WRA Magazine | Summer 2018

M A G A Z I N E

The Beginning of a Great Adventure S U M M E R 2 0 1 8 | V O L U M E 7 2 , N O. 2

FEATURES 18

Q&A with the Head of School

20 The Beginning of a Great Adventure 24 Oh, Brave New World: The Changing Landscape of College Admissions 28 Meet Our New Director of Enrollment Management 32 Literacies Program Update 34 Alumni Profiles 40 Commencement 42 Reunion 48 The Gift that Keeps on Giving

D E PA R T M E N T S 3 From the Head of School 4 Editors’ Notes 6 Along Brick Row 8 Winter Play 10 Spring Play 12 Winter & Spring Athletics 14 Spring Dance 16 Student Takeover 51 Class Notes 72 In Memoriam 76 Board Lists

SUMMER 2018

WRA

1

M A G A Z I N E We’ve launched a WRA podcast series, StoryBoard, featuring interviews with students, faculty and alumni. Tune in at WRA.net.

CAMPAIGN FOR EXCELLENCE & ACCESS | MAGAZINE ISSUE We will celebrate the completion of Seymour Hall and the close of the Campaign for Excellence & Access in a special issue of WRA Magazine, which will be published in the fall of 2018. This will supplant the traditional winter issue of the magazine and will dive into the impact of the campaign and include features about each pillar of the campaign and more.

SUMMER 2018 Volume 72, Number 2 EDITOR-IN-CHIEF Meg Colafella Director of Communications & Marketing MANAGING EDITOR Rose Vardell Associate Director of Communications & Marketing CONTRIBUTING EDITOR Douglas Ray English Faculty CONTRIBUTING WRITERS Sarah Forrer Media Relations Manager Jackie Hanley Communications Manager Paige Warner ’15

M A G A Z I N E

DESIGN Blue Star Design PHOTOGRAPHY Jordan Brawner, Alan Doe, Sarah Forrer, Kevin Kopanski, Jim Roetzel, Rose Vardell CLASS NOTES classnotes@wra.net or contact your Class Correspondent

The Beginning of a Great Adventure S U M M E R 2 0 1 8 | V O L U M E 7 3 , N O. 1

ON THE COVER We hope you enjoy this outcomes-focused issue, where we share findings of our alumni survey and explore the exciting places Pioneers go from here. Naturally, a journalist (CNN reporter Patrick Oppmann ‘96) said it best, and we couldn’t resist capturing his sentiment on the cover: “Reserve was the beginning of my great adventure.”

Here’s to a lifetime of great adventures for all of you.

2

WRA

SUMMER 2018

ADDRESS CHANGES Tracy Finn | finnt@wra.net FEEDBACK/SUGGESTIONS Rose Vardell | vardellr@wra.net 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

T

his time of year I reflect on graduation and our preparations for the new school year. This graduation was particularly rewarding for Alison and me as our daughter, Abigail, graduated. Moreover, the senior class was a talented group that made the school year memorable.

I also reflect on our campaign, which will conclude in October 2018. We have exceeded $80 million, and we can see the improvement these funds will make throughout the school. Seymour Hall is receiving the finishing touches, and we all look forward to having the students and faculty return to a fully refurbished and rebuilt academic building. I have toured the project on a regular basis, and I am impressed with the outcome. Seymour will be a fitting and dignified classroom building ready to serve another century.

As we look forward with our new projects, in this issue we also reflect on the outcomes of our graduates. You will read about a broad spectrum of Pioneers — writers, makers, fighters — who have very different paths but still possess the spirit of our school and live every day with excellence, integrity and compassion.

Beyond personal stories, you will see a collective picture of our graduates. A recent alumni survey (thank you to all who participated) helped quantify what we already knew: We are a tenacious and accomplished lot. And we love this school.

As the school moves ahead, immersed in a challenging and increasingly competitive educational market, we must be deliberate about selling our outcomes. Parents want to know what they are buying and what the endgame is for their children.

I believe we can assure parents that WRA will deliver outcomes like acceptance at fine colleges and the passion and curiosity for lifelong learning. But more than this, Reserve can deliver an experience that goes beyond what students learn and becomes a part of who they are.

Christopher D. Burner ‘80

SUMMER 2018

WRA

3

LETTERS FROM THE EDITORS Thank you to our managing and contributing editors for sharing their own adventures in the context of this issue. Here’s hoping that as summer winds down, our readers are happily reflecting on their own.

— Meg Colafella, Director of Communications & Marketing, Editor-in-Chief

When I consider the phrase “Reserve was the beginning of my great adventure,” I am reminded of an adventure of my own.

Earlier in the summer, I was lucky enough to travel with a group of 14 WRA students and my fellow co-chaperone, English faculty Andrew Borneman, on a service trip to Pine Ridge Reservation.

The res is home to the Oglala Lakota, a community that is part of the Sioux people. It’s where you’ll find the lowest life expectancy and some of the poorest counties in the nation. At the very same time, it’s a place with tremendous richness in culture, language and customs and where strength is found in community.

Our time was spent working to improve the quality of life — assembling and installing outhouses and bunk beds and applying skirting to residential trailers, for example — while taking in as much as we could from the locals who taught us so much. We heard again and again the words “mitakuye oyasin” (“we are all related”), a message of unity and peace. We listened to the locals and absorbed their words and wisdom, and we hoped to never forget.

Having come back from this journey, I believe I now better understand how Reserve is a place where adventures begin.

Here you find a fountain of opportunities, and it never runs dry. As we prepare for the start of a new school year, I feel excitement for our newest group of students who are just about to begin their own chosen adventures. There is so much to look forward to. Reserve is just the start.

— Rose Vardell, Associate Director of Communications & Marketing, Managing Editor

This summer, for the months of June and July, I traded spaces — from quaint, suburban Hudson, Ohio, and its 25,000 residents to the teeming megalopolis of Shanghai, China, and its 24+ million residents. For the past three summers, I’ve enjoyed teaching students, talking with families and planning for the coming school year while in China. Each time I travel there I am reminded how rich, complex and quickly changing our world is and also how Reserve’s reach and resonance goes far beyond our fair 190 acres. Truly, Reserve’s community knows no borders.

What living and learning at Reserve provides for students and for faculty is a passport, full of necessary visas, to understanding and influencing the world. When I work with students in Hudson or Shanghai, I encourage them to recognize the power of their own lived narratives and to share those with others whose stories may differ greatly. This sort of communication — something we’re focusing on in our Learning to Communicate sophomore Literacies class — is at the heart of education and crucial for a global, integrated, sympathetic and empathetic society.

As I begin my third year at Reserve, having felt the warmth and energy of the Reserve community on two continents, I am thrilled for the growth, challenges and changes that are coming our way. Our conversations in classrooms and beyond are richer, more cosmopolitan, and more sophisticated because of our community of global citizen-scholars. I am looking forward to the adventures that will take flight in discussions in my refreshed Seymour classroom and to hearing the stories, from all corners of the world, that will be shared and developed here.

— Douglas Ray, English Faculty, Contributing Editor

4

WRA

SUMMER 2018

This year, Architectural Digest named Western Reserve Academy the most beautiful private school in Ohio. We suspect this will not astonish those among us who love this campus, but we are heartened by the recognition all the same.

Photo courtesy of Henry Photography and The Scout Guide Columbus.

AL BR O IC NG K RO W

3

1

2

4

6

5

7

6

WRA

SUMMER 2018

14

13

12

1

Feb. 17 | Lunar New Year | This year’s Lunar New Year brought the WRA community together with a special performance and dinner.

2

Feb. 21 | Bicknell Bonanza | Hosted by the Pioneer Women’s Association, Bicknell Bonanza took students to the Wild Wild West in an evening of food, games and lots of fun.

3

March 4 | Culture Night | At Culture Night, we celebrated the traditions and customs that define our diverse and dynamic student body and learned a little more about the world around us.

4

March 5 | Philanthropy Week | During Philanthropy Week, students learned more about the school’s legacy of generosity and took part in the practice of giving that has sustained and helped their alma mater thrive.

5

March 29 | WKYC at the WIC | WKYC Channel 3 - Cleveland reported live from The Wang Innovation Center in a special interview with Juliana Xie ’19 and Compass Coordinator Dr. Ralf Borrmann about Juliana’s award-winning app, iMathland.

6

April 8 | William T. Appling Memorial Concert | Each year, students present a concert in honor of the memory of WRA’s beloved former Music Director William T. Appling.

7

April 20 | Community Service Day | On our school-wide Community Service Day, WRA students devoted a day to serving others by visiting various organizations in and around Northeast Ohio, learning more about the local community and doing what they can to make a difference.

8

April 27 | Grandparents Day | It is always a special day when grandparents come to visit. This year’s Grandparents Day was no different. Students loved spending time with their family just as much as grandparents enjoyed experiencing life at Reserve.

9

May 7 | Dorm Cookouts | The Student Life Office and our dorm heads hosted dorm cookouts to celebrate and welcome the warmer spring season.

9

11

10

May 9 | Compass Expo | Compass students presented their projects to the WRA community during this exciting expo in The Wang Innovation Center.

11

May 10 | Hudson Heritage Award | Hudson Heritage Association Co-Presidents Inga Walker ‘91 and Don Husat ’64 presented Reserve with Preservation Awards for President’s House and the Chapel.

12

May 21 | Senior Picnic | Seniors gathered on the lawn of Pierce House for their annual Senior Class Picnic and signed the official 2018 banner, which they’ll be able to view again during future Reunion Weekends.

13

May 24 | Prom | Upperclassmen had a blast at this year’s Fire & Ice-themed prom, held at Lake Forest Country Club.

14

May 26 | Senior Celebration | Chosen by his classmates as this year’s Senior Celebration speaker, Charlie Kolodziej ’18 looked back on his time at Reserve, the unconventional educational experience he received as a boarding student and the lasting memories he will carry with him as he moves on to the University of Chicago.

10 8

SUMMER 2018

WRA

7

Henry Ong ’20

The

Laramie Project Ananya Chetia ’20

Kali Chapas ’18 Joey Houska ’20

8

WRA

SUMMER 2018

Suraj Dakappagari ’20

Noah Frato-Sweeney ’20

Lexi Shoemaker ’18

Noah Luch ’20 Nupur Malhotra ’19

Sang Hun Kim ’18

Sasha Davis ’18

Casey Semple ’18

Miranda Namiotka ’20

Wema Wachira ’18

Audrey Rhea ’21 Spenser Valentine ’19

SUMMER 2018

WRA

9

Joey Houska ’20 Ghassan Hamzeh ’18

Hanley Jefferis ’19

10

WRA

SUMMER 2018

Jill Reef ’21

Kali Chapas ’18

Jack Sovich ’19

Spenser Valentine ’19 Noah Frato-Sweeney ’20

Hannah Stewart ’20

SUMMER 2018 WRA

11

WINTER & SPRING

ATHLETICS

Alicia Ma ’18 Most Valuable Athlete, Girls Track & Field | Record 27-26

Henry Harkins ’18 Coaches Award, Ice Hockey Record 2-27 12

WRA

SUMMER 2018

Jade DuVal ‘18 Most Valuable Player, Girls Basketball Record 10-11

Alexander Lammers ‘19 Most Improved Player, Boys Basketball Record 4-23

Benjamin Slotnik ’18 Spirit Award, Boys Lacrosse Record 4-13

Matthew Stefan ’20 Most Improved Marksman, Riflery Record 272-32

Chun Kai Cheung ’19 Most Valuable Player, Tennis Record 7-6

Chenjing (Angela) Mi ’21 Most Improved Swimmer, Girls Swimming & Diving | Record 3-6

Audrey Rhea ’21 Most Improved Player, Softball Record 6-7

Sasha Davis ’18 Most Valuable Athlete, Boys Track & Field | Record 28-36

T

he winter and spring athletic seasons rounded out a busy year in sports. Whether on the mat, court, ice, track or field, or in the pool, our athletes gave it their all and came away with new friendships, discipline and a greater sense of teamwork. The Gold Medal, our highest athletic honor, was awarded to wrestler Francesco Borsellino ’18, after completing a season with a 35-1 record and finishing third at the National Prep Qualifiers. Congratulations to all of our athletes and thanks to our coaches for their support and mentorship.

Kevin Escott ’18 Most Valuable Swimmer, Boys Swimming & Diving | Record 5-4

Francesco Borsellino ’18 Gold Medal Award, Wrestling Record 28-17

Jacob Pendergraft ’19 Most Improved Player, Baseball Record 5-12

Chloe Beggs ’18 Coaches Award, Girls Lacrosse Record 9-4 SUMMER 2018

WRA

13

Connie Wang ’18 and Serena Gao ’18

Elijah Boyd ’18, Tia Forsyth ’18 and James Zhang ’18

14

WRA

SUMMER 2018

Flora Jiang ’19

Dominic Jocas ’21 and Vivien Marmerstein ’21 Sasha Davis ’18

Hannah Smith ’20

Abi Burner ’18

Katie Ly ’18

SUMMER 2018 WRA

15

WHO: Peter Campanelli ’18

STUDENT TAKEOVER

WHAT: WRA College Essay Contest winner PROMPT: The lessons we take from obstacles we encounter can be fundamental to later success.

Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

As the crowd watched offstage, I carefully attached the bucket to our model bridge.

It was time to place my trust in our trusses. The goal of the county bridgebuilding competition is failure; weight is slowly added until each miniature bridge collapses. Knowing ours could break at any moment, my two teammates and I slowly increased the load by adding nuts and bolts to the bucket.

TEN POUNDS. Three hours earlier, the only supplies in front of each team were 20 rods of balsa wood and three bottles of super glue. As the arms on the countdown clock began moving, the competitors moved theirs.

Gluing tiny pieces of wood in carefully calculated and planned patterns, each team rushed to complete their structure.

After 180 minutes, the 30 teams stopped their work. It was time to test their bridges’ strength. Many were splinters by ten pounds.

TWENTY POUNDS. The year before, this was when our bridge collapsed, tumbling to 22nd place. We had rushed our design process, failed to build a prototype, and focused on the superficial, not the structural. The little we knew about the physics of bridges came from Google. If we wanted to do better, we needed help.

16

WRA

SUMMER 2018

From left to right: Tyler Lotz ‘20, Andrew Song ‘19, Steven Yang ‘19, Matthew Groll ‘18, Peter Campanelli ‘18 and Matthew Bloom ‘19

FIFTY POUNDS. Two months earlier, I reached out to Tony, a retired civil engineer, and asked if he could advise us how to build a better bridge. He eagerly accepted. At our first meeting, he told us he thought we should not seek to improve our previous bridge, but incorporate and surpass the successful designs of others. We began work on a more industrial, angular design: a flat roadbed with crisscrossing connections underneath. Most teams used two trusses underneath the roadbed. Some of the more ambitious had four trusses.

“What if you used six?” Tony asked, a mischievous sparkle in his eye.

Even though Tony is approaching 80 and is long retired, the skillful structural engineer returned. He became our teammate.

I knew I had to take his advice.

EIGHTY POUNDS. Tony also taught us about the concept of the successful failure. From one point of view, failures, like lost jobs, bad tests, and breakups, are disappointing.

From another, they are opportunities to solve one problem and discover a new challenge. The previous year’s failure was an opportunity to improve. All the bridges at the competition fail, but success comes to teams who learn from their mistakes. I learned the valuable lesson that the best way to attack a problem is to seek a successful failure.

NINETY-FOUR POUNDS. I gasped as our bridge buckled under the weight. Our expectations had been

smashed too: The structure held more than twice the weight we expected.

We earned second place, a successful failure.

As soon as we left the competition, I called Tony to tell him the news.

“That’s great, Peter!” he said, more thrilled than I was.

At that moment, I realized something that had been slowly dawning over the weeks of practice with Tony: he was more than just a nice old guy. He had a lifetime of successes and failures and experiences—and interesting stories to go with them. He had so much to offer, and wanted to share his expertise with us. We had done so well in the competition because we followed to his advice.

I was already brainstorming changes to strengthen our bridge. The jump from 22nd to second was monumental, but winning the competition would require more. I could not wait to get started designing and building a first-place bridge, but, even more so, I was eager to spend more time with Tony and hear more of his insight.

Before we hung up, I asked Tony if he would help us again.

“Of course.”

Despite a difference of 60 years, our connection spanned a new dimension.

In a way, a different bridge had been under construction, a bridge of understanding between me and Tony.

My grandfather.

In the fall, Peter, a National Merit Scholarship finalist, is headed to The Ohio State University Honors Program. Peter is also an Eminence Fellow and will be studying computer science and engineering.

SUMMER 2018

WRA

17

Q&A

with Head of School Christopher D. Burner ‘80

Are there plans to celebrate the close of The Campaign for Excellence & Access and the reopening of Seymour Hall?

We will officially close the campaign and dedicate Seymour Hall on the weekend of Oct. 5, 2018. There will be grand celebrations thanking all those who made this campaign, and the Seymour Hall project in particular, possible. I would like to express my profound gratitude to the alumni, parents and friends of the school who supported this campaign. Together we will move Western Reserve Academy forward and prepare for a new generation. Students and faculty will return to Seymour Hall in the middle of August, and we will also have a celebration as they re-enter the building.

How are things going with the new curriculum and schedule? How have students and faculty responded?

Changing the curriculum and schedule in a school can be very difficult. As you can imagine, any changes to the curriculum — particularly significant changes — cannot be taken lightly. We spent three years considering the curriculum and schedule, meeting with other schools, talking among ourselves, and even meeting with directors of admission from colleges and universities.

As we implemented the changes during the last school year, we were confident we had made the right decisions. Peer schools expressed their enthusiasm for (and even envy of) our bold changes.

Nonetheless, one can never be sure that the changes will last or be successful. After concluding a full year with all these changes, I am exceedingly pleased with the outcome. The College Level (CL) classes that replaced the Advanced Placement courses, which had been implemented in the late 1950s, were very well received by both faculty and students and appeared to be successful. We also made significant changes throughout the curriculum, from the freshman year through the senior year, again successful and well received. Moreover, the schedule, with only four long periods throughout the day, was strategic and effective.

A byproduct of the new schedule is deeper learning and

18

WRA

SUMMER 2018

a calmer day, which is healthier. Students and faculty commented that days are not as rushed. Of course we will continue to refine and analyze these initial changes, but so far I am very pleased.

What can you tell us about the incoming Class of 2022 and about admission at the school?

First of all, the Admission Office is under new leadership as Jenni Biehn arrived this summer to serve as Director of Enrollment Management. Jenni had served as Director of Enrollment Management at Columbus School for Girls and previously served in admissions at Cranbrook Schools and Bucknell University.

While the market for boarding students, particularly domestic boarding students, is increasingly challenging, we are pleased with the incoming class. The freshman class of 85 students joins our diverse community of Pioneers, hailing from 26 states and 16 countries.

What did you and others at Reserve do over the summer?

Our students were very busy throughout the summer with our Beyond Reserve internship program and domestic and international learning opportunities. We had student trips and study programs in Germany, China, Guatemala and France, as well as students who served at the Lakota Reservation in South Dakota.

Some students conducted cancer research at Cleveland Clinic and other medical research at Baylor College of Medicine, Berkeley and Heidelberg University.

As with every summer, our faculty were active with professional development, such as at the STEM Lab at Massachusetts Institute of Technology; Kent State University’s Florence Summer Institute; the National Association of Teachers of Singing conference; and Classrooms without Borders in Spain and Poland. Of course one of the most pressing projects throughout this summer has been the completion and outfitting of Seymour Hall.

SUMMER 2018

WRA

19

THE BEGINNING OF A

Great Adventure T

he approximately 800 responses to the Alumni Outcomes Survey told us a lot about our graduates. Unsurprisingly, there was no singular personality, experience or triumph to easily define such a varied group. Still, we had hoped to find a common thread, which would be an unyielding love for an alma mater. This ambition was a bit naive, as every high school experience is formidable in some way. Still, a 98 percent satisfaction rate is significant.

What we can say, however, is that we are heartened and touched by the openness of our survey takers. So many of you were generous with your time.

You showered us in a deluge of details and memories, from favorite teachers to confessions of broken rules. We received responses from alumni of all ages.

Indeed, we couldn’t believe the even distribution of responses from graduates in 2017 to 1933. (Way to go, 1933!)

We learned a lot! We now know that what makes some of you happiest can be summarized as easily as “a good round of golf,” as whimsically as “rainbows and unicorns,” as introspectively as “feeling part of a larger community” and as enviably as “sitting with a good book on the terrace of the house in Greece overlooking the Aegean.”

Of course, not everything we learned was “rainbows and unicorns.” For instance, we learned that there are a few of you who really don’t like Survey Monkey…or the questions we asked… or the name of our office, for that matter.

It was an education, to say the least. But we set out to learn, and learn we did.

The survey was a quest for insight about our graduates as we endeavor to describe for today’s parents and students the unique Reserve journey and its possible destinations. We wanted to know where you came from and where you are now. Because of the survey, we can see just how globally you are dispersed and affirm our hypothesis that Pioneers go further.

FAST FACTS

99.75%

Surveyed graduates who attended (or are attending!) college.

98%

Surveyed graduates say they are satisfied with their WRA education.

97%

Surveyed graduates say they were satisfied with the quality of Reserve’s faculty.

“In your opinion, how much of an impact did your Reserve experience have on your life?”

54%

It had a large and positive impact.

32%

We were curious about your educational pursuits, and we were as proud as could be to see such an array of graduate degrees. We wanted to know that you are happy, no matter the discipline designated by your diploma or your professional field, because our biggest wish is for our graduates to find joy and fulfillment in whatever they choose to do.

I wouldn’t be where I am today without Reserve.

In so many ways, your success is our school’s success. Marketing outcomes is central to our value proposition and important to our prospects. Still, may we find the right path when “product-izing” our offering because, as you have shared, Reserve lives in the heart, not on the shelf. Whether we call ourselves marketers or communicators, we know that what we sell or tell is very special.

Have studied/lived outside the United States.

In this spread are the results captured in our inquiries: facts and figures and narrative selections. We hope you enjoy sifting through them as much as we did.

Fondly (and with a tip of the hat to our sales-averse respondents), Communications & Marketing Office 20

WRA

SUMMER 2018

>50% 82%

Stay in touch with WRA.

55%

Are part of a WRA legacy family.

Where are our WRA alumni?

TOP 3

TOP 3

COUNTRIES

CITIES

USA

New York City

United Kingdom

Chicago

Canada

Washington, D.C.

TOP FIVE INDUSTRIES FOR ALUMNI

BUSINESS

MEDICINE/ HEALTH CARE

LAW

WRA alumni No WRA alumni — that we know of!

82%

Surveyed graduates attended graduate school.

EDUCATION

SCIENCE/ ENGINEERING

A quick skim of answers revealed more specific careers such as: pilot, professor of Russian history, homemaker, “making people smile,” architect, scientific photographer, wildlife conservationist, senior producer with Al Jazeera’s AJ+, pipe organ builder, orthopedic surgeon, violinist with the Buffalo Philharmonic Orchestra, oceanographer, college football coach, grant writer, firefighter and engineer.

MOST ATTENDED COLLEGES AND UNIVERSITIES INCLUDE: Case Western Reserve University Cornell University Harvard University The Ohio State University Yale University SUMMER 2018

WRA

21

Memories of Reserve

To me, the thing that made Reserve special was the access to the faculty and getting to know their families. I once went over to Russ Hansen’s house for some help on my biology homework.

Later that evening when Russ’ wife got home, she commented on the fact that there wasn’t any food in the house. Russ simply replied, “Yeah, — came over to get some help with her homework.”

Apparently that was all the explanation Russ’ wife needed.

I loved having the opportunity to explore new things. I enjoyed the classes, living away from home, and the activities I was involved in. I enjoyed the athletic competition, when Reserve was competitive... beating local schools and other athletic boarding schools. I loved the chess club and precision shooting. Latin scholars rule. Music was my passion.

WRA nurtured my love of music, learning and athletics — and got me into my school!

Some of my favorite memories from WRA... track practices and meets with Mr. Manoli and Smitty; mornings in Mr. Doe’s art class listening to the Flaming Lips while creating art with friends; pondering life’s big questions in Mr. Namiotka’s philosophy class.

Being “on my own “ and living closely with sharp people from diverse backgrounds.

I am not one to reminisce or wax nostalgic. I have always moved forward, looking for what’s next rather than what happened: My gratitude goes to the constant attention to my emotional and intellectual development by the Warings, the Roundys, Reardon, Moos, Danforth, Kibbe, Longstreth, Webber, all of whom taught me that thinking could be fun. So here’s the summary. I am working with digital tools and ways of problem solving that weren’t invented or even theoretical when I graduated from WRA. I learned from these people how to adapt, absorb and change.

Saved my life.

Secured my future.

22

WRA

SUMMER 2018

I took an English class with Mr. Warner & we went backpacking for 3 days. The class led me to further backpacking trips & eventually to a career in geography. I have fond memories of class with Mr. Doe & Mr. Armbruster, and along with becoming a geographer, I have also become a glassblower.

Upon overcoming my terrified state six weeks into my freshman year, I decided to make the most of my Reserve opportunity by becoming the best possible student and friend to my fellow peers. I cherished being able to spend time with my fellow students in the dorms each year. I would do it all the same in a heartbeat, and I’m so thankful to my parents for providing such a powerful tool to attack life.

JUST FOR FUN Competing against University School. Such a rivalry needs to return. Meals with the whole school sitting down together. Physics class with Lou Turner. Parties at night on the cross country hill. Trips to Florida with the track team. Learning how to write. Sneaking into the girls’ dorm.

I remember walking around the open campus and feeling so independent when I first started at Reserve. I felt so grown up. WRA offered me opportunities that I would never get at another school or anywhere else.

Opportunities in the arts, sports, as well as to be involved in weekend activities such as going to Playhouse Square for the theater, museums and volunteer opportunities.

Dr. Flanagan saved my butt on more than one occasion.

I worked extraordinarily hard at Reserve. Only my surgical internship was more intense. Reserve taught me great study skills and discipline which made college, grad school and medical school easy, and allowed me to pursue extracurricular activities including varsity collegiate sports, newspaper editing and other positions which provided me with leadership skills that I have used to this day.

MOST POPULAR ZODIAC SIGNS

CANCER

PISCES

GEMINI

LEO

50%

are coffee drinkers

14%

59%

30%

are tea drinkers

kept part of their uniform

like both!

OUR ALUMNI ARE‌ DOG PEOPLE! (FOR THE MOST PART!)

41%

13

20%

10

have dogs

have cats

alumni members have birds

have a horse

Some alumni keep rather exotic and unusual company (of course, we suspect some may be trying to pull a fast one): chickens, a box turtle, a snake, a chameleon, a walrus, 500 head of cattle, a chinchilla and a fox!

OUR ALUMNI ARE HAPPIEST WHEN THEY ARE: With friends and family Helping others In nature

SUMMER 2018

WRA

23

I

n Shakespeare’s The The conversations about Tempest, Miranda, the competitive and daughter of magician evolving college admission Prospero, sees a process are global in group of shipwrecked scale. On November 1, Italians, the only folks 2017, a popular “early” she has seen besides her deadline for students to father and Caliban in over submit applications, The 12 years, and says, “Oh New York Times published brave new world / that “What Colleges Want in has such people in’t.” As an Applicant (Everything).” the Latin root of her name The title says it all and suggests, she is wondering begs the question of what at these new people, and today’s student must do there is a great amount to stand out. This article of positivity in her naïve will describe Reserve’s view. Of course, British endeavors to this end, as author Aldous Huxley well as college admission Written by English Department faculty member Douglas Ray took the title for his trends across the national dystopian novel Brave landscape and our own.

New World from this very same quote, demonstrating that novelty is not necessarily Recent Trends in College Admission tied to goodness. If you have not invested much time into the One of the most important skills students must develop in increasingly changing, complicated and competitive world of the English classroom is the ability to recognize patterns in a college admissions in the last 5, 10, 15, 20 or more years, then it particular text. So, too, do our college counselors keep tabs may seem like a brave new world of Miranda’s sort or, possibly, on what’s going on year-to-year in their world. Olson notes that of Aldous Huxley. Perhaps college admission today is far many recent trends that affect our students. First, he says too complicated and personalized to generalize. there has been a significant increase in the number and quality of applications, especially to highly selective schools, What’s certain is that WRA, as a school and community, is but the number of “seats” for admitted students has remained deeply invested in college admissions and sees the process consistent. Additionally, of increasingly important weight in the as vital to student growth and development, not to mention minds of admission committees is “demonstrated interest,” absolutely critical to our value proposition. Even the school’s which can range from email contact with admission officers mission says early on, “Our faculty cultivate intellectual curiosity and campus visits to early applications. Olson also notes a through a challenging college preparatory program.” An significant increase in use of early decision (binding) and early important part of the WRA experience is guiding students and application (non-binding) applications by students who are families to consider the best education for each student beyond hoping to increase the likelihood of admittance over competing WRA. in the “regular decision” pool. Their logic may be sound as many schools are admitting 50+ percent of their freshman class Our College Counseling Office, led by Director Gunnar through the early decision process — something that tends to Olson with Associate Directors Jillian Nataupsky and Emily preclude those students competing for financial aid packages.

Parliman, possesses a wealth of experience on the college Beyond admission, he says that as the costs associated with and independent school sides of the process and offers an colleges rise, the cost of attendance has become a major factor individualized approach to helping students through the in determining where students decide to matriculate. daunting process of applying to and selecting a school — a process that is both an art and a science. The artistry comes in how a student portrays their unique experiences. The science is Developing “Hooks” — External and Curricular the enduring importance of student test scores (the University Opportunities for Student Distinction of Chicago recently made national news for its bold decision to When asked about trends or qualities in attitudes or make SAT and ACT scores optional) and the sobering data on approaches to applications that may differ from his previous the massively competitive college admission playing field. schools, Olson says that fewer students at WRA are actively

New d l r o W

The Changing Landscape of College Admissions

24

WRA

SUMMER 2018

According to the 1995 U.S. News & World Report’s college ranking issue, three national universities/liberal arts colleges published an acceptance rate lower than 20 percent. In the 2009 issue, that number rose to 19. In the 2018 issue, 40 institutions indicated admitting fewer than 20 percent of their applicants. participating in state/national/international individual competitions, an area in which we are increasing emphasis and collaboration between faculty, students and College Counseling.

admit rate falls under 20 percent, recognition in these types of programs becomes more important. The further below 20 percent, the more important these awards are for admission.

Nataupsky says, “The more that students can do to distinguish themselves in meaningful ways that help to highlight their talents, interests, or innate motivation to learn and excel, the better position they put themselves in when it comes time for admission offices to sit down around a committee table.”

Competitions like the Scholastic Art and Writing Awards, Facing History and Ourselves Essay Contest, YoungArts, and Siemens Awards allow students to showcase an interest or talent that extends beyond the classroom and the school community.

Most critically, Reserve has created a distinctive curriculum embedded with opportunities to excel, pursue passions and cultivate competitive hooks, such as the Compass program, with its emphasis on real-world projects of Civic & Global Engagement; Science & Technology; Arts & Culture; or Entrepreneurship. Because of their individual academic excellence and the hooks achieved with their Compass projects, we have graduated young men and women who, while here, endeavored to combat autism, end human trafficking, launch businesses, translate classic literature into modern short films and more.

Since the fall of 2017, WRA has begun a concerted effort to make students aware of opportunities that exist for them to distinguish themselves and develop their hooks. Now, published as “External Opportunities for Student Distinction” on WRA.net under the Academics tab, students and families can find information about many different competitions and programs for exploration.

In terms of where external distinctions become increasingly important, Olson has some benchmarks. “I like to use 20 percent as a benchmark,” he says. “Once a college/university

Olson says, “A student’s education at WRA includes an academic program designed to encourage independent thinking and excellence, cultivate passions, engender academic distinction and develop life skills like communication and grit. All of these things — fundamental to the Reserve experience — are what today’s best colleges seek in their applicants. We have designed a curriculum that gives students a competitive advantage from the moment they get started.”

Yale University Admit Rate

Yale Applications and Admits 40000

20

35000

18

30000

16 14

25000 12 20000

10

15000

8

10000

6

5000

4 2

0

1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 Applications 11947 12887 15466 19682 21099 22813 25869 28975 30932 31455 35306 Admits 2100 2084 2009 1958 1823 1892 2039 1975 1935 1972 2229

0

1998 2000 2002 2004 2006 2008 2010 2012 2014 2016

2018

All admission data provided by the Yale Daily News and the Yale University Office of Institutional Research website.

The increase in the number of students admitted and admission percentage in 2018 corresponds to the opening of two new residential colleges in the fall of 2017.

SUMMER 2018

WRA

25

Developing points of distinction is also central to our unique and evolving Literacies program (read more on p. 32).

Launched in 2017 for the freshman class, the Literacies of Learning to Code and Learning to Make strive to provide a fluency and fearlessness about all things digital. Sophomore literacies will come to life this year, with a pair of classes called Learning to Communicate and Learning to Live Well, designed to hone skills from interviewing to achieving balance and made manifest in projects from podcasts to personal websites to collaborative short films, each of which could ultimately be part of a student’s college admission portfolio.

Navigating Increasing Competition

I asked Olson to paint the picture with a bit more detail about exactly how competitive the admissions process has become. He said, “I have information that at least 16 colleges/ universities had admit rates below 10 percent this year.”

Obviously, such low admit rates require more specialized advising. And Olson highlights one of the byproducts of the scarcity of seats at the most competitive schools: “Because colleges are becoming more selective, students on average send out more applications. More applications at colleges means a lower admit rate, which motivates students to send out more applications. That trend has been observed at WRA. The Class of 2002 sent out an average of 4.2 applications per student. For the Class of 2018, that number rose to 8.7.”

Trends/Outcomes for the Class of 2018

• 61 percent will attend private colleges or universities. 39 percent will attend public.

• 17 percent will remain in Ohio, with 83 percent leaving the state.

• 6 students will attend Ivy League schools.

• 21 students have family members who also attended WRA. • 2 students will attend military service academies.

• 10 students will study at international universities.

• 21 Legacy/Sibling • 9 committed athletes • Average ACT Score: 32 • Average SAT: 1333 • 80 percent were accepted to their first choice college.

• 80 percent of graduates were accepted to the most or highly selective schools.

• The Class of 2018 has received received merit scholarship offers in excess of $7.6 million.

The 101 members of the Class of 2018 gained acceptances at 207 different colleges and universities in the United States, Canada and abroad. This fall, they’re heading to some of the world’s most highly selective institutions, including Cornell, Harvard, Amherst, Columbia, University of Chicago, University of Cambridge, University of California, Berkeley and more.

Most Popular Institutions

The College Counseling Office also annually tracks the most desired college destinations among WRA students. The list 26

WRA

SUMMER 2018

is a window into the many considerations of college-bound Pioneers, from geography to program offerings to prestige.

This list is tracked year-over-year for its implications on rising classes. For example, Olson says WRA must consider that institutions accepting many but yielding few WRA students may scrutinize future applicants from WRA more closely, requiring an increase of demonstrated interest from our applicants. The list below shows the top five most popular institutions for the class of 2018; each of these schools received at least 20 applications from WRA. 1.

2.

3.

4.

5.

University of Southern California The Ohio State University University of California, Los Angeles University of Michigan Boston University

Olson points to Northeastern University in Boston as an example of how things have changed through recent years.

He says, “Ten years ago, Northeastern University in Boston, Massachusetts, was considered a likely admit for students interested in studying in Boston. But if you look at how admissions has changed over the years, according to the 2009 edition of the U.S. News & World Report college ranking guide, at that time, Northeastern University admitted 41 percent of the applicants. Northeastern has since gone national, recruiting students from across the country and around the world. This year their admit rate fell to 19 percent.

Northeastern has always been an excellent institution, but now it is not as hidden as it once may have been and can no longer be considered a likely admit.”

Whether it’s Northeastern, Ohio State, Harvard or University of Chicago, both Olson and Nataupsky stress the importance of their office maintaining constant contact with the admission offices at colleges and universities — from hosting them on campus to keeping in touch as to students’ application statuses. These conversations help the college counselors keep students and families informed, but they also allow our counselors to serve as advocates. Over the past year, the College Counseling Office spent considerable time talking to admission officers at universities about WRA’s move beyond AP courses. Olson says, “in none of the conversations the College Counseling Office had with admission offices as they were making decisions were we informed that a student was not offered admission because he/she was not enrolled in an AP class during the senior year.”

The Importance of Storytelling in the Process

Even amidst statistical changes, something has remained consistent in the college admission process: storytelling. One of the great aspects of the college application process is that it forces students to self-assess, discover, and articulate their story. As an English Department, we spend time in the junior English course, Angles in Writing, giving instruction about how to write the personal narrative for the college application.

Even if that essay does not end up being the one that they

Congratulations, Class of 2018! actually use for their applications, students have gone through the process and understand better how to write this sort of essay.

The student story is only one part of the equation. Certainly there’s the role of numbers: transcripts and test scores. We have seen many peer schools involved in the movement and debate surrounding an initiative called The Mastery Transcript Consortium. The Consortium advocates a new way of framing and reporting a student’s high school experience, based on more qualitative evaluations across competencies like creativity, motivation and real-world application of knowledge.

But there are two additional narratives: teachers’ letters of recommendation and the letter of endorsement from WRA. As someone who has written many a recommendation letter, I relish the opportunity to use words to make the student become more than a set of data points. A recommendation letter fleshes out the student in concert with her or his own narrative.

One thing that WRA does differently (and, in my biased opinion, quite well) is writing the school’s official letter of endorsement by committee. The College Counseling

Committee — made up of a group of faculty and the college counselors — meets with great frequency during the fall. We discuss each senior and postgraduate; different members of the committee are then tasked with writing the opening and closing of certain students’ letters. In the middle of the letter, the college counselors bullet-point certain distinctive qualities and achievements of the student. This collective effort allows for a fuller picture of students who do a lot and involves more voices than the singular focus of a recommendation letter.

Conclusion

While the statistical realities of the college admission process become more competitive, the commitment of WRA to helping tell our students’ stories in a clear, compelling and memorable way has not waned. College preparedness is enduringly central to our value proposition. Being professionals working in a boarding school, we know our students well, and we are able to relay to admission committees, with authority, who our students are and what they can contribute to their communities. We owe our students as much, because we know that the end of their time at Reserve is, in fact, just the beginning of the rest of their lives.

SUMMER 2018

WRA

27

WITH JENNI BIEHN

28

WRA

SUMMER 2018

JENNI BIEHN joins Western Reserve Academy as the school’s Director of Enrollment Management, a new position devoted to research, analysis and strategy for the Admission Office. Biehn brings a wealth of experience in enrollment management, and hails most recently from Columbus School for Girls, her high school alma mater. She and her husband are the proud parents of three sons, and she is an avid fan of reading, baking and spending time outdoors. The doors of President’s House are open wide to welcome Jenni and her family to their new home at Reserve.

Q: Tell us a little about your background in education.

A: It’s funny, most little kids don’t grow up saying, “I want to be a Director of Admission!” But I have been working in the enrollment management field my entire career. I started giving tours when I was in high school and continued to do that through college. I first worked in admission and financial aid for higher education, and then eventually moved into independent schools, where I’ve been working in enrollment management for 20 years now.

I started at Cranbrook, which is a boarding and day school outside of Detroit. I was working in upper school admission at that point, and then international recruitment. I ended up meeting my husband there, so it feels like we’re coming full circle by returning to a boarding school.

When we started raising a family, we moved to day schools in Philadelphia, and I worked at two different schools there, working in lower school admission at one and then managing enrollment in another. Six years ago we moved back to Ohio. I grew up in Granville and attended Columbus School for Girls, so it has been really meaningful to come back and work in enrollment management in my old stomping grounds.

Q: What do you enjoy most about working in this field?

A: What I really love is the balance between the analytical demands of the job and the requirement for strong interpersonal skills. I don’t think I would be fulfilled in a role that didn’t require both; that kind of balance is really healthy for me. I love thinking strategically, using data and doing a lot of analysis to drive decision making, because in this role that’s really necessary. At the same time, it’s also about building relationships throughout the school community, with colleagues, students, parents and alumni and, of course, with prospective students and families.

One of the things that’s fulfilling about the mission of enrollment management is establishing a relationship with a family, helping them make the choice to enroll their child, and

seeing that child grow and thrive and then graduate and move on. That was one thing that was missing in higher education.

The volume is so high that once students enrolled, they’re done with admissions, but in independent schools, you can really maintain those relationships.

Another thing that’s particularly fulfilling for me is the financial aid program. It’s really moving to work with families who recognize the value of education and are willing to make significant sacrifices in order to give their child that opportunity.

My parents were both teachers, so I received financial aid as an independent school student, and it was so valuable to see the transformational impact it had on me and my siblings. Now that I do this work I have a fuller understanding of what that meant for my parents. It’s a personal passion of mine to bring in socioeconomic diversity and make sure kids from all different types of backgrounds have the opportunity of an independent school education.

Q: Tell us about some of your goals.

A: One of my goals is to make sure that the work that the admission team is doing is connected, understood and shared throughout the school. It’s so important to have a collective understanding of admissions throughout the school community, just as it is important that the admission team understands and shares goals with faculty and other administrators. Everything is connected, and I can’t think of a success that I could take credit for. We are all partnering all of the time.

To be successful in my role, I will need to be an engaged expert in both the program side and the business side of the school. I’ve heard another enrollment manager refer to this as being a midfielder, playing both ends of the field rather than specializing in one side or the other. So I need to quickly develop a really deep understanding of the mission of the school and the programs that we offer and be able to present that to prospective families with accuracy and understanding.

At the same time, I also need to focus on how enrollment impacts the operational and business end of the school, since in independent schools, tuition is the biggest source of revenue in the operating budget.

SUMMER 2018

WRA

29

“I had an unexpectedly profound and positive emotional reaction when I first spent a day on campus. Some of that was personal for me, in that I hadn’t been in a boarding environment for a long time and I was reminded immediately of the power of a boarding experience that no day school can replicate.”

Q: What drew you to this role?

A: I am really excited to have the space to focus on strategic work. Typically, a Director of Enrollment Management is doing both the analytical work, the goal setting, the strategy — all while being right in the weeds with the detail and day-to-day work, such as setting up the catering request for an event. The way that my position is structured at WRA, I think we’ll have the flexibility to prioritize the strategic work and to make sure that we have really good framework for all of the decisions that we’re making and how we’re prioritizing our efforts and being data driven.

What’s really exciting is that a lot of the data gathering and analysis is already underway at Reserve, so I will have the luxury of having that work already done and being able to use it right away.

Q: What drew you to WRA? A: The mission of Reserve resonated with me. I still have a lot to learn about the school, but in broad strokes, I could see that there’s a real appreciation and respect for the tradition of the school. The long history that’s apparent the minute you walk on campus is celebrated, but there’s also this forwardthinking mindset. Whether it’s the curriculum, facilities or extra-curricular programs, you can see the embrace of new approaches and best practices, all while respecting the traditions of the school. I was so glad to see that dichotomy in place, because it’s really all about balance for me.

I had an unexpectedly profound and positive emotional reaction when I first spent a day on campus. Some of that was personal for me, in that I hadn’t been in a boarding environment for a long time and I was reminded immediately of the power of a boarding experience that no day school can replicate.

When I think back on the seven or eight years that I spent working in boarding admissions and recruitment, along the way I repeatedly saw the transformational impact that a boarding experience, in particular, had on students looking for more.

Often in the Midwest, boarding school is not something that a family has been planning. It’s often the student in middle school who realizes they want more of a challenge or more opportunity than what is available at their current school, and 30

WRA

SUMMER 2018

so you see the parents following their child’s lead. Now as a parent of a 14-year-old, I can empathize in a different way about what it means to think about your child going to boarding school when it’s not something you were originally planning.

And I think I can be effective in supporting parents through that journey.

Q: Why do you believe in boarding?

A: Well, I think that for students who are self-motivated, want to fulfill their potential, and really identify with and deeply commit to a passion, boarding school is perfect for them. Day schools just cannot match the opportunities that a boarding environment provides.

Good teachers at day schools work hard to know their students as individual learners and understand what motivates them, what’s going on outside in their lives and how that might impact their learning, but the truth is that in a boarding environment, they’re actually living that. Those authentic relationships with students are primary and deep because of the ways that the students and faculty interact outside the classroom. I think when the different parts of a student’s life are all connected — because we, as educators, know that learning is optimized when it is meaningful to kids and when it’s connected — learning is so much more powerful.

I also have seen so many students discover opportunity and take risks because they’re in an environment where they feel safe enough to take a risk, because they are known and supported by multiple adults and peers in this incredibly deep way. You have to feel safe in order to take risks. They develop the confidence to be vulnerable and take responsible risks in a boarding environment, and that leads to growth.

Q: What’s the difference between Director of Enrollment and Director of Admission?

A: I will be focusing more on the strategy and data, rather than the tactical day-to-day work of admission. Admission is, of course, a primary component of enrollment management, but it’s not the only component. From an integrated perspective, you’re looking at the admission of new students, the retention of current students, and the two biggest tools that can impact both of those things, which are financial aid and marketing. So

Pictured above is Jenni Biehn with her family.

admission must work in close partnership with the Business Office and the Communications & Marketing Office. And then ensuring an ongoing agenda for institutional research and analysis. This will support decision-making in all areas.

Many Directors of Admission are also responsible for the components of enrollment management, but you can’t feasibly be the point person for enrolling kids and give appropriate attention to all of those components. The distinction is that I will have the resources to focus on the strategic work, which will support the day-to-day decisions that are being made. This is the model in higher education that we are now seeing in top independent schools.

Q: How has the admission landscape changed for independent schools?

A: Families have more educational options now than they used to. A generation ago, it was maybe more of a family tradition to go to an independent school, and tuition was within reach for a much wider part of the population than it is now. I think for most independent schools, the biggest competitors are strong public schools — especially those that are offering high-quality education and have been marketing themselves.

This has necessitated a change in how admission work is done.

A generation ago, the Director of Admission could just pick up the phone when someone called and say, “Sure, yes, come in for a tour and apply and we’ll see if we want to accept you.”

But now, a significant effort has to be on making sure there is an awareness among potential prospective families rather than waiting for them to make the call. Generating interest in

the school is a much bigger part of enrollment management than it is in a traditional admission director, who is more of a gatekeeper that decides which of the applicants to accept.

This is why the partnership with marketing and communications is so critical. You see all kinds of public schools with marketing initiatives, strategic plans and branding — things that didn’t happen before. They’re definitely a major competitor, and I think there might be an assumption that the biggest competitors for a school like Reserve are the independent Cleveland day schools or other Midwest boarding schools. For a small segment of the applicant pool that may be true, but it is the people who aren’t even thinking about independent school, much less boarding school, that we need to reach.

Q: What hobbies do you enjoy?

A: You know, I used to be able to talk about a lot of fun hobbies, but then I had three kids and continued to work full time!

Family is a top priority for me. My husband Steve and I have three sons: Jeremiah is our ninth grader, Asher is going into sixth grade, and Simon is going into second grade. When I do have time for myself, I like to jog and do yoga, and I love to read and bake. We are a water-oriented family, and in the summer you will find us at a lake in the Adirondacks whenever we have the chance, or at the pool and we try to get to the ocean in the summer as well. We are long-time Philadelphia Eagles and Ohio State fans and when we moved to Ohio we jumped on the Cavs bandwagon too. And of course, the reality of being a parent of kids that like sports is that I end up being a spectator at many, many games.

SUMMER 2018

WRA

31

Literacies Program UPDATE

Learning to Communicate Learning to Live Well

By Douglas Ray, English Department faculty member The idea of being a “literate” 21st century global citizen has evolved, and WRA’s curriculum is evolving to meet its mission of offering a transformative educational experience. For the past two years, a committee of faculty and administrators has met to consider critical questions about ways to further evolve the WRA educational experience. One outcome of the committee’s discussions was the new daily schedule — moving to 75-minute blocks for the ability to dive deeper into topics and slow down the pace of each day for students and faculty. Another outcome was the realization that students need further instruction in skills that can enhance learning across the curriculum. In 2017-18, WRA launched two new semester-long Literacies courses: Learning to Code and Learning to Make. These successful courses introduced freshman students to and trained them in the use of The Wang Innovation Center and also gave them a foundation in an important aspect of the digital world: coding. These two courses were just the beginning of the committee’s vision for bolstering the student academic experience.

This past academic year, WRA applied for a grant from the E.E. Ford Foundation to support its realization of the Literacies program.

The Foundation pledged $100,000, and the school has raised matching funds of $100,000 to support the further development and implementation of the Literacies program. The 2018-19 school year will see the continuation of Learning to Code and Learning to Make, also known as Freshman Digital Literacies, alongside two new courses for sophomores: Learning to Communicate and Learning to Live Well.

32

WRA

SUMMER 2018

In developing all of these courses, the committee developed a few guiding principles for what these courses would look and feel like: • Present a student-centered learning experience (students realize their own agency) where the teacher serves as a guide.

• Emphasize the design and development of authentic product/ performance of understanding.

• Seek to develop practical skills (coding, making, communicating, etc.) and noncognitive skills (resilience, self-awareness, empathy, perseverance, etc.) for enhancement of a student’s academic and overall engagement with an information-rich, global community.

We are confident that these courses create a value-added, signature experience for our students.

Sasha Maseelall ’96 and I will teach the new Learning to Communicate courses next year. We will focus on skills like public speaking, interviewing, class discussion, evidencebased debate, presenting for a variety of audiences, active listening, email etiquette, cover letter writing, resume writing, podcasting, and short film making, among other things. We have been in conversation with the full faculty as to what they would like to see taught in order to enhance their work in their respective classrooms. Our goal is not only to relieve some of the burden of instruction in these particular skills for our colleagues but also to build a common vocabulary for instruction in these critical areas of communication.

Paired with Learning to Communicate is Learning to Live Well, a health and wellness course that teaches students about healthy decision making and care for

the self and others. Being “literate” about one’s body and how one lives with others is fundamental to academic and personal growth.

Both Learning to Communicate and Learning to Live Well, in addition to being taught during the Monday-Friday schedule, also will have a presence during two Class Seminars, part of WRA’s Saturday Academy Program.

We are confident that these courses create a value-added, signature experience for our students.

We understand that health and wellness and communication are not new topics to WRA or to education. In fact, John Dewey said in 1934, “Communication is the process of creating participation, of making common what had been isolated and singular; and part of the miracle it achieves is that, in being communicated, the conveyance of meaning gives body and definiteness to the experience of the one who utters as well as to that of those who listen.” Dewey sees communication as a means for connection. And so do we.

We see the Literacies program as drawing connections among disciplines, students and faculty through the common experiential development of skills for navigating an increasingly complex and global world.

SUMMER 2018

WRA

33

ALUMNI PROFILES

Opening Doors to a World of Manufacturing

C

arl Sorenson ’83 remembers taking shop class at Reserve. “We made a wooden clock — kind of butcher-block style — and an aluminum hole punch,” he said. “You could only change one thing about the clock, which was the shape — so you could make it rectangular, square, or maybe even octagon. The hole punches were identical to one another. That was an interesting project mostly because we were pouring metal.”

Sorenson’s rectangular clock now resides with his parents in Canton, OH, but he’s not quite sure what became of the hole punch. He remembers how he made it, however, by using a lathe and milling machine under the careful instruction of former Fine & Performing Arts Department faculty member Lee Blankenship.

Today, inside The Wang Innovation Center, there sits a Bridgeport milling machine and Clausing lathe — gifts from Sorenson himself. They were donated by his New York City-based custom hardware manufacturing business, The Nanz Company. Both are hefty pieces of equipment, slate gray and rather vintage looking next to the sleeker surrounding machines. Indeed, they look better suited for the floor of an industrial factory.

“These are the basic manufacturing machines that were used pre-World War II and beyond to essentially manufacture everything in America,” explained Sorenson. “Those were the classic tools that did it. I felt if there were going to be a makerspace at Reserve, there should be genuine manufacturing equipment inside it.”

The very same mills and lathes were put to use during the Beyond Reserve

34

WRA

SUMMER 2018

internship in the summer of 2016, when participants Anthony Cecchini ‘17 and Nick Hulsey ‘17 visited The Nanz Company to learn the manufacturing process behind fixtures such as hinges, locks and plumbing fittings. During their stay, they created a set of brass doorknobs, working on them from design to final product. These knobs are now affixed to the doors inside The Wang Center leading into the metal shop.

Sorenson is a proud supporter of any opportunity to bring students into the world of manufacturing. It’s not a world they are able to explore very often, and just a few days wandering around a factory floor could be the spark needed to ignite a lifelong love of creation.

After all, that’s exactly what happened to Sorenson.

After graduating from Hamilton College, he took a job in sales at the Ridge Tool Company, aka “RIDGID,” in Elyria.

Sorenson spent the first four months on the factory floor, watching the product he was preparing to sell transform from metal to tool.

“It was a 100,000-square-foot factory filled with machinery,” he described.

“They were forging iron, turning metal and manufacturing American-made product. It was something I’d never really seen before. It’s funny, there’s such a historic precedent where people talk about American-made product and industry, but you rarely get to experience it face to face.”

This would be an incredibly meaningful experience for Sorenson, who was fascinated by large-scale production and seeing metal transformed into threedimensional, usable tools. He continues to see tremendous value in bringing

students into this sector, particularly to educate them on the thought and process that goes into creating ordinary items they use every day.

“I think, in this digital day and age, people are really desensitized to the idea of making something out of metal,” said Sorenson. “If I hadn’t worked on that factory floor for four months, I probably would have ended up doing something else entirely. I think that the internship with The Nanz Company gives somebody, who already has the inclination to make things, the chance to see what it’s really like to make things on a production scale.

I think that’s the inspiration and impetus that might be needed to have somebody choose this as a career.”

One of the projects The Nanz Company is working on involves one of the most famous and earliest structures in New York City, Trinity Church in Manhattan.

The Nanz Company is known for creating customized hardware closely resembling (or identical to) the building’s original fixtures.

“Among the challenges are 6,000-pound bronze doors that are 20 feet tall,” Sorenson explained. “There are going to be formidable challenges that I’m sure we’ll figure out a way to solve. It’s extremely difficult work, but we’re called

Left photo: Carl Sorenson ‘83 stands inside The Nanz Company. Middle photo: Inside the Nanz factory. Top right photo: Excerpts from the Nanz catalog. Bottom right photo: Inside the Nanz showroom.

in to consult on projects like these. It’s about figuring out the way hinges used to be and how to reproduce that in modern times.”

Sorenson took a tour of The Wang Innovation Center with Matt Gerber, Director of Information & Education Technology, and left the space excited by the possibilities awaiting the students who, like him, are passionate about seeing an idea take shape and come to life.

“I don’t think ‘making’ is a course that needs to be taught,” he said. “Rather it’s an opportunity that needs to be provided. The student that wants to make things will ask the questions, look for help and explore what’s in front of them. People need to be given an opportunity to pursue something that they can get enthusiastic about, and I believe the makerspace does that.”

SUMMER 2018

WRA

35

ALUMNI PROFILES

From Hudson to Hollywood Connecting WRA Students to Alums in the Entertainment Industry

T

here are more than 2,000 miles between Hudson, OH, and Los Angeles, CA, yet each year Western Reserve Academy builds a bridge with the ECHO “Hudson to Hollywood” (H2H). ECHOs, Reserve’s version of college electives, are special opportunities for students to dive into a topic of interest or pursue knowledge outside their core class schedule.

A truly unique ECHO, H2H is the only module taught by a select group of Reserve alumni who work in the entertainment industry. With on-campus direction by End User Support and Systems Technician Caitlin Fritz, alumni instructors lead the module, which is primarily offered via an online forum.

H2H allows students to study a wide variety of television and film careers — such as writing, directing, producing, production design, business management and music — and offers a comprehensive view of the expansive and competitive industry.

“A lot of people think you either have to be an actor or a director to be in the entertainment industry,” said Rob Loos ’77, the leader of the ECHO that he co-created with David Nicksay ’70 and Jeff Schaffer ’87. “Actually, there are many jobs out there and many ways to express yourself and get involved. Media affects everyone. We need to encourage the best and the brightest minds to shape media in the years to come. Reserve has a great curriculum, but we want to open the door wider and say, ‘Hey, if this is something you’re interested in, maybe you should think about it.’”

Each alumni instructor teaches a two-hour ECHO module in their area of expertise: • Loos teaches 3D animation writing and production, using examples from the Nicktoons/Nickelodeon/NFL Network animation series NFL Rush Zone that he writes and produces.

• Nicksay shares the step-by-step production process of liveaction filmmaking with recent examples from Birth of the Dragon and Pitch Perfect 3, movies for which he is Executive Producer.

• Schaffer takes students into the edit bay of Curb Your Enthusiasm and behind the scenes at “Larry’s House” as the production crew preps the location for a day of filming.

Students get a firsthand look at how he writes, produces and directs this groundbreaking HBO comedy series.

• Ted Humphrey ’87 explains how visual effects are designed for the Syfy series Incorporated, and how effects help tell the story in the CBS one-hour drama Wisdom of the Crowd, which he writes and produces.

36

WRA

SUMMER 2018

• Jessica Shorten ’03 opens students’ eyes to art direction and production design by sharing clips from commercials, shorts and television shows like The Tribes of Palos Verdes and Mr. Student Body President, for which she has overseen thousands of details to create the perfect sets and props.

• Hank Whitaker ’05 shares how his experience forming a rock band at Reserve led to his career as a music supervisor and composer for hundreds of music cues on reality programs including Job or No Job and She’s Got Game.

• Jamie Thalman ’06 brings students into the low-budget world of short films and documentaries, sharing his award-winning short films Last Call Lenny and Brendan O’Connell Is Blocking the Bread Aisle.

• Andrew Swett ’08 teaches about the business of show business, from his tenure at various talent agencies and his current responsibilities as Associate Producer of independent films like Brigsby Bear and Warner Bros. Entertainment’s The LEGO Batman Movie.

“Every year we try to do one class live in Hudson,” said Loos.

This year Schaffer returned to campus as a special alumni guest. He fielded questions from curious students during both the ECHO and his talk in the Wilson Reading Room.

The alumni teachers have been excited by the group of curious students they’ve gotten to know and whose work they’ve been able to read, grade and comment on.

“Even if these students never work on a film or television show, we want them to realize that everything they watch takes a huge amount of hard work, professionalism and creativity,” said Loos. “We brought the idea of this ECHO back to the school because we felt we could do more in this area. We’re a sightand-sound world — especially with everybody’s having some sort of camera on their smartphone. You can affect the world in so many ways if you know how to express those images. None of us would be where we are today without Reserve, which is why we give back with H2H.” In 1977, Hollywood came to Hudson for the filming of The Gathering, an ABC television movie that won an Emmy for Outstanding Special – Drama or Comedy in 1978. As Editor-inChief of The Reserve Record — “I thought this gave me a bit of press privilege” — Loos did not hesitate stepping onto the set inside Pierce House.

“I remember they had the windows covered with black plastic trash can liners, and they had these strange mini-railroad tracks

Hudson in the middle of the living room,” Loos recalled. “I noticed this guy sitting on the couch, looking at his script, and asked him, ‘What’s with the windows?’ He goes, ‘It’s a night scene and we black out the windows to make it look like it’s dark outside.’”

Loos took this in, and then asked about the tracks on the floor.

“And he says, ‘Those are dolly tracks. We load the camera, put a cameraman on the platform and gently push it down the tracks.

It’s called a tracking shot.’”

That was Randal Kleiser, the film’s director who, after completing The Gathering, moved on to direct his next film, Grease (the all-time biggest grossing film musical). Loos convinced Kleiser to teach an H2H class session this year. “He was thrilled to be back in contact with WRA,” said Loos.

O

ne of Loos’ recent works, Christmas in Akron, not only had him back in his old stomping grounds in Northeast Ohio, it resulted in a mini-reunion for the Class of 1977.

The production brought together several classmates, who traveled from all over to support their friend.

“It was really amazing,” Loos said. “Of course my wife [Mary Anne Doyle] came in from Los Angeles, Barney [Oldfield] from Chicago, Alden [Hathaway] from Georgia, Heather [(Perry) Crampton] from Dallas, Briget [(Polichene) Chamness] from Indianapolis, Merry [Broadbent] from DC, and Annetta [Hewko ’78] and her family from Connecticut. Plus lots of friends came from around the area — Jim [Smith], Pete [Collins], Elise [Glenn], Marion [(Keener) DeVoe], Bob [Berk], and Marc [Waite]. It was really, really cool!

These are lifelong friends.”

While today’s H2H students are getting the chance to satisfy that very same curiosity, the true hope is to forge a strong and lasting connection between aspiring writers, directors, set designers and other professionals and those who have made successful careers in the entertainment industry.

“We’d love to open up the model to other industries,” Loos said.

“It just so happens that there’s a bunch of us in entertainment, and we’re happy to share information that might be valuable to students. But the truth is, WRA has a lot of alumni working in really cool areas — space travel, marine biology, renewable energy. We hope our ECHO opens a door for other alums. It’s a pretty great way to give back to the school.”

As the writer of the show, Loos drew from memories of his father, Robert Loos ’52, who ran an ad agency in Akron.

“O’Neil’s [department store] was one of our big clients,” Loos explained. “They had this big, beautiful store in downtown Akron, and during Christmas time, they had these amazing displays. It was a winter wonderland: you could go in, have a coconut snowball and meet Santa. And sometimes there would be an amusing little Christmas show!”

Christmas in Akron takes place in the fictional department store O’Toole’s, where the staff is suddenly tasked with putting on a Christmas musical. Loos wrote the book and lyrics (music by Craig Knudsen and Jared Radnich). The musical won the Grove Theater Center New Play Award in Los Angeles, where Kevin Cochran ’78 directed the staged reading.

“Kevin is one of the most talented people I know,” said Loos. “We did an independent study together at WRA, which turned into a comedy musical that we performed in the Chapel. This was a great chance to work together again.”

Coach House Theatre in Akron picked up the musical as the centerpiece of its 90th season, and the production starred Reserve’s Fine & Performing Arts Department faculty member Midge Karam ’79.

“We needed to find a ringer in Northeast Ohio,” Loos admitted with a smile. “So I begged Midge — she’s so talented. It was a pretty crazy schedule for her, but I’m so glad it ended up working out. She has a great voice, and she’s a wonderfully gifted actor. It was a dream come true for me.”

SUMMER 2018

WRA

37

ALUMNI PROFILES

Turning Trauma into a Teaching Tool Kate Harvie ’92 provides an outline for recovery, even renaissance, in her new book Believe It and Behave It: How to Restart, Reset, and Reframe Your Life

O

understood that we can make vulnerability the new black.

There was no one saying that. There was no one allowing that, so I decided to let it be me.”

Depending on the extent of neurological damage, a traumatic brain injury is not a quick fix. It is a wound to the very roots of a person and can impact the ability to think, communicate and make connections with others. When Harvie came to, she was disoriented and confused. She could not remember information for longer than a minute.

If you had asked Harvie in 1992 if she would author a book, she would have said no.

Her road to recovery was long — and made longer without a proper compass to help her find the way.

“When I was recovering, I did not know how to formulate, activate and live my comeback,” explained Harvie. “When I was stuck down the rabbit hole, I looked for something that would help me. I really left no stone unturned. I asked questions, reviewed programs, read as much as I could and talked to people, but I couldn’t find what I needed.”

Some people might give up when they can’t find something.

Harvie took another route and decided she would make what was missing. She credits her classmate and good friend Amy Pawlicki ’92 for giving her the nudge she needed to bring her idea to life.

“I had shared with a couple of close friends that I was thinking about writing a book,” she explained. “Because recovery...it’s just not supposed to be this difficult. It’s not supposed to be this seemingly impossible when things fall apart and you are trying to put yourself back together.”

Pawlicki recommended she call her book “No Filter,” both as a salute to Harvie’s habitual candor — which she wore like a badge throughout her time at Reserve (her former teachers can attest to this) — and the openness with which she wrote the book.

“I said I wasn’t going to hold anything back and wouldn’t feel ashamed or embarrassed by what I chose to share,” said Harvie. “It was in my candor that I found some clarity and

38

WRA

SUMMER 2018

In her book Believe It and Behave It: How to Restart, Reset, and Reframe Your Life, Harvie gives others going through trauma (whether or not neurological) a roadmap to recovery. She shares her personal story to demonstrate how to overcome a tremendous setback, pass seemingly impossible obstacles, start over and continue living an authentic and fulfilling life.

“Because of Mr. Appling, I really thought up until midway through college that I was going to be a singer,” said Harvie.

Although she traded this aspiration for another, music has remained a constant in her life. Her own company logo is the nib of a pen with a music note inside. Some of her best memories of Reserve were inside Hayden Hall, listening to records during her off-periods and filling the old brick building with the sounds of the Eagles, Led Zeppelin, the West Side Story soundtrack, Aretha Franklin and Mahalia Jackson.

While her love of music has not faded, she found herself taking a different path during her beginning years at Barnard College.

“It wasn’t until my sophomore year that I identified that working in strategy would be something that appealed to me, primarily because I could see that there were problems that needed to be solved. Whether or not I could solve them, I was interested in being part of a solution,” she said.

It’s possible that her book wouldn’t have been written without this very inclination to problem solve, to fill a space where she saw a critical gap and help others have an easier time during a similar hardship.

To have a book published only eight years following her accident is remarkable, and she is proud to turn her trauma into a tangible resource for others.

“What feels good is to share what I call an active blueprint so that others feel guided and supported as they figure out what they can do,” she explained. “Dr. Maya Angelou said it best, ‘I’ve learned that people will forget what you said, people will

Photo courtesy of Jordan Brawner

n February 12, 2009, Kate Harvie ’92 stepped into a crosswalk to retrieve her windblown hat and was struck by a passing ambulance, the ultimate irony.

The accident left her with multiple skull fractures and brain contusions. In the coming days, she would undergo a series of surgeries, including removing a portion of her skull to decrease the life-threatening intracranial pressure from brain swelling. What she suffered, medically, was a traumatic brain injury.

forget what you did, but people will never forget how you made them feel.’ So if I could create something to help people feel possible, capable and worthy, then I will have achieved something incredible.”

Believe It and Behave It is written very much like an ongoing conversation between writer and reader. This colloquial style was intentional; indeed, it was inspired by the Reserve instructors whom Harvie remembers with great fondness and respect.

“Some of the best instruction I ever had in my academic life was at the Academy, via Dr. Anne Chapman, one of the smartest people in the world, hands down,” recalled Harvie. “In Senior Sem, she talked with us rather than at us. Yes, it was a lecture, but she never lectured us. She didn’t talk to us like we didn’t know what we knew. She along with Eric Gustavson, William Wiswall, Gerard Manoli and Bill Appling, they were all sharp as tacks. I never felt that I wasn’t smart when I was with them. It’s that kind of heart and that kind of respect that helped make leaders, and it certainly influenced the way I interact with others.”

In the months following the publication of her book, Harvie has cherished the conversations with readers about how her candid and compassionate blueprint helped them.

“What has meant the most to me are the private things people have shared,” she said. “I’ve had people say to me that they didn’t think they had a story to tell until they saw or read my book.”

Recently Harvie’s friend and colleague contacted her about purchasing 60 copies of the book because she had found it to be valuable for a wide range of people. The friend intends to include a copy in the gift bags given to each attendee at her annual conference.

“The idea that I can help people, even in a small way, is huge,” said Harvie. “That means the most to me.”

SUMMER 2018

WRA

39

WESTERN RESERVE ACADEMY

CLASS OF 2018

O

n Sunday, May 27, the sun shone brightly as 101 students took their first steps as official Western Reserve Academy alumni, marking a truly beautiful day.

“WRA’s 2018 graduating class includes students with a remarkable variety of passions, talents and backgrounds,” said Head of School Christopher D. Burner ‘80. One hundred percent of the 101 graduates will matriculate at exceptional academic institutions, such as Harvard University, Cornell University, University of Cambridge, Amherst College, the United States Naval Academy, University of Chicago, New York University, and University of Southern California. The Class of 2018 received acceptances at 207 national and international colleges and universities.

Students were welcomed to the stage by Timothy R. Warner ‘69 and Andrew R. Midler ‘79, Co-Presidents of the Board of Trustees, to receive their diplomas. To conclude the ceremony, graduates, faculty and alumni in attendance crossed the Chapel lawn to gather around the flagpole and sing the alma mater, “Old Reserve.”

40

WRA

SUMMER 2018

Matthew J. Wilson Commencement Speaker

We wish our longtime Mathematics Department faculty member Elizabeth Wirtz a fond farewell and thank her for 32 years of dedicated teaching.

Francisco Blanco ‘18 Student Speaker

Christopher D. Burner ‘80 Head of School

From left to right: WRA Trustee Martin D. Franks ‘68, WRA Board of Trustees Co-President Timothy R. Warner ‘69, WRA Board of Trustees Co-President Andrew R. Midler ‘79, WRA Trustee Terry L. Squire, and Alumni Association Board President (2013–2018) Robert Marias ‘94 SUMMER 2018

WRA

41

Reunion Weekend 2018

WELCOME HOME!

The attendees of Reunion Weekend 2018 can claim the honor of the largest reunion yet at Western Reserve Academy!

Festivities included favorite pastimes, including the Seùor Fun Run & Memorial 5K; the Quad Talk and tours of The Wang Innovation Center, President’s House and Seymour Hall; the WRA Today Chapel Program; the Celebrate Reserve Family Picnic; the Alumni Soccer Match; and, of course, the Reunion Gala with fireworks to toast a lovely weekend.

at Western Reserve Academy

42

WRA

SUMMER 2018

Reunion Weekend 2018

Left to Right: Service Recognition – Alumni Association Board President Robert A. Marias ‘94; Ellsworth Award – Ambassador John D. Ong; Head of School Christopher D. Burner ‘80; Morley Science Medal – Dr. George T. Spencer-Green ‘65; Alumni Association Award – Dr. Philip “King” MacBride ‘50; Alumni Association Award – Peter S. Hellman ‘68

Co-Presidents of the Board of Trustees, Andrew R. Midler ‘79 and Timothy R. Warner ‘69, and Head of School Christopher D. Burner ‘80 congratulate this year’s recipient of the Ellsworth Award, Ambassador John D. Ong. The Ellsworth Award is the highest honor bestowed by the school.

at Western Reserve Academy

SUMMER 2018

WRA

43

50TH REUNION

19 68

CLASS OF 1968

FRONT ROW, L-R: Tim White, Dennis Spohn, Bud Gotwald, Frank Carter, John Emack, Ted Gup SECOND ROW, L-R: Brook McCann, Dave Hunter, John Nicolls, Ed Sawan, Rocky Ford THIRD ROW, L-R: Chuck Hutchinson, Bill Daugherty, Dave Thum, Fred Danforth

19 50

BACK ROW, L-R: Guy Randolph, John Kaufman, Dave Lewis, Steve Anderson, Marty Franks, Peter Hellman, Dan Kobick

FRONT ROW, L-R: Phil Thornton, Stu Parry, Bob Hill, Carl Apthorp BACK ROW, L-R: King MacBride, Jim Bonebrake, Tim Wagner, Bill Bliss, Dorn Cobbledick

at Western Reserve Academy

44

WRA

SUMMER 2018

19 58

19 53 BACK ROW, L-R: Link Morris, Ed Benhoff

BACK ROW, L-R: Tony Cox, Loren Raymond, Peter Garrett, Tom Bletcher, Bob LeFevre

ACROSS: John Steen, Rob Arthur, Dick Rieley, H ​ ugh Geoghegan, Bob Keener

19 73

FRONT ROW, L-R: Steve Hasbrouck, Stan Ruskin, Mollie Heron, Jim Parry, Larry Anderson, John Rombouts

19 63

FRONT ROW, L-R: Steve Marks, David Jones, Don Gleichauf, Chuck Winans

FRONT ROW, L-R: Dave Zielasko, George Jenkins, Mark Holden BACK ROW, L-R: Tony Wynshaw-Boris, Rick Geyer, Zac Isaac

CLASS PHOTOS SUMMER 2018

WRA

45

SECOND ROW, L-R: Steve Tamarkin, Cecily Pryce Maguire, Annetta Hewko, Luisa Lopez-Gaffney THIRD ROW, L-R: Doug Lavin, John Ong, Bruce Baker, Chuck Purse, Dan Livingstone BACK ROW, L-R: Marc Malkoff, Doug McKissack, David Venning

19 88

Not in photo, but attended: Kevin McClain, Sarah Smithers

FRONT ROW, L-R: Katie ​Green Barger, Karyn Cella Guttman, Sarah Schweikert Brewer, Laurel Hasbrouck Perry, Barbie Coleman SECOND ROW, L-R: Mark Kollhoff, Jude Thomas, Ted Keener, Chip Walker, Paul Collins

at Western Reserve Academy

46

WRA

SUMMER 2018

19 83 FRONT ROW, L-R: Nicolle Clessuras McCormick, Tracy Bender Wiesner, Katie Ong-Landini, Janetta Little Stringfellow, Tommy Dunne, Susannah Spearman, Carrie Tebbetts Megal, Gay Repella, Marianne Schweikert Fouts, Jim Wolf SECOND ROW, L-R: Linda Kaplan, Valli Balasubramanian Ravi, Laura Gillen, Jeff Good, John Mell, Paul Fuhrmann, Mike Barringer, Jeff Wilson, Scott Ferguson BACK ROW, L-R: Charlie Malcolm, Randy Straus, John Else, Jim Morse, Clark Burns, Mark Royer, Patti Coen, Keith Burke, Leslie Strayer Jacob, Betsy Jones

19 93

19 78 FRONT ROW, L-R: Susan Rundell, Diana Narloch-Mikesell, Mary Jo Kaplan, Heather Murphy von Allmen, Leah Maher, Viv Renee Robenstein Giermann, Rich Sands, Jim Roth

FRONT ROW, L-R: Jeff Sirak, Katie Keller Clark, Carmen Afrooz King, Kate Zampelli, Max Deuble, Scott Masiella BACK ROW, L-R: Chad Jasiunas, Amy Barzyk Quigley, Lorraine Debose Montgomery, Chris Hoover, Cat Else, Kyle Kramer, Chris (Sonny) Kanieski, Kirsten Black Ward

SECOND ROW, L-R: Juhie Vijayvargiya, Linka Minns, Alexis Pierce Nair, Lila Nazar de Jaucourt, Kristin Kuhn, Mindy Buckey Ruane, Kristin Piccirillo Martin, Ellen Hyer Pearce, Kim Cariello, Dave Moxson THIRD ROW, L-R: Tim Hopkins, Tristan Lewis, Jeff Heh, Shawn Berthelot

20 08

BACK ROW, L-R: Imi Zaidi, Ryan Rogers, Joe Narens, James Clark, Ben Galea, Rob Vizmeg, Joran Kirschenbaum, Mike Cameron, Derrell Wright

20 03 FRONT ROW, L-R: Charles Boebinger, Farooq Haque, YiRan Liu, Chris Good SECOND ROW, L-R: Ashley Dickinson Kennard, Nidhi Vijayvargiya Sukul, Matt Santoro, Pavel Sullivan, Nils Johnson THIRD ROW, L-R: Julie Staadecker, Andrew Todd-Smith, Ben Smith, Katie Engelhardt, Allison Pryce, Drew Burrier BACK ROW, L-R: Kristin Chapman, Kevin Bache, Deanna Henkle, Alex Huang, Lauren Henn Devaney, Jenna North, Jennifer Swartz Scheel, Kyle Closen

20 13

19 98 FRONT ROW: Yumi Kim Shim

FRONT ROW, L-R: Dorian Adams, Tiffany Matalon, Alex Stevens, Melissa Wong, Louis Tiemann, Nigam Trivedi, Robert Simeral, Maddy Stumpf Finn, Lesley Robertshaw Schorgl

FRONT ROW, L-R: Shivani Shah, Amelia Guevara, Cynthia Pardo, Annie Wyman, Ji Yong Shin, Molly Clark, Lillian Carter, Megan Barsella, Maggie Graves, Virginia Carter, Becca Cartellone

SECOND ROW, L-R: Peter Spring, Callie Furste, Monica Neuman, Asuman Bilgin, Mike Guban, Thomas Vail, Kelsey Morrison, Soraya Ahmed, Leigha Field, Allison Hylant, Neil Patel, Jill Coleman

SECOND ROW, L-R: Matt Hard, Shyam Patnaik, Drew Perdue, Sithara Thalluri, Margot Warner, Brian Czerwonka, Ali Lebay, Pauline Van Dijck, Azziz Qadri

BACK ROW, L-R: Ahmad Raza, Danny Wrigley, RJ Assaly, Bill Hall, Garrett McIntosh, Chris Forhan, Mike McCulloch

BACK ROW, L-R: Brandon Kramer, Sam Clark, Scott Schultz, Nick Sovich, Katy Jones, John Waldon, Jack McCormick, Collin McGill, Federico Silva, Rishav Banerjee

CLASS PHOTOS SUMMER 2018

WRA

47

The Gift that Keeps on Giving

O

n June 9, 2000, the Class of 1950 gathered to celebrate the passing of 50 years since their days at Western Reserve Academy and toasted the milestone with a special gift of their own. Former Head of School Dr. Henry “Skip” Flanagan Jr. was surprised and rather amazed when he was presented with a very large check, approximately 6 feet by 3 feet, for $282,662.46.

Such a generous gift was the culmination of 14 years of fundraising. The idea was born in 1986 in discussion among members of the class who wanted to do something special for their 50th Reunion, and it quickly matured into a plan. They set up a special entity to receive gifts, the WRA Class of 1950-2000 Fund, Inc., and with Jeff Keener ‘50 as “arm-twister-in-chief” and Bob Weisberger ‘50 as investment manager, they grew the fund in total secrecy, and in addition to their normal gifts to the WRA Fund. A consensus developed that the best use of the fund would be to support faculty and teaching, the very heart of the school, and thus the Class of 1950 Fellowship for Faculty Advancement was created.

This is truly the gift that keeps on giving. Each year, a faculty member is recognized with this fellowship, with History Department faculty member Russ Morrison as the most recent recipient. Chosen for their personal and professional integrity, commitment to the school and its students, and stalwart passion for education, these faculty members receive a stipend

48

WRA

SUMMER 2018

to make possible a professional development opportunity — such as travel, research or another scholarly endeavor.

“My experience at WRA was so good and it was so much due to the masters, as they were then called,” said Peter Van Pelt ’50. “They made such a huge impact on my life. And I thought, gosh, you know, more of the same would be great for the new generations. Wouldn’t it be cool to have a fund to encourage, facilitate and reward good teaching?”

It is a shame to think that the old masters of Western Reserve Academy might not have known just how much they meant to the Class of 1950. They were, at first, a fearsome and stern group of instructors, intimidating to the young men in their initial years at school, but they soon became beloved and familiar.

Now almost 70 years past their graduation year, the members of the Class of 1950 recall names such as Cleminshaw, Culver, Dodge, LaBorde, Reardon, McGill, Jones, Parker and Waring with ease, affection and respect.

Van Pelt happily recalled the nicknames given to classmates

by Mathematics Department faculty member Scotch McGill.

“My last name is Dutch, so he would say in this drawling voice, ‘Wellll, flying Dutchman, what’s your answer?’ ” His classmate, King MacBride ’50 chimed in with other shared memories.

Van Pelt happily recalled the nicknames given to classmates by Mathematics Department faculty member Scotch McGill.

“My last name is Dutch, so he would say in this drawling voice, ‘Wellll, flying Dutchman, what’s your answer?’”

“The masters could be scary to a young kid in the ninth grade!” said MacBride. “But I can remember playing handball with Scotch McGill up in the handball court over in the gym.

It was a wonderful relationship and, yes, we did walk away from there with an awful lot of respect and admiration and gratitude to them all.”

If you ask them whose idea it was to put together such an ambitious gift to the school, no one can really say for sure.

Certain classmates were instrumental, of course, particularly those gentlemen who conveniently lived closer to the school (Weisberger and Keener, for example). But it seems that it was truly a group effort, and the credit for such a generous gesture is gladly shared.

It is the class’s sincere wish that the Class of 1950 Fellowship

for Faculty Advancement will continue to thrive and in doing so, the legacy of their masters — and the strength of Reserve’s faculty — will live on.

We believe it will, as will the treasured memory and influence of their care and generosity.

We offer our congratulations to longtime 1950 Class Correspondent King MacBride as the co-recipient of the 2018 Alumni Association Award. This award recognizes his leadership and loyalty to his class and to his school. His character is perhaps best summarized by a classmate: “King, you’ve done a wonderful, proactive job and with charm and wit. It’s been a real source of strength. Thank you.”

SUMMER 2018

WRA

49

209

ES

CLASS WITH THE MOST MEMBERS

TOTAL RHS MEMBERS

105

AGE OF OLDEST MEMBER

33

AGE OF YOUNGEST MEMBER

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.

50

WRA

SUMMER 2018

1965

CONTACT Mark LaFontaine Assistant Head of School for Advancement 330.650.9704 lafontainem@wra.net WRA.net/giving

In Memoriam

WRA Magazine wishes to express its sincere condolences to all family and friends of the deceased.

Class of 1938

Class of 1942

Johnathon Alden Gaylord, 100, died April 4, 2018. After attending WRA, John continued his studies at Miami University of Ohio. Upon completion of his education, John moved to Florida where he soon joined the Merchant Marines and served in the Mediterranean Ocean, the North Atlantic Ocean and the Sea of Japan during WWII. John returned to the United States and moved to Minneapolis where he had a successful career at Goodyear Tire & Rubber Company.

George Perkins Loomis Jr., 93, died Feb. 26, 2018. A graduate of Massachusetts Institute of Technology, he earned a BS in mechanical engineering, and an MBA from Harvard Business School. George served in the Army Air Transport Command as a flight navigator in South America, Africa and India. When WWII ended, George continued his career in business. He served as Vice President of Operation at Mogul Corporation, a water treatment chemical company, and also held leadership roles with Junior Achievement, Chagrin Falls Chamber of Commerce and Delta Tau Delta Educational Foundation. At WRA, George participated in the glee club, varsity football and swimming.

Class of 1941 Roderick Pepper Grant, 93, died on Dec. 5,

2017. After graduating from WRA, Rod went on to Middlebury College where he left his sophomore year to volunteer for service in the U.S. Army.

As a member of the 320th Medical Battalion, 95th Infantry Division, 3rd and 1st Army, Rod drove ambulances during WWII in the European Theater. Rod returned to school at Southern College of Optometry before joining his father’s optometry practice, and later opening his own practice in Cuyahoga Falls, OH. Rod served two five-year terms on the Ohio State Board of Optometry, the latter term as Board President.

Sherman St. Clair Hasbrouck, 94, died Feb. 4, 2018. Sherman attended Yale University before he became a member of the Army Air Corps during WWII and flew supply missions for weather stations in Greenland. After his time serving in the Army, Sherman returned to Yale in 1950 and graduated with a bachelor’s degree in government, followed by a master’s degree in public administration from Syracuse University, as well as another master’s in urban studies from Yale in 1965. Sherman served as a water resources analyst for the U.S. Department of the Interior and a Community Development Specialist, and founded the Housing Foundation in Orono, ME. Paul Hummison Visscher, 94, died Feb. 28, 2018. After attending medical school at Western Reserve University, he served as a doctor in the U.S. Navy, as well as with the Marine Corps in Korea. Once back in the States, Paul practiced private medicine before becoming a civilian doctor for the U.S. Army in Germany and Georgia. In addition to his service to the community, Paul was a lover of the outdoors — an amateur rancher and beekeeper. He enjoyed spending his time skiing, boating and hiking.

72

WRA

SUMMER 2018

Class of 1944 Sherwood Stapes Cadwell, 91, died Feb. 20,

2018. Sherry arrived at WRA for his senior year and quickly was introduced to the glee club and became an enthusiastic participant of the soccer program. A graduate of Williams College, Sherry served in the United States Navy during the Korean War. After returning home from the war, he graduated from the University of Virginia Law School. Sherry served as President of Southwestern Central School Board, became a trustee of the State University of New York at Fredonia, and served as an elder and deacon at his local Presbyterian church.

John Fairbanks Lane, 91, died on March 11,

2018. Joining the varsity soccer team his senior year at WRA, one classmate recalled that “he proved to be an aggressive fullback who never hesitated to tackle an opponent no matter how much that opponent outweighed him.” John was also regarded as being a “well mannered, neatly dressed youngster whose sincerity and integrity [were] considered above the average by all of his masters.” John soon went on to college to become a physician.

Class of 1945 Peter L. Brett, 90, died on January 3, 2018. He

attended the Naval Academy and graduated from Harvard University in 1950. He served in the U.S. Navy during the Korean War, after which he spent 33 years at Olin Corporation. During his time at Reserve, Peter was very well liked by both his peers and staff. The faculty guidance committee described Peter as “a leader among his fellows and at the same time a great help to the faculty.” He was

named captain of the football team his senior year and was known for his aggressive tackles. Peter was also a school prefect, baseball player and member of the school council, glee club and “R” club.

After retiring in 1983, Peter spent his time volunteering for Meals on Wheels and as an usher for the local Episcopal church.

Alexander Dalzell MacDonell Jr., 90, died Jan. 24, 2018. Sandy served in the Korean War as a Lieutenant in the U.S. Marine Corps.

Upon completion of his active duty, Sandy accomplished an executive education program at Harvard Business School, as well as the Outward Bound course in Maine. Sandy furthered his education at the U.S. Naval Academy in Annapolis and graduated from Denis University in 1951. While attending WRA, Sandy was a member of the varsity football and basketball teams. After completing his education and serving in the war, Sandy built a career in banking and achieved various improvements for his hometown, Lima, OH, including raising money for a new YMCA, donating to those with financial needs, and campaigning to finance the Lima Civic Center.

Charles Henry Tanner, 90, died Feb. 2, 2018. A

graduate of Harvard, Charles earned a bachelor’s degree in biology. With his new degree, Charles served in the U.S. Army during the Korean War, stationed in the Walter Reed Army Medical Center in Washington, DC. After serving, Charles worked for manufacturing companies in New England before creating a manufacturer’s rep agency in Holderness, NH, where his family soon settled. While at WRA, Charles earned the title of Study Hall Prefect, was a member of the yearbook staff and the social committee, and was an aggressive contributor on the varsity football team. Charles was known for his love of life, friends, and his reputation for following through with any dare that was offered to him, no matter the consequences.

Class of 1946 Terrance Dale Garrigan, 88, died on Jan. 3,

2018. Terry earned the title of Prefect while at Reserve as well as attaining a spot on the varsity soccer team and the school council, and was inducted into the Cum Laude Society. Terry continued to excel in college, earning Phi Beta Kappa during his junior year. Terry earned a bachelor’s degree in math at Amherst College, a bachelor of laws at Yale, and a master’s degree in accounting at Stanford. After college, Terry worked as a lawyer before becoming an investment counselor. Terry started his own investment business in 1980.

Class of 1947 James “Jim” D. Gibans, 88, died on May 10, 2018. Arriving at Reserve as a junior, Jim was a member of the glee club, became a study hall prefect, and contributed to the Reserve Record.

He was a graduate of Yale University, where he earned bachelor’s and master’s degrees in architecture. He worked to preserve historic architecture as well as design or renovate buildings and healthcare facilities for the elderly and the poor in Northeast Ohio before becoming a principal in the area. After earning a Fulbright Grant to study in England, he returned to Northeast Ohio to dedicate the next 40 years of his life to his passion, architecture. Jim was elected a fellow of the American Institute of Architects in 2002. Hiti, DiFrancesco and Siebold, Inc. wrote how Jim “dedicated himself to his community through creative leadership and public service...to numerous non-profit cultural, civic and good government organizations” as they remembered their late employee.

George Lawrence Stansbury III, 89, died

Jan. 17, 2018. George graduated from Florida Southern College where he was a founding member of the Florida Gamma chapter of Sigma Alpha Epsilon. After graduating from college, George served in the Navy for 23 years, in Korea and Vietnam, before retiring as a Commander. George was a member of the WRA track team and soccer team, both of which won a championship during his involvement. George was a day student for his first three years at WRA before his family moved to Florida, causing him to move into the dormitory. George went on to teach at Florida Southern College in the School of Business, and then at Webber College before retiring. George enjoyed the outdoors, hiking the Appalachian Trail many times, as well as the Gold Rush Chilkoot Trail in Alaska, which he hiked 100 years after his own grandfather did.

Class of 1948 Bernard Andrew Engholm, 86, died on April 18, 2016. Barney furthered his education at Yale University, Oakridge School of Reactor Technology and California Institute of Technology, where he earned a bachelor’s degree in physics. He went on with his nuclear engineering interest as a radiation shielding specialist with General Atomic Company in San Diego. While at WRA, Barney was a member of the soccer team and showed much interest in journalism when he joined the editorial board of The Reserve Record.

SUMMER 2018

WRA

73

In Memoriam, cont.

Class of 1949

Warren Thomas Lewis, 88, died on Dec. 25,

2017. Tom graduated from Ohio Wesleyan University in 1953 with a bachelor’s degree in geology. After graduating, Tom was drafted for two years as an infantry private in the U.S. Army in Iceland. While at WRA, Tom was a member of the soccer and track teams, and was known to have an interest in guns and hunting. After working for Gulf Oil, Tom moved to Evergreen, CO, where he created a career out of his hobby. Tom dealt antique arms and armours and once reflected how his course in Greek mythology at WRA helped him with the early European gun decorations.

Class of 1951 William Elliott Davidson, 84, died on Jan.

26, 2018. After attending WRA, Bill graduated from University School. Bill went on to further his education at Ohio Wesleyan, where he graduated in 1956. During his time there, Bill was a loyal member of his fraternity, Sigma Chi. Bill immersed himself in the community where he raised his family, being an active member of the Rotary Club as well as The Church in Aurora.

Class of 1954 Sterling Treat Apthorp Jr., 82, died on Dec.

29, 2017. He graduated from Dartmouth College with a B.A., as well as a B.S. and M.A in education from The Ohio State University. While attending WRA, Sterling had a prominent interest in wood shop, machine shop, motors and typing. He also participated in glee club and with the varsity swimming squad. During his time as Worthington High School’s Assistant Principal, Sterling was honored as the OHSSCA Swimming and Diving Coach of the Year and the National Federation of Swimming and Diving Official of the Year; was inducted into the Worthington High School and OHSSCA halls of fame; and was recognized by the OHSAA for 50 years of coaching and commitments to Ohio high school swimming and diving.

Class of 1957 Charles Gordon Keiper, 78, died on Dec. 3, 2017. While in college, Chuck studied experimental psychology, earning a bachelor’s degree from the College of Wooster and a master’s from Lehigh University. Using these degrees, Chuck worked at Honeywell Aerospace, University of Minnesota and the National Traffic Safety Administration. Chuck enjoyed various other activities, like piloting a hot air balloon, volunteering at the Whatcom United Emergency Operations Center, and being a ham radio operator. During his three years at WRA, he had great interest in photography, excelled with honors in science courses and was a member of the sailing club.

74

WRA

SUMMER 2018

Class of 1958 William Charles Bigler, 77, died Dec. 22, 2018.

Entering WRA as a junior, Bill was a Study Hall Prefect, swam on the varsity swim team, and was reported to be “dependable, sincere, thorough, and systematic” by his professors. Bill graduated from Cornell University, earning both a B.S. and M.S. degree in mechanical engineering. Following his pursuit in engineering, Bill served as a First Lieutenant in the U.S. Army’s 86th Engineering Battalion. Upon arriving home, Bill continued his engineering and leadership skills at Corning, Inc. for over 30 years.

Class of 1959 Neil Berry Clipsham, 75, died on July 13,

2018. A graduate of Colby College, Neil earned a bachelor’s in business and in physics. While at WRA, Neil showed great interest in mechanical courses, allowing honors work in mechanical drawing. Neil was a member of the glee club all three years he attended WRA, and was a successful participant on the soccer, baseball and wrestling teams. After being honorably discharged from the Coast Guard, Neil worked at various engineering firms and even donated a Lincoln Undercarriage welder to WRA.

Charles Comer Connors, 77, died on May 22, 2018. A graduate

of the University of Miami (FL), Chuck was a member of the 101st Airborne Division and the 10th Special Forces Group. After his time serving in the Army, Chuck was employed by large contractors working on many projects, including the rebuilding of New Orleans after Hurricane Katrina. Chuck began his education at WRA as a junior. An active participant in athletics, Chuck earned varsity letters in football, wrestling and baseball.

Class of 1964 Geoffrey Bird Mosser, Esq., 71, died on May

13, 2018. Contributing to WRA’s non-academic life, Geoff participated in activities including typing, photography, wood shop and glee club.

He also was a member of varsity soccer for two years, varsity wrestling and varsity baseball.

A graduate of Knox College and University of Cincinnati College of Law, he returned to his hometown, Cadiz, OH, where he was an attorney, and a member of the Board of Directors of Harrison Community Hospital. Geoff was an ardent outdoorsman who enjoyed spending his time skiing, hunting and fishing.

Class of 1969

Class of 1981

Louis Jeffrey Gaker, 66, died Jan. 27, 2018.

Jeff earned a bachelor’s degree in psychology, a master’s in international management from Thunderbird University and a Master of Business Administration from Southern Methodist University. Jeff studied at the Federal University in Rio de Janeiro, Brazil, for a year with a Rotary Scholarship he was awarded. Jeff was employed by many international corporations that took him to countries including Iran, Saudi Arabia and almost every country in South America. While attending WRA, Jeff was an avid outdoorsman, interested in skiing, riding, scuba diving, hunting and fishing. He tutored underprivileged children, participated in an urban crisis seminar and was a senior monitor in the new dorm system.

Daniel Alberto Granados, 53, died on May 1, 2018. After having impressed the Summer Music Experience Director at WRA with his remarkable clarinet talent, Danny entered the school as a sophomore from Venezuela. Danny was known as an extremely determined student with the ability and willingness to work hard. One teacher described his efforts in class as Herculean. “He determined that the demands were not impossible, and set himself standards that will be something to phone home about.” Danny went on to earn his master’s degree at Northwestern University.

His love of music continued throughout his life, during which he was a member of the Quintet of the Americas, performing in music festivals around the world including at Lincoln Center. In addition, he joined the Alabama Symphony Orchestra, and even became the Chief Financial Officer of the Houston Symphony Orchestra.

Class of 1972 Christopher Earl Harley, 65, died March

20, 2018. After completing two years in WRA’s Upward Bound program, Chris was accepted into the school. He received National Merit acclamation in the Achievement Scholarship Program. Engaged as a member of the Black Students for Pride and Unity, he served as Secretary of the club his junior year. He also was a member of the football, wrestling and track teams throughout his entirety at WRA. Chris went on to further his education at Ohio Wesleyan University.

Christopher Park Ross, 64, died on May 14, 2018. Chris arrived at WRA as a sophomore and went on to graduate from Duke University in 1977 with a master’s degree in geography. After graduating, Chris taught geography and history at multiple private schools in Virginia. Earning his rank as an Eagle Scout, Chris was an active member in the community, participating in youth groups and as an acolyte in his local church. An avid tennis player, Chris led an important role as an enthusiastic and hard working athlete while making it to the state tennis tournament and even during his time on the JV basketball team at WRA.

Class of 1973 James J. Anghilante, 62, died on Dec. 8, 2017.

Jim was defined by Reserve faculty as “someone who believes very firmly in the values of honesty and integrity, and who is willing to take an unpopular stand to defend these beliefs.” During his time at WRA, Jim was an honors student in Latin and French. He even spent a term studying in Paris. He was also instrumental in resuscitating the school newspaper. He spent his spare time as a member of the Headstart and tutoring programs for surrounding areas. Jim was also an Eagle Scout and a trained lifesaver.

Class of 1996 James Patrick Dietl, 40, died Jan. 17, 2018.

A resident of Howland, OH, James attended Western Reserve Academy for his first three years of high school before graduating from Howland High School in 1996. After graduating from high school, James then went on to attend The Ohio State University before returning to the Warren area where he joined the Dietl family business, Advanced Lightwave Communications Inc., which administers communication systems and surveillance in Western Pennsylvania and Northeast Ohio.

Class of 2009 Matthew Conrad Morse, 27, died March 29, 2019. He attended the University of Colorado, where he earned a bachelor of science in business administration. Entering WRA in his junior year, College Guidance shared that he had “done so well in what is deemed by most students to be the most challenging years at this school, [that it] speaks not only to Matt’s intellectual ability but also to his persistence and drive towards improvement.” Matt enjoyed his time at WRA, while participating in both basketball and golf. After Matt’s time in Boulder, CO, he returned to work at his family businesses in Medina, OH.

SUMMER 2018

WRA

75

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

Mary Lohman Pioneer Women’s Association President

William C. Austin ’06

Stephan W. Cole ’66 Vice President John M. Fowler ’67 Treasurer Daniel H. Bayly ’65 H. William Christ Suzanne Day ’87 Dagmar F. Fellowes ’75

Darby E. Johnson ’15 College Trustee

Paul M. Bierbusse ’84 Jeffrey S. Caimi ’90 Christopher S. Carabell ’82

Mark A. Slotnik ’87 Dads Club President

Angela Darling Carrano ’86

Kristin Samuel Kuhn ’98 Alumni Association Board President

Oliver R. P. Curtiss ’11

Allison L. Cole ’93 Menna H. Demessie ‘98 Warren W. Farr ’80

Martin D. Franks ’68

Trustee Emeriti

R. Mark Hamlin Jr. ’74

Peter S. Hellman ’68

Annetta M. Hewko ’78

Olin J. Heestand Jr. ’62

David M. Hunter ’68

Peter W. Howard ’64

John P. Hewko ’75

T. Dixon Long ’51

Emily H. Kalis ’12

Clifton D. Hood ’72

John D. Ong

Jack P. Koch ’93

Dale G. Kramer ’70

Mark R. Tercek ’75

John B. Missing ’74

Hayes B. Gladstone ’79

Nathaniel E. Leonard ’82

Lorraine Debose Montgomery ’93

Cecily Pryce Maguire ’78

Thomas G. Murdough III ’87

Anne Cacioppo Manganaro ’75

Gregory Pennington ’71

Terry L. Squire

Benjamin W. Perks ’60

Xuning Wang

Ahmad Raza ’08

Mark J. Welshimer ’69

Richard M. Sands ’78

Jason M. Wortendyke ’94

Thomas D. Schlobohm Jr. ’99

Anthony Wynshaw-Boris ’73

Thomas F. Seligson ’69 Franklin B. Starn ’81 Charles L. Tramel II ’79 Howard C. Walker ’88 Kathleen A. Wood ’02 Hunter N. Wright ’05 Ortav D. Yehudai ’97

76

WRA

SUMMER 2018

Alumni Association Board Kristin Samuel Kuhn ‘98 President Priya Maseelall ‘92 Co-Vice President Michael G. VanBuren ‘99 Co-Vice President Christopher V. Wortendyke ‘97 Secretary Angela Darling Carrano ‘86 Stanton L. Cole ‘54 Natalie A. DiNunzio ‘08 David H. Flechner ‘96 Jessica J. Gruden ‘09 Paul J. Jacques ‘84 Chad A. Jasiunas ‘93 Kimberly H. Litman-Slotnik ‘87 Robert E. C. Little ‘51 Robert A. Marias ‘94 Evan K. McCauley ‘07 Robert D. Murray ‘84 David P. Myers ‘02 Dana M. Schwarzkopf ‘84 Rebecca L. Shaw ‘05 Dylan A. Sheridan ‘02 Mark A. Slotnik ‘87 Lynn Ogden Weary ‘79 Jonathon R. Whittlesey ‘01

SHARE THE RESERVE EXPERIENCE

Lawrence Siddall ’48 has lived a full life. His adventures are many — a stint with the Peace Corps to teach English to high school students in Poland, a journey from Europe to India in a VW Beetle in 1956 — and among his most treasured memories are the three years he spent at Western Reserve Academy.

“One thing I learned about myself here was that I had the capacity for hard work and persistence, even

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.

tenacity, which enabled me to meet the challenges I faced.”

For more information, please contact Director of Admission Nancy Hovan at 330-650-5880 or hovann@wra.net.

Congratulations to Siddall on his book, A Selection of Writings, which includes his essay “Three Years at Western Reserve Academy, 1945-1948.” He joins a growing group of many passionate and accomplished authors who populate our alumni ranks. Read more of Siddall’s book on the school website, WRA.net.

ReferRESERVE

THE FUTURE BELONGS TO THE PIONEER.

#1 RANKING IN OHIO FOR

Researching cancer immunology. Prototyping a robotic prosthetic arm. Starting a business. At WRA, these aren’t experiences students prepare for. They are part of our curriculum. Your child will take on world-class academic challenges with the support of a caring community — and develop the skills they need to soar.

BEST PRIVATE SCHOOL ∞ BEST BOARDING HIGH SCHOOL ∞ BEST COLLEGE PREP HIGH SCHOOL ∞ BEST HIGH SCHOOL FOR STEM *Source: Niche

DON’T MISS OUR SPECIAL ISSUE

The doors of Seymour Hall officially open on August 20, 2018! We look forward to a second century of learning inside a newly refurbished and renovated space and extend our sincerest thanks to those who made such a tremendous undertaking possible.

We will celebrate the completion of Seymour Hall and the close of the Campaign for Excellence & Access in a special issue of WRA Magazine, which will be published in the fall of 2018. This will supplant the traditional winter issue of the magazine and will not include usual sections, such as Class Notes and In Memoriam. Rather, this issue will dive into the impact of the campaign and include features about each effort of the campaign and their impact.

NONPROFIT ORG U.S. POSTAGE PAID HUDSON, OH PERMIT NO 6

Western Reserve Academy 115 College St., Hudson, OH 44236

We thank each and every one of you — alumni, parents, grandparents, faculty, staff and friends — who chose Reserve and contributed more than $2,502,486 to The WRA Fund, which closed on June 30, 2018.

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.

THANK YOU!