Wesleyan School Fall Magazine 2019 by Wesleyan School

WESLEYAN t h e m a g a z i n e o f w e s l e ya n s c h o o l

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volume xvi, issue i

FALL 2019

HOEDO

N! U F 9 1 0 2

TA B L E

O F

C O N T E N T S

Letter from the Head of School No One is Anonymous Alumni Coaches Lower School Takes the Stage Wesleyan Technology Center for Civil and Human Rights Legacy Wolves Faculty

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36 Meet Karyn Vickery 38 New Faculty 42 Summer Sabbaticals 46 Alumni 48 The Burrito Challenge 52 Alumni Babies 54 Alumni Weddings 59 Class Notes 63 Alan Pope '04 64 Alumni Events

BOARD OF TRUSTEES Land Bridgers, Chairman Mark Adent Claire Barnett Rob Bennison Rob Binion Mark Chapman Dan Cowart Jamie Hamilton Erika Laughlin Tom Menefee Billy Milam Mike Nicklaus Stephanie Powell Drew Prehmus â&#x20AC;&#x2122;04 Todd Ratliff Yumi Shim Danny Strickland Anna Tanner Sean Taylor DeVane Tidwell Chris Cleveland, Ex-Officio Becky Cardwell, Board Assistant EMERITUS TRUSTEES Sherri Austin Howard Bowen Betty Crawford Gerald Daws W. Neal Freeman Chip Groome Helen Kenwright Alice Ramsey Paul Robertson H. Bronson Smith Jim Stephenson Raymond Walker William C. Warren Bob Worthington HEADMASTER EMERITUS Zach Young

MAGAZINE STAFF Brooke Dant '12 Creative Director

Jennifer Copeland

Assistant Head of School for External Affairs

Bradley Gossett '12

Communications Director

Cara Grace Hildebrand Digital Media Director

Chris Cleveland Head of School

CONTRIBUTORS Becky Cardwell Donna Dixon Hannah Graham Abby Holmes Brian L. Morgan Shelley Noble Sylvia Pryor 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 Brooke Dant, Creative Director, bdant@wesleyanschool.org. Wesleyan Magazine is published by the Communications Department of Wesleyan School and printed by Bennett Graphics.

LETTER from the HEAD OF SCHOOL CHRIS CLEVELAND Dear Wesleyan Family, Since 1996, one of the defining attributes of Wesleyan School has been our intentional effort to know each child by name and to develop a personal relationship with them. The idea is that no child would ever walk the halls of our school and be anonymous. This initiative is rooted in two vital principles of the Christian faith. The first is that we are not anonymous to God, but we are created by Him, in His image, and known by Him. The second is that God desires for us to have a relationship with Him, that we would know Him by knowing our Savior, Jesus Christ. In addition to the Biblical foundation, there is a philosophical footing to our desire to know our students. We believe that instruction, regardless of the discipline, is best delivered in the context of personal relationships. Students have a stronger desire to learn from a teacher with whom they have some relational capital. Players push themselves harder for coaches who have invested in them beyond the field or court. Conversations on matters of faith cannot take place exclusively on an intellectual level but must be engagements of the heart as well. The more we invest in building personal relationships with our students, the greater the likelihood that they will have a rich and impactful experience at Wesleyan. When we hire new teachers to work at Wesleyan, there are many things we are seeking in those who will teach, lead, direct, coach, and mentor our students. We certainly place a high value on degrees, years of experience, classroom instruction and management, and subject area expertise; however, we are not satisfied with candidates who only meet those expectations. We must find individuals who fit our model. We must hire faculty who want to sponsor a club, lead a Bible study, go on a weekend retreat, and lead a mission trip. In short, we must have people who love children and invest in their intellectual, social, emotional, and spiritual development.

In addition to our Biblical and philosophical model, we make every effort to create a structure that intentionally works in opposition of anonymity. Every grade level has a grade chair, one chair in kindergarten through fourth grade and two chairs (male and female) in fifth through twelfth grade. The grade chairs serve the purpose of monitoring the academic progress of each student, as well as keeping an eye on the development of the whole child as they progress through the school. Every child in first through twelfth grade is placed in a small group of six to eight students that is led by a faculty or staff member. These groups meet on a regular basis and discuss relevant, age appropriate topics, as well as providing each child an adult with whom they can check-in and seek help in any area as needed. Finally, it is every teacherâ&#x20AC;&#x2122;s responsibility to engage students in and out of the classroom, building relationships and making an investment in their lives. As you read the articles in this edition of the Wesleyan magazine, you will see evidence of our desire to know our students on a personal level. We have grown to believe that this is the best model in which to deliver the full Wesleyan experience. We believe students learn best in an environment that reinforces that they have value beyond their accomplishments. Finally, we believe that as God demonstrated His love for us by sending us His best in Jesus, we must give our best to our students as a way to live out the Gospel. Our best has to be more than instruction; it must be a personal investment in the lives of our students. Thank you for your continued support of Wesleyan School, and I hope you enjoy this edition of the Wesleyan magazine. For His Glory,

CHRIS CLEVELAND Head of School

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ONE

ANONYMOUS

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MAKING STUDENTS KNOWN “At Wesleyan, it is hard for a student to be anonymous,” said Chris Cleveland, head of school. “And that’s just the way we like it.” Believing that students learn best in community and in relationship with peers and adults who care about them, Wesleyan’s administration and faculty work to intentionally craft an environment where students are known. The school structures much of its programming – both in and out of class – to support community and relationships among students, faculty, and staff. “As educators, we certainly want to know our students on an intellectual level, how we can help children develop their Godgiven abilities and interests, and where we can support them along the way,” continued Cleveland. “But as educators who love Jesus, it is equally important for us to relate to our students spiritually as well. If the children who sit in our classrooms have a relationship with Jesus, are exploring and investigating what that looks like, or are asking the hard faith questions of life, our prayer is that our campus is filled with adults who know these students well enough to walk alongside them no matter where they are in their faith journey. Education, regardless of the topic, is best delivered in the context of personal relationships.” To facilitate this, Wesleyan takes a multi-layered approach both in and outside of the classroom.

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BEING KNOWN ACADEMICALLY Class sizes and student-teacher ratios have always been important metrics in all grade levels at Wesleyan. Keeping class sizes small and maintaining a robust faculty make it a more realistic expectation for teachers to know their students – by more than just a name. The lower school takes this a step further in the way that “specials” are taught. “Classes like Bible, art, Spanish, music, and STEM are what we call ‘specials’,” said Jason Erb, lower school principal. “Not only does having a stand-alone teacher for each of those classes allow us to dig deeper into the subject matter, but it also gives each student a second group of teachers getting to know them year after year. “This also means that students in lower school typically have seven to eight teachers as part of their teaching team,” continued Erb. “Add to that our resource teachers and our guidance team, and each student has at least ten adults actively engaging in their academic success each year.” In middle and high school, each grade level has a boys and girls grade chair. This faculty member serves as a single point of contact for students, parents, and faculty working with each student. Grade chairs advise, challenge, encourage, and nurture students in meeting their own goals. “We serve in a wide variety of capacities,” said Emily Zavitz, 10th grade girls chair. “Academically, we check our students’ grades on a regular basis and follow up with students who need encouragement.

We meet with parents and students together once a year and guide students in selecting their courses for the upcoming year. My goal is to always coach – rather than direct – students as they navigate the academic side of high school.” Grade chairs also serve as the main liaison between parents, students, and faculty members. Leading the grade-level team supporting each student is a big responsibility, but one that grade chairs like Zavitz don’t take lightly. “We are here to know the whole student – academically, socially, spiritually, and emotionally. We work hard to put ourselves in places to interact with our students whether that is hanging out in the hallway or the dining hall, cheering them on at their extracurricular activities, or connecting in small group gatherings. Being one of the touchpoints for a student is a great honor and one of the things that makes Wesleyan a special place to be a faculty member. In return, I think the relationships with faculty members are also part of what makes it so special to be a Wesleyan student.” BEING KNOWN SPIRITUALLY “When it comes to small group opportunities to interact with fellow students, faculty, and staff, we’ve pretty much got students surrounded,” laughed Greg Lisson, director of Christian life. “Between discipleship, pack groups, mentor groups, and gradelevel Bible studies, students have both mandated and optional small group time. And yes! We mandate some of that small group time so that students cannot self-select WESLEYAN SCHOOL MAGAZINE | FALL 2019

the anonymity that we are working to avoid – especially in seasons of childhood when that can be an enticing choice for them.” Starting in first grade, every student is assigned to a small group led by a faculty or staff member that meets on a consistent basis during the regular school day. These groups serve several purposes. First, they give students a break in their academic day to relax and process whatever may be going on in their lives. Second, they allow students to get to know one another and a faculty or staff member on campus. In lower school, students meet every other week with their discipleship group. The group is made up of students of the same gender across grades first through fourth. Led by a faculty member, the group stays together throughout lower school, so students get the chance to really know their group and their leader. “I think students feel more comfortable opening up and sharing because we get to know each other and trust one another as a small group year after year,” said Ahreum You, second grade teacher and group leader. “We are like our own little community within Wesleyan. We pray for each other, encourage one another, and have fun!” Middle school continues small group time in pack groups which meet approximately twice per month. “To make sure every student is known, pack groups are kept small, with approximately nine students of the same gender and similar grade level paired with one faculty member,” said Jen Sheppard, sixth grade science teacher and pack leader. “We also hope to promote personal growth by 8

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challenging students with different topics such as kindness, character, and leadership. Pack time is a time to get to know students in a way that is a little different than the typical classroom experience.” High school students meet weekly with their mentor groups and stay with the same group throughout high school. “The mentor program is valuable because it makes sure that no student falls through the cracks,” shared Josh Smith, high school assistant dean of student life. “It is my hope that every student on this campus has at least one faculty member that they can reach out to for advice. I also hope that no student walks our halls without at least one person every week asking them how they are doing. These small group times are a vital piece of the student health and wellness initiatives that we put in place at Wesleyan.”

Cameron Alexander, high school English teacher said, “It has been a privilege to walk alongside the students in my mentor group as they try to navigate high school. When they walked through my door as freshmen for our first meeting, they were quiet, reserved, and a bit intimidated. They barely knew each other, and most of them had never met me. It has been three years now, and it amazes me how each person in my group has changed. They are more comfortable with each other and themselves, and our mentor group has become a place where they can relax and be honest about where they are and what’s going on in their lives.” Outside of the regular school day, Wesleyan continues to provide opportunities for students to plug into small groups. Grade-level Bible studies are led by faculty members for fifth through twelfth grade students and boys and girls have their own separate studies.

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“It is our hope that Bible studies are a place where students can be known and connect with other students as well as faculty members who might otherwise not have the opportunity to teach or coach them,” said Matthew Means, assistant director of Christian life – worship and discipleship. “This is one more place where we seek to invest in the lives of our students, building relationships centered on God’s word.” Wesleyan estimates that over 200 students participate in Bible studies regularly. Many of these groups spend their time digging deeper into the Christian Life theme of the year, while others do entirely separate studies of the Bible. Either way, the goal is for students to grow in their faith and in relationship with others in the community. “Mr. Baxley and Coach Pridgen do a great job of running the Bible study, and there is good food every week,” said Owen Hodges, Wesleyan eighth grade student.“We meet every other week, and usually we pick up on what we talked about in the

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previous Bible study. In October, we talked a lot about humility and showing acts of humility in life.” “When we ask alumni what they remember most about their Wesleyan experience, it usually isn’t what they learned in class,” said Cleveland. “This may sound strange for a school, but we’re okay with that! They graduated, so we know they understood the content in class. It is deep

relationships that are the fingerprint we hope to leave on the hearts of our students. “In a busy world with lots of distractions, those relationships won’t just happen unless we are intentional. I am so thankful that Wesleyan has always prioritized the relational aspect of what we do in education, and my prayer is that we will never lose that focus.”

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athletics

alumni coaches Participating in high school sports is a memorable experience for many students, particularly at Wesleyan. Since joining GHSA in 1997, the school has won 60 team state championships and nine Director's Cups. But perhaps a greater measure of success for Wesleyan athletics is the number of former Wesleyan athletes who have become coaches at the school. This year, Wesleyan has four alumni who are head coaches in varsity sports. Connor Breslin ’11, Fiona Owen ‘03, Mary Stephenson ’04, and Carolyn Whitney ’06 are all head coaches of the teams for which they once played in high school. In addition, Alex Bufton ’06, Daniel Cardwell ’10, Harrison Cheeley '11, Rhett Delk '13, Bradley Gossett ’12, Andrew Frerking

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’11, Kevin O’Leary ’10, Nick Salyers ’12, Scott Schroer ’10, Maggie Smith ’11, Brittany Stevens ’13, Colin Sylvester ’08 and Madison Boyd Thomas '09 are all community coaches or full time employees. Athletic Director Marc Khedouri says, “It’s an incredible privilege to see our alumni return to the school and seek to mentor and serve others in the same way they were mentored and served. It’s a tremendous testimony to the power of sports and the enduring legacy that a coach can have. Coaching is ultimately about helping others reach their goal and fulfill their dreams. Seeing Mary, Fiona, Carolyn, and Connor do this is the privilege of a lifetime.”

MARY STEPHENSON '04

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Joining the faculty and coaching staff at Wesleyan in 2008 as a faculty fellow, Mary Stephenson took the helm of the varsity softball program in 2016. Stephenson knew she wanted to coach, even back in high school. “I knew even then I wanted to use my life to positively influence young people. Getting to do it at the place that had such an influence on my own life is really special.” Stephenson played softball, basketball, and golf while she was a student at Wesleyan. “I was here when this campus looked nothing like it does now, and it grew up along with me,” she recalled. Today, she coaches the two-time state softball champions on Agape Field. “My coaches in high school taught me many lessons about life, faith, and sports,” said Stephenson. “So, it’s incredibly

FIONA OWEN '03

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rewarding for me when I’m working to provide a similar experience to girls in the softball program.” To carry that same legacy, Stephenson works closely with each member of the team. “It is my greatest joy to work with girls who are not just talented, but young women of great character and work ethic who love each other well and love to play the game. Being with them is my favorite part of every day, and being part of their story and seeing them grow up and achieve their potential as players and people is a true privilege.” Overlapping with Stephenson in high school, long-time fourth grade teacher and now community Head Coach Fiona Owen ‘03, leads the varsity cheer program. A cheerleader during her years as a Wesleyan student, Owen draws from the lessons she learned from her coach – none other than beloved fifth grade teacher Barbara Lewis.

CONNOR BRESLIN '11

“Barbara was my high school cheer coach, and she was, and still is, such an inspiration! She was my constant cheerleader as we worked together to develop a strong varsity cheer program. She brought stability, experience, and professionalism to the cheer program, and I will be forever grateful to her.” Owen’s goal is for each athlete to leave their Wesleyan cheer experience with attributes of kindness, accountability, strong work ethic, passion, teamwork, confidence, and love of the Lord. “On top of the physical and athletic aspect of cheerleading, our program is also truly a mentoring and ministering program,” shared Owen. “We have an amazing group of coaches in the cheer program, and they are committed to investing in these young women and supporting them in every way.” Owen competed in several different sports while at Wesleyan. She recounts, “My participation in Wesleyan athletics truly helped to mold who I am today. I still remember important lessons learned in cheerleading, swimming, and track seasons throughout middle and high school. Wesleyan does a phenomenal job of pushing athletes appropriately to be the best they can be while nurturing them at the same time.” At the start of the 2019-2020 school year, Wesleyan welcomed two more alumni as faculty members and head varsity coaches. Connor Breslin ’11 and Carolyn Whitney ’06 are back to lead the boys lacrosse and girls basketball programs, respectively.

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athletics After graduating from Wesleyan, Breslin continued his athletic career by playing lacrosse at Birmingham-Southern College where he was a team captain. Serving as eighth grade boys chair and teaching middle school history, Breslin is excited to be back on campus. “It is great to be back and to be a part of a program that meant so much to me,” he said. “Wesleyan has a reputation for providing a first-class athletic experience to all its students, and I am excited to continue to earn that reputation with our boys lacrosse program. It is a real honor to come in and try to build on what coaches like Sam Walker, Malcolm Anderson, and Lee Rider have already accomplished.” For Breslin, coaching is about more than what happens on the field. “We believe that our seniors do not leave our program but rather are sent from our program to go out into the world to serve others as Christ has called them. I hope that through lacrosse, they can learn how to be accountable, mentally tough, and how to serve. If a Wesleyan lacrosse alum truly understands the JOY motto and knows what that looks like in his life, then I think we have done our job.” Before returning to Wesleyan to lead the girls basketball program and teach physical education in the lower school, Carolyn Whitney spent the last two school years as the head girls' basketball coach at Brookwood High School in Gwinnett County. During her tenure, the team won the Region 7-AAAAAAA title in 2019. “Wesleyan is so much more than academics. It is so much more than basketball. It is a place that provides

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a holistic experience for its students,” said Whitney. “I have always had a great amount of appreciation for the school with how it has helped shape me into the person I am today. But now, being back as a teacher and head coach, I have a whole new level of appreciation for this place.” At Wesleyan, Whitney was a standout player for the lady wolves, becoming a McDonald’s All-American nominee and a two-time all-state player. She then went on to continue her career at Georgia Southern, where she earned the conference freshman of the year honor. Even with so much success in her career, Whitney still realizes there is much more to coaching than just winning. “Winning is not everything. We are a program that desires to engage the student athletes in a balanced environment of high-level competition and a positive athletic experience that is marked with discipline, camaraderie, tradition, and respect. Even though winning is important, it is not first on the list determining success. Developing a student athlete with integrity who loves God is the primary focus.” Coach Whitney can also relate to her players because she was once in their shoes. “I know the pressure of what it means to be a basketball player and a student at Wesleyan!” she laughed. “I’m sure there are many girls here that, either consciously or subconsciously, measure their success by winning or losing a state championship. I can speak to that because I felt that weight as well. I will be very intentional throughout the season reminding, not only myself, but the girls as well about how we measure success. And success is doing your individual best every single day.”

CAROLYN WHITNEY '06

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FINE ARTS

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There is a certain exciting and nerve-racking feeling that comes from being on stage in front of an audience of your peers. No one knows if they are ready for that moment until that first day on the stage. The fine arts program in the lower school aims to give each student a chance to reach out of their comfort zone. For some, it is the beginning of a passion for the arts that will follow them through high school and into college. For others, it builds the skills needed to do presentations in the classroom or in the working world. For all, it is an unforgettable experience that allows students to create a memorable production with their classmates. At Wesleyan, every child in the lower school participates in a play each year. There are several reasons for this philosophy, including building confidence and the potential for a student to find his or her passion. “Being in a play is one of those things that many students don’t know they will enjoy until they do it,” explained Lisa McNearney, lower school music teacher. “Some students surprise themselves with their skill on stage and have a newfound confidence that they

bring back to the classroom. It’s wonderful when you can see a student find their ‘thing.’ ” Students also gain exposure to public speaking, a strength that is useful in all areas of life. The confidence to speak in front of a crowd does not necessarily come easily, but the positivity and encouragement of the entire Wesleyan community goes a long way to foster that skill. Senior Lizzy Stainback remembers a moment from the fourth grade play, which the entire school attends. “When I was in the Easter play, I had a solo during the last supper song. I remember being really scared, and I had bad stage fright at that age. My mom teaches in the high school, and after one of the performances, one of her students told me, ‘You were so good. You have a beautiful voice. You should audition for The Voice!’ For a fourth grade student, that was the biggest compliment I could ever receive. That’s a memory and a lesson I still think about now because performing for a large audience is really scary, even as a senior. I learned to use that energy in a performance and it’s a tool that I’ve found really helpful.”

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The experience of participating in a performance each year of lower school also supports other areas of the lower school curriculum. Play practice starts with reading a script, which helps younger students on reading fluency and comprehension. Learning the scripts can help shape work ethic and study habits as well. “That was the first time I really ever had to memorize lines,” said Wesleyan senior Adam Rogers. “That process taught me that having the lines fully memorized early helps not only yourself but all the people around you. The real work and acting does not truly begin until everyone has fully memorized their lines. Up until

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then, we’re all just speaking and reading. This concept applies to all aspects of high school in that working ahead never hurts, but procrastination usually does.” Plays teach students from an early age to work together as a team toward a common goal. At the end of the day, the students, along with their teachers, have to work together to put on the best show possible for the Wesleyan community. McNearney says, “As a parent, you want to see your child on the stage to see them overcome an obstacle. Their whole class is participating with them and everyone else is rooting for them to succeed.”

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Several of the lower school performances have been around for many years, such as the first grade Three-Piggy Opera and the fourth grade Easter Play. The continued tradition of the productions through the years provides a level of camaraderie among the lower, middle, and high school students, as each student can remember his or her part. Rogers says, “I love going to watch the Easter Play every year. It’s fun to see the same exact show with different casts because the individuals, when working together, make it totally unique.” Junior Alexandra Bush recalls, “It makes me so nostalgic being able to see kids playing the same roles I did a few years ago, especially when they’re kids I know! It just makes me really happy to see it all continue. I love seeing how seriously they take it, and I know my friends and I were the same way.” The lower school is the perfect place for students to begin finding their passion, and with lower school play productions, that passion could easily be on the stage. Rogers says, “The reason that I stuck with theater from lower school into high school is that nothing gives me as much fulfilment as the process of creating a show. That experience is something that I can’t get enough of.”

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Kindergarten: The First Christmas Pre-First: Fish Tales

First Grade: Three-Piggy Opera

Second Grade: Camp Learned-A-Lot Third Grade: In Pursuit of the Fruits Fourth Grade: The Easter Story

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WHAT DOES IT TAKE TO MAINTAIN...

1,500

computers

425 iPads

almost CCTV security cameras

200

over

100

classroom SMART Boards

a 3D Printing lab a state-of-the-art data center

a comprehensive intercom, security, and alarm system across 85-acres and over 400,000 square feet all under one roof

It takes technology funding, state of the art infrastructure, and a dedicated team of talented professionals committed to serving our community well.

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WESLEYAN TECHNOLOGY For almost a decade, Wesleyan has been a one-to-one school, meaning that every student has a school-provided device. In grades K-4, that is an iPad that stays in the classroom and can provide support across all subjects during the school day. Beginning in fifth grade, Wesleyan students are issued a Windows-based computer for use in the classroom and at home. “We made the decision to go one-to-one for several reasons many years ago,” said Ramona Blankenship, associate head of school. “Technology provides our teachers and students with unique opportunities to reach beyond the classroom for resources. When used effectively in class, technology can improve student engagement, allow students to get creative in demonstrating their learning, and also help students transition from simply being consumers of content to creators of content which is where deeper learning and critical thinking really come alive.” Faculty and students have a wide array of technology available at their fingertips. They can print to nearly every printer on

campus. A few years ago, Wesleyan technology rolled out the single print queue, “find me” technology that is integrated with employee and student access badges. Additionally, from their computers, students and teachers can utilize other exciting resources on campus, including 3D printers, laser cutters in the fine arts building, and SMART Boards in classrooms across campus. “By incorporating the interactive technology resources given to us at Wesleyan, we are able to take students’ ideas from concept to creation to completion,” said Heather Niemann, middle school art teacher. “Every student has the potential to be a maker.” Even with Wesleyan providing some of the best technology available for education, the technology alone is not enough to make a significant impact on education. That’s where Wesleyan’s state-of-the-art technology infrastructure enters the picture. “It takes a lot of infrastructure to support this many people on this many devices at all times,” noted Brian Morgan, Wesleyan’s chief operating officer. “Over the years,

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DATA CENTER

Wesleyan’s Data Center, made possible through a generous donation by the Powell family, opened in fall of 2017, serves as the network and server hub for campus. With fire protection, cooling, UPS and generator back-up, and both server and storage farms, the Data Center has further enhanced the reliability of the school’s network. It is so reliable that even when the remnants of a hurricane blew through the metro area shortly after the Data Center was completed, Wesleyan’s network and infrastructure stayed online. 26 26

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we have been afforded the resources to keep growing our technology footprint to support the increasing needs across campus. In recent years, we opened a state-of-the-art data center, thanks to a generous gift from the Powell family, and it has played an important role in keeping us online.” The integration of technology into the classroom has provided students with a wide range of new opportunities over the years, and these extend into every academic discipline. For example, fine arts students can create on paper and then send the creation to the laser cutter from their computer to produce 3D art. Modern and

classical languages students complete performance-based assessments using their computers to record themselves. Science teachers use modeling programs and 3D printers to lead students through the production of new creatures and organisms. The one-to-one program and additional technology resources and network capabilities across campus make the incorporation of technology into the classroom a seamless one. And, it enhances student learning. “The beauty of students designing online and then using the 3D printers is that it reinforces the value of planning ahead and trial and error,” said Jewel Anderson, Wesleyan instructional technologist and STEM teacher. “When a student designs a WESLEYAN SCHOOL MAGAZINE | FALL 2019

structure and it isn’t structurally sound, the replica from the printer allows them to find that out.” Even with the blessings of equipment and infrastructure, we would miss the mark were it not for the team of dedicated staff members in the technology department. This group is committed to a set of core priorities: the safety and security of Wesleyan students, faculty, and equipment; infrastructure to support the needs of the community; and serving their customers on campus. “Largely behind the scenes, this team truly is the glue that holds this all together,” laughed Morgan. “Without them on hand at the help desk to troubleshoot technology issues, maintain equipment across campus, meet AV needs at events and meetings, and maintain the safeguards we have in place to protect our community, I don’t think our community’s experience with technology would be as positive as it has been.”

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The technology team touches every aspect of campus life from classroom instructional support, to troubleshooting issues for students, faculty, and staff at the helpdesk, to managing audio for chapel, to recording parent coffees. Accepting every challenge and support request, this group is constantly learning and growing to stay ahead of the latest ways they can support the Wesleyan community. “Working at the help desk, we see a wide range of student support requests,” said John Bracey, Wesleyan technology administrator. “Whether it is an update that needs to run on the computer, a missing stylus, or a file saved in the wrong place, we work hard to treat the students in a professional manner. Helping them see themselves as responsible for their equipment and the way they use it is crucial as we are training students how to care for and use a very expensive resource.”

THE WESLEYAN HELP DESK

is located on the third floor of Wesley Hall and is open from 7:30 a.m. to 3:30 p.m. every school day. Students and faculty can visit the Help Desk for assistance with a technology issue. In order to get everyone back to class as quickly as possible, if the support need takes longer than approximately five minutes, technology team members will provide a loaner laptop fully imaged with the userâ&#x20AC;&#x2122;s files. Keeping each student in class with working equipment is the teamâ&#x20AC;&#x2122;s main goal.

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CENTER FOR CIVIL AND HUMAN RIGHTS

ENTER OR IVIL ND HUMAN IGHTS Wesleyan has partnered with The National Center for Civil and Human Rights in downtown Atlanta to enhance the school's resources, curriculum, and opportunities for our community. The center offers partnerships to Atlanta-area schools, and Wesleyan is a champion level partner. At this level, Wesleyan has access to the support of the educational coordinators on staff at the center who can assist our faculty in lesson plans across the curriculum. Earlier this fall, faculty member Brad Meyer invited Jasmine Waters Page from 30

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the center to his high school chorus class. The high school chorus was preparing for their fall concert, and one of the songs was an arrangement of a poem that spoke to human rights and dignity. Mrs. Page spoke with the students about the struggle of the civil rights movement and led an exercise where students aligned stanzas from the poem to portions of the Universal Declaration of Human Rights to better understand the context of the poetâ&#x20AC;&#x2122;s perspective.

CENTER FOR CIVIL AND HUMAN RIGHTS “The breadth of this partnership with The National Center for Civil and Human Rights allows us to impact our classrooms, extend our learning opportunities, and give students the chance to continue participating in these conversations beyond school,” said Wesleyan’s Jennifer Pinkett Smith, director of diversity. Wesleyan teachers also have the opportunity to take students on learning experiences at the center during the school year. In addition, if

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they would like to visit on their own, Wesleyan families receive a discount on admission to the center when they show a Wesleyan student badge. “We are also excited about another benefit of this partnership,” continued Pinkett Smith. “Wesleyan will have the opportunity to have students intern with the center to see more of their work firsthand. We are so grateful for the ability to offer this resource to our community!”

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TO THE STUDENT BODY

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This fall, Wesleyan welcomed our first LEGACY WOLVES – children of Wesleyan alumni – into our student body. Luke Whitehead, son of Jonathan Whitehead ’03, joined Kindergarten this August. Kate and Jack Manning, children of Clare Van Rooyen Manning ’00, joined the second and fourth grades respectively. This marks a new era for the school as Luke, Kate, and Jack are the first alumni children to enroll at Wesleyan.

THE WHITEHEADS

“Luke is loving Wesleyan and after seeing kindergarten at Wesleyan through his eyes, I can see why,” said Jonathan Whitehead. “It’s a lot fun to walk the campus with him and tell stories about my time at the school. Having Luke at Wesleyan has been a thrill, and we look forward to many more years as Wesleyan parents.” The Mannings have found Wesleyan to be a great fit for Kate and Jack. “I don’t think I fully appreciated the unique education that Wesleyan provides until I experienced it as a parent,” said Clare. “In addition to the hard work lower school teachers and administrators put in to give our children the academic tools they need at this age, I am grateful for the faith focus that is built at such a young age. My children love being in discipleship groups and seeing them grow in their love for the Lord with the innocence and curiosity of a young child is such a beautiful thing to see.”

THE MANNINGS

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FA CU L TY

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Congratulations!

ZACHRY FRASER IVERSON September 9, 2019 8 lbs. 15.4 oz.

son of JOEL & MARY STUART IVERSON grandson of ZACH & STUDIE YOUNG

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M EE T

K A RY N V I C K E RY Director of Academic Support What is Academic Support Services? This new department will work to assist students with learning differences in becoming independent learners while successfully meeting the demands of Wesleyanâ&#x20AC;&#x2122;s academic standard of excellence. The program will bring under one umbrella the great work our faculty has already been doing at Wesleyan to ensure that we are effectively and consistently supporting students in grades K-12.

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What are learning differences? Wesleyan students with diagnosed learning differences are bright students who are often some of the hardest workers in their classes. They have met the intellectual and academic criteria required for admission to Wesleyan, but they have areas of particular challenge that can impact the way they learn and, ultimately, their academic performance.

Some examples of learning differences in our student population include dyslexia and ADHD. Students with learning differences at Wesleyan have the same course requirements, take the same assessments, and work hard to meet academic expectations. Our goal as a faculty is to support these students in a way that helps them both achieve academic independence and thrive at Wesleyan. Is academic support necessary in a college preparatory environment like Wesleyan? Absolutely. For many years, this has become the norm on the campuses of college preparatory schools like Wesleyan. In fact, colleges across the country have academic support services available to their students, as well. Why did you want to make the move to Wesleyan? For the past ten years, I’ve worked at another college preparatory school here in Atlanta, and I helped build the academic support services model there. The opportunity to come to Wesleyan was very appealing because of the school’s mission and the way that Wesleyan was already working to meet the needs of students. Programs like our grade chair model, our commitment to small class size, reading and math resource support in the lower school, math and writing labs in middle and high school, and genderdifferentiated instruction in middle

school math and English are just a few of the strategies that Wesleyan has in place to help all students succeed. It is exciting to further explore the ways we support all learners in our community while maintaining the high academic standards for which Wesleyan is known. Lastly, for me personally, working at Wesleyan is at the intersection of the things that are most important to me professionally and personally: serving students with learning differences and serving Jesus Christ. That’s what really drew me here, and I’m thrilled to have the privilege to be a part of the team. What’s on the horizon for the program? For this school year, I am conducting internal research of our current student population, assessing how we are addressing the needs of students with learning differences today, and meeting with students and parents. This fall, I co-led a professional development workshop for our faculty on executive functioning, which is one of the biggest areas of support needed by students with learning differences. The term executive functioning refers to the brain’s cognitive management functions. This includes organization, time management, planning, and sustained attention, to name a few. These are skills needed for success in life and learning. The professional development workshop focused on the understanding of executive functioning and evidence-based instructional strategies to support the development of these skills in the classroom.

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2019-20 NEW FACULTY

WELCOME

NANCY ACEVEDO Housekeeping Assistant

JOHN BARRESSE Athletic Trainer

CONNOR BRESLIN MS History Teacher & 8th Grade Boys Chair

CAROLINE CLANCY MS Foreign Language Teacher

ANGIE DAUGHERTY 1st Grade Teacher

NANCY DAVIS MS Math Teacher

ANA GRANADOS Housekeeping Assistant

FRED GRISSETT Housekeeping Assistant

LESLIE HALL Bus Driver

JEWELIN JACKSON 1st Grade Teacher

JOSH KIMBERLIN Faculty Fellow

ERIN KIRKLAND LS Teaching Assistant

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STEVE BURTON Bus Driver

CATHY CAILOR 1st Grade Teacher

JENNIFER CARTER LS Library Assistant

RAYMOND DOCKERY Bus Driver

LISSET FLORES Housekeeping Assistant

MARICELA GARCIA Housekeeping Assistant

BROOKS HANRAHAN Faculty Fellow

LASHANDIA HILL MS Stem Teacher

AMANDA HOLDBROOKS HS Administrative Assistant

JESSICA KRAUTH LS Teaching Assistant

JULIE LAFRAMBOISE LS Teaching Assistant

EMMA GRACE LAIRD Faculty Fellow WESLEYAN SCHOOL MAGAZINE | FALL 2019

2019-20 NEW FACULTY

WELCOME

SYDNEY LEIMBACH Faculty Fellow

JEANA LEE 4th Grade Teacher

FAITH LEE After Care Associate

CHUCK MILLS Housekeeping Assistant

ANA MORALES Housekeeping Assistant

RYAN MORAN Day Porter

CARMEN RODRIGUEZ Housekeeping Assistant

KATHLEEN SHADE HS Math Teacher

KAREN STREETT LS Teaching Assistant

(Not pictured) MICHELLE CAILOR After Care Associate PATRICK HUGHES Director of Donor Relations

CAROLYN WHITNEY LS P.E. Teacher

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SERENA WRIGHT Assistant Technical Director of Theater

TISH JOHNSON Bus Driver

HANNELIE LIEBENBERG LS Teaching Assistant & After Care Associate

DAN LLORENS Bus Driver

ANDY MATTICK HS Math and Computer Science Teacher

ANDY OLEJACK MS P.E. Teacher

KIMBERLY PANTHER Spirit Shop Associate

CHRISTY PIERCE After School Manager

KIMBERLY STROHMEIER LS Teaching Assistant

KARYN VICKERY Director of Learning and Academic Support

ALISON WENZ LS Teaching Assistant

In Memorium BO B A T K I N S O N GERALD LITTLETON

TRU S TEE f rom 1998-2014 CO NTRO LLER f rom 1997-2017

W I L E Y S T E P H E N S A DV IS O RY TRU S TEE f rom 1998-2014 WESLEYAN SCHOOL MAGAZINE | FALL 2019

SUM

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IVE

This past summer, high school history teacher Dennis Stromie had the opportunity of a lifetime to explore Europe and visit historic sites from World War I and World War II. Stromie teaches several United States History classes during the school year, and this trip provided context to American involvement in these conflicts and the legacy that survives in the region today.

OPE

Stromie, in his ninth year at Wesleyan, considered this trip for several years. When the chance arose to apply for the sabbatical program, he jumped at it. The 17-day trip included visits to many important locations from the history books that Stromie teaches: Omaha Beach, the Battle of the Bulge, Churchill’s War Rooms, the Maginot Line, and Sachsenhausen concentration camp were all on the itinerary. Stromie also happened to have some luck on the trip in terms of timing. He just happened to be at Buckingham Palace while a changing of the guard took place. At Omaha Beach, he was at the American cemetery when the American flags came down and “Taps” was played. While Stromie’s visit included a few large European cities, some of the most pivotal battle scenes took place in small towns across Europe, which he was able to visit as well. In Bastogne, Belgium, a town of 15,000 people, an old tank from WWII and a statue of General McAuliffe, an American stand on display. McAuliffe and the 101st Airborne Division defended Bastogne from German forces after having liberated the town a few months prior. The town is still thankful to this day, and “thank you” notes were written all over store windows for the 75th anniversary of the battle. Stromie said, “As a history person, teaching it every year, now I’ve been to all of those places I’m talking about. To go to a small town like Bastogne, take trips each day, and see where the D-Day invasion took place was amazing.” When talking about spending time in some of the small towns and the reactions of the locals, Stromie remarked, “all of the servers would ask, ‘where are you from?’ They all thought it was amazing that we would travel all the way from America to come see them.” Outside of pictures and stories from the trip, when asked what he would share with his students, Stromie said, “We have what we have because of the people before us. I hope I can get across to the students the sacrifice that those people have made.”

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P O R

ARR

E ROPE

Dennis Stromie

EUROP

E EUR O

Summer Sabbatical

E U R O P E

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Summer Sabbatical

J A P A N

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ELCOME

Japan was the destination this summer for high school art teacher Whitney Panetta. Panetta applied for the sabbatical opportunity seeking a way to bring Asian culture and art into the classroom. The 12-day trip kicked off in Seoul, South Korea where Panetta stayed for two nights. While there, Panetta got a feel for the culture while viewing public art, sculptures, and architecture of the city.

J A PA N

Whitney Panetta W

ELCOME

J A PA N

Kyoto, Japan, was the next stop on the trip. Many may be familiar with the renowned Japanese artist, Yayoi Kusama, and the “Infinity Mirrors” exhibit that was on display at the High Museum last spring. Kusama trained at the Kyoto School of Arts and Crafts. Woodblock printing and calligraphy are two of the most well-known artforms in Japan. While in Kyoto, Panetta participated in a woodblock print making class from a fifth generation print maker. The class detailed the traditional steps of how to create a small woodblock print piece. The language barrier with the teacher proved difficult, but the class had four other students, two of whom were from Paris and spoke English, Japanese, and French. Panetta said, “It was cool interacting with print-making students from Europe who were also there to learn. Being able to hear about their perspective on this form of art and having them translate was really unique.” On learning this form of art, Panetta said, “It’s great because [woodblock print] doesn’t take many tools to create something beautiful.” From Kyoto, Panetta traveled to Tokyo, the capital and largest city in Japan. In Tokyo, she visited the National Museum of Modern Art, where there are many unique and interesting exhibits. Panetta says,“It captured modern living in Japan. It took everyday life and put it into some form of art.” In terms of practical takeaways from the sabbatical, Panetta plans to bring a woodblock print project back to Wesleyan. Taking the class in Kyoto was a great first step in learning the intricacies of the art form and other details such as the type of wood preferred by the artists. In addition to the woodblock project, there were also some neat, artistic elements in the Buddhist shrines in Korea that can be brought back to the classroom. The repetition of pattern and color and other design elements from the architecture in Korea and Japan could also be used for installation pieces.

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ALUMNI: to submit an announcement for the next magazine, please email snoble@wesleyanschool.org WESLEYAN SCHOOL MAGAZINE | FALL 2019

THE BURRITO CHALLENGE J O H N AD E N T & M AT T Z I M M E R MA N C L AS S O F 2 0 1 4 John Adent ’14 and Matt Zimmerman ’14 were seniors at Wesleyan when they got into a classic lunchtime debate with their classmates: Which restaurant has the best burrito? What began as a debate quickly turned into action as Adent and Zimmerman looked for a definitive way to find an answer. With a nudge from former Wesleyan faculty member Dave Breslin, the guys created a set of criteria to judge nearby burrito-serving restaurants without bias. The grading system they created consists of a 10-point scale across 10 different categories. A burrito from each restaurant is consumed and rated, and the results are then tallied to identify the champion burrito. As time has passed, the challenge has evolved. Each year, the founders carefully consider which restaurants should be included in the challenge. To date, the Burrito Challenge has included a mixed selection of restaurants including Willy’s, Moe’s, Qdoba, Barberitos, and Chipotle. What makes the Burrito Challenge a “challenge” is that a burrito from each restaurant selected must be eaten and graded in a single day. According to the founders, the individual challenge is a marathon, not a sprint, and pacing is crucial. When

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fellow participants are struggling to finish their respective burritos, the entire group chants, “take another bite”, encouraging a strong finish from each one of their participants. While the exact specifications of what makes a burrito great are under debate, Adent and Zimmerman both agree on one crucial aspect. Adent says, “We think that one of the most important qualities in a good burrito is how the burrito is wrapped. If it falls apart in your hand, it takes away from the overall taste and affects the overall experience.” The original winner of the contest in 2014 was Moe’s. But what started as a mere challenge to find the best burrito, evolved into much more. The next year, the group decided to invite more people to participate, and the Burrito Challenge quickly grew. As more people began to join the challenge, Adent and Zimmerman added various activities throughout the day, spacing out the burrito consumption. These activities were added to turn the Burrito Challenge into what Zimmerman calls, “the best day of the year.” This past year, all activities were planned locally, centered around the Peachtree Corners area. Activities have included cliff jumping, mini golf, a slip-n-slide, mud wrestling, pool basketball, a concert in the Willy’s parking lot, and more. Zimmerman says, “We look forward to this day all year. The Burrito Challenge is like Christmas morning for us. In the same way everyone gets excited for their wedding because they can invite all their friends from different walks of life to their special day, I have the privilege of experiencing this feeling every year with the Burrito Challenge. I’ve been so blessed to be surrounded by the best people on earth, and sharing this day with everyone who joins is an honor.” Today, the Burrito Challenge is now an official non-profit that has grown to over 80 participants of various ages. Participants include many members of the Wesleyan community including faculty, alumni, and current students. Adent and Zimmerman have also used their rather unexpected platform to get out a message about drugs and alcohol. “The message we’re putting out is simple: this life we’re given is so much fun if you’re living it right, and if you’re living it right, you don’t need drugs or alcohol to have fun.”, Zimmerman said. “This generation has heard ‘don’t do drugs’ so many times. Instead of just trying to prevent a life of substance abuse, we’re providing the participants with an alternative lifestyle that we believe is much more fulfilling.” This past summer, the promoters took the event a step further and partnered with St. Jude’s Recovery Center, an organization that aligned with their drug-free message. “St. Jude’s Recovery Center was

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ality Burrito Qu 9 10 1. Overall 6 7 8 5 4 1 2 3 r Service /Custome e c n ia b 9 10 m 2. A 6 7 8 5 4 1 2 3 uality 9 10 3. Meat Q 6 7 8 5 4 1 2 3 uality gredient Q 0 8 9 1 4. Other In 7 6 4 5 1 2 3 Job 0 Wrapping 8 9 1 5. Burrito 7 6 4 5 1 2 3 k Quality tions/Drin p 10 O k n ri D 6. 7 8 9 6 5 4 1 2 3 alsa 10 7. Queso/S 7 8 9 6 5 4 1 2 3 uality 10 8. Chip Q 7 8 9 6 5 4 1 2 3 les 10 9. Intangib 7 8 9 6 5 4 1 2 3 ll $ Value 10 10. Overa 7 8 9 6 5 4 1 2 3

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2014 Moe's 2015 Willy's 2016 Moe's

2017 Moe's 2018 Willy's 2019 Willy's

the perfect non-profit to partner with because they help men in Atlanta who have struggled with substance abuse,” Zimmerman said, “and St. Jude’s is also a small enough organization to really benefit and appreciate our donations.” The Burrito Challenge participants and sponsors raised $1500 for St. Jude's. Current sophomore and Burrito Challenge participant Bond Surber said, "I’ve been following the Burrito Challenge for a while, and one of the main reasons I participate is because its main purpose is to show that you can have fun without drugs and alcohol. It also seemed like it would be the perfect way to end the summer. The Burrito Challenge was a great time, and I would recommend it to everyone." Plans for the 7th annual Burrito Challenge in Peachtree Corners are already underway. The growth and reach of the event can be attributed to the ambition of the founders. Zimmerman and Adent have even begun spreading the word about the Burrito Challenge in their new communities, Savannah, Georgia where John attends Mercer University for medical school and Salt Lake City, Utah where Matt now lives and works. Zimmerman says, “We plan to do the Burrito Challenge forever.”

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a l um n i b a bi e s | a lum n i b a b i es | a l um ni ba bies | alu m n i babies 52

James Joseph Bauer

Charlotte Grace Hearin

Charles Frazier McKenzie

Annabelle Lois Walden

Charles Ross Baker

Liam Oliver Owen

August 25, 2019 | 6lbs 7oz Son of Marcus & Shelbie Cowart Bauer '10

May 31, 2019 | 7lbs 10oz Son of Madison & Thomas McKenzie '02

April 12, 2019 | 8lbs 10oz Son of Chase & Ali Lloyd Baker '09 WESLEYAN SCHOOL MAGAZINE | FALL 2019

July 29, 2019 | 7lbs 3oz Daughter of Tyler & Amelia Cheeley Hearin '07

March 11, 2019 | 6lbs 10oz Daughter of Richard & Cristy Yarbrough Walden '04

April 4, 2019 | 7lbs 12oz Son of Austin Owen '03 & Fiona Hocking Owen '03

Teddy Harper Chopra

Zoe Frances Brown

William Shaw Corbitt V

Mary Margaret Woolfolk

May 9, 2019 | 6lbs 10oz Daughter of Robert & Paige Gupton Chopra '04

July 31, 2019 | 8lbs 10oz Son of Will & Mary Claire Merlino Corbitt '05

Ella Grace Petit & Addison Faith Petit

August 12, 2019 5lbs 10oz & 6lbs 2oz Daughters of Derek & Angela Whited Petit '10

March 6, 2019 | 8lbs 3oz Daughter of Davis Brown '10 & Grace Cowart Brown '10

June 28, 2019 | 6lbs 14oz Daughter of Carter & Christian Young Woolfolk '04

Trace Jones Gibadlo

May 23, 2019 | 7lbs 12oz Son of Stephanie & Ryan Gibadlo '02

Lewis Frank Nilan

June 18, 2019 | 9lbs 11oz Son of Taylor Nilan '05 & Lauren Olson Nilan '05

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Edward King Van Winkle IV '07 married Laura Anne Pattillo on March 23, 2019 at Peachtree Presbyterian Church followed by a reception at Peachtree Golf Club. Groomsmen included Sam Ball ’07 and Brent Carroll ’07. In attendance were Kip Thompson ’07, Matt Cole (former faculty), and Zach Young (Headmaster Emeritus). Photo by Peacock Photo and Video.

Jasmyn Wilkins '08 married Cecil Tanner on January 19, 2019 in Lawrenceville, Georgia at 550 Trackside which is an old converted textile mill. Wesleyan alumni in attendance included Holli Wilkins ’12, Matthew Hostetler ’08, Michael O'Hare ’08, Ryan Matherly ’08, Matt Wellborn ’08, Jessie Huff-Leverrett ’08, Jordan Hodge ’08, Molly Ruiz ’08, Kevin Ruiz ’08, Monish Tyagi ’08, Carolyn Whitney ’06 (faculty), and Ashlyn Bufton (former student).

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Colin Sylvester '08 married Mary Anne Short '12 The couple wed on June 1, 2019 at The Callanwolde Fine Arts Center in Atlanta, Georgia. Alumni in attendance included Austin Short '11, Shea Sylvester (former student), Michael Veal '15, Megan Kelly '12, Alana Broe '12, Caitlin Crabill '12, Kaitlin Mullen '14, Maddie Turnbull '15, Monish Tyagi '08, Matt Gossett '08, Trent Parks '08, Price Davidson '08, Bradley Harrison '08, Ryan McClanahan '11, Paige Brown '08, Ansley Wesler '08, Hannah Machemehl Block '08, Terry Sylvester (former faculty), and Andy Cook (former faculty).

Brendan Gallagher '04 married Nilza Arevalos Benegas on March 9, 2019 at the Cotton Gin at Mill Creek in Hiram, Georgia. They also had a blessing of their wedding in AsunciĂłn, Paraguay on March 16, 2019. Wesleyan attendees included Mother of the Groom Deborah Kelleher (faculty), Donna Dixon (faculty), Mary Ann Lacy (retired faculty), Beverly Boeschen (retired faculty), Ramona Blankenship (faculty), Linda McElwaney (faculty) and Melanie Lacy â&#x20AC;&#x2DC;03.

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Freddie Akers, Jr. '07 married Asheton Atyeo on June 29, 2019 in the Loire Valley of France at Château de la Bourdaisière. Alumni in attendance included Matt Clark '07, Joe Carroll '07, Tripp Harrison '07, and Blair Harrison '09. The couple currently lives in Atlanta, Georgia, and both work for Delta Air Lines.

Jeffrey Chang '13 married Sarah Settlage '13 on September 28, 2019 in Norcross, Georgia. Alumni in the wedding party included Becca Settlage (Maid of Honor) '18, Mairead O’Hare '13, Grace Farley '13, Norman Chang (Best Man) '11, Palmer Brasher '13, and Nathan Settlage '15. Alumni in attendance included Grant Murphy '13, Charlie Fragakis '13, Lindsey Stamper ‘14, Cody Solomon '13, Andrew Dorman '13, David Monte '13, and Ashley Gentry Brasher '13.

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Caroline Reed '14 married Jack Horton on June 8, 2019 in Dahlonega, Georgia. Alumni in attendance included Kylie Reed '16, Courtney Rappe '14, Anna Gritters '14, Ashley Hughes '14, Caroline Robertson '14, Trey Mannion '14, James Cyran '14, Matt Zimmerman '14, Katie Zimmerman '12, Nikki Villa '17, Taylor Panther Cummins '15. Also in attendance were Megan Trotter (faculty), Chad and Stephanie McDaniel (faculty), Candler Baxley (faculty), and Chris Yoder (faculty).

Kendall Runyon '14 married Trey Fuller on June 15, 2019 at The Wheeler House in Ballground, Georgia. Alumni in the wedding party included Ramey Morgan '14, Sarah Rohde '14, and Anna Gritters '14. Also in attendace were Brian and Carey Morgan (faculty) and Emily Zavitz (faculty) and her family.

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Cole Warren '12 married Morgan Brown on May 5, 2019 in Greenville, South Carolina. Drew Sutton '12 and Nick Schroer '12 were in the wedding. Abbie Frye '12 was also in attendance.

Anna Keappler '10 married Brody Whitlock on May 4, 2019 at Flint Hill in Norcross, Georgia. Alumni in the wedding party included Liz Shinn '10, Paige Lamons '10, and Kelly Harrison Adamson '10. Also in attendance were Megan Coole '10, Kaitlin Shinn '11, Holly Shinn '15, and Ted and Jennifer Russell (faculty). Anna graduated from Brenau in August 2019 with a Masters in Occupational Therapy. The couple resides in Smyrna, Georgia where Brody is program director for Cobb County Parks and Recreation.

Steven Brown '06 married Summer Vat on June 8, 2019 in Wilmington, North Carolina. Alumni in attendance included Katie Brown West '03, Grace Cowart Brown '10, and Davis Brown '10 who officiated the ceremony. WESLEYAN SCHOOL MAGAZINE | FALL 2019

new position as Principal Legal Counsel - Real Estate for Whole Foods Market.

Ryan Gibadlo '02 After spending almost 10

years in educational administration, most recently as the Upper School Principal at Westminster Christian Academy in Athens, Georgia, Ryan has recently taken a new position as the Executive Director of Atlas Ministry in Greensboro, Georgia. Atlas is a Christ-centered, educationally based organization in Greene County that is focused on equipping children and families with the skills and resources they need at every stage of development from birth through adulthood. He and his wife Stephanie are now living in the Lake Oconee community with their three children Attaway (6), Colbie Jane (3) and Trace (6 months).

Jarrod Leddy '04 was recently awarded a $1 million grant from the United States Department of Energy Office of Nuclear Physics to conduct research developing and performing plasma simulations for particle accelerators.

Steven Brown '06 is a Lead Seismic Analysis

Engineer at GEH. Currently, Steven is working on hypothetical impact and fire evaluations that measure the safety and efficiency of GEHâ&#x20AC;&#x2122;s fuel shipments to customer sites.

Brenda Morales '07 completed her dermatology

residency at Emory University, where she will continue as an adjunct faculty member and is working as a board-certified dermatologist at the Dermatology & Skin Surgery Center in Stockbridge, Georgia.

David Rodriguez '09 graduated with his Ph.D. in

English Literature from Stony Brook University in May 2019. He lives in Brooklyn, New York.

Alex Middleton '11 and Sam Beltrami '15 both serve as Fellows for Trinity Anglican Church in Atlanta.

In June of this year, Russell Matherly '12 and his wife Kristen moved to Tallahassee, Florida and started ministry jobs at Wildwood Church. Russell is the Worship Director and Kristen is the Kids Ministry Director. WESLEYAN SCHOOL MAGAZINE | FALL 2019

James Han '02 just moved from New York City to Austin, Texas to start a

Drew Freeman '14 was recently hired as the show host for The Second

City performances, which means he emcees the live improv show. The Second City is one of the top three comedy/improv companies in the country. Drew graduated from Belmont University last year with a degree in theatre. He is currently attending the Harold Ramis Film School in Chicago, Illinois.

Lizzie McIntosh '14 wrote an article that was published on The Bitter Southerner, an online publication based in Atlanta, Georgia.

TJ Mergler '14 graduated with a double major from Sewanee: The

University of the South and is a litigation associate with Covington and Burling in New York City.

Christina Moraitis '14 worked at NASA's Marshall Space Flight Center in Huntsville, Alabama after graduating from Samford in December 2018 with a physics degree. Most recently, Christina began her Ph.D. program in Astro-Physics at the University of Florida in the fall semester of 2019.

Stuart Johnson '14 graduated from Harvard College

with a concentration in government. As an undergraduate, Stuart worked for two years as a staff writer for The Harvard Crimson while also playing football, earning two Ivy League championship rings. Stuart is currently working as a legal research assistant in Boston with the law firm Skadden, Arps, Slate, Meagher, & Flom LLP and plans to attend law school in the future.

Stephen Johnson '15 graduated Cum Laude with

Academic Distinction from Amherst College with a dual degree in art and the history of art. Prior to graduation, Stephen submitted his senior thesis and was awarded The Anna Baker Heap Prize, an award for best literary work in the field of art. His financial prize was enough to pay off his student loan and pay for a trip to Disney for art research. Stephen is going to take the next two years to continue art research and work on his application for a Ph.D. museum studies program.

Brendan Abernathy '15, John Morris '17, Josh Morris '20

and faculty member Ruthie Colgrove attended the MattyB (Matthew Morris) concert together. All four boys played in Dr. C's middle school band.

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Gottlich ’16, Elizabeth Ostwalt ’16, Callie Weaver ‘19, Josh Garrard ’16 and Camille High ’16 met up in College

Station, Texas for the Texas A&M vs. Auburn game and had their own version of a Wesleyan homecoming. (Not pictured Sam Gottlich ‘17.)

Andy Archer '16 and JT Eigel '16 went fly

fishing on Henrys Fork, a tributary river of the Snake River in Idaho. JT was working as a fly fishing guide with World Cast Anglers in Victor, Idaho. Andy is a senior at Georgia Tech and JT is a senior at Montana State.

Audrey Short '15 graduated from

Miami University in May 2019 as a dual major in biochemistry and physics. Audrey has earned the following honors: Summa Cum Laude, Phi Beta Kappa (national honor society), Pi Sigma Pi (physics honor society), Beckman Scholar, Goldwater Scholar, graduating with distinction from Miami’s Honors Program, and graduating with honors from physics and chemistry for her involvement with research. In August, Audrey moved to the San Francisco Bay area where she will pursue a Ph.D. in biophysics at UC Berkeley. Audrey plans to do her research in the areas of photosynthesis and quantum biology.

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When it’s too far to make it back to Wesleyan’s Homecoming, you create your own! Wesleyan alumni Shelton

Bennett Stamper '16

has been appointed to the UGA Miracle Executive Board for the 2019-2020 school year. UGA Miracle is a student-run philanthropy organization that raises money to support Children's Healthcare of Atlanta.

Will Harper '16 is a senior at UGA and

was part of the Homecoming Court this fall. He was also recognized during the pre-game as one of the newest members of the Sphinx Society at UGA. Sphinx is the oldest honorary society at the University of Georgia, recognizing students, faculty, staff, and alumni who have made significant contributions to the university, the state of Georgia, and the nation.

Joseph Berney '17 had the opportunity to start a brand new watersports

program for Camp Highland in Ellijay, Georgia. The program was piloted this summer and served over 50 high school campers by showing them that even fun watersports can be tied into their relationship with Christ. Joseph helped form a relationship between Camp Highland and Watersports Central, the local Nautique boat dealer to secure new boats for the camp to run the program.

Peter Hess '18 is

starting his sophomore year at UGA and was recently confirmed by the UGA senate to one of the three open associate justice positions on the UGA Supreme Court, a part of their Student Government.

WESLEYAN SCHOOL MAGAZINE | FALL 2019

ALUMNI SPOTLIGHT ALAN POPE '04 & RYAN POPE '05

In 2015, Alan Pope '04 and Ryan Pope '05 opened THE PLACE, a Southern comfort restaurant located in the heart of downtown Athens. This fall, ESPN's College GameDay was in Athens for the UGA vs. Notre Dame game on September 21. A few days before game day, the producer of the food segment of the show reached out to Alan with the opportunity to showcase his best tailgate dishes on national television. The GameDay analysts were big fans of The Place!

WE WERE INVITED TO PARTAKE IN THE COMPETITION JUST A FEW DAYS BEFORE GAMEDAY, SO WE HAD TO MOBILIZE QUICKLY. THE DAY OF THE SHOW, WE BUILT A MAKESHIFT KITCHEN WITH A FRYER, WAFFLE MAKER, ETC., RIGHT OUTSIDE THE SET AND STARTED COOKING AROUND 6 a.m. AT 9:45 a.m., THEY HAD A SHOT OF US FRYING CHICKEN ON THE GRILL, AND AT 11:20 a.m. WE PRESENTED OUR FOOD TO THE GAMEDAY ANALYSTS. THE REST IS HISTORY! THE DAY WAS TRULY SURREAL AND IS ONE THAT RYAN AND I WILL REMEMBER FOREVER. I COULD NOT POSSIBLY BE MORE PROUD OF THE RESTAURANT AND OUR TEAM! - ALAN POPE '04 WESLEYAN SCHOOL MAGAZINE | FALL 2019

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a l umn i eve n t s

It’s always good to come back HOME! Homecoming 2019 was a night full of tailgating, reuniting with old friends, and football!

ALUMNI GOLF TOURNAMENT The third annual Wesleyan Alumni Wolf Open was a big success despite the efforts of wind and rain! Alumni came from as far away as California, Michigan, and Mississippi for this annual event. Over seventy alumni, parents of alumni, and faculty braved the dismal forecast and prayed for a long enough break in the clouds to have a successful round of golf. Despite the rain, alumni enjoyed conversations in the clubhouse and indoor cornhole before donning ponchos to hit the green. In the words of Joseph Sheffield ‘12, “I have been less wet than I am right now getting out of the shower.” The winners of the tournament for the second year in a row were Brian Karaszewski ’03, Jack Karaszewski, John Hicks ‘01 and Ben Schrafft. Keep an eye out for information on next year’s tournament which will be held in June 2020.

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WESLEYAN SCHOOL MAGAZINE | FALL 2019

HOME COMING 2019 COLLEGE ROAD SHOW This fall, we gathered a group of faculty, loaded up Wesleyan minibuses, and hit the road to treat some of our college aged alumni to lunch, laughter, and love. The Wesleyan College Road Show made stops in Athens to see students who attend The University of Georgia and The University of North Georgia; in downtown Atlanta at Georgia Tech, Georgia State, and SCAD; in Milledgeville at Georgia College and State University, and just over the state line into South Carolina at Clemson University. The Wesleyan family extends well past our studentsâ&#x20AC;&#x2122; time here on campus. Once a Wolf, always a Wolf.

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WESLEYAN SCHOOL MAGAZINE | FALL 2019

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WESLEYAN SCHOOL Office of Communications 5405 Spalding Drive Peachtree Corners, GA 30092 (770) 448-7640

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Parents of Alumni: 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.

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2020 WESLEYAN

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