Fall - Greensboro Day School

Transcription

Oh, the Places We Go!
FALL/WINTER 2010
www . gr e e ns b oroda y. org
Inside: 2009-2010
Volume 23
Annual Report
Head’s Corner
Life-Long Learners
Our world is moving faster than
ever before. Technological advances
and innovations seem to appear and
acquire millions of users overnight.
The global interconnection of our
economies, our prosperity, and our
citizenry is undeniable and unlike
any other time in history.
The needs of our children today
and the skills they will need
tomorrow are different today because the world in which we live is
vastly different from yesterday. The world of tomorrow will require
different skills, attitudes, and mindsets. Our challenge is to make
certain that our educational system is preparing our students for
their futures. The world of tomorrow is full of problems that were
unrecognized or not present during the industrial age, and our children
will need new skill sets to deal with them.
What are the implications of these powerful times for Greensboro Day
School? We have seen these shifts coming, and we have been and are
continuing to ask the hard questions about the best ways to prepare
our students for the Digital Age, the Information Age, the Conceptual
Age, the Creative Age. These are all terms used to refer to the dynamic,
technology driven, increasing interconnected, complex, ambiguous,
and global society in which we live.
We are living in a transformative era, a time when the assumptions and
familiar experiences of our past are becoming increasingly irrelevant
to our futures. Education is not separate from the challenges faced
throughout our society. It is experiencing powerful times as well. At
Greensboro Day School, we take our work in preparing students for
their futures very seriously, and we want to make sure that we are
preparing them for their futures, not our pasts.
I recently read that the U.S. Department of Commerce estimates that
children today will hold, on average, a dozen or so different jobs by
the time they are 40. To that I say not only “Wow,” but also, “They’d
better be lifelong learners, realizing that learning doesn’t stop when
they earn their final degree.”
We know that creating a culture of learning among our faculty
and staff sends a very powerful message to our students and our
community. So, you may ask, “How are we, the adults at GDS, doing
as life-long learners? Are we content with past successes, assuming that
how we taught or administrated yesterday will be good enough for
tomorrow? Are we modeling life-long learning for our students?”
As educational professionals, we must constantly be gaining new skills
and knowledge about the practice of teaching and learning, as well as
the efficient management of our school so that we can best serve the
needs of our students and families.
GDS teachers and staff are expected to lead by example. Over
last summer, we read “Integrating Differentiated Instruction and
Understanding by Design” by Tomlinson and McTighe. This has
served as the basis for our pedagogical and curricular discussions
throughout this year. But our life-long learning doesn’t end with just
discussions.
We engage in continuous learning throughout the school year and into
the summer (see pages 6-9). Our teachers are encouraged to be curious
about emergent innovations in teaching and learning (see page 18).
Faculty attended conferences sponsored by the National Association
of Independent Schools, Association for Supervision and Curriculum
Development, and on our campus an Understanding by Design
workshop. Throughout the year, faculty members attend and teach at
workshops sponsored by State organizations and the local Chamber
of Commerce. During the school year, GDS teachers form learning
teams that take part in book discussion groups, engage in research and
share ways to improve lessons and instruction.
Through grants from endowments (page 14) and the Parents’
Association (pages 6-9), GDS teachers have various opportunities to
work in global research and to study locally and abroad. And, many
GDS teachers are pursuing higher level academic degrees (page 24).
Over the summer, the administrative leadership team engaged in
numerous workdays managing both the details of the upcoming
school year and taking the time to consider some of the big questions
facing education, such as the need for more collaborative, projectbased learning in our classrooms and the role of technology. Several of
our administrators have also taken courses at the Center for Creative
Leadership in order to strengthen their leadership skills.
The investment of time, energy, and financial resources we make in the
professional development of our teachers and staff enhances the quality
of education we provide our students during the course of learning
each day.
We believe it is essential for GDS teachers and staff to exemplify a
professional commitment to life-long learning. As education continues
to undergo radical changes in what and how we teach and learn, it is a
strategic imperative that all of us at GDS continuously learn.
We must keep abreast in the craft of teaching as we bring more
technology and collaborative learning into the classrooms. Through
the use of summer reading, conferences, webinars, professional
learning goals, and collaborative learning groups, GDS is fostering a
learning culture within the educational profession that is critical to our
continued excellence.
Mark C. Hale
Head of School
CONTENTS
Volume 23 • fall/Winter 2010
On the cover: Photo taken by AP art student
Kris Li ’11. He was traveling in a hot air balloon
near the Castello Banfi vineyard in Montalcino,
Italy. More AP art is on the back cover.
Mission Statement:
Greensboro Day School develops the intellectual,
ethical, and interpersonal foundations students
need to become constructive contributors to
the world.
Guiding Principles:
We commit to provide our students:
• challenging and inspiring academic programs that support students in achieving their potential in college and life
• a socially and economically divers community that honors and nurtures relationships among students, faculty, and community
• exceptional extra-curricular opportunities that enrich the educational experience
• global perspectives that cultivate respect
for others and promote stewardship
of the environment
- Adopted by the Board of Trustees, April 7, 2009
Greensboro Day School does not discriminate
on the basis of race, color, creed, national or
ethnic origin, disability (to the extent that
reasonable accommodations are possible), or
sexual orientation in the administration of its
educational policies, admissions policies, or any
other programs administered by the school.
Mark C. Hale, Head of School
[email protected]
Stacy Calfo, Editor
[email protected]
Greensboro Day School
5401 Lawndale Drive
Greensboro, NC 27455
336.288.8590 Fax 336.282.2905
www.greensboroday.org
GDS Magazine is published two times a year.
Third class postage paid at Greensboro, N.C.
If you would like to add others to our
mailing list, please contact Leigh Munsey
at 336.288.8590, ext. 233.
F E ATURES
Brooks Sabbatical:
¡Pura Vida!
18
Flying High for Science
Six faculty go weightless for science
21
Going Down Under
24
From Research to Reality
14
26
35
Experiencing Costa Rica
An international student exchange
in Brisbane
A graduate program project brings changes to LS curriculum
How Do Our
Gardens Grow?
Living laboratories at our
students’ fingertips
2009-2010
Annual Report
D E PARTMENTS
Head’s Corner
Inside Front Cover
In a Student’s Words 25
CAMPUS NEWS
4
Invest in GDS
28
SPORTS
10
Alumni News
30
Around Campus
12
Class Notes
32
Campus News
Capital Campaign
Update
Keeley and Rucker Couples
to Lead Capital Campaign
Board of Trustees Chair Burney Jennings announced on October
14 that Merrill and Chuck Keeley ’81 and Melinda and Jim
Rucker ’82 will chair the upcoming capital campaign to build a
new front entrance, Middle School building, and tennis courts.
“One of the most critical elements of any capital campaign is
the volunteer leadership,” Jennings said. “I am very pleased to
announce that two trustees, who are also parents, alumni, and
major donors to the campaign, along with their wives, have
enthusiastically agreed to co-chair the campaign.”
Merrill. We will be looking to all of the GDS community for help
in making this new classroom building a reality,” he added.
The Keeleys, who have three sons (two in Upper School, and one
in Middle), echoed the Ruckers’ sentiments. “Merrill and I are
enthusiastic about leading this campaign with Jim and Melinda,
who believe as Merrill and I do, that our children benefit every
day at GDS from the generosity of those who came before us,”
Chuck Keeley said.
“We’re committed to building a new Middle School, though we
know our children will never attend classes there. Many other
children coming along behind ours will learn in those classrooms,
and that’s our commitment. That commitment started with our
parents, and it’s now our generation’s turn to continue to improve
upon what they built and plan for the future,” Keeley concluded.
“We will continue to build momentum and financial support and
plan to launch the campaign next fall,” Jennings concluded.
A Campaign Executive Committee has been cultivating and
securing lead gifts in a Quiet Phase that was undertaken in the
fall of 2008, just as the recession began. Campaign organizers
are about a year behind where they initially planned to be, but
are optimistic about signs from lead prospects that the time to
move ahead is near. If the lead gifts are secured by June 2011, the
public campaign launch will be in fall 2011. For the remainder
of this school year, campaign organizers will form the Campaign
Cabinet and continue to secure the lead gifts needed to make the
campaign successful.
Both Keeley and Rucker are on the Campaign Executive
Committee, have made their own lead financial commitments
to the campaign, and were on the architect selection committee.
The committee engaged Centerbrook Architects, a nationally
renowned architectural design firm, to involve the GDS
community in a participative design process last year that sited
the new Middle School where the old, deteriorating tennis courts
are currently located, and sought design ideas from students,
faculty, trustees, parents, and administrators to create conceptual
renderings of what the new 5th through 8th grade Middle School
classroom building might look like. Rucker and Keeley presented
those conceptual designs to the school community in a series of
presentations last winter and spring.
“Melinda and I strongly believe that Greensboro Day School
needs a new Middle School building to provide the environment
our outstanding educational program needs,” said Rucker, who
has three children in Lower School. “During the design process
last year, I was able to hear firsthand the dedication and great
thought the teachers put into teaching our children. We are
excited about the plans and pleased to partner with Chuck and
4
GDS FALL/WINTER MAGAZINE
Chuck Keeley ’81, Merrill Keeley, Melinda Rucker and Jim Rucker ’82
Construction to Begin
on First Elements of the
Campus Master Plan:
Lake Brandt Road Front Entrance and New Tennis Courts Take
Shape by Spring 2011
Well over $2 million in capital funding has been committed
for the upcoming campaign and the Board of Trustees voted
unanimously at its October 19 meeting to begin the first steps in
reorienting our campus to Lake Brandt Road: constructing the
new front entrance and adjacent tennis courts.
In October 2007, the Board of Trustees adopted a bold new campus
master plan to guide our campus and facilities development. Our
vision is for an environmentally green educational oasis with two
striking new features: creation of a large central quadrangle that
provides a natural green community gathering space for students; and
Campus News
reorientation of the main entrance
to Lake Brandt Road. Redesign
of the campus accomplishes
many significant objectives:
increasing campus safety and
security, creating a clear, attractive
main entrance to the campus,
providing on-campus queuing
for carpool traffic, and creating
a new, aesthetically compelling
front-door.
The Campus Master Plan
New Front Entrance
Reorientation of our campus
entry to the less-traveled Lake
Brandt Road, and away from the
Lawndale Drive thoroughfare,
represents thoughtful planning
for future traffic patterns when
the Painter Boulevard urban loop
is completed; the long, curving
drive will queue carpool traffic
safely within the campus grounds.
Over time, additions to existing
classroom and administration
building entrances will face Lake
Brandt Road and an entrance
drive and central parking area will
provide visitors clear yet controlled
access to all facilities.
The new front entrance will be a
Soon after the campus master plan distinguishing landmark for visitors.
was adopted, a stormwater plan for
part of this site was filed with the City of Greensboro authorities in
2009, in anticipation of more strident restrictions going into effect in
January 2012. This site work must be completed and will be included
in the scope of this first project. The first phase of the construction
will improve and relocate what is now the back gated entrance that
will be paved only up to the tennis courts parking. Later, as the
Middle School is built, more of the new front drive will be installed.
School officials met recently with representatives from the North
Carolina Department of Transportation during the information
sessions on the New Outer Loop (Painter Boulevard). NCDOT
officials predict that unless the northern segment moves up in
priority for funding, it will be under construction in about 10 years.
Construction and completion of the project will change traffic
patterns around the school and undoubtedly increase traffic on
Lawndale Drive. NCDOT officials were complimentary of GDS’
proactive plans to move carpools off of Lawndale and stacking all
waiting cars off of the road and onto campus for safety purposes.
New Tennis Courts
On the strong recommendation of the athletic department that it
would be better for the school’s physical education and conference
athletic programs to locate the tennis courts on contiguous property, the
Campus Master Plan suggests a new
site for tennis courts to the west of
the existing courts near a new front
entrance on Lake Brandt Road. In
addition, last year, Centerbrook
Architects determined during the
initial design phase of the new
Middle School, that it should be
located on the current tennis courts The new tennis courts will be located
next to the school’s new front entrance.
site for an optimal south exposure.
Last January, it was determined that six of 10 existing tennis courts
were deteriorating and no longer safe for tournament play. A decision
was made not to invest more money in courts that must be moved to
make way for the new classroom building in the near future. Therefore,
because the new Middle School will be built on that site, the Board of
Trustees decided to proceed with construction of a new tennis complex
near Lake Brandt Road, west of the existing courts.
In February 2010, the Board of Trustees contracted with Borum, Wade
& Associates (BWA) to complete the engineering work and handle
the bid process for the construction work. An Advertisement for Bids
went to seven contractors in September. Consensus was reached by
the Buildings & Grounds committee to recommend the lowest bidder
for the project. Kirkland, Inc. was chosen by the Board of Trustees on
October 19 as the contractor for the new entrance and tennis courts
and associated environmental work.
The project planning and construction will be consistent with our
Sustainability Policy, with an eventual goal to gain a Sustainable Site
certification (similar to LEEDS which is for buildings only) when that
certification becomes available.
Construction is scheduled to begin in late 2010, with completion
by spring 2011.
5
Campus News
Leaving a
Tremendous Legacy
sen·ior·i·tis [seen-yer-i-tis] -noun- A crippling disease that strikes
high school seniors. Signs include increased laziness and blurred
vision capable of only focusing on graduation… unless you are
Maggie Medlin ’11 or Anna Dorsett ’11.
In December 2009, Medlin and Dorsett met at a local bookstore to
study for their exams. It wasn’t long before their conversation turned to
the yearning of greener pastures… graduation. They both talked about
their desires to get out and make a difference in the world. Both girls
realized that they didn’t have to graduate to make a difference. They
could do it now and use the support of their classmates and teachers to
help them. And then it happened, Youth Tutors of Greensboro.
Youth Tutors of Greensboro (YTG) provides one-on-one help to students
who may not learn as effectively in larger groups. They initially wanted
to focus on improving a student’s test-taking performances, but quickly
realized that they could make a larger difference.
“Anna and I have grown up with a strong love of reading and we’ve
seen how that reading has helped us to learn more efficiently in other
core academic areas,” Medlin explains. “We both have a strong love
for children, so we decided to reach out to elementary schools in the
county to work with children who may not be performing at the
academic levels of which they are capable. Though we wanted to
focus on improving test-taking performances, we also wanted to do a
lot of reading with the students, in the hopes that they would be able
to experience the joy of literature just as Anna and I have and will
continue to experience.”
There are currently 42 Upper School students who volunteer for
Medlin’s and Dorsett’s YTG program. Each week these tutors work
with children at Hunter Elementary and Hampton Leadership
Academy. Medlin and Dorsett are also working out a plan to work
with Jesse Wharton Elementary’s Saturday School program.
“Maggie and Anna’s outreach to their community is an inspiring
example of our school’s commitment to developing constructive
contributors to the world,” says Upper School Director Terry Buxton.
“At Greensboro Day School we take great pride in our school culture
of learning-through-service-to-others, and the tutoring relationships
that the girls have established with these local elementary schools
most certainly enrich our student-tutors as much as they do the
elementary school students with whom they work.”
Tutoring isn’t the only thing these teenagers are accomplishing.
“YTG is able to provide young mentors and friends to our students.
Our high school students are far from mechanic or robotic with
tutoring methods – we play games and think of creative ways
to teach difficult concepts, and along the way, bonds have been
formed between tutors and students,” Medlin says. “We’ve become
friends with these students, and we take an interest in their lives.”
Dorsett adds, ““While we’re crossing our fingers that a student will
remember that math fact they were having trouble with, or that
6
Maggie Medlin ’11 works on math
problems with one of her students.
Playing games is one of the tutoring
methods Anna Dorsett ’11 uses.
i-before-e rule we talked about just yesterday, we really hope that we’ve
provided a mentorship and friendship that inspires these children to
have big dreams, and gives them the confidence to know that they can
achieve those dreams. Being that straight A+ student in high school,
running that game-winning touchdown, taking care of their baby
sister or being the president of the United States – the long term goal
goes beyond the academics of that benchmark next week, or EOG’s, it
extends into their lives, and we hope we’ve touched that.”
As seniors, both Medlin and Dorsett know it may be difficult to keep
up the good work of YTG into their college years. They are looking to
train current GDS juniors to both run the weekly tutoring program,
as well as plan and facilitate the annual Spring Storybook Festival (see
sidebar). They have also made contact with Linda Harrill, the president
of North Carolina Communities in Schools, to explore the possibilities
of carrying on their program as an official non-profit, and expanding
the Storybook Festival in additional counties in North Carolina.
“Tutoring these kids is an invaluable experience and that’s all there
is to it,” Dorsett says. “As a student, I’ve always been a learn-byteaching type and I tell you, I have refreshed my math facts and use
of subordinate clauses through this program! Beyond that, however,
I really believe that working with the program has made me a better
person, a better daughter, a better friend – and through all of these,
a better student. These children teach me something every day we’re
there, and that’s amazing.”
Spring Storybook Festival
Medlin and Dorsett are currently planning a first-ever Storybook
Festival on March 19 at the Greensboro Cultural Arts Center.
They are in contact with local bookstores to host a book fair at
the event, and they are hoping to secure a booth hosted by the
Public Library to educate children on how to check out books
for themselves.
The Festival will have three themed rooms: Adventureland,
Animal Kingdom, and Sports Arena. Each room will feature
various activities that go along with each theme, such as dressup, face painting, arts and crafts, storytelling, and trivia. They
will have different series on display in each of the rooms, and
these same series will then be available for kids to purchase at
the book fair.
“I encourage all Day School families to spread the word about
this festival,” Dorsett says. “We’re so passionate about this
program and this festival is our chance to share that with
everyone in Guilford County. We couldn’t be more excited!”
Campus News
Trustee Honored
with Diversity Award
Greensboro Day School honored trustee
Lenora Billings-Harris with the 2010
Dr. Judith R. Thompson Award. The
Thompson Award recognizes a student,
group of students, parent, faculty or
Lenora Billings Harris
staff member who has enhanced human
relations within the Greensboro Day School
community. Billings-Harris is an internationally recognized speaker,
multicultural diversity expert, and author.
Upon receiving this award, Billings-Harris said, “I am deeply
honored and humbled to receive this prestigious award. I am also
encouraged by Greensboro Day School’s continuing commitment
to diversity, inclusion and equity.”
Billings-Harris is the founder and president of Excel Development
Systems, Inc. and has served in the human resources management
area for CIGNA Corp. and General Motors. She is past-president
of Win-Win Resolutions, Inc. and the National Speakers
Association. She has served on the GDS Board of Trustees for
three years, and for the last two she has been chair of the School’s
Diversity Committee. This year, she generously offered many
sessions of leadership training in the area of inclusion and diversity
for the GDS Parents’ Association and other independent school
leaders from throughout the state.
The Dr. Judith R. Thompson Award was created in 1998 to
preserve the memory and the work of Dr. Thompson, GDS
former parent and Bennett College professor. Award recipients
have demonstrated a strong passion and commitment to ensuring
that GDS is and always will be a welcoming community that
understands, respects and celebrates differences. Through
thoughtful planning and deliberate action, recipients have made
a direct impact on diversity and inclusion planning and
education at GDS.
Senior Earns
Perfect Score
Greensboro Day School senior Sophia
Schermerhorn earned a perfect score on the
nationally-normed ACT college placement
test. Nearly 1.6 million high school students
took this college entrance exam last year,
Senior Sophia Schermerhorn
with only 588 earning a perfect score of 36,
putting Sophia in the top one-tenth of
one percent.
CORRECTION:
Caroline Pinkelton ’15 was inadvertently left off the Middle School
Head’s List in the summer magazine. We regret the oversight.
The World
of Big Island
Volcanoes
Lower School assistant
teacher Cindy Rayburn
traveled to Hawaii this
past summer after being
Rayburn wearing a parka at sunset on
awarded a Parents’
top of Mauna Kea, a dormant volcano, at
Association Teacher
Enrichment Endowment 13,766 feet above sea level.
Fund grant. Rayburn has
been passionate about geology since the age of five and has attained
her goal by becoming a geologist. She currently teaches geology to
4th graders at GDS.
Hawaii – known as The Big Island – is the newest of the Hawaiian
Island chain and is the place to view geology in action. This island
is home to the most active volcano in the world; Kilauea. Among
her Hawaiian adventures, she hiked across a solid lava lake at
the bottom of Kilauea Iki Crater and then through a rainforest,
took a walk through the Thurston Lava tube, watched the sun set
atop Mauna Kea, and saw firsthand the destruction of lava in the
residential area of Kalapana Gardens.
“My trip to the Big Island has allowed me to enhance our 4th grade
science curriculum and offer presentations on volcanism. Children
and adults love to learn about geology and the world around them,
especially volcanoes,” Rayburn says. “The value of pursuing new
knowledge and sharing it brings bountiful rewards to all.”
More TEEF Travels
Thanks to a Greensboro
Day School TEEF
grant, Lower School
teachers Rose Marie
Cook and Maude
Caudle were pleased to
be among the almost
13,000 educators who
attended the convention
of The International
Society for Technology
Maude Caudle, left, and Rose Marie Cook.
in Education, held in
Denver in June. The
International Society for
Technology in Education (ISTE) is the premier membership
association for educators and education leaders engaged
in advancing excellence in learning and teaching through
innovative and effective uses of technology.
They both gained many new ideas and skills that they
immediately began sharing with the faculty when they returned
to GDS. They have trained the Lower School faculty on Google
Accounts, Google sites, Google docs and forms. They have also
started blogging between staff members and are exploring even
more new ideas to use in their classrooms.
7
Campus News
Understanding
by Design
Why? It is a common question from a two year old, but it is also a
common question from students… “Why do I need to learn this?”
Greensboro Day School has embarked upon a school-wide journey to
answer this question in ways that are meaningful to students of all ages.
Understanding by Design (UbD) is a curriculum design
framework for improving student achievement. It was developed
by nationally recognized educators Grant Wiggins and Jay
McTighe, and published by the Association for Supervision
and Curriculum Development (ASCD). The UbD approach
helps teachers clarify learning goals called essential questions or
enduring understandings, create authentic assessments of student
understanding, and develop effective and engaging learning
activities. The goal is to ‘begin with the end in mind.’
Thanks, in part, to a generous TEEF grant, five GDS employees
representing all three divisions attended a four-day conference
focused on Understanding by Design in Orlando, Florida this
summer. This group spent time learning about how educators
need to move away from a sole focus on acquisition of information
and toward rich learning experiences that also allow for meaning
making and transfer to new and unfamiliar situations.
The team brought their learning back to GDS and shared it during
a full faculty workday in August. On that day teachers worked in
grade level and subject discipline groups to hone their respective
curricula. Work continued with GDS faculty presentations and
instructional videos that provided insight into what UbD looks
like in classrooms when the entire faculty met for the annual
Improvement of Instruction day in October.
The power of UbD essential questions and enduring
understandings is that they allow multiple points of entry. For
example, a kindergartner and a PhD can discuss the concept of
‘What is fair?’. However, if the focus is narrowed to fairness in
math with discussions of mean, median and mode, fewer students
can join the conversation. Below are some curricular makeovers
that will show the power of beginning with such important ideas:
Before UbDAfter UbD
What do you like about school?
What are the most important elements of art?
Name the key events that led to the American Revolution.
Explain how conflict is resolved in a story.
How do you know something is an insect?
Why is education important?
Can an idea be art? Is a beautiful picture necessarily art?
How does a nation decide to go to war?
What is ‘home’? Is it just a place? Can it be a person, an object, a feeling?
How do living things depend upon one another?
The GDS faculty is excited about the work we have begun, and we look forward to exploring ‘Why?’ in greater depth as the year progresses.
Yoga in the Classroom
Haitian Dance Troupe Performs for LS
The Resurrection Dance Theater of Haiti (RDTH), performed
for our LS students on Monday, September 27. GDS formed
a relationship with this group last year through student-led
fundraising efforts (Lego/ribbon “sale” and the 4th grade “Art
show”). Our Lower Schoolers raised over $400 to help with relief
efforts in Haiti after the earthquake.
8
Lower School and Middle School Physical
Education teacher Kristen Tuma, completed
her Children’s Yoga Teaching Certification
this summer. She spent three days at
the Asheville Yoga Center along with 18
other yoga instructors and educators. The
yoga certification curriculum included:
benefits of yoga for children ages 2
through 18, various yoga themes and
Kristen Tuma
games, partner yoga, children’s breathing
exercises, relaxation, visualization, and
class sequences. Kristen is excited to bring her newly acquired
knowledge to all of her physical education classes, kindergarten
through 8th grade. Kristen and Molly Mullin also presented “Yoga
in the Classroom” at the November North Carolina Association
of Independent Schools Conference (NCAIS), in addition to
presenting at UNCG to Elementary Education teachers.
Campus News
Travel to Turkey
Sixth grade social studies teacher Laurel
Matsudaira completed the 2010 Teachers
Study Tour to Turkey, sponsored by the
Turkish Cultural Foundation. The tour
consisted of two weeks of rigorous cultural
and academic immersion to Turkey,
Laurel Matsudaira
including touring through Ephesus,
examining the ruins of Catalhouk, and swimming in the Aegean. She
also visited several elementary and high schools around Turkey and
met with economic and political advisors at TEPAV, a think tank for
the Turkish government. She plans on integrating her experience into
her medieval unit, focusing on Turkey’s role during the Crusades as a
trading post for exchange between East and West Cultures.
AP Art Students
Learn New
Technique
In July, art teacher Carey
Jackson-Adams attended
a teachers’ Monoprinting
workshop at UNCG under
AP art students at the inking table.
the direction of WinstonSalem printmaker Mona
Wu. Monoprinting is a form of printmaking in which the artist
produces only one unique print, then destroys the original plate. The
process involves arranging flat, found objects on an inked plate and
using a press to transfer the image to paper. This results in a highly
textured print which appears to be multi-layered. Jackson-Adams
used her new knowledge and presented a short workshop to her AP
Art students. Her art studio became a flurry of activity, with students
inking, designing, printing, and pressing their images.
67 Recognized
by College Board
The College Board has recognized 67 Greensboro Day School
students for their performances on the AP exams. Those students
and their designations include:
• 18 AP Scholars (3 or more exams with a score of 3 or better):
2010 graduates Matthew Aronson, Candace Desantes, Andrew
Edwards, Richard Holland, Katherine Lloyd, Trevor Newman,
Virginia Perkins, Maxwell Roehrig, Baxter Sapp, Michael Tuck,
and Taylore Woods, and current seniors Anna Dorsett, Lillian
Evans, Peter Han, Rakesh Mitra, Jacob Pulitzer, Lucy Smith and
Lane Zuraw;
• 11 AP Scholars with Honor (an average score of 3.25 or better
on all exams taken with scores of 3 or higher on 4 or more
exams): 2010 graduates Kelsey Ammondson, Katherine Flynt,
Lauren Freedman, Anne Lucas, Meredith McGee, Kayla Peay,
Grant Rankin, Jordan Rogers and Kathryn Stark, and current
seniors Kristopher Li and Maggie Medlin;
• 38 AP Scholars with Distinction (an average grade of 3.5 on
all exams taken with scores of 3 or higher on 5 or more exams):
2010 graduates Stanley Ammondson, Kyle Arnold, Katherine
Bernstein, Caroline Brown, Kathryn Carroll, Kelly Carty, Sarah
Cassell, Mary Cohen, Elijah Cone, Thomas Flannery, Alexandra
Fortune, Alexander Gittin, Matthias Hertl, Benjamin Holcombe,
Jennifer Kaplan, Stephanie Krantz, Matthew Kusiak, Steven Love,
Catherine McDonald, Carmi Medoff, William Morris, Ming Ni,
Elizabeth Niegelsky, James Nussbaum, Megan Oleynik, Emma
Park, Austin Pittman, Christian Pulliam, Jenna Schleien, Katie
Schneider, Emily Siar, Matthew Stewart, Caroline Strong, Grace
Tewkesbury and Patrick Wren, and current seniors Niklas Gahm,
Alexander Procton and Sophia Schermerhorn.
2011 McLendon Speaker Series
Featuring
Dr. Larry Rosen
Author of
Me, MySpace, and I: Parenting
the Net Generation
and
Rewired: Understanding the
iGeneration and the Way
They Learn
Wednesday, February 2
7:00 p.m.
GDS Center for the Arts
Complimentary Admission
Dr. Rosen is Past Chair and Professor of Psychology at California State
University, Dominguez Hills. Over the past 25 years, Dr. Rosen and
his colleagues have examined reactions to technology among more than
30,000 children, teens, college students, parents, business managers,
secretaries, school teachers, and university administrators in the United
States and in 23 other countries. He has written four books, dozens of
articles for professional journals, has given national and international
presentations and writes a column for the bi-monthly newspaper
The National Psychologist.
Dr. Rosen’s current research includes generational differences in technology
and media usage, the impact of media on health in children and teens, the impact of text message
interruptions during classroom lectures, an examination of the impact of MySpace on parents and
adolescents, online dating, multitasking and English literacy in children and adults, preferences for peer
versus expert opinions on the Internet, and the impact of video game playing by children, teenagers,
and young adults.
The 2011 McLendon Speaker Series is funded by the Charles A. McLendon Faculty and Parent
Education Endowment, the Burlington Industries Foundation in memory of Charles A. McLendon,
and the GDS Parents’ Association.
9
S p o rt s R e p o rt
3 Conference Titles,
3 Top Coaches!
Girls’ tennis, girls’ cross country, and boys’ soccer earned PACIS
conference championships this fall! GDS also boasted three
Coaches of the Year - Jeff Campbell (tennis), Bill Welch (cross
country), and Taylor Johnson (soccer).
Girls’ Tennis Aces Conference Play
The varsity girls’ tennis team finished the season undefeated in conference
play to earn them another PACIS title. Unfortunately, they lost to the top
seed, Providence Day School, in the state tourney. Coach Jeff Campbell
earned his third Conference Coach of the Year title. This year’s young
squad, with only two seniors, is already looking for redemption with they
take to the court next year.
The Piedmont Athletic Conference of Independent Schools (PACIS)
is made up of 5 local schools:
1. Greensboro Day School
2. Forsyth Country Day School
3. Wesleyan Christian Academy
4. High Point Christian Academy
5. Calvary Baptist School
The varsity girls’ tennis team
State Champs AGAIN!
For the second year in a row, the boys’ soccer team was victorious in the
state championship game. It was a hard-fought battle against conference
opponent Wesleyan Christian Academy. A late goal from Myles
Mansfield ’12 in the second half, with seven minutes remaining, was the
crushing blow needed to seal the solid performance with a 1-0 score.
Their regular season record of 18-2-2 (7-0-1 in PACIS), earned the
Bengals the top spot leading into the state tourney. GDS beat conference
rivals Forsyth Country Day School in the semi-final game by a score of
3-1. They then had to play another conference foe in Wesleyan Christian
Academy to retain their state championship.
Following their victory, Joel Teah ’11 and Jonathan Campbell ’12 were
selected to the all-state team. Head coach Taylor Johnson earned his own
accomplishments, after being named Conference Coach of the Year. All
members of the team were also champions off the field this season. Once
a week, the varsity squad traded practice for tutoring. Every Wednesday,
they tutored students at Jesse Wharton Elementary and they plan to
continue tutoring now that the season is over.
The GDS varsity soccer team
10 GDS FALL/WINTER MAGAZINE
Soccer Makes National News
The varsity boys’ soccer team traveled to St. Louis, Mo. this
fall, where they played in the Gateway City Classic. They
were the first North Carolina team to participate in this
tournament and come back with a win, beating nationally
ranked #13 Strongsville High School (Cleveland, Ohio)
by a score of 4-1. The Bengals lost to #15 Pennsbury High
School (Fairless Hills, Pennsylvania) 2-1.
ESPN Rise magazine covered the event and named a “Best
11” team for Friday and Saturday. Junior Jonathan Campbell
was on this team both days and senior Joel Teah was named to
the team for Saturday. Campbell was also named (by ESPN
Rise) as the second best player at the entire event (they named
the top three players, in their writer’s opinion). Teams from all
across the country, 11 different states, competed in this event.
Senior soccer stars celebrate their victory.
S p o rt s R e p o rt
Volleyball Sets New Players
This was a building
season for our volleyball
program. Our Middle
School team welcomed
a lot of new players and
saw immense growth
throughout the season.
There are several girls
on that team who had
never played volleyball
before and took to the
sport like experts. The
JV team welcomed a
lot of new players as
The varsity volleyball team donned pink
well, many of whom
were still relatively new jerseys in honor of breast cancer awareness
month in October
to volleyball. The JV
players grew throughout
the season and should see a much more cohesive season next
year. The varsity team also welcomed some new players and
started building a stronger team as the season progressed. With
nine returning seniors next season, the Bengals look forward to
great leadership and even more success as a team.
– Margaret Farrell Brown ’97, head coach
Field Hockey Tackles
Guilford County
With just three seniors, Kathleen Davidson, Sophia Schermerhorn
and Lane Zuraw, the Bengals field hockey team faced tough
competition all season and posted a 6-12 record. Although they
were ranked 12th in the state and lost to Cary Academy in the
first round of the state tournament 2-0, they were the top team in
Guilford County with victories over Page and Northwest High.
Davidson, along with juniors Sydney Cone, Kaitlyn Webster,
Haley Peck and Allie Knowles were nominated to the
all-conference team. – Karen Buxton, head coach
Girls’ Cross Country Captures
Conference Gold
The girls’ cross country team had
one of the best seasons ever at
GDS finishing as the conference
champions and state runners-up.
The team was lead by 8th grader
Kaitlyn Lingard, who finished 7th
at the state meet, earning her allstate honors. Along with Lingard,
Sarah Bankhead ’12, Emma
Mattingly ’12 and Gabby Merritt
’13 also earned all-conference
The conference champion girls
honors. Freshman newcomer
cross country team
Emily Perkins was a great addition
to the team and helped complete one of the best teams in GDS girls’
cross country history. For his part in the team’s success, coach Bill
Welch was honored with the Conference Coach of the Year award.
Boys Cross Country Takes Third
The boys’ cross country squad finished the season strong with a top ten
finish at the state meet and a 3rd place finish at the conference meet.
Senior Nathan Vercaemert earned all-state honors with his 11th place
finish at the state level. Both Vercaemert and Clayton Wilson ’13 were
selected to the all-conference team. – Bill Welch, head coach
The varsity cross country runners
He is Ironman
Senior Chris Duda completed a half
Ironman Triathlon in South Carolina
in August. This race included a
1.2 mile swim, a 56 mile bike ride,
followed by a 13.1 mile run. He was
the youngest athlete in a field of 300
participants. His triathlon coach,
Senior Chris Duda
Karen Buxton (who has competed in 8
ironman races), was also a medal winner in this race.
The varsity field hockey team
Duda recently finished the White Lake International Triathlon, the
Halfmax Championship, and his first iron distance race, Beach to
Battleship, on November 13. In this race, Duda covered 2.4 miles
of swimming, 112 miles of cycling and 26.2 miles of running. He
finished second in his age category with a total time of 15:37:35!
GDS FALL/WINTER MAGAZINE 11
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The Brooks Sabbatical:
Experiencing
Costa Rica:
¡PURA VIDA!
By Angela Ballou, MS Learning Resource Specialist
The Ballous and their Costa Rican pen pals.
W
hen I considered applying for the Brooks Sabbatical,
I felt overwhelmed by the number of possibilities I
could consider. So, just as I instruct my students, I sat down
and brainstormed a list of ideas before creating a definite plan.
I then decided that I shouldn’t try to force my goals to match a
given trip but rather find a trip that satisfied my goals. I moved
to listing my personal goals that could be accomplished during
a sabbatical leave. Among the most important to me were 1)
creating family unity through outdoor adventure, 2) getting to
know about another culture by immersing myself in their world,
and 3) returning with a contagious passion to pass on to my
students as they learn about our Earth’s life and characteristics
beyond Greensboro. After much research, I read about the
Thomson family, whose members dedicate themselves to
exploring the world and being socially responsible and respectful
of other cultures – all while leading families through lifechanging adventures in beautiful places. One of these places, and
the one that I ultimately chose, was Costa Rica, a peaceful and
eco-friendly country and a global leader in protecting its natural
resources. My husband Jeff, 10-year-old daughter Rylan, 7-yearold son Connor, and I escaped our small world of Oak Ridge,
N.C., for a six-day family adventure to a place of natural beauty
and flourishing life.
TO SAN JOSE
Before we knew it, we were on the plane en route to San Jose, Costa
Rica’s capital and largest city. Our guide Danni, a stranger then but
a friend now, greeted us with “¡Pura Vida!” Although a common
greeting, Pura Vida, we learned, is truly a way of life for Ticos,
the people of Costa Rica. Among its many uses, Pura Vida often
translates to enjoying life slowly and celebrating good fortune.
A COFFEE FARM AND VOLCANO
On our second day, we met the family who would travel with
us during our Thomson Family Adventure, Adrienne and her
two daughters, Adelaide and Clementine, who are from San
Francisco. The development of this relationship becomes another
cultural experience within the larger one we planned here
in Costa Rica.
We visited the Britt Coffee Bean Plantation. The process of
growing and roasting a coffee bean is amazing. Did you know
they weed out all the “bad” beans and send them to Seattle to
be roasted? Well, that’s what the farmer said anyway. Here,
we got our first lesson to the extent of dedication the people
of Costa Rica have for protecting their resources. The coffee
beans on this farm are “shade grown.” Near each coffee bean
bush are fruit-bearing trees. The insects and birds eat the
fruit instead of the beans, allowing farms to produce without
pesticides. Just imagine, no chemicals from pesticides washing
into rivers or absorbing into farmers’ skin as they hand pick the
beans. In addition, the waste left behind from bugs and birds
and the uneaten fruit add needed nitrogen to the soil. We also
learned that beans used to make decaf coffee are shipped to
Germany, where the caffeine is removed to sell to pharmaceutical
companies for medication.
Next, we headed to Arenal on a two-hour bus ride. We learned
the most about this country’s culture from the bus rides to and
from our excursions. Along the curvy, bumpy roads we saw
wandering dogs, homes with metal roofs and iron fences, women
in dresses sweeping their front porches, laundry hanging to air
dry, and men, or sometimes whole families, traveling by moped.
¡PURA VIDA! The beaches of Costa Rica
This is not a wealthy, flamboyant country but a clean and
happily simple one. Instead of playgrounds and basketball courts,
there were soccer fields in every town. We saw rows of recycling
bins, for each bin represented a certain type of material to be
recycled. There were auto lots full of recycled cars from the States
for sale. Danni explained that Costa Rica is making great efforts
to be considered a Carbon Neutral country.
Costa Rica’s government has implemented
compensation programs to reduce or offset
their emissions of greenhouse gases that
cause global warming. In addition, they have
built windmills and drilled craters near their
volcanoes to generate energy. Furthermore,
water from nearby lakes creates a huge
amount of electricity for the country. Only
five percent of electricity used in Costa Rica is
diesel generated.
THE RAINFOREST AND ZIPLINING
Walking along bridges suspended above the rainforest’s canopy
by cables was breathtaking. We were among the wildlife who
call the rainforest their home. Hearing their sounds was more
amazing than spotting them with our eyes. Ferns and other
plants competed on the forest floor for sunlight, snakes and
insects crawled around the forest’s understory,
and birds and monkeys moved along the
canopy. Who knew that trees could walk? In
this forest there are walking palm trees. If a
tree falls, sunlight will shine through to a new
spot. A walking palm tree will grow roots in
the new sun light, the old roots dry up, and
the tree literally shifts to a new location.
While taking in all the natural beauty and
ways of life, Danni executed a karate move
to quickly block Connor from reaching out
Beyond the windmills and lakes, we finally
to grab one of Costa Rica’s most venomous
spotted “it” – the Arenal Volcano. Of course,
snakes, the pit viper. It was sunbathing on
the kids’ first question – has it ever erupted
a tree right next to our path. It was the first
on top of the town? The town we were in
of many vipers we saw on our hike. We also
The Arenal Volcano provides a breathtaking
is considered a “safe zone,” but there was
backdrop for the Ballous.
saw poisonous, blue jean tree frogs, howler
an eruption that buried three small villages
monkeys, lizards, birds, butterflies, cicadas,
nearby in 1968 forcing government to condemn the area. The
leaf cutter ants, and a collared peccary – a brown pig which is
rumbles from the volcano sounded like distant thunder, and
becoming extinct and rarely seen. Danni taught us the golden
every now and then a poof of gray ash erupted from the opening
rule of the rainforest: if it is furry and colorful – don’t touch it!
making everyone stop in their tracks to watch. The hot springs
are coves of water from the rivers that are heated by the veins of
Lunch was in LaFortuna at a local restaurant. It is important
the volcano. We swam and played in this extremely peaceful and
to the Thomson family to support the local people and their
natural area.
businesses versus dining in the usual tourists’ restaurants. It was
Kayaking was Angela’s favorite expedition.
at these local places
that we ate common
Tico dishes, such as
the casado. Casado
is comprised of
plantanes, a fried
egg, black beans, rice,
salad, and a meat.
Casado translates
to “marriage.” It
was explained that
when a person gets
Rylan enjoys some fresh coconut water (the juice
married they eat these
of a young coconut before it matures into milk).
traditional sides and
whatever meat is leftover in the fridge.
What we embark on next will make the reader of this article
skeptical of my parenting skills. Yes, we sent our 7-year-old son
across a 980-meter long zipline that was suspended in the air
close to the emergent level of the rainforest. Connor looked like
a speck in the wind as he disappeared in the clouds on his way to
the other end of the zipline. He was a motivator to his mother by
saying, “Come on, it’s awesome!”
As we descended back down the hill in our horse drawn wagon, we
stopped to meet the Maleki tribe. The Malekis are one of the few tribes
native to Costa Rica still in existence. They entertained us with tribal
dance and a display of their artwork. Knocking on each other’s right
shoulder while saying, “Capi, capi” is how they taught us to greet them.
Our day ended with dinner among our new friends, including Danni,
his guide-in-training Memo, and our driver Jose. We dined together
as a family and talked about each other’s personal lives. During these
dinners is when we learned the most about the people of Costa Rica
and their culture. We went into this experience ready to learn about all
the differences and came away appreciating all the similarities of our
family with the families of Costa Rica. Our children are our motivation,
education is a priority, and respect for our land and wildlife is crucial.
RIVER RAFTING
During the drive to
the Denerio River, we
noticed several green
and blue cables strung
across the roads attached
to the telephone poles.
These painted cables
were the result of one
small village recognizing
a problem and then
being creative enough
A whitewater rafting adventure down
to find an inexpensive
the Denerio River.
way to solve the issue.
Wild monkeys used live cables to travel through the air and were often
electrocuted. The villagers decided to hang extra cables painted with a
bright color and a smell attractive to the monkeys. The monkeys were
eventually conditioned to using these safe cables to travel. Other villages
and towns have installed these cables in their areas. Protecting the wildlife
is a priority in Costa Rica.
We were excited to raft down the river with two brothers who were
training for the World Cup – the World Cup of Rafting that is.
Our river guides were to represent Costa Rica in the Netherlands,
so needless to say, we felt we were in very good hands. Again,
the sounds of the jungle were so alive with calls, chirps, and
movements through the water and brush. We were each on the
lookout for an animal we particularly wanted to see; mine was the
Jesus Christ lizard. This small lizard glides across the water on two
legs. We saw bats, dragonflies, several different species of birds, two
crocodiles, and 27 Jesus Christ lizards! That day, Connor also got
to hold a harmless snake, the green vine snake. According to him,
we could just go home right then; his mission was accomplished.
VISITING A SMALL TOWN AND THE BEACH
This day was a bit slower paced. We visited a small town to shop
at the markets, mingle among the Ticos, and enjoy the art created
by the town’s people. Beautiful things made out of multicolored
wood native to Costa Rica with colors of maroon, honey, and
purple surrounded us. The town’s people were
laid back and friendly. Life seemed simple;
time is made to play a game of soccer, people
stop to talk, and no one seems to be in a rush.
We envied their way of life and benefited from
experiencing it because we would later make
efforts to simplify ours here in North Carolina.
tricked into snacking on these healthy items instead of sweets. The
guides gave us a tour of the island’s dry forest. It is dry of precipitation
for six months out of the year and harbors very different life from the
other forests we previously visited. Our outrigger experience ended
with an outdoor shower in our swimming suits and a drink of water
drained from a recently fallen coconut.
MEETING OUR PEN PALS
Two months prior to our trip, Mrs. Vance’s 5th grade Spanish class
exchanged pen pal letters with a school in Potrero, Costa Rica.
They were able to put their Spanish communication skills to use by
writing letters to their new friends and then reading the letters they
received. My kids, Rylan and Connor, also exchanged pen pal letters
with a sister and brother from Potrero. This final day of the trip was
the most anticipated by our family, for we met the children with
whom we exchanged letters. After some initial “get to know you”
activities, the kids engaged in the ultimate ice breaker – a game of
soccer. Later, when we were saying our good-byes, Rylan’s pen pal
Jennifer promised to go home that day and write
again to Rylan. Jennifer and the other children
were full of energy, eager to learn the English
language, and antsy to play after their lessons!
The next day, we prepared to say good-bye
and board our plane in the small airport of
Liberia. Like most places, including restaurants,
the airport was totally open to the fresh air
Playa de Hermosa, Hermosa Beach, is where we
with no walls or windows. The Costa Ricans
spent the rest of our day. The kids jumped over
rely on the ocean breeze for cooling versus air
the crashing waves for hours and eventually moved
conditioning. Just this in itself contributed to a
to the pool to play Mermaids and Sharks, a game
more relaxed atmosphere and a feeling of being
they created on the spot. While Jeff and I sat in the
Connor hunts for amphibians.
closer to nature. After this experience, I realized
sand, we were amazed with the various landforms
how closed-up in buildings we can be for most
we could see in one area: mountains, ocean, forests, and grasslands.
of our days. I now make an effort to do more outside, whether it is
KAYAKING AND SNORKLING
playing with my kids, eating a meal, or reading a book. We learned
We ended with my absolute favorite day of the whole trip. Soon
the benefits for our emotional and mental health by getting outside
after our tipico, typical, Costa Rican breakfast we were rowing as
as much as possible. Danni helped to make our “good-bye” a little
a team to get our kayak from the coast to a small island for hiking
easier by saying, “We are now a family. We don’t say good-bye; we
and snorkeling. “Up…Down!” our outrigger guide yelled every five
say see you later.”
minutes. This meant we had to lift our paddles simultaneously and
By way of e-mail and Skype, we have been able to continue our
switch to the other side to row. Everyone had to pull their weight,
relationship with the family from San Francisco, and we are making
or it would take us all day to reach our destination. The pressure to
plans to be in touch with our Costa Rican friends very soon. Did I
perform was intense. Once we reached the small island, we were able
accomplish my goals of bringing our family together, learning about
to observe marine life in their habitat, the coral reef. We were lucky
another part of our world, and enhancing a passion to spread to my
enough to gently touch and hold a starfish and a puffer fish. Back
students? The Brooks family, who sponsors this awesome opportunity
on shore we engaged in sand crab races. This was truly competition
for a faculty member each year, and Greensboro Day School allowed
and entertainment at its best! Even these creatures practice good
my family and me to accomplish these goals and so much more by
recycling habits. Once a crab outgrows its shell, it will move to
making this experience of a lifetime possible. I caught the fever from
another shell leaving the smaller one behind to be reused by another
my fellow faculty members to see more, do more, learn more, and I
crab. Exhausted from competition, we took a break to devour fresh
also hope to pass along the desire to travel to different countries and
watermelon, pineapple, and mango. We consumed fruit with every
learn about interesting cultures. After all, it is contagious!
meal in Costa Rica. It was so fresh and juicy that even the kids were
Flying High
For Science
By Melinda Graham, US math teacher
Eric Shilling, with a GDS Bengal, performs a somersault with the help
of a NASA flight team member.
I
n the Broadway play Wicked, the two lead characters sing about
defying gravity. Six teachers from GDS got to do just that this past
August. But instead of using broomsticks, they took a ride on NASA’s
zero gravity airplane where, for 20 seconds at a time, every object in the
aircraft, including the passengers, free-float around the cabin. The aircraft
achieves apparent weightlessness inside by flying a series of parabolashaped climbs and dives over the Gulf of Mexico. The weightlessness
occurs at the top of each parabola; at the bottom of each maneuver there’s
a period of hypergravity. During hypergravity, everything in the airplane,
including the people, feels like it weighs twice as much as normal. This
oscillation between 0g and 2g prompted one GDS flyer, Earth sciences
teacher Tim Martin, to comment “I have never experienced a more
challenging working environment.”
The work that Tim is referring to was an experiment designed by team
leader and physics teacher Jeff Regester and implemented by Jeff, Tim,
and the four other team members: chemistry teacher Chris Bernhardt and
math teachers Jason Cheek, Melinda Graham, and Eric Shilling. In late
March, the GDS team proposed to fly an experiment that would study
the motions of spinning masses connected by a spring, released to float
through the air. The team anticipated that the masses would, in general,
move in paths reminiscent of drawings produced by the classic Spirograph
toy, technically called Lissajous patterns. They produced a detailed
mathematical model to predict the exact behavior of the system based on
the stiffness of the spring, the masses, the initial stretch of the spring, and
the rotation speed.
The team learned that their proposal was accepted in mid-April and
spent the following three months designing and building the required
equipment — a device that holds the two masses (connected to each other
by a spring), spins them to a predetermined RPM, and releases them by
command from a TV remote control. A high-speed digital video camera,
The experiment turntable. An external power supply (not shown)
spins the apparatus to any speed between 20 and 220 revolutions
per minute (RPM). The masses ride on the vertical pegs until the
start of a zero-gravity period. An infrared TV remote control triggers
a servo that releases a spring-loaded bar, quickly retracting the pegs
and leaving the masses spinning freely in the air.
The paths taken by a one-kilogram mass and
a half-kilogram mass.
The GDS flight team with the zero-g aircraft in the background. L to R:
Jason Cheek (math), Tim Martin (earth sciences), Jeff Regester (physics),
Melinda Graham (math), Chris Bernhardt (chemistry), Eric Shilling (math)
shooting 300 frames per second, records the motion of the
orbiting masses. Several Upper School students were able to help
with the building and testing process during June and July.
In early August, the team traveled to Houston’s Ellington
Field, home of several NASA research and astronaut training
aircraft, near Johnson Space Center. They joined 13 other
educator teams from across the country readying their own
experiments for flight. Several days were spent on flight-safety
evaluations, installing the experiment aboard the aircraft, as
well as physiological training and behind-the-scenes tours at the
shuttle and space station control centers, NASA’s huge neutralbuoyancy pool, and other facilities. While there, the team had
the opportunity to witness NASA problem solving at its best:
engineers were busily developing repair procedures for astronauts
aboard the International Space Station to fix a cooling system
failure that had forced them to shut down half the station. I
remember thinking, “We teach problem solving every day in our
math and science classes here at GDS, hoping that one day our
students can apply those lessons in situations similar to the ones
we witnessed in Houston.”
Finally it was time to fly! The experiment flew twice, with three
members of the team operating the experiment on each flight.
After spending the first two parabolas experiencing the euphoria
The GDS experiment in action during the first of two flights. Melinda Graham (L)
and Jeff Regester (R). The apparatus is inside a large plexiglass box to prevent the
fast-moving masses from escaping and injuring anyone. The yellow crate at the top
is a mount for the high-speed video camera recording the motions of the masses.
of weightlessness and enduring double gravity, it was time to see if
all the hard work would pay off. Each part of the equipment was
tested individually ahead of time, but the team could not complete
an entire trial run on the ground in normal gravity. So, with the
aircraft airborne and performing its first parabolas, the masses
in place and the turntable spinning, the question on each team
member’s mind was: will it actually work? Yes! Simply seeing the
The GDS experiment in action during the second of two flights. Tim Martin (L) and Chris Berhardt (center), Eric Shilling (R, head obscured).
experiment run for the first time was a thrill in and of itself. It was
mesmerizing, watching the masses spinning and oscillating in-andout, just as predicted. Then it was time to start collecting data . . .
lots and lots of data. A total of 25 data runs were collected, with
varying masses, springs, initial positions and RPMs.
Throughout this school year, this data and the team’s experiences in
Houston will be showing up in classrooms across campus. Regester’s
AP and advanced physics classes will be using video analysis
software to track the masses’ motion frame-by-frame in the video
footage. Some of the data collected by his students, plus equipment
calibration data, will then be used in math classes such as Cheek’s
AP statistics classes. The 8th and 9th grade science programs (Earth
sciences and physics), both of which discuss Isaac Newton’s laws of
motion, gravitation and orbits, will benefit from the comparisons
between orbits caused by gravity and these orbits caused by a spring.
Bernhardt will use the footage to help chemistry students visualize
the vibration and rotation of molecules: the masses and springs
are analogous to atoms and bonds in molecules. The analogy will
help students understand how microwave ovens work, for example.
Shilling and I plan to use information about the flight path of the
airplane when our classes study parabolas. The coolness factor of the
entire experience will attract students to understand the science and
mathematics behind the experiment. As Shilling states, “Developing
problems from this type of experience allows the material in class to
come to life, making it easier for students to engage in the learning
process.”
The spinning masses have collided with the box walls and come to a stop.
Tim Martin is retrieving the masses from where they are floating.
An archive of photos, blog entries, raw and analyzed video data
and additional information can be found at http://academic.
greensboroday.org/~regesterj/data/RGO-HLOM.
This article was written with input from all members
of the zero-gravity flight team.
D
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Introduction by Robert Mimms, US history teacher
F
or two weeks in July, I had the privilege of accompanying
Fletcher Keeley ’12, Rakesh Mitra ’12, Cody Adams ’13
and Andrew Regal ’13 to Brisbane, Australia as guests of Brisbane
Grammar School. Our relationship with Brisbane Boys Grammar
began in 2008 with our participation in the CDLS Conference with
the Modern School in New Delhi, India. As a result of that initial
partnership, with the endorsement from our school leadership,
International Programs Coordinator, Don Lahey, and I coordinated
our first international exchange during the fall of 2009. For 10 days,
students from both India and Australia visited our campus. Our
invitation to Brisbane Boys was in response to the positive experience
that the Boys Grammar students received from Greensboro Day
School host families and the entire school community.
After 23 hours on the plane, we were happy to arrive in Brisbane.
We had no idea what time or what day it was. All of us were just
happy to have arrived. We were greeted by our host families and
thanks to Facebook, our kids felt as if they already knew their host
brothers. Our Aussie hosts and the entire community at Brisbane
Grammar went out of their way to make us feel welcome.
The school organized countless outings focusing on experimental
education. Students from the Seifu School in Osaka, Japan were
also on campus. We took excursions together to the Lone Pine
Koala Preserve, where we each “cuddled” with a Koala. We also
climbed the Story Bridge in downtown Brisbane. It is the oldest
bridge in the city and provided us a great view of the city and the
surrounding area. We enjoyed a weekend adventure to Tangalooma
Wild Dolphin Resort, where we rode quad bikes, went on a whale
watching tour, fed wild dolphins, and played “footie”— rugby on
the beach. We also attended a Monday Night AFL Rugby match in
Sun Corp Stadium the home of the Brisbane Broncos. The Yankee
blokes, as we were referred to, had a great time.
Brisbane Boys Grammar was founded in 1860, so for all of the
things our schools have in common; age was not one of them. For
instance, we were taken into the main school hall which recognizes
Grammar School alumni
who served in both World War I and
World War II. It is a school steeped in tradition. Every
Wednesday, the school conducts a formal school assembly in which
every teacher wears their university graduation gown and student-led
speeches ensue. During this time, we were formally introduced to
the entire school and Fletcher Keeley gave a speech highlighting our
institutions’ shared ideals of global awareness, diversity
and sustainability.
I firmly believe these multi-cultural exchanges are powerful
learning experiences for our students. In accordance with one of
our guiding principles, to better understand and respect the different
cultures and beliefs they will encounter throughout their lives, GDS
has promoted numerous opportunities designed to enhance our
students’ global understanding and awareness. It is our duty as a
school to continue to provide these opportunities for our students.
The world is changing and our students have returned with a greater
understanding of self and others.
Please continue to read these students’ written passages to give you
better insight on their experiences in Australia...
Left: Fletcher, Cody,
Andrew and Rakesh
are ready for a
game of rugby.
Right: Mr. Mimms hugs a koala.
probably will never have again. In order to mark the occasion,
in true tourist form, we had a group photo taken (the pinched
expression on Mr. Mimms face had faded by then), but I do
not need it to help me remember. I will never forget any of the
amazing excursions in Australia, my fun and welcoming host
family, my mates at the Brisbane Grammar school and the
deliriously long flights during which we creatively entertained
ourselves and the surrounding passengers. Climbing the Story
Bridge was very much like my experience with the Australian
people. I was drawn to their adventurous, fun spirit that pulled
me into me into their everyday lives, not just as an observer from
the outside, but right in the midst of it all. From the very first
photo my host family sent to my parents titled “Hey, mom I’m
eating bugs in OZ,” to the exhausted airport photo of my return,
every minute was a valuable experience that has shaped my view
of myself and the world.
The Brisbane Story Bridge
Adventure Climb
Tangalooma Resort on Morton Island
By Cody Adams ’13
After having already spent an eventful week-and-a-half in
Australia by the time we were to spend our weekend in
Tangalooma, I was thoroughly excited to see what more the
country had to offer to me. At that point, I had fed kangaroos,
cuddled with koalas, seen a beautiful university, climbed a huge
suspension bridge, tried my best to become accustomed to the
foreign ways and accents, and much, much more.
When we disembarked from our boat to Morton Island, we went to
our rooms and immediately set out for a tour of some of the sights of
the island. We saw shipwrecks that were sunk on purpose to become
artificial reefs. In the evening, we fed dolphins. As we waited in our
double file lines, we first and foremost were jittery with enthusiasm.
Some of those jitters were also contributed to by the fact that it was
absolutely freezing that night and the water made me numb on
contact. Fletcher and I walked up, disinfected our hands, picked up
a fish, and made our way to the water – we were next. We each fed
“Tangles,” a dolphin who was crazy and energetic. Our experience
was over just as fast as it had begun, but all the same were both
completely blown away by what had just happened.
The next day, we headed out on a whale watching boat expecting
to see some whales. I can’t say I was extremely excited by that; I
had seen whales at Sea World in San Diego and didn’t really think
this would be all that impressive after seeing tricks galore back in
the States. In the distance we caught sight of a flipper slapping
the ocean surface… and then there were two. We moved closer
and one breached, which is that act of the whale throwing itself
out of the water and diving in an arc shape. I was starting to be
impressed; I thought, “Let’s see what else these guys can do.”
After breaching once or twice more, the whales didn’t surface for
a while. When they did, the whale watching professionals who
had taken us out couldn’t stop telling us how lucky we were.
One whale started breaching, and breaching, and breaching, and
before we knew it, the whale was only about 50 or so feet from
the boat. It breached more and more and we stood and watched
in complete amazement. I had never ever experienced anything of
It was another great day in Brisbane, though I must confess that
every day was a great day to be a Bengal in Brisbane. The Brisbane
Grammar School had organized an excursion to Kangaroo Point
where we would climb the Brisbane Story Bridge. I enjoy climbing
and have tackled many trees, mountains and even a 40-foot jump
tower at Fort Bragg, but for the life of me, I wasn’t sure exactly how
we were going to climb a bridge. We all looked a little nervous
about the prospect. Especially, Mr. Mimms who confessed he was
afraid of heights. This did not inspire confidence in the rest of us.
Upon arrival, we were all treated to a thorough safety instruction
lecture along with release forms to complete that I think were
suppose to alleviate any anxiety. Then it was time to gear up in
our blue overalls, secure our belongings and move on to the next
room to receive our safety belt that would attach us to the bridge.
We each had a static line that was attached to a series of railings
that ran along the stairs and platforms that traversed the entire
bridge. The whole climb took around two hours. I remember
stepping out of the staircase that brought us from under the
bridge into the light and we could see and hear the six lanes of
traffic racing below us. As we walked single file along our route,
our guide spoke to us about the history of the bridge and the city,
but I must confess it was difficult to hear in my headset, and I
was more interested in soaking in my surroundings. But I can tell
you that the bridge was named after John Douglas Story and the
360-degree views from the summit were amazing. You could see
the entire city surrounded by the mountain ranges, Morton Bay
and the Brisbane River.
We were never afraid of falling, though my mind did flicker
occasionally to the dangerous shark species that I knew were
native to the waters below. I am told that there are very few
climbing bridges in the world, maybe three or four, and I was
pumped to have not only this unique bird’s eye view of the area,
but also to add this moment to the list of experiences that I
By Rakesh Mitra ’12
that nature before. The whale left, and I felt lucky to be alive and
in that time and that place.
If there’s one thing I remember from Tangalooma, its whale
watching and how much I still am incredulous of what I saw. I got
the whale on video when it came close, and every time I watch it, I
remember the excitement, amazement, and fun I had in Australia.
A Day in the Life
By Andrew Regal ’13
“Good Morning Andrew!” Mrs. Cooper said as I woke up at 6:00
a.m. This may sound like a regular school day at GDS, however
I am in Brisbane, Australia! After getting out of bed and taking
a shower, I head to the kitchen for some cereal. I see the rest of
my host family already in the kitchen. Michael, my host brother
has selected some Special K, one of the sweetest cereals offered in
standard grocery stores in the area. Jenny, my host sister, decided
to have some toast with butter, and my host parents, Mrs. and
Mr. Cooper, both went with some scrambled eggs. Next Mrs.
Cooper, Michael and I all filed into the truck to go to school.
When we arrive at Brisbane Grammar School (BGS) Michael and
I head off to his locker to put his books and P.E. clothes away.
During first period we have Earth science, with Mrs. Fru! Michael
explains to me that this is one of the more relaxed and fun classes
at the school. I notice that her teaching style does not differ very
much from my GDS teachers. The next two periods seem like a
blur of classes, while being similar to standard courses at GDS;
they do seem to be a little bit stricter.
Now, it is time for “Morning Tea,” this period of about 15 minutes
is the equivalent to our “break,” at GDS. During Morning Tea I
notice that there isn’t any actually tea being consumed, instead items
like Danishes, and other items that could be found in our cafeteria
around the same time of day were served. After two more classes
it is time for lunch, the only major difference that I notice about
lunch there compared to here, is that there is not a formal cafeteria
for day students, but only a Tuc Shop. At the Tuc shop you can go
and by things like meat pies or hamburgers. All seating is outside,
except for the boarding students who have their own very small
cafeteria. Michael says that only about ten percent of the school is
boarders. They have their own building on campus with dorms and
a study room inside.
Prime Minister. The two primary candidates are Tony Abbott and
the current Prime Minister, Julia Gillard. Following the news it is
time for dinner, which usually consists of Chicken Schnitzel done
on the Barbie, and some roasted potatoes and green beans. After
finishing my meal I am exhausted, so I head off to bed, and wake
up the next morning and do the same thing again!
Lone Pine
By Fletcher Keeley ’12
I look to my left and see a koala climbing a tree, after glancing to
my right I see a wombat waddling around a log; I look up and see
a sign for the kangaroo pen. I am awestruck. I have never seen any
of these animals before except on television. I am at Lone Pine, a
koala sanctuary and general animal sanctuary in Brisbane. I am in
Australia for an exchange trip to Brisbane Grammar School and
so far cannot believe how amazing this trip is turning out.
That morning we arrived at BGS with our host brothers and then
boarded a bus to make our way out to Lone Pine. After arriving,
we immediately find our way to the koala area and cannot stop
pointing and snapping pictures of the adorable little creatures.
After walking through multiple trees full of koalas, we found
ourselves at the Koala Cuddling Area and excitedly hopped in
line. After a short wait, I made my way over to “Misty,” the koala
I would cuddle with. The handler set her gently in my hands and
placed her hands on my shoulders. Contrary to the cuddly look of
koalas, they are heavy, and have very sharp claws. Although these
were two interesting surprises that greeted me as Misty drove her
claws into my shoulders, I could not stop smiling.
We walked into the Kangaroo Pen and made our way to the very
far reaches of the large expanse and saw the masses of kangaroos
lazing about on the ground and up walking on their tails. We held
out our food-filled hands to the kangaroos; they would eat right
out of our hands! It was incredible! The animals were much bigger
and much stronger than I could have ever imagined but were very
nice and friendly to us travelers. After much picture snapping and
exclamations of excitement, we had to leave Lone Pine. But, we
left with a greater appreciation for the Australian wilderness and
an altogether amazing view on the bigger world around us.
After the final two classes of the day it is
time to head home! After our 45 minute
drive through traffic we finally arrive
back at the house. After about an hour
or two of hanging out it is time to watch
the news. Every night at 18:00 (6:00 p.m.)
the whole family gathers in the living room
to watch the news. Right now the news is
full of ads and stories about the election for
Left: Whale watching was a favorite
activity while in Australia.
Right: Up close with some native wildlife.
From
Research to Reality
By Morgan Sharp, LS Spanish teacher
Last Spring,
while working to complete
my Masters of Education degree at UNC Greensboro, I designed
a research project to help me answer some questions that I
had about our foreign language program. At that point, I had
been teaching Spanish in the Lower School for four years and I
noticed each year that many children in my classes had a difficult
time remembering what we learned from one class to the next. I
had class with each of my students twice a week so usually many
days passed in between lessons. I spent a lot of time reviewing;
especially with my youngest classes. I began to wonder what
would happen if these students had a chance to practice Spanish
everyday instead of twice a week. We didn’t have room in our
schedules to have a long class every day, but what if they could
practice for just a few minutes? With the help of my UNCG
professor, I devised a research plan that would help me answer
this question.
I began by gathering relevant research and information from
experts in the fields of early childhood education and foreign
language learning. Then I worked with our Kindergarten
teachers and our LS director to make a plan that would allow
me to change the schedule of one kindergarten class and collect
information about their progress in Spanish. For six weeks, I
met with Mrs. Wilson’s class for a few minutes a day while the
other two classes continued to have Spanish twice a week. We
arranged the schedule so that all the classes would have the same
total amount of class time per week and the curriculum remained
the same for all Kindergartners; my test class just had their time
broken up into daily sessions. Before, during and after the six
week test period I gathered many different kinds of data so that
I could compare the class taking Spanish daily to a class taking
Spanish twice a week.
Kindergartners learn about Christopher Columbus from Senora Sharp
during one of her daily Spanish lessons.
The results of the study were very interesting! The class who
had Spanish every day experienced an increase in confidence
with using Spanish; they used Spanish in class much more than
the other group and during speaking activities they remembered
which words and phrases to use more quickly and more correctly
than the group taking twice-a-week classes. Also, I found that the
children in the daily classes had an easier time maintaining focus
during the shorter lessons so they spent more of their class time
directly interacting with the Spanish lessons.
Based on these results, we made some changes to the way
our youngest LS students take Spanish class. This year, all
Kindergarten classes have brief Spanish classes almost every
day and 1st graders have slightly longer classes than the
Kindergartners three times a week. The more frequent practice
and exposure to language should help our youngest Bengals
become more confident Spanish speakers.
The Butterflies of Terezin
By: Rachel Schomp ’14
Everybody knows of the Holocaust during World War II. It
was a dark time of hate and prejudice. Last year we studied the
Holocaust in Mrs. Dunbar’s English class. During this unit we
had Holocaust survivors come and speak to us. Hearing the
stories of the people who lived through this time was greatly
touching and overwhelming. As a part of my class we did a
project on a part of the Holocaust – ghettos, concentration
camps, Hitler, or Nazi youth.
I received the Children of Terezin. Terezin was a model ghetto
located outside of Prague. It was merely a place where people
would live until they were shipped away to a concentration
camp. Terezin became famous for the artwork and writings of
the children who lived there. These writings and works were
compiled into a book named after a poem, I never saw another
Butterfly. This poem was written by one of the camp’s children,
Pavel Friedman. The concept of the butterfly had a great
presence and became a symbol of hope and freedom.
For English class we were asked to make a butterfly to bring to
class. I never imagined that the butterfly I made would travel
around the world to the one place it was idolized most. My
Latin teacher Kay Zimmerman was planning a trip to Germany
over the summer. Thanks to Mrs. Zimmerman my butterfly
journeyed to various concentration camps and museums. She
eventually left the butterfly at the Buchenwald concentration
camp with other items people have brought from all over
the world. Knowing that I helped preserve the memory of
the Holocaust through my butterfly provided me with an
understanding and appreciation for this horrific time in history.
For my project I wrote an original poem inspired by the poems
written by the children living there.
Inspired by the 15,000 voices of Terezin
Written by: Rachel Schomp
Is this the place I shall die
In the ghetto of pain and sorrow
Will I see another butterfly
Bright and free only to be crushed by those who hate
Another day passes only with the dread of tomorrow’s future
Nightmares of trains and cars coming to get me
The dreadful word of death
Transport
NO
I will not be a victim of this hate that swarms throughout
Of the thousands trapped in these confined walls
Who will get out
Who will not live
Who will spend their last days in Terezin
What falls daily in these walls
Is it bodies or tears
Or perhaps the hope of those who have been stuck in this place for so long
Alone I am in these walls
No mom to hold, no dad to hug
All that’s left of them is the hole that was dug
There are others out there alone
I can hear them calling at night
Praying for guidance to safety
But there is no safety here in Terezin
Only the tears and fears of those alone
Of those whose voices have become drone
How Does Our Garden Grow?
By Gareth Griffith, Sustainability Coordinator
As
living laboratories at the fingertips of students at
Greensboro Day, the Lower School and Middle School
teaching gardens offer students opportunities each day of the year to
be gardeners, to be scientists, to be close observers of the world, to be
connected to mysteries of the universe, and to be dreamers.
At a point in the Day School’s history when we’re looking
expectantly to the future with the building of a green Middle
School building and a re-orientation of the campus front door,
it’s exciting to see that the caretakers of our teaching gardens are
already cultivating and making future dreams a reality today.
Lower School science specialist Rose Marie Cook oversees nine
distinct gardens, each integrally connected to the Lower School
curriculum. And in the Middle School, 7th grade science teacher
Clarissa Marshall guides a re-invigoration of the Permaculture
garden that draws rave reviews from all who walk by its bright
yellow fence.
Middle School
The Permaculture garden
on the west side of the
Middle School has
undergone a dramatic
facelift in the past few
months. A new watering
system, installed last spring
by our maintenance staff,
more efficiently serves
well-tended planting beds.
And a new shed, built this
fall by Scott Hollowell ’15
and his parents, Rick and
Becky, securely holds tools
close to the action.
One of West’s goals for the fall is to implement a more vigorous
composting system. What she develops will become a foundation
for a full-scale composting program that incorporates organic waste
from across campus, including the Bengal Café.
In addition to West, parent-volunteer Becky Hollowell has spent
many hours breathing new life into the garden. For Hollowell,
working in the GDS gardens allows her to be involved in
something she “cares passionately about.” Volunteers allow
Marshall to turn more of her attention to students and teaching,
knowing that the behind-the-scenes work to maintain the
Permaculture Garden is in good hands.
Lower School
All nine of the Lower School gardens sit within a few steps of the
Lower School building. Visible at doorways, windows, and the
sloping windowed hallway, all the gardens are sited to be a constant
presence for our LS students. Starting at the north end of campus,
a vegetable garden sits between the TK Cottage and the LS Media
Center entrance. Fourth grade students plant tulips here as part of
their Journey North project, and 2nd graders plant a community
vegetable garden that is open to all comers to harvest during the
summer months. Staff who work through the summer certainly
enjoy what the garden provides.
The Cottage Garden located in the backyard of the TK cottage is
one Cook has plans to expand. Installing raised beds and a teaching
shelter will enable even more vegetables to be planted and expand
the opportunities for students and teachers to use the space.
Building cold frames for new beds will extend the growing season
and allow students to more fully participate in a Garden-to-Table
program during the school year.
Seventh graders harvest basil from the
Simply put a permaculture Permaculture Garden for the Bengal Café.
garden uses sustainable
and organic gardening practices. For example, water features are
often found in permaculture gardens to attract beneficial insects
and wildlife, thus eliminating the need for pesticides. Once up and
running, a permaculture garden requires less maintenance than a
traditional garden. However, some maintenance is required.
Certainly students participate in the upkeep of the permaculture
garden as part of their studies, but more work is always needed.
So this year, following Marshall’s vision, GDS has a paid parttime garden intern, Allyson West. With a gift from the Andreve
Foundation, West, who is a UNC Greensboro graduate student
in nutrition, spends four hours per week working in the garden.
She attends to regular maintenance and helps Marshall teach.
Walking along the east
side of the LS building
outside the 3rd grade
wing, one finds the Lilly
Garden. Summer program
photography and studio
art classes visit this garden
because it is during the
warmer months that it is in
full bloom. Kindergarten
and 1st grade students
study ladybugs in the Lilly
Garden for their helpful
and harmful insect units
during the school year.
After crossing the walkway
leading into the 3rd grade
Lower Schoolers enjoy tending to the raised
vegetable and flower garden beds.
Clarissa Marshall works in the Permaculture Garden with her 7th graders.
wing, one enters the Sensory Garden. Here, benches for sitting
and reading are nestled among plants that appeal to the senses,
such as lamb’s ear and eucalyptus. Transitional Kindergarten and
Kindergarten students visit this garden to study the senses.
Situated between the 3rd grade wing and Kindergarten hall,
the Shade and Azalea Garden is covered by birch trees and a
collection of azaleas. Thanks to a grant from North Carolina
Beautiful, 50 more azaleas will be planted by students in
this garden and around campus this fall. Bird feeders spread
throughout this garden allow birds to join students for lunch.
The Azalea-Camellia Garden sprawls along the walk to the main
entrance of the LS. Also a bird sanctuary, this garden doubles as
an art gallery featuring the works from local artist Frank Russell.
Nestled next to the recently expanded science lab and the glass
walkway of the LS, the Butterfly and Hummingbird Garden
captures everyone’s attention whether they are inside or outside.
Moving from the Butterfly garden to the east end of the
Kindergarten wing next to the carpool line-up a visitor will find
the Native North Carolina garden. When students study North
Carolina history, this garden becomes a destination.
The final LS teaching garden is on the playground side of the LS
and, like the Butterfly Garden, takes up the space along the glass
walkway. This garden is a whimsical Native American Garden
that hosts arid loving plants, such as yucca and cactus. Gourd
producing vines important to Native American cultures find a
home here. When the 3rd graders study Native Americans, they
find this garden to be a valuable resource.
Thanks to the work of Brownie Troop 40474, the Butterfly
Garden and the Native American Garden are now certified as
Wildlife Habitats by the National Wildlife Federation for their
essential elements needed to support wildlife: food, water, shelter,
a place to raise young, and sustainable gardening practices.
Future Plans
Both Marshall and Cook view the gardens as an opportunity
to teach students about healthy eating and nutrition and about
where our food comes from. The Permaculture Garden, for
example, is already supplying herbs, fruits, and vegetables to
the Bengal Café. As students continue to plant a wide variety of
herbs and fall and winter vegetables in the Permaculture Garden,
this produce will also be incorporated into the meals prepared by
Chef Kyle Curtis.
Cook’s plans of
expanding the Cottage
Gardens, along with
Marshall’s grand plans
of connecting a larger
and more extensive
Permaculture Garden
to a new MS building,
will simply give more
students a wider range
of experiences that
illustrate the garden-totable connections that
can easily be lost in a
21st century world.
In the future, an
important component The Hollowell family constructed a shed for
of being able to connect the Permaculture Garden.
students to the full
growing cycle will be the installation of green houses. Both
Marshall and Cook hope that solar powered green houses can
become a reality.
Both Cook and Marshall see that a current need of the gardening
program here at GDS is to recruit more parent volunteers to
the gardens. The LS’ built-in culture of parents volunteering in
classrooms makes the extension of inviting parents to assist in
the garden a natural fit, notes Cook.
And as Becky Hollowell observes about her MS parent years,
“You don’t have to be a master gardener to have a lot to offer.”
And at heart, Hollowell’s message is one that supports a central
purpose of the GDS gardening program: to teach all students
that they have a lot to offer the earth and that the earth, treated
well, has a lot to offer each of us.
Planned Giving
INVEST IN GDS
Founding Trustee Si Boney Leaves a Bequest to GDS
Greensboro Day School lost a good friend with the passing
of Si Boney last May 14. His name appears throughout the
School’s 40 years of history as a Founding Trustee, parent, Head’s
Council member, and generous donor to every fundraising effort
ever undertaken by GDS, from annual funds to endowments
and buildings. He was a charter member of the Charles A.
McLendon Founders Society that recognizes those who have
made provisions in their estates for Greensboro Day School.
School officials were notified over the summer of the details of
his unrestricted bequest to GDS. Mr. Boney’s intentions were
for the school to use his gift for priority needs and the school is
discussing options with his alumni children.
Sion Alford Boney, Jr. and his wife Betsy Richardson Boney, who
predeceased him in 1986, had four children, three of whom were
students at GDS – Betsy B. Meade ’75, Louise B. McCoy ’78,
and Martin ’85- and elder son Sion. He was also survived by six
grandchildren.
A native of Goldsboro, Mr. Boney graduated from
UNC-CH, received an MBA from Harvard Business School,
and a Certificate of Banking
from Rutgers University. He
served his country during
WWII in the Navy, and
was a lieutenant in the US
Naval Reserve. His career in
Greensboro started with NCNB
(now Bank of America). He
then worked for the Richardson
Corporation, retiring in 1985
as Secretary and Vice President,
Sion Alford Boney, Jr.
and served as Vice President and
Trustee of the Hillsdale Fund for
36 years. He served on numerous nonprofit boards and
many education boards including Greensboro Day School and
Hollins University.
“Si was a great friend to Greensboro Day School. His
gentlemanly charm, warm smile, grace and keen wit will be
missed by everyone at GDS, and especially by me and former
GDS Heads of School, and members of the Head’s Council of
which he was a member for many years,” said Mark Hale.
THE CHARLES McLENDON
Founders Society
Charles McLendon
The Charles McLendon Founders Society recognizes those
individuals who have made provisions for GDS in their estate
plans. Such provisions may take the form of a bequest, the
designation of GDS as a beneficiary of a life insurance policy,
the establishment of a charitable trust with GDS as the
beneficiary, the assignment of a title to a primary residence
or other planned gift arrangement. Gifts are designated
or restricted according to the donor’s wishes. Most often,
donors choose to direct planned estate gifts to the School’s
permanent endowment, or to provide their own named
endowment fund for a specific purpose.
For more information
about planning a gift to
Greensboro Day School, visit
www.greensboroday.org
and see Planned Giving
under Support GDS,
or contact Anne Hurd,
Director of Advancement,
336-288-8590, ext. 235.
A lu m n i N e w s
Expand and Engage
This is going to be an exciting year for the Greensboro Day
School Alumni Association. Yes, the 40th celebration is behind
us, and yes, we have had a powerful impact on the Annual Fund
for the past two years, but don’t think we have quit expanding our
focus. We have two main goals this year:
1. Engagement. We want each member of our alumni association
to be part of us. We want you back on campus, e-mailing us
and more important, we want you to feel part of our school
community. In a recent letter, we sent you a “Bengal Pass”
designed specifically to get you back on campus. Each pass gives
an alumnus/a one free ticket to our fall musical and a ticket for
up to four people to a sporting event – no strings attached. Please
come out and enjoy.
2. Expansion. We went through our database and found that we
have 20 distinct groupings of alumni across the United States. In
addition, we have numerous people who live abroad.
We have a group of 14 dedicated members of the GDS Alumni
Board who meet five times a year to work on GDS projects like
the Fall Social, Homecoming, Reunion Weekend, Paws for Service,
Bengal Dash, Faculty Appreciation and College Mentoring.
This group works on networking, being GDS advocates and
brainstorming ways alumni can continue to impact their alma
mater. They have also spent time this fall helping to update our
database. Did you know that we send e-mails regularly to update
you on what is happening on campus? We also send e-mails when
you need to know something about a classmate. If your information
is not up-to-date, you are missing important information so please
send your information to [email protected] today!
Alumni Board
Jeb Brooks ’01, GDS Alumni
Association President
Jennifer Smith Adams ’86
Durant Bell ’98
Carter Davenport ’99
Mary Katherine Davis Durham ’99
Elaine Alspaugh Fox ’80
Carla Smith Jones ’83
Sarah Tennille Kaplan ’91
Jimmy King ’79
Craig Hassenfelt McIntosh ’98
Todd Munsey ’90
Jonathan Peddrick ’98
Elizabeth Shoemaker ’00
Don Wingate ’98
We also have chapters across the United States. The chapter
leaders are working hard to get people together socially and enjoy
each other and, they are putting together a service project that
the chapter will do in November. Chapter leaders meet “virtually”
(online) each month.
The current chapter leaders are:
Charlotte - Dillard Williams ’01
Raleigh/Durham/Chapel Hill - Sarah Cantrell Perkins ’02,
Amanda Cheney ’02
Richmond/Southern Virginia - Emily Burbine Rose ’97
Washington, DC - Forest Michaels ’98
Philadelphia - Meredith Hull ’05
New York City - Alexander Lawson ’99
California – Catherine Houston Snarr ’86
Tennessee – Danny Wright ’89
Charleston, SC – The Macpherson Family –
Katie ’97, Mark ’98 and Nicholas ’01
Georgia – John Lineweaver ’81, Anna Beaver ’03
Alumni served lunch during Bengal Paws for Service day. Back row:
Carla Smith Jones ’83, Jennifer Smith Adams ’86 and Sarah Tennille Kaplan
’91. Front Row: Kathy Davis, Sarah’s daughter, and Caitlin Burroughs ’09. Not
pictured: Jimmy King ’79 and Todd Munsey ’90 who were busy flipping burgers!
We need chapter leaders for the following chapters:
Gulf Coast, Florida, Pacific Northwest, Western NC, Eastern NC,
Texas, Chicago, Boston, Colorado and International. If you live in
one of these areas, please consider becoming a chapter leader and
contact me today.
While our goals are lofty, you can help us succeed by being in
touch with us. If you are in Greensboro, come by. Nothing makes
me happier than to give you a tour of campus. Nothing will make
you happier than having so many of your teachers give you a hug
and remember you well. Greensboro Day School is a place where
you are part of us long after graduation day.
Best,
A lu m n i N e w s
Award Winners
Alumni Association Board that the return on that investment
made it all worthwhile.”
Distinguished Alumni Award
Each year, the Distinguished
Alumni Award goes to a member
of our Alumni Association who
exhibits the best quality of service
to our nation, city, or school.
Leslie Ann Hummel ’94 has done
all three.
The Alumni Service Award
The Alumni Service Award was given to
a member of the class of 1981, Charles
Tinsley. Charles goes beyond the norm
in “giving back” to the school with time,
energy and enthusiasm. This alumnus
came to Greensboro Day School as a
2nd grader in the fall of 1970 when
the school opened in Temple Emanuel.
Over the past two years, he has relived
the history of the school by interviewing Charles Tinsley ’81
22 founders, teachers and students who
were associated with the beginning of the
school.
Ann Hummel accepted the award
Leslie Ann began the recycling
on Leslie Ann’s behalf from Jeb
program on our campus some
Brooks ’01.
20 years ago. After receiving
her Greensboro Day School
foundation, she attended Clarkson University where she was the
co-team leader of the solar race team. She then went on to Stanford
University, to earn Bachelors, Masters, and Ph.D. degrees.
Currently serving as a Senior Policy Advisor within the
Department of Energy’s Office of Policy & International
Affairs, Leslie Ann leads the department’s participation in the
international negotiations under the United Nations Framework
Convention on Climate Control. She has worked on Capitol Hill
as a Congressional Science Fellow in the Office of Congressman
Jay Inslee, consulted with Google’s philanthropic arm, and
studied, analyzed, and changed energy policy for the better for our
nation and our world. And, during all of this, Leslie Ann took the
time a few years back to return to Greensboro Day School to give
seminars to our students on energy.
Leslie Ann’s parents, Ann and Sam Hummel, accepted her award
for her because she was representing the United States at the
International Climate Change Negotiations in Germany. When
we asked about this work, Leslie Ann sent us these words:
“The United Nations Framework Convention on Climate
Change . . . resonate[s] with lessons learned at GDS: Concepts
like ‘common but differentiated responsibilities,’ for example,
raise our expectations for contribution from those who have more
than their share of wealth and opportunity in the world.” Leslie
Ann further said, “With deep appreciation for the investment in
my life by every faculty member in my 12 years at GDS, I am
delighted and honored by recognition among members of the
Charles owns Thought Stream Media in Richmond. Every month
he came to Greensboro to patiently visit with each person, asking
pertinent questions and slowly unraveling the 40 years of history
of our school. But those interviews were just the beginning. He
edited the tapes to weave the different interviews together into
one cohesive story. The end result was an amazing video about the
40 years of Greensboro Day School. This is a documentary that
will be cherished by generations to come. If you would like a copy,
just e-mail [email protected].
Take Me Out to the Ball Park
On September 30, the local
chapter of our Alumni
Association gathered for our
annual Fall social, held at
NewBridge Bank ballpark
in downtown Greensboro.
Typical ball park food was
the fare of the day along with
beer and wine. Everyone was
Carrie Hagan ’05, Will Stewart ’05
entertained by Tom Carson
’97. Thanks to Craig Hassenfelt and Grier Booker Richards ’97, with
McIntosh ’98 who coordinated Grier’s son, Olsen.
this event.
Upcoming Dates
Thanksgiving Weekend Class of 2005 Class Reunion
December 27-30 Pizza Hut Invitational (aka The Little Four)
January 21 Homecoming
April 29 – 30 Reunion Weekend
Reunions for the classes of 1976, 1981, 1986, 1991, 1996 and 2001.
Updates
C l a s s N ot e s
1980
During the summer, the Guilford County Animal
Shelter put out a plea for food for the animals.
Hearing that, Helen Brooks filled her SUV with food.
She was featured that night on WFMY News 2 as
a Local Hero.
1998
Sarah Zimmerman is the editorial assistant for
Vintage Magazine, a new twice-yearly publication
that explores the impact of history on our
present culture.
2008
Jonathan Peddrick is a healthcare consultant with
Davenport, Marvin & Joyce in Greensboro.
Benjamin Altheimer received Oberlin College’s
CRC Press Chemistry Achievement Award which is
awarded to first-year students for high achievement
in chemistry at the end of his freshman year. At the
end of his sophomore year, Ben received the Frank
Fanning Jewett Prize which is awarded to second-year
students for unusual promise in chemistry.
1997
2009
Craig Saperstein is an attorney specializing in public
policy (lobbyist) for Pillsbury Winthrop Shaw Pittman
law firm in Washington, DC.
Matthew Norman joined the Norman Dental
Practice (Greensboro) in June.
2000
Jay Lewis made the NC State University men’s varsity
basketball team.
Samantha Rogers
graduated from the
Wake Forest University
School of Medicine
Physician Assistant
studies with a Masters
in Medical Science.
Samantha is working at
Baptist Medical Center
in Gerontology and
Samantha Rogers ’00 received
also as a part-time
her Masters in Medical Science
instructor in the PA
from Wake Forest University
program in the medical School of Medicine.
school. She received
the James Franklin Wilson Memorial award upon
graduation in May 2010.
Always Home
By Jonathan Peddrick ’98
Four years ago, I was living in Washington, D.C. I had a good job
and I was surrounded by great friends. I thought I had life made. I
had no idea that in five years’ time, I would be back in Greensboro,
making a career for myself. In 2007, I was approached with a great
job offer back in Greensboro. I realized that it was the perfect
time to leave D.C., as most of my friends were getting married
and beginning to start families of their own. So, I packed up my
FURMAN02 Volvo and moved back to the Gate City.
Upon my return, I was fascinated to discover that, while I was away,
Greensboro and GDS had grown up too. It was like we just needed a
little time away from each other. I knew that this was the place where
I was supposed to be.
I initially reconnected with GDS through my sister, Allison ’08, who
was a senior when I returned to town in 2007. My sister was a GDS
2001
WEDDINGS
1996
Ashley Finn and Jeffrey Volpenhein were married on
Aug. 28 at Smith Mountain Lake, Va. Bridesmaids
included Ashlie Flack MacDonald and Laurie Jones
Martin. Groomsmen included Jeffrey Finn ’04.
Adrienne Cole was a scripture reader and Gunita
Singh was a program attendant. Ashley and Jeff live
in Charlotte.
Burns Blackwell and Laura Mills were married on
Sept. 25 in Greensboro. Bridesmaids included Eliza
Taylor Blackwell. Groomsmen included David
Anderson, Morgan Dowtin, Brad McCormick, Lee
Patterson and Austin Tyler. Laura and Burns live
in Greensboro.
“lifer.” She basically spent the first half of her
life in the stands of my sporting events and
in the audience at all of my school activities.
She was a trooper! Being back in town for her
senior year gave me the perfect opportunity
to reunite with GDS, as I returned to campus
a number of times that year to support her.
Additionally, my class celebrated its ten-year
reunion in 2008. The reunion allowed me to Jonathan Peddrick
share some old stories, to catch up with old
friends, and to realize all that our class has accomplished.
I am now serving on the Alumni board and helping others, like myself,
reconnect to our alma mater. This really isn’t hard. From business
meetings to tennis matches to the occasional run-in at the grocery store,
in the last three years, I have been reminded of the ever-present nature
of the GDS family. I look forward to my bonds with the Day School
maturing as I go through the different stages of my life. GDS has
helped remind me why Greensboro will always be home, as you never
forget the people and places that help shape you in your youth.
C l a s s N ot e s
1997
Pepé Diaz-Llaneza and Emily Mullins were
married on Oct. 18, 2009 in Charleston, SC.
Bridesmaids included Tarina Diaz-Llaneza
Herb ’95 and groomsmen included John Fields,
Matthew Norman and Allen Oakley. Pepé and
Emily live in Huntersville, NC.
Mary Katherine Davis Durham ’99 and
her husband, Joey
2001
Emily and Pepé Diaz-Llaneza ’97
Matthew Norman and Mary Chandler Woodall
were married on June 19 in Charleston, SC.
Bridesmaids included Emily Norman Richards ’00.
Groomsmen included Carl Younger, Pepe DiazLlaneza, John Fields and Mathew Arbuckle ’98.
Allen Oakley was a reader. Matthew and Mary
Chandler are living in Chapel Hill.
Suzanne Cole and Rob Yavor were married on
June 26 in Washington, DC. Adrienne Cole ’96
was the maid of honor, and bridesmaids
included Julia Cummings Armbruster, Amanda
Cheney ’02 and Michelle Kuzma. Suzanne and
Rob live in Arlington, Va.
Tara Langdon Horelica’s ’95 twins, Logan Paul
and Taylor Ann
1995
Amelia Hummel Hodges and David Hodges.
Son: David Stewart Hodges, Jr., March 18. He
joins big sister Anna. They live in Asheville, NC.
Tara Langdon Horelica and Chad Horelica
Twins: Taylor Ann Horelica and Logan Paul
Horelica, June 19. They live in Winston-Salem.
Andrew Clifford and Stephanie Clifford.
Daughter: Evelyn Turner Clifford, Oct. 8.
They live in Greensboro.
1998
Jonathan Peddrick and Parrish Lentz were
married on July 20 in Waynesville, NC.
Bridesmaids included Allison Peddrick ’08.
Groomsmen included Zac Vuncannon and
Craig Saperstein. Jonathan and Parrish live
in Greensboro.
Pictured (L-R): Amanda Cheney ’02, Jeanette
Hagan ’98, Sarah Zimmerman ’01, Jenny Gilrain ‘01,
Suzanne Cole Yavor ’01, Brittain Knight Mehler ’01,
Rob Yavor, Michelle Gugger Evans ’01, Julia Cummings
Armbruster ’01, Adrienne Cole ’96, and Michelle
Kuzma ’01
BIRTHS
1988
John Flanagan and Tricia Flanagan. Son: John
Christopher Flanagan, Jr, June 17. They live in
Jacksonville, Fla.
Parrish and Jonathan Peddrick ’98
Craig Saperstein and Jennifer Hainsfurther were
married on Sept. 5 in Chicago. Ari Medoff ’99
was the best man. Bridesmaids included Amy
Saperstein Herman ’90. Groomsmen included
Jonathan Peddrick and Zac Vuncannon. Craig
and Jennifer live in Washington, DC.
1999
Mary Katherine Davis and Joey Durham
were married on Sept. 18 at The Outer Banks.
maid of honor was Hillary Davis ’03 and
bridesmaids included Kelly Robinson Phillips
and Brooke Marshall. Mary Katherine and
Joey live in Greensboro.
1990
Tonia Malloch Barnhill and Doug Barnhill. Son:
Zachary Douglas Barnhill, Nov. 2, 2009. Zachary
joins sisters Zoe, Sommer and Bailey. They live
in Boynton Beach, Fla.
Evelyn Turner, daughter of Andrew Clifford ’95
1996
Jay Cantrell and Sara Cantrell. Son: James
Fletcher Cantrell, IV, Aug. 30. They live in
Alpharetta, Ga.
Joe Burney and Jennifer Burney. Daughter:
Jordan Constance Burney, Sept. 9. They live
in Atlanta.
1991
Kristi Langdon
and Tyler Stevens.
Daughter: Layla
Jade Stevens,
Aug. 30. She
joins big brother
Quinn. Kristi and
her family live in
Kristi Langdon’s ’91
Portland, Ore.
daughter, Layla Jade Stevens
The Burney family, Jennifer, Joe ’96 and
Jordan Constance
Updates
C l a s s N ot e s
1997
Memorials
Emily Burbine Rose and
Tim Rose. Daughter:
Linley Holland, Sept.
23. She joins big sister,
Carley. They live in
Richmond.
Jack Hall and Brooke
Hall. Son: Lawton Knox
Hall, Feb. 3. They live in
Charlotte.
CORRECTION: We incorrectly listed Doris Bradley as
deceased in our Summer GDS Magazine. The memorial
should have read: Erskine Bradley, March 22, 2010.
Father of Laura Bradley Fenn ’87. We apologize
for this mistake.
Buddy McCarty. June 24, 2010. Grandfather of
William Love ’06 and Steven Love ’10.
Linley Holland, daughter
of Emily Burbine Rose ’97
Tom Carson and Ashley Carson. Son: Owen Thomas
Carson, May 13. They live in Greensboro.
1999
Al Lineberry, Sr. July 11, 2010. Grandfather of
Vere Lineberry ’89 (deceased) and Helen Lineberry
Houser ’91.
Ted Sharpless. July 13, 2010. Father of Liza Sharpless
Bonanno ’80, Alice Sharpless McDaniel ’82, Kelly
Sharpless ’83 and Ned Sharpless ’84.
Jennifer Connors Coby and Jacob Coby. Son: Lucas
Edward Coby, Aug. 24. They live in Belews Creek, NC.
Roger Gant. July 26, 2010. Grandfather
of Roger Gant ’09.
Katie Long Stevenson and Thomas Stevenson. Son:
Henry Gaines Stevenson, Feb. 24. They live in
Charleston, SC.
Melvin Black. July 28, 2010. Grandfather of Emily
Lewis ’08 and Lydia Lewis ’12.
Will Avera. August 5, 2010. Father of Ashley Avera ’07
and William Avera ’10.
Cesar Solorzano ’94. August 7, 2010. Brother of
Jose Solorzano ’97.
Neil Maddux Miller ’99.
August 9, 2010. Sister of
Meriwether Maddux
Powell ’97.
Lucas, son of Jennifer
Connors Coby ’99
Katie Long Stevenson’s ‘99
son, Henry Gaines
Carson Bain. August 26,
2010. Grandfather of
Kendall Bain ’98 and Robert
Neil Maddux Miller ’99
Bain ’03.
Judy Shaffer. August 27, 2010. Mother of Jennifer
Shoemaker ’93 and Elizabeth Shoemaker ’00.
Alan Tewkesbury. September 27, 2010. Grandfather of
Edward Tewkesbury ’08, Gracie Tewkesbury ’10 and
Annie Tewkesbury ’12.
Dorothy Frank. October 3, 2010. Grandmother of
Katie Robinson Springer ’95 and Kelli Robinson
Phillips ’99.
Washington D.C.-area alumni participated
in the School’s 3rd annual Bengal Paws for
Service day in November.
These alumni worked with an organization called For Lands
and Waters to help them develop various hands-on
educational tools to encourage students to have better
awareness of and access to nature and ecology science.
34
Back row: Betsy Key ’01, Julia Cummings Armbruster
’01, Emily Hoxworth ’03,
Jennifer Gilrain ’01, Perrin Cooke ’02
Front Row: Caroline Brantley ’05,
Forest Michaels ’98, Keats Webb ’03
Mac McLendon, October 11, 2010. Father of Molly
McLendon ’76.
Neil Friday, October 12, 2010. Grandfather of Edward
Tewkesbury ’08, Gracie Tewkesbury ’10 and
Annie Tewkesbury ’12.
Stanley Tanger, October 23, 2010. Grandfather of
Laurie Nehmen ’97.
Around Campus
Bengal Paws for Service
November 13, 2010
Led by Kara Ruffin and Lisa McCutcheon-Gutknecht, Bengal Paws for Service 2010
was a fantastic success! Approximately 373 volunteers participated in 20 campus and
community-wide projects. A minor sampling of the of the day included:
•11 packages filled with items and handmade cards for the troops went to Give2theTroops
•5 beds were assembled for children who were previously without at Barnabas House
•14 quilts and two blankets were made for Clara House
•370 food items were collected for Greensboro Urban Ministry
...and so much more.
In addition to helping people in the Greensboro community, the GDS Alumni Association
took BPS nationwide this year. Five chapters, Washington, DC, Atlanta, Charlotte,
Raleigh/Durham and New York had groups working in their cities.
5401 Lawndale Drive, Greensboro, NC 27455
Non-Profit Organization
US Postage
PAID
Greensboro, NC
Permit No. 636
Change Service Requested.
If you have received this magazine on behalf of an
alumnus/a, please forward and send us his/her address.
Printed on paper containing
10% recycled content.
Around Campus
AP Art
Beach Scene by Tori Calkins ’11, watercolor
Moldovan Wheelbarrow by Lucy Smith ’11
Self-portrait by Megan Wright ’11, black acrylic paint
using only fingerprints
Garden Hose by Steffani McLean ’11,
graphite and watercolor
Bottle by Josh Mintz ’11

Fall - Greensboro Day School

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