The Summit Magazine Fall 2020

Fall 2020 Magazine and 2019-20 Impact Report on Philanthropy

In this issue: Coping with a Pandemic History of The Summit in 20 Objects Saluting Alumni for Military Service

The magazine of The Summit Country Day School Fall Magazine 2020 EDITOR Nancy Berlier ASSOCIATE EDITOR Nick Robbe ART DIRECTOR/DESIGNER Kathy (Hilsinger) Penote ’93 PHOTOGRAPHY Kate Bergeron ‘21, Nancy Berlier, Lisa Cox, Robert A. Flischel, Ryan Glass ‘11, Simon Myers ‘18, Kathy (Hilsinger) Penote ’93, Nick Robbe, Leigh Taylor.

CONTRIBUTORS Lisa Cox, Tracy Law, Ph.D. ’85, Tanya Bricking Leach, Erica Miknius, Mark Osborne,Nick Robbe, Sophie Young ’20 Special thanks: Sandy Champlin, Lauren Flowers-Neal, Conky Greiwe ’61, Laura Johnson, Nancy Snow.

PRINTING Arnold Printing ©

2020 The Summit Country Day School, Cincinnati, OH.

The Summit magazine is published by the Communications Department of The Summit Country Day School.

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The Summit Country Day School serves students from age 18 months through grade 12 in a coeducational setting.

The Summit combines the academic excellence and one-on-one guidance of a top-tier independent school with the servant leadership and character-building environment that are hallmarks of a Catholic education.

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ON THE COVER: Montessori preschooler Miles Alexander strikes a Superman pose beside a cardboard Silver Knight who reminds our young students to “Do the Knight Thing: Wear Your Mask.” In true superhero fashion, Summit faculty and staff worked through the summer to plan an operational model that covers multiple COVID-19 scenarios so school could safely reopen this fall. See story on page 20.

Photo by Kathy (Hilsinger) Penote ’93 ON THIS PAGE: Returning to campus after two months of remote learning for a senior parade in the front driveway, Katie Chamberlin waves to Upper School teachers who stood six feet apart to wish them well. See page 24 to read the bittersweet story of the Class of 2020 whose remarkable Summit journey ended during a global pandemic. Photo by Kathy (Hilsinger) Penote ’93

Head of School Message

Managing Polarities Back in January, we invited the Center for Creative Leadership (CCL) to our in-service day for professional development of the faculty and staff. They instructed on several aspects of leadership which we could employ in our daily work and, in turn, to teach these strategies and tactics to our students who will grow up to be leaders of character.

challenge everyone to think more out of their box.

Polarity thinking was one of the topics on which CCL presented. The discussion centered around two competing yet interdependent ideas. Usually, some in the organization believe idea A is most important, while others believe just as strongly that idea B is the route to pursue. There usually is tension in the organization around these two competing ideas.

One major polarity was the need for isolation when the essence of our school is living in community. While we ask parents why they enroll their children here, after rigorous academics and faith formation, community is always mentioned. One of the hallmarks of a Sisters of Notre Dame education is the importance of community.

It is the leader’s job to “narrate the polarity.”

This means encouraging both sides to consider the positives and negatives of each approach as well as the short-term and long-term effects of pursuing each. In investigating and debating these polarities, three things are important: 1. Start and gain agreement in the organization of the “greater purpose.”

2. Create a safe environment in which people are comfortable giving their point of view.

3. Replace “but” in conversations with “and,” which helps to bridge differences and

At first, we were so consumed with how to deliver education remotely, the issue of community was not at the top of our worry list.

However, as the weeks away from each other passed, it became clear that community was a major void our students were feeling. We then held divisional parades; moved to more live, synchronous learning; and held many of our ceremonies virtually. The loss of community was most intensely felt by our seniors. We ended up holding nine graduation ceremonies by advisement, so there was togetherness among those they spent the most time with over their high school career. These solutions to the polarity of isolation vs. community came from thinking and using “and” rather than “but.”

Little did we know that ten weeks later, COVID-19 would crash upon us. We found ourselves not debating amongst ourselves.

Rather, we needed to address polarities that the disease forced upon us.

Another polarity was managing our deeply-held belief that hands-on, in-person learning is the best approach to educating children in their preschool, primary and secondary years. Of course, the Montessori method is entirely about hands-on learning. Teachers in the Upper School strongly believe students have too much screen time in their lives, and it is stunting development

Contents Features

of their social skills. Therefore, they try to limit screen time during the school day.

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COVID-19 threw cold water on that deeplyheld belief. We had no choice but to revert to the screen for any kind of learning to continue.

Montessori teachers had to dive into unfamiliar technology to keep learning happening. It is a challenge to engage a toddler in anything happening on a screen, but the teachers did their best, even though they knew Dr. Maria Montessori was turning over in her grave.

As we planned for the children to return in August, we faced another polarity: mixing vs. apart. In the lower grades, we normally schedule classes and specials, so the children have an opportunity to know others in the grade.

Specials, sports and lunch are especially good at mixing up the children. Yet, the threat of virus transmission compelled us to do the opposite.

We had to schedule the children so they stayed in a small cohort throughout the day. If we did have evidence of disease spread, we would only have to quarantine the cohort rather than the entire grade. This was much harder to do in the Upper School, but we did our best. We also had to eliminate many favorite activities like the older children participating in an activity with the younger ones.

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The greater purpose in all of this is to have all the children in the building learning from the teacher and each other. Within that purpose, we have had to manage the polarity of what we think is best for the education of children versus what we must do to minimize disease spread among the students and the teachers.

This has resulted in tough and, in many cases, expensive choices. As the Sisters did when they ran the school, the entire organization has had to wrestle with many polarities to ensure the greater purpose is achieved. That is the Summit Way.

Rich Wilson Head of School

The Summit always has legacy students, but now we have a fifth generation student in Montessori preschooler Oliver Myers.

In recognition of this year’s 130th anniversary, school historian Tracy Law, Ph.D. ’85 tells the history of The Summit through 20 objects.

Summit students have a history of performing well on Advanced Placement exams thanks to the large number of AP courses offered, expertise of faculty and highly-motivated students.

More than 80 faculty and staff members .worked through the summer to prepare an operational model to help safeguard the community from COVID-19.

The Class of 2020 missed out on many of the traditional events that are hallmarks of their final year. In a heartfelt essay, Sophie Young ’20 tells their story.

Our newest alumni head off to toptier colleges across the country this fall after being heavily recruited by college representatives. Read about their academic and athletic outcomes.

At this year’s Faculty-Staff Recognition Program, Lower School French teacher Amy Sterling was this year’s recipient of the Schilderink Family Faculty Chair for Distinguished Teaching. The Summit Way Award went to Jane Schmerge and Julie Ventura. The Leader of Character Award was given to Betty Woodard and Marsha Wermes.

MaLissa (Walter) Geers ’76, a registered dietitian who graduated from the University of Cincinnati and the Cordon Bleu Cooking School in London, oversaw Dining Services at Summit for 40 years. She and other retirees were honored at this year’s FacultyStaff Recognition Program.

Boys’ Lacrosse Head Coach Pat Collura has been inducted into the Ohio Lacrosse Hall of Fame.

Many Summit alumni chose to continue their affinity for the character-based leadership they learned at The Summit by serving in the military. As a salute to them, we share some of their stories.

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Student Newsmakers Faculty Awards Athletics Alumni

Insert Printed issues of this magazine include the 2019-20 Impact Report on Philanthropy.

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The Face of a Legacy

Oliver Myers ’34 is a Fifth Generation 6

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By Tanya Bricking Leach Oliver Myers, class of 2034, has a long legacy at The Summit — the fifth generation on his mother’s side and the third generation on his dad’s.

His parents — Mia (Escudero) Myers ’06 and Dr. Gordon Myers ’05 — are graduates who married in the Immaculate Heart of Mary Chapel.

For more than a century, The Summit has maintained a proud tradition of legacy families in which children and grandchildren have been gifted a Summit education by those who walked the hallowed halls before them. Oliver’s family has been part of the journey. Oliver started Montessori preschool in 2019-20, and his brother, Charlie, is not far behind him.

On his mother’s side, Oliver’s Summit lineage is linked to his grandmother Mary Ann (O’Donnell) Escudero ’71, great-great aunt Moira (O’Donnell) Wallace ‘29 and great-great-great grandmother — Grace (Dolle) O’Donnell, who graduated in 1901.

On his father’s side, his grandmother Patty (Ghory) Myers was a 1966 graduate. As with many such marriages are aunts, uncles and cousins who have attended The Summit.

Oliver has one other notable family member – his grandfather. Retired Summit chemistry teacher Ed Escudero married into the community when he and Mary Ann wed in the chapel. Ed can still be seen walking the halls as a substitute teacher and bowling coach even in retirement. “I tell them I might need a walker one of these days,” he says.

“But I keep coming back.”

And they have supportive Summit family members all around.

“I have so many memories,” says Mary Ann, who grew up across the street from the school. “When I was growing up, the Sisters still lived there. It was a convent. We would go over and hang out with them. They

would let us do ceramics or put us to work doing little odd jobs.”

For years after that, Mary Ann and her sister-in-law rented an apartment above the school’s bus barn.

“I received all of the sacraments, I think but baptism, at the chapel,” she says.

She and Ed went on to see their three children – Mia, Marisa Escudero ’09 and Jamie Escudero ’04 – go to school here and make their First Communion in the chapel.

Now, she will keep coming back through the doors for her grandson.

“It’s so family-oriented,” Mary Ann says. “It still feels small even though it’s much larger now than when I went to school there.

There’s still that feeling of knowing most of the people in the school, knowing all of the faculty, feeling very connected.”

Beyond the Catholic education and the mission of teaching leaders of character, there’s comfort in the familiar, Oliver’s mom says.

“I walk into the Montessori classrooms and have flashbacks of my life of things that I did at that age,” she says. “It is really fun and nostalgic to go back. It’s come full circle.”

As a room mom in Oliver’s class or just driving in the school pickup line, she sees familiar faces and former graduates she recognizes. It makes her glad to be part of the tradition.

“The Summit runs deep and in the blood,” she says. “There’s no way around it.”

She’s still trying to get her head around the idea of her 3-year-old being in the class of 2034.

“That doesn’t even seem possible,” she says.

“But I’m sure it will fly by.”

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The

Historyof

The Summit in

20 Objects

By Tracy Law, Ph.D. ’85 Objects are tangible. Their physicality communicates history in an approach different from summaries in a book. Material culture provides us with a way to understand others or to understand the past. There is a certain intimacy in an object that belonged to someone else.

The inspiration for this article came from the well-known 2010 BBC series of radio broadcasts titled “A History of the World in 100 Objects.”

Drawing on items from the beginning of human history to the present, Neil MacGregor, Director of the British Museum, selected things that were global and “reflected as many parts of human experience as possible.” The program was so popular it became the basis for a website, then a book. Since then, a number of organizations, schools, colleges and museums have adapted this idea to frame historical events and places.

2020 is the 130th anniversary of The Summit Country Day School. Many in our community are unaware of our rich archival collection. While much of it is comprised of photographs, there are also a number of objects – some predating our founding in 1890 – that open up a more personal window into the historical events that contribute to the institution that exists today.

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Cornerstone Time Capsule On March 23, 1892, the original cornerstone was laid at a ceremony presided over by Archbishop William Henry Elder. Sealed behind the cornerstone was a copper casket time capsule in which were items such as the “History of the Foundation” document, a vial of holy water, newspapers of the day and business cards from the workmen who constructed our building. In preparation for The Summit’s 1990 Centennial, a year-long search was begun to find the cornerstone, which had become elusive after 98 years. Finally, it was found, on the top of a column in the cloisters area beneath the chapel.

Several of the original items were replaced within a new cornerstone time capsule – to be reopened in 2040 and 2090.

Sister Julia’s Wooden Crate This crate addressed to Summit’s foundress, Sister Julia McGroarty at the Sixth Street Convent, is the only personal artifact left at the school that belonged to this remarkable woman. She was an immigrant, a challenged student, a faithful nun, a teacher, a leader and an educational pioneer. In her 73 years, Sister Julia accomplished enough to be considered by many as one of the most influential women in United States history. One of the earliest students of the Sisters of Notre Dame de Namur when they arrived in Cincinnati, Julia became one of their first novitiates. Julia eventually became Sister Superior in charge of all Notre Dame institutions east of the Rocky Mountains. Back in Cincinnati, she oversaw the purchase of the property and the design and construction of the building we know today. Her written “Course of Study,” adopted nationally by Notre Dame schools, set a standard for intellectual challenge, a liberal arts curriculum, as well as an emphasis on compassion and respect for the whole student. One of her most well-known achievements was the founding of Trinity College in Washington, D.C. Realizing the need for young professional women with college-level educations, she sought a balance between Catholic values and the fast-approaching world of the 20th century.

Class Rings While the tradition of class rings has somewhat vanished from The Summit Upper School, for decades the Ring Ceremony was an important part of a girl’s junior year. This tiger stone ring belonged to Mary Virginia Konerman, Class of 1936. Hers is truly a Summit family story, of which there are many; her mother, Julia Huber, graduated as a member of the Class of 1915. Her great-granddaughter Olivia Murphy will be part of the Class of 2022. The second ring shown here is my own, from the Class of 1985. The mounted knight engraved on the side provided the inspiration for the 2017 Rostrum cover, a regional-award winner for yearbook covers.

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1848 City Directory Entry Printed just eight years after the arrival of the Sisters of Notre Dame de Namur in Cincinnati, these pages served as an early advertisement for the Young Ladies Academy, Sixth Street, east of Broadway – the precursor to The Summit. Promising a course of instruction “with the elements of an English and French education,” the listing of available classes shows the Sisters’ commitment to teaching their young charges more than the domestic arts. Between 1860-1890, the Sisters also founded a number of local parish schools as well as Mount Notre Dame High School in Reading, St. Ann’s (Cincinnati’s first Catholic school for black pupils) and St. Rita’s School for the Deaf.

The Sunflower Window “Simplicity resembles the beautiful flower called the sunflower which follows all the movements of the sun and ever turns toward it,” said St. Julie Billiart, foundress of the Sisters of Notre Dame de Namur. Remembering this, the motif of the sunflower is found in many places throughout The Summit, including stained glass, pew carvings in the Immaculate Heart of Mary Chapel and yellow glass in the transom windows found in older classrooms.

The most striking representation, however, is the sunflower window crowning the school’s main entryway. It was installed above the double doors in 1890.

Grace Sweeney’s Report Card For years, one report card was kept for multiple years of a student’s academic career. The high school grades of Grace (Sweeney) Rudd ‘25, show the breadth of courses offered: religion, English, Latin, French/Spanish/German, history, mathematics and science (physics/chemistry/biology/general science).

In addition, the textbooks used in each class are noted, as well as how much was completed in each term. Perhaps most noticeable is the name “Notre Dame Academy” – the name that appears above our main entry. The school opened as “The Academy of Our Lady in Cincinnati” and transitioned to “Notre Dame Academy,” but it was always referred to as “The Summit” by foundress Sister Julia.

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Record of Sacraments 1917-1956 This volume contains the records of all First Communions and Confirmation ceremonies performed at The Summit from 1917-1956.

The final page records the administration of the Sacrament of Confirmation by Cardinal Francis Spellman in 1956 to two students. Since the consecration of the Immaculate Heart of Mary Chapel in 1895, this sacred space has seen hundreds of sacraments – baptisms, first communions, confirmations, reconciliations and marriages – bestowed within its walls.

Immaculata On July 1, 1892, this bell on top of the convent was blessed and christened “Immaculata.”

For decades, its tolling marked the passing of hours, called the Sisters to prayer and celebrated graduation. In 1990, after years of silence, Immaculata was rung again to honor The Summit’s Centennial. The bell was cast

by Cincinnati’s world-renowned Verdin Bell Company.

Personal Record of Early Times Eleanor Droppelman was the first student to register for classes with the Sisters at their new site. She was one of two graduates in the Class of 1896, the third group to matriculate from what was then known as Notre Dame Academy. These handwritten memories were written by Eleanor for the 1940 dual celebration of The Summit’s Golden Jubilee and the Centennial Celebration of the Sisters of Notre Dame de Namur arriving in the United States. Within these pages are charming stories of playing in the building while it was under construction, encountering William Howard Taft on her way to school and having astronomy classes on the roof.

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Chapel Crucifix On the platform supporting the feet of the statuary corpus is the signature of Italian sculptor Ignaz Raffl (1829-1895).

Raffl was best known for his carved stations for the Way of the Cross at Lourdes. The crucifix was a gift in 1903 from the second school chaplain, Father Francis Xavier Lasance. A renowned religious writer, Father Lasance authored more than 39 books which were translated into many languages and sold millions of copies. Following his retirement from The Summit, he received a special blessing in 1927 from Pope Pius for his devotional writings. The crucifix, removed in 2004, was restored thanks to a gift from the Kenneth Amend family. It was rededicated on Campus Day 2014.

Washington D.C. Trip Memorabilia Summit eighth graders have enthusiastically anticipated the class trip to Washington, D.C. since the 1940s. While we do not know the precise year that this annual tradition began, students in both the Girls and Boys Schools (separately) made the journey, as documented by scrapbooks and photographs in Rostrums.

Scrapbooks such as this one from 1947 were dutifully maintained by the school from the inception of the Boys Middle School through the 1980s.

Over the years, the traditional tourist destinations varied, but the trip itself continues today as a highlight of the final year in Middle School.

The Montessori Pink Tower

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The Pink Tower is a foundational material for Montessori classrooms around the globe. The Summit’s first Montessori program opened in 1925. Called “The Alpha,” this coed division, run by Sisters trained in Europe, extended to sixth grade. In the next few decades, however, the expense of travel, then WWII, led to the suspension of Montessori programming. Reestablished in 1963, The Summit Montessori opened with 25 young learners. We are the second oldest Montessori program in Cincinnati.

Stereoscope Slide of the Alpha While today we have Google Expedition goggles for 3D experiences, the stereoscope provided a similar entertainment from its invention in the 1850s. Simply put, a pair of images depicting the left and right eye views of a scene creates the illusion of depth in three dimensions when seen through the stereoscope. In the 1930s, View Masters became standard and the stereoscope vanished from homes. This slide shows the Alpha division of The Summit from the 1925-35 time-period. Using Montessori methods, the Alpha taught students in grades 1-6. Daily nap time is shown here.

General Douglas MacArthur Telegram General Douglas MacArthur was one of the major military figures of the 20th Century. Chief of Staff of the U.S. Army during the 1930s and a prominent figure in the Pacific theater during World War II, he was head of the United Nations forces during the beginning of the Korean War (1950). Apparently in response to a message sent by the Summit Boys School (SBS), this telegram was sent to Henry Werner, Headmaster of the SBS on January 30, 1951.

Boys School Uniform Blazer First adopted in 1949, the gray flannel Boys School blazers were a part of the uniform through the 1980s. Throughout our history, The Summit has seen a variety of uniforms, beginning with the first in 1923 – wool in winter, tan pongee for warmer weather. Since then, relative to division, there have been varied jumpers, traditional plaid skirts, brown pleated skirts, today’s gray pleated skirts (adopted in 1984) and the summer shorts/polo outfit. The Upper School boys’ uniform has changed the least since their entrance in the 1970s. While the tie has altered, the blue button-down and blue pants remain.

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Gas Light Fixture More than a century ago, in 1917, electricity began to be installed in the building, replacing the hiss of gas and blue aura of light that had existed since the 1890s. This process, funded by graduates, continued into the late 1920s and gas pipe stems are still visible protrusions in many of the interior walls of the main building. Up a locked stairwell, in a storage area behind the apse of the chapel, the last two gas fixtures left in the school are still mounted on the wall. In keeping with the detail and beauty found in many small places throughout The Summit, the valve bears the engraved image of a sunflower.

House Team Captain Plaque

White Gloves

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Through the 1940s and 1960s, white gloves such as these were worn by the girls for special occasions, such as Distributions. Dating back to the 1920s, Distribution ceremonies were where worthy students received ribbons or, later cards, signifying academic achievement. Awards were also given for posture, demeanor and effort. While the wearing of gloves was discontinued, girls in the Girls Middle School were required to wear white skirts for Distributions into the 1980s.

When Henry Werner arrived as the first Head of the Summit Boys Middle School in 1941, one of his primary innovations was requiring all boys to participate in athletics – football, boxing and basketball. The program’s goal was not winning, but to encourage camaraderie, sportsmanship and discipline. Werner took the original house team names of Gibbons and Newman from the boys at The Summit in the 1920s. Lasance was added in 1943 and Fenwick in 1951. Being chosen to lead one of these teams was an honor, and these wooden plaques listing house team captains were maintained for decades.

Summit Face Mask What story will The Summit share of the COVID-19 pandemic of 2020? Objects such as this Summit face mask reflect that we are living the history of The Summit. Only time will tell the more complete tale of how we dealt with this challenge and what the legacy of it will be.

State Championship Baseball Trophy In 1921, The Summit adopted the “country day” program which extended the class day to allow more opportunity for physical activity. Within the next few years, the girls started intramural sports, including field hockey, golf, basketball, tennis, and volleyball. Henry Werner’s Boys School added to this commitment to athletics. When boys entered the Upper School in the 1970s, interschool competition flourished, especially with a state runner-up boys basketball showing in 1980. The 1995 baseball team was the first Summit squad to win a state championship. With the title game being played on Graduation Day, the senior players managed to make it back to campus in time for the ceremony but not in time to change into their tuxedos. Instead, they wore their dusty uniforms for commencement. The next to win at state was the 1999 boys soccer team. Since 2004, The Summit Silver Knights have brought home 12 team state championships (boys’ lacrosse, girls’ soccer, boys’ soccer, boys’ basketball, boys’ cross country) and six individual state titles (cross country, track, girls tennis, diving).

Tracy Law, Ph.D. is a 1985 alumna of The Summit, teaches social studies in the Upper School and serves as School Historian. She is also moderator of the award-winning Rostrum which annually adds another chapter to the school’s documented history.

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NEWSMAKERS Irene Calderon ’22 was elected to be the 2020-21 National Junior Classical League (NJCL) editor at the national convention. Also at the annual meeting, Ryan Burns ’20 was awarded NJCL’s Renata Motiu scholarship and Jimmy Fraley ’22 served as the Ohio Junior Classical League (OJCL) secretary. Latin Teacher Lisa Mays ’05 is the OJCL State Chair of Students.

Sophia Nery ’25 earned a perfect score on the National Latin Exam.

Maliah Bricking ’20, Ryan Burns ’20 and Kathryn Sullivan ’20 received book awards for earning multiple gold medals. Gold Medals also went to Irene Calderon ’22, Jimmy Fraley ’22, Drew Hinton ’24, Ethan Lam ’24, William McLane ’23, Benny Penote ’24, Mia Rahner ’23, Kendall Richard ’22, and Jennifer Sullivan ’22.

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Arthur Li ’21 scored high enough on the American Chemical Society’s Chemistry Olympiad exam to qualify for the U.S. National Chemistry Olympiad but the event is limited to U.S. citizens.

Will Yagodich ’21 and Ziyan “Richard” Zhang ’20

Science research projects by Faye Edmondson ’27, Will Yagodich ’21, Ziyan “Richard” Zhang ’20 and Irene Calderon ’22 qualified for Ohio’s 72nd State Science Day. Irene also had projects accepted into the Ohio Science and Engineering Fair and Ohio Junior Science and Humanities Symposium.

Savannah Brizendine ’22 and Nick Jacob ’22 were selected to represent The Summit as members of the Regional Youth Leadership Program sponsored by the Northern Kentucky Chamber of Commerce.

Graham Nicholson ’21 was awarded third place in a statewide writing competition administered by the Ohio Society of the Sons of the American Revolution.

Anna Wiltshire ’28 and Kyan Gatewood ’28 earned first place in Division 2 for their essays in this year’s Jerry Tollifson Art Criticism Open, sponsored by the Ohio Art Education Association. They are pictured with Lower School art teacher Hilary Carvitti.

Newsmakers

New Website Garners International Gold Award The Summit’s new website has won a gold dotCOMM Award for web creativity and digital communication in the education category.

The eight-month site rebuild, which began in August 2019, was spearheaded by Communications Director Nancy Berlier. She worked with Finalsite, a leading educational website design company, in creating a custom-designed site that highlights unique aspects of The Summit’s rigorous academics, highly-trained faculty, signature programs, faith formation and competitive athletics.

The site features interactive graphics, extensive visual displays that include drone videography, a streaming video guide and a COVID-19 Update Center.

Mrs. Berlier’s core team included Communications Specialist Nick Robbe, Marketing Communications Strategist Lisa Cox, former videography intern Katie Nichols, freelance contractor Leo Asong, Technology Director Holly Northern and Kathy (Hilsinger) Penote, a freelance graphic designer and 1993 alumna of the school. Simon Myers ’18, a junior at Indiana University Kelley School of Business and licensed drone pilot, provided stunning new aerial photography. The Communications office also worked with faculty and staff across all school divisions to update content on the new site.

The dotCOMM Awards are an international competition that honors excellence in web creativity and digital communications. The competition is administered and judged by the Association of Marketing and Communication Professionals.

See the site at www.summitcds.org.

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Advanced Placement Gives Summit Alumni an Edge in College

By Nancy Berlier Every August, the College Board releases results of the Advanced Placement (AP) exams students take in May. This year, 95 students received awards, including seven who were named AP National Scholar, breaking last year’s school record for total awards given.

While Summit students performed extraordinarily well in 2019-20, that high level of performance isn’t new. Summit students have a history of doing well on these exams. Over the past five years, 32 students were named National AP Scholars, and students accumulated 399 AP awards. That’s a lot for a school as small as The Summit.

Why is this important? AP tests are one measure of a school’s ability to prepare students for college, and they give students advantages once they are in college. Most U.S. colleges award credit, advanced course placement or both for grades of three or higher on AP exams.

“Because AP classes are college-level courses, students in high school are learning skills that prepare them for college and give them a head start,” says The Summit’s College Counseling Director Nick J. Accrocco, Ed.D. “High scores on AP exams might award a student college credit.” For example, a 2018 Summit alumna who scored a perfect 5 on all nine tests that she took at The Summit achieved sophomore status in the second semester of her first year at the Massachusetts Institute of Technology.

“Advancing students in their college curriculum can reduce tuition and give students more time to pursue academic and extracurricular pursuits outside the college classroom,” Dr. Accrocco says.

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In-house experts on AP believe the key factors that contribute to our students’ success are the abundance of AP classes, faculty expertise and student aptitude.

Typically, schools as small as The Summit offer only a handful of AP courses.

Because The Summit’s faculty is highlytrained to teach these classes, more classes can be offered. This year, two more classes were added to the AP roster, bringing the total offered to 24. With a large variety of AP classes – calculus, biology, psychology, economics, world language, music theory and art portfolio to name a few – students can choose ones that play to their strengths and interests.

What’s more, faculty have been willing to oversee independent studies by highlymotivated students who want to take an AP class that is not offered.

The number and variety of AP classes for a school the size of The Summit is notable, says Kirstin McEachern, Ph.D., Assistant Head of School for Academic Affairs. “The ability for a student to take an AP course as an independent study if we don’t offer it in our typical schedule speaks to the commitment and quality of our faculty, as does the fact that we have trained AP readers teaching courses,” Dr. McEachern says. “So while our AP program clearly challenges and prepares our students, they ultimately succeed because of the academically rigorous coursework they have engaged with to that point.”

Thanks to the generosity of benefactors, The Summit has a robust program for professional development to train and update teachers in best practices in education. “Surprisingly, anyone can be an AP teacher,” says Dr. McEachern. “It’s up to the school to deem who is fit to do so, as there is no official certification necessary.

In our case, we aim to send every teacher

to a certified AP workshop prior to teaching an AP course, and we regularly send veteran teachers for refreshers.”

Several teachers are AP readers, which means they help score the national AP exams. This gives them insight which they bring back to their classrooms and share with other members of the faculty. These AP readers and other teachers, who have taken workshops to learn how to teach AP classes, know what it takes for students to do well in them.

Upper School History teacher Kristen Fleming, Ph.D., says being an AP reader has helped her better share AP expectations with students and critique their essays. “During our readings, teachers also have the opportunity to meet with College Board representatives to discuss any changes to the resources and/or curriculum,” she says. Another bonus is the ability to network with other high school teachers and professors around the world. “Passionate educators cannot help but use the opportunity to talk their subject and the best professional development opportunities,” she says.

Upper School Social Studies teacher Tracy Law ’85, Ph.D. says serving as an AP reader has given her insight into how questions might be asked, so she can help students hone their responses to maximize their scores.

“One of my favorite aspects of teaching AP Human Geography is the reaction of alums when they enter the collegiate world, or even once they enter their career field,” Dr. Law says. “Consistently, I hear how valuable the class is in terms of providing a strong foundation for upper level classes in Business, International Business, International Relations, Politics, Economics, Urban Planning and a host of others. The ‘real world’ emphasis in the course provides a great lens as students move forward.”

Upper School history teacher Kristen Fleming, Ph.D. is one of several teachers who are AP readers.

Ultimately, the students themselves deserve credit for their record of success on AP exams. You might expect seniors taking the AP tests to do well, but juniors and sophomores are also earning AP awards. Of the 95 awards this year, 26 went to juniors and two went to sophomores. “What impresses me most is The Summit’s decision to require all students enrolled in an AP course to take the AP exam,” says Dr. McEachern. “This is not common practice among private schools. It is easy for a school to tout high AP scores when they control who takes the course and then allow students to opt-out of the exam if they don’t think they are going to do well. Our strong AP results truly reflect the quality of our AP program.”

Head of School Rich Wilson credits the faculty with The Summit’s long-standing record of high-level performance on the AP exams. “I believe it is because our teachers are some of the best in the city,” he says. “The vast majority of our teachers have advanced degrees. They give students personalized attention and challenge them. And they set the bar high in our own rigorous collegeprep curriculum, so students who take AP classes are already accustomed to a higher level of expectations for their performance.”

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How creative problem-solving and character-based leadership guided our response to a global pandemic 20 20 Fall Magazine 2020

DO THE KNIGHT THING • DO THE KNIGHT THING • DO THE KNIGHT THING

By Nancy Berlier At The Summit, we are united by a mission inspired by the Sisters of Notre Dame de Namur. This mission calls on us to develop leaders of character who can change the world they inherit.

No other crisis in our lifetimes has tested this mission more than the coronavirus pandemic. Not even the collapse of a wing of the main building in 2004, where no one was injured, was as pervasive a peril to our entire community as an airborne, lifethreatening virus for which we have had no vaccine.

This summer, Mrs. Schiess led more than 80 faculty and staff members working in seven start-up teams to develop a comprehensive plan to keep our campus open during the summer months and plan an operational model that would help safeguard students, faculty and

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“As leaders of character, we must work together to actively apply creative

problem-solving strategies to develop solutions for difficult challenges,” says Kelley Schiess, Assistant Head of School for Enrollment Management and Community Engagement. “This global pandemic has impacted us all. Our administration, board, faculty and staff are working diligently to protect the health and safety of every member of our community to deliver our missioncentered rigorous curriculum.”

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Eighth grader Nia Neal stops in the main building lobby to get her temperature checked by a talking, touchless thermometer which announces: “Temperature normal.” A temperature check is required of everyone entering campus buildings.

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DO THE KNIGHT THING • DO THE KNIGHT THING • DO THE KNIGHT THING staff when school reopened August 17.

The teams worked in tandem with board members, parents, alumni, community and medical advisors, following guidance from local and state health departments as well as the Centers for Disease Control.

The result was a set of plans, tools and protocols to reopen classrooms for inperson learning, a Livestream Learning option and an improved Remote Learning scenario guided by our experience last spring.

latest science surrounding COVID-19 and the collective efforts of our community.

Expect us to deliver consistent and timely communications with clear guidance.”

In keeping with our mission, every member of our community is challenged to do the knight thing: lead and deliver our mission in a safe and responsible way.

• Do The Knight Thing: Assume personal responsibility to protect yourself, others, The Summit and the greater community.

• Do The Knight Thing: Implement personal health safety practices and protocols. Wear a mask around others. Stay six feet apart. Wash your hands frequently. Don’t attend large gatherings. Know the symptoms of COVID-19. If you have symptoms, don’t expose others.

• Do The Knight Thing: Reimagine and implement changes in your own physical spaces. Creatively solve problems.

• Do The Knight Thing: Anticipate and plan your own contingencies to support our learning scenarios.

• Do The Knight Thing: Identify and protect the most vulnerable members of our community.

The start-up teams focused on Remote Learning Preparedness, Physical Environment and Safety, Montessori Education, Technology Resources, Social Emotional Wellness, Communications and Community Engagement, Facilities and Operations.

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“We have reimagined and changed our physical spaces and implemented safety practices and protocols,” says Mrs. Schiess.

“We have planned instructional options for students that are comprehensive and flexible so we can anticipate potential challenges and adjust course quickly as circumstances dictate. I expect our plan will continue to evolve, driven by the

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First graders Nathan Jackson, left, and Liam Wiltshire are separated by plastic dividers set on the top of their table.

Partitions have been installed in many classroom tabletops and laboratory stations where six feet of social distancing is a challenge. In some places, standing partitions divide the spaces or screen teachers, receptionists and others.

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“Every member of The Summit community plays a critical role in contributing to a safe and healthy environment,” Mrs. Schiess says. “We hope that you will also be leaders of character in accepting this important responsibility of building our community together as we carry out the mission of The Summit.”

The Summit experience will be different this year because of the global pandemic.

Our 130th anniversary year will be perhaps one of our greatest opportunities yet to actively lead by demonstrating the character traits we teach our children – caring, respect, fairness, responsibility, courage, perseverance, accountability, justice, patience, humility, compassion and gratitude – as we care for ourselves and

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Lower School Technology Teacher Allison Finkleman, shown on the screen, demonstrates a Swivl camera tripod. The device pivots a notebook camera to track a teacher’s movement in the classroom. Swivl and Microsoft Teams video calling facilitate Livestream Learning for students who are at home while other students are in the classroom. The combination of technologies also are being used to broadcast live programs for parents who cannot attend because of COVID-19 safety restrictions. Swivls have been purchased for every classroom for Grades 1 to 12.

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Students wear face shields with their masks as they return from recess, because six-feet of distancing is not practical during transitions. The Summit provided a shield and bag in which to keep it for every student, teacher and staff member.

Lower School Administrative Assistant Andrea (Ross) Bennett ’02 helps a student use hand sanitizer, a COVID-19 requirement for anyone entering campus buildings. Sanitizer has been provided to every classroom and office.

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Ellis Ramsey waves to teachers during the May senior parade.

CLASS OF 2020

With a mindset of empathy, unity, adaptability and creativity, the Class of 2020 steps forward to make its footprint in history.

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By Sophie Young ’20

When I wrote about the 2019 Summit graduation ceremony last May, I was filled with anticipation and excitement at the prospect of having a ceremony equally as regal with my classmates the next year.

A Summit graduation is cloaked in tradition: the elegant white gowns and spotless tuxes, the last mass in the chapel and the iconic class picture on the front steps surrounded by teary-eyed friends and family members. More than anything, the finality of the event and the closure it provides form a distinct ending to the students’ time at The Summit and symbolizes their transition into men and women of the future.

Never did I think that my fellow classmates and I would end our high school years as

unconventionally as we did amid not only an unprecedented final year of high school, but also a historic global crisis. However, the more I have experienced and reflected on such an impactful season, the more I realize that it seems fitting that our class would be the one to face and conquer the challenge put to us.

During our short years in this world, we have faced more trials and social change than many people do in a lifetime. We entered the world during the aftermath of the American tragedy on September 11, 2001, setting the precedent that we would be a generation entrusted with the responsibility of inciting change in a broken world. Our first year of high school, which we anticipated to be the beginning to some of the best years of our lives, became memorable for the most painful of reasons. Our concerns at

Sophie Young is all smiles in her convertible Beetle during her turn to ride through the senior parade.

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Liam and Lizby Jones may not have been visible inside their car, but the “fatheads” of them made it clear who it was.

the time were supposed to be regarding final exams, sports and the upcoming summer, but instead we were met with a sobering loss. The death of cherished friend and classmate Graham Hartman at a devastatingly young age left a tangible hole in the community. Carrying the pain of his absence, we refused to continue in the same way. The very next year, we introduced the Hope Squad, a studentled initiative founded in the Provo City School District, Utah focusing on suicide prevention through peer mentoring and mental health awareness and education.

Key Club tirelessly worked to raise money all year for 1N5, a Cincinnatibased nonprofit working to reduce the stigma surrounding youth mental illness.

Though daily life continued on in Graham’s absence, his classmates rallied to honor his memory and make sure that his impact on the community was not forgotten. On a less public level, the atmosphere within the school shifted. We realized early that we are a part of something larger than ourselves, and we have to look beyond our personal challenges to support those around us in our school community and in our world.

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our community and grew quickly into a generation that was not willing to sit back and watch the world around us, but that instead takes an active part in shaping its future. This past year, the student leadership model at our school changed significantly, and the seniors naturally became the behavioral role models for the school. We tried to meet the challenge with grace as we did every other experience in high school and life.

Sophomore year, the Parkland high school shooting sent a wave of shock and outrage through the school system, and students were not afraid to take action, organizing walkouts and rallies to push for systematic change to prevent such a tragedy from occurring again. Students again stepped up in the aftermath of the murder of George Floyd by Minneapolis police, demanding justice and an end to racist police brutality. The movement against global warming, and many others, are largely led by youth of our generation. Navigating one of the most caustic political environments in history at the beginning of our adult lives, we have learned the importance of respect, advocacy and awareness. We will function as a key voting group in our first election in 2020, which takes place during a presidential election year. Though we did not realize it at first, we were being prepared to front the unforeseen obstacle awaiting us at the end of the year.

As the busiest part of senior year wound down, the anticipation of a celebratory last semester at The Summit was palpable.

Finally 2020 arrived, what we all viewed as a legendary year to come. College acceptances were flooding in, spring sports were beginning, and spring break was only weeks away. This was the time that all of our neighbors, relatives and friends told us to relish. Not one of us would have ever predicted the grinding halt to everyday life that a global pandemic could cause.

At first, it was just a break from school and everyday life, but it slowly became

disheartening. The ban on gatherings put a stop to traditional senior celebrations like senior prom, lacrosse games, spring break trips and a graduation ceremony. It seemed like we were being broken apart during a time we were supposed to be more together than ever. However, being unable to gather did not make us any less united as a Summit family. Change was not new to us, and we got creative.

Technology became a unifying method of communication, allowing us to see and enjoy the company of others. Instead of isolation making us more individualist, we focused on the community. I have seen people make cards for the elderly, raise funds for COVID-19 relief efforts and make masks to help supply the shortage.

The community rallied to support those in need, while still somehow finding ways to make our last year special with a celebratory senior parade – a heartfelt, socially-distanced gathering to celebrate the end of our high school years.

In the end, we did graduate, although not all together at the same time. Most of us received our diplomas from our parents during 18 separate graduation ceremonies where our families, while wearing masks, could be safely distanced in the chapel.

Salutatorian Emily Warden encompassed the spirit of our class in her welcome address: “Our journey, although different, was nonetheless still beautiful and meaningful.”

Though we were met with a continued challenge in the summer of our senior year, true to the nature of our class and The Summit Country Day, we found a way to adapt to the times we were experiencing.

We were able to share one last moment of gratitude, celebration and unity with our family and friends. So as the class of 2020 walked into a new decade, we bring a new mindset -- one of empathy, unity, adaptability and creativity, which steps us forward into a brighter future and makes a lasting footprint in history.

Sophie Young is at Ohio University this fall.

Upper School religion teacher Stephanie Duggan reminds seniors to be patient, pray and give thanks.

Michael Marx put a sign on his car offering thanks.

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CLASS OF 2020 When You Reach for The Summit, You Get Results!

• Our 101 graduates received millions of dollars in scholarship offers and received 500 acceptances from 161 institutions of higher learning.

• One student alone received more than $2 million in scholarship offers.

• 94% of the class took college-level classes through the College Board Advanced Placement Program.

• 12% of the class was recognized by National Merit.

• 11% will play sports at the collegiate level. 81% participated in at least one sport during their senior year.

• They performed 7,816 hours of approved Christian service, averaging 77 hours per student, even though the requirement is only 48 hours.

Emily Warden, left, was the class salutatorian, while Maliah Bricking, right, was the valedictorian. The girls came to every advisement graduation to deliver their speeches.

28 Burke Hinton and his family gather for a portrait on the front steps.

From left, James ‘23, Dr. Bing Hinton, Burke, Drew’24, Dr. Andy Hinton, Sam’26.

Proud mom Tricia Headley GMS ‘87 gives son Hughie a kiss during his photo session.

National Recognition

National Merit Finalists: Maria Luiso, Rebecca Smith and Kathryn Sullivan National Merit Semifinalist: Alex Sougstad.

National Merit Commended Scholars: Adaliene Andsager, Maliah Bricking, Ryan Burns, Burke Hinton, Pierce Kreider, Jack Melink, Jietong “Thomas” Zhang and Ziyan “Richard” Zhang.

Advanced Placement National Scholar: Maliah Bricking, Ryan Burns, Connie Nelson, Madeline Riley, Emily Warden, Matthew Warden and Ziyan “Richard” Zhang.

United Soccer Coaches Association Scholar All-American: Rachel Martin National Latin Exam Book Award: (For receiving multiple gold medals) Maliah Bricking, Ryan Burns and Kathryn Sullivan.

Clockwise from top left: Meredith Gilbert leads a procession into the chapel for an advisement graduation.

Isha Tamrakar poses with her parents, Ananda and Saroj Tamrakar.

Abby Brinkman gets a traditional portrait on the front steps.

Jessie Headley and Jimmy Stines were recipients of the St. Julie Billiart Award.

Graduation was a family affair for Jessie Headley, Steve Headley ’84 29 and Katie Ann Headley ’17.

College Athletes DIVISION I • Sydni Black, lacrosse, Loyola University Maryland • Ellis Ramsey, track and field, Northern Kentucky University • Rebecca Smith, rowing, Stanford University • Davis Whiting, lacrosse, High Point University DIVISION II • Nakyah Kennedy, track and field, Tiffin University • BT Tolble, football, Tiffin University • DIVISION III • Jack McDowell, football, Centre College • Jimmy Stines, football, Denison University • Matthew Warden, football, University of Chicago

Richard Zhang with his mother, Angela Cai.

NAIA • Catherine Coldiron, cross country and track, Loyola University New Orleans • Rachel Martin, basketball, Thomas More University

Pierce Kreider

Alex Hood with his parents Chris and Maureen Hood.

Maria Luiso

Lifer Karmah Khoury with her family, from left, Omar ’15, Lama Khoury and Sam Kohlhepp with his parents and brother, Scott, Jenni and 30 Dr. Saeb Khoury and Fouad ’13.

Owen ‘24.

Amir Johnson with his parents Dalena Johnson and Aaron Sammy.

Sydni Black

Lifer Zoe Edmondson and her family.

Lifers Benjamin, left, and Jack Schmerge.

Lifer Keelin Rademacher with her sister Emma ’18 and their dog.

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Sophie Pilon and her family strike a silly pose in their photo session in the chapel.

BT Tolble with his family, brother Ruben ’18, mom Patrice and dad Samuel.

Valedictorian Maliah Bricking delivers her address.

Lifer Connie Nelson with her family, Kate and Ty Nelson and Gus ’22.

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Lifer Grace LaLonde recesses from a private graduation with her family to the sound of their applause.

Lifer Mac Hoeweler.

Class of 2020 We present our graduates with the formal names they chose for their diplomas. Lifers are in boldface.

Sicheng Ai

Sophia Catherine Evans

Catherine Grace LaLonde

Jacob William Simpson

Adaliene Rose Andsager

Shiyi Fang

Junbo Li

William Douglas Simpson

James Lee Armitage II

Douglas William Fassler

Aidan Thomas Lindy

Rebecca Allison Smith

William R. Bachman

James William-Roy Faust

Maria Claire Luiso

Jade Elizabeth Smitherman

Sydni Alexis Black

Makayla Shaye Fisher

Michael Samson Luttmer

Stephen Alexander Sougstad

Maliah Flynn Bricking

Meredith Margaret Gilbert

Rachel Catherine Martin

Michael Christopher Stanis

Abigail Grace Brinkman

Bradie Elizabeth Goodwin

Jeremy Scott Martin

James Joseph Stines

Anna Claire Bristow

Michael Gray Hall

Michael Stonebreaker Marx

Kathryn Joyce Sullivan

Conor Fitzpatrick Brodie

Jon Christian Hays II

John Patrick McDowell

Sarah Michelle Sutton

Ethan Alexander Brown

Jessica Rae Headley

Jack Masten Melink

Maeve Catherine Talty

Peyton Claudia Bulla

Robert Hugh Headley

Katherine Domenica Nazzaro

Isha Tamrakar

Ryan Albert Burns

Robert Bruce Hinton III

Constance Chance Nelson

Jackson M. Thompson

James Raymond Butschie

Aidan Macallan Hoeweler

Leah Allison Neltner

Benjamin Jared Tolble

Payton Alicia Campbell

Alexander Meehan Hood

Gabriella Margaux Ortiz

Emely Rocio Villalba

Lucia Alson Castellini

Amir DeVon Johnson-Sammy

Noah Anthony Pacitti

Emily Abigaile Warden

Madeleine Casto

Elizabeth Dietz Jones

Carissa Christine Parker

Matthew James Warden

Katherine Paige Chamberlin William Lozier Jones Jr.

Sophia Joan Pilon

Davis William Whiting

Michelle Chen

Nakyah Kennedy

Keelin Grace Rademacher

Sophia Elise Young

Catherine Dene Coldiron

Elsa Khan

Ellis JaunRico Ramsey Jr.

Sophia Elise Zaring

Kevin Joseph Cooper, Jr.

Karmah Saeb Khoury

Madeline Grace Riley

Sophia G. Zeilstra

William Charles Delworth

Derrick Thomas Kinross

Erynn Ashdan Geneva Robinson

Donghua Zhang

Brian Patrick DeWine

Jacob Rees Klopfenstein

Isabella Santamarina

Jietong Zhang

Brooke Ann Dittman

Samuel Kegley Kohlhepp

Benjamin Paul Schmerge

Yunyi Zhang

Anna Helen Doran

Pierce Spencer Kreider

John Charles Schmerge

Ziyan Richard Zhang

Zoé Sophie Edmondson

John Conlon LaBar

Isabel Ruby Schomburger

Jiamin Zhou Zejun Zhou

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Schilderink Family Faculty Chair for Distinguished Teaching Toutes nos Félicitations, Amy Sterling

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By Tanya Bricking Leach

Lower School French Teacher Amy Sterling is a Cincinnati native who has a passion for global education.

The Summit honored that passion by awarding her this year’s Schilderink Family Faculty Chair for Distinguished Teaching, the highest honor awarded to one teacher annually, for willingness to go above and beyond what is expected.

“It represents the highest-level performance, minute-by-minute, hour-by-hour, year-in and year-out,” says Head of School Rich Wilson.

“Every year, the Educational Team agonizes over to whom to give this honor,” he says.

“There are so many worthy candidates.

Sometimes, they select someone everyone knows. Other times, they select someone who may not stand out in the crowd but yet performs like the best of the best.”

Making an impact

Mrs. Sterling, a 2008 graduate of DePauw University, taught English at an elementary school in France before she came to The Summit 10 years ago. Since then, she has made an impact on the Lower School with her involvement in Global Citizenry. She was instrumental in creating a world map identifying all the areas throughout all divisions in which global topics appear in our curriculum.

“This teacher is extremely diligent about getting to know every child and his/her needs,” Mr. Wilson says. “She takes learner profiles seriously and communicates observations or concerns to classroom teachers. She keeps a secret grid on a clipboard for every class, and as the class leaves, she has her own notation system to discretely mark each child’s participation and perceived level of having mastered that lesson so she can track it over time. She does formative assessment that way without students even knowing it’s happening.”

Nominators described Mrs. Sterling as a great team player who constantly reflects on how she can contribute and do her part.

“I marveled at her desire and ability to move the Lower School forward,” retired Lower School Director Helen Clark writes in her nomination. “It was Amy’s idea to place a monitor outside of the office to show Lower School current events as well as global information. Amy spent part of her summer vacation finding developmentally-appropriate/ child-centered material to post. Because of prior financial and tech commitments, it took two school years for the monitor to be hung, but then future Schilderink winners are a tenacious lot.”

Personalized instruction Nominators praised Mrs. Sterling for being a dedicated colleague who arrives early and stays late to design and run a hands-on, energetic program for her students. They also pointed out that she’s always willing to help

other teachers when they have technology questions, contributing to iLabs, always with the outlook of wanting to be part of a solution rather than part of a problem.

“She differentiates to any and every level, as she often has students with zero language experience sitting right next to students who have been studying the language since pre-k,” Mr. Wilson says. “She adapts her content to accommodate that seamlessly. She tailors her entry/exit ticket questions to each student’s ability, so every student can experience success.”

Mrs. Sterling uses a variety of tools to make instruction engaging and effective such as: animated ActivBoard lessons, Flipgrid activities, practice speaking and hearing French, songs, rhymes, workbooks and stuffed animal plays.

Praising the humble

Sometimes, humbleness is overlooked. But Mrs. Sterling’s colleagues praise her demeanor.

“She is the consummate professional,” Mr. Wilson says. “Outside the classroom, she’s quiet and humble. Inside the classroom, she sparkles.”

She greets each child at the door with a smile, third grade teacher Stacy Remke says. And they appreciate it.

“My students love going to Madame Sterling’s French class,” Mrs. Remke says in her nomination. “Her lessons are engaging and fun. I appreciate her active interest in my children’s learning styles, and her willingness to work with me to ensure each child’s success.”

Given her niche teaching position, Mrs. Sterling is not typically in the spotlight, nominator Mrs. Clark says, but she deserves the praise. “Amy is not one to call attention to herself. She acts from a love of her profession, her students and her school, not self-aggrandizement.”

Toutes nos félicitations, Mme. Sterling.

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The Summit Way Award A servant-leader mentality motivates Summit Way Award recipients to strive for excellence, to aim high in all that they do. Their defining characteristics are hard work, a can-do spirit, honesty, integrity, kindness, respect and, above all else, humility. Jane Schmerge and Julie Ventura were given this year’s Summit Way awards.

Jane Schmerge Jane Schmerge, Assistant Director of Admission for the Lower and Middle Schools for the past 12 years, is kind, warm and compassionate.

She is a passionate parent of Summit lifers. “Our mission looks lofty hanging in a beautiful frame on the wall,” she says, “but it is breathtaking to watch it unfold in your child as they learn and grow in grace and wisdom.”

Last year, she led enrollment of the largest number of new Lower School students in more than a decade. She emphasizes the value of a Summit education. She observes and talks about creative problem-solving and character-based leadership. She created a coding experience in the Exploratarium for kindergarteners and their parents to showcase innovative programming in the Lower School.

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After enrolling their children, parents often offer unsolicited testimonials about the depth of Jane’s knowledge. She and her husband Paul SBS ’78 gave all four of their children – Alexandra ‘14, Caroline ‘17, Benjamin ’20 and Jack ’20 – Summit education from the start.

One new parent provided this unsolicited testimonial: “You have made all of us feel so cared for ... whenever I connected with you, a Maya Angelou quote floated across my mind: ‘I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.’ You are the master of making people genuinely feel so happy and secure. We can’t thank you enough for welcoming our kids in such a special way.”

Julie Ventura As you might expect from someone who danced professionally for the Cincinnati Ballet Company for 10 years, Julie Ventura is full of grace. She is also full of wisdom about Montessori education.

The dance background comes in handy in a classroom filled with active young kindergarteners. Now entering her 23rd year at The Summit, Julie is a teacher in a Montessori advanced enrichment classroom. “Children need guidance, a loving hand, encouragement and a positive attitude,” she says. “I want to provide those things for them.”

But in keeping with The Summit Way, Julie does a lot more day in and day out. Whether she is caring for her children’s individual needs in the classroom, demonstrating yoga poses, organizing materials in the classroom and the school’s supply closets or categorizing and coordinating “Free to a Good Home” items, Julie is on it.

She and her husband, Joe SBS ’65, gave their son, Nicholas SMS ’07, a Summit education.

Fully dedicated as a teacher, wife of an alum and parent of an alum, Julie exudes The Summit spirit and mission. Always supportive of the Sisters of Notre Dame de Namur, she keeps their values ever-present. She is always mindful to balance the needs of the children.

Often going into school on weekends to prepare or organize, she does what she needs to do to get the job done and she gets it done well.

“She has a heart of gold and consistently shares the positivity with others,” says Head of School Rich Wilson.

Leader of Character Awards Leaders of Character seize opportunities and lead others to get strategic results. They model the traits we teach the children: kindness, caring, respect, fairness, responsibility, courage, perseverance, accountability, justice, patience, humility, compassion and gratitude. Betty Woodard and Marsha Wermes were given this year’s Leader of Character awards.

Betty Woodard As lead teacher in our Extended Day Center, Betty Woodard’s patience, peacefulness and general demeanor instill a sense of calm and emulate the character traits we teach.

Leaders of character recognize the importance of relationships which are vital with young children who may not have the words to express how they feel. Relationships are also key for parents who worry how their youngsters will fare when they are not around.

Since she started at The Summit in 2018, Betty has already become a trusted and respected advisor.

“She is often called upon for behavioral consults and provides tremendous help to parents in developmental and in disciplinary issues,” says Head of School Rich Wilson.

“Her role is far from easy, but she handles it with grace and professionalism even on the toughest of days. The children love her and embrace Extended Day as a home away from home. She has a keen sense of how to prioritize the needs of the students which are at the center of her interactions with them.”

More than anything, she has created a warm and nurturing environment that makes the children feel loved and respected.

She and her husband, the Rev. Chris Woodard, are the parents of one alumnus, Jaden ’18, and three current students, Bryana ’21, Aniya ’22 and Sasha ’26. Guided by her strong faith and our mission, she is kind and respectful – modeling and inspiring all of us to use our God-given gifts to value and improve the world we inherit.

Marsha Wermes The 101 members of the Class of 2020 couldn’t gather in the chapel for their graduation this year, thanks to social-distancing restrictions caused by the global pandemic.

Students and their parents were greatly upset by the loss of their senior year traditions and celebrations. The overseer of those events since 1986 when she began to work at The Summit, Upper School Administrative Assistant Marsha Wermes fervently felt that loss as well.

She ran the programs for 18 different graduations. Each one had a script tailored for them. The sheer enormity of the tasks that have faced Marsha during this pandemic might overwhelm anyone else. She often stays into the evenings or comes in on her off days to make sure school events don’t just happen but are done well. Her kindness, compassion and ever-present positivity earned her the Leader of Character award.

Every student, teacher or staff member who enters her space is treated with kindness and compassion. Whether she finds herself facing a sick student, a frustrated teacher or an upset parent, she always greets them with a smile and maintains a positive attitude throughout the day.

“Marsha is the beating heart of the Upper School,” says Head of School Rich Wilson.

“She always thinks of the needs of the students, parents and faculty before her own.

She lives The Summit mission by always doing everything with grace.”

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Summit Tastemaker Hangs Up Apron after 40 Years of Service

By Lisa Cox

In the late summer of 1966, a young MaLissa (Walter) Geers ’76 stepped onto the campus of The Summit Country Day School to begin an academic career in the Lower School. MaLissa, a third-generation member of the Walter family, is one of eight children of Edward Walter (attd.) and his wife, Mary Agnes Moran.

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Cooking large meals was commonplace in this household. As the eldest child, her birth order implied that she would assist her mother in the kitchen – cooking, doing the dishes, herding younger siblings away from the hot stove and learning the secrets of a midwestern cook. The kitchen was the pulse of the household. Meals were cooked, chores were assigned and togetherness happened. Conversation, creative problem-

solving, laughter and song were always on the menu here.

As a student, the spelling of MaLissa’s first name would throw her teachers for a loop. The capitalized “L” was not an error, it was not hyphenated and could not be separated. It was intentionally placed by her parents to honor the combined names of her two grandmothers, Margaret Moran and Elizabeth Walter ’22.

Culinary art and food enterprise are part of the family heritage – as was adding The Summit Country Day School to their curriculum vitae. Her father, Edward, was a hard-working small business owner, who operated his own coffee and vending business while Mary was a stay-at-home mother raising her children and creating meals from scratch. Inspired by her mother’s creativity, MaLissa developed a palate for cooking. In her youth, MaLissa entered a family recipe for zucchini casserole into a community cooking competition and won. She was awarded a food mixer. At that point, MaLissa knew a culinary career would be her destiny.

After graduating from Summit, she headed off to the University of Cincinnati to study Dietetics and became a Registered Dietician through their C.U.P. program. During college, she studied at the elite culinary school, Le Cordon Blue London and completed an internship at Holmes Hospital. MaLissa’s credentials piqued the interests of former Summit head of school, Ed Tyrell. In an interview, MaLissa served up her knowledge of nutrition, expertise in cuisine and her affection for her alma mater. Ed realized what MaLissa brought to the table.

He hired her on the spot as his dining services manager, and she was told she could “start Monday.”

She quickly proved she could spin plates as well as she could balance meals and run a professional kitchen – ordering supplies, planning menus and managing a team. She ran a tight ship with

emphasis on praise and commendation whenever her staff would exceed her high expectations.

Soon, MaLissa was a young mom with four children of her own; and in true Walter fashion, dietician and École de Cuisine La Varenne-trained chef, younger sister Josie (Walter) Funk ’80 was brought into the kitchen to help.

It was as though time had stood still from the days in their mother’s kitchen.

There was teamwork, creative recipes, laughter, family and food. Over the course of her 40-year tenure, it is estimated that MaLissa and her team had served more than 7.14 million lunches alone. The number of plates would be astounding if the additional morning coffees, school celebrations and special occasion meals were also counted.

It is because of her tenacity that The Summit has been able to continue a legacy of serving nutritious and delicious homestyle meals with an in-house dining staff instead of an outsourced food service. “She established a tradition of excellence in our dining services, and her impact on the school is beyond measure,” said Rich Wilson, Head of School.

Josie, who was promoted to Dining Services Manager when her sister retired, had this to say about her sister: “When MaLissa enters, she infuses the room with an energy. She was always looking to perfect a recipe and make the students happy. Her creativity and drive have inspired me in ways I cannot express.”

MaLissa’s

Recipe for Success:

• 1 Summit education • 5 generations of kinfolk at The Summit Country Day School • 23 Walter family members who are Summit alumni • 40 years of service • 15 dining services team members • 1 whole lotta love Summit Magazine 39

A Tribute to our Retirees Montessori Director Kathy Scott retires The Montessori School is the front door for enrollment, offering the first opportunity for families to join The Summit community. Kathy Scott has opened her arms to new families for 21 years. She has been an advocate of evidence-based teaching principles. She created a sense of community among the Montessori families and encouraged families to transition to the Lower School.

Named Montessori School Director in 2016, Kathy provided an authentic and holistic experience for both the empathetic students she has cultivated and her highly-trained teaching team. Like Dr. Maria Montessori, Kathy transitioned from her first profession in healthcare to education because of her passion for working with children.

Her Montessori career began in 1999, working with 3- to 6-year-olds, and she created the Early Enrichment curriculum. In her tenure, she coordinated Montessori summer camps, initiated the summer day camp for 3- to 8-year-olds, broadened sports camps and enhanced the summer education and enrichment curriculum for ages 3 to 18. Kathy took the time to learn the needs of families with two working parents, realizing that supervision beyond the regular school day was a priority. She ran the Extended Day programs for before and after school care.

She also initiated Homework Start to assist the academic success of students in the Lower and Middle Schools.

She is succeeded as Montessori School Director by Lauren Guip, who grew into the director role under Kathy’s tutelage.

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Bob Baechtold: 33 years Awarded the Schilderink Family Faculty Chair for Distinguished Teaching in 2017, Upper School Spanish teacher Bob Baechtold is passionate about developing leadership qualities among students. For many years, he worked with the Upper School student government. A role model for humility, he was often observed picking up trash on campus, arranging chairs in St. Cecilia Hall, operating the scoreboard during basketball games, organizing Thanksgiving baskets, running carnival games for Unity Day events and more. Alongside fellow retiring Spanish teacher Sue Kelly, Bob’s contribution to the Spanish program proved successful with a great number of students becoming nationally recognized for excellence in national examinations. During his career, he coached a variety of sports and was inducted into the Athletic Hall of Fame in 2002. His student athletes speak of his positive, encouraging attitude and how he motivated them to stretch their abilities to reach their greatest potential.

Al Sagel: 32 years Al Sagel is a Renaissance man – an intellectual, a craftsman and a musician.

Professionally, he is a master teacher who was awarded the Schilderink Family Faculty Chair for Distinguished Teaching in 2008. An expert mathematician, he has helped countless students who struggled with abstract concepts gain an understanding for higher-level equations. He shared his savvy with numbers with colleagues by providing financial planning to help them maximize their

resources. Aside from being a tradesman with proficiencies in architecture, carpentry, plumbing, electrical, floor installation, vehicle mechanics and HVAC expertise, he has also played the organ at Mass. He pitched in during what should have been his summer vacation to paint and repair facilities and on many weekends helped design sets for productions while teaching students practical building skills. He provided level-headed mediation to help colleagues and students discover solutions and find common ground. He is described by his colleagues as a good friend.

Nancy Wojcik: 23 years Nancy Wojcik’s childhood love of learning led to her long career in a Summit classroom.

Nancy taught foundational concepts in reading, writing and math to students in our Lower School and demonstrated her stewardship of the character-based leadership curriculum by example. Respect is the second-grade character trait, and Nancy is intentional in showing her students respect and empowering them to exercise respect in the classroom, on the playground and beyond the campus. Students fondly recall her productions of “Troll Under the Bridge” and Christmas performances. She will be remembered for her personal attention to each child. In one instance, a young girl with a severe language disorder who had little confidence was placed in Nancy’s classroom in the fall. By Christmas, she experienced such a breakthrough that she soon excelled in math, reading and gained faith in herself and her abilities. Nancy is an engaging teacher, who frequently sent home notes and pictures of a child’s classroom activities. She built strong relationships with students, their parents and her colleagues.

Nancy Snow: 15 years The Lower School Administrative Assistant, Nancy Snow was extraordinarily organized and detail-oriented. She kept her part of the organization running like clockwork, listening to her own inner clock which reminded her when things needed to be done as well as the tabdelineated three-inch binder that takes the division step-by-step through every event, every year. She prepared the “blue folders” for her teachers, giving them everything they needed to know for a successful start every year. But she may best be remembered as being a second mom to 150 to 200 young students every year. She loved and cared for our children and watched out for their physical and emotional well-being. The appreciation of parents and students was evident in the outpouring of affection shown for her during the end-of-year parade of students.

Sue Kelly: 13 years Gracious, caring and dedicated, Sue Kelly taught Spanish in the Upper School. She had a magical way of helping students remember complex or confusing grammar topics – often called Kellyisms by her students. She did whatever was asked of her without complaint.

She joins her husband, longtime English teacher J. Patrick Kelly, in retirement.

Norm Arnold: 10 years A school bus driver, Norm Arnold drove the Mason-West Chester route every day and drove a second bus for field trips, practices and athletic events. Ever-positive and friendly, he spent countless hours on the road with our students and followed their athletic careers long after they graduated.

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SUM M IT SILVER KNIGHTS YEAR IN REVIEW

By Erica Miknius The Silver Knights enjoyed competitive play for the fall and winter seasons before the coronavirus pandemic. Even so, the school won one state championship and excelled locally and regionally. Here’s a look at the year.

National Team Academic Awards: Girls’ Soccer.

Scholar All-American: Rachel Martin ’20.

State Champs: Boys’ Cross Country.

SPORTS All-State: Evan Lakhia ’21, Boys’ Cross Country State Qualifying Events: Boys’ Cross Country, Girls’ Cross Country.

State Team Academic Awards: Boys’ Soccer, Girls’ Soccer.

Academic All-State Awards: Catherine Coldiron ’20: Cross Country; Matt Brumfield ’21, Brian DeWine ’20, Evan Lakhia ’21, Sean LaMacchia ’21 and Andrew Wagner ’21: Cross Country; Mac Hoeweler ’20, Alex Hood ’20, Pierce Kreider ’20 and Ben Schmerge ’20: Boys’ Soccer; Peyton Bulla ’20, Rachel Martin ’20, Leah Neltner ’20 and Madeline Riley’20: Girls’ Soccer; Rachel Martin ’20: Girls’ Basketball.

The Summit boys’ cross country team stands atop the podium in celebration of its state championship. (L to R) Assistant Coach Jerry Hilton ’91, Cotton Family Head Cross Country Coach Kurtis Smith, Liam Lakhia, Sean LaMacchia, Matthew Brumfield, Evan Brian DeWine 42 42 Lakhia, Fall Magazine 2020 ’20, Andrew Wagner, Devin Nelson, Larkin Woodward, Assistant Coach Mason T. Moore ’15 and Assistant Coach Kim Horning.

Regional Champion: Boys’ Cross Country.

District Champions: Boys’ Cross County; Girls’ Basketball; Girls Cross Country – Runner Up. District 16 Player of the Year: Rachel Martin ’20, Girls’ Basketball Southwest Ohio: Coach of the Year Beth Simmons, Girls’ Basketball; Player of the Year, Rachel Martin ’20, Girls’ Basketball; Runner of the Year, Catherine Coldiron’20, Girls’ Cross Country; Runner of the Year, Evan Lakhia ’21, Boys’ Cross Country.

Miami Valley Conference (MVC) Champs: Boys’ Cross Country, Boys’ Golf, Boys’ Soccer (Tied), Girls’ Basketball (Tied), Wrestling Individual – Jack Stewart ’21.

Evan Lakhia looks to keep up the pace.

The 2019-20 girls’ soccer team.

MVC Coaches of the Year: Kurtis Smith, Boys’ Cross Country; Jeff Stayton, Boys’ Golf; Beth Simmons, Girls’ Basketball.

MVC Players of the Year: Catherine Coldiron ’20, Girls’ Cross Country; Doug Simpson ’20, Boys’ Soccer; Jake Simpson ’20, Boys’ Golf; Rachel Martin ’20, Girls’ Basketball Southwest Ohio Field Hockey League (SWOFL) Player of the Year: Abby Moore ’22.

SWOFL Coach of the Year: Emily Betz.

United Soccer Coaches All-Region: Rachel Martin’20. Senior Excellence Award, Peyton Bulla’20.

Rachel Martin dribbles up the court.

43 Summit Magazine 43

Lacrosse Is Life For Coach Pat Collura

By Nick Robbe On Long Island, N.Y., lacrosse is king.

It’s bigger than football. It’s bigger than basketball. When he was a freshman at East Meadow High School, lacrosse dug its hooks into Pat Collura, and it has not let go since.

Mr. Collura, who has served as the boys’ lacrosse coach at The Summit since 2011, was inducted into the Ohio Lacrosse Hall of Fame in June. He has been involved 44

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with the game in various capacities for more than five decades.

He started playing lacrosse to stay in shape for football, a sport in which he admitted he was not particularly skilled.

One practice, he traded his short stick for his best friend’s goalie stick. That swap served as the launching point for his affinity for lacrosse.

As East Meadow’s netminder, he played a pivotal role in his team’s success.

“My high school team, and this was in the days before all the computer ranking systems, was arguably the best team in the nation during the 1971-72 season,” the coach says. “We would go play the best teams in upstate New York or teams around Baltimore, and we would beat them.”

New York and Maryland serve as hotbeds for lacrosse in this country. He continued his career at Bowling Green State University where he helped the Falcons win the Midwest Lacrosse Association championship twice. Mr. Collura was also named all-Midwest goalie thrice from 1973-75.

The next year, Mr. Collura began officiating games, a role he has held for 44 years. He referees matches at all levels: youth, middle school, high school, collegiate and club.

“That’s my first love,” Mr. Collura says.

“You go out, do a good job and no one knows you were there.”

In 2011, his career path led him to the Williams Field sidelines.

During his time at Summit, Coach Collura has compiled a 97-54 record, his teams have been state finalists twice and he’s coached three all-Americans: Lennox Brooks ‘17 (academic), Henry Schertzinger ‘18 and Harrison Schertzinger ‘18. He’s also been Miami Valley Conference coach of the year thrice.

Coaches want their teams to have onfield success, but they also seek to prepare their student-athletes for later in life.

Preparing the student-athletes, who are under his tutelage, is a duty that Coach Collura takes seriously. If he was to do it all over again, he said he would be involved within a school’s day-to-day operations so he could be around the

students more and have more of an influence than he already has. “I love the energy in the hallways. The kids are a hoot. You never know what they will do or say.”

From February to June, he and his coaches see the players more than their parents do. During the season, they go to school and then off to practice, not returning home until 7 p.m. Then, they quickly grab dinner and it’s off to complete homework before bed.

With these busy schedules that studentathletes keep, it’s imperative for coaches to serve as an extension of the parents.

“Coaching is a huge responsibility,” he says. “The players absorb everything, they see every inflection. They are like sponges. You have to be aware of that.

You have to be good role models.”

It’s why he’s come up with basic tenants for his program: “Win with class. Lose with grace. And always, always have good sportsmanship.”

“Everything we do with sports translates very well into the social world,” the coach says. “Some coaches treat their best athletes differently than the guys at the end of the bench. I do not feel that way.

They don’t get a pass. It translates well into what we are grooming them to be: good teammates, good brothers, good dads, good husbands.”

His contributions to Summit are many, but his contributions to the sport in Ohio loom larger as the induction to the Ohio Lacrosse Hall of Fame attests. Inductees can be enshrined as a coach, official or as a contributor to the game. Coach Collura was inducted as a contributor/official.

“It’s incredible,” Mr. Collura said of the honor. “The best part about it was the emails from guys I have not talked to since high school. It was cool to reach back and touch bases with all those guys.

Summit Magazine 45

The Summit Salutes Military Alumni

46 46 Fall Magazine 2020

Louise Zhou ’14 gives new meaning to the term “aerial shot” with this picture from the cockpit. She graduated at the top of her class in the Naval Academy where she learned to fly helicopters and is now on active duty.

By Tanya Bricking Leach

Nicholas “Nick” Ragland III SBS ’58 is a Vietnam Marines veteran whose military service inspired him to write novels about military heroism. Brian Daniel ’91 served in the Army during the Bosnian War with a diverse group of people from all over the world who became a second family for him. Louise Zhou ’14 graduated at the top of her class in the Naval Academy where she learned to fly helicopters and is now on active duty.

The personal stories of Nick, Brian and Louise are among many that can be told about Summit alumni who developed a passion for the kind of character-based leadership that has long been a hallmark of a Summit education. Here, by way of a salute to all who have served in the military, we share a few of their stories.

Lt. Joseph Clasgens II SBS ’37

Joseph “Jay” Clasgens II went from The Summit Boys School to Walnut Hills High School, Cornell University and then to Annapolis to join the Naval Academy.

After graduation, he became an ensign and was assigned to the USS Carpellotti, where he was a requisition officer in charge of supplies for the ship. He went on to earn the rank of lieutenant.

After his tour of duty, he joined his father in the family business, The J & H Clasgens Co., a woolen manufacturing company.

Through the years, the company helped the Army by making the wool for “trigger finger mittens” and green Army blankets, says Truka Clasgens Fisk ’68, Jay’s daughter.

Jay loved boating, the stock market, real estate, farming and traveling with his wife, Patsy. They visited 139 countries on six continents. He died in 2017 at the age of 94.

Vietnam Marines veteran Nicholas “Nick” Ragland III SBS ’58 has written two historical fiction books about Marine Corps heroes.

Lt. Joseph Clasgens II SBS ’37 became an ensign and was assigned to the USS Carpellotti where he was a requisition officer in charge of supplies for the ship. He went on to earn the rank of lieutenant.

47 Summit Magazine 47

Joseph Clasgens II SBS ’37 served on the USS Carpellotti.

“Dad was a quiet man and never talked much about his accomplishments,” his daughter says. “I am sure, if he were here today, he would say that from the Navy, he learned discipline, a sense of order — he was always giving our rooms at home the ‘white glove test’ — and leadership.”

Sgt. Charles “Charlie” Rentschler SBS ’53 and Capt. Fred Rentschler II SBS ’53

Twins Charlie and Fred Rentschler graduated from Summit Boys School in 1953, went to a college-preparatory high school and graduated from college in 1961 – Charlie from Princeton University and Fred from Vanderbilt University.

“We took separate routes, which was interesting,” Charlie says. “The Vietnam War was starting to heat up. There was no question at that time that we had to do service. If you didn’t enlist, you were going to get drafted. We both chose the Marine Corps.” Charlie went the non-officer route and eventually became a sergeant, E-5.

Fred went the officer route and became a captain.

When they returned to private life, they both went to Harvard Business School for MBAs. Charlie worked on Wall Street and then got into industrial manufacturing in the Midwest.

Fred went to work for Dial soap and eventually became president of Armour

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Sgt. Charles “Charlie” Rentschler SBS ’53

Capt. Fred Rentschler II SBS ’53

Dial as well as other food companies and

later Northwest Airlines. He was a trustee at Vanderbilt for many years. He died in 2010 at age 70.

“The service is just a slice of humanity,” Charlie says. “It had a big influence on me. My service gave me a tremendous respect for the military and the role that they provide. I would recommend it to anybody.”

Capt. Howard Nicholas “Nick” Ragland III SBS ’58

Nick Ragland spent eight years at The Summit in the 1950s, graduating from The Summit Boys School in the days when the high school was still girls only. He considers those years the most influential in his life – years when he forged lifelong friendships and values that have carried him through a remarkable career.

“Of all my education, The Summit was my favorite,” says Nick, a Vietnam veteran who has reinvented himself over the years as a banker, farmer, businessman and school trustee. “I can remember the name of just about every one of my teachers.”

After The Summit, he went on to Cranwell Preparatory School in Lenox, Mass., and then to Georgetown University, where he earned a B.S./B.A. in Science and Business Administration in 1966.

Ten days after graduation, he joined the Marine Corps to serve in the Vietnam War, where he worked in helicopter landing zones. For his combat service, he received the Navy Commendation Medal with Combat “V,” the Combat Action Ribbon and the Presidential Unit Citation. He got married three weeks after his return from Vietnam.

He worked for Cincinnati’s Central Trust Bank for five years. Then, he took some courses at Purdue about agriculture and bought a farm in Enochsburg, Ind. He and his wife, Marty, farmed for five years. After that, he bought a small fence company.

Then, in the early 1980s, he bought Lutz File and Tool Co., and that evolved into the Gorilla Glue Co., which his sons still run.

He served as a trustee for The Summit from 1987 to 1993 and received The Summit’s McKenzie-Sargent Distinguished Alumni Award in 2007.

Since his retirement, he has written two historical fiction books about Marine Corps heroes. He and his wife have five boys and 17 grandchildren, live in Cincinnati and still like to relax at their Enochsburg home.

He enjoys fishing and hunting quail and pheasant.

“Service is important because there are no free lunches,” he says. “We’d be a better country today if people had to serve – maybe not in the military but in a Peace Corps or teaching corps or a medical corps – some kind of two-year service to the country.”

Capt. Kathleen Fischer, M.D., M.Ph. ’72

Now working in healthcare at the University of California in San Diego, Dr. Kathleen Fischer entered the Navy on a scholarship to pay for medical school. “My first assignment was as a general medical officer in the Philippines, which gave me a number of unique experiences in tropical medicine, military medicine and caring for refugees leaving Vietnam,” she says.

“My husband was also a physician in the Navy and deployed multiple times with the Marines. During those deployments, I also fully experienced the role of the spouse of a deployed service member, caring for our four children.”

Graduating in 1972, Dr. Fischer was in the last graduating class before the Upper School became co-educational.

“There was a strong emphasis on the development of young women,” she says. “In my four years, I went from shy and tentative to being a confident student council president. I had numerous experiences over 26 years, in different places around the world. Some of these experiences could easily be chapters in books. My biggest satisfaction was to work for and with people of such high integrity.”

From her service in the Navy to a career in medicine, Dr. Fischer believes people are happiest when serving others.

“Albert Schweitzer said, ‘The only ones among you who will truly be happy are those who have sought and found how to serve.’ The military is one path to that service.”

Capt. Kathleen Fischer, M.D., M.Ph. ’72 gained a number of unique medical experiences during her time in the Navy. She now works in healthcare at the University of California- San Diego.

Summit Magazine 49

U.S. Navy Reserve Cmdr. Amy Rohs, M.D. ’90

After graduating from The Summit, Amy Rohs went on to the University of Notre Dame as an undergraduate and then to the Medical College of Ohio to earn her medical degree. She completed her residency at the University of Cincinnati and joined the Veterans Health Administration in 2007. She is a pulmonologist and U.S. Navy Reserve Commander.

Spc. Brian Daniel ’91 “My military experience was the best the thing that ever happened to me,” says Brian Daniel. “I saw a lot, as far as going to countries I never would have even dreamed that I would be able to visit. I spent two years in Germany and traveled through Europe on weekends. And Bosnia (during the Bosnian War in the mid-1990s) was an eye-opening experience. It made me appreciate what I have, mainly family, seeing kids without knowing where their families were or if they were alive. Seeing some of their living conditions, it was pretty wild.”

Joining the Army was going against the grain in the Daniel family. Brian’s father, uncles and grandfathers had served in the Navy. “I was used to the idea of service, but The Summit influenced me, too,” he says.

Brian developed a tight bond in every unit with which he served. “Everybody was from all different backgrounds, different religions, races, even countries. I had people from the Philippines in my unit, a guy from Panama, Bahamas, a couple countries in Africa. I mean it was just one big family. We all had each other’s backs and learned from each other’s cultures and upbringing.“ Most of his time in the service, Brian was in charge of the motor pool, ordering parts for Humvees, five-tons, and Deuce and a Halfs. He ensured the vehicles received scheduled maintenance and that people 50

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Spc. Brian Daniel ’91 said his experience in the military “was the best the thing that ever happened to me.”

were qualified to drive them. After the Army, he worked for Ford Motor Company and now co-owns a trucking company.

“I never would have had the experiences I’ve had if I didn’t go through the military,” he says.

Lt. Col. Ryan Chmielewski ’96

Ryan Chmielewski applied to the Air Force Academy with hopes of flying airplanes, seeing the world and having college paid for. “From day one, after qualifying in my first aircraft, the mission, the people and the ability to really have impact have kept me in over 20 years now,” he says.

“The Summit taught me it is essential for leaders to stand up and say, ‘Here I am, send me.’ It was also evident in clubs, sports, charitable endeavors at The Summit, that when the leader stepped forward, others were eager to join in the effort. We had more success as a team than individuals. That’s an important lesson I took with me.”

Over the years, he has flown many different planes and filled many roles. Currently, he is stationed at Barksdale Air Force Base in

Lt. Col. Ryan Chmielewski ’96 stands with his family.

Louisiana and is a member of the Air Force Global Strike Command staff, leading a big-data project.

“There is nothing like the camaraderie and shared sense of purpose,” he says.

“Each person’s service is its own story. I don’t know anyone who took the same path as me. It’s definitely a way to make a difference. If you are in certain career fields (like airlifter), you see the amazing amount of work our country does around the world that doesn’t involve bombs and bullets. The military will also challenge you to be more than you thought. I wanted to fly planes, but it’s the leading of people and solving complex problems that I’ve enjoyed the most.”

Maj. Michael Ann “Micki” Glotfelter ’97 “My experiences at The Summit transformed the way I viewed myself

in relationship to the world,” says Micki Glotfelter, now stationed at Eielson Air Force Base at the North Pole in Alaska. “I had little self-confidence when I started middle school, and by the end of my time there (The Summit), I had a budding sense that I could accomplish things if I worked hard.”

Drawn to the Air Force by the training opportunities, she says service was an added bonus she did not anticipate would be such a gift.

“I applied to the Air Force psychology residency program to complete my doctoral degree, and I matched with my first choice at Malcolm Grow Medical Center, where I spent a year as a psychology resident in Washington, D.C. My first duty location was to a Global Strike Command base in Shreveport, La., where I began to practice as a licensed Summit Magazine 51

Maj. Michael Ann “Micki” Glotfelter ’97, when she was deployed in 2017, was the only behavioral health provider for thousands of service members. Currently, she is stationed at Eielson Air Force Base at the North Pole in Alaska.

Capt. Robert “Chip” Heidt III SMS ’98 psychologist and a leader in the Air

Force. It was a humbling and eye-opening Robert “Chip” Heidt III graduated from experience into how little I really knew the U.S. Military Academy at West Point in either area but how much service and went on to serve as an Army officer members and military leaders valued my in Alaska, Georgia and position.”

Kentucky. He held multiple

positions as an Airborne She ran programs such Ranger qualified infantry as Suicide Prevention and officer, including platoon Alcohol and Drug Abuse leader, executive officer, Prevention and Treatment company commander and and went on to serve in San brigade plans officer.

Antonio, Texas, and Wright Patterson Air Force Base in He was a combat veteran Dayton. who served in Afghanistan,

where he led a 41-person Deployed in 2017, she was paratrooper group in the only behavioral health support of the combat provider for thousands of Olga “Gigi” Duarte ’02 and Capt.

Robert “Chip” Heidt III SMS ’98. operations. service members. “It was

at that time that I realized He returned to Cincinnati in the reason I am a military 2014 and married his elementary school psychologist and what responsibilities sweetheart, Olga “Gigi” Duarte ’02, in go along with the uniform,” she says. “At The Summit’s Immaculate Heart of Mary Wright Patterson, I continued as faculty Chapel. He joined the U.S. Bank Military until I got to drive across the country to Leadership Development team and in the most beautiful place I have lived: North 2018 went on to pursue his own ventures Pole, Alaska.”

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in commercial and residential real estate, antiques, distillery ownership and other investments.

Maj. Frank Albi ’01

After serving as a captain in the Marine Corps on the ground side, including two tours in Iraq, Frank Albi is now a major in the Reserves and an attorney in Chicago.

“Sept. 11 happened while I was at the Naval Academy,” he says. “It was a Tuesday morning, and I was in calculus class. And everything changed. There was a sense of urgency to everything we did from there on.”

“Not only are there great job skills to learn and wonderful academic achievements to be had and ways to test yourself and your mettle, but there’s also, perhaps, an obligation to understand how you got to where you are before you were even born,” he says. “A friend of mine used to deftly summarize it as, ‘If not me, then who?’

“My service is part of my identity, but it’s not the sum total of who I am. On a larger scale, military basically enjoys a pretty good reputation because people are out there struggling in some part of the world 24/7. And you miss a lot of sleep, miss a lot of meals, miss a lot of whatevers – and that’s executed by an all-volunteer force.

It’s wonderful to say, ‘Thank you for your service.’ But I think what would be more meaningful, perhaps, is if everybody found their own way to contribute.”

Maj. Frank Albi ’01

Capt. Luke Albi ’05

Capt. Luke Albi ’05

Frank’s brother, Luke, also served in the Marine Corps. He graduated from the Naval Academy and became a Marine Corps helicopter pilot. He is now in his third year of law school at Georgetown University.

He says: “The Summit does a really good job of instilling in its students the idea of servant leadership and the idea of ‘to whom much is given, much is expected.’

The kind of people who go to The Summit are presented with a lot of great opportunities. I wanted to make sure that I earned that.

Military services makes a person better at whatever the person wants to accomplish in life, he says.

“What I thought I was going to do was do the military service thing, and that would sort of end my desire for public service,” Luke says. “But that actually has not been the case. Since getting out, I realized that’s all I want to do. So, my long-term goal going into law school is to become a federal prosecutor. It’s not a switch that turns on and turns off. So, the surprising thing is realizing that I really care about this more than anything else: serving the country.”

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1st Lt. Dale Lakes ’13

Now stationed in Fort Gordon, Ga., Dale Lakes is a first lieutenant in the Army. “During my four years at West Point, I discovered my passion for cybersecurity, information technology and software development,” he says. “I majored in 1st Lt. Dale Lakes ’13 computer science and branched into Cyber, the Army’s newest branch.”

“The critical mission of national cyber defense is a major shift in emphasis for the Army. America desperately needs people with experience in fields like cybersecurity, data science and information technology to volunteer for service and contribute to the fight,” he says. “We are entering a new era of military operations where those who wish to do us harm will do so almost purely through unconventional means and asymmetric warfare. We have seen over the past decade how the battlespace has moved from the ground to the Internet.”

Dale says military service has made him more confident, competent and mature. “I wake up every morning with a clear sense of purpose,” he says. “I am so thankful to The Summit for giving me the necessary foundation to be successful in the military.”

Naval Flight Officer Louise Zhou ’14

After graduating and commissioning from the Naval Academy, Louise Zhou went to flight school in Pensacola, Fla., where she graduated No. 1 in her class and got her “wings of gold.” She was selected to be an E-2 Naval Flight Officer. Now stationed in Norfolk, Va., she is part of VAW-120, the fleet replacement squadron. She hopes to stay in Norfolk for her first sea tour.

“Service to others has always been very important to me” she says. “I grew up learning to always put others before myself, and that has been a very important rule to live by. I feel like God has called me to do a job that I’m passionate about and that I know has a direct role in protecting the people of a country that I grew up in and love.”

“I stumbled on this path by total happenstance. I never thought I was cut out for it, but I ended up thriving in the military. I challenge students to keep an open mind and to challenge themselves to do something that is for a greater good and something that is out of their comfort zone.”

Cadet Meghan O’Brien ’17 Meghan O’Brien is a cadet at the U.S. Coast Guard Academy in New London, Conn. She was a recruited athlete and captain of both her basketball and cross country teams. At The Summit, she was a member of the Senate and the student newspaper. She will graduate next year and then be a commissioned officer, serving a minimum of five years.

Todd Kinross ’87 and Scott ‘18 Father and son airmen Todd Kinross ’87 and Scott ‘18 both received appointments

Naval Flight Officer Louise Zhou ’14 stands on the wing of a plane.

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instructors, great friends and tremendous role models that would push us to be the best person we could be.” Scott is currently a member of the USAFA Triathlon team, on the Superintendent’s list for military, academic and athletic honors and majoring in Ops Research. After graduating and receiving his commission as an officer in the Air Force in 2022, he will either continue with his education or go to pilot training.

The Kinross family gathers at an Air Force Academy game L to R: Derrick ‘20, Halle, Todd ‘87, Scott ‘18 and Karen.

to the U.S. Air Force Academy after graduation. Todd was a member of the Academy’s intercollegiate parachute team, The Wings of Blue.

After graduating with a computer science degree, he cross-commissioned to the Navy and served six years including a tour in the Middle East as a navigator aboard the USS Mount Vernon and as part of Special Operations with 1st ANGLICO out of Camp Pendleton, Calif. He now works for Total Quality Logistics in Cincinnati. “The Summit really helped me define myself as an individual and gave me the drive to accomplish any goal. Starting mid-year in fourth grade was not easy at first but the teachers and classmates really helped. There were always amazing

Cadet Michael Stanis ’20

Accepted by every military academy, Michael Stanis chose the U.S. Air Force Academy in Colorado where he becomes a cadet this fall.

“I hope to work with the operations research department within the Air Force,” he says. “I am interested in efficiency and how to best use resources. But, ultimately, I will go wherever I am sent. I want to serve because I love my country. I have been given so many great gifts, and I want to serve for many of the same reasons other people do. With that said, my main desire to serve comes because I know that I will be able to make a positive impact on those around me and that I am committed to helping others.”

Cadet Michael Stanis ’20 was accepted by every military academy he applied to.

He chose the U.S. Air Force Academy, wanting to work in the operations research department.

Summit Magazine 55

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