Duke School Under the Oak Magazine, Fall 2017

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />

FALL <strong>2017</strong><br />


Five-year plan to continue moving <strong>Duke</strong> <strong>School</strong> forward<br />



Matt and Ross Duffer’s journey from <strong>Duke</strong> <strong>School</strong> to Netflix<br />

2016-17 DRAGON FUND REPORT<br />

Celebration and Recognition of <strong>the</strong> Honor Roll of Donors<br />



<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />


WHAT WE DO<br />

Inspire learners to boldly and creatively shape <strong>the</strong>ir future.<br />



Learners are <strong>the</strong> center of a dynamic and collaborative<br />

learning, inquiry and discovery process.<br />


Intellectual curiosity through project-based learning<br />

propels learners to explore multiple paths to creative solutions.<br />


A deep love of learning and respect for our community<br />

forms bold, critical thinkers for life.<br />

WHY WE DO IT<br />

To prepare <strong>the</strong> next generation of problem solvers<br />

for our complex world.<br />






Lucy Bradshaw<br />

Deryle A. Daniels, Jr.<br />

Lea Hart<br />

Lia Manos<br />

Ashley Schlax<br />

Irecka Smith<br />

Dave Michelman<br />

Gina Lorsson<br />

<strong>Duke</strong> <strong>School</strong> publishes <strong>Under</strong> <strong>the</strong> <strong>Oak</strong> annually for its<br />

alumni, parents, grandparents and friends. If you would<br />

like to add someone to our mailing list, please e-mail<br />

communications@dukeschool.org. We also welcome<br />

news about alumni for future publications; please e-mail<br />

alumni@dukeschool.org with this information.<br />

2<br />


INSIDE this issue<br />

MESSAGE FROM HEAD OF SCHOOL . ..................4<br />

<strong>Duke</strong> <strong>School</strong> – turning 70-years-old and continuing to expand its<br />

possibilities.<br />


Smokey Daniels reflects on his partnership with <strong>Duke</strong> <strong>School</strong> and <strong>the</strong><br />

school’s features in his book The Curious Classroom.<br />

VISION 2022: DUKE SCHOOL’S STRATEGIC PLAN . ........ 6-10<br />

<strong>Duke</strong> <strong>School</strong>’s strategic plan, FIRE – offers a five-year plan to continue<br />

moving <strong>the</strong> school forward.<br />

SAME FUND, NEW NAME . ........................... 11<br />

<strong>Duke</strong> <strong>School</strong>’s Annual Fund has been named <strong>the</strong> Dragon Fund.<br />

TED-ED IN THE MAKING . ........................12-13<br />

The making of a Ted-Ed video: Q&A with student Sydney Siegel.<br />


Lacrosse is now an optional sport for middle schoolers.<br />

CREATING…PROBLEM SOLVERS . ..................... 15<br />

Hannah Wilkins ’13 receives <strong>the</strong> Chancellor’s Science Scholarship<br />

from UNC.<br />

IN A CLASS OF HIS OWN . .......................16-17<br />

Adam Woolley ’99 speaks about his organization, Circus Now.<br />

THE “QUEEN OF USEFUL JUNK” . .................. 18-19<br />

Katie Dektar ’00 reflects on her kindergarten experience<br />

that led her to Google.<br />

5 THINGS I LEARNED FROM SYLVIA CHARD . ........... 20-21<br />

Teacher Natalie Cicero shares lessons from Sylvia Chard’s PATEN training.<br />


Shan Nagar ’08 reflects on his Princeton in Africa program.<br />


Celebrating <strong>the</strong> destinations of 2013 and <strong>2017</strong> grads.<br />


LOOKING FORWARD, LOOKING BACK . .............. 26-31<br />

Matt and Ross Duffer share <strong>the</strong>ir journey from <strong>Duke</strong> <strong>School</strong> to Netflix.<br />

2016-17 DRAGON FUND REPORT . .................. 32-43<br />

Celebration and recognition of <strong>the</strong> Honor Roll of Donors.<br />


Welcome to <strong>Duke</strong> <strong>School</strong>!<br />


<strong>Oak</strong> tree on <strong>Duke</strong> <strong>School</strong>’s campus. Students and faculty use<br />

<strong>the</strong> oak tree as a regular meeting place and refer to it as<br />

U.T.O.T. (under <strong>the</strong> oak tree).<br />



Message from Dave Michelman, Head of <strong>School</strong><br />

<strong>Duke</strong> <strong>School</strong> will<br />

turn 70-years-old this<br />

year. What began<br />

as a nursery school<br />

for 30 students has<br />

evolved into a<br />

nationally renowned<br />

We are excited to teach o<strong>the</strong>r educators how<br />

to bring project work into <strong>the</strong>ir classrooms.<br />

International consultant and mo<strong>the</strong>r of The Project<br />

Approach, Sylvia Chard, has designated <strong>Duke</strong><br />

<strong>School</strong> as an official Project Approach <strong>School</strong><br />

– trusting and training many of our faculty how<br />

to teach Project Approach to o<strong>the</strong>r teachers.<br />

preschool<br />

through<br />

Similarly, Harvey “Smokey” Daniels, a national<br />

eighth-grade school, serving about 500 students.<br />

While <strong>the</strong> original nursery school’s purpose was to<br />

provide fodder for <strong>Duke</strong> University’s psychology<br />

department, today’s school is totally committed to<br />

preparing our students to succeed in high school<br />

and more importantly in life.<br />

All would agree that today’s world is very different<br />

from <strong>the</strong> one 70 years ago, and yet <strong>the</strong> core of<br />

who we are remains <strong>the</strong> same. From <strong>the</strong> school’s<br />

beginning through today, teachers perceive and<br />

treat students as autonomous individuals who are<br />

on a shared learning journey. We treat students<br />

and <strong>the</strong>ir ideas with respect and encourage<br />

<strong>the</strong>m to take intellectual risks. Ironically, many of<br />

<strong>the</strong> schools that discounted this approach for a<br />

more conventional one are now striving to mirror<br />

<strong>Duke</strong> <strong>School</strong>. Finally, we have all realized that<br />

empowered students are more likely to succeed<br />

in today’s VUCA (volatile, uncertain, complex and<br />

ambiguous) world.<br />

educational consultant, recognized <strong>Duke</strong> <strong>School</strong><br />

as a partner school in his latest book, The Curious<br />

Classroom. These esteemed consultants highly<br />

recognize both <strong>the</strong> strength of our program and<br />

our teachers.<br />

Yet, we cannot rest on our laurels. Our latest<br />

strategic plan, FIRE, lays out a blueprint for an<br />

even brighter future. We will focus on helping<br />

students generate increasingly creative solutions<br />

to a range of problems. We will help <strong>the</strong>m become<br />

self-aware and be able to care for <strong>the</strong>mselves<br />

including knowing when to unplug and set aside<br />

technology. We will work to ensure our school is<br />

equitable and just while sharing our knowledge<br />

with o<strong>the</strong>r educators.<br />

A rapidly changing world can create a sense of<br />

dislocation; it also opens <strong>the</strong> door to amazing<br />

possibilities. <strong>Duke</strong> <strong>School</strong> is ready to trail blaze<br />

again by taking advantage of those possibilities.<br />

4<br />


from <strong>the</strong> desk of...<br />

Harvey “Smokey”<br />

Daniels<br />

To my <strong>Duke</strong> <strong>School</strong> friends:<br />

far beyond any o<strong>the</strong>r school in my research. This<br />

was a chance to learn from true experts.<br />

We continued to work in varying capacities over<br />

<strong>the</strong> next four years, sometimes including my<br />


amazing co-author Sara Ahmed.<br />

Earlier this year, Heinemann published my<br />

book The Curious Classroom: Ten Structures<br />

for Teaching with Student Directed Inquiry. If<br />

you flip through that volume, much of it reads<br />

like a tribute to <strong>the</strong> amazing teachers at <strong>Duke</strong><br />

<strong>School</strong>. There are stories, pictures, and lessons<br />

from many different classrooms, from primary<br />

to middle school. The book is finding a wide<br />

audience among educators who<br />

love learning from what happens<br />

on your campus every day.<br />

My relationship with <strong>Duke</strong> <strong>School</strong><br />

began in 2013, when Kathy<br />

Bartelmay and Jenny Murray asked<br />

me to come and do a workshop<br />

with <strong>the</strong> faculty. Once I got to see<br />

<strong>the</strong> campus, meet <strong>the</strong><br />

people, and hear <strong>the</strong><br />

school’s history, I was<br />

hooked. My own kids<br />

went to an independent demonstration school<br />

with a very similar history and outlook; <strong>Duke</strong><br />

<strong>School</strong> was right in my sweet spot as a researcher,<br />

a teacher, and a parent. But most of all, <strong>Duke</strong><br />

<strong>School</strong>’s inquiry-driven curriculum was advanced<br />

Photo: The Heinemann<br />

Smokey Daniels’ The Curious<br />

Classroom features <strong>the</strong> work<br />

of 16 <strong>Duke</strong> <strong>School</strong> educators!<br />

The Curious Classroom features stories from 12<br />

different schools around <strong>the</strong> U.S.; <strong>Duke</strong> <strong>School</strong><br />

is one of three that are specially featured. Every<br />

<strong>Duke</strong> <strong>School</strong> story in The Curious Classroom<br />

was written by <strong>the</strong> teachers who made <strong>the</strong>se<br />

remarkable lessons come alive. Featured topics<br />

include: electricity, <strong>the</strong> flu, creating “noticing<br />

books,” running a <strong>the</strong>ater company, interviewing<br />

an expert, and getting stitches.<br />

I served as editor, coach, and<br />

cheerleader—but <strong>the</strong> reports are<br />

100% teacher-sourced.<br />

Perhaps my fondest memory<br />

of all this work is that, even as<br />

a national leader on inquiry<br />

teaching, <strong>Duke</strong> <strong>School</strong> teachers<br />

are leaders—educators<br />

who are relentlessly<br />

focused on getting<br />

better, moving ahead,<br />

and experimenting with <strong>the</strong>ir practice. What a<br />

wonderful model for <strong>the</strong> kids you serve every<br />

day. And what wonderful guidance you are now<br />

offering, remotely but powerfully, to schools and<br />

teachers around <strong>the</strong> country.<br />



VISION 2022:<br />



By Lea Hart, <strong>Duke</strong> <strong>School</strong> Parent<br />

When <strong>Duke</strong> <strong>School</strong>’s Board of Trustees began<br />

to consider a new strategic plan for <strong>the</strong> school,<br />

a number of questions ran through <strong>the</strong> minds of<br />

board members.<br />

What should our priorities be? What voices need<br />

to be heard in <strong>the</strong> process? What are <strong>the</strong> keys to<br />

staying true to <strong>Duke</strong> <strong>School</strong>’s mission? And some<br />

even asked, do we need a new strategic plan?<br />

“There are a bunch of people who say, ‘don’t<br />

bo<strong>the</strong>r, life changes too fast,’” Head of <strong>School</strong><br />

Dave Michelman said of strategic planning.<br />

But in <strong>the</strong> end, <strong>the</strong> answer to that last question<br />

was, yes.<br />

<strong>Duke</strong> <strong>School</strong>’s previous strategic plan had come<br />

to an end. For two years following, <strong>the</strong> board<br />

decided to implement strategic goals, which <strong>the</strong>y<br />

would monitor, but wouldn’t encompass a full<br />

strategic plan.<br />

“After two years of that, we realized we liked <strong>the</strong><br />

old-fashioned way,” Dave said. “A strategic plan<br />

allows you to accomplish longer term goals.”<br />


Though <strong>the</strong> board had hired a consultant to assist<br />

with <strong>the</strong> previous strategic plan, it felt this time<br />

around that it knew <strong>the</strong> community well enough to<br />

take on <strong>the</strong> planning in-house. At <strong>the</strong> same time,<br />

Dave said <strong>the</strong> board knew it wanted widespread<br />

buy-in for <strong>the</strong> plan and for <strong>the</strong> community to take<br />

an active role in <strong>the</strong> planning process.<br />

Dave, usually accompanied by a board member,<br />

met with <strong>Duke</strong> <strong>School</strong>’s various constituencies<br />

– including parents, faculty and staff, parents of<br />

alumni, and o<strong>the</strong>rs – to talk about <strong>the</strong> school’s<br />

strengths, what <strong>the</strong>y saw as being critical to<br />

<strong>Duke</strong> <strong>School</strong> staying true to itself, and what areas<br />

of growth needed to be addressed. In those<br />

meetings, participants were also asked a big<br />

question: What did <strong>the</strong>y think <strong>the</strong> future held.<br />

Several <strong>the</strong>mes arose out of those conversations,<br />

and <strong>the</strong> board created four task forces to take a<br />

deeper look. Forming <strong>the</strong> acronym “PINE” <strong>the</strong><br />

four taskforces included: Promoting Student<br />

Agency, Institutional Sustainability, Neighborhood<br />

Engagement, and Education Experts.<br />

Each taskforce included employees, current<br />

parents and two taskforces included students.<br />

They began researching over <strong>the</strong> summer of 2016,<br />

and by fall, planning was in full swing. Taskforce<br />

members visited o<strong>the</strong>r schools, talked to experts,<br />

ga<strong>the</strong>red data, and engaged in conversation.<br />



Throughout <strong>the</strong> process, taskforces listened to a<br />

diverse set of voices and regularly called for input<br />

from <strong>the</strong> larger <strong>Duke</strong> <strong>School</strong> community. The<br />

widespread involvement helped make <strong>the</strong> plan a<br />

success.<br />

“I was so impressed with <strong>the</strong> ideas generated<br />

by <strong>the</strong> committees,” said parent and Steering<br />

Committee member, Julie Shermak. “What I<br />

found fascinating was <strong>the</strong> way those<br />

ideas evolved throughout <strong>the</strong><br />

process as a result of <strong>the</strong><br />

discussions among <strong>the</strong><br />

committee chairs<br />

and <strong>the</strong> Steering<br />

Committee members<br />

who brought to <strong>the</strong><br />

process <strong>the</strong>ir widely<br />

varied backgrounds<br />

and areas of expertise.”<br />

<strong>Duke</strong> <strong>School</strong> parent and board<br />

member, Jeff Welty, agreed. He<br />

chaired <strong>the</strong> Institutional Sustainability taskforce.<br />

“They add experience, background and<br />

perspective that balance and enrich <strong>the</strong> plan,”<br />

Jeff said. “That was invaluable in streng<strong>the</strong>ning<br />

<strong>the</strong> plan.”<br />

Institutional Sustainability examined topics<br />

including, a potential future high school, Indexed<br />

Tuition and new land acquisition for <strong>the</strong> school.<br />

“We wrestled with some big issues,” Jeff said.<br />

“People engaged in that with so much energy; it<br />

was just so great to work with all those folks.”<br />

The group formed sub-committees for each topic<br />

area, and according to Jeff, most of <strong>the</strong> work took<br />

place in those subcommittees.<br />

“They really took things very seriously and did a<br />

lot of research,” he said.<br />

In exploring <strong>the</strong> possibility of<br />

a high school, <strong>the</strong> group<br />

contacted o<strong>the</strong>r high<br />

schools <strong>Duke</strong> <strong>School</strong><br />

students were likely<br />

to attend, as well<br />

as schools across<br />

<strong>the</strong> country that are<br />

similar to <strong>Duke</strong> <strong>School</strong>.<br />

“Almost everyone had<br />

thoughts and opinions and<br />

experiences that were pertinent,” said<br />

Jeff. “As we worked toward recommendations,<br />

we used <strong>the</strong> voices of <strong>the</strong> full committee.”<br />

They executed a parent survey covering all of <strong>the</strong><br />

Institutional Sustainability taskforce’s topics to<br />

determine parents’ opinions.<br />

“That data turned out to be really valuable,” said<br />



Jeff. “We had some data from about eight to ten<br />

years ago, so we could track changes in attitude<br />

over time.”<br />

Jeff was proud of <strong>the</strong> job <strong>the</strong> committee did in<br />

ga<strong>the</strong>ring information.<br />

“Because of that, our recommendations were<br />

not just knee-jerk reactions,” he said. “They were<br />

based on a lot of data; a lot of factual information<br />

that made us feel <strong>the</strong>y were well thought through,<br />

and in <strong>the</strong> best interest of school.”<br />

Elizabeth Hays, a parent and board member,<br />

chaired <strong>the</strong> Neighborhood Engagement taskforce,<br />

and had a very similar experience.<br />

“One of <strong>the</strong> best parts for us, and <strong>the</strong> committee<br />

and <strong>the</strong> health of it, was <strong>the</strong> fact that <strong>the</strong> committee<br />

members were varied in <strong>the</strong>ir backgrounds,”<br />

she said.<br />

Elizabeth, too, credited <strong>the</strong> voices of <strong>the</strong> student,<br />

teachers, board members, and parents who<br />

served on <strong>the</strong> taskforce.<br />

“The variety of constituents really contributed to<br />

<strong>the</strong> health of <strong>the</strong> conversation and <strong>the</strong> direction,”<br />

Elizabeth said. “Certainly, only one viewpoint or<br />

one outlook would not have yielded appropriate<br />

results.”<br />


By <strong>the</strong> beginning of <strong>2017</strong>, and following a<br />

series of meetings sometimes lasting half a day,<br />

each taskforce had prioritized its goals, and <strong>the</strong><br />

Steering Committee created a vision statement<br />

and strategic plan for <strong>the</strong> school. The board<br />

reviewed it, sharing its questions and comments,<br />

and <strong>the</strong> plan was finalized in March.<br />

In keeping with <strong>the</strong> spirit of <strong>the</strong> <strong>Duke</strong> <strong>School</strong><br />

Dragons, <strong>the</strong> four areas of focus that created <strong>the</strong><br />

PINE acronym became FIRE: Future orientation,<br />

Innovative approaches and students, Results that<br />

are impactful, and Equity and justice.<br />

“The board is really proud of <strong>the</strong> process,” said<br />

Board Chair M.C. Ragsdale. “It was so thorough<br />

and thoughtful, and in <strong>the</strong> end, really produced a<br />

mission-consistent plan.”<br />


<strong>Duke</strong> <strong>School</strong>’s strategic plan reflects cohesiveness<br />

and a bold direction at a critical time in our society.<br />

“This plan holistically drives a progressive school,<br />

and continues it down a cutting-edge, progressive<br />

road, which is also what I think sets it apart from<br />

o<strong>the</strong>r schools,” said Elizabeth.<br />

M.C. agreed, saying <strong>the</strong> plan is about substance<br />

ra<strong>the</strong>r than <strong>the</strong> current “buzz words” in education.<br />

“It reflects a lot of real thinking, and what <strong>the</strong><br />

school wants to do versus what it thinks will sound<br />

good,” she said. “It’s very consistent with <strong>the</strong><br />

school’s real values.”<br />

Jeff believes <strong>the</strong> plan also does a good job of<br />

8<br />


staying true to what makes <strong>Duke</strong> <strong>School</strong> unique.<br />

“For those that chose to come here, it’s <strong>the</strong><br />

distinctive approach to learning that makes<br />

people chose <strong>Duke</strong> <strong>School</strong>,” Jeff said. “We didn’t<br />

want that to get lost.”<br />

“Get excited and get involved,” she said. “That’s<br />

what we’re all hoping. To <strong>the</strong> extent that we<br />

have a consultant that wants to talk to people, or<br />

training, or someone on campus, if parents are<br />

excited about it and want to participate, <strong>the</strong>re will<br />

be opportunities.”<br />



Now comes <strong>the</strong> time to make <strong>the</strong> plan a reality.<br />

Steps have already been taken to ensure <strong>the</strong><br />

larger <strong>Duke</strong> <strong>School</strong> community can play a role,<br />

Dave said.<br />

An implementation plan is in place, mapping out<br />

<strong>the</strong> timeline, resources, and necessary manpower<br />

to make things happen.<br />

Throughout, <strong>the</strong> board remains cognizant of <strong>the</strong><br />

fact that <strong>the</strong>re’s a limited number of staff, and that<br />

teachers need to focus on teaching, so plans are<br />

to take next steps at a reasonable pace.<br />

M.C. said <strong>the</strong> board is working to offer equity<br />

and justice training to all <strong>Duke</strong> <strong>School</strong> full time<br />

employees and to as many parents as possible<br />

– as part of <strong>the</strong> equity and justice portion of <strong>the</strong><br />


<strong>Duke</strong> <strong>School</strong> graduates are leaders<br />

who are prepared to excel in <strong>the</strong> next<br />

steps of <strong>the</strong>ir education and contribute<br />

productively to a global, knowledge<br />

economy. They exhibit <strong>the</strong> selfawareness,<br />

competence, and confidence<br />

to be upstanders by putting innovative<br />

ideas into action for <strong>the</strong> greater good.<br />

<strong>Duke</strong> <strong>School</strong> is recognized as a national<br />

leader in project-based education<br />

and design thinking and is impacting<br />

education by influencing non-<strong>Duke</strong><br />

<strong>School</strong> educators.<br />

<strong>Duke</strong> <strong>School</strong> is a diverse community and<br />

a model for equity and justice for all<br />

students, families and employees.<br />

plan. The board itself has also committed to every<br />

board member taking part over <strong>the</strong> next year.<br />

“It’s just one way parents and o<strong>the</strong>r members<br />

of <strong>the</strong> <strong>Duke</strong> <strong>School</strong> community will have <strong>the</strong><br />

opportunity to participate in implementing <strong>the</strong><br />

plan, with o<strong>the</strong>r opportunities coming in <strong>the</strong> shape<br />

To view <strong>the</strong> Vision 2022:<br />

<strong>Duke</strong> <strong>School</strong>’s Strategic Plan,<br />

scan <strong>the</strong> QR code or visit<br />

www.dukeschool.org/vision2022.<br />

of volunteering and voicing opinions,” M.C. said.<br />



FIRE – Future orientation, Innovative approaches and students, Results that are impactful, Equity and justice<br />

To celebrate <strong>the</strong> launching of <strong>Duke</strong> <strong>School</strong>’s Strategic Plan, parents and sponsors:<br />

Meihua Chen and Denis Kalenja, Kelly and Jeff Powrie, Jenny and Panna Sharma,<br />

Rona and Craig Spitzer, hosted an event on <strong>the</strong> rooftop of <strong>the</strong> Durham Hotel.<br />

“Ignite <strong>the</strong> FIRE” not only promoted community among <strong>Duke</strong> <strong>School</strong> families,<br />

but it also helped raise money to fund immediate needs for <strong>the</strong> strategic plan.<br />

From left to right - Jenny and Panna, Kelly and Jeff,<br />

Meihua and Denis, Craig and Rona, and Dave.<br />

Members of <strong>Duke</strong> <strong>School</strong>’s<br />

Middle <strong>School</strong> Jazz Band performed at <strong>the</strong><br />

“Ignite <strong>the</strong> FIRE” event.<br />

More than 100 people attended <strong>the</strong> event!<br />

10<br />


Same Fund, New Name - Dragon Fund: IF only<br />

“Lots of spirit! Lots of zeal! We are Dragons! We are real!” Almost every member<br />

of <strong>the</strong> <strong>Duke</strong> <strong>School</strong> community has heard <strong>the</strong>se words said at least once and, this year, <strong>the</strong> <strong>Duke</strong> <strong>School</strong><br />

Development Office is engraining <strong>the</strong>m in <strong>the</strong> title of <strong>the</strong> annual fund.<br />

The “Dragon Fund” is <strong>the</strong> annual fund, reinvented and reimagined. It renders a more dynamic and schoolspecific<br />

identity. Until this year, though differing in function from <strong>the</strong> annual funds of<br />

numerous o<strong>the</strong>r non-profits across <strong>the</strong> nation, <strong>Duke</strong> <strong>School</strong>’s Annual Fund<br />

had no identity. All independent schools have some form of an<br />

annual/general fund. But to be a dragon, and more specifically<br />

a <strong>Duke</strong> <strong>School</strong> Dragon, is special. It is to be a problem<br />

solver for our complex world. Having an official name<br />

for our fund reminds us of why we give.<br />

For several years, <strong>the</strong> annual fund has supported<br />

professional development, Indexed Tuition,<br />

Lots of spirit!<br />

Lots of zeal!<br />

We are Dragons!<br />

We are real!<br />

and technological enhancement. With<br />

<strong>the</strong> rebranding of our name, we have<br />

also expanded <strong>the</strong> fund to include gift<br />

preferences of athletic enhancements,<br />

campus signage, diversity training,<br />

electric car charging stations, facilities<br />

improvements, Lower <strong>School</strong> library<br />

furniture, <strong>the</strong> music program, and <strong>the</strong><br />

Supplemental Gap Fund.<br />

This year’s campaign <strong>the</strong>me is IF - “Investing<br />

in <strong>the</strong> Future.” IF we Invest in <strong>Duke</strong> <strong>School</strong>’s<br />

Future, <strong>the</strong> sky is <strong>the</strong> limit. So, IF you believe in<br />

our collective ability to make this world a better<br />

place, join us and support <strong>the</strong> Dragon Fund in its<br />

inaugural year.<br />



TED-Ed<br />

in <strong>the</strong> Making<br />

with Sydney Siegel,<br />

<strong>Duke</strong> <strong>School</strong> Student<br />

Q. Before joining <strong>the</strong> Middle <strong>School</strong> TED-Ed<br />

club in 2016, you had already learned a lot about<br />

Europa, a small moon of Jupiter. When did you<br />

become interested in studying <strong>the</strong> cosmos?<br />

A. Knowledge of <strong>the</strong> cosmos has always been<br />

an important friend of mine. I began to first<br />

wonder about <strong>the</strong> universe when I was about<br />

three-years-old, but it became an all-consuming<br />

pursuit in fourth grade. I first encountered<br />

Europa at approximately this time, in mid-2015<br />

(I still remember <strong>the</strong> clarity of <strong>the</strong> first time I<br />

came across it featured on <strong>the</strong> cover of a Popular<br />

Science magazine in <strong>the</strong> <strong>Duke</strong> <strong>School</strong> Library). I<br />

believe that <strong>the</strong> cosmos is a universal rabbit hole,<br />

and once you begin to fall into it, you can only fall<br />

far<strong>the</strong>r. But I couldn’t fall past Europa, a beautiful,<br />

bizarre moon and <strong>the</strong> most likely place beyond<br />

Earth to find life. I would say <strong>the</strong> real journey<br />

started <strong>the</strong>re.<br />

Q. In <strong>the</strong> TED-Ed club, you explored<br />

something you were passionate about, <strong>the</strong>n<br />

decided how to best share it with o<strong>the</strong>rs.<br />

What was your topic and how did you decide to<br />

present your work?<br />

A. My TED-Ed video started as an idea. I wanted<br />

to explore possible connections between Europa<br />

and Earth. By using our home planet, <strong>the</strong> one<br />

we currently inhabit and are most familiar with,<br />

as a window into extraterrestrial oceans outside<br />

of Earth, we can gain a preview into and ideas<br />

about what may actually make up <strong>the</strong> chemical<br />

compositions and environments of an Europan<br />

ocean before ever sending a human-created<br />

spacecraft of lander to physically explore a moon<br />

of Jupiter. The biomes of Earth are some of <strong>the</strong><br />

most diverse in <strong>the</strong> solar system, and very few<br />

areas provide <strong>the</strong> insight and connections I wanted<br />

to present in my TED-Ed video. Antarctica —<br />

thought as <strong>the</strong> most sou<strong>the</strong>rn polar region of our<br />

planet, holds many similarities with Europa, over<br />

390 million miles apart. Both moon and continent<br />

are representative of icy shelves with liquid water<br />

beneath <strong>the</strong>m. In places unlikely to sustain life,<br />

some half a mile under an ice sheet, thousands of<br />

species of thriving microbes have been found on<br />

<strong>the</strong> continent Antarctica. If this primitive life can<br />

flourish under such harsh conditions, my <strong>the</strong>ory<br />

went, can even <strong>the</strong> most primary life exist on<br />

Europa? From this statement, <strong>the</strong> rest of my TED-<br />

Ed video evolved.<br />

Q. What was involved in <strong>the</strong> making of your<br />

TED-Ed video? What did you learn in <strong>the</strong><br />

process?<br />

12<br />


A. To create <strong>the</strong> physical animation for <strong>the</strong><br />

TED-ED video, I worked with Katie Christo, <strong>the</strong><br />

director of technology curriculum and innovation,<br />

to create a stop motion animation, drawn on a<br />

white board. Though it was a bit of a risk for my<br />

prior experience, it was extremely rewarding. The<br />

animation is not a fluid video, but a collection<br />

of approximately 1,500 photos, taken over <strong>the</strong><br />

course of seven hours at my kitchen table. The<br />

process was an enormous learning opportunity<br />

that I was only able to complete with <strong>the</strong> help<br />

of incredible teachers and <strong>the</strong> patience of my<br />

parents as our kitchen table turned into a tech<br />

studio for a weekend.<br />

Q. You were <strong>the</strong> only student to complete<br />

and share your video publicly at <strong>Duke</strong> <strong>School</strong>.<br />

Your video sparked a lot of interest on social<br />

media amongst <strong>Duke</strong> <strong>School</strong> students, parents,<br />

administrators, and even <strong>the</strong> TED-Ed team! What<br />

did it mean to you to be able to share your<br />

research with o<strong>the</strong>rs?<br />

A. I remember, a little while ago, someone<br />

asking me why astrobiology mattered. Sure,<br />

it could be interesting, but similar to a topic<br />

like quantum mechanics, it can also become<br />

tiresome if you are not a physicist with multiple<br />

degrees and an incredible attention span. Why<br />

should a person with no personal affiliation care<br />

deeply about astrobiology? I found this question<br />

fascinating, and quite legitimate at that. Truthfully,<br />

it’s hard for me to say why I find <strong>the</strong> search for life<br />

beyond ourselves so dazzling — why I feel that<br />

<strong>the</strong> answers to it all will illuminate human origins,<br />

that we are not separate, but a part of this wider<br />

world. To truly understand your connection to all<br />

of it, astrobiology must be experienced, not told.<br />

But I tried my best to answer <strong>the</strong> question. Since<br />

<strong>the</strong> human species had even <strong>the</strong> slightest idea<br />

of how to make sense of it all, we have looked<br />

for life beyond ourselves. It is not that Europa is<br />

simply a passion of mine, it is that Europa is part<br />

of something bigger, something timeless and<br />

universally true. Europa is one part of trying to<br />

find something bigger than ourselves. To truly<br />

understand what it means to be human, we<br />

must realize our unthinkable insignificance within<br />

<strong>the</strong> cosmos, an insignificance so huge it cannot<br />

be contemplated, but an insignificant just as<br />

beautiful because of what we are part of. Sharing<br />

my TED-Ed video with o<strong>the</strong>rs meant that maybe<br />

some small piece of this would unearth itself, and<br />

maybe change people in <strong>the</strong> process.<br />

Q. Will you continue to be a part of <strong>Duke</strong><br />

<strong>School</strong>’s TED-Ed club? If so, do you have an idea<br />

of what you’ll like to explore next?<br />

A. The TED-Ed club experience at <strong>Duke</strong><br />

<strong>School</strong> was an incredible one. With <strong>the</strong> support<br />

of wonderful teachers and an idea, I was able<br />

to create something that represents me and my<br />

passions, and this gave me <strong>the</strong> ability to unleash<br />

this upon <strong>the</strong> world and community around me.<br />

I continue to attempt study of <strong>the</strong> cosmos, and I<br />

have upcoming projects focused on connections<br />

between hydro<strong>the</strong>rmal ecosystems on Earth<br />

and possible habitable areas on Europa and<br />

Enceladus, a moon of Saturn. I hope to continue<br />

using <strong>the</strong> TED structure and ideas in my research,<br />

and to share my passions with o<strong>the</strong>rs, providing<br />

our beautiful insignificance within <strong>the</strong> cosmos. I<br />

can’t wait to see where it takes me!<br />



Lacrosse Joins <strong>Duke</strong> <strong>School</strong>’s Athletics Roster<br />

Just a few miles in each direction from<br />

<strong>Duke</strong> <strong>School</strong>, two of <strong>the</strong> country’s<br />

top collegiate lacrosse programs<br />

compete at <strong>Duke</strong> and UNC-Chapel<br />

Hill.<br />

The sport, once mainly popular in<br />

<strong>the</strong> Nor<strong>the</strong>ast, has made its way into<br />

colleges, high schools and middle<br />

schools in <strong>the</strong> South.<br />

Last spring, <strong>Duke</strong> <strong>School</strong> joined <strong>the</strong><br />

trend by welcoming a Middle <strong>School</strong><br />

boys’ lacrosse team, thanks in large<br />

part to <strong>the</strong> efforts of parents Richard Griffin, Clint<br />

Harris and Joe Cooley.<br />

“Lacrosse is such a great game,” said Richard.<br />

“We’re here in Durham, we’ve got <strong>Duke</strong> and<br />

North Carolina – two top lacrosse programs – so<br />

we should just keep spreading <strong>the</strong> game to boys<br />

and girls.”<br />

There were some hurdles early on, with questions<br />

about where <strong>the</strong> team would practice, how <strong>the</strong><br />

school would cover <strong>the</strong> cost of equipment and<br />

gear, and who would coach.<br />

But Richard, Clint and Joe saw <strong>the</strong><br />

potential in a <strong>Duke</strong> <strong>School</strong> team,<br />

and not only raised <strong>the</strong> funds to<br />

cover <strong>the</strong> cost of equipment, but<br />

also provided pre-season clinics<br />

and coached <strong>the</strong> team <strong>the</strong>mselves.<br />

At <strong>the</strong> same time, Middle <strong>School</strong><br />

Athletics Director Brian Greene had<br />

recently come on <strong>the</strong> job and quickly<br />

realized <strong>the</strong> popularity of <strong>the</strong> school’s<br />

spring sports season.<br />

“I did have a desire to try to add<br />

something on to <strong>the</strong> spring plate<br />

and balance out those numbers,” he<br />

said. “The more I thought about it,<br />

and spoke to people on campus, it<br />

felt like lacrosse was something that<br />

should be pursued.”<br />

It turns out he was right: 15 boys<br />

participated in <strong>the</strong> inaugural season.<br />

Some had played on club teams in <strong>the</strong> area, while<br />

o<strong>the</strong>rs had never picked up a lacrosse stick.<br />

“The interest and <strong>the</strong> development of <strong>the</strong> team<br />

goes back to <strong>the</strong> kids on <strong>the</strong> team,” Joe said.<br />

“They got <strong>the</strong>ir friends excited about it. This year,<br />

we have kids thinking about doing it because last<br />

year looked like so much fun.”<br />

The future indeed looks bright. Brian expects to<br />

see more students try lacrosse this year, as <strong>the</strong><br />

team continues to welcome both experienced and<br />

novice players. Those involved hope to see a girls’<br />

team added to <strong>the</strong> roster.<br />

“Part of my job is continually<br />

thinking of what’s <strong>the</strong> next step<br />

in growing <strong>the</strong> athletic program,”<br />

Brian said. “I would like to think that<br />

one day girls’ lacrosse could be a part of<br />

our program as well, as long as it’s <strong>the</strong><br />

right fit.”<br />

14<br />


CREATING...<br />


Since graduating from <strong>Duke</strong> <strong>School</strong> in 2013,<br />

Hannah Wilkins has found her passion within<br />

science. She is currently a freshman at <strong>the</strong><br />

University of North Carolina at Chapel Hill and a<br />

recipient of <strong>the</strong> Chancellor’s Science Scholarship.<br />

The Chancellor’s Science Scholars Program<br />

“seeks[s] to maximize student success by building<br />

a community of learners who work collaboratively<br />

to succeed academically and in research.” This<br />

program will prepare her to move into PhD and<br />

MD/PhD programs after graduation as well as<br />

give her access to jobs in <strong>the</strong> fields of STEM.<br />

At an early age Hannah’s learning difficulties<br />

made it hard for her to do math and science.<br />

With <strong>the</strong> help of <strong>Duke</strong> <strong>School</strong> and The Hill Center,<br />

she learned how to embrace <strong>the</strong> material from<br />

her classes and was encouraged to discover<br />

and explore her interests. When she was in high<br />

school, she traveled to South Africa to work with<br />

children with HIV/AIDS. The devastation she<br />

saw <strong>the</strong>re made her want to become a pediatric<br />

infectious disease specialist.<br />

“I could not be where I am now without <strong>Duke</strong><br />

<strong>School</strong>. When I was first diagnosed with my learning<br />

disorder, both my parents and I were worried how<br />

far I would go in my academic career. However,<br />

<strong>Duke</strong> <strong>School</strong> and all of its amazing faculty never<br />

gave up on me and most importantly, <strong>the</strong>y taught<br />

me to never give up on myself. I have found that<br />

a majority of my greatest strengths and passions<br />

were first established and developed at <strong>Duke</strong><br />

<strong>School</strong> as a result of its extremely supportive<br />

environment, a project-based curriculum, and a<br />

common love for learning. “<br />

Hannah’s application to <strong>the</strong> Chancellor’s Science<br />

Scholars Program included an independent<br />

research component. She looked at <strong>the</strong> effect of<br />

toxicity on vibrio fischeri -bacteria that glow in <strong>the</strong><br />

dark, and bioluminescence and quorum sensing<br />

- <strong>the</strong> way <strong>the</strong> bacteria glow. Hannah looked<br />

specifically at <strong>the</strong> Hawaiian Bobtail Squid<br />

and <strong>the</strong> way it communicates using different<br />

intensities of bioluminescence. This research<br />

gave her <strong>the</strong> competitive edge to be granted<br />

<strong>the</strong> scholarship. Not only will she have a chance<br />

to continue this research, but she’ll also connect<br />

with o<strong>the</strong>r like-minded individuals seeking a<br />

profession in <strong>the</strong> medical field.<br />

“It is because of <strong>Duke</strong> <strong>School</strong>’s unceasing devotion<br />

to my academics, despite <strong>the</strong> obstacles that I have<br />

faced as well as to me as an individual, that I have<br />

excelled in <strong>the</strong> International<br />

Baccalaureate Program,<br />

became a Chancellor’s<br />

Science Scholar at<br />

The University of<br />

North Carolina at<br />

Chapel Hill, and<br />

will pursue both a<br />

MD and a PhD in<br />

<strong>the</strong> future.”<br />

Hannah Wilkins<br />

<strong>Duke</strong> <strong>School</strong> Alumna<br />



Adam Woolley ‘99<br />


It is <strong>the</strong> end of an era for <strong>the</strong> circus as we<br />

know it — Ringling Bros. and Barnum & Bailey<br />

Circus have closed, and <strong>the</strong> climate has changed<br />

for <strong>the</strong> traditional circus production, causing its<br />

reception to wane.<br />

But this change is not <strong>the</strong> final nail in <strong>the</strong> circus<br />

coffin. Instead, it has cleared <strong>the</strong> stage for<br />

more nontraditional circus performers to gain<br />

momentum.<br />

artists with funding and support for creating<br />

new work, as well as oversee <strong>the</strong> social media<br />

presence and act as a conduit through which <strong>the</strong><br />

organization can educate <strong>the</strong> public about circus,<br />

where it’s coming from and where its headed,”<br />

he says.<br />

Recently featured in a Weekend Edition article,<br />

Adam is helping pave <strong>the</strong> way for <strong>the</strong> new wave<br />

of circus performances.<br />

“The power of live performance is that it can bring<br />

people actually into a room toge<strong>the</strong>r to share<br />

an experience. If we only ever ga<strong>the</strong>r discrete<br />

groups of people—which happens when ticket<br />

prices are inaccessible or <strong>the</strong> image presented of<br />

<strong>the</strong> work is exclusionary—<strong>the</strong>n <strong>the</strong> echo chamber<br />

of American culture isn’t broken,” says Adam<br />

Woolley.<br />

Adam is co-founder and managing director of<br />

<strong>the</strong> national circus arts advocacy program, Circus<br />

Now, and head coach at <strong>the</strong> Philadelphia <strong>School</strong><br />

of Circus Arts in Philadelphia, Pennsylvania.<br />

“As <strong>the</strong> managing director, I work to connect<br />


Adam founded Circus Now in 2013 with Duncan<br />

Wall, author of An Ordinary Acrobat.<br />

“Coaching, teaching and directing have always<br />

been more central to my passion than performing,<br />

and in circus <strong>the</strong> role of <strong>the</strong> coach, teacher and<br />

act-director are all deeply intertwined,” says<br />

Adam.<br />

“Coming from a <strong>the</strong>ater background<br />

and into circus, I was<br />

astounded at <strong>the</strong> lack of<br />

infrastructural support<br />

16<br />


for <strong>the</strong> creation of new circus work, and<br />

<strong>the</strong> general attitude of <strong>the</strong> public and<br />

of arts foundations towards circus.”<br />

integrated forms like <strong>the</strong> circus, and as I got more<br />

and more into that community I felt more and<br />

more at home,” he says.<br />


Adam’s mom, Patti Rieser, believes that<br />

Adam grew up in Durham, and is an only child.<br />

“My interest in <strong>the</strong>ater started at <strong>Duke</strong><br />

<strong>School</strong>, with Act One Act Now, a small<br />

youth <strong>the</strong>atre run by Cindy<br />

Blackburn,” he says.<br />

From <strong>Duke</strong> <strong>School</strong> Adam<br />

went to <strong>the</strong> Durham <strong>School</strong><br />

of <strong>the</strong> Arts, and completed<br />

his senior year in <strong>the</strong> high<br />

school drama program of <strong>the</strong><br />

University of North Carolina<br />

<strong>School</strong> of <strong>the</strong> Arts (UNCSA).<br />

He attended Emerson<br />

College for two years before returning to UNCSA<br />

to ultimately complete his bachelors of fine arts in<br />

directing in 2007. After college, he went to circus<br />

school at <strong>the</strong> New England Center for Circus<br />

Arts, and <strong>the</strong>n <strong>the</strong> Circus Center in San<br />

Francisco.<br />

<strong>Duke</strong> <strong>School</strong> had a lot to do with her<br />

son’s success. “He deeply benefitted from and<br />

embodies <strong>the</strong> mission and core values of <strong>Duke</strong><br />

<strong>School</strong>,” she says. “He’s become an excellent and<br />

“I think <strong>the</strong> thing that<br />

<strong>Duke</strong> <strong>School</strong> has most<br />

given me is a sense<br />

that I can solve my<br />

own problems; I’m an<br />

independent learner and<br />

I understand both how<br />

I learn and how best to<br />

direct my own learning.”<br />

well-loved teacher, a<br />

creative artist, and a<br />

leader in his field.”<br />

“I think <strong>the</strong> thing that<br />

<strong>Duke</strong> <strong>School</strong> has most<br />

given me is a sense<br />

that I can solve my<br />

own problems; I’m an<br />

independent learner<br />

and I understand<br />

both how I learn and how best to direct my own<br />

learning,” says Adam. “In my life, I’ve taught<br />

myself website creation, social media marketing,<br />

financial management and strategic planning—<br />

not on my own, but because I’ve always felt<br />

empowered to pursue my own learning and<br />

“My interest in <strong>the</strong>ater was<br />

always towards populist,<br />

unintimidated to seek out experts or resources to<br />

learn from.”<br />



The<br />

“QUEEN of<br />

Useful Junk”<br />

When Katie Deckar was in kindergarten, <strong>the</strong><br />

corner of her classroom was filled with Scrap<br />

Exchange materials called “useful junk.” She<br />

played with it so much that she eventually earned<br />

<strong>the</strong> nickname <strong>the</strong> “Queen of Useful Junk.”<br />

Born and raised in Durham, Katie attended <strong>Duke</strong><br />

<strong>School</strong> from preschool to fifth grade in 2000.<br />

She graduated from <strong>the</strong> North Carolina <strong>School</strong><br />

of Science and Ma<strong>the</strong>matics before moving to<br />

California to attend Stanford University.<br />

“I feel like a lot of my favorite parts of myself, <strong>the</strong><br />

parts of me that like to sew and build and make<br />

and create, came from my time at <strong>Duke</strong> <strong>School</strong>,”<br />

Katie says. “Maybe I had those parts anyway, but<br />

<strong>Duke</strong> <strong>School</strong> gave me a chance to discover <strong>the</strong>m.”<br />

“Ever since Debbie in kindergarten named me<br />

<strong>the</strong> ‘Queen of Useful Junk,’ I have been able<br />

to self-identify as someone who can make,”<br />

Katie says. “And because I thought of myself as<br />

someone who could build stuff, that gave me <strong>the</strong><br />

confidence not just that I could be an engineer,<br />

but even that I should be.”<br />

Now, Katie is a software engineer at Google and<br />

part of a team that helps o<strong>the</strong>r people define<br />

<strong>the</strong>mselves as makers and scientists.<br />

“That name always stuck with me, and been<br />

important as I defined myself as someone who<br />

can make stuff with my hands, and later as an<br />

engineer,” Katie says.<br />


In college, Katie first studied biology, preparing to<br />

become a doctor or a researcher. But that changed<br />

her sophomore year. “I got <strong>the</strong> opportunity to take<br />

a three-week seminar class called ‘The Intellectual<br />

Excitement of Computer Science,’” she says.<br />

“That class was so much fun that I signed up for<br />

<strong>the</strong> ‘Introduction to Programming’ class.”<br />

She changed her major to biomedical computation<br />

and, after completing two computer science<br />

internships, Katie was sure she wanted to work in<br />

a technical field. Upon graduation, she began her<br />

career at Google.<br />

“I’ve been at Google now nearly six years, and<br />

have moved around in <strong>the</strong> company,” she says. “I<br />


finally converted to a software engineer two years<br />

ago.”<br />

to do real science with <strong>the</strong> device that is already<br />

in <strong>the</strong>ir pocket.”<br />

Katie is now a part of <strong>the</strong> Making & Science team<br />

at Google. They are encouraged to do projects<br />

such as “Hugbot”—her entry at a Maker Faire last<br />

year—a design created by welding a tricycle out<br />

of a unicycle, a bicycle and steel tubing.<br />

“My team wants to inspire and empower people<br />

to consider <strong>the</strong>mselves scientists and makers, so<br />

we do things like run <strong>the</strong> Google booth at Maker<br />

Faires and we worked with scientists to organize<br />

a Megamovie for <strong>the</strong> <strong>2017</strong> eclipse,” she explains.<br />

On her team, Katie focuses her work on an open<br />

source app known as<br />

<strong>the</strong> Science Journal.<br />

“It’s a tool that lets you<br />

observe real-world data<br />

by using <strong>the</strong> sensors<br />

in <strong>the</strong> phone. It also<br />

records data, organize<br />

experiments, and take<br />

Coming full circle, Katie has not only worked to<br />

help o<strong>the</strong>r students explore science, but also<br />

remembered <strong>the</strong> teacher who helped her define<br />

herself as an engineer. Earlier this year, Katie<br />

sent a message to Debbie, thanking her for<br />

<strong>the</strong> kindergarten experience. Even after years<br />

since <strong>Duke</strong> <strong>School</strong>, she still vividly recalls her<br />

exploratory learning.<br />

“Now that I’m on <strong>the</strong> Making & Science team<br />

at Google, I feel once again like <strong>the</strong> ‘Queen of<br />

Useful Junk,’” she says. “From preschool to fifth<br />

grade, we were always<br />

making and building—<br />

sewing, knitting, sawing,<br />

cooking, building fences,<br />

gardening, sculpting,<br />

painting,” she says.<br />

“Always learning handson,<br />

by doing.”<br />

notes,” she says. “We<br />

want to enable students<br />



Telling Stories,<br />

Letting Go, and<br />

Holding On:<br />

5 Things I<br />

Learned from<br />

Sylvia Chard<br />

By Natalie Cicero,<br />

<strong>Duke</strong> <strong>School</strong> Teacher<br />

This summer I was given <strong>the</strong> opportunity to join<br />

<strong>the</strong> Project Approach Teacher Education Network<br />

(PATEN). PATEN is a group of educators who<br />

work with Lilian Katz and Sylvia Chard to offer<br />

support to teachers in Project Approach through<br />

consulting, coaching, and workshops. For <strong>the</strong><br />

next two years, I will learn how to best support my<br />

fellow <strong>Duke</strong> <strong>School</strong> teachers in improving Project<br />

Approach at <strong>the</strong> Middle <strong>School</strong> and extend our<br />

school’s influence beyond our walls. I learned a<br />

lot during my time with Sylvia this summer; here<br />

are some highlights:<br />

1. “The real world” should<br />

not be a scare tactic.<br />

When I was in middle school, “<strong>the</strong> real world”<br />

was two things: a TV show that my parents didn’t<br />

want me to watch (which I watched anyway), and<br />

a terrifying place where I was guaranteed to fail<br />

if I didn’t figure out how to solve for ‘x’ or arrive<br />

to class on time. Project Approach should tell<br />

students a different story of <strong>the</strong> real world. They<br />

are already in it; it’s not lurking around a corner<br />

somewhere, waiting. The things that matter to<br />

<strong>the</strong>m right now - from dogs to democracy - can<br />

be worth honoring as a part of our bigger world.<br />

There is power in prioritizing relevance. Project is<br />

about connecting what is outside school to what<br />

we can do within <strong>the</strong> school, not preparing kids<br />

for something <strong>the</strong>y can’t yet see or experience.<br />

2. Middle school brains<br />

are remarkable.<br />

“Remarkable” is Sylvia’s word, though I don’t<br />

at all disagree. Middle schoolers do not accept<br />

“because it’s always been this way” as an<br />

answer. They “waste time.” They want to create<br />

completely wacky things (Don’t believe me? Watch<br />

a seventh grader left to his or her own devices at<br />

a soda fountain). Sure, <strong>the</strong>se superpowers can be<br />

used for evil, but <strong>the</strong>y can also be used for good.<br />

Typical middle school traits make our students<br />

perfect problem solvers and project pupils. Sylvia<br />

taught me that innovation and exploration are<br />

naturally embedded in Project Approach. This<br />

can often involve frustration, from students and<br />

<strong>the</strong>ir teacher collaborators, and what sometimes<br />

appears to be wasting time is actually discovery<br />

and time to sit with challenges. Embracing <strong>the</strong><br />

“remarkable” middle school brain can lead to<br />

meaningful results.<br />

3. Project is not about<br />

coverage. It’s about<br />

uncoverage.<br />

Piaget said, “Every time we teach a child<br />

something <strong>the</strong>y can discover for <strong>the</strong>mselves,<br />

we undermine <strong>the</strong>ir opportunity to learn.”<br />

As teachers and collaborators within Project<br />

Approach, it’s important for us to sometimes<br />

focus less on <strong>the</strong> end result and more on what<br />

is happening right in front of us. Often, this will<br />

mean choosing to encourage <strong>the</strong> uncoverage -<br />

autonomy, discovery, inquiry - that makes Project<br />

Approach significant, and choosing to let go of<br />

our desire to cover a specific topic, meet our own<br />

deadlines, and perfect “The Plan.”<br />


4. It’s not just okay to show<br />

off, it’s necessary.<br />

exemplified collaboration, assessment, and depth<br />

and relevance of topic. We sat in a circle and<br />

shared like storytellers, often recalling specific<br />

Students, teacher collaborators, parents, and <strong>the</strong><br />

community all need to be encouraged to brag on<br />

students who had important revelations or truly<br />

connected with <strong>the</strong> work <strong>the</strong>y were doing.<br />

<strong>the</strong>mselves. For adults in <strong>the</strong> equation, this might<br />

look like telling personal stories, visiting as a<br />

guest expert, inviting kids to visit <strong>the</strong>ir workplace<br />

for a field experience, or being critical visitors<br />

<strong>the</strong>mselves culminating event, asking questions<br />

of students when <strong>the</strong>y <strong>the</strong>mselves are <strong>the</strong> experts.<br />

For students, this means not only showing<br />

clearly what <strong>the</strong>y learned, but how <strong>the</strong>y learned<br />

I learned that launching a project about soil is<br />

a small way to help a preschooler feel big, and<br />

that first graders aren’t too young to learn about<br />

democracy. I learned that digging deeper into<br />

<strong>the</strong> story of Durham can help a third grader<br />

who already loves <strong>the</strong>ir home understand why<br />

someone in a different part of <strong>the</strong> world might<br />

it, and putting<br />

love <strong>the</strong>ir home<br />

great consideration<br />

just as much. <strong>Duke</strong><br />

into what that<br />

<strong>School</strong> fourth graders<br />

representation looks<br />

discover - with Legos!<br />

like (insert longwinded<br />

- that engineers don’t<br />

pontification<br />

work alone; fifth<br />

about accuracy of<br />

graders are learning<br />

information, spelling,<br />

how to empathize<br />

grammar, and<br />

with people and<br />

legibility here). Sylvia<br />

animals on this<br />

Chard taught me that<br />

project is, at <strong>the</strong> end<br />

planet; by <strong>the</strong> time<br />

sixth graders move<br />

from <strong>the</strong> C building to<br />

of <strong>the</strong> day, a six-toeight-week-long<br />

story; it<br />

Lunch-And-Learn event with Dr. Sylvia Chard<br />

and <strong>Duke</strong> <strong>School</strong> faculty.<br />

<strong>the</strong> A building, <strong>the</strong>y not<br />

should have a beginning,<br />

middle, and end, and every component should be<br />

a masterful demonstration of craft and care.<br />

only know how to live in<br />

a community, <strong>the</strong>y know how to stand up for it.<br />

Eighth graders go to high school knowing how to<br />

isolate a problem in <strong>the</strong>ir world, uncover solutions<br />

and implications, and think, research, resolve, and<br />

present with intention and compassion.<br />

5. <strong>Duke</strong> <strong>School</strong> teachers<br />

and collaborators are<br />

doing amazing, inspiring<br />

project work.<br />

Okay. So, Sylvia didn’t exactly teach me this part,<br />

but she was instrumental in helping me discover<br />

it for myself (leave it to her to perfectly model<br />

coverage versus uncoverage, right?).<br />

On <strong>the</strong> final day of our PATEN training, each<br />

teacher shared a project from <strong>the</strong> past year that<br />

Sylvia Chard’s mentorship and guidance revealed<br />

to me how our students not only do well, <strong>the</strong>y<br />

do good. She also nurtured my need to keep<br />

asking questions about how we can make Project<br />

Approach even stronger, more relevant, and more<br />

suited to this next generation of problem solvers<br />

in our care. There is so much in our <strong>Duke</strong> <strong>School</strong><br />

community of learners to hold on to, celebrate,<br />

and share.<br />



Life After <strong>Duke</strong> <strong>School</strong>: Princeton in Africa<br />


Shan’s interest in Africa began when he studied<br />

abroad in Tanzania during his junior year at<br />

Bowdoin.<br />

“My academic focus has been in conservation<br />

biology and wildlife conservation, and I was really<br />

captivated by <strong>the</strong> biodiversity of <strong>the</strong> region as<br />

well as <strong>the</strong> issues surrounding conservation and<br />

human-wildlife conflict.”<br />

Princeton in Africa (PiAf) is an independent,<br />

nonprofit organization that offers year-long<br />

fellowships in partnership with organizations<br />

across <strong>the</strong> continent.<br />

Shan Nagar has always loved being outdoors<br />

— something that contributed to him finding<br />

his current role as Volunteer Coordinator and<br />

Sustainability Fellow at Nyumbani Village in Kenya<br />

through <strong>the</strong> Princeton in Africa program.<br />

A self-proclaimed <strong>Duke</strong> <strong>School</strong> “lifer,” Shan began<br />

<strong>Duke</strong> <strong>School</strong> as a preschooler and graduated<br />

in 2008. From <strong>Duke</strong> <strong>School</strong> he graduated from<br />

Durham Academy in 2012, and Bowdoin College<br />

in 2016. He is <strong>the</strong> oldest sibling of three, who are<br />

all <strong>Duke</strong> <strong>School</strong> graduates.<br />

“I have such a deep, deep fondness for <strong>Duke</strong><br />

<strong>School</strong>,” he says. “So much of my ability to work<br />

and live independently, think critically, and be<br />

creative, I attribute to <strong>the</strong> 11 years I spent as a<br />

student <strong>the</strong>re.”<br />

“When <strong>the</strong>y saw that I was comfortable living<br />

and working in rural conditions, and that I was<br />

interested in environmental work, <strong>the</strong>y put me<br />

up for consideration with Nyumbani Village,” he<br />

explains.<br />


Nyumbani Village is a sustainable HIV/AIDS<br />

community in Kenya that spans more than 1,000<br />

acres and houses roughly 1,000 children and 100<br />

grandparents affected or infected by HIV/AIDS.<br />

They use a family group model — each household<br />

consists of ten children and one grandparent. The<br />

village boasts a robust Sustainability Department,<br />

in an effort to be completely self-sustaining.<br />

“These programs focus on both waste reduction<br />

and generating revenue, and include raising<br />

livestock for food and to sell in market, a 500-<br />

acre agroforestry project, and large complex of<br />

greenhouses, and a variety of water harvesting<br />

systems,” Shan says.<br />

22<br />


Shan managed <strong>the</strong> Rainwater Harvesting Program.<br />

Funded by Johnson & Johnson, it consists of 150<br />

roof-mounted gutters and collection systems<br />

around <strong>the</strong> village, allowing 1.5 million liters to be<br />

held simultaneously. “Because Nyumbani village<br />

is located in an arid/semi-arid environment, this is<br />

crucial,” Shan explains. “The groundwater that is<br />

harvested by boreholes drilled below <strong>the</strong> village<br />

is slightly saline, meaning that rainwater is <strong>the</strong><br />

best source of safe drinking and cooking water<br />

for <strong>the</strong> children.”<br />

Shan supervised <strong>the</strong> maintenance of existing<br />

structures, found new locations to build <strong>the</strong>m,<br />

and worked to find ways to improve <strong>the</strong> project<br />

and maximize its efficiency.<br />

He also had <strong>the</strong> freedom to implement his own<br />

projects, and he aimed to finish his biofuel<br />

briquette program before his fellowship ended in<br />

July.<br />

“Biofuel briquettes are small, hockey-puck<br />

sized charcoal substitutes that are made from<br />

a combination of any number of combustible<br />

wastes,” Shan says. “These materials can be<br />

mixed with water and mashed into a pulp, which<br />

is <strong>the</strong>n poured into a mold and pressed hard to<br />

remove <strong>the</strong> water and compact <strong>the</strong> materials into<br />

<strong>the</strong> briquette shape.”<br />


Shan is excited for <strong>the</strong> next phase in his life. Since<br />

returning from Africa, he has recently taken a job<br />

with an adventure travel company in Boulder,<br />

Colorado, and is looking forward to continuing to<br />

help spread his love of travel and experiencing<br />

new parts of <strong>the</strong> world.<br />

“What really resonated with me was Macs<br />

Adventure’s philosophy of independent, active,<br />

and meaningful travel, and helping travelers<br />

establish strong connections with <strong>the</strong> places<br />

around <strong>the</strong> world that <strong>the</strong>y visit,” he says.<br />

Along with his new job, Shan says his time will<br />

also be spent catching up with old friends. “Some<br />

of my closest friends are people who I met in<br />

preschool at <strong>Duke</strong> <strong>School</strong>, and we continue to<br />

stay in touch and see each o<strong>the</strong>r whenever we are<br />

home in Durham,” he adds. “I will carry with me<br />

<strong>the</strong> skills and experiences that <strong>Duke</strong> <strong>School</strong> gave<br />

me for <strong>the</strong> rest of my life!”<br />

Once <strong>the</strong> briquette dries in <strong>the</strong> sun, it can be<br />

burned as fuel.<br />

“These briquettes are more efficient than raw<br />

firewood, and I believe <strong>the</strong>y can have a significant<br />

impact on <strong>the</strong> firewood consumption of <strong>the</strong><br />

village,” he adds. “My plan is to start using <strong>the</strong><br />

briquettes in <strong>the</strong> village’s high school, with <strong>the</strong><br />

hope that <strong>the</strong>y are a success and can <strong>the</strong>n be<br />

used by <strong>the</strong> families throughout <strong>the</strong> village!”<br />

Shan visiting a safari.<br />

To read more about Shan’s work in Kenya, visit his blog<br />

at shannagarkenya.blogspot.com.<br />



Alumni Connections: Destinations of 2013 Grads<br />

Congratulations, <strong>Duke</strong> <strong>School</strong>’s Class of 2013!<br />

We wish you much success at <strong>the</strong> following colleges and universities:<br />

Amherst College (3)<br />

California College of <strong>the</strong> Arts<br />

Carleton College (2)<br />

Carnegie Mellon University<br />

College of Charleston<br />

<strong>Duke</strong> University (2)<br />

Elon University<br />

Guilford College<br />

Massachusetts Institute of Technology - MIT<br />

North Carolina State University (5)<br />

Oberlin College<br />

Princeton University (2)<br />

Scripps College -<br />

The Women’s College, Claremont, California<br />

Stanford University<br />

University of North Carolina at Chapel Hill (2)<br />

University of North Carolina at Charlotte<br />

University of North Carolina at Greensboro<br />

University of Vermont<br />

University of Washington<br />

Vanderbilt University<br />

Virginia Tech<br />

Wellesley College<br />

Western Carolina University<br />


Valedictorian at<br />

Riverside<br />

High <strong>School</strong><br />


<strong>Duke</strong> <strong>School</strong>’s Class of 2013 Reunion.<br />

24<br />


Alumni Connections: Destinations of <strong>2017</strong> Grads<br />

Congratulations, <strong>Duke</strong> <strong>School</strong>’s Class of <strong>2017</strong>!<br />

Please keep us updated on your continued success at <strong>the</strong> following high schools:<br />

American Hebrew Academy<br />

Cardinal Gibbons High <strong>School</strong> (4)<br />

Carrboro High <strong>School</strong><br />

Cary Academy (2)<br />

Cedar Ridge High <strong>School</strong> (2)<br />

Carolina Friends <strong>School</strong> (4)<br />

Durham Academy (4)<br />

Durham <strong>School</strong> of <strong>the</strong> Arts (8)<br />

East Chapel Hill High <strong>School</strong> (7)<br />

Jordan High <strong>School</strong> (9)<br />

Pan<strong>the</strong>r Creek High <strong>School</strong><br />

Riverside High <strong>School</strong> (4)<br />

Trinity <strong>School</strong> of Durham and Chapel Hill<br />

Join <strong>Duke</strong> <strong>School</strong>’s Alumni Facebook<br />

and LinkedIn Group forums for<br />

reconnecting with former classmates while<br />

keeping in touch with <strong>Duke</strong> <strong>School</strong>.<br />

<strong>Duke</strong> <strong>School</strong>’s Class of <strong>2017</strong> sporting <strong>the</strong>ir class t-shirts.<br />



The Duffer<br />

Bro<strong>the</strong>rs –<br />

Looking<br />

Forward,<br />

Looking<br />

Back<br />

By Laura Thompson,<br />

<strong>Duke</strong> <strong>School</strong> Alumna<br />

It’s early June.<br />

Matt and Ross Duffer, <strong>Duke</strong> <strong>School</strong> Class of 1999,<br />

have just returned to Los Angeles after spending<br />

much of <strong>the</strong> spring in and around Atlanta,<br />

Georgia, filming <strong>the</strong> second season of <strong>the</strong>ir hit<br />

Netflix series Stranger Things.<br />

The past year has been busy and a bit surreal for<br />

<strong>the</strong> twins—known professionally as <strong>the</strong> Duffer<br />

Bro<strong>the</strong>rs. The first season of <strong>the</strong>ir 1980s-inspired<br />

science fiction series ga<strong>the</strong>red a worldwide<br />

following and has collected a bevvy of industry<br />

awards and nominations.<br />

Now <strong>the</strong> bro<strong>the</strong>rs are immersed in editing <strong>the</strong><br />

second season’s nine episodes after writing <strong>the</strong><br />

scripts and overseeing production days that often<br />

began at 5 or 6 a.m. Visual effects sequences are<br />

being created, and soon sound mixing, coloring,<br />

scoring, and publicity will be in full swing in<br />

advance of <strong>the</strong> series’ October 27 global release.<br />

But in some ways, not much has changed since<br />

<strong>the</strong> bro<strong>the</strong>rs were kids growing up in Durham.<br />

It’s summer, and <strong>the</strong> Duffers are making a movie.<br />

‘More than a hobby’<br />

Photo Credit James Minchin/Netflix<br />

Long before <strong>the</strong> Duffer Bro<strong>the</strong>rs introduced<br />

audiences to <strong>the</strong> residents of Hawkins, Indiana,<br />

and <strong>the</strong> Upside Down, Matt and Ross told stories<br />

in <strong>the</strong>ir own backyard. Their film career began in<br />

<strong>the</strong> third grade when <strong>the</strong>ir parents, Allen Duffer<br />

and Ann Christensen, gave <strong>the</strong>m a Hi8 video<br />

camera for Christmas. Their earliest efforts mostly<br />

starred <strong>the</strong>ir stuffed animals. Soon <strong>the</strong>y moved<br />

on to “feature” films of about an hour long,<br />

filmed over <strong>the</strong> summer with <strong>the</strong>ir <strong>Duke</strong> <strong>School</strong><br />

classmate and neighbor Tristan Smith.<br />

“Our summer movies in middle school were all<br />

generally comedies because we didn’t think we<br />

had <strong>the</strong> chops to make something serious,” said<br />

Ross.<br />

Editing was rudimentary, with <strong>the</strong> young<br />

filmmakers cutting scenes toge<strong>the</strong>r in camera.<br />

They played cassette tapes over <strong>the</strong> action as a<br />

soundtrack.<br />

26<br />


“The movies we made—I mean, <strong>the</strong>y were pretty<br />

bad,” said Matt. “And <strong>the</strong>n in seventh grade we<br />

made a movie that wasn’t so bad. That’s when<br />

<strong>the</strong> parents in our lives were like, ‘oh, OK.’ They<br />

started to see that we were learning what we<br />

were doing and maybe this was actually going to<br />

be more than a hobby.”<br />

While some of <strong>the</strong>ir classmates spent summers<br />

away at camp, <strong>the</strong> Duffers stayed in Durham to<br />

create <strong>the</strong>ir movies. They sometimes engaged in<br />

what Matt called “guerrilla filmmaking,” stealing<br />

shots at locations around <strong>the</strong>ir hometown—and<br />

at least once getting shut down by management<br />

at a local mall.<br />

Their parents followed up <strong>the</strong> gift of <strong>the</strong> camera<br />

with an iMac computer, with which <strong>the</strong> boys<br />

learned to edit <strong>the</strong>ir movies digitally. They made<br />

movies for school projects in addition to <strong>the</strong>ir<br />

summer films.<br />

“In high school, when grades were introduced,<br />

[a video] was an instant ‘A,’ we realized,” said<br />

Matt. Their classmates realized it, too, and soon<br />

<strong>the</strong> bro<strong>the</strong>rs were highly sought-after directors at<br />

Jordan High <strong>School</strong>. “Then it became like every<br />

weekend we were doing a video for somebody.”<br />

In 2001, <strong>the</strong>ir short thriller Mad Cell, created<br />

with Tristan, took home top prize in <strong>the</strong> under-18<br />

category at <strong>the</strong> “Real to Reel” festival in Shelby,<br />

North Carolina. By now, inspired by some of <strong>the</strong>ir<br />

favorite John Carpenter and Stephen Spielberg<br />

movies, <strong>the</strong>y had waded into <strong>the</strong> horror-suspensescience<br />

fiction genre that has defined much of<br />

<strong>the</strong>ir work since.<br />

They also knew <strong>the</strong>y wanted to be professional<br />

storytellers.<br />

‘Extremely determined —<br />

and a little delusional’<br />

After high school, <strong>the</strong> bro<strong>the</strong>rs attended<br />

Chapman University’s Dodge College of Film and<br />

Media Arts in Orange, California.<br />

“I remember talking about going to California for<br />

film school back in at least sixth grade,” said Ross.<br />

“So it’s been quite a time that we realized this is<br />

what we want to do.”<br />

“At that point we were just extremely<br />

determined—and a little delusional,” said Matt.<br />

“Which is good. You have to be, a little bit.”<br />

Although filmmaking was an uncommon pastime<br />

among <strong>the</strong>ir peers in Durham, <strong>the</strong> Duffers quickly<br />

realized that was not <strong>the</strong> case in California.<br />

“You move out here and you realize, ‘Wow, a lot<br />

of people want to do what we want to do,’” said<br />

Matt. “Meaning a lot. So it’s super competitive<br />

and really scary.”<br />

The Duffers studied directing while also writing<br />

and editing film projects. Their senior <strong>the</strong>sis<br />

film, Eater—about a man-eating, shape-shifting<br />

creature that might foreshadow Stranger Things’<br />

menacing Demogorgon—is full-on horror. Their<br />

parents are credited as executive producers.<br />

“I think our parents always believed that we were<br />

serious,” said Ross. “And we were.”<br />

After leaving <strong>the</strong> supportive bubble of film school,<br />

however, things got harder.<br />

“We got an agent right out of film school, so<br />

it felt like you’re doing everything right,” said<br />

Ross. “But to actually get paid to tell stories is a<br />

different challenge entirely.”<br />

The bro<strong>the</strong>rs worked on some short films, but<br />

success did not come easily. They saw many of<br />

<strong>the</strong>ir film school classmates leave <strong>the</strong> industry<br />

after a few years.<br />

“It’s hard to pay your rent, you can’t order a<br />

Coke with your meal,” said Ross. “It’s a bit of a<br />

struggle.”<br />

“It’s kind of like a clubhouse,” Matt said of <strong>the</strong> Los<br />

Angeles film industry. “It’s really hard for <strong>the</strong>m to<br />

open <strong>the</strong> door to you to start getting paid work. It<br />



was hard for people to take us seriously, especially<br />

when we were first out of college.”<br />

Finding a new direction<br />

Eventually, after trying unsuccessfully to find<br />

work as directors, <strong>the</strong> Duffers decided to make<br />

<strong>the</strong>ir own opportunity. They wrote <strong>the</strong> script for<br />

a feature-length film, Hidden, about a family<br />

sheltering in an underground bunker after <strong>the</strong>ir<br />

town is devastated by a mysterious outbreak.<br />

They pitched it to film studios with <strong>the</strong> condition<br />

that <strong>the</strong>y <strong>the</strong>mselves would direct it.<br />

“It was kind of <strong>the</strong> only path available to us—to<br />

write something original and <strong>the</strong>n not let anyone<br />

else have it,” said Matt. “We basically held <strong>the</strong><br />

script hostage.”<br />

Warner Bros. purchased Hidden and filmed it in<br />

2012 with <strong>the</strong> Duffers directing. However, <strong>the</strong><br />

studio decided not to give <strong>the</strong> finished film a wide<br />

release.<br />

Never<strong>the</strong>less, Hidden’s script had caught<br />

<strong>the</strong> attention of director-producer M. Night<br />

Shyamalan, creator of contemporary thrillers like<br />

The Sixth Sense and Signs. Shyamalan invited <strong>the</strong><br />

Duffers to join <strong>the</strong> writing staff for <strong>the</strong> Fox scifi<br />

television series Wayward Pines, based on <strong>the</strong><br />

novels of Blake Crouch.<br />

“We were really hired to just consult for a few<br />

weeks,” said Ross. “And <strong>the</strong>n a few weeks turned<br />

into like six months of intense work.”<br />

Wayward Pines became a training ground for a<br />

number of young screenwriters and filmmakers<br />

who, like <strong>the</strong> Duffers, had never worked in<br />

television before.<br />

“It was really just a boot camp for television,<br />

because we didn’t understand television at all,”<br />

said Ross. Being “thrown into <strong>the</strong> deep end, a little<br />

bit” on a big-budget project for a major network<br />

was an intense experience, “but I remember at<br />

<strong>the</strong> end of it, Matt and I looked at each o<strong>the</strong>r like,<br />

‘We think we can do this on our own now. We<br />

think we can put something toge<strong>the</strong>r.’”<br />

Ordinary meets extraordinary<br />

Feeling more confident in <strong>the</strong>ir abilities and more<br />

secure in <strong>the</strong>ir prospects of finding work as writers<br />

in a pinch, <strong>the</strong> bro<strong>the</strong>rs again began to dream of<br />

<strong>the</strong>ir own storylines.<br />

“Growing up, we were movie people,” said Matt.<br />

“The genre films from <strong>the</strong> ’80s—<strong>the</strong> Spielberg<br />

stuff, <strong>the</strong> John Carpenter stuff—particularly in<br />

high school we became obsessed with some<br />

of <strong>the</strong> horror films from <strong>the</strong> ’80s. So we started<br />

talking about what a long-form version of those<br />

movies would feel like. And we got excited about<br />

that.”<br />

The idea that eventually grew into Stranger<br />

Things began with a single script. The Duffers<br />

drafted a pilot episode with a rough outline for an<br />

eight-hour, single-season series. Recognizing that<br />

<strong>the</strong> television industry was trending away from<br />

limited series, <strong>the</strong>y later revised <strong>the</strong>ir outline into<br />

a story that could sustain multiple seasons. They<br />

began to pitch <strong>the</strong> series to studios.<br />

“It was not an easy sell,” said Matt. More than a<br />

dozen studios passed on <strong>the</strong> project in a week<br />

of pitches. “We came away from <strong>the</strong> first week<br />

feeling like this was not going to work.”<br />

“It was hard. We were very inexperienced. We<br />

didn’t have a track record. The one movie we had<br />

was dumped by its studio. Our producers had<br />

never done television before. It was an ensemble<br />

of kids, but it wasn’t for kids. These executives are<br />

looking for reasons to say no, and we had about<br />

10 to 20 reasons for <strong>the</strong>m to say no.”<br />

When <strong>the</strong> bro<strong>the</strong>rs heard that <strong>the</strong> online video<br />

streaming service Netflix might be interested in<br />

<strong>the</strong>ir series, <strong>the</strong>y brushed up <strong>the</strong>ir pitch and went<br />

in for a meeting.<br />

28<br />


“It’s kind of scary,” said Matt. “They don’t give a<br />

lot of reaction in <strong>the</strong> room, so we actually came<br />

out of that pitch having no idea.”<br />

But Netflix called <strong>the</strong> following day with an offer<br />

to make <strong>the</strong> full first season. “We just were beyond<br />

ecstatic when we got that phone call,” said Matt.<br />

Stand By Me had such an impact on us. That’s why<br />

<strong>the</strong> Spielberg stuff and Stephen King stuff had an<br />

impact on us, because it felt like <strong>the</strong>y were stories<br />

about us and our friends.”<br />

Despite <strong>the</strong> nostalgia factor, 1980s film buffs are<br />

just one part of <strong>the</strong> show’s fan base.<br />

Stranger Things, a tapestry of 1983 suburban<br />

childhood threaded with o<strong>the</strong>rworldly creatures,<br />

supernatural power and Cold War-tinged<br />

government conspiracy, clearly showcases <strong>the</strong><br />

Duffers’ cinematic influences.<br />

“The meeting of <strong>the</strong> ordinary and <strong>the</strong> extraordinary<br />

is our favorite thing<br />

in <strong>the</strong> world,”<br />

said Ross. “When<br />

you’re a kid in <strong>the</strong><br />

suburbs of North<br />

Carolina, when<br />

you see movies<br />

about kids in <strong>the</strong><br />

suburbs going on<br />

<strong>the</strong>se extraordinary<br />

adventures, that<br />

just really opened<br />

our minds and<br />

excited us because<br />

we’re like, ‘oh<br />

my God, my life could be amazing.’ You start<br />

daydreaming about finding that treasure map in<br />

<strong>the</strong> attic or whatnot.”<br />

When Netflix released <strong>the</strong> first season of Stranger<br />

Things in July 2016, early reviewers were quick to<br />

point out homages to films like E.T.: The Extra-<br />

Terrestrial, Close Encounters of <strong>the</strong> Third Kind<br />

and Firestarter. For <strong>the</strong> Duffers, <strong>the</strong> story also<br />

echoes real life.<br />

“People go, oh, when we have <strong>the</strong> kids walking<br />

down train tracks, we’re referencing Stand By<br />

Me,” said Matt. “Which, yes, but we also walked<br />

down train tracks with our friends. That’s why<br />

“What was really nice and surprising was that it<br />

found an audience way beyond that, especially<br />

younger audiences who did not even know<br />

those films, who did not grow up on <strong>the</strong>m, that it<br />

worked for <strong>the</strong>m” said Matt. “And it worked for<br />

even older people who don’t have a fondness for<br />

those films. You don’t have to have those films as<br />

reference to enjoy<br />

<strong>the</strong> show. And that<br />

was always our<br />

hope.”<br />

With <strong>the</strong> show’s<br />

rapid success,<br />

Netflix confirmed<br />

a second season<br />

of Stranger Things<br />

within weeks of<br />

<strong>the</strong> first season’s<br />

Photo Credit James Minchin/Netflix<br />

On <strong>the</strong> set of Stranger Things, Season 1<br />

release.<br />

“We were just<br />

hoping some people were going to watch it<br />

and we could keep telling this story,” said Ross.<br />

“Never in our wildest dreams did we imagine<br />

what was going to happen with it.”<br />

“It’s funny—when you’re in <strong>the</strong> middle of making<br />

<strong>the</strong> show, it’s just this little family and we all<br />

thought we were making something cool that we<br />

were excited to show people. You sort of forget<br />

that you’re making this for a wide audience until<br />

suddenly it goes out <strong>the</strong>re in <strong>the</strong> world. All eight<br />

episodes dropped, and <strong>the</strong>n suddenly people are<br />

binging it. It was a really sort of surreal experience<br />

as <strong>the</strong> audience grew and <strong>the</strong> word of mouth<br />

spread.”<br />



Since <strong>the</strong>n, <strong>the</strong> Duffers have been immersed in<br />

expanding <strong>the</strong> story, taking <strong>the</strong>ir characters to<br />

new places and trying to improve on <strong>the</strong>ir own<br />

work.<br />

“It’s not like you watch season one and you’re<br />

like ‘Wow, we knocked that out of <strong>the</strong> park,’”<br />

said Matt. “Even when we first finished it, you<br />

basically just see everything that’s wrong with it.<br />

The good thing about being successful is you get<br />

ano<strong>the</strong>r chance at bat, and <strong>the</strong> hope is that you<br />

do it better.”<br />

said Matt. “It’s starting to happen. You get <strong>the</strong><br />

kernel of an idea—wouldn’t this be cool, wouldn’t<br />

this be interesting, wouldn’t this type of a world or<br />

concept or setting lend itself to a cool story? And<br />

<strong>the</strong>n you just kind of dream about it. Eventually<br />

we’ll sit down toge<strong>the</strong>r and start hashing out<br />

what it would look like.”<br />

“But that’s so far off right now because Stranger<br />

Things is our lives—it’s our weekends, it’s often<br />

our nights. So you don’t have a lot of time to think<br />

about o<strong>the</strong>r things.”<br />

The Duffers estimate <strong>the</strong>y have story ideas to fill<br />

at least four seasons. For now, though, <strong>the</strong>y are<br />

focused on season two.<br />

“We really just try<br />

to do what we did<br />

first season, which<br />

is block everything<br />

out and all <strong>the</strong><br />

noise and just try<br />

to focus on telling<br />

a story we thought<br />

was cool and put<br />

everything into it,”<br />

said Ross. “I don’t<br />

think we’re going<br />

to keep doing this<br />

if we think we’ve<br />

nailed it. I think <strong>the</strong><br />

hope is that we can<br />

keep doing it better and better.”<br />

Looking forward, looking back<br />

The process of writing, directing and producing<br />

an original story can be all consuming, but <strong>the</strong><br />

Duffers still want to make room for <strong>the</strong> kind<br />

of spontaneity,<br />

excitement and<br />

wonder that first<br />

drew <strong>the</strong>m to<br />

filmmaking.<br />

“I think <strong>the</strong>re’s<br />

a sense of fun<br />

where it’s not<br />

overly planned,<br />

where <strong>the</strong>re’s an<br />

opportunity to<br />

surprise yourself<br />

Photo Credit James Minchin/Netflix<br />

On <strong>the</strong> set of Stranger Things, Season 1<br />

every day and<br />

to try to have as<br />

much fun as we can<br />

making it,” said<br />

Ross. “That’s what it was when we were making<br />

those movies back in middle school and high<br />

school.”<br />

The success of Stranger Things has opened doors<br />

for <strong>the</strong> Duffers to continue expanding <strong>the</strong>ir career<br />

possibilities. Offers to direct o<strong>the</strong>r projects have<br />

started coming in, and <strong>the</strong> bro<strong>the</strong>rs are also<br />

thinking about new stories <strong>the</strong>y want to create<br />

<strong>the</strong>mselves.<br />

“You just start to daydream about o<strong>the</strong>r ideas,”<br />

The world of Stranger Things draws a number of<br />

details from <strong>the</strong> Duffers’ early life. Viewers familiar<br />

with <strong>the</strong> bro<strong>the</strong>rs’ hometown will notice that <strong>the</strong><br />

fictional Hawkins bears some resemblance to<br />

Durham. The Byers family, for example, lives near<br />

<strong>the</strong> corner of Cornwallis and Kerley roads, a reallife<br />

intersection not far from <strong>Duke</strong> <strong>School</strong> and<br />

from <strong>the</strong> bro<strong>the</strong>rs’ childhood home.<br />

30<br />


“I like that we actually ended up shooting down<br />

in Atlanta because a lot of <strong>the</strong> landscape, a lot of<br />

<strong>the</strong> neighborhoods—it looks like where we grew<br />

up,” said Matt. “So it makes it feel more personal,<br />

in a way. The woods look like <strong>the</strong> woods we grew<br />

up with.”<br />

The show’s 1980s horror-film atmosphere<br />

and predominantly school-aged cast fur<strong>the</strong>r<br />

underscores <strong>the</strong> connection to <strong>the</strong> bro<strong>the</strong>rs’<br />

childhood.<br />

“I think that’s why <strong>the</strong> show’s been so fun for us<br />

and so much easier for us to write than o<strong>the</strong>r<br />

things, because so much of it is so personal,”<br />

said Matt. “The first thing we wrote was <strong>the</strong> kids<br />

playing Dungeons & Dragons [in episode one],<br />

and it just wrote itself in like 10 minutes. It was<br />

so much fun because we grew up playing fantasy<br />

games with our friends.”<br />

(A second Dungeons & Dragons scene in season<br />

one’s final episode includes a shout out to <strong>the</strong><br />

bro<strong>the</strong>rs’ early filmmaking partner Tristan Smith,<br />

as <strong>the</strong> characters complete a mission for “King<br />

Tristan.”)<br />

Minor characters and locations in <strong>the</strong> Duffer<br />

Bro<strong>the</strong>rs productions often take <strong>the</strong> names of<br />

people and places <strong>the</strong> bro<strong>the</strong>rs know. In <strong>the</strong>ir<br />

feature film Hidden, <strong>the</strong> young protagonist Zoe<br />

wears a maroon jacket featuring her school’s<br />

dragon mascot—a reference to <strong>Duke</strong> <strong>School</strong>. The<br />

Duffers attended <strong>Duke</strong> <strong>School</strong> from kindergarten<br />

through eighth grade.<br />

“It’s interesting to think about if any of this<br />

would have happened without <strong>Duke</strong> <strong>School</strong>, just<br />

because it’s a place that allowed you to explore<br />

your interests and really use your imagination,”<br />

said Ross. “Obviously a lot of it came from our<br />

parents—our dad’s a movie buff, and <strong>the</strong>y’re both<br />

so supportive of this—but certainly <strong>Duke</strong> <strong>School</strong>,<br />

I’m sure, helped lead to this.”<br />

Filmmaking is essentially “doing something<br />

creative with a group of people, which is basically<br />

what <strong>Duke</strong> <strong>School</strong> trained us to be able to do,”<br />

said Matt. He also recalled one of his teachers<br />

telling him he could do and be whatever he<br />

wanted.<br />

“That always stuck with me,” he said. “I have<br />

this dream, and I want to be a director, and this<br />

teacher is telling me that I can actually do that.<br />

And I think it’s important to hear that when you’re<br />

a kid.”<br />

Wherever <strong>the</strong>ir future leads <strong>the</strong>m, <strong>the</strong> bro<strong>the</strong>rs<br />

continue to be driven by <strong>the</strong>ir backyard filmmaking<br />

roots. Above all, <strong>the</strong>y said, <strong>the</strong>y hope to continue<br />

doing what <strong>the</strong>y have done since <strong>the</strong>y were in <strong>the</strong><br />

third grade—telling stories that excite <strong>the</strong>m.<br />

“It’s so much work that you have to have fun<br />

doing it, or else why are you doing it?” said Matt.<br />

“Sometimes you forget though, and <strong>the</strong>n you<br />

take a step back and take it in and you’re like,<br />

OK, we’re basically a bunch of children playing<br />

with expensive toys. And all <strong>the</strong>se actors, all <strong>the</strong>se<br />

kids, everyone—it’s just make believe. It’s sort of<br />

silly in a way.”<br />

“But, you know, it’s been a lot of fun.”<br />

Laura Thompson ’98, attended <strong>Duke</strong><br />

<strong>School</strong> from second through eighth<br />

grade. She began her journalism career<br />

as a writer and co-editor for <strong>the</strong> Middle<br />

<strong>School</strong> newspaper, “The Dragon’s<br />

Roar.” She is now a writer and graphic<br />

designer living in nor<strong>the</strong>rn Virginia.<br />

In 2001, Matt, Ross and <strong>the</strong>ir friend<br />

Tristan Smith, made a short film, <strong>the</strong> Smuffer<br />

Bro<strong>the</strong>rs, and entered it in a film festival in Shelby,<br />

NC. Laura, an aspiring journalist at that time, saw <strong>the</strong><br />

potential for a “hometown boys make good” feature, so she<br />

traveled to <strong>the</strong> film’s showing and awards ceremony. Not<br />

only did <strong>the</strong> film win first place in its division, but Laura’s<br />

article also won a national youth journalism award. Now, 16<br />

years later, <strong>Duke</strong> <strong>School</strong> wanted to rekindle this magic by<br />

having Laura—once again, write a feature story about her<br />

<strong>Duke</strong> <strong>School</strong> friends!<br />





Friends share <strong>the</strong>ir<br />

experiences about <strong>Duke</strong> <strong>School</strong>.<br />

It was a huge honor to be able to come back to <strong>Duke</strong> <strong>School</strong> and see students in<br />

<strong>the</strong> same place I sat when I graduated. It was a very powerful experience to be<br />

able to speak about my experiences at <strong>Duke</strong> <strong>School</strong> and after, and hopefully let<br />

<strong>the</strong> Class of <strong>2017</strong> know what I wish I had known in <strong>the</strong>ir position.<br />

Zain Clapacs ’11<br />

Graduating Class of <strong>2017</strong> Alumni Speaker<br />

Being able to share special times like Grandparents Day at <strong>Duke</strong> <strong>School</strong><br />

with Alex (5th) and Tori (1st) fills my heart with joy. This special day<br />

affords <strong>the</strong> perfect opportunity to experience all <strong>Duke</strong> <strong>School</strong> has done to help<br />

my grandchildren develop <strong>the</strong>ir special gifts and be ready for each next step.<br />

Listening to school leaders and teachers, enjoying <strong>the</strong> children’s performances<br />

and artwork, and seeing students and teachers in <strong>the</strong> classrooms validates that<br />

<strong>Duke</strong> <strong>School</strong> succeeds - ensuring that our grandchildren will, too.<br />

“Nana Penny”<br />

Penelope Dempsey Dietz<br />

<strong>2017</strong> VIP Silent Auction Chair Recipient<br />

Grandparents Day has always been an opportunity to experience first hand<br />

what my grandchildren are accomplishing at <strong>Duke</strong> <strong>School</strong>. Over <strong>the</strong> years, I<br />

have come to realize this has been my chance to see both grandchildren create a<br />

valuable foundation for <strong>the</strong>mselves.<br />

Margaret Kohring<br />

<strong>2017</strong> VIP Silent Auction Chair Recipient<br />





2016 -17<br />

INCOME<br />


Net Fund Raising<br />

4.4%<br />

Auxiliary Programs<br />

9.0%<br />

Net Tuition and Fees<br />

86.6%<br />

Classroom Resources<br />

and O<strong>the</strong>r Admin Costs<br />

18.3%<br />

Salaries and Benefits<br />

70.7%<br />

Debt Service<br />

2.1%<br />

Facilities<br />

4.6%<br />

Auxiliary Programs<br />

4.3%<br />


This income is derived from student tuition, The Learning Center<br />

and certain fee charges.<br />


This is income from all camps, after school programs and<br />

educator workshops.<br />


This category embraces our fundraisers and<br />

Dragon Fund net figures.<br />

2016-17 Fundraising Campaign Highlights:<br />

$485,498 total dollars raised<br />

72% parent participation<br />

28% grandparent participation<br />

*Data is based on a June <strong>2017</strong> year-end forecast.<br />

If you have questions about this budgetary information, please contact Russell Rabinowitz,<br />

director of finance and operations, at russell.rabinowitz@dukeschool.org.<br />



These categories include all expenses related to instructional and<br />

academic activity, including faculty and staff salaries and benefits,<br />

programmatic expenses, student support services, classroom<br />

materials and supplies, media centers, faculty development,<br />

technology and laptops, and special programs. All included are<br />

expenses related to <strong>Duke</strong> <strong>School</strong> Admissions, Marketing and<br />

Communications, Human Resources, Business, and Development<br />

Offices, etc.<br />


This category includes all costs related to operations and <strong>the</strong><br />

repair and maintenance of school-owned facilities and grounds. It<br />

includes: utilities, waste removal, supplies, repair and maintenance<br />

of campus buildings, grounds, streets, fields and related machinery<br />

and equipment.<br />


This category represents <strong>the</strong> payment of interest and principal<br />

on outstanding tax-exempt revenue bonds. The bonds were used<br />

to finance <strong>the</strong> costs of construction, improvement, renovation,<br />

furnishing, and equipping <strong>the</strong> existing school.<br />


These are <strong>the</strong> expenses of auxiliary service functions such as after<br />

school, camps and similar operations.<br />

34<br />



Board of Trustees<br />

Lisa Andrews-Lanier<br />

Judith Bell<br />

Kisha Daniels<br />

Elise Dunzo<br />

Christopher D. Gergen<br />

Richard Griffin<br />

Mark Hale<br />

Elizabeth Hays<br />

Sheronda Jeffries<br />

Joel Lipsitch<br />

Gary Monroe<br />

Beth Murgitroyd<br />

Josh Parker<br />

M.C. Ragsdale<br />

Mark Scullion<br />

Condict Semans<br />

Panna Sharma<br />

Cassandra Taylor<br />

Tina Valdecanas<br />

Jeff Welty<br />

Alison Windram<br />

Advancement Committee<br />

and Class Agents<br />

Will Anderson<br />

Lisa Andrews-Lanier<br />

Judith Bell<br />

Mary Cooley<br />

Blue Dean<br />

Tania Desrosiers<br />

Dana Thompson Dorsey<br />

Gray Ferguson<br />

Julia Fiore ‘00<br />

Neva Howard<br />

Scott Huettel<br />

Sheronda Jeffries<br />

Lisa Kahan<br />

Joel Lipsitch<br />

Tom Maultsby<br />

Kristin McNealy<br />

Jason Mudd<br />

Beth Murgitroyd<br />

Gary Pellom<br />

Erin Reiter<br />

Kara Richards-Baker<br />

Charique Richardson<br />

Kelly Robinson<br />

Erin Sarver<br />

Craig Spitzer<br />

Lewanda Taybron<br />

Pretty Terrell<br />

Erin Wills<br />

Alison Windram<br />

1947 Society (Consecutive Giving)<br />

20 Years<br />

Kathy Bartelmay and Roger Perilstein<br />

Marya McNeish and Robert Robinson<br />

Jane Shears<br />

Candy and John Thompson<br />

15 Years<br />

Elaine Cameron<br />

Ayesha Chaudhary and Terry Clapacs<br />

Harris Teeter<br />

Madeline Horrigan<br />

Hui Li and Fan Yuan<br />

Debbie Marshall<br />

Marilyn and Peter Ornstein<br />

John Pinto<br />

Margaret and Tim Rauwald<br />

Marki Watson<br />

Becca and Julian Wooldridge<br />

10 Years<br />

Dr. Nadia Anderson<br />

Brenda Berlin and Kevin Schulman<br />

Melanie Bonner<br />

Mary Boshkoff and Paul Meisner<br />

Kate Brady<br />

MargEva and Stephen Cole<br />

Rebecca Dexter<br />

Mr. and Mrs. Gene Doyle<br />

Melissa Ellis and Jeff Doyle<br />

<strong>Duke</strong> University Medical Center<br />

Emily Feldman-Kravitz and Richard Kravitz<br />

Ida and Dennis Greenhill<br />

Kris and Kerry Gustafson<br />

Jane and James Hales<br />

Mr. and Mrs. Richard Hilser<br />

Kay Kohring-DaSilva and Keith DaSilva<br />

Rex Jeffries<br />

Sheronda Jeffries<br />

Susan Sugarman Kirsch and David Kirsch<br />

Carolynn Klein<br />

Lori Leggatt and Andrew Foster<br />

Corinne Linardic and Ned Patz<br />

Dave and Claudia Michelman<br />

Cindy and Gregg Pacchiana<br />

Russell Rabinowitz<br />

Kara Richards-Baker and Drew Baker<br />

Gilda Rodriguez and John Villani<br />

Darielle and Lee Ruderman<br />

Fern Szulgit and Erick Peterson<br />

Emily and Lee Taft<br />

Cassandra and Wayne Taylor<br />

Melanie and Lars Trost<br />

Les Webster<br />

5 Years<br />

Ms. Sandra Adams and Mr. Fred Adams<br />

Lisa and Elaine Andrews-Lanier<br />

Sumi and Dan Ariely<br />

Stephanie and Vince Aurentz<br />

Katie Bailey and Adam Wenzlik<br />

Geoff Berry<br />

Mr. and Mrs. Richard Betuker<br />

Tia and Martin Black<br />

Jeannine Borzello<br />

Mr. and Mrs. David Bowers<br />

Kristin and Steve Bradley-Bull<br />

Lucy and Tom Bradshaw<br />

Tamara Branca and Wolfgang Wagner<br />

Erika and Sam Buell<br />

Maria Cassinelli-Bernstein and<br />

Fernando Bernstein<br />

Susan Cates and Scott Warren<br />

Tanya Chartrand and Gavan Fitzsimons<br />



Aria Chernik and Michael Delafield<br />

Katie Christo<br />

Mary and Joe Cooley<br />

Linda Cronenwett and Shirley Tuller<br />

Molly Cronenwett<br />

Donna Culton and Arun Manikumar<br />

Rachel and Jonathon Cummings<br />

Kiersten and Clint Dart<br />

Mark Dunzo<br />

Maureen Dwyer<br />

Sarah Ellestad and Ron Przybycien<br />

Eman Elmahi and Husam Hasanin<br />

Lisa Fail and Michael Pignone<br />

Jeanne Gatling<br />

Victor Gatling<br />

General Mills Box Tops for Education<br />

Annie and George Genti<strong>the</strong>s<br />

Victoria Goatley<br />

Jennifer Goulet and Michael Wade<br />

Hea<strong>the</strong>r and Bret Greene<br />

Tery and Michael Gunter<br />

Leslie Hamilton<br />

Robin Hardie-Hood and Thomas Hood<br />

Sue Harnett<br />

Beth and Jeff Harris<br />

Jennifer Harris<br />

Kylie and Clint Harris<br />

Helen Harrison and Tom Truscott<br />

Laurie Ann and Scott Harvey<br />

Melanie Hatz-Levinson and Howie Levinson<br />

Elizabeth and David Hays<br />

Wendy and Paul Henderson<br />

Mary Beth Hes<br />

Kerry Holbrook<br />

Beatrice Hong and Ziad Gellad<br />

Carla Horta<br />

Brian Horton<br />

Lisa and Scott Huettel<br />

Andrea Hussong and Patrick Curran<br />

Kristin Ito and Charles Gayer<br />

Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />

Nancy and Timothy Joyce<br />

Kay Kohring-DaSilva and Keith DaSilva<br />

Alexis and Jason Kralic<br />

Tiffane Land and Jonathon Jurusik<br />

Amy and Jamie Lau<br />

Ms. Ann Lawrence and Mr. Steve Leinwand<br />

Joel Lipsitch and Abbie Melnick<br />

Julie Marshall<br />

Kristi and Chris Martin<br />

Joy Martin and Ben Philpot<br />

Kristin and Corum McNealy<br />

Mr. and Mrs. Melvin Melnick<br />

Gary and Carelyn Monroe<br />

Karen and Steve Munsat<br />

Beth and Ed Murgitroyd<br />

Jenny and Craig Murray<br />

Miriam Ornstein and David Luks<br />

Sari Palmroth and Ram Oren<br />

Judy Panitch and Andrew Hart<br />

Kirstin and Gary Pellom<br />

Michelle and Brian Reich<br />

Mr. and Mrs. Gerald Richards<br />

Kelly Robinson and Lawrence DeGraaf<br />

Anna and Tuck Satterfield<br />

Connie and Truman Semans<br />

Julie Shermak and Steve Goodman<br />

Naz Siddiqui and Casey Jenkins<br />

Courtney and Don Smith<br />

Irecka Smith<br />

Renee and Joseph Smith<br />

Kim Spancake and Drew Snider<br />

Karen Springer and Alex Herskowitz<br />

Jessica and Albert Sun<br />

Pretty and Rodney Terrell<br />

Nicole Thompson<br />

Mary Townsend and Jon Stiber<br />

Linda Toyama-Yee and Linton Yee<br />

Tina Valdecanas and Doug Aitkin<br />

Sarah Wagdy and Tamer Mahmoud<br />

Amy Warren<br />

Marki Watson<br />

Rebecca and Robert Wilgus<br />

Alison and Soren Windram<br />

Suzanne and Chris Woods<br />

3 Years<br />

Krissy and Will Anderson<br />

Love and Ian Anderson<br />

Ruth Anderson-McGranahan<br />

and Mike McGranahan<br />

Karrie and Nathan Andrews<br />

Rachel Bachenheimer and Richard Stilwell<br />

Meytal Barak and Micky Cohen-Wolkowiez<br />

Mr. and Mrs. Chuck Bausell<br />

Sarah and Kenneth Bausell<br />

India and Ryan Bayley<br />

Sylvia Becker-Dreps and Chris Dreps<br />

Anjanée Bell<br />

Mrs. Judith Bell and The Honorable William Bell<br />

Alisha and Eric Benner<br />

Angie Bolz and Anthony Castleberry<br />

Mr. and Ms. John Bolz<br />

Mrs. Ruth Boshkoff<br />

Dayna Brill<br />

Kathryn and Seth Brodkin<br />

Mrs. Brenda Brown<br />

Dr. Kenneth W. Chandler<br />

Mr. and Mrs. R. B. Chartrand<br />

Mr. and Mrs. Dick Claar<br />

Robyn and Jamie Claar<br />

Hea<strong>the</strong>r Clarkson and Sean Wilmer<br />

Pamela and Marc Cohen<br />

Heidi and Jason Cope<br />

Natalie and Emiliano Corral<br />

Jim Covington<br />

Lisa Criscione-Schreiber and Eric Schreiber<br />

Blue and Robb Dean<br />

Mrs. Lynn Delicio<br />

Tania and Justin Desrosiers<br />

Dr. Agnes DeWitt<br />

Mrs. Penny Dietz<br />

Lauren and Scott Drake<br />

Blake Foley Dyson<br />

Alison and David Eagle<br />

Rose and Zubin Eapen<br />

Lori Etter and Jeff Welty<br />

Julia Fiore ‘00<br />

Daphne Friedman and Josh Granek<br />

Ana Garcia-Turner and Mark Turner<br />

Mr. and Mrs. Peter Generelly<br />

Michael Gilbert ‘96<br />

Jennifer and Michael Gilchrist<br />

Silvia Glaubach and Federico Bugni<br />

Cathy Gracey and Steve Smith<br />

Rachel and Rich Greenup<br />

36<br />


Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />

Mark Hale<br />

Mrs. Sylvia Harlen<br />

Lea and Alan Hart<br />

Keijuane Hester<br />

Pamela Hester<br />

Melinda and Michael Hill<br />

Tyler Hill ‘17<br />

Sunshine and Joel Hillygus<br />

Dr. and Mrs. Jack Hollenbeck<br />

Julie and Scott Hollenbeck<br />

Diane Hom and Chris Larson<br />

Neva Howard and Shahar Link<br />

Ji-Yeon and Hun-Yong Jo<br />

Lisa Kahan and Duncan Higgins<br />

Stefanie Kandzia and Ralf Michaels<br />

Richard and Lisa Kern Griffin<br />

Bridget and Jason Koontz<br />

Sue Kreissman and Philip Breitfeld<br />

Sarah and Ryan Lamb<br />

Jodie LaPoint and Chris Weymouth<br />

Charlotte Lee and David Siegel<br />

Mr. and Mrs. Richard Lemuth<br />

Mr. and Mrs. Frederic Leubuscher<br />

Lingyun Long and Hao Li<br />

Mimi Lukens and Mark Hansen<br />

Ms. Judith Lynch<br />

Mollie and Chad Ma<strong>the</strong>r<br />

Ms. Brenda Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

Mr. and Mrs. Tom Maultsby<br />

Mr. and Mrs. Pat McNease<br />

Beverly and Keith McRae<br />

Beth and Tim Miller<br />

Catriona Moore and Kyle Lundby<br />

Meghan Morris<br />

Willie Nicholson<br />

Josh Parker<br />

Dana and Keith Pearsall<br />

Mr. and Ms. John Philpot<br />

M.C. Ragsdale and Karen Popp<br />

Susie Post-Rust and Adam Rust<br />

Kelly and Jeff Powrie<br />

Mr. and Mrs. Tim Proctor<br />

Mrs. Kathleen Przybycien<br />

Robyn and Richard Putnam<br />

Linda Raftery and Phil Spiro<br />

Shalini Ramasunder and Scott Buckel<br />

Fatima Rangwala and Yousuf Zafar<br />

Shelby and Stephen Reed<br />

Erin and Jerry Reiter<br />

Charique and Johnathan Richardson<br />

Laura and Barak Richman<br />

Michelle Roy<br />

Whitney and John Sandor<br />

Erin and Todd Sarver<br />

Anna and Tuck Satterfield<br />

Rich Scher<br />

Mr. and Mrs. Donald Schoene<br />

Gita Schonfeld and Marvin Swartz<br />

Mr. and Mrs. Robert Selder<br />

Ann Schoene Skye and Jami Norris<br />

Dr. and Mrs. James A. Smith, III<br />

Janet and Roy Smith<br />

Jamie Steck<br />

Jinda and Kevin Stoll<br />

Sandy and Robert Taylor<br />

Dana Thompson Dorsey and Doug Dorsey<br />

Stacey and Eric Tisch<br />

Stephanie and Nathan Vandergrift<br />

Linda Vargas<br />

Danielle and Samuel Wellman<br />

Mr. and Mrs. Bill Welty<br />

Erin and Waller Wills<br />

Jen Wu and Shane McSwain<br />

Mel York and Lake Lloyd<br />

Giving Clubs<br />

Founder’s Club ($10,000+)<br />

<strong>Duke</strong> University Medical Center<br />

Richard and Lisa Kern Griffin<br />

Beverly and Keith McRae<br />

<strong>Oak</strong> Foundation<br />

M.C. Ragsdale and Karen Popp<br />

Alex Tolstykh and Ricardo Sanchez<br />

<strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Club ($5,000-$9,999)<br />

Anonymous (1)<br />

Lisa and Elaine Andrews-Lanier<br />

Sumi and Dan Ariely<br />

Kylie and Clint Harris<br />

Gary and Carelyn Monroe<br />

Josh Parker<br />

Florence and James Peacock<br />

Mr. and Mrs. Tim Proctor<br />

Kelly Robinson and Lawrence DeGraaf<br />

Anna and Tuck Satterfield<br />

Panna and Jenny Sharma<br />

Hull Avenue Club<br />

($2,500-$4,999)<br />

Anonymous (2)<br />

Lawrence and Sharon Baxter<br />

Mrs. Judith Bell and The Honorable<br />

William Bell<br />

Christopher Gergen and Hea<strong>the</strong>r Graham<br />

Robin Hardie-Hood and Thomas Hood<br />

Elizabeth and David Hays<br />

Kristin Ito and Charles Gayer<br />

Leann and Gavin Jocius<br />

Jin Yi Kwon and Larry Moray<br />

Sarah and Ryan Lamb<br />

Joel Lipsitch and Abbie Melnick<br />

Dave and Claudia Michelman<br />

Beth and Ed Murgitroyd<br />

Cindy and Gregg Pacchiana<br />

Kirstin and Gary Pellom<br />

John Pinto<br />

Fatima Rangwala and Yousuf Zafar<br />

Claire and Mark Scullion<br />

Connie and Truman Semans<br />

Julie Shermak and Steve Goodman<br />

Naz Siddiqui and Casey Jenkins<br />

Rona and Craig Spitzer<br />

Alison and Soren Windram<br />

Erwin Road Club ($1,000-$2,499)<br />

Anonymous (2)<br />

Ms. Sandra Adams and Mr. Fred Adams<br />

Krissy and Will Anderson<br />

Dr. Nadia Anderson<br />

Stephanie and Vince Aurentz<br />

Kathy Bartelmay and Roger Perilstein<br />

Chuck and Judy Bausell<br />

Mary Boshkoff and Paul Meisner<br />

Laurie Braun and John Taylor<br />

Joel and Beverly Brown<br />

Cathy Bryson<br />



Dr. Kenneth W. Chandler<br />

Tanya Chartrand and Gavan Fitzsimons<br />

Ayesha Chaudhary and Terry Clapacs<br />

Meihua Chen and Denis Kalenja<br />

MargEva and Stephen Cole<br />

Donna Culton and Arun Manikumar<br />

Kay Kohring-DaSilva and Keith DaSilva<br />

Melissa Ellis and Jeff Doyle<br />

Lori Etter and Jeff Welty<br />

Kathryn and Pierce Freelon<br />

Katie Garman<br />

Mr. and Mrs. Barna Gibson<br />

Jennifer Goulet and Mike Wade<br />

Sue Harnett<br />

Helen Harrison and Tom Truscott<br />

Keijuane Hester<br />

Tyler Hill ‘17<br />

Jen and Peter Hoff<br />

Julie and Scott Hollenbeck<br />

Diane Hom and Chris Larson<br />

Sheronda Jeffries<br />

Bridget and Jason Koontz<br />

Breitfeld Family<br />

Mr. and Mrs. Richard Lemuth<br />

Corinne Linardic and Ned Patz<br />

Susan and Ian Lipsitch<br />

Mimi Lukens and Mark Hansen<br />

Dr. Javad Malek and Mrs. Effat Malek<br />

Mollie and Chad Ma<strong>the</strong>r<br />

Mr. and Mrs. Tom Maultsby<br />

Sandy McCay<br />

Beth and Tim Miller<br />

Jenny and Craig Murray<br />

Susanna Naggie and Chuck Gerardo<br />

Shital and Nilay Patel<br />

Eric Poon and Mike Pelletier<br />

Kelly and Jeff Powrie<br />

Tina and Mitch Prinstein<br />

Russell Rabinowitz<br />

Erin and Jerry Reiter<br />

Mr. and Mrs. Robert Selder<br />

Dr. and Mrs. Edward Sugarman<br />

Melanie and Lars Trost<br />

Tina Valdecanas and Doug Aitkin<br />

Sarah Wagdy and Tamer Mahmoud<br />

Jen Wu and Shane McSwain<br />

Dragon’s Club ($500-$999)<br />

Anonymous (3)<br />

Dan and Tanja Bauer<br />

Brenda Berlin and Kevin Schulman<br />

Lauren Brinkley-Rubinstein and Eric Rubinstein<br />

Yuan Cao and Dawei Li<br />

Karen and Chris Carmody<br />

Susan Cates and Scott Warren<br />

Garry and Keisha Cutright<br />

Deryle and Desirée Daniels, Jr.<br />

Tania and Justin Desrosiers<br />

Gene and Betty Doyle<br />

Lauren and Scott Drake<br />

Lisa Fail and Michael Pignone<br />

Meghan Fitzpatrick<br />

Jennifer and Michael Frakes<br />

Mr. and Mrs. John Gardner<br />

Jeanne Gatling<br />

Victor Gatling<br />

Brian Greene<br />

Sandra B. Greene<br />

Rajan, Preeya, Meera and Siyona Gupta<br />

Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />

Dr. April Harris-Britt and Mr. James Britt<br />

Lea and Alan Hart<br />

Melanie Hatz-Levinson and Howie Levinson<br />

Lisa and Scott Huettel<br />

Ji-Yeon and Hun-Yong Jo<br />

Susan Sugarman Kirsch and David Kirsch<br />

Amy and Naveen Kumar<br />

Kristin and Corum McNealy<br />

Chiara Melloni and Pierluigi Tricoci<br />

Karen and Steve Munsat<br />

Linda Raftery and Phil Spiro<br />

Dr. Shalini Ramasunder and Dr. Scott Buckel<br />

Margaret and Tim Rauwald<br />

Eileen and Gerald Richards<br />

Whitney and John Sandor<br />

Lewanda and Pierre Taybron<br />

Candy and John Thompson<br />

Stacey and Eric Tisch<br />

Linda Vargas<br />

Les Webster<br />

Jill and Ben Weinberger<br />

Mr. Andrew Widmark<br />

Marlo and Dirk Wilcox<br />

Maroon Club ($250-$499)<br />

Anonymous (8)<br />

Susan and Bill Andrews<br />

Alisha and Eric Benner<br />

Mr. and Mrs. Richard Betuker<br />

Mr. and Ms. John Bolz<br />

Melanie Bonner<br />

Mrs. Jane Bourne<br />

Kristin and Steve Bradley-Bull<br />

Libby and Lee Buck<br />

Robyn and Jamie Claar<br />

Hea<strong>the</strong>r Clarkson and Sean Wilmer<br />

Charlotte and Ron Craig<br />

Lisa and Eric Schreiber<br />

Molly Cronenwett<br />

Angela Davis<br />

Rick and Sharon Deason<br />

Dr. Agnes L. DeWitt<br />

Penelope Dempsey Dietz<br />

Rose and Zubin Eapen<br />

Louise and Sean Flynn<br />

General Mills Box Tops for Education<br />

Vicki and Peter Generelly<br />

Gilchrist Family<br />

Mark Hale<br />

Harris Teeter<br />

Janet and Paul Hesselschwerdt<br />

Pamela Hester<br />

Sunshine and Joel Hillygus<br />

Beatrice Hong and Ziad Gellad<br />

Chun Hu and Jun Yang<br />

Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />

Lisa Kahan and Duncan Higgins<br />

Cara and Ravi Karra<br />

Ms. Jane Kirsch<br />

Mrs. Margaret Kohring<br />

Jodie LaPoint and Chris Weymouth<br />

Ann Lawrence and Steve Leinwand<br />

Lori Leggatt and Andrew Foster<br />

Marin Levy and Joseph Blocher<br />

Lingyun Long and Hao Li<br />

Claudia and Steve Markey<br />

Debbie Marshall<br />

Catriona Moore and Kyle Lundby<br />

Anne and Phil Napoli<br />

Liss Family<br />

38<br />


Shelby and Stephen Reed<br />

Helen and Barry Reiter<br />

Mike Strauss and Harmony Salzler<br />

Rich Scher<br />

Ms. Meyressa Schoonmaker<br />

Courtney and Don Smith<br />

Moira Smullen and Chris Marshall<br />

Jinda and Kevin Stoll<br />

Fern Szulgit and Erick Peterson<br />

Dr. and Mrs. Linton Yee<br />

Dr. and Mrs. Virgilio Valdecanas<br />

Danielle and Samuel Wellman<br />

Suzanne and Chris Woods<br />

Ling Zhen and Wei Zhang<br />

Donor (Up to $249)<br />

Anonymous (23)<br />

C.S. Adams, III (Trey)<br />

Natalie and Chris Aho<br />

Mr. and Mrs. John Aitkin<br />

Madeline Allen ‘08<br />

Amazon Smiles<br />

Mr. and Mrs. Robert Anderson<br />

Anderson Family<br />

Ruth Anderson-McGranahan and Mike<br />

McGranahan<br />

Rachel Bachenheimer and Richard Stilwell<br />

Ms. Diane Bailey<br />

Mr. and Mrs. Andrew Baker<br />

Sarah and Kenneth Bausell<br />

Grace and Mattie Beason<br />

Mr. and Mrs. Kurt Becker<br />

Sylvia Becker-Dreps and Chris Dreps<br />

Geoff Berry<br />

Tia and Martin Black<br />

Dr. and Mrs. Dan Blazer, II<br />

Mr. Ed Blocher and Ms. Sandy Powers<br />

Jeannine Borzello<br />

Mrs. Ruth Boshkoff<br />

Mr. and Mrs. David Bowers<br />

Lucy and Tom Bradshaw<br />

Kate Brady<br />

Dayna Brill<br />

Mrs. Brenda L. Brown<br />

Mrs. Brenda S. Brown<br />

Patricia Brown<br />

Leslie Bryan<br />

Mr. and Mrs. Vaughn Bryson<br />

Mara Buchbinder and Jesse Summers<br />

Stephen J. Buchbinder<br />

Sabrina Burmeister and Keith Sockman<br />

Judy Byck and Eric Mlyn<br />

Elaine Cameron<br />

Maria Cassinelli-Bernstein and Fernando<br />

Bernstein<br />

Mr. and Mrs. R. B. Chartrand<br />

Aria Chernik and Michael Delafield<br />

Katie Christo<br />

Natalie Cicero<br />

Mr. and Mrs. Dick Claar<br />

Wesley Clegg<br />

Noah Clapacs ‘14<br />

Zain Clapacs ‘11<br />

Coastal Federal Credit Union<br />

Pamela and Marc Cohen<br />

Mr. Larry Colker<br />

Mary and Joe Cooley<br />

The Cope Family<br />

Bob and Allyn Kay Cornwell<br />

Jen Crawford Cook and Steve Cook<br />

Jack and Debra Cronenwett<br />

Linda Cronenwett and Shirley Tuller<br />

Mr. and Ms. Roland M. Crowell<br />

Mr. and Mrs. Juan Cruz<br />

Dianne Cruz and Douglas Williamson<br />

Mr. and Ms. Bill Culton<br />

Kiersten and Clint Dart<br />

Mrs. Lynn Delicio<br />

Tracie DeLoatch<br />

Rebecca Dexter<br />

Dan Divis<br />

Ms. Hope Dooley<br />

Florence Dore and Will Rigby<br />

Mrs. Darcy Downing<br />

Mrs. Norma Drummond<br />

Dani Duma and Jeff Weiss<br />

Mark Dunzo<br />

Ashley Durham and Jason Harris<br />

Mr. and Mrs. Jim Durham<br />

Maureen Dwyer<br />

Foley Dyson<br />

Linda and John Eads<br />

Alison and David Eagle<br />

Charles Ebel<br />

Mr. and Mrs. Ralph Edwards<br />

Ms. Carol Elliot<br />

Eman Elmahi and Husam Hasanin<br />

Raina Elsner and David Andrews<br />

Dan Epperson<br />

Dr. Anabelle Estrera and Dr. Clemente Estrera<br />

Cleo Estrera and Mat<strong>the</strong>w E<strong>the</strong>rington<br />

Emily Feldman-Kravitz and Richard Kravitz<br />

Ben Felton<br />

Andrew Fiore ‘91<br />

Julia Fiore ‘00<br />

Abby Flynn and Kevin Walker<br />

Dr. Sarah Friedman<br />

Holli and Brandon Gall<br />

Larry and Penny Gall<br />

Jennifer and Dave Gardner<br />

Eva Garland<br />

Mr. and Mrs. Joel Gaya<br />

Mr. and Mrs. Alan Gayer<br />

Annie and George Genti<strong>the</strong>s<br />

Mr. and Mrs. Harry Genti<strong>the</strong>s<br />

Michael Gilbert ‘96<br />

Silvia Glaubach and Federico Bugni<br />

Cathy Gracey and Steve Smith<br />

Gail Aronoff Granek<br />

Hea<strong>the</strong>r and Bret Greene<br />

Ron and Phyllis Greene<br />

Sarah Greene and Ian Cundiff<br />

Ida and Dennis Greenhill<br />

Rachel and Rich Greenup<br />

Tery and Michael Gunter<br />

The Gustafson Family<br />

Lauren Hagan<br />

Emma Hales ‘15<br />

Jane and James Hales<br />

Sean Hamel<br />

Leslie Hamilton<br />

Mrs. Sylvia Harlen<br />

Beth and Jeff Harris<br />

Jennifer Harris<br />

Laurie Ann and Scott Harvey<br />

Mary and Stephen Harward<br />

Karen and Colleen Heller-McLaughlin<br />



Wendy and Paul Henderson<br />

Mary Beth Hes<br />

Amy and Jamie Lau<br />

Daniel Heuser<br />

Susan and Richard Hilser<br />

Lauren Hiner<br />

Sima and Michael Hodavance<br />

Laura and Jason Hodgson<br />

Kerry Holbrook<br />

Caren and Jack Hollenbeck<br />

Ms. Sammie Holloway<br />

Madeline Horrigan<br />

Carla Horta<br />

Brian Horton<br />

Neva Howard and Shahar Link<br />

Tonya Hunt<br />

Sandra and Peter Jacobi<br />

Pamela Jarvis-Miller<br />

Jahmarie Jean<br />

Rex Jeffries<br />

Stefanie Kandzia and Ralf Michaels<br />

Sara and Nico Katsanis<br />

Kevin Kearns<br />

Phadej and Sachivalai Keopunna<br />

Hélène and Alex Kirshner<br />

Carolynn Klein<br />

Koerner Family<br />

Kralic Family<br />

Sharon and Vib Kshettry<br />

Sharon Laisure<br />

Tiffane Land and Jonathon Jurusik<br />

Ms. Paula LaPoint<br />

Mr. and Mrs. Greg Lau<br />

Charlotte Lee and David Siegel<br />

Frederic and Naomi Leubuscher<br />

Hui Li and Fan Yuan<br />

Ca<strong>the</strong>rine Linford<br />

Jian Liu and Jia Li<br />

Ms. Joan Lloyd<br />

Mr. and Mrs. Bill Longnecker<br />

Andrew Lovett<br />

Dr. Victoria Lubkov<br />

Sharon and Ed Lunk<br />

Judith Lynch<br />

Mr. and Mrs. John D. MacAulay<br />

Elizabeth and Mike Malinzak<br />

Mr. and Mrs. David Malinzak<br />

Mr. and Mrs. Millard Maloney<br />

Lucia Marcus<br />

Julie Marshall<br />

Mr. and Mrs. David Martak<br />

Kristi and Chris Martin<br />

Brenda G. Mat<strong>the</strong>ws<br />

Octavia Mat<strong>the</strong>ws<br />

Tiffany Mat<strong>the</strong>ws<br />

William K. Mat<strong>the</strong>ws<br />

Margaret and Richard McCann<br />

Dr. and Mrs. Sushil Mehrotra<br />

Melvin and Susan Melnick<br />

Joyce Miller<br />

Robert Mills<br />

Jeffrey Ayers Monroe ‘15<br />

Jeannine Montgomery<br />

Mr. and Mrs. R. Leonard Moore<br />

Ms. Cathleen Morawetz<br />

Vin and Ann Morgan<br />

Meghan Morris<br />

Vicki and Gilbert Muller<br />

Pedi and Ruth Neta<br />

Bonnie E Nevel and Richard G Newell<br />

Willie Nicholson<br />

Marilyn and Peter Ornstein<br />

Miriam Ornstein and David Luks<br />

Judy Panitch and Andy Hart<br />

Alessandra Pavesio and Steven Singer<br />

Natalie and Emiliano Corral<br />

Dana and Keith Pearsall<br />

Mr. and Ms. John Philpot<br />

Jake and Lisa Pope<br />

Rust Family<br />

Mr. and Mrs. Max Powrie<br />

Kathleen M. Przybycien<br />

Robyn and Richard Putnam<br />

Rakuten Loyalty<br />

Michelle and Brian Reich<br />

Richards-Baker Family<br />

Charique and Johnathan Richardson<br />

Laura and Barak Richman<br />

Hea<strong>the</strong>r and Patrick Ritchie<br />

Marya McNeish and Bob Robinson<br />

Gilda Rodriguez and John Villani<br />

Michelle Roy<br />

David and Pegeen Rubinstein<br />

Darielle and Lee Ruderman<br />

Dr. Judith Ruderman<br />

Mr. and Mrs. John Rushing<br />

Grechen and Jonas Sahratian<br />

Laura and Chris Sample<br />

Jonatan Sanchez<br />

Leah Sansbury and Trip Boyer<br />

Elizabeth Sasser and Daniel Sasser<br />

Paula Scatoloni and Andy Ovenden<br />

Schechter Family<br />

Barb and Don Schoene<br />

Gita Schonfeld and Marvin Swartz<br />

William Settle<br />

Jane Shears<br />

Lisa Simmons<br />

Ms. Karen Simon<br />

Joe and Charlene Skorjanec<br />

Ann Skye and Jami Norris<br />

Irecka Smith<br />

Dr. and Mrs. James A. Smith, III<br />

Janet and Roy Smith<br />

Renee and Joseph Smith<br />

Darryl Spancake<br />

Kim Spancake and Drew Snider<br />

Mr. and Mrs. John Spangler<br />

Karen Springer and Alex Herskowitz<br />

Jamie Steck<br />

Betsy Strauss<br />

Dr. and Mrs. Bernard Strauss<br />

Laura Streitfeld and Cyril Lance<br />

Ms. Nina Streitfeld<br />

Mr. and Mrs. Craig Summers<br />

Michael J. Szott<br />

Emily and Lee Taft<br />

James and Doris Taybron<br />

Sandy and Robert Taylor<br />

Dana Thompson Dorsey and Doug Dorsey<br />

Kizzy Thompson-Lynch and Jason Lynch<br />

Mary Townsend and Jon Stiber<br />

Stephanie and Nathan Vandergrift<br />

Amy Warren<br />

Marki Watson<br />

Mr. and Mrs. Donald Weinberger<br />

Bea and Bill Welty<br />

Rachel Wer<strong>the</strong>imer<br />

40<br />


Sarah Wessell and John Bley<br />

Megan Whitted<br />

Rebecca and Robert Wilgus<br />

Deja Williams<br />

James M. Williams<br />

Ms. Karen Williams<br />

Kia Williams<br />

Jenner and Libby Wood<br />

Becca and Julian Wooldridge<br />

Nancy Worsham<br />

Iain Wright ‘13<br />

Harriet Bogin Yogel<br />

Mel York and Lake Lloyd<br />

Grandparent Giving<br />

Anonymous (15)<br />

Dr. Sandra Adams and Dr. Fred Adams<br />

Kamau and Vida Anderson<br />

Mr. and Mrs. Robert Anderson<br />

Dr. Nadia Anderson<br />

Mr. and Mrs. Bolton Anthony<br />

Ms. Diane Bailey<br />

Mr. and Mrs. Richard Baldwin<br />

Mr. and Mrs. Chuck Bausell<br />

Mr. and Mrs. Bob Beason<br />

Mr. and Mrs. Kurt Becker<br />

The Honorable William Bell and<br />

Mrs. Judith Bell<br />

Dr. and Mrs. Dan Blazer, II<br />

Mr. and Ms. John Bolz<br />

Mrs. Ruth Boshkoff<br />

Mrs. Jane Bourne<br />

Mr. and Mrs. David Bowers<br />

Mrs. Brenda L. Brown<br />

Joel and Beverly Brown<br />

Mr. and Mrs. R. B. Chartrand<br />

Mr. and Mrs. Chi-Cheng Chen<br />

Mr. and Mrs. Dick Claar<br />

Mrs. Helen Clyde<br />

Mr. Larry Colker<br />

Charlotte and Ron Craig<br />

Mr. and Mrs. Jack Cronenwett<br />

Linda Cronenwett and Shirley Tuller<br />

Mr. and Ms. Roland M. Crowell<br />

Dr. Nancy Day Adams and<br />

Dr. Thomas Sinsteden<br />

Mr. and Mrs. Richard Deason<br />

Mrs. Lynn Delicio<br />

Dr. Agnes DeWitt<br />

Mrs. Penny Dietz<br />

Mr. and Mrs. Gene Doyle<br />

Dr. and Mrs. Stanley Etersque<br />

Mr. Albert Feldman<br />

Dr. Sarah Friedman<br />

Mr. and Mrs. John Gardner<br />

Mr. and Mrs. Alan Gayer<br />

Mr. and Mrs. Peter Generelly<br />

Mr. and Mrs. Robert Getman<br />

Mrs. Gail A. Granek<br />

Ms. Cleme Grant<br />

Mr. and Mrs. James Gray, III<br />

Dr. Sandra Greene<br />

Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />

Mrs. Sylvia Harlen<br />

Dr. April Harris-Britt and Mr. James Britt<br />

Mr. and Mrs. Bill Hays<br />

Mr. and Mrs. Paul Hesselschwerdt<br />

Mr. and Mrs. Richard Hilser<br />

Dr. and Mrs. Jack Hollenbeck<br />

Mr. and Mrs. Thomas Hurtgen<br />

Mr. Gad Janay and Mrs. Marlene Janay<br />

Mr. and Mrs. Raymond Kirk<br />

Mrs. Margaret Kohring<br />

Ms. Paula LaPoint<br />

Ms. Ann Lawrence and Mr. Steve Leinwand<br />

Mr. and Mrs. Paul Lee<br />

Mr. and Mrs. Richard Lemuth<br />

Mr. and Mrs. Frederic Leubuscher<br />

Dr. and Mrs. Bruce Lewis<br />

Dr. and Mrs. Ian Lipsitch<br />

Ms. Joan Lloyd<br />

Mr. and Mrs. Bill Longnecker<br />

Dr. Victoria Lubkov<br />

Ms. Judith Lynch<br />

Mr. and Mrs. Steve Markey<br />

Ms. Brenda Mat<strong>the</strong>ws<br />

William Mat<strong>the</strong>ws<br />

Mr. and Mrs. Tom Maultsby<br />

Mr. and Mrs. Pat McNease<br />

Melvin and Susan Melnick<br />

Dr. and Mrs. Towson Moore<br />

Mr. and Mrs. Vin Morgan<br />

Mr. and Mrs. Ian Murgitroyd<br />

Dr. Pedi Neta and Mrs. Ruth Neta<br />

Dr. and Mrs. Franc Noel<br />

Mr. and Mrs. Jack Olich<br />

Marilyn and Peter Ornstein<br />

Mr. and Mrs. Lyle Orstad<br />

Mr. and Mrs. Edward Patz<br />

Florence and James Peacock<br />

Mrs. Barbara Pope<br />

Mr. and Mrs. Max Powrie<br />

Mr. and Mrs. Tim Proctor<br />

Mrs. Kathleen Przybycien<br />

Robyn and Richard Putnam<br />

Anita and Dale Pyles<br />

Dr. and Mrs. Barry Reiter<br />

Mr. and Mrs. Gerald Richards<br />

Mr. and Mrs. Epes Robinson<br />

Mr. Ira Robinson<br />

Mr. and Mrs. Randy Rollins<br />

Mr. and Mrs. Donald Schoene<br />

Ms. Meyressa Schoonmaker<br />

Dr. and Mrs. James A. Smith, III<br />

Mrs. Sue Smith<br />

Darryl Spancake<br />

Mr. Gad Janay and Mrs. Marlene Janay<br />

Betsy Strauss<br />

Ms. Nina Streitfeld<br />

Dr. and Mrs. Edward Sugarman<br />

Mrs. Sallie Taylor<br />

Mrs. Norma Thompson<br />

Mr. and Mrs. Tom Tisch<br />

Mr. and Mrs. Ron Trzcinski<br />

Dr. Virgilio Valdecanas and<br />

Dr. Erlinda Valdecanas<br />

Mr. and Mrs. Bill Welty<br />

Ms. Karen Williams<br />

Gifts in Kind<br />

Ad Resources, Inc.<br />

Favor Desserts<br />

Alex Herst ‘08<br />

Anne Lawrence and Steve Leinwand<br />

King’s Red & White Super Market, Inc.<br />

The Mad Popper<br />

Chris Marshall and Moira Smullen<br />

Lee Miller<br />

Katayoun Tabrizi and Scott Lindroth<br />



Gifts Made (IHO/IMO/ICO)*<br />

Trey Adams IHO: Dave Michelman<br />

Natalie and Chris Aho ICO: Cameron Aho<br />

Mr. and Ms. William Andrews<br />

ICO: Noah Andrews<br />

Kathy Bartelmay and Roger Perilstein<br />

IHO: Ann Lawrence for her ongoing<br />

leadership and Professional Development<br />

with our math teachers<br />

Mr. and Mrs. Chuck Bausell<br />

ICO: Ayers Bausell<br />

Sharon and Lawrence Baxter<br />

IMO: Rea and Gerald Baxter<br />

Brenda Berlin and Kevin Schulman<br />

IMO: Edward Berlin<br />

Geoff Berry<br />

IHO: Rock - N- Roll<br />

Mr. and Mrs. Richard Betuker<br />

IHO: Mary Hayward and<br />

Madeline Horrigan<br />

Mr. and Ms. John Bolz<br />

IHO: Staff at <strong>Duke</strong> <strong>School</strong><br />

Mary Boshkoff and Paul Meisner<br />

IHO: Ava and Jackson Meisner<br />

Mrs. Jane Bourne<br />

ICO: Stephen, Gavin and Ally Lamb<br />

Kate Brady IHO: Holly and Alice<br />

Ms. Patricia B. Brown<br />

ICO: Taylor and Elena Mills<br />

Karen and Chris Carmody<br />

ICO: Ayla Carmody<br />

Dr. Manas Chatterji and Ms. Pradipta Chatterji<br />

ICO: Anya Chatterji<br />

Natalie Cicero<br />

IHO: 3 brave 7th grade slam poets<br />

Coastal Federal Credit Union<br />

IHO: Jason Mudd<br />

Mr. and Ms. Roland M. Crowell<br />

ICO: Emma and Lila Wills<br />

Mr. and Mrs. Gary Davies<br />

ICO: Carson Turner<br />

Mr. and Mrs. Richard Deason<br />

IHO: Jane Shears and Grechen Sahratian<br />

Mrs. Lynn Delicio, ICO: Amelia Hart<br />

Dr. Agnes DeWitt, ICO: Keila Hester<br />

Mrs. Penny Dietz, IMO: Amelia Marie Dietz<br />

Mr. and Mrs. Gene Doyle, IHO: Marki Watson,<br />

Julie Marshall, Brian Greene, Michelle<br />

Reich, Claudia Michelman, Annie Genti<strong>the</strong>s<br />

Mark Dunzo, IHO: Constance and Elise<br />

Rose and Zubin Eapen, IHO: Rose Payyapilli<br />

Melissa Ellis and Jeff Doyle,<br />

IHO: Mollie Doyle’s teachers<br />

Raina Elsner and David Andrews<br />

IHO: Dragons<br />

Emily Feldman-Kravitz and Richard Kravitz<br />

IHO: Martha Kravitz ‘16<br />

Meghan Fitzpatrick<br />

IMO: Dan Heuser’s fa<strong>the</strong>r<br />

Meghan Fitzpatrick<br />

IHO: Dyson/Coleman Family<br />

Meghan Fitzpatrick<br />

IMO: Ida Greenhill’s bro<strong>the</strong>r<br />

Meghan Fitzpatrick<br />

ICO: Brian,Elizabeth, and Noah Greene<br />

Meghan Fitzpatrick<br />

IMO: Irecka Smith’s grandmo<strong>the</strong>r<br />

Meghan Fitzpatrick<br />

ICO: Charlie Michelman<br />

Meghan Fitzpatrick<br />

ICO: Rachel Wer<strong>the</strong>imer’s wedding<br />

Meghan Fitzpatrick<br />

ICO: Tonya Hunt’s first granddaughter<br />

Meghan Fitzpatrick<br />

IMO: Frank and Norma Carmody<br />

Meghan Fitzpatrick<br />

IHO: Rebecca Riley Dexter<br />

Abby Flynn and Kevin Walker<br />

ICO: Wyatt Stillings<br />

Dr. Sarah Friedman<br />

IMO: Yair Granek’s great grandparents<br />

Mr. and Mrs. Larry Gall<br />

ICO: Caroline Gall<br />

Ana Garcia-Turner and Mark Turner<br />

ICO: Miranda and Nathaniel Turner<br />

Mr. and Mrs. Joel Gaya<br />

ICO: Kylee Lynch<br />

Mr. and Mrs. Barna Gibson<br />

ICO: Kate Brady, Kerry Holbrook<br />

and Lucy Bradshaw<br />

Jennifer and Michael Gilchrist<br />

IHO: Eman Elmahi and Emily Taft<br />

Mrs. Gail A. Granek, ICO: Yair Granek<br />

Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />

IHO: Great <strong>School</strong>, philosophy, teachers,<br />

Director and Development Officer!<br />

Mrs. Sylvia Harlen, ICO: Adeline Delefield<br />

Beth and Jeff Harris, IHO: 4th grade team<br />

Kerry Holbrook, IHO: Kate Brady<br />

Dr. and Mrs. Jack Hollenbeck<br />

ICO: Zeph and Charles Wiley<br />

Ms. Sammie Holloway, IMO: Myrtle Holloway<br />

Madeline Horrigan, IHO: Alexis Davis<br />

Pamela Jarvis-Miller, ICO: Emmett Flynn<br />

Ji-Yeon and Hun-Yong Jo, IHO: Bonnie Nevel<br />

Cara and Ravi Karra, IHO: Vija K. Karra<br />

Sara and Nico Katsanis<br />

IHO: Angelina Katsanis<br />

Kevin Kearns, ICO: Humphrey Kearns<br />

Mrs. Margaret Kohring<br />

ICO: Kate and Christopher Kohring<br />

Sue Kreissman and Philip Breitfeld<br />

IHO: Emily, Lee, Crete and Gray Taft<br />

Dr. and Dr. Kshettry, ICO: Meera Gupta<br />

Amy and Naveen Kumar<br />

ICO: Mia and Anya Kumar<br />

Ms. Paula LaPoint, ICO: Norah Weymouth<br />

Mr. and Mrs. Richard Lemuth<br />

ICO: Jack and Greta Wellman<br />

Mr. and Mrs. David Malinzak<br />

ICO: Patrick Malinzak<br />

Moira Smullen and Christopher Marshall<br />

IHO: <strong>Duke</strong> <strong>School</strong> Commuinity<br />

Ms. Brenda Mat<strong>the</strong>ws, ICO: Nia Stroud<br />

Octavia Mat<strong>the</strong>ws, ICO: Nia Stroud<br />

Mr. and Mrs. Pat McNease<br />

IHO: Ada Ca<strong>the</strong>rine Hays<br />

Mr. and Mrs. Melvin Melnick<br />

ICO: Sara and Leah Lipsitch<br />

Dr. Pedi Neta and Mrs. Ruth Neta<br />

ICO: Sophia Bahna-Neta<br />

Marilyn and Peter Ornstein<br />

IHO: 8th grade teachers<br />

Miriam Ornstein and David Luks<br />

IHO: Sivan and Adin’s past<br />

and present teachers<br />

Florence and James Peacock<br />

ICO: Isabella and Lucia Corral<br />

Eric Poon and Mike Pelletier<br />

ICO: Claire Pelletier-Poon<br />

Mrs. Kathleen Przybycien<br />

ICO: Lily and Max Przybycien<br />

Robyn and Richard Putnam<br />

IMO: Bill Weaver and Crete Putnam<br />

Linda Raftery and Phil Spiro<br />

IHO: Adriane Spiro<br />

Shalini Ramasunder and Scott Buckel<br />

IHO: Miriam Ornstein and Maureen Dwyer;<br />

Jeannine Montgomery and Carolynn Klein<br />

Mr. and Mrs. Gerald Richards<br />

ICO: Painter and Walker Richards-Baker<br />

Dr. and Mrs. David Rubinstein<br />

ICO: Xavier Rubinstein<br />

Dr. Judith Ruderman, ICO: Ethan Ruderman<br />

Paula Scatoloni and Andy Ovenden<br />

IMO: Pip and Raja<br />

42<br />


Mr. and Mrs. Donald Schoene<br />

ICO: Hayley Skye<br />

Ms. Meyressa Schoonmaker<br />

ICO: Zadie Schoonmaker<br />

Mark and Claire Scullion<br />

In support of <strong>the</strong> Strategic Plan<br />

Mr. and Mrs. Robert Selder<br />

ICO: Chloe and Lily Gilchrist<br />

Julie Shermak and Steve Goodman<br />

IHO: Jane Shears and Grechen Sahratian<br />

Ms. Karen Simon, ICO: Noah Andrews<br />

Dr. and Mrs. James A. Smith, III<br />

ICO: Lila and Emma Wills<br />

Mrs. Mary Stoll<br />

ICO: Bryan, Collin and Sara Grace Dock<br />

Betsy Strauss, ICO: Cam Strauss<br />

Dr. and Mrs. Bernard Strauss<br />

ICO: Carly and Ali Marshall<br />

Emily and Lee Taft<br />

IMO: Mary Scott Hoyt<br />

Nicole Thompson<br />

IHO: Lower <strong>School</strong> Faculty and Staff<br />

Stacey and Eric Tisch, ICO: Lucy Tisch<br />

Stacey and Eric Tisch, ICO: Lily Tisch<br />

Mr. and Mrs. Donald Weinberger ICO:<br />

Gemma Weinberger<br />

Mr. James Williams, ICO: Kennedy Williams<br />

Ms. Karen Williams, ICO: Kennedy Williams<br />

Kia Williams, ICO: Kennedy Williams<br />

Nancy Worsham, ICO: Lillian Boyer<br />

Harriet Bogin Yogel, ICO: Simon Summers<br />

Matching Gifts<br />

Cisco<br />

GlaxoSmithKline Foundation<br />

IBM Corporation<br />

McKinney Matching Gift Program<br />

NVIDIA<br />

Smith Gardner, Inc<br />

TRUiST<br />

Wells Fargo Foundation Educational<br />

Matching Gift Program<br />

Organizational Giving<br />

Coastal Federal Credit Union<br />

<strong>Duke</strong> University Medical Center<br />

Favor Desserts<br />

Fidelity Charitable Gift Fund<br />

General Mills Box Tops for Education<br />

Harris Teeter<br />

Mynt LTD<br />

<strong>Oak</strong> Foundation<br />

Progressive Business Solutions<br />

Target<br />

Triangle Community Foundation, Inc<br />

TRUiST<br />

Event and <strong>School</strong> Sponsors<br />

Connie Semans<br />

Favor Desserts<br />

G. Alan, Inc.<br />

Global Aspect Human Capital Advisors LLC<br />

Hilton Garden Inn - Medical Center<br />

Lanier Law, P.A.<br />

New Hope Animal Hospital<br />

Progressive Business Solutions<br />

Sergio Rosa<br />

Sun Trust<br />

We make every effort to ensure <strong>the</strong> accuracy of information contained in <strong>the</strong><br />

annual Honor Roll of Donors. If you have a question about a listing, please<br />

contact a member of <strong>the</strong> Development Office at (919) 493-9968.<br />

*IHO - In Honor of, IMO - In Memory of, ICO - In Celebration of<br />



Follow us on...<br />

Last year, <strong>Duke</strong><br />

<strong>School</strong> parent Richard<br />

Griffin presented an<br />

idea of a scoreboard<br />

in hopes of improving<br />

<strong>the</strong> overall game<br />

day experience for<br />

students and fans of<br />

soccer and lacrosse.<br />

With special thanks<br />

to <strong>the</strong> Griffin family’s<br />

sponsorship, this<br />

vision was brought<br />

to life in <strong>2017</strong>. Not<br />

only has it been well<br />

received by <strong>the</strong> <strong>Duke</strong><br />

<strong>School</strong> community,<br />

but it also adds pride<br />

and character to our<br />

campus.<br />

44<br />


Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!