Presidio Hill School Annual Alumni Magazine Summer
Celebrating Sara Anderson’s 30 Years at PHS (page 10)
A Chance Meeting Led Alum Irene (Schreier) Scott to PHS After 80 Years (page 14)
How a Passion for Public Service Led Rebekah Reed ‘84 to NASA (page 18)
Editorial
Sarah Gaffney, Director of Marketing and Communications
Adrienne Moon, Director of Development
Graphic Design
Amy Johnson, www.akfdesign.com
Roots & Branches is published by Presidio Hill School annually. Every effort is made to avoid errors, misspellings, and omissions. If, however, an error comes to your attention, please accept our apologies and notify us at development@presidiohill.org. Thank you.
Dear PHS Community Members,
As I write to you this summer, I find myself reflecting on the peace and sunshine and children’s voices that fill my office at Presidio Hill School, nestled between Maple and Cherry Streets. Our school, now over 106 years old, has deep roots in this cherished location. Whether you are a current member of our community or an alum from years past, I hope this school, this place, and this community offer you a sense of connection that transcends time.
Since our founding in 1918, Presidio Hill School has been more than just a physical location. Situated in the heart of Presidio Heights, our school embodies an intangible sense of purpose. It is a warm and diverse community that has always strived to inspire students, nurture progressive educators, and serve as an extension of home for families.
Our continuity of purpose extends across generations of students, families, and staff members. Alumni often reminisce about their shared experiences here, recalling the traditions and
memories that unite them with each other and with current students. I hope you remember fondly the many times you walked to the Presidio to conduct experiments in Mountain Lake, played in the sand dunes, read under the majestic redwood trees, and enjoyed the park. I hope you occasionally reflect upon our many shared traditions—Follies, May Festival, overnight trips, and more. I hope you remain curious and eager learners—whatever age you are—who are responsible, empathetic, and thoughtful citizens of our larger world. And I hope you will reminisce about your time “Between Maple and Cherry” and reconnect with our vibrant alumni community.
This year, alumni across the decades have reconnected with PHS. Irene Schreier Scott, an alum from the 1940s who attended PHS from 1939 to 1941 after fleeing Vienna as a Jewish refugee, shared her experiences with our 8th grade students. We also had a surprise visit from an alum who graduated in the 2000’s and hosted a reunion for our alumni and families from the Class of 2020.
Additionally, we have two alumni, Gabriel Mass ‘95 and Robyn Mandel ‘06, on our Board of Trustees who have been actively engaged in serving our school community. This year, we also bid farewell to two long-term staff members who have taught generations of students.
In this Alumni Magazine, you will read about these moments of reconnection, joy, and learning across generations. These stories highlight the enduring bond we all share with this remarkable school.
Presidio Hill School is both a location and a purpose, a home in every sense of the word for all our community members.
We warmly invite you to join us once again, Between Maple and Cherry. Here, you will always be welcome.
In Fall 2023, Presidio Hill School proudly unveiled our new Dragon Workshop, a dedicated space for woodworking and other creative, hands-on activities for all students. This unique space was made possible by the generous contributions from our “Building Together” Fund-a-Need held in May 2023 and reflects core principles of progressive education.
The Dragon Workshop is designed to offer students a rich, experiential learning environment where they can engage in real-world projects using hand tools and wood. Here, students learn by doing, fostering creativity, critical thinking, and problem-solving skills. The hands-on nature of woodworking (and other crafts) allows students to see the tangible results of their efforts, building confidence and a sense of accomplishment.
In the Dragon Workshop, students explore the fundamentals of woodworking, including measuring, cutting, shaping, and joining wood. They learn to use a variety of tools safely and effectively, gaining practical skills that extend beyond the classroom. These activities encourage perseverance, attention to detail, and patience, as students understand that the process is just as important as the finished product.
Additionally, the workshop provides an opportunity for collaborative learning. Students work together on projects, developing teamwork and communication skills. They learn to share ideas, give and receive feedback, and solve problems collectively, fostering a sense of community and cooperation.
Progressive education is based on the belief that lasting learning is both experiential and emergent, rooted in authentic experiences and inspired by the child’s own developing interests. The Dragon Workshop embodies this philosophy by allowing students across all grades to pursue projects that interest them, encouraging exploration and innovation.
In 2018, Presidio Hill School 8th grade STEM teacher, Jen Bamesberger, reintroduced the exciting Cardboard Boat and Race Contest, once experienced by past students, to a new generation at PHS. This project, originally a part of the Great America Physics Day, not only fosters teamwork and creativity but also builds bridges between past and present PHS students and reinforces a shared legacy of innovation and collaboration. This initiative allowed 8th graders to apply their learning about density, buoyancy, and Newton’s Laws of Motion in a practical, hands-on challenge: constructing a cardboard boat capable of floating a paddler. Prototypes were tested at the Presidio YMCA pool, yielding results that informed the students’ final designs. During the one-hour construction challenge at Great America, they competed against teams from other Bay Area middle schools, racing their functional boats across Boomerang Bay.
Building on this tradition, current students have taken the helm to organize their own race. Each year, 8th graders conclude the semester with this collaborative engineering project to design and construct functional boats from cardboard and duct tape, now culminating in a race at
Aquatic Park. By the end of the school year, the STEM classroom is transformed into a shipyard, filled with a fleet of cardboard boats awaiting final touches and design flourishes before the big race.
This project embodies the principles of progressive education, emphasizing project-based, hands-on learning. Students engage deeply with scientific concepts through real-world applications which foster creativity, critical thinking, and teamwork. The boat-building project is both an engineering challenge as well as a bridge connecting current students with alumni who have navigated similar waters.
By participating in the boat-building project, students not only gain practical skills but also become part of a larger stream that links past and present. This hands-on learning adventure underscores the power of experiential education and demonstrates how projects can inspire and connect current students to each other and to alumni within our community.
We found this photo in our archives and need your help identifying it! If you know the date it was taken, the people in the photo, or the location , email us at development@presidiohill.org and you could
As Sara Anderson prepares to leave Presidio Hill School (PHS) after nearly 30 years, her journey reflects a lifelong commitment to connections, bridging experiences, and fostering relationships across generations. Her tenure, marked by dedication and passion, has had an impact on generations of PHS students and alumni.
Sara’s journey with PHS began in 1993 when a chance encounter set her path. “I started teaching in 1991 in Belmont, teaching science to elementary students,” she recalls. A summer stint helping a friend with in-house training videos introduced her to a current PHS parent,
who mentioned a PE teaching vacancy at Presidio Hill. Intrigued, Sara decided to pursue the opportunity. Despite initial setbacks, her perseverance paid off when she was invited to demonstrate her teaching skills. “Within minutes, they said, ‘Yes, she’s it,’” Sara remembers. This moment marked the beginning of quite a journey.
Sara’s impact was immediate and profound. She not only secured the PE position but also built a comprehensive program from the ground up. “The first thing I bought were hockey sticks because that’s what I liked to play,” she says with a smile. Over the next 17 years, Sara’s influence extended beyond PE, as she coached various sports and even helped establish the San Francisco Athletic League, which has grown from four teams to over 25. Her approach was always student-centric, focusing on creating connections and fostering a sense of community, and eventually led to her next career path.
In 2008, Sara decided to pursue a degree in school counseling at St. Mary’s. During her time as a PE teacher at PHS, students would look to her for guidance and support: “The kids, you know, if they had something to talk about, they kind of hung back and we would walk together. I realized the kids were coming to me with personal situations and asking for guidance, or I was just their sounding board.” After earning her degree, Sara gained valuable experience as a high school counselor in Kuwait, where she focused on college and career guidance. Upon returning to the US, she continued her counseling career, eventually finding her way back to PHS.
Throughout her years at PHS, Sara witnessed Presidio Hill School evolve while remaining true to its core values. Parallel to the school’s journey of growth, Sara reflects that “the school helped me grow up, become a professional,” she says. She credits her colleagues for their unwavering support and mentorship, “I…had the privilege of working with some incredible teachers.
And I owe them my gratitude because I became a good teacher because of them. They were my role models… I’ve had some interesting personal journeys, and have always been supported by people here. I owe them my life. I’m here today because of the people that I worked with, and who are now my dear friends. I grew up here.”
One of the most significant aspects of Sara’s legacy is the lasting connections she has formed with students and their families. “Seeing students who are now a part of this community as employees, parents, guest speakers –that’s probably the most rewarding part,” she shares. Her anecdotes highlight the joy and creativity she brought to her role. From playful pranks to innovative projects, her approach fostered a sense of belonging and fun. “I’ve been allowed to kind of march to the beat of my own drum,” she laughs. Sara fondly recalls pranks like putting a student’s jacket in the freezer and taking all of the raisins out of a colleague’s Raisin Bran. These moments, while light-hearted, reinforced the bonds within the PHS community.
A particularly memorable story involves meeting two PHS families in a small village in Iceland. “All of a sudden I hear, ‘Sara Anderson,’ and it’s the Alexanders,” she recounts. This unexpected encounter in such a remote location highlighted the enduring bonds formed at PHS. “But that was just like, oh my gosh, I can’t get away from this. And I love every minute. I love seeing these families and students and grownups. And I’m very good friends with many families too, we stay connected.”
As Sara prepares for her next chapter, she remains committed to education and counseling. She hopes to work in underserved schools, particularly in Oakland, where she admires the innovative programs. “I’m excited about the possibility of contributing to their efforts,” she says. “Presidio Hill has been my professional and personal guide throughout my tenure in education. I have had the fortune to work with former students, as well as the privilege of educating my former student’s children.
It is time for me to leave my comfort zone on Washington Street and enter a new arena where I will take on new challenges. I am looking forward to returning to a high school counseling position with a focus on guiding students in exploring college and career options.” Her vision for PHS is one of continued growth and community. “I hope in 10-15 years I can walk in, probably hobble in, and say, ‘Yeah, I used to be here,’” she muses. She imagines a future where the school
remains a welcoming space for former students and staff to reconnect and share their stories. Her vision for PHS is one of enduring connections and evolving traditions, where the legacy of compassion and support continues to thrive.
To current and alumni students and families, Sara offers simple yet profound advice: “Understand that we will be here for you,” she says, encouraging students to seek guidance and embrace the support offered by the PHS community. Sara Anderson’s journey at Presidio Hill School is a testament to the power of connections and the impact of dedicated educators. “PHS saved me,” she reflects. Her legacy will continue to inspire and shape the PHS community for generations to come.
On a sunny June morning, the Class of 2024 entered Presidio Hill School one last time as students and left as our newest alumni class. Surrounded by friends, family, faculty, and staff, each graduate was honored with a personal tribute from a faculty or staff member.
Each graduate then had the opportunity to say a few words about their time at PHS. They expressed deep gratitude for the profound influence their peers and teachers had on their lives. And many shared memories from overnight trips that they will not soon forget. In fact, more than a few mentioned the frigid Yosemite waterfall!
The Class of 2024 chose the classic “Stand by Me” for their group musical performance. Every student picked up a musical instrument or microphone to add their unique talents to this collective expression of love and support. It was a truly special moment for our graduates and those in attendance.
We are tremendously proud of our graduates’ accomplishments and are excited to see what the future holds for each of them.
As we all celebrate our final day as a class, I feel a mix of emotions. I don’t think I’m alone in feeling ready to move on, but I’ve had some great experiences. My fondest memories … are from when we were [on field trips and overnights] as a class, probably driving our teachers a little crazy.
–Alexandra Innes
The experiences I’ve had at PHS are sure to stay with me as I move into the next stages of my life, and I’m incredibly grateful for everything I have learned these past three years.
–Amaiya Magan
I’ve spent 9 years of my life as a student here at PHS and I could not have asked for a better time. Together we’ve learned and created in the classrooms, played and imagined in the yard, and explored in the Presidio. We’ve learned how to live with love and to shape the world into a more equitable place. I’ve been so incredibly lucky to have grown in a place that fosters creativity and that has taught us to push ourselves. Taught us to push ourselves to be kinder, to reach out to those around us, to go play with the new kid on the playground.
–Conor Darling
The members of Presidio Hill School’s Class of 2024 will be attending the following high schools:
The Bay School
Bergamo International School (Italy)
Design Tech High School
Drew School
Lick-Wilmerding High School
Sacred Heart Cathedral Preparatory
St. Ignatius College Preparatory School
Sterne School
Urban School
University High School
Washington High School
A chance meeting led alum Irene (Schreier) Scott back to PHS after more than 80 years. Irene’s daughter Monica was working on an installation at the di Rosa Center for Contemporary Art in Napa when Spanish teacher Feli Pulaski walked into the gallery with a group of middle school students during a field trip. Monica and Feli started chatting and when Feli told her that they were from Presidio Hill School, Monica’s eyes went wide. “My mom went to Presidio Hill!” she said. Monica told Feli that her mom was 94, still living in the Bay Area, and would love to come back for a visit.
We couldn’t resist the opportunity to reconnect with a “long lost” alum, especially one who remembered her time at the school in the late 1930s and early 1940s so vividly. Just a few weeks later, on May 9, 2024, Irene visited Presidio Hill School for the first time since she left in 1941, more than 80 years ago. Below is Irene’s conversation with the PHS Class of 2024, edited for length and clarity.
Tell us about your journey to Presidio Hill School.
I was very lucky to be able to come here. I was a refugee child. I immigrated with my mother from Vienna in 1938 when I was 9 years old. The Nazis had
overrun Austria and it had become part of Germany. I was of Jewish origin and we had to leave because everyone who was Jewish was in real, real danger. We didn’t at that time have any idea how dangerous it would become although my family knew people who were thrown into concentration camps.
My mother was lucky enough to have friends in different countries and got the papers that made it possible for us to leave. We traveled on a ship from Antwerp to San Francisco through the Panama Canal. The trip took six weeks. I very clearly remember the first port, which was the port of La Guaira, which is the main port for Caracas. The boat we were on was carrying matches from Sweden which were dropped off at La Guaira and we picked up bananas. I felt much safer with bananas on the boat than matches! All the places we stopped were fascinating and so different.
My mother chose San Francisco because she had friends here. It was incredibly exciting. My grandfather was an architect and told me so much about the Golden Gate Bridge that I expected a literal “golden gate” when we came into San Francisco Harbor. Instead we saw this bright orange bridge!
When we arrived in San Francisco I went to public school. I couldn’t speak any English, although I’d been learning. I wasn’t unhappy in school, I just didn’t understand what was going on very well. But my mother wasn’t happy with my school.
Fortunately, a family friend happened to know a wonderful woman, Josephine Duveneck, who was the Head of Presidio Open Air School at the time. She was a great person who supported many refugees during the war. My mother told her our story and Mrs. Duveneck immediately said “oh, you must send Irene tomorrow. We need a little girl in the fourth grade.”
What is one of your strongest memories from your time at Presidio Hill School?
We had a teacher who had a lodge up near Soda Springs and she invited the whole class to come stay in her lodge and learn how to ski for a week. So that was very exciting. Mrs. Duveneck invited my mother to come along and cook for all of us. Just between us, I was not thrilled to have my mom come on this trip with all my friends, but she behaved very well. It was exciting for me because on the bus going up to Soda Springs, there were a lot of children who had never seen snow. I was so happy because I had always loved playing in the snow.
What was your life like in San Francisco in those days?
My mother had to figure out a way of supporting us. My mother opened a boarding house in a large beautiful house on Buena Vista Avenue. It’s still there; I visited it not too long ago. The house cost $75/ month which we could not have afforded without lodgers. It was a wonderful place and we had a pretty good life. I received roller skates as a present and I rolled down Buena Vista Hill with my friends. I took the street car to school because at that time there were no buses and I was really happy to be set loose in a big city. I had a very small allowance and my friend who took the same street car with me, we went to the drugstore and got popsicles for a nickel. I felt terribly grown up.
What did you do after Presidio Hill School?
My mother moved us to Chicago when I was 12. After going through public high school in Chicago, I attended Roosevelt College (now Roosevelt University). I won some piano competitions, and studied in Europe. I became a professional pianist playing concerts and teaching and also doing some writing about music. My husband and I moved around quite a lot, and I’ve played in many, many places in Europe and many places in the US. But my first public program was in San Francisco at Temple Emanuel. After many years living on the East Coast, Europe, and England (where my husband was professor at Oxford University), we finally decided to come back to the best place to live. We’re not in San Francisco, we’re in the East Bay, but we love this area. And I seem to have passed on some musical genes because my daughter is a professional cellist and my granddaughter is in her third year at the Eastman School of Music studying the violin.
Follies 2022 Highlights
Middle School Band: The Sour Patch Kids
Our students have been learning about World War II and Vienna and have been very eager to meet you. Thank you for taking the time to be with us today.
Oh, I’ve enjoyed it enormously. I’m so very happy and honored to be here today.
Tell us about your time at PHS.
I can’t say enough about the emphasis on selfevaluation and feedback for students because that still resonates today. Instead of looking at a letter grade, I really got to talk about my strengths, areas for improvement, and ways to approach both. We all know that in jobs and other reviews that process is very relevant and helpful. Even now, I’ll receive feedback and think, “I’ve been working on that since I was about seven years old at PHS!”
Do you have a favorite memory about PHS?
I have a lot of memories of gender-equitable instruction from the teachers at PHS. In hindsight, I could have been told things that young women still hear today, like “you should be quieter”, or “you shouldn’t be ‘bossy’.” Instead, PHS teachers were very engaged with all students and especially encouraged female students to be themselves – to speak up, to not shy away from being leaders. It made me feel like I could do anything.
Are there any teachers in particular that had a really big impact on you?
I’m sure this is universal: Rick Riordan. Even now, I get the “cool points” when kids find out that he was my teacher. It’s pretty amazing to recount stories of him as a teacher. Erainya was also one of my favorites along with Susan [Andrews]. I remember before graduation, Susan always took the eighth grade class out for breakfast. You got to talk and engage with her in a small group (my class was only 6 students). She had
us go around in a circle and practice a really strong handshake: look the person in the eye, shake their hand, and say “hello, my name is _____”. She said, “This is how you present yourself to the world, your first impression. You know who you are, be proud of it and show up with confidence.”
What was your journey like after PHS?
I went to Lick-Wilmering High School and thought I was going to attend architecture school. Ultimately I decided on Georgetown University, which didn’t have an architecture program, but was one of the best decisions. After a few years focused on English Literature, I talked to my advisor about going into architecture. He advised me to build my artistic skills as a base for application to an architecture program; I have a dual degree in English and Fine Arts, thanks to his advice, and did end up completing my architectural graduate degree at the University of Pennsylvania. During that time, I was able to study abroad at the Architecture Association [in London], as well as measure and draw an excavation site for two summers in Greece.
Tell me about your path from architecture to climate work.
I worked in a “typical architecture firm” for a year when I graduated, but quickly realized that my heart was in sustainability. I took a job at the US Green Building Council, and haven’t looked back since. I’ve been in sustainable design for the last 17 years, supporting strategies for every building type and with many of the available green building rating systems. I now focus on data center sustainability, which is on this exponential curve of growth. More and more areas of the world are getting online so the demand for data centers is high –which is counterintuitive to a sustainability mission. It’s an enormous, and exciting, challenge.
You are the Executive Director of iMasons Climate Accord. What does your organization do to support and encourage climate and building sustainability?
The primary organization “Infrastructure Masons” (iMasons) was founded about a decade ago as a trade association for digital infrastructure professionals. Two years ago, their Advisory Council (which includes
companies such as Google, AWS, Microsoft, Meta, Kohler, and Schneider Electric) discussed “what is the most important thing we can do to combat climate change?” Emission reductions was the idea that came out of that conversation, focusing on Materials (aka “the built environment”, meaning the core and shell of spaces), Power (what makes the facilities and digital infrastructure run), and Equipment (IT and MEP systems). This led to the creation of the iMasons Climate Accord, which I took the helm of in June 2023.
What does a typical day look like for you?
It is all over the place. I usually have a number of meetings with various trade associations, related to partnerships or education in sustainability. This year, I have been on the road to speak at a number of large industry events. Sometimes my day-to-day is meeting these people in person, getting up on stage together, and making bold assertions about how we can collectively create a better, more sustainable future. Since we are a nonprofit, there is an element of fundraising. And then other days it is getting into the technical weeds of trainings, publications, and collaborative thought leadership.
What is the biggest challenge that you’re seeing in this area right now?
I like to say that solving climate challenges is a team sport. This cannot be done individually but, rather, is an all hands on deck mission. It’s going to be uncomfortable, it’s going get sticky, and, sometimes it might get ugly and heated. No matter what, we’re going to come out better on the other end of it, by finding the solutions together.
One of my favorite parts of the PHS mission is that our students are “optimistic about the future”. Given our climate crisis, how do you stay optimistic?
To me, there’s no option but to be optimistic. I look to the next generation. My boyfriend has a 15 year old son and hearing him talk about today’s challenges really encourages and motivates me - he deserves a habitable planet. Our kids deserve a sustainable future. It’s also knowing the potential of the people and companies I work with. These are very smart
colleagues, very innovative organizations that have done things to change the world. I’ve been known to say to them: “You’re innovative. The world has seen what you can do with innovation. Well now we have a big problem. How do we use innovation to solve it?”.
In the next 5 to 10 years, what do you see as the biggest priorities and areas for growth as pertains to this work?
My hope is that we become much better at reuse and circular opportunities. There are empty facilities sitting built and unused. How can they be repurposed and reused, whether for data centers or to solve housing limits? We need to encourage this kind of approach to change because a recent statistic indicated our consumption patterns globally have gone up 70% since the pandemic! That’s a wild number.
If I’m talking specifically about my member organizations, the biggest challenge they’re facing is access and availability of power. Traditional power sources are finite. We need more renewable and clean capabilities at scale, as well as optimization on how we operate our equipment and buildings.
Finally, we have to be more willing to negotiate. Admit this is going to require resources and maybe it will or maybe it won’t get cheaper. To tie it back to PHS, PHS is a huge proponent of collective solutioning and teamwork. As a society, we have to be better at it too.
Rebekah Reed ‘84
How a Passion for Public Service and Lifelong Learning Led Her to NASA
Tell me about your experience at PHS.
I started at PHS in kindergarten and I went all the way through 8th grade. PHS is a magical place; it was a really impactful place for me. I had a couple teachers that were tremendously influential. One of them was Bill Jones. He taught us about the world, but also really challenged us to learn about ourselves which I think was extraordinary. My joy of learning and exploration and curiosity, about the world and about myself, were born in my PHS experience.
What was your path after PHS?
I went from PHS to Lowell High School where I spent two years. It was a very interesting transition going from a tiny little school like PHS, to a gigantic public high school. After a couple years at Lowell, I transferred to what is now the Ruth Asawa School of the Arts to study vocal music and theater. I was a quirky kid and there was a lot more tolerance for quirky at School of the Arts than there was at Lowell. From there I received my BA in history from the University of San Francisco. I fell in love with history and ended up focusing on political history and diplomatic history. That led me to Georgetown University where I did my doctorate in diplomatic history and the history of the modern Middle East. While completing my doctorate, I worked as a historian for the Foreign Agricultural Service. From there I started doing international relations work. Later on, I went back to school and got a JD and an LLM.
I think there is an assumption that you need to have a STEM background to work at NASA, but your background is in the arts and history. How did you end up at NASA?
That’s a great question! Being a scientist is a great way to work at NASA. There’s actually many different kinds of scientists that work for us, everybody from planetary geologists to astrobiologists to material scientists and propulsion engineers. But there is also this whole other group of folks that are not from traditional STEM fields. I found my way to NASA through my international relations
work. Public service is really important to me so I knew that my career was going to be in public service of some kind. When I thought about what was the most exciting thing I could do I felt like NASA was it. I wanted to be a part of something that’s really looking at the future and at our potential as a species. My first job at NASA was as an International Relations Officer. I have spent the rest of my career at NASA doing a whole bunch of different things. I did space policy, was an attorney for NASA, led Management Integration for the Space Shuttle Program, led a large technical organization responsible for exploration and science at Johnson Space Center and managed NASA’s flight surgeons, among many other things.
I think the reason I’ve had the opportunity to do so many interesting things over my career is because I never stopped learning. My goal is always to be the best at whatever I am doing and then figure out what I could do next that would help me grow. And that has led me to all kinds of crazy places.
My current job is Lead for International Integration for the Exploration Systems Development Mission Directorate, which is a lot of words! {laughs} But really we’re responsible for the Artemis Campaign and the Moon to Mars Programs. So when you hear about NASA sending humans back to the moon and eventually onto Mars, that’s what my organization does. My role is ensuring that our relationships with our international partners, which are central to our ability to travel back to the moon and eventually on to Mars, are integrated across all of the different programs that we have.
There isn’t a standard day. The job involves a lot of travel, so I spend a lot of time going to Washington, DC
or traveling to other countries. The last trip I took was to Luxembourg, Germany, and Italy to meet with different international partners. I spend a lot of time talking to people, trying to understand what they need, and trying to figure out how best to tell the story of the work we’re doing.
What is the most rewarding part of this work?
I love the team that I work with, they are really extraordinary people. NASA, as a whole, is like that. This place is full of people that have a real passion for the work they do. And they’re incredibly mission-driven. We are all here because we love not just space, but the ideal of exploration and what it represents for humanity. It’s also really cool to feel like a tiny part of this great adventure that we are taking as we go back to the moon and out into the solar system and eventually out to the stars. It represents the best of humanity. I love that.
I hear a lot of optimism in what you’re saying. Absolutely. I think there are folks that say “we ought to be focusing on what’s happening here on the planet.” And I would say it’s an “and”, not an “or”. The inspiration and innovation that comes from this amazing thing that we do in sending humans into space is crazy. When you actually think about how technically challenging it is and what a harsh and hostile environment space is, it’s really extraordinary. We have a deliberately diverse astronaut core and a deliberately diverse leadership group; we want every kid in America to be able to look at us and see themselves. To me, that kind of inspiration – that kind of hope – is critical.
What are some of the most challenging aspects of your work?
I’d say there’s probably two things. One is that space flight is really hard. The technical side of making sure that the rockets and the vehicles that we send into space are safe for our crew is difficult. Then there’s the challenge of trying to do things that have never been done before. Yes, we’ve landed on the moon before, but we’ve never sent people to stay and that’s what we’re trying to do now.
The other challenge is true of any job and that is making sure that you are contributing to a workplace culture that is supportive, where everybody feels like they belong and everybody feels welcome. That’s a constant challenge,
and I mean in a good way. It has to be an intentional act to create and maintain that kind of a cultural belonging. And I think staying focused on that as well as staying focused on technical excellence is a really good challenge.
Outside of work, what are your passions and interests?
As much as I love my career, I love being a mom. I have a 19-year-old daughter. She’s in college now. One of the things that I have loved about my career in the government is that I could have all these amazing, challenging jobs and I was able to go home at night and be with my family. Now that my daughter is in college instead of figuring out what else I like to do, I just took a more demanding job. {laughs} But I love to cook. I also love to entertain. I started painting again. But honestly, I think being both a super engaged person in the office and also a super engaged parent is kind of like two full-time jobs so I don’t have a lot of hobbies.
Out of all of the places you’ve traveled, which is your favorite?
That’s tough. I think my favorite work destination is probably Rome. I love Rome. It’s a great walking city. I’ve gotten to spend a lot of time there over the years, and it’s one of those places where you can’t ever see the whole city and wherever you go, you run into amazing restaurants and interesting people. For personal travel, I think my favorite place that I visited was Thailand. It was just a really beautiful place with incredibly kind, lovely people, beautiful mountains and ocean and amazing food. A former monk was our guide for most of the trip so we got a lot of really interesting insight into the country’s religion and history. It was very special.
What is your advice for young people today?
I would encourage young people to stay curious and to decide for themselves what gives their life meaning and purpose. It’s very easy to let other people tell you what’s important and what you should or shouldn’t do. There are so many really exciting things that you can find in your life if you decide for yourself what you want your path to be.
Kell Fahrner-Scott ‘09 originally thought that she’d go into research science, but after working in a lab for a couple of summers, she realized it wasn’t for her. “The lightbulb went off when I started doing more clinical research and actually interacting with patients,” she says. “I realized that sense of immediate human connection was really meaningful to me.” Kell is in her second year of Internal Medicine residency at the Mayo Clinic in Rochester, MN.
PHS sparked Kell’s interest in science, particularly through the engaging middle school science classes taught by Sue Marvit. This early exposure laid the groundwork for her future studies and career in medicine. And, she believes, the school’s emphasis on creativity and critical thinking shaped her approach to medicine.
After leaving PHS, Kell continued her education at the Urban School alongside several PHS classmates. She then pursued a BA in Biology at Carleton College in Northfield, MN. Upon graduating, Kell returned to San Francisco and worked in clinical research at UCSF before graduating from UCSF School of Medicine.
When asked about her choice of specializing in Internal Medicine she says, “It’s a very broad field that you can take in many directions, from cardiology to oncology to primary care. I always knew I wanted to work with adults, and I like the part of internal medicine that’s all about thinking through various treatment options, weighing risks and benefits, and coming up with a plan. It’s a specialty that involves a lot of discussion and teamwork across disciplines.”
A typical day for Kell varies based on rotations, with inpatient days at the hospital and outpatient days at the clinic, providing a broad range of experiences. The most rewarding aspect of her job is helping patients through tough times, while the most challenging
is navigating the limitations of the healthcare system, particularly socioeconomic factors and the health insurance industry. She says, “It’s disheartening when you know the optimal treatment plan to help someone, but you can’t implement it because their insurance won’t pay for it. I think this demonstrates that healthcare providers have a responsibility to push for political change if we want to take the best care of our patients.”
Residency doesn’t provide a lot of “time off” but when she gets it she enjoys writing, spending time with friends, and relaxing with some mindless entertainment. She dreams of eventually settling down and buying a horse once she has more time and disposable income.
One of Nathan McKenzie’s favorite PHS memories is walking down to Presidio Wall Park (f/k/a Julius Kahn Park) for special PE classes, where playing capture the flag in the woods was a particular thrill. He believes these experiences and “the ‘open-air’ classroom at PHS likely instilled in me a connection to and value of the outdoors.”
Nathan loved his time at PHS and the incredible teachers such as Ann, Lisa, Bobby, and Sara. In fact, even after graduation, he stayed involved by working as a PHS summer camp counselor and coaching futsal.
After PHS, Nathan attended Drew School for high school. He then pursued a B.S. in Conservation and Resource Studies at UC Berkeley, where he worked with Innovative Mobility Research.
Nathan’s passion for environmental science was driven by his desire to work with great people and address climate change. He found fulfillment in the collaborative environment of UC Berkeley’s College of Natural Resources, which solidified his career choice. Postcollege, Nathan’s career led him to roles at Strategic Energy Innovations and now Lawrence Berkeley National Laboratory.
Nathan emphasizes the importance of energy efficiency, renewable energy, equity and resilience in combating climate change. And despite feeling challenged by working to convince people to take action now, he remains optimistic about the future because “we continue to make progress and know what to do next.”
When asked about the most rewarding part of his job, he says that it is “improving the lives of people now while also improving the lives of generations to come.” His advice to young people interested in environmental science is, frankly, good advice for all of us: “follow your curiosity, never stop learning, be creative, and be kind.”
A typical day for Nathan involves playing with his family, supporting colleagues, learning something new, and striving to leave each place better than he found it. Outside of work, Nathan enjoys cycling, camping, cooking, and crafting.
Sarah McKenzie DeLuca ‘04 attended PHS for a decade. Reflecting on her time at PHS, Sarah fondly recalls the creative learning projects, music and art experiences, and spending time at Presidio Wall Park (f/k/a Julius Kahn Park). One of her most cherished memories from PHS is being the tail of the dragon during the MayFest Dragon dance. Sarah says her time at PHS “cultivated in me a love for learning, seeking creative solutions, not always following a traditional path, embracing authenticity, and pursuing my interests and passions.” She believes that all of these experiences and values significantly shaped her career path.
After PHS, Sarah attended Drew School and began her college journey at Lewis and Clark College in Oregon. Following her freshman year, she returned home for a semester at UC Berkeley Extension and then embarked on a transformative threemonth study abroad program in Nepal. Sarah completed her undergraduate education at Naropa University in Boulder, Colorado, specializing in contemplative and transpersonal psychology.
Her passion for learning and a desire to serve others inspired her to become a psychologist. Today, she works for Kaiser, providing specialty mental health services to members with acute and severe conditions. Her day involves team huddles, intensive outpatient therapy, individual patient sessions, and facilitating therapy groups.
Sarah says that the most rewarding part of her job is “helping people to live a meaningful life and my professional relationships.” But the role is not without its challenges. She says the most difficult aspect of it is “seeing how much people are suffering” and the lack of adequate resources to support those in need.
For young people interested in pursuing a career in science or medicine, she says “having true passion for your work makes the tedious and difficult parts worth it.” Furthermore, she suggests staying persistent through the extensive education required, obtaining only the necessary degree for the desired job, and cultivating a fulfilling life outside of work. For Sarah, that includes spending time with family and friends, reading novels, walking, practicing yoga, and baking delicious treats.
Jordan Benjamin ‘05 has always been into snakes. When asked what inspired his interest he said “I think I was just born this way”. Jordan joined PHS in middle school mostly for the strength of the science program and teacher Sue Marvit. “She nurtured my passion for herpetology, let me learn in a safe environment, and helped kickstart everything that followed!,” he says. One of his favorite memories is convincing Sue to allow the class to get a gray-banded king snake. He recalled that it escaped from its enclosure more than a few times and the class had to track it down. “Don’t worry,” he says. “We always found it.”
His passion was nurtured by Chris Giorni at Tree Frog Treks and trips to Africa to help with a snake research study while he was a student at Urban School. Jordan attended UC Santa Cruz for a year before transferring to Whitman College to study with leading herpetologist Kate Jackson. While at Whitman, he traveled to Benin to work with Jean-Philippe Chippaux on a clinical trial of the first field-stable antivenom. It is this experience that shaped the trajectory of Jordan’s career.
Every year, more than 600,000 people worldwide are seriously injured or killed by snakebites. And there are numerous challenges in getting people the treatment they need including socio-cultural, socioeconomic, misinformation, and access to formal healthcare. Time is of the essence in treating snakebites but patients in developing countries frequently need to travel 48 hours or longer to access a clinic, putting their treatment and recovery in jeopardy. If they do get to a clinic in time, antivenom is expensive. In Africa, a single vial of antivenom can cost over $300 and a full course of treatment often requires at least 3 or 4 vials, putting it financially out reach for the majority of patients. And this assumes that the patient receives the correct antivenom. There is a well-documented issue of fake or ineffective antivenoms being sold to hospitals and clinics throughout Africa. This can lead to devastating outcomes for patients and also foment further distrust in the healthcare system.
Jordan was interested in medicine as a career but knew that very little, if any, training was given to doctors about snakebites. Additionally, doctors don’t usually spend their time in the field, which is where nearly all snakebites occur. Jordan found “his niche” in snakebites and medicine. He became a wilderness EMT in 2010 and then completed paramedic school a few years after graduating from Whitman so that he could work in the field helping snakebite victims.
Then in 2018, Jordan founded the Asclepius Snakebite Foundation, an international non-profit dedicated to helping victims of snakebites worldwide. While in Benin he saw that a multi-disciplinary and multi-
dimensional approach was key to reducing the burden of snakebites in the developing world. He also understood the importance of working with local scientists and researchers to bolster their work. “We want to empower local partners to solve these issues at all levels,” he says. Education is a huge piece of the Foundation’s work but it requires building trust and confidence with the local community. Jordan’s team works with local partners to combat misinformation and provide education to the public about what to do if you are bitten by a snake. They also work with local clinics and medical facilities to provide training for their staff, provide donations of effective antivenoms as well as basic and advanced medical supplies and critical medications, and serve as an expert resource during difficult cases.
Today, the Asclepius Snakebite Foundation has two clinics in Guinea, one in Kenya, and they are building clinics in Sierra Leone and the Democratic Republic of the Congo. The clinics and foundation are staffed and supported by several dozen leading experts from around the world in snakebite treatment, herpetology, venom research, and public health. And they are seeing results. At the Guinean clinics, for example, they have seen a reduction in mortality rates from 30% to under 2%.
When asked about the most rewarding part of the work, Jordan answered with the practicality of a seasoned healthcare professional. In critical cases, especially in Guinea where neurotoxic cobra and mamba bites can kill within an hour by paralyzing the respiratory muscles, “getting treatment to patients and seeing them walk out of the clinic in full health just a few days later is incredibly rewarding.” But, with many cases, especially pediatric ones, even when there is a positive outcome, there still may be a loss of limb. “Antivenom is incredibly effective, even hours or days after a bite,” he says, “but it’s not always a perfect outcome.”
The Asclepius Snakebite Foundation is entirely funded by donations and their US team members are all volunteers, allowing them to allocate nearly 100% of donations to helping snakebite victims. To learn more about the Foundation, visit www.snakebitefoundation.org.
Evan Saint-Pierre’s educational journey began at PHS, where he spent nine formative years from Kindergarten through 8th grade. Reflecting on his time at PHS, Evan recalls a very positive experience filled with wonderful classmates and supportive teachers.
An internship at the California Academy of Sciences sparked his interest in the natural sciences. After graduating from PHS, he attended Sacred Heart Cathedral Preparatory. He then pursued a Bachelor’s degree in Geology from Humboldt State University, setting the stage for his career.
Following college, Evan worked as a geologist for a timber company in California for two years before relocating to Portland, OR, where he mapped landslides for the state. His career took him to Juneau, Alaska, where he spent four years as a geologist in an underground silver mine. Driven by a desire to deepen his expertise, Evan moved to Reno, NV, to earn a master’s degree in Geotechnical Engineering from the University of Nevada, Reno.
Since 2018, Evan has been based in Seattle, working as a geotechnical engineering consultant. “One thing I greatly enjoy about geotechnical engineering is it is very hands-on,” says Evan. “Some days I am at a job site looking at soils we collect from drilling to evaluate the subsurface conditions. Other days I can be evaluating dam seepage by looking at rock cores or at a railroad tunnel assessing ground support needs.” The most rewarding aspect of his job is working outdoors in stunning locations such as Montana, Alaska, and the Cascade Mountains.
Outside of his professional life, Evan enjoys fly fishing, kayaking, backpacking, hunting, gardening, pottery, cooking with his fiancée, and tackling house projects. His journey from PHS to a fulfilling career in geotechnical engineering is a testament to his passion for the earth sciences and his commitment to continual learning and adventure.
Daphne Garcia-López’s passion for STEM was significantly influenced by her PHS science classes with Colt. “Colt had a remarkable way of making complex concepts clear, helping me realize that the connections between science and the world around us are truly everywhere!,” she says. One of Daphne’s fondest PHS memories is building a bench during Challenge Week. She also cherished an elective with Feli, where she enjoyed reading and sipping tea—a unique and memorable combination! These experiences not only provided her with practical skills but also fostered a deep love for science and creativity and a lifelong love of learning.
After graduating from PHS, she attended Drew School. Drew provided Daphne with opportunities to develop “[my] voice, leadership skills, and a strong sense of social justice.” After taking a Biotech class, she says, “It was clear to me that I wanted to pursue a career in Biomedical Engineering.” This led her to pursue her dream at Johns Hopkins University, where she is currently studying Biomedical Engineering.
At Johns Hopkins, Daphne has found incredible opportunities and invaluable networking possibilities. She is part of a Design Team working with Dr. Lonny Yarmus to improve lung cryobiopsy procedures, gaining hands-on experience that she finds immensely rewarding. Adjusting to the academic intensity at Hopkins was initially challenging. Now, entering her junior year, Daphne has found a balance that makes her academic life “fulfilling rather than overwhelming.”
When asked about her plans after college, Daphne says she’s still exploring her options. “I’m particularly fascinated by the idea of pursuing a research career, but I’m equally excited about the prospect of developing groundbreaking innovations and launching my own startup,” she says. “So, we’ll just have to wait and see what the future holds!”
Outside of her academic pursuits, Daphne enjoys spending time with friends and family. She loves traveling and going on road trips, tackling escape rooms, trying new restaurants, and attending concerts with her friends.
TOBY MORRIS ‘70 Architect
Toby Morris ‘70 attended PHS from Kindergarten through 4th grade, spanning the years 1965 to 1969. Reflecting on his time at PHS, Toby recalls a close-knit school with small classes and a strong emphasis on social justice and the arts.
One of the strongest memories Toby has from his time at PHS is from his 4th grade year in 1969 when the school participated in a protest against the Vietnam War. Toby says, “We took the bus to the Federal Building, raised banners our teachers and attending parents supplied for us, and marched in circuits before the police and spectators. Somewhere in the middle of all that our teacher got into an altercation with the police, was manhandled, thrown in a police van, and hauled off.”
Toby’s interest in architecture was sparked at a young age when his mother introduced him to a family friend who was an architect. The studio visit, with its models and drawings, fascinated Toby, leading him to draw his own imaginative house designs. PHS nurtured his interests in hands-on learning through shop class where students would saw and hammer away in an open-air setting. This environment, coupled with a focus on following one’s interests and understanding the importance of purposeful work, laid the foundation for Toby’s future career.
After PHS, Toby attended the Sherman School, Marina Junior High, and later, the York School in Monterey. His educational journey included a semester in Paris and a circuitous path through college, beginning at Amherst College and culminating in a degree in Architecture from UC Berkeley.
As an architect, Toby’s passion lies in creating spaces that impact people emotionally and serve the community. He finds profound satisfaction in seeing projects come to life and seeing a “project you have sweated over for years finally take shape on the construction site, rising up as a framed building, and taking its place in its neighborhood context.” For example, he says, “as a Trustee, helping PHS find and purchase 233 Maple Street, then designing its rehabilitation into the PHS Lower School campus and library was an adventure and a delight.”
In addition to the PHS expansion, one of Toby’s favorite projects is the renovation of the New Mission Theater for Alamo Drafthouse. The project involved preserving historic details while transforming the grand movie house into a multi-screen venue with a restaurant and bar.
Toby further says, “It is deeply rewarding when [your work] results in beautiful, finished spaces that serve an important need for others. That was certainly true seeing PHS move into renovated Maple Street or going to the Dedication Ceremony of Habitat’s 100% affordable ownership housing on Amber Drive in San Francisco and meeting the new homeowners and sharing with them their excitement.”
Toby is referring to his award-winning Diamond Heights project, an 8-unit affordable ownership housing development designed with environmental sustainability in mind. Developed in partnership with Habitat for Humanity, Kerman Morris Architects donated significant time and resources to this project, which now provides homes for families, including descendants of African-American families who were displaced from San Francisco’s Western Addition during the 1970s Urban Renewal. Toby says it feels particularly rewarding to “have been part of making historic reparations.”
When he’s not working, Toby enjoys traveling. He admits he’s a little “out of practice” since the pandemic but loves to visit places culturally distinct from San Francisco. When he has time, he’ll sit down and sketch the cities and buildings he visits. “It is a great way to feel you have really seen and been part of [a place],” he says.
Rachel Hollander ‘96 fondly recalls her time at PHS saying it “was like a second home for me.” With a small graduating class of just 14 students, Rachel felt supported and nurtured, allowing her to come out of her shell despite being a shy kid. Among her cherished memories are the Valley of the Moon Camp and May Festival. She says, “In 8th grade I was one of the tallest kids in the school and I loved being so close to the front of the dragon (shout out to Kiah Jeffries who I believe was the tallest that year!)”
PHS instilled in her a sense of curiosity and strong communication skills, thanks to teachers like Tasha Elsbach and Rick Riordan. These skills became invaluable as she ventured into the world of business and technology.
Rachel admits, “My career was not a traditional technology path.” After PHS, she pursued a degree in Communication and later moved to Oahu, Hawaii. There, she ran a corporate relocation office, completed an evening MBA program, and began a career in Business Consulting. After getting married and having their first child, Rachel and her husband decided to move to Seattle to chase her husband’s dream of opening a bicycle shop. There she transitioned to tech consulting at Microsoft, which “taught [her] that there are many different ways to be a tech professional.” Rachel’s diverse roles in consulting provided her with broad exposure and opportunities, ultimately leading her to the Energy team at Microsoft.
For those who might not know about Microsoft’s role in the energy industry she says, “Microsoft is driving innovation with Energy companies to achieve net zero and deliver safe, reliable, equitable energy for a sustainable future. Reducing emissions, decarbonizing the grid, and optimizing renewable energy are all part of that.” Today, Rachel leads Sales Enablement for Microsoft’s Energy sector, empowering teams to effectively communicate with clients and drive innovation toward a sustainable future. She finds immense reward in working with passionate colleagues “who care about the planet and want to enact change,” though she acknowledges the challenges of such a monumental task.
Outside of work, Rachel enjoys surfing (which she’d rather be doing in Hawaii, but the Pacific Northwest will have to do!), paddleboarding, and camping with her husband Luke, children Harumi and Kalea, and dog Loki.
“I left PHS in 2011 and returned to my hometown of Edinburgh, Scotland. I’ve just completed a degree in Philosophy, Politics and Economics at the University of Oxford, and am moving to London to start a master’s degree in journalism in September.”
- ROSE HENDERSON ‘17
“As a migration scholar in Copenhagen I teach courses on immigration, cultural diversity, and global sex work to bachelor degree students studying abroad. Much of my pedagogy, such as establishing belonging in the classroom, is inspired by my time at PHS. When I’m off work I’ll go to museums with friends or take long walks in nature with my partner and Boston Terrier, Mila.”
- TERESA BENGTSSON ‘10
“I arrived in Mongolia in June as an English Education and Community Development Volunteer with the Peace Corps. Until late August, I will be taking intensive Mongolian classes, while also learning how to teach English effectively. After these classes conclude, I will move to my permanent community, where I will begin teaching in September! I am excited to be in this beautiful country with such a wonderful organization, and I encourage any other PHS alumni to reach out to me (henrysears01@gmail.com) if they are interested in the Peace Corps or Mongolia.”
- HENRY SEARS ‘16
“I’ve been living in Perth, Western Australia for the last 8 years. I’m currently in my final semester of a double bachelors in Behavioural Science and Communications and Media at the University of Notre Dame. I just finished a freelance contract with Disney+ where I was a production assistant for a series called Shipwreck Hunters, and I’m in the middle of an internship with another local documentary production company called Kirri Media; which focuses on Indigenous voices and stories. I also have a little silky terrier named Oliver.”
- KATHERINE BENTLEY
‘10
The Young Alumni Service & Leadership Award honors Presidio Hill School graduates who model empathy and responsibility, demonstrate the capacity to create change in the community, and inspire action in others. In the award’s inaugural year, we were thrilled to honor two Class of 2020 alumni who are making a huge difference in their communities.
Ryan DeGuzman ‘20 is committed to fostering an inclusive and caring environment at his school. He is an activist and advocate for the Asian Pacific Islander Desi American (APIDA) community and represented Drew School at the prestigious National Association of Independent Schools (NAIS) Student Diversity Leadership Conference. He has an innate ability to appreciate the unique contributions each individual brings to the table and selflessly places others in the spotlight, ensuring that no one is left behind in the pursuit of a stronger and more supportive community. Associate Dean of Students at Drew School María De Los Ángeles López Larios says about Ryan, “His ability to inspire, empower, and uplift those around him is a trait that transcends any specific context and is bound to leave an enduring impact on any community fortunate enough to have him as a member.”
Dylan Marchiel ‘20 is deeply involved and committed to social justice and restorative justice. She co-founded Peer Point, a diversion program for San Mateo youth in the school-to-prison pipeline. The organization is a restorative, peer-led alternative to punitive systems of response to youth behavior at school and in the community. They work with schools and police departments to divert youth from suspension, expulsion, and arrest by addressing root causes and facilitating peer circles for healing, community-building, and accountability. Dylan says, “Restorative justice and advocacy for individuals involved in the incarceration system will always be an issue that I am motivated to make change in. In the future, I plan to pursue a career focused on carceral injustice to continue projects like this where I can see positive impacts on both myself and my communities.”
Do you know a PHS young alum who is doing impactful work in their community? Nominate them! We are seeking nominations for the 2025 Young Alumni Service & Leadership Award. Nominees must be current high school juniors or seniors. The deadline for nominations is October 31, 2024. Scan the code to nominate.
On May 21, 2024, we were thrilled to welcome back our Class of 2020 alumni and their families to campus for the Class of 2020 Senior Send-Off. It was a wonderful opportunity for them to reconnect with each other and their former teachers, celebrate their upcoming high school graduations, and share their exciting plans for the future.
Since this event, PHS is deeply saddened to share that a member of the Class of 2020, Noah Eckhoff, has passed away. We extend our heartfelt condolences to his family and classmates as we mourn the loss of his bright spirit.
Alumni from the Class of 2020 are enrolled at the following colleges and universities:
If you are a member of the Class of 2020 and don’t see your school listed, please reach out to us to let us know! Email us at development@ presidiohill.org
American University
University of Colorado, Boulder
Duke University
Illinois Wesleyan University
Loyola Marymount University
New York University
Northeastern University
Parsons School of Design
Princeton University
Purdue University
Smith College
UC San Diego
UC Santa Barbara
University of Hawaii
University of San Francisco
Washington University (St. Louis)
Yale University
On Friday, June 7 we celebrated Dan “The Music Man” Goldensohn’s 30-year legacy at Presidio Hill School. Dan touched many generations of PHS students, parents, and fellow educators with his kindness, his talent, and his music. It was wonderful to be able to lift our voices in song together in honor of the gifts Dan has given us all.
Head of School Lisa Jeli, Trevor McNeil ‘96, and Ellen Moore P’97 & P’98 spoke about the tremendous impact Dan had on the PHS community. Then teachers Joshi Marshall, James Wygant, and Steve Manseau performed a heartwarming musical tribute to Dan.
For those of you who missed the event, click the QR Code to watch a video of Dan singing “Fare Thee Well”, which was such a perfect way to close the event.
To read an interview with Dan featured in the 2023 Roots & Branches magazine about his approach to teaching music, click the QR code.
If you’d like to make a gift to PHS in honor of Dan, you can do so at www.presidiohill.org/give. Gifts made in his honor to PHS’s Endowment will support future decades of music education at PHS and help recognize Dan’s 30 years of service to the PHS community.
Who was the PHS teacher who had the biggest impact on your life and why?
My third grade teacher, Eso Romero! I may be coppingout as Eso is a universal favorite. Eso was the first in a long lineage of teachers (which would later include her husband, Rey) who would stay late with me and teach me the math I had learned earlier that day for a second time. She and my mom formed a friendship that would, in the coming 21 years, send them on long and dangerous journeys in every city to find food including a selfdesigned barbecue tour across the country. Just recently I attended Eso’s 50th birthday party where I learned to play Filipino Mahjong. When my father passed, Eso put together the beautiful collage that was displayed at his memorial. Now we both live in NYC and, at the time of writing this, I have plans this Thursday to go get rice rolls and churros with her and Rey, who both continue to have boundless energy to drag me kicking and screaming into success!
What is your favorite PHS memory?
Having attended PHS from 1998 to 2008, it is hard to pick a favorite memory but one of the best was when we went on our 8th grade trip to Four Corners. We had cried in a sweat lodge ceremony, stopped at every roadside shop for copious amounts of fry-bread covered in honey and turquoise jewelry, and had learned the lyrics to the first verse of Tag Team’s infamous party anthem, “Whoomp! There It Is [Radio Edit]” at the behest of 8th grade humanities teacher, Trevor McNeil (lyrics which I believe many of us still remember, a testament to his advanced pedagogy). A meaningful trip culminated in us celebrating the Four Corners’ pastime of creatively positioning oneself over the monument so you could say things like “Look my foot is in four states at the same time!” Josh Rubin infamously busted out a back-bending table top position to accomplish this.
Where did life take you after PHS?
After graduating from PHS I was part of a large contingency from the Class of 2008 (Emmett Walker, Halle Heiden, Josh Rubin, Josh Ram, Terry [TMO] O’Connell, Zoe Rosenfeld, Lindsey Milgrom Basha, and Livia WescottLahar) who attended Urban. I graduated Urban and moved to Chicago to pursue becoming a comedian. I took classes at Second City and did open mics for a couple of
years before landing in the restaurant industry where I was a butcher, charcuterie maker and cook for the next 9 years. Among the many restaurants I worked at during that time are Publican Quality Meats and Giant which were both recently featured on FX’s The Bear! I enrolled at Truman Community College a few years ago to get my college degree and have since transferred to Columbia University where I am 2 semesters away from earning my degree in Philosophy and Environmental Biology.
What talent or skill do you wish you had but don’t?
I don’t know how to ride a bike and regularly remind fellow 2008 graduate and NYC resident Emmett Walker of this fact, in a - now 30 year long - ploy to get him to teach me.
What do you like about being your class’s Class Representative?
It has been really lovely getting in touch with many folks whom I haven’t spoken with in years, folks whom I have an affectionate place in my heart for, for having grown up together, but figured I’d never speak to them again. Besides that, I have immediately come to enjoy the immense power and respect of holding the position of Captain. It feels good when I command them to respond to my survey and they scurry to do so.
If you are interested in becoming a Class Representative or you’d like to learn more about other volunteer opportunities or events, please contact Adrienne Moon, Director of Development, at adrienne@presidiohill.org or 415-213-8606.
1985
Torbin Bullock is an editor on the new AppleTV+ series WONDLA
Julia Collins was a keynote speaker at the Clinton Global Initiative 2023. She spoke about how fighting climate change is more than solar panels, windmills, and electric cars. You can read more about Julia’s company and work at www.planetfwd.com.
Biko Eisen-Martin’s newest play
3rd & Palou about the 3rd Street Riots of 1966 received a staged reading in June at the Ruth Williams Bayview Opera House. Fellow classmates Trevor McNeil and Olivia Park were in attendance.
Terry “TMO” O’Connell came by PHS earlier this year for a visit. Here he is pictured with Sara Anderson.
Chris Bahn recently got engaged in Austin, Texas!
Kell Fahrner-Scott graduated from UCSF Medical School in May 2023 and is currently doing a 3-year internal medicine residency at the Mayo Clinic in Rochester, Minnesota. See her alumni profile on page 20.
Amelia Marvit is a postbaccalaureate researcher and aspiring doctor at the National Institutes of Health. Her article “Doctor Who’s Time Lords Have Two Hearts. Here’s How Their Dual Cardiac System Could Work” was recently published in Scientific American. See her alumni profile in the upcoming Fall edition of eNews from the Hill.
Congratulations to Nigel Burris and his Utah State teammates for making it to the 2nd round of the NCAA Men’s Basketball Tournament.
Alumni are the custodians of Presidio Hill School’s history, invaluable contributors to the School’s future, dedicated mentors to students and one another, and ambassadors to the world at large. There are many ways to get involved no mater your age, stage in life, or geographic location.
We would love to see you at an alumni event! Please join PHS’s Alumni Facebook group or visit www. presidiohill.org/alumni/calendar-ofevents for the most up-to-date alumni event listings and RSVP information.
There are a variety of ways for you to volunteer your time to support current PHS students or our alumni community. We are always look for alumni to inspire our students by speaking at an assembly, volunteering at a school event, or mentoring our students. You can help support your fellow alumni by becoming a Class Representative, or planning an event or activity for alumni in your area. To learn more, visit www.presidiohill.org/alumni/ get-involved
Please take a few minutes to complete a short PHS Alumni Survey. As we grow our alumni engagement program, this survey is an important tool for us to understand how our alumni want to interact with PHS and how we can best serve you.
Plus, if you complete the survey by October 15, you will be entered into a raffle for a deluxe PHS swag box or $25 gift card!
As always, all responses are confidential. If you would like to provide more in-depth feedback than the survey allows, please feel free to contact Director of Development Adrienne Moon at adrienne@presidiohill.org or 415-213-8606.
SHARE YOUR STORY
We love hearing from our alumni! Send your news and contact information updates to Teter Lindsie, Development Manager, at teter@presidiohill.org or 415-213-8622.
Join PHS’s Alumni Facebook group! www.facebook.com/groups/presidiohillalumni/
See what we are up to and share your throwback photos with us on Instagram! www.instagram.com/ presidiohillschool
Join the Presidio Hill School Alumni Network on LinkedIn! When you list Presidio Hill School as your alma mater, you unlock a wealth of networking opportunities and resources!
