The Gryphon: Spring/Summer 2021

SPRING/SUMMER 2021

TEACHING TECH Examining the role of classroom technology at CSW

2 • THE GRYPHON Summer/Spring 2021

BOARD OF TRUSTEES 2020–21

THE GRYPHON, SPRING/SUMMER 2021

Allie Altman P ’12 Treasurer; Chair, Finance Committee

Lise Charlier Head of School

James Bonsey

Emma Fedor Director of Marketing and Communications

Lise Charlier Head of School Howard Cooper P ’15, ’20 Neta Crawford P ’18

Jeanette Origel Assistant Director of Communications

Maura Farrell John Finnerty P ’21 Michael Flanagan P ’20, ’22 Patrick Foley Faculty Representative

CONTRIBUTORS Russ Campbell (P’19) Photography Jared Charney Photography

Ann Gorson P ’16 Chair of the Board Cynthia Harmon

DESIGN

Snowden Henry P ’16, ’18 Chair, Governance Committee

gokorodesign.com

Ashley Ho ’21 Boarding Student Representative Ben Ibbetson Faculty Representative Miriam Levine ’21 Day Student Representative Chin Lin P ’18 Secretary Kevin Mendik P ’20 John Thompson P ’05, ’07 Chair, Development Committee Dan Wolf ’65 Vivien Wu P ’23 Alana Zola ’09

The Cambridge School of Weston is an independent, all-gender day school for grades 9 – 12 and post-graduate study.

Inquiries for admission should be directed to the Admissions Office at 781.642.8650.

The Gryphon welcomes class notes and photographs by alumni/ae, parents, and friends.

Please email submissions to alum@csw.org, call 781.642.8619, visit www.csw.org, or send to: Alumni/ae Relations The Cambridge School of Weston 45 Georgian Road Weston, MA 02493

CONTACT To contact the editor, email gryphon@csw.org Website: www.csw.org

TEXT GOES HERE • 3

Spring/Summer 2021

THE

Gryphon 2 Leading Thoughts 4 On the Quad 10 Racial Equity Task Force Update 12 Longtime Faculty & Staff Retire 14 Kluchman Renovation 16 Making Music 18 Teaching Tech 24 Robotics 26 Then & Now 28 Class Notes 34 Alum Spotlight 36 Graduation 2021 40 Reunion 2021 43 My Five

SELFIE, by Kat Fristrom ’23

2 • THE GRYPHON Summer/Spring 2021

LEADING THOUGHTS

Dear Community, Few things mark the passage of time quite like the evolution of technology. Regardless of how old you are, it is likely that you remember a piece of technology that you used to use quite regularly, and now no longer do. When we abandon such tools, it is usually because they have since been replaced by something newer, better, or more efficient. And yet, there exists a certain nostalgia for the old. Perhaps you still think fondly of your old record player or, if you are younger, your trusty iPod shuffle.

What we choose to embrace, and to discard, says a lot about our values as people and as educators. This past school year — CSW’s 135th — technology came to hold an enormous presence in each of our classrooms, in ways we never imagined. Teachers found themselves reliant upon equipment and software to which they had only very recently been introduced. Naturally, there were some frustrations, but there were also some surprises. In fact, as you will read in our cover story, “Teaching Tech” (p. 18), the pandemic familiarized many of our faculty members with systems and tools that they never would have envisioned using, but that they now intend to continue utilizing on a regular basis.

In this tech-themed issue of The Gryphon, we take a deep dive into the world of classroom technology and investigate a few of its many manifestations at CSW. I hope you will enjoy reading about the evolution of CSW’s robotics program (p.24), and the unveiling of the Music Department’s new very high-tech recording studio (p. 16).

I also highly recommend reading our interview with Harry McCracken ’82, technology editor for Fast Company, for fascinating insights on the future of online journalism and advice for approaching your next big tech purchase.

In the months ahead, I hope to see many of you in person as we seek to re-initiate travel this year. And for those of you dwelling in faraway locales with busy and demanding schedules, know that we also intend to continue to host virtual opportunities for engagement — a perfect example of a newly discovered technological perk.

All my best,

Lise Charlier, Head of School

TEXT GOES HERE • 3

Light from a projected presentation filters over Edison Kao ’21 and EJ Wallman ’21 in their “Discovering India” history class.

4 • THE GRYPHON Summer/Spring 2021

ON THE QUAD Dance Concert CSW’s 52nd Annual Dance Concert was a great success! Students and dance faculty began preparing for the concert virtually on Zoom and brought it to life on stage! See the final pieces performed on stage at www.csw.org/dance21!

ON THE QUAD • 5

Gender-Inclusive Housing CSW has long discussed the possibility of genderinclusive housing — it aligns with the school’s core values and the desires of many students — but logistics stood in the way. After a successful test run during the 2020 Winter Break, CSW welcomed students in The Barn Dorm into its first co-ed dorm during Mod 4 of the 2020-21 school year. This year, we are excited to announce some changes for our boarding community at CSW! The Barn will now be a gender-inclusive dorm. In this gender-diverse dorm community, students of all identities can choose to live in the dorm and share common bathroom spaces. Aleph will become a co-ed dorm. Students who identify as boys and non-binary will live on the first floor and use a common bathroom space on that floor. Students who identify as girls and non-binary will live on the second floor and use a common bathroom space on that floor. Trapelo dorm will continue to welcome students who identify as boys and non-binary and Warren will continue to welcome students who identify as girls and non-binary.

6 • THE GRYPHON Summer/Spring 2021

Combating AAPI Hate This spring, CSW’s Asian Heritage Affinity group created an art installation and fundraiser to raise awareness about antiAsian hate crimes and sentiments. Students Fiona Huang ’23, Lion He ’21, Zane Lerwill ’23,

and Emi Lundberg ’21 worked on an art installation at the Red Wall that displayed a timeline-style art piece with collages of various news headlines and images of particular historical events together with

brief descriptions of each event. While the installation was on display, they also held a fundraiser to benefit Boston Chinatown Network Center, through which students were able to raise $750!

Energy Justice On April 21, CSW’s Sustainability Committee hosted an Earth Day assembly featuring guest speaker Professor Shalanda Baker. Professor Baker is the Deputy Director for Energy Justice & Secretary’s Advisor on Equity at the United States Department of Energy, where she works on implementing energy policies compatible with energy justice. In her remarks, Professor Baker outlined the difference between climate or environmental justice and energy justice, defining energy justice as, “The goal of achieving equity in both the social and economic participation in the energy system, while also remediating social, economic, and health burdens on those historically harmed by the energy system (frontline communities).”

ON THE QUAD • 7

Community Art Earlier this year, the Weston Art and Innovation Center, in partnership with The Friends of the Legacy and Rail Trails (FLRT), issued a call for high school artists to submit proposals for murals to adorn two of the underpasses along the Mass Central Rail Trail in Weston. Working with CSW visual art faculty member Alison Safford, Becca Spence ’21 submitted a proposal and was delighted to learn this spring that her proposal had been accepted! In her proposed design, “connected arms meld with Weston’s landscape and town to signify the importance of togetherness in the town.” Becca’s work was selected for the Church Street underpass.

Scholastic Art & Writing Awards A total of 19 Gold Key awards, 19 Silver Key awards, and 28 Honorable Mentions were presented to CSW students across 11 different categories, making for a total of 66 awards. Coco Wu ’23 received a National Gold Medal for her Photography submission, “Release.” Roxy Huang ’21 received a National Gold Medal for her Architecture and Industrial Design submission, “[Re]migration.”

8 • THE GRYPHON Summer/Spring 2021

Rock/Pop This year’s Rock/Pop Ensemble paid tribute to Stevie Wonder! With some students attending school remotely, and the school unable to host large gatherings, the big show was hosted virtually with alumni/ae, friends, family, and faculty past and present tuning in from around the world.

A New Mayor in Town CSW’s Junior State of America (JSA) chapter has been named Chapter of the Year for the Northeast State for the second year in a row! On top of this exciting news, Maya Rabin ’22 was elected as next year’s Mayor for the New England region by the JSA Foundation Northeast State, one of the six elected official positions in the region. Next year, Maya hopes to bring back in-person conferences, reach out to new schools, meet a variety of students from different backgrounds around New England, and run “Gryphon-Con,” a one-day JSA conference.

Reimagining Criminal Justice This year’s Michael H. Feldman ’67 Social Justice Day, an annual school-wide event, was dedicated to the topic of criminal justice.

Jonathan Kubakundimana, Program Manager at Equal Justice Initiative (EJI), delivered the keynote address, speaking in depth on the Death Penalty and the work EJI has done to guide, support, and/or protect children in the criminal justice system; design and implement re-entry programs; and expose and challenge the unconstitutional and abusive conditions of mass incarceration.

After the keynote, community members broke out into workshops such as, “Corrections: Mental Health and Re-Entry,” with Jennifer Padre, Assistant Superintendent and Director of Clinical Services at the Essex County Sheriff’s Department; “Community Policing,” with Boston Police Officer and Vice-chair of the Latino Law Enforcement Group of Boston, David Hernandez, and Jose Ruiz, Chief of Public Safety for the City of Boston; and “Policing in the Era of George Floyd,” with Harvard Law Professor Ronald S. Sullivan Jr. A full catalog of speakers and workshops is available online at www.csw.org/social-justice-day.

ON THE QUAD • 9

Into the Woods CSW’s Theatre Department premiered this year’s Spring Musical, Into the Woods, to a live, outdoor audience this spring. Shout out to the cast and crew, who spent long days and nights making sure the production was a success.

Photo Credit: Bunny Moreau ’22

10 • THE GRYPHON Summer/Spring 2021

Racial Equity Task Force Recommendations In the spring of 2020, the Head of School announced the convening of a Racial Equity Task Force to assess the state of racial equity with special attention to the experience of Black students at CSW. While there are always ongoing diversity, equity, and inclusion initiatives at CSW, the national outcry for greater awareness of and response to racial injustice, as well as the letter written by student members of USC (United Students of Color) calling for greater care and attention to the wellbeing of our students of color, prompted more critical self-examination. The task force, a diverse group of twenty members across constituencies including students, alumni/ae, parents, faculty, staff, administrators, and board members, met every other week from October to May. The questions that drove the work of the task force were: Are Black students experiencing a sense of belonging at CSW? What barriers exist that may be keeping Black students from experiencing a sense of belonging? Are there existing inequities with regards to the educational experience of Black students at CSW?

There were two main methods of collecting information from the community: Focus group discussions were conducted with Black-identifying students and alumni/ae, facilitated by an outside consultant, to gather the stories and experiences of those willing to participate.

Of the 12 Black-identifying students (students who self-identify as Black, African American, Afro Latinx, Black multiracial, etc.), 8 participated in the focus group discussions.

8 Black identifying alumni/ae ranging from the graduation years of 2008 though 2019 participated in the focus groups A racial equity audit of every department was conducted to examine departmental policies and practices, and to collect data that could inform our understanding of the experience of Black students.

Having looked at the data collected, there are some clear areas of need and improvement.

One clear indication that students of color are not feeling connected and experiencing a sense of belonging is that once graduated, alumni/ae are generally not staying connected to the school. Few Black alumni/ae responded to the invitation to participate in the focus group discussions, and we don’t have updated contact information for many alumni/ae of color. Additionally, alumni/ae of color participation in reunion events is generally low.

The following are some preliminary and overarching recommendations that we believe would cultivate a greater sense

of belonging for Black students and students of color in general.

I. Composition of the School It is necessary to have a critical mass of Black students, and students of color in general, in order for the school to feel inclusive. Being the only Black student in a classroom, or any other space, is isolating and students of color feel spotlighted when race or other diversity/equity issues are discussed. It’s important that students of color have a community of peers with whom they share experiences, and that they see themselves represented in the community and not in ways that feel like tokenism. This year the admissions department implemented strategies that allowed the school to yield a significant number of students of color, doubling the number of Black and Latinx students at the school.

Recommendations: The task force recommends that CSW continue these efforts ensuring that every year we increase the percentage of students of color so that it more closely resembles the demographics in the United States.

II. Representation of Faculty and Staff of Color It is necessary to hire and retain Black and other faculty and staff of color so that students of color see themselves represented in the adults. These adults provide important mentoring, support, modeling, and valuable perspectives for all students, and especially for students of color.

Recommendations: Continue to make intentional efforts to hire faculty and staff of color. Hiring strategies should include: Using consulting services that focus on diverse hiring to ensure that pools are diverse, training hiring committees on antibiased hiring practices, and offering competitive compensation and benefits.

As openings occur, proactively work to hire faculty and staff who identify as Black and other underrepresented identities in all departments.

Retention strategies should include: Providing institutional support for the needs of faculty and staff of color, offering professional development opportunities, as well as opportunities for advancement within the school.

III. Inclusive School Culture As a predominantly white school it’s important that white students and adults reach out to students and adults of color and invite them in. All spaces should feel welcoming to students of color, and the onus is on white students and adults to share space and be self-aware about the ways in which white culture and values dominate the environment.

Recommendations: Create more opportunities for white students and adults to explore their identity and privilege to raise their awareness, and learn about how to be more equitable, inclusive, and anti-racist.

Create more opportunities for the parents of white students to learn about their identity and privilege to raise their awareness, and learn about how to be

RACIAL EQUITY TASK FORCE UPDATE • 11

more equitable, inclusive, and antiracist, so that they can support their children’s development.

IV. Inclusive Curriculum and Pedagogy Many aspects of the school, and some departments more than others, continue to feel white-centric. Black students and students of color in general need to see themselves reflected in the curriculum, and not just in ways that highlight histories of systemic racism and oppression. Students need to see their race, ethnicities, and cultures uplifted and celebrated in the curricula of the school. Teaching pedagogies should reflect equitable practices, and a high level of cultural competency skills.

Recommendations: Departments should routinely audit their courses to ensure the curriculum is enriched with the perspectives of underrepresented groups, and a variety of races, ethnicities, and cultures are studied and referenced in the materials.

Students should both see themselves reflected in the curricula, and get exposure to other perspectives.

Content should be taught through a historical lens that is critical and challenges white supremacist ideology.

All school programming, assemblies, advisory, and the PACE program should reflect the diversity of the student body, and create opportunities to critically examine systemic racism and other forms of oppression.

The school should ensure the implementation of pedagogies that support and affirm all children by using culturally responsive, and anti-bias teaching methods/practices

V. Faculty and Staff Development Faculty and staff professional development should include learning about the histories of underrepresented groups in the United States, as well as strategies for how to best meet the needs of students from underrepresented groups.

Anti-racist teaching requires a recognition that traditional curricula centers whiteness, and making an intentional shift to center the histories and experiences of underrepresented groups.

The faculty growth and development process must include benchmarks for demonstrating cultural competencies and equity literacy in their work, including developing comfort and knowledge in discussing race and systemic racism. Teachers must be aware of and actively challenge white supremacist ideology in their teaching.

VI. Inclusive Programs and Policies As a predominately white privileged school, the school must ask itself: What are we

taking for granted? Adequately responding to the needs of Black students and students of color requires learning about and offering support based on the specific needs of individuals and groups. As the school creates programs and policies, it must consider that students and families will represent a wide range of races, ethnicities, cultures, socio-economic, and other backgrounds.

Recommendations:

VI. a. Equitable Access to Opportunities Ideally, all fees should be included in the school tuition for all students moving forward. By avoiding additional fees, all students would have access to an equitable educational experience, regardless of their socioeconomic background.

If additional fees continue to exist, funds must be earmarked for students who need additional financial support, and clear paths for accessing this support must be articulated.

Communication must be personalized and culturally appropriate, offering translated materials whenever possible.

VI. b. Student and Family Support CSW should create more intentional onboarding opportunities for students and families of color, and continue offering spaces, events, and opportunities that specifically cater to students, families, and alumni/ae of color throughout the year.

Affinity spaces are extremely important and provide crucial support to students of color. CSW has over 15 affinity and alliance groups. This year, two additional groups were created: Black Student Union, and Students on Financial Aid. CSW should continue to support affinity spaces with funding, staffing, infrastructure, and guidance. Affinity groups are primarily spaces for student support and should not be relied on as a source for generating programming. That being said, affinity groups are welcome and encouraged to enrich the school by sharing information that is important to them with the rest of the community. This sharing should not be viewed as educating the community, but rather an opportunity and invitation for underrepresented students to claim space in their school.

In general, clear avenues for support should be articulated to students and families so that they understand how to advocate for their needs and who they can contact.

When faculty and staff of color leave the school, students of color are especially impacted. The departure of a supportive adult can be painful and leave a void for students of color. The school can

proactively offer support and help students of color process the departure of valued members of the adult community.

VI. c. Addressing bias, microaggressions, and any form of racism or discrimination CSW should create a clear process for responding to incidents of bias, microaggressions, and any form of racism or discrimination. The process for making a report should be clear to every member of the community. The response will depend on the context and severity of the situation. Whenever possible and appropriate, a restorative justice approach will be taken to preserve relationships within the community.

Anti-bias training should be implemented for all members of the community.

VI. d. Early Academic Advising and Support First-generation students of color may not have the generational and background knowledge to understand the details and nuance of the academic advising and college counseling processes, and may be at a disadvantage.

CSW should offer earlier orientation to bolster preparedness for engaging in these processes.

Once engaged in the college counseling process, first-generation students of color and their families may need additional support completing forms and otherwise navigating the steps.

CSW can be proactive in anticipating potential needs and offering support.

Efforts must be made to clearly advertise the role and availability of the Skills Center to all families and develop language that normalizes this form of support.

VI. e. Alumni/ae of Color Programming Create more opportunities to engage alumni/ae of color in ways that feel meaningful to them and keep them engaged with the school.

VII. Data Collection and Accountability It is important that the school collect and examine data regularly in order to measure progress, and hold itself accountable.

Recommendations: Create a committee to examine how the school collects and manages data, and consider what data to collect, and how to analyze it to check for equity.

Establish a protocol for collecting culture climate data periodically from the community to examine feelings of inclusion and belonging.

Establish clear methods and lines of accountability to track progress over time.

12 • THE GRYPHON Summer/Spring 2021

LONGTIME FACULTY & STAFF RETIRE Rich Bird came on as CSW’s Director of Athletics in 2001, though he had already been working as a coach for the school since 1999, taking the ski club out to Nashoba Valley during D Block. He has also stepped in to coach or lead a number of other teams and activities over the years — tennis, cycling, field hockey, crew — and even served a few years as director of CSW’s summer day camp.

Having bought his very first stock at age 13, Rich found himself working in corporate finance as a young adult, but C E L E B R AT I N G 2 0 Y E A R S he’d always wanted to work in physical education and sports, despite his father’s caution that he “wouldn’t make any money.” But after years of working behind a desk and crunching numbers, Rich couldn’t resist the call to get outside and do something more active. His uncles, who were baseball and basketball coaches, were two of his role models.

RICH BIRD

In Rich’s first ten years as Athletic Director, the CSW athletics program flourished. Boys’ Soccer won the league championship in 2001 and 2010; Cross Country won the championship in 2009, as did the Boys’ Basketball team.

Girls’ Basketball won in 2010, and Baseball won in 2010. Ultimate Frisbee won back-to-back championships in 2014 and 2015, and Boys’ Tennis won in 2015.

The final athletic competition under Rich’s leadership (before the pandemic hit) was the Boys’ Basketball championship winning game, in February 2020.

It was also during Rich’s tenure that the athletic fields were redone (Rich was closely involved in the planning with Larry Frye), and Rich was immensely pleased to play a role in the construction of the Health and Fitness Center.

Rich takes great pride in the wide scope of offerings available to students at CSW. “I want everybody to fall in love with something athletic,” Rich says. “I really hope the kids here can find something they fall in love with.” Students and colleagues have always appreciated Rich’s humor, level-headedness, and steadfast dedication and commitment to his role.

“As a student at CSW, I was inspired by Rich’s drive to bring out the best in his students both on and off the field of play,” says former student and colleague Arlo Furst ’04. “For Rich, athletics at CSW was about learning how to be a good teammate, treating your opponents with respect, and pushing through tough obstacles with perseverance and heart. Athletics could mean several things — outdoor recreation, competitive sports, mindfulness and meditation, and so much more.” In retirement, Rich is excited to spend more time out on the water on his paddle board or aboard his power boat, and he is equally as eager to travel and see his grandchildren, but he will miss seeing his friends and colleagues every day. He has fond memories of sitting down to lunch with Jim Cook, Patricio Hernandez and Frantz Batoh, Steve Scrimshaw, and Michael Weinstein and Gustavo Brasil, among many others.

“Continue to be different,” he says, when asked what parting advice he has for the CSW community. “I love it.” And in the spirit of the great Jim Valvano, former North Carolina State basketball coach: “Life is short. Laugh, think, and have your emotions brought to tears.”

KAREN BRUKER

C E L E B R AT I N G 2 1 Y E A R S

Ask Karen Bruker what her favorite courses to teach have been and she doesn’t hesitate: chemistry — anything and everything related to chemistry. Indeed, it was a part-time role teaching chemistry that brought Karen to CSW back in 2000, but she has since taught courses covering topics in physics, biology, anatomy and physiology, zoology, and of course, robotics.

After she led a D Block called “Tinkering,” two of Karen’s advisees asked if she could help them start a robotics program at CSW. Karen enthusiastically accepted and soon found herself running the program out of her basement, with much of the work taking place over the weekend.

Although it has taken on many forms since then, the robotics program continues to be an important part of CSW’s math and science offerings.

While helping to bring the robotics program to CSW is among Karen’s proudest accomplishments, she derives the most joy out of helping students discover a love and enthusiasm for science, especially when they weren’t expecting to. “I think our students are just really curious.

And when you can nurture that curiosity, that’s a win-win for the teacher,” Karen says. She strives to give lab blocks (which can last three to four hours each day) an interactive, camp-like atmosphere, where students can experiment and develop new questions about the world. She favors a style that encourages learning by doing, bringing in lecture at the end, rather than the beginning of a lesson.

As a teacher and colleague, Karen radiates enthusiasm, energy, and a can-do attitude. “As a teacher, Karen made sure to engage the class, from dressing up as a mole on Mole Day to checking in on anybody who might need help.” says Kaylee Law ’19. “She was a key contributor to my success, and that of both my brothers, with her unending support and mentorship.” Looking ahead to retirement, Karen hopes to travel — the Galapagos is on the top of her list — and spend more time with her family and grandchildren. Her parting advice to the CSW community?

Always be curious and always put your all in.

LONGTIME FACULTY & STAFF RETIRE • 13

Tony Loreti studied film in college before transitioning to still photography — an artform he’d explored as a kid — and earning his master’s degree in photography. He originally came to teaching as a means of making an income while also being able to pursue his own work as an artist, and quickly found that he loved working with his “amazingly creative” students and colleagues.

“I think it keeps you fresh,” he says. “The students constantly surprise you, and you’re excited about the work you see.” He started at CSW in 1997.

While he has taught a wide variety of courses in film and photography, including the basics like “Photo I” and “Photo II,” and more specialized classes like “Portrait Photography,” or “Environmental Photography,” one of the most quintessential Tony Loreti courses has been his “Street Photography,” course. For years, Tony used to take his students on weekly field trips to neighborhoods in and around Boston, like Allston, Davis Square, and the North End to capture images from daily life. After being awarded the 2019 Alorie Parkhill Learning and Travel grant

and traveling to London, Paris, and Milan, to research the fashion industry, meet with young designers, and witness local expressions of street style, Tony also developed a “Photographing Fashion” course for CSW. Students and colleagues describe Tony as thoughtful, encouraging, and knowledgeable.

“Tony always encouraged me to photograph and print in a way that felt right to me personally, ultimately helping me to access a type of self-expression that is honest, sincere, and from the heart,” says Robin Glass ’19. “I have limitless gratitude for all the moments I spent with Tony!”

A black and white film enthusiast at his core, Tony looks forward to continuing to make art in retirement (he has his own dark room at home), taking on a mix of street, portrait, and landscape photography. He says he will most miss the community of CSW — running into colleagues in the dining hall or mailroom and striking up conversation, making connections with people in different departments. “I think that’s one of the things I like best about this job,” he says, “is that there’s really a lot of

TONY LORETI

C E L E B R AT I N G 2 4 Y E A R S

amazing, really smart people, and interesting people here.” In the years to come, he is hopeful that CSW will retain its uniqueness and idiosyncrasies, and hopes to stay connected as much as possible.

and library, and a better-equipped dingy room full of nerds and goofs in the library basement,” says Bill Kuker ’99. “I am particularly grateful to Steve… [who] helped set me on a course in technology, computer science, and occasionally successful entrepreneurship by taking me on for my school service blocks to assist with all kinds of computer, network, and technology support.”

And yet, Steve’s work as Director of Academic Technology is but the tip of the iceberg when it comes to listing out his contributions to CSW. He came to CSW as a Science Teacher in 1991, with a focus in biology. In his 30-year tenure, he has taught a wide variety of courses — including some in photography — but there was only one he taught consistently, every single year, and that class was “Zoology,” a course that allowed students to look at the world through the lens of evolution. Outside of the classroom, Steve also carries a storied legacy as head coach of the school’s soccer teams, leading both varsity squads to multiple post-season tournaments.

STEVE SCRIMSHAW C E L E B R AT I N G 3 0 Y E A R S

It is safe to say that were it not for Steve Scrimshaw, CSW’s technology infrastructure would not be what it is today. Of course, Steve will tell you that the work to bring the internet and a campus-wide computer network to CSW was a highly collaborative effort led by a committee of students, faculty, and staff. And indeed, it was. “Throughout all of my tenure, it was really important for me to get a committee to help make decisions,” Steve shares. But it was indisputably Steve, then Director of Academic Technology, who identified the need, lobbied for changes, and even spearheaded the fundraising efforts needed to bring CSW into the 21st century.

“Steve led the late 90s transformation of technology at CSW from a handful of computers in a dingy room full of nerds and goofs in the library basement to a campus-wide computer network with the school’s first internet connection, web browsing, email, computers in the dorms

But no recounting of Steve’s accomplishments at CSW would be complete without mention of the much-loved “Neotropics of Latin America” course that he helped to design and run beginning in 1994.

While the original trip was just 16 days, the course now runs for closer to 30, allowing participants to visit tropical ecosystems in Central America (the current course runs in Panama) and conduct field experiments and projects. Since its inception, the course has maintained a grassroots feel, with strong connections to local scientists, vendors, and families that afford students a highly immersive cultural experience, a characteristic that’s clearly very important to Steve.

In typical Steve fashion, in addition to traveling, pursuing photography, and spending time with family, Steve also looks forward to exploring GIS (Geographic Information System) warehousing during his retirement. His parting advice to the CSW community is simple: “Be yourself. You can’t be someone else. Be open to change, support your colleagues, support each other, laugh with each other.”

14 • THE GRYPHON Summer/Spring 2021

KLUCHMAN RENOVATION

CSW Raises $600,000+ in Support of Kluchman Renovation Project When The Cambridge School of Weston (formerly known as The Cambridge-Haskell School) first opened its doors at its current location in Weston, MA, students attended many of their classes in the building now known as the Kluchman Administration Building. Today, the building houses the College Counseling Offices, the Head’s Office, math classrooms, and the school library.

With entrances on the quad and along Georgian Road, the building has for many years served as the main lobby for the school, where guests are able to check in and orient themselves in preparation for their visit.

But for a school that prides itself on promoting social justice, equity, and inclusion, this important space has been lacking in a critical area: accessibility. With steps at both entrances, a hidden reception desk tucked away to the side, and no bathroom on the main floor, the space was no longer fulfilling its purpose to welcome guests and set the tone for their visits.

Meanwhile, with increased interest in the school in recent years, CSW’s Admissions Office was finding it difficult to accommodate prospective students and their families in the adjacent admissions building. Recognizing these needs, Head of School Lise Charlier, in

partnership with the Board of Trustees, worked on a proposal to renovate the first floor of the Kluchman, making it more accessible, welcoming, and emblematic of CSW’s core values, while also providing additional reception space for prospective students and families.

Grandparents’ Day, or plays, and other events in buildings not modified for all abilities,” David shared. “It is important to me that the school’s campus and spaces be welcoming and accessible to all members of our community, be that students, faculty/staff, alumni/ae, parents, grandparents, or visitors.”

This preliminary project will be the cornerstone of a larger, multi-year, multi-phase plan to make CSW’s campus more accessible, examining existing spaces and structures and revitalizing them in ways more in step with the culture and goals of the school of today.

With a focus on repurposing and reimagining existing spaces, this plan will adhere to four pillar objectives: living sustainably, practicing green habits, increasing accessibility, and honoring CSW’s past.

Former heads of school Al Adams, George Cohan, and Jane Moulding also supported the project, along with current head of school, Lise Charlier, with great gratitude to David for getting us started.

Leading the Way Alumnus and past trustee David Mugar ’59 started this important project off with a generous lead challenge gift of $250,000 if the school could secure an additional $250,000, by June 30, 2021.

“I have noticed how my mobility changes and challenges over time have limited my access to important spaces and events — including visiting my grandchildren’s schools at

Closing the Gap Inspired by David’s generosity and moved by the prospect of making CSW more accessible, former board chair and longtime supporter of CSW, Diane Garthwaite, parent of Darcy Brennan ’99, announced in June that she would be matching David’s gift, contributing an additional $250,000 to the Kluchman project.

“I have had a number of conversations recently with Head of School Lise Charlier and others about the exciting (and overdue) plans to make the Kluchman Building accessible, with a new welcoming lobby, and finally a bathroom on the first floor,” says Diane.

“In choosing ‘access’ as a key theme to build on, I think Lise is taking CSW in a crucial

KLUCHMAN RENOVATION • 15

CSW THANKS ALL OF OUR GENEROUS DONORS FOR BRINGING THIS PROJECT TO FRUITION.

BUILDING AN ACCESSIBLE ENTRY A gently sloped walkway meeting ADA regulations will provide a route for people of all abilities to be welcomed to the Kluchman Building. The route will exist as a seamless path from the rest of the campus and integrate graciously as part of the historic nature of the building. Rather than build a ramp, architects have designed a walkway that will offer a place to pause, interact, and transition to neighboring spaces on campus.

direction. Access has so many layers, all of which are intricately related to CSW’s values.”

In addition to these two individual gifts, several others in the CSW community have stepped up to support the Kluchman project.

Parents and families of graduates from the Class of 2021 have raised a total of $51,000 to date, with the renovation serving as the Senior Class Gift, joining the Board of Trustees and many generous alumni/ae and parents of alumni/ae, who have also contributed. “...As a school that prides itself on being inclusive and socially aware, [accessibility] is a big place CSW is lacking…” shares Parker Stern ’20. “I was impressed to see all the projects that are being discussed at CSW to make changes.”

Reception

Lighting

Display

The sense of welcoming will start when you walk through the door with a reception desk directly in the line of sight. Behind the reception desk will be a wall with changeable graphics that express the vibrancy and energy of CSW.

Softly washing the walls to focus on the work of students, energy-efficient lighting will provide a comfortable, vibrant environment.

A display cabinet to the right of the entry will highlight student work. Wall-mounted TV monitors will share important announcements and photos from the classroom.

Accessible Restroom

Seating Area

Kitchen

An accessible restroom on the first floor will conform to ADA regulations and reflect the values of our inclusive community.

A nook outfitted with side tables and chairs will afford guests a comfortable space to wait for meetings, interviews, or campus tours.

The current kitchen area will open up into the Valerie Room (a meeting space for faculty and staff), and provide storage for events, while also serving as a source for guest refreshments.

Renovating the Heart of Campus After a competitive bidding process, the school contracted Bald Hill Builders to manage the project. In 2019, Boston Business Journal named Bald Hill as one of the largest minority women-owned businesses. The firm was also the recipient of a 2019 ABC Gold STEP Safety Award and was included among Boston’s Best and Brightest Companies to Work for in 2019. Construction began in June and wrapped up in August. Look for photos of the updated space in an upcoming issue of our InsideCSW alumni/ae e-newsletter.

16 • THE GRYPHON Summer/Spring 2021

MAKING

MUSIC

One of the remarkable things about CSW is that students develop meaningful, trusting relationships with teachers who become their mentors. Gustavo and Michael had a profound influence on our son Leo ’19 as he navigated his path forward.

They never pressured Leo to become a musician, but they supported him, empowered him, and modeled for him what a musician’s life could be. Robert and I are thrilled to have played a role in helping CSW birth a resource that provides new opportunities for curriculum development, college preparation, and community partnerships, while honoring teachers who make such a difference in the lives of their students.”

ANN MARIE LINDQUIST P’10,’19

MAKING MUSIC • 17

B

ack in the Spring of 2019, a group of parents from the Classes of 2019, 2020, 2021, and the Estate of Will Haible ’64 came together to make a gift in honor of Music Teacher Gustavo Brasil and Music Department Chair Michael Weinstein, whose dedication and expertise as teachers played an enormous role in shaping the lives of many of their children. Their goal was clear: build a recording studio within the Mugar Center for the Performing Arts and in doing so enrich the school’s academic offerings and capabilities.

After research into several options, the decision was made to purchase a soundproof isolation room and work with Wenger, a well-known leader in their field, to transform an existing music rehearsal lab and adjacent practice room into a recording studio. With Gustavo, Michael, and current students weighing in on specific equipment and software needs, the project reached completion in time for Mod 5 of the 2020-21 school year, with classes beginning to use the space in March of 2021.

“We’ve been talking about this for 15 years,” says Michael. “So when I found out we were actually going to have a physical studio… it was just extraordinary.”

The new studio space has several microphones in addition to a mixing board, computer, and racks with effects and interfaces. With professional-grade sound isolation, students and other users will be able to get very high-quality audio out of the space. Its existence will allow the Music Department to enhance and expand course offerings, with classes like “Beat Making” and “Recording and Production.”

“It is really impressive to see this kind of a studio that’s enclosed with sound chambers and sound isolation,” says Charlie Dietel ’19, a music production and engineering major at Berklee College of Music. “That’s a step that a lot of home studios and people doing do-it-yourself work really miss. CSW students are going to be able to get a really top-notch experience with this studio.”

Beyond the Music Department, the new studio will be a key resource for students interested in filmmaking, affording them with the tools to record high-quality narration or dialog, while also offering new options in film scoring.

Michael is also hopeful that the space will open up further opportunities and venues to partner with organizations like BEAM (Boston Bridge to Equity and Achievement in Music), a local organization whose mission is to “prepare young musicians from underrepresented populations for careers in classical music.”

“This is where the music industry is going,” says Leo Weisskoff ’19, a student at the New England Conservatory. “So much is going online and it’s all about production and learning the technology yourself and getting your music out there. I think it’s especially important, in the age of the coronavirus, to be focusing on digital and looking forward to the future.”

In early June, Board Chair Ann Gorson P’16, Chin Lin P’18, board member and chair of the Buildings and Grounds Committee, and Head of School Lise Charlier welcomed donors to CSW campus for the unveiling of the new space.

Department Chair Michael Weinstein and Music teacher Gustavo Brasil shared an original song written by Ella Harrington ’22 that was mixed and recorded with the help of Charlie Dietel ’19.

18 • THE GRYPHON Summer/Spring 2021

EXAMINING THE ROLE OF CLASSROOM TECHNOLOGY AT CSW.

TEACHING TECH • 19

T

echnology has transformed the way we live at home, at work, and yes — at school. Whether you are a student, a teacher, or the parent of a student, you know that there are resources and tools available to today’s students that would have been inconceivable even just ten, fifteen years ago. Technology moves quickly, and the COVID-19 pandemic has only accelerated the pace at which new technologies have been integrated into the classroom, but the question of which tools and techniques will have staying power, and which will fade into a distant memory, remains to be answered.

20 • THE GRYPHON Summer/Spring 2021

WHAT IS THE MOST ADVANCED PIECE OF CLASSROOM TECHNOLOGY YOU REMEMBER FROM YOUR TIME AT CSW?

“The robots that the school’s FIRST Robotics Competition team made.”

Casey Alperovitz ’20

“Overhead projector. But that was before PowerPoint so slides were commercial acetate prints.”

Robert Friesen ’71

In the spring of 2020, the COVID-19 pandemic forced CSW to close its campus and transition to a completely online learning environment. After the summer recess, students and faculty resumed learning though the now all-too-familiar Zoom classroom model, until the early fall, when campus reopened and classes moved to a “hybrid” format. With many international students unable to get to the United States, and a number of domestic students preferring not to come to campus due to health concerns, CSW had to find a way to make class content equitably available to both in-person and remote learners.

This meant outfitting classrooms with cameras, microphones, and equipment for projecting the faces and voices of students learning from afar. Beyond such hardware components, the Zoom room and hybrid classroom model increased reliance on technology in that they obligated faculty to rethink the way they led class discussions, disseminated expectations and assignments, and evaluated student work.

To prepare for the shift, teaching faculty engaged in a series of workshops led

by EXPLO Elevate, a global, innovative schools cooperative. Focused on “Agile Course Design,” sessions covered topics such as the cognitive theory of multimedia learning, designing for engagement and inquiry in the remote environment, and the re-imagination of curriculum dependent on physical space and materials. The workshops explored how to design for student choice and engagement in the virtual learning environment using strategies that would also serve students well in-person.

“Plain, old-fashioned typewriter.”

Virginia Giritlian ’69

“PCR machine in the Bio Lab. That thing was amazing!”

Isaiah Grace ’15

“RadioShack TRS-80’s (“trash80’s”) on which friends were learning to code (I think?). One student I knew had a computer in his dorm room and wrote computer games and was connected to some kind of network/BBS, as I recall.”

Eliza (Kluchman) Klureza ’86

This training, in addition to guidance and instruction led by CSW’s academic team and resident technology expert, made what would inevitably be a challenging few months significantly smoother for both faculty and students, who ultimately did a remarkable job adjusting and adapting to the “new normal.” This was in part due to an ongoing dialog between students, teachers, parents, and administrators about what was working and what wasn’t.

EMBRACING DISRUPTION People in academia thrive on cycles. They divide the year into clear, predictable segments, and plan ahead — with everything. And while the content of any given cycle is never the same, schools — even progressive institutions like CSW — generally know what they can expect from year to year. This makes for a clean, organized, well-running machine. But the longer this machine functions, churning away with its perpetual, repetitive rhythm, the harder it becomes to change that rhythm — to disrupt it.

The COVID-19 pandemic compelled CSW to re-examine all of its “standard” practices — notably its relationship with technology — in ways that will ultimately move the school forward even faster than it may have without the pandemic.

“Bringing in a TV on the cart, when needed. The library had desktop computers with internet, but it was still relatively new.”

Tova Scherr ’00

“A Smartboard that nobody knew how to work! We just used whiteboards instead. It was also suggested that we buy flash drives for Expos II, and I remember spending ~$50 for a 128MB drive.”

TRACING CSW’S 135-YEAR HISTORY THROUGH THE LENS OF TECHNOLOGY

Jesse Simmons ’06

“Usually, as I recall, just blackboard and chalk.”

Peter von Hippel ’48

As CSW celebrates its 135-year anniversary, we at The Gryphon thought it apt to recognize this milestone by charting the school’s history not through a timeline or listing of pivotal moments, but through the lens of technology.

In an informal survey this spring, we showed alums from the Class of 2020 back to the 1940s a selection of 30 images depicting common learning tools from across the decades and asked them to indicate which items they could remember utilizing during their time as students as CSW. Our findings are shared here.

TEACHING TECH • 21

Prior to the pandemic, for example, Visual Art Teacher Todd Bartel would typically hold class critiques and conversations in-person, with all students participating via spoken word. When teaching hybrid classes, he began experimenting with tools like Miro, an online collaborative whiteboard platform, and Padlet, an online notice board where students can share images, links, videos, and documents on a centralized “wall,” to facilitate class discussions. It was a big shift, but Todd found himself pleasantly surprised by the results.

“Not only do we get the benefit of having students who might be too shy to speak up in person participating in the conversation, but we also get a visual record of something that is normally auditory,” he says. “It’s pretty cool. I didn’t expect to love that.”

Still, there exists a small but lingering techno-phobic sentiment in some pockets of progressive education — the belief that too much technology can ruin the educational experience. Progressive education often calls for active, open-air, hands-on, experiential learning, and utilizing a computer can feel like the antithesis of this.

And, indeed, there is such a thing as “too much” technology, but even those who were perhaps once staunchly opposed to or wary of technology, have discovered its benefits and importance through the pandemic, despite the inevitable Zoom fatigue. The key, as with most things, is balance.

FINDING BALANCE “Technology can be a real game changer in democratizing access,” says Director of Library and Technology Integration Jenna Wolf. “But it can also be problematic from time to time. It’s all about finding balance and understanding what you are using — its risks, its limitations — and being aware of both the advantages and disadvantages.

It’s impossible to unbundle those things.”

As CSW teachers have discovered, attempts to resist or block certain technologies from changing the status quo are futile, and, arguably, a disservice to the students, because we live in an increasingly technological world, and to pretend otherwise would be foolish.

In the Math Department, teachers have in recent years had to grapple with websites (one, in particular), that post detailed, highly accurate math problem solutions to questions from hundreds of commonly used high school math textbooks. This means students can quickly and easily go online and copy out answers to their homework. The initial response from teachers was resistance and frustration; they couldn’t possibly stand by and allow their students to cheat in this way. But as they noticed the site continue to grow in popularity, the math faculty came to a realization. Continues on p. 22

WHAT PIECE OF TECHNOLOGY THAT EXISTS TODAY DO YOU MOST WISH YOU HAD HAD WHILE YOU WERE A STUDENT AT CSW?

“E-Books. As much as I still love a real book, carrying around books in a satchel was a pain in the back.”

Nicholas Flanders ’70

“None. I watch the people walking with their heads bent letting their phones do the walking; what do they hear, see, feel, smell, and touch of their environs? Do they know the damage that has been done in making this technology? I like using MY head rather than a gadget, though I do use my computer as a typewriter.”

Nick Fleck ’54

“A machine to do my homework for me.”

Phillip King ’98

“WiFi in the dorms.

Though it would have ruined study hours, and sleep.”

Bill Kuker ’99

“Word processing of any kind.

Laptop would be a bonus.

Internet of course, but word processing versus typing would have been best.”

TRIED & TRUE

Chris Lovell ’73

Sometimes, the simpler the technology, the better. The following items were the only tech tools that alums from all eleven decades surveyed (1940s – 2020s) reported using as students at CSW.

“iPad. I’m an artist and I do tons of my art either entirely with it, or in conjunction with other media.”

Mike Luce ’83

“3D printer. It would be cool to learn.”

Ari Radcliffe-Greene ’13

Paper Flashcards Blue Exam Booklet

Mechanical Pencil

Chalkboard

22 • THE GRYPHON Summer/Spring 2021

“Why are we fighting this?” They wondered. Together, they eventually realized that the website was actually a really good tool, and that they just needed to show students that it was a tool for learning and not a tool for cheating. The math program at CSW, much like the academic program as a whole, isn’t about having the answer, but about how you find it — how you get there. Process, whether the answer is right or not, is what’s most important. In this case, it was better for teachers to acknowledge the tool and evolve with the technology.

HARNESSING THE POSITIVES It is worth noting that technology has also impacted the math classroom in a myriad of other positive ways, with tools like Desmos, essentially a web-based version of a graphing calculator, or GeoGebra, which allows teachers and students to virtually create polygons, or measure angles. And while students at CSW still learn skills like using a protractor or drawing out graphs or diagrams by hand, technology gives them options and has proven to be a time saver.

Marci Cohen, who directs CSW’s Skills Center and specializes in catering to students with learning differences, is a huge proponent of technology and the benefits it affords.

“Overall, it has transformed my teaching in very, very positive ways,” she says.

“And I can see that it’s really helped students that I work with who have learning differences, learning challenges, attention issues, executive functioning concerns…

The positives far outweigh the crutches students sometimes take with technology.”

In Marci’s field, advances in technology have afforded students with new, easy ways of staying organized and on track with their schoolwork. Cloud-based folder structures, digital timers, virtual check lists, customizable reminders, and distraction reduction tools have all been incredibly influential on students. And the rise and increased accessibility of videos, audiobooks, and voice-recording software has been amazing for students who prefer to process information orally or visually rather than by reading or writing. Naturally, not all students prefer to read from a screen, for example, but the point is that they have options. If they prefer to print something out, they can do that.

If they need captions on a video, they can turn those on.

THE BEAUTY OF BOTH WORLDS In spite of its many benefits, Marci says she regularly encourages students to take breaks from technology, and even has a poster of zero-tech ways to “take a break:” pet a furry creature; climb a tree; eat a meal in silence; watch the clouds. These habits are

IT WAS GOOD WHILE IT LASTED

Advances in technology have afforded students with new, easy ways of staying organized and on track with their schoolwork.

Let’s all take a moment to remember these classics, which served their purpose at the time, but have since been replaced by newer technologies. Few alums from the mid-2000s on were familiar with these items, some of which, (like the analog overhead projector — remember those transparencies?) had a pretty solid run.

TV/VCR Console

Audio Cassette Tape

Compact Disk 8” Floppy Disk

Typewriter

VHS Tape

CRT Monitor and Tower

Analog Overhead Projector

TEACHING TECH • 23

important, and also craved by many students, contrary to what some adults may believe about adolescents.

“I think a lot of our students take art courses hoping to be tech free for one brief moment of their lives,” says Visual Arts Department Chair Chris Whittaker. “Right now I am watching students make clay pots outside and they are so engaged. I have never seen them happier.”

Still, as long as there are schools, there will be students who want to know why they need to learn how to do things the “old way,” or by hand, when there are tools that can do these things for you. It is the age-old, Why do I have to learn how to do math in my head when I can just use a calculator? question. But sometimes doing things the “analog” way can ultimately be more satisfying, or more effective, even if it’s slower or harder.

In his animation class, Chris makes a point of emphasizing the difference between drawing a shape, and dragging in a pre-designed figure, and encourages students to appreciate the beauty of a line that has personality. And in the English Department, students are typically asked to work with hard copy books, in keeping with research that says hard copy texts are more conducive to deep reading than their digital counterparts. Hard copy texts are also known to be better for annotating, says English Department Chair Jeannette Lee-Parikh, though there are good annotation software options out there, and if a CSW student prefers to use one of those, they certainly can.

WHAT PIECE OF TECHNOLOGY THAT EXISTS TODAY ARE YOU MOST GLAD YOU DIDN’T HAVE WHILE YOU WERE A STUDENT AT CSW?

“Zoom.”

Asher Doyle ’17

“Smartphones and social media, no question. High school is difficult enough with purely analog communications channels.”

Jonah Goldshlag ’98

“Used appropriately and for educational purposes (when being educated), all technology is good.”

Bill Gruener ’62

Because as technology changes, and new generations are exposed to new tools earlier and earlier, human brains are also changing. And so even if today’s research says “hard copy is better,” that may not always be the case.

“As someone interested in education technology, I keep abreast of things to see when the field is going to tip,” Jeannette says. “Because these kids are growing up with technology and it’s changing their brains. Just as humans once repurposed their brains to be able to from hard texts, many are now repurposing their brains to read digitally.”

At CSW, the goal is to remain flexible and open so that students are regularly able to experiment with and discover the benefits of both digital and analog processes and techniques, and adapt in accordance with the changing world. Because technology is not a barrier to progressive education, but an essential component of it, and one that CSW teachers have learned to embrace with enthusiasm and excitement. In the end, it isn’t an either/or question. There is beauty in the clean, automated straight line, and the hand-drawn squiggly one.

MODERN DAY STAPLES Though most only appeared on the scene within the past 25 years, the following items seem to have major staying power and are widely used for teaching and learning in today’s classrooms.

YouTube

Email

Laptop

Kenneth Johnson ’00

“Smart phones. I would never get anything done. And I would spend a lot less time coming up with my own solution to day-to-day problems. There’s usefulness in spending some time alone with your thoughts.”

Beth Peterson ’85

“I’m glad I didn’t have a universe of information at my fingertips with a handheld device.

There was something fulfilling about having a half a dozen books sprawled open atop a library table as I was digging for the exact information I was looking for to complete my research papers. I loved the discovery process… and, really, the adventure of it.”

Nicholette Routhier ’00

“Calculators. I wish students were forced to use the slide rule.”

Vanita “Saleema” Snow ’78

“All of it.”

iPad Graphing Calculator

“Snapchat/TikTok. No one needed to know the everyday minutiae of my HS self.”

Mary Swope ’51

Smart Phone

Wikipedia

Smart Board

Overhead Projection Systems

24 • THE GRYPHON Summer/Spring 2021

Past, Present, and Future

ROBOTICS • 25

bout ten years ago, science teacher Karen Bruker started a robotics team at CSW. Since then, the school’s team has consistently been composed of highly motivated and resilient students with a shared passion and enthusiasm for the pursuit obvious to anyone who’s ever sat in on one of their practices or cheered them on at a competition.

The program itself, however, has been through a number of iterations, with time, resources, and evolving interests dictating the structure and model the team adheres to.

The team got its start by participating in the “FIRST Tech Challenge (FTC),” and soon thereafter, transitioned to the “FIRST Robotics Competition (FRC),” a higher level of competition. Both competitions were run by FIRST Robotics, a program that hosts several levels of competition, in which high school teams are challenged to build robots that play difficult field games, all under a time limit and with strict rules.

FRC is known to be more competitive than FTC, with larger more complex robots.

Between 2016 and 2018, when the school was participating in FRC, the program grew and gained popularity at CSW, but regular engagement with the FIRST organization proved expensive. Unable to absorb these costs, CSW made plans to transition to an entirely different robotics program led

by VEX Robotics. VEX Robotics competitions are typically less complex than FRC, with emphasis on different goals.

While VEX proved suitable for some students, the school’s more serious robotics enthusiasts soon found themselves yearning to return to FRC. Determined to keep FRC going, these passionate students started up their own FRC team, independent of

Alex Cooney ’22, Ben Laster ’22, and Maya Rabin ’22 pose with their 2021 FIRST Robotics Game Design Challenge Imagery Award, which “celebrates attractiveness in visual aesthetic integration.”

To earn this prize, the group designed an original game called “Decrypted Perplexion.”

“

One of the many wonderful surprises we have encountered as CSW parents is the Robotics Program. As a Robotics team member, our son Ben ’22 has blossomed and found his passion for engineering, teamwork, and problem-solving. As parents, we are just thrilled to see this community of students work together to learn mechanical, electrical, and software engineering, all in the pursuit of the perfect robot. The teamwork is powerful, and the results are amazing. CSW has done a wonderful job of blending support and self-direction, allowing these students to really find their passion and grit as they have formed a community. We know that the lessons Ben continues to learn from Robotics will serve him well regardless of his future passions and career.

DEBI AND STEPHEN LASTER P’22

”

CSW, and during the 2019-20 school year, were able to partner with their parents to raise the funds necessary to bring the FRC program back to CSW. The takeaway was clear: hungry for greater challenge and complexity, CSW’s robotics team members highly preferred the FRC program to the VEX competition model. The question was how to fund participation in an equitable and fiscally sustainable way.

Understanding how important this issue was to students, parents, administrators, and math department faculty recently generated a proposal to fund robotics long term.

In the proposal, the students themselves are asked to assist in generating funding by way of grant writing and the seeking out of sponsorships — skills that will now be taught as part of CSW’s robotics curriculum. Under this model, students studying robotics at CSW will learn both basic programming and engineering skills, while also gaining knowledge in grant writing, project management, public relations, and marketing, which they will then put into practice to sustain and support engagement with FRC. Moving forward, CSW has committed to teaching a minimum of two A-B-C Block courses that focus on these skills each year. The school will also continue to support the robotics club by providing faculty advising and mentorship, in addition to a physical space and designated time where students will be able to work on building robots for competitions. There will also be space and time provided outside of school hours, with a designated coach to handle logistics for competitions.

Interested in supporting the CSW Robotics program?

PLEASE CONTACT ERICA CABAG AT ECABAG@CSW.ORG.

28 • THE GRYPHON Summer/Spring 2021

CLASS NOTES 1950s Sandy Behrens ’54 writes: I’m still upright, move a bit slower, walk like a drunken sailor, but can still laugh. Had a hip replacement in November 2020 and was sent home with COVID. Long recovery. Still in my home with no plans to move yet.

Hugs to all my classmates.

Nick Fleck ’54 writes: Follow my blog Welcome to Sparrowhawk: Poetry, Photography, Notions, and Reflections on Teaching. My website: www.nickfleck.com.

Mary-Lou Weisman ’55 writes: I’ve been a lifelong Darwinian, but I’m particularly cherishing his theory of adaptation in my old age. I used to swim a mile; now I’m busy adapting to one-half mile, with panting. As for “survival of the fittest,” that waits to be seen. I’m far more concerned about the survival of my country. I continue to teach memoir and personal essay writing at the local library. It’s one of my great pleasures. I have quit writing books, along with the anxiety that has always accompanied that passion.

If a publication asks me to write, I will, but only if I like the assignment. I recently wrote a chapter about the writercartoonist Al Jaffee for the Library of America that’s publishing a book about MAD magazine. I’m still long distance in touch with Jane and Adam Stein and Nina Meyers Susman ’55. I think a lot and

fondly about my years at Cambridge — Mrs. Wash, the Mikado, Hal Sproul, Nat Wing ’55, and those wonderful morning assemblies where Carol Singer Rabinowitz ’55 presided with her clipboard, and we all joined our voices in song.

Jane Burkhardt ’58 writes: I lived in NYC for many years and worked in book publishing.

I moved back to Vermont and got my MSW in social work and worked for Planned Parenthood, Community Mental Health, and retired from visiting nurses and hospice doing counseling. I am now involved with the Bennington College Center for the Advancement of Public Action working on food insecurity.

Cambridge School provided wonderful, understanding, and supportive teachers like Jack Rogers, Miss Elizabeth Belcher ’22 and Trove Rogers.

Thank you, Cambridge School.

Martin Skinner ’58 writes: I continue as well as expected for 81 years old. All of us remain free of COVID-19 — all the children and grandchildren.

Have become even more of a recluse in the past year but did move to Montana to be near daughter and granddaughter.

1960s Ed Freeman ’60 writes: It’s been, and continues to be, a wild ride. Working full-time as a photographer/artist these

days, after a 30-year career as a musician and record producer.

Visited 50 countries, worked on the Beatles tour, performed in Carnegie Hall, produced dozens of records (including “American Pie”), made a fortune, lost a fortune, took drugs, quit drugs, got sick, got well, came out, got outed on Fox News… It took a lifetime, but I finally found the man I love and the work I love doing. Life is a miracle and I’m endlessly grateful for every minute of it.

Marc Haefele ’61 writes: Spring 2021, I had my 53rd Op-Ed in the LA Times. This one was about water resources. [I’ve also been] senior writer for Bermudez Projects, an East Los Angeles art gallery. Have been lecturing MA candidates at Cal State University, Los Angeles, on journalism in American History.

Esther Pasztory ’61 writes: I am putting the finishing touches to a book of short (serious and funny) essays entitled, Something to Say: An Art Historian Looks at the Present. I had fun writing it the last few years. Also, seven videos are on YouTube, Esther Pasztory’s channel, “Ancient Americas, Etcetera.”

Ignacio Bernal Verea ’64 writes: I was a senior in 1964.

I went on to live my life in my nation, Mexico. Today I am 74, thanks in part to CSW. Deborah Myerson Kaup ’66 writes: My cousin Alice

Alice Myerson ’65 and her daughter Alethea Pace

Myerson ’65 died last June after a heroic battle with cancer.

She had been the clinical coordinator of the Adolescent AIDS Program at Montefiore Hospital in the Bronx, New York.

For many years she was involved in the Bronx arts scene. She is pictured here with her lovely daughter, Alethea Pace. I miss her terribly.

Emily Davis ’69 writes: At the beginning of the pandemic shutdown, we were in New Zealand for a bat research conference. Our experience coming back to the U.S. was a surprise. Our saga started with Qantas canceling our flights about 10 days out and telling us we had no options. We went to Orbitz and bought flights on New Zealand Air for March 30.

Then we headed back to the

CLASS NOTES • 29

South Island (from Stewart Island) where we had an AirBnB for one night, traveling across the Catlin and stopping at waterfalls and other sights.

Drove up to Christchurch and our friends there to settle in until our flight. On the 27th, we were sitting around reading and a refund popped up on the phone from Orbitz. We found out the rules had been changed yet again, and if we did not fly before midnight we would be in New Zealand for at least a month. We quickly found a 6:40 a.m. flight to Auckland. Then the fun started.

The domestic terminal closed at midnight. It was a cold windy rainy night. We sat outside for a while and were then told we would have to sit on the cold stone benches until 3 hours before our flight 24 hours later. At 5 a.m. they finally let us inside. There was not a single person there, and we spent the next 16 hours in a corner with benches that we could sleep on. Flight from Auckland to Los Angeles left on time. It was packed. We had a seven-hour layover in Los Angeles. Flight from Los Angeles to New Jersey was empty, and we had a row each. New York City seemed very odd with no stores or restaurants open. Least amount of traffic I have ever seen there. We stayed home with lots of work to do to try and keep some income

Emily Davis ’69

coming into the house for the past year. Working on a few quilts as well. Even with all of the above this was one of the most amazing trips we have ever taken. We got to net and handle some of the rarest bats in the world and we did two great walks of New Zealand, and hiked over 100k in 7 days.

Lots of day hikes as well.

Thomas Graham ’69 writes: Keeping busy looking after the home place and making tin can collages. Virtual art shows are a pale substitute for interacting with flesh and blood humans. We’re all vaxxed up and I welcome visitors to our little corner of the world.

1970s Ron Kagan ’70 is set to retire as director of the Detroit Zoo this summer, after 28 years.

“Kagan is widely known in the world of zoos and as a pioneer in how zoos can play key roles in species conservation, environmental activism and showing compassion for the animals in their care,” said the Detroit Free Press. “His moves alienated some visitors but won over many more.

During Kagan’s tenure, the zoo’s annual visitor counts doubled and its paid memberships tripled.”

Anne Peterson ’70 writes: We’ve enjoyed the pandemic here in Hawaii. The solitude has allowed for more reading and home projects. I’ve learned to knit socks, bake sourdough bread, and learn more about Photoshop. The most wonderful effect of our isolation is the start of regular Zoom class reunions with classmates in Scotland, Vermont, Ohio, South Carolina, California, and Hawaii. Anyone in the class of 1970 is welcome!

Today a comment about the California elections led to a lively discussion on sexual identity and youth, noting that there were a number of things that our parents also didn’t understand about us when we were at Cambridge School. I’m thoroughly enjoying my classmates’ open-minded curiosity and their readiness to discuss a wide range of topics. Unlike our school days, the conversation is now peppered with a lightheartedness and wisdom that makes each discussion insightful, intelligent, and wonderfully inspiring!

Lucy Baker ’73 writes: It’s been more than a year since the COVID pandemic began now. I’ve spent a lot of time with my old CSW friends chatting on Facebook (thanks to modern technology!). It’s been a lot of emotional ups and downs. Thankfully my son

Thomas Graham ’69, “Northern Flicker,” 10 1/2” x 13 1/8”, repurposed tin on plywood.

lives nearby, I’ve been able to keep in touch and see him throughout the pandemic, and he’s worked straight through. So far so good! I just got my second vaccine. But all in all, it’s been a stressful year.

As an artist, I’ve painted some, but mostly read a plethora of books! And stayed home! I live in Connecticut, where lots of stores have closed due to the pandemic, but we are keeping a positive outlook that this “thing” will end soon! I hope all of my CSW friends will continue to stay safe! And I’m so glad winter is over! I must thank those friends for their generosity in helping my son and I survive thus far! You’ve all been great! You know who you are! My CSW classmates came to our rescue numerous times with help for bills, food, car repairs, blankets, a down coat, buying my art, or just out of kindness! Special thanks to Deidre Smith ’73, who did a GoFundMe for us!

And Clem Wang ’73, and Nico Sheers ’72. I can’t name everyone here, but so many great CSW friends! At 67 years now, my health has been an issue, and I just wasn’t up to doing much for myself. I’ve been amazed at the outpouring of love! Thank you all so much!

It’s kept my son and I going through the cold winter, and we are still here! I look forward to a better year ahead!

Stroker Rogovin ’73 writes: Still running my own custom woodworking business when I’m not volunteering for the Appalachian Mountain Club and other environmental concerns. Now that everyone is finally vaxxed, I’m really looking forward to gigging again as accordionist for the country swing/Tex Mex band The Beantown Buckaroos. Arriba!

Richard Mirsky ’76 writes: I’ve been playing and recording music in Boston for 40 years.

I’ve played on dozens of projects as a side person and have put out three solo albums. After having the same job for many years,

30 • THE GRYPHON Summer/Spring 2021

Frank Araby ’79 and Bill Rising ’79

I was furloughed and laid off in September. I chose to retire early and focus on music and the healing arts. Looking forward to YOUR stories!

Frank Araby ’79 writes: Bill Rising ’79 and I recently were able to reconnect in Washington, DC. We have also started a monthly CSW Reunion call with Debbie Kemp ’79, Catherine Ramsey ’79, Nevin Shalit ’79 and Eric Johnson ’80. If anyone is interested in joining, please reach out to any of us through Facebook or LinkedIn. Catherine Ramsey ’79 writes: I work part-time tutoring individual students at a local college outside Seattle, Washington. The biggest need is for algebra, so I’ve gotten lots of practice, and really enjoy it. We became empty nesters before COVID, and started traveling more, but that came to a screeching halt. My son got married, got his Ph.D. in astrophysics, got a job, moved to the Denver area, and bought a house — all during the pandemic. My daughter wanted to experience the east coast, so she is attending Smith College, and looks forward to returning to campus in the fall. I hope to travel back east again and visit the CSW alumni/ae I’ve reconnected with recently.

1980s Jon Baker ’80 writes: I am a director of films such as Inconceivable, starring Nicholas Cage and Faye Dunaway. Becoming Iconic: Jonathan Baker includes my journey to completing Inconceivable and interviews with other directors who recount their experience as a first-time film director. I live on the famous Mulholland Drive in the famous Warren Beatty estate. Worked with many of the famous faces that have gone to CSW in the past. When asked about my CSW experience, I say the learning system is the best high school can offer with their module program, and the experience was priceless.

Any school that supports the arts is for me. I would love to speak there one day to give back what they gave to me.

Michael Garber ’80 had a fruitful year, with two scholarly books being published. First, published in March, was a chapter in an anthology, Paris and the Musical, from Routledge. Even bigger news is his book, out in July from the University Press of Mississippi, My Melancholy Baby: The First Ballads of the Great American Songbook, 1902-1913. The product of over ten years

of research, this history reveals the origins of ten crucial popular songs of the early twentieth century, how collective innovation influenced their creation, and how they were constantly revived and redefined as the decades went by. Michael (along with his wife, Sue Carpenter) will also be returning from England to the U.S. after a temporary residency (extended because of the pandemic) as a Visiting Research Fellow at two British universities. He looks forward to utilizing further his expertise in the study of jazz and pop standards with lectures and consultancy work. As well, he will be spearheading new workshops and websites to help parents with lullabying, along with other community arts programs.

Niho Kozuru ’86 writes: I am pleased to announce that my glass and cast rubber sculptures are currently in an exhibition titled DARKEST BEFORE DAWN: Art in the Age of Uncertainty. The exhibition is at Ethan Cohen Gallery, in Beacon, New York. Ethan is a graduate of CSW, Class of 1979! Also in November 2020, my father, two brothers and I were in an exhibition together. Titled: Kozuru Family Exhibition, it was held at Mitsukoshi Gallery in Fukuoka, Japan. My husband Jeff Hayes ’86 and I look forward to seeing our CSW family in person in the near future... Stay safe and healthy!

Heather Lang-Heaven ’86 writes: I live in the North Bay of the San Francisco Area in beautiful Marin County with my partner Kingsley and our two daughters. Sasha (14) is transitioning to high school next year, and Lexi (8) is finishing up second grade; their in-person and hybrid school schedule has been a welcome relief after many months of distance learning.

They are super fun and enjoy singing, dancing, reading, and playing! Kingsley is a builder working in the construction

field on multiple projects in Marin and San Francisco Counties. He is also building our other home in his native country Jamaica and we travel there as frequently as possible. I am the Family Services Department Manager at a dynamic nonprofit in Oakland serving parents, children, and early childhood caregivers. We also travel regularly to see my family in Arizona, Cape Cod, and New Hampshire. It was wonderful to be on CSW’s campus for an in-person reunion several years ago, and participate virtually more recently. So proud to be a CSW alumna and love the strength and connection it has given me!

Jenny Burkin ’87 writes: I have been living on Martha’s Vineyard for the past seven years. Winters are always challenging but with COVID only the very strong made it through this winter. I am pleased to say that I am one of them and I am showing my artwork at more galleries and stores than ever in 2021.

Should you be on island, please visit Island Art Gallery in Vineyard Haven for my fine art as well as Tending Joy in West Tisbury. My new line of note cards can be found all over the Island in drug stores, bookstores, galleries, gift shops, flower shops, and more. My work can also be seen at jenniferburkin.com.

Betsy Marvit ’89 writes: In January 2020, after choral directing elsewhere for decades, I started my own choral organization, Young Musicians Chorus. We were only five rehearsals in when the pandemic hit, so our end-of-semester concerts have both been online. They include songs that I learned while at CSW: “Pergolesi’s Stabat Mater” (with the kids accompanying on string quartet instead of piano), “Lullay My Liking,” “Blowin’ In the Wind” (with a surprise ending that speaks to the nature of patriotism), and Queen’s “Bohemian Rhapsody” (with electric

CLASS NOTES • 31

viola in lieu of electric guitar).

Feel free to check them out! ymchorus.org/videos.

Still in touch with good friends from CSW: Will Turano ’89, Laurel Holmes Maury ’89, and Albert Reinhart ’89 (who is uncle to my kids, though we see each other less since sheltering in place). Warm wishes to all!

Madeleine Perlman ’89 writes: Hey all — (that’s Washington D.C.-speak for Hi, Everyone). Greetings from the land of almost 50 and freaking out! I’m still working as a Flamenco dancer, performer, and teacher... though a lot more teaching at this point.

I’m in touch with many CSW friends which is great. My kid is in second grade; I’m training her to be a rock star. xoxo

1990s Janos Stone ’93 writes: Hello, CSW community! I hope everyone is benefiting from the warm weather and increased vaccinations. Haus (www.childrenshaus.com) has had some interesting moves that I thought might be of interest: Design Milk featured Haus in a wonderful article, and dwell magazine will feature Haus in its May print/online editions. In May 2021, Rainershine will be collaborating with Haus to produce one of their monthly, inspired-by-artists, homedelivered art kits for kids.

A design group in Tokyo loves Haus and believes that it would be trendy in the Japanese market and help Haus crowdfund in Japan.

It is early stages yet; however, I am speaking with Life is Good playmakers about helping schools around the U.S. have a Haus in classrooms for quiet and personal time for kids.

All my best!

Will Fertman ’96 writes: I’m still in Berkeley with my wife, raising two wonderful children. The pandemic has kept me home this year,

enjoying them as they grow.

Our oldest is now six and fascinated with math and cooking. Our youngest is three, and was recently accepted to the wonderful California School for the Deaf in Fremont. Good schools for deaf kids are few and far between in the U.S., and I credit my time at CSW for helping me understand the value of good teachers and a progressive educational environment.

Becky Carberg ’98 writes: I have been living in Santiago, Chile, for the past 12 years. I followed in my father’s footsteps and became a teacher. I teach seventh grade humanities at the International School of Nido de Aguilas. It reminds me in many ways of good old CSW. I have two half-Chilean kids, Seba, 10, and Lucy, 4. I keep in close touch with Sasha McGarvey ’98 and Jessie May ’98. Warren is doing well, still writing and living in Concord, Massachusetts, at the age of 86! We are finally getting to visit this summer after two years of not being able to come home!

Dhira Rauch ‘98: After six years building their organization Holes in the Wall Collective, supporting people and organizations who are creatively rebalancing the world we’re in, Dhira and her partner took to the streets during COVID with a six-foot spoon, bringing joy and curiosity as part of a campaign to raise 100,000 teaspoons from as many people as possible to fund their Center for Creative Work. It’s been a magic high-five to humanity, despite the times. Follow the spoon at holesinthewallcollective.org.

Mattie Eisenberg ’99 writes: Hello, everybody. I always love hearing what others are up to and finally got over the hurdle to share myself. In the spring of 2020 I moved to Bend, Oregon. My private practice, Spruce, through which I offer Mind Body Therapy and

Dhira Rauch ’98, her partner and their six foot spoon raising awareness for Holes in the Wall Collective

Private Meditation Instruction went virtual and I am now seeing people without the limitation of physical distance which is quite rewarding. The shift to virtual sessions provided this wonderful dissolving of the curtain between the therapy office and the world outside it. I am grateful to the pandemic in that it forced me to overcome fears around shifting how I practiced and be reminded of the ingenuity that is available within loss. I’d be humbled if anyone wanted to take a look at my work and pass on the info to anyone that may be interested. I’d love to connect with anyone else in the healing industry too! www.destianationspruce.com

2000s Ayla Barreau ’05 writes: I recently changed talent managers and am now represented by Bohemia Group in Los Angeles. I’m excited to say that CSW Alum Andras Jones ’86 is now my

new talent manager! CSW community sticking together.

Rose Kaufman ’05 writes: I have been in the early intervention field for 10 years, working as a developmental specialist. I was recently promoted to assistant director of three Riverside early childhood programs in Cambridge and Somerville. It is a pleasure to continue to serve my community in this new role.

I started working in an early childhood setting meeting the school service requirement at CSW’s daycare.

IN MEMORIAM Judith McConnell ’42 Serge Karpovich ’46 Carrie Lewis ’47 Doris Winder ’48 Judy Goldston ’51 John Waddell ’52 Suzie Davis ’54 Bert Caldwell ’54 David Berkeley ’73 Jessica Engelman ’87

32 • THE GRYPHON Summer/Spring 2021

WE WANT TO HEAR FROM YOU! Everyone is invited to submit news to the Alumni/ae Office. Please email news and photos to alum@csw.org.

Anna, and Leora live in Wallingford, Pennsylvania, with their dog, Cedy.

Madeline Furst ’06 with husband Alex, son August, and daughter Rosemary

Cozy Josephson ’05 writes: Hey, CSW! I have been working closely with global health leaders at the Gates Foundation, The World Health Organization, and the President’s Malaria initiative to help excel COVID vaccine distribution in Sub Saharan Africa using existing malaria programs and emergency operation centers. I work as a chief of staff and senior assistant to the director of the malaria program at the Gates Foundation.

2010s Joe Hille ’16 writes: I just completed my liberal arts bachelor’s at Sarah Lawrence College (SLC) this past Spring.

So that was fun... Right now I am working with Brigid and Max, two friends of mine who I met on my first day at SLC. I am working two jobs and completing an edit of the adaptation style narrative piece,

which wrapped shooting on July 31, 2019. I am finding that a lot of the passed down trauma within my family is closely linked to my relationship with the institution of academics.

This is what I plan to investigate, and I expect to rekindle my relationship with CSW in the process. I guess sending this alumni/ae check-in really is a good way of getting myself to commit to the project. I promise CSW alumni/ae relations isn’t paying me to say this. Everyone should watch How To With John Wilson (2020) on HBO. Again, neither are paying me.

Madeline Furst ’06 and her husband, Alex Weiss, welcomed baby number two on January 8, 2021.

Rosemary Priscilla Shand Weiss was given a name to commemorate all the strong women of her heritage. Her brother, August, who is almost three, loves her dearly and can’t wait to scooter and bike with her around the neighborhood.

Zack Miller ’06 and his wife, Anna, are celebrating their daughter Leora’s first birthday in January 2021. Zack will be completing his residency in pediatrics at St. Christopher’s Hospital for Children in June 2021, and will soon after begin a three-year fellowship in child abuse pediatrics at the Children’s Hospital of Philadelphia. Zack,

Zach Miller ’06 with wife Anna and daughter Leora

Rena Wu ’17: Music Department Chair Michael Weinstein shares that Rena played a fantastic senior recital at Eastman School of Music, University of Rochester.

“Four major works, masterfully done. Rena has grown musically, as well,” Michael says. “Her playing is full of interesting decisions about what nuances in the score to bring out as originally suggested by the composer.

Wonderful technique and so heartfelt. As a teacher it makes one’s day (year/ decade) to be able to participate in such an event as an audience member.”

Ella Trumper ’18 writes: This past semester, I was admitted to MIT as a transfer student. I am studying bioengineering and am also on a pre-med track. I have worked in a BioE lab at MIT for the past few years, so I feel very excited and grateful that I now get to be a student!

THANK YOU • 33

A HUGE THANK YOU goes out to our residential life staff — including our kitchen and facilities teams — for keeping the dorms open and supporting our boarding students for the ENTIRE 2020-21 school year, including school vacations.

34 • THE GRYPHON Summer/Spring 2021

Harry McCracken ’82 Harry McCracken ’82 is technology editor for Fast Company magazine, a business publication focusing on business technology and innovation.

Prior to this role, Harry worked for Time magazine and had his own website known as Technologizer, and was once editor in chief of PC World magazine.

In what ways did your experience as a student at CSW help shape you into the person you are today? Would your high school self be surprised by your current work?

I was already interested in computers when I came to CSW. It was at the very start of PCs, 1979. Because my father got one, I got in on them early. When I arrived at the school, I discovered that it had a computer lab. It was the first year that there were PCs at CSW. These were Radio Shack computers, so pretty primitive. Basically, there was one math teacher who was in charge of them, and maybe the only teacher who was a computer enthusiast. There was a basic programming class you could take. But my friend Charles Forsythe ’83 and I basically came in already knowing more than this teacher did, so it was not about any kind of formal education in computers at the school, but we spent an inordinate amount of time in the computer lab, just writing our own programs mainly.

When I came to CSW, I was much more of an art person than a writer. Although I was an avid reader and was reading technology magazines in great quantities, I didn’t think of myself as doing them. I think the fact that I had some great English teachers like Alorie Parkhill and Holly Hickler helped get me more interested in writing. So by the time I left the school, I was at least somewhat interested in writing. Shortly thereafter, I sold my first articles for money, which were about computers. So by that point, I was getting going on the trajectory that took me forward.

What factors go into your decision-making when considering a story idea?

Basically, my job is to identify the intersection between what I am passionate about and have some degree of expertise in, and what readers are passionate about. If something checks off both of those boxes, it’s potentially a good story, because if I don’t care or don’t know much, I’m not going to do a good job of

writing about it. If I do care, but there’s not a critical mass of people who read our publication who’d care, then it’s pointless.

Particularly over the last couple of years, it’s changed a lot. In March of last year, it dawned on us that we really had, for a while, to devote almost all of our energy and our tech section to covering things relating to the pandemic. We really had to turn on a dime, and write all this stuff about health, and the implications of the pandemic for work and people’s lives at home. There was also a lot of politics going on last year, so that became a major influence on the stories we chose. This year, things are a little bit different. Six months from now, it’s possible that there’ll be really important topics that we don’t know about yet. One of the things that just keeps this field interesting is that the change is continuous and rampant, and there are all kinds of surprises.

Does click rate play a role?

It does. Just this morning, I shared the most popular stories from the last six months with the staff, based on clicks. One thing that’s critical is not to get stuck in this feedback loop where all you’re going to do is write stories that may get a lot of clicks, because that might lead you to make very unhealthy decisions about your content.

One of the nice things about Fast Company is we’re not like a sausage factory, where all we’re doing is trying to please Google. We get to do really ambitious, creative stories.

Sometimes, they find a large audience, which is great, but if they don’t, that’s not a disaster. We just try to learn from that experience so maybe the next time we cover that topic, we figure out how to do it in a way that will be appealing to enough people.

ALUM SPOTLIGHT • 35

The online journalism landscape has changed immensely in just the past few years. How do you see the industry evolving in the future?

I would say one big change, which includes online stuff, but is a little bit broader, is that, for a brand like Fast Company, it’s basically about meeting our readers where they are. That doesn’t always involve reading. We still have a magazine, which people really care about. We have a website that has more readers than the magazine ever did. We do live events. Especially over the last year, we’ve also done virtual events. We do podcasts.

We do video.

That’s been fun. To be a journalist today, you can’t just think of yourself as purely being a writer. You need to basically communicate to people in a bunch of different ways.

What skills or competencies, specifically related to technology, do you believe are most important for today’s high school student to learn?

I am sorry that everybody doesn’t learn to program at least a little bit, because it gives you great insight into how computers work. They’re a little bit less intimidating, and I think you’re more inclined to be skeptical of people saying that computers are miracle workers if you’ve done enough programming, understand how they work.

I also think it’s also critical for anybody who uses technology to develop a pretty strong, healthy skepticism about it. Over the last five years or so, we’ve seen all kinds of pieces of evidence of the fact that computers and smartphones and social networks are not automatically healthy things. So I’m curious about how students look at this stuff. I’m hoping that maybe they grew up smarter about some of these things than the generation before them.

What is a new technology product you are excited about?

“

…ultimately, all computers do is facilitate people doing interesting things. The people are more important than the machines in the long run.

The computers that were there when I was there, they could just barely do black and white graphics. They basically did not have built-in sound at all. So I’d say one of the most exciting developments since then is just the degree to which you can do anything from animation to movie making to music on computers.

As far as I remember, there was not a lot of film production going CSW when I was there, just because it was so expensive and complicated. The fact that any computer can be a movie studio or an audio production facility is super exciting.

”

I’d say one thing that’s been true about computers and education since the start is that sometimes people get over excited about their potential, or think that the fact that you have computers around is educational in and of itself. So there’s been a fair amount of disappointment over the years, when people realize that, ultimately, all computers do is facilitate people doing interesting things. The people are more important than the machines in the long run.

I’d say one at the moment I’m excited about are e-bikes. The idea of putting an electric motor on a bike has been around for, I think, literally, 100 years or more, but just over the last few years, e-bikes have gotten really good. The world is looking for transportation options other than automobiles.

If you live in a city, an e-bike can actually be more convenient than a car, since you don’t need to find a parking space, and you don’t get stuck in traffic. I’ve had a lot of fun with my e-bike, and got to write about that. Amid all these other technologies, where you have to worry about them potentially having a negative impact in the world, it’s nice to write about something that’s pretty clearly an unalloyed good.

What advice do you have for anyone shopping for a new piece of technology?

Among other things, I always say you should wait as long as you can before buying something new, but no longer, because no matter when you buy something, a few months later, if not a few weeks or days later, there’ll be something better out there. So you need to learn to live with that disappointment. But it’s also not great to hold onto something that’s no longer useful.

I think a lot of smart people, rather than rushing out on day one when there’s a new iPhone out there, they buy a new iPhone when their old iPhone is no longer working as well for them, rather than doing that on Apple’s schedule. That also applies to things like laptops and cameras and all kinds of other products.

Keep up with Harry on Twitter at @harrymccracken and follow his work at FastCompany.com

36 • THE GRYPHON Summer/Spring 2021

GRADUATION 2021

GRADUATION 2021 • 37

CSW was delighted to be able to do an in-person graduation on the quad this year, albeit with a few changes. To start, the event was livestreamed and timing was moved to the morning to accommodate students tuning in from different time zones. In keeping with state requirements, graduation was also a ticketed event, with each graduate allotted four tickets. Whereas graduates usually sit together at the front of the tent, this year family units sat in physically distanced “pods.” Face masks were required for all while on campus, but guests were able to remove them once seated in their pods, and for post-ceremony photos.

38 • THE GRYPHON Summer/Spring 2021

In her welcome to the community, Head of School Lise Charlier reflected upon the earlier stages of the pandemic, when concerns loomed about whether or not students would be able to learn and grow in the ways they normally would. “Looking back, I would argue that you have learned more about yourselves in this one singular year than you ever would have learned in a ‘normal’ year,” she said.

“We, all of us, have witnessed unprecedented events and learned extraordinary lessons that we will carry with us for the rest of our lives.” This year’s elected faculty speakers were History Teacher Patrick Foley, and Dance Department Chair Nailah Randall-Bellinger.

Patrick proudly asserted that he would not “go back to ‘normal’”

following the pandemic, and urged graduates to live in the moment, rather than yearning for the past. “Hold your time here as sacred — be fully present to the ones you are with.

Impermanence does not harm us — it only hurts if we cling to the illusion of going back to normal,” he said. Nailah commended the Class of 2021 for their “passion, resilience, creativity, persistence, and a burning spirit of activism,” and spoke about the seemingly constant dialogue the community engaged in this year about an endless variety of highly important subjects. She encouraged graduates to “stay conscious, always think critically, remain creative, and never be afraid to engage.”

CLASS NOTES • 39

Orion Douglas and Rayne Moss were chosen by their classmates as student speakers. Orion shared his belief that the CSW community can sometimes feel like a “bubble” and challenged his fellow graduates to step outside of this bubble of safety and protection and to fight against the status quo. “My challenge for you today is to pop your own bubbles and relinquish your comfort. You cannot change what you were born into, but you can change how you talk about it, how you process, and how you move forward.”

Rayne spoke passionately about the frustrations and struggles of being a Black student at a predominately White institution like CSW, sharing

what she believed to be some of the community’s failings, and challenging audience members to reflect on their own identities and roles in society. “Failure is not a point to shut down, nor is failure a time to deflect from the problem at hand, but failure is a time to sit down, assess, address, and take action,” she said. “It’s a space for growth, confronting the problem, and working towards fixing it in a timely manner. Constructive criticism also shouldn’t be looked at as offensive, as a personal attack or one being unappreciative. It should be taken as an opportunity to do the necessary work required for improvement.”

CONGRATULATIONS TO THE CLASS OF 2021! CSW IS SO PROUD OF YOU.

40 • THE GRYPHON Summer/Spring 2021

REUNION 2021!

The 2021 Reunion Weekend was one of the most challenging— but exciting—reunions CSW has hosted. Reaching five countries (Ecuador, Ethiopia, Italy, Scotland, and the U.S.), 26 states, and six time zones,

Zoom became our way of connecting in a new and more equitable way. And while the digital world can never replace in-person gatherings, this year has shown us that doing things virtually can actually bring more

of us together, and we hope to maintain a virtual component to reunions in the future.

You showed up in a variety of ways by reaching out to classmates and friends, hosting

breakout rooms, donating to the annual fund, and finding ways to connect across generations.

Thank you for helping to make Reunion 2021 a wonderful and memorable success!

REUNION 2021 • 41

CELEBRATING THE CLASS OF 2020 When the COVID-19 pandemic prevented us from holding an in-person graduation for the Class of 2020, we knew we wanted to provide an opportunity for our graduates to return, one year later, to connect in person and enjoy time together on campus. Though no event can make amends for the losses this class endured, we had a wonderful time catching up with our young alumni/ae this June. For many, it was the first time on campus in over a year.

Alums, their parents, and faculty/staff enjoyed food from food trucks — The Bacon Truck and Cookie Monstah — as well as visits to the Class of 2020 Resilience Garden (the 2020 Class Gift) on the quad.

A RENDEZVOUS WITH THE CLASS OF ’46 Head of School Lise Charlier hosted afternoon tea with two alums from the class of 1946, Paul Sapir and Larry Nathanson. Paul and Larry enjoyed sharing memories of their time at The Cambridge School of Weston and looking at old yearbooks with Lise. The event took place during Reunion weekend.

42 • THE GRYPHON Summer/Spring 2021

CELEBRATING 135 YEARS OF

PHILANTHROPY As we close this historic school year and embark upon the next, we want to take this opportunity to acknowledge and celebrate how philanthropy has grown and what that growth has made possible for CSW — the people, places, and programs that make CSW so special.

Patience Lauriat Society & Planned Giving Members of our Patience Lauriat Society (donors who have made provisions for CSW in their estate or trust planning) continue to play an important and deeply honored role in CSW’s fundraising.

Started in 1990 by Patience Lauriat ’46, when the endowment was just $135,000, the society is now 115 members strong and growing! Over the decades, planned gifts have fueled the school’s operations and ability to respond to emerging and immediate needs, most recently to the scholarship endowment fund, the new recording studio (p.16), and DEI (Diversity, Equity, and Inclusion) programming and initiatives (p.10).

Endowment In just the past ten years, CSW’s endowment — made up of both permanently and tem-

porarily restricted gifts — has grown from $5 million to $14 million, with recent contributions supporting the Changing Lives campaign, the Health and Fitness Campaign, the Alorie Parkhill Travel Fund for Teachers, the Jane Moulding Fund for Progressive Education, and the Kargman Family Financial Aid Fund. Alumni/ae, parents, and parents of alumni/ae have also established or donated to endowment funds in support of the arts, science, foreign language, program development, community service, faculty and staff salaries, and financial aid. These funds, often given in honor or memory of a transformative teacher, ensure that future generations of CSW students benefit from the unique progressive education.

The CSW Fund Gifts to The CSW Fund immediately support the people, programs, and spaces that make CSW the vibrant, inclusive, and forward-thinking school we all know and love. In its humble beginnings the Annual Fund sought a yearly target of $100,000.

Today, the school sustains roughly $900,000 in gifts each year.

Each member of the CSW community is a part of this culture of philanthropy.

Your gifts of time, talent, and treasure all come together year after year to weave a strong tapestry of support for our beloved school.

Thank you for helping CSW in reaching its 135-year milestone. We are excited to continue coming together to shape and support the future of CSW.

CLASSMY NOTES FIVE • 43

My Five

1

2 3 4 5

MARILYN

ASHLEY ’21

ORION ’21

PATRICK

DESCRIBE A MEMORABLE MOMENT FROM YOUR TIME AT CSW:

The opening of Garthwaite. After years of work and design to get a sustainable facility and decent science labs, it was such a joy.

Staying up late playing cards and watching shows with my friends in the common room of the dorm. I got a chance to connect with the people I live with and had fun doing so, and it really showed me the sense of community that the dorm has.

Going roller skating with Nailah RandallBellinger and Anne Rearick on a weekend activity trip.

Living in Aleph Dorm was such an honor. I was able to share daily life with so many students and raise my daughter in a loving community. Of all the time at CSW, being an Aleph Dorm Parent brought me joy and happiness.

WHAT MOVIE CAN YOU WATCH OVER AND OVER WITHOUT EVER GETTING TIRED OF?

A Christmas Carol, with Patrick Stewart.

Inception

Kingsman: The Secret Service

The Mission

IF YOU COULD KNOW THE ABSOLUTE AND TOTAL TRUTH TO ONE QUESTION, WHAT QUESTION WOULD YOU ASK?

What will the planet be like in 100 years?

How does everything work?

Are we living in a simulation?

As a religious scholar and a fan of Indiana Jones, I would like to know where or what happened to the Ark of the Covenant.

WHAT’S YOUR GO-TO DISH WHEN YOU HAVE TO MAKE DINNER?

Pasta and meatballs!

Anything pasta-related.

It’s easy and never gets boring.

Pasta.

Grilled pizza.

WHAT SONG DO YOU CURRENTLY HAVE ON REPEAT?

“Down at the Twist and Shout,” by Mary Chapin Carpenter

“Bad Luck,” by Khalid

“Blem,” by Drake

Krishna Das, “By Your Grace”

44 • THE GRYPHON Summer/Spring 2021

THANK YOU, FACULTY AND STAFF! The 2020-21 school year was without a doubt one of the most challenging and demanding in the school’s history. Your efforts have been nothing short of heroic, and the CSW students are incredibly lucky to have you in their lives.

THANK YOU • 45

46 • THE GRYPHON Summer/Spring 2021

Dance faculty Matthew Hooper and Nailah Randall-Bellinger look on as students perform on the quad.

48 • THE GRYPHON Summer/Spring 2021

THANK YOU FOR SUPPORTING CSW IN OUR 135TH YEAR!

Thank you to the many donors who made a gift to support, honor, and celebrate CSW in its 135th year! Your gift makes a difference, helping to ensure that CSW continues to deliver a transformational educational experience for today’s students.

Through this year’s Day of Giving, we were proud to receive a total of 347 donations, raising over $188,000 for CSW. For each gift received, we were also able to donate an item of need to the Bristol Lodge Soup Kitchen, a long-time CSW community partner.

Your generosity continued through the end of our fiscal year, bringing the grand total of funds raised to $920,000.

We look forward to sharing our annual Report on Philanthropy with you later this fall. Be sure to check it out for more details and stories from this historic school year.

2021 COLLEGE DESTINATIONS • 49

2021 COLLEGE DESTINATIONS It is with immense gratitude, pride, and celebration that we share the college destinations for the Class of 2021!

American University (1)

George Washington University (1)

Scripps College (1)

Amherst College (1)

Guilford College (1)

Skidmore College (2)

Bard College Berlin (1)

Hampshire College (1)

Smith College (4)

Bates College (1)

Kenyon College (1)

Syracuse University (1)

Bennington College (1)

Lewis & Clark College (1)

Temple University (1)

Boston College (1)

LIM College (1)

Temple University Japan (1)

Boston University (1)

Mass. College of Pharmacy (1)

UMass - Amherst (1)

Brown University (1)

Monmouth University (1)

University College London (1)

Carnegie Mellon University (1)

Mount Holyoke College (1)

University of Chicago (1)

Case Western Reserve (1)

New School (1)

University of Michigan (1)

Champlain College (1)

New York University (5)

University of Rochester (1)

Chapman University (1)

Northeastern University (2)

University of San Francisco (1)

Clark University (3)

Oberlin College (4)

University of Virginia (3)

College of William & Mary (1)

Pitzer College (1)

Vanderbilt University (1)

Columbia University (1)

Reed College (1)

Vassar College (1)

Cornell University (1)

Rhode Island School

Wesleyan University (2)

Denison University (1) Emerson College (1) Emory University (1)

of Design (2) Rochester Institute of Technology (1) School of the Art Institute of Chicago (1)

Worcester Polytechnic Institute (1) Yale University (1)

NonProfit Org. U.S. Postage Paid N. Reading, MA Permit #211

45 Georgian Road Weston, Massachusetts 02493

Address service requested

Alexia Caillet ’22