Nws magazine spring 2016 by The Northwest School

Values in Action A Publication for Alumni & Friends

Spring / Summer 2016

Table of Contents 04

Head’s Message

News and Notes

Tribute to Nancy Highiet

Tribute to Renee O’Harran

Students Study Holocaust

David Orr Visits NWS

Roller Coaster Math Project

Rube Goldberg Machines

Play Production: Blue Stockings

French Student Cookbook

Dance Showcase

Honoring Dr. Martin Luther King, Jr.

Fan Night

Winterfest 2015

Resetting the Clock

Rose Bellini Assistant Director of Development

Students Combat Preeclampsia

Sarah Graham Alumni Program Manager

Alumni Profiles

Paul Fields ’05

Kate Rozen-Gagnon ’06

Eva Moore ’94

Malaika Schwartz ’05

Youngbin Park ’10

Class Notes

Barb Herrington: Our Values in Action

Jim and Gaye Pigott: Thoughtful Philanthropy

David St. John ’88: Giving to Financial Aid

Alumni Happenings

The Northwest School is an international college preparatory and boarding school for girls and boys, grades 6-12. Inquiries for academic year admission should be directed to Douglas Leek, Director of Admissions and Enrollment Management douglas.leek@northwestschool.org 206 682 7309. Inquiries for international admission should be directed to John Lloyd, International Program Coordinator john.lloyd@northwestschool.org 206 682 7309. Inquiries for global partnerships and programs should be directed to Dmitry Sherbakov, Director of Global Marketing and Programs dmitry.sherbakov@northwestschool.org 206 816 6202. The Northwest School Magazine welcomes alumni notes and photographs by alumni, parents, and friends. Please email to alumni@northwestschool.org.

www.northwestschool.org

Mike McGill Head of School Margie Combs, Editor Director of Communications Walter Long Director of Development

Jen Schlobohm Development and Volunteer Coordinator Peter Woodburn Website and Digital Media Coordinator Contributing Writers Margie Combs Peter Woodburn Sarah Graham Walter Long Contributing Photographers Diane Cassidy Stefanie Felix Jenn Ireland Peter Woodburn NWS Faculty, Students, Parents Graphic Design Barbara Chin

A Ethnic, racial, religious, gender, and economic diversity are essential for the highest quality of secondary education.

Nancy Highiet A Legacy of Literature

n a political season plagued by so much nativist and xenophobic demagoguery, I was touched last week by a wonderful scene at the Upper School vocal music concert, when it suddenly dawned on me that I was listening to… …a student from China… …performing in an American a cappella group… …at a Methodist Church… …singing a Moroccan folk song… …in Arabic.

Phew! I was struck in that moment by how utterly different—and how much richer—a Northwest student’s experience of high school is from the one I endured 25 years ago.

Values in Action Mike McGill Head of School

Of course, diversity of all sorts has been a bedrock value at Northwest since our doors opened in 1980. As the founding philosophy declares, “Ethnic, racial, religious, gender, and economic diversity are essential for the highest quality of secondary education.” Our commitment to this idea today is as strong as ever and informs all aspects of the school’s operations, from admissions and hiring to curriculum and student life. In fact, the school’s Board of Trustees has identified diversity as one of its chief priorities in the current five-year Strategic Plan (2013–2018). One of the plan’s goals calls on us to broaden the very concept of diversity by expanding its definition to include important principles of “equity” and “inclusion.” Another seeks to increase significantly the number of countries from which we draw our international students, ensuring we provide the kind of breadth of perspective that will enable our graduates to emerge from Northwest as global citizens.

Perhaps its most ambitious goal, though, concerns our deeply held commitment to socioeconomic diversity. For much of the school’s first decade, to ensure our students represented a genuine cross section of Seattle, we provided nearly a third of them with financial aid through the operating budget. Without benefit of another permanent, reliable source of support, however, that degree of commitment was unsustainable. And while our current budget includes over $2 million in financial aid, supporting 73 students who wouldn’t otherwise be able to attend Northwest, we believe that in order to achieve “the highest quality of secondary education,” we must strive to do more. That’s why the Board is pursuing an initiative, “Values in Action,” that aims to grow the Raymond Taussig Terry Financial Aid Endowment to the point where it will ultimately help to support at least 85 kids, or 20% of the domestic student body— forever (or “in perpetuity”). This would indeed be a wonderful and fitting way to celebrate our 40th anniversary in 2020. As Eva Moore ’94 shared with us in her interview (page 26), “Northwest laid a foundation of social and moral teaching that extended beyond the curriculum. The constant message was, ‘We are all responsible, and we’re all in this together.’” I hope this collective sense of responsibility will inspire our community’s effort to build an endowment worthy of our history and create more opportunities for talented, idealistic students to fulfill their potential in The House.

fter 26 years of developing and expanding The Northwest School Library, our treasured librarian, Nancy Highiet, is retiring in June 2016. According to Head of School Mike McGill, Nancy has been fundamental in developing the rich collection of resources students can access today.

“Nancy’s love of books, kids, and the school has been a potent combination and has guided the program’s evolution at every step,” confirms Mike. Nancy joined The Northwest School faculty back in 1990 and was the lone librarian operating out of what is now the MLK room. Although it had a good view of downtown and a secret bathroom in the closet, that original library was too small to fit the growing school. Nancy was instrumental in the design of and transition to The Founders Library in Spring 2006, and helped turn the new library into the hub and heart of the building. This, she feels, was her greatest accomplishment. “The library is always packed with students,” says Nancy. “I’m really proud of how far it has come. We built a complete library and it’s a central part of the school.”

01 Mike McGill, in the

mix at Winterfest 02 Renee O’Harran

(fourth from left), with the NWS Food Services crew 03 Nancy Highiet (third

from left, top row), with the Upper School Book Club

Nancy is responsible for forming and leading multiple book clubs at the school, including the Middle and Upper School Book Clubs, Faculty Book Club, and Faculty Young at Heart Book Club. She has been a strong ambassador in the community, building relationships with the Seattle Public Library and other local and regional school and university libraries. Also, she helped establish Holiday on the Hill, the school’s favorite book-oriented fundraiser with The Elliott Bay Book Company. After she bids farewell, Nancy will visit family in California and travel with her husband. And she’s looking forward to reading whatever book she pleases.

Renee O’Harran Culinary Trendsetter

t the end of this school year, our community will say goodbye to one of our most beloved faculty members, Renee O’Harran, Director of Food Services. Renee joined the kitchen staff in 1993, a time when the school had 289 students and no dormitory. She was a trendsetter for fine dining in an independent school cafeteria. When Renee took over as Director of Food Services in 1996, she expanded the menus, introducing vegetarian and vegan options. She incorporated Meatless Mondays and helped the 10th grade host the Locavore Lunch every year. In 2009, Renee was granted a sabbatical and used the time to study what it means to eat locally and sustainably, and how to implement that approach in a large-scale kitchen. She apprenticed in the kitchen of the well-known Chef Bobo, a former instructor at the French Culinary Institute, and she appeared with Michelle Obama at the White House in 2010 as part of the First Lady’s campaign for healthier school meals.

Renee was instrumental in making a successful transition from the school’s former Tuscany cafeteria location to the sunlit and spacious 401 E. Pike. Renee helped in the design process of the new space and ensured it would serve the school for years to come. Renee says she will miss the community at Northwest, especially the students: “I can’t tell you how many times graduating students have told me how important the food program was to them,” says Renee. “Those are the best memories.”

Best wishes,

After the school year ends, Renee will pack up and move to Georgia, where she will be able to spend more time with her family.

Students Gain Deeper Perspective of Holocaust

istinguished environmental activist David Orr visited The Northwest School community to discuss the role of students, teachers, and schools in responding to the current climate crisis. At Community Meeting, he told 6-12 grade students that hope still shines for our world despite the uphill battle we face.

earning about the Holocaust is a deeply moving part of the 11th grade Humanities curriculum. The Humanities faculty spend weeks on the subject in class and allow students ample time to focus on how they wish to connect with the Holocaust through individual creative projects. Every year, faculty and students are astounded by the results.

“You can make a difference on climate change with whatever you do in the future,” Professor Orr assured the students.

“Students find one of many stories of the Holocaust and own it; they create reverence and respect for each story,” says Humanities teacher Suzanne Bottelli. Students are allowed to choose any media for their project. They must submit a short cover paper describing their choice and the reasons that went into making it. Emma B. created a visual representation of the number of Jews that died in the Holocaust, with the puzzle pieces at the top of the artwork proportional to the number of Jews who survived the Holocaust. Melanie G. wrote a visceral poem about the physical, mental, and spiritual deterioration of those persecuted by the Nazis. Her goal in the poem was to focus on how the concentration camps stripped people of their humanity. Lena F. told the stories of her grandfather, a survivor of the Holocaust. She drew from archived letters her grandfather had written to his immediate family. The project gave her the opportunity to connect with her grandfather on a new level. “For the first time, I now have a greater perspective,” says Lena. “I can put all the pieces together and really understand the scope of what happened to him and his family.”

News & Notes

01 Lena F. ’17, presenting

David Orr is a professor of environmental studies and politics at Oberlin College, in Ohio, and is also an accomplished author. He began his presentation to NWS students with a brief introduction on climate change, and a historical backing for how the crisis became so urgent. In a question and answer session, students sought his opinion and advice on climate change, a crisis that is so grand it can seem overwhelming.

“Spread the word, change your lifestyle, and adopt energy-saving practices,” replied Professor Orr. “Every little bit you do now goes a long way in the future.” Professor Orr encouraged students to also think big about solving the climate crisis. He spoke about his involvement with the Oberlin Project, a joint effort between the city of Oberlin and Oberlin College to create a sustainable community powered by renewable energy sources.

Sixth-grader Oliver C. stood up to ask what students can do to fight climate change right now, as opposed to in the future.

her grandfather’s Holocaust story 02 Emma B. created

“The students’ process is interesting,” says Humanities teacher Sarah Porter. “They have an initial idea, and then might run into resistance by whichever medium they choose. Watching how they respond to the challenge is empowering and it’s an important part of education.”

this painting by incorporating photographs of Holocaust victims. 03 David Orr, speaking

to NWS students about climate change

Climate Change Activist David Orr Speaks With NWS Community

The basis for the Holocaust curriculum in Humanities came from NWS Co-founder Paul Raymond, who insisted the curriculum focus on human rights as well as the historical significance of the Holocaust. Students spend close to a month studying the rise of totalitarianism in Europe, culminating with an in-depth look at the Holocaust that lasts for approximately two weeks. During that time, students read Night, by Elie Wiesel. “The dignity of the individual is something we value at the school,” says Suzanne. “As students complete this project, they realize that the Holocaust isn’t just a bunch of numbers. These are and were real people with real stories.”

News & Notes

t the culmination of studying quadratic and parametric equations in 2015, Pre-Calculus students designed roller coaster tracks by using quadratic and linear functions, and then presented the results to their fellow classmates.

“Doing a project like this over such an extended period of time really reinforces what we learned about equations this quint,” says Emelie B. ’17. Students were required to create a roller coaster track consisting of at least six quadratic functions and two linear functions on the website Desmos.com. The tracks couldn’t have any gaps and had to include sections where the car speeds up and slows down. Students also had to show all their work and explain how they determined each function.

Students Design Roller Coaster Tracks with Math

Pre-Calculus teacher Maria Moses says that showing the work was one of the most important aspects of the project. “As a mathematician, I value attention to detail, precision, and accuracy. Also, I value continuous assessment of the validity of each step required throughout the process of problem solving for an outcome. And the joy felt when you have achieved such desired outcome,” says Maria. “I think this project encompassed all of those values.”

Learning Engineering Through Rube Goldberg Machines

Students quickly discovered that the project’s open guidelines required careful planning, and that organization and open communication with their project partner was of utmost importance. “This project required us to be more creative from the beginning because we weren’t given many requirements,” says Delilah G. ’17. ”That made it more difficult at first but more satisfying when we completed the project.”

The roller coaster project was a continuation of a similar one Maria introduced to students at the beginning of the year. In that project, students created a map of Capitol Hill on Desmos.com, and used linear functions to drive a simulated car through the neighborhood.

he Rube Goldberg Project is one of the hallmarks of the 6th grade experience at Northwest. Every fall, students spend nearly a month visualizing, creating, and presenting their machines.

01 Students discussing

a proposed track in Pre-Calculus class 02 Katie T. resets her Rube 01

Goldberg machine as Gabriella S. looks on.

“On the ground level, the project is about understanding the engineering of a simple machine,” explains science teacher Erica Bergamini, “but the other focus is how the project pushes creative thinking and, especially, perseverance. It allows students to really see how those things work together.”

03 Simon H., demonstrating

his Rube Goldberg Hat 04 True L., presenting

her project

To encourage creative thinking and problem solving, the project’s requirements are intentionally limited. Students need to make a device that uses at least one type of each of the three basic simple machines: a lever, wheel, pulley, or gear; and an inclined plane. Students then present their Rube Goldberg machines for 25 minutes to the entire student body during Winterfest, the school’s annual celebration of science and math.

The designs were especially inventive this year, highlighted by Simon H.’s apparatus, designed to put a toothbrush in your hand. The duration of the morninglong presentation period forces students to adapt to multiple viewings of their machines. Often, the machines start to break down from wear and tear after so many repeated demonstrations. This forces students to problem solve and determine how they can make repairs on the fly. “This gives students the confidence to solve problems quickly, sometimes in front of an audience,” says Erica. “They have to think on their feet.”

News & Notes

Student Thespians Perform Blue Stockings 01

he Northwest School Theater Department presented the Upper School Play Production of Blue Stockings, by Jessica Swale, directed by Ellen Graham, in December 2015. Blue Stockings received its professional premiere in London in August 2013, and is also being produced by New York University this year. Set in 1896, Blue Stockings tells the story of women at Girton College, in Cambridge, England, fighting for the right to be educated and receive the same diploma as their male counterparts. The play explores social justice, the importance of arts to science and science to art, and what is worth fighting for.

Ellen was excited for the performance, which features many strong female roles: “It is still important to show the message of feminism today to the students.”

Every performance was sold out, and for the first time ever, The Northwest School presented a Saturday matinee of the play before the evening performance. Ellen Graham said she was excited to give students the opportunity to feel the rigorous performance schedule of professional theater.

rench IV students recently gained new skills with a foreign language while also raising awareness for women’s rights: they created a faux recipe book titled Nouvelle receltes de femmes pour un nouveau monde, or A New World With New Women’s Recipes.

01 Rae H. ’18 and

Azure H. ’18 in a scene from Blue Stockings 02 Analiese G. ’17 (left),

Mackenzie W. ’19, and Teo S. ’17

03 (From left) Eli K. ’17,

Peter G. ’18, WIlliam C-S. ’17, and Linus B. ’18 04 French IV students,

getting ready to cook!

Students first created a recipe idea and presented a draft to the rest of the class. Their classmates then helped fine-tune the recipe, and students translated each other’s entries from French into English. “The hardest part was coming up with some of the ingredients and steps in another language,” says Emma A. ’16. “We were exposed to a different way of conversing in a foreign language.” The idea behind the book was both satirical and serious, Emma explains. The recipes were meant to point out the perceived gender roles of women in the kitchen. Recipes have titles such as “Creating a Feminism Movement” and “Equality in the Workplace.”

French Students Write New Women’s Cookbook Northwest School French teacher Françoise Canter decided to focus her curriculum this year on Francophone women and how they have influenced writing and cinema. The idea for a cookbook was to challenge students with something creative and thought provoking. “We had been talking about the perspective of women through their senior political campaign project,” says Françoise, “and this cookbook was a good way to expose students to a new form of writing with rhetoric that works well in campaigns and advocacy.” After the cookbook was written, the students worked with a Northwest parent to have the book printed and bound. Students then received two copies, one for themselves and one to give to an inspirational female. Emma presented hers to her grandmother.

News & Notes

he entire Northwest School community celebrated the life, work, and legacy of Dr. Martin Luther King, Jr. with a host of workshops and speakers on Jan. 15, 2016.

Over 120 Students Perform in 2015 Dance Showcase 01

ver 120 Northwest students took the stage at the 2015 Dance Showcase on Dec. 16 at the Broadway Performance Hall. The evening of performances featured the Middle School Modern/Contemporary Dance, Middle School Dance Performance, Upper School Social Dance, Upper School Creative Dance, and the Upper School Performing Dance Ensemble classes. A majority of the work was choreographed by NWS students, with some fine tuning from faculty members Ellie Sandstrom and Maya Soto. Students danced salsa to Gloria Estefan as well as two dances to the music of Pyotr Ilyich Tchaikovsky. Students also performed to “The Split”, by Mr. Oizo, and “Burn It Up,” by Janet Jackson and Missy Elliott.

Says Ellie: “The performance reflected the talent and skill of the students, as well as their dedication and commitment.”

Seniors planned the annual event with help from Northwest School faculty members. It included a performance from vocalist Stephanie Anne Johnson, a member of the Seattle-area Dickens Carolers and a Top 20 Finalist on The Voice, NBC’s Emmy Award-winning singing competition. Her latest song, “Georgia on My Mind,” rose to the #4 spot on the iTunes R&B and Soul charts. Ana W. ’17 and Max L. ’16 led a presentation on the need for activism and how students can incorporate activism into their daily lives.

Afterwards, everyone broke up into a variety of workshops throughout the school. Members of the Black Student Union Interest Group led workshops called “Music through the Ages” and “Cultural Appropriation.” Various faculty members led workshops, including one about the power of art, called “For All of the World to See,” by visual art teacher Curtis Erlinger. The Northwest School’s celebration of Martin Luther King Day is an effort to create thoughtful dialogue about civil rights and to reflect on the enduring legacy of Dr. King.

01 Aspen A. ’20 (foreground)

helped choreograph the piece performed by the Middle School Modern Dance class.

04 04

Community Celebrates Legacy of Dr. Martin Luther King Jr.

02 The Middle School

Fan Night Packs the House

Dance Performance class, executing choreography by dance teacher Maya Soto 04 Main office Receptionist 03 Upper School Performing

Dance Ensemble, wowing the audience with original choreography by dance teacher Ellie Sandstrom

Maria Mazcorro, kicking off the MLK Day celebrations

lmost 300 people packed into The Northwest School gymnasium for the annual Fan Night event on Friday, Jan. 8, 2016. Both junior varsity and varsity boys’ and girls’ basketball teams delighted the crowd with a quadruple-header of games.

05 Give it up for the House!

The annual event featured free NWS swag giveaways and the national anthem sung by students Arielle N. ’16, John Y. ’16, Japera B. ’16, Emma K. ’17, and Reyna S ’16. Fan Night was capped off with an impressive 59-47 victory over Bear Creek by the varsity boys’ team. “The atmosphere and energy with a packed gym on Fan Night is terrific,” says Athletic Director Britt Atack. “The players, students, parents, coaches, and friends all feed off the great vibe.” To view a highlight video of Fan Night, head to our website, click on Daily Life, then on Community Festivals. 05

Winterfest

he Northwest School closed out 2015 with the annual Winterfest event, a school-wide celebration of math and science. The yearly celebration took over the entire campus, with Rube Goldberg Machine demonstrations, bottle rocket launches in the West Court, 9th Grade catapult competition in the gym, math games, and the grande finale, the 8th Grade Bridge Contest. 01

04 Charlotte L. ’22, presenting

her Rube Goldberg machine

Winterfest 2015

05 Iman M. ’16, launching a

rocket on the West Court 06 Herb Bergamini congratulates

Alex G. ’20 as his bridge holds five bricks. 07 Abbott P. ’20 reacts to

his bridge performace.

01 Bridget D. ’19, Ben S. ’19,

and Sydney A. ’19 ready their catapult. 02 Juniper C. ’21 points out

features of the giant model of a human cell to Tuney Kannapell and a visiting NWS parent. 03 Grant Y. ’17 demonstrates

a chemical reaction.

Resetting the Clock A New School Day, Week, and Year For the first time since opening day in 1980, The Northwest School is adopting a bold new schedule. In fall 2016, students and faculty will shift from five quints to three trimesters, and from 40- to 45-minute periods to mostly 80-minute blocks within the day. Also, they’ll switch from a weekly to a 10-day cycle of classes, with a regular class meeting every other day, or five times in the cycle. For perspective on what these changes will mean to students, teachers, and the community, we turned to veteran Humanities teacher and Dean of Faculty Glen Sterr. Glen has taught at Northwest for 34 years and served as co-chair of the so-called Nexus Committee. Glen recently sat down for a conversation with Director of Communications Margie Combs.

Let’s start with the central question: Why change the schedule? Five years ago, we completed the Northwest Association of Independent School (NWAIS) self-study and several departments talked about how they wished there was a different schedule that could open up more time and enable them to do more innovative projects. The current schedule has always felt a bit hectic. I know faculty feel frenzied at times just getting through the schedule of the day. With 45-minute classes, students have to change their “head set” too often during the day—from Humanities to Science to Art to Language. In addition to that, faculty have concerns about space limitations and lack of dedicated classrooms. Current pace and space means nomadic teaching for a number of faculty who must teach the same course in two or three different classrooms during the week.

About eight years ago, faculty took a close look at the class schedule and decided to keep it, as is. What’s different this time? The NWAIS visiting team came in fall 2013, and one of their big recommendations was for us to think about what they called the “Nexus”: namely, the use of time and space and how it was affecting people’s lives. So that started us pondering what that would mean. Alan Braun (former Assistant Head of School) started this process with Head of School Mike McGill in January of 2014. They said ‘let’s look at the whole schedule once again—not just times of day but how time affects the use of space in the building, and also how it affects the way people are living their lives.’ We decided we would do this with a real focus on what students need, rather than bend the schedule more toward what teachers need, which is what we have done in the past. Let’s ask ourselves what would be best for students and then try to find a way that can work. That doesn’t mean dismissing teachers’ needs, but trying to find a good balance. The ultimate goal is to have a saner pace.

How did the school arrive at this decision? What was the process?

Once a year students will dive into a so-called Immersive. What is that?

There was a committee of nine teachers and administrators that began meeting in January 2014 and continued all the way through the school year. First, we got together and asked what things are we willing to change, and what things do we want to preserve about life at the school? We came up with a document stating the things we want to hang on to, and the things we wanted to achieve by considering whether or not to make changes in the schedule.

Yes, the idea was to look at the calendar of the school year and to find a two- to threeweek period of time when all the normal classes stop. Everyone is still in school—it’s not vacation time—and students and teachers are doing something that’s very focused for those two to three weeks, and that’s all they are doing. We got excited about that.

Then we went through different iterations of the schedule. (Math teacher) David Matlock and Alan Braun went to an Independent School Management (ISM) conference for a week and came back saying there were some good ideas there but no one model that provided exactly what we needed. Then David and former Math teacher John Baldwin came up with different templates of possible schedules. In fall of 2014, the committee members went to observe schools in Ohio, California, New York, and other places. We had decided we wanted to do something like a block schedule— by that, I mean longer periods, moving from 40-minute periods to something longer (60 or 90 minutes) and, because they are taking up more time, classes would not meet as often. That was a big change for us since it would mean not all classes could meet for the same number of times every week, and that led us into the 10-day cycle of classes.

In the first faculty meeting of September 2014, we offered some sample schedules and asked faculty to please post their comments on the walls. We asked, ‘if we did something like an Immersive, what things would you propose?’ The goal was to be cross-disciplinary, to pair up with another teacher or two, bring together different ideas and elements. The focus could be academic study, or service learning, or science mixed with the arts, or whatever people could dream up. People came up with a lot of really exciting ideas, so we were motivated to keep figuring out how to make it work.

01 Glen Sterr explains

the new schedule. 02 Dana Sewall,

conducting the Upper School Choir 03 Randy Silver, going

over a project with Chris P. ’22

When will students experience their first Immersive? Not right away. Faculty wanted to get used to the new trimester schedule first. In Fall 2016, we will launch that schedule but hold off implementing Immersives until the school year 2017-18. That was such a wise decision. Immersives need intense planning and development. It’s too much to do that and a new schedule together.

Resetting the Clock

Many of our alumni are former students of yours. What do they need to know about these changes?

In two years, with the schedule up and running, how will life be different for a student? You will not be changing classes as many times a day, and eight days out of ten you will be in that class almost twice as long a time. With fewer classes a day, you’ll have more time to reflect and soak in and digest what you are learning. You’ll have time to do things outside of class time; interest groups will be real and active and meeting weekly or bi-weekly; you’ll benefit from better advising and advisee-advisor relationships: you’ll meet with your advisor one or two times every ten days versus only one time per quint. You’ll keep the same number of academic and arts classes, and for three weeks every year, you’ll be able to dive into an intense, creative, multi-disciplinary experience.

How are faculty doing with these changes?

How did you make sure these new ideas tied into the school’s mission? We went through all kinds of schedule permutations and held them up to our original goals. We asked, ‘how does this affect that part of that goal and how does this not serve that part of that goal?’ There was a great deal of back and forth, going to department meetings and grade-level meetings and having teachers talk to us and write to us throughout the school year. At all-faculty meetings we talked about changing the schedule and what that would mean, discussing how it would positively affect or not-so-positively affect how teachers teach their courses. We were adamant that any new schedule had to retain two arts for each student. Most schools don’t even require one art per year, but we believe that a sound body and sound mind require all of it—a holistic education. Every student has multiple ways to find out how to shine here; they will still have that. The two arts requirement was a stumbling block to changing the schedule in our schedule review several years ago, but this time we figured out how to keep it as a foundational part of our program. That took a lot of creative thinking.

It has been a year since the new schedule was agreed on. What has been going on since? Good people have been spending a lot of time sorting this out. Back in January 2014, we had agreed that we would make a change, we would decide what template to use, and then we would give ourselves a year to figure out how to use that template. This year, we have four committees examining different elements of this new schedule, things we’ve never dealt with before. For example, one committee is looking at “Flex Time”—the new time we will gain for interest groups, advisory meetings, office hours, and grade-level planning. We have a committee focusing on Immersives, another focused on designing a more robust advisory program, and yet another examining how all of this affects a teacher’s full-time job and how teachers get paid. We’ve been looking at all the potential bugs in the schedule, vetting it with departments, at grade-level meetings, and with the Curriculum Committee. These committees have had strong faculty presence, so this has not been a process where administrators are saying ‘this is how you’ll do it.’

01 Erica Bergamini, discussing

the Makey Makey project with Noah T. ’22 (left), Brodie M. ’22, and Siobhan A. ’22 02 Curtis Erlinger,

screenprinting with Isobel M. ’19 02

03 Adina Meyer, in her ninth-

grade Humanities class

Schedules are close to the heart of schools and when you make changes some teachers will say this is better for me and others will say ‘this is not good for me.’ The emotional involvement has been the hardest part of this process, but we are getting there. Our teachers are passionate, and they care a lot about what they are doing, and many have worked out very effective and excellent ways of delivering their curriculum. Now the school is changing the whole structure. Some teachers, for example, are asking whether they can maintain artistic professional lives outside of the teaching day. It’s hard, but they’re working on figuring out how to make it work. In all of the 34 years I’ve been teaching here, this has been a school where people love coming to work every day, where the teachers—and students—love coming to school. I’m confident we won’t lose that. We’ll still be who we are.

Ellen Taussig always used to say, when she was Head of School: “The school is always changing and it’s always staying the same.” What Ellen meant was, we change things as we need to, or as changing times demand, or we decide to do something in a better way. We’ve changed how we do things in all kinds of ways. The schedule we are changing right now is not the one the school started with—it has had all kinds of tweaks to it over the years. For example, the way we do the Environment Program is very different from how we did it the first few years. The Outdoor Program used to be one class, available to only 16 to 20 students each year; now, it’s open to the whole school.

What hasn’t changed is the philosophy and mission of the school, although the mission statement wasn’t there on our opening day—it got written in about 1983-84. We changed it a little bit about 10 years later to acknowledge the growth of our International Program. But the school’s statement of philosophy is exactly the same as it has always been. At every faculty meeting the question comes up: How does that proposal serve the school’s mission? Or is that missionappropriate? Our mission statement is a mouthful compared to many others, but our little essay-of-a-mission statement really guides us. Our values have not changed and our educational philosophy has not changed. The goal is to have the school continue to teach the way it has taught, balancing academics and arts, and giving students the confidence to put their ideas out there. The emphasis has always been on giving students a voice and teaching them to stand up for what they believe while also remaining respectful of those who have different ideas. It’s beautiful to watch kids grow here. That is never going to change.

Experiencing Science Discovery

orthwest School students are engaged in a multi-year collaboration involving the study of and solution for preeclampsia, a dangerous pregnancy complication caused by high blood pressure. Dr. David Reuter, a pediatric specialist at Seattle Children’s Hospital, believes he has discovered the way to predict and prevent preeclampsia and he is leading Northwest students through his process of discovery.

“Our students are getting to see a real-world scientist at work, while having the opportunity to engage in the inquiry and critical thinking that go into scientific discoveries,” says Clare Harker, 10th grade biology teacher at Northwest. The 10th grade students learned about biology and anatomy to understand preeclampsia and some of its causes. Rather than give students the answers, Dr. Reuter shared clues to the preeclampsia puzzle and encouraged students to find their way to the treatment solution themselves. “I want to give students a taste of what discovery feels like and what innovation looks like in the scientific world,” says Dr. Reuter, who was drawn to a partnership with The Northwest School because of the school’s reputation for developing students into critical thinkers. “Also, how rewarding it is. Few things are more rewarding than knowing that your scientific creativity and advocacy helped save a life.”

Preeclampsia kills 50,000 mothers and 500,000 children each year. The reason why it strikes some women and not others has eluded doctors for years. Now, the answer and solution may be near. The Gates Foundation and PATH have funded clinical trials at Overlake Hospital, and a paper describing the cause of preeclampsia has been submitted to Nature Medicine. Dr. Reuter’s goal is to complement the academic communication with an adolescent-driven communication campaign.

“We hope that by educating young girls this solution will become a cultural norm,” says Emelie. “Hopefully in five years we’ve reached out to a variety of schools and created a worldwide campaign that solves this. The more information we get out the better.” The curriculum will inform girls about kidney function and blood flow (normal and obstructed) and what they can do to prevent preeclampsia. In addition, the curriculum will go beyond the science.

“We envision a lesson on prenatal What may be the most exciting care and a lesson on women’s part of the project is yet to come. empowerment,” explains Ray. Two 11th grade students, Emelie “You have a voice to talk about B. and Ray M. are planning to your body and how you want to initiate a grassroots campaign feel. You also have the power to for global health and advocacy tell others. I want to place that on preeclampsia. This summer, power in their hands.” they will develop a curriculum for 13-18 year olds explaining the Emelie and Ray are setting up preeclampsia solution and take a Facebook page and Twitter it out to Seattle schools in account, and hoping to generate Fall 2016. In 2017, Emelie and Ray a youth TED Talk, which would plan to reach out to Northwest focus on how teens might change School partner schools in Spain, the world. France, China, and Ethiopia. 01 Ray M. ’17 (left)

and Emelie B. ’17 01

mong the many professions Northwest School graduates decide to pursue, medicine is a favored choice. Northwest alumni are training for surgery and emergency room care, practicing at-risk adolescent medicine, conducting leading-edge stem cell research for heart regeneration, discovering new techniques to combat mosquito-borne viruses, and facilitating studies to improve patient-doctor interaction. What is it about a strong liberal arts program that inspires students to choose medicine? According to Northwest School Co-founder Mark Terry, who taught biology at the school for more than 25 years, the kind of education at Northwest is exactly what prepares students well for the complexities of research, ethics, and care.

Medicine: A Humanistic Endeavor “Of course a challenging and inspiring science program is important, but medicine is a very humanistic endeavor” says Mark. “The great medical schools know this—they don’t just look for the pre-med majors. They look for applicants who have well-rounded educations; they take philosophy majors, they take literature majors; this is and has always been true.” On the following pages we profile five alumni who are pursuing medical careers across the country and abroad. Their stories illustrate a fascinating array of interests and reveal how their high school experience shaped who they are today.

Diving into DNA

ardiac disease is still the number one killer in the world. In 2016, there are no great therapeutic measures for end-stage heart disease—it’s a downward spiral.

For a deeper understanding into how those cells form into a heart, Paul is using new technology to examine the organization of DNA inside the cell. A cell’s DNA is about two meters long when stretched out into a straight line. But inside the cell, that two meters is packed into a spherical shape, resembling a ball of string.

Paul Fields’05 and fellow researchers at the University of Washington’s Institute of Stem Cell and Regenerative Medicine are working to solve that problem. They’re studying whether stem cells can be used for intervention in heart disease and heart attacks. “Right now the human heart cannot regenerate at all,” says Paul, who holds a PhD in Biology with a focus on stem cell biology from the Massachusetts Institute of Technology. “One of the biggest questions we want to answer is: Can we add cells in to help the healing process?” While at MIT, Paul focused on mouse embryonic stem cells, identifying what makes them a stem cell and what gives them the capacity to form other cell types. After graduate school, he wanted to move more toward disease-relevant research, which led him to UW’s Institute.

Paul Fields ’05 Healing the Human Heart

Alum Profile

“We’re trying to find out if key factors involved in the developmental process can be turned back on to help regenerate heart cells post heart attack,” elaborates Paul. “Also, can we diagnose a congenital heart disease, such as what occurs in Down syndrome, early, and come up with an intervention—one that might relate to other heart diseases?”

Creating a beating cell Before scientists can understand how to put tissues into the heart, they must first understand how the heart develops, according to Paul. His current research project is specifically honing in on heart cell differentiation. “We’ve found that if we start with a stem cell—which is undifferentiated and can turn into any cell in the adult body—and we add specific growth factors at specific intervals over the next two weeks, we can turn these stem cells into a beating layer of cells.” For emphasis, Paul opens his laptop and brings up an image of a flat layer of cells. Amazingly, on closer look, the cells are beating. “We have found these cells spontaneously start beating at about one beat per second—around the normal heart beat,” confirms Paul.

01 Paul Fields,

presenting his research at the University of Washington, August 2015 02 Pluripotent stem

cells grown in Dr. Chuck Murry’s lab at the University of Washington 03 Paul, at work

in his lab at the UW

“We’re looking at whether specific regions of the genome affect one another when they are assembled that way,” says Paul. “Regions that are far apart when the DNA is stretched out may be touching when crowded into the nucleus. The resulting contacts may affect which genes are turned on or off in that cell.” The idea, according to Paul, is that the shape is very intentional. “We’re only beginning to understand how this three-dimensional organization really influences everything. We are recognizing it is a very organized process— it’s not randomly assembled in a cell.”

A biological path Paul’s fascination with science, especially chemistry, blossomed when he was at The Northwest School.

As passionate as he was about science, Paul believes some of his most important skills for a career in science came from the Humanities courses. “Science is not just hard core computation,” he says. “The best thing at NWS is how all the disciplines cross-talk. You get a very well-rounded education.”

Paul credits Scott Davis’s Law and Society “I was excited by the sciences and problem class for giving him a thorough grounding in solving and the unknowns,” says Paul. “I really ethical questions. enjoyed Advanced Chemistry with Renee (Fredrickson). I loved Physics and Biology too.” “In 2005, stem cell research was a much more controversial field—I read a lot and tried to understand the controversies and what fueled them,” says Paul, who wrote his senior thesis on stem cell research. “I also learned how to debate and present arguments with 02 the Mock Trial unit.”

Learning for the future Understanding how to communicate is one of the biggest strengths Paul says he developed at Northwest. Increasingly, scientists have to vie for private funding as government funds freeze or diminish. “People have to appreciate what you are doing, and what you are trying to do with your research or you won’t get funding,” states Paul. When asked for his advice to aspiring scientists, Paul says, unequivocally, “If you can’t communicate, science doesn’t go anywhere. Learn to communicate!”

Alum Profile

f all disease-transmitting insects, the mosquito is the greatest menace, causing several million deaths a year by spreading malaria, dengue, and yellow fever.

Few weapons exist to combat mosquitoborne viruses besides insecticides. But virologist Kate Rozen-Gagnon ’06 (whose sister is currently a 7th grader at Northwest) is conducting research that could significantly improve the arsenal. Currently, she is completing a five-year postdoctoral fellowship at The Rockefeller University, in New York, focusing on arthropod-borne viruses. “We’re trying to understand how viruses act on both sides of the mosquito-human relationship,” says Kate, who holds a PhD in Virology from Institute Pasteur in Paris. “For example, we have a fairly good understanding of dengue virus fever and how it acts in the human body, as well as a good understanding of the immune factors that are activated in human cells, but surprisingly, we know very little about the mosquito side of things.”

Developing genetic tool kits In the biological world, DNA is the simplest level of organization; RNA is the next level, and above that, at the highest level, are proteins. Kate’s research is concentrating on the RNA level. Basically, she is developing a tool kit for looking at virus-host RNA interactions in a mosquito. “We know the virus enters the cell as an RNA genome, but how does the viral RNA interact with mosquito proteins and RNAs?” inquires Kate. “From studies in human and fly cells we know some important proteins that interact with both host and virus RNAs, so how can we leverage that knowledge to adapt techniques for discovering virus-host RNA interactions in mosquitos? If you don’t understand what the virus needs, you can’t deprive it of anything.”

When you do understand exactly what the virus needs, you can develop anti-viral drugs, according to Kate. To illustrate, she points to the case of Hepatitis C: “Scientists can now deplete micro-RNA 122 with a drug and the virus cannot replicate in the liver.” In 2010, Kate was awarded a Fulbright and spent a year in Singapore, studying dengue virus. Her research results were published in a journal for those interested in protein purification, as well as in the Journal of Virology. In addition to the potential global health benefits of her research, Kate simply loves doing the science, being in the lab, taking care of her cells, and conducting experiments.

01 Kate Rozen-Gagnon,

in the Rice Laboratory administrative offices, 2016 02 Kate (third row from

bottom, fourth from right), with her colleagues at the Rice Laboratory at The Rockefeller University

“The cool thing about science is you’re never done,” says Kate. “Everything you find out just leads to another question.”

Communicating results

Learning to question everything

When she was attending The Northwest School in 9th through 12th grades, Kate’s passion was centered more on French and art than on science. “I had Françoise Cantor, she was the greatest ever; and I had Lisa Beemster for art classes,” recalls Kate. “When I graduated I thought I’d be a French major.”

In 2015, Kate was awarded The Rockefeller University’s Women & Science Fellowship, which gave her a year’s funding for her research. Then she won a National Institutes of Health grant which gives her another three years of funded research.

But as she focused on Humanities and Modern Languages, Kate was gaining the skills that would fuel her scientific career. One of her main reasons for coming to The Northwest School was to become a better writer. The editing and rewriting skills she gained in Upper School are now invaluable to her life as a scientist. “My job as a scientist is to clearly communicate what I have found. There’s a daily level to that,” confirms Kate. “You start with your colleagues—explain what you did, what you saw, and how you interpret the results. When you are running your own lab, all you do is communicate through papers, presentations at conferences, speaking to audiences, and writing grants for funding and fellowships.”

Along with strong writing skills, Kate says she came away from Northwest fully equipped for vigorous inquiry and dialogue. This she credits to the school’s open environment. “At Northwest, we called teachers by their first names and we felt we could approach the teachers and ask questions. We could have an honest discussion with them; we could have a disagreement,” recalls Kate. “In the sciences you are going to question everything. You’re going to go to your boss and have a dialogue. You’ll never get anywhere in science if you don’t know how to ask questions. NWS was really good at encouraging that open inquisitive attitude.”

Alum Profile

Research as advocacy

Eva Moore ’94 Pediatrician, Adolescent Health & Medicine

Eva has targeted her research to be a powerful form of advocacy. One project she worked on in Baltimore was with young women involved in exotic dancing. She and her team set up a mobile clinic in a health van to provide birth control. “We found the women really used that service. This surprised some sceptics because lots of clinics in Baltimore provide free access to birth control but these young women weren’t taking advantage of it,” reveals Eva. “What helped was the fact that we came to their environment; they felt comfortable and did not feel judged.” 01

hen a teenager is referred to Pediatrician and Adolescent Medicine specialist Eva Moore ’94, something is usually not right: he or she may not be able to attend school, or is having family problems, or doesn’t have friends, or has a stomach ache that won’t go away. Helping teens cope with their issues is what Eva looks forward to every day. “I love teenagers. I’m drawn to their sense of discovering the world and coming into themselves,” says Eva, who is a clinical assistant professor in the Department of Pediatrics, Division of Adolescent Health and Medicine, at the University of British Columbia, Canada. One third of Eva’s time is spent with teens who have eating disorders and another third with vulnerable populations who are dealing with health inequalities and disparities. Her research focuses on at-risk youth, especially addressing the needs of teens in foster care. Because many at-risk youth shy away from doctor’s offices, Eva finds ways to meet with them in the community.

0 1 Eva Moore (center),

surrounded by colleagues from the Teen Centre 0 2 Eva, at the BC Children’s

Hospital in Vancouver, Canada

Addressing health disparities “I seek alternatives, such as a clinic at a community center, or an alternative school, or even a nearby park setting,” explains Eva. Her approach is to engage the teen in a mutual partnership of care. “When I’m with a patient, we’re in it together. We figure out how to work toward a solution. I ask myself, how can I use a picture to convey that to her? How do I talk in language that makes sense to her?” Eva holds a degree in chemistry from Bryn Mawr College. She attended medical school at The Johns Hopkins University School of Medicine, in Baltimore, and completed her pediatric residency at University of Washington, where she worked closely with recent immigrant families in her weekly clinic at Harborview Medical Center. Then, she returned to Johns Hopkins for another four years to complete a Master of Science in Public Health as well as an Adolescent Medicine Fellowship, concentrating on structural and public health interventions to reduce health disparities and HIV. In Baltimore, Eva worked with poor AfricanAmerican families, and now in Vancouver, with Native Canadian (First Nation) families. “There is not a fair sprinkling of disease,” asserts Eva, who believes that improving people’s social situations and poverty will be a major contributor to decreasing cancer and heart disease. “So much of what we see in the clinic is driven by those social determinants. In America, four million people are living on two dollars a day or less. This explains a lot of what I saw while working in Baltimore and Seattle— how little people have to work with.”

Eva and her colleagues found the women were quite responsible: they came back and got the refills. “That kind of research becomes advocacy. We were able to advocate to the Health Department to provide that access. It made an impact.”

Eva says her strong desire to help address health disparities began at The Northwest School. She vividly recalls being challenged to question what she was being told to accept. “Paul Raymond taught me a lot about social disparities, treating others with respect, and advocacy —standing up for others,” confirms Eva. “He planted the seed in me to fight for those who may be in compromising circumstances.”

Social and moral groundwork In Advanced Chemistry class, Eva learned another important skill that has informed her career: namely, how to work with a team. “On the first day, Renee Fredrickson presented us with 12 beakers full of various different substances and told us to figure out what those substances were,” recalls Eva. “It was incredibly hard; I couldn’t see the end. But as you start to break it down, you begin to get some hypotheses and test those hypotheses. It was about working as a team: ‘You look it up in this book; I’ll look it up over here.’ It was a great experience.”

Exploring and working with others, as well as having discussions about science between classes with her Upper School friends, gave Eva skills she now uses every day. “In medicine, you are working with others all the time —the administrators, the patients, the parents. You’re constantly interacting all day long.” Some of her strongest grounding came from the Environment Program, according to Eva. “We thought of the main building as our grandmother, and everyone’s caring role was important —it wasn’t about following someone else’s rules,” says Eva. “Northwest laid the foundation of social and moral teaching that extended beyond the curriculum. The constant message was: We are all responsible, and we’re all in this together.”

Alum Profile

Malaika holds a B.A. from Brandeis University in Health: Science, Society, and Policy, as well as a B.A. in Latin American Studies. After college, Malaika returned to Seattle and worked as an AmeriCorps VISTA volunteer in the emergency preparedness department at Public Health—Seattle & King County (PHSKC). She arrived just as the H1N1 virus broke out and she helped track where people were getting sick. After her experience with PHSKC, she decided to go to the University of Washington to gain her master’s in Public Health in Epidemiology. Unlike a standard MPH, which focuses on health services, Malaika’s degree focused on epidemiology. “My master’s is a degree on how to set up a research study so your outcomes are as objective as possible,” explains Malaika. She also spent one year at Harborview Injury Prevention and Research Center as a research consultant and communications officer, developing a national traumatic brain injury research database with the National Institute of Health (NIH).

Malaika Schwartz ’05 Public Health Research Scientist, Family Medicine

Alum Profile

atients who are well informed and engaged in their own health care often recover more quickly and stay healthier. They also cost the healthcare system less. This is why there are currently over 25 pilot studies at the University of Washington’s Department of Family Medicine Research Section focusing on the interaction between doctor and patient.

“Many of our studies are trying to get patients engaged in their own care so they’re making educated decisions and not just following doctor’s orders,” explains research scientist Malaika Schwartz ’05. Her job is to help coordinate studies for the Research Section: everything from data analytics to organizing conferences and writing grant applications. “People are putting their trust in doctors and assuming they’ll get the best care possible. We want to make sure that’s true.”

01 Malaika, on

the University of Washington Campus

Direct impact on patient care

Health as a social issue

The work Malaika is doing now at UW excites her more than any other experience to date. “What I love about this work is knowing that these studies are going to have a direct impact on patient care,” says Malaika. “The opportunities for that in public health are enormous.”

When she was in high school at The Northwest School, Malaika was in a high level math class and excited about data analysis, and she enjoyed Biology and Primate Biology. Nevertheless, she considered herself to be a Humanities person.

“My B.A. in Latin American Studies was a direct To illustrate, Malaika points to the nation’s result of Daniel Sparler’s senior seminar on current dependency on pain killers or opiates, Latin American studies,” testifies Malaika. a problem that recently ballooned into a “He had us bring in news articles about what major health issue. Nationwide, doctors was going on in various Latin American are worried about over-prescribing. countries. I wasn’t really aware of the impact of internal conflicts until I took that class “We’re looking at how we can train providers and went on the school’s trip to El Salvador.” to reduce opiate prescriptions while still helping patients to manage pain effectively,” The awareness she gained from her high says Malaika. “For example, rather than school experience about social justice and prescribe opiates right away, physical equity is foundational to her work in health therapy may be a better alternative.” care, according to Malaika. “I see health and health care as a social issue. Health impacts every aspect of our lives, and those who are Helping patients assess need most in need of healthcare services are often the people who have less access, resources, Another study is honing in on patient and social support to improve their health; education and how it might help patients to and they feel less empowered to take charge become more involved in their assessment of their healthcare decisions. If we want to and care. A person with persistent back pain improve as a community, we need to change might learn about posture or workplace that, which is why I work in public health.” adaptations from webinars, for example. “If you have the materials and knowledge, you can work through some analytical questions and assess your own pain needs, such as, ‘Could this pain be coming from an injury I had ten years ago? Or could it be from how I’m sitting at work?’” explains Malaika. “Your first reaction might not be to head to the doctor’s office or the emergency room, but instead, to consider exercises you have learned that might help alleviate that pain.”

Alum Profile

Youngbin Park ’10 Surgery and Emergency Room Medicine

Choosing acute care As successful as his research experience was at Johns Hopkins, Youngbin decided laboratory science was not how he wanted to spend his time and energy. His true passion lay with emergency room medicine. “I prefer working with my hands and body rather than sitting down, reading text and lab data,” confirms Youngbin, whose aspiration is to practice medicine at a university hospital in Korea. “Since surgery is highly labor intensive, I think it will best fit me. Emergency medicine interests me because its goal is to treat patients with acute illnesses and effect immediate results.”

The path to medicine

s a child, Youngbin Park ’10 watched the compelling CBS-TV series ER, a drama about emergency room medicine. The show gave him his first inkling that being a doctor could be a meaningful and exciting career.

“Surgery and emergency medicine are the top two specialties that I feel most passionate about,” says Youngbin, who is now in his third year at Younsei Medical School, located in northwest Seoul, Korea. He will finish his degree in 2018. “I’m still trying to discover which field would be best for me, but I think I’m suited for emergency medicine.” After graduating from Northwest in 2010, Youngbin attended Johns Hopkins University, in Baltimore, where he majored in Biology. He graduated two semesters early in 2013, with a Bachelor of Science in Molecular and Cellular Biology. While at Johns Hopkins, he was a member of a research team that studied neural stem cell migration during development and how it relates to schizophrenia. The research was published in the Cell Stem Cell journal in 2014.

Alum Profile

Youngbin’s fascination with biology began at a young age (he remembers being hooked at 12 years old) but his interest grew exponentially in high school at The Northwest School. “I always felt that the science curriculum at Northwest was special,” recalls Youngbin. “Courses such as Primate Biology did not exist in most high schools in the U.S., and even courses such as Chemistry and Physics were taught differently at Northwest. I think this uniqueness really helped me continue to have an interest in science, which eventually led me to medicine.” When asked to identify Northwest classes that influenced him the most, Youngbin immediately names 10th grade Biology and 12th grade Primate Biology. “Mark Terry was one of the best teachers I have ever had. His teaching style was always relaxed, humorous, and easily understood. His exams were difficult but they prepared me well for the essay-style exams in college.”

Decision making and independence When Youngbin first started at Northwest, he had his doubts about the school’s non-standardized testing approach. He couldn’t understand why teachers did not favor standardized exams. “I believed SAT and GPA were the most important things while I was applying to college, but they aren’t everything. As I look back, I believe NWS taught me that there are many things as important to learn in high school, such as decision making and independence,” says Youngbin. “I truly believe NWS has shaped me to become a better person.” Along with his academic grounding at Northwest, Youngbin developed a lasting interest in photography. “I really enjoyed Lyn McCracken’s photography class. I realized how professional the photo lab was at NWS when I got to college. At Johns Hopkins, there was only one enlarger for the entire university.”

Photography has become one of Youngbin’s favorite hobbies. He says it helps balance the intensity of medical school and enriches his life. He is currently a member of Seran Photography, a student-lead photography group for medical students. “The type of education you get before college is crucial to the type of person you become in the future,” says Youngbin. “I hope Northwest keeps the unique characteristics that set it apart from all the other high schools in the world, so other students can benefit, like me.” 01 Youngbin Park 02 Youngbin,

working in the surgical theater at Younsei Medical School in Seoul

Class Notes Sean Fansler ’85 (01) After a summer of gillnetting in Southeast Alaska, my wife Amy and I spent three weeks in Spain’s Basque region, indulging in their culture. This winter I have been working with Trout Unlimited on the American Salmon Forest Project. In April, I have a show of new paintings at Gallery 110 in downtown Seattle. Just trying to pack in as much as I can before getting back on the boat.

Eva Moore ’94 (02) Eva Moore, wife Hope, and Asher welcomed Marcus Soleil on November 12, 2015. He is the first Canadian in the family, having been born in Vancouver, BC, but the rest are now permanent residents, which means, at least for now, they are settling north of the border. They welcome alumni to be in touch. moore.eva@gmail.com.

Noelle Royer ’95 Alumni Council Member I got my PADI Open Water Scuba Instructor certification in January in Honduras and I plan to use it in a warm water location soon.

Liz Mair ’96 (03) Liz Mair continues to fight the good fight within the Republican Party, having launched the anti-Donald Trump SuperPAC, Make America Awesome (thanks to various NWS alumni who have donated!). Hopefully, by the time of publication, Trump has been defeated, but politics is unpredictable. In other news, Liz traveled to South Africa with her family over Christmas and spent a good deal of time observing Vervet Monkeys, in true Mark Terry-inspired fashion. Photo at right: “A screenshot of me taking a hatchet to Ann Coulter re: Donald Trump and birtherism.”

Class Notes

Rachel Street ’96 (04) I am in my eleventh year as a high school drama teacher. Currently, I work at Rainier Beach High School in South Seattle. I have a loving spouse and an empathetic toddler named Apple. I never knew parenthood could be so amazing!

Fleur Larsen ’97 After graduating from UW Evans Program with a master’s in Public Administration in June 2015, I launched Fleur Larsen Facilitation. I am a seasoned consultant in the non-profit space and a committed social justice facilitator. My 15 years of experience ‘in the trenches’ has given me a perspective on what is needed to move our sector from a cycle of putting out fires to a movement based in lasting equity and empowerment. We can’t give what we don’t have. Through taking care of ourselves, we can show up in authentic contribution and service by doing what is wanted and needed in this world. My work is especially relevant to women leaders seeking to stay engaged and energized in the causes they support. My clients move from “charity burnout” to a powerful position of gratitude and contribution.

Rebecca Terry Novak ’97 (05) Mylo Christopher Novak joined our family in October 2015, weighing in at a tiny 9 lbs., 11oz and 20 inches long. He and his big brother Oliver (4 years) are keeping things exciting as we enjoy life in Corvallis, OR. Good thing his grandparents retired from NWS when they did! They have been regular travelers up and down I-5, keeping us sane and well fed.

Nicola Reilly ’98 I just started a new job as the Director of Development for the College of Arts, Humanities and Social Science at California State University, Monterey Bay. Prior to that, I was the Director of Development and Marketing for the Carmel Bach Festival. I live in CA with my two sons, Connor (8) and Enzo (4), and we are loving California life.

Kenzan Tsutakawa-Chinn ’98 I’ve been a busy bee. In addition to continuing work for my lighting firm, Studio 1Thousand, I’m now a Senior Project Manager for Design Group Italia, an Italian design firm that just opened an office in New York. Our main American client is Pepsico. We help them design customer experiences as they shift away from traditional marketing. With Studio 1Thousand, I’ve been working on specialty lighting objects for a brand new synagogue, commissioned by Congregation Beit Simchat Torah, a gay, transgender, bisexual, lesbian, queer, intersex, and straight congregation based in Chelsea. I’ve also been working on a chandelier in Nashville for the Life and Casualty building, one of the first skyscrapers in the South. Nashville is a cool place; I recommend it. I’ve settled into an interesting position in life as a creative project manager, and I’m always looking to push the limits of what’s possible when fusing multiple, complex, creative systems to create new and thoughtful experiences for people to enjoy.

Michelle Huang ’97-’00 (06) Alumni Council Member My baby boy, Marcel, was born on October 18th, 2015, in Hong Kong. I flew 16 hours to Hong Kong from New York when I was 31 weeks pregnant to give birth there, where I could receive help and support from my mother. At the first contraction, I told my husband to hop on the next flight to Hong Kong; however, baby Marcel decided not to wait for Daddy and was born 5 hours before he arrived. When Marcel was 2 months old, we flew back to our home in Brooklyn, NY. He is now 4 months old and finally can fit into the NWS future Alumni onesie. Thank you Wally (Director of Development) and Jack (International Student Advisor & International Admissions Coordinator) who gave me the shirt when they were meeting with our alumni in Hong Kong.

Class Notes

Lynda Turet ’01 (07) Board of Trustees Member I’ve gone “all in” on my dream to start a creative business and have launched two: a space coaching company (www.lyndaturet.com) and a home staging company (www. soundstaging.com). It has been so rewarding to help people transform their space! In other news, I’m marrying my fiancé, Taylor Lopez, later this year. I have also joined The Northwest School’s Board of Trustees and look forward to providing an alumni perspective.

Rebecca Micciche ’01 After 10 years of art directing photo shoots, commercials and feature films, I recently launched an integrated branding and interior design agency, Room Service Creative. I saw an opportunity to combine branding, interior design, content creation, and event planning to offer one point of contact for a suite of services. I am excited to collaborate with our talented team. Room Service Creative is based in Portland, OR.

Maggie Murdoch ’01 (08) Colorado sun continues to keep me in the Rockies, though my heart still lies in the thick trees and moist air of the PNW. This past year I finally figured out what I want to do—something inspired from my days at NWS—and am now teaching 4th - 6th grade in a mixed-aged Montessori classroom. I am fortunate to live in a beautiful little mountain town with my husband and three-year-old son. We love visiting the Rockies and the nearby Southwestern desert for rafting, camping, skiing, biking, and hiking.

Ben Shelton ’01

I live in Santa Fe with my wife Jess. I started work as the Legislative and Political Director with Conservation Voters New Mexico about four months ago. I’m excitedly working towards getting conservation candidates elected to state offices in 2016!

0801

Class Notes

Nick Bayne ’99-’02 (09)

Sophia Belsheim ’07

I have lived in Astoria, New York, for the last three years, and switched from a career in theatre to one in cheese! In June of 2015, I competed in and won The Cheesemonger Invitational as a monger for Bedford Cheese Shop, which led to exposure in the Wall Street Journal and HarpersBazaar.com, among others. This January, I took over as the Head Cheesemonger for Mekelburg’s, a gourmet grocery, cheese shop, bar, and restaurant in Clinton Hill, Brooklyn. I also write articles for Cheeserank.com, and in June, I will be inducted into La Confrerie du Gruyere as a Compagnon for my work in helping to promote and protect the tradition of Gruyere AOP.

I moved to Los Angeles, CA, after graduating from Wesleyan University in 2011. I currently work at Art + Practice (A+P), an art and social services nonprofit, as the Director of Operations. At A+P, I support the organization in its mission to provide life-skills training for its local foster youth, as well as offering free museum-curated arts exhibitions and moderated art lectures through a partnership with the Hammer Museum.

Nicholas Bigelow ’03 (10) In December 2014, I successfully defended my PhD in electrodynamics with several other Northwest graduates in attendance. The science, writing, mathematical, and, oddly enough, artistic skills Northwest gave me were all crucial to my graduate school experience. After a brief postdoc at the University of Washington, I moved to Portland, Oregon, to work for Intel on shrinking the fundamental components of microprocessors. I live today with my fiancée, MacKenzie, and our two dogs, Margo and Sebastian.

Elise Hale-Case ’05 (11) Class Representative

Class Notes

Elise Hale-Case graduated with a master’s in Counseling and Psychology last spring and is a Licensed Mental Health Counselor Associate (LMHCA). She recently opened a private therapy and mental health counseling practice in Seattle, working with youth, adults and couples (elisehccounseling.com). She keeps in touch with NWS folks, especially Adam Miller ’05 and Emma Fuller ’05. Elise and her sister, Gen ’03, spent the holidays camping and hiking around the Big Island of Hawaii.

Carson Robinson ’08 Carson Robinson lives in Philadelphia and works as a therapist doing dialectical behavior therapy (DBT), an evidence-based treatment for borderline personality disorder and chronic suicidality. Carson is part of a small team that now runs the first and only DBT program in the state of Delaware and also works at a community mental health agency in Chester, PA, that is delivering DBT to low-income clients on public insurance.

Miles Milliken ’10 Hello NWS Friends. After five years of college in D.C. I made it back to our side of the world. I’m now living in the beautiful Methow Valley (it’s up where the fires have been, if you’re not familiar), working as the Operations Manager at our communitysupported recycling center. When I’m not working I’m attempting to crack the ‘small town life’ nut with only some success. This month, I’m trying to learn to ski before ‘mud season’ starts and helping to plan our Trashion Show at the end of April. If you ever want a window into Valley life from a local’s perspective or you want to know more about rural recycling, drop me a line.

Khalif El-Salaam ’12 Going into my fourth year of college I am starting to build my resume for moving on to adulthood. Finishing out my political science major, I am also studying American Sign Language, which I love. I did take four years of Spanish at Northwest and remember a good deal of it. I am grateful for Marina actually teaching me how to learn a new language; it’s a skill that I am now using. Still playing ultimate for the University of Washington Sundodgers, and still playing for the Seattle Rainmakers. Hope to have tons of Northwest support at the games! Miss the Haus.

Charlie Truxal ’12 (12) Submitted by Ann Berg,

Chris Roach ’14 (14)

I graduated in 2013, and am currently a student at Washington University in St. Louis. I started working in a co-op, like an extended internship, with a biotechnology firm in St. Louis, called bioMerieux. I am working with a team of engineers to troubleshoot and finalize a new instrument, which will be used to process patient samples and test them for bacterial infections.

This semester, I am continuing my studies as a sophomore at the University of Puget Sound. I have declared a chemistry major and I am following a pre-med track. This past December/January, I went on a trip to Nepal, which was an eye-opening experience. We volunteered to help build houses in Ratmatta, a small village in the Gorkha region, and also went on two different treks over three weeks. The main part of this journey was to help with the continued earthquake relief, but exploring the cities and much of the country was also fascinating. It was hard traveling in Nepal since, in addition to still feeling the effects of the earthquake, the country is also affected by a fuel crisis, brought on by political dispute with India. The experience was amazing and I absolutely see myself returning soon to continue helping with relief efforts, as well as to continue personal connections with the people and the land.

Nathan May ’13 Submitted by Patti Shuster,

Andrew Callaghan ’15 (15) Submitted by Molly Phillips,

Charlie’s parent Charlie Truxal is completing his degree at the University of Oregon, where he became a FIJI. He has loved his time there and has been converted to a Duck fan. Charlie has completed his ROTC training and his officers’ basic training (picture is taken at completion), and will be commissioned as a lieutenant in the Army when he graduates in June. He has been invited to attend Ranger School, and will be stationed in Virginia.

David Robinson ’13 (13)

Nathan’s parent Nathan attends the University of Pennsylvania where he is double majoring in English and Classical Studies. He was recently named as a University Scholar and will be funded by the university to pursue his independent research project, “The Politics of Education in English Renaissance Drama”. This year he published a paper in Discentes, The Undergraduate Magazine for the Department of Classical Studies at the University of Pennsylvania, titled “Not the Best Part but Something Else: Virgil, Augustine, and the Platonist Perils of Poetry” as well as a paper in Persephone, the Harvard University Undergraduate Journal of Classical Studies titled “Amphion’s Worthless Walls: the Defeat of Poetry in Statius’ Thebaid”. He is an active member of the Philomethean Society of Penn, which is the oldest university literary society in the country.

Andrew’s parent I’m sending this update on behalf of my son, Andrew Callaghan, who graduated from NWS in June 2015. He was awarded a scholarship to study journalism at Loyola University, New Orleans, where he currently resides. Andrew is a contributing writer and photographer for the university newspaper, The Maroon, where he covers feature stories, such as the 10-year anniversary of Hurricane Katrina, including interviews with survivors rebuilding the Lower 9th Ward of New Orleans. The Maroon was awarded the Pacemaker Award during Andrew’s first year as a writer there. This is the most prestigious award a college newspaper can receive. He is also currently working as content creator with a New Orleans-based film director to create “Katrina Babies,” a documentary about post-Katrina PTSD.

Development

Our Values in Action: The Raymond Taussig Terry Financial Aid Endowment

s the mother of a Northwest School student (Greta ’20), I witness everyday what a tremendous impact this school has made on our daughter’s life and her growth as an intellectual and human being. Her love for school is palpable as she tells us about Jeff Blair’s Humanities class, gathers used running shoes to send to kids in Nepal, and celebrates a victory with her ultimate teammates. I am constantly amazed at the intentionality of this school in creating a joyful, creative, and compassionate learning environment. The House certainly is a special place.

At the core of our school is the powerful value of community. Since its founding, The Northwest School community has welcomed students from a variety of backgrounds and has cultivated a warm and inclusive culture. The optimistic and idealistic Northwest community is what initially attracted our family to the school and continues to confirm the choice we made for Greta’s education. As the cost of education increases, I worry that more and more families are being squeezed out of a NWS education. Attracting and supporting talented students from across the socioeconomic spectrum is increasingly difficult. Our community is at risk of becoming a more homogenous campus than envisioned.

Thoughtful Philanthropy, Inspiring Leadership

Thankfully, Northwest will not accept an outcome that compromises our values. Last spring, as guided by the school’s Strategic Plan, the Board of Trustees voted to undertake an initiative to significantly grow the Raymond Taussig Terry Financial Aid Endowment, which provides permanent financial aid funding to help ensure greater socioeconomic diversity at our school. Created in 2007, and recently renamed in honor of Mark Terry’s retirement, the Endowment has now grown to over $6M— but we have greater ambitions and our work is not done! Ultimately, our aim is to grow the percentage of students receiving financial aid to over 20% of the student body, helping more students benefit from the truly unique educational experience that Northwest provides.

Jim and Gaye Pigott: $1 Million Gift for Financial Aid Ignites New Initiative

I want to tell you more about why I agreed to lead this fundraising effort and why my husband, Doug, and I decided to make what is, to us, a meaningful and significant gift to the endowment. As a financial aid recipient myself at Smith College in the 1980s, I experienced firsthand how a quality education profoundly transformed my life and offered me opportunities otherwise unattainable. I believe providing a personal, high quality education to motivated and qualified students is especially important in the middle and high school years, when children form their learning habits and shape their identity.

I also believe that growing the school’s financial aid resources leads to a better education for all students, those on aid and those who are not. The education of responsible citizens happens best when a diverse group of learners offer a variety of perspectives in an atmosphere of respectful intellectual engagement. This is the Northwest way! So please join us in supporting a school that we love. We will let you know in the upcoming months how you can help Northwest to grow its financial aid resources and reach its aspirations. Thank You.

01 Barb and Doug

Herrington, with their children Hope (far left), Greta ’20, and Henry 02 Jim and Gaye Pigott

Barb Herrington Parent ’20 and Trustee

t The Northwest School, the power of community is a palpable thread that weaves together all that we do. Service work, the Environment Program, season after season of sportsmanship awards, the feel when a visitor enters the House—all of these are simple examples of our commitment to one another and to our larger community. The school’s unique character and spirit is fueled by the passions, volunteerism, support, and energy of our parents, alumni, students, faculty, and grandparents. Recently, Jim and Gaye Pigott, grandparents of three Northwest alumni and one current student, shared their motivations for supporting the school. Through their philanthropy and leadership, the Pigotts hope to “teach students at Northwest the importance and positive impact that philanthropy can have, not only on the school but also on the individual students who attend.”

In 2009, Jim retired from the board of Paccar, the company his grandfather founded, after serving as a director and trusted adviser for 37 years. A lifelong entrepreneur and talented businessman, Jim has started two companies: a national franchiser of financial services to small- and mediumsized businesses, and Pigott Enterprises, a private investment company. Jim and Gaye are co-owners and operators of the Moccasin Lake Ranch, a cattle ranch in the Methow Valley. The couple’s generosity and leadership can be seen in each and every community with which they are affiliated. Says Jim: “Our strategy is to give back to the communities in which we live, and to support those organizations that we think are most effective at serving the population that needs the most help.” Jim and Gaye were first introduced to Northwest as grandparents of a new student, and over time, they became much more involved with the school when Jim became a member of the Board of Trustees. Their commitment blossomed, and Jim and Gaye became both financial supporters of and cheerleaders for The Northwest School.

“From the Head of School on down through the entire faculty, there is a strong sense of caring for each and every student as well as individually supporting students with plans tailored to their particular needs,” says Gaye. “This has continued to inspire us over our years of involvement at Northwest.” Jim and Gaye recently gave a leadership gift of $1 million in support of the Raymond Taussig Terry Financial Aid Endowment, a fund started in 2007 and supported yearly through the generosity of donors at our annual fundraising event, Pizazz. This gift has inspired the Northwest School Board of Trustees to undertake a major initiative to grow our financial aid endowment. The Pigotts believe “philanthropy is important at any academic institution, not only to build and maintain the school’s physical plant, but also to help improve the school’s endowment, which in turn will help provide greater access and affordability for students.”

Alumni Donor

David St. John ’88

One Alum Gives Back to Financial Aid

“M

y life was enriched, even saved, in countless ways because financial aid allowed me to study with a diverse group of students, which is core to The Northwest School’s mission. My years at Northwest were some of the most formative and important of my life. Giving back by contributing to the Raymond Taussig Terry Financial Aid Endowment is a profoundly important honor for me, and I hope that it will enable other kids to experience that same impact that NWS had on me.”

Alumni Happenings

David got his start in the entertainment industry in 2000, working for MTV Networks, where he fell in love with the development and production of all types of television. He has produced reality series like America’s Next Top Model and Hell’s Kitchen, and smaller docu-series like VH1’s Love and Hip Hop. More recently, he is pursuing projects that bring awareness and acceptance to people who are misunderstood or unfairly judged by the public. David executive-produced the first season of I Am Jazz, a docu-series about a 14-year-old male to female transgender teenager preparing for high school. David calls this critically-acclaimed show one of the single most important jobs of his career to date. (Just before press time, we got the news that the first season of I am Jazz won the 2016 GLAAD Media Award for Outstanding Reality Series.) Presently, David is wrapping up a show that features people dealing with racial identity issues. “I’m proud to work on shows that promote and teach the importance of empathy and acceptance for the things that make us different from one another. These ideals are just some of the important values instilled in me at The Northwest School. I credit Northwest for helping me to become the kind of person who can tell these stories with compassion.” 0 1 David (center, bottom row), on

Holiday on the Hill On Sunday, November 22, 2015, alumni and faculty caught up at The Tin Table for happy hour, followed by a stop at Elliott Bay Book Company to take part in Holiday on the Hill. A percentage of proceeds from both benefited The Northwest School Library and Annual Fund.

Alumni Basketball Game The Alumni Basketball Game tradition lived on this year with two exciting games, the re-connection of NWS friends, families, and faculty, and over $200 raised for financial aid.

set with the Jennings family of the I Am Jazz docu-series 0 2 Alums Amalia Walton ’96 and

Bre Holt ’96 peruse the shelves at Elliott Bay. 0 3 Herb and Erica Bergamini, with

alums at Holiday on the Hill Alumni Happy Hour 0 4 Women’s Alumni Basketball

Game on Jan. 2, 2016 0 5 Men’s Alumni Basketball

Game on Jan. 2, 2016

NWS is coming to a neighborhood near you! Portland: Thursday, September 22, 2016

San Francisco: Saturday, December 10, 2016

Los Angeles: Sunday, December 11, 2016

Washington DC: Saturday, March 4, 2017

New York: 01

Sunday, March 5, 2017 Stay tuned for more details.

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Cover: Youngbin Park â&#x20AC;&#x2122;10 (center), performing laparoscopic surgery at Younsei Medical School, Seoul, Korea, 2016