Spring 2014

S P R I N G 2 0 1 4

N E W A R K A C A D E M Youtreach outreachN E W A R K A C A D E M Y

GRIT & RESILIENCEWhy They Matter

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BE THE ONETO MAKE A DIFFERENCE

2013-2014 Annual Fund

www.alumni.newarka.edu/donate

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CONTENTS SPRING 2014

FEATURES

32 Lightning in a BottleFall Drama, “A Shortage of Quotes,” Encourages Thoughtful Dialogue

38 Grit & ResilienceWhy They Matter

IN THIS ISSUE

2 Perspectives

4 NA News

28 Advancement

30 From the Archives

45 Alumni News

48 Alumni Profiles

55 Class Notes

At a celebration honoring

Blackie Parlin’s 55 years at

NA and his last academic

class, faculty flanked the

hallway to applaud as

Mr. Parlin (in traditional

Moroccan attire) exited the

classroom. Mr. Parlin was

escorted to the Black Box

Theater where refreshments

were served. Good thing he

had a machete on hand

to cut through the cake!

Follow Mr. Parlin’s continuing

NA adventures in the next

issue of “Outreach”.

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outreachSPRING 2014

Donald M. AustinHead of School

Lisa GriderDirector of Institutional Advancement

E D I TO RDebra Marr

Director of Communications

A S S I S TA N T E D I TO RMarci Kahwaty

Communications Associate

CON T R I B U TO R SElaine Brodie Jessica LubowJay Butan ’75 Blackie Parlin

Garrett Caldwell Candice PowellMatthew Gertler ’90 Ben Purkert ’03

Ted Gilbreath Courtney Roosa Geoff Lipari ’89 Kristin Walpole

BOARD O F T RU S T E E SChairman

Jonathan D. Olesky ’74

Executive Committee

William Bloom Kim Hirsh ’80Patricia Budziak Jeffrey Kaplan

Laura White Dillon David D. McGraw ’77Nancy Baird Harwood ’75 Jane Wilf

Trustees

Donald M. Austin Philip McNealJohn Bess ’69 Samir Pandiri

Betsy Dollinger Bernstein ’86 Sandra PeinadoLawrence G. Cetrulo ’67 Richard Redmond ’77

Jeffrey H. Cohen ’81 Alexander M. Rose ’96Samuel W. Croll, III ’68 Mark Rosenbaum

Mary Ellen DeNoon Joshua WeinreichScott Hayward Larry S. Wieseneck

Lauren Hedvat ’01 Suzanne WillianBetsy Zimmerman

Emeriti

Louis V. Aronson II ’41 William D. Hardin ’44Paul Busse ’38 K. Kelly Marx ’51

Robert Del Tufo ’51 John L. McGraw ’49William D. Green ’69 Gary Rose

William T. Wachenfeld ’44

A LUMN I A S S O C I AT I O N B OA RD O F G OV E RNOR S John Bess ’69President

Van Stevens ’65 Vice President

Amanda Addison ’06 Benjamin Purkert ’03Sean Allen ’03 Edward Pursell ’02

Jacqueline Lipsius Fleysher ‘93 David Rattner ’03Noah Franzblau ’86 Jed Rosenthal ’93Peter Gruenberg ’81 Lara Samet ’01 Shannon Hedvat ’03 Alexander Senchak ’02William Kaplan ’69 Andrew Somberg ’07

Lauren Jacobs-Lazer ’98 Glenn Waldorf ’90Gillian Javetski ’07 Brian Zucker ’84

EmeritiLance Aronson ’74 J. Richard Beltram ’41

Richard M. Watson ’50

Newark AcademyOffice of Institutional Advancement

91 South Orange Avenue • Livingston, New Jersey 07039Telephone: 973.992.7000, Fax: 973.992.8962

E-mail: [email protected] • Website: www.newarka.edu

PERSPECTIVES

FROM DONALD M. AUSTIN, HEAD OF SCHOOL

Character BuildingTRAINING FOR SUCCESS IN THE 21ST CENTURY

Many social critics and school reformers have recently faulted

American schools for their failure to teach skills and behaviors

important for success in the 21st century. According to them,

tradition-bound educators are failing to provide American

students with what they will need to be competitive in a shifting

global economy. In their view, American high school graduates

arrive at college bereft of the academic training and resilience

needed to adapt to the rigors of undergraduate life. Fortunately,

most Newark Academy graduates continue to report academic

success and social integration at a range of excellent colleges

in the U.S. and Europe. Nonetheless, questions about what we

teach or fail to teach are being discussed at public and private

schools with particular attention to what have been termed

“21st-century” or “non-cognitive” skills.


o a significant degree, the addition of“new” skills to the list of expectationsof what schools should teach reflects

shifting perceptions about what our students need in order to thrive in a technology-centered global economy.Parents and business leaders are anxiousabout the future and wonder if ourschools are doing enough to prepare students for it. Completing a first semesterof calculus, speaking passable French, orwriting a cogent analysis of Joyce mayhave been enough for 20th-century highschool students to demonstrate their preparedness for college, but today’s students are expected both to do more intraditional disciplines and to demonstratecompetency in other areas. Some of thesenew skills could be described as traits of character: grit, resilience, integrity and leadership. Other skills such as problem solving, adaptability, collaborationand digital literacy are linked to the fast-changing world of technology in which

people must work effectively on teams andprojects that change quickly. How is NewarkAcademy responding to these shifts?

In important ways, we are steadfastlycontinuing what we have been doing wellfor generations. Building character haslong been central to Newark Academy’smission. In addition to the habits of mindstudents develop by meeting high academicstandards, they learn valuable lessons byplaying on athletic teams, working in thearts, running clubs, and engaging in community service. These activities serveas laboratories for collaboration and leadership as well as fertile ground for thelifelong friendships that so many alumnicherish. Participation in peer-led projectsalso helps students learn to bounce backfrom disappointmentand failure.

Although manyof the so-called 21st-century skillshave long been implicitly promotedat Newark Academy, the faculty is nowexploring ways to teach them moreexplicitly. One central question concernsassessment. Since we assess what we valueand value what we assess, it follows thatwhen certain skills fall outside of traditional academic disciplines, we mustadjust the way we assess students. How do we encourage creative problem solving or divergent thinking in a high-stakes academic environment in which a safepath to the right answer may deter thepursuit of original work or novel solutions?Certainly SATs and APs don’t assess students’ creativity or teamwork, soschools like Newark Academy must leadthe charge to incorporate programs andexperiences that develop skills and behaviors that we value, even if they

fall outside of what the College Boardmeasures. How then do we devise measuresof performance that push students towardteamwork and originality as well as thetried and true traditional skills?

Several recent changes in our academic program stretch students innovel ways. The required immersion program takes students into an unfamiliarcontext in which they must adapt andapply newly learned skills; many returnfrom these experiences with greater self-confidence and broadened perspectives onthe world. The original research requiredfor the IB extended essay and the portfoliothat all eighth-grade students assemble for their spring teacher-parent conferencesare curricular opportunities for sustained

self-reflective work.They also highlight our students’ impressiveoral and written communication skills.Our teachers andcoaches have already

taken first steps to rethink how we assessskills in certain areas, and more adjustmentswill follow. In Middle School athletics, for example, coaches are now using arubric that identifies not only ability andsportsmanship, but also attitude and dailycommitment. The faculty recently heardfrom an expert who is working withteachers across the country to develop scientific ways to measure non-cognitiveskills. Departments are exploring how tointegrate those skills into existing semestercourses, capstone trips, and June Term.

This is both an unsettling and excitingtime for education in America. NewarkAcademy students continue to benefitfrom the academic strength of the facultyas well as their willingness to experimentand innovate. NA

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OUTREACH spring 2014

Newark Academy must lead thecharge to incorporate programsand experiences that developskills and behaviors that we value

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As such, I set out to create a new English seniorelective for the 2013-2014 year: a black Americanliterature course that centered on the metaphoric“invisibility” of black men and women inAmerica. After meeting with English DepartmentChair Lou Scerra, I presented my proposal toNA’s Curriculum Committee, who gave the newsemester-long course the official nod; Coming to Voice: Black American Literature was born.

Coming to Voice seeks to examine howblack writers, in novels, poetry and memoirs,present black characters in ways that perpetuateand/or challenge the stereotypical image ofblack identity. From the outset, I insisted thatmy 11 seniors “keep it real”; a course on the“silencing” of marginalized voices required honest, not censored, dialogue. My students(nine of whom were female and three of thosenine, African American) rose to the challenge.Notably, on some days our class conversationswere light; the screening of Chris Rock’s GoodHair brought about moments of levity as weexplored the “politics” of black hair. On other

days, however, when emotionally-charged topicslike white privilege, internalized racism andfeminism rose to the surface, the mood wasmuch heavier. During those class sessions I wasstretched most as an educator.

I have a responsibility to teach my studentsabout careful reading and analysis of literaryworks. Additionally, I have an obligation toteach them about the historical and culturallandscape out of which the literature was born.Through this course, however, I have learnedthat I must also find ways to engage students andprovide them with additional ways of knowingthat enhance their capacity to thrive fully and deeply beyond the classroom. As such, my students were not the only ones asked to takerisks; I often brought narratives of my ownexperiences – as a West Indian, as a female, as a mother – into the classroom. In this way, I aimed to create a learning environment of liberating mutuality wherein students werecomfortable linking their own experiences tothe course material because their teacher waswilling to do the same.

Writer bell hooks describes education as“the practice of freedom.” Coming to Voice

embodies this ideal more than anyother course I have taught. This elective gave students the opportunityto recognize and explore the silencingof voices in black American history andliterature. Beyond that, it gave them –and me – the opportunity to “come tovoice.” What’s more freeing than that?

NA NEWS

Keeping It RealSENIOR ENGLISH ELECTIVE UNCOVERS THE SILENCE OF VOICESIN BLACK AMERICAN LITERATURE

by Candice Powell, English and Humanities faculty

In December 2012, I returned invigorated from my first People of Color Conference (PoCC) —

an annual two-day conference sponsored by the National Association of Independent

Schools, geared to help participants understand their roles in advancing their independent

schools’ equity and justice around racial and ethnic identity. I was motivated to become

further involved in diversity work at NA in a way that was both real and immediate.

Coming to Voice: Black American Literature

Course Texts

“The Color Purple” by Alice Walker

“Invisible Man” by Ralph Ellison

”For Colored Girls Who HaveConsidered Suicide

When the Rainbow is Enuf” by Ntozake Shange

”Their Eyes Were Watching God”

by Zora Neale Hurston


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MOCK TRIAL — REAL SUCCESS

Newark Academy’s Mock Trial team finished the season with an impressive record. The team

won its fifth consecutive Essex County championship and followed up with a win in the North

Regional preliminaries — an NA first.

Judge Leo Gordon ’69, attorney advisor to the team, invited the students to the United

States Court of International Trade in Manhattan. The team conducted training exercises and

worked with local, state and federal prosecutors during their visit. The team ended the season

with the North Regional Final Playoff competition.

Members of the Mock Trial team include Samantha Altschuler ’14, Emma Coffey ’14, Ethan

Savel ’14, Andrei Buna ’15, Ruby Gould ’15, Kevin Lin ’15, David McGraw ’15, Kevin Mittal ’15,

Betsy Peinado ’15, Abraham Ratner ’15, Scott Wright ’15, Alice Fernandes ’16, Mauranda Men ’16,

Elizabeth Merrigan ’16 and Asia Moore ’16. Faculty advisors: Benson Hawk and Rebecca Gordon.

FROM THE FRONT LINESGlobal Speaker Mike Kay ’99

The Global Speaker Series welcomed Newark Academy alumnus and former SpecialForces Green Beret Commander Mike Kay ’99. A graduate of the U.S. MilitaryAcademy at West Point, Mike spent much of his military career leading teams on anti-terrorist missions and implementing programs to improve conditions for peopleliving in war-torn areas. He discussed his 2012 deployment in Afghanistan, where hecommanded a team of Green Berets tasked with stabilizing a border district in theHindu Kush Mountains. He then answered students’ questions about his NewarkAcademy career and about life in the military. Read more on pages 52-53.

THIS SCIENCE PROJECT HAS LEGSA Middle School Class, an Upper School Class — and Some WillingInsects — Illustrate STEM in Action

Does temperature impact neuron transmission? To find the answer, students in sixth-grade

Interactive Investigations designed experiments that would model how neurons respond to

heat and cold — using roaches. Their fellow scientists were Upper School IB Computer

Science students.

The sixth-grade student groups carefully removed some of their roaches’ legs. (No

roaches were harmed. Their legs grow back.) Once removed, the appendages stay “alive,”

so students could probe the roach legs and test their neuron function in different conditions.

IB Computer Science students entered the lab as “technology consultants,” whose

mission was to develop software that would accurately analyze the data that their “clients”

collected. To that end, they worked to understand the sixth-grade students’ needs and

collected sample data for developing their computer programs.

Scientifically relevant results: Real-life applications of the scientific method plus real-life

experience creating computer applications for data analysis equals innovative, collaborative,

STEM-tastic classroom experiences.


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NA NEWS

NEWARK ACADEMY

Just a few years ago, the idea of a virtual classroom sounded like something out of a sci-fi novel. But

online teaching and learning resources have quickly found their way into schools, and enhancing classroom

experiences with technology is becoming the norm.

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The World Is Your Classroom

ONLINE COLLABORATION TOOLS TRANSFORM LEARNING AT NA

his year, Newark Academy implementedthe Canvas Learning ManagementSystem (LMS), giving teachers and

students tools for in-person and virtualcollaboration. In plain English, the systemallows students to do academic work – liketaking classes, working with classmates ongroup projects, and completing assignments –all online.

It’s way more than the old “grab andgo”: one-way communication that justallowed for getting homework assignmentsonline. With capabilities like online discus-sions, Google integration, online quizzes andtests, distance learning capabilities, andmobile access, Canvas gives teachers newways to educate and maximizes teachingand learning for students.



NA DIALOGUES 2014A Conversation WithMarsha Kreuzman

Holocaust survivor, humanitarian

and lecturer Marsha Kreuzman,

visited NA for the Humanities

NA Dialogues series. Marsha, a

survivor of five concentration camps,

has dedicated her life to telling

her story and reminding the world

that the Holocaust and other acts of

genocide must never happen again.

Marsha recently found her

concentration camp liberator after

a 70-year search. While perusing

the “Star-Ledger,” she read an

anniversary announcement for

Mr. and Mrs. Joe Barbella, married

for 65 years. The announcement

noted that Joe was one of the

World War II veterans who had

liberated the Mauthausen

concentration camp. Marsha

reconnected with Joe and they

have since established a unique

and heartwarming friendship. Their

story was recently featured on “NBC

Nightly News” with Brian Williams.

Each year, Newark Academy invites

and welcomes a Holocaust survivor

to share their experiences with our

students. This generation of students

will be among the last to hear the

powerful, live testimony of those

who experienced one of the darkest

periods in history.

“Our old system functioned as arepository, a ‘file cabinet’ for information,”said Stephanie Rusen, NA’s educationaltechnologist. “Canvas, in contrast, is anonline classroom that engages students withacademic content and learning activities toenrich and expand face-to-face instruction.”

Newark Academy is one of a handfulof independent schools using the CanvasLMS. The company’s clients are mostly colleges and universities, including theUniversity of Pennsylvania and DartmouthCollege.

The technology helps the schoolincorporate all types of blended and distance learning practices into its curriculum.Language teachers can assign diction andpronunciation work that students can complete and submit as audio files.Teachers can announce changes to classesand homework, hold conferences and discussions, post multimedia material forstudents, conduct assessments, collectwork and communicate with individualstudents and their parents, all via the LMS.

SNOW DAY SCENARIO

Introducing the Canvas LMS just beforeone of the snowiest winters on record wasa stroke of good fortune. Last winter sawquite a few closures of the Newark Academycampus. On some snow days, faculty members conducted virtual classes on the Canvas platform. Teachers openedreal-time conference sessions that allowedstudents to participate and collaborate from home.

Here’s how it works: Newark AcademyHumanities faculty member Benson Hawkinvites his IB History class to a web conference at the regularly scheduled classtime. Students log in and Benson opens thediscussion. It’s just like a virtual businessmeeting, with Benson presenting aPowerPoint and students commenting inthe chat box or unmuting their lines tochime in and answer his questions.

Benson is an avid user of Canvas’capabilities and has used the technologyfor online office hours and tracking studentgroup projects, and he posts all assignmentsand other class information on the system.Face-to-face class sessions are still the goldstandard, but the learning process can beaided and enhanced by the use of the LMS.“Using Canvas keeps classes on track, evenwhen students and teachers can’t meet inperson,” Benson said.

Welcome to Learning 3.0. NA

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NA NEWS

CONNECTING WITH HISTORY2014 Commencement Speaker: Dr. Clement A. Price

Newark Academy is honored to announce the 2014 commencement speaker: RutgersUniversity professor Dr. Clement A. Price will address the Newark Academy Class of2014 during commencement exercises on June 8.

Dr. Price is a longtime resident of Newark and a noted authority on the city’s history. He was recently appointed official historian for the City of Newark by MayorLuis Quintana. Price has led historical tours of Newark for many years, pointing out landmarks and locations significant to the city’s rich cultural history. He will chair the committee that will organize observances of the 350th anniversary of the city’sfounding in 2016.

Dr. Price served as agency lead for the National Endowment for the Humanitieson President Obama’s 2008 transition team. He was reappointed by the President to beVice Chair of the Advisory Council on Historic Preservation. Dr. Price is a member ofthe Scholarly Advisory Committee to the Smithsonian Institution’s National Museumof African American History and Culture; a member of the advisory council for theGilder Lehrman Institute of American History; and a Trustee of the National Trust forHistoric Preservation.

Dr. Price is a Board of Governors Distinguished Service Professor at Rutgers, oneof the highest faculty honors at the university.

‚ 5,338 living alumni‚ 24 current parents attended NA

‚ 64 alumni in the Athletic Hall of Fame‚ 22 experiential learning courses will be offered during

June Term 2014

‚ 24,457 square-feet added to the NA campus with the addition of the Upper School Academic Center

‚ 80 sophomores and juniors have taken advantage of NA’s off-campus study option since its inception in 2001

‚ 11,686 community service hours were completed by NA students last year‚ 24 years of IB at NA; 332 IB diplomas awarded

NEWARK ACADEMY

FACTS&


Figures

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GUEST ARTISTSIN GOOD VOICE

NA vocal music took center stagewith recent visits from two high-profile professionals.

Vocalist Casey Breves visitedNewark Academy as choral Artist-in-Residence. A graduate of Yale

University and alumnus of the acclaimed professional ensemble Chanticleer, Mr. Breves has achieved success as a soloist, ensemble singer and vocal coach. Throughout the week, he joined choral and music classes, conductedworkshops and discussed his journey as a professional vocalist. During his visit, Mr. Breves gave a concert for the NA community, performing popular songs as well as some of his original pieces.

Singer and educator Dr. Ysaye Barnwellvisited NA for a one-day workshop involvingchoral, humanities and health classes. Dr. Barnwellis a former member of Sweet Honey In TheRock, the all-female performance ensemble rooted in African American history and culture.She presented her workshop “Building a VocalCommunity,” which explores the values embedded in spirituals, ring shouts, hymns,gospels and songs from the Civil Rights Movement,all taught in that tradition. Dr. Barnwell conductedthe workshop in that tradition, engaging theaudience in a call-and-response style.

Dr. Barnwell’s method stresses that everyone’svoice is part of the larger community. Every voicebelongs, and every voice creates something newand unique. The coming together of uncommonvoices is how we create unity in the world.

Casey Breves

Dr. Ysaye Barnwell

NA ARTS ON THE WEB

‚ 85 members of the NA community submitted work to the 11th annual Community Art Show,

“Dream On”

‚ 29 NA students earned scholastic art and writing awards

‚ NA’s jazz band, Chameleon, made magic at the Charles Mingus High School Competition and

Festival, earning first place

Go to www.newarka.edu/

arts-newsfor the

full stories and updates

THE ARTS


NA NEWS THE ARTS

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NEWARK ACADEMY


BEE MUSICAL

“The 25th Annual Putnam County Spelling Bee” broughtback memories of childhood and adolescence. The clever,playful musical chronicled the experience of six outsidersvying for the spelling championship of a lifetime. “SpellingBee” originally played off-Broadway before moving to theGreat White Way.

Audience members were forewarned that a lucky few wouldbe selected at each performance to participate on stage as“guest spellers.” Among the guest spellers were: facultymembers Stephanie Acquadro, Pegeen Galvin and Luis Gomez;and students Jake Faber ’14 and Grace Alofe ’14.

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NA NEWS THE ARTS

Students and Alumni Joined Togetherfor a Magical Night of

IMPROV AT NA

Braving the arctic temperatures on a wintry evening

in January, a hearty group of theater-goers filled

the Black Box at Newark Academy and enjoyed

90 minutes of quirky characters, odd scenarios

and unexpected moments of hilarity. All of this was

accomplished by a strong cast of actors who had

no script, set, props or rehearsals. In fact, most of

the alumni who participated in this event had never

worked together before. How could this possibly

result in a first-rate performance? Only through

the magic of improvisational theater!

For years, Scott M. Jacoby and Elaine Brodie

have offered NA thespians opportunities to learn

the art of improvisation. Between acting classes

and the Improv Club, many alums recall the thrill of

performing this kind of “fly-without-a-net” theater.

Quite a few have gone on to join improv troupes in

college and beyond. Many of them came back into

the fold on this January evening to share the stage

with some of our current improvisers.

With a few suggestions from the audience,

actors created scenes on the spot by remaining

open, alert and present — ready to follow a scene

partner in any number of different directions. The

audience marveled at the spontaneity, wit and

joy with which these actors performed. It was

remarkable that more than a dozen alums could

walk into our Black Box and make such magic. At

the conclusion many of them asked, “Is this an

annual event?” The answer — YES!

If you have an interest in joining us next

year, contact Elaine Brodie, [email protected]

or Scott Jacoby, [email protected].

NEWARK ACADEMY


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FACULTY ACHIEVEMENTS

Jessica De Santa, English, recently had an essaypublished as part of a book entitled AffectiveDisorder and the Writing Life: The Melancholic Muse(ed. Stephanie Stone Horton). Jessica’s chapter,“The Incessant Rise and Fall and Fall and Rise:Virginia Woolf Treading the Waves,” considersWoolf’s own perceived connections between writing and the special creativities accessible in illness.

English faculty member Vanessa Jimenez Gabb’s Red Poemsdebuted during the 2014 Association of Writers and Writing ProgramsConference in Seattle in February. It is the second chapbook (shortbook of published poetry) in a new series from Similar: Peaks::Online/Print Journal & Press.

English faculty member Tess James recently celebrated the publication of her short story “White Moon Rising” in Narrative Magazine.Narrative is dedicated to advancing literary arts in the digital age bysupporting the finest writing talent and encouraging readership acrossgenerations, in schools, and around the globe. The Narrative onlinelibrary includes new literature by celebrated authors and by the bestnew and emerging writers.

Choral music faculty member Viraj Lal was nominated by the NorthJersey School Music Association to conduct the Region 1 Junior High

Mixed Chorus at itsMarch concert. Theorganization representsRegion 1 of the NewJersey Music EducatorsAssociation. The JuniorHigh Mixed Choruses arecomposed of students ingrades 7-9 who hold high standings in theirschool choral programs.

Candice Powell, Humanities, received a grant from the StantonFoundation’s Innovation in Civics Education program. The Foundationawards grants to educators to promote the exploration of experimentaland imaginative ideas for teaching of government, politics and civics.

Candice is planning a humanities initiative that fosters civicresponsibility. The project will integrate civic learning into the humanitiescurriculum using interactive technology, paying particular attention to current issues. Connecting students to their political communitiesthrough digital communication technologies and direct contact withleaders, the initiative will help them develop confident public voicesand more positive attitudes toward government.

A FOND FAREWELL TO AN ADMINISTRATOR, COLLEAGUE, FRIEND

Marquis Scott Leaves NA after 12 Years

Marquis Scott joined Newark Academy’s Technology

Department in 2002. In 2004, he advanced to the

position of director of technology, becoming a

member of the Academy’s administrative team.

Marquis’ talents stretched far and wide within the

NA community, touching the lives of students, parents

and colleagues alike with his boundless energy,

enthusiasm, warmth and humor.

As director of technology, Marquis led efforts to

deliver cutting-edge technology to maximize teaching

and learning in the classroom. He worked collaboratively

to develop a 21st-century learning environment in the

new Upper School Academic Center and led a talented

team of faculty and technologists through an 11-month

process to establish a new online learning management

system for the school. (See page 6.)

Marquis also directed and managed diversity

initiatives at NA — spearheading regional workshops,

organizing Black History Month events, leading

delegations to the national People of Color Conferences,

serving as an advisor to the Umojaa Club, and managing

NA’s Summer Bridge Program.

In addition to these responsibilities, Marquis

at various times served as varsity and JV boys’

basketball coach, varsity softball coach, faculty liaison

on the Advancement Committee and general organizer

of many good-will events for the faculty.

Marquis will join the staff at Nightingale-Bamford

School in New York where he will take on leadership

roles in technology and business development. We thank

him for his countless contributions to the NA community

and wish him continued success in his career.


FACULTY FOCUS


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NA NEWS

From Stephanie Acquadro,English Faculty

In baseball, it’s called “hittingfor the cycle” when a playerhits a single, a double, a tripleand a homerun in one game.Knowing Lydia, for me, hasbeen like hitting for the cycle:she is my neighbor, a colleagueat NA, my son’s former teacherand, most importantly, myfriend. We have broken breadtogether, enjoyed book clubchats and explored the changesthat have taken place atNewark Academy during theyears we have both been at the school. Lydia is a seriousintellectual with a wonderfulguffaw that makes her doubleover when she laughs. She hasalways been sincere in wantingto help students from herclassroom perch (even whendonning a witch’s hat) or asthe financial aid director in the

Admission Office. She is bothethically discreet and guilelessly open in her delightabout subjects ranging fromgoddesses to gossip. In myyears of knowing Lydia, wehave shared a physical therapist, a trip to the museum, a night at the ballet and long talks duringwonderfully lingering dinnerswith fellow diners Amy Honeand Nancy Celente. Lydia’s contributions to NewarkAcademy are everywhere: from her excellence in theclassroom, to the high standards she set for herselfand her students, to the principled way she helpedguide the peer leaders, to her commitment to a fairadmission process. NewarkAcademy will miss her – and so will I. Best wishes toyou, Lydia!

A Tribute to Lydia MastersonHUMANITIES FACULTY, 1979-1985; 1991-2007

ASSOCIATE DIRECTOR OF ADMISSION, 2007-2014

Good-Bye NotesAs the academic year draws to a close, Newark Academy will wish a fond farewell to two longtime members

of its community: Lydia Masterson and Bill Blaskopf. These talented teachers and coaches have touched

the lives of thousands of students, alumni, parents and faculty during their long careers at NA. We are

truly grateful for their passionate teaching, their creativity and innovation, and their unfailing commitment

to excellence.

NEWARK ACADEMY


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From Amy Hone, Science Faculty

In the fall of 1979, I had thegood fortune to begin mycareer at Newark Academyalongside Lydia Masterson. Weconfessed to one another earlyon that we had no idea howwe got here and how incrediblytough it was being new teachers! We were comfortedby the fact that we were onthis journey together andpromised we would alwayshave each other’s back. Thirty-five years later Lydia continuesto be my “go-to person” whenever I might need guidance. I have always appreciated her no-nonsenseapproach to life sprinkled with just the right dose ofgood humor. I admit I’m going to miss seeingmy dear friend on a daily basis, but I know we willremain good friendsbecause of ourshared experience at Newark Academy.I wish Lydia the verybest in the years ahead.

From Will Taylor, Director of Admission

Lydia’s impact on me personallyand professionally has beenprofound. She joined my staffas associate director, once Imoved from that position tobecome director. My develop-ment as an administrator for

Newark Academy was greatlyimpacted by her deep under-standing of the NA culture.After serving for so long in theclassroom, as a member of thehumanities faculty, she was themost valuable possibleresource for my continuedgrowth and understanding ofthe NA educational ethos and philosophy.

From a personal stand-point, I could have asked forno better friend and ally. Hercalming presence kept me saneon many a crazy day in theoffice. She was the “voice ofreason” in my ear on issues I was passionate about, andher unwavering support in so many areas of my personal life made her much moreimportant to me than just the

top notch associate directorshe quickly became.

Lydia’s daily presence willbe missed, but I take comfortin the fact that she will remaina part of my team as an interviewer and evaluator. Noone understands our communityand the admission process aswell as she, and I considermyself to have been truly

blessed to call her my friendand colleague for the lastseven years.

From Carol Spooner, Director of Counseling

There is no one quite likeLydia! Teacher, advisor, coach,associate director of admission –Lydia has been an integral partof Newark Academy in somany different positions. It has been my utmost pleasureto have worked with her forthe last 15 years as co-leadersof the Peer Leadership Program.With her keen intellect,insightful assessment of individual and group dynamics,and teaching expertise, she hashad an outstanding influenceon the development of 240senior peer leaders. But it isher zany sense of humor, herdelight in all things fun andfunny, and her willingness toput herself 100 percent intoany task that have createdwhat we all strive for: a learning experience that ispurposeful, enjoyable and tiedtogether by sincere humanconnection. For me, her perspective has been my sanityand my balance, as we haveprocessed not only the needsof the program but also theups and downs of our ownlives. We have camped in allkinds of weather, shuffledthrough the darkness lookingover our shoulders for bears,run past rattlesnakes in

Colorado, and tried to solvemore scavenger hunt cluesthan we care to count; butthrough it all, Lydia has beenmy ultimate enthusiastic andsupportive colleague andfriend. I am going to miss you,Peer Pal!

From Blackie Parlin,Humanities Faculty, Archives

Lydia is a perpetually upbeatperson. Nobody has ever beengiven a downer by Lydia. I willmiss her laugh.

About Lydia professionally:Lydia was initially valued by theHumanities Department becauseshe brought a knowledge ofart, previously lacking. Shesoon became authoritative onstrange and mystical rites and

Lydia is a serious intellectualwith a wonderful guffaw thatmakes her double over when she laughs.

—Stephanie Acquadro



16

NA NEWS

ancient history. On the facultytrip to Israel her nightly informal lectures on Hebrewand Roman history were greatly valued.

From Joan Parlin,Former Middle School Principal,Former Director of Admission

Many years ago when I wasdirector of admission at NA, I was told I needed surgery.Since it was April, which at thetime was the busiest part of theyear for the admission office, I panicked. However, in about15 minutes I was replaced byLydia! I need not have worried.Lydia picked right up and didher usual superlative job. WhenI think of Lydia, however, myfirst thought is of cracking up at the lunch table at her hysterical stories, many ofwhich I have repeated to friendswho don’t even know her.

From Cindy Reinhard, Director of Financial Aid

When I think of Lydia, twowords come to mind: professional and friend. Lydia’spatience in teaching me aboutthe world of financial aid hasbeen immeasureable; there isno question too foolish, or soshe makes me feel. I canalways count on her soundjudgment and trust herinstincts. Her work in financialaid and admission has beeninvaluable, but it seems shenever completely left the

classroom. Lydia has been tireless in her continuedinvolvement with the students– as a mentor for IB extendedessays, a tennis coach, a community service coordinatorand a peer leader advisor.

Lydia has also been a greatfriend. We not only worktogether, we play tennis together, eat lunch together,work out together, becamegrandmothers together, andshare life’s trials and joystogether. Lydia has enrichedmy life at NA and I am deeplygrateful that she will be joining us next year to help us during the admission season. We couldn’t do withouther infectious laugh to see us through.

From Joe Borlo, Former Humanities Faculty

Lydia, Lydia ... Much tooyoung and vibrant to go topasture. I have known Lydiafor years, always with laughterand wonder at what she mightbe up to next. I am not sureshe will ever forgive me, forshe tells the story to everyone.One day she came to my office for a personal chat onmotherhood and raising children. It was difficult to take her seriously, for she hadjust stepped out of her classdressed like some wild Greekdevotee to Medusa, snakes andrattles included. Her question:“What’s it like to have a childand stay home for a while? We are thinking of starting our family now.”

“Great,” I said. “There’snothing as beautiful as havinga little beautiful baby in thehouse.”

Lydia later returned to NA carrying a little bundle, whichshe offered to me. “No thanks,”I said. “I don’t like babies.”

At that point the realMedusa appeared. “You’re theone who told me that life isbeautiful with a little one in thehouse!” Medusa left the officein a huff, never to ask myadvice about anything again. Itis not as if I could have givenher advice on teaching, though,since she had it all down to ahigh-powered, high-energy,always-mobile, always-playinggrand-motivation classroompersona. Too bad this ever-young, wonderful workhorsefeels a need to go to pasture.

NEWARK ACADEMY


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From Sam Goldfischer,Director of Finance

These are my thoughts on justa few of the many roles, tasks,and experiences in which Ihave been fortunate to interactwith Lydia. In each role, Lydiahas thrown herself full-heart-edly (not fool-heartedly) intoher work. During her manyyears in the classroom, as anoutstanding teacher immersingherself and her students in the studies of humanities and history, Lydia made it all tangibleto the students she taught. Asan advisor, she was the go-toperson for my daughter, Arielle ’03.

In her position as directorof financial aid, Lydia broughtempathy, wisdom, firmnessand resolve to the countless

meetings, always with a positiveand cheery attitude. During thefaculty trip to Israel, she usedher depth of knowledge ofworld religions to have intenseand thoughtful conversationswell into the night. Her graspof the intricacies associatedwith various issues in that partof the world was educationalto the entire group of faculty,even at 2 a.m. In each of theseways – as an educator, advocate,historian, administrator andcolleague – Lydia has given her all. She interacts amazinglywith students and adults andher personality always shinesthrough.

My life has beenenhanced, having Lydia a partof it in so many ways. Thankyou, Lydia, not just for what

you have given to NA and tome, but for being who you areand for sharing that witheveryone around you.

From Amy Schottland,Humanities Faculty

When thinking about my colleague andgood friend LydiaMasterson, I mustsmile and reflecton the line fromthe musical TheSound of Music,“How do you holda moonbeam inyour hand?” Yes,she is indeed a “moonbeam,”and she has lit up the halls atNewark Academy for morethan 29 years. As the AncientWorld goddess Athena, she

exuded her passion for learningand modeled the idea that history is indeed a living andbreathing presence in all ourlives. As an exuberant tenniscoach, she transmitted herthirst for competitive sportwith grace and humor. While

serving as co-leader of the PeerLeadership Program, she offeredsagacious advice to students,parents and faculty alike. Andfinally, as an admission officer,Lydia reflected the heart andsoul of an institution she knewand loved so well. She becameone of Newark Academy’s most beloved representativesand presented our school tothe outside community withwarmth and grace. Her yearsand devotion and love ofteaching have brought her awisdom that this institutionwill sorely miss. Her moon-beam’s glow will resonate formany years to come.

If you’d like to share a remembrance, please send an email to Amy Schottland,[email protected], by June 1, to be included in a book of memories for Lydia.

...she is indeed a “moonbeam,”and she has lit up the halls at Newark Academy for more than 29 years.

—Amy Schottland



This academic year has beenmy 40th and last year atNewark Academy. As I getready to embark on a newjourney, I would like to sharesome recollections about NA.After reading this, if you wouldlike to share any remembranceswith me, I would love (andlook forward to) your emails.

On a spring day 41 yearsago, I interviewed at bothPingry and Newark Academy.Fortunately for me, NA MathDepartment Chair James Blakecalled and offered me theteaching position at Newark

Academy. My acceptance of theoffer turned out to be the bestprofessional decision I haveever made.

After my first year at NA,Mr. Blake stepped down asMath Department chair andasked me to replace him. Iended up serving as chair for34 years. From 1948 to 2009,NA had only two math department chairs, Mr. Blakeand me. I am very proud of this.

In addition to teachingmath, I coached varsity girls’basketball in their first seasonafter having been a club team.

18

NA NEWS

A Tribute to Bill BlaskopfFROM ROBERT MALLALIEU, DIRECTOR OF LIBRARY/MEDIA SERVICES; DIRECTOR OF SUMMER SESSION

In the end, it all added up: to 40. At the conclusion of this school year, Bill Blaskopf, longtime math teacher, department chair,

coach, and lover of numbers, will retire from Newark Academy, completing 40 years of remarkable and dedicated service.

Bill came to Newark Academy in 1974 and was soon appointedchair of the Math Department, a position he held for 34 years. Heled his department with passion and extended equal enthusiasm toprofessional organizations such as the Association of MathematicsTeachers of New Jersey, where he served as president. At NA, hecoached girls’ basketball, winning a state championship beforemoving on to cross country where he organized and ran the NACross Country Invitational. He found many other ways to contribute:serving as scheduling officer, advising the model railroad club andthe math club, helping with the holiday party (where he also filledin for Santa), and climbing Breakneck Ridge on Senior MountainDay for some 30 years. And of course, who can forget his exuberantparticipation in the annual Morning Meeting Halloween Parade or his “suiting-up” in a Trenton Thunder uniform to declare eachopening day of Major League Baseball, the game he loves? He

brought that love to June Term, designing and teaching a course inSabermetrics. And speaking of June, Bill spent the latter part ofthat month, along with July and August, assisting in the developmentand running of Newark Academy’s successful summer session. Buthis first love was teaching math, and for that he was recognized by both the NA community and the state of New Jersey.

Bill has been a good friend and trusted colleague to many on the faculty and staff. His morning herald, “Welcome to (fill inthe weekday),” helped us all greet the day with a smile. When Bill turned 61, I sent him a birthday card that said, “On your next birthday that is a prime number – you’re outta here!” Hesmiled; he knew the number. He taped the card on the side of his refrigerator at home, where it still hangs, and then continued to do all that he has done so well at Newark Academy. Until it alladded up: to 40.

Dear Newark Academy, Thank you for 40 years!BY BILL BLASKOPF, MATH FACULTY, 1974-2014

NEWARK ACADEMY


That first year, the team finished the end-of-season playday undefeated. I have sincehad the privilege of teachingthe sons of one of these women.

In my third year of coaching girls’ basketball, theteam won the State Prep Bchampionship againstMontclair Kimberley Academy.The girls on that squad were so talented and played so welltogether. That game was mygreatest coaching experienceand the last game of my basketball coaching career.

I then coached varsitycross country for 10 years andtook over organization of theNewark Academy CrossCountry Invitational. Last fallwas the 36th year of theInvitational. I have beeninvolved with all but the first.This team has been fortunateto have had many good coachesover the years, particularly thecurrent coach, Jon Olesky ’74(Chairman, NA Board ofTrustees). I have also coachedseveral other sports over theyears and would challenge my

former athletes to identify thesport and/or years.

I have also been MathClub team sponsor every yearduring my tenure. The talented

students on that teamhave always excelled in local, state andnational contests.Each year, in May, our math team participates in theEssex County MathLeague contest. Eventhough our school is much smaller than

many of the others, we havedone quite well in this competition, bringing home at least one individual or teamtrophy each time.

In 1997, a freshman student expressed an interestin starting a model railroadclub. Ms. Galvin put the boy in touch with me and theModel Railroad Club was born.The club’s main activity hasbeen to set up a train displayfor the children who attendNA’s annual holiday party inDecember. This great traditioncontinues today because of onestudent’s initial interest.Throughout the years, manystudents have helped to runthe club and the annual holiday party setup.

Working at a school for 40 years produces a multitudeof memories – from helping tobuild an elevated dance floorfor Junior Prom to helping

to sponsor a Battle of theBands, the Kids Against CancerClub and the Middle SchoolMath Club.

I have participated in 30Senior Mountain Days andhave only missed three sincemy first outing. I was particularly proud of the yearswhen my two daughters wereseniors and I was able to have aphoto taken with each of themat the top of the mountain.Speaking of my daughters,

how can I ever thank NA forproviding them with such aquality education? Their successes in life are due in partto the experiences they hadand the friendships they madehere that have lasted a lifetime.

Another career highlighthas been the opportunity towork for NA’s Summer Session.For many years I taught themath clinic. Most recently, I served as one of the two assistant directors. The

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...who can forget his exuberantparticipation in the annual MorningMeeting Halloween Parade or his“suiting-up” in a Trenton Thunder

uniform to declare each opening day of Major League Baseball?

— Robert Mallalieu



opportunity to work with BobMallalieu, director of the summersession, and Tom Ashburn,assistant director, has taught

me to be a better teacher and to understand both studentsand their parents even better.

Newark Academy has provided me with many opportunities to grow professionally. In 2003-2004, I was able to reduce my teach-ing load in order to serve aspresident of the Association ofMathematics Teachers of NewJersey. NA also encouraged meto participate on committees for the National Council ofTeachers of Mathematics andthe New Jersey Association ofIndependent Schools, in additionto visiting and speaking at mathconferences throughout theUnited States.

My professional experienceshave led to my receiving severaloutside awards. None of thesewould have come without NA’s support. In 1994, I wasrecognized as one of the threeNew Jersey state finalists for the Presidential Award forExcellence in MathematicsTeaching. Last fall, I receivedthe Max Sobel Award as theleading Mathematics Educator

in the State of New Jersey. I amhumbled by these awards.

As I reflect on the studentsI have had the privilege to

know, I think of those who had great abilities in math, the student-athletes I coached, andthose whom I did not teachbut with whom I developedfriendships. My memories ofNA students through the

years are vast and wonderful.

Finally, my colleagues …there have been so many mem-bers of the Math Departmentwho have impressed me both as teachers and as people. Ihave learned so much fromthese professionals and considermany of them close personalfriends.

For those who are boredby my rambling, I apologize.For those who appreciate my

rambling, thank you for allowing me this time. I have so much to say and hope that I haven’t said too much. I have always considered theNewark Academy communitymy second family and want you to know how much Iappreciate you.

In closing let me just say,“Welcome to Monday.” NA

NA NEWS THE ARTS

20

NA NEWS

My memories of NA studentsthrough the years are vast and wonderful.

Thank you, Bill, for your lasting contributions to NA!

NEWARK ACADEMY


21

In case you missed it...

Follow us on Twitter @NAMinutemen

Recap of winter athletics headlines on the web

‚ Jocelyn Willoughby ’16 scored her 1000th point during a matchup with Bloomfield Tech

‚ Pat Gerish ’14 broke the record for all-time wins by a Newark Academy wrestler

‚ Sophomore fencer George Haglund earned silver at the Cadet World FencingChampionships in Plovdiv, Bulgaria; and gold at the XVI International CadetTournament in Pisa, Italy

Go to www.newarka.edu/athletics-news for more news and updates.

ATHLETICS


here are currently 43 formerMinutemen competing in the NCAAand a whopping 19 members of

the Class of 2013 who can now callthemselves college athletes. Several former student athletes responded to a survey sent out by the AthleticDepartment. Their responses send clearmessages to the aspiring collegians currently competing on South OrangeAvenue about the great job NewarkAcademy does prepping our athletes,about the differences between highschool and college athletics, and aboutthe reasons kids keep competing.

Not all of NA’s current college athletes envisioned themselves playingsports at the next level. For every Zack Widmann ’12 (Skidmore/soccer) who “always had a vision even before coming to NA,” there is another likeChris Matturri ’12 (Lafayette/tennis)who “never really thought that farahead” or Carly Gruenberg ’12(Hamilton/basketball) who actually said she had not seen herself as a potential college athlete.

Perhaps even more interesting are the cases of athletes who foundthemselves pursuing sports that had not been their main interests when theystarted high school. Ashley Ulrich ’11(Dartmouth/cross country, track andfield) was a soccer player until her senior year when she took up cross

country, and Jordan Jett ’11 (Universityof Pennsylvania) took a meanderingcourse, starting with basketball, switching to football because of his college interest and then walking on as a track and field athlete.

WELL-PREPARED

From those variant starting points, these athletes all believe that they werehelped in the pursuit of their collegeambitions by their Newark Academycoaches. Ashley cites Cross Country and Track Coaches Jon ’74 and SusanOlesky as the reason she is currentlyrunning at Dartmouth and gives themcredit for believing in her potential and helping her to gain success as acompetitor. Ashley also credits theirsupport and guidance as instrumentalto her recruiting process: “They helpedme to articulate my needs as a student and as an athlete when speaking to college coaches.”

While all of the athletes surveyedgave their coaches credit for their current successes, the services renderedrun the gamut from Basketball CoachLiz Bona recognizing Carly’s potential,to Soccer Coach James Morris allowingZack to take risks in the game. For a self-described creative player, this providedthe freedom and encouragement to playto his strengths. Perhaps it is Carly whobest sums up the attitudes of all of these

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NA NEWS ATHLETICS

College Prep! NEWARK ACADEMY ATHLETICS PREPARES ATHLETES FOR THE NEXT LEVEL

by Ted Gilbreath, Director of Athletics

While Newark Academy has long enjoyed a reputation for providing its students with the opportunity

to attend the nation’s best colleges and universities, what is sometimes overlooked is the outstanding

job the Academy’s coaches, teachers and college office staff members are doing to prepare their

athletes to participate at the next level.

T

NEWARK ACADEMY


23

young men and women by saying, “Iwould not be where I am today withoutmy NA coach.”

A BALANCING ACT

Regardless of their coaches, there isamong the survey respondents a universal recognition that the NewarkAcademy experience was formative inpreparing these student-athletes to tacklemany of the challenges of college athletics.From a recruiting perspective, WhitHarwood ’11 (Colby/lacrosse) creditsNA for giving him the opportunity tocompete against some of the best basketball and lacrosse programs in thecounty and state. He also recognizesthat NA’s small size was an asset whenhe was able to get more playing timeearlier in his high school career than hemay have had at larger schools. This, he said, proved invaluable in terms ofmarketing himself early to collegecoaches. Hamilton’s Carly Gruenbergechoes Whit’s belief. She said, “It mighthave been drastically different if I hadgone to a bigger school, where I mighthave given up on basketball before realizing my potential talent.” Jordanfurther emphasized the potential ofunforeseen opportunities when heexplained that he became a much moreversatile athlete, having to play multiplepositions on small teams. Other athletescredit the discipline needed to jugglesports and classes at Newark Academyas the perfect primer for college life.

Ashley said, “My Newark Academyexperience put me in the position ofhaving to balance academics and athletics each season, which trained meto be extremely careful about planningmy schedule in order to prepare for success. This included speaking toteachers about my game schedule,working ahead on the weekends andbeing cognizant about getting as muchsleep as possible” – pressures she describesas extremely similar to those at college.For tennis player Chris Matturri, it was simply playing on Arky Crook’s legendary

. . . the Newark Academy experiencewas formative in preparing these student-athletes to tackle many of thechallenges of college athletics.



tennis teams (and achieving success bothpersonally and as a team) that instilledhim with the confidence that he wouldhave the ability to play at Lafayette.

As prepared as they may have felt when they arrived on their newcampuses, none of these athletes describethe transition from the NJSIAA to NCAAlevels of competition as anything but eye-opening. Lafayette lacrosse player LauraKleiber ’10 cites time as the biggest difference, describing Division I sportsas a huge commitment. This impressionis reinforced by Ashley, who observed,“There is obviously a big difference intime commitment from high school tocollege basketball. In college you haveto spend a lot of time in the weightroom, there are longer practices and alot of travel.” She also noted, “Practicesand workouts just move at a muchfaster and more competitive pace thanin high school.” None of which shouldserve to dissuade the aspiring collegeathletes on campus. Successful collegeathletes can indeed balance the rigors of their schedules. Laura said, “You maynot be able to take a four-hour nap afterclass or watch 10 episodes of a Netflixshow but if you have the focus to doyour homework when you have thetime, you’re able to go out with friendsat night.”

FROM NA TO THE NCAA

For the next potential wave of kids fromNA to the NCAA, our current collegeathletes have some great advice. In termsof getting to college, the consensus isthat students should think broadly andnot be afraid to market themselves.Laura encourages kids to “get out thereand visit schools, talk to coaches anddon’t count any schools out.” Jordanurges athletes to keep their priorities inorder: “I would encourage NA student-athletes to make sure that they pick aschool that they really want to go to, andnot base their choice completely on

athletics. Many schools allow you towalk on if you can prove yourself. Iended up coming to my school becauseI liked it a lot, and then ended up walking on to the team. I am glad I did it that way.” This is a thought Whitreinforces with a telling anecdote fromhis own experience: “I was recruited toColby by one coach, coached my firsttwo seasons by another and will playmy last two seasons under a third coach.So I would advise anyone looking toplay a sport in college to recognize howquickly coaches can change regardlessof what they tell you. The coach I playedmy first two seasons for once announcedthat he expected to be at Colby for atleast the next 35 years – he left less thana year later.”

FOR THE LOVE OF THE GAME

Finally, it is clear that these athletes arewilling to take on the added commitmentand accompanying time pressures for asimple reason: they love to compete, andcompeting on college athletic teams hasafforded them opportunities to buildlasting relationships with their coachesand teammates. When asked why shecompetes, Laura jokingly responded, “I ask this every single day … I thinkit’s because I refuse to quit anything inmy life. College sports have taught medetermination and organization, andmake me prioritize my life. I love playinglacrosse and being on a team.” Thesethoughts were echoed by Carly: “I am so lucky to be on a team and cannotimagine myself not being a part of one.Being on a team really makes me feellike I am a part of something, has givenme my best friends, provides structure,and all while getting to play the sportthat I love.”

NA NEWS ATHLETICS

. . . they love to compete and competing on college athletic teams has afforded them the opportunity to build lasting relationships with their coaches and teammates.

NEWARK ACADEMY

Regardless of the sport or athlete, a few things seem to be abundantly clear: Newark Academy is preparing itsstudent-athletes to be successful at the college level, andthe athletes themselves are having a great experience. NA

24



25

Athletic Director Ted Gilbreath knew exactly what he was looking

for in a new varsity head coach for the Newark Academy girls’

soccer team: a talented educator and a great coach with the

technical knowledge, personal skills, professional experience and

connections to serve NA athletes on the pitch and in the college

admissions process.

He enlisted the help of several NA girls’ soccer experts:

athletes Sara Widmann ’15 and Amaya Lopez-Silvero ’15; devoted

NAGS (Newark Academy Girls’ Soccer) parents Christine McGrath

and Matt Woods; and boys’ varsity head coach Jim Morris.

The committee ultimately came to a unanimous decision:

Brendan Doyle was hired as the next head girls’ soccer coach. He

holds a National Soccer Coaches Association of America (NSCAA)

Premier Diploma and a United States Soccer Federation A license.

He coached club teams to state and Region One Colonial League

Championships; coached at the Everton (English Premier League)

and Union Deportivo Las Palmas (Spanish First Division) Youth

Academies; and was voted Union County Coach of the Year while

at New Providence High School.

Brendan is the owner and

director of U.K. Elite Soccer and

the Football Club of New Jersey.

These roles put him in contact

with hundreds of potential soccer

applicants in the off-season and

afford him the opportunity to

steer athletes through the

college recruiting process.

Parent Matt Woods is

optimistic about the committee’s selection and the next season:

“It’s not just about winning and losing, but are the girls improving

and learning the game? Are they giving 100 percent and are they

still having fun? It’s an exciting time for the program and I hope

the girls are looking forward to the future.”

Sara Widmann says, “I highly respect Brendan Doyle as

a coach. I think he will bring great improvements

to the team and the NA girls’ soccer program

as a whole.”

MAYA HAYES: SKY [BLUE]’S THE LIMIT

Soccer stand-out Maya Hayes ’10 is realizing her dream of playing professionalsoccer after being selected in the first round of the draft (6th overall) by NewJersey’s Sky Blue Football Club, which plays in the National Women’s SoccerLeague. Jim Gabarra, Sky Blue’s coach, said in a statement, “We are very excited to have our first-round pick, Maya Hayes.”

At NA, Maya was a dedicated player with enormous talent. She completed herNA soccer career with 92 goals, including the 38 she scored during her senior year.

Maya continued her stellar soccer career in college, this time donning the blueand white of the Penn State Nittany Lions. Expectations for Maya were high inHappy Valley and she did not disappoint. Starting 80 of 89 games during her fouryears of eligibility, she finished her Penn State career with 71 goals – 17 of whichwere game-winning. In her sophomore year she led the nation with 31 goals, setting both Penn State and Big Ten records for points scored in a single season. Shewas twice named Big Ten Forward of the Year and twice named to the All-Big TenFirst Team.

Maya also became the youngest member of the United States Women’s U-20 soccer team, where she took part in the FIFA U-20 Women’s World Cup in 2010and won the tournament in 2012.

Maya graduated from Penn State with a degree in kinesiology and a future as a professional soccer player. Recently, she found her past colliding with her futurewhen she arrived on the Newark Academy campus in March and strode out to the turf as a member of Sky Blue… to take on the Penn State Nittany Lions.

NEWARK ACADEMY GIRLS’ SOCCER WELCOMES COACH BRENDAN DOYLE

Athletic Director Ted Gilbreath and Maya Hayes ’10


26

NA NEWS

JUNE TERM TAKES PLACE DURING

THE FINAL TWO WEEKS OF THE

SCHOOL YEAR AND OFFERS

MINI-COURSES THAT ARE

INTENSIVE LEARNING

EXPERIENCES CREATED BY NA

FACULTY ON TOPICS DESIGNED TO

FOCUS STUDENTS’ ENERGIES,

ENGAGE THEIR PASSIONS, AND

EXPAND THEIR INTERESTS.

Students are actively involved

during class time in the creation

of an ongoing product. June Term,

now in its third year, offers more

than 20 courses featuring a wide

variety of subjects and experiences

for students in Grades 9-11.

Courses offered this year include

documentary filmmaking, a reflection

project on the sociology of poverty,

digital photography on location in

Manhattan, an exploration of Chinese

culture, and two food-related courses:

one exploring the future of food

and the other looking back on the

impact food has had on our

national identity.

A Prelude to SummerJUNE TERM 2014

NEWARK ACADEMY

On the final day of classes this June, students in physics teacher Bob Bitler’sclass won’t be hunched over desks, urgently scribbling out answers on a writtenfinal exam. Instead they will be competing in the LEGO Mindstorm Challenge,the culmination of a course called STEMtastic: Discovering How Things Work,which will be offered for the first time during Newark Academy’s June Term.

“NA is putting a greater emphasis on STEM (science, technology, engineeringand math) and we hope to get kids excited about these subjects with a JuneTerm class like this,” says Bob, who is collaborating with Kevin Bunch (Arts)to develop and teach the class. “We’re going to be exploring all sorts of modern complex technologies and how they work, along with some math and physics workouts – and then finally, we’ll be building simple robots to do complex tasks.”

In a class called Walking

Manhattan, Blackie Parlin

(Humanities) and Stephanie

Acquadro (English) will lead

students on a six-day walk from

the Battery, up Broadway to 190th

Street, stopping at locations

relevant to assigned readings

that address diverse topics such

as architecture, immigration,

economics and urban planning.

A course helmed by two new

English faculty members —

Vanessa Gabb and Jessica

DeSanta — is particularly exciting.

Book Publishing Bootcamp

invites students to be guest

staffers for the online literary

magazine “Five Quarterly.”

Students will select winners for

a real fiction and poetry contest

from a pool of finalists

and then produce and

publish the winning

chapbooks. Vanessa

and Jessica, relying on

their own experiences

in the publishing arena,

have designed the

course to simulate a real

publishing house, and

each day will be modeled

on a day in the life of a

publishing imprint.

For students with an interest in biology –and a strong stomach – Amy Hone’s NoGuts, No Glory: A Comparative Study of

Animals with Backbones will give youngbiologists the opportunity to participate inseven dissections over the course of twoweeks. Time will also be spent exploring the woods around campus, and trips to anaquarium and wildlife refuge will heightenstudent knowledge of the diversity of vertebrate animals.


27

For a complete list of June Term course

offerings, visit www.newarka.edu/

june-term

Follow June Term @newarkacademyon Twitter beginning June 2, #najuneterm

JUNE TERM (JT) GETSAN “A” FROM STUDENTS

92% say JT allows for a morecreative learning experience.

98% agreed that JT allowedthem access to more hands-onlearning during the process.

92% believe JT has encouraged them to collaboratemore with others.

98% say that their teachersare enthusiastic about teaching JT.

92% say they have gainedpractical skills for the future.

92% enjoyed their courseselection and would recommendit to others.

100% agree that JT meets its mission of providing opportunities for students to pursue their passions anddiscover new interests throughofferings that combine intellectual rigor with theingenuity of focused, experiential learning.

Lou Scerra (English) and

Scott Jacoby (Arts) will

direct budding playwrights

who will write — and

perform — two original

one-act plays in From

Page to Stage.

Pop culture enthusiasts

will join Rayna Lifson

(Humanities) and Lynn

Barker (Language) in

analyzing American sitcom

families with the aim of

producing a television

pitch for their own

modern-day sitcom.

A new class is being taught by a June Term veteran. JayTorson (Arts) has led students through the creation oflarge-scale environmental art works displayed on campusfor the last two years. But for the upcoming term, he isworking with Peter Reed (Humanities) to present a coursecalled History of Military Strategy. A history buff whosecoaching background has instilled in him a great appreciation for strategy, Jay is extremely enthusiasticabout teaching this class.

“I’ve always been interested in history and, morespecifically, the role that the military plays in shaping history – for better or for worse. Our aim will be to lookat battles and campaigns that had a lasting impact. We will study how new technologies and strategies wereemployed. Each day, students will spend an hour playingstrategy board games like Risk and Diplomacy so they can try their hand at the helm of their own army!”

“THIS YEAR IS A TURNING POINT FOR JUNE TERM,” said the program’s coordinator David

Griffin, who is also an English teacher. “The junior class this year is the first class to have

taken a June Term course each year during Upper School, so it feels like the program is now

incorporated into the culture at NA. The transitional phase feels complete and June Term is

now just what happens at the end of the year at NA.”

David is pleased to see June Term settle comfortably into the culture of the school and is

equally excited about the course offerings. “We have more than 20 courses for students to

choose from,” said David. “Some of these courses are returning for a third year and have become

well-oiled machines. At the same time, we have added six new courses, which help to preserve

the dynamic energy that drove the program from the beginning.”

As unique as the topics covered during June Term are, so is the mutual enrichment inherent

in this type of learning. “I think the teachers get as much out of it as the students do,” said

David. “From both a personal and a professional development perspective, the chance to team-teach

and learn from another faculty member is a great experience. I was thrilled to have had the

opportunity to work with Derek Kanarek, chair of the Math Department, and to observe a different

but effective approach in the classroom.”

Based on the overwhelmingly positive student responses in course evaluations — David says

95 percent of students give the program a positive rating — and the enthusiasm with which

faculty members approach the planning and teaching of their courses, it is not an overstatement

to call Newark Academy’s June Term a resounding success.


28

ADVANCEMENT

Newark Academy is fortunate to enjoy

wonderful support fromvirtually all parents of current students.It’s not uncommon in any

given week to see the same

NA parents volunteer in the

school store, cheer on

Minutemen tennis, attend an

instrumental concert, and then

make a gift to the Annual Fund.

Understandably, though, many

parents tend to refocus their

support and attention once their

children graduate from NA.

In this, Carrie and Ken Somberg

have set themselves apart

as some of the most loyal

alumni parents in the Newark

Academy family.

NA for LifeCarrie and Ken Somberg

arrie and Ken joined the NAcommunity when their sonsAndrew ’07 and then Adam ’10

started Middle School, and theywholeheartedly supported the schoolthroughout their sons’ years at NA.One of the first events they attendedwas the dedication of the Simon FamilyField House, which set the stage fortheir relationship with the Academy.“We saw that people give back to theschool, even if they aren’t alumnithemselves,” said Carrie. The impactof that first impression is evident.Carrie has served as president of theNewark Academy Parents Association,member of the Board of Trustees, anda Rise Academy tutor. Ken and Carriecontinue to make generous gifts to theAnnual Fund and attend an abundanceof NA events. They may still be foundin the stands of many football andbaseball games.

When Rise & Flourish: TheCampaign for Newark Academykicked off in January 2013, Carrieand Ken had not had a child attendingNewark Academy for nearly two-and-a-half years. Nevertheless, they didnot hesitate to step up as alumni parents and make a contribution atthis crucial moment in NA’s history.The Sombergs made a special two-part commitment, the first part beingan outright gift to help fund themuch-needed renovations of the outdoor athletic facilities. In addition,they joined the 1774 Society by documenting their intention to leave

a gift to Newark Academy in theirwills. Carrie and Ken’s exceptional gifts have gone a long way in makingprogress toward the campaign goal of $30 million. Their commitmenthas also made a powerful statement to fellow alumni parents about theimportance of keeping NewarkAcademy strong for students todayand in the future.

Ken and Carrie’s support for Rise & Flourish hasn’t ended with theirown gift. They have also volunteeredas co-chairs of the campaign’s AlumniParents Committee, leading the chargeon getting the word out to otheralumni parents about the campaign’sgoals and impact. The Sombergsencourage fellow parents to reflect on their children’s NA experiencesand consider making a gift to Rise & Flourish to support the school for future generations.

Carrie and Ken have truly madeNewark Academy a family philanthropicpriority, and they are proud that their sons are in on the act too. After graduating from Middlebury andworking two years in New York,Andrew moved to San Francisco towork for TPG, a private equity firm.As the only member of the Board ofGovernors based in the Bay Area, heis now helping connect fellow alumniin the region to NA and expandingNA’s reach across the country. Adamwill graduate from Rice University in May 2014 and remain in Houston to work as an investment banking

C

NEWARK ACADEMY


29

GRANTING FUTURE SUCCESSProvident Bank Foundation Supports NA’s Newark Scholars Program

Newark Academy is pleased to announce that the Provident Bank Foundation has approved

a grant request in support of the Newark Scholars program. Founded in 2012, the scholarship

program helps Newark Academy attract the best and brightest students from the City of

Newark by providing them with “full-ride-plus” scholarships, competitive with the comprehensive

financial aid packages typically offered by boarding schools.

“Newark Academy is extremely grateful for this opportunity to partner with the

Provident Bank Foundation,” said Head of School Don Austin. “Their generosity and

support will assist in our efforts to offer very generous financial assistance to the most

promising students in Newark, helping to keep these future thought leaders here in Essex

County.”

Grant funding from the Provident Bank Foundation will be used to reach a $5 million

fundraising goal necessary to fully endow the Newark Scholars program. Currently there

are six students enrolled at Newark Academy who have received scholarships through the

Newark Scholars program. As long as these students remain in good standing, their aid

packages will be renewed through their senior years.

For more information about Newark Scholars, please contact Lisa Grider, Director of

Institutional Advancement, [email protected] or (973) 992-7000, ext. 320.

analyst with Evercore. He has already begunattending alumni events in New Jersey whenhe is in town. Both Andrew and Adamhave personally continued the family’stradition of supporting NA by becomingloyal donors to the Annual Fund as well.

For information on how you can supportNewark Academy’s transformational Rise &Flourish campaign, contact Lisa Grider,Director of Institutional Advancement, [email protected] or (973) 992-7000,ext. 320. NA

The Sombergs: Adam ’10, Ken, Carrie and Andrew ’07

COMMITTEE CHAIRS

We are deeply grateful to all of ourRise & Flourish committee chairs forgenerously devoting their time and giftsto Newark Academy. Volunteers leadingthe charge with specific groups include:

CURRENT PARENTSLori Kany and Susan Ratner

ALUMNI (classes prior to 1987)John Bess ’69 and Sam Croll ’68

YOUNG ALUMNI (classes since 1987)Alex Senchak ’02

ALUMNI PARENTS AND GRANDPARENTSCarrie and Ken Somberg and Phil Waldorf

FORMER TRUSTEESWill Green ’69 and Gary Rose

FACULTY AND STAFFTom Ashburn, Sam Huber, Candice Powell and Jeff Vinikoor

FOUNDATIONSSuzanne Willian


30

’ll start by saying that, in my opinion,history is the worst taught of the highschool disciplines. Recently we learned

that regular Fox News viewers, when tested, knew less about the world thanpeople who watched no news programs.Similarly, some history students know lessafter they’ve “taken” history.

As a high school student, I hated history. I had Ancient History, American

History, and avoided Modern EuropeanHistory by taking Latin 5. In my years in grades 7-12, the Cold War produced the threat of World War III (the Berlin blockade); new nations including Indiaand Israel were founded; Mao Zedong saidthat the Chinese people, one-fifth of theworld’s population, had “stood up”; theU.N. confronted North Korea’s invasion of the South; a young generation of black

Americans was starting to demand the endof Jim Crow – and in school not one ofthese topics was discussed. If history is notrelevant, if it is only a recitation of pastdetails, it is a waste of time.

I believe that the textbook, as asource, is a detriment to effective historyteaching. The textbook has a monotonevoice that bores and overwhelms the student with details that are quickly forgotten. Since publishers want big sales,controversial material is eliminated ordiluted so no textbook selection committeewill be offended.

I feel immeasurable professionalindebtedness to a history professor who, a half century ago, used the metaphor of a wire fence: Determine those topics orsubjects that are of paramount significance;go deeply, for those are the fence posts;then connect each to the next post with a thin wire of continuity. The student willremember the significant topic that is studied in depth.

Fine teachers will disagree to someextent in identifying the topics of paramount significance. I believe a wiseadministration will give considerable latitude for teachers to select topics. There certainly will be unanimity that thefollowing topics from U.S. history are ofparamount significance: the formation ofthe government, the expansion of the nationand its role in the world, the break-up ofthe Union, the periodic waves of reformingzeal, the aspirations and outcomes of U.Sdecisions for war.

In selecting the topics of paramountsignificance, the teacher must have a genuinely global perspective. Many schoolsnow give perfunctory lip service to globalism,but the concept gets lost in implementation.Since no schools will devote more class timeto the teaching of history, the implicationis clear: To gain a global perspective, muchthat is traditionally taught in U.S. Historywill need to be dropped.

I have a pre-World War I U.S. historytextbook that devotes three chapters to the Canadian fishing controversy – easily

FROM THE ARCHIVES

by Blackie Parlin

Reflections on History Meaningfully Taught

A colleague, knowing that this is the last year in which I will teach a class at NA,

asked if I would explain my teaching philosophy. I just laughed, as I considered it

rude to say “No.” I believe a history teacher has to find his or her own philosophy

and style, and I have never tried to proselytize. But here is my philosophy of

teaching history.

I

NEWARK ACADEMY


31

eliminated. What about the War of 1812,the presidencies of James Buchanan andArthur Garfield, the Indian Wars, the Ageof Flappers and so on? Material has to becut if the class is to focus in depth on whatis of paramount significance.

Once the teacher has determined thetopics of paramount significance, appropriatereading materials need to be selected andedited for effectivestudy. Essential hereare original sourcesand profound interpretive essays. For example, on theCivil War, the studentmust read Lincoln’sdefinition of war aims and contrast that with Jefferson Davis’ statement of theissues. Then, the student should read some excellent and profound interpretive essays.What has a Richard Hofstadter or an Eric Foner said of the issues? The same combination of source materials and conflicting interpretive essays should beused with global topics. Weight should be given to topics that bring the issues up to contemporary times.

The teacher needs to be very aware ofpersonal perspectives and the responsibilityof fairness. Interpretive essays with differentperspectives are essential here. My understanding of the teacher’s role did a180-degree turnabout after I’d been teachingfor 10 or 15 years. Initially, I would delivergreat balancing acts: “On the one hand …but on the other hand …” At the end ofthe year, if some students thought I was acommunist while others believed me to bea fascist, I was delighted. Then, one day a student said that I was being arrogant in assuming that every student would bebrain-washed by hearing my personalviews. He was right, and ever since thatday I have been willing to state my views,always feeling the responsibility to showother perspectives.

Now I will address the complicationof the standardized test. The AP Historyexam has a multiple-choice section. The

AP History teacher is constantly plagued bythe thought that the class must pick updetails in order to be prepared. The studentmust know Macon’s Bill #2, San Juan Hilland the Smoot-Hawley Tariff. And preparation for essay questions on the AP and IB exams has the same disquietingeffect. Years ago there was an AP test thatrequired an essay on the causes of the War

of 1812 and an IBessay question on theLondon NavalConference of 1930. If I were Czar ofEducation, I’d bantests like these. Thereis no purpose in

the study of history, incidentally, if the student cannot take an important issue,discuss what happened, present a thoughtfulpoint of view and give the responsiblecounter-arguments.

The divine oracle of modern educationsays of multiple-choice tests, “There arefive possible answers. Usually you caneliminate two answers for sure and anotherfor pretty sure. This gives you a choice of two. Take a guess.” This is education?

The student using a textbook gets noconcept of research. The author’s search for original material, the weighing of thatmaterial, the formulation and defense of an historical hypothesis are all unseen bythe textbook reader. The student shouldconstantly use original source material,assess that material and formulate interpretations.

At the risk of offending some readers,a final thought about teaching history: U.S. history has had a wave-like pattern in which eras of reforming zeal have been followed by quiescent periods of smugself-satisfaction. The periods of reformhave seen crusades to bring justice, betterequalize opportunity, protect the defenselessand assuage suffering. Such eras havealways been exciting to me: the anti-slaverymovement of the 1840s and ’50s, the confrontation of economic and urbanproblems in the Progressive Era, the battles

for economic justice in the 1930s, and theCivil Rights and women’s movements ofthe 1960s.

We have gone through a long periodin which some serious issues of elementaljustice and humanitas have been down-played or ignored. An American presidentcould blithely cut off serious discussion ofpoverty by repeating accounts of mythical“welfare queens.”

We seem to be entering another period in which we will consider again theissues of justice, fairness and humanitas.When the Occupy Wall Street movementfocused on the 1 percent and the 99 percent, the protestors were derided andthought clueless. Now these issues havecome to the fore.

There is a desperate need for leadersof knowledge and sensitivity and for apublic prepared to be attentive andresponsive to the national discussion. We need the understanding that can onlycome from education.

The academic department that has the responsibility of developing thatunderstanding is – History. Not historyfrom a monotone, 1,000-page textbook;not history that evaluates by multiple-choice questions; not history that is a prep course for standardized tests.

Our young people will not have theunderstanding or the heart to grasp theissues of economic and social justice athome and the wise use of American power around the globe unless they have a solid foundation in history, meaningfully taught. NA

We seem to be entering anotherperiod in which we will consideragain the issues of justice, fairness and humanitas.



Fall drama, A Shortage of Quotes,

encourages thoughtful dialogue

through dramatic interpretation

by Marci Kahwaty, Communications Associate

NEWARK ACADEMY


33

Diversity. Inclusion. Concepts that have guided Newark Academy culture, policy and

programming for some time. But during the past year, a shift occurred. Newark Academy

internalized those concepts in unprecedented ways. It’s difficult to say just how it happened,

but a number of events contributed to a major shift in the way we view ourselves, identify

ourselves and talk to one another about topics like race, ethnicity, sexuality, gender and religion.

NA shared some unique collective experiences as a schoolduring the 2012-2013 academic year: A delegation of students, faculty and staff attended the National Associationof Independent Schools People of Color Conference (PoCC),returning with strong diversity programming for the secondhalf of the year; the Feinberg Multicultural Assemblyseries brought Dr. Mykee Fowlin to NA to perform hisone-man-show, You Don’t Know Me … Until You Know Me,which explores the profound impact of image and stereotype on young people. During a Morning Meetinglast spring, members of the Gay Straight Alliance stoodon the stage in Rose Auditorium and spoke publicly abouttheir sexual orientation, some for the first time.

The community was talking and it was time to capturethe lightning in a bottle.

The 2013 fall drama, A Shortage of Quotes, continuedthat dialogue, bringing tough-to-talk-about subjects into

the open (into the Lautenberg Black Box, to be exact).The production was conceived and written by students,along with faculty members Scott M. Jacoby and AmandaAddison ’06. Through a series of scenes and monologues,actors addressed issues including race, religion, socioeconomic status, academic pressure and body image.

EVERYONE’S TALKINGWhen the faculty and students came back from PoCC and presented their experiences and recommendations at a faculty meeting, Amanda Addison admitted that thediscussion struck a chord. She and her friends, fellow NAalums, had often discussed their experiences as students of color in the NA community. Newark Academy hadprovided a rich academic experience, but students of color described a sense of being on the outskirts of thesocial scene.



34 Odette Rodrigues ’05 echoed Amanda’ssentiments, describing a tough transitionfrom Newark to Newark Academy duringher freshman year: “NA was growing andbecoming more diverse at that time. But the conversation – the dialogue about it –wasn’t keeping pace.”

“I prospered academically. But sociallyit was different,” Odette explained. “I founda home when I joined Umojaa (the NewarkAcademy club dedicated to learning aboutAfrican-American culture and promotingunity at NA). That’s where most of myfriends were from, not from studentsamong the majority of the NA population.”

Fast forward to 2013: The NA community was tackling the issues thatOdette described. “Something was definitelyhappening here and we had to capture it,”said Scott Jacoby, referring to the discussionstaking place. “We had to do something totake advantage of this momentum and create an artistic response to it.” Scott hadparticipated in a conference about teachingcollaborative theater, and he was ready totry out a student-generated fall drama piecethat would give NA students a forum to talk about issues in their own words.

Last summer, Scott and Amanda contacted students to begin discussing theproject. They had little idea of what was tocome but had faith in their goal and in theartistic process. “Trust the process” wouldbecome the cast’s mantra during the makingof A Shortage of Quotes. From the initialinformation session about the project and thesubsequent auditions, a group of 25 studentsemerged, all of whom would write and perform some piece of A Shortage of Quotes.

TRUST THE PROCESSThe creation process lasted for two intensemonths. The first month saw a lot of

discussion, arising organically among thestudents about issues they had faced. “Weshared experiences and struggles dealingwith diversity and inclusion,” said Amanda.“Those conversations were complex, dealingwith issues like feeling marginalized for beingblack, guilty for being white, tongue-tiedfor speaking with an accent or judged.”

When writing finally began, the groupstruggled with how to put their ideas into a cohesive production. “As we got togetherwe realized that everyone had a messagethat they wanted to deliver but not everyone

A SHORTAGE OF NAMESWhere did the namecome from? The castwas having a discussionand one of the castmembers was trying to think of a quote toillustrate a point.When she couldn’tthink of one, she saidshe was experiencing “a shortage of quotes.”And the name stuck.

They had little ideaof what was to

come but had faithin their goal and in

the artistic process.“Trust the process”would become the

cast’s mantra...

NEWARK ACADEMY


The venue is dark as junior Amani Garvin takes the stage forthe first scene of A Shortage ofQuotes. Amani is alone onstagewith a single spotlight as shedelivers a powerful soliloquyabout the “Five Points of Identity”that people look for to draw quickconclusions about someone theymeet: name, gender, ethnicity,sexuality and religion.

felt like they had a way to deliver it,” said sophomore Truman Ruberti, one of the writers/actors. Should this be a traditional play?Should there be an ongoing plot? Should personal prose be amalgamated into characterthemes? That didn’t feel right either. (Trust the process.)

“Your stories are the most compelling storieswe have,” Scott told the cast. “Using them isthe most authentic way to do this.” Someonebrought up the idea of a school tour to anchorall of the performances in the play. With eachdestination on the tour, personal stories aboutrace, socioeconomic status, ethnicity, sexualityand academic pressure unfolded.

But the name Newark Academy isn’t utteredanywhere in the play and that’s by design. “Wewanted it to feel more universal than that,” saidScott. The actors are clearly talking about life at an independent school but it could be anyindependent school. And one of the (few) rulesthat governed the writing process prohibitedreferences to specific individuals in any of the scenes.

One of the themes that kept coming up in the playwriting process was the idea of guiltfor having the privileges that many studentsenjoy. “We tried to impart that no one should



feel guilt for having privilege because that keepsyou from using it to create positive experiencesfor others,” said Amanda. “The takeaway is,‘You’ve got the privilege. Stop feeling guilty andbe constructive.’”

As the cast moved closer to a completedscript, Amanda suggested including a question-and-answer session at the end of each performance. “With so much to say, it couldn’tjust end,” she said. The comments in those sessions ranged from technical questions (Howdid you write the play?) to compliments (Thankyou for being brave enough to do this).

In one of the question-and-answer sessions,an audience member asked the cast about how

participating in the production impacted them.Amani Garvin, whose performance opened the show said, “I’m sure I’m not the only one who has had an issue with feeling like theyweren’t being understood and feeling uncomfortable because they weren’t understood.As we go on I feel like this play has helped us deal with that.”

Liz Merrigan ’16 said, “Performing in thisproject has helped me learn how to communicatethings that are difficult.”

36

Amanda Addison’s role as a faculty advisor for A Shortage ofQuotes has become a launching point for a project she isspearheading on behalf of the Alumni Board of Governors(BOG): the creation of affinity group programming.

“As an alum who is now a faculty member and veryinvolved in the current school community, I had been thinkingabout how to attract some fellow alums back to campus,”Amanda explained. “I invited friends to see the play and I got the sense they were coming to terms with feeling disconnected from the school community at times whenthey were here. Seeing a contingent of alumni of color inthe audience, and seeing the issues being addressed onstage was a very positive experience for them.”

Her friends’ response to the performance combinedwith her attendance at the People of Color Conference,where affinity group programming was a major theme,motivated Amanda to suggest that the BOG consideradding programs for affinity groups to the schedule ofannual alumni events. Examples of affinity group programsmight include an NA attorneys group, a reunion of alumswho went on the Southwest trip or a gathering for alumni of color. “It’s happening all over at the independent schoollevel,” she said. “I’m excited about the possibility of bringing something like this to NA.”

The BOG’s Young Alumni Committee, led by Amandaand Sean Allen ’03, will research, plan and implement theprogram. The committee is in the earliest stages of planning,but Amanda expects that they will model their efforts onprogramming available at top collegiate institutions

Amanda said the goal for the BOG is to create an infrastructure for the affinity groups, starting with a concretevision statement. She stressed that affinity groups are notdivisive. Rather, she pointed out, they are designed toengage individuals with NA through their diverse interests,backgrounds and experiences. “This is not about havingsubsets of people or excluding others,” she said. “We created A Shortage of Quotes because we care about NA.The affinity groups are being established in the same spirit.”

“We are always looking for new and creative ways toboth engage and serve NA alums,” said Matt Gertler, director of alumni relations. “Under the direction of Amandaand Sean, and with the input and experience of their peers,I’m confident that our alumni community will be well-servedby affinity group programming.”

Affinity Groups at NA

NEWARK ACADEMY


37ON THE RIGHT TRACKBy all accounts, A Shortage of Quotes helpedto further the conversation about diversityand inclusion within the Newark Academycommunity that had begun the year before.In particular, the production helped move thatdialogue forward, with new voices and newways of approaching the topics that need to be addressed, even though they make usfeel vulnerable.

“The discussions happening at NA maynot all be a result of A Shortage of Quotes,”said Truman Ruberti. “But we definitelyhelped it along.”

The NA community continues to findnew ways to communicate difficult subjectsand inspire authentic communication. Classdiscussions, global speakers and MorningMeeting presentations offer forums for students to share their perspectives. TheOyster Club, which was formed by NA students in response to Dr. Mykee Fowlin’spresentation, promotes positive self-imageand positive peer-to-peer interaction. Clubs like the Gay Straight Alliance, GirlsHelping Girls and Umojaa have developed

inspired programming to keep us talkingabout important issues in the NA community and beyond.

“From an alum’s perspective, I’m sohappy to see that a play like this can be produced at NA and that the conversationis continuing,” said Odette Rodrigues. “It’s important for alumni to know what’shappening on campus. For alumni who may have felt like they weren’t representedwhen they were students, a production likeA Shortage of Quotes might help them feelmore connected to Newark Academy.”

Toward the end of the play sophomoreValery Tarco, in her school tour guide role,

admitted that no school is without social issues. But in the final analysis, she said,“I’d rather be at a place where we can talk about our issues and work through them,than at a place where you either swim ordrown.”

The lines of communication mustremain open, evolve, inspire programmingand curricula, and encourage understandingof the similarities and differences among us.It’s a conversation that needs to continueand that, ideally, need not ever end. NA

A Shortage of Quoteshelped to further theconversation aboutdiversity and inclusion within the NewarkAcademy community.



39


By Jessica Lubow

FROM POP CULTURE TO ACADEMIA,

REFERENCES TO “GRIT” AND “RESILIENCE”

ARE POPPING UP ALL OVER. These words

may conjure images of America’s first European

settlers, who braved the unknowns of westward

expansion to seek land, gold and freedom. Or

perhaps we are reminded of the rigorous training

routines of Olympic athletes, or of an entrepreneur

who, with nothing more than a computer and a

dream, went on to found a multi-billion dollar

company. Grit and resilience are certainly key

to physically grueling tasks and to “beating the

odds” in a variety of contexts, but how are they

relevant to Newark Academy students preparing

themselves for a successful transition to college

and beyond?

Why They Matter, and How NA CanInspire Its Students to Lead

Successful and Meaningful Lives

GRIT&Resilience


I40

After reading Character Strengths and Virtues, tworespected and influential educators took notice: DominicRandolph, head at the well-respected Riverdale CountrySchool in the Bronx, and David Levin, co-founder of theKIPP (Knowledge is Power Program) charter school network and superintendent of its New York City branch.Both educators were heavily invested in the question ofcharacter, and both were particularly curious about howschools can do a better job teaching important elementsof character to their students. Randolph and Levin established a collaboration of their own, intent on applyingthe ideas of Peterson and Seligman to curriculum development at independent schools and KIPP schools.

They narrowed down the original list of 24 characterstrengths to seven traits they determined to be most crucial:zest, grit, self-control, social intelligence, gratitude, optimismand curiosity. At KIPP’s four New York City schools, teachers

have implemented a “Character Report Card” to assesstheir students in all character traits. One of their biggestchallenges has been explaining the value of these indicators to parents. However, once parents understandthat focusing on the character traits in question will develop children who are more likely to attend and be successful in college, they become very receptive.

At Riverdale, the challenge has been quite different.These students, like many of those at NA, begin their educational journey from a position of relative privilege, in an environment where “failure” is rare and is usuallyseen as something to be avoided. Paul Tough, author andfrequent writer on topics including education, parenting,poverty and politics, stated in his 2012 book HowChildren Succeed: Grit, Curiosity, and the Hidden Powerof Character that “what kids need more than anything isa little hardship; some challenge, some deprivation that

they can overcome, even if just to prove to themselvesthat they can.”

FOSTERING RESILIENCE AT NA

Newark Academy administrators, faculty and trusteeshave embraced this message. The Academy’s currentStrategic Plan, a road map for the school for the nextfive years, identifies key goals relating to programexcellence and innovation. Among these goals isthe charge to foster resilience in students. The planstates that NA students must seek challenges, withstand setbacks, embrace responsibility, and usethe lessons of experience to spur growth, and thatNA must pursue and communicate the value ofschool policies that nurture resilience.

This goal is already a reality in many facets of NA students’ lives. In the Middle School, each yearconcludes with a unique off-campus experienceknown as a “Capstone Trip.” Each trip is designed

RESERVOIR OF STRENGTH

NEWARK ACADEMY

IN THEIR INFLUENTIAL 2004 BOOK CHARACTER STRENGTHS AND VIRTUES, co-authors Christopher Peterson,

University of Michigan psychology professor, and Martin Seligman, psychologist and founder of the field of Positive

Psychology, examined all aspects of “character.” Peterson and Seligman identified 24 character strengths, common

across all cultures and eras, known to cultivate meaningful and fulfilling lives. They raised thought-provoking questions

about the nature of character (is it innate or is it learned?) and how it can be taught in schools, in families and in the

culture at large.


to reinforce themes the students discuss throughoutthe year, from the academic to the interpersonal. Onetrip that really tests the grit of sixth graders takes themto Overlook Farm in Rutland, MA. The farm is run bythe nonprofit organization Heifer International, andoffers many experiential and team-building programs.NA sixth graders participate in Heifer’s “GlobalGateway” program, a 24-hour hands-on experiencedesigned to teach them about living with limitedresources (with not so much to eat and less-than-luxurious accommodations for instance). As MiddleSchool Principal Tom Ashburn notes, “Sometimes thehardest part is convincing the parents that this is agood idea, but the kids really love it and they comeaway with a deep sense of accomplishment.”

Upper School students have many opportunities to discover their passions and to create their ownunique educational paths. The Upper School ImmersionExperience, formally adopted in 2009, draws students out of their comfort zones and into challenging situations oftheir own choosing, be it a foreign language program whileliving with a host family, or an outdoor adventure requiringboth mental and physical resilience in conditions far morerugged than they experience in their daily lives.

A LIFE-CHANGING EXPERIENCE

The Immersion Experience, whether two-week or semester-long, provides students opportunities for life-changing off-campus educational experiences that encourage fullengagement in the world beyond the classroom. For Yalefreshman Zoe Huber-Weiss ’13, “life-changing” is the perfectway to sum up her semester at the Mountain School inVershire, VT. The Mountain School features a student-operated working farm and a host of courses and experiencesdesigned to teach students wilderness skills and to connectthem more deeply with the natural environment.

Zoe arrived at the school for her junior spring semesterfull of excitement and trepidation. “I’m a short, artsy, asthmatic girl from Short Hills,” she laughs. “To say that thisexperience pushed me out of my comfort zone would be an understatement.” Zoe’s biggest test came in the form ofher four-day “Solo.” Armed with a journal, a pencil, severalbooks, a pocketknife and some basic camping equipment,Zoe set up camp for herself and spent the next four daysgoing from cautious and a bit afraid, to downright joyful. “By the end of the trip I had nearly frozen to death, dancedin the middle of a stream, defended my dinner from a greedysquirrel, fixed my broken sleeping bag, and attained theknowledge that I could do something outside my comfortablelittle world – and love it.”

Whether students choose to challenge themselvesphysically, like Zoe, or through an adventure abroad or even an internship in their intended field of study, they gainthe confidence to handle life’s daily ups and downs withgreater ease. “I literally think to myself, ‘if I can survive afour-day Solo, I can do one more astronomy problem set!’”she concluded.

In addition to the Upper School Immersion Experienceand the Middle School Capstone Trips, there are smaller,daily ways in which teachers and administrators at NA helpstudents learn to beresponsible for their own decisions. In the Upper School, students begin each academic term with a 12-day “drop/add” period during which theycan enroll in a class andexperience its content and pace for a significantamount of time beforedetermining if it is the rightpath for them. Director ofCollege Counseling AmyShaprio embraces the concept of “drop/add” for the signal it sends to students. “They learn when theycan push themselves toward something they really want,like an IB class that will be hard work but ultimately verygratifying, and also when to back off. Noticing when they’vepushed themselves too far is just as important to gooddecision-making as holding themselves to high standards.”


MENTAL TOUGHNESS

[…students have many opportunities to discover their passions and to createtheir own unique educational paths.


LEARNING TO MOVE ON

For Marquis Scott, who wears three hats as director oftechnology, diversity coordinator and head of NA’s SummerBridge program, the notion of grit and resilience crystalized

in an instant when he was just11 years old. Marquis and his brother, who lived in a toughinner city neighborhood ofWorcester, MA, were up to theirusual daredevil antics whenMarquis, riding too fast on abicycle with faulty brakes, wasstruck by a car. His injuries wereminor, but his mind and bodyreceived quite a jolt. “My perspective suddenly shifted,”says Marquis. “I realized I wasnot going to live the rest of mylife in this place, where povertywas the norm and where

nobody was moving forward.” Marquis set himself on a newpath, one from which he has not strayed since.

“By the time I got to high school it was clear there werea lot of gaps in my academic fundamentals,” Marquis said.With the help of a dedicated teacher, Marquis began to seehis exit from the inner city take on a real and tangible shapein the form of a full scholarship to the prestigious HotchkissSchool, in Lakeville, CT, where he entered as a post-graduatestudent. From there, Marquis continued his upward trajectory,going on to earn a bachelor’s degree at Union College andplaying semi-professional basketball in Greece.

“I’m never going to stop moving forward,” says Marquis.In the Summer Bridge program, Marquis has worked with

newly enrolled students who have not had the benefit of an academic and cultural environmentlike NA’s. He knows first-hand about the adjustments they need to make, and he works with them during the summer and throughout theiryears at NA to help them adapt smoothly and successfully.

Marquis Scott’s story is inspirational, althoughit is in stark contrast to that of many NewarkAcademy students, who have enjoyed a relativelysmooth journey through their education thus far.When we consider all that can be learned fromlife’s setbacks and disappointments, we must then ask, how can we teach these important lifelessons to kids for whom success has come soeasily? The author Paul Tough sums up the dilemma with the question, “What if the secret

to success is failure?” Parents’ well-meaning impulse to protect their children from hardship may in fact deprive them of their ability to overcome challenges on their ownand of the sense of self-worth they gain by doing so.Newark Academy, along with many other independentschools, is engaged in an ongoing dialogue on this verytopic. Head of School Don Austin notes that NA’s culture isone of empowerment, where students learn that they cando anything they set their minds to. “We are committed to our students’ success, and we must broaden our definitionof success to include some failures as well. Our challenge is to become more explicit about presenting our studentswith appropriate obstacles and even frustrations, the management of which will certainly make them stronger and more successful at NA and in the years that follow,”said Don.

Learning to move on after disappointment is a skill frequently discussed in Amy Shapiro’s NA office. As thedirector of college counseling, she must help students find ways to challenge themselves and maintain high expectations, while giving them room to fall short of theseexpectations in a way that keeps them motivated and optimistic about their futures. “I firmly believe that when itcomes to the college process, students land where theyshould land,” says Amy. For some, a rejection letter mightbe their first significant experience with disappointment, but Amy tries to help NA seniors see that if they are receiving some “no’s,” from schools, it actually means they are doing the right thing by reaching, if only slightly,beyond their easy grasp. “Of course parents and teacherswant to protect their kids from difficult news on the collegefront,” she says, but when students can turn this disappointment into a positive opportunity to assess

NEWARK ACADEMY

GROWTH MINDSET

]What if the

secret to success is

failure?


themselves honestly, they become more resilient and develop a reservoir of strength upon which they can draw from far into the future.”

DAUNTED BUT NOT DEFEATED

For star soccer player Zack Widmann ’12, the college application process took many surprising turns. Throughouthis years at NA, Zack was a standout player, and he was named captain for his senior season. However, he seemed to fall into a gray area in the college recruitment landscape. A strong athlete with the potential to make an impact as aDivision III soccer player, Zack found his academic record was a tier below what many “D-III” schools were looking for. Although he would have been a strong candidate academically at many Division I schools, his opportunities to play soccer would likely be limited. Finally, he was given a chance to play for a coach at Colgate University (D-I) andduring a soccer practice in the course of his campus visit,Zack tore his anterior cruciate ligament, sidelining him for six grueling months of recovery and rehabilitation. “I couldn’tbelieve my bad luck, for this to happen right in front of acoach who had taken a real interest in me as a player,” recalls Zack.

With his soccer season in doubt and his college optionslimited, Zack decided to take a post-graduate year at ChoateRosemary Hall, in Wallingford, CT, during which time he wascourted by the coach from Union College, a small Division IIIschool in Schenectady, NY, where both Zack and his familyagreed he could have a great experience as a student-athlete.“But when I got to campus in the fall of 2013,” he says, “it was clear that the coach had recruited at least seven or eight other players with skills very similar to mine. Ultimately I was cut from the team during pre-season.”Daunted but not defeated, Zack convinced the Unioncoach to give him another try. “I was allowed back on the team on a trial basis, but I really felt like an outsider – they never even gave me a team jersey. Itwas a very uncomfortable situation.”

Anxious to get his college career moving forwardin a more positive direction, Zack, along with hiscoaches from NA and Choate, launched a cold-callingcampaign to coaches at other schools, and he wasable to convince the coach at Skidmore College totake a chance on him. “I was so warmly welcomedinto the program here at Skidmore – by January I officially enrolled as a transfer student and I reallycouldn’t be happier,” says Zack. Although his journeyto the right school was bumpy, he feels certain nowthat he is in the right place, and, most importantly, he has proven to himself that he had the strength and


MENTAL TOUGHNESSAn Athletic Perspective

Grit and resilience are in vogue now, but these traits

have always been at the heart of successful athletes.

Coaches understand that it is often mental toughness

more than pure athletic talent that makes a great

player. A certain degree of mental toughness is

innate, but it can also be fostered. “One way we try

to accomplish this at NA is through the Captains

Council,” explains Ted Gilbreath, Athletic Director.

Team captains at NA are selected by their peers and

coaches nearly one year in advance, and during the

year leading up to their captaincy, they are expected to

grow into the leadership role. Newark Academy holds

regular Captains Councils attended by captains of

all sports, during which the captains engage the

student-athletes in conversation about what makes a

successful team. Captains learn that they have a very

important role to play, not only leading by example

but also holding their peers accountable for their

commitment and their effort throughout the season.

In the Middle School, the Athletic Department tries

to instill those same values, grading students not on

their performance in sports but on their work ethic

and their skill as team members. “We hold the kids

accountable for the values we prioritize,” said Ted.

BEATING THE ODDS


resilience to turn a difficult situation into a victory. “Ihope to be a smarter, stronger player than ever andto lead my new team to great success this season,and considering what it took to get here, I am sograteful and proud to have fought this battle and won.”

GRIT: THE INDICATOR OF SUCCESS

Zack’s words would certainly resonate with AngelaLee Duckworth, an assistant professor in the psychology department at the University ofPennsylvania, who has made the study of “grit” central to her work in psychology and education. In her late 20s, Duckworth left a demanding job as a management consultant to teach math in public schools in San Francisco, Philadelphia andNew York.

After five years she went back to school to completeher PhD in psychology at the University of Pennsylvania. Her research shows that “grit” is a better indicator of success than factors such as IQ or family income.

In her May 2013 TED Talk, Duckworth poses the question, “What if doing well in school and in life depends

on much more than one’sability to learn somethingquickly and easily?”Evidence suggests thatsomething other than IQ,good grades, and other traditional markers of success lies behind the personal and professionaltriumphs of people widelyconsidered “successful.”Intrigued by this notion,Duckworth conducted astudy of a wide range ofsubjects including WestPoint cadets, spelling beeparticipants, new teachers

placed in challenging urban schools, and corporate salespeople. She examined the characteristics common among those who had the best results in their respectivefields and found that all shared a “passion and perseverancefor long term goals,” a trait she identifies as “grit.”

We have all heard the expression, “Life is a marathon,not a sprint.” It seems that those who live by this mantra,who train steadily over many years, and who persevere inthe face of challenges will reap the biggest rewards. Talentalone, notes Duckworth, does not make people “gritty.”Schools know a lot about how to improve students’

content-based skills, but we are much less informed abouthow to teach students to have grit.

Experiencing setbacks and learning from them is anexcellent way to develop grit but not one that can always be replicated in a school environment. NA’s Head of SchoolDon Austin is interested in how to build such learningopportunities into the curriculum. He believes that one useful method is to put greater emphasis on creative anddivergent thinking. “When students are less focused on finding the ‘right answer’ they are free to approach a problem from a variety of interesting angles,” says Don.“This creates a more student-centered learning environmentwhere kids can be guided by the ideas that excite them,rather than simply learning to master content.” LikeDuckworth, Don and other innovative educators are seeking to inspire young people to find passion in their studies as a way to deepen their intellectual experience and contribute to their lifelong success and fulfillment. “Wewant to emphasize the value of the struggle,” says Don,“and the satisfaction that comes from sticking with a challenge to the end.”

Don and the rest of the NA faculty now face the equallyimportant task of assessing students’ progress in those keycharacter traits that lead to success in school and beyond.One potential solution is the Mission Skills Assessment (MSA),a web-based program that allows students, during twice-yearly sessions, to rate themselves on such key skills asteamwork, creativity, ethics, resilience, curiosity and timemanagement. The MSA also has a teacher-based component,involving faculty in the assessment of the same skills in theirstudents. “The culture in many traditional secondary schoolsis quite risk averse,” notes Don. “In assessing our students’skills in areas beyond the scope of traditional academic testing we can encourage healthy risk-taking, while stillholding them accountable for their progress.” NA

NEWARK ACADEMY

44

]Experiencing setbacks and

learning fromthem is an

excellent way to develop grit...

LIFE IS A MARATHON, NOT A SPRINT


ALUMNI NEWS

45

THE EXTRAORDINARY PEOPLE OF NAFrom Ben Purkert ’03, Alumni Board of Governors

A few years ago, NA conducted research to identify what most distinguishes the school. The results weredefinitive: it’s the people. Newark Academy’s faculty,administration and staff are outstanding. And the studentbody is truly one of a kind — diversely talented, highlyaccomplished and intellectually curious about the world.

Then our students graduate. In so doing, they join a similarly distinguished community: NA’s alumni. Pursuing excellenceacross many different fields, Newark Academy graduates are leaders in business, finance, law, government, technology, academia,science and medicine, the arts and beyond. In my class of 2003,for example, you’ll find a PhD zoologist researching native birdspecies, an IP lawyer specializing in the music industry, and a

start-up entrepreneur building a green tea consumer-goods business.As a member of the Board of Governors, I’m committed to helping our

alumni create connections through Newark Academy. It means organizingevents that give alums opportunities to network and share career expertise.It also means bridging the gap between alumni and current students, sothat both remarkable communities can learn from and inspire each other.

Over the past year, my Board of Governors committee has successfullyspearheaded efforts to bring these groups closer together. In partnershipwith Director of College Counseling Amy Shapiro and Alumni RelationsDirector Matt Gertler, we organized the first annual Mock Interview Nightlast November. More than a dozen NA alums volunteered as mock collegeinterviewers for NA seniors and juniors, providing helpful guidance aboutthe interview process based on their experiences. Alums gained an up-closeappreciation for the extraordinary talents of today’s student body, while the students honed their skills and garnered valuable advice.

We also conducted our first-ever Alumni Day of Service in April. Held at the Community Food Bank of NJ in Hillside, this event was a great opportunity for local alums to help others in need, while having funreconnecting with old friends and meeting current NA students.

Additionally, we’re dedicated to facilitating more alumni-student mentoring opportunities. We want to ensure that NA’s student organizations have access to the wealth of relevant real-world expertise our alumni possess, while alumni stay in close touch with the various amazing things happening at NA. By fostering and enriching these connections, we hope to make the entire Newark Academy family a little closer.

Want to get involved? Email me at [email protected] or Matt Gertler, [email protected].



Need to Network?Yes you do!One of the best strategies you can employ in yourcareer transition or your job search is networking.Actually, even if you’re not in transition, you should still be networking. You never know what opportunity may present itself!

Think about this: about 90 percent of positions available aren’t advertised. How do people find them? Networking!Talking with people you know andasking them to introduce you to otherfolks is the core of networking.

Organizing events and opportunities for NA alumni to network has been a top priority forboth the Alumni Relations Office and the Alumni Board of Governors (BOG) this year. Some of those initiatives included:

46

ALUMNI NEWS

NA INTERVIEWING NIGHT

ALUMNI-IN-COLLEGE

NETWORKING WORKSHOPNEW YORK CITY

NETWORKING NIGHT

SMALL BUSINESS

NETWORKING W

ORKSHOPS

INTERNS

HIPS.COM

PROFESSIONAL NETWORKING

ON SOCIAL MEDIA

NA INTERVIEWING NIGHT The BOG, in conjunction with the College Counseling Office, sponsored NA’s first“Interviewing Night” last November. Regional college interviewers, most of whom werealumni, volunteered to conduct mock college interviews and provide interviewing tips

and techniques for NA juniors and seniors. The event was part of a BOG-led initiative to create opportunities for students, alumni and faculty to engage in the “Life of the Academy.”Among those alumni who participated were Amanda Addison ’06, Sean Allen ’03, NehaBhalani ’03, Joel Glucksman ’68, Achilles Kintiroglou ’96, Stephanie Macholtz ’93, AlanMoscowitz ’46, Jon Olesky ’74, Ben Purkert ’03, David Rattner ’03 and Nisha Suda ’03. If you are a regional college interviewer and are interested in volunteering at this event for the 2014-15 school year, contact Director of Alumni Relations Matt Gertler at (973) 992-7000, ext. 367, [email protected].

NEWARK ACADEMY


47

ALUMNI-IN-COLLEGE NETWORKING WORKSHOPIn January, NA held its 2nd Annual Alumni-in-College

Networking Workshop. James Smith (father of Jalen ’13 andJada ’18) spoke to the most recent alumni about the importanceof professional networking and how best to do it. James also provided interviewing tips and techniques, best practices for socialmedia and strategies for conducting informational interviews.

NEW YORK CITY NETWORKING NIGHTNewark Academy sponsored its annual Networking Night

event at the Penn Club in Manhattan. Alumni of all industriesgathered to exchange business cards, learn about other

professions and hear from experts in their respective fields. A record number of alumni turned out to hear a panel discussion

focusing on those contemplating a career change. The panelistsincluded Peter Gross ’61, Nancy Baird Harwood ’75, Anthony

Melillo ’03 and current parent Peter Wagner.

SMALL BUSINESS NETWORKING WORKSHOPSNewark Academy hosts several Small Business Networking

breakfasts each year that provide opportunities for small business professionals to develop connections with each other. NAalumni, current parents and alumni parents are welcome to attend andwill be given an opportunity to share their experiences and challenges.Business cards are exchanged and referrals are provided. At each meeting, a guest speaker presents on a topic relevant to the currentbusiness climate. Recent topics have included managed serviceproviders, leveraging social media, and the impact of the AffordableCare Act on small businesses.

INTERNSHIPS.COMDid you know that internships.com hosts a Newark Academy page for alumni seeking internships

or entry-level positions? Yair Reimer ’01 was the first person hired by the company after it wasfounded. The company is now a part of the Career Arc Group network of job services. Visitors to thesite can browse hundreds of internship opportunities by geography and industry.

PROFESSIONAL NETWORKING ON SOCIAL MEDIANewark Academy alumni also congregate on LinkedIn and the Newark Alums Facebook page.

These are excellent venues to search for new business opportunities and make connections withalumni from every industry. The NA Alumni Mobile App for all Android and iOS devices also providesa “one-stop shopping” experience by providing all of NA’s alumni-networking opportunities together in one place. Visit our website at alumni.newarka.edu for more information on networking as well asupcoming events, volunteer opportunities and more.



48

ALUMNI NEWS ALUMNI PROFILE

or me it began in 1975 while in my senior year at Newark

Academy. I’d like to say it was Blackie Parlin’s encouragement

to challenge myself or Joe Borlo’s directive to think in

non-linear ways, later referred to as “thinking outside the box.”

The reality is that I was perusing the newly-released Sports

Illustrated Swimsuit issue and toward the end of the magazine

I discovered an article about sled dogs, mushers and a relatively

new event – a nearly three-week long sled dog race called

“The Iditarod.” I, the devout city kid and aspiring veterinarian,

was completely drawn in, and so began a fascination that was

fostered from afar for the next 25 years. Until ...

Through a series of connections and accidents, I found

myself in 2001 lifted from my companion animal practice in

sunny South Florida and deposited on the frozen tundra for

the first time. Though still fascinated by the romantic allure of

such a stark and foreign environmental extreme (at that point

I had been living in Florida for 13 years), I was also concerned

about the welfare and care of the dogs. Animal welfare activism

was just beginning to gain traction in the social consciousness.

After 12 years with the race, I can attest to the mushers’ love

and passion for their dogs and their concern for the animals’

well-being. The dogs, for their part, are devoted to their

humans, whom they see as the leaders of their packs and teams.

And – they love to run! The dogs are a dream to work with.

They are happy, well-trained elite athletes, as comfortable

The Iditarod Trail Sled Dog Race is an annual long-

distance race run in early March from Anchorage to

Nome, Alaska. “Mushers” with teams of 16 dogs

cover the distance in 9-18 days, often through

blizzards, sub-zero temperatures and gale-force winds.

In an ongoing demonstration of true grit and

resilience, veterinarian Jay Butan ’75 has worked

as a volunteer at seven races in the last 12 years.

Here is his account from the event in March.

by JAY BUTAN ’75

Going the Extra Mile at Alaska’s Iditarod

I trudge along, my heavy monster-looking

boots crunching through the snow as I seek

my destination. I raise my head up so that

the beam from the headlamp worn over my

fur hat can pierce the darkness. My breath

is a wisp of cloud for a moment. The classic

green paint stands out even in the

darkness, and I am almost there. The

anticipated relief is tempered by the reality of

the situation: it is 4 a.m. and 8 degrees below

zero and I am approaching an outhouse.

How did I get here, again?

F

NEWARK ACADEMY


49

receiving a belly rub as they are working as a unit to navigate

a snowy, icy trail when it is 8 below at 4 a.m. Which brings me

back ...

There are some nights when I can see the Aurora Borealis.

Other nights are less dramatic but still brilliant with stars so

close and bright we feel as though we could pluck one out of

the sky just by reaching up. Some days are clear, with the sun

blinding from its reflection off the snow. Other days, a fresh

snow falls relentlessly and we spot fox scurrying about as they

seek out meals. Moose tracks are a real find. As someone who

grew up in Newark, New Jersey, and is about to celebrate the

25th anniversary of his veterinary practice in Lake Worth,

Florida, there is not a moment when I am in Alaska that I am

not in awe of nature, the incredible dogs who make this event

possible, and the international collection of volunteers who

gather to see the safe and successful running of the Iditarod. NA “ ”After 12 years with therace, I can attest to the

mushers’ love and passion for their dogsand their concern for

the animals’ well-being.



50


r. Salamishah Tillet ’92 is an associateprofessor of English and Africanastudies at the University of

Pennsylvania and has written extensivelyabout slavery, including a book titled Sites of Slavery: Citizenship and Democracy

in the Post-Civil Rights Imagination. Recently,Oxford University Press published a pieceby Salamishah examining the importanceof the role of Patsey in 12 Years a Slave.

“My first book looks at how AfricanAmerican artists and writers in the post-civil rights period were pre-occupiedwith remembering slavery in their work. I had spent 10 years of my intellectual lifethinking about this conundrum of peoplewho are descendants of slaves but don’thave a personal experience with it, yet areusing it in their work. So when 12 Years a Slave was released I was interested inseeing how this builds on my work. I wasprimed for the topic.”

In an essay for The Root, theWashington Post’s online news, opinionand culture site for African-Americaninfluencers, Salamishah examines theunique source of the material for 12 Years:an actual slave narrative. In the piece,Salamishah points out that Hollywood lags40 years behind historians and authorswho, in the 1970s, began rejecting

plantation-owners’ records as the authoritative source on slavery andturned instead to the personal accountsof slaves.

In the article, “Hollywood FinallyCatches Up With History,” she discusses

the fact that, although nearly 200 slavenarratives were published in the United

States and England between 1760 and1947, filmmakers have almost completelyignored these materials.

“Hollywood thinks of itself as progressive but it isn’t really on the frontlines with issues like slavery and thetreatment of Native Americans,” sheexplained. “It took a long time to make a movie like this because slavery is ataboo topic, which has a lot to do withthe fact that America was built on thiskind of slave labor.”

Salamishah saw the film before it wasreleased and said she was quite moved by it and its approach to the nationalstory of slavery.

“No matter how much I’ve studiedslavery, to see the cinematic portrayal of it is so paralyzing. It’s so unreal and toknow that it’s part of our actual history, I was stunned into silence,” she said. “No matter how much you think youknow about slavery, there is still so muchsilence around it.”

In addition to teaching, Salamishah,with her sister Scheherazade Tillet, co-founded the organization A Long Walk Home, which uses art therapy andthe visual and performing arts to end violence against girls and women. In2010 both women were finalists forGlamour Magazine’s “Women of the Year”award for their advocacy work.

Salamishah has appeared on the BBC,CNN, MSNBC and NPR. She is a prolificwriter whose work on issues of race, gender, and popular culture are featuredfrequently in The Nation and The Root. NA

SALAMISHAH TILLET ’92

English Professor Examines Roots of Popular Film, 12 Years a Slave

The Steve McQueen film

“12 Years a Slave” generated an

extensive amount of buzz from

critics and audiences alike,

and the movie proved to be a

powerhouse during the awards

season, culminating with an

Academy Award win for Best

Picture. Newcomer Lupita

Nyong’o also took home the

award for Best Actress in a

Supporting Role for her riveting

portrayal of Patsey in the film.

D

NEWARK ACADEMY


PLACES WE VISITED:

WASHINGTON, DC • Library of CongressFebruary 12, 2014

BOCA RATON • Boca Country ClubFebruary 24, 2014

NAPLES • Naples Yacht ClubFebruary 25, 2014

VERO BEACH • Bent Pine Golf ClubFebruary 27, 2014

PHOENIX AREA• The BouldersMarch 9, 2014

LOS ANGELES • Petersen AutomotiveMuseumMarch 16, 2014

SAN FRANCISCO • The Metropolitan ClubMarch 19, 2014

ATLANTA • City Club of BuckheadMay 1, 2014

on theroad…

NA51

In the midst of one of New Jersey’s coldest andsnowiest winters, NA hit the road and receivedwarm receptions from alumni in the South and on the West Coast.

TO FIND OUT IF WE’RE COMING TO A TOWN NEAR YOU, VISIT ALUMNI.NEWARKA.EDU/EVENTS

WASHINGTON, DC

BOCA RATON, FLPHOENIX, AZ


52


s a child, Mike was influenced by the many Vietnam War

movies featuring the Green Berets; his heroes included John

Wayne (The Green Berets) and Sylvester Stallone (Rambo).

But the key moment for Mike occurred when he was a freshman

at Newark Academy. Based on his father’s recommendation,

Mike read The Long Gray Line, the epic tale of the West Point class

of ’66. Mike’s parents, whom he described as “anti-establishment,

anti-war... real hippie-types,” were supportive of their son’s

goals. America owes them a debt of gratitude.

Mike’s experience at NA helped to foster in him a desire to

serve, as well as an appreciation for teamwork. Mike’s teachers,

Joe Ball and Alexandra Mahoney in particular, helped him to

see beyond himself. Mike grinned as he relayed how Alex, upon

discovering that he was not prepared for his Macbeth recitation,

asked him to stand up and recite from Rambo. Mike internalized

the value of big-picture thinking from such teachable moments;

as a Green Beret, he would need to think on his feet and be

creative. (He passed the recitation assessment.)

Mike remembered fondly his NA football, lacrosse and

wrestling teammates and coaches. It was with affection that

Mike recalled how the football team was “undermanned and

outmatched.” Mike’s analogy is a classic: “My NA football team

MIKE KAY ’99:

A Real American Heroby Garrett Caldwell, Humanities Faculty

I watch my six-year-old son as he struggles,

sprawled on the bedroom floor, with his

current Lego project. Above him hangs an

autographed picture of Mike Kay ’99.

I think of the memorable hour I recently

spent with Mike in Middle School Principal

Tom Ashburn’s old office. Mike told me that

his being “comfortable with discomfort”

helped him to thrive during his years of

service in the Green Berets. He said that

resilience was more important than physical

strength, fitness or dexterity in joining

America’s elite warrior class. It’s a lesson, he

noted, that teachers at NA taught him daily

during his six years at the Academy. With

Mike’s help as role model, it’s a lesson I hope

to impart to my son.

A

NEWARK ACADEMY


53

going up against Caldwell High School” was not unlike “being

in charge of 12 guys in the Afghan mountains surrounded by a

couple hundred Taliban fighters.” Mike has many wonderful

qualities – chief among them, a sense of humor.

Mike retired from the Green Berets a few months ago and

is headed down a new career path. He was admitted to the

Wharton School’s MBA program and has accepted an

internship position with Goldman Sachs.

Last year he married Kumi Dikengil ’99 an NYU graduate.

While Mike served in the Philippines, Okinawa, Iraq,

Afghanistan and elsewhere during the last decade, he and

Kumi somehow found the time to date, fall in love, and build

a life together.

I suspect a key to their success is Kumi’s perhaps limitless

understanding. Mike said that after serving abroad together for

months at a time in close quarters, he and his team struggled

while apart during visits home. He admitted that after arriving

home it would take about 20 minutes before he was on the

phone with his buddies making plans to hang out. Mike

understated when he said his wife is “stable and strong.”

Heroic, I’d say. I already have the space reserved on my

daughters’ walls for pictures of Kumi. NA

“ ”

Mike’s experience at NA helped to foster in him a

desire to serve, as well as an

appreciation forteamwork.


Polymnian 1998


I was introduced to John L. Kim as a freshman, thanks to upper classmen JohnVan Emden ’87, Casey Woodruff ’87 andChris (Flash) Fleissner ’88. Mr. Kim spentmany hours with the older students, and ifthe guys he liked accepted you, this openeda door to friendship. So, as a first-year student in a new school, I jumped right in.

Mr. Kim had a cult following, a kind ofrock star status akin to that of fellow facultymember Joe Borlo. Unfortunately, I neverhad the privilege to study under Mr. Borlo,who was dapper and erudite in a GeorgeClooney manner while Mr. Kim was morethe mad-scientist type. Both men burnishedtheir images spending countless hours eachsemester engaging students in the hallwaysand courtyards – talking, listening, buildingrelationships, always secretly teaching.

When I look back upon those yearsnow, I realize this was one of the beauties ofan NA education. I can see John Kim withhis black toupee, black-rimmed glasses,white T-shirt under his blue button-down, V-neck sweater and blue blazer. Then therewere the white athletic socks and blackleather walking shoes. So like a faun fromantiquity, Mr. Kim was professor up top andsportsman from the knees down.

The “professor” taught me economicsand Science and Society. I have read hundredsof authors in my lifetime, yet two maxims by which I have chosen to live my life were

taught to me by John Kim. The first one,“Respect all men, honor good men, bowdown to no man,” was relayed during myelective course Naziism, Holocaust andWorld War II. Mr. Kim’s classes were standard,small-group lectures, but one always had tobeware of the pop quiz and sitting too closeto the front. Sometimes, Mr. Kim would getso excited about a topic, he would spray on you as if you were in the front row of a sold-out Broadway show.

The “sportsman” was always on the sidelines for the games, especially football. He coached me on the “John Nance ’88”Stanley Cone champs team, along with RogerBassin ’88, Curt Jacey ’88, Adam Miller ’88,Jeff Snyder ’89, Matt McTamaney ’88, andJamie Agresti ’88.

Mr. Kim was the complete package, plus cool and alternative. For a teenager, of course, this was a big attraction. He functioned as a sort of substitute parent if I rebelled against my own.

Over the years, I lost touch with Mr. Kim.Looking back on my life, I will always regretnot re-establishing contact. Mr. Kim would behappy I learned from this error and will notmake the same mistake twice. “Most peopletalk about other people, some people talkabout events, but only great people discussideas.” This second maxim was delivered byMr. Kim some 25 years ago. For me, therewas no greater man than John L. Kim.

A RECOLLECTION OF JOHN L. KIMNA Faculty Member, 1969-1996by Geoff Lipari ’89

54

ALUMNI NEWS

The Newark Academy Alumni Relations Office is compiling stories of teachers from the most trusted

source, the students they taught. If you have an anecdote or simply wish to put into words the impact your

teachers had on your life, we want to hear from you.

If you would like to contribute to this vital piece of Newark Academy history, send an e-mail to Matt Gertler

at [email protected] or mail your recollections to the Newark Academy Alumni Relations office.

SEND US RECOLLECTIONS OF YOUR TEACHERS“ ”Mr. Kim was the

complete package, plus cool

and alternative.


CLASS NOTES

1944William Haynes is assistantclinical professor of cardiologyat Robert Wood JohnsonMedical School, where he has worked for over 35 years.He also serves as chaplain of the Officers Society atPrinceton’s University Medical Center. His WWIImilitary service, as well as his study of theology andmedicine, inspired the authorship of two books, Sea Time and Is There a God in Healthcare?

194965th Reunion

Contact: Kenneth Baum ’[email protected]

Kenneth Baum and wifeJackie recently moved fromSilver Spring, MD, to a retirement community locatednear Fredericksburg, VA.Jackie’s son Dan, and his wifeCheri, bought the house nextdoor. The family’s ThanksgivingDay celebration at Dan andCheri’s home included theirsons and daughter, Ken’sdaughter Marsea, her husbandSteve and Ken’s grandson,Michael.

1952Bill Van Winkle was selectedas one of the top wealth

managers in New Jersey in theJanuary edition of New JerseyMonthly magazine. Bill washonored, saying that therecognition was extremelygratifying. Bill is the founderand current president of VanWinkle Associates.

195460th Reunion

Contact: Henri Gordon ’54(512) 476-0900

1955Howard Rosen is retired frommedicine and now volunteersas a science teacher inNashville, TN.

195955th Reunion

Contact: Douglas Slade ’[email protected]

1962Whitney Russell reports thatall is well but very busy. Heteaches at Northampton HighSchool in Massachusetts,where he also coaches JV football and softball.

1963Steve Lozowick had a terrifictime at the dinner honoringthe reunion class of 1963. The dinner at Nero’s the night

before reunion and the lunch,hosted by Bud D’Avella ’62,were among the most notableof the weekend festivities. Hewas particularly pleased thatNeal Gilman and JohnBlumberg traveled a long distance to participate.

196450th Reunion

Contact: Michael Yogg ’[email protected]

Mark Belnick is excited toannounce the arrival of granddaughter Penelope Janeon October 17, 2013. Markstarred in the Los Angelesrevival of Inherit the Wind,which opened in February at the Grove Theatre Center.

Michael Yogg is sad to report the death of classmateMichael O’Grady onNovember 18, 2011, inIllinois. Michael O’Grady was

Bill Van Winkle ’52 with his “NewJersey Monthly” magazine award

ROBERT BUSSE ’30 ß APRIL 12, 2014

Nearly a year ago, Bob Busse celebrated his 100th birthday and a

lifetime of achievements (see Outreach, Spring 2013). On March 27,

2014, we were fortunate to catch up with him during an alumni road

trip. Lisa Girder, Director of Advancement, and Bob, a proud NA

graduate, happily shared stories of Newark Academy, then and now.

We FondlyRemember

ßROBERT BUSSE ’30

April 12, 2014

ß

HOWARD BROKOW ’34December 20, 2013

ß

JOHN BOLTON ’38December 6, 2013

ß

GILBERT AUGENBLICK ’39December 10, 2013

ß

CLARENCE O’CROWLEY JR. ’44December 25, 2013

ß

ALAN CORBO ’47December 29, 2013

ß

EDWIN FAIRFIELD ’68March 27, 2013

ß

ELIZABETH GREGORIUS ’94March 4, 2014

ß

AVA DETORE ’08December 14, 2013


a retired hospital CEO andserved at Norwegian AmericanHospital in Chicago and IndianRiver Medical Center in VeroBeach. Michael Yogg reportedthat the obituary websiteincluded a note from classmate Ned Ames, whoattended NA from the fifththrough ninth grades.

1967Michael Lytwyn retired after11 years as a clinical assuranceauditor, the last five with BayerHealthcare Pharmaceuticals.He and his wife moved toMaine and are looking forwardto exploring their new homestate, as well as touring therest of the country andCanada, in their Winnebago.

Proud father Larry Cetrulokeeps us up to date on hischildren. Lara had her thirdchild, Jonathan, in the fall.Lauren is married and lookingforward to the birth of herchild in May. Nick marriedKayla, his classmate frommedical school, and both are doing residencies atPhiladelphia hospitals. Kate isan editor at Simon & Schusterin New York but is consideringa career in law.

196945th Reunion

Contact: Leo M. Gordon ’[email protected]

John H. Bess ’[email protected]

William Kaplan USAF (ret) ’[email protected]

197440th Reunion

Contact: Lance Aronson ’[email protected]

WHY DID THE CHICKEN CROSS THE ROAD?

To get to one of the most eco-friendly small businesses in the area,owned and operated by Rob Burke ’81

Wayne Auto Spa is no ordinary car wash and express lube, having won the Governor’s Award

for Environmental Excellence and the Passaic County Green Buildings Award. An early adopter

of solar technology, Rob designed his business to have the smallest possible carbon footprint.

He uses biodegradeable soaps; special furnaces that heat his facility by cleanly burning used

motor oil collected in his quick lube; and a special water-recycling machine that reduces

water consumption by 85 percent.

Rob also won permission to install a wind turbine to produce clean electricity after six years

of litigation with the local planning board. As a former partner at the law firm Sills Cummis &

Gross in Newark, Rob’s legal background helped him in court — and in Trenton. Rob drafted

two bills and successfully lobbied for their adoption. Both make it easier for New Jersey

landowners to install wind and solar energy devices.

Two years ago, Rob added a Victory Garden and Learning Center to his property. There he

raises 30 hens for their eggs and bees for their honey, and he harvests thousands of pounds

of fruit and vegetables every year. He donates much of the fresh, organic, non-GMO food to

local food pantries. According to Rob, “Folks who can least afford it get the highest quality,

most nutritious food available, with dignity.” Rob has raised $12,500 toward a $30,000 goal

for a greenhouse to supplement the Victory Garden. Eva’s Village, a nonprofit organization

in Paterson, will own the greenhouse and Rob will operate it at his expense for their benefit.

“Eva’s Village is a dynamic organization that touches many lives,” Rob said. “I’m excited to

be feeding their residents while raising awareness of a host of important issues at the same

time — from sustainability, to renewable energy, to resource conservation, to energy

independence/national security, to education and awareness, and so on.”

Rob regularly hosts students of all ages and speaks at local schools and colleges about building

community through sustainability. “I’ve grown fond of the Native American proverb, ‘We do

not inherit the earth from our ancestors, we borrow it from our children.’ My enthusiasm for

this stuff can be contagious. Dozens of people appear out of nowhere to pitch in and help.

I know I’m making a difference,” said Rob.

Rob and his wife, Andrea Kummel Burke ’81, live in Morris Township and have two children,

one dog and, at the moment, a basement filled with more than 100 vegetable plants growing

under lights in anticipation of the approaching growing season.

56

Rob ’81 and Andrea Kummel Burke ’81

NEWARK ACADEMY


Jon Olesky was named 2013Cross-Country Coach of theYear by NJ.com/The Star-LedgerHigh School Sports. He guidedNewark Academy to its secondstraight Liberty Division titleat the Super Essex ConferenceChampionships, a runner-upfinish at the state Prep Bchampionships, and fifthplace at the state Non-PublicB Championships.

1975Liz Clowney Arnold lives inNaples, FL. Sadly, her husbandpassed away in September2013. Liz works part-time as a computer software trainer inthe pharmaceutical industry.

Robert Lee has been workingand living in Norway since1994, when his father Robert E. Lee ’44, his sisterand he donated the familybusiness, Lees Park, to theMorris County ParksCommission. He lives with his wife, three daughters andtwo grandchildren.

1976The Association of New Jersey Chiropractors namedDonald C. DeFabio 2013Chiropractor of the Year attheir annual fall symposium.This award is presented to a New Jersey Doctor ofChiropractic who exemplifiesa superior level of service tohis profession, communityand patients.

1978Lesly D’Ambola met NA student Abigale Parker ’19 atthe Doc D’Ambola RegionalYouth Cup FencingTournament in January. Theevent is named for Lesly’s

father and fencing coach,Samuel (Doc) D’Ambola, a Hall of Fame fencer and coach.Abigale won the girls 12 andunder saber competition.

197935th Reunion

Contact: Michael Schneck ’[email protected]

198430th Reunion

Contact: William Markstein ’[email protected]

Brian K. Zucker ’[email protected]

Josh Dvorin is an attorneypracticing worker compensationand personal injury law inSouth Plainfield, NJ. Heresides in Scotch Plains withwife Elaine and their threechildren.

1986Rob Chiappetta, PeteHutchinson, AnthonyD’Amore, Robert Staub andDarren Burns made their way to Hilton Head, SC, inOctober as part of their annual venture south to play a round of golf. Anthony had the low score this timearound.

Robert Settlow has joinedWells Fargo as a private mortgage banker. Rob lives in Glen Rock, NJ, with his wife and three children.

1987K. Lesli Ligorner was namedone of two “Attorneys WhoMatter” by Ethisphere Magazine,in the Labor and Employmentcategory, for her work inemployment and compliancelaw for the third year running.She was also named Labour & Employment Lawyer of the Year for 2013 by ChinaLaw & Practice; and Labour &

Employment Lawyer of theYear for 2013 at the AsiaMoneyWomen in Business Law Awards.

She is grateful for her NA education and the life-changing introduction byBlackie Parlin to China andJapan, which provided herwith the tools that continue to help her understand the culture.

198925th Reunion

Contact: Stacey Bradford-Greenberg ’[email protected]

Chiropractor of the Year Donald C. DeFabio ’76 Lesly D’Ambola ’78, Abigale Parker ’19, Samuel (Doc)D’Ambola

Rob Chiappetta ’86, Pete Hutchinson ’86, Anthony D’Amore ’86, RobertStaub ’86, Darren Burns ’86

57



After being elected to thePiscataway Board of Educationin November, Bill Irwin waselected president of the board.

1991Mikelle Lipsius Komor waspromoted to partner atLeClairRyan, where she specializes in commercial litigation, lender liabilitydefense, regulatory guidanceand corporate representationon behalf of financial serviceinstitutions and privateinvestors. She is also thefemale lead vocalist for jamband Midnight Rain since

2010, performing in andaround northern New Jersey.

199420th Reunion

Contact: Pamela HelfantVichengrad ’[email protected]

1995Anne Vanguestaine-Dragaand her husband, Antoni, welcomed their fourth child,daughter Giulia, last December.Giulia joins sisters Chloe (16)and Estelle (6) and brotherEnzo (3).

199915th Reunion

Contact: Asha K. Talwar ’[email protected]

John C. Gregory ’[email protected]

2003Last November, DavidMazzuca visited with KevinFritze, Dorian MuenchFritze and their new babyKenneth in Charlotte, NC,where Kevin and Dorian now reside.

200410th Reunion

Contact: Danielle GruenbaumWhite ’[email protected]

Kathryn Pagos ’[email protected]

Louise Ball Schutte ’[email protected]

Stephanie T. Reingold ’[email protected]

2006Sarah Marcus is engaged to Matthew Hansen. They live in New York and are planning a wedding for May 2015.

2007After several years of studyingand working abroad, KerenRa’anan Eliezar is excited tobe back in New Jersey. She isworking as the director ofrecruitment and developmentat the Pre-Collegiate LearningCenter of New Jersey, an innovative Jewish high schooland middle school program inEast Brunswick. She and herhusband reside in HighlandPark, where she teaches yogaand holistic health in herspare time.

Samantha Massengill isengaged to Bryan Blaisdell.Their wedding is planned for September 20, 2014. Bothare engineers in San Antonio,TX. Sam serves as a memberof the advisory board for alocal science and engineeringmagnet high school and isalso active in various otherleadership and volunteer rolesin San Antonio. She lovesbeing outdoors and recentlystarted biking again after along hiatus.

2008In November, AndrewGoldberg accepted positionsat Fox Sports News and SiriusXM Satellite Radio. At Fox,

K. Lesli Ligorner ’87 (left) was honored at the AsiaMoney Women in BusinessLaw Awards.

Anne Vanguestaine-Draga ’95, daughter Estelle, son Enzo, husband Antoni,and baby daughter Giulia

58

Newark Academy Official PageNewark Academy Minuteman (Athletics)Newark AlumsNewark Academy Alumni

@NewarkAcademy@NAMinutemen@NewarkAcademyArts@NAAdmissions

Newark Academy Alumni

NewarkAcademy

SOCIAL MEDIA DIRECTORY

NEWARK ACADEMY

CLASS NOTES


he is a digital content programmer, crafting dailynewsletters for all 16 NFLteams in the AFC North, AFCEast, AFC South and NFCEast. As a play-by-play boardoperator for Sirius XM, Andrewensures that all covered sporting events are broadcaston the satellite channels.

Meghan Henshall is finishingher last few months of PeaceCorps service working as acommunity health educationextension agent in ruralCambodia. During her time in Asia she shared her experiences with Jen Zelnick,who was living in Cambodia’scapital city, Phnom Penh,working as a Luce Scholar;and with Cori McGinn, whoflew over to travel the countrywith Meghan. She looks

forward to reconnecting withNA friends when she returnsto the United States in the fall.

Bradley Maykow recentlystarted a new position as quality specialist at a globalbiotechnology company,Refine Technology. The company, based in New Jersey, specializes in filtrationsystem manufacturing for protein-based drugs. He isalso continuing his work as a high-performance athleticconsultant with FluidMechanics.

20095th Reunion

Contact: Andrew S. Binger ’[email protected]

Shannon R. Lam ’[email protected]

Christina A. Colizza ’[email protected]

Rebecca L. Curwin ’[email protected]

Andrew Binger joined thefaculty at the Newark BoysChorus School last winter. He teaches Spanish to students in grades 5-8 and is helping design a new curriculum for native Spanishspeakers that focuses onHispanic culture instead oflanguage. Andrew will alsodevelop an enrichment curriculum for each grade,including test prep, creativewriting and drama.

Shannon Lam is finishing her graduate year at TheCollege of New Jersey, earninga master’s degree in specialeducation. She recently

returned from student teachingat the American InternationalSchool in Johannesburg, SouthAfrica, where she taught akindergarten class. She alsocompleted her student teaching requirements in a fifth-grade inclusion classroomin Somerville, NJ.

Sam Lara lives in New Yorkand was recently promoted to district manager at ABMIndustries.

2010 Kendra Kobler received the2013 ISPA Foundation MaryTabacchi Scholarship at theInternational Spa Association

OPPORTUNITIES A CLICK AWAY

For NA students looking to gain professional experience and explore career options,

finding the right internship can be daunting. To streamline that process and give

students a wider network of potential mentors, Newark Academy has partnered

with Internships.com to connect student internship candidates with local employers.

The website offers resources for students, employers and schools in one location.

Finding Newark Academy students the best opportunities helps put them on the

path to success. To learn more, visit internships.com/group/newark-academy.

Matthew Hansen with fiancée Sarah Marcus ’06

59

David Mazzuca ’03, baby Kenneth Fritze, Kevin Fritze ’03, Dorian Muench Fritze ’03


Kendra Kobler ’10


2014

Conference in September. Thescholarship is awarded to acollege or graduate studentwho is pursuing a spa management/spa leadership-related career.

Jackie Markowitz andMaddy Lill visited Kendra last spring during her semesterabroad in Copenhagen.

2012Last October, Alistair Murrayjoined Jumpstart, an

AmeriCorps program aimed at preschool children and theirfamilies in low-income areas.The organization recruits andtrains college students andcommunity volunteers tobring the Jumpstart curriculumto the classroom. Alistair isassigned to the Howard AreaFamily Center in Chicago,where he organizes activitiesfor preschool children. Hisgoal is to complete 300 hoursof service by the end of theschool year.

ALUMNI CALENDAR

MAY 29: NYC ALUMNI MEET-UPOur annual New York City social, “Down by The River,”returns with a trip to the Boat Basin. Sun, fun andfriends! Hope to see you there!

MAY 30: BOSTON RED SOXBack to Beantown! Spring in Boston is hard to beat, butwe do with a trip to historic Fenway Park to watch theRed Sox take on the Tampa Bay Rays in this classic battlefor the AL East division title.

MAY 31: ALUMNI LACROSSEGet out your stick, get back in shape, and be the laxeryou remember.

JUNE 13: PHILLIES/CUBSWe’re heading to the City of Brotherly Love to watch thePhillies take on their long-time rivals in a classic contest of two of the oldest teams in baseball.

JUNE 8: COMMENCEMENT AND OLD GUARD RECEPTIONJust before we celebrate the newest alumni, we honorour alumni of 50+ years.

JUNE 30: NATIONALS/BRAVESBack in the nation’s capital, we set aside politics to watchthe Nationals take on the Atlanta Braves, both favoritesto win a division title this year.

OCTOBER 25: HOMECOMING AND REUNIONWe’re getting ready for our annual trip down memorylane. Come home again to see what’s new and what neverseems to change. If your graduation year ends in a 4 or 9, then save the date because it’s one to remember.

NOVEMBER 21: MORRISTOWN MEET-UPWhen you’re home for the holidays, come out and celebrate with fellow NA alums in Morristown. It’s localand it’s free.

NOVEMBER 22: ALUMNI BASKETBALL AND SOCCERGrowing up is optional. Join us for one of our alumnievent mainstays. It’s a good time whether you’re on thecourt or the pitch.

‚ Network with other alumni

‚ See which old friends live andwork nearby

‚ Get NA news and updates

‚ Learn about upcoming alumnievents

‚ Connect with NA on Facebook,LinkedIn and Twitter

‚ and much more!

Visit the iTunes or Google Play app store to download the NA Alumni Mobile app for your iPhone, iPad, iPod Touch, or Android device.

CLASS NOTES

Jackie Markowitz ’10, Kendra Kobler ’10, Maddy Lill ’10

NEWARK ACADEMY

Visit alumni.newarka.edufor upcoming regional events,

small business networking events, photos, news and more!

60

Get the Newark Academy Alumni Mobile app and take NA with you wherever you go:


Simple, fuss-free planned giving vehiclesavailable to those at any age include:

ß Will

ß Life Insurance Policy

ß Retirement Account

For more information about these and other planned giving options, please contact Lisa Grider, Director of Institutional Advancement, at (973) 992-7000, ext. 320 or [email protected].

NEWARK ACADEMY HELPED SHAPE YOU AT THE START OF YOUR LIFE JOURNEY and has made an impact on all your adventures along the way.

Consider honoring your lifelong relationship with Newark Academy by joining The 1774 Society and including NA in your estate plans.

SAVE THE DATE

Homecoming and Reunion October 25, 2014

Homecoming: Start the day with the Be the One 5K Run, then cheer the Minutemenon to victory and enjoy tailgating and activities for the whole family.

Reunion: Attention 4s and 9s: It’s your year, so come home again to see what’s newand what’s just the way you remember it.


NON-PROFIT ORG.US POSTAGE

PAIDPITTSBURGH, PAPERMIT #5450

Newark Academy91 South Orange AvenueLivingston, NJ 07039

Phone: 973.992.7000Fax: 973.992.8962www.newarka.eduE-mail: [email protected]

Return service requested

This publication has been printed on recycled papers certified by the ForestStewardship Council. In doing so, Newark

Academy is supporting environmentallyresponsible, socially beneficial and economicallyviable management of the world’s forests.

Parents of alumni: If this publication isaddressed to your child and he or she no longer maintains a permanent residence at your home, please notify the alumni office, 973.992.7000, or send an e-mailto [email protected].

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Spring 2014

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