Crusader Magazine - Winter 2018

ST. ANDREW’S EPISCOPAL SCHOOL • AUSTIN, TEXAS • WINTER 2018 MAGAZINE

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How’d They Do That?

Katherine Dyson ‘18 Explains For one of their Senior Pranks in November, the Class of 2018 created a giant portrait of beloved Head of Upper School, Dr. Todd Stephenson—out of Post-It notes! The mastermind behind this idea, Katherine Dyson ‘18, shared with us how she and her classmates pulled it off.

Where did you get the idea?

I knew I wanted to do something epic and memorable, and I wanted it to be collaborative - something that everyone could help with if they were interested. And it had to be Todd Stephenson-themed, because it fit with the theme of the rest of the pranks. I researched different mural-making techniques, and eventually decided on sticky notes, because of the (relatively) low cost and accessibility.

How did you create it?

We started planning about a week before the camp-out. I got the image off of the faculty webpage on the SAS website. I pixelated the image, using various numbers of pixels, until I found the lowest possible number of pixels without him looking wonky. I initially thought we would use normal-size sticky notes, but I quickly discovered that would be much too big (it would be nearly twice as tall as it is now). I converted the normal colored image into just five colors...about $70 worth of sticky notes. We used leftover foam core from the art room as the canvas, but first we printed the converted image onto four standard-size sheets of paper to use as templates. Using the template, we filled in his face first. The shirt and the mountain behind were mostly made up on the spot. In the early hours of the morning, we moved it from the library to the cafeteria, where we nailed it to the wall. There were 5-15 people working on it the whole night.

How long did this take?

It took about five hours worth of prep time before the senior camp-out. We started working just after 8 pm on the night of the campout, and finished just before 5 am.

Todd Stephenson’s reaction: “I was overwhelmed!

I knew something was up when the chaperones from the Senior Campout texted and asked me when I was getting there in the morning...I could tell they were scouting the parking lot as I drove in. Several people asked, “Have you seen it?” but I was in no way prepared for what I found. I have never felt so honored in my life. I continue to be amazed and mortified by this incredible piece of work.”

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Table of Contents SEL Skills for the 21st Century ............................................4 Mindfulness..........................................................................5 Finding the Light in Daily Chapel..........................................7 Process Over Product..........................................................8 From the Outside, Looking In...............................................10 CruPARK..............................................................................11 STEAM in CruPARK.............................................................13 Digging Into Latin.................................................................15 Building Confident Communicators......................................17 Catch Me If You Can............................................................19 Student Art Heads to Symphony..........................................21 Spirituality in Sculpture.........................................................22 Training for Success.............................................................23 Global Perspectives with SAS Coaches...............................24 Champions! 5/6 Girls & Boys Golf........................................25 Rivals No More.....................................................................26 Varsity Volleyball Earns Philanthropy Award........................27 Rookie Bike Team Earns MS Society Honors......................28 New This Year: 7th Grade Service Learning........................28 Students Shoulder-to-Shoulder............................................30 Alumni News........................................................................31 Spot Your Students Online...................................................41

WE ARE SCHOLARS ADMINISTRATION & BOARD Sean Murphy, Head of School Todd Stephenson, Head of Upper School Alice Nezzer, Head of Middle School Kama Bruce, Head of Lower School Randy Erben, Chair, Board of Trustees St. Andrew’s Lower and Middle School Campus, 1112 West 31st Street, Austin, Texas 78705 St. Andrew’s Upper School Campus, 5901 Southwest Parkway, Austin, Texas 78735 MISSION STATEMENT The mission of St. Andrew’s Episcopal School is to provide an enriched academic program within a Christian environment emphasizing STATEMENT OF PURPOSE The school strives to help young people achieve their potential not only in intellectual understanding but also in esthetic sensitivity, physical well-being, athletic prowess, and moral decisiveness so that they may lead productive, responsible lives, not only for themselves, but also for their community.

DIVERSITY STATEMENT OF PURPOSE Diversity at St. Andrew’s is grounded in our identity as a family-based community, a faithbased community, and a learning community.

We understand that our strength and resilience as a three-fold community stems from our commitment to: • honor each individual’s unique perspective; • respect the dignity of every human being as a child of God, and; • develop the knowledge, skills, and understanding necessary to engage with and respond to the needs of an evolving world.

CORE VALUES Community Based on trust, traditions, communication, appreciation, and support Spiritual Foundation To develop moral behavior High Expectations

parents, and board members Caring, Celebration and Humor Fostered by kindness and collegiality STATEMENT OF NON-DISCRIMINATION

ON THE COVER Senior Sandra Pomeleo-Fowler’s painting was one of several AP Studio Art pieces featured at the Austin Symphony Orchestra’s performance of “Peter and the Wolf” in October 2017. Read the full story on page 21.

students regardless of race, color, nationality, ethnicity, religion, physical disability, socioeconomic status, sex, gender identity or sexual orientation.

It does not discriminate on the basis of race, color, nationality, ethnicity, religion, physical disability, socioeconomic status, sex, gender identity or sexual orientation in the administration of any policies or programs generally accorded or made available to students at the school.

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SEL Skills for the 21st Century Scott Zimmerman Director of Social Emotional Learning St. Andrew’s was the first independent school in Austin to adopt social emotional learning (SEL) curriculum nearly two decades ago. It continues to be a critical component of our teaching and learning in the K-12 grades.

The generation we are teaching and parenting is facing a future full of fast-paced changes, where the world is becoming increasingly more connected and the marketplace more diverse and competitive.

At St. Andrew’s, we are committed to preparing our students for this fast-moving, constantly changing environment, and one way we do this is through the development of social and emotional skills.

Students with these skills show marked improvement in test scores and behavior in schools, but do these skills relate to the potential for success in a career?

A March 2016 World Economic Forum article asserts that, “Today's job candidates must be able to collaborate, communicate and solve problems—skills developed mainly through social and emotional learning. Combined with traditional skills, this social and emotional proficiency will equip students to succeed in the evolving digital economy.”

Communication, collaboration, leadership, problem-solving, social and cultural awareness —these will be necessary skills for future generations.

With the changing global landscape, our children will need to possess skills in collaboration and social awareness to effectively lead teams in business and solve problems in any industry.

An October 2017 Forbes magazine article recognizes these same skills in the world of technology and software development: “The core

A ST. ANDREW’S KID IS A KID WHO

C.A.R.E.S.!

C A R E S

COOPERATION ASSERTION

SPEAKING UP FOR MYSELF AND OTHERS IN A POLITE WAY.

“I AM RESPONSIBLE FOR ME.”

RESPONSIBILITY

EMPATHY

WORKING TOGETHER IN A RESPECTFUL AND CARING WAY.

MAKING THE CHOICE TO DO MY JOB WELL.

UNDERSTANDING AND CARING FOR THE FEELINGS OF OTHERS.

MANAGING MY BODY, SELFMY ACTIONS CONTROL AND MY EMOTIONS.

A Lower School classroom poster reminding students of their SEL skills. creed of [software development and operation] revolves around the idea that inter-departmental collaboration, communication, and constant improvement are the keys to a successful and efficient software development cycle.”

It’s becoming more apparent that our leaders will need skills in collaboration, communication, resilience, and empathy to be successful.

These skills are needed to grow healthy individuals and healthier relationships, and they are the foundation for the executive skills needed in the future marketplace our kids will face. These are the exact skills our teachers are committed to cultivating in every student, and one of the most exciting ways St. Andrew’s distinguishes itself from other schools.

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Mindfulness Adam Ortman Director of Mindfulness Technology and chronic stressors, confrontational media and non-stop activity; these days, many of us find ourselves with fragmented attention spans, runaway anxiety, and disconnection from our moment-to-moment experience. If young people are to feel focused and confident in the classroom, they need to be able to work through difficult emotions. For the past two years, I’ve been working with faculty and students to provide structured curriculum in mindfulness practices as part of the school’s commitment to social emotional learning.

Mindfulness is a popular buzzword these days, but the skills it forms are fundamental: attention, emotional balance, self-awareness, and kindness. By connecting with the momentby-moment information our senses give us— sounds, bodily sensations, the breath—students can settle their minds and nervous systems, and see their experiences more clearly. From there, they can bring a more balanced awareness to patterns of thought and emotion, and can intentionally plant seeds of kindness or patience.

This fall, I joined sixth-graders studying the brain in their science class. They learned that mindfulness practices: •

Down-regulate their amygdala (source of the stress response),

•

Strengthen connections in their prefrontal cortex (seat of executive decision-making), and

•

Improve the health of their hippocampus (waypoint for memory storage).

The students notice a positive impact on their emotional state after mindfulness practices.

They say, “I practice mindfulness when I am nervous or stressed out,” and, “It helps in situations when I deal with pressure,” and, “It

Sixth graders participate in a guided breathing exercise in class. helps you feel focused and relaxed.”

I met with the sixth-graders again in their social studies classes to build on those lessons. While they studied the concept of utopia, I guided them in mindfulness practices that emphasized positive relationships, and—a significant feat for middle schoolers—widening their in-group to send kindness to people who aren’t like them.

The students amazed me with their willingness to stretch their relational comfort zones using these techniques. And their efforts paid off. One student observed that, “It felt really good to be kind,” while another said, “If I did the practice, I helped people in real life.”

Students receive lessons like these across grade levels. While special emphasis is given to a particular grade in each division—kindergarten, third, sixth, and ninth grades—students at the Lower School may learn mindfulness exercises during morning meeting, students at the Middle School may learn to work with test anxiety during advisory, or students at the Upper School may join the Mindfulness Club, where they can practice once a week before school.

In March, I’m offering the third iteration of an eight-week mindfulness course for parents.

If you’re interested, or if you have any other questions about the Mindfulness program at St. Andrew’s, please email aortman@sasaustin.org.

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You are invited to a discussion with Scarlett Lewis, the founder of the

Sunday, March 4th | 4:00 - 5:30 pm St. Andrew's Dell Fine Arts Center 5901 Southwest Parkway, Austin, TX Complimentary Attendance & Parking Event is Open to All! The Choose Love Enrichment Program is a free, PK-12th grade curriculum that teaches educators and their students how to choose love in any circumstance and helps them become connected, resilient, and empowered individuals.

Learn how you can join the Choose Love Movement to create safer, more peaceful and loving schools!

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Finding the Light in Daily Chapel The Rev. Whitney Kirby, US Chaplain Ashley Brandon, LS & MS Chaplain As chaplains, we sometimes hear members of our community describe feeling overwhelmed with sadness, anger, fear, and hopelessness.

In the midst of so much suffering, injustice, and discord it is easy to understand why. One need only read the daily news to get a sense of the darkness in the world.

The season of Epiphany tells the story of people compelled to travel together across strange lands in stranger times. They move together towards a destination defined by hope incarnate.

The light of the star that leads them transforms the darkness into a terrain that is navigable only through their hope, their daily effort, and their willingness to shape a new way when everything around them challenges them to stop, conform, and never reach what could be.

Which brings us to St. Andrew’s daily chapel.

Our role as stewards of this sacred time and space feels more important than ever, for it gives our community the opportunity to re-orient ourselves toward God, and toward light.

We commit ourselves to the service of others in the midst of a world that preaches individualism and self-preservation.

We worship the God of love in the midst of a world that worships money, fame, beauty, and power.

We see the image of God reflected in ourselves and in one another while the world whispers that we are never enough.

We cultivate meaningful connections in the midst of a world of isolation and loneliness.

We root ourselves in something steady and eternal in the midst of a world that is transitory and ever-changing.

We make room for silence and listening in the midst of a world that is filled with shouting and noise.

We praise the beauty of creation in the midst of a world that sees the earth as little more than a commodity to be exploited.

Through prayers, liturgy, rituals, and Scripture we enter into a story that transcends that of the world; a story that is ancient and real. It is an ancient story of love’s ultimate victory over hate, life’s ultimate victory over death, and light’s unrelenting victory over the darkness.

We embrace deep mysteries and complex questions in the midst of a world that doles out easy answers and false dichotomies.

What we do together every day during those 30 minutes is so audacious, and so countercultural:

But chapel offers something more than a momentary escape from the world around us.

We gather as an interfaith community in the midst of a world that is deeply divided along the lines of faith and religion.

We proclaim the dignity and immeasurable worth of every human being in the midst of a world where people are dehumanized, abused, and marginalized.

And, perhaps most boldly, we dare to hope in the midst of a world that would leave us paralyzed by cynicism and despair.

Chapel gives us the opportunity for daily transformation, for re-orienting ourselves toward God. For it is when we walk out the chapel doors that our hope comes to life, when we take up the work of building a world of love, justice, peace, and light.

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Process Over Product Kate Jones Upper School Dean of Students As a clinically trained psychotherapist for adolescents, I believe an educational system should align with the bio-psycho-social development of the students it serves.

Taking into account the high-school age peak in brain neural plasticity, an educational environment should strive to provide a developmentally intentional progression of support that helps students access and navigate opportunities and challenges, affirms and strengthens the unique growth path of each student, and fosters overall integration of identity and independence.

Being new to the St. Andrew’s community this year, I interviewed a handful of seniors about their developmental process at St. Andrew’s.

Turning the focus away from GPAs or college acceptances, my 20-minute interviews with students focused on their journey from ninth through 12th grades and how specific experiences at St. Andrew’s shaped them.

Each interview has been condensed to threeminute highlights. Click the student name to open the audio file.

Francesca Reyna ‘18

Rylan Bennigson ‘18

Encouraged by her mom to be a kind and caring person, Frankie talks about the St. Andrew’s community, its focus on service, and the difference it has made in her life.

With participation in academics, rock band, football, lacrosse, track, and M-Lab, Rylan describes his appreciation for a school where he did not have to specialize.

Jeffrey Wang ‘18 Connecting with peers over shared interests in Robotics and cars, Jeffrey talks about how his teachers and fellow students have pushed him to engage more actively in his interests.

Katherine Dyson ‘18 From starting as the only freshman in Robotics club to creating the STEM Center on campus, Katherine talks about finding a sense of self during her time at St. Andrew’s.

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Lachlan Claman ‘18

Julia Coe ‘18

Lachlan talks about the importance of relationships with peers and teachers, and how this community has helped him find the best version of himself.

Excited to have the ability to pursue her passion for art, Julia also talks about how faculty members have made subjects come alive while also connecting with her on a personal level.

Thank you. Gifts to the St. Andrew’s Fund helped us

set a record amount raised this year: $886,549! We are getting closer to our goal of $950,000 for the 2017-18 school year!

Thank you for your support, and for all that your generosity makes possible for students like Rachel.

“In my own experience, coming to the high school opened up a whole new world. I could be an artist without compromising my academic focus. I could be a leader even though I am an introvert. St. Andrew’s gave me the opportunity to excel, not by squeezing me into the model of a 4.0 GPA student taking five AP classes and sacrificing social events, but by embracing every aspect of myself and transforming what I thought of as my weaknesses into strengths.

Thank you for your generous donation. I’m comforted to know that students in the coming years are in your hands and the hands of St. Andrew’s who will continue to prioritize the students’ interests and well-being and will continue to nurture each individual. Thank you so much. You are not just supporting a high school. You are supporting future generations of scientists, engineers, politicians, doctors, servants of the community, artists and leaders in every area.” — Rachel Kim ‘18

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From the Outside, Looking In Kama Bruce Head of Lower School Developing students’ core competencies in math, science, and language arts remains the educational foundation at the Lower School.

Building upon that foundation over the past three years, we’ve been developing a new experiential learning program in the Lower School—one that engages students to actively build skills in problem solving, collaboration, ideation, empathy, resilience, and creativity.

Experiential learning has been wonderfully successful and a rally point for our students. We began with a dedicated science, technology, engineering, art, and math (STEAM) program and quickly realized—based on students’ overwhelming enthusiasm and academic success—that the time and physical space we allotted were not sufficient.

Last year we added gardening and regular trips to Shoal Creek and found that students responded positively to the outdoor educational setting. It was a natural step for us to provide more time and space for experiential education.

We are blessed as a community to have access to significant acreage on our Southwest Parkway campus—our CruPARK—that supports our experiential learning program. The addition of this large natural resource to our core educational experience has already proven itself to be a strong asset to learning in the Lower School.

With the long-term focus to help students grow in fellowship with self, with community, and with the environment, the program continues to grow and gain momentum. With Greg Mele as the CruPARK program director, we have seen an increase in student-centered experiential learning across the divisions. Mr. Mele, or “Ranger Mele,” as the students call him, has been focusing his energies on engaging with students of all ages to help the faculty develop and deliver learning experiences that are rich and meaningful.

This year, each Lower School grade has a full day in the seven-day cycle dedicated to a variety of experiential learning opportunities. Making this change to the schedule allows us to continue with STEAM opportunities, but also opens the door for outdoor education and service learning.

We can integrate biology, ecology, engineering, art, mathematics, architecture, archaeology, and design into an applied learning experience.

Our students’ success supports what we’ve been doing. Finding ways to connect students with the natural world has improved student performance, strengthened their capacity for attention, and given them more cognitive stamina.

We’ve also found positive social, mental, and physical outcomes, including lower stress levels, increased understandings of nutrition and food pathways, and improved physical coordination.

Read More About Experiential Learning “American Schools Are Training Kids For A World That Doesn’t Exist” Wired, 2014 “Why Kids Need to Move, Touch, and Experience to Learn” KQED, 2015

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CruPARK Greg Mele CruPARK Program Director What should St. Andrew’s do with the land and natural resources we have available to us?

How will we use them to meet the needs of our students, teachers and school community?

The answers to these questions are still evolving and represent an exciting period in our school’s journey to offer a challenging and impactful educational experience for our students. From the discussions of these and other questions, “CruPARK” has emerged.

When I was first asked to help oversee the design and development of the land on Southwest Parkway, I reached out to schools and organizations locally and across the country who have been doing meaningful work with young people in the outdoors.

From this research, the concept of a “school park” emerged, one that’s comprehensive enough to include all that we hope to provide for our learning community. In addition, “outdoor engagement” was continually emphasized during my research and conversations as an essential pedagogical element of everything we should do at CruPARK. With these two driving concepts established, the next step was to consider the phasing and sequencing of plans for the park. Through many hours walking the land and continual conversations with outside experts and the school community, four projects were identified: an arboretum, a botanical garden, a trail network, and a production garden.

The first three have gotten off the ground with help from our kindergarten through twelfth grade students. The production garden is in the initial planning stage.

Some of the student-centered projects that have been done and are currently in the planning phase at CruPARK include:

Greg Mele carefully shapes the CruPARK property.

• “A Nature Adventure” series designed to spark student imaginations about their future selves, adventures, stewardship, personal growth, relationships, skills development and self-confidence.

• “My Favorite Place in Nature” program where students record interviews with significant adults in their lives about their favorite natural places.

• Plant identification scavenger hunt (Kindergarten). Read about this project on page 14.

• Andy Goldsworthy-inspired nature art in the park activity (1st, 2nd, 4th, 7th grades).

• Creation of a monarch butterfly sanctuary (2nd grade). Read about this project on page 13.

• Plant labels for the botanical garden (3rd grade, Upper School mLAB).

• Nature playscape research and design (Kindergarten through 5th grades).

• Outdoor simulated archaeological dig (4th & 5th grades).

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• Mulching under the drip lines of oaks in recently cleared areas of the arboretum (6th & 8th grades).

• Upper School art classes planning for a student-designed, multi-purpose outdoor structure and amphitheater in the arboretum area next to DFAC. • Rainwater harvesting research & proposals with the Upper School engineering class.

• Drone mapping of CruPARK through a student-design project in collaboration with a private survey company.

• Cedar clearing under the oaks in the arboretum with members of the Upper School Coalition for the Environment and a local Boy Scout group.

• Upper School English classes exploring CruPARK in order to contemplate questions about the role of the natural world in the creative writing process.

• Multiple Senior Projects proposed to take place at CruPARK. • Large-scale rotary composters for each campus to create top dressing and soil amendment which solves two problems (massive school food waste and poor soil for growing crops) with one sustainable solution Now is the time to be bold and imaginative in our design and our vision for what CruPARK can become. We need to conceive something that nurtures life-long advocates for the environment, creates an emotional attachment to the natural world and fosters a desire to “learn by doing.”

Finally, we should strive to develop a local, national and international leadership position for our school through the student-designed programs we develop. Our ultimate goal is to create high-functioning citizens who are engaged in the world, who seek solutions to essential/existential problems and have the experience necessary to lead the way.

We Are Scholars

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STEAM in CruPARK Students are bringing their science, math, engineering, and art skills to life at CruPARK this year.

First graders have worked together to measure and move logs to create original structures. Seventh graders studying Andy Goldsworthy’s sculptures have used found objects to create art. This fall the second graders got to study monarch butterflies, and kindergartners got to show off their botany skills.

In the fall, second graders had a rare opportunity to study the “super generation” of monarch butterflies making their epic 3,000-mile journey from the northen United States to Mexico. This generation lives eight times longer than their parents and grandparents and flies 10 times farther, according to the U.S. Fish & Wildlife Service. Hence the name “super generation.”

It was a perfect opportunity to leverage the outdoor CruPARK space to engage students in natural habitat study and solve the migration problems only one percent of monarchs survive.

“Kids have a natural connection to nature, they love to notice things outside. Rather than having them just read about monarchs, or watch a video, it’s really special that we can give them a real life example in our community,” says Annie Billups, one of the second grade teachers.

On their first trip to CruPARK, they had CruPARK teacher/ranger Greg Mele as their guide to learn trail safety and how to observe their surroundings.

“The students noticed that there wasn’t any

habitat for the monarchs, so we planted milkweed for them.”

The monarch butterfly study was interdisciplinary: Students created an informational piece about their studies, and used the scientific method to study the lifecycle of a butterfly (the caterpillar larvae hatched in class). They shared their final projects with their parents on a sunny day at CruPARK.

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Our kindergartners also got to test their botany skills at CruPARK this fall. Greg Mele photographed eight plants that were “in bloom and easily recognizable for the kindergarten age group” as advised by the kindergarten teachers.

Greg uploaded photos of the plants to Quizlet, making it easy for all the kindergarten teachers to engage the students in games to learn the plant names. Once the kindergartners got to CruPARK, Greg explains, “They were very excited to see the plants they had been studying.

They had a paper with all the plants and they had to put tally marks by the plants they found.”

Students spotted Chile pequin, Pencil cactus, Mexican hat, and Pigeonberry, among others.

One of their favorites was Old man’s beard (Clematis drummondii). Just as exciting was the “secret classroom” Greg crafted for their visit—a grove of Prairie flameleaf sumac with an entry point where students could stand under a natural tree awning. “The sumac was in full bloom, and it was stunning. I asked them to find the brightest leaf they could find, and they loved that challenge.”

We Are Scholars

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Digging Into Latin Latin students took a break from noun declensions in January to get their hands dirty.

For the second year in a row, Middle School Latin teacher Ashley Schneider collaborated with former Latin teacher Greg Mele—who has a master’s degree in classical archaeology—to design an ancient Roman empire excavation site. It’s a lot of work, but it’s worth it to Ashley because, “we found last year that kids got really engaged in class once they got their hands on things.”

After researching artifacts from antiquity, students create their own artifacts from a specific location and time period in Roman history to bury for their fellow students to excavate and analyze.

As a team they decide two distinct time periods to represent and what type of location their artifacts represent—a fort, a tomb, a country villa, etc.

Their creativity abounds during this phase— students paint pottery, etch a piece of a gravestone, sculpt a sarcophagus, draw and distress a map scroll, craft a comb or mask, and design coins.

With so much enthusiasm energizing her students, Ashley’s job is to keep them mindful of what is relevant, “They like to create red herrings.

An Egyptian artifact doesn’t always mean you’re in Egypt, but how would it wind up in Eboracum (present-day York, England)?”

After carefully planting their artifacts in the ground, students spend a few days excavating each others sites using careful methodology.

“The dig is collaborative. They have to scrape horizontally to unearth objects, draw what they unearth on a plot map, photograph it using a scale stick, and then create a label for the baggie before they’re even allowed to remove it from the ground.”

a landscaping connection to bring in all kinds of soil for layering. And he helps me manage the excavation process too.”

Ashley and Greg provide tools of the trade to make an authentic dig experience for students.

“I couldn’t pull this off without Greg, there’s just no way. He built sifters for the students. He has

During the dig, students, “begin to understand the intersection between science and history.

They can appreciate the importance of methodology and documentation. If they don’t

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We Are Scholars

write down what they find, that information is lost.”

Students document their object analysis and final site decisions on their Google sites. This year Ashley thinks it will be fun to do a video reveal and response: “The students will create a video that describes what they found and what they think the dig site represents. Then, the group that created that dig site will do a video response to reveal whether they got it right or wrong, and what sorts of details may have been missed or misinterpreted.”

Ashley assesses students throughout the process—reviewing the quality of their research, artifacts, excavation techniques, ability to collaborate, and final analysis. With so much opportunity to be creative, Ashley says, “Every kid is engaged, they’re not checking out. It appeals to students of all learnings styles, especially our kinesthetic learners and visual learners.”

Though this project involves long hours and dirty

work, Ashley beams with pride when she reflects on how much the students love it, “This is my favorite thing we do all year. I love that it creates this open-ended conversation with the students. I love it when they’re excited and want to learn on their own.”

There’s potential to bring a version of this project to the fifth grade’s ancient civilization unit, and to have our Upper School Latin students create artifacts for this project in the future.

We Are Scholars

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Building Confident Communicators Jennifer Tollefson Upper School English Teacher St. Andrew’s English teachers are supporting confident student voices and healthy debate through Socratic Seminars: student-led discussions based on textual analysis. Using guiding questions, students examine the text, document their responses, and lead a discussion while the teacher observes.

Socratic Seminars cultivate critical thinking and civil discourse. Guidelines include focusing on the text, keeping an open mind and inviting everyone to share ideas. In a seminar, students know they can make an assertion, ask for clarification, build on another’s insight, agree, disagree, qualify, ask a question, or revise their own previous statement.

Similar discussions are taking place at every grade level. Teachers see students debating with clarity and kindness, listening closely and revising their own thinking. Discussions develop both prepared insights and extemporaneous thinking, and there is an equalizing effect as quiet students get a chance to speak up and more vocal students have the chance to listen, as well.

Matt Kelly, English teacher “Students draft assertions about the text defended by quotations, then formulate a “consider” question: “Consider how Jane Eyre’s discussion of the weather complements her inner experience, and how her observations evolve,” for example.

Students share and edit questions in groups.

Each group chooses one question and the collective questions guide a class discussion.

Then, I use one of the questions as the formal essay prompt. By the time they get to writing the paper, students have a rich background of pre-thinking and pre-writing to craft the essay.”

Students (L-R) Jessica Liu ‘20, Samantha Rauch ‘20, and Peyton Paulette ‘20 make assertions and ask for clarifications in Socratic Seminar.

Amy Skinner, English teacher “We used poems by Emily Dickinson, “The Yellow Wallpaper” by Charlotte Perkins Gilman and an essay, “The Cult of True Womanhood” for a unit on gender and mental health.

Our essential questions were: What happens to individuals who do not conform to expectations? How do gender roles affect our identity and society’s expectations? How are the cardinal virtues of ‘The Cult of True Womanhood’—piety, purity, submissiveness, and domesticity—either exhibited or challenged? How do gender norms affect treatments for mental health issues?

Students were confidently engaged in the discussions, making great connections. I ended by asking them to reflect on today’s culture.

Several connected the #metoo movement or questioned which of the 19th century feminine virtues were relevant today.”

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We Are Artists Scholars

Join us at our Spring Gala for Financial Aid Saturday, April 21, 2018 6:00 PM All proceeds support scholarship efforts for our SAS students Where: Four Seasons Hotel (98 San Jacinto Blvd.)

Who: St. Andrew’s Parents, Faculty, Alumni and Friends Attire: Downtown Austin Chic Guests will enjoy: • a delicious catered dinner • signature beverages from local distillers • incredible auctions with great getaways, one-of-a-kind items and more • a golf cart raffle (get your tickets when you register!)

• fun games and activities

Purchase a sponsorship to reserve your seats today at

sasaustin.org/gala2018

Jacob Marcus ‘ 20 shares his “consider” questions before discussion in Socratic Seminar.

We We Are Are Scholars Artists

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Catch Me If You Can Photos by Peggy Keelan

This year’s fall musical challenged students on a new level, according to director Rick Garcia, “Because the dancing was more complex, and I added a live television feed to the design.” But that didn’t keep his students from pulling off a stunning performance, he noted, “As always, the entire company of actors and technicians accepted the challenge and created an unbelievable work of art. I never tire of hearing audience members question in disbelief, ‘This is a high school production?’”

“Catch Me If You Can,” based on actual events, focuses on the relationship between con artist Frank Abagnale Jr., played by Stone Mountain ‘18 and FBI agent Carl Hanratty, played by Nicholas Topfer ‘18.

Stone’s preparation for portraying a living person was, “a little nerve wracking,” he says, adding “The real Frank sent us a letter thanking us for telling his story, which was so sweet, but also put on the pressure.” Stone’s pre-performance ritual helped him shake the jitters, “This is so weird,

but before every show I like to brush my teeth while singing and dancing to ‘Zero to Hero’ from ‘Hercules.’ The teeth brushing helps my throat feel clear and the song just really helps hype me up for the show.” Nicholas found it challenging to create his own unique version of Hanratty, “I didn't want to copy Tom Hanks's version in the movie nor Norbert Leo Butz's version in the Broadway musical.”

Nicholas and Stone both credit their directors for their artistic growth during their Upper School years. Nicholas feels “blessed to have worked with all of these amazing directors. They have been my teachers, mentors, and friends. They all taught me to have humility, a strong work ethic, patience with myself, to always act in a professional manner, and to respect everyone for who they truly are.” Stone echoed Nicholas, “In my two short years at St. Andrew’s I have learned so much...these teachers really taught me what it means to act like a professional and a leader.”

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We Are Artists Scholars

Many students describe the fall musical as a bonding experience, and Nicholas and Stone agree. Nicholas says, “In the musical, we are a huge family. We all love each other dearly.

Everyone is so supportive of one another that it makes me smile every time I walk through those front doors.�

Preparing to graduate this spring, both Stone and Nicholas plan to keep the performing arts in their lives: Stone plans to major in musical theater, and Nicholas plans to major in music.

Click here for the complete Catch Me If You Can photo gallery.

We We Are Are Scholars Artists

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Student Art Heads to Symphony Susan Kemner Reed Upper School Art

Art by Sandra Pomeleo-Fowler ‘18 AP Studio Art students (L-R) Rachel Kim ‘18, Molly Fox ‘18, and Mary Alex Frishman ‘18 sit in front of their class’ “Peter and the Wolf” creations.

The AP Studio Art students had the chance to create background images for the “Peter and the Wolf” performance by the Austin Symphony Orchestra in October. Ten artists—seniors Adam Alvarado, Molly Fox, Mary Alex Frishman, Sanddyha Jayabalan, Rachel Kim, Madison Leyens, Sandra Pomeleo-Fowler, Gabriel Rocha and juniors Haley Justiz and Cailin Kelly—stepped up to the challenge of creating atmospheric images that relate to the story. The imagery was stunning. Our young artists were honored on stage, and their work was exhibited in the symphony lobby.

Art by Rachel Kim ‘18

Rachel Kim ‘18 said,“Having it in front of everybody felt like I had accomplished something for myself.”

Mary Alex Frishman ‘18 said, “I got to bring my grandmother to see this showing, and she, being an amazing artist herself, loved to hear the beautiful music in conjunction with our art. When I was listening to the amazing symphony and my art was featured with it, I couldn't believe that it was mine.”

A string quartet from the ASO will perform for us on April 11 at 1:30 pm in the Upper School Chapel with all the art as their backdrop!

Art by Haley Justiz ‘19

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We Are Artists Scholars

Spirituality in Sculpture Seventh-grader William Sykes '23 wrote about his personal experience visiting Austin’s Umlauf Sculpture Garden with his class this fall. After the visit, students took their inspiration to Cru-PARK at the Upper School to create their own natural sculptures.

By William Sykes ‘23 The seventh grade bustled down the muddied and dirt-caked sidewalk, heading toward the Umlauf Sculpture Garden...

Once we arrived at the first piece, Come Unto Me (1976), the buzz of the tour guide’s voice was drowned out by the crashing noise of the thoughts inside my head. I was immediately thunder struck by the detail in every carving, every niche, every small crevice in the sculpture, all of which defined every portion of the piece fabulously. Every single curve and indentation seemed to have been sculpted for a specific reason, each miniscule detail in the piece placed with absolutely profound pre-thought and consideration, ensuring a magnificent work of art, everything in the perfect spot.

Once more my mind nearly folded in on itself when I realized that this astonishing work by Umlauf began with nothing more than a mere slab of rock, but was transformed into something beautiful; the rock was an ordinary caterpillar transforming into a magical butterfly. But it was only now that I really began to take-in the person the piece was depicting, and the meaning behind the carvings. As I stared with glazed eyes I realized that it was meant to be Jesus, surrounded by the glorious trumpets of heaven’s angelic marching band. I perceived the theme to be comfort and being adorned with a feeling of relaxation and relief through Christ, but just like the tour guide said, the theme can be interpreted any way the viewer chooses.

As we continued along the museum walk, we were shown several more pieces, including Woman (1942), Skater (1970), Icarus (1965), Rhino (1976), St. Francis with Birds (1972), and Refugees II (1945). Despite the differences shown in the physical appearance of these sculptures, I noticed similarities throughout them

William Sykes ‘23 at CruPARK to create his own sculptures after his class visit to the Umlauf. as well. Although numerous, the main one of them being that every piece, from head to toe, were covered with the same tenderness, care, preciseness, and attention to detail that the very first piece that inspired me so much was. Each sculpture was made in such a way that a copy would not do it justice, but rather insult it beyond repair.

However, I could not linger for much longer as the seventh grade was beginning to depart. As I scrambled to assemble my belongings and shuffle towards the exiting crowd, I realized something very important. The works of Charles Umlauf were very profound, and I was hit with the fact right then and there that the experience of seeing those sculptures and having the opportunity to examine them closely provided an immense, profound feeling of the work ethic and desire that is needed to create a great work of art. The sight of such greatness through the form of sculpture had an incredible impact on me, and taught me that in order to achieve something so wonderful and beautiful beyond measure, a great amount of work, love, and passion must be placed inside it first.

We We Are We Are Are Athletes Scholars Artists

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Training for Success Josh Blumenthal Upper School Assistant Athletic Director In the world of sports, offseason is key. While wins and losses are produced during the threemonth season, it is the time spent beforehand that truly dictates how successful an athlete, team, or program will be that year.

Skillset is a major part of this time, but the true recipe for success comes about as a result of dedication inside the weight room.

Taylor Stewart and Edward Cantrell, our Strength and Conditioning Program coaches, truly practice what they preach. At 8:55 a.m., most Upper School students are just starting their day, but for Stewart and a number of dedicated students, they are already cooling down from a strength and conditioning session.

Stewart, who doubles as the head varsity football coach, has witnessed the success both personally and professionally how consistently engaging in a detailed strength program yields results.

“While each session has a different focus, we provide all the necessary methods required to become a complete athlete,” Stewart shared.

“Our program design includes exercises that positively impact overall strength, speed, agility, balance, coordination, flexibility, and endurance.”

While many may think of the weight room as just that, the programming incorporates a multitude of disciplines which includes weight training, yoga, running, etc., in an effort to train student-athletes effectively and within a holistic approach as opposed to a singular focus.

“We believe in order to be a successful athlete one must be a functional athlete. In order to achieve our goals, we break the program into three distinct blocks, each lasting three or four weeks, throughout any given trimester.”

Each trimester begins with a foundational phase (four weeks) before participants progress into

intermediate and advanced exercises (four weeks), which culminates with a performance phase during the final three weeks in preparation for the athlete’s upcoming season.

A newly revamped Strength & Conditioning Center has played a large role in the expansion of the overall vision and execution of the program.

This fitness advancement is not just happening on Southwest Parkway; the 31st Street campus sees their share of benefits from similar initiatives, some of which Stewart leads.

In addition to increased performance, one of the major benefits to these semester-long commitments is substantial injury reduction.

“Though we cannot guarantee 100 percent prevention, as injuries are simply a part of sport, those who consistently attend our workouts have become less likely to suffer nagging ailments that inhibit them from competing at a high level throughout their entire season. Furthermore, should an injury occur, we have noticed a significant decrease in recovery time for our trained athletes.”

When asked what his ultimate goal for this program continues to be, and what motivates him to get up each and every morning, Stewart explains, “Our ultimate ambition as an Athletics program is to perennially compete for SPC championships, and we recognize that an effective strength and conditioning component is the cornerstone in achieving this objective.”

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We Are Athletes

Global Perspectives with SAS Coaches We chatted with three St. Andrew’s coaches whose athletic careers began outside the U.S. to see how their experiences have shaped their coaching styles with our student-athletes.

Matteo Curioni - Head Coach, Varsity Girls Soccer What was it like growing up in Italy playing soccer?

Like most kids, I had a dream to play professional soccer with one of my favorite teams, and that motivated me to do my best at all practices and games. Growing up with this dream as a kid provided me with a lot of values that have helped me grow into the man I am today. As I got older, I realized there are other things that are important so I decided to coach because I saw that I can make a difference by helping kids build strong values through the sport. Even if a player's goal isn't to play professional soccer, the team dynamic of the sport still has a large impact on a player's development.

How have your players responded to your leadership style?

At St. Andrew’s I have met some very smart girls that are very coachable and respectful of the rules. This year I've noticed that the players from last season returned in better shape and have improved in their soccer skills, which speaks to their desire to get better. The environment here is very friendly, and you can tell the girls enjoy playing together whether at an event, practice, or game.

Pat Vaughan - Assistant Coach, Varsity Field Hockey Who would you credit for influencing your passion for field hockey?

My coaches in Argentina were extremely influential in my playing and were the next crucial step to my growth as a player. I was really lucky that my club coach was also the coach that took our national team to the Olympic and World Cup wins, and the person that helped me build confidence and mental toughness along with

hockey.

My lessons learned from my playing experience back home and to this day, are to keep on going as far as you can, never quit, and take advantage of every opportunity that comes along your way because you don’t ever know how far you might actually get to take it!

What impresses you about St. Andrew’s student-athletes?

The girls in field hockey are incredible people first and foremost, and are extremely caring individuals, unselfish, encouraging, bright and well rounded. They are true team players that lift each other up, hold up genuine great values they live by and want to do right while enjoying hockey and having fun.

Gilbert Tuhabonye - Head Coach, Varsity Cross Country/Track & Field Your path to coaching is an inspiring story.

Looking back, how has running shaped your life?

Because I literally ran for my life in Burundi, I try to teach kids to be tough and competitive. I instill in them the values of working hard, aiming high, and setting goals for both themselves and the team. It is my belief that athletes will do great when they are enjoying what they are doing.

As a seasoned coach at St. Andrew’s, what is the one constant you’ve seen throughout your years with us?

The school and the whole Athletics department are invested in athletics. St. Andrew’s continues to hire the best quality coaches. Students at St. Andrew’s are polite, responsible, kind and hard working. The student-athletes impress me with their ability to balance academic requirements and playing sports…They have a lot on their plates!

We Are Athletes

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2018

Summer at St. Andrew’s J U N E 4 – J U LY 2 0 | AG E S 4 –18

Half-day + Full-day Camps | Early Arrival + Aftercare Available

L E AR N M O R E AT W W W. SA SAU S T I N .O RG/S U M M E R

Champions! 5/6 Girls & Boys Golf Congratulations to our Austin Inter-Parochial League Golf Tournament champions from the fall, the 5/6 Girls and 5/6 Boys teams!

5/6 Girls (L-R): Mac Froedge ‘25 (3rd place), Ainsley Owen ‘25, Addison Sell ‘24 (1st place), Amelia Schwartz ‘25 (4th place) and Marguerite Shelton ‘25 with Coach Costas.

5/6 Boys (L-R): Matthew Sykes ‘25, Finn McGehee ‘25, Holland Deane ‘25, Marcus McWilliams ‘25, Collin Hayes ‘25, Zain Osborne ‘25 (3rd place), Cannon Dunaway ‘25 and Liam Metschan ‘25 with Coach Costas.

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We Are Athletes

Rivals No More St. Andrew’s, St. Stephen’s Football Programs Join Forces in 2018 made sense.”

“We are committed to a safe, sustainable football program,” added St. Andrew’s Head of School Sean Murphy. “We want to provide a high quality, competitive experience for all our student-athletes. We believe this partnership will benefit both programs and holistically develop our players from their early high school years through to graduation. St. Stephen’s is a natural fit with St. Andrew’s, and we look forward to planning our next season together.”

St. Andrew’s and St. Stephen’s football players shake hands before kick-off.

In an effort to grow their football programs and maintain the health and well-being of their players, St. Andrew's and St. Stephen's Episcopal School will combine their respective football programs for the 2018 and 2019 seasons. The Southwest Preparatory Conference (SPC) has approved the combined team to compete in the 3A division for the 2018 season.

“The SPC looks forward to continuing our football relationship with our Austin-based schools through this combined team during the next two-year football cycle,” said Bob Windham, SPC Commissioner. “We felt this action is best for our conference, as well as for St. Andrew's and St. Stephen's.”

Although they are traditionally athletic rivals, both St. Andrew's and St. Stephen's share common missions and values as Episcopal schools, ensuring a successful athletic partnership.

“Both schools share a common appreciation for educating the whole student—mind, body and spirit,” said St. Stephen's Head of School Chris Gunnin. “We both share a fierce attachment to our Episcopal identities and value our participation in the SPC with other schools across Texas and Oklahoma. As we searched for ways to offer a football program that reflects our shared values, aligning with St. Andrew's just

The combined football program will compete for an SPC championship in the 3A division that includes Casady, Cistercian, Fort Worth Country Day, John Cooper, Oakridge and Trinity Valley, among others.

“In football, for us to compete against the other schools in the 3A division of SPC, we felt it was necessary to have the physical program numbers associated with other schools in our conference,” said St. Stephen's Athletic Director Jon McCain. “This partnership enables students that attend both schools a chance to compete for a championship in an appropriate sized program for our level of participation. Not only do we feel that we are providing a safer environment for our players, but we look forward to sharing some unique high school athletic moments with our friendly rival across town.”

St. Andrew's Head Football Coach Taylor Stewart has been named the head coach of the combined team. Stewart coached football at St. Stephens's for seven years before his move to St. Andrew's, where he has coached for the past eight years. “Given Coach Stewart’s experience at both schools and his excellent football mind, he was a natural fit to lead the combined programs,” said St. Andrew’s Athletics Director Jeff McCrary.

“We appreciate the SPC granting us this opportunity, and we look forward to this alliance with St. Stephen’s,” McCrary added. “This

We Are Servants partnership ensures the continuation of a safe and positive experience for all our football players. Our goal is to enable our schools to field full junior varsity and varsity football teams.

As we look to build and strengthen our football program at St. Andrew’s, a critical component is to develop our younger student-athletes in preparation for varsity football.”

This collaboration will not be a first for St. Andrew's and St. Stephen's, as both schools have leveraged their athletic rivalry in the

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past to support local and national charities.

Their volleyball programs have hosted a “Play for the Cure” game to raise money and awareness for the National Foundation for Cancer Research. Their “Episcobowl” football games have produced food donations for El Buen Samaritano, a local nonprofit serving the Central Austin community. The two schools look forward to enhancing their service-learning projects together with this new partnership in athletics.

Varsity Volleyball Earns Philanthropy Award St. Andrew’s Varsity Volleyball players raised over $6,000 for breast cancer awareness this year, earning them the SideOut Foundation’s “Philanthropic Achievement Award” for 2017.

Last year the girls raised $1,600 for the foundation. Hasie Sherman ‘19 credits more planning time to their increased fundraising, plus more team member participation: “Not only was the extra time crucial, but this year we got our entire team involved. Everyone on the team wanted success not only in our fundraiser but also in bringing awareness to a cause that is so dear to so many of us. Clara Sherman ‘19 and I along with Kyla Thompson ‘20 and Natalie Youngblood ‘19 all have moms who fought breast cancer, and unfortunately Kyla’s mom didn’t win her fight. We all four came together and decided to try and make a difference in raising money to find a cure for a disease that played a major role in shaping our lives as kids. This passion for the cause produced the success we hoped for.”

The St. Andrew’s team wears pink jerseys for the SideOut Foundation’s “Dig Pink” fundraiser.

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We Are Servants

Rookie Bike Team Earns MS Society Honors Adrian Almy ‘19 won the "Rookie Team Captain of the Year" award at the BP MS150 Awards Ceremony held in September. He and his eightmember rookie biking team (Tristram Coffin ‘19, Jake Huggins ‘20, Cord Mazzetti ‘19, Sam McCarthy-Potter ‘19, and parents Dean Almy, Paul Huggins, and Michael Potter) completed the BP MS150 bike ride in April 2017, raising over $10,000 for the National Multiple Sclerosis Society in the process.The team's fundraising average was $1,256 per person, and three team members made “Super Star” status by raising more than $1,500: Cord Mazzetti ‘19, Sam McCarthy-Potter ‘19 and parent Michael Potter.

Adrian Almy ‘19 accepts his award from Sierra Bailey, Chair of BP MS150 Austin.

The BP MS150 is a two-day fundraising bike ride organized by the National MS Society. The ride is the largest event of its kind in North America, with 13,000 cyclists, 3,500 volunteers, and countless spectators along the route and at the finish line in Austin.

New This Year: 7th Grade Service Learning Scholar, Artist, Athlete, Servant. To members of the St. Andrew’s community, this phrase is as familiar as the four points of a compass. This year finds the Middle School renewing focus on the Servant pillar through a new seventh grade class: Service Learning with teacher Annie Sykes.

Service Learning aims to teach students lifelong skills and perspectives in a service context. It’s taught as one of three seventh grade “Specials” along with Theology and Geography. These classes are each one trimester long and serve to enrich students’ core academic experiences.

In its inaugural year, Service Learning has centered on helping students develop servicerelated worldviews. “Each unit in the curriculum has an essential question about service at its core,” says Annie Sykes, Service Learning teacher. “We started with answering the question

Anthony Tassone ‘23, Phillip Ferguson ‘23, and William Sykes ‘23 take out the recycling.

We Are Servants

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‘Why should we serve?’ by researching the ways service benefits both self and community.

The next unit - which I’m currently in with my second trimester students - asks ‘Whom or what should we serve?’ The goal here is to get students to identify a cause toward which they feel drawn to serve and broaden student awareness of what’s going on in the world.

For example, we’ve been learning about the missions of various non-profits and charitable foundations around the globe.”

Service Learning also has an active service component. Every few weeks, the Service Learning students spend the class serving on the 31st Street campus. Students have read to the first-graders, laminated posters, cleaned science equipment, and even organized attic space. “My favorite service day was reading to the Kindergarteners,” shares Finn Grogono ‘23.

Isa Gomez ‘23 adds, “I feel like I’m helping my community by making life easier for teachers and staff members.”

Ella Townsend ‘23 plays math games with first-graders Adair Metschan ‘29 and Ray Kath-Lipson ‘29.

What’s next for Service Learning? “I’d like to get students out into the community more often,” says Ms. Sykes. Another idea is to do something similar to the eighth grade Project Citizen class, where students create a service-based solution to an issue they see in their community. I’m excited to see how the class evolves!”

To learn more or share ideas for Service Learning, contact Annie Sykes at asykes@ sasaustin.org.

Harrison Hanson ‘23 and Hudson Kalmans ‘23 deliver air filters around the 31st Street campus.

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Students Shoulder-to-Shoulder Laura Milton ‘04, Junior Experience Coordinator

construction projects for a new school building and the other half creating and delivering enrichment lessons to the students.

Jaxon Cady ‘18 with a Nicaraguan girl on the cover of a Students Shoulder-toShoulder brochure.

When the Upper School was founded, it was our hope that its students would become responsible citizens of the world. The faculty believed that students, in order to learn more about the world around them, would have to leave the classroom.

From that goal, the Junior Experience graduation requirement was born.

When it came time for Jaxon Cady ‘18 to take his Junior Experience trip, he had a couple of key characteristics in mind: the opportunity to stretch his Spanish language skills, a homestay environment where he could immerse himself into a culture and community, and the chance to make a difference in people’s lives through service. When some family friends introduced Jaxon to Students Shoulder-to-Shoulder (SStS) and he discovered their Summer 2016 course in Nicaragua, he knew he had found exactly what he was looking for.

Jaxon chose an 18-day program in Nicaragua, where students partnered with the Ometepe Bilingual School. He spent half his time doing

Jaxon writes, “A great characteristic about SStS is that their courses have three distinct parts. The first phase is ‘pre-travel education’ when the students learn about the culture and goals. The second phase is the course itself.

Third phase is ‘post-travel advocacy,’ when the students become ambassadors for the organization.” The idea of post-travel advocacy resonated with Jaxon, who wanted others to share in the kind of experience he had. Since Jaxon first introduced St. Andrew’s to SStS, two students, Nicholas and Caroline Barron ‘20 have taken part in the New Orleans course (in 2017), and two more students have now signed up for Summer 2018.

On January 1, 2018—after spending a year-and-a-half getting to know SStS and its partners—St. Andrew’s became an official member of the SStS Global Schools Coalition (GSC). The GSC is an organization of college preparatory schools from around the nation that collaborates to create a range of programming for students and faculty.

As members of the GSC, St. Andrew’s students have priority access and discounted rates on the SStS global citizenship courses. St. Andrew’s faculty are also eligible for training in ethical leadership and global citizenship.

SStS and the GSC fit in so well with that initial idea that led St. Andrew’s to create the Junior Experience requirement: the hope that our students will become responsible citizens of the world. This partnership not only provides the opportunity for our students and faculty to get outside the classroom and learn more about the world around them, but encourages them to share what they have learned with the rest of us when they return.

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Alumni News Class of ‘65 Mini Reunion Members of the 6th grade Class of 1965 got together on November 6 for lunch. This group, Kathryn Miller Anderson, Beth Barclay Burton, Ginny Volterra, and Peggy Phillips Singleton, graduated 52 years ago and remain good friends today!

Ellen Heck ‘02 Ellen came to campus this fall to teach Chris McCoy and Susan Kemner Reed’s art classes while she was in town for her own exhibit at the Wally Workman Gallery! You can check out more of Ellen’s work here.

Mark Manson ‘02 Did you know we have a NYT bestselling author in our Cornerstone Class of 2002?

In his generation-defining self-help guide, superstar blogger and author Mark Manson ‘02 cuts through the nonsense to show us how to stop trying to be “positive” all the time so that we can truly become better, happier people. As #1 on the NYT Bestseller list with over 2 million copies sold, his book “The Subtle Art...” is billed as a ‘refreshing slap for a generation to help them lead contented, grounded lives.’

Callie Whigham Speer ‘02 Callie was named the 2017 Chef of the Year by Eater Austin! Her restaurant, Holy Roller, which opened this summer, is a punk rock style diner right downtown. Check out more on Holy Roller here.

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Catherine Baggett ‘03 Have you ever seen this dog on Jimmy Kimmel Live!? Henry belongs to Catherine, who works for Walt Disney as Legal Counsel in Los Angeles!

Nathan Michaud ‘04 Nathan Michaud ‘04 was recently named Chair of the Board of Directors for Out Youth, a nonprofit providing free clinical counseling, a drop in center, and in-school services to LGBTQIA youth in Central Texas. Out Youth has partnered with St. Andrew’s to host its annual Queer Youth Prom, inviting over 300 LGBTQIA teens from all over the Austin area to a prom environment where they feel safe to bring any date and be themselves. Out Youth is also proud to announce that SAS alum Sophie Osella ‘10 has accepted a position at Out Youth as Youth Development and Community Engagement Coordinator.

Learn more at www.outyouth.org

Nathan Michaud ‘04 (fifth from left) with the Out Youth Board of Directors.

Megan Rouch ‘06 Megan Rouch ‘06 dropped by campus this fall to see some of her former teachers.

Here she is with Jennie Luongo!

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Grace Kago ‘06, Phyllis Kago ‘09 and Jessica Kago ‘12 Grace is in her second year of graduate school at the University of Texas in the Cell and Molecular Biology program. She was awarded a Research Fellowship by the National Science Foundation last spring, granting her three years of funding for education and research in STEM. “My time at SAS had a big part in shaping my academic trajectory so it’ll always be part of my story.” says Grace.

Her sisters, Phyllis ‘09 and Jessica ‘12 are also in Texas, living in Tyler and Dallas, respectively.

Phyllis graduated from UT Austin with a degree in Kinesiology, and her BSN/RN from UT Tyler, and is now working as a nurse at a hospital in Tyler. Jessica got her BA in Psychology from UT Tyler this Spring, and is now in an intensive training program at a Montessori Institute in Dallas to become a Montessori teacher.

- ANDIE WOLOSZYN KULLY, ‘95

Tori Harrison ‘08 Congratulations to Tori on her wedding on New Year’s Eve! Several SAS alumni were in attendance at Pecan Springs Ranch in Austin to celebrate the big day.

Top Row (L-R): Alex Taube ‘08, Victoria Sharp ‘06, Tori Harrison ‘08, Adair Townsend Taube ‘07, Rebecca Harrison, Erin Lansky ‘08, Clara Merchant Heimsath ‘08. Bottom Row: Jasmine Philips ‘08, Gabi Henriques ‘08.

Gabriela Henriques ‘08 Gabriela has been living in Los Angeles for about 10 years, initially to attend UCLA for her undergraduate degree. She stayed out there to work in music licensing, first taking a job at Warner/ Chappell, a music publishing company that has represented artists such as Led Zeppelin, Green Day, Kendrick Lamar and more. After four years at Warner/Chappell, Gabi took a position at Capitol Music Group as a Senior Coordinator of Creative Sync Licensing. “I only knew the publishing side of music licensing and so I took the opportunity to move to the label to learn about the “other side” and their processes,” she said. Her main focus at Capitol is sports television and MTV/VH1. Ultimately, Gabi hopes to make her way back to Austin.

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Erin Lansky ‘08 Erin writes,“I graduated from SAS in 2008 and went to Dartmouth. Since then, I worked in investment banking in New York City and, three years ago, moved to Chicago as a private equity investor. I am Vice President of my private equity firm, BDT Capital Partners LLC, and am loving it here in Chicago.”

Bowman Townsend ‘08 Bowman’s band “The Black Lillies” is performing along with “The Dirty River Boys” at Austin’s Historic Scoot Inn on Thursday, March 1 at 6:30 pm!

Nicole Falkenberg Wilcox ‘08 “I’m a publicist at Fox Searchlight which just received 20 Academy Award nominations between our films The Shape of Water and Three Billboards Outside Ebbing, Missouri. It’s been the ultimate ride.

I’ve traveled with our talent to Telluride, Toronto, New York, Savannah, Palm Springs and just about every venue in Los Angeles to promote the films. Fingers crossed for a good night at the ceremony on March 4!”

Matti Bills ‘09 Matti has been busy building her name in the Austin food scene. She and business partner Geoffrey “Geo” Ellis have developed their business, Mum Foods, into a weekly farmers’ market hot spot.

While Matti was completing her undergraduate degree at St. Edward’s University, she worked at Johnson’s Backyard Garden managing their Mueller Farmers’ Market location. In 2012, she and Geo started their own booth, selling seasonal prepared foods and preserves. The original smoker they used to prepare their products was a 250 gallon offset rig Matti’s father commissioned in the 1980s, likely under the influence of his father who had a barbecue business in Dallas sometime in the 1970s. They now use converted 1000 gallon tanks to produce their products and cook in the traditional central Texas style, burning post oak exclusively. The lineup includes traditional smoked wagyu brisket, house-cured pastrami, full plate beef ribs, housemade all beef

sausage, and pastured chicken. They also have local organic pickles and housemade mustard available for purchase.

Matti and Geo took a small break to team up with alumnus Shannon Wiener ‘07 at his woodburning pizza oven business on the island of Oahu, and returned in 2016 to re-establish their business in Austin, Texas. Now, Mum Foods is in full swing, serving the farmers’ markets year round at Barton Creek and Lakeline on Saturdays

35 Crusader 2017 (9-1pm), and Mueller on Sundays (10-2pm). Matti and Geo put an emphasis on having a presence at the markets. They intend to keep it that way with the intention of interacting directly with their customers. “People are there to connect with the source of their food,” Matti said. “It’s important for us to be able to provide such a culturally relevant product using locally sourced, pastured, hormone- and antibiotic-free meats from family farms. We’ve already seen the direct impact it’s had on the ranching market in Texas, as ranchers begin to adjust their practices to meet the change in demand from consumers.” Matti and Geo also offer full-service seasonal catering and organize occasional pop-up events around town. While a brick-and-mortar location is likely in their

future, they first have plans to expand their shipping program nationwide. Read more about Mum Foods through Texas Monthly which named their pastrami best in the state, and on their Mum Foods website.

Sam Selman ‘09 Sam made a very special hometown visit in August, coming to Austin with his Triple-A baseball team, the Omaha Storm Chasers, to take on the Round Rock Express at Dell Diamond. Between his busy game and practice schedules, he had to pay a visit to the place where he spent so much time playing, growing, and learning: St. Andrew’s. Though the campus has evolved some since Sam graduated, there were many things that brought back a sense of nostalgia.

While looking around at the Hobby Commons, Sam noted that “so much has changed, but some hasn’t. Those trees out there had just been planted when I was here, now they’re full grown, but that picnic bench hasn’t moved an inch probably. I have a picture of me and my buddies sitting there.”

Many of his favorite teachers and coaches are still in touch with Sam, especially his baseball coach and fellow alumnus Steven Garcia ’02.

“I saw Steven Garcia play his first game here when he was a senior. We’ve stayed in touch over the years. It’s nice to talk to someone who’s been through the process too…who you can touch base with.” Steven attended Sam’s game at Dell Diamond, along with athletic trainer Abby Elliot, high school friends Jase

Burner ’09 and Yale pitcher Scott Politz ’15, and many extended family members from Dallas, Austin, and Houston.

While visiting his old coaches on campus, Sam bumped into some familiar faces, including his then Middle School Latin teacher Greg Mele, Upper School art teacher Chris McCoy, and faculty members Heather and Dan Latreille.

After graduating from St. Andrew’s, Sam went to play baseball for Vanderbilt University in Nashville, TN. He was drafted in 2012 to join the Kansas City Royals rookie team in Idaho Falls. Even while playing baseball, Sam was able to finish up at Vanderbilt, and even take on an internship with the Nashville Predators ice hockey team. As of the fall, he was based in Omaha, NE with the Storm Chasers.

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Cameron Coffman ‘10 Cameron and her female-identifying artist collective, MATERIAL GIRLS, were featured recently in PAPER Magazine. The group held a show at the Museum of Human Achievement in Austin this winter, celebrating the art of communication between artists, titled “XOXO.” Their next project will be to return to the NYC Spring/Break show in March.

Everett Wolf ‘12 When Everett graduated from Allegheny College with a degree in economics, he thought he would be pursuing a career in banking in a city like New York or Boston. He ended up in a completely different field, though, working with the soon-tobe World Series Champs, the Houston Astros.

As Everett began looking at his next step after college, he had a contact who worked for the Astros office, who told him about internship opportunities. Though it was a different direction than his original banking plan, his family urged him to apply. During his interview, he stressed his interest in business, a topic he was surprised to discuss more than baseball itself. He was awarded an internship in May 2016, and about five months later was hired as a coordinator before moving up to his current position, Account Manager for Corporate Sponsorships.

In his role, Everett works closely with the Astros’ big corporate sponsors, such as Waste Management, Whataburger, Pluckers, and Papa Johns. He was particularly busy during last season, helping these companies get the most out of their sponsorship during the season the Astros won their first World Series. His role has been a unique experience, allowing him to work in marketing, business development, and sales all at once. Meeting the players and being able to participate in their trophy tour has also been a big highlight. The players are great people, who

are down to earth and fun to be around.

Everett never thought he would be working for a Major League Baseball team, because he didn’t have a huge interest in playing baseball.

He played baseball while at St. Andrew’s, but decided to leave the team in order to train to hike Mount Kilimanjaro. His piece of advice for the Class of 2018, as well as the members of the Class of 2014 who are graduating college this year, is one that he picked up from a lawyer he met with upon graduating from college.

Everett says he learned that the way we think about networking is important, and shouldn’t always be considered just a professional setting.

Building a network of friends who are willing to help you is just as important. As far as the future goes, Everett is enjoying his opportunity with the Astros, and doesn’t see himself leaving any time soon!

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Emily Butts ‘11 Emily was recently honored by LACE (Los Angeles Contemporary Exhibitions) as Emerging Curator of 2018. The exhibit she proposed, “Names Printed in Black,” was selected from 47 exhibits that reflect diversity of the arts community, and ran through February 11, 2018.

Andrea Osborne ‘13 Annie graduated magna cum laude from Cornell University’s College of Arts and Sciences with distinction in all subjects. She double majored in American Studies and English, completed a senior honors thesis and began working at IBM’s federal office in Washington, DC, in August.

Amanda Justiz ‘15 Amanda was featured in the January edition of Trefoil Tribune, the Girl Scouts of Central Texas magazine. She is studying Plan II Honors, nutrition honors and dietetics as part of the Dean’s Scholars Honors program in her third year at the University of Texas.

Scott Politz ‘15 Sophomore Chase Samuels ‘20 visited with Scott at Yale this January.

Annika Ostrom‘16 Annika stopped by campus to visit with Marsha Russell and Susan Kemner Reed.

She is double majoring in Studio Art and Art History at Kenyon College in Ohio.

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Natalie Ozor ‘17 Natalie, last year’s St. Andrew’s Science Olympiad Captain, cheered on her successor Sanddhya Jayabalan ‘18 during the Invitational at the University of Texas in November. Natalie is a freshman at UT in the School of Engineering.

Yosemite Trip In late June 2017, five St. Andrew’s alumni from the Class of 2017 embarked on a road trip to Yosemite National Park where they hiked to the Half Dome’s summit, which is ranked among the 10 most dangerous hikes in America.

The last 400 vertical feet of the hike are so steep that cables have been installed to help climbers with the ascent and descent. The alumni also reached the summit of El Capitan and hiked the Mirror Lake Trail. As the group made their journey to and from Austin, they camped at various campsites in New Mexico, Arizona, and southern California including Joshua Tree National Park.

Class of ‘17 alumni (L-R) Pouya Mohammadi, Addison Brown, Aaron Garcia, Austin Modoff, and Taylor Thompson.

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Alumni Events It’s been a busy fall with Alumni events happening across the country! If you’ve been missing out on invitations to these events, or want to help with future planning, email Alumni Relations Manager Julia Driscoll at alumni@sasaustin.org.

NYC Cru @Pete’s Tavern (Aug. 10, 2017)

Dallas Cru @Chelsea Corner (Nov. 9, 2017)

Alumni Tent @St. Andrew’s Homecoming (Sept. 30, 2017) Click here to see the photo gallery

Alumni Holiday Party (Dec. 14, 2017) Click here to see the photo gallery

LA Cru @Della Terra (Jan. 23, 2018)

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Reunion Weekend 2017 For the first time in St. Andrew’s history, three alumni classes reunited on campus over their reunion weekend on October 27 and 28, 2017. See the Reunion photo gallery here. St. Andrew’s welcomed back the Classes of 2002, 2007, and 2012 for their 15-, 10-, and 5-year reunions, respectively. As the first high school class of St. Andrew’s, the Class of 2002—the “Cornerstone Class” —watched the first buildings on the Southwest Parkway campus take shape as students. This year, they returned to a dramatically different campus that has grown to include a makerspace, tech-integrated classrooms, and the Dell Fine Arts Center.

Class of ‘02 had a catered picnic on campus.

On Friday, alumni were invited to attend classes with current students, and visit with their former teachers and advisors. Alumnus Conor Keelan ‘12 gave an offering in chapel, reminiscing about his fine arts education, and how his experiences and teachers motivated his career in the arts.

With the fall musical opening the same week, alumni were offered complimentary tickets to the Saturday matinee showing “Catch Me If You Can” in the Dell Fine Arts Center. Afterwards, each class had dinners at different Austin restaurants to catch up with each other.

This fall, the Classes of 2003, 2008, and 2013 will celebrate their milestone reunions, and plans are already coming together to commemorate those alumni.

Class of ‘07 ate at The Grove downtown.

Stay in-the-know by updating your contact info with us - email our Alumni Relations Manager, Julia Driscoll, at alumni@sasaustin.org

Class of ‘12 dined at Boiler Nine downtown.

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Spot Your Students Online Visit our SmugMug gallery online (sasaustin.smugmug.com) to download your favorite photos or order prints!

Homecoming

Grandparents’ & Grandfriends’ Day

Fall Musical

Blessing of the Pets

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ST. ANDREW'S EPISCOPAL SCHOOL K-12