, significant involvement in extracurricular activities, and service to the community. • Peter Davis ’15
Northwestern Book Award Awarded to the junior who demonstrates high academic achievement and, through considerable involvement in extracurricular activities, adds greatly to the life of the school. • Jay Regam ’15
DEPARTMENTAL AND CLASS DISTINCTIONS Distinction in Two-Dimensional Art • Peter Pillar ’15 • James Schweitzer ’15
Distinction in Three-Dimensional Art • James MacEachern ’14
Distinction in Science • Scott Salisbury ’14
Distinction in Physics • David Brenman ’17 • Joseph Torsella ’15
Distinction in Mathematics • David Brenman ’17 • Andrew Kasian ’16 • Joseph Torsella ’15 • Scott Salisbury ’14
• Scott Salisbury ’14
Deeded Award winners, l to r: Zane Jeka, David Brenman, Chi Ho Cheung, Liam Cook, Robert Hass, Jack Allison, Scott Salisbury, Harrison Tracy.
Distinction in Chemistry
Distinction in English
• Andrew Kasian ’16
• Hunter Ferry ’16 • Joseph Torsella ’15 • Scott Salisbury ’14
Distinction in Statistics
Distinction in Foreign Language
Distinction in History
• Hunter Ferry ’16 • Wentao Xian ’15 • Graham Allen ’14
Distinction in Vocal Music
s Award from Frank Steel.
Grade 11 • 2nd in Class: Peter Davis
Distinction in Creative Writing
• 1st in Class: Joseph Torsella
Distinction in Engineering and Robotics
Distinction in Instrumental Music • Thomas Andrews ’14
• 1st in Class (Phi Beta Kappa) Harrison Tracy
Marler-Odell Award
Five Stripes Award
Awarded to recognize excellence in applied science. • Paul Boehringer ’15
Awarded to a freshman or sophomore student in recognition of consistent behavior exemplifying the values represented by the jersey stripes. • Christopher Markos ’17 • John Allison ’16 • Hunter Ferry ’16 • Zachary Halfpenny ’16 • Brian Leard ’16 • Nicholas Simpkins ’16
Grade 9 • 2nd in Class: Michael Wrede • 1st in Class: David Brenman
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Grade 12 • 2nd in Class: Scott Salisbury
• Peter Randall ’16 • Paul Boehringer ’15 • Liam Cook ’15 • Molly Dugan ’14 • Scott Salisbury ’14
SCHOLASTIC PRIZES
Prize Day and Deeded Award winners, l to r: Darian Bryant, Gunnar Hayes, Joshua Clarke, Frank Jackson, Cole Brown, Ben Rubin, Scott Salisbury.
• 1st in Class: Zachary Halfpenny
• Benjamin Dlin ’15 • Alexander Pacilio ’14
• Daniel Achikeh ’14
• Graham Allen ’14
Grade 10 • 2nd in Class: Andrew Kasian
DEEDED AWARDS
Faculty Award recipients included, l to r: Ellen Fishman-Johnson, Ann Keiser, Brian Zalasky, Jonathan Torch, Gerry Allen, Scott Stein.
The Garrett D. Pagon Award
ALUMNI AWARDS
Honoring the late Garrett Pagon, father of three CHA students, this award is granted to a member of the sophomore class for moral courage and integrity. • Darian Bryant ’16
Francis P. Steel Jr.’77 Special Recognition Award
The Lawrence R. Mallery Cup
Given to that teacher, by vote of 10-year alumni, who has had the most beneficial influence on the students. • John J. Plunkett
Named for Lawrence Mallery from the Class of 1905. He admired scholar-athletes, and his family established this award to honor the scholarathlete of the senior class. • Anastasios Karras ’14
The Christopher Fraser Carpenter Memorial Award In memory of Chris Carpenter ’60, this award is granted to that member of the junior class who has shown the greatest improvement during the year. • Peter Pillar ’15
The Class of 1959 Award
Scholarship Award winners included, l to r: Jack Prochniak, Paul Boehringer, Chase Haegley, Elyas Tecle.
CHA Special Merit Award Awarded by the Upper School faculty and head of Upper School to a student who has in some way notably enriched the life of the Upper School. • Anastasios Karras ’14
The Martin Henry Dawson Memorial Award Presented annually in memory of Tinry Dawson ’90 to that senior who has, by vote of the members of the senior class, provided the most positive
support and friendship to his classmates during their years together in the Upper School. • Jackson Grasso ’14 • Scott Salisbury ’14
The Franklin D. Sauveur Memorial Award Honoring an alumnus from the Class of 1911, this award is given to a member of the freshman class for character and scholarship. • Joseph Conlin ’17
Awarded to the student(s) who show the greatest intellectual curiosity during each of the high school years. • David Brenman ’17 • Zane Jeka ’17 • John Allison ’16 • Robert Hass ’16 • Aska Cheung ’15 • Liam Cook ’15 • Thomas Andrews ’14 • Scott Salisbury ’14 • Harrison Tracy ’14
• Francis P. Steel Jr. ’77
William E. Shuttleworth Honorary Award
Alumnus of the Year • James J. Maguire Jr. ’78
Honorary Alumni • Kevin Engleman h’14 • Aurelia Lowry h’14 • Stacey MacBride h’14 • Susan Rogers h’14 • Eva Stehle h’14
FACULTY & STAFF AWARDS The Elliston Perot Walker Teaching Excellence Award In honor of CHA faculty member E. Perot Walker and his wife, Susie, for years of dedicated service, excellent teaching, and commitment to the students. • Scott Stein • Geraldine Allen
The Edward Savage Memorial Award This award is named for Edward Savage, who worked at CHA from 1915 through the ’30s, taking care of athletic equipment as well as maintaining the athletic fields. The award is presented by the alumni and awarded for loyalty and service to the school. • Jordon McRae ’14
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Edward Savage Memorial Award winner Jordon McRae’14.
The Cyrus H. Nathan ’30 Distinguished Faculty Chair Award Given to promote and celebrate inspiring teachers in the fields of English, history, languages, mathematics, science, music, and the arts who are effective in the classroom, respected by their peers, highly motivated to stay current, and who drive innovation and best educational practices in their fields.
• New Media Department Chair: Ellen Fishman-Johnson ha
ATHLETIC AWARDS J. L. Patterson Cup
Athletic Award winners, l to r: Mark McAdoo, Aaron Sistrunk, Owen McAdoo, Philip Kelly.
Yearbook Dedication Dedicated: • Steven Dafilou ha
Thomas Sayre Ambler Fellowship Awarded to an individual faculty member whose proposed area of study will best develop that zest for life, learning, and teaching characteristic of Thomas S. Ambler. • Jonathan Torch
The Edward C. Rorer Faculty of Promise Award In honor of Ted Rorer, teacher, coach, trustee, and friend, this prize recognizes a young faculty member who exemplifies energy, passion, love of learning, care for students, and a commitment to the school. The award includes a stipend to help the recipient pursue personal or professional growth. • Ann Keiser • Brian Zalasky
Named for Dr. James Patterson, headmaster from 1897 to 1923, this cup is awarded to the best all-around athlete in the senior class. • Owen McAdoo ’14 • Philip Kelly ’14
Corning Pearson Service Award Given in recognition of extraordinary service to the school, long-standing commitment to the school’s educational experience, dedication and loyalty to the school’s values and mission, and passion for its traditions, as personified by Corning Pearson ’30, student, athlete, educator, administrator, benefactor. • Debbie Maine
Chestnut Hill Academy Recognition Award Presented for service, interest, and loyalty to the athletic program. • Steve Hyson h’04
James F. McGlinn Award Presented to a member of the faculty or staff for his/her dedicated interest and loyal support to athletes and the athletic program. • Aaron Sistrunk
CHA Fathers Award Awarded to the senior who, as a varsity team player, has demonstrated the most outstanding combination of enthusiasm, perseverance, and dedication to his team and to the academy. • Benjamin Rubin ’14
The Landreth Award Given to a staff member who, for at least 10 years, has served the school with outstanding devotion. • Doris Harmar • Linda Pizza • Ann Storonas ha
Book Award winners, l to r: Peter Davis, Matt Miller, Joe Torsella, Jay Regam, Andrea Dragani.
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Tri-Letter Award
Receiving this year’s Corning Pearson Service Award for her many years of dedication to the school was SCH trustee Debbie Maine.
Chestnut Hill Fathers Club Award Awarded to that student of Chestnut Hill Academy below the varsity level who has demonstrated the qualities of constructive school spirit, determination, and courage in athletics throughout the year. • Mathew Rahill ’17 • Noah Shoup ’17
• Christopher Daglish ’17 • Parker Popky 17 • Lucas Stauffer ’17 • Justin Telemaque ’17 • Will Concannon ’16 • Jordan Johnson ’16 • Henry Kelly ’16 • Matthew Giegerich ’15 • Philip Giovinazzo ’15 • Mac McHugh ’15 • Alex Mollick ’15 • Jack Prochniak ’15 • Jay Regam ’15 • Graham Allen ’14 • Brian Giegerich ’14 • Philip Kelly ’14 • Owen McAdoo ’14 • Will McCool ’14 • Ben Rubin ’14
Meredith S. and Langdon W. Harris III Award Given by the Harris family in memory of Langdon and in honor of Meredith to the parent or parents who have been most supportive of SCH athletics and athletes during the school year. • Mark McAdoo
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TO THE CLASS OF 2014 You have only begun to write your story.
You’re on your way, prepared to face the challenges set before you, unafraid to think boldly, reach high, and passionately pursue your dreams. We’re proud to have been a part of your amazing story and wish you the best as you write your future.
Auburn University Barnard College Bennington College |Bowdoin College Bucknell University (3) Chapman University (2) Clemson University Coastal Carolina University Colgate University College of Charleston Columbia College, Chicago Connecticut College (2) Cornell University Dartmouth College (2) Denison University Dickinson College Drexel University (2) Elon University (2) Embry-Riddle Aeronautical University Emerson College Fairfield University Fairleigh Dickinson University, Madison Fashion Institute of Technology Franklin and Marshall College (2) Furman University Georgetown University Grove City College Hobart and William Smith Colleges Howard University Johns Hopkins University Kenyon College King’s College La Salle University Lehigh University Lincoln University Mercer University
Moravian College Muhlenberg College New York University (3) Northeastern University (4) Northwestern University Ohio Wesleyan University Pennsylvania State University, University Park (3) Pennsylvania State University Schreyers Honor College Philadelphia University Princeton University Randolph-Macon College Rensselaer Polytechnic Institute (2) Rhode Island School of Design Rollins College Rose-Hulman Institute of Technology Saint Joseph’s University (2) School of the Art Institute of Chicago
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Shippensburg University of Pennsylvania St. John’s University, Queens Campus Susquehanna University Syracuse University Temple University (2) Texas Christian University The University of Alabama The University of Arizona The University of Scranton The University of Tampa Trinity College (4) Tulane University (3) University of British Columbia University of California at Los Angeles University of Chicago University of Delaware (2) University of Hartford University of Maryland, College Park University of Miami University of Pennsylvania (6) University of Pittsburgh University of Richmond University of Rochester University of South Florida, Tampa University of Toronto, St. George University of Virginia Ursinus College (3) Villanova University Wake Forest University Wesleyan University West Chester University of Pennsylvania West Virginia University Yale University
MIDDLE SCH Language Department Recognitions
• Grace Yang, Latin • Mei Rose Connor, Latin • Catherine Cooney, French • Julia Schwenderman, Spanish
Middle School Art Award • Georgia Forjohn
Middle School Performing Arts Award • Sarah Gabrielle Lynch Departmental Award winners, l to r: front row: Haley Unthank, Grace Yang, Georgia Forjohn; back row: Sarah Gabrielle Lynch, Julia Schwenderman, Catherine Cooney, Aliyah Jeffries, Mei Rose Connor.
ADVISORS’ AWARDS
DEPARTMENTAL AWARDS
Recognizing a girl who has made a special contribution to her class: 5th grade: • Hannah Knox
Middle School History Award
6th grade: • Gillian Cohen 7th grade: • Mo’ne Davis 8th Grade: • Tilly Peck
• Julia Schwenderman
Middle School English Award • Haley Unthank
Mathematics Department Recognition • Aliyah Jefferies
Middle School Science Award • Mei Rose Connor
Middle School Athletic Award • Catherine Cooney
Margaret Castle Award Given in memory of Margaret Castle McKee, an alumna and former teacher at Springside, to a 5th grader for thoughtfulness and consideration of others. • Lia Jones
Alumnae Association Award Given to a 6th grader for friendliness, cooperation, scholastic ability, and school spirit. • Betty Li
Natalie Kristin Calhoun Award Recognizing a student in 7th grade who has managed both academic and social issues with independence, persistence, fair-mindedness, and a sense of humor. • Annie McGill
Departmental Award winners, l to r: Lia Jones and Betty Li. Missing: Annie McGill.
Laura Maxwell Jones Award Given in memory of Laura Maxwell Jones, a teacher at Springside in the early 1900s, to an 8th grader who has displayed courage, cheerfulness, fairmindedness, and good sportsmanship, whose influence is widely felt, who has the courage of her own convictions, and who is respected by all. • Jaelyn Wingard
The Laurel Award Given to a member of the 8th grade class who has shown growth in all areas of school life and demonstrated consistent commitment and hard work over time. • Johanna Story
8th Grade Speakers • Tilly Peck • Julia Schwenderman • Samiyah Wardlaw
DEEDED AWARDS Lucia Polk Chapman Award
Advisors’ and Deeded Award winners, l to r: Tilly Peck, Catherine Cooney, Johanna Story, Jaelyn Wingard.
Given in memory of Lucia Polk Chapman, co-head and then head of Springside from 1900 to 1930, for scholastic ability and achievement. • Catherine Cooney
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Advisors’ Award winners, l to r: Hannah Knox, Gillian Cohen, Mo’ne Davis.
OOL AWARDS DEPARTMENTAL AWARDS Two-Dimensional Art • Jack Walker
Three-Dimensional Art • Matt Greenberg
Outstanding Vocal Achievement • Addison Schwarz • Sean Terrey
Given to the 8th grade student who has demonstrated general excellence in writing and literary analysis, improved his peers’ understanding of the class material with quality contributions to the class discussion, and showed enthusiasm and dedication to the study of literature. • Thomas Huggett
Foreign Language Award
• David Moslow
For an 8th grade student who has demonstrated outstanding achievement and intellectual curiosity in learning a new language throughout his Middle School experience. • Addison Schwarz
8th Grade Speakers
Blue and Blue Award
• Aidan Driscoll • Christopher Dalglish
• Charlie Randall
Outstanding Orchestral Achievement • Ian Mann
Honors In Handbell Choir
Departmental Award winners, l to r: Steven Fandozzi, Thomas Leichner, Drake Morewood, Tom Huggett, Mac McLaughlin, Joe Fabiani, Sean Terrey, Matt Greenberg, Jack Walker, Ian Mann, Sean Simon, Addison Schwarz, David Moslow, Jordan Lubell, Jack Elliott.
DEEDED AWARDS
Dil Lees Scholarship
Daniel Webster Charles Memorial Scholarship
Awarded to a rising 9th grader who has demonstrated excellent academic performance, leadership qualities, and the potential to make a significant contribution to the life of the school. • Sean Simon
Awarded to that member of the Middle School who has demonstrated an exceptional interest in history. • Jordan Lubell
Science Award Awarded to a Middle School student in recognition of his achievement and scientific curiosity. • Joseph Fabiani
Wales Memorial Scholarship Awarded to a member of the Middle School who, through industry and effort, has demonstrated the most significant growth in mathematics. • Jared Yetter
English Award
Sportsmanship Award Awarded to a member of the Middle School who, in the opinion of the Middle School coaches, has demonstrated the highest standards of sportsmanship and fair play. • Mac McLaughlin
Pearson Award Granted to a Middle School student in recognition of his outstanding achievement and general excellence. • Thomas Leichner
Deeded Award winners, l to r: Mac McLaughlin, Thomas Leichner, Sean Simon, Jared Yetter, Jordan Lubell, Charlie Randall.
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8th grade speaker Joe Fabiani.
More than 700 members of the SCH community gathered over two days in late August for Taney Dragons Watch Parties hosted by the school. The crowd cheered on Philadelphia’s first team to make it to the Little League World Series and the four SCH students on the team: Scott Bandura, Mo’ne Davis, Jahli Hendricks, and Zion Spearman.
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No matter how long the winter, spring is sure to follow. - Proverb
THE SCHOOL
NONPROFIT ORG U.S. POSTAGE PAID LANGHORNE, PA PERMIT NO. 118
NEWS FROM SPRINGSIDE CHESTNUT HILL ACADEMY
FOR YOUR CALENDAR Reunions Friday & Saturday, May 8 & 9, 2015
500 West Willow Grove Avenue • Philadelphia, PA 19118-4198
sch.org