Spring Magazine 2023

WESLEYAN

SPRING

magazine staff board of trustees

Haley Blanchard

Digital Communications Manager

Chris Cleveland

Head of School

Jennifer Laing Copeland

Assistant Head of School for External Affairs

Ann Cousins

Communications Director

Natalie Dettman

Creative Director

contributors

Ramona Blankenship

Cairo Booker ‘16

Meagan Brooker

Donna Dixon

Abby Holmes

Greg Lisson

Brian Morgan

Carey Morgan

Rebekah Smith

Melissa Thorson

Land Bridgers, Chairman

Rob Binion, Vice-Chairman

Mark Adent

Claire Barnett

Rob Bennison

Mark Chapman

Matt Cole

Dan Cowart

Ashby Foltz ‘07

Amanda Hene

Tim Hillegass

Betsy John

Erika Laughlin

Tom Menefee

Billy Milam

Amber Moore

Todd Ratliff

Yumi Shim

Sean Taylor

DeVane Tidwell

Chris Cleveland, Ex-Officio

Melissa Thorson, Board Assistant

emeritus trustees advisory trustees

Sherri Austin

Howard Bowen

Steven Deaton

Gerald Daws

Neal Freeman

Chip Groome

Helen Kenwright

Alice Ramsey

Paul Robertson

Bronson Smith

Bill Stark

Jim Stephenson

Danny Strickland

Anna Tanner

Raymond Walker

Bill Warren IV

Bob Worthington

headmaster emeritus

Zach Young

Howard Bowen

Charlie Brown

Dan Brown

Randy Carroll

Charlie Ginden

Duane Hoover

William Hoyt

Lex Jolley

Stiles Kellett

Jesse Sasser

Jim Stephenson

William Tanner

Richard Tucker

Bill Warren IV

on the cover is Parker Tidwell ‘23 at the 2023 Commencement ceremony.

our mission: Wesleyan's mission is to be a Christian school of academic excellence by providing each student a diverse college preparatory education guided by Christian principles and beliefs; by challenging and nurturing the mind, body, and spirit; and by developing responsible stewardship in our changing world.

Special appreciation goes out to the alumni, faculty, parents, and staff of Wesleyan School whose contributions make this magazine successful. Comments, inquiries, or contributions should be directed to communications@wesleyanschool.org. Wesleyan Magazine is published by the Wesleyan School Office of Communications and printed by Bennett Graphics.

All scripture quotations, unless otherwise indicated, are from the English Standard Version, printed by Crossway. The ESV Global Study Bible®, ESV® Bible Copyright © 2012 by Crossway. All rights reserved.

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DEAR WESLEYAN FAMILY AND FRIENDS,

I am deeply grateful that you have taken the time to read the Spring 2023 edition of the Wesleyan School magazine. Your continued interest in and support of our school is encouraging and inspiring as we strive to fulfill our mission to be a Christian school of academic excellence. As is always the case, as you turn through the pages of this magazine, I hope you will enjoy learning more about the amazing accomplishments of our students and faculty in academics, arts, athletics, leadership, and service. For our alumni, I hope you will enjoy learning what is happening on campus and in the lives of your classmates.

Spring semester can be a hectic time that serves as the confluence of many key events and processes in the life of the school. While we focus much of our time on the successful completion of the current school year, we must also prepare for the upcoming school year. This preparation includes engaging in the admissions and hiring processes, which will bring dozens of new families, students, and employees to our community.

Another strong season of re-enrollment saw retention well above the national average, and the admissions season brought substantial interest in the school with outstanding attendance at all admissions events and a robust number of applications, especially in kindergarten. This provides us with great encouragement as we look to a healthy enrollment in the fall.

While admissions and new families are the lifeblood of enrollment, the most important thing we do each year to strengthen the Christian mission of the school is hiring. Nothing does more to create the Christ-centered culture of our school than the living testimonies of the men and women we place in front of your children each day to serve as ministers of the gospel to the children in their care.

While we are always interested in hiring teaching candidates who bring years of experience and advanced degrees, those are not the only or most important qualities for which we look in a prospective Wesleyan faculty member. While we want every student to receive an excellent education at Wesleyan, what we desire more than anything else is that the Wesleyan experience would be transformative in the lives of our students.

Because we do not hire a textbook, a curriculum guide, or a computer, the most important resource we can deploy to educate the mind, body, and spirit are men and women who embody and live out the gospel of Jesus Christ.

My hope is that years after a student graduates from Wesleyan, he or she will look back and identify that the trajectory of their lives is different because of the time spent with the men and women of Wesleyan School who mentored, led, and loved them while building and maintaining healthy, long-term relationships. Our model reminds me of the quote from the journal of martyred missionary, Jim Elliot, who wrote,

“Father, make of me a crisis man. Bring those I contact to decision. Let me not be a milepost on a single road; make me a fork, that men must turn one way or another on facing Christ in me.”

May Wesleyan School always be a place that is known for being a fork in the road of the lives of our students and not simply a place that marks the time a child spends in our care. If we are one such place, we will be a place where God can use us as a catalyst for change in the lives God places in our care.

May God continue to bless you and Wesleyan School.

For His Glory,

Chris Cleveland, Head of School

CLASS OF 2023

MARC KHEDOURI BACCALAUREATE ADDRESS

“We aren’t watching you anymore. We aren’t hoping you’ll turn out ok anymore. It’s more than that. Class of 2023, we are counting on you! For what, you ask?

“In the words of Jesus, to be salt and light in a world that doesn’t like either; to resist conformity but rather to be ‘transformed by the renewing of your mind;’ to be men and women of honor and integrity, whose ‘yes’ is yes and whose ‘no’ is no, men and women whose word is their bond, men and women for whom honor is woven deeply and inextricably into the very fabric of their lives.

“We are counting on you to bring hope and healing where there is despair and discord. We are counting on you to see the issues that face us through the lens of scripture and not through the lens of politics. We are counting on you to make the world a better place – to know Him and to make Him known. We are counting on you to remember God is good, even when life isn’t. We are counting on you when you stumble, and you will, to get up and keep running the race. We are counting on you to practice radical forgiveness – the 70 times seven kind – and to keep no record of wrongs, to forgive as you’ve been forgiven. We are counting on you.”

DEVANE TIDWELL

COMMENCEMENT ADDRESS

“You have each been immersed in this wonderful educational environment, challenged intellectually and spiritually, and exposed to Christian values through the love, compassion, grace, forgiveness, and thoughtfulness that your teachers and school administrators have shown you and that you have shown each other. This world needs more people like you to express and share those qualities beyond the comfortable confines of this campus. I implore each of you to take on that challenge.”

JACKSON MURPHY

SALUTATORIAN ADDRESS

“We remember because this place has shaped us; this place has changed our identities. To forget this place and the indelible mark it has made on us would be to forget a part of who we are.”

ZACHARY GAN

VALEDICTORIAN ADDRESS

“As we move on from our lasts to our firsts, let us keep on loving and serving others as we have done in the past. Keep on receiving God’s love and sharing it with others.”

LASTING legacies

KATE ADENT, MATT ADENT ‘18, JOHN ADENT ‘14, and MARK ADENT (board of trustees)

JASMINE BONO, STEPHANIE BONO ‘18, and SUYAPA BONO (staff)

THOMAS CHIPMAN, JD CHIPMAN ‘21, and ANN MARIE HANLON (former faculty)

HANNAH FEARS and NOAH FEARS ‘21

HANNAH BENNISON and ROB BENNISON (board of trustees)

RILEY CAVANAUGH and KAT CAVANAUGH ‘18

TRENT DEBOW and BRADEN DEBOW ‘21

ELLA GILLEY and TATE GILLEY ‘22

MORGAN AKIN and AUTUMN AKIN (faculty)

KENDALL BOWEN, PARKER BOWEN ‘20, and JUDIE BOWEN (former board of trustees)

THOMAS COOK, BOBBY COOK ‘22 (not pictured), CARMEN COOK ‘20, and ANDY COOK (former faculty)

LINDSAY FRIEDMAN and ASHLEY FRIEDMAN ‘21

AUBREY ALECXIH, REESE ALECXIH ‘21, and BRYN ALECXIH ‘20

CAITLIN BRIDGERS and LAND BRIDGERS (board of trustees)

MORGAN DAMM and ERIC DAMM (faculty)

ZACHARY GAN and SERENE GAN (faculty)

CARTER HAYES and CAROLINE HAYES ‘19

KALEB JOHN, MIKAYLA JOHN ‘21, and BETSY JOHN (board of trustees)

SOFIA MARTIN, ISABELLA MARTIN ‘21 and J.R. MARTIN ‘19

HENRY MORELAND, WIN MORELAND ‘20, and DAVIS MORELAND ‘18

BEN JACKSON, LUKE JACKSON ‘21, and KATE JACKSON (staff; not pictured)

JOE LAURITE, KRIS LAURITE ‘19 (not pictured), and SAM LAURITE ‘17

ELSA MOORE and HENRY MOORE ‘22

JAKE NEU and CHARLIE NEU ‘20

MATTHEW HEUP, TAYLOR SEIM ‘21, and CONNOR SEIM ‘17

SAVANNAH JOHNSON, ROBERT JOHNSON ‘20, SAMUEL JOHNSON ‘20, BENJAMIN JOHNSON ‘16 (not pictured), and ELIZABETH JOHNSON (staff)

CHRISTINA MCCOY and JAMES MCCOY ‘21 (pictured on poster)

SCOTT MORGAN and ALEX MORGAN ‘20

TIM HILLEGASS, WILL HILLEGASS, and TIM HILLEGASS (board of trustees)

AINSLEY KANE, BELLE KANE ‘18, MICAYLA KANE ‘16, and DAN KANE (former board of trustees)

AMANDA MOLA and JULIAN MOLA ‘21

JACKSON MURPHY, ALEXANDRA MURPHY ‘21, and KATHERINE MURPHY ‘21

EVAN NICHOLS and PAUL NICHOLS ‘21

KYLA RICHARDSON and JADA RICHARDSON ‘21

PARKER TIDWELL and DEVANE TIDWELL (board of trustees)

HENRY WASMUTH and HANNAH WASMUTH ‘20

EVA RAHMAN and JOSHUA RAHMAN ‘19

SOPHIA SHAFFER and DREW SHAFFER ‘19

ANNIE VENKATESAN and IAN VENKATESAN ‘19

LILY NYDAM and EMMA NYDAM ‘21

NICK SCHALLER, CLAIRE SCHALLER ‘20, and ANNA KATE SCHALLER ‘17

WILL TUCKER, BELLA TUCKER ‘21, and RICHARD TUCKER (advisory trustee; not pictured)

MARY MARGARET WOODS and DANIEL WOODS ‘19

AUDREY PURSELL and AVERY PURSELL ‘21

CAROLINE SCOTT and KATHERINE SCOTT ‘22

LAUREN VAN WIE and ANDREW VAN WIE ‘21

CLAIRE WYATT and PAIGE WYATT ‘21

37 12

high school band, chorus, and theater performances national and state awards and honors in visual arts

$6

million

63% in merit scholarships (excluding HOPE and Zell) of seniors served on at least one Wesleyan mission trip

3 National Merit Finalists

COLLEGE ACCEPTANCES class of 2023

ALABAMA A&M UNIVERSITY

AMERICAN UNIVERSITY IN PARIS

APPALACHIAN STATE UNIVERSITY

ARIZONA STATE UNIVERSITY

ASBURY UNIVERSITY

ASHLAND UNIVERSITY

AUBURN UNIVERSITY

AUGUSTA UNIVERSITY

BAYLOR UNIVERSITY

BELMONT ABBEY COLLEGE

BELMONT UNIVERSITY

BERRY COLLEGE

BETHUNE-COOKMAN UNIVERSITY

BIRMINGHAM-SOUTHERN COLLEGE

BOSTON COLLEGE

BRENAU UNIVERSITY

BREVARD COLLEGE

BUTLER UNIVERSITY

CARTHAGE COLLEGE

CENTRE COLLEGE

CLARK ATLANTA UNIVERSITY

CLEMSON UNIVERSITY

COASTAL CAROLINA UNIVERSITY

COLLEGE OF CHARLESTON

COLORADO SCHOOL OF MINES

COLORADO STATE UNIVERSITY

COLUMBIA COLLEGE

DAVIDSON COLLEGE

DEPAUL UNIVERSITY

DREXEL UNIVERSITY

ELON UNIVERSITY

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

EMERSON COLLEGE

EMILY CARR UNIVERSITY OF ART AND DESIGN

EMORY AND HENRY COLLEGE

EMORY UNIVERSITY

FLORIDA ATLANTIC UNIVERSITY

FLORIDA INSTITUTE OF TECHNOLOGY

FLORIDA STATE UNIVERSITY

FURMAN UNIVERSITY

GEORGIA COLLEGE AND STATE UNIVERSITY

GEORGIA INSTITUTE OF TECHNOLOGY

GEORGIA SOUTHERN UNIVERSITY

GEORGIA STATE UNIVERSITY

HAMPDEN-SYDNEY COLLEGE

HIGH POINT UNIVERSITY

HOFSTRA UNIVERSITY

HOWARD UNIVERSITY

INDIANA UNIVERSITY

IONA UNIVERSITY

IOWA STATE UNIVERSITY

ITHACA COLLEGE

JACKSON STATE UNIVERSITY

KENNESAW STATE UNIVERSITY

LOUISIANA STATE UNIVERSITY

LOYOLA UNIVERSITY CHICAGO

LYNN UNIVERSITY

MALONE UNIVERSITY

MARYLAND INSTITUTE COLLEGE OF ART

MASSACHUSETTS COLLEGE OF ART AND DESIGN

MERCER UNIVERSITY

MIAMI UNIVERSITY (OHIO)

MICHIGAN STATE UNIVERSITY

MISSISSIPPI STATE UNIVERSITY

NORTH CAROLINA A&T STATE UNIVERSITY

NORTH CAROLINA STATE UNIVERSITY

NORTH GREENVILLE UNIVERSITY

OGLETHORPE UNIVERSITY

OHIO NORTHERN UNIVERSITY

OHIO STATE UNIVERSITY

OKLAHOMA STATE UNIVERSITY

OXFORD COLLEGE OF EMORY UNIVERSITY

PACE UNIVERSITY

*Students will matriculate to schools in gold.

AND MATRICULATIONS

PENNSYLVANIA STATE UNIVERSITY –ABINGTON

PENNSYLVANIA STATE UNIVERSITY –UNIVERSITY PARK

PEPPERDINE UNIVERSITY

PIEDMONT UNIVERSITY

PRATT INSTITUTE

PURDUE UNIVERSITY

QUEENS UNIVERSITY OF CHARLOTTE

RENSSELAER POLYTECHNIC INSTITUTE

RHODES COLLEGE

RINGLING COLLEGE OF ART AND DESIGN

ROGER WILLIAMS UNIVERSITY

RUTGERS UNIVERSITY

SAINT LEO UNIVERSITY

SAMFORD UNIVERSITY

SAN DIEGO STATE UNIVERSITY

SAVANNAH COLLEGE OF ART AND DESIGN

SOUTHERN METHODIST UNIVERSITY

SPARTANBURG METHODIST COLLEGE

SYRACUSE UNIVERSITY

TEMPLE UNIVERSITY

TEXAS A&M UNIVERSITY

TEXAS CHRISTIAN UNIVERSITY

TRI-COUNTY TECHNICAL COLLEGE

TRUETT MCCONNELL UNIVERSITY

TULANE UNIVERSITY

UNIVERSITY OF ALABAMA

UNIVERSITY OF ALABAMA AT BIRMINGHAM

UNIVERSITY OF ARKANSAS

UNIVERSITY OF CALIFORNIA, BERKELEY

UNIVERSITY OF CALIFORNIA, DAVIS

UNIVERSITY OF COLORADO, BOULDER

UNIVERSITY OF CONNECTICUT

UNIVERSITY OF DAYTON

UNIVERSITY OF FLORIDA

UNIVERSITY OF GEORGIA

UNIVERSITY OF ILLINOIS AT CHICAGO

UNIVERSITY OF IOWA

UNIVERSITY OF KENTUCKY

UNIVERSITY OF MARYLAND

UNIVERSITY OF MASSACHUSETTS, AMHERST

UNIVERSITY OF MIAMI

UNIVERSITY OF MISSISSIPPI

UNIVERSITY OF MISSOURI, COLUMBIA

UNIVERSITY OF NEBRASKA

UNIVERSITY OF NORTH CAROLINA

AT CHAPEL HILL

UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE

UNIVERSITY OF NORTH GEORGIA

UNIVERSITY OF NOTRE DAME

UNIVERSITY OF PENNSYLVANIA

UNIVERSITY OF PITTSBURGH

UNIVERSITY OF RICHMOND

UNIVERSITY OF ROCHESTER

UNIVERSITY OF SAN FRANCISCO

UNIVERSITY OF SOUTH CAROLINA

UNIVERSITY OF TAMPA

UNIVERSITY OF TENNESSEE, KNOXVILLE

UNIVERSITY OF TEXAS AT AUSTIN

UNIVERSITY OF VERMONT

UNIVERSITY OF VIRGINIA

UNIVERSITY OF WEST GEORGIA

UNIVERSITY OF WISCONSIN

VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY

WAKE FOREST UNIVERSITY

WASHINGTON & LEE UNIVERSITY

WESTERN CAROLINA UNIVERSITY

WOFFORD COLLEGE

YOUNG HARRIS COLLEGE

It is a Friday in March, and the Wesleyan community is gathered in Yancey Gymnasium to commission its short-term missionaries who will serve on mission trips during spring break. Feelings of anticipation fill the air of the tightly packed gym. In any given year, more than 200 students, faculty, and staff may serve in both domestic and international locations, partnering with ministry organizations that are well-established in their respective communities.

Before scattering across the globe, Wesleyan missionaries gather as one body during the commissioning service to reflect on the “why” behind each trip, to invite God into the process, and to humble themselves, in recognition of their need for prayer and support as they prepare for what is often an exhausting, yet rewarding, week.

WHY DO WE ANSWER THE CALL TO GO?

“People often wonder why mission trips are so impactful and enjoyable given the seemingly mundane tasks involved like mowing grass, painting an old house, or playing tag with a child,” reflects GREG LISSON, director of Christian life. “However, a typical day on a mission trip involves worship, community, service, and prayer – the very things that we were created for. No wonder our students find so much joy in these trips. It is because we are partaking in the very things that God said should occupy our days.”

Given the demands of each mission trip, it would not be uncommon to wonder, “Why does Wesleyan School choose to invest time, money, and energy into this program? Year after year, why do teachers willingly choose to sacrifice time with their family and friends to serve alongside students instead?”

These sacrificial commitments are an effort to be Christ-imitators. In Hebrews 12, we read that Jesus sacrificed His life for the joy set before Him. Our salvation is the joy that was on Jesus’ mind as He laid down His life, and similarly, the joy of a deep relationship with Jesus is on our mind as we sacrifice our spring break plans to serve.

Wesleyan invests in a missions program because the call to make disciples is first and foremost an act of obedience to the great commission which commands believers to share our faith with the world. The Bible tells us that God has chosen us to be Christ’s ambassadors even as flawed and broken humans. In this we rejoice! God created us to share the good news with the world. When we give our time, our energy, and our efforts to spread the gospel, we are simply aligning ourselves with who God created us to be, and living in this alignment sparks joy.

WHEN WE GIVE OUR TIME, OUR ENERGY, AND OUR EFFORTS TO SPREAD THE GOSPEL, WE ARE SIMPLY ALIGNING OURSELVES WITH WHO GOD CREATED US TO BE, AND LIVING IN THIS ALIGNMENT SPARKS JOY.

MISSION TRIPS SERVE AS AN OPPORTUNITY FOR STUDENTS TO SEE HOW THOSE THEY ARE SERVING REMAIN JOYFUL AND CONTENT, EVEN IN THE MIDST OF CHALLENGING CIRCUMSTANCES, WHICH INSPIRES STUDENTS TO DO THE SAME.

True obedience and true joy require action. It is one thing to understand the gospel, and another thing to engage deeply with and live out the gospel. Thankfully, Wesleyan equips students with the knowledge needed to grow in their faith intellectually, while also creating space to put faith into action. Mission trips play a vital role in helping each student nurture a relationship with Jesus, a relationship that we hope involves their mind, body, and spirit.

MIND — As students meet new people, learn about different cultures, and form lasting bonds and connections with their classmates, they engage their minds and shape their individual worldviews.

They learn from people who have had very different life experiences, often involving trials, hardship, and poverty that might be unfamiliar to them. Mission trips serve as an opportunity for students to see how those they are serving remain joyful and content, even in the midst of challenging circumstances, which inspires students to do the same.

“I learned a lot about the joy of the Lord through the kids we served at one of the schools,” reflects CAITLIN BRIDGERS ‘23 , who served on this year’s mission trip to Jarabacoa, Dominican Republic.

“We were told that a lot of the kids at this school come from some really hard circumstances. There is a lot of poverty in the area, but I have never seen fourth graders have so much joy in everything they do. It was cool to see their dependence on the Lord’s joy even at such a young age.”

BODY — As a whole, the missions experience is an embodied experience, not just concepts to learn or ideas to observe. Students are challenged to use their bodies to serve the Lord and His children by doing manual labor or playing tag during Vacation Bible School. Mission trips teach our students to live out Paul’s challenge to the church in Rome:

“I appeal to you therefore, brothers, by the mercies of God, to present your bodies as a living sacrifice, holy and acceptable to God, which is your spiritual worship.” — Romans 12:1

Beyond the physical work of the mission trip, students use all five senses to immerse themselves fully into new cultures. They try new foods. They learn new dances and games. They shop and barter in local markets. They walk the same roads and paths as the people they are serving. Their bodies experience a different way of life.

SPIRIT — Lastly, as students are encouraged and challenged by the faith of those they serve and those with whom they serve, mission trips shape the spirit. Students learn about, see, and practice what it means to have a spirit of humility and what it looks like to be a servant. Slowly, students begin to learn the impact that a humble act of service can make, no matter how small or large. If just one person is affected, it is worth it.

IT’S NOT ABOUT US!

Countering a culture that is often self-focused and self-reliant, Wesleyan aims to use mission trips to teach students that this life is ultimately not about us, but rather about Christ accomplishing His will. In the apostle Paul’s letter to the church in Philippi, he describes God’s omnipotent sovereignty:

“…for it is God who works in you, both to will and to work for His good pleasure.” — Philippians 2:13

Given the short nature of each trip, Wesleyan chooses to partner with ministries that are already established and will continue the work of furthering the gospel long after Wesleyan students depart from their ministry site. By recognizing the longevity and permanence of our ministry partners, students begin to see that these trips are not the entirety of the Lord’s work; rather, He has invited us to play a small role in the story He is already writing and will continue to write. Our posture is to step in and support in any way that we can, and we rejoice that the work does not cease when we return home.

The Christian life team chooses to work with many of the same ministries repeatedly over the years. For example, Wesleyan has worked with SCORE International for more than a decade, supporting their existing ministry in the Dominican Republic by serving local missionaries, Craig and Joanna McClure. The McClures oversee a preschool in a local church, as well as a medical clinic, and they utilize these avenues to build relationships and spread the gospel.

“It really stuck with me when Mr. McClure reminded us that our purpose on the trip is ultimately so that he and his wife can continue talking to the people of the village – even after we leave – and speak about how we cared for them to point to Christ’s love,” reflects CHRISTINA MCCOY ‘23 who served on the DR SCORE mission trip this year.

“Our students and teachers have fallen in love with the McClures,” says ALEX O’DONNELL ‘06 , assistant director of Christian life: missions and retreats. “Many of our students keep in touch with them following the trip by keeping up with their prayer needs. It’s these personal friendships developed and maintained that allow our relationships with the ministries we serve to stay strong.”

BUILDING FENCES AND FRIENDSHIPS

For 23 years, the Wesleyan missions program has provided an environment for deep connections formed between teachers, students, parents, and members of the community as a result of the missions process. Students are often teamed with classmates outside of their normal circles, allowing them to work alongside peers they may not have been able to get to know otherwise.

“A certain type of friendship is created through the rigor of a Wesleyan education, but a far deeper, more meaningful bond is forged when our intellect, time, talents, and treasures are spent in service to others,” reflects ALEXANDER GLOVER ‘23, who has participated in two Wesleyan mission trips. “Wesleyan mission trips are where some of my closest relationships with my peers have developed.”

Prior to each trip, students and leaders gather for planning and bonding meetings. The preparation builds towards an overnight retreat where all missions participants share their faith journeys.

“Students and leaders open their hearts and share the good, the bad, and the ugly on these retreats,” shares MEG BROOKS , testing coordinator, who has served on seven mission trips with Wesleyan. “Kids can get so wrapped up in themselves, so experiencing these moments of vulnerability and honesty is impactful to them. It hits them in the heart and reminds them why God tells us to be kind to each other.”

“A CERTAIN TYPE OF FRIENDSHIP IS CREATED THROUGH THE RIGOR OF A WESLEYAN EDUCATION, BUT A FAR DEEPER, MORE MEANINGFUL BOND IS FORGED WHEN OUR INTELLECT, TIME, TALENTS, AND TREASURES ARE SPENT IN SERVICE TO OTHERS.”

ALEXANDER GLOVER ‘23

During the preparation process and the trip itself, the Wesleyan student body can be strengthened, unified, and interconnected as students cultivate these sometimes unlikely friendships while building fences, playing tag with kids in the neighborhood, or working together to repair a roof.

IT TAKES A VILLAGE

The missions program also strengthens the bond of the Wesleyan community as parents, grandparents, and friends are invited to join the process. It truly does take a village to ensure the missions experience is transformational.

Whether committing to pray for students and leaders, donating supplies, contributing financially, or writing letters of encouragement to be read on trips, members of the Wesleyan community consistently step up to ensure the experience is the best it can be for each student, and in turn, the people they are serving.

In the fall, Lisson spoke about this year’s Christian life theme – the word “revive.” He explained that the Macmillan dictionary defines the word as “again in a different way.”

“To do the same thing over and over in a different way may sound like drudgery, but it is actually faithfulness, steadfastness, and perseverance,” explains Lisson. “When we faithfully love in repetitive but different ways, we reflect the Lord who is faithful to love us with new mercies every morning.”

Each year, though much of the missions-related work remains the same, the Lord meets us with new mercies and revives the hearts of those who choose to be a part of the program.

It might sound unusual that a high school or middle school student would willingly choose to spend their spring break serving alongside their classmates. However, students consistently describe mission trips as one of the most influential parts of their time at Wesleyan. We pray our posture is always one of service, faithfulness, and gratitude towards the Lord as the missions program continues to go and grow.

BY THE NUMBERS

181 STUDENTS ATTENDED A MISSION TRIP

NUMBER OF FACULTY & STAFF WHO SERVED:

50

$383,630

TOTAL AMOUNT FUNDRAISED

4,500 DONATION SLOTS FILLED BY THE COMMUNITY

~5,000

ENCOURAGEMENT LETTERS WRITTEN

re vive

2022-2023

CHRISTIAN LIFE THEME:

The 2022-2023 Christian life theme has been based around the prefix RE-, which simply means “again.” This theme is rooted in the psalmist’s prayer in Psalm 85:

Will You not revive us again, that Your people may rejoice in You?

— Psalm 85:6

Our constant desire for Wesleyan is that it would be a place of revival. A place where God brings new life and joy in Him, and hidden in this passage is a subtle reminder that revival is not a one-time thing but something that happens again and again.

The psalmist asks God to “revive us again.” By using both the prefix RE- and the word “again,” the psalmist doubles down on his request. He is not only asking God to give us life again; he is asking that God would give us life again…and again. And that is exactly what God does.

This theme reminds us that we serve a God who does things again and again and again – a truth which is also evident in Lamentations 3, another passage that inspired this theme.

The steadfast love of the LORD never ceases; His mercies never come to an end; they are new every morning; great is Your faithfulness.

— Lamentations 3:22-23

Ironically, there is not a RE- prefix to be found in this passage. Instead, the key word here is faithfulness. Faithfulness is not simply one of God’s virtues; it is the one that makes every other virtue perfect. In this passage we see that the love of God is steadfast. It never ceases. And God’s mercy is new every morning. It never comes to an end.

God is not occasionally loving and merciful. He is faithfully loving and merciful. Or, to put it another way, God is repeatedly loving and merciful. God’s love and mercy are made perfect by His faithfulness because His mercy is new every morning, and He loves us again and again and again.

This year our Christian life theme celebrated the prefix RE- as a reminder that we serve a God who does not quit on sinners, give up on the broken, or abandon those who are dead in sin. We worship a God who revives, refines, renews, restores, redeems, and resurrects – again and again and again. And our response is to remember His Son with rejoicing and repentance – again and again and again. God is faithful to us. Let us remain faithful to Him.

Meagan Brooker, assistant director of fine arts, brings each monthly theme to life by creating a colorful poster grounded in biblical truth. She shares her gospelinspired creative process in monthly timelapse videos.

Does Academic Integrity Matter in 2023?

The headlines are shocking. Rampant cheating on college campuses. Discouraged faculty at a loss for how to turn the tide. Students angered by classmates cutting corners to “earn” a degree so they can reap rewards in the next season of their lives.

For educators, this reality is demoralizing. For parents, it is frightening. For Christians, it is heartbreaking. When the world places a premium on accomplishment and edging out the competition, choosing honesty can feel like a path to mediocrity. In the age of papers authored by artificial intelligence, one can be left to ask, “What does academic integrity look like in 2023?”

We live in a time when the world is sending two very clear and dangerous messages. First, culture is teaching that honesty is optional and solely dependent on your circumstances. Second, we see example after example of people desperately trying to live compartmentalized lives. Being one person publicly and a different person privately seems to be a norm. When this is the cultural narrative, a clear message is sent that integrity in all areas of life and across all areas of life is not important or even possible.

Parenting and leading students to choose lives of integrity is a challenge, but the Bible calls us to be “in but not of” this world, and at Wesleyan School, this distinction is a key piece of our mission.

“Wesleyan’s mission is to be a Christian school…” This is more than a job for our faculty and more than just worldly education for our students. Hearts and habits are tended to here.

“…of academic excellence…” We are teaching young men and women how to be excellent not only in outcomes but also in the process they take to achieve those ends.

Part of how the school influences students is the Wesleyan Honor Code. “At the top of the list of character traits that we hope our students and alumni will embody is truly prizing honor. Men and women whose word is their bond. Men and women who can be counted on to do the things they say they are going to do,” explains MARC KHEDOURI , assistant head of school for advancement. “We so hope that honor and integrity are deeply woven into the very fabric of their lives. It just becomes who they are. In a world in which ‘truthiness’ prevails, they will ‘shine like stars in the universe.’”

“Honor codes are fairly germane to independent schools,” Khedouri goes on to say. “At Wesleyan, we believe that part of fulfilling our mission is teaching students the ‘why’ behind integrity. We want them to understand that their word is their bond. This is consistent with what scripture teaches.”

In Luke 16:10 Jesus teaches, “One who is faithful in a very little is also faithful in much, and one who is dishonest in a very little is also dishonest in much.” Wesleyan administrators believe that the making of small decisions builds habits of choosing integrity over convenience or a temporary achievement.

“Integrity is its own reward – granted it is a delayed reward, and that can be difficult,” Khedouri continues. “Our desire is that our students learn that delaying the gratification is worth it and that their integrity is to be valued. This is a critical way we both challenge and nurture the minds and spirits of our students, another key component of Wesleyan’s mission.”

SCHOOL AS AN INCUBATOR FOR INTEGRITY

The sheer amount of time spent at school provides a significant training ground for integrity development. “Personal integrity is like a muscle,” reflects MARY BLALOCK ‘04 , high school dean of student life. “If you don’t use it, it will atrophy. Likewise, exercising it intentionally creates muscle memory. Making the right choices becomes more obvious and a bit easier when you are accustomed to doing so.

“It is our belief that this sets the tone for the rest of a student’s life,” Blalock continues. “Holding a high standard at Wesleyan not only impacts their experience as a student but also in their lives as a friend, son or daughter, and one day as an adult.”

When Blalock and JOSH SMITH , high school assistant dean of student life, speak with students about integrity, they often share the example of trusting the integrity of a building. Sitting inside of a building, occupants inherently trust the structure of the building itself – that it will not have cracks or issues with the foundation that could cause it to topple with them inside. At the same time, occupants trust the integrity of the builder.

“We believe it is not an oversimplification to say that a life of integrity is not only what we are called to model as followers of Christ, but it also leads to happiness both individually and as a community.”

JOSH SMITH , high school assistant dean of student life

“Just like with the building analogy, healthy relationships have a foundation in trust that no cracks of dishonesty or betrayal exist,” says Smith. “Healthy relationships are a leading indicator of happiness, and we believe it is not an oversimplification to say that a life of integrity is not only what we are called to model as followers of Christ, but it also leads to happiness both individually and as a community.”

CULTIVATING INTEGRITY STARTS AT HOME

Early in their school careers, students look to their parents for the most support – in everything from their school attendance to completion of assignments. This reality can be tricky for parents.

When teaching children about academic integrity, how can parents strike a balance between supporting their child appropriately and crossing the line into doing too much work? Lower school administrators suggest it comes down to keeping the big picture in mind.

“We’ve all been there!” says DR. JASON ERB , lower school principal. “Your child is working on an assignment, and you just can’t help but see that they are about to make a big mistake. As the adult who can easily accomplish what they are learning, it can be tempting to step in and ‘help’ when in reality we are doing the work for them.”

Erb cautions that this sends the unintentional message to students that it is ok to let someone else do your work and claim it as your own.

“A good litmus test I often share with parents as they try to strike this balance is this: if the pencil (or marker or keyboard) ends up in your hand, you’re probably crossing the line into too much support and possibly putting your child in an honesty bind,” clarifies Erb.

“My guidance has usually been to err on the side of student independence, even if it means they may miss a few points on an assignment.”

With the big picture of character in mind, parents can step back, allow their child to complete the assignment with their own level of knowledge and ability, and develop their child’s persistence and integrity in the process.

“Allowing your child to experience failure is one of the hardest parts of parenting,” explains NANCY JONES , lower school dean of counseling and student services. “But it is one of the most impactful things a parent can do. If we don’t allow children to experience not getting it right, we rob them of the opportunity to learn. If we are showing them short cuts, we may also unintentionally teach them the ends justify the means.”

Parents and schools can be great partners with one another as students navigate the day-to-day choices about the type of person they want to become. Those everyday choices are excellent building blocks for character development.

ANCHORING OUR IDENTITY TO CHRIST

As students grow, the opportunities to reinforce making the “right” decisions increase as does their ability to define their own “why” behind their choices. “Every one of us is susceptible to temptation,” says RICH BILLING, middle school dean of student life.

“Every person in our building is equally human and could make a choice to lie, cheat, or steal. The temptation for those choices will always be present; the mechanism through which they can do so just changes. If we don’t help students identify the ‘why’ for making the choice to protect their integrity, they can get tripped up on the many ways in which they can make compromises.”

Cultivating a healthy self-identity might be most challenging during the middle school years when students are beginning to sort out who they are while clamoring for the approval of their peers, teachers, and parents. If a child’s identity is grounded in things like the approval of others or achievement, their “why” may drive them to make choices that compromise their integrity.

“Sometimes, adults in their lives may inadvertently send messages that a student’s performance – in the classroom, on the field, on the stage – is what identifies them,” Billing goes on to say. “If we overemphasize outcomes, we could inadvertently leave them feeling as if they do not have any choice but to take the short cut for the short-term reward.”

Reinforcing that each student is made in the image of Christ and that He can be the cornerstone of their identity helps keep things in perspective as they face hard decisions. As they move through middle school and into high school, students take on greater and greater ownership of their academic and social lives. Keeping the big picture in mind of where their identity is grounded can be a compass to help students navigate the decisions ahead.

THE DEFENDER OF THE J.O.Y. MOTTO

In high school, the expectations of academic independence and personal decision-making continues to increase. Whether a take-home assignment like a research paper, a group project with multiple contributors, or in-class assessments, students must decide daily how they will engage honestly.

“Learning requires the student to process information and then answer the call to demonstrate their own level of understanding,” says JOSEPH KOCH , high school principal. “If students choose to misrepresent the work of someone – or something – else as their own, they are lying to their teacher, and they are cheating, both on the assignment itself and on their own education. This shortchanges the entire classroom and ultimately our entire community.”

Educators know that the best learning takes place when relationships are strong. This is one reason why Wesleyan places such a high premium on relationship building across campus. Programs like mentor time and peer leadership all exist to cultivate relationships. Healthy relationships are grounded in trust, and for a community hallmarked by deep relationships, a threat to trust is a threat to our community.

“We take this so seriously, not just for student development,” Koch goes on to say, “but also because we do not want Wesleyan to become a place where community members are not trusted. That fundamentally

Reinforcing that each student is made in the image of Christ and that He can be the cornerstone of their identity helps keep things in perspective as they face hard decisions.

shifts the entire feel of our school.”

The Wesleyan Honor Code says, “Every student is honor-bound to refrain from lying, cheating, and stealing. A student’s word is his or her bond.” Posted in every classroom, this code is a communal agreement to place the relationship with others ahead of one’s own temptations to take short cuts or get ahead.

“The Wesleyan Honor Code can almost be seen as the defender of our J.O.Y. motto,” reflects JOSEPH COOPER, high school Latin and English teacher, as well as honor council sponsor “We ask students to affirm not only to their teachers, but also to one another as part of our greater community, that their work reflects their own knowledge and understanding.”

“Our entire honor program centers around protecting our community from lying, cheating, and stealing,” continues Cooper. “These are natural temptations for all people, and our hope is that when we frame our honor program through the lens of the gospel, we can help students see it as an extension of the J.O.Y. motto. When they make honorable choices, they are choosing to prioritize Christ and others before satisfying their own desires.”

The temptation to take short cuts is universally human. The tendency to place our identity in people’s opinions or accomplishments is a very real inclination that can hinder a student’s character development. With an eternal perspective in mind and partnership between parents and school, it is possible for today’s students to excel in school with their academic integrity fortified.

About the High School Honor Council

From time to time, students in any grade can make an academic integrity misstep. When that occurs in high school, the student may appear before the honor council, a group of students serving primarily to educate their peers about community and integrity.

“We find that sometimes students are truly misinformed or not fully considering where the boundaries of integrity exist,” explains JOSEPH COOPER , high school Latin and English teacher, as well as honor council sponsor. “One of the honor council’s jobs is to help students see those boundaries, examine how they reached the point of making a less than honorable choice, and identify alternative choices when faced with the same temptations in the future.”

Honor council is not part of any disciplinary next steps and is solely a peer to peer evaluation and discussion of what took place. Student honor council members are guided by faculty sponsors but run the confidential proceedings entirely on their own.

“Our goal as the honor council is not to shame our peers or even to pass judgment,” says RJ DEVLIN ‘23, president of the 2022-2023 honor council.

“The aim of our work is to understand and educate. Peer to peer evaluation of what has taken place when there is an honor violation is a way that we can work together as classmates to hold each other accountable in maintaining the standards of our community. It is a way for us to support one another as we continue to learn about integrity and the importance of honesty in relationships.”

“The Wesleyan Honor Code can almost be seen as the defender of our J.O.Y. motto.”

JOSEPH

COOPER,

high school Latin and English teacher, honor council sponsor

Faculty and staff share their *unique* thoughts about their go-to school supplies and what they reach for in their desk drawers.

“I use a 3x5 lined notecard for my to-do list every day. Sometimes I have to use a 4x6 notecard. That feels wasteful, though, because I don’t fill up the whole card.”

“Without a doubt, the item I reach for most is my stapler. It’s a Paper Pro One Finger stapler, and it’s so powerful.”

FAVORITE PENS: *UNOFFICIAL*

“I used to love mechanical pencils, but now I prefer the plain Ticonderoga pencils. They are so strong, basically indestructible.”

LAURA RIESTER, middle school girls grade chair

ROBERT HOLMES, middle school boys grade chair

TED RUSSELL, social sciences department chair

“I love office supplies! When I was younger, school supply shopping was my favorite time of the year besides Christmas. My students’ favorite supply is my snail tape dispenser, and they named him Frank. Frank doesn’t work that well as a tape dispenser, but he’s pretty cute!”

MEGHAN SMITH, fourth grade teacher

“I love lined Post-It notes for lists. I keep several colors and sizes. And I NEVER use white out.”

Favorite School Supplies

HONORABLE MENTIONS

“Honestly, I got an overhead projector for my 10th birthday, and I’ve used it basically every day since. Does that count as a ‘school supply’?”

SARAH PEEBLES, middle school math teacher

TRACEY MCINTOSH, high school administrative assistant

he wipes the sweat from beneath his wesleyan golf hat, and then he climbs the hill up to the th green alone.

legs stretching out into her longest stride, she flings her head towards the finish line.

his lungs ache as his fingertips stretch for the black-andwhite tiled wall.

she lets out a quick squeal when her ace sneaks just inside the lines on the final serve.

a grin begins to tickle the corners of his mouth as the ref grabs his hand to signal victory.

These scenes of solo triumph each end the same way: the celebratory mosh pit turns into a dog pile that reminds participants, coaches, and spectators that there really is no “I” in team.

Of the 23 sports that Wesleyan offers, 11 team titles are awarded based on an aggregate team score made up of points earned in individual events or competitions. In cross country, swimming and diving, wrestling, golf, tennis, and track and field, an individual’s performance plays a tangible role in the team’s results.

A few points earned in that event, one less stroke on the golf course, or a key victory in the tennis lineup can be the difference between a championship celebration and a teary runner-up hug.

Why is it, then, that the championship dog pile is the lasting memory and not the time flashing on the clock when the race is finished or the number on the score card when the match is complete? Because there really is no “I” in team, and that reality has always been at the heart of Wesleyan athletics.

“In all our sports programs, our coaches intentionally and creatively build team cultures that emphasize the importance of being a part of something bigger than yourself,” says LACY GILBERT, director of athletics.

starting strong

Teams can establish the “bigger than yourself” part of athletics weeks and even months before competition begins, and often this bonding has very little to do with the sport itself. For example, the swimming and diving team celebrates an annual “spooky practice” just a few weeks into the season and also a few days before Halloween.

After a tough practice with pool lights flickering off at strategic intervals and spooky tunes blasting through the speakers, swimmers and divers then enjoy pizza, candy, and fellowship.

“‘Spooky practice’ was born out of a surprise power outage a few years ago that left us practicing with the lights out,” recalls KEVIN KADZIS , high school boys grade chair and swimming and diving coach.

Kadzis continues to say that “the surprise power outage became a unifying experience that helped bond that year’s team together, and even though we plan the lights going out now, the goal is still to create an opportunity for our team to connect.”

“Swimming and diving is unique because during much of our practice time together, we cannot even talk since the athletes’ faces are in the water,” Kadzis explains. “Building a cohesive team where everyone roots for one another’s success is really important, but easily overlooked. We cannot let the urgent get in the way of the important.”

For the past five years, ANDY FREE , high school math teacher and boys golf coach, sets the tone for the season by holding a “Wesleyan Ryder Cup” to kick off the season. Varsity and JV boys golfers are divided evenly into two teams that compete for several weeks on different courses in various golf formats that range from two-man best ball to individual match play.

“When we mix up players like that, the players are forced to think more in teams and less as individuals or buddies,” explains Free. “They are used to thinking about their own round, but the ‘Wesleyan Ryder Cup’ gives them an early-season opportunity to consider how to encourage and uplift one another. Plus, combining the varsity and JV teams reminds everyone that they are a part of a golf program.”

not a one-and-done

Establishing program culture and unity is not a one-and-done priority, and most teams undergo some fine-tuning and maintenance throughout the season. “Team building is something I am always thinking about,” says JOSH TOLMAN ‘10 , high school Bible teacher and wrestling coach.

To help maintain a sense of belonging on the wrestling team, Tolman recently piloted a new wrestling tradition by dividing JV and varsity wrestlers into smaller, student-led teams. In a season-long competition, the intrasquad teams earn points for meet performance and compete for “hustle points” by going above and beyond team expectations. Rallying from behind in a match, volunteering to carry the cooler, or emptying the trash may earn a “hustle point,” but the most highly sought after “hustle point” is the one awarded to the winner of the weekly handball tournament.

Why should a wrestling team play handball? “Because it’s fun,” smiles Tolman. “Because it is one of the antidotes to the possible monotony of practice and long weekend meets. Because we get to be competitive without the stress of a match. Because it offers a more tangible opportunity to see that we are all working toward the same goal.”

Similar to the mixed up “Wesleyan Ryder Cup” teams, the season-long intrasquad wrestling competition opens doors to create or strengthen bonds between teammates, and it infuses team unity into the regular cadence of the season.

make it last

The daily – and sometimes grinding – cadence of practices and workouts can sometimes distract from the more lasting significance of being a part of a program; however, enduring the practices and workouts together produces a solidarity that magnifies the importance of team.

Every November since the mid-2000s, dozens of alumni who participated in cross country write letters to the current teams about the lasting significance of belonging to the cross country program. On the night before the state meet, the letters are read aloud when nervous jitters may be at an all-time high.

Regardless of how recently the alumni graduated, some common themes emerge in their letters: 2k repeats in August heat are grueling; competing for your teammates is more motivating than racing for your own personal best; and the reward for giving your fullest effort and then a little more is lasting.

“The letters often articulate the intersection of mind, body, and spirit,” describes CHRIS YODER , director of studies and cross country coach. “The alumni help the current team to identify all the small steps they have bought into and how that commitment has led to their success. They remind the current team that it is not about one moment. It’s about one thousand moments.”

On the eve of the most exciting meet of the year, the alumni letters redirect the focus from an individual performance to a bigger and greater picture of team.

While that greater picture of team cannot be fully captured in a magazine article or a framed photo, some images do have the power to quickly resurrect a special memory. In a simple black frame sitting right next to Kadzis’ monitor on his desk is one of those powerful photos – the 2023 boys and girls swim and dive state champions celebrating their victory with a whole team jump into the pool – including fully clothed coaches Kevin Kadzis and Susan Brooks.

“It is the aquatic version of dumping Gatorade on the coach or a giant dog pile,” smiles Kadzis. “And the privilege is reserved for champions. Each year, we celebrate the individual swimmers and divers who have a great day at the state meet – and deservedly so! – but those celebrations pale in comparison to the excitement of jumping into the pool as a team. That jump is the culmination of months, even years, of hard work done together.”

Whether a team jump into the pool, a Gatorade bath for the coach, or a celebratory dog pile, the culminating moments connect individuals into a story bigger than that one day. Like most stories, that bigger story of athletics ebbs and flows between effort and ease, focus and fun, serious and silly, and sometimes it is the silly traditions that give current participants an experience that overlaps with past team members.

For more than a decade, the track and field state meet team has taken the childlike joy of watching a stick float down a river to a new level. The annual “stick race” during the weekend of the state meet is a beloved tradition in which members of the state team carefully select a stick from their yard, assessing the density and hydrodynamics. Each team member’s stick is measured (sticks must be less than 18 inches) and placed in a special box before they board the bus on state meet departure day.

With extravagant fanfare and play-by-play commentary by either CANDLER BAXLEY, middle school social sciences teacher and track and field coach or CHAD MCDANIEL, director of development and cross country coach, the sticks drift from the drop zone, which is usually a bridge, to the designated finish line. The rules are simple: first stick to cross the finish lines wins.

“The stick race was actually the idea of Chip Myrick, discus and shotput coach extraordinaire. We added it when he joined our coaching staff, and everybody loved it,” explains Baxley. “At the state track meet, we try to keep the mood as light as possible and have as much fun as possible. We already had several traditions and competitions, and the stick race was a perfect addition.”

“Looking back, the stick race kind of symbolizes one of our goals for track and field – to create shared experiences that help unify our team,” reflects Baxley.

Yoder, who also coaches track and field, agrees that creating team unity helps with both short-term and long-term goals. “When you focus on team building, you get both a competitive advantage and character development. Competitively, you get way more out of each individual if they are training and competing for their teammates,” explains Yoder. “More importantly, though, subscribing to a team-focus over an I-focus prepares them to lean on community when facing future (and unknown) challenges that require grit, effort, and perseverance. And we learn that best by practicing it together.”

By “practicing it together,” every individual involved in Wesleyan athletics has the opportunity to be motivated, uplifted, and encouraged by belonging to a team. Whether on the course, mat, pool, court, or track, participants are practicing the daily life skills of commitment and working together toward a common goal, and these skills have lasting value because no matter where you go, there is no “I” in team.

WASMUTH, MAX PERRY, RAY HOMAN, JJ NEEB 4x400 Free Relay

VIVIAN HOSIER, ANSLEY CHAPMAN, CAROLINE STEWART, HATTIE WASMUTH 4x400 Free Relay

For the first time in Wesleyan school history, the Wolves won seven team state championships in a single year.

In the GADA Director’s Cup, Wesleyan Athletics won its 15th girls title, 10th boys title, and 12th overall title with a school record-breaking point total.

GIRLS AND BOYS TENNIS TEAMS

SOFTBALL TEAM

KYRA BRUBAKER, ANNE MCSWEENEY, JULIE ANNE BUSH, ABIGAIL GLOVER: 4x800m Relay

ANNE MCSWEENEY 1600m

BOYS GOLF TEAM

GIRLS CROSS COUNTRY TEAM

In an age of digital distraction and information overload, problem-solving skills are dissolving because of the expectation of a quick fix. The author of a book about rebuilding a culture of self-reliance in America opens with an anecdote from his time as president of a university. He observed a talented group of students fail to complete their assigned task of decorating a 20-foot Christmas tree.

The students claimed that they could not reach the upper half of the tree, and immediately, the author recognized a distinct deficiency. They did what was immediately in front of them, and when they ran out of reachable branches, they quit. They never thought to ask, “What will this task look like when it’s completed?” Or, “How could we trouble-shoot this problem and find a creative solution?” Why had they not called facilities for a ladder?

Unintentionally, perhaps, the students approached their assignment with passivity. And though this story may seem insignificant, it points to a universal issue observed in culture today. With computers in their pockets, students can find answers in a few clicks in a few seconds.

As a result, they have acclimated to an atmosphere of immediate gratification and single-step solutions. If we are not careful, deliberate, and intentional about guiding our students to think critically and use a biblical lens to work through problems with persistence and creativity, we will do them a grave disservice as they graduate and enter the challenges of adulthood.

TRANSITIONING OUR STUDENTS SUCCESSFULLY INTO ADULTHOOD

So how can we help prepare our students to be problem solvers? How can we raise up a generation who views the world through the lens of their Christian faith as they encounter obstacles and dilemmas?

Over the past five years, Wesleyan has brainstormed, revamped, and reconsidered how to effectively teach courses in the Science, Technology, Engineering, and Math (STEM) department as one avenue through which to teach problem-solving.

CHRIS CLEVELAND, head of school, shares, “Since 2018, every STEM course from kindergarten through 12th grade has been completely redesigned to reflect STEM principles we are trying to teach our students.”

As the technology of our day shifts, Wesleyan notes, observes, and evaluates the most effective way to prepare students for this moment in time. RANDY CAILOR , director of STEM and STEM senior seminar teacher, says, “One way STEM education can benefit students today is teaching them how to approach a problem and how to best use the technology in their pockets.”

According to John Mark Comer in The Ruthless Elimination of Hurry, “A recent study found that the average iPhone user touches his or her phone 2,617 times a day. Just being in the same room as our phones (even if they are turned off) will reduce someone’s working memory and problem-solving skills.”

Yet, with abundant resources packed into smart phones, those who know how to think critically, synthesize experiences, and problem solve effectively will be the ones to make meaningful contributions to the community. Cailor continues, “In order to find fulfillment in life and with the careers out there today, our students must know how to problem-solve. In STEM, we are developing skills that are a lot more universal than people may think.”

If we are not careful, deliberate, and intentional about guiding our students to think critically and problem-solve through a biblical lens, we will do them a grave disservice as they graduate and enter the challenges of adulthood.

Indeed, the need for problem-solving is undeniable, and Wesleyan seeks to integrate a biblical worldview into that skill development. With that foundation, students will be equipped to solve problems that do not even exist yet.

Cleveland reflects, “When I consider the morally challenging issues related to technology and engineering, including artificial intelligence, privacy rights, robotic surgery, and end of life questions, I want the designers and decision makers who wrestle with those issues to be thinking through the ramifications of their choices from a biblical, Christ-centered perspective.”

The most important role we play as educators is one that equips our students with a biblical worldview and encourages them to put others ahead of self. SAMANTHA HENDRICKSON , middle school STEM teacher, says, “Many of the activities, projects, and problems students engage in with STEM are presented with a patient or end user in mind who will benefit from the solutions students create. Through this approach, students build empathy and design a solution that effectively meets the design brief requirements and also represents the interests, needs, and preferences of their end user.”

The ultimate hope for students is that they learn to solve problems as a means of fulfilling the great commandment:

“Teacher, which is the great commandment in the Law?” And [Jesus] said to him, “You shall love the Lord your God with all your heart and with all your soul and with all your mind. This is the great and first commandment. And a second is like it: You shall love your neighbor as yourself.”

Matthew 22:37-39

The word “vocation” is derived from the Latin word voco, vocare which means “to call.” We don’t want to free our kids from work. Rather, we want to free them to find meaning in work. We want them to find purpose in what God calls them to do.

RACHEL PISATURO, high school STEM teacher, explains, “In our STEM courses, we discuss with students that any career within STEM is rooted in serving others. Whether it’s a medical doctor performing surgery or a civil engineer building a bridge, the heart of STEM is problem-solving to serve people and the community. The projects assigned in our classes reinforce this idea by emphasizing supportive collaboration and thoughtful design that places hypothetical customers and team members above oneself.”

We love God by obediently following His calling and serving others in their problems and needs. His calling grants us each a unique purpose:

“For we are His workmanship, created in Christ Jesus for good works, which God prepared beforehand, that we should walk in them.” Ephesians 2:10

GUIDES ON THE SIDE

STEM teachers predominantly shepherd and steer rather than inform and impart.

“Interactive instruction is what makes STEM unique,” Cailor explains. “The hands-on, collaborative ‘doing’ allows us, as instructors, to develop this next generation who will help people solve problems in fulfillment of their calling as human beings.”

As guides on the side, teachers train students to problem solve by pulling data from their vast toolkit of experiences. Sometimes students draw from a lesson observed on an athletic field or an idea shared in English class discussion. Their teachers are equipping them to use all these experiences to inform how they tackle and resolve the problem in front of them.

LASHANDIA HILL, middle school STEM teacher, shares, “As the semester goes on, students soon realize that it’s okay that their solution to a problem didn’t work well the first time. Their solution may often look very different from another group’s solution. The most important piece is going through the process and learning lessons from that journey.”

THE NEXT GENERATION OF PROBLEM SOLVERS

CLAIRE WYATT ‘23 , a student in the STEM senior seminar course, explains that her final project examines whether the addition of different materials to clay would change its mechanical properties. She is testing clay with different additives for deflection and the modulus of rupture. Using a test bed to assess how much weight and deflection each clay beam contained, she added weight on top of the beams until they broke.

“Initially,” she explains, “when I built my three-point test bed, the design only let the beam deflect so far. Once I looked at my design, I saw that I needed to add a block of wood in the middle to allow the beam to deflect past the load-bearing points. I redrew my design sketch and added a block in the middle of my test bed. I had to think through every step of building, designing, and then, finally, how the test bed would work once it was built.”

In short, Wyatt learned to ask herself, “What will this task look like when it is completed?” She did not settle for a half-decorated Christmas tree.

SOFT SKILLS MATTER

As Wyatt and many Wesleyan students consider what it takes to solve a problem, they often realize that the process requires more than just reading a map or plugging in a formula. It involves soft skills that must be learned, developed, seasoned, and strengthened over time.

When Cailor meets his students in August, they are eager. However, they are not necessarily disciplined in seeing a problem through, start to finish. By the spring, “they are totally different students,” he laughs.

In the words of Angela Duckworth, a psychologist and the author of Grit: The Power of Passion and Perseverance, “one characteristic emerged as a significant predictor of success…and that characteristic was grit. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality.”

In order to reach the status of “problem-solver,” one has to possess grit. Cailor explains, “Things aren’t always easy in life. You don’t always get the answer you want or the support you need, but ultimately you have to grind it out, make sense of it, and keep going. If you can learn to do that in a STEM class, then it will translate to other areas of your life. It carries over.”

This intangible quality that powerfully combines determination, perseverance, and drive is essential for young, impressionable minds to grasp; they need it to problem-solve. Grit is a skill that is caught, not taught, and students in STEM learn this character trait as their “guides” give them the freedom to create, observe, fail, scrutinize, reevaluate, revise, and land at their own conclusions.

“Often,” Cailor explains, “it doesn’t matter where you begin. It’s where you end. It’s all about that growthmindset.” We want our students to leave Wesleyan with this mentality because it will percolate into all areas of their lives, not just their impending careers.

Grit is a skill that’s caught, not taught, and students in STEM learn this character trait as their “guides” give them the freedom to create, observe, fail, scrutinize, reevaluate, revise, and land at their own conclusions.

THE NITTY GRITTY OF APPLYING GRIT

Everything must go through a process. Often, all we see is the result: a marble fountain in the park, a plane flying through the sky, or a TV show on Netflix. In general, the steps taught to finding a solution follow this course: define the problem, generate concepts, reign concepts down into a solution, construct a prototype (a model), and finally, present the final product.

Cleveland explains, “This is the true benefit of STEM: it teaches children a different way to think; it develops in them the ability to identify, break-down, and solve problems, both individually and collaboratively.”

In the STEM senior seminar course, every student must present a problem and follow a process. Over the course of a year, they construct a business plan, perform research, carry out patent searches, and finally, they give a formal presentation to conclude their work.

JACK THOMAS ‘23 is designing community housing for adults with down syndrome and their families. He explains, “There will probably be about 12-14 homes on the plot of land I am using with two different available floor plans. I’ve reached out to a nearby non-profit organization called Peachtree Farm, and they have provided helpful feedback along with Wesleyan’s construction project manager, Jeff Pettit.” Thomas addresses a real, complex issue, and he’s working in conjunction with professionals who also feel that calling to help.

THE NEXT GENERATION OF PROBLEM SOLVERS

KALEB JOHN ‘23 , however, chose to design a dementia diagnosis tool that he’s named Willow. He explains, “It’s a Python machine learning algorithm that uses neurological signals and a summary of a patient’s symptoms to diagnose dementia or other neurological disorders in a patient. In more simple terms, Willow attempts to diagnose dementia in patients by using their brain waves and symptoms to make an educated, diagnostic guess.”

STEM senior seminar students, along with other levels of STEM classes at Wesleyan, entered their projects in the Gwinnett Regional Science Fair in February where nearly 1,000 students across the county submit projects for awards. John earned first, and seven other Wesleyan students placed either second or third recognition.

A BRIGHT FUTURE

“Not all students who take a STEM course or even multiple STEM courses will become an engineer or a doctor, but every one of them will become a problem solver,” Cleveland states poignantly. Don’t we all want employees, children, co-workers, and spouses who will finish decorating the Christmas tree? Google can tell us how to bake a cake, but can Google execute the process, start to finish? Can Google love and serve its neighbor?

We want to carefully use technology as tools for developing solutions. But before we know it, some new bot or flashy phenomenon will present challenging questions or unforeseen problems, and that’s when our seasoned problem-solving skills kick in and fulfill our God-given calling as human beings to think for ourselves and help those who need it.

MALCOLM E. POWELL

AUGUST 8, 1928 - DECEMBER 2, 2022

On December 2, 2022, the Wesleyan community lost a great supporter and advocate. Malcolm Powell loved the Lord, and he loved people. His love of both intersected at Wesleyan School where five of his grandchildren graduated.

It is no overstatement to say that Malcolm played a prominent role in the development of Wesleyan. He is directly connected to two of the miracles that bolstered the efforts of administrators and board members in those early years when the campus was more dirt than brick.

ZACH YOUNG , headmaster emeritus, recalls, “I believe it was in late 1996, our first year on the new campus, when he [Malcolm] came into my trailer and told me about his best friend Russ Henderson who had died the previous summer. Malcolm had seen our master plan and heard that we were going to have football at Wesleyan.

“Trouble was,” Young continues, “We were trying to raise money to build the first academic building on campus, what became Cleghorn Hall, and we had already increased the fundraising goal because of construction cost increases. You can understand, I did my very best to convince Malcolm to redirect his gift toward this more pressing need, but he was steadfast. He wanted to honor his friend via a football stadium. And so we started planning.

“Football would have happened eventually at Wesleyan but not on the same time frame,” Young continues. “Since the football program was successful from the beginning, it put us on the map with publicity we could not have gained elsewhere.”

As the campus continued to be developed, the time came for Wesley Hall. A major part of that building was a beautiful, new theater. The Powell family made the gift to make that possible.

“Rare is the family that is willing to support both the arts and athletics like Malcolm and Musette did, but that was the way he was and she is,” Young explains. “Malcolm believed that the place was worth the generous investments he made, and he gave unmatched encouragement to everyone who thought Wesleyan could be of real value to the community it serves.”

While many current Wesleyan families did not know Malcolm Powell, they are impacted daily by his overwhelming generosity to the school. Our community would not be the place that it is if it were not for Malcolm and Musette Powell.

Malcolm and Musette Powell with their grandchildren at the 2015 Commencement.

JACK GILLFILLAN

NOVEMBER 6, 1929 - FEBRUARY 27, 2023

On February 27, 2023, Wesleyan lost another great benefactor of our school community. Jack Gillfillan was a long-tenured Wesleyan School advisory trustee, a fan and supporter of Wesleyan School, and a true gentleman. A man for whom a commitment to philanthropy ran deep, Jack was a dedicated supporter of the Wesleyan School community.

Jack enjoyed a small-town upbringing with a paper route beginning at the age of 12. His father owned and operated a gas station, and that sparked Jack’s entrepreneurial spirit at a young age. He attended college at Indiana University thanks to his Uncle Solon who inspired Jack’s future philanthropic generosity by providing funds for Jack’s education. Following graduation, Jack served proudly as a captain in the United States Air Force during the Korean War.

Jack loved the Lord, his wife of almost 55 years, Sieglinde, and his family. A regular at Wesleyan Grandparents Day when his grandsons were young, Jack was the proud grandfather to Nicholas Menefee ’14 and Jacob Menefee ’25. After Jacob’s birth, Jack generously served as Nicholas’ carpool driver making rounds back and forth to Wesleyan for years. Given the 11-year spread between his grandsons, Jack attended sporting events, theater performances, and special programs for more than 20 years.

Wesleyan’s Veterans Day program was a favorite as his pride in America ran deep.

Jack had drive and determination, coupled with a keen ability to relate to others. He recognized opportunity, took risks, and invested in people and relationships. He believed in helping others and in giving graciously and freely.

“The generosity and philanthropy of the Gillfillans has been felt by many organizations in Atlanta and elsewhere,” says CHRIS CLEVELAND, head of school. “Wesleyan School was blessed to be a recipient of Jack and Sieglinde’s support over the years. Their lead gift played a significant role in our ability to build Gillfillan Hall, our administration building.

“The legacy of Jack and Sieglinde’s generosity and love for Wesleyan will carry on well into the future,” Cleveland goes on to say. “Thousands of past, current, and future employees, parents, students, prospective families, and guests see and speak the Gillfillan name each time they enter the building that houses the business, communications, admissions, development, and auxiliary program teams. Jack’s support will continue to impact generations, and his support will not be forgotten.”

In addition to being a Wesleyan grandparent actively on campus for two decades, Jack’s familial connections to the school extend to his daughter and son-in-law. His daughter, Pamela Menefee, has been a dedicated volunteer across campus for many years, and his son-in-law, Tom, is a long-tenured member of the Wesleyan School board of trustees.

The Menefee and Gillfillan family at the dedication of Gillfillan Hall in 2007.

FACULTY FACULTY

FACULTY FACULTY

FACULTY FACULTY

FACULTY

FACULTY FACULTY FACULTY

YEARS of SERVICE

For the 9th consecutive year, the Atlanta Journal Constitution named Wesleyan School a Top Work Place in Atlanta.

ELLEN

5 YEARS

ANDY RANDRUP, BRITTNEY CAUDELL ’01, RANDY CAILOR, JEFF PETTIT, ARI YOUNG, ERICA ENGSBERG, MAGGIE MANSOUR ’11, SARAH PEEBLES, LAURA BRESLIN ’11, LESLIE HAGEN, ELIZABETH JOHNSON, AHREUM PARK, LIDIA ZAMORA, KRISTEN BELL, BRITTANY COXHEAD ’13 (NOT PICTURED: SHEILA BROOKS, MELISSA THORSON, ALISON WENZ)

10 YEARS

15 YEARS

20 YEARS

25 YEARS

PAROLI,

JOSH SMITH, DAWSON ZIMMERMAN, SHELLEY NOBLE, LAURA JENSEN, CHRIS PAROLI, JOSEPH KOCH

JACK VAN DER SLUYS, MELANIE O’KELLEY, LIBBY SEDGWICK, JEN SHEPPARD

KENDRA MORRIS

JEFF FOSTER

BRITTNEY CAUDELL ‘01

LOWER SCHOOL LITERACY SPECIALIST

ROBERT HOLMES MIDDLE SCHOOL BOYS GRADE CHAIR SOCIAL SCIENCES TEACHER

KENDRA MORRIS HIGH SCHOOL GIRLS GRADE CHAIR ENGLISH TEACHER

JUDY HUGHES

LOWER SCHOOL ADMINISTRATIVE ASSISTANT

2007–2023

Judy Hughes, lower school administrative assistant, joined the lower school staff in 2007 on a “temporary” basis. Sixteen years later, Hughes leaves a legacy of service and hospitality.

“I have enjoyed my years at Wesleyan as I feel that they have given me an opportunity to utilize many of the skills that I honed during my 20 years in the corporate world to benefit the lower school and the broader Wesleyan community,” explains Hughes.

Dr. Jason Erb, lower school principal, describes how “Judy’s greatest strength is her ability to ‘get things done.’ She has an incredible instinct for knowing what needs to get done and how to get it done.”

In her next chapter, Hughes is eager to spend more time with her grandchildren and have more flexibility to travel. She already has two international trips lined up!

CAREY MORGAN

LIBRARY ASSISTANT

2010–2023

In her years of service at Wesleyan, Carey Morgan has served as the lower school administrative assistant, spirit shop associate, calendar coordinator, and most recently as the middle and high school library assistant. Smiling, Morgan marks each of these roles by the level of “bossiness” required.

During her time at Wesleyan, Morgan has seen the campus and community routines transform, while the mission and heart of the school remain. She describes the multiplication of bus services, increase in schoolwide emails, and visitor check-in enhancements. She fondly recalls working alongside teachers and staff who poured into her daughters, Ramey Morgan Hensley ’14 and Rachel Morgan ’17, and generations of Wesleyan students.

“Anyone who knows Carey appreciates her fantastic sense of humor,” describes Melanie O’Kelley, high school librarian. “She can make you laugh with a quick remark or a funny face. Working with her has brought many moments of belly laughs and streaming tears – the good kind.”

As Morgan begins her next chapter, she is looking forward to a more flexible schedule, spending time with her family, volunteering, and “not being bossy,” she laughs.

ASHLEY STAINBACK

HIGH SCHOOL GIRLS GRADE CHAIR AND MATH TEACHER

2004–2023

For nearly two decades, Ashley Stainback has brought tremendous dedication, humility, and joy (also J.O.Y.) to Wesleyan.

“Since I started in 2004, the buildings have blossomed like flowers in springtime, but what makes Wesleyan the school that it is has not changed,” explains Stainback. “The people that make up the faculty and staff all have a servant’s heart, love for kids, and desire to share the gospel in words and actions with their students.”

“My students, no matter the age, are lovable, challenging, and enthusiastic,” reflects Stainback. “It is an honor to witness a student’s growth and maturity, watching them develop into the person God intends them to be. It is an extraordinary gift to be a small part of their journey.”

Joseph Koch, high school principal, reflects that “Ashley’s remarkable ability to balance her formidable skill set with a deep commitment to serving others is truly admirable and serves as an incredible model for others.”

As Stainback moves on to her next chapter in Savannah, Georgia, she is looking forward to renovating a historic home, taking frequent trips to the beach, and being closer to Mickey Mouse.

JOE TAMEL

CAPSTONE DEPARTMENT CHAIR AND HIGH SCHOOL ENGLISH TEACHER

2009–2023

Humble and approachable, Joe Tamel, high school English teacher, cultivates relationships that promote depth, growth, and excellence. “Joe is not only a brilliant individual, but also he connects with his students and colleagues in a manner that is truly genuine, intellectually stimulating, and ultimately moving,” says Joseph Koch, high school principal.

As the former English department chair and because of his commitment to preparing students for college, Tamel advocated for and established Wesleyan as an early pilot of the AP Capstone program, which equips students with analysis, synthesis, creativity, and communication skills by replicating the rigor of college research.

“I grant that working with teenagers can, at various points, be exhausting and test one’s resolve,” laughs Tamel. “However, most of the time I’ve spent with young people has been life-giving and energizing. At the risk of sounding like a Pinterest post, I can’t think of a better investment of my time, attention, and emotional currency than the next generation.”

In his next chapter, Tamel is excited to wake up at least an hour later and wear hoodies and joggers every day while developing his writing business.

12 / 10 / 2022

MAGGIE SMITH MANSOUR ‘11 married LUKE MANSOUR

IN COLUMBUS, GA. IN ATTENDANCE WERE FACULTY MEMBERS CAMERON ALEXANDER, GREG LISSON, ABBY AND ROBERT HOLMES, BROOKS HANRAHAN, ELLEN AND CHRIS PAROLI, JENNIFER AND TED RUSSELL, AND KEN CONNOR, AS WELL AS FORMER FACULTY MEMBERS DANNY ALEXANDER AND MEGAN LISSON.

12 / 17 / 2022

MEREDITH KING MEDINA married FRANKLIN MEDINA

IN DAWSONVILLE, GA.

FACULTY BABIES

FINNIN SCOTT JOHN BARRESSE

WINFIELD SCOTT O’DONNELL COLLINS ELIZABETH O’DONNELL SON AND DAUGHTER OF FACULTY ALEX BUFTON O’DONNELL ’06 AND SCOTT O’DONNELL BORN ON DECEMBER 1, 2022, 4 LBS, 8 OZ (FIELD) AND 5 LBS, 5 OZ (COLLINS).

WILLIAM CLARK O’KELLEY IV GRANDSON OF STAFF MELANIE O’KELLEY AND BO O’KELLEY SON OF CLARK O’KELLEY ‘12 AND NANCY KOENIG O’KELLEY BORN ON FEBRUARY 5, 2023, AT 6 LBS, 12.5 OZ.

OLIVER WAYNE PEEBLES SON OF FACULTY SARAH PEEBLES AND ALEX PEEBLES BORN ON NOVEMBER 9, 2022, AT 7 LBS, 10 OZ.

SON OF STAFF JOHN BARRESSE AND MEGAN BARRESSE BORN ON FEBRUARY 24, 2023, AT 10 LBS, 7 OZ.

ANDIE PAIGE BRESLIN DAUGHTER OF STAFF LAURA CARVER BRESLIN ‘11 AND FACULTY CONNOR BRESLIN ’11 BORN ON OCTOBER 11, 2022, AT 7 LBS, 5 OZ.

FIRST GRADE CHICKS CHILDREN OF THE CLASS OF 2034 BORN ON APRIL 21, 2023, AT VARIOUS WEIGHTS.

MARY EDWIN PEREZ MOAK DAUGHTER OF FACULTY TOM MOAK AND MARY ROSE MOAK BORN ON NOVEMBER 15, 2022, AT 8 LBS, 10 OZ.

ALUMNI ALUMNI

ALUMNI ALUMNI

ALUMNI ALUMNI

ALUMNI

ALUMNI ALUMNI ALUMNI

WOLVES IN THE WOODS

A theologian once said that we don’t visit the Grand Canyon to feel like “somebody.” We go because we have an innate desire to worship and be in awe. Yet, in 21st century America, we often find ourselves indoors affixed to our various forms of media, racing from one cerebral task to another with cluttered minds. As author Annie Dillard states so poignantly, “How we spend our days is, of course, how we spend our lives.”

The outdoors, in its grandeur and rawness, has much to offer in the way of self-reflection and character development. It tends to upend the balances we so comfortably construct.

So, how can we counteract this trending onslaught of media? GREG LISSON , director of Christian life, explains, “We want to push kids out in nature so that they can disconnect from the influences of culture and media.” Whether on a retreat, a mission trip, a hike with the Wesleyan Outdoors Club, or on senior trip, Wesleyan encourages students to pause from technology and embrace nature’s goodness.

Sometimes, those experiences as students plant seeds that impact lives beyond graduation. Let these alumni explain.

SOLITUDE

The outdoors have a way of both building community and exposing a need for solitude. CHRISTINA MORAITIS ‘14 is an astrophysics Ph.D. candidate at the University of Central Florida. Her job lies with astrophysical instrumentation research. More specifically, she builds telescopes and instruments for space observations.

She has traveled to several unique corners of the world such as the Gran Telescopio Canarias in the Canary Islands. She visited last June to commission the largest, single-aperture, optical telescope in the world.

“Observing the night sky outdoors on late nights connects me with God’s creation in ways that I cannot fully describe,” Moraitis reflects. “It’s beyond the familiarity of a regular worship service or church sermon. To quietly sit in the presence of the Lord’s omnipotence underneath the vastness of space is an experience as peaceful as you can grasp.”

It sounds like she would agree with theologian Thomas Merton who once said, “Solitude is to be preserved, not as a luxury, but as a necessity…for survival in the life God has given you.”

STEVIE CRAWFORD ‘19 is a student at Montana State University in Bozeman, Montana, where he is working on a degree in business marketing with a minor in photography. He has operated a fine art landscape photography business part-time while in school.

“In nature, all of the world’s voices go away,” explains Crawford. “Jesus gave us an example to follow when He went to desolate places to spend time with the Father. I can recharge when I have a chance to put away my phone and other nagging distractions to spend time with the Father in His creation.” As Crawford references, Jesus found His strength in the wilderness where He could pray, fast, and gain clarity about His calling in the stillness.

COMMUNITY

Yet, human beings were made for relationships, and the outdoors provides plenty of space for that as well. Campfires, canoes, and cliffs create precious moments for uninhibited conversation. JT EIGEL ’16 was a fly-fishing guide in Montana, Idaho, and North Carolina for six years. He shares that it is “the marriage between being outside and being with people that brings me authentic joy and exemplifies God’s earnest desire for us to enjoy fellowship in His creation. The vast majority of my closest relationships are built upon a mutual affinity for some type of outdoor recreation.”

Similarly, KATHERINE GRADDY ‘21 chose to spend her past summer in the Grand Teton National Park. She explains that it wasn’t until she moved to Georgia and began school at Wesleyan that she truly began to explore the outdoors.

She recalls, “It was the community at Wesleyan, the cross country teammates who became friends, and the teachers who became mentors, that shaped my love for the outdoors. The first hike I ever did was because of a recommendation from a new friend on the Wesleyan cross country team, and many more were due to suggestions from the Wesleyan Outdoors Club. A summer job at REI was the result of hours spent preparing for a Wesleyan backpacking trip.”

Graddy is currently studying at the University of Oxford, and she still uses the outdoors to build relationships. She lives just steps away from Addison’s Walk (the C.S. Lewis / Tolkien route), and she regularly strolls there with friends. “Back in Atlanta,” she shares, “I find hikes in the North Georgia mountains to be the best way to catch up with friends and family.”

AWE

The tremendous magnitude of mountain ranges and shorelines quickly diffuse trivialities and give us renewed humility and awe.

Moraitis shares, “When I’m outdoors under the night sky, I’ve learned time and time again how minutely small I am and how being alive on a perfect planet is an impossible gift. Spending so much time outdoors, studying the complicated intricacies of space and how the earth is in the perfect position to be habitable, makes you fully understand what a precious gift our planet is. It is our absolute, unequivocal duty to take care of it.”

Crawford has learned similar lessons from his time outdoors. “The outdoors have taught me humility,” he reflects. “The mountains especially have always made me feel so small and understand that our God is so much bigger than we are. The mountains can be dangerous, so I am humbled by how easy it is to get lost, how hard it is to transport myself through the mountains, and how quickly the weather can change. It reminds me of how dependent I am on the Lord.” When we are weak, He is strong.

“THE OUTDOORS HAVE TAUGHT ME HUMILITY. THE MOUNTAINS ESPECIALLY HAVE ALWAYS MADE ME FEEL SO SMALL AND UNDERSTAND THAT OUR GOD IS SO MUCH BIGGER THAN WE ARE.”

STEVIE CRAWFORD ‘19

“PART OF THE GRANDEUR OF WILDERNESS IS THAT IT CARES SO LITTLE ABOUT THE THINGS THAT ABSORB US SO MUCH.”

BELDEN LANE, BACKPACKING WITH THE SAINTS

SIMPLICITY

During the summer after his eighth grade year, Eigel fell in love with the outdoors. As he backpacked the Wind River Mountain Range, rafted the Salmon River, and fly fished the Snake River for trout, the simplicity grounded him.

“A month later,” he shares, “I returned home with a renewed perspective and a heightened sense of gratitude for God’s creation.” He took a break from the “world,” and he left the search for voices that will approve and affirm him. He returned renewed, refreshed, and revived.

Belden Lane, in Backpacking with the Saints, states, “Part of the grandeur of wilderness is that it cares so little about the things that absorb us so much.”

Eigel agrees. “Being in God’s natural creation,” he explains, “allows us to zoom out from our propensity to maintain a worldly, 21st century perspective. It is my well-founded opinion that if one catches enough trout, one may find that much of what people concern themselves with is truly not that concerning.”

In the same vein, Moraitis shares, “Being outside has a way of making life incredibly simple. A clear night out by a fire with a group of dear friends is all I need to feel full.”

HABITS SHAPE HEARTS

Often, we are not self-aware enough to realize we need community, solitude, a sense of awe, or a simplified perspective on life. David Foster Wallace, in his graduation address to Kenyon College said, “The most obvious, important realities are often the ones that are hardest to see.”

But as these four alumni have demonstrated, their love for the outdoors has bred invaluable habits and experiences that have shaped them as individuals and put them in touch both internally and externally with the people and world around them.

22-23 alumni events recap

09.29.22-10.01.22

No hurricane threat could dampen the homecoming enthusiasm as alumni cheered on the Wolves in the special edition Thursday Night Lights, and the classes of 2002, 2007, 2012, and 2017 celebrated milestone reunions on Saturday.

college roadshow

college roadshow

WCurrent faculty and staff traversed the southeast visiting UGA, Clemson, Auburn, KSU, Georgia Tech, Georgia State, and SCAD-Atlanta, to catch up with alumni.

Joining Charlie Brown in his search to find the true meaning of Christmas, alumni, their families, and current Wesleyan faculty and staff enjoyed Christmas cheer at The Factory in Chamblee.

12.15.22

hoco 2022!

a very charlie brown christmas !

athletic circle of honor

01.06.23

fine arts circle of honor

Friday, September 22, 2023

• 5:30 p.m. Alumni Social at Anderby

• 7 p.m. Alumni Tailgate at Wesleyan

alumni easter egg hunt

04.01.23

Alumni and their families “hopped” over to campus for the Alumni Easter Egg Hunt, a visit from the Easter bunny, and time to reconnect with classmates.

• 7:30 p.m. Kickoff

Saturday, September 23, 2023

• Milestone reunions for classes of 1998, 2003, 2008, 2013, and 2018

To go ahead and register for 23-24 events, scan the QR code.

Congratulations to our 2023 Athletic Circle of Honor inductees: Jameson Kavel ‘17, Tucker Cannon ‘16, and Kylie Reed ‘16.

Congratulations to our 2023 Fine Arts Circle of Honor inductees: Sterling Feininger ‘13, Isabella Mateu ‘14, Vivian McCoy ‘15, and Richard Staz, longtime theater staff member.

NATALIE HAMLIN FICKEN ‘18 married JON HUNT FICKEN ‘18

IN NORTH GEORGIA. BRIDESMAIDS INCLUDED ABBIE BLAUSER ’18 AND NEILLY FICKEN COPE ’14. BRYCE HAMLIN ’12 AND COLTON VILLA ’20 WERE GROOMSMEN. ALSO IN ATTENDANCE WERE PRESTON JONES ’20, ALVA JONES ’18, BROOKS LALLEY ’18, MADISON LLOYD WILKERSON ’18, AND LAUREN BELL ’18. CURRENT FACULTY MEAGAN BROOKER AND GREG LISSON ATTENDED THE WEDDING, AS WELL AS FORMER FACULTY MEMBER MEGAN LISSON. THE FICKENS RESIDE IN AUBURN, AL.

ALEXANDRA HARPOLE JOHST ‘15

married CAMERON JOHST

IN ATLANTA, GA. MARY CLAIRE HARPOLE ’18 SERVED AS MAID OF HONOR AND MARY ELIZABETH BURKE ’15 AS BRIDESMAID. JACK MILLS ’18 SERVED AS A GROOMSMAN. OTHER ALUMNI IN ATTENDANCE INCLUDED REN SCHMITT ’16, ANNA KATE JOHNSON ’18, SARAH MOON ’18, CAROLINE GROSS ’18, ELLIS SCHMITT ’18, ALEXA HOWELL ’18, LAUREL LEE CHATHAM ’18, AND SAM SCHMITT ’21. THE JOHSTS RESIDE IN ATLANTA, GA.

10 / 22 / 2022

AMANDA REEVES BELL ‘14

married NICK BELL

IN HILTON HEAD, SC. FORMER FACULTY MEMBER AMY REEVES IS THE MOTHER OF THE BRIDE, AND KIRSTIE REEVES ’08 WAS THE MAID OF HONOR. WOOD REEVES ’19 AND HANNAH HUFHAM ’19 ALSO ATTENDED, AND FACULTY MEMBER FRANKLIN PRIDGEN OFFICIATED. ALSO IN ATTENDANCE WERE FACULTY CHAD AND STEPHANIE MCDANIEL AND FORMER FACULTY MEMBER DANA HUGGINS. THE BELLS LIVE IN ATLANTA, GA.

AT THE HOTEL AT AVALON IN ALPHARETTA, GA. CODY SCOTT ’05 IS THE BRIDE’S BROTHER AND OFFICIATED THE WEDDING. THE GUSTHARTS LIVE IN ROSWELL, GA.

11

RAMEY

AT THE REID BARN IN CUMMING, GA. STAFF BRIAN AND CAREY MORGAN ARE THE PARENTS OF THE BRIDE. ALUMNI IN THE WEDDING PARTY INCLUDED MAID OF HONOR RACHEL MORGAN ’17, KENDALL RUNYON FULLER ’14, AND SARAH ROHDE MANSFIELD ’14. FACULTY AND STAFF IN ATTENDANCE INCLUDED ALEX BUFTON O’DONNELL ’06, EMILY ZAVITZ, CHRIS CLEVELAND, RAMONA BLANKENSHIP, BILLY COXHEAD, MARC KHEDOURI, MELANIE O’KELLEY, SHONDA DUKE, JOHN BRACEY, CATHY BINION, AND MEG AND JEFF FOSTER. BOARD MEMBERS LAND BRIDGERS AND ROB BINION ALSO ATTENDED. THE HENSLEYS LIVE IN WOODSTOCK, GA.

BRITNEY LEIGH SCOTT GUSTHART ‘04 married JON GUSTHART

MORGAN HENSLEY ‘14 married AUSTIN HENSLEY

11 / 12 / 2022

ASHLEY MOODY BROADERICK ‘14

married RYAN BROADERICK

AT SWAN LAKE OVERLOOK IN DAWSONVILLE, GA. THE BROADERICKS LIVE IN DULUTH, GA.

11 / 12 / 2022

ELIZABETH CHRISTOPHER KEITH ‘12

married KANE KEITH

IN ATLANTA, GA. ALUMNI IN ATTENDANCE INCLUDED REBECCA CHRISTOPHER SULLIVAN ‘12, ALLISON CHRISTOPHER ‘04, ABBY DAWS STUBBINGTON ‘12, ANSLEY MAUGHON ROBERTSON ‘12, TAYLOR WESLEY ‘12, COURTNEY O’LEARY ADAMS ‘13, REBECCA CARPENTER KENNEDY ‘02, AND KENZIE STANFORD ‘11.

12 / 10 / 2022

MAGGIE SMITH MANSOUR ‘11

married LUKE MANSOUR

IN COLUMBUS, GA. BETSY SMITH FREEBURG ’08 WAS MATRON OF HONOR. THE WEDDING PARTY INCLUDED SALLY ROBERTSON ’11, FACULTY MEMBERS CAMERON ALEXANDER AND ABBY HOLMES, AND FORMER FACULTY MEMBER MEGAN LISSON. IN ATTENDANCE WERE JACK EIDSON ’11, ALEX EIDSON ’11, BOBBY CHAMBLESS ’11, RYAN BUCKLEY ’11, AUSTIN BUSCH ’11, FACULTY MEMBERS GREG LISSON, ROBERT HOLMES, BROOKS HANRAHAN, ELLEN AND CHRIS PAROLI, JENNIFER AND TED RUSSELL, KEN CONNOR, AND FORMER FACULTY MEMBER DANNY ALEXANDER. THE MANSOURS LIVE IN ATLANTA, GA.

12/ 31 / 2022

TYLER HARPER ‘16 married

MADDIE ROHRER HARPER

AT THE FOUNDRY AT PURITAN MILL IN ATLANTA, GA. CHAIRMAN OF THE BOARD LAND BRIDGERS OFFICIATED. IN ATTENDANCE WERE RYAN HUGHES ’16, LAUREN ALEXANDER WEIR ’17, GRACE CHAPMAN CANFIELD ’17, ELISE HARPER ’19, AND ANSLEY HARPER ’19. THE HARPERS LIVE IN ATLANTA, GA.

ALUMNI babies

CHRISTIAN HAYES ALMOND

SON OF LOGAN MORRIS ALMOND ‘10 AND TURNER ALMOND

BORN ON OCTOBER 4, 2022, AT 10 LBS, 2 OZ.

ANDIE PAIGE BRESLIN

DAUGHTER OF LAURA CARVER BRESLIN ‘11 AND CONNOR BRESLIN ’11

BORN ON OCTOBER 11, 2022, AT 7 LBS, 5 OZ.

PARKER DOUGLAS BRITTON

SON OF PAIGE PICKERT BRITTON ‘09 AND TAYLOR BRITTON

BORN ON JANUARY 20, 2023, AT 8 LBS, 3 OZ.

KAIDEN THOMAS BROWN

SON OF KAILEIGH CARTMILL BROWN ‘12 AND MATT BROWN

BORN ON FEBRUARY 8, 2022, AT 6 LBS, 9 OZ.

MAMIE ELIZABETH CLARK

DAUGHTER OF ELIZABETH KOEPKE CLARK ‘06 AND BRAD CLARK

BORN ON OCTOBER 20, 2022, AT 8 LBS, 7 OZ.

HUNTER WILLIAM COX

SON OF ALLI POPE COX ‘08 AND JEFF COX

BORN ON NOVEMBER 16, 2022, AT 7 LBS, 15 OZ.

THOMAS STEPHEN DODSON

SON OF STEPHEN DODSON ‘04 AND KATIE DODSON

BORN ON NOVEMBER 10, 2022, AT 6 LBS, 11 OZ.

WILLIAM WELLS FREEMAN

SON OF PHILLIP FREEMAN ‘08 AND KAITLYN FREEMAN

BORN ON NOVEMBER 16, 2022, AT 6 LBS, 1 OZ.

CHARLES MILLS GRICE

SON OF MARY PATE MILLS GRICE ‘10 AND TAYLOR GRICE ’10

BORN ON MARCH 16, 2023, AT 7 LBS, 13 OZ.

WYATT JAMES JACKSON

SON OF TREY JACKSON ‘15 AND KENDALL JACKSON

BORN ON OCTOBER 26, 2022, AT 7 LBS, 1 OZ.

ELIZABETH TAYLOR MILLS DAUGHTER OF MONICA CARVER MILLS ‘07 AND BURGESS MILLS, BORN ON DECEMBER 31, 2022, AT 7 LBS, 15 OZ.

O’DONNELL COLLINS ELIZABETH O’DONNELL SON AND DAUGHTER OF FACULTY ALEX BUFTON O’DONNELL ’06 AND SCOTT O’DONNELL BORN ON DECEMBER 1, 2022, AT 4 LBS, 8 OZ (FIELD) AND 5 LBS, 5 OZ (COLLINS).

WILLIAM CLARK O’KELLEY IV

SON OF CLARK O’KELLEY ‘12 AND NANCY O’KELLEY BORN ON FEBRUARY 5, 2023, AT 6 LBS, 12 OZ.

FINNEGAN REYNOLDS PISTONE

SON OF BRITTANY BARNES ‘03 AND MATTIA PISTONE BORN ON JANUARY 11, 2023, AT 3 LBS, 6 OZ.

LUKE LOH SCHMID SON OF RACHAEL DUANE SCHMID ‘09 AND MICHAEL SCHMID BORN ON FEBRUARY 2, 2023, AT 7 LBS, 2 OZ.

ISAAC DAVID SMITH SON OF REGAN SMITH ‘13 AND KEMBER SMITH BORN ON MARCH 26, 2022, AT 8 LBS, 13 OZ.

SAMUEL WHEATON THYKESON

SON OF ALEX THYKESON ‘11 AND ANSLEY THYKESON BORN ON MAY 17, 2022, AT 8 LBS, 8 OZ.

ESLEE LANE TORRES

DAUGHTER OF ASHLEE FINCHER TORRES ‘16 AND GRIFFIN TORRES BORN ON DECEMBER 5, 2022, AT 7 LBS, 7 OZ.

BAILEY ELIZABETH VASON

DAUGHTER OF KELSEY SANDERS VASON ‘10 AND CARLISLE VASON BORN ON DECEMBER 29, 2022, AT 7 LBS, 4.5 OZ.

DAUGHTER OF CHELSEA POPE WALKER ‘08 AND ANDREW WALKER BORN ON JANUARY 5, 2023, AT 8 LBS, 2 OZ.

MARION WALKER YOUNG

DAUGHTER OF TOWNSHEND YOUNG ‘09 AND HOLLY YOUNG BORN ON DECEMBER 8, 2022, AT 7 LBS, 5 OZ.

MACY JEAN WALKER

WINFIELD SCOTT

SARAH MENG ‘02 LPC, CPCS, WAS RECENTLY PROMOTED TO THE ASSOCIATE DIRECTOR OF THE COUNSELING CENTER AT GEORGIA STATE UNIVERSITY.

CAROLINE PORTER DORSEY ‘09 HAS JOINED ARNALL GOLDEN AND GREGORY LLP AS AN ERISA AND EMPLOYEE BENEFITS ATTORNEY, AFTER SERVING AS AN IN-HOUSE COUNSEL FOR THE GEORGIA MUNICIPAL ASSOCIATION, INC. FOR SIX YEARS. HER PRACTICE CONSISTS OF HELPING CLIENTS NAVIGATE THE COMPLEX LAWS THAT APPLY TO EMPLOYEE BENEFIT PLANS, AS WELL AS SUPPORTING THE FIRM’S CORPORATE ATTORNEYS IN MERGER AND ACQUISITIONS TRANSACTIONS.

BOBBY FULTON ‘10 RETURNED TO CAMPUS TO SPEAK AT THE ANNUAL VETERANS DAY ASSEMBLY FOR MIDDLE AND HIGH SCHOOL STUDENTS. BOBBY JOINED THE ARMY IN 2014, AND HE SPENT MOST OF HIS TIME IN THE 75TH RANGER REGIMENT, THE U.S. ARMY’S PREMIER LIGHT INFANTRY UNIT AND SPECIAL OPERATIONS FORCE WITHIN THE UNITED STATES ARMY SPECIAL

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OLLIS ROBINSON ‘15

RECENTLY STARTED MEDICAL SCHOOL AT MEHARRY MEDICAL COLLEGE IN NASHVILLE, TN, AFTER GRADUATING FROM LAFAYETTE COLLEGE WITH DEGREES IN ECONOMICS AND BIOLOGY.

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CHRIS MIDDLETON ‘16 IN PARTNERSHIP WITH THE WESLEYAN CHRISTIAN LIFE TEAM, SPOKE AT THE SEVENTH AND EIGHTH GRADE FALL RETREAT, AND THEN HE RETURNED TO CAMPUS IN MARCH TO SHARE IN MIDDLE SCHOOL CHAPEL. CHRIS CURRENTLY WORKS IN STUDENT MINISTRY AT PASSION CITY CHURCH.

LAUREN BELL ‘18 PARTICIPATED IN NEW YORK FASHION WEEK AS A MODEL IN THE RUNWAY OF DREAMS FOUNDATION’S FASHION REVOLUTION RUNWAY SHOW. LAUREN COMBINES HER PERSONAL EXPERIENCES WITH TALENT IN GRAPHIC DESIGN TO ADVOCATE FOR INCREASED ACCESSIBILITY FOR THOSE WITH DISABILITIES.

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MEGAN GALLAGHER ‘18 IS WORKING TOWARDS HER MASTER’S OF SCIENCE IN EMERGING ECONOMIES AND INTERNATIONAL DEVELOPMENT AT KING’S COLLEGE IN LONDON. THE PROGRAM CONCENTRATES ON IMPROVING THE IMPACTS OF POLICIES, AID, AND INVESTMENT ON DEVELOPING COUNTRIES AND MULTIDIMENSIONAL POVERTY. MEGAN’S FOCUS IS ON THE LOCALIZATION AND SUSTAINABILITY OF AID, AND SHE CREDITS THE WESLEYAN MISSIONS PROGRAM FOR SPARKING HER INTEREST IN THIS FIELD. IN 2018, MEGAN WENT ON A MISSION TRIP TO NICARAGUA, AND CHRIS CLEVELAND, HEAD OF SCHOOL, WAS ONE OF THE FACULTY LEADERS. WHILE THE CLEVELANDS VISITED LONDON RECENTLY, MEGAN AND THE CLEVELANDS ENJOYED COFFEE.

SARAH MOON ‘18 GRADUATED MAGNA CUM LAUDE FROM THE LAMAR DODD SCHOOL OF ART AT THE UNIVERSITY OF GEORGIA, AND SHE IS CURRENTLY PURSUING HER MASTER OF FINE ARTS IN VISUAL ARTS AT WASHINGTON UNIVERSITY IN ST. LOUIS. THE HIGHLY SELECTIVE PROGRAM OFFERS STUDENTS THE OPPORTUNITY FOR INTERDISCIPLINARY EXPLORATION AND IS DESIGNED FOR RIGOROUS INQUIRY, INTELLECTUAL GENEROSITY, AND PROFESSIONAL PREPAREDNESS. SARAH FOCUSED ON PAINTING IN UNDERGRAD, AND SHE IS NOW EXPANDING INTO SCULPTURE, INSTALLATIONS, AND TIME-BASED MEDIA. SHE IS ALSO AN ASSISTANT INSTRUCTOR TO UNDERGRADUATES.

ASHWIN GIDWANI ‘19 AND HIS BAND, THE OCHO, PERFORMED AT THE HISTORIC GEORGIA THEATER IN ATHENS IN JANUARY. THE OCHO, WHICH STARTED IN 2021, PLAYED CLASSIC COVERS AND ORIGINAL, UNRELEASED MUSIC. WHILE PERFORMING WITH THE OCHO, ASHWIN RECONNECTED WITH CURRENT FACULTY MEMBERS, FRANKLIN PRIDGEN AND MEG AND JEFF FOSTER, AND HE IS GRATEFUL FOR THE MUSICAL FOUNDATION SET IN RUTHIE COLEGROVE’S MIDDLE SCHOOL BAND CLASSES.

RACHEL HUDSON ‘19 RECENTLY RECEIVED A FULBRIGHT SCHOLARSHIP AND WILL BE MOVING TO SOUTH KOREA IN 2024. THE FULBRIGHT PROGRAM SELECTS QUALIFIED INDIVIDUALS WITH A PROVEN RECORD OF ACADEMIC ACCOMPLISHMENT AND CHARACTER, AND SCHOLARSHIP RECIPIENTS WORK ABROAD WHILE SEEKING TO PROMOTE MUTUAL UNDERSTANDING THROUGH DEEP CULTURAL ENGAGEMENT.

in memoriam

L INDSEY GLENN PRUETT , CLASS OF 1998 1979 – 2023

A PROUD MEMBER OF WESLEYAN SCHOOL’S FIRST GRADUATING CLASS, LINDSEY GLENN PRUETT PASSED AWAY ON MARCH 11, 2023. REMEMBERED FOR HER LOYALTY, CREATIVITY, AND LOVE, LINDSEY IS SURVIVED BY HER HUSBAND, JAMES; CHILDREN, GLENN ELIZABETH, REN, PARKER, AND COLEMAN; MOTHER, DONNA GLENN, AND COUNTLESS FAMILY AND FRIENDS.

The alumni weddings, babies, and class notes sections reflect updates shared with the alumni office prior to March 24, 2023. Scan the QR code to submit updates for the next magazine.

Parents of Alumni:

WESLEYAN SCHOOL

Office of Communications

5405 Spalding Drive

Peachtree Corners, GA 30092

(770) 448-7640

If this issue is addressed to your child who no longer maintains a permanent address at your home, or if you would like to add a Class Note to the next magazine, please notify the Alumni Office (Shelley Noble 678-223-2280 or snoble@wesleyanschool.org) or submit via www.wesleyanschool.org/alumniupdates.