SOAR, Spring 2024

Dear Summit Community,

Deep learning for the real world. That’s what our students and faculty do. Our 3rd graders write chapters for a collective book, then publish it. Our 7th graders build models of Charleston single houses, then travel to Charleston to explore them. Our teachers conduct their own original literacy research and then present it at the US Festival of Education.

The quotes from this issue of Soar reflect Summit’s unique, timely, and timeless approach to hands-on/minds-on learning:

“We tell kids often that their words matter. And I think little feels more significant to an eight or nine-year-old than seeing their words printed on paper. They got to see this hard-cover bound book that has their words in it.” Jess Alfaro, 3rd grade teacher on the publication of Super Summit Stories

“The [7th grade] class watched ‘This Old House’ episodes focused on Charleston single houses and made their own 3-D computeraided design (CAD) drawings. [Cam] Whitley had his students delve even deeper by creating virtual reality versions.”

— from the article on the 7th grade Charleston trip

“Summit’s participation in the inaugural US Festival of Education was more than simply attending. Three of our faculty members, Anne Spencer Pope ’91, Jess Alfaro, and Dominique Patrick, presented a session based on their work on developing assessment practices to support student learning. This was a great privilege for faculty as they were specifically invited and the capstone on 18 months of their own professional growth.”

—

Tom Gething, Director of Lower School on Summit’s unique brand of professional development

“Summit taught me the potential is here—anywhere I go—to belong. If I choose to engage deeply and authentically, I’ll be met by others seeking the same kind of connection.”

— Emily Sutton Parsley ’95, parent of five current students

“Summit is an amazingly supportive place for an adolescent to develop self-confidence. Middle school can be rough. Summit nails that sweet spot between being supportive emotionally and challenging academically.” — Will Parsley ’95, parent of five current students

Educational philosopher John Dewey famously wrote,

“I believe that education, therefore, is a process of living and not a preparation for future living. I believe that the school must represent present life—life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.”

The Summit experience engages students in learning that lasts a lifetime—learning that is as inspiring as it is enduring. Our children don’t wait for what’s next. They are architects of the future.

Onward and upward,

Michael Ebeling Head of School

Their Voices Matter

With guidance from a writer-in-residence, Summit third graders became published authors

“Everyone wants to write a book,” said John Hodgman, author of five books, comedian, actor, and podcaster. “But,” he added, “very few people are able to do it.”

In 2002, the New York Times reported that “81% of Americans feel they have a book inside them.” A 2021 story on Medium added that fewer than 1% of would-be authors will ever publish one.

Incredibly, Summit’s third graders are part of that 1%.

Last year they wrote and illustrated Super Summit Stories with support from their teachers: Lower School librarian Julie Giljames; Lower School art teacher Jennifer Sparnicht; and author and educator Melissa Rooney, Ph.D. who served as their very own writer-in-residence.

Bringing a writer-in-residence to campus was Director of Lower School Tom Gething’s idea. When he told Giljames about it, she immediately began researching authors who’d be a good fit. Rooney was ideal.

“Melissa is an author and educator,” said Giljames. “She has a doctorate in chemistry and a passion for science. She’s done a residency before and had a structure in place, which was helpful since this was new for us. She has a great rapport with kids and brought energy to the whole process.”

For six weeks last school year and as well as this current one, Rooney came to Summit weekly for writing sessions Giljames deemed “magical.” The work continued on days the author wasn’t in class; teachers and students worked on structure, plot, and story arcs.

“Melissa exposed our kids to the idea that writing is like a playground,” said Jess Alfaro, third grade lead teacher. “Writing lets you bring your imagination to life. And there’s no one way to do that. So, the stories are very different— but they reflect the authors.”

As do the illustrations.

“After a few weeks of writing—because you can’t illustrate something you haven’t written—we talked about illustrating a story with just one picture,” said Sparnicht. “We only had space for one per story. I suggested they think of their protagonist and consider a single symbol to represent that character.”

“And the main character wasn’t always human,” she added. “We had a corgi, a giant spider, even a river.”

Creative freedom

Every story starts with an idea.

And every author felt passionately about his or hers. “They loved the characters they imagined,” Alfaro said. “We wanted them to write about what excited them rather than dictating a theme they had to adhere to.”

So, each child had creative license.

Faculty members served as scribes. “What students this age can tell you far outpaces what they can write,” Alfaro said. “Having a scribe allowed children to get their ideas from their head onto paper without the struggle of writing themselves.”

The process allowed for on-the-spot editing; scribes helped the students ensure there were no plot holes. And Rooney helped them refine their ideas, too. “She spent hours reading, questioning, editing, wondering with each child what would happen next if this happened,” Alfaro said. “There was a lot of collaboration between Melissa and each child.”

Words that matter

Once the writing and illustrations were complete, the manuscript and art were sent to the publisher. In this case, it was Amazon.

The book officially launched last April at a breakfast attended by the authors, their collaborators, and their parents. Rooney came to celebrate with her pupils— who, thanks to her tutelage, have joined her and select others in that 1% club.

To make the book matter even more, teachers linked its publication to a service project. Sales proceeds went to A Bed and A Book, a nonprofit whose mission (to provide every child with a bed and a book) really spoke to students. Book sales raised about $270, and a check presentation was held at school.

Super Summit Stories 2023 is available on Amazon, where it’s touted as sharing the “sometimes hesitant, often quirky, but always beautiful inner workings of a third-grade mind” and “demonstrating the students’ vast range of interests, motivations, unique personalities and, no doubt, television and internet viewing experiences.”

Coastal Classroom

Seventh graders take in science, history—and life lessons—on their annual trip to Charleston, SC

As soon as the bus carrying 48 Summit seventh graders pulled into Charleston, South Carolina, students yelled excitedly for Cam Whitley, their design and technology teacher.

They’d just spotted the first of many “Charleston single houses” they would see during their October trip to the Holy City—the very houses they’d studied in Whitley’s class.

“These structures are iconic,” Whitley said. “They really only exist in Charleston, although the design has been exported elsewhere. They’re just one room wide but are usually long and deep with piazzas on the side that are double-tiered.”

Prior to their trip, the class watched “This Old House” episodes focused on Charleston single houses and made their own 3-D computer-aided design (CAD) drawings. Whitley had his students delve even deeper by creating virtual reality versions.

Students wondered why those houses were only one room wide. “It comes down to taxes,” Whitley said. Property tax in Charleston used to be assessed based on street frontage rather than square footage.

A barrier island and bumper cars

The group had four days and three nights of cultural immersion, sightseeing, nature studies, and fun with friends.

Elizabeth Rief, who has taught at Summit for 23 years, was one of nine adults on the trip she’s always instrumental in planning.

Summit seventh graders have been going to Charleston since the early 2010s, and the trip is updated every year. “We always discuss what worked well and what could be improved,” Rief said. “It’s never the same trip twice.”

In the early years, the trip focused mostly on marine science. It’s evolved to include history and architecture.

Students often declare the trip a success before they even arrive; the bus ride alone is a highlight for many.

Whitley said, “It was one of my favorite parts of the trip. I got the bus driver’s mic and played DJ. To lead 50 kids in joyous, happy singing was a thrill.”

Being out of town, without parents and siblings, is the first dose of freedom for many kids. And they appreciated the level of independence they had.

Their full agenda included a/an:

★ Trip to the waterfront South Carolina Aquarium

★ Adventure at Wild Blue Ropes

★ Ecotour of Capers Island, a barrier island with a tidal salt marsh

★ Visit to the U.S.S. Yorktown and Patriots Point

★ Fun park with video games, mini-golf and bumper cars

★ Exploration of the Lowcountry by kayak

★ Tour of the Old Slave Mart that included a scavenger hunt developed by teacher Tim Musser

How to be a good citizen

While field trips are a kind of “extended classroom,” students don’t necessarily think of them as School 2.0. The Charleston trip may have felt more like vacation than school. And that’s by design.

“We try to make it a good balance of learning and fun,” Rief said. “Kids get to unwind and spend time with friends for a few days, and there’s value in that, too.”

Many lessons students take home come from being immersed in a new environment. This trip offered lessons in “how to be a good citizen, how to navigate in a new city, how to share the sidewalk, how to be a good guest,” Rief said.

And those lessons will last a lifetime.

Students also got a taste of what life was like in their parents’ middle school days since phones weren’t allowed. “They had to entertain themselves on the bus and in the little bit of downtime they had,” Rief said. (If anyone felt a twinge of homesickness, teachers’ phones were available for kids to call home.)

Travel sometimes comes with misadventures, but Rief said this trip was free of major mishaps. The bus didn’t break down. No one got lost. Everyone made it to every event on time.

And they all got to know what Whitley calls “one of the most beautiful cities on planet Earth.”

Every year, this trip is a magnificent introduction to a historic Southern city—but, more broadly, to the wonders of travel.

Students take home many lessons from being immersed in a new environment.

Summit Design Projects

Students learn the skills of problem-solving, collaboration, and perseverance

Robotics Project 2nd Grade

In second grade, students begin to learn about robotics. Using Lego WeDo kits, each second grader works with a partner to build a glow snail. Students then use iPads to program their snails to light up in various patterns. The programming is similar to the Blockly programming they use in their code.org course. This activity provides a hands-on application for coding. Students also learn about Bluetooth technology, specifically how Bluetooth is different from wifi and how it allows the iPad to communicate with their Lego glow snail. Ask a second grader how Bluetooth got its name. And who doesn’t love building with Legos?

7th Grade 4th Grade

Balloon Cars

In fourth grade, each student works with a partner to build a car powered by a balloon. Students decide what to use for the body of the car and the wheels and axles with the ultimate goal of designing a car that will travel the greatest distance possible. Students begin by drawing out their plans and then presenting them to the class for feedback. One of our goals in Lower School Design & Technology is to create a sense of community where students feel comfortable sharing ideas to create better outcomes for everyone. Students then move on to building and testing their models. They must analyze how the cars are moving and make changes to improve their designs. Designing balloon cars is a fun way for students to hone their skills in collaboration and problem-solving.

Truss Bridge Building

In seventh grade science, students recently completed their forces and motion unit that culminated with a truss bridge-building project. This hands-on activity helped students explore tension and compression forces and bridge design strength. Before building, they studied various geometric shapes and discovered the strength of triangles, which became the foundation for their bridge designs.

Working in groups, students designed and built their truss bridges using wood sticks and glue, focusing on secure connections. They then tested the bridges’ load-bearing capacity by attaching them to a crane scale, observing how much force each bridge could endure before collapsing.

This project not only deepened their understanding of forces but also fostered teamwork, engineering skills, and critical thinking. Through truss bridge building, students applied geometry and physics concepts, unleashing their creativity and enhancing their scientific knowledge.

Professional Development at Summit:

The source of great teaching and learning

Classroom teaching is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. In fact, when I compared the complexity of teaching with that much more highly rewarded profession, ‘doing medicine,’ I concluded that the only time medicine even approaches the complexity of an average day of classroom teaching is in an emergency room during a natural disaster.

—Lee Schulman, educational psychologist

Teaching is complex. It combines science and art, method and technique, innovation and practice. At Summit, there is a shared understanding of this and a deep desire to keep getting better at teaching. Professional development (PD) is at the center of our professional lives. The research is very clear—giving teachers the opportunity to engage in meaningful PD influences job satisfaction, belonging, and the student experience.

Professional development is strongest when it taps into the combination of a school’s strategic goals and the curiosity of individual teachers. It is in this sweet spot where the magic is most likely to happen.

In October, nine faculty members attended the inaugural US Festival of Education, which was hosted by St. Andrew’s

Episcopal School in Potomac, Maryland. This is an offshoot of the United Kingdom festival, now in its 15th year. It is a unique event. The festival brings front-line educators and educational researchers into face-to-face contact. Beginning with Dr. Dan Willingham’s opening keynote address on what cognitive research tells us about how to teach executive functioning, workshops covered topics including: cognitive science, artificial intelligence (AI) and technology, coaching, school leadership, and the science of teaching and learning.

Summit’s participation was more than simply attending. Three of our faculty presented a session based on their work on developing assessment practices to support student learning. This was a great privilege for faculty as they were specifically invited and the capstone of 18 months of their own professional growth.

Beginning in August 2022, teachers Anne Spencer Pope ’91, Jess Alfaro, and Dominique Patrick elected to complete the year-long Assessment Lead course together through Summit’s partnership with Evidence Based Education. Their commitment, working collaboratively and requiring two hours per week of study outside of their regular duties, is a small example of what Summit teachers are driven to do. The outcome of their work has already informed practice at all levels of the school’s operations.

It has influenced:

★ Research into and adoption of new standardized assessment tools for foundational reading skills from kindergarten to fifth grade

★ Our approach to harnessing the power of assessment data to make more informed decisions about the effectiveness of teaching strategies we use

★ Changes in how we allocate resources to support students with specific learning profiles

★ Continuing work into selecting a new math assessment that will support teaching in kindergarten to eighth grade

★ The way teachers in Lower School make determinations about which students will most benefit from our accelerated math program, which begins in fourth grade

★ Changes in specific classroom assessment practices—for example in the moment feedback on student learning that helps teachers pivot to meet student needs

Summit’s faculty are our greatest resource and our most valuable asset. The growth mindset is pervasive. The Ebeling Center for Excellence and Innovation in Teaching and Learning (CEI) is the mechanism that allows us not only to develop

our faculty for the betterment of our students now and in the future but also to magnify our capacity to share what we have learned with colleagues across the nation. We are humble enough to know that we always have more to learn, and we can also take great pride that we also have much we can share beyond our walls to the benefit of students and teachers.

A Sense of Belonging

Summit is a second home to the five Parsley kids—just as it was to their parents three decades earlier

How did Summit prepare alums Emily Sutton Parsley ’95 and Will Parsley ’95 for what came next?

The couple—childhood friends who started dating at 25—had different answers to that question.

For Emily, it comes down to belonging. “I’m blessed to come from a big family,” she said. “I’ve always had the feeling of being one of many. My cousins attended Summit. At one point, my grandmother had 11 or 12 grandchildren at Summit. I belonged to my birth family and my school family. And I carried that feeling with me after I left. Because my Summit years were so formative, I knew that, even if I didn’t have the same sense of community right away, I’d have it again.

“Summit taught me the potential is there—anywhere I go—to belong,” she added. “If I chose to engage deeply and authentically, I’ll be met by others seeking that same kind of connection.”

‘The things that matter’

Will’s halfway tongue-in-cheek answer: “It made it easy to know where to send our kids to school.”

Indeed, the couple didn’t consider anywhere else for Archer (9th), Charlie (7th), Lydia (4th), Sutton (1st), and Jillian (Eaglets).

The caring environment Emily and Will remember from their Summit years of 1984 – 1995 remains.

“Summit is an amazingly supportive place for an adolescent to develop self-confidence,” Will said. “Middle school can be rough. But Summit’s nurturing environment helps families navigate those potentially fraught years.”

He added, “Summit nails that sweet spot between being supportive emotionally and challenging academically.”

Emily and Will said Summit prepared them fully for high school (Forsyth Country Day and Woodberry Forest, respectively) and college (Furman and Davidson). That’s because “Summit exposes you to the things that matter,” Will said. “It’s not just the curriculum. I did speech and debate in high school, and I felt totally comfortable… because I’d done public speaking at Summit.

A culture that endures

Summit has always had “a culture of impressive academic success,”

Will said. “That was combined with encouragement, support, and kindness. I don’t remember the culture being articulated; it was just how ‘Summit people’ were.

“Returning as parents 20 years later, what we inherently knew to be true was now well-defined. There’s a mission, vision, and values people really lean into. And what’s beautiful is that nothing changed. Administrators just began better articulating what makes Summit special.”

The sense of belonging Emily appreciates is one of those things, Will said: “Just by being a part of this community, you belong.”

In addition to rigorous academics, rich extracurriculars, and a supportive environment, there’s something else the Parsleys say makes Summit special.

“Our kids have been fortunate to form deep and abiding friendships early,” Emily said.

They’ve also formed deep connections with teachers. “Every year, each of our children has at least one teacher they really connect with,” Will said. “It’s proof of what Michael [Ebeling] often talks about, and that’s the importance of the educator. When a child finds an educator they connect with, it gives them a passion for that subject.”

With five kids at Summit, Emily and Will spend much time on campus. In addition to pick-ups and drop-offs, concerts and sports often bring them back after hours.

Emily views it philosophically. “I remind myself in the busyness of those trips… that, in a few months, I’ll look back and see this as a pretty simple time. That’s because— for now—I know my children are always in one of two places— at home or at Summit.

And in both places, they’re seen and known and loved. There’s no greater comfort for a parent.

Summit taught me that the potential is there— anywhere I go—to belong.

Dear Summit Alum Community

As it was when we were students, the alum community is engaged and active; recent examples include:

Several reunions were held last fall; see pages 16–17 for photos and event descriptions.

Want to know more about next steps when students leave Summit? Enjoy the “Where Are They Now” article on page 26 which highlights the class of 2020.

Classes of 1964, 1974, 1984, 1994, 2004, and 2014—Save the Date, Founders Week 2024. Celebrate your class reunion on Friday, September 27, 6:00 pm at Summit. Details, including additional weekend events, and invitation to follow.

The Alumni Council continues to provide Summit with leadership and support for all alum activities. If you have an idea or question, please contact me at bstrick1952@gmail.com.

Barbour Strickland ’67

Alumni Council President 2022-2024

It is an honor to serve as the Summit liaison for alum engagement! I could not do this work without the Alumni Council which provides leadership for our activities.

Every day is a great day on the Summit campus but my favorite days include those when alums are present: attending reunions or sporting events, speaking with student audiences, supporting curriculum events, serving as interns during their academic year or during Summit Summer. These visits are often planned but are sometimes spontaneous—either way, make plans to join us on campus soon!

If you would like to learn more about opportunities for alums or want to get involved, please contact me at alums@summitmail.org.

Sarah Dalrymple Director of Alumni and Community Engagement

Mary Allen Mann Martin ’61 and Jim Martin with Sarah Dalrymple

Debbie and Barbour Strickland ’67

Summit celebrates our married alums

Ann Brown Crowder Campbell ’93, Sandra Adams, Chip Campbell ’93, and Wesley Davis ’87

“Ann Brown and I met and began dating in the 4th grade when I started at Summit. It’s such a special place to us that I proposed to her on the athletic field behind the 4th grade building. We are grateful that our kids (Grace ’22 and Maggie ’25) have been able to experience this wonderful place as well.”

Bridget Webb Alsup ’98 and Ben Alsup ’98

Mimi Driscoll Bennett ’04 and Spencer Bennett Jr. ’00

Ann Brown Crowder Campbell ’93 and Chip Campbell III ’93

Elizabeth Zieser-Misenheimer ’10 and Christopher Cleland ’10

Donna Hailey Craige ’63 and David Craige ’63

Katie Glenn Davis ’96 and John Davis Jr. ’89

Lois Abernethy Davis ’58 and Judson Davis ’63

Elizabeth Williams Davis ’62 and Tom Davis Jr. ’61

Stefanie Cox Gladstone ’99 and Philip Gladstone ’98

Millie Hardison Glenn ’03 and Jim Glenn ’04

Cinny Strickland Graham ’74 and The Honorable William Graham Jr. ’74

Sally Dudley Harper ’84 and Kevin Harper ’72

Kara Quadland Helms ’80 and W. Bradley Helms ’79

Sara McDowell Hollan ’63 and Jack Hollan Sr. ’63

Laura Ziglar Hunt ’76 and John Hunt Jr. ’75

Barrett Isley Kenan ’84 and Hamp Kenan Jr. ’81

Catherine Holden Koufman ’95 and Dustin Koufman ’96

Janie Hanes Lambeth ’63 and Carter Lambeth ’61

Jane Taylor Lassiter ’71 and Bob Lassiter ’65

Liz Krewson McCall ’03 and Will McCall ’04

Anne Butler McDowell ’71 and Tom McDowell ’73

Katherine Cox Michalove ’70 and Gary Michalove ’65

Aly Kleinmaier Moser ’92 and John Kenneth Moser ’89

Allison Long Murfee ’91 and Jonathan Murfee ’92

Caroline Fedora Parker ’02 and W. Harrison Parker ’02

Emily Sutton Parsley ’95 and Will Parsley II ’95

Lara Hanes Pierce ’93 and Nicholas Pierce ’85

Elaine Hondros Reed ’88 and Wes Reed ’84

Sallie Spencer Rice ’73 and Tom Rice III ’73

Cristen Windham Sessions ’97 and Ben Sessions ’92

Whitley Vogler Sheffield ’00 and Parker Sheffield ’02

Emily Pleasants Smith ’58 and A. Zachary Smith III ’56

Daphne Clinard Thompson ’99 and T. Wells Thompson ’99

Julie Clinard Townsend ’73 and Thatcher Townsend III ’73

Liz McGee Vaughn ’84 and Stuart Vaughn Jr. ’82

Sheila Dawson Wheeler ’78 and Commander Quentin Wheeler ’75 *

Clark Long Wilson ’03 and W. Charles Wilson ’99

Jeep Fenwick Wilson ’54 and George Wilson ’54

* deceased

If we have inadvertently omitted your name, please contact Sarah Dalrymple, Director of Alumni Engagement, alums@summitmail.org

Classes of 2012–2017

November 2023

Michael Ebeling, Head of School, Claire Reboussin ’14, Peter Stratta ’14, Matthew Arcuri ’14, Davis Huff ’15, Katie Dalrymple ’15, Maya Mims ’15, TJ Petronzio, Science, Lindsay Mims ’15, Sarah Dalrymple, and Doug Johnson, Assistant Director of Facilities

Washington, DC area alums

October 2023

Libby Fulton ’12, Fleet Wilson ’15, Sarah Dalrymple, Yasmin Horner ’16, and Jack Roemer ’13

Raleigh area alums

December 2023

1. back row: Malcolm Lewis ’77, Pierce Corpening ’11, Michael Beavers ’97, and Bret Holmstrom

front row: Rusty Doggett ’74, Barbour Strickland ’67, Sandra Adams, Sarah Dalrymple, and Bill Toole ’74

2. Chelsea Curran Adams ’02, Sarah Dalrymple, and Emily Huddle ’88

Classes of 2018–2023

December 2023

1. Sawyer Kribbs ’22, Amory Kelly ’22, and Emma Rogers ’22

2. Jack Thomas ’19, Auguste Reboussin ’19, John Heafner ’19, and Parker Southern ’19 3. Mac Semans ’22 and Max Dresel ’22 repair bikes for Twin City Bike Collective 4. Vance Stroupe ’18, McLean Turner ’18, Bo Dalrymple ’18 and Sarah Dalrymple 5. Upper School teachers Lisa Emmerich, Kianna Beachum, and Elizabeth Kerr Wild ’84 6. Cindy Kluttz, Director of Advancement and Sophie Petronzio ’22

Avery McCutchen ’16

After Summit, where did you continue your education?

I went to Summit from kindergarten through 8th grade. After Summit, I went to West Forsyth High School and the University of Florida. I am now a first-year medical student at Wake Forest University School of Medicine!

Do you have a favorite Summit teacher, curriculum event/project, or special memory that resonates with you as an adult?

While I had many, many wonderful teachers at Summit, there are three who come to mind when I think about my favorites. Mrs. Reynolds, my science teacher for 1st-5th grade, Mrs. Rejeski, my 3rd grade teacher, and Mr. Felten, my 8th grade science teacher. All of them were absolutely wonderful teachers, allowing me to explore creativity and ingenuity as a student at Summit. I definitely believe my love for science started in their classes through their support and guidance. That same love for science has stayed with me as I’ve continued my education.

What is your current job/profession?

Currently, I am a first-year medical student at Wake Forest University School of Medicine. While I am not sure what specialty I want to pursue yet, I am really enjoying medical school and the wonderful opportunities that come along with it. Medicine is a wonderful intersection between science and humanity, with the opportunity to help patients at vulnerable points in their lives and provide them with the best care possible. So far, we’ve had courses in clinical skills, anatomy and physiology, microbial infections, and immunology, and we just started our neuroscience block. I am really enjoying neuroscience so far. Wake Forest also offers so many wonderful opportunities to students, and this summer, I plan to work on a research project in interventional radiology where we’ll be evaluating an intraprocedural imaging modality.

If a student wants to enter your field, how do they ‘get there’?

While the journey to medical school is long, there really is no one “correct” path to entering the field. I took a more traditional path, as I found myself becoming drawn to the career starting my senior year of high school. As an undergraduate student at the University of Florida, I majored in Biology and explored a potential career in medicine through different experiences, including my courses, shadowing, volunteering, clinical research, and joining pre-medical student organizations. But really, you can major in anything you would like.

My biggest piece of advice for students looking to pursue medicine is to find a meaningful experience as a high school/undergraduate student that you are really passionate about and stick with it, whether that is a certain subject in courses, volunteering, research, a student organization, or even a hobby. It is so important to continue activities you genuinely enjoy through the process of getting to medical school.

What advice would you give Summit students (elementary age) or your ‘younger self?’

Engage with all the unique opportunities that Summit School offers to you. Enjoy all the activities and projects you are provided with, and explore what courses interest you the most. Don’t give up on ideas or things you are passionate about. Finally, form meaningful relationships with your classmates and teachers; some of them will become lifelong!

After Summit, where did you continue your education?

I went on to graduate from Appalachian State University in 1994, where I earned a Bachelor of Business Administration. My wife and I both graduated from Dallas Theological Seminary in 1998, where I earned a Masters of Theology and Educational Leadership. Then, in 2007, I received my Master of Business Administration from Wake Forest University.

Do you have a favorite Summit teacher, curriculum event/project, or special memory that resonates with you as an adult?

Ms. Skeeters. She helped me turn my dyslexia into a strength.

Do you have a favorite Summit teacher, curriculum event/project, or special memory that resonates with you as an adult?

Mrs. Skeeters. She helped me turn my dyslexia into a strength.

What is your current job/profession?

I am a United States Senator for North Carolina.

If a student wants to enter your field, how do they ‘get there’?

If someone wants to get involved in politics and government, I would encourage them to first establish themselves in a real-world field. For me, that was business. Then, if you choose to enter government, you have a knowledge base and something you can bring to the job to help your community. Always go into it with a sense of service to others.

The second piece of advice would be to surround yourself with good people that make you better and add value to your life. Meeting new people will help open doors that you never knew were there.

What advice would you give Summit students (elementary age) or your ‘younger self?’ Apply yourself in school. Listen to your teachers. Work hard. Develop a lifelong love of learning new things. Remember that God gave you a purpose in life, and do your best to find it.

Class Notes

1947

Summit recently acquired 11 art pieces from the family of the late Anne Kesler Shields. Nine pieces were installed on the first floor of the Arts and Technology building. One optical art (op art) piece was framed and hung in the lower school art studio because students in fifth grade study this style. Two pieces of op art were framed and installed in the Lower School library on either side of the portrait of former head of school, Doug Lewis, created by Shields in 1988.

Thank you to Barbour Strickland ’67 for the generous donation of time and talent; Strickland framed and installed the newly acquired pieces.

1964

Vernon Glenn recently released his third book in the good boy-bad boy Eddie Terrell trilogy, titled Slim and None.

Glenn is working on his next book, titled OK, I’ve Seen Enough. After 45 years in the courtroom, Glenn has “stepped away from trial work but keeps all of his licenses active as one never knows when something really fun just might come around. He has not retired; rather, he is just changing planes. He will not rust out; he will wear out, and he is glad to do so!” His website cooperriverbooks.com features regular blogs that wander about in his worldview and provides book reviews, too.

Jon Kurtz, who practices law in Winston-Salem, was named to Business North Carolina’s 2024 list of the Legal Elite. Members of the North Carolina State Bar vote on this peer-reviewed recognition.

1986

Congratulations to Chris Burris who recently celebrated his 30th anniversary at Wake Forest University. Burris works in the Z. Smith Reynolds Library as a Serials Acquisition Coordinator.

1991

Elizabeth Bearden, professor of English at the University of Wisconsin-Madison, was selected as a 2023 Guggenheim Fellow in the field of early modern studies.

1996

1977 1983

Joe Budd was sworn in as the new Commissioner of the North Carolina Wildlife Resources Commission (NCWRC). He previously served as NCWRC’s District 7 commissioner from 2014 to 2020. “It’s an honor to be reappointed to the WRC,” said Budd. “I look forward to serving the citizens of North Carolina and protecting the resources of our great state. I’m also excited to be serving alongside my classmate Jim Ruffin ’77 who currently serves as the District 7 Commissioner.”

Andrew (Drew) Garland graduated from Elon University in 2006 and began working as a history teacher in the Alamance Burlington School system at the same time earning his Master’s in Gifted Education, later taking his skills to sub-Saharan Africa as a Peace Corps Volunteer there from 2010 to 2012. While in Mozambique, he was an instructor at a teacher’s college and a volunteer for a women’s empowerment initiative. After returning to the United States, he began working in Denver, Colorado, and met his wife Tovah through a Peace Corps kickball team. They now have two wonderful daughters, ages five and six.

2004

Last fall, Caroline Chambers was interviewed by Today.com for an article titled, “Mom reveals secrets of how to ‘raise your first baby like it’s your third.’” In the article, Chambers describes how she abandoned her anxious first-time parent behavior to have a more ‘joyful’ and relaxed experience with her other two babies. Chambers used to live by nap and feeding schedules with her first son, but with number three, she adopted a laissezfaire parenting style. “Raising the third is so much easier because you’ve done it twice,” Chambers said.

2008

Dr. David Gorelick was awarded a Science & Technology Policy Fellowship from the American Association for the Advancement of Science (AAAS) in 2022. He is a Fellow and Transboundary Water Policy Advisor for the Office of Canadian Affairs at the U.S. Department of State. Gorelick’s primary assignment is to contribute policy and subject matter expertise in the U.S. Pacific Northwest, where the U.S. and Canada are negotiating modernization of the Columbia River Treaty regime to determine the future of flood risk management, hydropower generation, and ecosystem function in the region.

2009

Caroline Ciener Holman writes, “I recently got married, (yay) to my college sweetheart of 10 years, Klein Holman!” The couple lives in Wilmington, NC.

2011

Anna French has a new role as Customer Success Manager at SPINS, a wellness-focused data technology company.

2015

Rob Neill works for Tyler Davis Real Estate in Jackson, WY. In January, he purchased the Subway franchise and has big plans: expanding into catering, new promotions, and a store remodel.

2016

Samuel Gray reached out to Summit and thanked his teacher Mr. Chris Culp ’82 and said, “I want to thank you for helping me during my high school career. I am truly grateful for your guidance and support while I was working at Summit. Not only did it teach me technical skills that I still use today but the job taught me about responsibility and inspiring young kids to learn.”

He continued, “I attended the University of North Carolina–Wilmington where I learned to surf, made a ton of friendships, started a business, and graduated in December with a degree in Marketing Strategy. I am currently looking for a job as a Marketing Analyst or Marketing Strategist in Winston-Salem or Charlotte.”

Elizabeth Orr is traveling and working in New Zealand‘s South Island as a chef and yoga instructor. She has been there since November 2023 and plans to return to North Carolina in December 2024.

2017

Bolton Beroth graduated in December from the University of South Carolina with a degree in Finance and Real Estate from the Darla Moore School of Business.

Myan West, a junior at Appalachian State University, expressed her gratitude for the impact that Coach John Allen had while she was a student at Summit. West said, “Coach Allen is one the biggest inspirations that anyone could have in their life... It’s amazing how much love there is for Coach Allen, because he is such a great man.” see photo p. 25

2018

Donelle Leak, a junior at Elon University, was among 60 undergraduate students from across the country to receive the 2023 LAGRANT Foundation Scholarship (TLF) which financially supports undergraduate and graduate ethnic minority students pursuing careers in the fields of advertising, marketing, and public relations. As a recipient, she was invited to New York City last May. The trip proved memorable for the School of Communications student, attending an awards ceremony and professional development workshops, while also networking with industry professionals and past TLF scholars.

Leak participated in an internship during the summer working for RLF Communications in Greensboro. As part of her summer responsibilities, she worked on six client accounts, handling a variety of projects including designing social media content, pitching stories to media outlets, working on campaign messaging and event planning, and writing press releases and feature stories.

“My favorite work was a design project for a client’s August social media,” Leak said. “I was given the independence to build everything from scratch—starting with generating topic ideas and eventually building everything out to finished captions and graphics.”

2022 2018

Kate Quadland, a junior at UNC-Chapel Hill, expressed her gratitude for the impact that Coach John Allen had while she was a student at Summit. Quadland said, “It is not often that one gets the chance to be so inspired and mentored by an incredible individual at a young age. Coach Allen’s teachings go well beyond the basketball court as they are also life lessons. He took me under his wing before I was even on his team and because of him I attended each Summit basketball camp or Monday night league despite being the only girl.

“He gave me handouts ranging from speeches to college basketball plays motivating me to lead as the youngest player on the team. Coach Allen instilled a sense of confidence in me that has allowed me to become a leader in various spaces between school and in my community. Without his guidance and teachings I truthfully would not be where I am today.” see photo p. 25

2020

Jay Bland, a freshman at Wake Forest University (WFU), is teaching guitar lessons in the Afternoon Academy program at Summit. In addition, Bland performs in a band, Chicken Scratch, with other WFU students which has even performed out of state.

Congratulations to George Hough who was awarded his Eagle Scout in January; for his project, he constructed a rain garden at Bishop McGuinness High School.

2021

Jack Pfefferkorn, a senior at Mount Tabor High School (MTHS), was quoted in a recent Winston-Salem Journal article about the MTHS swim team. Pfefferkorn has a special relationship with one of his teammates, Davis Warren. The two were matched during Pfefferkorn’s first year on campus through Best Buddies, a club that pairs students with developmental disabilities with other students. The two attended a Best Buddies leadership training conference last spring in Charlotte.

Pfefferkorn said. “He was a freshman and we were matched up together. Our friendship continued to grow when he came out for swimming that year, and we are still paired together. I’ve really enjoyed getting to know him and watching him grow the last three years.”

Austin Fowler, a Salem Academy junior, completed her January Term internship at Summit. While on campus, she assisted teachers in both the Lower and Upper School divisions. Fowler also helped in the AfterSchool program. She said, “my favorite activity at Summit was helping with the seventh grade drama classes and I enjoyed working with Mrs. [Gail] Phillips. While I’m not entirely sure what I want to do in the future, teaching or working at a school remains a possibility. I went to Summit for many years and being back on campus was a great experience for me!’ see photo p. 25

Congratulations to Nelson Storch who was awarded his Eagle Scout in January.

2023

Riley Petronzio, a Mount Tabor High School sophomore, earned an individual Conference Championship in the women’s 50 Free and then swam with three teammates for the women’s 200 Free Relay Championship.

In Memoriam

those we have lost since April 1, 2023

Alumni/ae

Rad Moore ’40

Bob Grubbs ’44

Jimmy Eller ’45

Bucky Irvin ’46

Lindsay Wall ’50

Charlie Davis ’54

Bill Benbow ’69

Kyle Troxell ’71

Jeff Harper ’72

Elizabeth Goode ’84

Mac Sherrill ’88

Former Faculty

Michael Daugherty

Loma Hopkins

Loma Hopkins

Tribute by Head of School Michael Ebeling

Over the span of five decades, Loma Hopkins enhanced the lives, inspired the spirits, and enlarged the possibilities of thousands of students. Loma was energy on fire, expressing a contagious and irrepressible enthusiasm grounded in her love of and belief in every child.

While there is much to share and celebrate about Loma in the coming months, this excerpt from Onward & Upward: A History of Summit School written by Charlie Lovett ’77 captures something essential:

“No matter your talent or singing capability,” said one former student, “Mrs. Hopkins will inspire you and make you feel important. Whether you’re the lead or an extra for one scene, she’ll convince you that the entire play hinges on your performance.”

With Loma Hopkins’ passing, we feel grief and gratitude in equal measure. Grief at her irreplaceable loss. Gratitude for her incomparable gifts.

Loma Hopkins was extraordinary. She will be deeply and dearly missed.

Rusty Doggett ’74 with Loma Hopkins

Connections and Celebrations

Summit loves to connect with alums—both on and off campus!

1. Hope Kelly Phipps ’11 2. Holley Shearburn

Durando ’03 3. Brian Daniel ’03 4. Sarah Phillips Orr Lilley ’11 5. May Lewis ’21, a senior at RJ Reynolds High School, spends time with the Summit Chinese class, fall 2023 6. Kate Quadland ’18, Lynn Kluttz ’17, Kevin Dunn ’17, and Myan West ’17 were on campus in January to honor

Coach John Allen 7. Keenan Rogers ’11 with Jeff Turner, Director of Co-curricular Programs, and Stephane Rogers, Lower School Design teacher

8. Austin Fowler ’22, a Salem Academy student, spent her January Term internship at Summit

We want to hear from you, and so do your classmates!

Send updates and high-resolution photographs about employment, weddings, births, high school and college graduations, honors and activities, and new contact information to alums@summmitmail.org or by scanning the QR code:

Where are they NOW?

Raike Batten Forsyth Technical Community College

Xander Bellissimo Savannah College of Art and Design

Oliver Bennett Northeastern University

Sarah Emery Bettis Sewanee - The University of the South

Mary Claire Bevis NC State University

Mercer Blanco Auburn University

Jay Bland Wake Forest University

Allison Boyd The College of William and Mary

Maggie Brais Dickinson College

Grace Bridges Texas Christian University

Kate Bridges Southern Methodist University

Micah Bryant Furman University

CeCe Butler UNC-Chapel Hill

Alex Calhoun NC State University

Mary Catherine Colo Washington and Lee University

Hillary Dunn University of Georgia

Bouldin Fain Clemson University

Maddie Felten NC State University

Emma Gray University of Georgia

Emery Grice Cape Fear Community College

Hayden Gunckel Purdue University

Cate Hettinger Drexel University

Mary Price Holmes UNC-Chapel Hill

George Hough UNC-Wilmington

Mariella Hough UNC-Chapel Hill

James Jernigan UNC-Chapel Hill

Charles Kenan Western Carolina University

Quinn Kinser NC State University

Ethan Krebs Winston-Salem State University

Jillian Laurienti Wake Forest University

Emelia Merrick Davidson College

Lauren Oliver Howard University

Mark Oliver Howard University

Jack Parrish Elon University

Owen Pearce University of Richmond

Walt Petersen Trinity University

Class of 2020

Will Pierce UNC-Wilmington

Grace Powers NC State University

Rae Rackley Duke University

Charles Richard Harvard University

Reese Robinson Appalachian State University

Allie Roehm UNC-Chapel Hill

Isabella Ross NC State University

Henry Royster Davidson College

Sophia Salem Fordham University

Harper Satterfield Sewanee - The University of the South

Harrison Satterfield Wake Forest University

Colby Seagle Appalachian State University

Mary Kathryne Shaw College of Charleston

Leila Slater Meredith College

Bo Smith NC State University

Lily Smith NC State University

Win Stacy University of Southern Mississippi

Jack Stubbs UNC-Chapel Hill

William Thompson Vanderbilt University

Sadie Tucker Montana State University

Noah Veneziano Furman University

Madeline Wild UNC-Greensboro

Anna Frances Wilson New York University

Abby Wyss Bentley University

Annual Giving The Power of

To learn more about The Summit Fund and to make your gift, visit summitschool.com/give or scan this QR code.

Every year, hundreds of donors make gifts to The Summit Fund, the annual fundraising campaign that supports the school’s operating needs. These gifts— whether they are $20, $100, $500 or higher—reflect a deep belief in the power of a Summit education. Here is one of those stories:

Martha Albertson taught at Summit from 1972-1982 and again from 1999-2012— a combined 22 years dedicated to educating students in algebra and geometry (and sometimes the game of Bridge!). Between those years, Martha was raising her children, Hannah ’97 and Zach ’95, offering math enrichment in 2nd–6th grades. and teaching math at UNC-School of the Arts and Salem Academy. Now in her retirement years, Martha volunteers with Big Brothers Big Sisters, tutoring high school students in math.

Martha is a longtime donor to Summit School and has made a gift every year for 35 consecutive years—which is astounding. When asked why making a gift year after year was a priority for her, Martha shared these words with Summit:

“Doug Lewis, former head of school, helped me get my start at an early age. He advocated for me and helped me get my teaching certificate, even without any education courses. My first year at Summit, I taught one section of Geometry and he taught the other section. I had not had Geometry since the 9th grade, so I worked every problem in the book that year. His door was always open to help me with any problems I encountered. He made sure teachers had everything they needed in the classroom. The environment was a community full of camaraderie; it felt like a family.

My children, Hannah ’97 and Zach ’95, received an incredible education at Summit. That’s why I give. I want to support organizations that have been meaningful to me and my family.”

Martha Albertson left a lasting impression on students and their families and still receives holiday cards from those she taught decades ago. We are grateful to Martha for her many years of support to Summit School—as a teacher in the classroom, as an advocate for the school in the community, and through her 35 consecutive gifts to The Summit Fund. What a treasure!

Martha AlbertsonHead of School

Retired Educator

Parent of Hannah ’97 and Zach ’95 Consecutive years of giving: 35