Westminster Bulletin Spring 2018 by Westminster School

Spring 2018

Westminster Bulletin

Center of Campus Life Health and Wellness Davis Scholars Anniversary

In her Architecture 1 class, faculty member Rebeccah Tuscano-Moss P’20 discusses structural systems in architecture with Jesse Kulynych-Griffith ’19, David Harris ’21 and Liam Tucker ’18.

Westminster Bulletin

SPRING 2018

FEATURES

A Team Approach to Student Health Care 28

A Vibrant Cushing Hall at Center of Campus Life

Learning to Manage Life Outside of the Classroom

Davis Scholars Program Celebrates Decade of Transforming Lives

D R T M E N TMessage S 2 E P AHeadmasterâ&#x20AC;&#x2122;s

From the Archives

Supporting Westminster

10 Athletics

Martlets on the Move

Decades of Embracing the Schoolâ&#x20AC;&#x2122;s Mission

Class Notes

Closing Thoughts

A Remarkable Legacy

Hill Headlines

On the cover, students in the Brockelman Student Center. Back cover, spring blossoms on campus. Spring 2018

FROM THE HEADMASTER

Dear Members of the Westminster Community, In ways large and small, we project our values and priorities — what matters most to us. At Westminster School, the dedication of Armstrong Dining Hall, Brockelman Student Center and Kelter House intentionally affirmed the values that continue to define us: the importance of community and personal relationships, as cultivated at regular family-style meals, through the informal interactions in a student center at the crossroads of school life, or during casual conversations in a dormitory common room. At the heart of our campus, the Sixth Form Lawn and surrounding Cushing Hall, Andrews Memorial Chapel and Armstrong Dining Hall all celebrate the enduring lessons fostered by the relationships at the foundation of our community ethos. Today, more than ever, lessons related to community and personal relationships, which recognize our common dignity and shared obligation to be respectful, have never been more important. Increasingly, in the world beyond Williams Hill, those values are ignored, even intentionally flouted. Actually, how we treat other people provides powerful insights about ourselves — what kind of person we are, whether we care about other people, whether we are gentle, kind and generous of spirit, or whether we are just selfish, self-absorbed and demeaning. Extending respectful courtesies to friends, peers and personal acquaintances is easy but never sufficient. In our school community, we believe that the personal dignity of everyone — all students, staff and faculty — should be respected. We also believe in extending the same respect to guests, visitors and especially to strangers — to those with whom we are not familiar. This winter, I received the following email from a campus visitor, which I shared with students at a December assembly: “I am a Granby resident and swim at the Westminster pool. I often have occasion to encounter groups of your students while on campus. … I am continually amazed at the studied ‘grit and grace’ of your students. When I thank them for holding a door for me, they reply ‘of course.’ I have never encountered any sullen students; in fact, they are normally first to greet me and smile. Even if busy with their friends … they always regard me with respect and comportment. Swimming is a major component of my health and well-being, and I am especially pleased that I can walk thru the premises … [and] am treated like a respected member of a community. This is no small achievement for all of you, and I thought you should know.” This email from an admiring campus guest reminds us that in our everyday encounters we make impressions, especially on those who don’t know us. Those impressions influence perceptions of us personally and of our community. And even when we are not on campus, we remain ambassadors for our school. How we behave, no matter where we are, affects perceptions of us, of those with whom we associate and of Westminster School. 2

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In that context, the email is such an enormous credit to our students. It underscores what we embrace as a defining attribute of Westminster’s ethos and culture. This guest’s anecdote reflects what we mean by grace in Grit & Grace. Grit is about the hard work that must accompany self-improvement. Grace is about an awareness and sensitivity to other people. Unless balanced by grace, grit is selfish. With grace, grit is selfless. Together, we share an aspiration to sustain a gracious school community. Our campus setting is impressive, featuring beautiful buildings, gorgeous lawns and magnificent vistas. We are so fortunate to share these spaces for teaching and learning. However, whenever alumni reflect upon their memories of Westminster, their stories invariably return to people — memorable teachers, enduring friendships — to the lessons about caring for those we know and for the visitor we don’t know, the visitor we happen to encounter visiting campus for a swim. At these moments, when we are not aware that anyone may notice, we soar with our capacity for grace. Soar Together is the motto for our current fundraising campaign, about which you will hear a lot more in the months ahead. With your philanthropic support, we seek to sustain our ongoing commitment to enrolling and supporting the very best students with need-based scholarships; to attracting and retaining the very best faculty by honoring their extraordinary vocational commitment; and to underwriting all the programs — whether academic, athletic, artistic or extracurricular — through which we teach the lessons we hope will define the legacies of our alumni. When addressing our school community, students often conclude their remarks with “Martlets Fly Together.” With this campaign focused on the people who define our school community, we aspire for Martlets to soar.

William V.N. Philip P’06, ’09 Headmaster

HILL HEADLINES

Learning and the Brain This year’s Westminster Teaching Symposium brought together about 175 Westminster faculty members and educators from area schools for a half-day of discussion about the intersection between neuroscience, and teaching and learning. The Feb. 22 symposium was sponsored by the Westminster Teaching Initiative (WTI), which encourages collaboration and dialogue among Westminster faculty members about curriculum and pedagogy. For the past seven years, WTI has hosted an annual symposium at Westminster that widens that circle of sharing to include teachers and educators from areas schools. “Modern, holistic educators must consider the ever-deepening understanding of the adolescent brain when structuring lesson plans and adjusting Dr. Judy Willis speaks about executive function. classroom strategies,” said WTI director Charlie Griffith P’11, ’14, ’17 in his welcoming remarks. “A thorough knowledge of the physiology and functions of the brain — from the amygdala and its connection to stress and emotion, to the hippocampus and memory, to the prefrontal cortex and executive function — combined with an appreciation for concepts of growth and neuroplasticity are essential for the success of every student and for every effective teacher and school.” The keynote speaker was Dr. Judy Willis, a boardcertified neurologist with 15 years of experience as a practicing neurologist and 10 years of experience as a classroom teacher. Dr. Willis earned an M.D. at UCLA and an M.Ed. at UC Santa Barbara, where she also served on the adjunct faculty. An authority in the field of learning-centered brain research and classroom strategies derived from this research, she is the author of seven books and has been interviewed by major media outlets. Dr. Willis travels nationally and internationally, giving presentations, workshops and consulting about learning and the Lawrence Court, head of the Westminster English Department, brain. The title of her Westminster presentation was “Learning gives a presentation about teaching uncomfortable ideas. and the Brain: Developing Executive Function.” During her talk, Dr. Willis described the role of the titled “How Emotion Impacts the Brain’s Successful Learning and prefrontal cortex of the brain in controlling executive function What to Do About It”; Lawrence Court, head of Westminster’s and why it is important for students to develop executive English Department, spoke about “Teaching Uncomfortable function for success in school, college, work and life. She Ideas”; Paul Cyr-Mutty, assistant headmaster and dean of faculty pointed out that while it may seem that students today have at Eaglebrook School, discussed “Cultivating Lifelong Learners more difficulty being organized, it may be because their and the Adult Brain”; Jennifer Wojcik, performing arts chair and executive function skills cannot meet the demands of the current director of diversity at The Gunnery, talked about “Supporting information age overload. She explained neuroplasticity and Diverse Learners Through Multiple Modalities”; and its role in stretching the brain to new limits and how students Westminster English teacher Emily Walsh ’09 and Noel Garrett, need to gain experience evaluating information beyond their dean of academic support at Connecticut College, addressed brain’s first response to leap to judgment. She also outlined some “Metacognitive Strategies, Mindfulness and the Adolescent classroom strategies for facilitating executive function skills and Brain.” helping students learn to think outside the box. The symposium concluded with lunch in Armstrong Dining Following Dr. Willis’ presentation, breakout sessions were Hall where participants continued conversations about the held on a number of topics: Dr. Willis gave a follow-up session morning’s presentations. Spring 2018

HILL HEADLINES

Diversity Day Speaker Highlights Need for Cultural Competency Derrick Gay, an internationally recognized consultant to schools and educational organizations on issues of diversity, inclusion and global citizenship, was the featured speaker at Westminster’s schoolwide Diversity Day held Jan. 26. Gay’s approach to deepening inclusion draws from his knowledge of scholarly theories and research, his expertise in organizational development, and his 18 years of classroom teaching, coaching, musical conducting and serving as a senior administrator. A graduate of Oberlin College, Oberlin Conservatory, the Klingenstein Center at Columbia University and The University of Pennsylvania, where he earned an Ed.D. in educational leadership, Gay has been featured in The New York Times, The Washington Post and on NPR. He is also proficient in English, Spanish, French, Italian and Portuguese, with studies in German, Korean and Latin. Gay began the day by speaking with Westminster faculty and further developing the thesis of his TEDx Talk “The Double-Edged Sword of Diversity.” He shared the ways in which the word diversity often functions as an identity representing historically marginalized groups. While recognizing and distinguishing among diversity (difference), inclusion (sense of belonging), and equity (differentiating supports to enrich equitable outcomes for all), Gay discussed reframing diversity so it resonates with all identities. He spoke about his experience working in independent schools and how students need skills to work with people who are different from them. He emphasized the need to build a culture of inclusion and cultural competency. Gay began his presentation to students by asking, “Will you be prepared for success in the 21st century?” He shared how he works with schools and organizations regarding global citizenship. “We will spend time talking about what global citizenship looks like, your identity and how who you are frames how you look at the world,” he said. Gay presented some examples of how people learn about themselves and each other through media. Then, after asking the students what they think is identity and explaining how it is “very much externally constructed,” Gay asked the students to complete a reflection activity and partner exercise. “The idea is to get a deeper sense of identify frames we use in the world,” said Gay. He ended his talk by encouraging the students to see more of what is taking place around them, so they can become more culturally competent and have a deeper sense of what is going on in the world. “It is not what you look at,” he said. “It is what you see.” Following Gay’s presentation, Third Formers and Fourth Formers met with peer facilitators and participated in activities that involved self4

Westminster Bulletin

Derrick Gay gives the keynote presentation.

awareness, as well as looking inward and outward. Fifth Formers and Sixth Formers attended one of 16 sessions presented by faculty members on a range of topics, such as “How to Address Someone Whose Statement Stung,” “Powerful Dynamics: Understanding and Acknowledging Privilege,” “Feminism and Gender Equality,” “Masculinity: What Keeps It Alive,” “Balancing Life as a College Athlete” and “Gentle Yoga: A Moving Meditation.” The day concluded with a screening for students and faculty of the “Soundtrack for a Revolution,” a 2009 documentary written and directed by Bill Guttentag and Dan Sturman that tells the story of the American civil rights movement through its music, followed by advisory group meetings. Lisa McGrath, Westminster’s director of diversity and multicultural affairs, organized the day with the help of 28 faculty presenters and 18 student peer facilitators. Students and faculty attend a breakout session.

HILL HEADLINES

Students Spearhead “Stuff-A-Cruiser” Toy Drive The student club Serving Our Neighbors (SON) spearheaded a campus effort to gather new and unwrapped toys for area children by participating in a “Stuff-ACruiser” toy-drive with the Simsbury Police Department. The students began collecting the gifts in late November and gathered more than 80 toys which they gave to the Simsbury Police Department Dec. 13 for distribution through the Salvation Army Holiday Store. “This seemed like the perfect way for us to support the town and be able to give an actual gift during the holidays,” said Kelly Curtis, Westminster’s director of community service. “Our hope with this project was to make a positive impact in our community.” Westminster’s Community Service Group and SON do a number of things throughout the year to help make life a little easier on children, including participating in a Grit and Grace Club at Tariffville School and donating to the Gifts of Love’s backpack program in February.

Learning About Heat Illness Prevention Science teacher Stacy Ciarleglio took students in her Anatomy and Physiology classes to visit the Korey Stringer Institute at the University of Connecticut Feb. 23 to learn about exertional heat stroke prevention. Students were able to observe research subjects in a heat lab, measure the specific gravity of urine using a refractometer and hear updates about the most recent research on heat illness prevention.

Spring 2018

HILL HEADLINES

Dorm Olympics Westminster’s own version of Olympic fever swept the campus Feb. 27 during the Dorm Olympics. Faculty member Whit Powel ’11 opened the late afternoon of competition by performing a stirring rendition of the Olympic theme song on the recorder. Teams, organized by dormitory and including both boarding and day students, then competed in games of skill that included the dizzy bat race, tilt-a-cup, spoon feeding, Oreo from hand to mouth, baby rattle, bottle flips, musical chairs and tug of war. After dinner, the students participated in a trivia contest organized by quizmaster and faculty member Peter Briggs ’71.

Yale Model United Nations Conference Westminster took a hearty contingent of 31 students to Yale’s Model U.N. conference Jan. 18-21. It was the 10th year in a row that a Westminster delegation participated in the conference, which was attended by almost 2,000 other high school students. As always, the students prepped and debated a wide range of topics from the legalization of prostitution to nuclear disarmament to Irish resistance in the 1910s. “This was one of the most committed and engaged groups that the Martlets have ever had,” said Betsy Heckman, the group’s advisor and head of Westminster’s History Department. In addition to their enthusiasm for every committee session, the students enjoyed some free time in New Haven and making new friends.

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Highlights included Hannah Kaye ’19 and Vlad Ivanchuk ’19 participating on specialized committees that required an application process. In addition, Olivia Zhang ’20 received an Honorable Mention award for her representation of Canada on the U.N. Human Rights Council, and John Kuzminskas ’18 earned Honorable Mention for his role on the Irish Resistance Committee. “Though the students are always exhausted after the hours and hours of meetings, they once again appreciated the opportunity to get off the Hill, push themselves to argue complex topics in front of large groups, and become more engaged and global citizens,” added Betsy.

HILL HEADLINES

Winter Performing Arts Concert The winter term concluded with a concert March 1 in Werner Centennial Center that featured performances by the Dance Ensemble, Concert Band, Jazz Band, Tower Line, Chamber Choir, Faculty Choir and Chorale.

Spring 2018

HILL HEADLINES

“A Midsummer Night’s Dream” Westminster Dramat presented “A Midsummer Night’s Dream,” considered one of Shakespeare’s most popular comedies, Nov. 9-11 in Werner Centennial Center. The plot revolves around four young lovers and a band of misfit amateur actors who get lost within an enchanted forest where they encounter an adventure about which they would never dream. This fast-paced, high-energy midsummer romp through the woods is filled with cheeky plots and magical wonders. Audiences during the production’s three-day run witnessed firsthand the marvels of the woods and why “the course of true love never did run smooth.”

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HILL HEADLINES

“Anything Goes” Dramat’s production of “Anything Goes,” with its magnificent stage set, generated much enthusiasm from audiences during its three-day run Feb. 16-18 in Werner Centennial Center. The musical is set aboard the ocean liner S.S. American, where nightclub singer and evangelist Reno Sweeney is en route from New York to England. Her pal Billy Crocker has stowed away to be near his love, Hope Harcourt, but Hope is engaged to the wealthy Lord Evelyn Oakleigh. Joining this love triangle onboard the luxury liner are Public Enemy No. 13, Moonface Martin, and his sidekick-incrime, Bonnie. With the help of some elaborate disguises, tap-dancing sailors and good old-fashioned blackmail, Reno and Moonface join forces to help Billy in his quest to win Hope’s heart. Some of Cole Porter’s greatest hits are featured in the production.

Spring 2018

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Fall Season Highlights

First Boys’ Cross Country First Boys’ Cross Country had one of its best seasons in decades. Led by captains Emmett de Kanter ’19, Teagan Stedman ’18 and a core group of dedicated upperformers, the team created an incredibly positive atmosphere and had a lot of success. The team started the season off with a second-place finish at the Richard Miller Invitational and ended the season with third-place finishes for both the first and second squads at the Founders League and then the NEPSAC (New England Preparatory School Athletic Council) Division II Championship meets. De Kanter, Stedman and Justin Schuster ’19 earned All-New England and All-Founders League Cross Country honors.

First Girls’ Cross Country With many fresh faces, First Girls’ Cross Country relied on a few veteran runners and a host of newcomers for a successful 2017 season. Third Former Annabelle Smith quickly established herself as the team’s fastest. In addition to winning some races outright, Smith climbed very close to the top of the list of Westminster’s fastest runners and also earned All-Founders League honors. Michelle Wu ’21 and Allie Masthay ’21 improved significantly and were also among the top runners on the team. Co-captain Abigayle Hovey ’18 — in her fourth year on the team — was a positive force on the squad, and co-captain Liz Casey ’18 consistently scored among the top three runners on the team and pushed herself every day, proving to be an excellent role model for the younger runners. Abigayle Hovey ’18

First Boys’ Football While First Football finished the season 0-7, the team never allowed the record to dampen its enthusiasm. The players learned the value of Grit & Grace as they faced overwhelming odds each Saturday. The leadership of Sixth Form captains Marshall Watts, Mason Horrigan, Jagger LeClair and Ian Broadbent held the team together and led them to keep fighting.

Westminster Bulletin

First Girls’ Soccer First Girls’ Soccer finished the season with notable wins and some tough losses. Team members worked hard together to learn and implement new tactical strategies and elevated their game to a possession-based system — a system that will only get stronger with each practice and game. Led by a large group of Sixth Formers, who have left big shoes to fill, the team set out this season to create a legacy for future squads to come and did just that. Emma Davis ’18 was named to the 2017 CGSCA (Connecticut Girls’ Soccer Coaches Association) All-State Girls Soccer Team. Emma Davis ’18

First Boys’ Soccer First Boys’ Soccer had an exciting 2017 season. The team added 15 new faces to the roster and was led by captain Chanler Miller ’18. Finishing the season strong with five wins, the team competed against many playoff-bound teams, and built momentum for next fall. The 2018 season looks promising with 19 returning players. Chanler Miller ’18 was named to the WNEPSSA (Western New England Prep School Soccer Association) All-Star Team and the Class L Connecticut Prep All-State Soccer Team. Chanler Miller ’18

Lilly Holmes ’18

First Girls’ Field Hockey It was a great season for First Girls’ Field Hockey with a regular-season record of 10-4 and qualification for the NEPSAC Quarter Finals (A Class). The Martlets took some time to really fulfill their strength and potential this year, but the final game of the season versus Greenwich Academy showed just how far they had come. Ten great wins, and not losing by more than a goal to any team, really showed the grit and competitiveness of this group. Top scorers for the season were Greta Baker ’19 (10 goals), Emma Lange ’18 (10 goals), Maggie Kelly ’18 (seven goals), Casey Winslow ’21 (four goals) and Ashlee White ’18 (three goals). Hannah Stone ’18 and Lilly Holmes ’18 were named WNEPSFHA (Western New England Prep School Field Hockey Association) All-Stars, while Lange and White were named NEPSAC All-Stars. NEPSAC Honorable Mention went to Shannon Keefe ’19 and Baker.

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Winter Season Highlights

First Girls’ Basketball The season for First Girls’ Basketball was uneven, but it had its bright moments. The team’s leading scorers included Paige Phillips ’20, Emma Alpaugh ’18 and Bethany Winters ’20. McKenzie Roller ’20 exhibited outstanding leadership and toughness on both ends of the court. Alpaugh was named a NEPSGBA (New England Prep School Girls Basketball Association) All-Star.

Chris Robinson ’20

Emma Alpaugh ’18

First Boys’ Basketball Although First Boys’ Basketball ended its season with five wins, that number doesn’t reflect the Grit & Grace exhibited by the athletes. There were times the team was outmatched but did not give up and times when — for the first time in coach David Pringle’s ’05 tenure at Westminster — every member of the team scored. Players who stood out in terms of scoring included Chris Robinson ’20, Fritz Gale ’18, Max Brigham ’18 and Tavian Montanez ’21. Robinson was named to the All-NEPSAC Class B Basketball Team, and Gale and Brigham were named to the Honorable Mention Team.

Westminster Bulletin

First Boys’ Swimming and Diving First Boys’ Swimming and Diving finished the dual-meet season 2-5-1 and came up big with breakout performances at the Founders League Championship (seventh place) and the NEPSAC Division II Championship (fifth place). Co-captain Matt Norris ’19 smashed his personal best in the 100 fly to capture second place at New Englands, where nearly every Martlet race resulted in a best time. From November to March, the team trained hard and kept its focus under the leadership of Norris, co-captain Albert Gao ’18, co-captain Teagan Stedman ’18 and Hayden Cathcart ’18. A talented cohort of athletes including Hudson Stedman ’21, Layton Harmon ’21, Jean-Claude Lane ’21 and Eddie Shin ’21 made a huge impact on the team’s success, as did the improvement of Daniel Pinckney ’20, Liam Seeley ’20, Emmett de Kanter ’19 and David DeFronzo ’19. Cathcart deftly handled the diving duties for the Martlets, who look to reload the diving program after his graduation. It was a great season from start to finish, defined by dedicated athletes who worked hard, made improvements in technique and had huge drops in their times.

Teagan Stedman ’18

First Girls’ Swimming and Diving First Girls’ Swimming and Diving wrapped up the season with an outstanding showing at the NEPSAC Division II Championship. After a good dual-meet season (4-5) punctuated by big improvements in swimming times and diving scores, and a successful training trip to Florida over the long winter weekend, the girls took their performance to new heights at the Founders League Championship, finishing fifth, and stepped up even bigger at NEPSAC at sixth place. The young team developed nicely under the leadership of co-captains Dallis Alvarez ’18 and Liza Lennox ’18, along with Sixth Formers Ally Marenco and Mary Su. Westminster was particularly strong in the freestyle events, led by Alex Lin ’19 and Alex Wolf ’19, and the diving duo of Cecilia Raymond ’20 and Jane Ogden ’19 were the top Martlet finishers at the New England Championship. Newcomers Katherine Ashe ’21, Annie Brewer ’21, Simonne Ponce ’21, Sydney Schuster ’21 and Michelle Wu ’21 all played important roles in the final meets of the season.

Dallis Alvarez ’18

Spring 2018

First Girls’ Squash First Girls’ Squash closed a very successful campaign, capping a 13-8 dual-match record with a second-place finish at the NEPSAC B tournament. Each of the seven girls finished sixth or better in her 16-player draw at the tournament, led by Natalie Fay ’19, who won at No. 6. Co-captains Caroline Miller ’18 and Lucy Noel ’18, and fellow Sixth Former Katie Kosior finished their careers in style, as Noel took second place at No. 7, and Miller and Kosior won five-game matches on the final day to take fifth and third places at No. 5 and No. 4, respectively. With top three players Valeria Osorio ’19, Ellie Bailey ’21 and Caroline Kelter ’19 returning along with No. 8 Rebecca Sargent ’20 (who compiled a 17-2 record for the season), the outlook for next year is bright.

Lucy Noel ’18

First Boys’ Squash First Boys’ Squash had four 4-3 wins and four 3-4 losses — more 4-3 matches than in the last three years combined. In the 4-3 win against Millbrook School, Andrew Doucette ’18 fought off four match balls in game three and won that 16-14 and then 12-10 in the fifth, moments after Sean Ryan ’18 had lost 10-12 in the fifth to give Millbrook its third point. It was a close match the whole way. The win put Westminster into a higher division at the 2018 HEAD U.S. High School Team Squash Championships. The best 4-3 win was against Hackley School at the nationals. A fourth-place finish at the NEPSAC tournament in a tough field was a huge highlight for the team, with each player playing his best squash of the season. Aly Tolba ’18 went undefeated again, winning the tournament. He lost two games all season and was named to the All-NEPSAC Class B Squash Team.

Aly Tolba ’18

Emma Lange ’18

First Girls’ Hockey First Girls’ Hockey had some impressive highlights this season, including wins over tournament-bound Williston Northampton and Taft. Led by Sixth Formers Ashlee White (captain), Emma Lange (captain), Lilly Holmes (captain), Rosy Sieglaff, Katie Neilsen and Hannah Stone, the team made each game a true contest. Goaltender Stone was a fortress in the net, and many of the younger players had breakout seasons. Megan Rittenhouse ’20 recorded a hat trick in two games.

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First Boys’ Hockey First Boys’ Hockey had a great season. Pat Dawson ’18, who was named to the NEPSAC All-New England Boys Hockey Team, and Michael Fiorini ’18 showed superb leadership and determination as captains. Sixth Formers Cam Scott, Ryan Doolin, Alex Gadowski, Dan Zlatopolsky, Tasso Housakos, Jagger LeClair and Max Torrez led their team at practices and games. After opening the season Ryan Doolin ’18 like a shot out of a cannon, going 6-1 heading into the long holiday break with the only loss coming against Kimball Union Academy in the finals of the Flood-Marr Tournament, the Martlets hit a slump in January, losing four out of the next five games. Losses to Trinity-Pawling School, Canterbury School, Berkshire School, The Gunnery and Loomis Chaffee stand out as games that slipped away. For the second year, Westminster owned the series against Avon Old Farms, winning

both the home and away games in convincing fashion. Wins against Belmont Hill School and Deerfield Academy catapulted Westminster into the eighth spot in the NEPSAC Elite 8 Tournament. Westminster traveled to Salisbury School to play the Knights, and although the team played well, it lost 0-3.

Coach Honored David Pope P’12, ’15, ’16, who stepped down as head coach of First Girls’ Hockey at the end of the season, was recognized Feb. 17 at a home game for his extraordinary contributions over 17 seasons to the program. During that time, the team won three NEPSAC (New England Preparatory School Athletic Council) Division I and five Founders League championships. “Coach Pope’s commitment to developing players and helping players become the best people possible has been exemplary,” said Director of Athletics Tim Joncas ’00. “Your success, well documented by the banners that hang from the rafters, only tells half of the story of the attention you have given to this program and the players you’ve coached. I know I speak for all of the players when I say ’thank you’ for all that you have given to Westminster Girls’ Hockey.” Next season, Jess Keough will assume responsibility as head coach of the team.

Director of Athletics Tim Joncas ’00, Headmaster Bill Philip and First Girls’ Hockey head coach David Pope P’12, ’15, ’16

Visit www.Westminster-School.org/page/Athletics/Athletics-Schedule for the latest game results and team schedules. Spring 2018

A Vibrant Cushing Hall at Center of Campus Life Cushing Hall, Westminster’s original building in Simsbury, has reinforced its role at the center of campus life following a major renovation that created Brockelman Student Center, a new office area for the deans in Watts Hall, a remodeled headmaster’s study, a new entrance to the building and new restrooms. The 9,930-square-foot project on the first floor of the building — much of it located on the site of the former dining hall — was completed in time for the return from winter break in January.

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Students enjoying food, games and television in Brockelman Student Center.

Spring 2018

Students taking an afternoon break in Brockelman Student Center.

“As one who believes that intentionally designed spaces make a difference with regard to the community experience, the new Brockelman Student Center and remodeling of Watts Hall have exceeded our best expectations,” said Headmaster Bill Philip. “It is so energizing and affirming to have students and faculty interacting informally on a daily basis at the center of our school in our historic first building.” Graham Gund ’59, Westminster’s master planner, and founder and president of GUND Partnership, designed the project. And Westminster’s longtime Construction Committee, which includes representatives of GUND Partnership, faculty, staff, trustees and outside contractors, oversaw the planning and construction. The biggest challenge of the project was dealing with structural issues in an older building. Cushing Hall was constructed in 1900 and added onto numerous times over the decades. “Old construction methods do not meet modern standards and had to be fixed,” said Tom Earl P’93, ’98, ’03, ’06, chair of the Construction Committee and Westminster’s chief financial officer. “As renovations proceeded, many hidden conditions were revealed: unexpected framing, steel beams from a previous renovation and even a concealed, abandoned brick fireplace,” explained Dan Rutledge of GUND Partnership. “This required the building team to work collaboratively and creatively to keep the project on track without compromising Westminster’s goals for the finished product.” “Cushing Hall is the center of the school, not just for student life, but architecturally,” said Trustee Emeritus Joe Gitterman ’55, P’86, ’86, ’90, a longtime member of the Construction Committee. “The details of its roof, its height and its design are reflected in the vast majority of buildings on campus.” 18

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“Architectural interventions on the inside, particularly the student center, and on the outside, for the new entry porch, were designed to complement the traditional historic style of Cushing Hall,” added Dan. A new entrance to Cushing was created on the northeast side of the building where the former kitchen of the old dining hall had been located. Leading to the new entrance is a direct pathway from Armour Academic Center, which facilitates students walking through Cushing on their way to and from Armstrong Dining Hall. The pathway also provides easy access to the Admissions Office for campus visitors who park near Armour Academic Center.

A pathway from Armour Academic Center leads to a new entrance to Cushing Hall.

that same theme into the new student center. The wood paneling makes it a more formal space, and the games and the large light fixtures make it more youthful. It is a combination of both.” The original mantel from the fireplace in the old dining room was preserved, but the interior of the fireplace is new and operates on natural gas. A 70-inch television above the fireplace is usually tuned to news or sports channels and is easily viewed from various seating areas or from where students are playing foosball, pool or air hockey. Brockelman Student Center One of the main features of the new student center is a The 1,674-square-foot Brockelman Student Center, which 365-square-foot grill that is open during the day and evening replaced Timken Student Center, features a variety of seating, when Armstrong Dining Hall is not serving meals. “A lot of game tables, two flat-screen televisions and a grill. “It is not students have traditionally ordered food from downtown just a student space, it is a community space,” emphasized Bill. Simsbury and had it delivered to campus because they were “Faculty use it too.” looking for something to eat between meals when the dining “It is an exciting place to be literally and figuratively in room was closed,” said Tom. “The grill offers food we wouldn’t the center of campus and a place for students and faculty to be serve consistently in the dining hall, and it throughout the day and evening,” said has been very busy since it opened.” Tony Griffith, director of student life. “At Some of the most popular items on “The wood paneling makes times, it is a study hall, a coffee house, a the menu are fruit smoothies, milkshakes, restaurant or a game room.” it a more formal space, popcorn chicken, quesadillas, wings, and “The wood paneling installed in the macaroni and cheese. Throughout the day, center coordinates well with the wood and the games and the coffee, water and fruit are also available in Fearn Hall,” said Tom. “When we for everyone in Armstrong Dining Hall. large light fixtures make remodeled Fearn Hall about 11 years ago, When planning the new student we looked at old photos of the space and it more youthful. It is a center, members of the Construction our architect, Graham Gund, said, ‘Let’s Committee visited student centers at other try to match that.’ We decided to run combination of both.” “We cleared up the area outside the old dining hall that had recycling bins and pavement and looked really worn-out,” said Tom. “It was graded, new dry wells were put in and the base of Cushing was updated to match other parts of the building. New sod and landscaping were also installed, as well as a walkway leading to Keyes Porch. The idea was to open up the vista for those approaching the new entrance to the building.”

Students order items at the grill in Brockelman Student Center.

Spring 2018

On the weekends, he stops by to watch a game with friends, grab some wings and do some relaxed studying. “Besides the great food and convenience, I like that it gets kids out of their own dorms and brings the community together, whether it’s just to talk or watch a sports game,” he said. “I really enjoyed being a part of the planning, using the interior design skills my mother passed on to me and leaving a small mark on this school before I graduate.” Brockelman Student Center is named in memory of Lynn Gabel “Pita” Brockelman P’86, ’88, ’90, GP’19, ’21, a Westminster parent, grandparent and trustee, whose family provided support for the new center. “I loved the Timken Student Center while I was at Westminster,” said Trustee Curt Brockelman ’86, P’19. “I have fond memories of the grill run by Mrs. Ilzarbe and the wonderful grilled steak-and-cheese sandwiches. It was a place I looked forward to going after study hall to see friends and hang out. My mom, who passed away two years ago, was a truly special lady with lots of energy and a wonderful spirit. She loved to bring people together for food and drink, and good times. She also had a competitive side and loved games like Ping-Pong and pool. My family could not have picked a more appropriate place to honor my mother, and I know she is smiling down on the kids and community.” Students at the foosball table.

schools, many with grills. The committee also gathered input from students about the types of food to be offered, games, the color scheme and furniture. “It was very important to have students involved in this process because it is a place where children are going to hang out,” said Ilaria Quentin ’18, who helped advise the committee. “I helped with picking furniture and color schemes, which was great because I was able to give input on the student perspective. I thought it was really important that the furniture be durable and that using colors and bright shades of wood would make the place look younger and more upbeat.” Ilaria says she visits the student center at least two or three times a day, often between blocks to do homework or to hang out with her friends at the grill after school. About her experience helping with the center’s interior design, she said, “I think we did a cool job in figuring out what we really wanted it to look like, and it was fun to see my ideas come to life.” Ian Broadbent ’18 also helped with the planning process. “What was important to me was to make the center feel like more of a social area to relax in,” he said. “We wanted the furnishings to bring people together to talk, watch a game and grab a bite to eat. We chose furnishings and fabric colors that are clean, solid and simple, allowing the design to stay relevant for years to come.” Ian visits the student center frequently, sometimes for a breakfast sandwich, a drink or a game of pool or air hockey. 20

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Sometimes a class will meet in the student center during a quiet time, such as this Introduction to Architecture class that is discussing AutoCAD.

Form deans Grant Gritzmacher, Paul Kendall and Lee Huguley meet with students in the new administrative office suite for the deans in Watts Hall.

Watts Hall Watts Hall, which was previously part of the old dining hall, was remodeled into an office suite for the form deans, the director of athletics and the director of student life. Large windows provide natural light throughout the area. The four form deans share a common space, where they can easily confer with one another and students. “Having a centralized office for the deans was very deliberate,” said Kathleen Devaney P’19, assistant head of school. “There is incredible value in sharing information and decision-making. There is also a benefit in having the director of student life and the director of athletics in close proximity to the deans.” Watts Hall is named in memory of Billy Watts ’57, who was killed by an avalanche while he was a Westminster student. The renamed and remodeled Watts Hall received support from Billy’s family members, Wendy Watts Field and Laura Watts Pearson, and the Class of 1957 as part of its 60th reunion record of giving last year.

The entrance to Watts Hall.

Below, the new office area for the form deans is designed to facilitate collaboration.

A plaque in memory of Billy Watts ’57 for whom Watts Hall is named. Spring 2018

The remodeled headmaster’s study features abundant natural light.

Headmaster’s Study The headmaster’s study and the adjoining office of the assistant to the headmaster were refurbished and feature a new ceiling, lighting, electrical system, paint and refinished flooring. “I think it creates a very open and welcoming setting,” said Bill. “It used to be very dark, with standing lamps everywhere.” The line of sight to the headmaster’s study from Cromwell College Counseling Center was opened up and has no obstructions. “The way the doorway lines up, I can see all of the way down to Cromwell or, alternatively, people coming into Cushing can see all the way from Cromwell and the mailboxes into my office,” said Bill. “When I have visited other schools, the office for the head of school is often outside of the normal community traffic. I got into this work because I enjoy being with students. While this role necessarily puts me in a

place where I spend more time with adults, I feel energized being in the midst of students. The sounds of students in Brockelman Student Center playing games and their happy chatter while enjoying relaxing breaks during intervals in busy schedules are wonderful.” “The location of the headmaster’s study with its open door makes such a statement about the school’s family ethos,” emphasized Joe. “The students are nearby in the student center, and guests are able to visit the headmaster’s office easily.”

“The location of the headmaster’s study with its open door makes such a statement about the school’s family ethos. The students are nearby in the student center, and guests are able to visit the headmaster’s office easily.” The line of sight to the headmaster’s study from the first floor corridor of Cushing Hall. 22

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Other Enhancements

Green Design

The project involved making other significant improvements to Cushing Hall. As work progressed, an area of about 3,500 square feet was renovated in the basement, which created storage and office space for the student center and involved some mechanical upgrades. “The basement expanded the project from the original plan, but it was the right thing to do,” said Tom. “We created a lot of space for food storage and refrigeration.” Other work took place on the second floor above the new student center that involved converting a former faculty apartment into much-needed offices and a conference area for the Advancement Office. And an important overall enhancement to the building involved adding modern restrooms on the first floor adjacent to Brockelman Student Center and Watts Hall.

As with other recent construction projects on campus, most of the newly remodeled areas in Cushing are heated and cooled using geothermal energy. However, the source of the energy is from the geothermal wells supplying Armour Academic Center. When the availability of excess capacity in the wells for Armour Academic Center was discovered and verified, a decision was made to tie Cushing Hall and the 85,000-square-foot Armour Academic Center together in a massive loop. So rather than taking geothermal water into Cushing, only the condenser water is sent to Cushing from Armour Academic Center. It is as if Armour Academic Center has additional rooms. Westminster’s location on an aquifer is believed to have probably contributed to the extra efficiency of the wells supplying Armour Academic Center. The result is that a large portion of Westminster’s original building now utilizes environmentally sound energy rather than conventional energy systems.

Timken Student Center’s Four Decades of Enjoyment Westminster’s former student center, Timken Student Center, was dedicated Oct. 7, 1978, and was very much a community project. According to “By Grit and Grace: The First One Hundred Years of Westminster School,” “Timken Student Center had started as a gleam in the eye of the Student Life Committee, set up by Don Werner in 1976 to make life pleasanter on Williams Hill with the advent of full coeducation.” Two students drew up plans for the center in their advanced architectural drawing class, and Ward J. “Jack” Timken ’62 liked the idea and arranged for a grant for the center and an additional endowment for maintenance costs. The building was constructed with the help of faculty, students, Merrill Austin — a local architect and friend of the school — and his son, Bill, who acted as a general contractor. For a time, the center featured a grill, but it was eventually closed. Timken Student Center served Westminster until it was taken down in January, following the opening of Brockelman Student Center. A plaque in Brockelman Student Center commemorates the philanthropy of Jack Timken and his wife, Joy, and the nearly four decades of enjoyment students experienced in Timken Student Center.

Above right, the exterior of Timken Student Center and, below, an interior view.

Spring 2018

Members of the Health Center team: front row, Mary Denges, Megan Gilmore, Sheila Garilli and Donna Kemp. Back row, Kathy Moore, Deb McGrath, Donna Donegan P’20, Davis Smith, Julia McGoldrick and Josephine D’Aloia-Bottass.

A Team Approach to Student Health Care When Westminster students feel ill, sustain an injury or experience physical or emotional health concerns, they turn to the Health Center for care. Located in the Sherwin Health and Athletic Center, the center offers a cheerful and comfortable environment for students to seek treatment when they are not well. The Health Center offers assessment and management of acute and chronic illness and injury including concussion evaluation and management, some in-house lab testing, assistance with postoperative concerns, referrals to other health resources, monitoring and administration of medications, and health and wellness education. Tuition covers much of the care, not including some goods and services that families may elect to obtain through the center, as well as some services that may come as a result of care provided or supported by the center. Dr. Davis Smith, who is board certified in internal medicine, is Westminster’s director of health services and the center’s medical director. Donna Donegan P’20 serves as director of nursing and is responsible for the daily administration of 24

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the center, and Josephine D’AloiaBottass serves as associate director of nursing and is the lead person for the center’s Magnus Health online and student medical record system. Other professionals include a team of nurses, psychologists, a nurse practitioner and athletic trainers. An outside physical therapy practice provides on-campus services three to four days a week. The center is open to all students from 7:30 a.m. to 6:30 p.m. Monday through Friday, and 7:30 a.m. to 1 p.m. Saturday. During off hours, a nurse is on-call, as well as a covering APRN or physician. The center is a state-licensed infirmary. “We see students for sickness, injury and anything that is concerning them or they might go to their primary care doctor about,” said Dr. Smith, who was appointed to his position in 2013. He earned a B.A. at Brown University and an M.D. at Case Western Reserve University School of Medicine. After earning his medical degree, Dr. Smith completed an internship at MetroHealth Medical Center in Cleveland and a residency in primary care internal medicine at the University of Connecticut, where he also served as chief resident.

Before assuming his Westminster responsibilities, Dr. Smith served as medical director at Wesleyan University for nine years and then as a staff physician in the Unionville office of Hartford HealthCare Medical Group. In addition to his work at Westminster, he sees patients one day a week at the University of Connecticut Student Health Center. He is a longtime member of the American College Health Association (ACHA) of which he was named a fellow in 2010, past president of the New England College Health Association (NECHA), and clinical associate in the Department of Medicine, University of Connecticut School of Medicine. He hosts and teaches residents from UConn’s Pediatrics Residency Program as part of their adolescent medicine block. As co-chair of ACHA’s Sexual Health Education and Clinical Care Coalition, Dr. Smith conducted research that helped college health centers benchmark their practices related to sexual health. He has also been active in education and advocacy efforts surrounding prescription drug misuse, transgender health, HPV vaccination and concussion care. “A lot of this was giving talks at meetings, but some of it related to committees I chaired or participated in,” he said. “With the New England College Health Association, I was involved in planning the annual meeting and recruiting people to speak. My particular focus was the clinical piece.”

“We see students for sickness, injury and anything that is concerning them or they might go to their primary care doctor about.”

Top, Dr. Davis Smith examines a student. Bottom left, Associate Director of Nursing Josephine D’Aloia-Bottass uses the center’s Magnus Health online and student medical record system. Bottom right, Director of Nursing Donna Donegan P’20 administers treatment to a student.

Spring 2018

Providing health care in academic settings aligns well with Dr. Smith’s professional interests. “I am very interested in preventative medicine and teaching people about their bodies and how they work and how to stay healthy,” he said. “Being part of academic institutions is a perfect fit for that because students are really interested in learning about the world and themselves at the same time. They are motivated and capable learners. I like being surrounded by a community of curious, inquisitive people. I think of myself as that kind of person and like having that going on around me. I also enjoy the sort of mission-driven piece of the care and being part of something bigger. We are helping people

achieve the best possible results with an educational opportunity, be it at the high school or college level, and I really support the team approach to that. I also like public health and the idea of being the ‘ship doctor,’ as it were. The campus being the ship and trying to anticipate, prepare for and respond to something like a flu epidemic.” On a typical day in the Health Center, Dr. Smith has a number of scheduled appointments with students as well as visits with students who show up and need to be seen that day. “They may have a new concussion or a new illness or maybe they have been into the center multiple days in a row, and the nurse just wants my input on them,” he explained. He also manages more complicated cases such as when students are going on or returning from medical leave or need extra support that requires conversations with deans, advisors or parents. In addition, he meets periodically with the athletic trainers and psychologists and performs management duties such as organizing the budget. The Health Center provides a broad spectrum of high-quality care. The center’s nurses triage and provide supportive care for students. When students are too ill or otherwise

Top, nurse Kathy Moore provides medication to a student. Left, an infirmary room.

Westminster Bulletin

unable to attend classes, they stay in the center for all or part of the day for monitoring. The three clinical psychologists provide prompt assessment of acute mental health issues as well as manage patients on a longitudinal basis. The athletic trainers have daily contact with student-athletes, helping prepare them for games, evaluating acute injuries and managing rehabilitation. When necessary, students are referred to off-campus services such as specialists, radiology services or hospitals. With a continuous quality improvement mindset, Dr. Smith has refined the structure of how the center provides services in terms of triage and care. “For all the things we do, I am always trying to see how we can do them better,” he said. One initiative on which Dr. Smith has put his stamp is Westminster’s concussion management protocol. “There were some good pieces in place, but the medicine of it continues to evolve so we have been adapting our approaches,” he explained. He speaks with students and faculty each year about the protocol, which includes baseline testing for all students. “Our electronic medical record system allows the trainers and me to share notes for cases, which is enormously helpful.” He has also put his imprint on the school’s health and wellness curriculum by giving presentations on

The nurses station.

a variety of topics to students and faculty, and being a campus resource about health and wellness. (Please see related story on next page.) “Not many days go by that I am not talking with the deans, the director of student life or the assistant or associate head of school about various students and situations,” he said. “I see that we are all partners in optimizing the success of the students. The door is wide-open for those conversations.”

“I am very interested in preventative medicine and teaching people about their bodies and how they work and how to stay healthy.”

The Health Center’s reception area where students check in.

Spring 2018

Learning to Manage Life Outside of the Classroom

earning about growth, development, maturity and character is just as important for Westminster students as academic coursework. That is the underlying philosophy of the school’s student health and wellness curriculum. “Those pieces are an essential part of a Westminster education,” said Kathleen Devaney P’19, assistant head of school. “We pay as much attention to education outside of the classroom as in the classroom. We have a very deliberate way of reaching out to students in terms of wellness.” The multifaceted curriculum is coordinated by a team that includes Kathleen; Dr. Davis Smith, director of health

services and medical director of the Health Center; Tony Griffith, director of student life; Lisa McGrath, director of diversity and multicultural affairs; Tim Joncas ’00, director of athletics; and Nancy Spencer P’13, ’15, associate head of school. The school’s new daily schedule this year allows most programs in the curriculum to take place during the school day, generally on Wednesday and Saturday mornings. “We try to help students learn to manage their life beyond the classroom,” said Tony. “This touches on how they relate with each other, how they relate to themselves and how they relate to the outside world, while trying to keep their

Students leaving classes in Armour Academic Center.

priorities in order. They are exposed to many things they do not understand, and many things they think they understand and they really don’t. It is our job as educators to help them learn how to manage all of the information that comes into their lives unfiltered every day. This is a challenge this generation faces that previous generations did not face. They are exposed to so much at such a young age.” The majority of the programs are organized by form level. “Each one of these programs is tailored, as best we can, to a different developmental phase,” said Dr. Smith. “Messages need to be focused.”

Third Form: Choices Third Formers are broken into groups by gender identity to attend a program called Choices every other week that is led by faculty members. Eight to 10 students meet with two faculty members in one of the teacher’s classrooms to discuss such things as relationships, conflict resolution, identity and bullying. Faculty members use questions to prompt discussion within the group. “The goal is to try to get students talking about these issues,” said English teacher Scott Stevens P’07, ’09, ’12 who leads a group with Spanish teacher Duncan Sewall. “Students don’t take much time for

Faculty members Scott Stevens P’07, ’09, ’12 and Duncan Sewall meet with Third Form students in the Choices program. 28

Westminster Bulletin

reflection, and the Choices class allows them to reflect upon areas of their lives that are important in terms of friendships and peer pressure. We set the criteria and don’t judge other people. I think most of the times, they leave with at least something to think about within their own lives, and that is important.” During a session on bullying, hazing and friendships, the students in Scott and Duncan’s group discussed the definitions of hazing and bullying, with some students sharing examples they witnessed or even received themselves. The group then discussed what it means to be a friend, and how friends and allies can combat hazing and bullying.

Fourth Form: Health Curriculum Students in the Fourth Form participate in a focused health education program that incorporates peer education elements. Dr. Smith; Sheila Garilli, a nurse from the Health Center; and Lisa McGrath coordinate the program, which usually takes place in Adams Dining Room. Topics include such things as nutrition, personal hygiene, self-care, mood, stress management, anxiety, depression, sleep, alcohol, tobacco, illicit drugs, time management and relationships. “This year our emphasis has been on incorporating students through peer facilitators,” said Dr. Smith. In the peer facilitator-led sessions, of which there are three this year, Fourth Form students are broken into groups and assigned to a table and a peer facilitator. Sheila presents

Mia Steves ’18 serves as a peer facilitator.

Students in the Fourth Form participate in a health education program about nutrition featuring peer-led discussions.

some didactic information on a topic, and then discussion, led by the peer facilitator, takes place among students at each table. Highlights of that conversation are subsequently shared with the entire group. Eighteen students, who are either Fifth Formers or Sixth Formers, serve as peer facilitators. They apply for the position and are selected by a committee of faculty and students. The group is co-advised by Lisa and Sheila and meets once a month for training. “We talk about body language and what makes good conversations,” explained Lisa. “We also ask them for suggestions about what to include in upcoming programs.” In addition to helping with the Fourth Form health curriculum, the peer facilitators facilitate group discussions during Diversity Day.

“We know that just talking at students and giving them facts is not very effective in terms of behavior change,” said Dr. Smith. “We also know that when students are grappling with topics, especially in a peer-led discussion format, they tend to have a higher degree of interaction with the subjects. We are trying to provide them with the information and the motivation to make good choices, as well as give them strategies to respond in the event that they don’t. I also think it is a wonderful leadership opportunity for the peer facilitators and makes them the ’go-to’ people around the subjects and also as thought leaders in some of these important conversations.” “My favorite thing about being a peer facilitator is connecting with younger students and discussing health topics with them,” said Zach Tarazi ’18. “I am very interested in health science, and enjoy mentoring and teaching underformers.” “I have learned a lot about the value of a holistic approach to boarding school education and the importance of self-care and caring for others,” said Abigayle Hovey ’18 about her role as a peer facilitator. “More specifically, I have learned to be more comfortable with public speaking and interacting with people I do not know very well.” “A big challenge is getting people excited and willing to talk,” said Mia Stevens ’18, another peer facilitator. “I have learned that you just have to approach the discussion with the same enthusiasm you want the group to have.” During a meeting on nutrition, Fourth Spring 2018

Director of Student Life Tony Griffith discusses distracted driving with Fifth Formers and Sixth Formers during a Decisions program.

Formers were broken into groups of eight to a table with one facilitator at each table. The groups discussed what they expect from food and listed examples of positive food choices and the results those food choices provide. A second discussion involved what can happen from eating well or poorly. Each table shared its examples with the larger group. Lastly, the tables discussed positive strategies that can be used to ensure healthy eating on campus and developed examples of healthy and nonhealthy snacks. At the end of the meeting, web-based resources were shared for additional information on nutrition. Other sessions can be more lecture style with Dr. Smith or Sheila presenting information followed by some discussion points. “We try to get students to recognize that they are making choices and help them weigh a decision related to a behavior in terms of risks,” said Dr. Smith. “There is promotion of self-efficacy, giving people guidelines or specific strategies around harm reduction and trying to give them the skill sets in terms of recognizing when they or a friend might need help along with specific help strategies.” 30

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Fifth and Sixth Forms: Decisions The Decisions program for Fifth Formers and Sixth Formers is run by Tony Griffth, Head of the History Department Betsy Heckman, history teacher Jessica Keough and AP Psychology teacher Shawn Desjardins. The students are broken into large

groups and talk about topics such as anxiety, stress, sleep, impaired driving, financial literacy, budgeting and fitness. The format usually involves a presentation by one of the faculty coordinators of the program. “The goal is that we want them to make healthy decisions about their lives both while they

Dr. Davis Smith and nurse Sheila Garilli discuss the Fourth Form Health Curriculum.

“We try to get students to recognize that they are making choices and help them weigh a decision related to a behavior in terms of risks. There is promotion of self-efficacy, giving people guidelines or specific strategies around harm reduction and trying to give them the skill sets in terms of recognizing when they or a friend might need help along with specific help strategies.” are at Westminster and after they graduate,” said Tony. During a Jan.17 meeting of Decisions held in Werner Centennial Center, Tony and Fifth Form Dean Paul Kendall spoke about distracted driving and how it is just as harmful as drinking and driving. Videos that show the devastating outcomes of distracted driving were also shown. “Not everyone drinks, but everyone has a cellphone,” Tony emphasized to the students. “Why are you here today? We want you to think about the combination of phone, car and speed and how that is a bad mix. It doesn’t take much to go from everything is OK to a complete disaster.”

All-School Wellness Events Beyond the programs organized for each form, a few times a year speakers give presentations to the entire school. Dr. Smith gives a presentation about concussions to all students early in the school year, and recent guest speakers have included Chris Herren, a former basketball star, who spoke about struggling with substance abuse, and Cindy Pierce, an educator and author, who spoke about developing healthy sexuality. “Again, it is about exposing students to healthy discussion about all of the topics of life,” said Tony. Students also participate in weekly discussions about a variety of topics in meetings of their advisory group. Topics include digital citizenship, life at Westminster, and current events on and off campus. “There is an agenda every week that I create, and Director of Academic Technology Mark de Kanter ’91, P’19 helps with ideas for technology discussions,” said Tony. “We did one discussion this year on fake news and how to tell if something you read is legitimate.”

attend monthly meetings of the Bruyette Leadership Academy, which is coordinated by Tim, Kathleen and the form deans. The attendees serve in key leadership positions in student government, John Hay, clubs and organizations. “We talk a lot about the principles of leadership, communication and organization,” said Tim. “We dig into leadership at Westminster and what initiatives they are thinking about. The feeling is that student leaders share a responsibility of creating a positive healthy and safe school environment. We are empowering the students in these positions and creating a team that they can rely on throughout the year.” Periodically, the group also participates in wellness discussions that involve Dr. Smith and the peer facilitators. One of the initiatives of the Bruyette Leadership Academy is organizing the annual Dorm Olympics, which took place this year on Feb. 27 and involved games and a trivia contest. “It is a good lesson for

members of Bruyette Leadership Academy in how a functional organization should run,” said Tim. “Sometimes students think that leadership is doing everything yourself. They learn to understand people’s strengths and weaknesses and delegate responsibilities accordingly. This is a life skill and helps them with the idea of what it means to be a leader.”

Helping to Create a Positive Student Experience A key aspect of Westminster’s health and wellness curriculum is the involvement of faculty members who serve as facilitators for the programs. “I think it is really important because most teachers want to be involved,” said Tony. “The teachers understand that in order to have productive classrooms, productive team practices and productive rehearsals, students need to be healthy. I like to think that part of the reason students have a positive experience at Westminster is related to this curriculum.”

Bruyette Leadership Academy To help students become better leaders and mentors, a group of about 35 students

Peer facilitators with Director of Diversity and Multicultural Affairs Lisa McGrath.

Spring 2018

Davis Scholars Program Celebrates Decade of Transforming Lives

Current Davis Scholars at Westminster are Aly Tolba ’18 from Egypt, Boyan Alipiev ’19 from Bulgaria, Dorka Nagy ’19 from Hungary, Phalla Phoap ’20 from Cambodia, Ozzy Kutluel ’18 from Turkey, Vlad Ivanchuk ’19 from Ukraine and Valeria Garcia Osorio ’19 from Colombia.

Westminster School welcomed its first Davis Scholars to campus in fall 2008. Since then, 26 scholars from 18 countries have participated in the program, including seven who are at Westminster this year. The students are from Afghanistan, Bulgaria, Cambodia, Colombia, the Czech Republic, Egypt, Ghana, Hungary, Latvia, Malaysia, Moldova, Slovakia, Somaliland, Poland, Turkey, Ukraine, the U.S and Vietnam. They came to Westminster seeking new educational opportunities and big dreams. 32

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Originally, the Shelby Cullom Davis Foundation invited Westminster to be one of five pilot schools to participate in the program, which aims to promote international understanding and cross-cultural connections across boarding school campuses and around the globe. Ten years later, the other independent schools involved in the program, in addition to Westminster, are Andover, Lawrenceville School, Milton Academy, Taft and Emma Willard School.

Recruiting Scholars Kimberly Pope P’12, ’15, ’16, director of the Davis Scholars Program at Westminster, travels around the world to identify students who would be a good fit for the program. She has visited Bulgaria, the Czech Republic, Ghana, Hungary, Lithuania, Moldova, Poland, Turkey and Vietnam. Westminster usually enrolls two new Davis Scholars per year. “I work with embassy employees, students, heads of schools and other organizations in order to recruit Davis Scholars,” she said. “Many times, I interview students in groups with the ASSIST program, and sometimes an interesting candidate comes to me through different sources. This year, I worked with Ukraine Global Scholars.”

“ “

They come so far with the intent of making the world a better place and share their perspective of the world with other students. ~ Kimberly Pope P’12,’15,’16

When it is not possible for Kimberly to visit prospective students in their homeland, she arranges video chats or calls them. “Everyone must fill out our application,” she pointed out. “I try to Skype with parents after students are admitted as Davis Scholars.” Key characteristics she looks for in candidates are intellectual curiosity, a strong work ethic, a sense of humor and a willingness to share their culture. The biggest challenge the scholars face at Westminster is that everything about their lives will be different. “I mentor them and act as an additional advisor,” said Kimberly. She also provides regular reports to Lance Odden, the school’s liaison with the Shelby Cullom Davis Foundation, about the progress of the scholars, and he visits Westminster annually to meet with them. Besides the $20,000 annual grant in funding for each scholar from the Shelby Cullom Davis Foundation, Westminster must provide substantial aid to meet each scholar’s full tuition, along with providing necessities like travel, clothing, tutoring, textbooks and medical care. While at Westminster, the scholars have taken advantage of all aspects of campus life, and the impact they have had on the Westminster community is immense. “They are the epitome of Grit & Grace,” said Kimberly. “They come so far with the intent of making the world a better place and share their perspective of the world with other students.”

Westminster’s first group of Davis Scholars in 2008 are, front row, Martha Zamora ’10 and Vladimer Bok ’10, and, back row, Nabi Hassanzoy ’10 and Kwaku Akoi ’10.

Spring 2018

Current Scholars Westminster’s current Davis Scholars are Boyan Alipiev ’19 from Bulgaria, Vlad Ivanchuk ’19 from Ukraine, Ozzy Kutluel ’18 from Turkey, Dorottya Nagy ’19 from Hungary, Phalla Phoap ’20 from Cambodia, Valeria Garcia Osorio ’19 from Colombia and Aly Tolba ’18 from Egypt. Phalla Phoap previously attended Jay Prtizker Academy, a private college preparatory day school in the rural area of Siem Reap, Cambodia. He had never visited the U.S. before coming to Westminster last fall. His favorite class this year is AP Physics, and he hopes to study computer science in college. “There are more courses to choose from, and the afternoon activities allow me to try new things and stay competitive,” he said about being at Westminster. “In my first trimester, I joined the cross country team, and it was a remarkable experience being a newcomer who was welcomed into such a supportive group of people.” His experience as a Davis Scholar has already changed his life. “I have become a more independent person, get to try a lot of new things at Westminster and get to know a new group of people,” he said. “I look forward to pursuing my studies in computer science along with developing new hobbies.”

“

I have become a more independent person, get to try a lot of new things at Westminster and get to know a new group of people. I look forward to pursuing my studies in computer science along with developing new hobbies. ~ Phalla Phoap ’20

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Coming from a low-income family in Ukraine, I realized that the limited educational opportunities available in my country did not always provide me with sufficient resources and opportunities to pursue my passions. Being awarded a Davis Scholarship to attend Westminster was a turning point in my life. ~ Vlad Ivanchuk ’19

Westminster Bulletin

Vlad Ivanchuk, who attended a public high school in Ukraine, had an unexpected path to Westminster. Two years ago, he applied to a highly selective organization called Ukraine Global Scholars, which assists talented Ukrainian students in getting an education at the best schools in the U.S. He was one of 20 finalists out of 350 applicants and was introduced to a network of Ukrainian graduates of the best U.S. colleges and universities who serve as mentors and volunteers. It was from these mentors that he learned about the Davis Scholars Program. “I started researching boarding schools that offered Davis Scholarships, and inspired by the small, close-knit and familystyle Westminster community, I decided to apply to become a Davis Scholar at Westminster,” he said. He, too, had never visited the U.S. “Coming from a low-income family in Ukraine, I realized that the limited educational opportunities available in my country did not always provide me with sufficient resources and opportunities to pursue my passions,” he said. “Being awarded a Davis Scholarship to attend Westminster was a turning point in my life.” As a Westminster student, Vlad has faced some cultural differences to which he has adapted. “Most notably, I was not used to the American-style of ‘small talk’ conversations,” he said. Although Vlad enjoys all of his classes, he finds his most engaging class to be AP U.S. History taught by Mary Pat Gritzmacher. “While in Ukraine, the history classes are all about memorizing dates, names and events,” he said. “At Westminster, we learn to analyze the history, build connections, synthesize and, most importantly, think and make our own conclusions.”

He also likes participating in new activities. “In a diverse, thought-provoking, yet supportive Westminster community, I get to challenge myself every day by studying new subjects and taking rigorous classes, by participating in new activities and by playing new sports or simply by speaking to new people,” he said. He played Demetrius in Dramat’s fall production of “A Midsummer Night’s Dream” and was a delegate to the Yale Model U.N. conference in January. “What I like most about all of these new experiences is the incredibly supportive community embodied by fellow students, coaches and advisors,” he said.

Looking ahead, Kwaku says someday he would like to get into social entrepreneurship. “I am especially interested in large-scale sustainable housing projects in developing countries like Ghana and the kind of positive impact that better housing arrangements can have in uplifting the living conditions of millions.”

Former Scholars Not surprisingly, Westminster’s Davis Scholars have gone on to be successful students at leading colleges and universities including Barnard College, Bates College, Colby College, Harvard University, Hamilton College, College of the Holy Cross, Lake Forest College, New York University, Princeton University, the University of Richmond, Simmons College, Wesleyan University and Yale University. One of the benefits of the program is that following graduation from Westminster, the scholars are eligible for $20,000 in annual scholarship funding from the Shelby Cullom Davis Foundation to attend one of its 95 partner colleges or universities. Kwaku Akoi ’10, who is from Ghana, was in the first group of Davis Scholars at Westminster. He was a Fourth Form student at Achimota School in Accra, Ghana, when Kimberly visited his school. Without his knowledge, the head of Kwaku’s school recommended him for consideration for the program. The opportunity to study in the U.S. was beyond his imagination at the time. “Before becoming a Davis Scholar, I was never fully sure of how attainable a college education in Ghana would be for me,” he said. “Looking back to the very first time I heard about the scholarship, I am amazed at how unexpectedly better my life has turned out. Ten years may seem like a long time, but I still remember my first day at Westminster like it was yesterday.” Following Westminster, Kwaku attended Wesleyan University where he double majored in economics and French studies and graduated in 2014. He was a member of the African Students Association, the Wesleyan Entrepreneurship Society, performed in a theater production and played junior varsity soccer for a year. “On the academic front, I was very well prepared to handle the academic rigor at Wesleyan,” he said. “And in terms of the day-to-day experience living on campus, I had a very easy transition after two years living at Westminster.” Kwaku also met his future wife, Opraha, at Wesleyan and, they currently live in Memphis, Tenn., where Kwaku is a lead digital architect with Hilton Hotels and Resorts. He serves as a creative lead on some of Hilton’s biggest information technology projects, developing digital experiences for millions of users worldwide. “My three biggest interests in life are technology, business and design,” he said. “I feel lucky working in a role where all three intersect on a daily basis.”

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Looking back to the very first time I heard about the scholarship, I am amazed at how unexpectedly better my life has turned out. Ten years may seem like a long time, but I still remember my first day at Westminster like it was yesterday. ~ Kwaku Akoi ’10 Martha Zamora ’10 was another member of the first group of Davis Scholars at Westminster. Before Westminster, Martha lived in Oakland, Calif. and attended Saint Elizabeth’s High School, as well as the Youth Law Academy at Centro Legal de la Raza in Oakland. It was through the academy that Martha heard about the Davis Scholars Program. After Kimberly visited the academy to identify potential scholars, Martha decided to apply. As a Westminster student, Martha enjoyed taking art classes and liked the faculty. Following Westminster, Martha earned a B.A. at Barnard College, majoring in Spanish and Latin American cultures with a double minor in gender studies and race and ethnicity studies. Martha participated in a number of student

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groups and worked as a residential advisor. Martha also served as a teaching assistant at The School at Columbia’s after-school program and as a dean for the Sadie Nash Leadership Program’s summer institute, before earning an M.Ed. in student affairs at UCLA. “I pursued an M.Ed. in student affairs because of the immense influence my undergrad mentors had in shaping my life and college experience,” said Martha. “The administrators of color at Barnard did so much to help me navigate and survive a historically and predominantly white institution. I took their example and began mentoring younger students of color at Barnard. I found out you could do that for a living as a student affairs professional, so I applied to higher education programs.” Currently, Martha lives in Providence, R.I., and works as a community director for the Office of Residential Life at Brown University. “The position consists of student support, crisis management and program development for a first-year community,” Martha explained. “The student body is what makes the job so enjoyable.” In the future, Martha might leave higher education and do community work with LGBT youth. Doychin “Dodo” Stavrev ’13 was attending high school in Plovdiv, Bulgaria, when he was asked if he wanted to skip his literature class to write an essay for an unspecified program. Later, he found out it was an application process for the ASSIST and Davis Scholars programs. “I ended up making it to the final round where I was interviewed by a representative of each

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Quite frankly, some of the classes I took at Westminster were harder than their equivalents at college. ~ Dodo Stavrev ’13

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The administrators of color at Barnard did so much to help me navigate and survive a historically and predominantly white institution. I took their example and began mentoring younger students of color at Barnard. ~ Martha Zamora ’10

program, including Mrs. Pope,” he said. He recalls subsequently asking her why she picked him. “Mrs. Pope said she was looking for someone outgoing and could tell I would be that type of guy,” he said. “Needless to say, I pretty much owe her everything I have achieved since.” In 2017, Dodo graduated from the University of Richmond with a B.S.B.A. in finance. “Quite frankly, some of the classes I took at Westminster were harder than their equivalents at college,” he said. While in college, he served as president of Gateway Capital Management, an exclusive student-funded, student-managed long-short investment club. As a senior, he was also part of the Student Managed Investment Fund, which managed about $500,000 of the University of Richmond’s endowment. Dodo now lives in New York City, where he is an investment-banking analyst at J.P. Morgan. “It is a very challenging job but you get to learn a lot over a very short period of time, and it opens doors for you in the future,” he said. Among his long-term goals is mentoring high school students. “I want to be more involved with high school students, and much like the Davis Scholars Program, provide not only advice but also funds for kids who want to pursue their college degrees or interests.” Nadira Abdilahi ’16, who is from Somaliland, says the headmaster at Abaarso School, back home where she was a student, told her about the Davis Scholars Program, and she remembers thinking it was her chance. “Growing up, I always knew that I wanted to go to high school and then college, even

though it’s not common for Somali girls to pursue higher education,” she said. “Many get married at a young age to not be a burden to their families. I loved school and always thought I was meant to do great things, but the idea of going to high school and college in the United States wasn’t possible at the time. I never thought about it until it became a reality for my older sister. She basically opened doors for me that I didn’t even think were there.” One of the reasons Nadira applied to the Davis Scholars Program at Westminster was that her sister was attending The Ethel Walker School, also in Simsbury, at the time, and Nadira wanted to be close to her. “Westminster was the first place I considered home in the United States,” said Nadira. “I was worried about not fitting in, but I truly felt welcomed by the community, and I am forever grateful to anyone who made this possible.” While a Westminster student, Nadira participated in community service, volunteering at Reggio Magnet School of the Arts in Avon and at a soup kitchen. She also became a tour guide and played field hockey, basketball, tennis and lacrosse. Her favorite class was Honors Physics taught by Greg Marco P’08, ’11. “I liked all the teachers I got to interact with at Westminster and am grateful for all the knowledge and mentorship I received from them,” she said. Around the time of her Westminster graduation, Nadira and her sister were interviewed by journalist Anderson Cooper for a story about Abaarso School that appeared on “60 Minutes.” Nadira is currently a sophomore at Yale majoring in economics and African studies. She is interested in development

Former Davis Scholar Laila Samy ’14, a senior at Wesleyan University, was named recipient of the 2018 Betty Richey Award, the most prestigious women’s individual honor bestowed by the College Squash Association. (PHOTO BY JONAS POWELL)

economics, especially in East Africa, and is involved with the Afrobeats dance group and the African Student Association. She volunteered to be a counselor for international students and has joined organizations that address global health issues. She is currently working with Yale’s Office of International Students and Scholars, and the Student Technology Collaborative. “Becoming a Davis Scholar at Westminster has opened a lot of doors for me,” she said. “The program and the school have given me many opportunities to further my education, and I simply wouldn’t be at Yale if I wasn’t a Davis Scholar.” After college, Nadira plans to attend graduate school to earn a master’s degree. “I would like the focus of my career to be in Africa, particularly East Africa,” she said. “I intend to address and, hopefully, find solutions to the economic problems faced by many countries in East Africa such as extremely high unemployment rates, especially for women.”

Accomplishing Unexpected Milestones

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Growing up, I always knew that I wanted to go to high school and then college, even though it’s not common for Somali girls to pursue higher education ~ Nadira Abdilahi ’16

In addition to Kwaku, Dodo, Martha and Nadira, other former Davis Scholars at Westminster have made significant achievements in college and beyond. They have done such things as create the Coco voice app, work in the Afghanistan Embassy in Washington, D.C., win the National Collegiate Squash Championship twice, serve as a production assistant with the National Basketball Association, win the Betty Richey Award — the most prestigious annual honor bestowed by the College Squash Association — and serve as an investment analyst at a private equity firm. They have reached milestones they never thought possible. When asked about the most rewarding part of her work with such a transformative program, Kimberly replied: “Everything. I feel like a fairy godmother and am so proud of the scholars. I am also delighted that Westminster School continues to be a part of the Davis Scholars Program, which brings so many outstanding students to our school community.” Spring 2018

Decades of Embracing the School’s Mission Peter Briggs ’71, P’01, ’05, ’07 will retire at the end of the academic year after serving 43 years on the Westminster faculty. He introduced economics courses to the curriculum, served as a dean of students for 24 years and coached a number of sports, including 43 years of hockey and 29 years of tennis. In 1993, he was given the Swayze Award in recognition of his outstanding contributions to the life of the school, and in 2017, he was presented the Nadal Award by the Founders League for sportsmanship as a coach. A member of the Westminster Class of 1971, Peter is a graduate of Bowdoin College, where he earned a B.A. with honors in government and economics. He returned to Westminster in 1975 to serve on the faculty and, subsequently, completed substantial graduate work in business and economics at Trinity College and the Barney School of Business at the University of Hartford. For the 2004-2005 academic year, Peter was awarded a sabbatical in which he traveled and studied drawing and painting. Peter lives with his wife, Tally, a former member of the Westminster faculty and a graduate of Smith College, in a campus home, Herrick House, on Winterset Lane. They are the parents of Dan ’01, a graduate of Hamilton College; Kevin ’05, a graduate of Boston College; and Erica ’07, a graduate of Hamilton College; as well as the grandparents of Charlie and Morgan. Peter sat down recently to discuss spending nearly five decades at Westminster and what it has meant to him.

What brought you to Westminster as a student? I grew up in New Canaan, Conn., and my parents thought I would benefit from private school, so I looked around at several. I chose Westminster because Don Werner, assistant headmaster at the time, noticed in the interview process that I was quite shy and, knowing I was a baseball player, asked me if I wanted to go outside and have a catch. We went outside, had a really nice chat and I decided this is where I wanted to go. I started Westminster as a Fourth Former and lived two years in Cushing and one year in Memorial. My brother Barry ’74 and I overlapped for one year.

In what activities did you participate? I was in the choir, wrote for the newspaper and played football, hockey and tennis. I was captain of the hockey team my Sixth Form year, and we ended with an 18-1-1 record. I also played competitive tennis growing up. A fun fact is that my grandmother won the U.S. Open in 1913.

What are your fondest memories of being a Westminster student? I always found Westminster to be a supportive community, and I learned how to be a good student. We had many of the same traditions we have now: Candlelight, Sixth Form pews and pep rallies. The pep rallies were far more boisterous, however, since it was a boys’ school. Back then, the students and coaches would lay down the ice on the rink by flooding it late into the night. On a cold night, the hot chocolate tasted great.

Were there any faculty members who stood out for you? Above, Peter Briggs ’71, P’01,’05, ’07 in his classroom, in an early school photo and with his hockey team at the conclusion of the recent season. Opposite page, Peter coaching hockey; in a 1988 classroom photo; and with his wife, Tally, at commencement in 2014 when he was recognized for 29 years of coaching varsity tennis. 38

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Dick Hopley, also a Bowdoin graduate, particularly understood me. I definitely had some academic anxiety. School wasn’t easy for me.

I really believe the Westminster faculty, as a whole, is unique in its dedication to the students in and out of class. Why did you select Bowdoin College?

Did you have any faculty mentors?

Six generations had gone to Bowdoin before me, and my father was hoping that one of his three sons would attend. My older brother went to Williams. At Bowdoin, I majored in government and economics, played hockey the entire time, and played one year of tennis and golf. Our hockey teams were very successful, so our seasons extended late into the year, which didn’t work well for me playing other sports.

Besides Dick Hopley, my Latin teacher the entire time I was a student, Rankine Hinman and Jake Nolde, two members of the History Department, and Jon O’Brien, my hockey coach, were also very helpful. And I would certainly add Richard Miller, who was always a person you could lean on.

When did you become interested in teaching? While I was in high school and college, I was a tennis pro during the summer at the Acoaxet Club in Westport, Mass. I liked working with adults, but I particularly enjoyed working with the children. I thought I had a knack for teaching tennis, and that it might translate elsewhere.

After Bowdoin, what brought you back to Westminster to serve on the faculty? I actually didn’t apply for a faculty position at Westminster. The network then was small, and Don Werner, the headmaster at that time, called me and asked what I wanted to do next. I said if I came to Westminster, I wanted to bring economics to the school and be associated with the varsity hockey team at some point. He told me that could happen, some of it right away and the rest soon.

What were some of your early responsibilities? I have always been part of the History Department. Initially, I taught European History and Cultural Geography. Early on, I coached second football, second hockey and lacrosse. I lived upstairs in Memorial when the corridor was long and, amazingly, populated with 38 students and two faculty members.

Did you face any challenges as a new faculty member? Because of my double major in college, I hadn’t taken a lot of history, so when I started teaching history at Westminster, I had to study up on all of that. Initially, it was a real challenge, and I was apprehensive about it. On the lighter side, faculty colleague Chris Burr ’69 decided to play a prank on me during my first Parents’ Weekend, coinciding with parent visitations in my classes — Don Werner being one of those parents. Chris hid a tape recorder in my desk and left the tape silent for the first 20 minutes until his recorded voice yelped: “Help! Help! Let me out of here! This class is so boring. Let me out of here!” It was very hard to continue the class lesson plan and, luckily, Don Werner, as well as the other parents, found it amusing after the initial shock wore off.

What other courses have you taught over the years? In the early 1980s, I created an Economics course and still taught European History. When the Economics course evolved into AP Economics, I created a new regular course called Issues in Economics. With AP Economics, I get to teach very bright, dedicated students, but I also enjoy Issues in Economics because I’m not bound by the AP curriculum, allowing for some flexibility in terms of content and style.

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Do you have a favorite sport you coached?

What were some of your other responsibilities?

That is hard to say. Early on, I coached football with Chris Burr. We had an absolute ball together, but we had no idea what we were doing. We said we had the most sophisticated JV offense, but all of our plays were taken from Sunday pro football and didn’t translate well. We called our team the Banditos. We had a great time and coached some memorable characters. I also took great satisfaction coaching hockey and tennis. I got close to many great student-athletes and had wonderful experiences over the years. Presently, I coach golf in the spring, which is a huge bonus.

I was head of the work program and the Student Activities Committee (SAC) for several years, and I have served as an advisor the entire time.

What led you to the position of dean of students? There was an opening, and I applied and got it. I was able to get to know all the students at school, and the position afforded more decision-making opportunities. I enjoyed being in the center of the student-parent-school triangle. It was also very rewarding to get through to that small percentage of students who didn’t completely buy into the school.

What were the biggest challenges of that role? No time was your personal time. You never knew when you would have to extinguish a brushfire.

What were some of the activities you enjoyed most as a dean? Some of the most memorable events were the “form lock-ins,” where the entire form, including day students, would bring their sleeping bags and we’d stage an all-nighter in the old Pettee Gym. We would play a bunch of physical games and board games and watch a movie on the big screen. It took days to recover but was fun. Also, I ran very active trivia contests for individual forms and the school for years, the final, an abbreviated version, being this past school year. The other event I loved staging was a hybrid scavenger hunt where student teams would compete by gathering physical and informational items around school. However, when cellphones came into existence, I had them take collective “team selfies” performing different tasks, like squash pyramids, forming a 12-piece band, climbing a tree or standing on their heads simultaneously. These were large organizational undertakings that were worth the time and effort because they provided community spirit and healthy fun. 40

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What have you liked most about serving on the faculty? I have enjoyed fully supporting the school’s mission. During my time on the faculty, everyone has treated each other as colleagues, no matter the age or amount of experience. I don’t think that happens at many schools. Obviously, it is about the students. If you don’t like working with adolescents, this is not the right job. I really believe the Westminster faculty, as a whole, is unique in its dedication to the students in and out of class.

What are some of your favorite memories as a faculty member? One particularly funny thing happened when Don Werner returned to school from a half-year sabbatical. The faculty had a great time converting his office into a supposed student lounge, and we made it look as if Pratt House was having a tag sale by carrying out his home’s living room furniture and tagging it. I’ve always enjoyed the camaraderie among the Westminster faculty.

Were there any Westminster milestones during your tenure that stand out? Going coed at Westminster while I was at Bowdoin would be one. When I was a Westminster student, the school was single sex, but when I returned as a faculty member, the school had started to admit female students, which has been incredibly beneficial. And with added financial resources over the years, I have seen a tremendous change in the school’s physical plant and its ability to support the faculty. It has also been interesting to observe the different management styles of four headmasters, starting with Pete Keyes when I was a student.

What distinguishes the student experience at Westminster? Westminster’s small size allows it to focus on community. If that is what students are looking for, it is very easy to buy in, and be rewarded. We ask a great deal of them and most of them cheerfully respond.

What has enticed you to stay so long? The main reasons would be the collegiality and the support this community has afforded our family. I would add that another factor is that I have been able to do pretty much all that I had asked to do many, many years ago without much interference.

How did you and Tally meet? I met Tally while we were students at a summer program at Westminster, the SPHERE program. She was a student at The Ethel Walker School, and we were student aides in the program. We stayed in touch during a year she spent in Paris and two years at Hotchkiss School, where she taught, coached and worked in admissions. When we were married in 1977, she was hired by Westminster to teach French, work in the Admissions Office, and coach field hockey and lacrosse. After 20 years on the faculty, in 1997, she took a full-time position in admissions at Renbrook School, where she worked for 18 years. When you have a family and are at a school like Westminster, you need to have a united front. I just couldn’t have asked for a better partner or a better school person. She is remarkable.

What did you like about raising your three children on campus? It was fantastic. They had more than 200 acres at their disposal and all of them loved sports and took advantage of the athletic facilities. They developed extremely close relationships with students who baby-sat and lived on the hall with them, with faculty and, especially, with other faculty children. The community looked out for them, as we looked out for other faculty children. We lived in Andrews for more than 14 years, then Alumni House for another six and then on Winterset Lane.

You are known for writing a creative song at the end of the year for each long-term faculty member who is retiring. How did this originate? I have done that for many years. I either change lyrics to popular songs or occasionally compose original music. This interest came from my mother who was an unbelievable wordsmith and a “themestress.” She probably wrote more than a thousand poems for events, friends and family. Her motto “make an effort, create memories” stuck. Once I wrote the first song for a faculty member, the tradition took on a life of its own.

What is next for you? Tally and I are moving to our home in Westport, Mass. I have always done all of the simple maintenance and outdoor work there, so I will continue with that. In terms of interests, I hope to paint, take classes again, do photography and compose music. I play the guitar and will do that with my brothers who also have houses there. I am a big believer in Habitat for Humanity and will get more actively involved in that organization in Fall River, Mass. I also love athletics of all kinds and want to pursue sports there. In addition, I look forward to spending more time with our family, including our two grandchildren.

What do you think you will miss the most about Westminster? Even though I want to get away from the routine I’ve lived for 43 years, I will still miss it. I’ll also miss colleagues and the students who energize me and keep me young. But I’ll be back. I have a wonderful set of paddle tennis and men’s hockey friends in the Farmington Valley with whom I will continue to play on occasion. Tally and I will come back to campus to visit. I’ll miss the teaching, the coaching, the advising, the maintenance requests and the free food. For an old guy, I can still pack it away!

Did you learn anything new about the school from a parent’s perspective? I was the senior dean of students when my children went through Westminster, so it was interesting for them and for me to navigate that. I was really proud of how they handled it, which was not easy. It was also fun to watch my own kids play sports for “our” school and to get to know their friends and parents. Our children, who are now grown, still love to return to Westminster to see their friends and to use the facilities.

Above, Peter and Tally with their family at Jackson Rink; Peter teaching in his classroom and enjoying a quiet moment in Armour Academic Center. Opposite page, Peter coaching with Chris Burr ’69; with his son, Dan ’01; and in a 1980 photo with Tally.

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A Remarkable Legacy Tom Earl P’93, ’98, ’03, ’06, Westminster’s chief financial officer, will end a 41-year career at Westminster at the end of June. When he first arrived on the Hill in 1977 to manage the school’s Business Office, he had recently retired from playing professional hockey, including on the New England Whalers World Hockey Association Championship Team of 1973. He had earned a B.A. at Colgate University, where he was named to the Division I AllAmerican Hockey Team, and an MBA from Boston University. He was embarking on a new career in business administration, and the idea of working at a private school had never entered his mind until someone suggested he apply for the position at Westminster. Four decades later, he is known for a remarkable legacy of transforming the school’s business operations, coaching Westminster championship hockey teams and chairing the school’s Construction Committee during a time of dramatic change to the school’s physical plant. Tom and his wife, Kit, who manages The Martlet’s Nest school store, have been married 48 years. They met when they were in college, she at Russell Sage and he at Colgate. They currently live close to campus on Winterset Lane and are the parents of four Westminster alumni: Lindsay ’93, a graduate of Boston College; Luke ’98, a graduate of Yale; Margaret ’03, a graduate of Simmons College; and David ’06, a graduate of the University of Notre Dame. They are also the grandparents of Sophia, Jack, Wesley, Trevor, Ellie and Courtney. Tom recently shared some thoughts about what brought him to Westminster, the changes to the campus since his arrival and how his responsibilities as chief financial officer have evolved over the years.

Above, Tom Earl P’93, ’98, ’03, ’06 in his office and at an on-ice 30-year hockey coaching tribute with his son David ’06, on the left, Derek Sandberg ’07 and former Headmaster Graham Cole in 2007. Opposite page, Tom coaching hockey in 1991; with his wife, Kit; and at Jackson Rink in 2007.

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Where did you grow up? I grew up in Ontario, Canada, in a tough blue-collar neighborhood. I attended public schools and didn’t know private schools existed. I have dual U.S./Canadian citizenship and being born and raised in Canada is still very much a part of how I think about myself.

When did you start playing hockey? Being Canadian, I started playing hockey at outdoor rinks when I was about 8 years old, which was later than most of my peers. We had a small rink in our backyard, and the neighbors down the road had a bigger rink with boards around it. On school vacations, we would skate outside eight to 10 hours a day. We had a great neighborhood with a bunch of kids my age who loved sports and hockey in particular.

Did you play hockey in high school? They didn’t have high school hockey, so I played town hockey with a Niagara Falls youth team. Back in those days, you could only play in a limited number of Junior A hockey games or you were not eligible to play in college. I only played in one playoff with a junior team and was recruited to play in college.

Why did you select Colgate University? I had a lot of college choices, since I was a pretty good hockey player. It finally was between Colgate and Cornell, and I chose Colgate. A small school was a good match for me. I was the youngest in my family and the only one to go to college. I thrived at Colgate, both academically and athletically, and enjoyed the life that a small college offered.

Did you aspire to play hockey professionally? It was my No. 1 goal since I was a child. A lot of Canadian kids aspire to be professional hockey players. Back then, the usual path to professional hockey was to play junior hockey and then, if you were good enough, go on to the pros. If you decided to go to college, you were in a very real way forgoing the chance to make it to the professional level. I and a few other players were

I was a very intense coach. I realized how hard it was to be successful at the next level. I required a strong work ethic, and the players worked hard. some of the first players to actually go the college route and then turn professional.

up for everybody because it was competitive with the NHL. It was a wonderful experience. Kit and I enjoyed getting to know Boston and made good friends on that team.

What launched your professional hockey career? My senior year at Colgate, I was drafted by the St. Louis Blues of the National Hockey League (NHL). The team flew me out to Kansas City to play five games while I was still in college. Kansas City was the location of their primary minor league team, the Kansas City Blues, and they wanted to see if I could play at that level. It was quite an experience for me. I played really well and signed a contract. The following fall, I went to the St. Louis Blues’ camp and played for the Kansas City Blues in the old Central League. We were playing teams from Amarillo, Dallas and Omaha, and had some very long bus rides.

What did you like most about that experience? The first couple of years, you play hard because you want to play at the next higher level. Only a few players would have that chance. Kit and I were married the summer before I started playing in Kansas City, and we found Kansas City to be a nice town. Having a master’s degree in early childhood education from Boston College, Kit established a day care center in a church in Kansas City while I was playing hockey. My second year on that team, a new league formed, called the World Hockey Association (WHA), to challenge the National Hockey League. A lot of very talented, well-established players jumped from the NHL to this new league, and the New England Whalers drafted me. There were 12 teams in the WHA and my coach in college, Ron Ryan, was one of the assistant coaches for New England. I signed with them, and Kit and I moved to North Andover, just north of Boston. Kit taught at a high school in Salem, N.H., and set up a day care center in the high school.

What are some highlights from playing in Boston? The first two years, we played in the Boston Garden and won the World Hockey Championship the first year, which was exciting. The value of the WHA was that it really caused the salaries to go

What brought you to Hartford? The team left Boston after two years and came to Hartford. We rented out our home in North Andover and rented a condo in South Windsor. I played in Hartford for three years, so I played a total of five years with the Whalers, until 1977. Professional hockey was new for Hartford, and the fans were great. It was an exciting time for the city.

When did you earn your MBA? When I signed my contract with the Whalers, I required that it include payment for any graduate school work I undertook. It was a really good thing because it forced me to do it. I started an MBA program at Boston University, and it took me four summers to complete it.

What brought you to Westminster? The summer I completed the MBA, I retired from hockey and started looking for a job. I was 30 years old, and it was time to move on. I could have continued playing, but I was sort of a journeyman player at that point. I received a lot of job offers because I think people were interested in a hockey player with an MBA degree. The offers were from such companies as Ford Motor Company and IBM, and I was thrilled about them. When a friend of mine told me there was a private school in Simsbury — Westminster School — looking for a business manager, I sent my resume to Headmaster Don Werner, and he called me in for an interview. I came back for a second interview with Kit and remember very clearly that when we were driving down the hill after the interview, I told her I didn’t think this is where I wanted to be. She replied, “Are you crazy?” She said we had been traveling all over the place and should settle down. I was hired.

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What were your early responsibilities? The previous business manager was leaving, and I only spent two days with him. I came in totally unprepared. It was a simpler job back then. Some of the responsibilities were the same as today, like doing budgets, hiring and evaluating people, doing longrange planning and meeting with the trustees. After I was hired, I was asked to help out with the hockey team. Peter Briggs was taking over as the first team coach, and he needed an assistant so I agreed. I coached with Peter for 10 years. A very nice part of coaching was I got to know the students. We had a young family back then, and Westminster was a nice place to raise a family. We eventually bought a home on Winterset Lane to be closer to campus.

What are the major responsibilities of serving as the school’s chief financial officer? The financial part expanded over the years because we were getting into bond issues and ratings from Standard & Poor’s. We started long-range financial planning for financial sustainability. Responsibilities for short- and long-term detailed financial planning became a larger part of the job, as did dealing with outside bond issues and covenants, and ratings agencies. Westminster became less independent in a financial sense because we had to adhere to these outside rules and regulations. Also the school expanded, like most schools, with respect to people, departments and reporting requirements. The personnel side became more complicated, too. The job became increasingly complex overall.

How long did you coach hockey? I coached for 30 years. When Peter stepped down as head coach after 10 years, Don Werner asked me to take over the first team hockey program, and I coached for 20 years at the first level. I loved the coaching, and we had strong, competitive teams. We did a lot of recruiting of new players and helped place studentathletes in college. I had the chance to coach both of my sons, which was especially meaningful. To really enjoy the school, you have to be involved with the students in some way. Coaching was the way I could be involved at that level.

Were there any lessons you learned as a professional athlete that you passed on to your players who had aspirations in this regard? I was a very intense coach. I realized how hard it was to be successful at the next level. I required a strong work ethic, and the players worked hard. We had very focused practices. I think I knew how to inspire a team, bring a team close together and motivate them. I knew what drills to do and the skills to work on. The Westminster program was always a strong program, but we took it to the next level.

Why did you step down from coaching hockey in 2006? When my youngest son graduated, I figured that was an appropriate time, and it was my 30th year coaching. Scott Stevens, who was assistant coach with me for 20 years, and I decided to retire together and help mentor the new coaches: Tim Joncas ’00, the head coach, and Tim Quinn ’96, the assistant coach. I think the program changed hands seamlessly, and it was very important to Scott and me that it happen that way. 44

Westminster Bulletin

How has Westminster’s financial strength evolved during your tenure? When I started, we didn’t have a lot of financial resources, so everyone worked hard and took on voluntary assignments. The ethos of the school was sort of on the grit side of Grit & Grace. That philosophy has never changed in any significant way. We made efficient use of our resources, and our financial resources grew. We developed an ever-stronger financial base with increased endowment, balanced budgets, increased annual giving and a growing academic reputation. Taking in all of those factors, the school became stronger.

What have been some of the biggest challenges of this position? Early challenges were just trying to meet the mandate from the board to have a balanced budget every year. I think as the school became stronger financially, as at most private schools, it became harder to control cost increases. You have a lot of very bright, hard-working intelligent people who want to do more in their individual departments and there is nothing wrong with that. But there is a limit to what the school can afford to do. It gets back to the allocation of limited resources. How do you best apply limited resources to allow the school to move forward? I think that is the biggest challenge now and probably going forward. Westminster is recognized as one of the strongest small private schools in the country, and in the marketplace, we are now competing against other schools with very good reputations and very strong financials.

How did the responsibilities of the Construction Committee grow over the past 20 years? When hockey coaching ended for me, I became more involved with the Construction Committee. Early on, I was on the committee with Plant Manager Peter Anderson P’14, Trustee Joe Gitterman ’55, P’86, ’86, ’90, Steve Andrea of the construction company Bartlett Brainard Eacott and Ed Macri of Macri Associates, a consultant. I evolved into the chairman of that committee and the projects kept coming: new student and faculty residences, Sherwin Health and Athletic Center, Kohn Squash Pavilion, a new entry road, new fields including Brooks Track and Hovey Field, carriage houses, Armour Academic Center, Armstrong Dining Hall and Brockelman Student Center. We would complete one project, think we would stop and then the school was able, because of a lot of generous donations, to keep going. We have had very strong leadership at the headmaster and Board of Trustees level and that leadership took some financial risks with bond issues to keep the projects moving. They felt that enhancing the physical plant would really be an important part of advancing the reputation of the school. It has been a very active and hard-working committee with a consistent membership bringing various skills to the table. I always saw myself as the facilitator of the group, getting it to make decisions and encouraging people to move forward. Graham Gund ’59, our architect and long-range planner, and representatives of GUND Partnership have also participated for a long time. I think the projects were all very successful. They came in on time and under budget. And I think the final projects were very well designed and engineered, and all of them have enhanced the physical plant of the school tremendously.

What were some notable milestones for the school during your tenure? For me, it was the new headmasters coming in. Don Werner hired me and he had a certain style. When he retired and Graham Cole arrived, he was completely different from Don. And then Bill Philip taking over was another transition. The three all moved the school forward in very significant ways. Certainly, the $33-million bequest from Walter Edge ’35 really helped the financial base of the school. It allowed us to raise faculty salaries, build new buildings and improve benefits. It was a transformational gift. And the gifts since then from a lot of different people have allowed the school to enhance the physical plant. A changing but consistently smart and thoughtful group of trustees have provided essential leadership.

Why have you stayed so long at Westminster? The original idea was that we would try it for one or two years. Once you get to campus, however, you see it is a very nice community. One person called it “an island of civility.” The job was very interesting, especially the combination of business and hockey. We have four children, and from when they were very young, they saw themselves coming to Westminster. They have all done well, and Westminster was a big part of that. Having the opportunity to have your children grow up in this type of positive, challenging, character-building community is a great benefit. My job has been a nice match. Sometimes institutions and individuals get lucky. I had a skill set, a work ethic and a set of values that fit into what Westminster wanted and, obviously, Westminster had so much to offer my family. It was fortunate that it all worked out.

What is next for you? When I was in college, I had a professor who said everybody should have three very different and distinct careers in their lifetime. I think I have had two so far: professional hockey player, which is much different from a business manager of a private school. I am not sure what the third one will be. Coming to Westminster was a completely out-of-the-blue type of thing. Perhaps my next experience will happen the same way. I am very interested in doing some sort of volunteer work, perhaps for the city of Hartford. I have some skills that might be useful there. Kit is going to continue to work in the school store, so we will still be in Simsbury. We may travel a little. We have a very close family with several grandchildren, so I look forward to spending more time with them. Although it is never easy to move from a place where you have been for a long time to something else, I think the timing for my leaving Westminster is really good for the school, for me and for my family. I will never forget Westminster, which has been a big part of my life, but I look forward to whatever is next with a lot of confidence, energy and enthusiasm.

Above, Tom and his grandson, Jack, with Ben Smith ’06 when Ben brought the Stanley Cup to campus in 2013; Tom in an early faculty photo; and Tom, Peter Briggs ’71 and Scott Stevens earlier this year. Opposite page, Tom and Kit with their family and Tom at a campus luncheon in 2007 celebrating his 30-year coaching career.

Spring 2018

From the Archives School dances at Westminster have always been a highlight of student social life. For many decades, student-led Dance Committees coordinated the planning of dances and other activities as part of Dance Weekends.

Above, members of the 1929 Dance Committee. Left, Dance Weekend in 1946 took place March 15-17 and included a Dramat production and a formal dance Saturday evening featuring a popular Boston orchestra. The Dance Committee also provided hit recordings for informal dancing following the school play. Below, Dance Weekend in March 1955 involved decorating the dining room with potted evergreens and flowers to turn it into a ballroom. The dancers enjoyed the music of Paul Landerman.

Westminster Bulletin

Top, a circa late-1960s dance. Above, a dance in 1969 and, above right, a band performing at Dance Weekend 1975. Right, the 1970 Dance Committee.

Spring 2018

Supporting Westminster

Sabbatical Program Resumes Thanks to the generosity of a Westminster alumna, the school’s faculty sabbatical program, a critical tool for faculty retention and renewal, will resume for the 2018-2019 academic year after a 10-year break. The purpose of the program is for a senior member of the Westminster faculty — someone with at least 20 years of service — to take a paid leave of absence to conduct research, study, write or perform other creative work. The goal is to contribute to the recipient’s professional refreshment and effectiveness as a scholar, teacher and member of the school community. An essential element of the program is that students reap the benefits Trustee Sara Whiteley ’91 of the faculty member’s study or research. The recipient must make a presentation to the entire faculty that details the benefits realized during his or her time away from school. that may not have been available before Generating financial resources for the those experiences. My connection to return of the sabbatical program is a high Westminster is faculty and students and “My connection to priority for Westminster. While a faculty that is what I felt most strongly about member is on sabbatical leave, the school Westminster is faculty and in trying to make an impact on the continues to pay his or her salary while providing compensation for a one-year students and that is what Westminster community.” Sara, who served as editor of the substitute to fulfill coaching, teaching yearbook, on the Vestry of John Hay and I felt most strongly about and advising responsibilities. The goal for played on First Girls’ Hockey when she a fully endowed program is at least $1 in trying to make an impact was a Westminster student, says it was the million. The school is raising funds to add faculty who had the biggest influence on to the nucleus of the Taylor Sabbatical on the Westminster her experience. “The faculty truly dedicate Fund, which was established in 1979 by their lives to the students, their experiences community.” a gift from Bill Bartholomay ’71 through and their character development,” she The Ruth and Vernon Taylor Foundation. said. “As a student, faculty members challenged me and were always right there. I haven’t experienced Jump-Starting the Program a community like it at any other point in my life. I think a lot In order to get the sabbatical program jump-started again, of that has to do with the longevity of faculty members and the Trustee Sara Whiteley ’91 stepped forward with a commitment consistent messaging, mentoring and character-building they for interim bridge funding of the program over the next five years provide. For me, Westminster is about the character and quality at $50,000 per year. of the people.” “Sara’s five-year gift plan toward The Westminster Fund Sara hopes others will come forward to support the longallows us to focus on growing the endowment while we get term sustainability of the sabbatical program. “The term funding the program re-established and we work through our backlog is important but the goal is to permanently and fully endow the of deserving faculty members,” said Director of Advancement program,” she emphasized. Newell Grant ’99. “This is especially fitting since Sara, who has served on the Board of Trustees for eight years, is Looking to Explore and Continue the former chair and a current member of the Faculty and Lifelong Learning Students Committee and is familiar with faculty compensation and benefits.” She also serves on the Committee on Trustees English teacher Scott Stevens P’07, ’09, ’12, who has served on and previously served on the Advancement and Marketing the faculty for 35 years, has been selected as the first recipient of Committee. the renewed sabbatical program made possible by Sara’s bridge “Westminster needs to be competitive in order to get good funding. While his plans are still taking shape, he hopes to divide faculty, and this is a standard opportunity for the quality of his time during his 2018-2019 sabbatical year into three areas: faculty we want to recruit and retain,” said Sara. “When you do professional development, service and travel. something for 20 years, you get tired and need to refresh. If you For professional development, he plans to do a great deal of are able to step back and experience something different, you are reading and writing essays, short stories, poetry and a blog. “I going to bring those new experiences and that new energy back look forward to putting my fingers on the keyboard almost every into the classroom and onto the campus and share perspectives day,” he said. He also hopes to take photography and writing 48

Westminster Bulletin

During the 2004-2005 academic year, Peter Briggs ’71, P’01, ’05, ’07 used his sabbatical to study introductory drawing and painting at the Silvermine Arts Center in New Canaan, Conn., and the Farmington Valley Arts Center. “I had always been a photographer and knew that I had a good eye for photography and wanted to see whether it translated because I always appreciated art,” said Peter. “That year, I traveled to Europe, California and regionally and did a scenic painting of each place I visited. It was a wonderful experience, and I look forward to getting back into art after I retire.” Westminster archivist and former longtime English teacher Scott Reeves P’03, ’05, ’05 spent 2008-2009, the last year a sabbatical was previously awarded, learning to make guitars, including one with master guitar maker Sergei de Jonge, and two others on his own. “Reentering the learning business as a student gave me a better perspective on what students go through to learn all that they do,” said Scott. “Having to follow directions never before encountered and seeking to produce a first-class object the first time out necessitated a high level of concentration and a fast pace. Building a guitar is not assembling a piece of Impact from Previous Sabbaticals IKEA furniture. In addition, I developed greater flexibility at Three current faculty members who were granted sabbaticals making plans, scrapping plans and making new plans. Upon when the program was previously operational pursued a variety reentering the English classroom, I was of experiences during their sabbatical more flexible about syllabi and lesson leaves. “Good educational plans. If every teacher had the chance to Todd Eckerson P’09, ’11, ’17, ’21 learn the simple lessons I did, they would institutions know that a 36-year member of the faculty who be better for it. Doing something I had previously served as dean of faculty and teachers gain so much from not done before required me to think director of the Crossroads Cooperative and perform in new ways. Additionally, Learning Program (CCLP) and then stepping away from the having a less rigid schedule and getting the Westminster Crossroads Learning away from one’s main intellectual subject classroom to explore and Program in Hartford (WCLP), was is refreshing.” granted a full-year sabbatical during the courses and participate in a golf instruction clinic related to his responsibilities as coach of the girls’ golf program. In the area of service, he is thinking about possible involvement with an adaptive skiing program, a veterans’ fly-fishing program and local outreach organizations. And for travel, he hopes to visit Cuba and take other shorter trips elsewhere every couple of weeks. “I think teachers, by nature, have lots of interests, and teaching English lends itself to sharing those interests with students in the classroom,” he said. While at Westminster, Scott has served as assistant headmaster for development, taught all levels of English, served as a dean of students and director of student life, and coached hockey, football, lacrosse and golf. He sees tremendous value in the sabbatical program. “Schools signal to their faculty that they are their most important asset when they have sabbatical programs in place,” he said. “Good educational institutions know that teachers gain so much from stepping away from the classroom to explore and continue lifelong learning.”

1996-1997 academic year. He received a Klingenstein Fellowship for the fall semester that allowed him to study at Columbia University’s Teachers College as well as at Columbia University itself. He says a philosophy course he took at Columbia helped him as a teacher, and the various education courses he took at Teachers College introduced him to a wide array of pedagogies that helped him in his role as dean of faculty. “During the sabbatical, I became aware of what was then known as the Summerbridge Program, which planted the seed that led to CCLP, WCLP and, ultimately, to Horizons at Westminster,” said Todd. “I am extremely grateful to Westminster School for its generosity. I think it is fair to say that the experience created a whole new set of possibilities for programs and initiatives which did not exist before.”

continue lifelong learning.”

Faculty member Scott Stevens P’07, ’09, ’12

Spring 2018

Supporting Westminster

Sixty-Five Years, Nine Graduates, Three Generations The Griffith family is the epitome of family legacies at Westminster. They have had a presence on Williams Hill since 1953. The faculty, the academic rigor and the boarding school experience have helped to shape their family values across multiple generations. Chuck Griffith ’56, GP’11, ’14, ’15, ’17 was the first to attend Westminster, and he received a partial scholarship. His brothers, Alan Griffith ’60, who also received a scholarship, and Dave Griffith ’72, P’06, ’10, followed in his footsteps, and Westminster became part of the family. Williams Hill has been home for 12 members of the Griffith family, including Chuck’s son, Charlie Griffith P’11, ’14, ’17, who has served on the faculty since 1994. The brothers have been strong advocates for the school. Chuck has been a longtime Dave Griffith ’72, P’06, ’10, Chuck Griffith ’56, GP’11, ’14, ’15, ’17 class agent and a member of the Westminster and Alan Griffith ’60 at Westminster. Fellows since 2012. Dave served on the school’s Board of Trustees from 2004-2012. In 2005, Chuck, Alan and Dave established the Griffith Family Scholarship in memory of their parents, a fund they continue to give to annually. “Our parents believed in the strength of a good education,” said Chuck. The scholarship is also a part of the family’s Westminster legacy. Chuck and Dave have both included it in their estate plans. Chuck chose to make Westminster the beneficiary of a life insurance policy he no longer needed. “For me, it was never a question of if I would do it but when I would do it,” he said. “It’s a wonderful way to cement a relationship. And your name will live on through the Thring Society.” Dave chose to include Westminster in his will. “It is my last opportunity to let individuals know what I felt was important,” he said. “It will not be my only bequest, but that list is my way of letting individuals know what I valued in my lifetime.” The Griffith Family Scholarship will be the beneficiary of both gifts and will continue to offer financial assistance to students who would otherwise be unable to afford a Westminster education.

Have you thought about your legacy? If you are interested in exploring ways to support Westminster and in joining the Thring Society, contact: Jennifer Keyo Director of Planned Giving (860) 408-3039 jkeyo@westminster-school.org

Westminster Bulletin

Hi Upson ’50, P’86 Receives Distinguished Alumni Award C. Hiram “Hi” Upson ’50, P’86 was presented the Alan F. Brooks ’55 Distinguished Alumni Award at the Board of Trustees’ dinner April 20. The award, which was established in 2011 by the Class of 1966, is given annually to a former student who exemplifies in thought, word and deed Westminster’s mission and its core values of community, character, balance and involvement. Normally, it is presented at the Williams Hill Society Dinner in the fall, but with the dedication of Armstrong Dining Hall, Kelter House and Brockelman Student Center in Alan Brooks and Hi Upson October, the school decided to present the 2017 award in April. The traditional schedule for announcing the award will resume Investment Committee. He retired from the board in 2007 and is this fall, when the 2018 award is presented. a Westminster Fellow. “Hi has faithfully stepped up to support the programs most “Hi has been one of Westminster’s most thoughtful, important to Westminster’s advancement,” said Alan Brooks generous and gracious trustees,” added Alan. “His annual fund ’55, P’89, ’91, ’96 in introducing the award recipient. “He has gifts go back as far as our records go, and he has participated managed these commitments while balancing a busy, nearly in all but one of the five major capital campaigns Westminster 40-year career on Wall Street working for four different major has completed. We can hardly fault him for the one he missed companies, serving as director of four other companies and since he was still in school. Hi was also one of the first to join volunteering for several philanthropies as well.” Westminster’s Thring Society, which honors our donors of estate As a student at Westminster from 1946 to 1950, Hi served gifts and has served as the board liaison for this very important as a reporter and sports editor for The Westminster News, was a program.” member of John Hay, and played football, hockey and baseball. In his final year as a trustee, Hi Following graduation, he completed a established the C. Hiram Upson Family postgraduate year at Phillips Academy Chair for faculty in the humanities who Andover and then attended Yale, where are master teachers of writing. he graduated in 1955. He served in the In closing, Alan said about Hi: U.S. Air Force for four years including “Your active involvement in as a jet fighter pilot in France. He then Westminster’s affairs, your loyalty attended the University of Virginia and support, your very presence is a School of Law but decided he would powerful reminder that people will rather pursue a career on Wall Street. always be Westminster’s greatest asset Hi began his investment and that community and character management career with Brown remain the school’s central core values. Brothers Harriman & Co. and later Hiram Upson, you are a first-class joined Donaldson Lufkin & Jenrette, gentleman and a gentle man. You are, where he became part of a team Hi Upson and Peter Upson ’86 quite simply, a good man. This award managing pension and profit-sharing tonight is but a meager measure of plans. Eight years later, he moved to your school’s deep and abiding gratitude.” Fiduciary Trust International. In 1984, he joined General Motors “My Westminster years were a special time for me,” Corp. as a senior equity portfolio manager and retired from there responded Hi. “Foremost, it was a time to experience the magic in 1999. of great teaching. Although spare by today’s standards, the A resident of Washington, Conn., Hi has two sons: Ty and faculty was talented, creative and inclusive, always ready to give Peter ’86. His niece Sarah Christel is a member of the Class of 1982. us extra help when needed. They were the kind of people we’d Hi has had a lifetime of involvement with Westminster. In the like to be or to meet. On a daily basis, they dared us to uncork early 1960s, he became a member of the Executive Committee our creative juices and to dig deeper when stumped. At another of the Alumni Association, later serving as its president. And for level, they pushed us to persist: to define and defend what we 17 years he has been a class agent and remains so today. He also stood for and to see the big picture. This was good advice for a chaired several class reunions, attended Westminster Today and lifetime. It was hard not to have loved this place. To quote my was a member of the Centennial Campaign Committee. dad, it was here on Williams Hill that ‘this fish found his water.’ Hi served 11 years on the Westminster Board of Trustees, Thank you for this award.” including membership on the Business Committee and the Spring 2018

SEASONAL RECEPTIONS

New York City More than 200 guests turned out for a holiday reception at the Yale Club in New York City Dec. 4.

Emily Buchanan and Brendan O’Connell P’20, and Michael Cervas P’01, ’96, ’10

Michael Clofine P’21, Doug and Kristen Londal P’17, ’20, and Michael Rizzo P’21

Ryan Cholnoky ’12, Grant Kugler ’11, Tom Cavazuti ’10 and Slater Borgen ’11

Diana Renehan P’17, ’19, Jen Murphy P’19, ’21, Lisa Wolf P’19 and Scott Berry P’11,’16

Alex Colon ’13, Yuki Mitsuda ’17, Kate St. Amand and Jon Deveaux P’14, ’16

Westminster Bulletin

SEASONAL RECEPTIONS

Margie Boll Blue ’81, Sarah Miller Haun ’81, Tom Davidson ’80, Rennie Wilson Washburn ’82, Shadi Mirfendereski ’82 and Anastasia Rockas

Wendy Sieglaff Baker ’83, P’15, ’19, Devon Pastor P’20, Ann von Stade P’17, ’21, Jen Robinson P’07, ’10, Kerry Stevens P’16, ’19, ’21, Lisa McDermott P’16, ’20 and Jenny Philip P’06,’09

Front row, Kelsea Wigmore ’07 and Olivia Robinson Reighley ’07 Back row, Elsie Swank ’07, Caitlin Romaniello ’07, Maddie King ’10, Miller Robinson ’10, Peter Michailidis ’10 and Cris Gomez ’10

Sprng 2018

SEASONAL RECEPTIONS

Boston Harpoon Brewery and Beer Hall located in Boston’s seaport district was the site of a Nov. 9 holiday reception.

Rob Flynn, Spencer Thrall ’92, Amy Thrall Flynn ’86 and Heather Frahm ’86, P’21

Brad Thomas ’85, Warren Dibble ’84, Tim Robinson ’85, P’10 and Bill Philip P’06, ’09

Jose Ruiz ’94, Martha Payne ’94 and Miles Bailey ’94

Tommy Hovey ’10, Jake Pappas ’11, Andrew Pappas ’10, Sarah Curry, Tim Robinson ’85, P’10, Michaeline Daboul-Robinson P’10, Nik Schultz ’10, Andrew Stone ’04, Danielle Williams ’09 and Kierra Jones ’09 54

Westminster Bulletin

ALUMNI AND PARENT RECEPTIONS

San Francisco Doug Prezzano ’93 and Will Egan ’95 hosted a reception for alumni and parents Jan. 31 at The Olympic Club in San Francisco.

Liza Winship ’07, Morgan Roach ’06 and Peter Stevens ’06

CJ MacDonald ’98, Chris Oetting ’04 and Cam Kurtz ’12

Nick Stevens ’07, Caroline and Doug Prezzano ’93, and Will Egan ’95

David Yanofsky ’05, Bill Philip and Sukjun Choi ’02

Pete Aeschliman ’89 and Andy Logan ’88

Brad Berenson and Steve Polk ’78

Spring 2018

ALUMNI AND PARENT RECEPTIONS

Washington, D.C. Alumni and parents gathered at The Metropolitan Club of the City of Washington on Feb. 6.

Charlie Lent ’08, Cris Gomez ’10, Carolyn Murphy ’05, Eric Philips ’06 and Will Lent ’06

George Spencer GP’13,’16, Marcus Jaffee ’81, J.J. Dahill ’81 and Art Kudner ’81

Marc McEwen ’97, Todd Jeffery ’97 and Doug Gilbert ’85

Morgan Wilson ’11, Preston Miller ’13 and Greg Jarvis ’13

Will Beckford ’89, Bill Philip and Randy Beckford

Westminster Bulletin

ALUMNI AND PARENT RECEPTIONS

Bermuda Will Cox ’81, P’14 hosted a reception in Bermuda March 13 at Ideation House.

Mark Mitchell ’02 and Christopher Watson ’97

Will Cox ’81, P’14 and Bill Philip

Geoff Faiella ’00, Sarah Lahoz-Faiella and Marc Drew ’93

Helen Orchard P’13, Dede Cooper P’15 and Jenny Philip P’06, ’09

Brian Way P’20, Somers Cooper P’15, Audrey Way P’20 and Mark Orchard P’13 Spring 2018

A Quest to Protect and Preserve the Environment

Basil Seggos ’92

Westminster Bulletin

With dwindling federal support for environmental protection, the State of New York Department of Environmental Conservation is resolute in its mission to conserve, improve and protect its natural resources and environment. Basil Seggos ’92 leads the agency, serving as commissioner since 2015. “I always knew I wanted to go into public service,” said Basil. “It’s been the most rewarding part of my career. At the end of the day, you know you have accomplished something on behalf of others.” Before being named commissioner, he served as both deputy secretary for the environment and assistant secretary for the environment to Gov. Andrew Cuomo, advising him on environmental policy and overseeing the operations of the state’s environmental agencies. Basil leads an agency with more than 3,000 staff members and a $3.4 billion budget. “We set high expectations for ourselves because the public demands it and deserves it. We have to protect public health and conserve natural resources, while at the same time keeping the state economically competitive,” he explained. “It’s a big agency with a big mission. The environment is important to our state’s long-term sustainability and strength.” Before working in the governor’s office, Basil served as vice president of business development at the cleantechnology private equity company Hugo Neu Corporation; as chief investigator and attorney at Riverkeeper, the clean water advocacy group where he first met the governor; as an associate at the Natural Resources Defense Council; and as a legal clerk at the White House. Basil says he always had an appreciation for science and the outdoors, and that Westminster provided him with many options to pursue his interests. “I was heavily influenced by Nick Dilks ’92, who was a great friend and grew up as a naturalist. He helped me develop a deeper appreciation for conservation as a career.” Basil’s science coursework at Westminster, particularly his classes with Scott Berry, prepared him for future studies. At Westminster, Basil was elected head prefect, was vice president of the John Hay Society, volunteered with the National Student Campaign Against Hunger, was a member of Black and Gold, and played football and lacrosse. As an alumnus, he has served on the Executive Committee of the Alumni Association, as a reunion committee chair and a class agent. “Westminster provided me with the perfect learning environment to be independent and grow as a person through sports, studies, dorm living and feeling the pride that comes with wearing the black and gold,” said Basil. “Westminster gave me a chance to prove myself.” Basil graduated from Trinity College in 1996 with a B.A. in public policy and from Pace Law School in 2001, where he received the environmental law award and alumni achievement award. His public service extends beyond the State of New York. He is an officer in the U.S. Army Reserve. He recently graduated from the highly selective Air Assault School and serves as a legal advisor in a unit in New York. Basil was already married to his wife, Rose, and had three small children — Gina, Lily and Paige — when he joined the

Basil at the Air Assault School at Fort Drum performing an “Aussie rappel” off a 40-foot tower.

Army Reserve and left for four months of training in 2012. “The years were ticking by, and I had put off this lifelong desire for too long,” he said. “My grandfather served in World War II, and his legacy always had an impact on me. But I couldn’t have done it without the support of my family.” In his current work as a commissioner, Basil is frequently in the field, but makes it a priority to return home every night. “It’s tough balancing work and family, but we have a fantastic team and we back each other up,” he said. “I tell my staff: ’Family comes first and we will be there for you. A job is a job; family is forever.’” Basil says his agency is currently focused on two major priorities. The first is climate change. “There is indisputable scientific evidence,” he said. “There are more frequent and more severe storms. Fish stocks are also changing due to warmer water. We are taking actions to make the state more resilient to climate change and sea level rise while we work to reduce our carbon footprint.” The agency’s other main concern is clean water. Basil says science has improved the ability to detect contamination in water, and public health crises, such as lead contamination in the water system in Flint, Mich., have made the public keenly aware of contamination issues. “For years there has been a lack of investment in clean water,” he explained. “We’re now putting billions into it. We want to move quickly to protect public health.” Despite the serious nature of his work, Basil’s duties as commissioner allow for plenty of time outdoors, both on-the-job and with his family. The agency is in charge of the Adirondack and Catskill parks. “We manage fishing tournaments and camps, and I’m always eager to jump in a boat,” he said. “I love doing what I am doing and have achieved a good work-life balance. As long as I’m effective and still having fun, I couldn’t be happier.”

Furthering a Legacy Mary Beth Pryor Gonzalez ’84 didn’t stumble when her husband, Nick, an immunologist, died unexpectedly in 2015. Instead, with the help of friends and colleagues, she pivoted toward a new career and a mission to ensure that her husband’s groundbreaking work in treating cancer would never die. Despite decades of working in media, including executive positions with Time Inc., Univision and NBC Universal, Mary Beth had shifted her priorities to supporting her husband in his natural cancer treatment practice. “Throughout our marriage, Nick and I were a team,” she said. “We supported our individual and challenging New York City careers — his as a medical pioneer and mine as a digital media marketer. However, I soon came to realize that despite the importance of my career, my true calling was to make Nick’s life as manageable as possible, so he could focus on his work and help so many people.” Fortunately, Mary Beth was involved in Nick’s private medical practice because she needed to draw on that experience when he died. She had read advice that a widow should not make too many immediate changes in her life. However, Mary Beth received a job offer from Mode Media the morning after Nick died. “I knew I needed to keep busy, and I needed the income,” she recalled. “We had no plan, not even a will. I wanted a little time, and they held the position for me.” Within six weeks of the funeral, she moved to a new apartment in New York City and began work for Mode Media. Two months later, she established The Nicholas Gonzalez Foundation, which supports efforts to teach The Gonzalez Protocol, a treatment plan for cancer patients based on individualized diets, detoxification and pancreatic enzymes. She also took over Nick’s publishing company, New Spring Press, and began the process of publishing three of Nick’s unfinished books. Last year, Mary Beth left New York City. Her vacation home on Sanibel Island in Florida became her temporary spot to embark on a search for work in the nonprofit sector and the new hub of her publishing and foundation business. She edited his books for months and, drawing on her digital media skills, she built a website for the foundation. In November 2017, she became director of finance and marketing for F.I.S.H., a comprehensive human services organization that provides assistance with food, housing and health care for those in need on Sanibel and Captiva islands, including many residents affected by Hurricane Irma. She now lives close to her parents and just five minutes away from F.I.S.H. While at Westminster, Mary Beth played the piano and studied at the Hartford Conservatory. She performed on campus and at charitable events. She also served as president of the choir, was a member of Black and Gold, was copy editor of The Westminster News, and played field hockey and lacrosse. As a member of Dramat, she performed in productions and was a member of the technical crew.

Mary Beth has fond memories of her time as a Westminster student. “It was because of faculty member Tom Prewitt that I became an English major,” she explained. “What Westminster taught me most was to be graceful under pressure. I literally fell off the stage in a dress rehearsal for ’My Fair Lady’ and went on to dance in the production with a cast on my foot.” Mary Beth graduated with a degree in English and economics from Middlebury College, studied abroad at King’s College London and participated in a summer session at Dartmouth College. “I wanted a career after Middlebury that would use the left and right sides of my brain,” she said. “I chose to major in English and economics and ended up in marketing. I enjoy analytical and creative work. I started working in advertising for television, print and radio, and became an expert in digital media. It was exciting to build something that hadn’t existed before — teams, brands, products and processes.” The same creativity helped Mary Beth when she became a book publisher. “Nick had been working on his cancer case report books for years, and I had to figure out how to publish these important and very personal books, without him,” she said. She published all three books in 16 months. Now, Mary Beth is developing a biography about Nick written by one of his patients, an award-winning poet and author. “I feel a strong obligation to carry on Nick’s work for him,” said Mary Beth. “I’m working hard, but no one has ever worked as hard as Nick did for his patients.”

Mary Beth Pryor Gonzalez ’84 published three of her late husband’s unfinished books.

Spring 2018

In Pursuit of Social Justice

Above right, Erin Corbett ’95 competing in the Niantic Bay Sprint Triathlon in 2016. Below, Erin, on the left, with a group of students studying organizational behavior at Southern New Hampshire University and with George Jones, who coordinates SCEA programming in one of the program’s facilities.

Westminster Bulletin

Erin Corbett ’95 did not make her educational journey alone. While serving in leadership positions at both preparatory schools and programs for talented scholars, she earned an Ed.D. from the University of Pennsylvania, and worked to bring others along with her, founding her own nonprofit aimed at improving post-release outcomes for incarcerated men through education. As co-founder and CEO of Second Chance Educational Alliance, Inc. (SCEA), Erin leads a team of volunteers who work with close to 100 inmates at Connecticut correctional facilities. SCEA is a byproduct of Erin’s dissertation research, which examined the relationship between the educational attainment and post-release employment outcomes of ex-offenders released from Connecticut state prisons. “I had to cold email the commissioner of the Department of Corrections to get started,” she recalled. Erin’s goal is to prepare inmates, before release, to confidently enter college and successfully complete their coursework. “Many low-income students end up taking developmental classes at college after they are incarcerated,” she explained. “They use all of their money on classes that carry no credit.” Her team of volunteers has conducted classes in psychology, English literature and composition, sociology, contemporary American history, African-American literature and studies, and business. Second Chance aims to remain a resource for students after they are released from incarceration, but Erin says it is a struggle to establish contact with inmates after they are released. “While SCEA strives to provide post-release services and has had some success with recent program alumni, the bulk of former students have unfortunately not remained in contact,” she said. In addition to leading Second Chance, Erin is the regional manager in Connecticut for the Petey Greene Program, a notfor-profit organization that strengthens correctional education services and offers college students the opportunity to pursue meaningful and valuable work in the criminal justice system.

Erin came to Westminster from Renbrook School. As a Westminster student, she was president of both Chorale and Dramat, starred as Rosie in Dramat’s presentation of “Bye Bye Birdie,” was a member of the Multicultural Student Union, and participated in soccer and volleyball. She also took a rigorous course of study that included numerous honors and AP courses. “At Westminster, I learned diligence and intellectual inquiry,” she said. “The skills I learned in Todd Eckerson’s ethics class helped me through college at Swarthmore. He was a brutal grader, but profoundly insightful. He was my unofficial mentor.” Erin’s career in education started at Westminster. After graduating from Swarthmore College in 1999 with a B.A. in psychology and education, she served as an interim math teacher at Westminster. She then joined the admissions staff at The Loomis Chaffee School in Windsor, Conn., and went on to serve as director of middle and upper school admissions for the Springside School in Philadelphia (now known as Springside Chestnut Hill Academy) and The Ethel Walker School in Simsbury. Erin earned an MBA in leadership from Post University in 2012 and joined Say Yes to Education, a not-for-profit that provides last dollar tuition scholarships to eligible high school graduates to any in-state public college or university, regardless of family income. She left Say Yes to complete her dissertation in 2016. Erin says that her schedule has left her with little time for recreation outside of Zumba classes, squash and walking her dog, but she is now starting training for her third triathlon. She is also working to track the outcomes of the men who are released from Second Chance and is planning an opportunity for all of the program’s volunteers to get together at one time. “I want them to feel they are truly part of something bigger,” said Erin. “I always had an interest in social justice and equality issues. It has always been at the forefront of what I have done. I want to be part of the solution to social injustice.”

Keeping Duke Tops in Basketball Growing up, Dave Bradley ’00 liked to play hockey, but a basketball-free resume didn’t stop him from pursuing a job with one of the country’s most respected collegiate basketball programs. Dave is now in his fourth season as director of basketball operations for Duke University’s Blue Devils men’s team and in his 14th year as a member of the team’s support staff. From overseeing the program’s social media efforts to mentoring players, Dave ensures the team’s operational needs are met. After his first year at Duke, Dave realized he wanted to get more out of his college career. “I entered my sophomore year looking for a big change,” he recalled. “I took on a leadership role with the club hockey team and got involved with the men’s basketball team. I prioritized my passions and pretty much passed up on the party scene.” What began as a student job producing the team’s Blue Planet newsletter and designing the team’s recruiting mailers led to a full-time job with the team after graduation in 2004. “I found a niche creating content and developing creative ideas to market the program,” said Dave. “It all started my senior year at Westminster, taking photography and learning Photoshop in class with Mr. Powers.” As newsletters gave way to social media, Dave has ensured Duke basketball has remained on the cutting edge. Under Dave’s leadership, the program is the most-followed college program on social media with more than 3.5 million followers combined on Twitter, Instagram and Facebook. In addition to leading the team’s social media presence, Dave sets the team’s daily schedule, oversees the program’s student managers, handles equipment needs and works closely with the players. “Duke is a challenging place just like Westminster, so I do what I can to help our players navigate their busy daily schedules,” said Dave. “The typical day during the season is very structured,” he explained. Non game days begin with a team breakfast. The players then head off to class and the staff gets together with head coach Mike Krzyzewski for meetings. After lunch, Dave makes certain all the details are set for practice and team functions in the afternoon. Following the team’s dinner, Dave returns home for time with his family before getting back to work late in the evening. Duke basketball never really stops, and Dave stays busy year around. “Our players return for summer session and skill development, and we also host four

Dave Bradley ’00 with his wife, Gina.

weeks of summer camps,” said Dave. “Before the season starts again, we have several weeks of planning to do as well.” Dave says he would not have been admitted to Duke or have the job he has today, were it not for his time at Westminster. “There isn’t a day that goes by where I don’t benefit from skills and lessons learned at Westminster,” he said. “If you’re all in as a student, you can get so much out of the experience. It’s a place that makes dreams come true if you work hard enough and take advantage of all the amazing resources on the Hill.” As a Martlet, Dave played soccer, hockey, tennis and golf, and was a member of the Debate Club and the Free Tibet Club. He also worked on the Martlet, was photo editor of The Westminster News, was vice president of the Environmental Awareness Group, and founded and was president of the Photo Club. He was the recipient of the photography award and a book award. “Everyone you come in contact with at Westminster believes in you and wants you to succeed,” he emphasized. “That type of environment is so empowering and enriching. I didn’t realize it at the time, but my time as a Westminster student was the most important four years of my life because it built a foundation for everything that came next.” Dave remains close friends with classmate Brendon Carrington ’00. They served as best man in each other’s weddings, and are godparents to each other’s children. Dave and his wife, Gina, who is assistant director of business operations for Duke Athletics, have a 21-month-old daughter named Quinn and a newborn son named Owen, born in February. Along with spending time with his family, Dave is still playing and watching sports when he can. He plays hockey on Sundays and is thinking about retiring from competitive kickball after winning 10 championships in 10 seasons. “I had to take up kickball with some of my friends because recreational stickball leagues were not available here,” Dave said with a laugh. Though Dave says that college basketball is an unpredictable line of work, he would like to remain with the program for as long as possible. “I’ve been so lucky to learn from Coach K and see first-hand what it takes to build a championshiplevel culture,” he said. “With all the experience I have, I’d love to keep working at Duke and do whatever I can to help our program remain among the best in college sports.”

Dave with daughter Quinn at Duke’s Michael W. Krzyzewski Center. Spring 2018

In Memoriam

1943

1947

Martin B. Gentry died Nov. 5, 2017. He graduated from Yale in 1950 with a B.S. in industrial engineering. Martin was chairman of the board and CEO of Mallard Manufacturing Company and Teal Industries, Inc. He was awarded a U.S. patent for a solid-state, thermoresponsive battery charger used in emergency lighting he designed. After a career in business, Martin became a yacht broker. He also operated a private charter service with his 38-foot Bristol Trawler Yacht Teal. Martin enjoyed nearly 60 years of marriage to Elizabeth, until her passing in 2011. He is survived by a daughter and two sons as well as their families.

James Barber died Jan. 19 in Florida. He attended Trinity College where he was on the golf team. During the Korean War, he spent four years in the Navy aboard the USS Albany, the flagship for the Atlantic 6th Fleet. He eventually took a teaching position at Rectory School, where he remained for 30 years, teaching math and coaching various sports. During one of his early vacations to Florida, he met Marilyn and, after a couple of years, they were married. When they retired in 1988, the family moved to Redington Beach. Jim is survived by his wife, son Bill, daughterin-law Muguette, three nieces and two nephews.

Westminster Bulletin

Andrew Friedman died Feb. 27, 2016.

He is survived by his wife, Laura Papallo Friedman, and his son, Andrew “Trey” Norman Friedman III, and his wife, Lorna Owen, of Sharon, Conn. He was predeceased by his first wife, Barbara “Bobbie” Klein Friedman, in 2011. Drew was born in Mount Vernon, N.Y., and grew up working at his father’s summer camps, Robin Hood and Hiawatha, in New Hampshire. He attended Cornell University. Drew was well-known in downtown Westport, Conn. He was also a restaurateur who owned the popular Onion Alley on Main Street and renovated and re-opened Weston’s Cobb’s

Mill Inn and acquired the Stonehenge Inn in Ridgefield. His final project was to open the Celebration of Life Park by the waterfall at the Cobb’s Mill. Drew helped many people achieve their personal and business goals. His marriage to Laura brought him into a large and loving family.

1952 Michael A. Kelley of Cape May Courthouse, N.J., died Oct. 14, 2017. He served in the U.S. Coast Guard during the Korean War. He was a faithful member of St. Mary’s Episcopal Church, where he enjoyed singing in the choir. He also sang with the Cape Harmonaires Barbershop Chorus. Michael is survived by his nieces and nephews, and his close friends. John Varick Tunney, a former U.S.

senator and congressman, died Jan. 12 in Brentwood, Calif. His father was the former heavyweight boxing champion Gene Tunney and his mother was Polly Lauder Tunney. John was born in New York City and grew up in Connecticut with his brothers, Gene ’50, who is deceased, and Jay ’54, and a sister, Joan, who is also deceased. Following Westminster, John graduated from Yale in 1956, where he studied anthropology. He attended The Hague Academy of International Law, worked on John F. Kennedy’s 1958 Senate campaign in Massachusetts and graduated from the University of Virginia School of Law in 1959. He briefly practiced law in New York City and then joined the U.S. Air Force as a judge advocate and was stationed near Riverside, Calif. He taught business law at the University of California, Riverside. John was elected to the U.S. House of Representatives from Southern California in 1964. He was re-elected in 1966 and 1968. In 1970, he was elected to the U.S. Senate and served one term. He subsequently resumed his practice of

law in Los Angeles, served on corporate boards and was active in civic and cultural affairs. He enjoyed skiing, hiking, flyfishing, biking and travel with his wife, the former Kathinka Osborne, who had been an Olympic skier from Sweden. In addition to his brother Jay, John is survived by his wife, Kathinka, sons Mark and Ted ’80, daughters Arianne and Tara, stepchildren Cedric Osborne and Dariane Osborne Hunt, and grandsons John, Liam and Andreas. His marriage to his first wife, Mieke, ended in divorce.

Walter Earle writes: “I roomed with Larry and Charlie Henry in a triple in Fourth Form year. Larry was unique, very original, funny and whimsical. He was the captain and star of our tennis team Sixth Form year, playing No. 2. I was No. 3 and Charlie Henry was No. 4. (They each won many more matches than I did.) He was an excellent student, as witnessed by his admission and graduation from the University of Pennsylvania. I think about him sometimes, and from now on, I will pray for his soul.”

1957

1973

William Burlingham III died Oct. 10, 2017, in Wellington, Fla. He spent most of his younger years in California. His first career was in banking and then car racing and jai alai. Bill transitioned into a lumber salesman for Gulfstream Lumber Company in Boynton Beach, Fla., where he worked until his retirement after 30 years of service. He enjoyed playing tennis, shooting, Western movies, scuba diving, cutting grass and George Carlin. He is survived by his ex-wife, Joyce Johnson, and their son, William Burlingham IV. George Newell died Oct. 21, 2017,

in London. He is survived by his wife, Elizabeth Newell.

1967 Lawrence J. Woolley of Bethesda, Md., died June 24, 2017. Raised in New York City and Bar Harbor, Maine, he was a graduate of the University of Pennsylvania. Larry was a skilled and enthusiastic tennis player and athlete. He is survived by his partner of 35 years, Susan Deme; his brother, George, and wife, Linda; his sister, Margo, and husband Gerard; as well as nieces and grandnieces.

Timothy Michael Fraher died Nov. 22,

2016.

1986 Amy Riggio McDougall of Shirley, Mass.,

died Nov. 26, 2017. She graduated from the University of Connecticut. Amy is survived by her husband, Brian; her parents, Tom and Louise Riggio; her daughter, Lila; her brother and his wife; and three nieces and one nephew.

Former Staff Andrea Maier of Granby, Conn., died March 1. She graduated from William H. Hall High School in West Hartford and received an associate degree in accounting from Fisher College in Boston. She worked as an accounting manager for Westminster School for many years, retiring in 2008 to care for her ailing mother. Andrea is survived by her husband of 30 years, Reinhard W. Maier.

Spring 2018

Closing Thoughts

Bringing Gratitude Full Circle By Whit Powel ’11 Associate Director of Admissions Life has a way of working out sometimes. I qualify this with “sometimes” because, as we all know, it does not always go the way we had planned or hoped, but that’s life. However, in terms of the path that has led me to return to Williams Hill as a member of the faculty in the Admissions Office last fall, I’m inclined to think that, while somewhat serendipitous, it was meant to be. Among the mementos I’ve kept from my time as a student at Westminster is an assignment from Todd Eckerson’s Moral Philosophy course. During my Sixth Form year, on May 17, 2011, to be exact, Todd presented our class (in true Eckerson fashion) a blue book. This blue book was to be our “gratitude journal,” a place to write both prompted and unprompted lists of things for which we are grateful. Our first assignment was to record the five things for which we were grateful that very moment, right there on the spot. My first entry read: 1. Country music 2. My college acceptance letter 3. We all made it up — and down — Mount Monadnock yesterday on Mountain Day 4. I have a package in the mailroom 5. Westminster’s Admissions Office; they let in some great kids As a student, I was a member of Black and Gold, Westminster’s tour guide and school ambassador program, so perhaps on that day, when I made my gratitude list, I had given a tour to an excited incoming student who had been accepted for the following fall. Or I was reflecting on the relationships I had made with my peers and getting a bit sentimental as commencement approached. Either way, this profound appreciation for the office and, by extension, Westminster School, rings true today as I work with the Admissions team to “let in some great kids” and work with those great kids as the director of Black and Gold. Sometimes things have a way of working out. Members of our Admissions Office have a common goal to craft the best class of future Martlets through interviews, tours, countless fairs, visits and events on and off campus. Each member also has additional responsibilities, specific to skills and interests. Upon joining the Admissions team, I was asked to direct Black and Gold, bringing my student membership in Black and Gold, my appreciation for the office and school, and my love for sharing my positive Westminster experience full circle. Pretty serendipitous. My route to Westminster as a student was somewhat atypical. I entered as one of six new Fifth Formers in the fall

Westminster Bulletin

Whit Powel ’11

of 2009. With boarding school background in my family for generations, I knew I, too, wanted the experience, but I put my desire to leave home at age 14 on the back burner after tearing my (first, of three) ACL amid the application process. After seeing my three older sisters head off to their colleges and postgraduate experiences and realizing I would be an “only child” at home for the duration of high school, it didn’t take long for the boarding school viewbooks to spread out on my bedroom floor. I first headed off to The Island School semester and then landed at Westminster. I quickly fell in love with the school. And I fell hard. It was a whirlwind of learning, relationship-building and the type of all-in 24/7 culture for which I had yearned. I immediately threw myself into all aspects of life on the Hill: athletics, academics, student council and the Eco Team. I was especially excited to share my positive experience with prospective students who, I assumed like me, yearned for something more in their educational journey. I quickly signed up to be a volunteer tour guide with my eyes on the prize of being selected as a member of Black and Gold. My love and appreciation for the school quickly translated to frequently touring prospective students, parents and faculty candidates. In my current role as associate director of admissions and the director of Black and Gold, I feel fortunate that I can connect with prospective students and share my path to Westminster. But what is just as gratifying is the connection I am able to have with current students in Black and Gold, as I work with them in serving as ambassadors for the school through campus tours, special visits, open house and revisit day panels, and other school events. My “gratitude journal” of today would certainly include Westminster’s Admissions Office, those Black and Gold members, and the continuation of my own Black and Gold involvement, which is stronger and more rewarding than ever.

TRUSTEES 2017-2018 John S. Armour ’76 Emeritus Palos Verdes Estates, Calif. Elisabeth M. Armstrong P’04, ’06, ’07 Emerita Dallas, Texas Stephen W. Bailey ’89, P’21 Austin, Texas Beth Cuda Baker P’09, ’12, ’15 New Canaan, Conn. Ellen G. Breed P’11, ’15 Greenwich, Conn. William D. Brewer P’17, ’21 New York, N.Y. Curtis F. Brockelman Jr. ’86, P’19 Greenwich, Conn. Zooey Brown P’15 Batesville, Va. Abram Claude Jr. ’46, P’71, ’80, ’84, GP’02 Emeritus North Salem, N.Y. John A. Cosentino Jr. P’00, ’18, ’18 Simsbury, Conn. Edward V. Dardani Jr. P’14, ’18 Waccabuc, N.Y. John H. Davis P’05 Emeritus Longmeadow, Mass. Lori P. Durham P’13, ’15 Denver, Colo.

Colin S. Flinn ’82 Sanibel, Fla. Heather Frahm ’86, P’21 Springfield, Vt. Joseph L. Gitterman III ’55, P’86, ’86, ’90 Emeritus Washington Depot, Conn. Powell W. Holly III ’82 Fredericksburg, Va. Robert T. Horsford ’89 New York, N.Y. David H. Hovey Jr. ’78, P’09, ’11, ’14 Simsbury, Conn. Martin R. Irani ’83 Encino, Calif. Moyahoena Ogilvie Johnson ’86 Vice Chair of the Board Bloomfield, Conn.

C. Bradford Raymond ’85, P’19, ’20 Chair of the Board New York, N.Y. Thomas D. Sargent II ’77, P’10 West Hartford, Conn. John Sherwin Jr. ’57, P’83, ’89 Emeritus Willoughby, Ohio

Bernhard L. Kohn Jr. ’66, P’92 Bloomfield, Conn.

Kirsten Sichler Webb ’98 Greenwich, Conn.

Hae-Young Lee P’18, ’20 Seoul, South Korea

Sara L. Whiteley ’91 West Chatham, Mass.

Jane Kessler Lennox ’88, P’16, ’18 New Albany, Ohio

Benjamin D. Williams IV ’81 Carpinteria, Calif.

Douglas F. Londal P’17, ’19, ’21 Bronxville, N.Y.

David R. Wolf P’19 Ex officio New York, N.Y.

Bryan Martin ’86 Larchmont, N.Y.

Madeleine Ekholm P’19, ’20 Greenwich, Conn.

Andrew D. McCullough Jr. ’87 Houston, Texas

Address Class Notes to:

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In keeping with our support for a diverse community, Westminster abides by all applicable federal and state laws and does not discriminate on the basis of any protected characteristic, including race, color, religious creed, sex, sexual orientation, gender identity or expression, national origin, ancestry and/or disability.

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William V.N. Philip P’06, ’09 Headmaster Ex officio Simsbury, Conn.

Jeffrey E. Kelter P’12, ’14, ’19 Locust Valley, N.Y.

Thomas W. McCargo ’82, P’21 Sewickley, Pa.

SPRING 2018

Mary M. Peck ’90 Ex officio Denver, Colo.

Samuel Thorne ’46, P’74, ’76 Emeritus Bedford, Mass.

William C. Egan III ’64, P’92, ’95, ’00, ’02 Emeritus Jackson, Wyo.

Westminster Bulletin

T. Treadway Mink Jr. ’77, P’11 Emeritus New Canaan, Conn.

Lisa Bjornson Wolf P’19 Ex officio New York, N.Y.

Editor

Darlene Skeels, Director of Communications and Publications dskeels@westminster-school.org Director of Marketing and Communications

Jeff Kennard

Class Notes Coordinator

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