M A G A Z I N E
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FEATURES 18 Q&A with the Head of School 20 Living Where You Learn 26 Inside the CL Classroom 30 Unveiling The Wang Innovation Center 34 Campaign Update 36 Small Town, Big Community 39 Pioneer Pair 40 Alumni Profiles 48 From the Archives — The Path to Pioneers 68 Remembering Jefferson Ward Keener Jr. ’50
D E PA R T M E N T S 3 From the Head of School 4 Editors’ Notes 6 Along Brick Row 10 Fall Musical 12 Fall Dance 14 Fall Athletics 16 Student Takeover 49 Class Notes 70 In Memoriam 73 Board Lists
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WINTER 2018 Volume 72, Number 1 EDITOR-IN-CHIEF Meg Colafella Director of Communications & Marketing
SEYMOUR HALL
MANAGING EDITOR Rose Vardell Associate Director of Communications & Marketing
The excitement is building. Seymour Hall’s renovation is underway, and the new and improved space will open for the 2018–19 school year. Visit WRA.net/seymourhall to learn more.
CONTRIBUTING EDITOR Douglas Ray English Faculty CONTRIBUTING WRITERS Sarah Forrer Media Relations Manager Aaron Bennett ’09
NONPROFIT ORG U.S. POSTAGE PAID HUDSON, OH PERMIT NO 6
DESIGN Blue Star Design M A G A Z I N E
PHOTOGRAPHY Alan Doe, Sarah Forrer, Kevin Kopanski, Jim Roetzel, Rose Vardell CLASS NOTES classnotes@wra.net or contact your Class Correspondent
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ADDRESS CHANGES Jennifer Corby | corbyj@wra.net FEEDBACK/SUGGESTIONS Rose Vardell | vardellr@wra.net
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ON THE COVER We thank Stacey Vaughan for designing the art on the front cover, capturing both the historic integrity of these storied buildings as well as the warmth and welcome of campus — a perfect embodiment of the spirit of living where you learn.
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WRA Magazine is published twice a year for alumni, students, parents, faculty, staff and friends of Western Reserve Academy by the WRA Communications & Marketing Office. Western Reserve Academy is committed to maintaining an educational and work climate for all members of the community that is free from all forms of discrimination. In particular, WRA strictly prohibits discrimination based on race, sex (including pregnancy), religion, color, age, national origin, veteran and/or military status, genetic information, disability, sexual orientation, gender identity and/or expression, marital status and/or parental status.
FROM THE HEAD OF SCHOOL Christopher D. Burner ’80
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ecently the Head of School at a peer boarding school said aloud what many boarding schools have considered more quietly. “Day schools are telling our story.” Benefits that we told and sold as unique to boarding — matriculation to elite universities, small classes, service learning, whole-person development — are now woven into nearly every good day school’s value proposition.
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This issue of WRA Magazine explores the modern motivations — for parents and students — of living where you learn.
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In addition to the proliferation of school choices today, The Association of Boarding Schools (TABS) points to as many as 30 social and demographic factors that affect boarding schools. From the rise of the helicopter parent to the decreasing size of the family unit, to the progress of public schools in desirable communities, the headwinds are real. Nonetheless, I know all heads of boarding schools deeply believe that our schools still offer the best form of education in the country. But in today’s marketplace, what is the unique “boarding school effect”? The challenge with the boarding proposition is that it is a complex story not always deliverable in one breath. So, when I hear it articulated succinctly, I take note. Jude Kearney ’76, our good friend, WRA Trustee, last year’s Commencement speaker and our speaker at the launch of The Campaign for Excellence & Access, likes to say Reserve was more meaningful to him than his time at Harvard or Stanford. Naturally, I ask him to repeat this as often as possible! But what Jude is sharing is his version of the boarding school effect, some magical mix of friendships, discipline, community, sport, structure, passion, success, guidance and independence that propelled him to the very best universities and a zeal for wanting and achieving more out of life. This issue of WRA Magazine explores the modern motivations — for parents and students — of living where you learn. Consider the philosophical and practical implications of this statement. Philosophically, it means an education where teachers, history, beauty and support immerse our students. From a practical standpoint, think of what learning where you live means for parents — knowing that their children are in a safe, beautiful and enriching place; that their after-school activities mean a walk across campus; and that their teachers are partners, always available. Learning where you live is like being enveloped in opportunity. This issue also explores our close connection with our hometown of Hudson, which affords WRA another advantage. When TABS surveyed prospective boarding school parents, among their most pervasive impressions was the idea that boarding schools are isolated. This could not be further from the truth at Reserve. The opportunity to know and explore a downtown community that is an extension of campus provides a meaningful foundation for college and life. One of the byproducts of increased competition is that we likely are charging harder at excellence than ever before. Our pursuit of excellence — driven by our history, our vision for our school and our dreams for our students — is a unique story we all own. Thank you for helping us tell it.
Christopher D. Burner ‘80
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EDITORS’ NOTES ROSE
MEG
DOUGLAS
When a school like Western Reserve Academy has so much to offer academically — a world-class digital fabrication space, a curriculum designed to cultivate character and critical skills, abundant opportunities to intern in specialized fields — it’s easy to forget about the other benefits, the softer joys. But our students and alumni ensure we remember.
Years ago, when I worked at an ad agency, the company’s director began an artist-in-residence program to spark creative energy in the office. I loved it. It made me feel like our business was for the sake of art and creativity, not just the bottom line.
When I transitioned from teaching in the classrooms at the University of Mississippi to those of another independent boarding school, some people thought I was crazy, that I would miss the intellectual and creative community that had sustained me in Faulkner country. In my 18 months thus far at WRA, I have seen plenty of collaboration and creativity in all parts of campus life — from the boardroom to the classroom to the pages of this magazine. What’s more: each creative and collaborative opportunity is guided by a transformative mission that puts learning and growth first.
Many tell us that they came to WRA to be challenged and to grow as a student, but their most beloved memories go far beyond the classroom. They describe their dorm with great affection. They talk about evenings spent in faculty homes, seeking help and guidance from teachers who are never “off-duty.” Even our daily commuters enjoy a singularly unique educational experience, such as learning alongside classmates from around the world, who bring with them new perspectives and ideas. These memories capture exactly what boarding has to offer and are the creative inspiration for this issue that delves into the opportunity, and the gift, of living where you learn. — Rose Vardell, Associate Director of Communications & Marketing
Now I work at a place where most everyone is quite literally “in residence.” The creative inspiration ignited by one artist at an ad agency is multiplied by the dozens in WRA’s residential community. This “in-residence energy” — in abundance — is unique to boarding schools. It’s one of the powerful intangibles I think of every day as I consider our advantages. Having colleagues in residence is also very beneficial as we share knowledge and experience across disciplines. I remember a former friend in the English department whose support we often enlisted as an editor; he would flag blunders we didn’t consider, like ambiguous antecedents. I’m so pleased that for this issue, English faculty Douglas Ray provided his insights, writing and encouragement — and, the requisite grammar checks. — Meg Colafella, Director of Communications & Marketing
Our vision is that this magazine connects you with the tradition of innovation you know and love about WRA. The thoughtful, intentional changes developing at WRA have spurred me to remember the poet Ezra Pound’s dictum to poets: Make it new. Of course, excellence is a time-honored tradition here, and, thus, is not new. But Pound’s imperative is thoughtful innovation, and I know that all of us here at WRA — from our students experiencing a rigorous, fully-independent curriculum to faculty crafting experiences unavailable elsewhere — have embraced this charge. I hope you’ll feel a spark of the excitement in these pages that we feel here on campus each day. — Douglas Ray, English Faculty
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SHARE THE RESERVE EXPERIENCE
Do you know a student who would thrive at Western Reserve Academy? Western Reserve Academy has launched a Refer a Family Program to mobilize WRA’s expansive network of parents, alumni and friends to connect with prospective students in their own communities so that those students and families may learn more about the Reserve experience. Visit WRA.net/admission/referral to fill out the Refer a Family form.
For more information, please contact Director of Admission Nancy Hovan at 330-650-5880 or hovann@wra.net.
ReferRESERVE
We are proud to offer a wide array of enjoyable and enriching summer programs in a safe, supportive and beautiful environment. Our individualized camps provide a taste of the unique experience that is Western Reserve Academy. Whatever you're looking for, from half-day, full-day or boarding experience — if you’re looking to strengthen your academic or athletic skills, have an adventure or feed your creative drive — you’ll find it here. Whether you’re already part of our WRA family or simply interested in spending some of your summer with us, we invite you to join us for a magical summer of friendship, learning and fun.
REGISTER AT WRA.NET/SUMMERPROGRAMS
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Gauntlet | Aug. 14 Upperclassmen continued the tradition of welcoming new WRA students to campus during the Gauntlet.
Camp Wise | Aug. 17-19 The freshmen enjoyed their time at Camp Wise, where they participated in games and activities and forged new friendships.
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Eclipse | Aug. 21
Reserve Rally Day | Sept. 16
Several students and faculty members stepped outside to observe a partial solar eclipse on a historic first day of school.
With the help of Pioneer Pete, students and parents alike celebrated their school spirit during Reserve Rally Day.
Parents Weekend Sept. 23-24 Parents walked a day in their children’s shoes during Parents Weekend.
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Apple Cider Pressing | Oct. 28 All were welcome to scrub, grind and press apples into delicious cider on a beautiful fall day. Thank you to Dr. Ralf Borrmann and Charlie Kolodziej ‘18 for organizing such a great event.
Fall Concert | Oct. 2 The Symphonic Winds, Academy String Orchestra and The Academy Choir joined forces and presented a family-friendly performance that was a hit for all ages.
Academic Awards | Nov. 2 Students were recognized for their academic achievement during the fall Academic Awards ceremony.
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Athletic Awards Nov. 7 Student-athletes were honored for their play on the fields, the courts and more during the fall Athletic Awards ceremony.
GSA Cabaret | Dec. 1 The Cabaret is the biggest event organized by the school’s Gender and Sexuality Alliance student organization, and it is always a great time for all who attend.
Vespers | Dec. 4 Vespers is a time-honored tradition at WRA and a wonderful way for the community to gather in celebration of the holidays.
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Aiden Johnson ’18
Angela Jaballas ’18
Sang Hun Kim ’18
Kai Treble ‘18 and Carlin Szilagyi ‘20
Jihun Doh ’20
Noah Frato-Sweeney ’20 10
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Casey Semple ’18 and Andrew Boniface ’18
Harley Fisher ’19 Joshua Rogers ’19
Kali Chapas ’18
Joey Houska ’20 Sash Davis ’18 and Katie Elkind ’18
Hannah Stewart ’18 Isabelle Murray ’19
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BEYOND
P L A N E T
Ashleigh Sherman ‘20
Flora Jiang ‘19
Zander Young ‘19 and Nadia Konovalchik ‘20
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E A R T H
Lexi Shoemaker ‘18 and Alicia Ma ‘18 Connie Wang ‘18
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FALL
ATHLETICS The 2017 fall sports season saw nine sports teams committed to teamwork, discipline and ringing the Victory Bell. Whether our student-athletes were on the cross country trails, the golf course, the volleyball court or the athletic fields, they gave each meet, match and game their all, and the results showed. Not only were they exemplary athletes, they also were loud and proud cheerleaders for their classmates. Congratulations to all these athletes for their hard work and phenomenal sportsmanship and to their coaches for their guidance and mentorship. We look forward to celebrating more in the year ahead.
Abigail King ‘18 Gold Medal Award Co-Most Valuable Player Girls Soccer Record: 7-6-3
This year, we launched The Reserve Replay — WRA’s weekly athletic e-newsletter. Every Wednesday, we report on the previous week’s athletic accomplishments and highlight exceptional athletes. Delia Rabatin ‘21 Co-Marie Fiedler MVP Award Field Hockey Record: 5-11 14
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If you are interested in receiving WRA athletics news, please contact Jennifer Corby at corbyj@wra.net.
Samuel Bluso ‘18 Most Valuable Runner Boys Cross Country Record: 51-44
Madison Lin ‘19 Co-Most Improved Player Volleyball Record: 8-4
Evan Bongers ‘19 William F. Starn Spirit Award Football Record: 5-4
Elizabeth Russ ‘18 Coaches Award Girls Cross Country Record: 63-60
Lydia Peercy ‘19 Most Valuable Player Tennis Record: 11-5
Steven Yang ‘19 John Breuker Jr. Coaches Award Boys Soccer Record: 7-10-1
Nathan Beskid ‘20 Most Improved Player Golf Record: 9-6 WINTER 2018
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Chippewa Lake, OH
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o Back t ht rig Cartw n to study o rew ! d n t A xciting r o p Sup ! So e . p.m day Lexi Shoemaker ’17 0 0 g : 4 ignin Lake Forest, IL s s i h In this issue’s Student Takeover, we delve into a day in the life of two boarding students. We know our WRA boarders have jam-packed days full of classes and activities, but what does the average day really look like? From dining with faculty to living with friends, our boarders enjoy the adventure and opportunities that come with the Reserve experience. WINTER 2018 WRA
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Q&A
with Head of School Christopher D. Burner
Q: The Seymour Hall renovation is one of the largest and most important renovations Reserve has undertaken in many years, if not a century. How is the project progressing and when will it be complete? How will the new Seymour impact the school?
beneath the south end of the athletic fields. The wells are 505 feet deep and will provide temperature control for Seymour, including a cooling system for the first time in Seymour’s history. The inspiration for the Seymour geothermal system was the President’s House project, which integrated geothermal for the first time on campus under the leadership and environmental stewardship of Sherry and Marty Franks ’68.
A: The Seymour project impacts the school because it is a beacon for WRA. Within our own community and broadly, it sends a signal of our continual evolution, with academic excellence as the enduring cornerstone.
I would say the approach with Seymour is a metaphor for all the change currently underway at the school: built on the strongest foundation and sustained through community and innovation.
Renovation of Seymour is on schedule, with the grand reopening planned for August 2018. On the exterior, the beautiful repaired tile roof and new copper gutters can be seen peeking out from under the snow. In the early stages of the interior demo, we saw a gutted but still sturdy infrastructure, with most layers of plaster removed and brick in the walls and wooden ceiling beams exposed. Hard-hat tours have shown continued progress and some fascinating sights, such as the empty space where the north staircase once stood, where you now can stand and look up two floors. The central staircase is staying behind, and a walk up to the main floor reveals the time-honored words “Excellence, Integrity and Compassion” in the main entryway. Across College Street, 64 geothermal wells were installed 18
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Q: This is a year of great change for the school, most notably the implementation of the new curriculum, including a new daily schedule and College Level courses replacing APs. How are things going and how have the students responded? A: Alongside our brick-and-mortar renovations is the evolution of the curriculum. Our industry partners at The Association of Boarding Schools (TABS) and The National Association of Independent Schools (NAIS) have lauded the innovative features of the curriculum, including the recently dedicated Wang Innovation Center and the introduction of our groundbreaking College Level courses, each described
The most significant highlight is the sheer magnitude of the total amount raised so far for WRA, in excess of $75 million. This is an amazing testament to the loyalty and commitment of our Trustees, alumni, parents and friends. Thank you. in more detail in this issue. Students have begun to master the new schedule and realize the benefits of fewer, longer class periods each day. Our new faculty is well acclimated to the school and adding strength to an already distinguished, committed and compassionate community of educators. We remain the only school in our region to have moved beyond Advanced Placement (AP) courses, offering College Level (CL) courses for greater depth, rigor, freedom and flexibility. Reviews from students and faculty are positive, and we continue to determine ways to measure the efficacy and outcomes of our curriculum. Starting this spring, we will launch a new podcast series that will invite alumni and friends to listen in on some of our most popular College Level classes. This year also brings appropriate scrutiny from accrediting body ISACS, the Independent Schools Association of the Central States. ISACS completes 360-degree reviews of schools every seven years, and our review happened to coincide with our year of great change. While applauding our momentum, ISACS advised that we stay patient with change. With so much progress across the campus and curriculum, accepting this advice can feel counterintuitive; we tend to want answers to questions quickly, with any “kinks” instantly overcome. However, against the backdrop of nearly two centuries of history — and with so much on the horizon — it is heartening to be reminded to take a deep breath. Hopefully our students had time for relaxation and reflection over the winter break. The year’s changes have pushed our Pioneers in new directions, and I applaud their tenacity. With Seymour under construction, campus has been “extended” — with many classes now taking place in our Learning Community, temporary classroom pods located beyond the MAC.
Q: This is the final year of the Campaign. As you look back, what are some of the highlights? A: The most significant highlight is the sheer magnitude of the total amount raised so far for WRA, in excess of $75 million. This is an amazing testament to the loyalty and commitment of our Trustees, alumni, parents and friends. Thank you. I am also very proud that four new endowed faculty chairs will provide much needed resources to support our passionate faculty. We also have more than 20 new endowed scholarship funds to further strengthen our ability to attract students of extraordinary talent regardless of their ability to afford a WRA education. Excellence and access continue as guiding principles.
The restoration along Brick Row honors our past and preserves our future. This began with the Athenaeum, and now includes President’s House and Seymour, which were fully funded through Campaign gifts. This is a humbling accomplishment. Another highlight gaining acclaim across campus and around the country is The Wang Innovation Center, a modern testament to our pioneering spirit. This facility is unparalleled in the independent school sector and not only was fully funded to create, but also is permanently endowed. We have until June 30, 2018, to complete the Campaign, so I will spend much of the next several months on the road, meeting with alumni, parents and friends. I am grateful every day for the leadership of our Trustees, including Co-Presidents Tim Warner ‘69 and Andrew Midler ‘79, and Marty Franks ‘68, who has traveled globally with our team and passionately advocated for the school’s future. With this leadership, we created a Campaign that increased our endowment, supported faculty, restored cherished facilities and raised the level of annual giving. I look forward to the summer and fall, when we will have the chance to thank our donors and share the story of a Campaign that has greatly strengthened our school.
Q: You have been the Head of School for 10 years now. How do you feel? A: The past 10 years have flown by. I am particularly pleased with the conclusion of The Campaign for Excellence & Access this year and the innovation and changes occurring throughout the school. Nonetheless, they are balanced by the traditional approaches, which we maintain, that have been evident at Reserve for generations.
Q: What are you reading? A: My wife, Alison, claims my reading is too “one-dimensional” as I enjoy nonfiction, particularly biographies. Recently, I have been reading new biographies of Presidents. My most recent books are: Herbert Hoover in the White House: The Ordeal of the Presidency by Charles Rappleye and Coolidge by Amity Shlaes. Right now, I am reading Grant by Ron Chernow. I am a real fan of Chernow’s writing as I read Hamilton and enjoyed the musical. In the new year, I hope to read Engine of Impact: Essentials of Strategic Leadership in the Nonprofit Sector by William Meehan and Kim Starkey Jonker, recommended by Board of Trustees Co-President Tim Warner ‘69. They are at Stanford with Tim. Maybe Alison can expand my reading list. WINTER 2018
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Living Where T
he boarding school world is changing, even if it seems paradoxical to think it should have to change. After all, these are storied, historic places — some two centuries old — with tenants that have made contributions to the world that will never be forgotten. The best boarding schools, like WRA, have a legacy of providing the highest standards and the warmest support. If you graduated from a boarding school, you may wonder why boarding schools face significant headwinds today. After all, it is likely that you know many who followed a similar path and look back on their years at their alma mater with tremendous affection, for reasons ranging from the close presence of teachers, coaches and friends to the honing of intangible life skills like curiosity, character and ambition. These benefits endure at boarding schools. So why is the boarding school sector at a crossroads?
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“Great boarding schools know that of all the outcomes of school, producing graduates who are both ‘good and smart’ are the two that count most, and that characterfoundation is the foundation that pays the highest dividends for the individual and for society.” —The Association of Boarding Schools
The simplest answer is that the education market has changed, and the consumer has changed. The more philosophical answer is that excellent schools evolve, and boarding schools have long been excellent schools. Up against the 300 boarding schools dotting the U.S. and Canadian landscape are 33,000 private high schools and nearly 100,000 public high schools, not
to mention other new contenders in the school market: charter, virtual, micro and magnet schools, which are eager to offer their version of a consumer-focused, exceptional education. Historically, boarding schools occupied a niche market, appealing most to those seeking the gold standard of education and college outcomes. But boarding schools face a turning demographic and sociographic tide, a drastically different college landscape and other formidable factors all affecting demand. Since 2011, industry reports have seen a 12 percent decrease in the number of U.S. boarding students. In the last decade and a half, boarding enrollment has shown an overall decline at a rate of 400 students per year, according to The Association of Boarding Schools (TABS). “Having been involved with Western Reserve Academy for years, as well as two other boarding schools, I can reflect on a long stretch of time,” said Head of
You Learn Rooted in deep market research, the North American Boarding Initiative (NABI) has created an integrated and collaborative campaign representing more than 200 boarding schools in the U.S. and Canada. NABI’s goal is to attract 2,020 domestic boarders by 2020 using a dualfocused campaign geared toward parents and students, and including video, digital and traditional media, social media and more. The campaign is built around the theme “Ready for More?”
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School Christopher D. Burner ’80. “I can remember the 1990s when I taught and served as the Director of Admission, and I can say there was little change during that decade. Perhaps this is a nostalgic view, but faculty, student, college placement and curriculum issues were largely stable. Now the pace of change is rapid.”
American Boarding Initiative (NABI) “2020 by 2020,” which aims to yield 2,020 tuition-capable, domestic boarding students by the year 2020. Their marketing campaign asks the bold question “Ready for More?” to invite families to rethink their perceptions and elevate their ambitions. The campaign communicates how boarding school prepares students for life like no other education experience.
How do we change these perceptions? We evolve — from the way we structure our curriculum to the way we tell our story. We celebrate and draw from our history and traditions to be more progressive than other schools. We leverage the efforts of TABS to paint a modern picture of boarding and a true and multidimensional narrative for our school. We engage our alumni as ambassadors.
Boarding schools have been depicted in nearly every possible way — from magical castles to less flattering illustrations. Boarding school awareness is influenced by these archetypes, by news headlines, and by societal perceptions of boarding schools as members-only clubs for the elite or, worse yet, places to send troublemakers.
Research conducted by NABI digs deeper into societal trends that have impacted boarding. Their findings include a list of impacts, including dominating characteristics in the millennial generation — 80 percent of millennial mothers believe it’s important to be “the perfect mom” — and the accruing student debt of young families unable to take on another financial commitment.
So often when you speak to alumni, they tell you: “Western Reserve Academy changed my life.” It echoes across generations, from the classes of the ’40s to recent graduates.
To give a collective voice to boarding schools in an increasingly crowded marketplace, and to grow the domestic market of boarding students beyond what they call “the innermost concentric circles,” TABS has launched the North
Perhaps most revealing was a recent survey which lists the top three descriptors of boarding schools as expensive (65 percent), exclusive (51 percent) and isolating (44 percent).
Besides quantitative challenges, there are perceptual ones.
And they do not speak of exclusivity and isolation. Rather, they talk of all the ways they felt connected to something special. They don’t just remember their high school friends, decades later they still meet them for lunch and plan vacations together. They remember the short walk to Hudson, the trips to downtown Cleveland and a rather famous track team trip to Florida organized by team
The Western Reserve Academy Difference Over the years, we have asked WRA parents, students, alumni and faculty why they chose Western Reserve Academy. There is a pattern in their answers where many speak to a culture of kindness and warmth, a forwardthinking spirit and the promise of something extraordinary. 22
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“Boarding at Reserve is a treasure.” — Trevor Wood ’21
“I love being a boarding student because not only do you get to live with your friends, but you also get the accessibility of everything on campus. I can walk to town, the turf for a football or soccer game, the dance studio, the library and a majority of faculty members’ houses.” — Lexi Shoemaker ’18
“When I say Reserve changed my life, I am not exaggerating. I owe more to Reserve than certainly the three universities that I went to. Professionally, I don’t think I would have accomplished what I have had it not been for all that I learned at Reserve.” — Phil Berger ’70
coach and beloved Latin faculty Frank “Stretch” Longstreth. Nostalgia intersects with 21st century realities with modern resonance. In a recent article published in the Greenwich Sentinel, The Gunnery Head of School Peter W.E. Becker spoke to a unique relevance of boarding schools as a benefit to modern parents looking to combat unfiltered and pervasive media content. Students of today live in a content-saturated world with access to anything just a fingertip away. What boarding school offers is an antidote to this dilemma by bringing in structure, full schedules, increased opportunities to engage in other activities, and a shared and deliberate pursuit of authentic discovery — far beyond the screen. TABS calls it the “discovery of everything a student is capable of.” The reality of boarding schools is that they are so much more than what their name suggests.
“I love that WRA has such an appreciation for history and tradition, but also shows a strong commitment to moving forward and embracing diversity. This seemed like a great place for my daughters to continue their education, and I felt like it would be a good fit for me as well.” — Brandi Wheeler, Director of The Academic Center, mother of Jasmine ’20 and Camille ’21
“When I visited Reserve, I was looking at a lot of boarding schools in New England. In fact, Reserve was the only one I looked at outside of that area. My student tour guides answered my questions and even ate dinner with me. I chose to go here because I could see that everyone was just genuinely really, really nice.” — Calum Mawer ’18
“They look you in the eye when they talk to you, they’re so polite, great posture — we were just really impressed by their level of maturity. And it wasn’t like there was a teacher watching them, making sure they were behaving — they’re just good kids!”
“The boarding school experience was extremely valuable in my life. It taught me how to live well with other people. At Reserve, your teachers are accessible — you see them more than just in a classroom. They’re your coaches. You might have dinner with them, breakfast with them. You might sit at the French table and speak French throughout dinner. I think it’s important others experience this, and Reserve has really sustained that atmosphere. I’m thankful for that.” — John Steen ’63
— Diane and David Ashley, parents of Julia ’20 and Brooke ’21 WINTER 2018
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“We can’t say enough good things about their experience and the people there, the culture, the climate — we’re just so impressed.” Libby Frato-Sweeney, mother of Ellie’ 20 and Noah ‘20
They are more than a school; they are a solution for the student looking for more, who wants to be challenged, who wants to stretch their mind, who wants adventure, who is hungry for opportunity. They are the answer to the bold question “Are you ready for more?” At the end of the day, it’s the boarding element that brings the most unique layer to the experience. Any school can offer classrooms, musical rehearsal rooms and locker rooms, but boarding schools add in dining rooms, laundry rooms, bedrooms and kitchens. These spaces deliver what one parent called “unscheduled moments of awesomeness.” Because faculty live on campus and sometimes even in the dorms, they take on an in loco parentis position. They are not just classroom figureheads, they are mentors, advocates, coaches and role models. Even day students can keenly feel the boarding school effect. The school may be in their neighborhood, but their classmates could come from anywhere. They learn in global classrooms, working alongside and collaborating with students that cross cultural boundaries. It is a cosmopolitan experience without leaving home. 24
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“Every day, I think of another reason why people should believe in boarding,” said Megan Cartier, Managing Director of NABI & Market Growth. Cartier visited WRA over the summer and came away impressed. After seeing many boarding schools, she believes Reserve stands out as a truly classic representation of the boarding school experience. The Federal style of the campus and its beautiful facilities, the crisp Reserve green uniform, the outstanding curriculum and faculty, the proximity to picturesque Hudson — all of it culminates into one quintessential boarding school package that benefits even further from unique and progressive offerings like The Wang Center for Innovation. Add in an intangible but enveloping dose of Midwestern values, and WRA appears a truly unique juxtaposition of classical and cuttingedge, grit and grace. It is important, vital even in today’s world, for boarding schools to define and redefine themselves. There is a bold and evolving story to be told. In an ocean of schools for students to explore, boarding schools are a current among many, but their pull is strong and will draw in those who dream of, and are ready for, something more.
Rethinking Boarding School Perceptions
For a long time, Libby Frato-Sweeney wondered about the appeal of boarding schools. When she would drive to her grandparents’ house, she would pass the Hershey Montessori School’s Huntsburg Campus, which included boarding students. The same thought would cross her mind each time she drove by — I do not think I could send my kids to boarding school! Insights from TABS research tell a similar story. But one recent survey revealed a key takeaway: 54 percent of parents surveyed said they would consider boarding school if their child asked them to. The students, as consumers, have an influential voice. Frato-Sweeney teaches art at a public school in Garrettsville, OH. Having taught there for many years, she knew of Western Reserve Academy. Sometimes her students would even compete against WRA athletes. She knew about it — knew it was an exceptional school — but it wasn’t until a colleague casually mentioned how well it would suit her children, Noah and Ellie, that she truly gave it some thought. “Neither my husband nor I had any
News from Inside The Franks Family Admission Office at President’s House experience with independent schools,” she said. “This really was a whole new world for us.” Her daughter, Ellie, was immediately intrigued. At the suggestion of WRA’s Dean of Admission & Financial Aid, she enrolled in the Young Scholars Program, a three-week, tuitionfree summer program for students from rural and small towns. It gave Ellie a chance to get to know the campus, to learn under longtime faculty members Sarah Horgan and Diccon Ong ‘81, to experience the structured pace of a boarding school. She loved it. In fact, she was so enamored by her Young Scholars experience that her parents began to seriously consider boarding. “It was clear it really made an impact on her,” said FratoSweeney. “So we encouraged both her and [her brother] Noah to apply. They were both awarded generous scholarships and had an amazing first year.” By the end of their first year, both Noah and Ellie had a lot to celebrate. Noah had received high honors, was named President of his class, starred in plays and — his personal favorite — won the frisbee golf tournament with his friends. Ellie, a devoted scholar, had also received high honors and had flourished in Reserve’s academia, particularly enjoying the numerous study sessions at faculty members’ homes preceding exam week. “We can’t say enough good things about their experience and the people there, the culture, the climate — we’re just so impressed,” said Frato-Sweeney.
A once-dormant President’s House, Western Reserve Academy’s oldest building, has been awakened and is now full of activity. This year, the Admission Office has welcomed hundreds of families to campus for visits and tours, hosting two athletic Open Houses and a fall Open House that welcomed more than 75 families. On Saturday, Sept. 30, friends and family gathered to toast the complete restoration and modernization of The Franks Family Admission Office at President’s House. The ceremony honored Marty ’68 and Sherry Franks, whose gracious generosity funded the extensive and careful renovation. The Admission Office made WRA history in announcing the launch of the Distinguished Pioneer Scholars, a merit scholarship program for eligible students entering 9th or 10th grade. Through this program, the school will grant one half-tuition boarding scholarship and two quartertuition scholarships annually. Students receiving the awards will have demonstrated exceptional dedication to the school’s core values of excellence, integrity and compassion. Since its reopening, President’s House has truly been a place of momentous events and historic action, while also accommodating the smaller joys of campus. The building still exudes the same warmth it did when it served as a faculty member’s home, and students often gather for special activities, such as pumpkin carving on the patio.
It’s not uncommon to have the child initiate and spearhead the boarding school discussion. Conversations with WRA alumni often yield similar stories about an intrepid child who pursued Western Reserve Academy with gusto, marching confidently toward Brick Row with their parents in tow. Once Frato-Sweeney got to know Western Reserve Academy, it didn’t take long for her to evolve her perception of parents in the boarding school equation. “This is the gift we can give our kids,” she said. “I’ve taught in a public school for 19 years now, and I’ve never seen a student in my school walk around with an SAT or ACT prep course book the way I did at Reserve. But that’s the culture of Western Reserve Academy. Your children are around kids who are looking toward their future and who are intellectually curious.” Though family wasn’t too far away, it was rare for Ellie and Noah to leave campus outside of breaks. “We only live about 25 minutes away, but they were so busy they didn’t end up coming home as often as we thought they would, “ Frato-Sweeney said. “They were so happy and involved. It’s kind of a beautiful thing when your kids can handle life and create happiness on their own.” WINTER 2018
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Inside the
CL CLASSROOM Written by Douglas Ray, English Faculty After two years of conversations and careful planning, WRA launched its visionary, fully independent curriculum. As the first school in the region to no longer allow the curriculum to be dictated by the College Board’s AP program, WRA continues to pioneer in the classroom by embracing key values of creativity, collaboration, critical thinking and inquiry-based experiential learning. Replacing these AP courses are 23 College Level (CL) courses, designed by WRA faculty to capitalize on each person’s expertise, to respond to student interests and an ever-changing world, and to distinguish our students as taking part in rigorous learning that aligns with the school’s mission.
Why Move Beyond APs?
The reasoning for moving beyond the AP program was clear: AP classes are no longer distinguishing for students as they are widely available; our faculty have the ability to create top-level courses that allow for deeper exploration; and our student learning is not driven by the content on one particular test, externally produced. Students still have the ability to prepare for and take AP exams, but the school no longer allows its curriculum to be designed for that particular test. What this move has meant for the classroom culture at WRA this fall has been a transformation catalyzed by possibilities and innovative thinking by both students and faculty.
My Own Experience Teaching CL English One of the things that first attracted me to teaching at WRA was the conversation about moving to a fully independent curriculum. As a student at an independent school, I had taken a full slate of APs, but those courses were all extremely broad surveys, and I heard my teachers constantly express anxiety about “covering” certain topics. I knew from my own experience teaching an AP course at my previous boarding school that the College Board certainly functioned as a “lead teacher,” and my goal was to execute their vision. In graduate education programs at Columbia’s Teachers College and Northeastern University, I studied educational theory and read peer-reviewed research studies that adamantly supported a different 26
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type of teaching and learning beyond “coverage” of material that encourages student passivity. When I received the offer to become part of WRA’s faculty, I was thrilled to get to dream about how to improve teaching and learning at a place with a rich tradition of excellence. I found the tension between tradition and innovation at WRA to be both fascinating and productive. Those are the types of forces that animate independent schools and bring about the creative work that can be done in our schools. This fall I have designed and taught two sections of our CL English Seminar, a course I titled The Aesthetics and Ethics of Encounter. In constructing
the course, I talked closely with Sasha Maseelall ’96, who teaches a CL English Seminar called The Effects of Memory, on how we could confidently say that our courses were, indeed, “college level.” Earlier in our careers, we both taught at the university level and both also taught APs, so we referenced our previous experiences to come up with our guiding values. We agreed that what differentiates our courses as college level is the difficulty of the texts considered, the level of engagement of participants in discussion, the use of critical lenses for understanding work, and the quality and sophistication of the writing produced. I then thought of the particular content of the course, and I felt energized not to have to follow the limitations of AP. As
a result, I came up with this particular course description — one that reads quite differently from AP courses: “Although literature is one thing and morality a quite different one,” Jean-Paul Sartre asserts in “Why Write?”, “at the heart of the aesthetic imperative we discern the moral imperative.” Sartre understands that one writes with the intent of communicating and collaborating with a reader — a perfect union of production and consumption that creates meaning. Reading and writing are then neither purely personal nor political acts; instead, we locate these related actions in a third space: the social. This seminar will explore the social role of reading and writing through studying the aesthetics and ethics of a wide range of texts. These pursuits and considerations
are as classical as Aristotle’s Poetics, and we’ll examine work that is urgent and timely as well as canonical. We’ll continuously ask essential questions to revise our understandings of texts and the processes that allow us to construct meanings. This course assumes that reading and writing (and seeing and thinking) have the capacity to build connections between people, regardless of background, or at least analyze the differences that remain. Most importantly we’ll ask how we live, speak, and construct conceptions of the self and others in a way that is peaceable, pragmatic, and (dare I say it) pleasurable.
They’ve written powerful positionality statements that explored how the different identity spaces they inhabit influence their interpretation of the world and texts. We’ve spent a lot of time talking about hermeneutics and the ethics of reading and constructing meaning. They have written and written and written. Readings have ranged from Ta-nehisi Coates and James Baldwin to Aristotle, Peggy McIntosh, Anne Carson and Elaine Scarry. I think it’s safe to say that we’ve had a baroque conversation that we all know has been filled with consequence.
In the course, students have studied 13 different critical lenses, from phenomenology and Russian formalism to ecocriticism and poststructuralism.
Through the freedom provided faculty to construct new courses, we have also felt the imperative to collaborate and have intentional conversations about what WINTER 2018
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we aim to do. I have had meaningful collaborative moments with colleagues — particularly with Sasha and with Cullen Sacha, my colleague who teaches CL Philosophy. Sasha and I talk regularly about the work we’re seeing and doing: while our courses have distinct aims, we are always in dialogue about what we want the student experience to be and how we can curate an experience that is world class for them. Cullen and I jointly constructed a participation rubric for students to self-assess their performance in our classes. Sasha, Cullen and I have all used this valuable tool at points in the semester to remind these motivated students that contributing to the collective dialogue is absolutely necessary in courses that expect high energy and high capacity. In the last few class meetings, we read Harvard Professor Elaine Scarry’s On Beauty and Being Just. She says, “This willingness continually to revise one’s own location in order to place oneself in the path of beauty is the basic impulse underlying education.” For the students’ final paper, rather than giving practice multiple choice questions like those students would experience on an AP exam, I had them contemplate Scarry’s points about beauty, then write in detail about two specific experiences with beauty from their own lives before then leaping to a statement of their understanding of beauty. From what I’ve read, I realize that, while certainly writing about powerful aesthetic encounters with what they deemed beautiful, my students are also meditating on education — how we reckon with ideas and determine our relationship to them.
When Students Become Teachers
What I’ve learned from my students this semester, given that I’m not preparing 28
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When I received the offer to become part of WRA’s faculty, I was thrilled to get to dream about how to improve teaching and learning at a place with a rich tradition of excellence. them for a particular exam, is to listen… really, really listen. What I’ve learned from that behavior is that my students take everything to heart and reach toward wisdom. Here’s an example from this final essay by Charlie Kolodziej ’18 where he meditates on beauty: “Too often we talk about beauty as a goal. Use this makeup; paint this picture; write this sentence; aspire to be beautiful. But beauty is not a trophy to be won. Beauty is shy. It is more likely to reach out and timidly tap you on the shoulder on your way to Open Door. And if you have been paying attention, all those grand moments of unexpectedness suddenly coalesce. You feel the tap, turn around, and recognize the beauty that has been there all along.” Or this from Logan Snell ’18: “Whenever someone recognizes beauty, a grappling with the absurd must simultaneously occur. A moment which, whether conscious or unconscious, forces a person to situate themselves within something larger. Beauty provokes an admission of the presence of an indisputable oneness within our world — a recognition that you too will forever be composed from the same elements as everything else, known and unknown.” He then posits, “Beauty is necessity.” What Charlie and Logan both do is
call me — us — to awakening and acceptance. Yes, to be just and open to the goodness and the universe. In all the AP curricula I’ve read, I’ve never seen anything like this; I don’t think that aspiring to wisdom is something that can be bubbled in on a standardized test.
My Colleagues’ Experiences Teaching CL Courses
When I asked Gerard Manoli how his CL Linear Algebra course differed from typical AP math classes, he said, “There is and never has been such a thing as AP Linear Algebra, so WRA students are extremely fortunate to have this opportunity available to them.” Manoli went on to patiently describe to this humanities teacher exactly why he decided to teach linear algebra: “Linear algebra has a concrete representation in analytic geometry; is central to modern mathematics and its applications; and has extensive applications in engineering, computer science, physics, the natural sciences and social sciences.” While many independent schools seek out partner programs when their curriculum and faculty expertise has been exhausted, WRA has the talent on faculty and amongst the student body to create courses in-house to allow for further growth. Freedom to create and innovate is a theme across the new CL courses. Diccon Ong ’81 is able now to have his CL U.S. History students write an extended research paper, whereas in AP U.S. History he was not able to create such an experience for the students. Too, in his CL Economics course, he is considering a financial literacy unit later in the year — something he has wanted to do for years. His history department colleague Oksana Eiben notes that in her CL Government class, “Students are expected to participate in a series of
Adam Yankay says that in his CL Statistics course, he asked the students what they wanted out of their experience. Rather than having him design a course geared toward gaining AP credit, they wanted a course that gave them practical knowledge and applications of statistical concepts. Similarly, Michael Bonomo, who teaches CL Chemistry says, “Once nudged in the right direction, my students have been able to apply their skills to answer lab-based questions — a particular skill that would be necessary in a real-world scenario.”
What Have We Learned? research-based assignments and handson simulations.” She goes on to mention that, if she were constrained by the AP Government curriculum, “I would not have been able to allow the students significant time to ponder the difficult concepts and draw their own conclusions about their importance.” Both Katie Bonomo and Jennifer Nagano see opportunities for student-driven projects in their courses. Bonomo, who teaches CL Calculus BC, says, “In the spring, rather than preparing for the AP test, we will have time to have students actually execute projects that pertain to their knowledge of calculus. They may make an object in The Wang Innovation Center utilizing volumes of revolution rather than just preparing for test questions.” Similarly and succinctly, Nagano, who teaches CL Computer Science, says, “Students will work on a variety of programs throughout the year, including a chatbot, an image manipulation program and a studentdriven, collaborative design project. We will have more time to work on studentdriven projects and explorations than we would with AP.” Both Ralf and Christine Borrmann ‘84
are enthusiastic about the opportunities to shift their curricula to differentiating daily classes. In Ralf’s CL German class, students spent the first month closely following the political campaign in Germany, researched the different political parties and gave presentations about different concerns. He goes on, “As the AP language courses focused more on a broad range of topics and remained relatively superficial, we have the time to go deeper. I can allow the students to participate in the selection of topics. Literature is back! We can devote time to an entire play, novel, etc., and I find that the students are responding well.” Discussing her CL French course, Christine says, “The beauty of this course is that one can focus on the content of the works and not worry about practicing the ‘artificial’ exercises which are a part of taking the AP exam. This is still a skillsbased course, but one can create more original assessments for the content. The content can be student-driven rather than prescribed by the College Board.” Attaining “real-world” or practical knowledge in addition to theoretical understanding is another theme teachers of newly-designed CL courses note.
What’s clear is that faculty are excited to keep experimenting and responding to what they see in the classroom and in the broader world. Without the “big-box” AP curriculum, we can tailor an academic experience for our students that is specific, meaningful and memorable. WRA has fully embraced its status as an independent school, but more importantly as an innovative school of pioneering thinkers and doers, from faculty to students. We understand that innovation and change is an iterative process. We know the questions to ask along the way of creating this new curriculum. We must step back, evaluate and improve our courses for the next iteration. Additionally, while this article has focused on changes that have occurred in our most-demanding courses, it is important to note that the rest of the curriculum has not remained untouched. Thoughtful revisions have taken place throughout the curriculum from freshman courses all the way up to build a stronger, more responsive academic program for today’s learners and leaders. In 2018, join us for a new WRA podcast series, including “Inside the CL Classroom,” featuring our faculty and new course offerings. WINTER 2018
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Unveiling The Wang Innovation Center
From left to right, Joseph Wang ‘16, Barnabas Wang ‘15, Xuning Wang, Head of School Christopher D. Burner ‘80, Board of Trustees Co-Presidents Andrew R. Midler ‘79 and Timothy R. Warner ‘69. 30
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n a warm and sunny day in late October, a packed room of school Trustees, students, faculty and friends celebrated the dedication of The Wang Innovation Center — Western Reserve Academy’s new 6,000-square-foot collaborative learning space.
Those in attendance marveled at the technology around them, and in hushed tones made comparisons to Willy Wonka’s chocolate factory and Tony Stark’s lab from The Avengers. With the space filled with professional-grade 3-D printers, laser cutters, circuit-board makers, audio and production hardware, virtual-reality headsets, milling and welding machines, and industrial craft printers, the comparisons might not be far off. “What can’t these kids make?” asked someone in the crowd. “Their only limitation is what they can think up,” replied Dean of Faculty and Director of Information & Education Technology Matt Gerber. Making is what makes us human, Gerber said in his remarks. “We take pride in creation as it stems from our hands, and making with electronic and digital tools, as well as traditional schools,” he said. “With this, our school community becomes inspired and passionate about innovation, creativity, entrepreneurship and design.” Lead donor and WRA Trustee Xuning Wang gave an eloquent speech with his sons Joseph ’16 and Barnabas ’15 by his side. He spoke about
From left to right, Joseph Wang ‘16, Dean of Faculty and Director of Information & Education Technology Matt Gerber, Xuning Wang and Barnabas Wang ‘15. WINTER 2018
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Pictured above is Burton D. Morgan Foundation President and CEO Deborah Hoover. The Burton D. Morgan Foundation was instrumental in the creation of The Wang Center.
how his donation was not a simple gift, but rather a symbol of “educational principles” — that students should learn by making and doing. Wang’s sons are recent graduates of WRA and part of the inspiration for his generosity. As Chairman and General Manager of Joyoung Co., Ltd, Wang is no stranger to entrepreneurship, and in 1994 helped invent the world’s first automatic hot soymilk maker. Because the technology had never been seen before, consumers did not know what to make of this new home appliance at first. Fast forward to today, and Joyoung has become a household name in China. The company commands more than 80 percent of the country’s market for soy-milk makers. Wang’s success is a testament to the hard work it takes to bring a successful product to market, and is the exact mindset students will be developing in The Wang Center as they create their own projects. One of the inspirations for The Wang Center was Joyoung’s own “Innovation Theatre,” which is used to develop new 32
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ideas and products for the company. Perhaps the most generous aspect of Wang’s donation is its sustainability. A large portion of the gift will help create an endowment for materials, supplies and salaries. Because technology evolves at such a rapid pace, Wang’s gift ensures that The Wang Center will always have the newest and most advanced technologies for students. Also in attendance at the unveiling was Deborah Hoover, President and CEO of the Burton D. Morgan Foundation. The Foundation was one of The Wang Center’s first donors due to the Center’s commitment to inspiring entrepreneurship, which aligns with the mission of the Morgan Foundation. Head of School Christopher D. Burner ’80 thanked the Morgan Foundation for its support, and spoke of how the generous donation “has opened up opportunities for continued education” for WRA’s students. WRA Board of Trustees Co-President Timothy R. Warner ’69 echoed Burner’s
sentiment and praised The Wang Center’s ability to “transform the way the WRA community can teach and learn.” “There are inflection points in the history of schools where the school embarks on a new, bold direction,” added Burner. “The Wang Center has created such an inflection point for Western Reserve Academy.” Burner concluded the event with a message to students, calling on them to make the most of The Wang Center and work hard in classes, such as the newly established Literacies program, that make the most of its resources. “You are the reason this facility exists, and we hope you and future generations fill it with ideas, creative projects and new directions,” said Burner. Following everyone’s remarks, Wang cut an orange ribbon with a large pair of ceremonial scissors as applause echoed throughout The Wang Center. He looked out at the crowd and was greeted by smiling faces of WRA students whose success and ambitions will become a part of The Wang Center story.
A Look at Our Digital Literacies What fundamental skills and principles do students need to learn to be successful in school and life? Western Reserve Academy has launched its Literacies program to tackle this very question. While the full program is still under development, the first phase, Digital Literacies, is underway. The entire Class of 2021 is taking two courses: Learning to Code and Learning to Make. Combined, these classes introduce students to coding languages and fabrication, and provide foundational knowledge for them to develop these skills at WRA and beyond. The Wang Innovation Center is central to the Literacies program’s current success and bright future.
LEARNING TO CODE
LEARNING TO MAKE
Behind every smartphone app, website, computer program and traffic light is the invisible language of code that makes it function.
The Learning to Make class teaches students the fundamentals of digital fabrication, a manufacturing process where the machine is controlled by a computer. The course explores design thinking, computer-aided design, computer-controlled cutting, electronics production, 3-D scanning and printing and more.
Since 2009, mathematics faculty Jen Nagano has been teaching coding to WRA students enrolled in her computer science classes. With the new Digital Literacies program, she is excited to share her passion with the entire freshman class. “As educators, we want to give students as many opportunities as possible, and coding allows them to build skills that can open many doors,” Nagano said. Learning to Code introduces students to coding using Java Script, an important coding language used for web applications. In just a few weeks, students are able to create basic game applications for smartphones. By the end of the course, they can create more advanced programs and more easily learn additional coding languages. Students also discuss how binary data functions and explore issues surrounding internet and security. Nagano believes that having a working knowledge of how the devices we use every day work is a crucial part of being a knowledgeable member of society. “Understanding technology is important for building informed citizens that are going to go out in the world and make big decisions,” Nagano said. “It’s important that decision makers understand how technology works in order to make informed policy.”
Matt Gerber teaches Learning to Make. Because of the newest technology and resources located in The Wang Innovation Center, his students have been able to create truly amazing projects. “If a student thinks up an idea, we have the technology to actualize it,” Gerber said. Because many of the machines are both complex and hazardous to the untrained, students must complete a safety test before using a new piece of equipment. “Every machine is taught with the principles of safety and includes lessons on safe behaviors and operating instructions,” Gerber said. “So far we have not had any machine-related incidents.” And because prototyping is part of any manufacturing job, freshmen have the unique opportunity to create many different iterations of a product. Often teamwork is required, and Learning to Make stresses the importance of working with others to tackle complex problems. “Just the other day, one of my freshman students taught someone how to use the laser cutter,” Gerber said. “She was using the skills that she learned to teach another kid who isn’t in the class. It’s this kind of initiative and confidence that we strive to build.” WINTER 2018
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Campaign Update
4
SEYMOUR HALL RENOVATION
NEW ENDOWED
$13,748,400 GOAL: 14, 000,000
23
FACULTY CHAIRS
NEW ENDOWED
BY N T U H M E BE RS
Th Ex e ce Ca lle m nc pa e ign & Ac for ce ss
Scholarship Funds
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CAMPAIGN PROGRESS
$5,335,000 FOR THE NEW WANG INNOVATION CENTER
$75,316,899 GIFTS FROM CURRENT PARENTS
$24,409,280
GIFTS FROM ALUMNI
$52,808,382
$16,891,942
FUTURE RESERVE HERITAGE SOCIETY GIFTS The Campaign will end this summer. If you have already contributed, thank you very much for helping guarantee Reserve’s continuing excellence. We are trying to finish strong. Might you consider an additional gift to the campaign before June 30th? If you have not yet supported the Campaign, there is still time to help make certain we reach our goals: increased financial aid and faculty support, and the preservation of our historic and beautiful campus, including the restoration of Seymour Hall. Mark LaFontaine in the Advancement Office can answer any questions you might have. He can be reached at lafontainem@wra.net or (330) 650-9704. WINTER 2018
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We polled current students on their favorite spots in Hudson. Here are the results! Open Door Coffee Company Restore Cold Pressed Cold Stone Creamery Chipotle Heinen’s Hudson Springs Park Aladdin’s Eatery All Around Cyclery The Hudson Farmer’s Market
SMALL TOWN,
BIG COMMUNITY
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n any given day, Hudson is filled with Pioneers. Western Reserve Academy’s students can be found walking and biking to town, ducking into Open Door Coffee Company, getting smoothies at Restore and shopping at the Farmer’s Market. “Boarders enjoy the fact that they have the freedom to walk and bike downtown when they don’t have a class or other commitments. They can ‘get off campus’ while still being minutes away,” shared Wendy Skinner, Dean of Students. Invoking fond memories for alumni is an unmissable landmark, the Hudson Clock Tower. In the middle of favorite hangouts for current students, this historic spot is emblematic of Hudson’s charm. The town’s streets, lined with restored century homes including several where WRA faculty reside, also include quaint shops, inns and dining options that round out the outstanding quality of life in this nook of Northeast Ohio. “Downtown offers so much to WRA students on the weekends and during their free periods,” added Kim Barsella ‘84, President of the Pioneer Women’s Association. “As a parent, it gives me peace of mind that our students can safely walk to many stores and restaurants only a few blocks from campus. As a Hudson resident, I really enjoy seeing the WRA students studying at our local coffee shops, grabbing treats from the local grocery store, and walking by and waving to me as we pass on the streets.” Brent Forrer, owner of All Around Cyclery, a bicycle shop steps from the south end of campus, says the novelty never wears for him when he sees a Reserve student in their green blazer riding over to the shop. “We have a good group of regulars from campus who ride their bikes from their dorms to their classes and all around town,” said Forrer. “I take it upon myself to reinforce that they should wear their helmets. And parents come in with some of the students too, making sure their kids have bike baskets and any accessory they need to make their commutes easier.
Some of the kids come from very bike-friendly countries and towns and are looking for the amenities they are used to having back home.” “We consider downtown Hudson an extension of our campus,” says Head of School Christopher D. Burner ’80. “The opportunity for our students to walk into a safe and beautiful town, meet its merchants and contribute to its vibrancy is unmatched at other boarding schools. I believe that ‘learning Hudson’ adds a great dimension to the overall WRA educational experience, with students here able to appreciate and enjoy Hudson’s history and modern amenities. Hudson and WRA were founded by pioneers in their own rights, and I believe the school and the town share a spirit of discovery and optimism.” Boarding schools are often on a hilltop or isolated — not within walking distance of Main Street, U.S.A. Within the Village of Hudson and nestled close to the Cuyahoga Valley National Park, Reserve offers students the unique opportunity to grow and learn in a flourishing location within a community filled with history, tradition and innovation. Countless cultural offerings and outdoor opportunities make WRA’s location distinctively special. The city of 24,000 is a three-time winner of 100 Best Communities for Young People and consistently is named one of the Safest Cities and Best Hometowns in Ohio. Hudson is best described by locals as “a charming city powerfully connected to the past, yet equipped with progressive programs and services that engage a modern community.” For its digital and progressive leadership, Hudson was named one of the world’s Smart21 Communities of 2018 by The Intelligent Community Forum — the only U.S. city to make the list. This community not only offers amenities, conveniences and fun for WRA students, it helps prepare them for college and their next chapter. Hudson helps students stay in tune with what it means to be a global citizen within a local and closeknit community — a timeless lesson, just steps outside of the classroom. WINTER 2018
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Seymour Hall is undergoing a historic renovation to restore the academic building to its full glory. To celebrate and commemorate this transformation, we invite you to share your best stories with us. What are your Seymour Hall memories? Send them to us at communications@wra.net, and we will share them in our Summer 2018 issue of WRA Magazine.
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PioneerPair
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ach year, a small group of WRA alumni receive a Valentine’s Day card from their alma mater. These couples are our Pioneer Pairs, having both attended Reserve and married a fellow alum. There are more than 45 Pioneer Pairs, each of whom hold a special place in our hearts. We cherish them for reminding us that Reserve can be a special, magical place where, perhaps, a lifetime of love begins to blossom.
“Your story started here, Across the lawn’s wide sweep. And on your journey you have found, A love so true and deep.”
Meet Stephanie ’92 and Nate Zampelli ’91 Nate and I met my freshman year (fall of ’88) and Nate’s sophomore year on the Ellsworth patio. I don’t remember exactly what it was, but there was something social going on that night and everyone was hanging out there. We went on our first date that same year at The Reserve Inn, which is now Lager & Vine Gastropub & Winebar. We have so many amazing memories of our time at Reserve, but one of our favorite memories is being in Mr. Dorson’s physics class together. We had so much fun. Reserve has meant so much to us and to our family throughout the years, and we try to stay connected as much as we can. Our son, Colton ’17, graduated this past spring and is at the University of the South, Sewanee in Tennessee. Our daughter, Chloe ’18, will graduate in May. That same month, Nate and I will be celebrating our 21st anniversary. Every February we look forward to getting our Pioneer Pair Valentine. They are always so adorable and creative, sparking memories and bringing us right back to the days we were students at Reserve. WINTER 2018
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ALUMNI PROFILES
Bright Minds — A Spotlight on Four Pioneers in Renewable Energy From Humboldt, Tennessee, to Kampala, Uganda, WRA alumni are making a difference in the lives of others — and they’re using solar power to do it.
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ith the recent installation of geothermal wells beneath the lawn’s wide sweep, Western Reserve Academy has taken steps to reduce its carbon footprint by using renewable energy to heat and cool President’s House and, soon, Seymour Hall. The school salutes the actions of its alumni who also have made incredible strides in this field. These include, but are not limited to, the four remarkable alumni in this feature. We continue to find reason to be inspired by, and proud of, our alumni. Robert “Barney” Oldfield ’77 grew up three miles outside of Elyria — “up near Lorain.” During site visits for his company, Dadeni Solar, LLC, he’s often reminded of home. Since Dadeni was founded in 2014, Oldfield has visited mostly rural towns in the Midwest, Mid-South and Southeastern U.S., specifically looking for vacant and deteriorating industrial real estate. Working in collaboration with local economic development authorities, Dadeni repurposes former industrial sites by installing renewable energy resources, specifically solar photovoltaic (PV) projects of 1.0 to 15.0 megawatts. “We research exhausted industrial sites, negotiate with the owner to acquire fee simple interest, and then hold the ground in a land bank until we can make economic sense of a solar PV project at the site,” he explained. “All of Dadeni’s solar PV projects are considered ‘small’ commercial and industrial projects. So, 40
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all considerations, negotiations and final decisions are local. Dadeni will not pursue a project if there is a hint of local opposition.” One of Dadeni’s primary missions is to work with the mayor, the county commissioners and the local economic development authority to achieve a common goal of helping the local area develop and attract (or grow) business. When that works, it is a big success story for the local economy. “It’s nice to be a part of that, even if it’s just in the background,” said Oldfield. Oldfield is motivated by his work with Dadeni Solar and its projects to reinvigorate rural economies. “I grew up in Lorain County, where the early effects of globalization and industrial change resulted in a 26 percent unemployment rate in 1981,” he said. “My work at Dadeni is an effort to improve the lives of the great folks living in rural areas between the coasts.” Oldfield says he felt a real sense of accomplishment when a local surveyor said during Dadeni’s Humboldt project, “Well, hell! It’s about time somebody got some vision around here.” “I’d like to think we have, perhaps, just an inkling of vision,” Oldfield said. Dadeni’s motto Vita Nova Sole (translated by WRA’s own Modern & Classical Languages faculty Jeff Namiotka) means “new life from the sun.” The core of Dadeni’s business is to achieve just that.
Along his trek through the renewable energy field, Oldfield reconnected with an old friend, Alden Hathaway ’77. Some might call this inevitable, given the powerful influence his fellow Reserve graduate has had on the industry. __________________________________________ For the Hathaways, solar energy is a family business. Three generations of Hathaways have either worked or volunteered in the field. The story begins with Alden Hathaway ’77, a true visionary who could see a future in which buildings could easily — and, in fact, were encouraged to — harness sunlight for clean, renewable energy generation, and who was too restless to sit and wait for it to happen. After beginning his career with the Georgia Power Company in 1981, Hathaway quickly learned that his heart was not in the utility side of the business but in energy efficiency. This interest is what eventually led him to become involved in the Environmental Protection Agency (EPA), or more specifically the EPA’s consulting and technology services provider ICF. His job was to promote the Green Lights program and, later, their Energy Star Buildings Ally program. Essentially, the companies who signed up for these programs committed to meeting a set of milestones and would be supported in doing so by the EPA. For the next 15 years, Hathaway saw companies convert to energy-efficient
or A frica’s f t h ig L r la So r installs sola m a e t h t u yo he school on t a n o t h lig ia . ake Victor shores of L
All three Hathaways gather to flip the light switch at Mustard Seed Orphanage. From left to right, Tripp Hathaway ’06, Bishop Alden Hathaway ’51 and Alden Hathaway ’77.
lighting technologies for the sake of reducing air pollution, lowering their electricity bills and more. But Hathaway didn’t want to stop there. “I kept saying, ‘Look! We’re ripping roofs off buildings to make them more insulated, and we’re putting white reflective coatings up, but we’re not doing anything to capture the sun’s energy that’s bombarding that roof, and we ought to!’” he said. The obstacles in his way, as he explains, were mainly bureaucratic; the Department of Energy had firm claim on solar energy and wanted the EPA to stay in its lane. But these challenges were surmountable with some creative thinking and action. “I had solar companies sign up for the Energy Star Buildings Ally program,” he explained. “Once they did, we at the EPA would have to support them.” Oldfield was quick to chime in his support for his classmate’s bold move. “This is right on the edge of pushing the envelope,” he said. “People were not doing this. And now people are asking why we didn’t do this 20 years ago. Well, Alden was trying.”
Hathaway then joined the Environmental Resources Trust, where he once again worked to encourage renewable energy use among businesses by awarding those who met certain standards with a Renewable Energy Certificate — a commodity that still exists today. The trading of Renewable Energy Certificates helped launch a new program offered by the EPA. Just a year after his departure, ICF was back at Hathaway’s door to see if he would be interested in marketing the Green Power Partnership Program under a new contract with the EPA. The mission of this voluntary program is to reduce the environmental impacts of conventional electricity use by encouraging organizations to use green power, which, of course, includes solar. This decision led Hathaway to Sterling Planet, where he works today. Sterling Planet was seeking to enter the renewable energy market. Hathaway convinced Sterling Planet to become the first nationwide supplier of the new Renewable Energy Certificate and the EPA’s program, and Sterling Planet saw phenomenal growth. In 2007, Sterling Planet asked Hathaway to join the company as its Senior Business Development Executive.
T he Solar Light for A frica t eam complet e s a solar light installation on a school in Tanzania. Tri pp Hathaway ‘06 is pictured on the left.
“I’d like to think we have, perhaps, just an inkling of vision.” Robert “Barney” Oldfield ’77
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Today there are more than 1,300 partner organizations voluntarily using billions of kilowatt-hours of green power annually, and Hathaway’s company has won EPA Green Power Marketing awards for four of the seven years he has led the Green Power business development effort.
father, Bishop Alden Hathaway ’51, and a visit to Kampala, Uganda.
“Many, many companies have pledged to buy green power through the EPA’s Green Power Partnership website, and I can say that I had a hand in the marketing of it and getting it launched,” he said proudly.
“There was an interim during my experience with the EPA where I took a year and worked for a solar company called Solarex, a joint venture between Amoco and Enron that was eventually sold to BP,” said Hathaway. “We had a program there devoted to developing the third world through solar electrification. I trained a distributor in Africa to take this on, and this guy became a friend of mine.”
In 2014, Hathaway moved to the renewable energy development side of Sterling Planet, where he promotes building large-scale wind, solar and biomass plants and micro-grids to many of the same companies to whom he used to promote the EPA programs.
At the time, Hathaway’s father was Bishop of the Episcopal Diocese of Pittsburgh. In January of 1997, Bishop Hathaway traveled to Uganda to visit an orphanage built with funds raised by his diocese. With his son’s encouragement, he visited the African distributor and
learned of his plans to collaborate with bishops in the Ugandan Anglican and Catholic churches to provide solar electricity to rural areas. “Next thing I know,” said Hathaway, “I’ve got a proposal on my desk for 360 solar lighting systems to be funded by the Episcopal church in America, and my father’s going to install them in Africa.” And install them he did. Solar Light for Africa was born and still exists today. The organization raises funds for solar installations that provide light and energy to areas without electricity and has successfully installed more than 2,500 systems throughout eastern Sub-Saharan Africa. It also has brought together people of different ecumenical backgrounds: Anglican, Catholic, Lutheran and Baptist. This was a goal of
The story of Solar Light for Africa is where Hathaway’s father and son come into the story. Solar Light for Africa — which he affectionately calls his “extracurricular activity” — began with his
Dadeni completed a 750kW solar PV project in Humboldt, TN, in December 2015. Recently, Tyson Foods decided to locate a new $300 million vertically integrated chicken processing plant there.
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Solar-powered pumping stations installed by Solar Light for Africa provide water for a family from a spigot near a village.
From left to right, Bishop Alden Hathaway ’51, Tripp Hathaway ’06, Cardinal Wamala of the Catholic ArchDiocese of Uganda and Alden Hathaway ’77.
the elder Hathaway, and one he worked for throughout his church career. “My father made a point of installing solar light for families of all faiths,” said Hathaway. Hathaway can recall the first trip he took with his father and son, Alden “Tripp” Hathaway ’06, and a special drive they took to see their installed lights in the countryside. “We’re driving around the country, near the pygmies and the dark, impenetrable forest, up near the Congo,” he described. “We came up into the hills, and I leaned over to my friend and said, ‘John, you don’t need any lights here. You have them already. I can see them.’ And he turns to me and says, ‘Alden, those are your lights.’ And it really hit me — what we were doing was exactly what we were supposed to be doing. And that’s why I get the courage and the conviction to press forward.” His son, Tripp, remembers the visit well. “It was inspiring,” he said. “There’s little to no access to power in those rural areas. When the sun goes down, life stops and
Alden Hathaway ‘77 collaborated with Don Bradley of Solar Strategies Development Corporation to construct a zero-energy “Solar Patriot” home on the National Mall. T his house was later relocated to Virginia. Hathaway and his family lived in it for many years.
that’s quite a thing to see, juxtaposed with what we’re used to here in the U.S. And then to see the effect that access to power has is incredible. It makes a world of difference over there, just to have a couple of light bulbs installed. It’s definitely something we take for granted.” Tripp Hathaway’s experience in Africa made him aware of the importance of energy and, as he says, inspired him to join the field. He is now the Sales and Marketing Manager for Hannah Solar Government Services, where he is forging his own path in increasing societal use of solar energy. Now Hathaway and Oldfield are working together to market the potential of solar energy as part of a broader strategy to develop more resilient electric microgrids. Should they succeed, they hope to collaborate with Tripp to build the solar plant, linking the two Hathaway companies, Sterling Planet and Hannah Solar Government Services, with Oldfield’s Dadeni. Both Oldfield and Hathaway remarked on their alma mater’s recent bold moves
“My father made a point of installing solar light for families of all faiths.” Alden Hathaway ’77 toward renewable energy generation, inspired by Sherry and Marty Franks ’68 and seen in the installation of the geothermal wells to control temperature in President’s House and Seymour Hall. “I’m proud they’re doing it!” said Hathaway. “I’m grateful that they’ve taken a leadership role among independent schools to embrace sustainability and to reduce their carbon footprint. The only thing I would advocate is to get to zero. That’s what the Paris Climate Accord directed us to get to, so make that a goal. And use your alumni base to help you get there! We’re out here. We may be able to help make it happen!” WINTER 2018
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The Global Teacher One Alumna’s Experience in Education in All Four Corners of the Earth
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ana Schwarzkopf ’84 is something of a modern nomad. Since graduating from Western Reserve Academy, she has planted her feet on all seven continents and made a home in more than eight countries. And throughout her wandering, she has continued to be a steadfast and devoted educator of young minds. Now teaching in Zambia at The American International School of Lusaka, Schwarzkopf took the time to talk about her experiences abroad, the adventures she has had, and how Western Reserve Academy has influenced her and continues to inspire her. At the time of the conversation, Lusaka’s electricity was out — a frequent occurrence in the region — so the interview was conducted through FaceTime. On a late October day, Schwarzkopf stood outside, with her phone in hand, framed by a backdrop of a brilliantly sunny sky and scrubby, yellowing overgrowth. “We’re in the dry season,” she said. “It hasn’t rained since April.”
“All I wanted to do was figure out how I could leave the country again.”
The weekend prior, she and her visiting Norwegian relatives had traveled to Zimbabwe to take in the full view of Victoria Falls. In every place she has lived, friends and family have visited Schwarzkopf, including Reserve classmates, who are eager to explore her new home. Her international travels began with study-abroad opportunities offered by Valparaiso University, including a summer abroad in Norway and a semester study in Germany. These experiences ignited her already adventurous spirit, and upon graduating with her B.A. in communications, she set out for her first longterm destination: Mexico. “All I wanted to do was figure out how I could leave the country again,” she admitted. “At Valparaiso, I connected with a woman who, at the time, was the principal of a bilingual school in Mexico. The day I graduated, she called and asked if I still wanted to teach.” Schwarzkopf agreed to teach English at the school, an experience she describes as a “baptism by fire.” With no prior experience as a teacher, it was an overwhelming but rewarding undertaking. When she returned to the U.S., it was to receive her master’s in education from the University of Wisconsin. In the years after, her home address changed from Germany (before graduate school) to Ankara, Turkey; Bangkok, Thailand; Nanjing, China; Bucharest, Romania; Jakarta, Indonesia; and, more recently, Lusaka, Zambia.
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In Germany, Turkey, Thailand, China and Romania, Schwarzkopf worked primarily as an English as a Second Language (ESL) teacher in two-to-four-year stints. In Indonesia, her teaching took a turn, and she moved into the regular classroom, teaching middle school English and social studies for six years — the longest she has lived in one place since her early years in Minneapolis. She began to feel a little restless. She had been teaching for more than 15 years and, while she adored her students and her constant change of pace, she longed once again to be a student herself. The answer was simple: She would pursue another degree, but she didn’t want to return to the States to do it. It turned out that Michigan State University offered a master of arts in educational technology program seemingly designed for people exactly like Schwarzkopf. Program participants would study over three summers and live in new places for the duration of their study. France and Ireland were next on her list of destinations, thanks to the program.
Top photo: Schwarzko pf in A nta Bottom ph rc oto: Schwa rzkopf pose t ica.. catch while s with her lobst er fish ing in Galw ay, Ireland . WINTER 2018
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cast le kopf visits a rz a w h c S : o t d. Top pho ay in Irelan st r e h g in ha r u d f relaxes wit p o k rz a w h c S o: . Bottom phot in A ntarct ica k n a b w o sn book on a
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Now, Schwarzkopf has made a life in Zambia, teaching sixth through 10th grade students design, a course very similar to Reserve’s Digital Engineering and Fabrication. Her vast experiences have kept her curious mind busy, connected her to people from all walks of life and made her rather adaptable. For instance, she keeps a large supply of candles, solar lamps and flashlights in her home in Zambia in preparation for the frequent unexpected power outages. At this stage of her life, she says that she really couldn’t be happier.
“I feel that in my professional life, it’s just gotten better and better the whole time,” she said. “I get to keep doing these interesting things and trying something new. I love my sixth graders who are still so wide-eyed and lovable, and then my 10th graders are fun too because I can get into these really great debates with them. They’re all so smart, but they’re still really sweet. They’ll see me across the school and yell, ‘Hi, Miss Dana!’ I feel like I have a great relationship with my students, and I love that.” As an educator, Schwarzkopf often has Reserve on her mind — particularly the interactions she had with memorable faculty. “My experience at Reserve has played a huge role in who I am as an educator,” she said. “I had Herr [Travis] Webber for German, and I remember being in class with Herb Haller ’85 [now WRA’s Director of Athletics & Afternoon Programs], who is a year younger and whose German was fantastic. What I loved about it — and I didn’t see it at the time, but I do now — was that Webber had really high expectations for all of us. But the expectations that were high for me were different than the ones that were high for Herb. He was differentiating in the way that he taught, which is such a big buzzword in the education world today, but that’s just what he did all those years ago.” When she describes her teaching philosophy, she talks about being a facilitator and guide, not a lecturer in the front of the classroom. She works with her students, not as the holder of all knowledge, but as someone who presents them with opportunities to learn, make choices, think critically and solve problems. She has also paid special attention to the recent changes her alma mater has made to its curriculum and is an avid supporter.
Top left photo: Sc hwarzkopf travel s to see the T iger’s N es t in Bhutan. Top right photo: Schwarzkopf — and an elephant herd! — stop by the Zambezi river in Zambia.. Bottom photo: A n avid scuba diver , Schwarzkopf explores the Gre at Barrier Reef. “I can see the school is focusing even more on developing these skills like critical thinking and problem solving, and I think really it’s fantastic,” she said. “And I just saw that they opened up the [Wang] Innovation Center, and wow, I’d love to take a tour of that space! Teaching design is what I do, and I love to see what kids can create. It’s exciting to see Reserve move in this direction.” No matter where or how far she roams, Schwarzkopf keeps Reserve in her heart. “I’m forever grateful that I was able to attend Reserve,” she said. “It’s been one of the most important things I’ve done in my life. I learned so much there, and as a result, whenever I give to the school, I always designate it for scholarship kids because I was a scholarship kid. I really hope we continue to get as many kids in there who wouldn’t necessarily be able to go, because the opportunities provided to these people can make all the difference in the world.” WINTER 2018
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From the Archives —
THE PATH TO PIONEERS Perhaps now more than ever there is significance in our school nickname. The school’s academic vision and independent curriculum are rooted in the idea that pioneers embrace the unknown with courage and purpose. Our communications campaign invites students to dream by asking, “What Will You Pioneer?” But chances are, we wouldn’t be the Pioneers without John Richey ’36 and Sam Kipp ’35. An article from an old issue of The Reserve Record tells the full story.
Richey and Kipp Win Contest Submitting “Pioneers” Reserve’s teams will from now on go on the field of battle under the nickname of “Pioneers.” This nickname was submitted to the Record’s nickname contest by both John Richey and Sam Kipp and was chosen from more than 50 turned in to the judges, Dr. J. B. Hayden, “Tebby” Theibert, and C.T. Jones. Duplicate prizes will be awarded to each of the winners. The nicknames submitted were divided by the judges into three classes: names of animals, names of historical aspect, and miscellaneous names. It was decided by the judges that a nickname be chosen from the historical group, because of Reserve’s background of tradition and history. “What is more appropriate than the name of ‘Pioneers.’ Blazers of new trails, they pursue the horizon,” thus Dr. Hayden commented on the suitability of the new nickname. 48
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Both boys reportedly received a book and a “break” as their prize. Richey went on to serve in World War II as a U.S. Navy pilot. In 1944, he was lost in action over the Pacific, leaving behind a wife and two children. Each year, the school honors him — and all Reserve alumni who served in defense of our country — with a special Veterans Day program in the Chapel. Kipp, who passed away in 1999, left another lasting mark on Reserve’s history by collaborating with former faculty advisor LaRue Percy to establish Alumni Notes in 1934. Originally, Alumni Notes was published in the school newspaper, The Reserve Record. Alumni Notes would live on as a part of the alumni magazine, forging a strong connection between alumni and their alma mater. To this day, alumni continue to check in with WRA to share their accomplishments, good news and life updates. The compilation is now known as Class Notes.
PIONEER YOUR LEGACY.
Every student that has walked down Brick Row was supported by generations of alumni and friends who made their education possible. Together we can create and maximize your planned gift.
Contact the Advancement Office today. Mark LaFontaine • 330.650.9704 lafontainem@wra.net WINTER 2018
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Remembering
Jefferson Ward Keener Jr. ’50 1932-2017
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efferson Ward Keener Jr., laid to rest in his Reserve necktie, was a WRA man through and through. Excellence, integrity and compassion, the sustaining values of the school, were the current that ran through Jeff’s life, marked by a beautiful family, accomplished career, philanthropic spirit and enduring legacy. “Jeff Keener is what WRA is all about — tradition, all-around excellence, selfless service, compassion,” said John D. Ong, Ambassador Emeritus to Norway and WRA Trustee Emeritus. Ong noted Jeff’s “profound empathy.”
Following the Navy, Jeff began his professional career with The Mohawk Rubber Company in Akron, followed by A.T. Kearney in Cleveland. In 1978, he purchased a division of Ball Corporation and started The Chardon Rubber Company, which he led with great success for 30 years. But Jeff always looked back, and gave back, to Reserve. When he joined the WRA Board in 1967, Jeff and a close group of fellow Trustees advanced a purposeful vision for their beloved school. Jeff played an instrumental role in several key areas: helping to change Reserve’s investment policy to provide for financial growth and stability; interviewing for key administrative roles, including chairing the search for two Heads of School; helping guide the school through its return to coeducation in 1972; and providing leadership for capital campaigns and important building initiatives, beginning with the Knight Fine Arts Center and then the John D. Ong Library, the Murdough Athletic Center, Wilson Hall and Morgan Hall.
Jeff’s WRA experience began in 1946 with an admission application including a photograph that could have been mistaken for a movie star’s. But Jeff’s Hollywood looks (he was named the best-looking member of the Class of 1950) were just the packaging for a heart and mind that would lead him to great success at WRA and in life. Faculty lauded Jeff’s cooperation, energy, manners, stability and personality. His transcripts read like those of the quintessential college-bound boy at the turn of the 1950s: scholar, athlete, leader. In addition to accolades in the classroom, across campus, and on the gridiron and the track, the coveted Headmaster’s Award that Jeff received in 1950 praised him as a helper, a designation that foretold a life of generosity. In a letter sent upon graduation to his parents, Jefferson and Marian, Headmaster Emeritus Dr. Joel Hayden said, “As an example to his classmates, Jeff contributed to a better understanding of what school and self-discipline really mean. What he has meant to the younger boys is our greatest assurance that the school will continue in its attempt to fulfill its ideals.” Jeff’s accomplishments continued. He earned a B.A. in economics and English from Amherst College and an M.B.A. in industrial management from Case Western Reserve University. Following graduate school, Jeff joined the U.S. Naval Reserve and rose to the rank of Lieutenant. Jeff was a placekicker for the football team. 50
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Jeff wore lucky number 13 on the basketball team.
Throughout his longstanding relationship with WRA, Jeff wore numerous hats, often simultaneously. He served on nearly every Board committee and was active with Reunion Committees for the Class of 1950 and the establishment and funding of the Class of 1950 Award, which recognizes top annual fund participation by WRA’s younger classes. In 2000, Jeff was instrumental in establishing The Class of 1950 Fellowship for Faculty Advancement to enable study, research, writing, travel and other scholarly endeavors for exemplary faculty. In so many ways, Jeff’s contributions were a prologue to the priorities and needs of Reserve as it approaches its 200th year. His vision for the school was clear, bold and enduring. Students today see Jeff’s name on the Jefferson Ward Keener Jr. ’50 Reading Room, an elegant and thoughtful space. The Reading Room is in the center of Wilson Hall, where science reigns, debate rings during school forums, and today’s Deans Office sits at the center of student life. The space’s vibrancy and timelessness is a tribute to Jeff’s. Jeff’s family provided both a foundation and inspiration at Reserve. His father, J. Ward Keener, served as a Trustee from 1959 to 1970, and his brothers, Alan ’57 and Bob ’64, are alumni. In addition, two of Jeff’s four children, Marian ’77 and Elizabeth ’81, are alumnae. In 1985, Jeff and his wife, Kathleen, and their family established the J. Ward and Marian Keener Prize to
recognize faculty members who are relatively new to Reserve but have proven their excellence in the classroom and their commitment to the school. While Jeff’s contributions have great meaning and influence, his time and records at WRA also are marked by humor, humanity and a few surprises. For example, his senior yearbook entry says, “In the fall of 1946 Jefferson entered Reserve with many fond tales of youthful experience. The idea of putzing was much to his liking, and no matter how hard the prefects tried to prevent it, his ‘reign of terror’ continued in smooth operation.” A standardized test he completed in 1949 showed his aptitude across many disciplines — including strengths in persuasiveness, literary and social service pursuits — but ranked his artistic aptitude the highest. His report cards mark his interest in photography. Jeff made lifelong gifts of time, talent and treasure to Western Reserve Academy. Luminaries in the boarding school sector have suggested that of all the outcomes of boarding schools, producing graduates who are both “good and smart” are the two that count most, and that character-formation is the foundation that pays the highest dividends for the individual and for society. Jefferson W. Keener Jr. was good and smart, a helper, a source of pride and forever a Pioneer. WINTER 2018
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In Memoriam
WRA Magazine wishes to express its sincere condolences to all family and friends of the deceased.
Class of 1935
Class of 1943
Ralph Fuller Cautley, 98, died on Jan. 5, 2017. While at WRA, he was President of the Dramatic Club and Safety Council and a member of the Creative Writing Club. In his Principal’s Report dated Jan. 5, 1932, he was described as “both a wholesome and desirable” member of the school community. Ralph received a bachelor’s degree from Harvard University and led a 44-year career in the human resources department of Procter & Gamble. He served as an Officer in the U.S. Navy between 1942 and 1945, including an assignment as Executive Officer of the USS Dahlgren (DD-187). Ralph served as a president and member of several nonprofit boards, was active in community organizations and politics, taught a Computers 101 course at Xavier University, and managed and taught a Photoshop class for many years at Maple Knoll. He was an avid and talented photographer. He and his wife, Betty, also enjoyed traveling around the world. He was active and independent until the last week of his life.
Elijah Warner White II, 91, died on March 14, 2017. In a telegram dated Oct. 16, 1957, to Bell Telephone in New Jersey, the WRA Registrar gave a job recommendation that described Elijah as “definitely a high class boy in all characteristics.” He earned degrees from Oberlin College and the University of Michigan, moving to New Jersey to work as an electronics engineer at Bell Labs. He was a skilled photographer and a member of the Guild of Creative Art in Shrewsbury, NJ.
Class of 1942 James Henry “Jim” VanBuren, 93, died on Jan. 13, 2017. A graduate of the University of Michigan, Jim rose to the rank of Captain in the United States Air Force. He completed a 30-year career with General Motors, rising to the executive level as Plant Manager for several regional manufacturing facilities. Throughout the years, Jim and his wife, Nancy, enriched their lives by sharing in the joy of raising their children, traveling internationally, and attending and participating in theater and performing arts. Jim was always competing at something and having endless energy and fun while doing so. Jim had the natural gift of bringing a calm, confident aura and sense of ease to the most intense situations, naturally easing tensions and creating a sense of stability and peace. He had a true passion and overall love for life and yearned for others to embody and share this affection and virtue.
Class of 1948 Frederick Farr Gerhauser, 88, died on Aug. 15, 2017. While Fred’s sharp intellect, strong character, natural charm and artistic soul will be dearly missed by those who knew him, his satisfying 88 years exemplified a balanced life well lived. Fred was a graduate of Ohio Wesleyan University. He served honorably in the U.S. Air Force Reserve (Air National Guard of Ohio) and had a successful career in high-tech manufacturing and materials management, first in the burgeoning aerospace industry in Los Angeles and later in the high-tech and electronics industries in the Bay Area. For the last 15 years of his career, Fred served as Corporate Director of Materials at Varian Associates in Palo Alto. Fred was a modern Renaissance Man — a beloved husband and father, a business executive, an accomplished artist and musician, a skilled sailor, a loyal friend, a race car driver, a garage tinkerer and an inveterate punster. After retiring, Fred enthusiastically devoted himself to creative work, including photography and serigraphy, and regularly exhibited his artworks in regional venues.
Class of 1950 Robert McDowell Bultman, 85, died on Jan. 4, 2017. He was the Owner and President of FH Bultman Co. Est 1892 in Cleveland, a company that is now 125 years old. He was an engineer, machinist, ship captain, artist and world traveler.
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Class of 1957
Class of 1971
William “Bill” Hadley Kincade, 79, died on Oct. 9, 2017. One of four brothers, Bill had a distinguished career as a scholar and teacher, focusing on arms control, international relations and foreign policy. When he retired in 2006, he had been on the faculty of American University’s School of International Service since 1989. His writings appear in more than 25 scholarly and policy publications. He was known for his insistence on rigorous and well-written work, and for his mentoring of myriad students. Before moving to American University, he taught courses at Georgetown University on national security studies. He was a Senior Associate for the Carnegie Endowment for International Peace and the Executive Director of the Arms Control Association. He served as Staff Director on the Joint Committee on Defense Production, U.S. Congress. He spent almost two years working as an editor and newsman for the Associated Press in Albany, NY. He served seven years in the U.S. Navy, working as a Cryptologic Officer and earning the rank of Lieutenant Commander. He received his Ph.D. in 1980, his M.A. in 1969 at American University and his B.A. in 1961 at Princeton University.
Charles Watts Wacker Jr., 64, died on Oct. 15, 2017. A graduate of Tulane University, he also received an M.B.A. from the University of Texas-Austin. His marketing career included positions at Ventura Coastal, LLC; ScheringPlough Corporation; and Kenner Products, where he “pioneered” the preschool products business. In 1986 he opened his own consultancy, FirstMatter LLC, and became a well-known futurist, public speaker and innovator for Fortune 500 companies. He authored/co-authored four books and is best known for The 500 Year Delta: What Happens After What Comes Next. His favorite pastime was playing lacrosse, which he did through his 50s.
Class of 1958 Clarion DeWitt Hardy III, 77, died on July 8, 2017. DeWitt received his B.A. from Syracuse University. He enjoyed a long career as a renowned watercolorist and a teacher and mentor to dozens of aspiring artists. His work hangs in many major museums nationwide, is part of numerous private collections and is displayed at Western Reserve Academy. His ability to appraise the value of art by local artists and his knowledge of art history, especially in Maine, will be greatly missed by many. DeWitt was described as a natural athlete, and it was evident during his time at WRA and throughout his life as he played competitive baseball and ice hockey into his 50s. As a teacher at colleges and schools around New England, he was an artistic advisor and inspiration to many. DeWitt was a longtime member and President of the Ogunquit Art Association.
Class of 1975 Robert Thomas Williams Jr., 60, died on Aug. 16, 2017. He was a graduate of Amherst College and an employee of Progressive Insurance. While Robert was a student at WRA, he was described as “extremely well-liked and well-respected by students and faculty. He’s distinguished and consistently cited for his poise, confidence and thoughtfulness.” Robert was a National Merit Scholarship finalist, won six varsity letters and was a member of the Cum Laude Society. One of his many college recommendation letters reads: “Bob’s academic achievement naturally reflects ability, but equally important, motivation, determination, maturity and sincere intellectual curiosity.”
Class of 1985 Jonathan Frederick Koosed, 51, died on June 1, 2017. As a boarding student at WRA, he was described as having “an innate ability and an increased sense of curiosity…the consummate team player who would do anything to improve!” A graduate of Kent State University, he mastered the art of acceptance with grace and dignity while living with multiple sclerosis (MS) for 31 years. His intelligence, sense of humor and care for other people made him much loved by those who knew him. He was an avid sports fan and muscle car lover. During an MS remission, he owned and drove a 2003 Mustang. Music soothed his soul.
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Darby Johnson ’15 has always had her head in the clouds. But the WRA grad is far from absent-minded — she’s had a lifelong passion for weather. At WRA, her science teacher encouraged her to construct a campus weather station. “It’s something I never would have had an opportunity to do, unless I came to this school,” says Darby. The experience is serving her well at Hobart and William Smith Colleges, where she’s studying meteorology. For Darby, and all of our students working hard toward their dreams, the future looks bright and sunny.
DARBY PIONEERED A CAMPUS WEATHER STATION. AND HER FUTURE. WHAT WILL YOU PIONEER?
To learn more about our amazing alumni and other members of our community visit WRA.net
Board of Visitors
Board of Trustees
Special Trustees
Andrew R. Midler ‘79 Co-President
Christopher D. Burner ’80 Head of School
Lauren M. Anderson ‘97 Chair
Timothy R. Warner ‘69 Co-President
Alexander D. Fellows ‘14 College Trustee
William C. Austin ‘06
Stephan W. Cole ‘66 Vice President
Jason Kerins Dads Club President
Jeffrey S. Caimi ‘90
John M. Fowler ‘67 Treasurer
Kimberly Hasbrouck Barsella ‘84 Pioneer Women’s Association President
Suzanne Day ‘87 Secretary Daniel H. Bayly ‘65 H. William Christ Dagmar F. Fellowes ‘75 Martin D. Franks ‘68 R. Mark Hamlin Jr. ‘74 Olin J. Heestand Jr. ‘62 John P. Hewko ‘75 Clifton D. Hood ‘72 Deborah D. Hoover Jude D. Kearney ‘76 Dale G. Kramer ‘70 Nathaniel E. Leonard ‘82 Cecily P. Maguire ‘78 Anne Cacioppo Manganaro ‘75 Terry L. Squire Xuning Wang Mark J. Welshimer ‘69 Jason M. Wortendyke ‘94
Robert A. Marias ’94 Alumni Association Board President
Trustee Emeriti Peter S. Hellman ‘68 David M. Hunter ‘68 T. Dixon Long ‘51 John D. Ong Mark R. Tercek ‘75
Paul M. Bierbusse ‘84 Christopher S. Carabell ‘82 Angela Darling Carrano ‘86 Allison L. Cole ‘93 Oliver R. P. Curtiss ‘11 Menna H. Demessie ‘98 Warren W. Farr ‘80 Hayes B. Gladstone ‘79 Annetta M. Hewko ‘78 Peter W. Howard ‘64 Emily H. Kalis ‘12 John G. Kirk ‘56 Jack P. Koch ‘93 John B. Missing ‘74 Lorraine Debose Montgomery ‘93 Thomas G. Murdough III ‘87 Gregory Pennington ‘71 Benjamin W. Perks ‘60 Ahmad Raza ‘08 Richard M. Sands ‘78 Thomas D. Schlobohm Jr. ‘99 Thomas F. Seligson ‘69 Franklin B. Starn ‘81
Alumni Association Board Robert A. Marias ‘94 President Kristin Samuel Kuhn ‘98 Vice President Michael VanBuren ‘99 Secretary Angela D. Carrano ‘86 Stanton L. Cole ‘54 Natalie DiNunzio ‘08 David H. Flechner ‘96 Jessica J. Gruden ‘09 Paul J. Jacques ‘84 Chad A. Jasiunas ‘93 Robert E. C. Little ‘51 Priya Maseelall ‘92 Robert D. Murray ‘84 David P. Myers ‘02 Dana M. Schwarzkopf ‘84 Rebecca Shaw ‘05 Dylan Sheridan ‘02 Kimberly H. Slotnik ‘87 Mark A. Slotnik ‘87 Lynn Ogden Weary ‘79 Jonathon R. Whittlesey ‘01 Christopher V. Wortendyke ‘97 Alan Wulff ‘56
Charles L. Tramel II ‘79 Howard C. Walker ‘88 Kathleen A. Wood ‘02 Hunter N. Wright ‘05 Ortav D. Yehudai ‘97
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213
ES
CLASS WITH THE MOST MEMBERS
TOTAL RHS MEMBERS
104
AGE OF OLDEST MEMBER
32
AGE OF YOUNGEST MEMBER
1965
LARGEST RHS GIFT TO DATE
$4,000,000 BY JAMES ELLSWORTH, CLASS OF 1868
THE RESERVE HERITAGE SOCIETY The Reserve Heritage Society recognizes alumni, parents and friends who shape WRA’s future by including the school in their estate plans.
If you are considering a gift to WRA, we would be delighted to work with you and your advisors to explore options. Please contact us to discuss creating your own legacy at WRA by becoming a part of the Reserve Heritage Society.
CONTACT Mark LaFontaine Assistant Head of School for Advancement 330.650.9704 lafontainem@wra.net WRA.net/giving
WE PIONEER BECAUSE YOU LEAD THE WAY
YOU MAKE WESTERN RESERVE ACADEMY EXCEPTIONAL. Your gift helps to provide a signature education that stands out from other elite schools. From innovative academic programs taught by an unparalleled faculty, to a scenic campus and its outstanding facilities, a Reserve education is an exceptional experience. But only because of you. Collectively, every gift to The WRA Fund makes a meaningful and tangible difference in providing the resources that tuition alone cannot cover.
NONPROFIT ORG U.S. POSTAGE PAID HUDSON, OH PERMIT NO 6
Western Reserve Academy 115 College St., Hudson, OH 44236
at Western Reserve Academy
SAVE THE DATE JUNE 8–10, 2018
at Western Reserve Academy
Visit WRA.net/Reunion for additional information