The Colonnade 2017

Colonnade THE

INSIDE BLENDED EDUCATION STAND-OUT ALUMNI COMMUNITY SNAPSHOTS

4 5 14 16 22 Steward

Moving Forward While Reflecting on the Past Head of School Dan Frank explains our magazine’s new approach

I Am a Steward: Iram Amir

Junior is first Spartan chosen for Richmond Forum Scholars

Accidental Hosts

The Bowling family has hosted international students from three countries

Balancing a Blended Approach

Offering blended learning to prepare students for tomorrow Awakening Lifelong Dreams

Bunt Young ’82 discovered his passion through a Minimester internship

MISSION | Prepare our students for college and for life in a community defined by robust academics, inspiration, engagement, and care

Moving Forward While Reflecting On The Past

Welcome to the new Steward magazine, The Colonnade! As you have probably noticed, our school’s annual magazine has undergone a dramatic transformation. While many of your favorite features from Crossroads remain, we are excited about the updates we have made.

According to Paul R. Cramer’s A Story of Success: A History of the Steward School, Spartaneous served as Steward’s first official newsletter—the first edition was published in the fall of 1980 by Mary Byrd and Jack Lewis, parents of Mary Hollis Lewis Jupe ’84 (read more about its history on page 9). In 1994, the newsletter was renamed The Blue and Gold Connection and took on a more professional and contemporary appearance. Eventually, Blue and Gold took on a glossy, full color magazine look in 1998, leading to its rebranding as Crossroads in summer 2005.

We have enjoyed more than a decade of campus event recaps, recipes, fun Sparty-themed activities, and “Look Who’s Talking” profiles in Crossroads. But just as our school is dedicated to positive growth and change, our magazine must also serve as a reflection of this important commitment, and we felt it was time to redesign the magazine to better reflect Steward’s mission today.

The magazine is named for our school’s own colonnade that has been part of our campus since the early 2000s. The title represents several important notions. First is the idea that we respect and cherish the traditions that Steward was founded upon as we continue to move forward in making our school the best it can possibly be. Second, the colonnade is the only structure on campus that connects all three divisions—it represents our strong bond as a united and diverse community of students, faculty, staff, alumni, parents, and grandparents, all of whom are an integral part of our past, present, and future.

Check

out

of past

As you flip through the pages of this magazine, we hope you’ll notice that our editorial content is tailored to focus on big picture concepts and in-depth topics that pertain to what we are doing here at Steward while connecting us to what is happening in education on a national—and even global—scale. In addition, the clean, modern design adds strong visual appearance to the magazine.

Specifically, I invite you to read our cover story on blended learning on page 16.

I am so excited about the implementation of teaching methods at Steward that connect students with digital technology while giving them the personalized differentiation that they need to succeed. Other key stories include a spotlight on one of our international host families on page 14, a behind-the-scenes look at the work of technical theatre students on page 12, and an example of one alumnus whose time at Steward sparked his passion for a career in cinematography on page 22

I hope you enjoy our new magazine and pass it on to your friends and family so they can see how we are continuing to fuel students’ minds, stir their imaginations, and unleash the possibilities now and always.

DAN FRANK, HEAD OF SCHOOL

ADMINISTRATION

Dan Frank, Head of School

Lisa Dwelle, Associate Head of School for Finance and Operations

Carol Moore, Director of Upper School

Susan Atkinson, Director of Middle School

Ingrid Moore, Director of Lower School

PUBLICATION STAFF

Kyra Gemberling, Editor Kate Carpenter, Designer

Carolyn Brandt, Lisa Dwelle, Rachel Williard, Contributing Editors

Kristina Kerns, Contributing Designer

Dan Frank, Jenny Lankford, Contributing Writers

Arianna Belle Photography, Barbara Coates, Bridget Hazel Photography, Kyra Gemberling, Kristina Kerns, Jenny Lankford, Wendell Powell Photography, Contributing Photographers

The editors have made every attempt to ensure the accuracy of information reported in this publication. We apologize for any inadvertent errors.

Worth Higgins & Associates, Inc., Printing

the covers

issues of Spartaneous, The Blue and Gold Connection, and Crossroads!

The Steward School admits students without regard to gender, race, color, religion, or national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school.

I AM A

IRAM AMIR ’18

Iram Amir is heavily involved at Steward as well as in her local community. This summer she served as an intern with LEAD Virginia and a participant in the Youth Philanthropy Project through HandsOn Greater Richmond. She also raises money at her local mosque for care packages for the homeless (she and her friends have raised more than $5,000 in the past four years).

But her greatest achievement to date is being the first-ever Steward student selected as a Richmond Forum Scholar. Read more about the important role Iram will play as a scholar:

What was the process like for applying to become a Richmond Forum Scholar?

I had to write a comprehensive essay and get two letters of recommendation from teachers I had during my sophomore year. I asked my math teacher Annie MacKimmie and English teacher Stephanie Arnold. When I was chosen as a finalist, I did an interview with a forum representative, and then I found out at the start of the school year that I was selected as one of five scholars from schools around Richmond. The moment I found out was so exciting—there were a lot of emotions!

What responsibilities will you have in your role as a scholar?

The 2016-17 Richmond Forum season features speakers from all over the world, including [former Israeli Prime Minister] Ehud Barak, who will discuss the state of the Middle East. My job as a scholar is to provide assistance in whatever way is needed at each event—I may be asked to accompany the speaker and make

sure he or she is running on schedule, or I might direct audience members to their seats.

How does this honor connect with you personally?

I work hard in serving the community, and I place importance on staying informed about the world by keeping up with current events. It’s so meaningful that I get to see people in person whom I’ve read about in the news or listened to on NPR and hear them speak about such important topics.

STEWARD ONLINE

We regularly update our online newsroom with quality content about campus events, unique academic projects, and innovative ideas from community members.

Check out Steward's online newsroom!

Photo credit: Arianna Belle Photography

SAVE THE DATE

February 2-4 Winter Play, Sense and Sensibility

February 8 Visiting Innovator Barrington Irving

February 25 Parents Association Gala and Auction

March 29 Senior Showcase

March 30 Lower School Oratorical

April 19 Visiting Innovator Leah Buechley

April 22 Steward Spring Invitational and Debbie Robson Pancakes for a Purpose

April 27-29 Spring Play, Once On This Island

April 28 Spring Social and Art Walk

May 11 Lower School Spring Program

May 12 Lower School Grandparents and Special Friends Day

May 15 Spring Instrumental Concert

May 17 Spring Choral Concert

June 1 Grade 5 Recognition Assembly

June 2 Grade 8 Recognition Assembly

June 4 Baccalaureate

June 5 Graduation

Upper Schoolers Compete in WTVR’s Battle of the Brains

A competition of knowledge against another school is nervewracking enough, let alone one that will be broadcast on local television. But a group of Steward Upper School students can basically call themselves professionals after taking part in two sessions of WTVR

CBS 6 News’ Battle of the Brains

After students passed a pre-test to qualify, Steward was selected to take part in the competition this past fall. During the first match,

which was filmed in September and aired in early October, four Steward students defeated a team from King George High School.

In the second match, the Spartans fought a hard battle, but succumbed to Midlothian High School. The match, which features ninth graders Sonali Sanjay and Sachin Sanjay, junior Nicole Teichner, and senior Cole Bassett, will air on Saturday, January 28 at 10 a.m. During each

Middle School Student Council Initiates Annual Speaker Series

In an effort to make a bigger impact on student culture this year, the Middle School Student Council began hosting unique events and speakers to bring about awareness on important societal topics, such as using technology wisely and instilling a culture of anti-bullying.

In September, Steward hosted a public showing of the documentary film Screenagers for the community as well as a special showing of the film for students in grades 5-8. Directed by Delaney Ruston, M.D., Screenagers focuses on the impact of the digital age on children and how to help them minimize harmful effects and find balance.

“The film made me realize that too much time on electronics can be harmful, but having some time participating in meaningful

match, participants were asked a variety of questions ranging from mathematics and history to pop culture trivia and sports facts. To prepare, students met in Upper School science teacher Eric Hopp’s classroom during lunches to answer Jeopardy questions and play Trivial Pursuit.

“I think it’s important for students to have a solid base of knowledge to build upon as they move into college, and this event helps build that base for students,” Mr. Hopp said. “I hope to continue getting more students involved with Battle of the Brains in the future.”

activities is alright,” eighth grader Asa Shield said. “This was an interesting and new idea for me.”

In November, George Dennehy, a musician born without arms who sings and plays instruments with his feet, spoke to grades 5-8 during an anti-bullying assembly. Mr. Dennehy told students about growing up feeling “different” from everyone else and impressed upon them the importance of acceptance.

“It’s important for us to celebrate our differences,” he said. “When we understand that we’re all different, we can treat each other with respect.”

Middle School Dean of Students

Mark Nugent, who advises the student council, said the goal of discussing these important issues is to promote the theme of

caring and respecting oneself and others. The council hopes to bring 3-4 speakers to campus per year moving forward.

“We want students to realize there’s a world outside themselves,” he said. “We need to be aware of the world around us and realize that our actions affect other people so we can learn to talk with one another openly and respectfully.”

Scan here to watch Steward vs. King George High School in Battle of the Brains!

Developing Our Minds

Professional development for faculty and staff is an integral component of Steward’s mission. Funded as part of our research and development budget, the grants are meant to help our faculty stay current on technology, coding, innovation and design, and best teaching practices in order to deliver the education of the future to our students. Professional development opportunities also support employee satisfaction and retention, which leads to a better experience for everyone.

2016 GRANT USAGE

$40,625: conferences not at Steward

$13,050: curriculum development

$12,480: conferences at Steward

$7,185: degree programs

$5,160: program planning, student life

Course Connections: Upper School History Department

The history of the world isn’t the easiest subject to teach in four years, so Steward’s Upper School History Department decided to change the way Steward approaches the topic.

Originally, ninth graders took World History I and tenth graders took World History II, followed by U.S. History for juniors and U.S. Government for seniors. The problem, however, is that teachers were unable to go in-depth on most topics in an effort to cover all of the curriculum.

“If a student was excited about a certain topic, we got to spend maybe a few days on it, and that’s it,” Upper School History Department Chair Elizabeth Simpson (pictured) said. “We decided we wanted to restructure the courses so students would get the most out of their history education.”

BY THE NUMBERS

$78,500

Total grant amount approved for summer 2016

62 Number of teachers who completed at least one grant

22

Number of teachers who used their grants in a location outside Virginia (including one other country)

Several years ago, Upper School Academic Dean Carrie Vandervelde initiated the restructuring process, during which it was decided that World History I would be taught in eighth grade, World History II would be taught in ninth grade, and sophomores would have a selection of seminar topics or they could opt to take AP World History (junior and senior courses remained the same). The semester-long seminars include six topics: Upper School teacher Sarah Dwelle teaches a course on revolutions followed by contemporary diplomacy, Dr. Vandervelde teaches a course on the Roman Empire followed by world religions, and Ms. Simpson teaches a course on the Cold War followed by a study of sports in society.

“All of the teachers sat down and decided what topics we feel are most important for students to learn and will make them into more wellrounded, empathetic adults,” Ms. Simpson said. “We also chose topics that we have vast personal knowledge of—it’s great when teachers are so passionate about what they’re teaching, and the students have really enjoyed it so far.”

I AM A STEWARD: BRUCE

SECREST

With his booming laugh and his enthusiasm for all things blue and gold, Director of Athletics Bruce Secrest is a dominating force on Steward’s campus. His history goes back 14 years with the school—after 20 years of coaching at Commonwealth Christian School, Mr. Secrest first came to Steward as a mathematics teacher and basketball coach before starting the school’s baseball program in 2003. Read more about how he plans to continue growing Steward Athletics:

ALUMNI:

Thank you for choosing Mr. Secrest to be your featured faculty or staff member in this edition!

What is your favorite aspect of being director of athletics?

The thing I love most is getting to be involved in the lives of so many young people, many of whom I wouldn’t have been involved with otherwise. Now I really get to oversee more teams and focus on growing each of our student-athletes as part of our overall program—I really enjoy getting our teams where they need to be and helping students find success in athletics.

What was it like founding Steward’s baseball program?

It’s a really neat story—when I came to Steward, Brad Hendrick ’05 and Cameron Scales ’08 (who had previously attended Commonwealth Christian) followed me here to play baseball. From there, I met the Wauford family, and Jonathan Wauford ’07 and J.T. Wauford ’09

(pictured) became interested in playing baseball. Before I knew it, I had about 10 boys who were interested, which is more than I thought I would get. That first year, we had a tough season, but we ended up playing in the state tournament, and the program just took off from there. I’m so grateful for that first group of young men for sticking with me because they truly laid the groundwork for what was to come.

What are your personal goals and your plans for the future of Steward Athletics?

Just as I want to enhance our program, I want to grow every year as a coach. I want to learn and improve because I feel that when coaches stop growing, our children will stop growing as well. In that vein, I want to provide a means for all of our coaches to grow each year and give them whatever support they need. If we all move forward together, our kids will do the same.

EVERYDAY INNOVATIONS:

Robots aren’t all silver men made of metal with red flashing eyes. When you go to the grocery store and the doors magically open for you, that’s an example of robotics at work using the basic characteristics found in all robots, including sensors, inputs, processing, and outputs.

Through the Lower School Enrichment Program, 16 students in grades 3-5 experienced robotics programming of this caliber in the Lower School Robotics Club during the fall 2016 semester.

Led by JK-12 Technology Coordinator Robin Ricketts, students participated in one session a week after school in which they were paired together and became familiar with a robot using

Spartan Treasures

Lower School Robotics Club

LEGO® Mind Storms EV3. Students familiarized themselves with the EV3 programming language on their iPads and connected to the robots through Bluetooth. They then wrote programs on the iPads and sent the programs to the robots to execute. These programs included sounds, motion, speed, and turning their wheels the correct way to navigate through a maze. Some students programmed the robots to sense color, touch, and distance and respond with certain outputs.

This semester, participating students in grades 4-5 will be working with LEGO® Mind Storms EV3, while students in grades 1-3 will practice robotics with LEGO® WeDo 2.0, Kinderlab Robotics’

The First Edition of Spartaneous

Long before this edition of The Colonnade, Spartaneous was the first “magazine” Steward produced. During the school’s first eight years, copies of a basic newsletter were typed and run off on a duplicating machine, according to Paul Cramer’s A Story of Success: A History of The Steward School. Sometimes the copies came out black and white as they were supposed to, but sometimes they came out purple!

In the fall of 1980, Steward parents Mary Byrd and Jack Lewis created Spartaneous Featuring blue print on white paper (sometimes on gold), the publication was printed using a quality printing machine, looking “much more respectable and surely enhanced the writing of the various articles submitted by faculty and parents” (Cramer 103).

KIBO, and Learning Essentials’ Code and Go™ Programmable Robotic Mouse.

Through the Lower School Enrichment Program, two different levels of robotics will be offered: an introductory level for grades 1-3 and a more advanced level for grades 4-5.

“Robotics is the physical expression of programming,” Mrs. Ricketts said. “Both robotics and programming require computational thinking and problem solving. There are so many parts of our lives affected by programming and robotics in some form that I think we would be doing our children a disservice by not exposing them to it.”

One School. One Team.

Athletic program promotes unity amongst Middle, Upper School student-athletes through shared activities, practices.

Steward’s tight-knit community isn’t only reflected in its academic divisions—the school’s Athletics Department also aims for united camaraderie through the integration of Middle and Upper School athletic teams into one program.

One of the department’s main goals is for all studentathletes, despite their grade and/or skill level, to view themselves as part of one cohesive unit rather than separate teams. In fact, the program motto is “One School. One Team.” which promotes the idea that coaches and student-athletes alike are a single familial entity.

“It all starts with this united mentality,” Director of Athletics Bruce Secrest said. “The concept trickles down from the older teams to the younger ones, but they’re all under one umbrella. If you think of your own team and that’s it, your focus can be very scattered, for coaches and for students. But if you think of the whole program, it supports the idea that we’re all one family.”

EXAMPLES:

MIDDLE SCHOOL AND VARSITY CROSS COUNTRY

“We have 42 runners in grades 6-12 who practice together every day,” Middle School and Varsity Cross Country Coach Laura Akesson said. “They also have a buddy system in which they check in with each other throughout the week to ask how the other is doing. It gives me some flexibility as a coach to have the runners practice together. It also gives the younger students a chance to attempt harder workouts if they want, as well as observe how the varsity runners physically and mentally tackle their practices.”

MIDDLE SCHOOL AND VARSITY BOYS LACROSSE

“This past spring, our Middle School boys lacrosse team was finishing up practice while I was preparing my varsity team to do face-offs,” Varsity Lacrosse Coach Jim Tyler said. “I asked the Middle School students to cheer for one face-off unit or the other. My varsity boys responded with a heightened focus on winning the face-off for their side. At the end of this session, my team and I gathered the Middle School students around us and thanked them for injecting energy into what would have been a routine practice otherwise.”

Coach Secrest said the concept presents a variety of benefits for student-athletes, including character building, increased self-esteem, opportunities for mentoring, risk-taking, and overall increased attendance at games. In addition, students feel a deeper connection not only to their teams, but to their school community, and they often aspire to rise up through the ranks in the athletics program.

“We want students to look forward to working their way up the ladder, all the way from sixth-grade soccer to varsity soccer, for example,” Assistant Director of Athletics Christen Heidler said. “So there’s a strong retention piece that comes with our philosophy. We want students to stay here as they build on their athletic skill and develop their character over the years.”

In order to impress the importance of program unity onto the student-athletes, coaches often have their teams engage in mentoring partnerships with younger players.

MIDDLE SCHOOL AND VARSITY GIRLS FIELD HOCKEY

“The field hockey teams participate in an annual ‘Program Day’ at the end of the season,” Middle School Girls Field Hockey Coach Beth Farmer ̓09 said. “We create ‘families’ between the two teams. Then, they participate in activities such as pumpkin carving, a scavenger hunt, an obstacle course, etc. At the end of the program, the parents bring us dinner and we all eat together. The event is a great way to end the season, and it’s also a chance for our younger athletes to bond with the varsity team.”

MIDDLE SCHOOL, JV, AND VARSITY BOYS BASKETBALL

“JV Boys Basketball Coach Don Burnette encourages Middle School students to try out for the JV team,” JV Boys Basketball Coach Peter Kum-Nji said. “He always points out that a lot can be learned from playing with older and more polished players. Coach Burnette also emphasizes that the leadership of Upper School players is a key factor in team development. Varsity Boys Basketball Coach Jamiel Allen ̓02 drops in on JV practices and interacts with them. He also encourages the varsity players to cheer on the JV team.”

WE

ARE STEWARDS

The Ray Tate Student-Athlete Scholarship is awarded each year to senior student-athletes who have made outstanding contributions to Steward Athletics and school life. The 2016 recipients of the award are seniors Alex Jobe, Mary Ann Neale, and Summer Owens

We caught up with these three outstanding Spartans to discuss their passion for sports and aspirations for the future.

Alex Jobe

SPORTS PLAYED AT STEWARD : Soccer, Baseball, Swimming

EXTRACURRICULAR ACTIVITIES: Admissions Ambassador, Upper School Student Council (treasurer), National Honor Society (historian), Ping Pong Club, Car Club

What does receiving this honor mean to you personally?

Alex: “This award means all of my hard work has paid off academically and athletically, and I’m so honored to receive this acknowledgement.”

Mary Ann: “I’ve always taken athletics very seriously. I’ve also always looked up to the award recipients in the past. As a freshman, I remember seeing them get the award, and I was so excited to be on the same team as them. Now, being a recipient is such a huge honor for me.”

Summer: “I’m really honored because athletics and academics are a really huge part of my life. I’m so happy I have the opportunity to set an example for younger students to strive every day to do their best in athletics and academics.”

Do you have a philosophy or guiding principle when it comes to athletics?

Alex: “I try to remember to always win and lose with the same amount of dignity. An important part of being a good teammate is displaying good sportsmanship. Because I’ve practiced

Mary Ann Neale Summer Owens

SPORTS PLAYED AT STEWARD : Volleyball, Basketball, Soccer (tri-captain)

EXTRACURRICULAR ACTIVITIES: National Honor Society (treasurer), senior class vice president, Amnesty International, Special Olympics, Upper School Student Council

this concept, I’ve been able to form lifelong friendships with people I may not have known otherwise.”

Mary Ann: “I’ve learned, specifically through volleyball, that if I miss a hit, dig, or serve, I just need to keep trying. Playing it safe is something I never like to do. My motto is to go out swinging—if I’m down by a lot, I still want to keep hitting the ball and giving 100 percent effort.”

Summer: “I love both soccer and cross country so much, so I place importance on working hard to show how truly dedicated I am. I have great teammates, coaches, and friends to support me.”

What’s your favorite sportsrelated moment from your time at Steward?

Alex: “Last year, I had the walk-off hit against our rival, The Miller School of Albemarle. We were tied 6-6, and I hit a run to win the game. It was such a great moment.”

Mary Ann: “I have a vivid memory of when I was a sophomore—the entire varsity boys soccer team came to

watch a varsity volleyball game. I was nervous, but I managed to get a really good hit, and they all started cheering for me. I felt so supported; Steward’s camaraderie is just amazing.”

Summer: “One time I was having a tough cross country meet. [Middle School and Varsity Cross Country Coach] Laura Akesson knew, and she looked at me and said, ‘the faster you run, the quicker it’s over!’ I remember feeling a lot better just by having her there to encourage me.”

Will you pursue athletics in college?

Alex: “I will, whether it’s on the varsity level or the club level. I would love to pursue tennis and golf in addition to baseball so I can broaden my sports skills.”

Mary Ann: "I take academics very seriously, so I’ll be putting that first. But I’m open to playing club volleyball as well as club soccer.”

Summer: “I think I could play varsity if I wanted to, but I would rather play at the club level in cross country and soccer so I can do it more for fun.”

SPORTS PLAYED AT STEWARD : Cross Country (captain), Soccer (tri-captain)

EXTRACURRICULAR ACTIVITIES: Honor Council president, senior class secretary, Admissions Ambassador, National Honor Society, Student Philanthropic Initiative, Amnesty International, Stewardship Club, Special Olympics

STEWARD ONLINE

We have even more athletics-related content on stewardschool.org— scan the QR codes below to read the following stories!

Varsity Golf Team Wins State Championship

Uniting Cultures Through Volleyball

New Varsity Girls Basketball Coach to Emphasize Fundamentals

Senior Summer Owens Qualifies for Lexus of Richmond Pursuit of Perfection Scholarship

New Field Hockey Coach Strives to Enhance Program

Constructive Coursework

The Steward School promotes hands-on learning as a key component of every student’s curriculum. This concept couldn’t be represented more fully than in technical theatre class, in which Upper School students use critical thinking and independent work to solve real-world problems.

Upper School technical theatre teacher and Performing Arts Department Chair Andy Mudd teaches four sections of tech theatre for grades 9-12, each containing a combination of beginning and advanced students. He begins the semester by covering the layout of the Lora M. Robins Theatre, teaching safety regulations, and discussing vocabulary. The rest of the course consists almost entirely of students creating the sets for each of Steward’s mainstage productions according to Mr. Mudd’s designs.

Mr. Mudd bases the structure of the class around the “Abigail Rule,” a concept named in honor of alumna Abigail Herring '16, who said she learned more by being thrown into a project rather than taking weeks to learn through lectures.

“I would rather students physically create things as I watch to make sure they’re doing it right, rather than me explain everything,” he said. “Sometimes students prefer to work independently and sometimes they need micromanagement. But at the end of the process, they’ve all created something.”

During the construction process, a typical class will begin by discussing a list of projects that need to be completed. Students are then broken into smaller groups or pairs to

complete each project, which can range from building platforms, painting a set piece, or creating props.

“We don’t have desks and we don’t sit down—we’re always moving,” said junior Carter Patterson, a Tech Theatre III student. “It’s interesting to see how the real-life application of other subjects in school, such as math, comes together in the creation of something.”

Sophomore William Glazebrook added: “There’s always something to do or something to work on. It really allows us to use creativity because we’re given some freedom with our projects.”

The course also involves real-life problem solving: students must work efficiently and correctly in order for the play to be successful. “They have to build something that someone’s going to stand on that can’t break,” Mr. Mudd said. “They have to create a door that can be slammed but won’t fall apart. They have to build something that someone has to climb up and over, so it must be strong enough.”

One of the biggest benefits, however, is the satisfaction that students gain from knowing they made something entirely on their own.

“I really want people to understand that, when you come and see a Steward show, the entire set is student-built,” he said. “I can go through the set for each show and tell you who built every single thing. I think it gives students a huge sense of accomplishment to be able to say, ‘I did that.’”

Upper School technical theatre students gain real-world skills through hands-on projects.

I AM A STEWARD: ZOE

MACGILL '22

Seventh grader Zoë Macgill’s life has always been centered around music— she started singing at age two, began piano lessons at age nine, and started writing her own music at age 10. Recently, the talented Middle School student released two original songs— “I Am Invincible”and “Unreal”—through Richmond arts school Passion Academy. We caught up with Zoë about her hopes and dreams in relation to her music career.

What led to the release of your first self-written songs?

“I’ve been singing as long as I can remember, and I started taking voice lessons when I was 11 at a school for the arts called Passion Academy. They’ve really developed me as a performer by helping me to be unafraid of performing onstage and writing original songs. The person I take voice lessons from is a producer— he knew I had been writing music, so he helped me record and produce two of my songs.”

Where does your inspiration for your songs come from?

“I get inspiration from anywhere, anything—it just comes to me out of nowhere. I’ve gotten inspiration from visiting a place or sometimes listening to other songs—if I hear a song I like, I’ll think, ‘that’s the way I want to tell my story.’ Recently, I’ve experimented with styles based on artists I like. I don’t really know where ‘I Am Invincible’ came from—I just got this idea one night and I had to write it down. It’s a song about being independent, confident, and strong. I have lived each and every one of the lyrics, so I really wrote this song with my heart.”

What are you doing currently to develop your musical skills?

“In addition to voice and piano lessons, I’ve played the recorder and drums in band at Steward. I started playing the ukulele recently, and I want to learn guitar so I can accompany myself as I sing. I also started doing chorus as an elective last year at Steward, which I continued this year. I also perform with my church choir. I think being in chorus will help me perform better because you have to collaborate with others, so you develop artistically by being around other talents and skills.”

What is your long-term goal for your musical career?

“I don’t necessarily want to be famous—I just want people to hear my music and be inspired by it. In terms of college, James Madison University has a great music program, so I would love to major or minor in something related to music. I always want to learn more about what I love.”

What is your advice to those who want to purse a particular hobby or passion?

“Stick with it. A lot of times, something might happen that will want to make you stop, or it can be hard to keep practicing. But it’s a really rewarding feeling when you write a song or finish a project that was challenging. Your dreams are as good as anyone else’s.”

STEWARD ONLINE

We have even more arts-related content on stewardschool.org—scan the QR codes below to read the stories!

Exploring the Power of Fear in "The Crucible"

New Forms of Musical Expression Steward Lower Schoolers Featured in National Music Video Making Music Around the World Art Display

Combines Creatures, Colors

Accidental Hosts

BY JENNY LANKFORD

It’s a Monday evening in Richmond’s West End. Lights twinkle inside suburban homes where parents are preparing dinner and children are completing homework assignments. It’s no different inside the home of Roger and Joan Bowling—they’re making salads and upstairs, two teenagers are studying. But not long ago, the couple’s evenings were quite different.

“We had four kids—we’re a Brady Bunch family, married 18 years, so when they were all out of the house, we were like, ‘Woo hoo!’ Nachos, light beer, and Reese’s cups for dinner… yeah! Watch all-night movies…sure! And then we bragged about it to the wrong friend,” Mrs. Bowling said.

Mrs. Bowling's college roommate is involved with an agency that arranges homestays for international students. "She said, 'You have three spare bedrooms. Would you consider...,'" Mrs. Bowling said. "I don't know if it's Catholic guilt or that we adore her, but we agreed, as long as we got a senior boy for six months."

Roger and Joan Bowling didn’t plan on hosting international students, but they wouldn’t have it any other way.

ABOVE: Jennifer and a group of friends pose before Steward's sophomore Sweet 16 dance in 2014.

LEFT: Ayda Asghar Afshari and Jennifer opening their baskets from the Easter Bunny

TOP: Spanish exchange student

Emilia Aguilera Rodriguez, Chinese exchange student Jennifer Xu '17, Joan and Roger Bowling, and family collie Heinz

That was two and a half years ago. In the fall of 2014, the Bowlings welcomed Jennifer Xu ’17 from Shanghai, China, who started at Steward as a sophomore and would ultimately stay for three years. “We’re driving up to [Washington] Dulles [International Airport], and we said, ‘Oh my gosh, what are we doing?’” Mrs. Bowling said. “We figured Jennifer was probably thinking the same thing.”

Jennifer recalled: “We emailed before, but we didn’t FaceTime so I was a little bit nervous. I knew what they looked like because I’d seen their picture, but I didn’t know how to find them. They picked me up with balloons and Joan gave me a hug, which really meant a lot.”

Despite the initial nerves, Jennifer and her host parents had a great year together settling into a new routine complete with carpool pickups and drop offs, homework, and activities. Outside of the weekday routine, Richmond adventures and east coast travel filled Jennifer’s time in the United States. The family traveled to Pittsburgh for holidays and Hilton Head for spring break.

Exploring Carytown, visiting the Virginia Museum of Fine Arts, watching the Chinese Ballet, attending a Flying Squirrels’ game, and touring the city via Segway are just some of the things Jennifer and the Bowlings have experienced together in Richmond. “We became tourists in our own town,” Mrs. Bowling said. "Jennifer's like, 'Let's go here, let's go there!' We've come to enjoy our city again."

Based on the family's success with Jennifer, the agency Steward partners with for homestays asked the Bowlings if they would consider hosting a European exchange student as well. Over the years, the Bowlings have welcomed three more students into their home: Sophie Massier (who stayed for a semester during the 2014-15 school year) and Ayda Asghar Afshari (who stayed for the 2015-16 school year), both from Germany, and Emilia Aguilera Rodriguez, who they're currently hosting from Spain.

“It’s been great exposure for us as well as these kids,” Mr. Bowling said. “We’ve been exposed to [the cultures of] China, Germany, and Spain, and there’s new energy being infused into the household.”

All the fun and new relationships aren’t without some challenges, though. When asked what’s most difficult about being a host parent, Mr. Bowling said: “The additional time commitment. We want the kids to be comfortable, feel safe, and feel wanted in addition to the educational side. It’s about a lot more than just the education.”

The language barrier is another big challenge, both for the student and host parents.

“It takes more time to get into class and focus,” Emilia said. “In math, in history, in English–everything is different so it takes you a long time to get used to it. But I have so much fun and we laugh a lot when I make vocabulary mistakes and get confused. For instance, we were in the car and my host mom told me Roger was going to smoke the chicken, and I was like, 'Smoke the chicken?' I was so confused; I'd never seen him smoke. When I figured it out, we laughed so hard."

In regard to communication difficulties, Mr. Bowling added: “You have to develop a little bit more patience. You want to help them along, but sometimes you just want to let them do their own problem solving and figure out how to communicate what’s going on inside their head.”

Steward's International Student Coordinator Allison Buchik said that patience is key to student achievement. "Having a local family who students can talk to about American culture and speak English with at home (in addition to at school) makes a big difference," she said.

In spite of the challenges, the Bowlings said the experience of hosting international students has been well worth it. “The new relationships have been just lovely, as are the open invitations to Shanghai, Hamburg, and Madrid,” Mrs. Bowling said. “We have not gone yet, but it’s just so cool that we know families there. I think the international culture is just great. How would we get that any other way?”

So what’s next for the family? Emilia will return to Spain at the end of the 2016-17 school year, and Jennifer will graduate from Steward in May and begin college in the fall. When asked if they’ll host a fifth student next year, the couple replied, "To be determined."

“It has been a lot of fun,” Mr. Bowling said. “I would definitely recommend it to somebody. Throw your fears and concerns out the window. They’re real and legitimate, but you’ll get through them. You’ll find a way around them, and you will have fun.”

BY THE NUMBERS

65

Number of international students in past three school years

11

Number of countries international students represented in past four school years

16

Number of Steward international students who have gone on to attend American universities in past four school years

11

For information about becoming a host family, contact Ms. Buchik at Allison.Buchik@ stewardschool.org or (804) 740-3394 ext. 5512.

5

Number of current international students living with nonSteward families

Number of current international students living with parents or relatives in the United States

Ayda and Jennifer at Busch Gardens in Williamsburg

Balancing a Approach BLENDED

BY KYRA GEMBERLING

Steward offers blended learning education by combining personalized instruction, online capabilities.

There is a distinct shift happening in the world of education. As digital technology increases its presence in most facets of the learning process, academic circles across the nation are considering whether students can receive a quality education strictly online. In fact, it’s predicted that by 2019, half of high school classes will be available online, according to Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns by Clayton M. Christensen, Curtis Johnson, and Michael B. Horn.

But what’s missing from online-only education? Many argue that the in-person interactions children receive in school, ranging from sessions with teachers to group projects with peers, and the relationships formed between students and teachers are an essential part of the learning process. This is where the concept of blended learning comes into play.

Though definitions vary based on context, the core idea of blended learning is to combine brick and mortar classrooms with digital technology to give students the best personalized education: meaningful and substantial face-to-face interactions combined with online experiences that allow students to control pace, content, delivery, and location.

Here at Steward, incorporating blended learning into our instructional pedagogy is a cornerstone of our commitment to providing students with the best education possible, and we aim to build on our current integration of the concept to secure our leading position for the future.

STUDYING THE SHIFT

During the summer of 2015, Head of School Dan Frank commissioned Director of Technology Shahwar Qureshi ’90, JK-12 Technology Coordinator Robin Ricketts, and Upper School Innovation Studies teacher Tom Gallo to take part in an in-depth conversation about blended learning and where Steward stands. Each of them read Blended: Using Disruptive Innovation to Improve Schools by Michael B. Horn and Heather Staker, which provided a foundation to understand the base characteristics of the concept.

“With the availability of online classes, homeschooling is the fastest growing segment in the education space,” Mr. Frank said. “To ensure that brick and mortar learning (and the personal interactions that go along with it) stays relevant, we must figure out how to grow our program in new ways. Technology is here—it’s not going away—and it has the potential to open up incredible opportunities for students as an exceptional means to achieve learning outcomes.”

After reading the book, Ms. Qureshi, Mrs. Ricketts, and Mr. Gallo concluded that blended learning is any formal education program in which a student learns, at least in part through online learning (with some element of student control over time, place, path, and/or pace) and through supervised instruction in a brick and mortar school setting. This integrated learning experience is designed to ensure students receive the most effective amount of online instruction, one-on-one instruction, and small group instruction at the appropriate level, according to the group study.

There are several models for blended learning that schools may choose from and adapt as necessary, including rotation, flex, à la carte, and enriched virtual (see graphic on page 20). Based on what Steward currently offers students in terms of online resources and what we desire to improve upon, the group decided that the Steward model is a combination of rotation and enriched virtual—students spend some time accessing resources and learning with online tools, but all students attend face-to-face classes.

“As a result of our study, we concluded that we will never give up the brick and mortar component of our school,”

Mrs. Ricketts said. “At Steward, we embrace the idea of community and being able to form meaningful relationships between teachers and students. We enjoy that face-to-face warmth and feeling of belonging. We also value our athletics and arts programs, for which you can’t get the full benefit if you’re only offering through a digital platform.”

With this idea in mind, the group worked with Mr. Frank to analyze all the ways Steward is promoting blended learning already. There were a variety of programs in use that students have become accustomed to, such as Accelerated Reader, IXL Math, IXL Language, Spelling City, Newsela, and Quizlet. “The study helped us realize that we were already using many online tools, and this gave us the opportunity to really look at them, break them down, and see how they are implemented in different ways,” Ms. Qureshi said. “It helped us realize that we are on our way there.”

At the same time, the group established that they could incorporate further offerings to benefit students with a strategic approach in mind. For Lower School, it meant the addition of several online programs that allow for personalization for students and involvement with teachers and parents. For Middle and Upper School, it meant the

“Children are talking about what they’re learning because they’re so engaged in these digital platforms that it’s spilling over into their conversations.”

refining and reinforcement of flipped classroom techniques and the use of Google platforms, which many teachers already employed.

BREAKING THE MOLD

While taking a Teaching for the 21st Century (T21) course through EdTechTeacher, Middle School mathematics teacher Corbin Orgain ’96 had an idea that would change her entire classroom structure. She was inspired to reconstruct her teaching methods to adhere to the concepts of the flipped classroom, a pedagogical model in which the traditional lecture and homework elements of a course are reversed.

“In study hall every day, I was getting bombarded by 55 students coming to ask me about lessons,” she said. “There wasn’t enough of me to go around, so I had to figure out a way to help each student individually and still cover all the content I needed to get through. Then I heard about the flipped classroom.”

In connection with the model’s theories, Mrs. Orgain films 6- to 12-minute videos of herself teaching a lesson using the app Explain Everything. Students are instructed to watch the videos in their entirety as homework while taking detailed notes in which they must write down all steps, examples, definitions, and hints/tricks. Then, class time is used for checking notes and practicing the concepts taught in the video, giving Mrs. Orgain time to go around and check in with each student individually.

Mrs. Orgain said this model presents multiple benefits for students: first, they can learn a lesson at their own pace by rewinding, fast forwarding, or re-watching the video as often as they would like. This way, students who learn at a slower pace can take the time they need without feeling pressure to understand immediately, and students who learn more quickly can move on to the next concept as needed.

Second, it frees up family time at home because students will not spend the evening doing hours of homework—in fact, parents have told Mrs. Orgain that they enjoy watching her videos with their child so much that it’s become a family event in their home. Third, the videos feature a familiar face that students can connect with rather than an unknown third party.

“A huge aspect of blended learning is the relationships that are built between students and teachers,” she said. “This model allows students to go home at night and hear my voice as they’re learning—the relationship is still there. They know I’m coming from a place of love and support as I teach them.”

Upper School Chemistry teacher Leslie Kovach often uses the flipped classroom model with her Upper School chemistry classes, and Middle School English teacher Elizabeth Gibson uses it to teach vocabulary. Other teachers have expressed interested in adopting the model in their classes as well.

In addition to flipped classroom activities, Mrs. Kovach utilizes digital resources in her role as coordinator of senior projects. The year-long project is an opportunity for students to explore and experience a topic of their own interest. To assist them as they gather information for their formal research papers and presentations, Mrs. Kovach has students use Google Sites to store and organize their research.

Seniors create their own websites, which include pages for their project proposal, a list of assignments due, journal entries, a “file cabinet” to store various research materials, a photo gallery, and a goal and progress page. Mrs. Kovach regularly checks students’ websites to grade them on their progress throughout the year.

“I see my senior seminar students twice in the eight-day rotation, so it would be difficult for them to check in with me in person every time they work on their project,” Mrs. Kovach said. “But with Google Sites, they can work online from anywhere and do assignments wherever and whenever it’s convenient for them. So they get the best of both worlds—they get the periodic in-person contact, but there’s all kinds of assignments they can get done by themselves online.”

Depending on their project topic, many seniors present a tangible product as their final presentation. Topics for this year include creating an original hot sauce recipe, writing a book on soap making, studying music therapy through playing the ukulele, and redesigning a bathroom, to name a few.

ENHANCING CLASSROOM STUDY

To support learning that is already taking place in the classroom, the Lower School has adopted several online education programs that strengthen students’

SAY WHAT?

ONLINE SKILL AND DRILL SERVICES provide the essentials of basic grammar, usage, and mechanics

ONLINE CONTENT PROVIDERS: a website or organization that handles the distribution of online content (such as blogs, videos, music, or files) that is made accessible to users

PLN (PERSONAL LEARNING NETWORKS): an informal education system that consists of the people a learner interacts with and derives knowledge from in a personal environment

LMS (LEARNING MANAGEMENT SYSTEMS): a software application for the administration, documentation, tracking, reporting, and delivery of digital technology courses or programs

MOOC (MASSIVE OPEN ONLINE COURSE): a web-based distance learning program that is designed for the participation of large numbers of geographically dispersed students

"At Steward, we embrace the idea of community and being able to form meaningful relationships between teachers and students. We enjoy that face-to-face warmth and feeling of belonging."

ROTATION

Opposite of FLEX: primarily face-to-face (FtF) learning

Rotation between stations/labs to provide different kinds of activities

FLEX

Opposite of ROTATION: primarily online (O/L) learning

Offers brick and mortar locations for connections and support where needed

À LA CARTE

Students choose or are assigned to some O/L classes and some FtF classes

Split O/L and FtF from class to class

STEWARD MODEL

understanding of reading and math. Lexia Reading Core5 uses adaptive assessment and personalized instruction to support reading for junior kindergarten through grade 5 students, and DreamBox Learning is an online software provider that focuses on math education at the Lower and Middle School level.

With both programs, students take part in fun, engaging online challenges in themed settings—such as the African Serengeti, a southwest fiesta, or a pirate ship—that allow them to learn, practice, and consolidate fundamental literacy and math skills. The programs are adaptive, meaning that they measure each student’s progress as he or she completes challenges and offer new challenges based on the student’s areas of strength or opportunity. All the while, the program collects real-time data to help teachers make informed decisions to maximize student achievement.

“TThe teacher logs into the child's Lexia account, which provides the child’s progress, and it will suggest a lesson that the teacher can assign for the child to use in class or at home,” said Charlene Wilton, director of Steward’s Center for Advancement of Learning (CAL). “It’s also beneficial for parents. Especially for younger readers, it’s hard for parents to know how to help and what to do at home. These programs provide targeted, specific suggestions to help move them along.”

Lower School Enrichment Coordinator Suzanne Casey said: “DreamBox is very individualized. It’s timed and constantly taking data so it can direct students on where

ENRICHED VIRTUAL

Whole classes experience: Some O/L classes and some FtF classes

Split O/L and FtF within each class

to go next. It also has a feature called Assigned Focus that allows teachers to assign a child up to two lessons at a time that require specific skills he or she is working on in class.”

Both programs can be utilized in class or at home. All kindergarten and grade 1 students and some students in grades 2-3 are given access to Lexia; they are encouraged to do 10 minutes of reading challenges several times a week. Students in kindergarten through grade 4 have access to DreamBox and are encouraged to spend an hour total per week doing math challenges.

ADOPTING BEST PRACTICES

Many experts claim that blended learning is the present and future of education, but not everyone agrees that this is a good thing. In a 2015 article for The Washington Post called “Blended Learning: The great new thing or the great new hype?”, Philip McRae, Ph.D. exposes some of the “myths” surrounding blended learning. He identifies the concern that the practice has led schools and classrooms to bring in “third-party education providers to wipe out the expectations of small class sizes and certified teachers in traditional classrooms.”

Specifically, he cites charter school Rocketship Education, which adopted a rotation model of blended learning for K-5 students to cut down on costs. To accomplish this, the school has cut half of its teaching staff and hired low-paid adults to supervise and monitor students in computer labs.

BLENDED LEARNING MODEL Source: Blended: Using Disruptive Innovation to Improve Schools; Michael B. Horn, Heather Staker

Combination of Rotation and Enriched Virtual

“If blended learning through the rotation model is to be defined by reducing the number of certified teachers in schools and placing students in computer labs to spend half of their day in front of math and reading software programs, then education in the 21st century is indeed heading down an antiquated and very dangerous path,” Mr. McRae writes.

At Steward, however, our teachers continue to be considered the core element of students’ success in academics. Mr. Frank emphasized that our faculty is fundamental to both the exploration of content and to administering best practices in education.

“Children having their own unique Steward experience is bigger than any technological offering, and our faculty is a crucial part of that,” he said. “They absolutely have to be here.”

Another concern surrounding blended learning is the increase in screen time that can potentially be harmful for children. An October 2016 study called “Media Use in School-Aged Children and Adolescents” by the American Academy of Pediatrics reported that children who overuse online media are at risk of problematic Internet use. The prevalence of this issue among children and adolescents is between four and eight percent. In addition, “a growing body of evidence suggests that the use of media while engaged in academic tasks has negative consequences on learning,” according to the study.

The study concluded, however, that harmful consequences can be avoided by educating children in media literacy, designating media-free family time, and engaging in active media that can be used to promote creativity and learning among children.

Steward faculty understand the importance of limiting the amount of screen time students receive per day to only what is necessary and beneficial, especially in Lower School. Mrs. Ricketts said that the screen time Lower School children have at Steward is limited, guided, and involves creation or active skills and drills rather than passive activities.

It is especially important to reinforce this concept as young students are beginning to form study habits. Steward has a 1:1 technology program, meaning every student has access to a digital device to support his or her learning. Mrs. Wilton said the Lower School team teaches students to view their iPads as tools, not toys—just as books have their place as an educational resource, so do iPads.

“We remind teachers to be sensitive about the work they assign because we know parents don’t want their children

on electronics all night,” Mrs. Wilton added. “We want family time to occur and we want those quality conversations to happen. In addition, we remind parents that when you do allow your child to have screen time at home, let it be something beneficial for him or her. If they can watch a 30-minute television show, consider allowing them to do a session of Lexia or DreamBox instead.”

But thanks to the engaging content presented in the virtual programs Steward offers, many students are taking part in conversations with each other about the digital content they’re receiving, according to Lower School Academic Dean Becky Groves

“My daughter [Sarah Grace Groves ‘27] tells me how many tokens the other kids got while using DreamBox and Lexia, or tips they gave her to pass challenges,’” Mrs. Groves said. “These programs really are blended—children are talking about what they’re learning because they’re so engaged in these platforms that it’s spilling over into their conversations and informing social interactions.”

As for the future of blended learning at Steward, Mr. Frank said he sees Steward following a two-part vision: we will continue to engage in the blended learning offerings we have currently, and faculty will continue to analyze data to ensure that the platforms are still rewarding for all involved.

Moving forward, he hopes more teachers will adopt flipped classroom or asynchronous learning models so that inperson class time will not be spent on delivering content or administering assessments, but rather on critical thinking and collaborative discussions between teachers and students.

“Brick and mortar is here to stay—that will never go away at Steward,” he said. “But technology gives our children the chance to have more autonomy over their content, over the pathways through which they learn the content, and over the pace at which they learn. That can happen in lots of ways, and we fully intend on exploring all avenues for opening up the possibilities for learning as they become available.”

BY THE NUMBERS

1Number of recommended hours of screen use per day for children 2 to 5 years of age (American Academy of Pediatrics)

1999

The year in which the first reference to blended learning occurred in a news release from EPIC Learning (Defining Blended Learning, Norm Friesen)

3.5 billion

Dollars spent by prominent investors on education technology companies in the U.S. in 2014 (Rebirth of the Teaching Machine through the Seduction of Data Analytics: This Time it’s Personal, Philip McRae, Ph.D.)

50% High school courses that will be available online nationally by 2019 (Christensen)

59% Teachers who reported that students were more motivated to learn in a blended learning environment (EdTechReview)

43% Blended learning users who combined online and traditional classes in 2016 (EdTechReview)

Awakening Lifelong Dreams

When William “Bunt” Young ’82 reflects on his preteen years, he remembers a young man who was lost. He wasn’t succeeding academically or socially. He felt he didn’t fit in with most children his age, so his self-confidence was low. But that all changed when he came to The Steward School in eighth grade.

“It was a shock at first to come to a school where there were maybe a dozen people in the entire grade,” he said. “But after a while, I started to feel like I could fit in. I made lots of friends and I started to feel comfortable with myself, and I think it was largely due to those small class sizes.”

If it weren’t for Steward, Mr. Young may have never discovered his passion for cinematography. He now has more than 35 years of experience in the television and film industry as a director of photography and camera operator for dozens of commercials, TV series documentaries, and TV films. Notable projects include photographing the Indianapolis 500 for ESPN, capturing the unearthing of an ancient Egyptian sarcophagus for Fox News’ “Opening the Tombs of Golden Mummies Live,” and shooting 36 episodes of the crime series Wicked Attraction on Investigation Discovery.

It all started when Mr. Young was preparing for Minimester (previously known as “Alternate Program”) during his sophomore year at Steward. Former Steward art teacher Paul Osborne knew about his interest in television and film, so he helped Mr. Young acquire an internship at WCVE PBS. During that time, he learned the basics of TV lighting and how to operate studio camera equipment.

His interest in communications spilled over into his extracurricular involvement at Steward, where he participated in the creation of the yearbook and made several short films for class projects. In addition, his love of film was solidified when his English class read Joseph Conrad’s classic novel Heart of Darkness followed by a viewing of Francis Ford Coppola’s famous war drama Apocalypse Now starring Marlon Brando.

“Seeing that film on the big screen made me say, ‘yeah, that’s what I want to do,’” he said. “I felt encouraged by the faculty and empowered to pursue what I knew I really enjoyed, so I had the confidence to go after my dreams.”

After his Minimester internship was completed, Mr. Young ended up working for WCVE PBS part time after school. He later worked at the station full time for two years before leaving to pursue an opportunity at a commercial production company called BES Teleproductions (now BES Studios), where he took on his first position as director of photography.

He went on to work for a traveling production company owned by Canadian comedian and producer Norm Macdonald before becoming a full-time freelance cinematographer, which he still is today. Currently, Mr. Young is working with a friend to get a new TV series off the ground, in addition to shooting commercials in his spare time.

“I have the confidence and drive to keep moving forward because of Steward, where no one ever said to me, ‘you can’t do that’ or ‘that’s never going to happen,’” he said.

Class of 1982 alumnus discovered a passion for cinematography through his Minimester internship.

PHOTOS FROM LEFT TO RIGHT:

William "Bunt" Young '82 in 2013;

Mr. Young filmed for the Great TV Auction at WCVE PBS in 1981; Working as a camera operator on “Mercy Street” in 2016; Shooting a TV commercial for American Family Fitness Center in 2011

LETTER FROM THE PRESIDENT

Dear Spartan Alumni,

We’ve had an incredible start to the 2016-17 academic year! At Convocation at the beginning of September, we proudly presented the third annual Alumni Achievement Award to Lee Kallman ’91 for his leadership in bringing the UCI Road World Championships to Richmond.

In October, a group of alumni came together to take on current Steward student-athletes in a soccer game at SpartaFest, Steward’s annual fall community festival, and several alums contributed original artwork for the Community Art Show and Sale in the Carolyn R. Brandt Art Gallery. Two days later, we had more alumni come together to hit the links at Hermitage Country Club for the Ray Tate Spartan Golf Classic, which raised $37,000 for the Spartan Club!

In November, we had a record turnout of alumni at the first ever Trucks & Shucks Oyster Roast at Historic Tredegar in downtown Richmond. Alumni with class years ending in “1” or “6” had access to a VIP reunion reception, and everyone enjoyed a night of food truck delicacies with local wine and beer, local oysters, and live bluegrass music under the comfort of an enormous lighted tent. Jonathan Wauford '07 designed an original image that was printed on the event t-shirts.

I am thrilled to have been part of these amazing experiences, and I can’t wait to see what the future holds as we continue to support alumni engagement and unique experiences at Steward. I encourage you to reach out if you are interested in becoming involved with Steward alumni. Whether you’re an artist, an athlete, or just want to spend time with friends, The Alumni Association has something for you!

Jennifer Cronk '88 President, 2016-17 Steward Alumni Association Board

Building on Her Roots

When Robin Brown Kocen ’85 graduated from Steward, little did she know that her relationship with the school would come full circle through her career.

Since 2012, Mrs. Kocen has been owner and co-director of Richmond’s Bricks 4 Kidz, a creative learning program that teaches elementary school-aged children the principles of STEM (science, technology, engineering, and math) using LEGO® components. The program began hosting afterschool enrichment classes and theme-based summer camps at Steward four years ago.

From left to right: Alumni Board members

Jennifer Cronk ’88 (president), Keith Murphy ’09, Dani Fraizer ’09 (vice president), and Aaron Messner ’11 at Trucks & Shucks in November

Read more about Mr. Kallman’s achievement by scanning here!

We are currently accepting nominations for the 2017 Steward Alumni Achievement Award. Go to stewardschool.org/alumni-achievement-award to make your nomination today!

“The goal of Bricks 4 Kidz is to be able to teach as many children as possible in the Richmond area the importance of science, math, engineering, and technology, and that they can be and do anything they dream of,” she said. “It’s amazing to watch children turn on the battery pack after they have completed a LEGO® model and see what they created on their own—it inspires me every day.”

A graduate of Syracuse University with a degree in retail and marketing, Mrs. Kocen owned children’s gift store Babystuff & Kidz 2 for 18 years before selling the business and purchasing Bricks 4 Kidz. She said the nurturing attitude from Steward teachers and the lifelong friendships she made contributed to the development of her entrepreneurial spirit.

Flipping Expectations

Katherine “Breese” Anderson

Romano ’03 has had a passion for design since she was a child—she just never thought she’d have the chance to pursue it as a career. But as coowner of Cobblestone Development Group with husband Josh, she gets to apply her eye for design as they work to renovate some of Richmond’s older homes and neighborhoods.

One could say she and her husband “flip” houses, but the work involved is so much more, she said. The couple purchases homes and does complete

ceiling-to-floor renovations. When a client becomes interested in purchasing a home, Mrs. Romano will work with him or her to design the interior space to their specifications.

She said the couple does many projects in Richmond’s Northside/ Brookland Park area, taking old, often run-down houses and turning them into stylish, modern homes for anyone from young professionals to older retired couples. “Those homes are so versatile and just classic Richmond,” she said. “Those are some of my favorite ones we do.”

In the company’s four years of existence, its numbers have increased from 13 homes in 2013 to nearly quadruple that in 2016. Mrs. Romano said she loves getting the chance to pursue her passion while working alongside her husband, and she credits Steward for giving her the drive to do so.

“A strong sense of self-confidence was always instilled in me throughout my years [at Steward],” she said. “It assured me that I can take chances and do anything I set my mind to.”

Spreading Love and Acceptance

Meg Trepp ’16 certainly made an impact on Steward during her time here, and her efforts have only led to more accomplishments after she left the school.

A freshman at Elon University, Ms. Trepp recently received the Lovin’ Award from Lovin’ Scoopful, an ice cream company founded by Maria and Tim Shriver to serve as an ongoing source of revenue for Special Olympics. She was awarded for founding Steward’s Special Olympics Club in 2013, which is now the largest club at Steward with more than 50 members. She also organized a Bowl-A-Thon in the spring of 2015 as a service day/educational event for the entire community that focused on disability awareness.

As part of the award, Ms. Trepp’s picture and story will be featured on one of Lovin’ Scoopfuls new flavors, to be introduced this spring.

“I’m so humbled and honored by the award—I do this work because I love it and I never expect or want recognition,” she said. “In the spirit of keeping things inclusive, I ask that my friend Hope, who is a Special Olympian with Down syndrome, be honored as well for helping me with the Bowl-A-Thon. I also want to share the victory with Anna Kilduff ’20, who helped me tremendously and has now taken over the Special Olympics Club at Steward.”

Ms. Trepp regularly participates in causes that benefit the Special Olympics, such as Over the Edge RVA hosted by Special Olympics Virginia. This past October, she raised $1,000 for the organization, and thus was given the opportunity to rappel down the side of the SunTrust Center building in downtown Richmond.

At Elon, Ms. Trepp plans on taking part in the two Special Olympics events the university hosts on its campus each academic year, and she aspires to start her own Special Olympics club.

Meg Trepp ’16 with Josh Kaplan (left), founder of Giving Opportunities to All who Love Soccer (GOALS), and Tim Harris, motivational speaker and founder of Tim’s Big Heart Foundation

WE ARE STEWARDS:

CASSEL, ANNIE, AND ELLA

We are fortunate to have a diverse array of alumni making strong contributions to our community near and far. We are even more fortunate when alumni choose to send their children to Steward, forging a lasting bond with our school that lasts generations.

Not only is Vincent “Cassel” Adamson III ’92 heavily involved with Steward, but we have the pleasure of having his daughters, Annie ’24 and Ella ’26, with us as well. Find out what Mr. Adamson enjoys most about having a Spartan family.

What are the biggest benefits of having a Steward education?

Steward really enabled me to think outside of the box. I remember taking economics with Carolyn Brandt and being so intimidated by the coursework, but that ended up being my major when I attended college at Virginia Military Institute. I’ve carried the concepts she taught me into today’s world, especially as I built upon my father’s business [Virginia Slate Company] in the late ̓90s and grew it to the size it is today. In addition to Mrs. Brandt, I received support from Brenda Turner, Ian Coddington, Norva Meyer, and so many others. I never would’ve been able to succeed without the small, personalized class environment and the support I received from faculty.

Why did you decide to send your daughters to Steward?

The school encourages students to open up their minds to many different ideas. It’s not just about memorization of facts—they are taught to figure out solutions on their own and think in a deeper context. It’s forced them to get outside of their comfort zones and not stay on the sidelines. As our

world is changing, children need to be prepared to think critically and have the confidence to express their opinions. That’s the way I want my children raised—to think about everything with an open mind.

What is your favorite part of having your family involved at Steward?

We get such a warm, family-friendly feeling in the environment at Steward. As I watch Annie prepare to start Middle School, I feel like I’m living vicariously through her. It’s amazing to sit back and watch her go through what I once went through while being able to support her and provide her with understanding. Education is about so much more than classes—it’s about a strong sense of community, and at Steward, they teach love and empathy more than anything else. It’s a great place to be.

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Cassel Adamson ’92 and his daughters, Annie ’24 and Ella ’26, brought a vintage car to Steward’s first Cars and Coffee event in November.

Making New Discoveries

Within the next few months, Robert “Courtland” Lyle ’13 may be able to say he’s discovered an entirely new fossil species. A senior at the University of Mary Washington double majoring in geology and biology, Mr. Lyle recently interned at the Virginia Museum of Natural History’s vertebrate paleontology department, which led to the groundbreaking discovery.

His first internship project involved cleaning and cataloguing some fossil shark teeth from the museum’s collection (pictured). His second project centered on cleaning and identifying the bones of a 14 million-year-old whale skeleton discovered in Carmel Church, Va. After finishing his identifications, Mr. Lyle said he believes it to be a new species of whale.

He has continued to work on the whale project with his museum mentor Dr. Alex Hastings, and he visited

International Inspirations

Bashir Ahmadi may have only spent a year at Steward, but it left a lasting impact.

Mr. Ahmadi came to Steward in 2005 as an exchange student from Afghanistan. Former board member Ariel Skelley served as his host mother during his stay. He said he excelled particularly well in mathematics classes, which prompted his desire to pursue engineering as a career. But Mr. Ahmadi adds that it was more than just classes that made his experience great.

“It was the healthy social environment that allowed me to learn and grow,” he said. “I felt encouraged by the teachers and my host family, and it really opened my mind up to bigger opportunities.”

After his year at Steward, he returned to Afghanistan and completed high school there, and then took time off from school to

work for a German engineering company. But when he received a scholarship from the U.S. State Department in 2010, he left to pursue his undergraduate studies at Colorado State University (CSU), from which he graduated with a degree in civil engineering in 2014.

After graduating, Mr. Ahmadi immediately pursued a master’s degree in civil engineering at CSU. He graduated this past December with a focus in structural engineering. Since his thesis focused on the properties of steel bridges, he said he hopes to work at a consulting company doing bridge design. Eventually, he hopes to own his own engineering consulting company. In the meantime, he is interested in mentoring Steward students with an interest in his field.

“Steward really paved the way to my dreams, and I would love to give back,” he said. “I now have two degrees, and I’m so blessed that the school helped me get to where I am.”

the Smithsonian Institution to further study where the whale may fall on the evolutionary tree.

He presented his preliminary findings at the Virginia Academy of Science’s fall undergraduate research meeting this past October, and he plans to complete the project in time for the Geologic Society of America’s southeastern section meeting this March.

“It has been my dream since I was little to become a paleontologist,” he said. “This internship gave me invaluable experience working in a field that I wish to pursue as a career.”

Mr. Lyle is currently in the process of applying to graduate schools with the plan of conducting his own paleontology research and ultimately obtaining his Ph.D.

Courtland Lyle ’13 examines an ancient shark tooth fossil.

Class Notes

Grace Astrove ’06 was promoted to development officer for Exhibitions at The Jewish Museum in New York City after serving as a development assistant for institutional giving for nearly two years.

Melissa Beck ’01 married Taylor Wiseman on April 30, 2016 in Richmond.

1 Kevin Bojarski ’05 and Caitlin Collins Bojarski had a son, Michael James Bojarski, on November 11, 2016 in Richmond.

2 Kyle Dennis ’03 married Ashley Diersen on May 14, 2016 in Richmond.

In June, Mary Warden Good ’07 became house assistant manager at the Evelyn D. Reinhart Guest

House, a home-away-from-home for families who are visiting from out of town to see loved ones who are patients at St. Mary’s Hospital in Richmond.

Quanytta Micshawn Johnson ’08 is a nurse at the University of North Carolina at Chapel Hill and is also working to achieve her master’s degree in nursing there. She received her undergraduate degree from N.C. State University.

3 Kelsey Mohring Lewia ’08 married Stephen Lewia on June 26, 2015 in Richmond.

4 Ryan Kerr ’03 visited Germany and the Czech Republic and met up with former exchange students Philipp Forrest and Vitek Ruzicka while there. The trio posed in front of Vitek’s house in Prague for this photo.

5 Heather Mitchell ’09 married Will Cropper on October 1, 2016 in Richmond. The bridal party included Allison Mitchell ’15, Veronica Tharp ’09, Elizabeth DeLaney ’08, Mary Martha DeLaney ’08, Kemis Noble ’08, Megan Rhodes ’07, Alexander Tharp ’08, and Brock Shiflett ’09

6 Carter Shamburger ’05 and James Schreiber ’05 held their fourth annual chili cook-off in Richmond. This year, the event was held at Buskey Cider. The winner chose to donate the proceeds of the event to The Sierra Club.

7 Visual Arts Department Chair

Rugene Paulette’s son Stephen B. Paulette ’99 and his wife Crystal C. Paulette had a daughter, Averylynn Virginia Paulette, on September 17, 2016.

Michelle Shea ’02 visited Africa and learned about its history and cultures, as well as animal and land conservation and the effects of poaching and hunting.

8 Lower School teacher Kate Strickland’s daughter Amy Strickland Speer ’04 and her husband Harry Speer had a daughter, April Elise Speer, on March 27, 2016.

Dr. Dorothy Suskind ’92 became the director of Middle School at St. Catherine’s School last July.

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Fall Social

First Day of School

You can download additional photos from these events and more on Steward Snaps!

Fall Spirit Week

SpartaFest Fall Festival

Trucks & Shucks Oyster Roast

Visiting Innovator: Jo Boaler

MS/US Grandparents Day

Ray Tate Spartan Golf Classic

IN OUR COMMUNITY: SNAPSHOTS

Thanksgiving Assembly

“Steward has served and nurtured many boys and girls and their families extremely well … by believing passionately in its mission and exerting a strong will to persevere. Let it be ever thus.”

– Paul R. Cramer, A Story of Success: A History of The Steward School (p. 265)

YOU’RE INVITED TO FUEL, STIR, AND UNLEASH

When you make a gift to the Annual Fund, you are helping Steward fulfill its mission. Give today to help FUEL the minds, STIR the imaginations, and UNLEASH the possibilities of over 600 students in grades JK-12. STEWARDSCHOOL.ORG/GIVETOFULFILL