SPECIAL EDITION 2020
LUMEN THE
MAGAZINE
OF
NEWARK
ACADEMY
A Standard of Excellence Newark Academy Provides an Exceptional Educational Experience During the COVID-19 Pandemic
FROM THE ED ITOR
This issue of LUMEN is dedicated to each individual within the Newark Academy community
W
e created this special issue of our magazine in order to chronicle the many ways in which you have navigated this historic moment caused by our global pandemic. Through uncharted waters, much
of which continues at the present time, you continue to persevere. You have demonstrated an extraordinary willingness to maintain excellence in the face of many challenges. Disruption can bring about unending lessons and renewed spirits. Disruption allows us to step more into ourselves. The first-person accounts captured in this issue of LUMEN permit these lessons to come to life. They exemplify our values and inspire us. It should be noted that this issue of LUMEN is provided in a digital form only in order to help maintain the health and safety of the Newark Academy community. Whether you find yourself reading the magazine in a remote space or in a location that is more familiar to you, we hope that you are safe. Enjoy this issue and be well.
SPECIAL EDITION 2020
20 CONTENTS
2 Perspectives
4 Living Apart, Learning Together: remote education at Newark Academy
13 Admissions
14 Athletics
17 Arts
18 Community Service
20 Stealing the Pandemic Show
22 Community
25 Advancement
26 Alumni News
30 VISIT NA on the web at www.newarka.edu LIKE NA on Facebook @newarkacademy FOLLOW NA on Twitter @newarkacademy FOLLOW NA on Instagram @newarkacademy
LUMEN
PERSPECTIVES
SPECIAL EDITION 2020
Donald M. Austin Head of School
FROM DONALD M. AUSTIN, HEAD OF SCHOOL
Lisa Grider Assistant Head of School for External Affairs EDITOR
Renée Walker ASSISTANT EDITORS
David Beckman Matt Sugam CONTRIBUTORS
Jessica Lubow Alexandra Mahoney
Evan Nisenson ’99 Jeff Vinikoor
BOARD OF TRUSTEES
Executive Committee Samuel W. Croll III ’68 Chairman Lawrence G. Cetrulo ’67 Secretary Patricia Budziak Marika Alzadon ’89 Lauren Hedvat ’01 Donald M. Austin Wayne D. Kent ’85 John H. Bess ’69 Robert Marcus
Redefining the Meaning of Community
Trustees Karen Guy-Smith David Castelblanco Millwood Hobbs Lara Coraci-Basile ’88 Andrew Kogan ’90 Ajay Dhankhar Lisa Powers Cuong Do Valerie Radwaner Virany Robin Eichler Michael Rockoff ’87 Rob Fink Melissa Tassé Anjali Gupta Glenn A. Waldorf ’90
The last months have been an extraordinarily challenging and unprecedented time in all of our lives. The arrival of
Emeriti Louis V. Aronson II ’41 Nancy Baird Harwood ’75 Paul Busse ’38* K. Kelly Marx ’51 Robert Del Tufo ’51* John L. McGraw ’49 William D. Green ’69 Robert S. Puder ’38* William D. Hardin ’44* Gary Rose William T. Wachenfeld ’44
COVID-19 brought drastic alterations to familiar routines, including the daily program and the seasonal schedule of end-of-year events at Newark Academy. Yet in many ways the abrupt closure of our campus on March 14 paved the
ALUMNI ASSOCIATION BOARD OF GOVERNORS
Glenn A. Waldorf ’90 President
way for creative problem-solving and reminded us that we
Allison Hyans ’11 Amanda Addison ’06 Lauren Jacobs-Lazer ’98 Rohit Bawa ’93 Gillian Javetski ’07 Michele Chiles-Hickman ’86 Katherine Johnson ’11 Asha Talwar Coco ’99 Lauren Kaplan ’09 Daniel D. Cronheim ’72 Steve Lozowick ’63 Christopher Davis ’12 Jennifer Mandelbaum ’11 Jacqueline Lipsius Fleysher ’93 Ed Pursell ’02 Rebecca Moll Freed ’94 Jed Rosenthal ’93 Justin Garrod ’93 Brett Rubin ’05 Kumar Ghafoor ’10 Lena Hill Ryals ’94 Susan Goldberg ’79 Alex Senchak ’02 Peter Gruenberg ’81 Alexandra Swanson ’09 Shannon Hedvat ’03 Pamela Helfant Vichengrad ’94
are resilient and adaptable. Though physically separated from one another, the Newark Academy community discovered unique opportunities for educational innovations and meaningful connections.
Our faculty and staff began preparation for the pandemic’s impact months in advance. Strengthened by our practice of using remote learning during previous weather disruptions (snow days, Super Storm
Emeriti Lance Aronson ’74 Leo Gordon ’69 J. Richard Beltram ’41* Jeffrey Silverman ’82 John H. Bess ’69 William Stroh ’48* Richard Watson ’50
Sandy), we were able to guide our students to make a rapid transition to remote learning. Thanks to our dedicated and skilled faculty, and a high-quality technology infrastructure, we were able to devise a program of synchronous and asynchronous classes that was effective,
Newark Academy Office of Institutional Advancement 91 South Orange Avenue, Livingston, NJ 07039 Telephone: (973) 992-7000 Email: communications@newarka.edu www.newarka.edu *Deceased
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student-centered, and consistent with our school culture. As always, the student experience was central, and our faculty adjusted curricula and pedagogy to assure that our standard of excellence was maintained.
‘‘
The stories included here illustrate the many ways that our students, alumni, parents, faculty and staff redefined the meaning of community at Newark Academy.”
Of course, the Newark Academy experience has never ended at the classroom door. As we moved through these uncharted waters, our top priority was to keep our students as engaged as possible despite remaining socially distant. Forging ahead with patience, flexibility and ingenuity, our students
more, the faculty and administration
on serving on the frontlines of the pan-
put together not one, but two celebra-
demic. We celebrate those members of
tions of the Class of 2020, with the
our community — physicians, nurses,
hope of replacing long-awaited tradi-
allied health professionals, and profes-
tions with reimagined celebrations
sionals in food service, pharmaceuti-
for the pandemic age.
cals, transportation, law enforcement and technology — whose work enabled
and faculty connected in myriad ways.
This special edition of LUMEN captures
From Morning Meeting presentations
the highlights of this most unusual
and musical performances to virtual
school year — from Middle School plays
athletic training and remote science lab
to the Class of 2020 car parade, and
projects, they moved through the final
more. You will read how NA’s Office of
all of the rest of us to keep going. I am deeply grateful to these members of the NA community and I encourage you to read some of their stories offered here.
months of the academic year with
Admission and Enrollment Management
purpose. Community service activities,
pivoted to an all-virtual schedule of pro-
Finally, I am looking forward to the next
club and council meetings and even
grams to welcome admitted students
chapter in our journey together. As of
School Council elections were simply
and their families to our community.
this writing, we are hoping to return to
transferred to the online space. Class
And you can learn how NA alumni, from
on-campus classes when NA officially
discussions were broad and deep; extra-
around the world, gathered for a series
opens the 2020–21 school year on
and co-curricular undertakings saw
of special programs, culminating in
September 8. Our daily routine will
moments both poignant and hilarious.
virtual class reunions.
continue to be anything but routine this fall as we practice all recommended
While we attended to all of our stu-
The stories included here illustrate the
dents, the needs — for celebration,
many ways that our students, alumni,
for closure, for some semblance of
parents, faculty and staff redefined
normalcy — of the members of the
the meaning of community at Newark
Class of 2020 were utmost in our
Academy during the pandemic.
minds. Through no fault of their own,
I believe our work together embodies
seniors were denied the fun of final
the standard of excellence of which we
spring break athletic trips, the silliness
are all so proud.
of a senior prank, the joy of Senior Prom and the sense of accomplishment
As we worked to fulfill NA’s educational
of completing final IB exams. Believing
mission, many of our alumni and par-
that Newark Academy seniors deserved
ents focused their energy and expertise
protocols to limit the spread of coronavirus and prepare to pivot between online, hybrid and in-person learning. What I am certain of this is — that Newark Academy will move ahead with confidence and purpose to provide our students with an extraordinary educational experience. Until we can meet again in person, be safe, be well and please wear a mask.
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NA NEWS
Living Apart, Learning Together: Remote Education at Newark Academy JEFF VINIKOOR, DIRECTOR OF STUDIES AND CLASS OF 2020 GRADE COORDINATOR
in late February 2020, as a campus closure seemed increasingly likely, a team of academic administrators and Technology department staff members assembled to plan, in a matter of a few weeks, the transition of the Newark Academy experience from the classroom to the kitchen table. We sought to ensure that, during a period of extended closure, students would be engaged in meaningful learning and supported by the bonds of friendship and mentorship that distinguish the NA community.
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As we began to flesh out our approach, many questions emerged. How should we best ensure that students feel connected to their teachers and peers when they are physically apart? What approaches to instruction and assessment will be most effective? What schedule makes the most sense for students learning from home? How do we leverage technologies with which our community members are already familiar, and what new technologies should we adopt? In the days that followed, as we reflected on these and other questions, we recognized the varied and challenging environments that our students would find themselves in at home. We understood that learning remotely would be experienced differently by every member of our community; no two students have the same home lives, and our approach, we believed, should be sensitive to these differences. We also wanted to make sure that we took into account the physical and mental exhaustion that students might feel as the result of a more sedentary school experience – one that would, by its nature, involve more screen time than usual. Our practices, we felt, should promote wellness for the long haul, allowing students to sustain healthy and spirited engagement in their classes and in the NA community no matter how long the closure. The remote program we launched in March largely met our aims. Our schedule included regular morning meetings as well as time for advisor groups, counseling, extra-curricular activities and community engagement.
‘‘
Teachers found ways to replicate essential aspects of the in-person classroom experience… many teachers leveraged technology in order to create wholly new learning experiences for their students.”
The daily class schedule balanced synchronous and asynchronous classes – the former meeting “live” during a particular time, the latter involving independent work completed at a time convenient for each student. This schedule provided students with both structure in their days and freedom to respond to their home environments and to take breaks as needed. In order to ensure clarity of expectations, we also streamlined communications using our existing learning management systems and launched “NAvigating Spring 2020,” an online reference portal for students. In most disciplines, teachers found ways to replicate essential aspects of the inperson classroom experience. Whether
participating in whole-class discussions, writing on a virtual whiteboard, completing recitations and presentations, or collaborating in small groups in Zoom breakout rooms, students engaged in a wide variety of meaningful synchronous and asynchronous experiences during the final quarter of the academic year. Moreover, many teachers leveraged technology in order to create wholly new learning experiences for their students – from participating in a simulated salon of famous philosophers on Slack to singing in a virtual choir. Over the course of the past few months, our faculty have quickly become experts at delivering best-in-class remote learning experiences. At the same time, we anticipate a rush of excitement when we return to our verdant campus – when students and teachers can once again enjoy the pleasures of learning side by side, the camaraderie of colleagues and classmates, and the joy of community routines and traditions.
WATCH! Click to watch a video of a morning meeting at Newark Academy
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Student Perspective: Conquering Challenges STELLA GILBERT ’22 – UPPER SCHOOL I remember watching in seventh grade a video of the TEDx talk by Newark Academy’s beloved former creative writing teacher, Ms. James (Tess Callahan James). In her talk, titled “The Love Affair Between Creativity and Constraint,” she explored how to think outside the box by creating a box to think inside. I didn’t understand what she meant then; it seemed so counterintuitive to limit one’s freedom and available tools yet somehow create a better result. But now, as we all dwell within our own boxes — learning from home, cancelling plans, missing friends — the message of this speech has finally clicked into place for me. We were certainly constrained this spring; yet somehow, even under conditions I could never have imagined, I’ve witnessed the creativity of the NA community flourish.
Stella Gilbert (second from left at the top) embraces the creativity fueled throughout her remote learning experience.
Finding out that we would be at home for a while didn’t keep Mr. Lal (Viraj Lal) from holding Concert Choir classes twice a cycle, as always. I remember our first virtual class: I clicked the link to join and was met by a song we’d been working on before break, blasting over the Zoom call. I watched everyone smile and sing along, despite being muted, and felt the same togetherness of the arts community that I have always been proud to be a part of at NA. The constraint of having more than 60 people on one call didn’t keep our community from checking in with each other. Nearly every class, Mr. Lal spotlighted
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each person, pinning their video for the other singers to see them and hear about their day. I realize now that, despite being socially distanced, this may be the most I’ve heard from a lot of my peers. I love learning about the cake that a freshman made, or the drivethrough birthday party attended by a senior. Mr. Lal and the arts leaders didn’t stop there; from digital choir performances to an Academy Voices scavenger hunt call, the choir program continues to be led with creativity and support for all involved. This year, I was a leader of the Philo-Psych Club, alongside Grace Bu ’20, Nora
Gaby-Biegel ’20 and Dr. Michael Thayer, our faculty advisor. Every Thursday, we joined an amazingly creative and accepting group of students to discuss anything related to philosophy and psychology: from free will to social media activism to time travel and beyond. With the new constraint of distance, I was concerned that we wouldn’t meet anymore – or worse, that our discussions would become one-sided Zoom lectures. In our first digital meeting, after half an hour spent updating each other on our newly distanced lives, the conversation progressed to what felt like a regular PhiloPsych meeting, as if we were still together in Room 109. For the rest of the call, we challenged each other in exploring a range of ideas, from the tension between collectivism and individualism in a pandemic to the question of what it means to have a right to be forgotten. After the meeting, I knew that our current constraints would sprout new opportunities for the club. In our next meeting, we tried out MIT’s moral machine website, an interactive simulator
of the classic ethical trolley problem. By sharing a screen of the MIT website over Zoom and collecting votes for different scenarios using the private chat function, we explored our priorities when facing a series of moral dilemmas. I am incredibly proud of my club and so many others, for building creative new solutions – not in spite of the pandemic, but by taking advantage of pandemic circumstances. My greatest concern going into socially distanced learning was that I would lose connection with my friends, peers and teachers. But to my surprise and delight, the NA community stepped up and made sacrifices to maintain and even strengthen our community bonds. Teachers leave their Zoom rooms open for kids who just want to talk. Sports captains share at-home workouts and postworkout selfies with their teams. Students become community leaders. I don’t know how long it will be until I can finally step back onto the grounds of Newark Academy, but I have a strong belief in the ability of our community to utilize constraints in building creative solutions. There is no time like the present to get creative.
WATCH! Click to watch Newark Academy’s Concert Choir’s moving performance of “Erev Shel Shoshanim.” led by Viraj Lal.
Student Perspective: Conquering Challenges LuCA moreTTi ’20 – uPPer SChooL online Zoom classes and the absence of a proper senior spring have surely made my final year at Newark Academy my most memorable. As inconvenient as these quarantine circumstances were, i found my online experience to be a true testament to the unwavering passion, excellence and curiosity of my teachers. Because all iB (international Baccalaureate) exams were cancelled, my teachers were left to rework our final weeks at NA, finding creative and unique ways to teach and engage us.
I found the project Mr. Tolentino (Julius Tolentino) developed for my Advanced Jazz class to be particularly enjoyable and enriching. Students were assigned to play and record each of their parts for a big band chart that Mr. T would eventually sync together. At first, the mix didn’t sound great, but after learning how to play with other band members online and after countless takes, we created a solid recording of the song “This Can’t Be Love” that has more than 5,000 views on YouTube. Along the way, I was able to teach myself how to use music editing software, and I learned the importance of playing with intention in
Luca Moretti ‘20 (left and center, above) concludes his final year at NA with unique experiences and lessons discovered while learning from home.
every one of my notes. Online classes have unquestionably pushed our school community into a
PowerPoint, downloadable
mates and peers, especially
very uncomfortable position,
notes and other online tools
during my senior year.
but I am grateful to have
and a hoodie would per-
– I cannot help but feel that
been taught and led by such
fectly fit my expected
online learning is not as
driven and motivated faculty,
“senioritis” this spring. In
effective. This awareness
who always seek to expand
fact, this dramatic shift from
has made me especially
the many ways in which we
a formal classroom to a
mindful of how we often
can learn and discover.
place of comfort and leisure
take our school space and
has really changed how I
classes for granted.
absorb and retain academic
Learning under the current
material, and although
conditions has made me
teachers have presented
more appreciative of the
information in the best
time I was able to spend
possible ways – using
with my teachers, class–
One downside to Zoom classes is the difference in learning space. You might think that learning about the physics of reflection while lying in bed in sweatpants
Times like these challenge communities to adapt and overcome, and NA faculty, staff and students have continued to create innovative ways to teach, entertain and inform one another. From live-streamed morning meetings to our online Spirit Week, remote learning at Newark Academy has been an inspiring experience.
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Faculty Perspective: Finding the Opportunities in Remote Learning GArreTT CALdWeLL – 7Th GrAde AmeriCAN STudieS/FACuLTY TeAm LeAder during the past several months, like many on the Newark Academy faculty, i have been teaching remotely while assisting my children with their own remote learning. Thankfully, my family is healthy, and so the experience, though difficult, could have been much more so. Four of my kids are in middle school (two at NA) and are fairly self-sufficient. Their daytime needs largely consist of being fed and being kept free from distractions, so my wife, also an educator, and i tag-team on this.
Our youngest child, in second grade, needs more attention. On a recent math assignment, she was asked to subtract 77 from 151. I watched her try and fail, then I demonstrated how to complete the problem as she watched. Of course, that didn’t help much. I suggested we revisit it after the class I was about to host on Zoom. As my students arrived on screen, I related my struggles in teaching Emma subtraction. One of my students, Maya Martos ’25, clearly
enjoyed the story and offered to teach Emma herself. I said yes, perhaps a bit too eagerly. Later that day, Maya and Emma connected on Zoom, and after a few minutes Emma was able to correctly complete and understand her subtraction problems. I feel very fortunate that NA committed to preparing for remote learning early on, well before our last days on campus. Not being particularly tech savvy, I was a bit apprehensive as we
approached “Zoomsday,” the onset of this challenging experiment. Thankfully, I have wonderful colleagues who provided the vision and know-how to successfully teach on the Zoom platform. Middle School math teacher Rob Rezvani showed me a few tricks to get me going. NA’s Instructional Technologist Stephanie Hammond showed me more and has been a huge help all along the way. Language Department Chair Mary Lysinger was an inspiration, as I dis-
Garrett Caldwell (center) guides his students through the transition into a remote teaching and learning experience.
covered that she used breakout rooms during her very first class. I have quite enjoyed Zooming with my students. It’s a bit awkward at times, of course, and our conversations don’t have their usual flow and banter. Occasionally, students look like they just woke up, with hair up to the ceiling and a blanket draped over their shoulders. (I have not yet seen a student brushing their teeth, so that’s good!) Once in a while, a student will eat something they have no business eating in class. (Today it was a bowl of cereal.) It can also be frustrating to see a student, with their microphone strategically turned off, clearly playing a video game. And the sheer variety of tardy excuses can baffle even the most seasoned teacher. All that aside, teaching remotely has been a positive experience. I feel my students have been able to develop their skills and content knowledge very much as they would have in the classroom. And, perhaps most important, the experience has kept us connected. The relationships that students and faculty develop are a key component of our educational mission. They are what make NA an educational community. It brings me great joy that, even in these difficult times, our community remains strong.
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Faculty Perspective: Finding the Opportunities in Remote Learning roCheLLe edWArdS – humANiTieS ChAir Best-selling author and TedTalk star Jeremey Gutshe claims that “crisis creates opportunity”.
came to realize that Zoom
many Newark Academy faculty members endorse that claim after experiencing the coronavirus
fatigue was real — both for
crisis that forced them to teach completely remotely for nearly three months this past
students and for faculty
spring semester. humanities Chair rochelle edwards offered this reflection on some of the
members. Turning that
opportunities and challenges she and her colleagues faced during this unprecedented
challenge into opportunity
moment in education:
my faculty colleague Jim Coe reduced Zoom time by using discussion boards on our Canvas learning management system to engage students while fellow faculty member Sarah Fischer used a platform called Slack to facilitate group activities in her classes. Demonstrating both flexibility and creativity, we all found different ways to balance the use of synchronous and asynchronous classes, to engage students in small group discussions that are such a hallmark of Humanities education at NA. Perhaps the most seren-
Rochelle Edwards
dipitous benefit of remote learning was the new and innovative assessments
Remote learning required
Screen sharing, where the
to review and edit their
that teachers designed
faculty members in the
teacher or a student can
peers’ work just as they do
to encourage the use of
Humanities Department
allow all members of the
during in-person classes.
technology. Middle School
to find some unique and
class to see what is on an
interesting ways to conduct
individual’s computer
class. Using Zoom as the
screen, was another useful
chosen remote meeting
tool that allowed students
humanities teachers As positive a force as Zoom
Elizabeth (Beth) Sparacino
was during remote learning,
and Dan Petrillo created a
we as teachers also quickly (Continued)
technology platform, we quickly learned that breakout rooms (of three to five students) were an effective tool for students to collaborate, have small group discussions, and to maintain some sense of the normal “give and take” of a
‘‘
Demonstrating both flexibility and creativity, we all found different ways to balance the use of synchronous and asynchronous classes, to engage students in small group discussions that are such a hallmark of Humanities education at NA.”
Humanities classroom.
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(Continued from Page 9)
Happiness Project for their World Cultures classes, requiring students to reflect on their current circum-
‘‘
While remote learning has been challenging and we certainly hope it is not our ‘new normal,’ there have been some unexpected benefits.”
stances in light of the Covid19 pandemic and to talk to the adults in their lives about what happiness
history class where he asked
means and how to find it.
students to create policy
Similarly, Amy Schottland’s Ancient World class created digital journals, memes, cookbooks, and more to archive their Covid-19 experiences. The Citizen Project, a year-long research project assigned to every sophomore at NA, typically involves creating a museum exhibit in Kaltenbacher Hall at the end of the Spring semester. This year Mr. Coe, Ms. Fischer and myself encouraged students to create a variety of digital projects like interactive timelines, websites, documentaries, and virtual museum exhibits using Google slides. The incredible work of our students managed on these assignments inspired us to keep these
Meanwhile, in IB Philosophy, faculty member Benson Hawk incorporated Judith Butler’s Gender Trouble, and a variety of contemporary (memes, TikTok) and less contemporary (fanzines) media to fully engage students in an intellectual study of a complex, foundational philosophy text. One of my most enjoyable — and funniest — experiences during remote learning was joining Ms. Fischer’s IB History of Europe class where each student was assigned to embody a participant in, or scholar of, the Russian Revolution in a discussion of whether the revolution was inevitable.
reimagined projects when
While remote learning has
we return to school.
been challenging and we
One of the most significant changes due to the COVID shutdown was the cancellation of the International Baccalaureate exams. The absence of IB exam pressure enabled faculty members who teach IB courses the opportunity to assess students’ skills outside the IB assessment parameters. Examples of this included faculty member Tim McCall’s IB Modern World
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certainly hope it is not our “new normal,” there have been some unexpected benefits. In some ways, remote learning has brought out the best of our community — faculty members and students alike. Remote learning has made us all more creative, more innovative, and most importantly, willing to work harder to stay connected.
WAVELENGTH NoW AVAiLABLe The first edition of the NA STEM Journal, Wavelength, is now available online! The magazine was created by Newark Academy students to foster more collaboration within the school community and inspire the student body to embrace their curious nature and pursue their own scientific knowledge. The inaugural edition can be viewed here.
MEMORABLE MOMENTS
MS. MCNEILLY-ANTA’S SPANISH IV CLASSES IN A NORMAL SCHOOL YEAR, Maria Teresa McNeilly-Anta’s ’93 would have required her Español IV class students to go out to shops and stores to create 3D NINOTS, which is a cultural tradition for the festival Las Fallas that is celebrated in the south of Spain. However, with the state in lockdown due to COVID-19, the assignment was rolled back. One thing that wasn’t, was the students’ creativity. “This year we were creative and flexible. The students created 2D NINOTS except for one student. Special shout out to Ian Hohman ’21 who carved out of wood El Toro Osborne which can be seen on the side of highways throughout Spain.”
Ian Hohman (pictured in the middle with the bull) went above and beyond, creating a masterpiece. His Toro Osborne required countless hours and a small wood shop to complete. Ian demonstrated magnificent spirit and earned the admiration of his teacher and classmates.
– Maria Teresa McNeilly-Anta
SCOTT JOHNSON’S 7TH GRADE ALGEBRA CLASS NEWARK ACADEMY STUDENTS within Scott Johnson’s 7th Grade Algebra class enjoyed demonstrating “how to borrow a calculator” within their Zoom Room, “passing the calculator” from one student to another, through their Zoom box. “I came up with the idea of the passing of the calculator from two different events during remote learning,” Scott said. “The first event was a kid sitting there eating candy in the Zoom room and I said that age old saying. Did you bring enough for the whole class? He laughed and held out a piece toward the camera like he was handing me a piece. The second event was someone sitting in the room next to another person and they happened to extend their arm and it looked like they were passing Scott Johnson something to the person in the Zoom window next to them. So I came up with the idea of passing something through the room.”
WATCH! Click to watch “How to borrow a calculator in Mr. Johnson’s Zoom Math Class.”
These lighter moments gave students the opportunity to share a laugh that brought them together, despite being physically apart.
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Modeling a “Passion for Learning” BY LOU SCERRA, DIRECTOR OF INSTITUTIONAL RESEARCH AND STRATEGY
Traditionally, when Newark Academy launches a new program, the school makes a conscious effort to take a careful and measured approach to examining the program’s successes and areas for improvement. But when CoVid-19 forced the school to launch a reimagined NA in virtual form within just a few weeks, we recognized the need to be agile, adapting “in real time.”
As NA’s Director of Institutional Research and Strategy, my job is essentially to help the school make good decisions. While this mandate sometimes calls for engaging in creative problem-solving, identifying best practices, or experimenting with innovative approaches, it often calls for data collection and analysis – and so it has been with remote learning. To that end, we created a series of surveys designed to help us better understand the experiences of students, parents and faculty. Over the first three weeks of remote learning, 700 NA community members responded to a range of open- and closed-ended questions. Students shared their experiences on topics such as technology, homework, and class discussions; parents offered their insights into school communications, connectedness, and their children’s adjustments to the new platform; and faculty provided thoughts on classroom connections, support for teachers, and pedagogical best practices.
78% of the Class of 2026 responded to the first student survey, the highest for any grade level.
With responses in hand, we performed statistical analysis on “scale” questions, while canvassing the narrative responses to identify trends and patterns. Each of the individual surveys provided the school with key insights, and those findings were synthesized into reports and shared with school leaders, enabling them to continue adapting the program to best suit our students’ needs.
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Director of Studies Jeff Vinikoor, who has been responsible for overseeing the school’s remote The five surveys learning program, stresses asked a combined the value and importance of total of 49 questions collecting information about and the resulting NA’s remote platform. reports spanned “Feedback from surveys has 47 pages. helped us both to understand the student experience at a high level and to modify our approach as we seek to create a remote learning experience that is robust yet flexible – as well as sustainable for many weeks,” Jeff says. While the survey responses included a range of perspectives and opinions, the vast majority were tied together by a common thread: an appreciation for the passion, goodwill, commitment and resilience of the NA community amid difficult circumstances.
Ultimately, while the COVID-19 crisis has forced our world to accept uncertainty, the surveys have allowed us to collect the information necessary to make informed decisions about how to adapt to these circumstances. In a way, these surveys actually speak 1,005 total directly to NA’s mission statement and surveys were filled values. In order to strive toward a “standard out by members of of excellence,” our school must continue the Newark Academy to model the “passion for learning” that community over we seek to inculcate in every student who the past two walks through the doors – real or virtual – months. of our school.
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ADMISSIONS
A Whole New World: NA Admissions Staff Secures Full Enrollment for 2020–21 with First-Ever Digital Event Among the millions of planned activities disrupted by stay-at-home orders during the coronavirus pandemic, Newark Academy’s annual Welcome reception for Accepted Students and Families was one that played a key role in the school’s admission and enrollment success. In a typical year, the Office of Admission and Enrollment Management, led by Director Keith Fischer, sends acceptance letters in early March and then spends the remainder of the month hosting admitted students for day-long campus visits and meeting with parents of admitted students as families make the final decision to enroll. This busy month is usually capped off by a Welcome Reception where current students and parents, along with faculty members, administrators and coaches are on hand to share their enthusiasm for the unique learning experience offered by NA. Originally, this year’s event was scheduled for April 1. “We knew by mid-February that our Welcome Reception for Accepted Students and Families was in jeopardy of being cancelled,” Fischer said. “Even before NA closed the campus on March 13, we had begun re-imagining how we could bring the warmth, the enthusiasm and the sense of excellence to our admitted students if they couldn’t be in the building. Thanks to the creativity of the Admission team, the incredible support from our Tech Department and many members of the faculty, we figured out a way to do it.” Harnessing recently acquired expertise of NA faculty and staff and the power of Zoom, the Office of Admission and Enrollment Management invited all accepted students and their families to log-in on the evening of April 1 at 6:00 p.m. And nearly 150 of them did! Opening with greeting and welcomes from Head of School Don Austin, Assistant Head of School for External Affairs Lisa Grider, Middle School Principal Tom Ashburn and Upper School Principal Rich DiBianca, the
accepted students and their parents were then invited to self-select into seven “Zoom Rooms” related to their interests and questions. In addition to a Middle School and Upper School “room”, hosted by the two principals, families “popped in” for discussions with NA’s arts faculty, athletic coaches, the Director of Equity and Inclusion, the Office of Business and Finance and members of the NAPA Executive Board. Conversation and questions flowed freely for the next 90 minutes as admitted students and their parents moved from room-to-room and several admitted students made the decision to attend NA during the event. “Everyone at NA came to this event a bit nervous, but excited to try something new,” Keith Fischer said. “Honestly, we are a little surprised that we didn’t experience any glitches in the technology – we weren’t really sure we could handle nearly 150 people online at once, but everything worked beautifully. Throughout the evening we heard over and over how much the admitted students and their parents appreciated this unique opportunity to visit NA one more time before enrolling.” Following the event, Fischer and the Admission and Enrollment Management staff received many messages of appreciation. One parent wrote: "I felt today's event was very well put together and very informative.
As parents my husband and myself felt we got a lot of information within a short time and one could get detailed and specific info in the individual rooms. Definitely an advantage! My incoming 6th grader appreciated all the information she got. Overall a big kudos to NA Office of Admission for a wellorganized virtual session by making the most of today’s technology and giving us a glimpse of NA community in action. Can't wait to be part of this community once again.” While compliments were deeply appreciated, the true measure of the event’s success came a few days later when
admitted students and parents had to inform Newark Academy of their enrollment decision. Despite dire warnings from the National Association of Independent Schools to anticipate as much as a 12 percent reduction in new enrollment, NA proudly concluded its admission season by welcoming 125 new students to our community and attaining full enrollment for the 2020 – 21 school year.
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ATHLETICS
Persevering Through a Canceled Season NA Athletics during the CoVid Shutdown As Newark Academy’s winter sports season was coming to a close, minutemen teams faced an opponent like no other — CoVid-19.
team bonding and long-term commitment. Upper School teams met at least twice each week to discuss strategies and to ensure that underclassmen felt connected to the squad. “We knew this wasn’t going to be easy – and it wasn’t,” Amosa said. “We made a commitment to our student-athletes that we would work together to create an approach that would give them the very best experience we could in light of the circumstances.”
Spring sports pre-season training trips were among the earliest cancellations as administrators, parents and coaches all agreed that any benefit of early season workouts were not worth the risk of student-athletes’ (and their families’) health. By early April, the final word from the New Jersey State Interscholastic Athletic Association (NJSIAA) came, cancelling all high school spring sports in the state. The season that wasn’t had begun.
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Following Newark Academy’s academic leaders and faculty, the Minuteman Athletics staff, led by first year Director of Athletics John Amosa, quickly formulated a plan for keeping NA studentathletes engaged – both physically and mentally – with the hopes that the some portion of the season might be salvaged. Coach Amosa met with all Spring head coaches and made clear the expectation that NA teams would use the pandemic shutdown as a time for skill-building,
We made a commitment to our student-athletes that we would work together to create an approach that would give them the very best experience we could in light of the circumstances.”
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Amosa and other members of the NA Athletic staff including Associate Athletic Director Liz Bona, Assistant Director for Middle School Athletics Bella Galvez, Strength and Conditioning Coach Youthser Guerrero and Administrative Assistant Marissa Stephenson worked together to quickly share online learning tips with coaches and to provide structure for team activities. According to Amosa, NA coaches stepped up to the challenge. “We’re blessed to have committed and capable coaches. When the shutdown started, most of our coaches did not know they were going to have to offer their teams an online experience, but they did a great job at learning, were open to the unknown and quickly contributed to the overall effort.” The twice weekly team meetings included one all-team meeting with the second meeting being structured with smaller groups, led by the head coach or an assistant coach, in order to ensure that all student-athletes got individual attention and the opportunity to connect with others. Given that fun is an important part of being on a team, coaches
Jamal Parker ’98
helped each team produce videos that demonstrated unique skills of each sport. Many of these videos made the “big screen” as part of weekly all-school Morning Meeting presentations. While fun was certainly a part of the Minuteman formula for success, ongoing athletic conditioning remained a top priority during the remote season. Upper School teams benefited mightily from both synchronous and asynchronous workouts created and led by Strength and Conditioning Coach Youthser Guerrero. These sessions ranged from yoga to sport specific skill drills. “I am very proud of the work that Coach Guerrero did with all of our Upper School teams this Spring,” Amosa said. “Despite being isolated in their own homes, our student-athletes were expected to stay in shape, as much as possible and we wanted to provide them with the tools they needed to do that. Doing this required that we think outside the box and it required our student-athletes to be willing to engage in something very different. On both counts, we did very well.” Beyond physical workouts, Upper School team meetings also provided a chance for current Minuteman studentathletes to learn about the history and traditions of their particular sport at NA. Boys’ varsity tennis head coach Lou Scerra arranged for the team to have an online chat with New Jersey singles champions and NA Athletic Hall of Famers Jamal Parker ’98 and Rahman Smiley ’98.
Parker told the team that the most important thing he learned as a member of the NA tennis team was to focus on the process. “The results happened to come later, but we were always focused on the process. That’s something I appreciate and it helped me to compete in college.” Parker’s NA teammate and Tournament of Champions rival Rahman Smiley noted that learning to win as a team at NA served him well once he got to NCAA Division I tennis at Indiana University. On another day, the tennis squad welcomed NA alumnus and tennis co-captain Dylan Flanagan ’16, who recently completed his career playing for Villanova University. Dylan told the current Minutemen, “ I loved playing for the NA team. Tennis is a sport where it’s so individual… so I think I just really cherished the times I had when I was in the tennis season at Newark Academy,” Dylan said. “I felt like it definitely just brought out some of my best tennis.”
Dylan Flanagan ’16
cancelled season abound. From Adrien Chouraqui’s perfect rendition of Tiger Woods’ golf juggling video to Kavya Nivarthy’s achievement of her goal to break a six-minute mile, Minuteman student-athletes rose to the challenge For those who will look back on Spring 2020 as a season that wasn’t, Amosa offers a rebuttal. “It was absolutely a real season” Amosa said. “It was “real” in the sense that our student-athletes worked together as teams. They were part of something unique, something unexpected that became something special. We hope we don’t have to ever do it again, but if we do – we’ll be ready to move forward and keep NA Athletics strong.”
WATCH! Click to watch the NA Golf Team, posted in honor of winning the “NA Spring Sport Follower Challenge.”
Athletic Director Amosa believes that such exposure to former student-athletes helps solidify the culture of NA Athletics and passes along important team traditions. “Athletics is built around culture. Maintaining that culture year over year is really important to any program. When the shutdown started we didn’t know that this could be one of the unexpected benefits of having to run a season without competition but I think these types of activities will actually make our programs better.” Examples of how each NA team and each student-athlete responded to the
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ATHLETICS
NA STroNG Strength and Conditioning Coach Youthser Gurrero knows how important it is to stay physically fit in normal circumstances, so when things suddenly became atypical due to CoVid-19, he and the Newark Academy Athletic department made sure strength and conditioning were a vital part of the remote learning experience. Each day, Coach Youthser posted a
but the mental side was an incredi-
video on NA Athletics Instagram
bly important benefit,” Coach
(@na_minutemen) leading student-
Youthser said. “When we were all
athletes, and a number of stuck-
isolated, it was important to create a
at-home parents and siblings, in an
feeling that we all had something in
at-home workout. These workouts
common that we could do together,
quickly became a service to the
yet apart. Online resources for fit-
entire community as gyms, tennis
ness began popping up shortly after
courts and even public parks closed
the shutdown started, but what we
down while boredom and stress
were providing went beyond fitness
levels rose.
to a sense of belonging to our
Coach Youthser Gurrero
community. It was important to do since we couldn’t all be together
WATCH! Click to watch Coach Youthser lead an in-home workout.
at practices and games.”
together and students started send-
While Coach Youthser’s video
ing in video submissions of them
workouts were targeted primarily
doing the workouts with siblings
at Upper School student-athletes,
or parents. The response has been
Assistant Athletic Director for Middle
overwhelmingly positive. I was just
School Sports Bella Galvez created
trying to create a bright spot for
her own set of videos to ensure that
our Middle School students during
NA’s sixth through eighth graders
a tough time.”
kept moving and staying in shape. Many parents expressed their appreciation for these efforts, with one
WATCH!
noting “One of the things I worried about the most during the first days of remote learning was that my daughter wasn’t going outside and wasn’t doing anything physical. Once Coach Galvez’s workouts began appearing, I could count on my daughter being “up and out” at least twice each week. And she was doing the workout with her friends!” Coach Galvez admitted to being a Coach Youthser designed workouts with both physical and mental health in mind. “The physical benefits were more readily understood by our student-athletes since it is easier to feel that short term benefit on your body,
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bit surprised at how well-received the videos were. “Teachers and staff members were “liking” our Instagram posts and texting me with feedback,” Coach Galvez said. “Then I heard that families were working out
Click to watch Coach Galvez lead an in-home workout.
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ARTS
WATCH!
remoTe LeArNiNG iN The ArTS: A PATChWork oF CreATiViTY
Click to watch the Newark Academy Jazz Band perform “Chameleon”, directed by Julius Tolentino.
BY eLAiNe Brodie, ArTS dePArTmeNT ChAir
Physically shared experiences are the cornerstone of Newark Academy’s arts
a videocast to highlight good things
education. in fact, students spend most of their time in the elizabeth B. mcGraw
happening in the NA community
Arts Center collaborating. So what happens when those physical connections are
during the shutdown and directed a
severed and teachers and students are isolated from one another? Well, a whole
remote version of the Middle School
new approach is required, one that demands courage and resilience.
play. To assist her colleagues with small children, Ms. Luxenberg recorded story time with her own
Our arts faculty rose to the challenge
behind the scenes teachers scrambled
children and posted those recordings
in myriad ways, redesigning curricula
to learn how to use audio and video
for other parent-educators. Mr. Yow
and setting new artistic objectives
editing software, spending countless
became our NA video production
for students. These teachers sought to
hours pulling everything together,
manager, creating three morning
cultivate artistic growth in individuals,
allowing the students to see how their
meeting videos a week. Mr. Torson
but collaboration also remained a
sequestered creative efforts produced
supported several seniors as they
priority. Classes toggled between
significant collaborative works.
launched into artistic senior projects.
independent work and synchronous
It does not surprise me that my
Finally, after 31 years at the helm of
colleagues made lemonade out of
our instrumental program, Mrs.
lemons: these are passionate educa-
Emelianoff finished her career by
tors who believe fervently that the
mentoring her students while prepar-
in their homes. Removed from the
arts are vital in the development of
ing and supporting her successor,
familiar McGraw Arts Center and the
children. And their efforts extended
Dr. Oliver Hagen.
comfort and ease they feel when they
well beyond their online classrooms.
I am proud to count myself among this
gather together, these young artists
Mr. Tolentino hosted webinars for
remarkable group of educators. The
forged on, making art in their bed-
hundreds of music educators from
arts thrive when steeped in a sense of
rooms, kitchens and backyards.
around the world who gathered to
community. Despite the challenging
Students sent images, audio files
discuss paths forward. Mr. Lal became
circumstances, the Arts Department
and film clips to their teachers, and
a resource for other choral directors
held the community together, like a
like a beautiful quilt, the pieces were
in New Jersey who were struggling
patchwork of creativity.
then stitched together into virtual per-
to create virtual performances. Ms.
formances, online galleries and films.
Shapiro-Cooper launched and hosted
While the final projects look seamless,
NA’s version of Some Good News,
gatherings in which students shared their artistic progress. Arts teachers made it a priority to ensure that each student was fully heard and seen by the whole group, sharing that sense of belonging. Our students stepped up as well. Despite the seclusion, these kids invested in the work with sincerity – and it wasn’t always easy. Assignments required students to sing, dance and act alone, and – even more daunting – to record and share those endeavors. Instrumentalists played in isolation; filmmakers and photographers shared files through cyberspace; studio artists struggled to make art with only the supplies they could find
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NA COMMUNITY SERVICE
NA Community Service Steps up for healthcare Workers Newark Academy students’ generosity of spirit remained strong throughout the Spring semester school closure. Thanks to the Community Service Council’s efforts and the power of social media feeds (instagram and Twitter @NA_Service) students, at all grades levels, and their families participated in weekly service challenges to help others from the comfort of their own homes.
“These challenges were designed to help keep our community strong by serving each other and the wider community and reminding us that we’re all in this pandemic together,” Director of Community Service Sarah Fischer said. “The hope is that we can see service as a means of taking action while respecting the guidelines to stay home.”
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One of the most popular Community Service challenges was NA’s work with the local organization, Front Line Sewing Angels. The task, of making face masks for healthcare workers, was simple yet vital. “I haven’t done any sewing since 7th or 8th grade when I first learned, so seeing this challenge from the
Stella Gilbert ’22 shares her remote learning experience on page 6.
Community Service Council was pretty interesting to me as a chance to reignite the excitement I used to get from sewing,” Stella Gilbert ’22 said. “I’m grateful for the opportunity to make these masks, to feel like I’m a part of something bigger than myself, despite it being out of my control. I have certainly gained a lot of empathy from this experience.”
Other challenges offered by the NA Community Service challenges included Advocacy as Service, Letters to the Elderly, and an array of Earth Week themed challenges including making eco-bricks and participating in the great global cleanup.
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EQUITY AND INCLUSION
NA Hosts “Hate Has No Home Here,” Building Community in a Crisis The CoVid-19 pandemic did not deter the Newark Academy community from coming together and engaging in conversations about equity and inclusion. Shortly after NA transitioned to
describing the event as “a space to
Before the discussion concluded,
remote teaching and learning due
talk about your own thoughts and
participants were invited to reflect
to the pandemic, NA students, fac-
experience.”
on their experiences, questions,
ulty and staff joined an important and timely discussion on building community in times of crisis. The second annual “Hate Has No Home Here” event, hosted by Director of Equity and Inclusion Gardy Guiteau,
That much-needed space proved to be opportune, drawing nearly 40 participants to the conversation on Zoom. Michaela Wang ’21 and Taylor Hagen ’20 served as moder-
hopes, dreams, laments or observations about race and identity, then to distill these in creating a work of art or writing a six-word essay, as in the Race Card Project.
ators of the inclusive discussion,
Students shared their thoughts on
while Middle School science
social media, and you can follow
“After discussing with advisors, I
teacher Deb Tavares played
those conversations
thought it would be a good space
the role of “mythbuster,” explaining
@NewarkAcademy or through the
to talk about the rise of xenophobia
the science behind COVID-19.
hashtags #HateHasNoHomeHere
took place virtually on April 16.
due to COVID-19,” Mr. Guiteau says,
and #UsvsHate.
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Stealing the
Pandemic Show Less than two weeks before Coronavirus began to alter Newark Academy as we know it, a new face – make that two new faces – captured the attention of both students and faculty at the Winter Sports Pep Rally. From their enormous heads – one male and one female – to their Revolutionary jacket, jodhpurs and boots, the Minuteman brought excitement and a wave of speculation as to who was actually underneath that brand new mascot costume.
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Before that mystery could be solved, students and faculty decamped for more than two months of remote learning. While Zoom calls quickly became the standard for both coursework and extra-curricular activities, the tradition of Morning Meetings continued thanks to incredibly creative videos featuring everything from the NA Golf team to beautiful performances by a number of arts groups including Academy Voices and Chameleon. But the one truly breakout star of NA’s pandemic season was… you guessed it: The Minuteman! In case you missed “them” (that’s the preferred pronoun of The Minuteman), click here for an Oscar-worthy highlight reel. While a bit elusive, LUMEN managed to track The Minuteman down recently for an exclusive “sit-down” for their fans:
Q:
We’re so excited to actually meet you! You came out of nowhere and suddenly you’re a celebrity… how have you adjusted to being so high profile?
A: It’s been crazy. One day we were just sitting around in a box and then BOOM! Everyone sort of fell in love with us. It’s a little overwhelming, honestly, but we’re just trying to remember where we came from (which is Newark way back in 1774) and stay grounded. The pandemic has helped because we haven’t been able to get out much.
Q:
Are you involved in creating the videos? The storylines are great – so poignant.
A: Well, when we first got started, we took our cues from a couple of really talented directors. I mean, who doesn’t want to work with Mr. Yow (Digital Film faculty member Joey Yow)? It’s like getting to work with Fellini or DeMille, he’s a master. As things continued we got a little more involved in making some of the creative decisions. We’re really hoping that after the pandemic we get a chance to direct… we think we’ve got the chops to be on the other side of the camera someday soon.
Q:
The remote learning thing at NA was really tough, how did you keep your spirits up without students in the building.
A: Wow… yeah. That was probably the hardest part of all this. Some days we really wondered if it is was worth it, but then, you know, we’d get these great emails from our fans telling us how much a video meant to them and we knew we just had to keep going. We also noted how little other mascots were doing for their schools and we just had to try to meet that need to keep the NA community connected. We did our best, ya know?
Q:
That was your favorite moment during NA’s shutdown?
A: That’s an easy one – definitely the Class of 2020 Celebration. Watching the Senior Video and listening to Mr. Cosgrove’s speech brought tears to our eyes. Then we topped it off with the 2020 Car Parade. Just being on campus with some of our old pals – the administrative team, the Senior advisors and, of course, the Class of 2020 was incredible. It only lasted a few minutes but it was so worth it. Some of the Seniors drive some sweet rides, too!
Here’s the question all your fans want to know. Is “The Minuteman” your real name? C’mon… you can come clean with LUMEN.
Q:
A: What a crazy question! Of course The Minuteman is our real name. We acknowledge that “The” is an unusual first name, but it works for us. It’s just who we are.
Q:
What message would you like to give your fans?
A: Well – first of all, thank you for all the love. And please, please wear a mask wherever you go and social distance! We know it’s a drag, but we have to do it. We want to see all our fans this Fall and until then, we hope they will do everything they can to stay safe and stay healthy. Oh… and one more thing that we always like to say – “Beat Pingry!… Can I say that? Ok… Thanks. This has been a blast.
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COMMUNITY
ROBIN EICHLER President, Newark Academy Parents Association I remember the feeling of disappointment when we learned that our son Jonathan’s Newark Academy baseball trip to Myrtle Beach had been cancelled. At the time, what seemed like such an incredible loss was soon overshadowed by a great sadness as our community learned that the normalcy that once defined our daily lives was disappearing. It seemed that life in America, and across the globe, was grinding to a halt as the coronavirus spread. Events that so many of us had looked forward to were stripped from us until our ordinary lives became almost unrecognizable. During NA’s spring break, as these realizations were sinking in, NA’s administrators, staff and faculty were working tirelessly to ensure that the school was prepared for the inevitable closure. I know this because my role, at the time, as Vice President of the Newark Academy Parents Association (NAPA) afforded me a behind-the-scenes look into NA’s deliberate planning and sheer determination to make remote learning a success for its students. NAPA and the administration collaborated on parent outreach and communications, and I found true value in my leadership role, as the NA community rose to the challenges of these difficult times. As a parent, I needed to adjust my perspective, process my own personal losses, and be resilient for my family and my community. The transition to quarantine initially felt overwhelming, isolating and restrictive. Both of my daughters moved back home from college (which I secretly loved), and together we faced the unpredictable daily news. The volatility of this news proved how dramatically things could change in the course of a day; at the same time, days seemed to blend eerily together without the clear distinctions of school and work routines to orient us. During this time, my role in NAPA offered me a connection to a greater community, and planning virtual parent events gave us opportunities to bring our community together. Our weekly Zoom discussions focused on a variety of topics, but most important these conversations helped us process our shared experiences and reminded us that we were not, and are not, alone. As parents,we are focused on the well-being of our children. How do you help your child to understand that his life has been placed on hold? My 15-year-old son Jonathan was in 9th grade this year and he, like other kids, struggled with governmentmandated isolation. Amidst that, Jonathan’s experience with remote learning reconnected him to his NA friends and community. The interactive synchronous classes provided him with much-needed human contact and collaboration. His teachers demonstrated creativity, compassion and understanding for the challenges our children face. For me and for Jonathan, NA has provided the community and support that we need.
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The Newark Academy Parents Association (NAPA) expressed gratitude for the ongoing support provided by Newark Academy’s faculty and staff during this challenging period of time. “We take comfort in knowing that our children are still capable of receiving a quality education in addition to resources needed for their mental, physical, and emotional support. Through this updated video, we hope that you are reminded of how much you are truly appreciated,” NAPA shared with NA employees.
KIMBERLY HOBBS Vice President, Newark Academy Parents Association If there were an award for best transition to remote learning, Newark Academy would definitely get the prize! Honestly, if I didn’t know better, I would assume NA had written the manual for online education. The first week of online classes was seamless. My 6th grade son Corey got up, got dressed and was ready for school by 8:30 a.m. As he went through each Zoom class, every teacher was fully prepared. I love that the teachers prioritized personal relationships with students during remote learning, taking time to catch up with the kids before their lessons and offering opportunities to meet one-on-one for extra help or questions. Academically speaking, I do not think my son missed anything during remote learning. Certainly, mornings were much calmer in my house than in regular times. Usually, mornings here feel like Grand Central Station, with everyone running around trying to get out the door. During remote learning, we got up a little later, ate breakfast and eased into our day. We all had our designated work spaces in the house. In the beginning, these arrangements were contentious, as my boys would argue over who was going to sit where and who was bothering whom throughout the school day. I’m glad those issues have been settled! As a parent, I am so grateful to the Newark Academy Parents Association (NAPA) for the weekly parent Zoom chats during quarantine. (Thanks to President Mae Hacking and Vice-President Robin Eichler). It has been great to hear how other parents are coping, where they are buying groceries, how they are getting their kids to go outside. These insights, along with the general conversation, have been so helpful and much needed. I’m also glad NAPA continued the Coffee Chats with Middle School Principal Tom Ashburn and Middle School Counselor Kirsti Morin on Zoom. These chats were very informative about school plans and what we can expect. The support from NAPA was key in helping to ease some of my anxieties during this time. Without a doubt, my son misses everything about the NA campus and community – the classrooms, recess, commons and even his locker! I think we all miss “how things used to be.” But one thing I know for sure: I am so happy we chose Newark Academy for him – now more than ever.
Newark Academy Nurse Kathleen Ollen joins her fellow volunteers to administer COVID-19 tests at Kean University in Union.
Newark Academy Nurse Kathleen Ollen Volunteers Giving Coronavirus Tests When the COVID-19 pandemic swept across New York City and New Jersey, there was a call to arms for those in the medical profession to do whatever they could to help out. Newark Academy School Nurse Kathleen Ollen heard that call and immediately took action. Kathleen, along with her friend Julie Wischusen, has been volunteering at a testing center set up at Kean University in Union. Shielded by a surgical gown, N95 masks, hair net, face shield and gloves, she takes several precautions. This includes the need to once again change into a clean outfit and protective gear during her lunch time. Having her temperature taken every day when she arrives like the rest of the workers, the days have been emotionally draining, seeing the fear on faces of those coming to get tests. A former oncologist and pediatric nurse, is far removed from her daily duties at Newark Academy. “In some ways it’s vastly different and in other ways it’s comfortingly similar,” Kathleen said, adding, “At NA there is a tremendous sense of family and community. This is
mirrored at the testing site and is incredibly comforting. The stark difference to the days at NA is that no one really wants to be at the testing site or I should say no one wants there to be a need for a testing site. We’re all working towards the common goal of eradicating COVID so our world can get back to living normal lives. It’s like a little village with one purpose.” The same purpose that has so many enter the field. “As a healthcare professional I felt compelled to do something to help.” Kathleen said. “I think that many feel helpless and somewhat useless in fighting this enemy. I shared those feelings and wanted to help in any way possible.”
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Epitomizing A Generosity of Spirit Newark Academy expresses appreciation to those in our community who are fighting on the frontlines of the pandemic and showing their support in ways that epitomize our community’s values. The school has been informed that this list includes: Dr. David Alland, M.D., M.Sc. is a current parent as well as the Professor of Medicine and the Chief of Infectious Disease at Rutgers New Jersey Medical School. On May 12, 2020, Dr. Alland spoke with the Newark Academy community about the “Research, Testing and Treatment of the Coronavirus.” During the presentation, Dr. Alland discussed his extensive background as well as the ways in which his laboratory has been involved with developing tests for COVID-19. Ruth Antwi ’10, R.N. is a Certified Medical-Surgical R.N. at St. Joseph's Medical Center. Dr. Elizabeth Celente Johnson ’11 is working in the emergency room at Walter Reed Medical Center in Bethesda, MD. Dr. Theresa Chang, a current parent, is doing critical scientific research working towards COVID-19 treatment. Dr. Brad Chernock ’03 is a resident physician at Rutgers Medical School. Dr. Roberto Flores, a current parent, is working at New York University Medical Center. Dr. Michael Forman ’08 is working in intensive care units at New York Presbyterian Hospital-Columbia University Medical Center. Dr. Anjali Gupta, Newark Academy Trustee and Parent, is working at Hackensack University Medical Center Lauren Jacobs-Lazer ’98 is collecting and delivering supplies and snacks to frontline healthcare workers in a COVID unit at Morristown Medical Center. Emily Labdon ’16 is a product design major at Marist College, who is using
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Ranjini Sridhar, Nino Badridze and other parents have organized a group to use 3D printers to make face shields for local hospitals.
her own 3D printer to make face shields and sending them directly to fellow alum Ruth Antwi ’10, R.N.
Edward Thomas, a current parent, is a respiratory therapist at Preakness Health Center.
Blake Neiman ’01 is coordinating restaurant donations for healthcare workers at Newark Beth Israel Medical Center.
Aman Patil ’17 is hosting a food drive to help gather food for MEND, a food pantry network that delivers food to local underprivileged population.
Newark Academy Nurse Kathleen Ollen is a volunteer nurse at Union County’s coronavirus testing facility. See article on page 23.
Dr. Krupa Savalia ’02 was working as a neurologist at Medstar Georgetown University Hospital before starting her neurology intensive care unit fellowship at the University of Pennsylvania.
Dr. Kathleen Mangunay Pergament ’95, Newark Academy class ambassador, is an internist at University Hospital/ Rutgers New Jersey Medical School in Newark, NJ. Kathleen is working on inpatient medicine floors in university hospital/Rutgers NJMS in Newark which is still essentially all very acute, very ill covid patients, though they are finally seeing fewer patients coming in. She will soon go back to ambulatory medicine where covid also dominates everything. There is no such thing as medicine as usual in our community. Wendy Abel Ross ’86 is a nurse at Summit Medical Group. Dr. Marc Rubman, a current parent, is organizing supplies for frontline healthcare workers. Dr. Christina (Ungaro) Schreiber ’97, former Newark Academy math teacher, is assisting doctors at MedStar Georgetown University Hospital. Dr. Otto Sabando, a current parent, is the Osteopathic Director of Medical Education at St. Joseph’s Medical Center. Dr. Elliott Schottland ’02 is Field Instructor at Englewood Hospital.
Priya Shah ’12 is currently a third-year dental student at the Rutgers School of Dental Medicine. During this difficult time, she has partnered with the New Jersey Medical Student Coalition (NJMSC), a group of 100+ medical and dental students, to help serve patients, healthcare professionals, and the community as a whole. Priya is the Dental Care and Education Initiative Lead and it is her mission to aid dentists as well as teach the younger generation about the importance of oral hygiene. She is currently collaborating with the Bergen Makerspace to design and deliver Plexiglass barriers to local dental offices and clinics. Dr. Nina Suda ’05 is a physician at Columbia University Irving Medical Center, NY-Presbyterian, Columbia Doctors. She is experiencing the full spectrum of the pandemic, from triaging outpatient calls to managing individuals with severe, rapidly progressing disease in the hospital. NA students and parents made face masks through the HealthCareHeroes. See details on page 18.
A DVA N C E M E N T
On Thursday, May 7, Newark Academy celebrated Teacher Appreciation Day. Students, parents and alumni spent the day honoring our faculty and their extraordinary commitment to their students through thoughtful posts on social media and gifts to the Annual Fund in honor of our teachers. In the days and weeks since the Coronavirus began impacting New Jersey, the Newark Academy faculty has truly demonstrated the school’s standard of excellence through creativity, innovative use of technology and an unceasing commitment to keeping students engaged in learning and connected to one another.
THANK YOU FOR CELEBRATING NA TEACHERS!
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ALUMNI NEWS
VIRTUAL CONNECTION NA Alumni Programming Goes Remote
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he onset of the COVID-19 pandemic posed many challenges, including how to continue Newark Academy’s Alumni Relations programs during a period of disconnection. Thanks to creativity of the Alumni Board of
Governors and the Alumni Relations staff, NA was able to continue to engage alumni from around the world by hosting events and conducting live-streamed interviews with well-known members of the community. Ultimately, the innovative
approaches required by coronavirus restrictions enabled NA to provide more opportunities for meaningful connections than occurs with more traditional forms of programming.
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The first such program began in a familiar way, “back in the classroom” with a Mindfulness, Meditation and Metacognition workshop with retired Humanities and English faculty member, Joe Ball. Joe shared his own personal journey into mindfulness practice and created space for alumni to ask questions and learn from one another. Disruption to job searches is just one of the many ways that the coronavirus pandemic is affecting members of the NA community. To support career needs of alumni, the Office of Alumni Relations offered a resumebuilding workshop featuring Pamela Vichengrad ’94 a member of the Alumni Board of Governors. As an NA alumni, parent of a current student, and as Human Resources Director at Honeywell, Pam was an ideal presenter to take alumni through the process of crafting outstanding resumes.
While we miss the in-person connection, our virtual programming has created a much needed space for alumni to reconnect, reminisce, create and learn and do so from all corners of the world,” Director of Alumni Relations Evan Nisenson ’99 said. “Whether gaining insightful resume tips, taking a creative writing workshop or communicating again with a beloved faculty member, being a part of this NA alumni community continues to be valuable in a myriad of ways.” Artistically-minded alumni had two opportunities to engage through creative endeavors. Writer Ben Purkert ’03, led a program entitled, The First Line Says It All, a workshop wherein he guided attendees
through a study of contemporary poetry and short stories that enabled participants to understand how successful authors “hook” readers from the very beginning. Another arts-related program featured retired faculty member, Scott M. Jacoby, who led a 24-Minute Playwriting Festival. Grounded in Scott’s nearlegendary work in NA’s 24-Hour Playwriting Festival, the program paired alums and gave them a prompt to write for a mere two dozen minutes before sharing their work with the entire group. Some alumni chose to engage as solo writers, while others teamed with a family member or an alum whom they had never met. Both of the arts-related events provided a welcoming and encouraging space for alumni to come together and create something unique. The most ambitious alumni programming of the pandemic occurred on the last Saturday of May when Reunion classes ending in 0 and 5 took to Zoom for a series of virtual reunions. More than 100 alumni from 1975–2015 participated in reunion Zooms with their classmates. While the usual on-campus festivities were sorely missed, there were a number of alums who participated from around the world including this year’s Artistic Achievement Award Winner Peter Solomon ’00 who lives in Shanghai and Doug Rosenberg ’80 who joined his classmates from Australia. Numerous faculty members also joined reunion rooms to celebrate and catch up with alumni. At a time when physical distance mandates have come at the cost of social connections, it has become increasingly clear how vital the NA alumni network continues to be. Events, albeit virtual, open the door for alumni to live out NA’s mission of being engaged individuals, instilled with a passion for learning, despite the current circumstances. Regardless of platform or pandemic, we look forward to reconnecting with you this year either in-person or via your computer. To see the full schedule of NA alumni events, click here. From left to right, alumni Jesse Friedman ’10, Jack Lawler ’11, and Natalie Friedman Lampert ’08 participate in the firstever Newark Academy Alumni 24-Minute Playwriting Festival.
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S E N I O R S ’ V I R T UA L M E E T I N G S W I T H
Alumni Help Demystify The College Experience rior to the arrival of the pandemic, 11 Newark Academy alumni were scheduled to be presentors at the 3rd Annual College 101 event hosted by the Office of College Counseling. The program was created to “demystify” the college experience for seniors. However, due to COVID-19, the event transformed into a podcast, with great success. “Fortunately, we have some NA grads fresh out of their first year of college, who were excited to share their best advice,” Associate Director of College Counseling Kerri Speck said. “From doing laundry, managing finances, dealing with roommate conflicts, to meeting the expectations of college professors, selecting/changing majors, and surviving that first ‘bad grade,’ our newly minted college experts shared how they navigated their first year.”
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Shannon Peters ’17, who is currently at the University of Pennsylvania, was one of the alums who virtually returned to NA in order to pass along advice to the Class of 2020. “I was excited for a chance to get back to NA and see some of my old classmates while trying to answer the questions I had going into college,” Shannon said. “The panel covered everything from dorming to social life and some academic failure, I thought it were something that would benefit a lot of seniors.”
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The event proved to be helpful. Lori Sun ’20 noted her appreciation for the opportunity to speak with NA alumni. I think that it’s really important to hear perspectives, particularly from students that graduate from NA. While experiences always vary, I thought it was useful to hear how those students adjusted from their lives at NA to college environments.”
Aware of these complications for students, the College Counseling Office and Alumni Relations teamed up to provide students the opportunity to learn more about the college campus experience by turning to NA alumni. Community members were quick to assist students with transitioning from NA to college life.
“These conversations were probably the most important factor in my decision-making process,” said Warren SunadaWong ’20, who finalized his decision after speaking to NA alumni who attended several different universities. “At first, I was leaning toward one college. However, through my discussions, I realized that the school I was leaning toward was overly focused on academics to the detriment of other factors, like forming connections with other students. Without talking to lots of current [college] students, I probably wouldn't have gotten a strong sense of what the cultures of each school are like.” Warren eventually decided to attend Harvard.
“We got out a survey to our in-college alums the first weekend of the quarantine, and within a day or two we had 88 NA alums volunteer to serve as resources for seniors,” Associate Director of College Counseling Kerri Speck said.
Sophia Emanual ’20 spoke with Samantha Kany ’18 about her college experiences. As a result of their conversation, Sophia ultimately chose to attend the same college as Samantha, the University of Miami.
One of those alums, Brittney Tong ‘16, who also spoke on the College 101 Panel podcast, talked to a several seniors who were considering enrolling at Washington University in St. Louis, where she was finishing up a Bachelor of Science in Business Administration, majoring in Marketing and Entrepreneurship. The conversations ranged from how to best prepare as an incoming college freshman to general questions about college life at Wash U.
“This conversation played a pretty major role in my decision process because I was able to ask questions comparing the college to Newark Academy and how Samantha transitioned, Sophia said. “While I wasn't able to visit the school, I was able to envision myself there through our conversations about her experiences. This also worked particularly well because I knew Sam when she attended NA, and we have similar personalities, even though we would be studying different things and be a part of different student organizations.”
Although some Newark Academy students had planned on narrowing down their final college choices through visits to college campuses, the pandemic put a pause on the opportunity to tour many campuses in person.
“This was a great way to help seniors make their college decisions,” Brittney said. “Gaining insight into various college students’ lives gives seniors a genuine perspective into what each of these colleges may be like. I know when I made my decision, way back when, it was daunting, nerve-wracking and incredibly exciting all at once. But understanding the ups and downs of college by speaking to current college students helps the nerves a bit and gives you a bit more understanding of what the next few years are going to look like.”
Despite the unforeseen circumstances created by the pandemic, NA seniors found solace and support from NA’s alumni community. By making these connections, members of the Class of 2020 can step on their new campus home with confidence – no matter when that happens.
Several students expressed that the alum/student pairings were valuable, because of the shared NA background.
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A Senior Year
LIKE NO OTHER The Class of 2020 will always be remembered for embodying NA’s excellence, while challenging the school and themselves to remain forward-thinking and innovative. For Newark Academy seniors, 2020 brought about an unpredictable, yet memorable, conclusion to their final academic year. Although the end of the year no longer included the typical array of IB and AP exams, far-flung senior projects and celebratory parties, the soon-to-be graduates managed to continue to pursue their interests, explore their passions and celebrate their successes through a completely reimagined Senior Spring. Here’s are a few highlights from this most unusual and unforgettable Class of 2020. 30
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New Classes Popped-Up Noting the inability of students to experience the in-person, hands-on Senior Projects that are a hallmark of Newark academy, Upper School Principal Dr. Rich DiBianca created Pop-Up Classes exclusively for Seniors. Approximately 17 teachers, administrators and alums created single day classes on a variety of discussion topics, resulting in a total of 35 Pop-Up classes offered during the month of May. “I came up with the idea of Pop-Up Classes as a way to keep them [seniors] engaged and connected,” said Dr. DiBianca, who taught a linguistics Pop-Up class. The classes drew great interest and attendance. This was largely due to the
array of options and opportunity to make virtual connections. Olivia Mudrick ’20 was among the seniors who attended nearly every class. “I attended many of the pop-up sessions because I felt that it was a great way to stay in touch with the faculty and my peers,” Olivia said. “They were great opportunities to connect with each other, especially as most of my classes ended at Senior checkout.” Classes included Lou Scerra’s series of “cool jobs,” Tom Ashburn’s class on changing careers, Alexis’ Romay’s class on living in Cuba, Richard Stillard’s class on living abroad and Lisa Grider’s class on Female Leadership. “These classes gave me a chance to learn about topics that I didn't get to explore during the school year (like playing the guitar or phonetics),” Olivia said. “They (the classes) were more like fun conversations and I loved spending some more time with my peers before we graduated.”
Senior Projects Go Remote For Newark Academy seniors, the Senior Project is a culminating experience of their years at NA. Typically, soon-to-be-graduates immerse themselves in an experiential activity, guided by a project mentor, who allows them to explore an area of interest and to practice many of the skills they have acquired during their years at NA. Historically, NA students have accomplished a range of amazing projects, from shadowing a surgeon, federal judge or an auto mechanic to trying their hand at being a carpenter, a day-trading investor or a toy designer.
The spring of 2020’s coronavirus pandemic meant that Senior Projects would look decidedly different. Many seniors picked up a brand-new interest and used all the resources at-hand to start learning a new language, a computer skill, or an artistic technique. At the same time, many group projects emerged and a number of seniors collaborated to learn and to create cooking videos, websites, and programs, among other innovative projects. Gone were days off-campus working under the tutelage of a professional in their chosen field. Instead NA seniors were invited to harness technology and their own know-how to create and complete their project remotely.
“By early March, almost all of this year’s seniors had finalized their projects. In April, after businesses and organizations closed, they faced the difficult challenge of having to reinvision and reinvent those projects. The seniors were thus pressed to demonstrate their resilience and creativity,” Director of Studies and Senior Class Coordinator Jeff Vinikoor said. “In so many ways, they rose, individually and as a class, to the challenge, pursuing endeavors that reflected both longstanding passions and the ethos of the moment.” For Dean of Students Pegeen Galvin, it was the proper culmination for an unforgettable class during an unprecedented experience. “I’ll always have a special place in my heart for the Class of 2020 seniors. They were incredibly gracious facing disappointment, so creative in coming up with new projects under quarantine and unwaveringly committed to learning, developing ideas, and, in many cases, making service and social justice a part of their plans,” Ms. Galvin said.
Examples of these projects included: n
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A Financial Literacy Guide for Post-College by David Afolabi A Health and Wellness blog by Isable Armas, Taylor Hagen, Asha Varma, and Rachel Glickman A Philosophical Exploration of “A Life Well Lived” by Grace Bu, Sophia Ludtke and Brian Dion
WATCH!
Lawn signs photos Celebration of the Class of 2020 – June 7, 2020 Car Parade – June 7, 2020
A Class of 2020 t-shirt creation and sale by Jule Katz and Meghan Feldman
With unexpectedly recreated Senior Projects, the Class of 2020 gave new meaning to resourcefulness. Many students turned to incredibly generous parents, teachers, advisors and alumni who became their at-home or remote ‘sponsors,’ while a small number of seniors were able to continue to work with their dedicated community sponsors. Each student’s project concluded with a fiveminute Zoom presentation to their teachers, advisors and fellow students.
Diploma Ceremony – July 12, 2020 Class of 2020 – College Locations
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celebrating
challenge
thriving
together
inspiring
integrity
reimagining rigor Upper School Open House: Saturday, October 17 Sunday, November 8
Middle School Open House: Sunday, October 25 Saturday, November 21
Independent education, grades 6-12, in Livingston, NJ
Register now to attend a virtual open house: newarka.edu/admission 32
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Newark Academy
NON-PROFIT ORG. US POSTAGE
91 South Orange Avenue Livingston, NJ 07039
PAID PITTSBURGH, PA PERMIT #5450
P (973) 992-7000 E communications@newarka.edu www.newarka.edu
Parents of alumni: If this publication is addressed to your child and he or she no longer maintains a permanent residence at your home, please notify Newark Academy, alumni@newarka.edu.
This publication has been printed on recycled papers certified by the Forest Stewardship Council. In doing so, Newark Academy is supporting environmentally responsible, socially beneficial and economically viable management of the world’s forests.
The NEW Coraci Performance Hall at Newark Academy While the Newark Academy community engaged in remote experiences during spring and summer 2020, the transformation of NA’s auditorium into the Coraci Performance Hall was completed! Boasting nearly 200 additional seats, state-of-theart acoustics and lighting, and a two-tiered production booth, Coraci Hall was made possible by the generosity of the family of the late Anthony Coraci and more than 140 other donors from the NA community. The Coraci Performance Hall at Newark Academy features: n
Auditorium: 5,712 sq. ft.
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Stage and backstage: 2,393 sq. ft.
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New lobby addition: 1,138 sq. ft.
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743 new seats
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Kinetics Ovation Ceiling Clouds
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Two-story sound booth
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First floor mixing booth
As soon as you can return to campus, please stop by the Coraci Performance Hall to take a look at what is sure to be the heart of the campus for generations to come.