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<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />
FALL <strong>2019</strong><br />
DESIGN THINKING &<br />
SOCIAL JUSTICE MEET<br />
ON THE GREEN<br />
Students’ design selected for Bull<br />
City Mini’s golf course<br />
DRAGON<br />
INNOVATORS GRANTS<br />
An innovative approach to make<br />
<strong>Duke</strong> <strong>School</strong> even better<br />
2018-19 DRAGON<br />
FUND HONOR REPORT<br />
Celebration and recognition of<br />
<strong>the</strong> Honor Roll of Donors<br />
1<br />
UNDER THE OAK
<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />
DUKE SCHOOL CORE VALUES<br />
WHAT WE DO<br />
Inspire learners to boldly and creatively shape <strong>the</strong>ir future.<br />
IDEAS WE LIVE BY<br />
LEARNER-CENTERED<br />
Learners are <strong>the</strong> center of a dynamic and collaborative<br />
learning, inquiry and discovery process.<br />
ACTIVE INQUIRY<br />
Intellectual curiosity through project-based learning<br />
propels learners to explore multiple paths to creative solutions.<br />
BOLD THINKERS<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 />
EDITORS<br />
WRITERS<br />
MAGAZINE DIRECTOR<br />
HEAD OF SCHOOL<br />
DESIGNER<br />
Sarah Dwyer<br />
Candy Thompson<br />
Lea Hart<br />
Laura Thompson<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 />
UNDER THE OAK
INSIDE this issue<br />
MESSAGE FROM HEAD OF SCHOOL ....... ........................ 4<br />
<strong>Duke</strong> <strong>School</strong> prepares tomorrow’s entrepreneurs and innovators.<br />
DESIGN THINKING & SOCIAL JUSTICE MEET ON THE GREEN. .. .......... 5-6<br />
Alex Houde ‘21, Henry McLaughlin ’21, and Oliver Sun ’21<br />
designed a golf hole—selected for Bull City Mini’s golf course.<br />
CULTIVATING INNOVATION MINDSETS ........ ......... ............ 7<br />
Jenny Murray shares how students are given opportunities to be innovative.<br />
DRAGON INNOVATORS GRANTS ....... ......................... 8-11<br />
An innovative approach to make <strong>Duke</strong> <strong>School</strong> even better.<br />
THE UPSTANDERS IN ACTION SUMMIT ........ .......... ......... 12-13<br />
Brooke Murgitroyd ’21 and Caroline Welty ’21 organized an<br />
“Upstanders in Action Summit’ for middle schoolers.<br />
EQUITY & JUSTICE: Q&A WITH EMILY CHÁVEZ ....... ............... 14-15<br />
<strong>Duke</strong> <strong>School</strong> welcomes its first Director of Equity and Justice.<br />
THINKING OUTSIDE THE POT ........ .......... ................ 16-17<br />
Laurie Ann Harvey and Venetha Machock share <strong>the</strong>ir “Plant Project.”<br />
INSIDE A CLASSROOM: DUKE SCHOOL’S ENGINEERING PROGRAM ....... 18-19<br />
Kathy Bartelmay sheds light on <strong>Duke</strong>’s <strong>School</strong>’s engineering curriculum.<br />
THE NATIONAL IDENTITY PROJECT ........ .......... ............ 20-21<br />
Bob Robinson introduces “Our National Identity” project.<br />
STUDENTS MAKING A DIFFERENCE ....... ............... .......... 22<br />
Student agency in response to Hurricane Florence.<br />
EDUCATING EDUCATORS ........ .......... .................... 23<br />
Reflections from project work staff developers<br />
Annie Genti<strong>the</strong>s, Hea<strong>the</strong>r Greene, and Claire Koerner.<br />
PLAYING AROUND IN THE CLASSROOM ........ ......... ......... 24-25<br />
Mat<strong>the</strong>w E<strong>the</strong>rington describes how to get students thinking creatively.<br />
FOES BECOME FRIENDS: EXPANDING ATHLETIC<br />
COMPETITION THROUGH COOPERATION . . . ... ... ... ....... . . ..... 26<br />
<strong>Duke</strong> <strong>School</strong> partners with peer schools for baseball and lacrosse.<br />
YOU CAN VET ON IT ........ .......... ............. ......... 27-28<br />
Emma Poole ’04 realizes dream of being a veterinarian.<br />
DUKE SCHOOL THINGS: STRANGER THINGS NIGHT<br />
AT THE DURHAM BULLS ATHLETIC PARK ....... ...................... 29<br />
<strong>Duke</strong> <strong>School</strong> sponsors its first alumni event at <strong>the</strong> stadium.<br />
STAYING CONNECTED . ...... .............. ................. 30-31<br />
Our community strives to stay connected with all alumni families.<br />
A SPECIAL MESSAGE TO DUKE SCHOOL GRADS ....... ............... 32-33<br />
Erik H. Knelson, M.D., Ph.D. ’99 addresses <strong>Duke</strong> <strong>School</strong>’s Class of <strong>2019</strong>.<br />
ALUMNI CONNECTIONS: ALWAYS A DRAGON ....... ............... 34-25<br />
Celebrating <strong>the</strong> destinations of 2015 and <strong>2019</strong> grads.<br />
DUKE SCHOOL’S 2018-19 DRAGON FUND REPORT ........ ........ .... 36-46<br />
Celebration and recognition of <strong>the</strong> Honor Roll of Donors.<br />
SPECIAL THANKS TO DUKE SCHOOL’S 2018-19<br />
FIRE & WIND DRAGON SPONSORS! ....... ......................... 47<br />
Celebration and recognition of <strong>Duke</strong> <strong>School</strong> sponsors.<br />
ON THE COVER:<br />
Bull City Mini Golf & Bar’s Chapel Choice golf hole—designed by <strong>Duke</strong> <strong>School</strong> students.<br />
INSIDE OF THE COVER:<br />
<strong>Oak</strong> tree on <strong>Duke</strong> <strong>School</strong>’s campus. Students and faculty use <strong>the</strong> oak tree as a<br />
regular meeting place and refer to it as U.T.O.T. (under <strong>the</strong> oak tree).<br />
3<br />
UNDER THE OAK
Message from Dave Michelman, Head of <strong>School</strong><br />
When I was young, I remember a number of<br />
predications about what <strong>the</strong> future would hold.<br />
Specifically, electricity would be so cheap that it<br />
would not need to be metered; cars would fly—<br />
ending congestion; and robots would be doing<br />
our housecleaning.<br />
Well I do have a Roomba, so at least some<br />
vacuuming happens without much personal<br />
intervention. But, I pay my electricity bill every<br />
month and my car fails to fly and<br />
often hardly moves on Interstate<br />
40 between Durham and Raleigh.<br />
On <strong>the</strong> o<strong>the</strong>r hand, I do carry all<br />
worlds’ knowledge in my pants<br />
pocket, and I can listen to almost<br />
any song ever produced by just<br />
asking Alexa.<br />
The future is notoriously difficult to<br />
predict so it might seem difficult<br />
to prepare students for it. However, no matter how<br />
<strong>the</strong> future unfolds, <strong>the</strong> creative, innovative and<br />
entrepreneurial will be best positioned for success.<br />
This issue of <strong>Under</strong> <strong>the</strong> <strong>Oak</strong> talks about how <strong>Duke</strong><br />
<strong>School</strong> prepares tomorrow’s entrepreneurs and<br />
innovators.<br />
By reading in-depth, you will learn about <strong>the</strong><br />
creativity that our sixth graders applied in<br />
designing miniature golf holes—one of which<br />
element that celebrates one of Durham’s most<br />
accomplished African Americans. You will learn<br />
more about our inclusion initiatives while reading<br />
<strong>the</strong> interview with Emily Chávez, our inaugural<br />
Director of Equity and Justice.<br />
You will be impressed when learning of our<br />
students’ roles in applying for and awarding<br />
innovation grants that help make <strong>Duke</strong> <strong>School</strong> even<br />
better. We also feature <strong>the</strong> third grade’s inventive<br />
and meaningful response as <strong>the</strong>y<br />
helped fellow North Carolinians<br />
displaced by Hurricane Florence.<br />
Our innovative work is valued<br />
globally as evidenced by <strong>the</strong><br />
distance learning course three<br />
of our teachers conducted<br />
for Beijing Royal <strong>School</strong>. The<br />
teachers in Beijing stayed past<br />
6:00 p.m. for <strong>the</strong> professional<br />
development, while our teachers<br />
presented at 6:00 a.m.<br />
Finally, we review Stranger Things Night at <strong>the</strong><br />
Durham Bulls stadium and <strong>the</strong> shout-out we<br />
received from <strong>the</strong> Duffer Bro<strong>the</strong>rs, <strong>Duke</strong> <strong>School</strong><br />
Class of ’99, as <strong>the</strong>y look back fondly on <strong>the</strong>ir<br />
<strong>Duke</strong> <strong>School</strong> education.<br />
If innovation is <strong>the</strong> future, <strong>Duke</strong> <strong>School</strong> has it<br />
covered.<br />
you could play downtown. That hole features an<br />
4<br />
UNDER THE OAK
Design Thinking & Social Justice<br />
Meet on <strong>the</strong> Green<br />
When Alex Houde, Henry McLaughlin and Oliver<br />
Sun embarked on a mini inquiry last year in sixth<br />
grade to create a model of a mini-golf hole, <strong>the</strong>y<br />
didn’t know <strong>the</strong>ir idea would be on par with some<br />
of <strong>the</strong> best in <strong>the</strong> Triangle.<br />
The boys and <strong>the</strong>ir classmates submitted <strong>the</strong>ir<br />
designs to Bull City Mini, a pop-up mini golf<br />
course and bar that opened in May <strong>2019</strong> on <strong>the</strong><br />
American Tobacco Campus.<br />
In all, three teams of<br />
students from <strong>Duke</strong><br />
<strong>School</strong> had design<br />
prototypes that were<br />
chosen as finalists in<br />
<strong>the</strong> contest. All of Bull<br />
City Mini’s holes were<br />
selected <strong>the</strong> three boys’ design, “Chapel Choice,”<br />
to be constructed as one of <strong>the</strong> course’s eight<br />
holes.<br />
“Bull City Mini was a great way to reflect on<br />
Durham’s values and what makes Durham,<br />
Durham,” Alex said.<br />
Each group of students began <strong>the</strong> project by<br />
creating a model of a mini golf hole from scrap<br />
products, according to Becca Wooldridge, sixth<br />
grade social studies and<br />
project teacher. In true<br />
<strong>Duke</strong> <strong>School</strong> fashion,<br />
<strong>the</strong> project incorporated<br />
reading, writing, history,<br />
math, physics, and social<br />
justice.<br />
to be designed by<br />
community members—<br />
from students to tech<br />
professionals—and have<br />
a Durham <strong>the</strong>me.<br />
Bull City Mini founders<br />
<strong>Duke</strong> <strong>School</strong> students Henry McLaughlin,<br />
Alex Houde, and Oliver Sun visited <strong>the</strong>ir<br />
Chapel Choice hole at <strong>the</strong> opening of <strong>the</strong><br />
Bull City Mini Golf & Bar.<br />
Alex, Henry and Oliver,<br />
for example, focused<br />
on <strong>the</strong> contributions of<br />
Julian F. Abele. Abele<br />
was <strong>the</strong> African American<br />
architect who designed<br />
UNDER THE OAK<br />
5
<strong>Duke</strong> Chapel but received little recognition at <strong>the</strong><br />
time because he was African American, <strong>the</strong> boys<br />
noted.<br />
“We wanted to celebrate him and all African<br />
Americans that really shaped Durham’s history,”<br />
Alex said.<br />
The boys saw <strong>the</strong>ir hole come to life in <strong>the</strong><br />
fabrication shop, and later played <strong>the</strong> course<br />
when Bull City Mini opened.<br />
“I really liked seeing how we could just imagine<br />
what we love about Durham, and <strong>the</strong>n turn it into<br />
this really unique and loveable hole that represents<br />
what it is we love about Durham,” Oliver said.<br />
Students Oliver Sun, Henry McLaughlin, and Alex Houde joined teacher Becca Wooldridge and<br />
Julie Bryce from Bull City Mini to view plans for <strong>the</strong>ir student-designed golf hole.<br />
6 UNDER THE OAK
Cultivating Innovation Mindsets<br />
By Jenny Murray, Middle <strong>School</strong> Director<br />
Innovation is essential if we are to educate our<br />
students for <strong>the</strong> future—a big responsibility and<br />
goal that takes so much more than materials and<br />
equipment that we’re fortunate to have available.<br />
At <strong>Duke</strong> <strong>School</strong>, students are given carefully<br />
curated opportunities to develop <strong>the</strong> mindsets<br />
necessary to innovate. But not all of <strong>the</strong>se are<br />
visible at a glance. How does <strong>Duke</strong> <strong>School</strong> foster<br />
empathy, curiosity, and creativity? Why are our<br />
students from preschool<br />
through eighth grade<br />
so ready to look at <strong>the</strong><br />
world, ask questions,<br />
and propose ideas and<br />
solutions? How do we<br />
create problem solvers<br />
for our complex world?<br />
A lot of this development and work takes place<br />
in projects. <strong>Duke</strong> <strong>School</strong> Project is different than<br />
project-based learning at most schools in some<br />
important ways. In <strong>Duke</strong> <strong>School</strong> Project, students<br />
use design thinking and o<strong>the</strong>r creative problem<br />
solving approaches to ask <strong>the</strong>ir own questions and<br />
propose <strong>the</strong>ir own solutions. Students <strong>the</strong>n make<br />
decisions about how to present those solutions<br />
to <strong>the</strong>ir audience. Project-based learning at o<strong>the</strong>r<br />
schools and major professional development<br />
entities puts <strong>the</strong>se decisions solely in <strong>the</strong> hands of<br />
<strong>the</strong> teacher. What a difference this makes! If adults<br />
don’t give students <strong>the</strong> opportunity to make<br />
decisions and choices in school, <strong>the</strong>y will be less<br />
able to make <strong>the</strong>m in life. And <strong>the</strong>y certainly won’t<br />
develop this skill at a high level. At <strong>Duke</strong> <strong>School</strong>,<br />
students practice asking questions and making<br />
decisions, <strong>the</strong>y reflect on <strong>the</strong>ir choices, and <strong>the</strong>y<br />
set goals for <strong>the</strong> future.<br />
Project work is just one example of how <strong>Duke</strong><br />
<strong>School</strong> cultivates <strong>the</strong><br />
mindsets necessary to<br />
innovate, and <strong>the</strong>re are<br />
so many more all around<br />
campus. Students gain<br />
necessary skills in reading,<br />
writing, math, science,<br />
and social studies in<br />
workshops and classes. These workshops and<br />
classes as well as morning meetings, advisory, PE,<br />
music, and arts classes all foster independence,<br />
decision-making, collaboration, and empathy.<br />
Many schools talk about innovation and provide<br />
some good surface-level opportunities. <strong>Duke</strong><br />
<strong>School</strong> is uniquely qualified and able to go<br />
deeper. Our children deserve and benefit from<br />
<strong>the</strong> richness of all that we do in project and<br />
throughout every day!<br />
UNDER THE OAK<br />
7
Dragons<br />
Innovators Grant<br />
The innovation grant that funded TerraCycling is still going strong this year.<br />
Last spring, a painted dragon appeared outside<br />
<strong>the</strong> Preschool building. Inspiring experts engaged<br />
with students in an Upstanders Summit. Middle<br />
schoolers spent Earth Day packing supplies to be<br />
delivered to Durham’s Urban Ministry.<br />
faculty/staff alter <strong>the</strong> school’s physical and<br />
educational landscape. Since fall 2018, 11 grants<br />
have been awarded to individuals and teams—<br />
most of <strong>the</strong>m students—with <strong>the</strong> goal of making<br />
<strong>Duke</strong> <strong>School</strong> even better.<br />
Across <strong>the</strong> <strong>Duke</strong> <strong>School</strong> campus,<br />
Dragon<br />
“We’re also really promoting innovation and<br />
Innovators Grants are helping students and<br />
creativity, and we want that to become part of our<br />
8<br />
UNDER THE OAK
culture,” said <strong>Duke</strong> <strong>School</strong> Innovation Director<br />
Katie Ree. “What this grant does is it not only<br />
gives people an opportunity to do something,<br />
but it also encourages students to have agency<br />
so that <strong>the</strong>y can try things.”<br />
The Dragon Innovators Grants emerged from<br />
a gift of $15,000 from an anonymous donor.<br />
Students, faculty, and staff can apply for up to<br />
$2,000 for projects, which are chosen based<br />
on <strong>the</strong>ir creativity and innovation, community<br />
reach, potential to catalyze additional ideas,<br />
documentation plan, efficient use of resources,<br />
and use of collaboration.<br />
“It was a community effort to even create <strong>the</strong><br />
process,” said Katie.<br />
thought of,” said Katie. “For me, it was really<br />
about seeing what <strong>the</strong> students would think<br />
would make our campus better.”<br />
Students applying for grants must have a teacher<br />
mentor and submit a detailed plan for <strong>the</strong><br />
materials and money needed, timeline, how <strong>the</strong>y<br />
expect <strong>the</strong> project to impact <strong>the</strong> school, and how<br />
<strong>the</strong>y will document <strong>the</strong>ir progress.<br />
Students not submitting applications can<br />
volunteer to review potential projects. During<br />
<strong>the</strong> 2018-19 school year, several fourth through<br />
eighth graders reviewed and scored applications<br />
based on a rubric. Middle <strong>School</strong> students also<br />
joined teachers and administrators on <strong>the</strong> panel<br />
making <strong>the</strong> final selections.<br />
Once school leaders settled on <strong>the</strong> idea of<br />
offering innovation grants, <strong>the</strong> entire <strong>Duke</strong><br />
<strong>School</strong> community was invited to take part via<br />
an all-school email. Katie visited second- through<br />
Students helped design <strong>the</strong> review process,<br />
including determining that applicants’ names<br />
should be hidden so that <strong>the</strong>ir proposals were<br />
scored anonymously.<br />
eighth-grade classrooms to encourage students<br />
to apply.<br />
“What we were really hoping was for <strong>the</strong>m to<br />
come up with—in some ways—ideas we hadn’t<br />
Students helped install <strong>the</strong> new water fountain<br />
on <strong>the</strong> Lower <strong>School</strong> playground.<br />
UNDER THE OAK<br />
9
The 11 projects funded so far range from restoring<br />
campus facilities like <strong>the</strong> Lower <strong>School</strong> gazebo<br />
and low ropes course to inspiring students to<br />
be active and engaged citizens. Several projects<br />
will add professional and student-designed<br />
artwork to campus. O<strong>the</strong>rs, like those introducing<br />
TerraCycling and CompostNow initiatives, “have<br />
<strong>the</strong> impact on our school but also on <strong>the</strong> world,<br />
which is nice,” said Katie.<br />
An artist herself, Katie understands <strong>the</strong> value<br />
of learning to market creative projects and<br />
developing <strong>the</strong> grit to try again if <strong>the</strong> first<br />
application isn’t successful. “That’s <strong>the</strong> part of it<br />
that I’m most happy about, is <strong>the</strong> process,” she<br />
said. “It encourages risk taking, it encourages<br />
agency, and I think it sparks ideas in o<strong>the</strong>rs.”<br />
A third round of grant applications will open this<br />
fall, with spring <strong>2019</strong> grantees presenting <strong>the</strong>ir<br />
projects at a whole-school ga<strong>the</strong>ring. Additional<br />
Grace Dunzo ’19 led middle schoolers in packing<br />
supplies for <strong>the</strong> Urban Ministry in Durham.<br />
Katie said she tries not to steer students or<br />
faculty toward specific types of projects, instead<br />
preferring to leave room for <strong>the</strong>ir ideas and<br />
creativity. She said <strong>the</strong> grant projects are also<br />
inspiring <strong>Duke</strong> <strong>School</strong> community members to<br />
launch initiatives outside of <strong>the</strong> program that<br />
don’t require money to complete.<br />
“I think that it’s all been kind of surprising,” she<br />
said. “I don’t know of any o<strong>the</strong>r schools doing<br />
this kind of work with preschool through eighth<br />
graders.”<br />
grant rounds will be offered as long as funds are<br />
available.<br />
10 UNDER THE OAK
• Creating new four-square courts on <strong>the</strong> Lower<br />
<strong>School</strong> playground<br />
• Installing a new water fountain on <strong>the</strong> Lower<br />
<strong>School</strong> playground<br />
• Introducing TerraCycling in <strong>the</strong> fifth- and<br />
sixth-grade building with <strong>the</strong> potential to<br />
expand to additional buildings<br />
• Rehabilitating <strong>the</strong> low ropes course with help<br />
from a consultant<br />
• Creating designs on <strong>the</strong> sidewalks around<br />
<strong>the</strong> second- and third-grade building to<br />
encourage students to exercise<br />
• Installing new floors in <strong>the</strong> Lower <strong>School</strong><br />
gazebo to solve mud and water issues<br />
• Hiring an artist to work with students to create<br />
a mural on <strong>the</strong> Preschool playground<br />
• Hosting an Upstanders Summit at <strong>the</strong> Middle<br />
<strong>School</strong><br />
• Purchasing and packing supplies for <strong>the</strong><br />
Urban Ministry in Durham<br />
• Painting a mural in <strong>the</strong> Middle <strong>School</strong> gym<br />
• Piloting a school-wide composting program<br />
with CompostNow<br />
“Today’s common problems are becoming increasingly<br />
global and complex. <strong>Duke</strong> <strong>School</strong> enables children to glean<br />
pertinent information from internal and external sources<br />
and to <strong>the</strong>n bring this information back to a collaborative<br />
forum. Through discussion and testing, problems are<br />
solved as a team. I feel this type of environment breeds<br />
innovation and true collaboration—a path to a meaningful<br />
and successful journey.”<br />
~ Sean Wilmer, <strong>Duke</strong> <strong>School</strong> Parent & Head of Facilities<br />
UNDER THE OAK<br />
11
IN ACTION<br />
SUMMIT<br />
When <strong>Duke</strong> <strong>School</strong> Innovation Director Katie<br />
Ree introduced <strong>the</strong> Dragon Innovators Grant<br />
and Caroline worked with Annie and Jenny<br />
Murray, Middle <strong>School</strong> Director, to incorporate<br />
a pplica tio n<br />
process to <strong>the</strong><br />
<strong>the</strong><br />
<strong>the</strong>y’d<br />
feedback<br />
received<br />
sixth<br />
grade,<br />
and revised <strong>the</strong>ir<br />
students<br />
Brooke<br />
proposal<br />
for<br />
Murgitroyd<br />
and<br />
r e s ubmission .<br />
Caroline<br />
Welty<br />
Their<br />
second<br />
eyed one ano<strong>the</strong>r<br />
from across <strong>the</strong><br />
room, knowing<br />
<strong>the</strong>y wanted to<br />
Teacher Annie Genti<strong>the</strong>s with students and<br />
summit organizers, Brooke Murgitroyd and Caroline Welty.<br />
s ubm i ssi o n<br />
received approval<br />
for a daylong<br />
“Upstanders in<br />
be involved. To<br />
Action<br />
Summit”<br />
<strong>the</strong>m, upstanding and kindness are inherently<br />
interlocked, and are both things <strong>the</strong>y want to see<br />
more of in <strong>the</strong> world around <strong>the</strong>m.<br />
With <strong>the</strong> help of Annie Genti<strong>the</strong>s, <strong>the</strong>ir mentor and<br />
<strong>Duke</strong> <strong>School</strong> social studies and project teacher,<br />
Brooke and Caroline applied for <strong>the</strong> grant. After<br />
<strong>the</strong> review committee, comprised of teachers and<br />
students rejected <strong>the</strong>ir initial proposal, Brooke<br />
to be paired with <strong>the</strong> schoolwide celebration of<br />
Earth Day.<br />
For <strong>the</strong> next few months leading up to <strong>the</strong> summit,<br />
Brooke and Caroline spent many lunches and<br />
recesses brainstorming lesson plans, emailing<br />
<strong>Duke</strong> <strong>School</strong> faculty and community members<br />
to ask for support, and collaborating with one<br />
ano<strong>the</strong>r to plan <strong>the</strong> summit. They wanted to make<br />
12 UNDER THE OAK
<strong>the</strong> whole event accessible to students like <strong>the</strong>m,<br />
to make it attractive for <strong>the</strong>ir peers to fur<strong>the</strong>r<br />
engage those around <strong>the</strong>m in a meaningful way<br />
focusing on <strong>the</strong> concept of upstander.<br />
In April, <strong>the</strong> “Upstanders in Action Summit”<br />
opened with a keynote address from Sara<br />
Ahmed—literacy coach, international teacher,<br />
and coauthor with Harvey “Smokey” Daniels<br />
Following <strong>Duke</strong> <strong>School</strong>’s Earth Day activities,<br />
middle schoolers attended a variety of sessions<br />
ranging from discussions on upstanding in<br />
<strong>the</strong> arts and voting rights, to <strong>the</strong> packaging of<br />
bags for Durham community members who are<br />
homeless (in collaboration with Grace Dunzo’s<br />
Eighth Grade Project).<br />
To Annie, this event served as a means to<br />
of<br />
Upstanders:<br />
amplify a culture<br />
How to Engage<br />
already<br />
present<br />
Middle<br />
<strong>School</strong><br />
at <strong>Duke</strong> <strong>School</strong>:<br />
Hearts and Minds<br />
with Inquiry. Sara<br />
encouraged <strong>Duke</strong><br />
“It represents <strong>the</strong><br />
work that we do<br />
every day—first of<br />
<strong>School</strong><br />
students<br />
all because of <strong>the</strong><br />
and teachers alike<br />
to “get proximate<br />
and get close to<br />
Students opened <strong>the</strong> “Upstanders in Action Summit” with a<br />
special keynote address from Sara Ahmed.<br />
multiple iterations,<br />
<strong>the</strong> involving<br />
o<strong>the</strong>r people, <strong>the</strong><br />
people whose stories you don’t know, whose<br />
stories aren’t like yours, who don’t look like<br />
you…get proximate and close to <strong>the</strong>ir stories so<br />
that your mind and your heart grow bigger.”<br />
getting feedback, making it bigger in terms of<br />
who <strong>the</strong>y involved, and <strong>the</strong>n also because we<br />
honor kids voices every day, from <strong>the</strong> youngest<br />
classrooms all <strong>the</strong> way up to eighth grade.”<br />
UNDER THE OAK<br />
13
Equity<br />
& Justice<br />
An Interview by Nicole Thompson,<br />
Lower <strong>School</strong> Director<br />
This fall, we welcomed Emily Chávez<br />
to <strong>Duke</strong> <strong>School</strong> as <strong>the</strong> first Director<br />
of Equity & Justice!<br />
Q. What conversations did you have at an early<br />
age that helped shape who you are today?<br />
A. First, I would say that my conversations with<br />
my mom were important in shaping me into who I<br />
am today. My mom encouraged me to talk about<br />
my feelings. She always expressed that she loved<br />
me unconditionally, even when I made mistakes.<br />
She also listened to me. If I wanted to try a new<br />
activity, she would try to give me <strong>the</strong> chance to<br />
experience it if she could.<br />
My conversations with my paternal grandmo<strong>the</strong>r,<br />
my Mamá Geno, also influenced me to be<br />
who I am. What was important about <strong>the</strong>se<br />
conversations is that <strong>the</strong>y were beyond verbal<br />
language. My Mamá Geno only spoke Spanish.<br />
Growing up, I only spoke English (I learned<br />
Spanish later). I met my Mamá Geno when I<br />
was seven years old, and she lived with us for a<br />
while. We communicated through hand gestures,<br />
through laughter, and through <strong>the</strong> Peruvian food<br />
she would cook for me that I ate and loved. She<br />
would speak to me in Spanish, and even though I<br />
didn’t understand her words, I felt <strong>the</strong>m. So, while<br />
I love words, I also learned that communication is<br />
so much beyond words; it is tactile, it is sensory.<br />
People communicate love in many ways beyond<br />
what is spoken.<br />
Q. Why is it important to engage young children<br />
in conversations about equity and justice?<br />
A. Young children are learning to name or<br />
indicate what <strong>the</strong>y feel, think and need. They are<br />
learning to put language to <strong>the</strong> nuances of <strong>the</strong>ir<br />
human experience. They experience and witness<br />
equity and inequity, justice and injustice, and we<br />
can help <strong>the</strong>m to articulate what <strong>the</strong>y observe and<br />
know by engaging <strong>the</strong>m in conversations about<br />
privilege, unfairness, diversity, and <strong>the</strong>ir identities<br />
and communities. Racism, heterosexism, classism<br />
and o<strong>the</strong>r systems of oppression thrive on silence.<br />
When we talk to kids about <strong>the</strong>se topics—even<br />
when it’s uncomfortable or awkward—we show<br />
children that it is important to do so.<br />
Children are also agents of change. By talking to<br />
kids about issues related to equity and justice, we<br />
can impart <strong>the</strong> importance of standing up and<br />
doing what is right even if o<strong>the</strong>rs do not stand up<br />
with you.<br />
14 14 UNDER THE OAK
Q. What makes affinity groups powerful?<br />
A. One of <strong>the</strong> most powerful things about<br />
being a part of an affinity group is having o<strong>the</strong>rs<br />
understand parts of your experience or identity<br />
without you having to explain <strong>the</strong>m. It can<br />
be a great gift to have someone understand<br />
you beyond what you can express in words<br />
because <strong>the</strong>y have a similar experience or have<br />
experienced <strong>the</strong> world in a similar way.<br />
Secondly, affinity groups can also expand our ideas<br />
of what it means to have a given identity. I believe<br />
in expansive community. I believe in seeing affinity<br />
communities for <strong>the</strong> full and rich groups that <strong>the</strong>y<br />
are. There is never one way to be a person with a<br />
certain type of identity; yet through conversations<br />
and media representations, certain identities<br />
often become essentialized, or reduced to certain<br />
features. Affinity groups can expand <strong>the</strong>se ideas<br />
of what it means to be someone or something.<br />
For instance, queer kids can be immigrants,<br />
Latina girls can be punk fans, and Black boys can<br />
be ballet dancers. If we want to build au<strong>the</strong>ntic<br />
community, we cannot limit ourselves and o<strong>the</strong>rs<br />
with whom we share an identity. We have to see<br />
each o<strong>the</strong>r for <strong>the</strong> entirety of who we are. Affinity<br />
groups can be a safe—or safer—space to do that.<br />
Ultimately, by creating spaces for members of<br />
historically marginalized groups to discuss <strong>the</strong>ir<br />
experiences and voice <strong>the</strong>ir concerns, affinity<br />
groups can streng<strong>the</strong>n <strong>the</strong> community at large.<br />
Q. What would you say are three must-read<br />
books for everyone?<br />
A. The Color Purple by Alice Walker—This<br />
book is a classic. It is about race, gender, power,<br />
sisterhood, overcoming, family, queerness and<br />
<strong>the</strong> beauty of being alive.<br />
A Small Place by Jamaica Kincaid—This book is so<br />
rich. It is written in second person and describes<br />
white tourists in Antigua through <strong>the</strong> eyes of<br />
Black Antiguans whose labor makes <strong>the</strong> tourists’<br />
comfort and ignorance possible.<br />
The Fire Next Time by James Baldwin—He was<br />
such a beautiful crafter of language. In this book,<br />
Baldwin articulates <strong>the</strong> realities and (seeming)<br />
nuances of racism in a way that no one else can.<br />
And here’s one more, a children’s book…<br />
Two White Rabbits by Jairo Buitrago, illustrated<br />
by Rafael Yockteng—I fell in love with this book<br />
when I read it for <strong>the</strong> Américas Award Review<br />
Committee. It describes <strong>the</strong> journey through<br />
Mexico common to many Central American<br />
migrants through <strong>the</strong> eyes of a child.<br />
Q. What is your favorite quote?<br />
A. “It always seems impossible until it’s done.”<br />
~ Nelson Mandela<br />
It’s true—you cannot see beyond <strong>the</strong> moment<br />
how things will change and life will evolve. I think<br />
<strong>the</strong> bridge between where we are now and where<br />
we believe we can be is a strong vision and <strong>the</strong><br />
commitment to carry it out.<br />
UNDER THE OAK<br />
15
THINKING OUTSIDE<br />
THE POT<br />
By Laurie Ann Harvey and Venetha Machock,<br />
<strong>Duke</strong> <strong>School</strong> Teachers<br />
Combining what we have<br />
learned about growing plants<br />
in our “Plant Project” with<br />
our concerns about all <strong>the</strong><br />
single use containers hurting<br />
<strong>the</strong> Earth, we decided to put<br />
our design thinking skills to<br />
work and create decorative<br />
plant pots from “useful junk.”<br />
Looking at a variety of plant pots, we compared<br />
and discussed what attributes made <strong>the</strong>se plant<br />
pots usable. This helped us create a “Recycled<br />
Plant Pot Design Checklist.”<br />
We <strong>the</strong>n selected our plant pot materials from a<br />
large variety of single use trash items (useful junk).<br />
With <strong>the</strong> help of useful junk, our kindergartners<br />
designed <strong>the</strong>ir pots. They also made labeled<br />
drawings to show how <strong>the</strong>ir plant pots would look<br />
First, our kindergarten class had a conversation<br />
about how plants help us and <strong>the</strong> Earth. We<br />
talked about how people are hurting <strong>the</strong> Earth<br />
with trash, especially single use plastic items. Our<br />
class <strong>the</strong>n decided to use a variety of thrown-out<br />
items to create decorative plant pots with and for<br />
our friends. We realized that we could help <strong>the</strong><br />
Earth in two ways: by “reusing” thrown-out items<br />
AND by growing plants.<br />
once assembled.<br />
Next, we paired off in groups and explained how<br />
we wanted our pots assembled and decorated.<br />
Art materials, colors, and construction ideas<br />
were included in our descriptions. The students<br />
carefully listened to one ano<strong>the</strong>r in order to make<br />
<strong>the</strong> pots. Working toge<strong>the</strong>r helped us discuss any<br />
problems that arose and/or share new ideas and<br />
suggestions as <strong>the</strong>y came up.<br />
16 UNDER THE OAK
Our students presented <strong>the</strong>ir creations to <strong>the</strong><br />
class, explaining <strong>the</strong>ir design ideas, and how <strong>the</strong>y<br />
followed through with <strong>the</strong>ir classmates’ wishes.<br />
They also shared any construction or decoration<br />
problems, and how <strong>the</strong>y worked toge<strong>the</strong>r to<br />
resolve <strong>the</strong>m.<br />
This project was completed by planting basil in<br />
our beautiful, recycled “useful junk” plant pots,<br />
decorated by our students who were <strong>the</strong>n able to<br />
test <strong>the</strong> usability of <strong>the</strong>ir pots.<br />
Our class kept track of <strong>the</strong> days, with tally marks,<br />
to see how long it would take for <strong>the</strong> basil to<br />
sprout and we compared our findings to <strong>the</strong><br />
information on <strong>the</strong> seed packet.<br />
We are so proud that, not only did<br />
we help <strong>the</strong> Earth, but we practiced<br />
listening to our friends, and helped<br />
create something <strong>the</strong>y will love, and<br />
enjoy using, for many years.<br />
UNDER THE OAK<br />
17
I NSIDE A CLASSROOM...<br />
DUKE SCHOOLS’ ENGINEERING PROGRAM<br />
By Kathy Bartelmay, <strong>Duke</strong> <strong>School</strong> Curriculum Director<br />
Perhaps one of <strong>the</strong> best-kept secrets at <strong>Duke</strong><br />
<strong>School</strong> is our preschool–eighth grade engineering<br />
program. When a parent asked me recently why<br />
we didn’t have a “STEM” program, I was shocked.<br />
No, students don’t leave <strong>the</strong>ir classes once a week<br />
for a computer lab. That’s because purposeful<br />
STEAM (Science, Technology, Engineering, Art<br />
and Math) work happens right in <strong>the</strong>ir classrooms.<br />
Here’s a peak into those rooms.<br />
While visiting first graders during <strong>the</strong> “Bird<br />
Project” last year, I spoke with students very<br />
worried about a visiting chicken with an injured<br />
foot. The poor bird was unable to stand and to<br />
eat; so it would surely die! How could <strong>the</strong>y help?<br />
With coaching from teachers, students researched<br />
solutions and decided to prototype a wheelchair<br />
that would give <strong>the</strong> chicken <strong>the</strong> support necessary<br />
to reach its food. After a few iterations, <strong>the</strong><br />
young engineers soon had <strong>the</strong> chicken eating<br />
comfortably in its new chair. At <strong>the</strong> same time,<br />
ano<strong>the</strong>r group of first graders worked with Sergio,<br />
a middle school student, to use our 3-D printer<br />
for creating a pros<strong>the</strong>tic bird foot!<br />
Meanwhile, fourth grade students used <strong>the</strong><br />
design process to create LEGO robots that<br />
solved problems. Griffin wanted to help people<br />
like his grandfa<strong>the</strong>r—a former pianist who could<br />
no longer play due to an injury. Griffin and his<br />
partner Ollie designed a robotic arm that played<br />
<strong>the</strong> piano.<br />
“It was kinda hard,” Griffin told me. “We wanted<br />
to invent an arm with five fingers, but we didn’t<br />
have enough motors. So, we designed an arm<br />
with one big finger and programmed it to play<br />
a song. Do you want to hear it?” Sure enough,<br />
when <strong>the</strong> boys pressed a button on <strong>the</strong>ir robot,<br />
<strong>the</strong> robotic arm moved along a keyboard and<br />
played “Hot Cross Buns!”<br />
The origins of <strong>Duke</strong> <strong>School</strong>’s engineering<br />
curriculum date back to 2002 when we were<br />
awarded a grant from Tufts Center for Engineering<br />
Educational Outreach (CEEO) to launch an<br />
elementary LEGO Robotics program. Tufts<br />
provided ongoing professional development and<br />
help purchasing materials; <strong>Duke</strong> <strong>School</strong> faculty<br />
created engineering lessons for <strong>the</strong>ir website,<br />
presented at <strong>the</strong>ir conference in Austin, and<br />
published an article about our young engineers<br />
in <strong>the</strong> National Science Teachers Association’s<br />
(NSTA) journal Science and Children.<br />
Over <strong>the</strong> years, <strong>the</strong> program expanded and we<br />
now have a comprehensive preschool–eighth<br />
grade engineering curriculum. Visitors might see<br />
preschoolers constructing bridges or sixth graders<br />
deciding which sensors to use so <strong>the</strong>ir robots can<br />
traverse a plateau on a newly discovered planet to<br />
locate a valuable green ore. Engineering happens<br />
in project work, in science class, and throughout<br />
<strong>the</strong> day.<br />
18<br />
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Tufts CEEO Professor Chris Rogers taught us that<br />
teaching engineering in elementary and middle<br />
school is important because <strong>the</strong> benefits go far<br />
beyond engineering. Engineering is simply using<br />
math, science, and creativity to design solutions<br />
to problems. This work doesn’t happen in a STEM<br />
lab. It happens in everyday life as kids learn to see<br />
that problems are everywhere. They need to learn<br />
to notice <strong>the</strong>m and begin designing multiple<br />
solutions at a young age to be prepared for <strong>the</strong><br />
future.<br />
I was reminded of Dr. Rogers’ advice in a recent<br />
chat with <strong>Duke</strong> <strong>School</strong> alumna Miranda Brown.<br />
Miranda had just won <strong>the</strong> design competition at<br />
Virginia Tech’s engineering camp. The challenge<br />
was to use <strong>the</strong> Design Process to come up with<br />
a solution that would help people in a natural<br />
disaster. Miranda and her team developed an<br />
inflatable, waterproof backpack with emergency<br />
supplies for flood victims.<br />
“It actually wasn’t hard,” Miranda told me.<br />
“The challenge was to find a problem, generate<br />
solutions and plans, build a prototype, test it, and<br />
make it better. They emphasized that we would<br />
be evaluated on our teamwork, as well as our<br />
actual solution.”<br />
When I congratulated her, Miranda just shrugged.<br />
“Actually, Kathy, I kind of tuned out when <strong>the</strong>y<br />
explained <strong>the</strong> steps in design thinking and<br />
teamwork. My teachers taught me that every<br />
single year at <strong>Duke</strong> <strong>School</strong>. <strong>Duke</strong> <strong>School</strong> taught<br />
me to power and challenge myself every year<br />
instead of relying on grades.”<br />
Perhaps, that is <strong>the</strong> most important outcome of<br />
our engineering program. I feel confident that<br />
Miranda and our o<strong>the</strong>r Class of 2015 alumni, who<br />
are freshmen in college this fall, will have <strong>the</strong><br />
powers and <strong>the</strong> tools to solve whatever problems<br />
<strong>the</strong>y encounter.<br />
UNDER THE OAK<br />
19
<strong>Duke</strong> <strong>School</strong> teacher Bob Robinson in action.<br />
You may have seen some recent reporting about<br />
how plantations and similar historic sites such<br />
as Monticello and <strong>the</strong> McLeod Plantation in<br />
Charleston, South Carolina have revised <strong>the</strong>ir<br />
interpretations to include frank descriptions of<br />
how responsible <strong>the</strong> enslaved African Americans<br />
were for creating <strong>the</strong> wealth of <strong>the</strong> white owners.<br />
Some sites draw <strong>the</strong> connection from enslavement<br />
through Jim Crow and onward to today’s income/<br />
wealth inequality and <strong>the</strong> mass incarceration of<br />
African Americans. Now to a noticeable degree,<br />
<strong>the</strong>se sites are getting some pushback from<br />
visitors, mostly white, who don’t want “political<br />
correctness” to detract from <strong>the</strong>ir enjoyment of a<br />
fine house and beautiful grounds.<br />
This evolution in historic site narrative and <strong>the</strong><br />
subsequent backlash raise important questions<br />
about our identity as a nation and who is in<br />
charge of curating it: How do nations construct a<br />
national identity? How have marginalized groups<br />
made <strong>the</strong>ir voices/perspectives heard throughout<br />
history? How have more diverse perspectives<br />
been added to our national identity over time?<br />
These questions drive <strong>Duke</strong> <strong>School</strong>’s Eighth<br />
Grade Project, “Our National Identity.” Four<br />
20<br />
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years ago while reflecting on <strong>the</strong> annual<br />
sojourn to Washington, DC and its connection<br />
to <strong>the</strong> social studies curriculum, <strong>the</strong> eighth<br />
grade team decided to design a project that<br />
would incorporate <strong>the</strong> trip as field work, and<br />
<strong>the</strong> “National Identity” project was born. We<br />
were inspired by <strong>the</strong> work we did with Harvey<br />
“Smokey” Daniels and Sara Ahmed during preplanning<br />
days, and <strong>the</strong> project emerged from our<br />
conversations.<br />
The project affords field work in DC, but also here<br />
in Durham, where <strong>the</strong> life, work, and identity of<br />
Pauli Murray has been celebrated, and where<br />
<strong>the</strong> community has wrestled with Confederate<br />
commemoration both at <strong>the</strong> courthouse and<br />
at <strong>the</strong> <strong>Duke</strong> University Chapel. This robust field<br />
experience also creates an au<strong>the</strong>ntic environment<br />
for students to discuss difficult topics with teacher<br />
guidance.<br />
Through <strong>the</strong> course of <strong>the</strong> project students come<br />
to understand <strong>the</strong> many ways that our national<br />
identity is developed—from <strong>the</strong> obvious, like<br />
who’s on our money to whom substantial statues<br />
depict, to <strong>the</strong> less visible, like who are <strong>the</strong> subjects<br />
marginalized designer behind <strong>the</strong> white person<br />
who got <strong>the</strong> credit. To culminate <strong>the</strong> project,<br />
we coach students to cultivate connections to<br />
stakeholders and propose <strong>the</strong>ir own additions to<br />
<strong>the</strong> stories about who we are.<br />
Over <strong>the</strong> course of a couple of years, students<br />
have created a coloring book of <strong>the</strong> Loving<br />
couple who successfully challenged Virginia’s<br />
law banning interracial marriages, proposed<br />
an art installation on New York City’s High Line<br />
celebrating feminist leader Inez Milholland,<br />
proposed additions to <strong>the</strong> <strong>Duke</strong> <strong>School</strong> calendar,<br />
and designed a memorial to women for <strong>the</strong>ir roles<br />
during <strong>the</strong> Civil War at Gettysburg to complement<br />
<strong>the</strong> memorial for <strong>the</strong> men who died.<br />
We especially celebrate when a student’s<br />
proposal earns a reply, as happens with a small<br />
number each year. Eden Richman was invited, for<br />
example, to receive a personal tour of art on <strong>the</strong><br />
High Line!<br />
Ultimately, you will see our eighth graders learning<br />
to flex <strong>the</strong>ir upstander muscles and advocate for<br />
a national identity that is as inclusive as possible.<br />
of coloring books or who might have been <strong>the</strong><br />
UNDER THE OAK<br />
21
STUDENTS MAKING A DIFFERENCE<br />
Student Agency in Response to Hurricane Florence<br />
By <strong>Duke</strong> <strong>School</strong> Teachers Hea<strong>the</strong>r Greene, Mary Beth Hes, Grechen Sahratian, and Jane Shears<br />
The morning of September 18, 2018, started with<br />
third-grade students and teachers sharing our<br />
crazy wea<strong>the</strong>r stories in <strong>the</strong> aftermath of Hurricane<br />
Florence: “Where did you take shelter during <strong>the</strong><br />
tornado warnings? What flooding did you see<br />
around town?” But our focus quickly turned to<br />
<strong>the</strong> impacts we saw far<strong>the</strong>r from home: “Did you<br />
see <strong>the</strong> flooding at <strong>the</strong> beach? Are those families<br />
safe? Where did <strong>the</strong>y go when <strong>the</strong>y couldn’t go<br />
home?”<br />
Our third graders kept landing on one critical<br />
question, “What can we do to help?” Both<br />
classrooms discussed what <strong>the</strong>y as third graders<br />
(without money, credit cards, or cars) could do<br />
to help, and decided to embark on a weeklong<br />
service project.<br />
After researching <strong>the</strong> needs of those impacted,<br />
<strong>the</strong> students came up with <strong>the</strong> idea of organizing<br />
a supply drive at <strong>Duke</strong> <strong>School</strong>. The response from<br />
<strong>the</strong> community was overwhelming—we collected<br />
carloads of supplies including soap, canned<br />
goods, books, toiletries, and coloring books. The<br />
students also let o<strong>the</strong>r classes know that <strong>the</strong>y<br />
could help, too.<br />
We took donations to <strong>the</strong> Friday Center in Chapel<br />
Hill, which opened as a shelter to hurricane<br />
evacuees. With <strong>the</strong> help of our Learning Center<br />
Support Coordinator, T Land, we also teamed<br />
up with Operation Air Drop, a group of pilots<br />
at Raleigh Durham International Airport offering<br />
<strong>the</strong>ir time and personal airplanes to fly donated<br />
supplies to <strong>the</strong> survivors in need who were<br />
o<strong>the</strong>rwise unreachable due to coastal road<br />
flooding.<br />
In addition to sending supplies, <strong>the</strong> students<br />
wanted to share words of encouragement and<br />
care to those affected by <strong>the</strong> storm. After learning<br />
from <strong>the</strong> pilots that even <strong>the</strong> added weight of<br />
letters would affect plane fuel efficiency, we<br />
decorated <strong>the</strong> supply boxes instead.<br />
In <strong>the</strong> words of one of our third graders, “I have<br />
learned that even if you think you can’t help, you<br />
always can help.”<br />
1 - Third graders talked to Josh Chapin, ABC11 WTVD<br />
reporter, about why <strong>the</strong>y felt compelled to help o<strong>the</strong>rs.<br />
2 - Students made cards of comfort to let victims of <strong>the</strong><br />
hurricane.<br />
3 - One class decorated <strong>the</strong> outside of boxes that <strong>the</strong>y filled<br />
with supplies for Operation Airdrop with messages of love,<br />
hope and courage.<br />
4 - One of our student-made cards.<br />
22<br />
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Everyone knows that <strong>Duke</strong> <strong>School</strong> educators are passionate<br />
about project work, but this summer teachers Annie<br />
Genti<strong>the</strong>s, Hea<strong>the</strong>r Greene, and Claire Koerner surpassed<br />
expectations. As project work staff developers, Annie,<br />
Hea<strong>the</strong>r and Claire ga<strong>the</strong>red at a studio in Chapel Hill to<br />
conduct five sessions of distance learning with teachers at<br />
Educating<br />
Educators<br />
<strong>the</strong> Beijing Royal <strong>School</strong> in China. In <strong>the</strong> course, An Introduction to Project Work and Inquiry, <strong>the</strong>y actively<br />
engaged participants in <strong>the</strong> inquiry project. Participants learned to help students ask “thick,” ra<strong>the</strong>r than<br />
“thin” questions, collaborate in <strong>the</strong> research process, find field experiences and guest experts, and share<br />
out <strong>the</strong>ir work with o<strong>the</strong>rs. The distance course was so successful that <strong>the</strong> school has requested a more<br />
advanced course as Beijing teachers continue on <strong>the</strong>ir journey toward an inquiry approach to teaching!<br />
“Our work with Beijing Royal<br />
<strong>School</strong> was stimulating because<br />
Claire, Hea<strong>the</strong>r, and I were<br />
able to collaborate with one<br />
ano<strong>the</strong>r in new and exciting<br />
ways. We had a steep learning<br />
curve as we navigated virtual<br />
teaching, and our We Chat back<br />
channel was a vital resource for<br />
responding to questions and<br />
supporting <strong>the</strong> real time work.<br />
Perhaps most importantly, I<br />
was reminded how important<br />
building connections with<br />
our participants was, and this<br />
mirrors <strong>the</strong> work <strong>Duke</strong> <strong>School</strong><br />
teachers do to build classroom<br />
community every day.”<br />
~ Annie Genti<strong>the</strong>s<br />
“As we collaborated this<br />
summer, one of <strong>the</strong> most<br />
important and eye-opening<br />
aspects of <strong>the</strong> work was how<br />
we had to break down project<br />
work to its roots, its foundation.<br />
Once we all had a strong<br />
understanding of what it takes<br />
to have a successful project,<br />
we were better equipped to<br />
teach teachers who had never<br />
experienced or taught in a<br />
progressive or collaborative<br />
manner. We realized that at its<br />
core, project work and inquiry<br />
work provide students a safe<br />
arena to question, research,<br />
and explore toge<strong>the</strong>r. As<br />
educators, we can foster this<br />
by allowing time to be spent<br />
playing, observing, drawing,<br />
and storytelling.”<br />
“Building relationships with<br />
o<strong>the</strong>rs is so important in setting<br />
<strong>the</strong> foundation for inquiry work,<br />
and at first, I was uncertain<br />
about how we were going to<br />
do that when teaching a group<br />
of educators on <strong>the</strong> o<strong>the</strong>r side<br />
of <strong>the</strong> world via webcam. But<br />
by building in opportunities for<br />
collaboration, as well as time<br />
for sharing questions, thoughts,<br />
processes, and products, just<br />
like we do every day with <strong>the</strong><br />
students we have right in front<br />
of us, we developed a wonderful<br />
rapport with teachers at Beijing<br />
Royal <strong>School</strong>. And in true <strong>Duke</strong><br />
<strong>School</strong> fashion, I was learning<br />
just as much as I was teaching<br />
throughout <strong>the</strong> experience.”<br />
~ Hea<strong>the</strong>r Greene<br />
~ Claire Koerner<br />
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23
Playing Around in <strong>the</strong> Classroom<br />
By Mat<strong>the</strong>w E<strong>the</strong>rington, <strong>Duke</strong> <strong>School</strong> Performing Arts Teacher<br />
about playfulness, creativity and innovation<br />
this year. As part of my two-year commitment<br />
with <strong>the</strong> Triangle Heads Leadership Academy<br />
(THLA), I am working with colleagues from<br />
Amazingly, before creativity<br />
determines everyone’s future<br />
goals, here’s innovation! Just<br />
keep learning math (Newtonian<br />
or Pythagorean). “Question<br />
righteously? Show truth?<br />
<strong>Under</strong>standing?” valiantly<br />
wonder xenial yawning zoologists.<br />
If you’re at all confused by my opening<br />
paragraph, <strong>the</strong>n don’t worry—it was an example<br />
of how to get students thinking creatively (also<br />
known as <strong>the</strong> Alphabet Game). The idea is<br />
that by engaging in a playful mindset, you can<br />
generate more creative ideas.<br />
I’ve been thinking and reading a great deal<br />
several Triangle-area independent schools<br />
to develop an action research project. With<br />
experienced teachers bringing new ideas back<br />
to <strong>the</strong>ir schools, it is an excellent opportunity for<br />
institutional growth and change.<br />
Through my literature review, I’ve learned that<br />
play is an intrinsic expression and need for all<br />
mammals (including humans) and that valuable<br />
social-emotional, physical and intellectual<br />
skills are developed through this practice in<br />
childhood. Dr. Peter Gray of Boston College<br />
points out that play has eroded in many schools<br />
today and also at home, where children are<br />
more likely to be enrolled in organized activities.<br />
However, many of <strong>the</strong>se activities are not play,<br />
which by definition must be self-controlled and<br />
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self-directed. Dr. Gray explains, “It’s <strong>the</strong> selfdirected<br />
aspect of play that gives it its educative<br />
power.”<br />
problems with novel solutions. Creative thinking,<br />
as it turns out, has a lot to do with <strong>the</strong> quantity<br />
of ideas, not simply <strong>the</strong> quality of ideas. By<br />
I’ve also learned that <strong>the</strong>re are different types<br />
of play. The National Institute for Play outlines<br />
several forms including Body Play, Social Play,<br />
Imaginative Play, and Creative Play. All of <strong>the</strong>se<br />
are important and necessary to successful<br />
development into adulthood. I am glad that, at<br />
<strong>Duke</strong> <strong>School</strong>, we value this need for play and<br />
provide opportunities for self-controlled and<br />
self-directed learning. I’m not just talking about<br />
formal opportunities such as <strong>the</strong> school play and<br />
musical, but also our middle school activities<br />
program, <strong>the</strong> way we engage students with<br />
project work, our innovators grants, Prime Time,<br />
student leadership, and <strong>the</strong> way our creative<br />
faculty works with students each day in <strong>the</strong><br />
engaging playfully, students are free to generate<br />
numerous ideas without immediately labeling<br />
<strong>the</strong>m as “good” or “bad.”<br />
Risk-taking in front of peers means putting<br />
yourself out <strong>the</strong>re, <strong>the</strong> potential for judgment,<br />
and negative feedback. By working toge<strong>the</strong>r<br />
playfully, students and teachers can ease<br />
<strong>the</strong> burden. Improvisational <strong>the</strong>ater holds a<br />
fundamental tenet called “Yes! And ...”—<strong>the</strong><br />
purpose being that we affirm and acknowledge<br />
someone else’s idea, <strong>the</strong>n we build upon it<br />
fur<strong>the</strong>r. So, next time someone delivers an idea<br />
that sounds implausible, try approaching <strong>the</strong><br />
conversation with openness and a playful “Yes!<br />
And…” You may be surprised at <strong>the</strong> outcome.<br />
classroom.<br />
For students to be excellent innovators, <strong>the</strong>y<br />
need to think creatively and address complex<br />
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25
Foes Become Friends:<br />
Expanding Athletic Competition Through Cooperation<br />
As with Kevin Costner’s character in <strong>the</strong> classic<br />
baseball film Field of Dreams, <strong>Duke</strong> <strong>School</strong><br />
Athletic Director Brian Greene has heard voices.<br />
“Dating all <strong>the</strong> way back to probably <strong>the</strong> start of<br />
my time here, <strong>the</strong>re were echoes of interest in<br />
both lacrosse and baseball,” Brian said.<br />
Boys lacrosse became a reality in spring of 2017,<br />
thanks in large part to a group of enthusiastic<br />
and committed parents. Then last spring, <strong>the</strong><br />
opportunity for our boys to play baseball evolved<br />
from an innovative partnership with a rival school.<br />
“Carolina Friends <strong>School</strong> (CFS) reached out to<br />
share <strong>the</strong> fact that <strong>the</strong>y had interest from <strong>the</strong>ir<br />
school but just not enough to create <strong>the</strong>ir own<br />
full team,” Brian said. “And <strong>the</strong> reality became<br />
that <strong>the</strong>y had <strong>the</strong> facilities and <strong>the</strong> space that<br />
was necessary and we had <strong>the</strong> players that <strong>the</strong>y<br />
lacked.”<br />
After meeting with <strong>Duke</strong> <strong>School</strong> administrators<br />
and working out <strong>the</strong> details, nine <strong>Duke</strong> <strong>School</strong><br />
students traveled to Carolina Friends <strong>School</strong><br />
for practices and participated as part <strong>the</strong> CFS<br />
baseball team.<br />
“My thought was, even if it wasn’t going to be<br />
a <strong>Duke</strong> <strong>School</strong> team, we’re trying to provide as<br />
many positive athletic experiences or options for<br />
our students,” Brian said.<br />
A similar collaboration occurred for our lacrosse<br />
team. With a strong but smaller number of<br />
returning players, <strong>the</strong> coaches felt a few more<br />
players were needed in case of illnesses or<br />
injuries. Trinity <strong>School</strong>, which did not have<br />
enough interest to field a team of its own, came<br />
through with six additional players to join <strong>the</strong><br />
<strong>Duke</strong> <strong>School</strong> team.<br />
Brian sees <strong>the</strong> benefits of <strong>the</strong> partnerships<br />
as being two-fold. First, <strong>the</strong>y create new<br />
opportunities for our students. Second, <strong>the</strong>y<br />
build strong relationships with <strong>the</strong> o<strong>the</strong>r schools.<br />
“Ultimately it ended up being a very positive<br />
experience for everyone,” Brian said.<br />
As for those voices Brian has been hearing?<br />
Here’s what some of <strong>the</strong> baseball players had to<br />
say about <strong>the</strong> experience:<br />
“It was great to finally have a chance to play<br />
baseball for <strong>the</strong> school and with people I know<br />
from school.”<br />
~ Levent<br />
“I felt connected with o<strong>the</strong>r people from CFS.”<br />
~ Alex<br />
“It was good to see <strong>the</strong> kids get better over <strong>the</strong><br />
season and <strong>the</strong> team get better as a whole.”<br />
~ Nick<br />
“It was very good that I got to see some old<br />
friends playing baseball.”<br />
~ CW<br />
“It was good to get <strong>the</strong> opportunity to play<br />
with people that are not in my age group—help<br />
<strong>the</strong>m grow.”<br />
~ Brendan<br />
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You Can Vet on It!<br />
Emma Poole knew from an early age that<br />
she wanted be a veterinarian.<br />
“I could just never imagine doing anything else,<br />
really,” <strong>the</strong> 2004 <strong>Duke</strong> <strong>School</strong> graduate said.<br />
Photo Credit: Ted Fitzgerald/The Pilot<br />
Today, Emma works with Foundation Equine<br />
Clinic, a two-person veterinary practice in <strong>the</strong><br />
equestrian-heavy community of Sou<strong>the</strong>rn Pines,<br />
N.C. Her job keeps her busy providing what she<br />
calls “<strong>the</strong> next level of care” to <strong>the</strong> region’s highperformance<br />
equine athletes.<br />
“I think horses are amazing and <strong>the</strong> things <strong>the</strong>y<br />
can do are amazing,” Emma said. “If I can help<br />
<strong>the</strong>m do that, <strong>the</strong>n that’s usually a really good day<br />
for me.”<br />
Emma’s interest in working with horses began<br />
in middle school when she started taking riding<br />
lessons. She got her horse, Indy, at 14 and began<br />
exploring careers in veterinary medicine through<br />
seventh- and eighth-grade projects that included<br />
visits to local clinics.<br />
At <strong>Duke</strong> <strong>School</strong>, “I was always made to feel like<br />
be able to do,” Emma said. “I just feel like it’s<br />
such a positive place.”<br />
After finishing her undergraduate degree at North<br />
Carolina State University, Emma was admitted<br />
to N.C. State’s College of Veterinary Medicine.<br />
Admission to veterinary programs is highly<br />
competitive and requires difficult undergraduate<br />
coursework, some of which—like <strong>the</strong> chemistry<br />
courses—Emma said did not come easily to her.<br />
Even so, she said, “I couldn’t even really fathom<br />
having a backup plan.”<br />
In Sou<strong>the</strong>rn Pines, Emma spends most of her<br />
workdays seeing patients for routine vaccinations<br />
and preventive care as well as for chiropractic<br />
treatments, for which she became certified last<br />
year. Although horse owners in Sou<strong>the</strong>rn Pines<br />
are generally very attentive to <strong>the</strong>ir animals’<br />
[being a veterinarian] was something that I would<br />
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27
care, Emma is on call evenings and weekends<br />
every o<strong>the</strong>r week to respond to <strong>the</strong> inevitable<br />
emergencies.<br />
Emma said her work is challenging, particularly<br />
when facing medical issues that she cannot<br />
successfully treat. However,<br />
graduate vet school, you just know everything,<br />
and that’s really not true,” Emma said. “I can be<br />
in practice 10 years from now and <strong>the</strong>re’s always<br />
going to be new information that’s coming out.”<br />
Emma still rides and occasionally enters<br />
eventing competitions with<br />
she has noticed an emerging<br />
emphasis on work-life balance<br />
in <strong>the</strong> profession and a<br />
recognition that veterinarians<br />
need to safeguard <strong>the</strong>ir own<br />
mental health to be effective.<br />
“I think that’s just a nice<br />
change in perspective<br />
that I’ve gotten,” she said.<br />
“Yes, you can kind of give<br />
everything to <strong>the</strong> job, but<br />
you need to make sure that<br />
“At <strong>Duke</strong> <strong>School</strong>,<br />
I was always<br />
made to feel<br />
like [being a<br />
veterinarian] was<br />
something that I<br />
would be able to<br />
do,” Emma said.<br />
“I just feel like it’s<br />
such a positive<br />
place.”<br />
a neighbor’s horse named<br />
Ignition. Her first horse, Indy,<br />
is now retired but lives with<br />
her in Sou<strong>the</strong>rn Pines. She<br />
said being around horses<br />
in her down time helps her<br />
recharge and remember why<br />
she became a veterinarian in<br />
<strong>the</strong> first place.<br />
“My favorite part is being able<br />
to see <strong>the</strong> horses and riders<br />
out having fun and doing<br />
you’re OK and that your colleagues are OK<br />
because if <strong>the</strong>y’re not, you can’t do your job.”<br />
Being a veterinarian also means constantly<br />
well,” she said. “There’s nothing more fun from a<br />
riding perspective than riding a horse that loves<br />
<strong>the</strong>ir job.”<br />
learning. “I think I sort of thought that once you<br />
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Stranger Things Night<br />
at <strong>the</strong> Durham Bulls Athletic Park<br />
In July, <strong>Duke</strong> <strong>School</strong> alumni families and friends ventured into<br />
<strong>the</strong> upside-down of <strong>the</strong> Durham Bulls Athletic Park’s “Stranger<br />
Things Night.” <strong>Duke</strong> <strong>School</strong> sponsored its first alumni event at<br />
<strong>the</strong> stadium. This event celebrated <strong>the</strong> success of <strong>Duke</strong> <strong>School</strong><br />
Candy Thompson, Allen Duffer, Reed Darsie ‘99,<br />
Sandra Cook, Kathy Bartelmay, and Charles Darsie.<br />
graduates and <strong>the</strong> release of Matt and Ross Duffer’s (The<br />
Duffer Bro<strong>the</strong>rs) season three of <strong>the</strong> hit Netflix show, Stranger<br />
Things. As you may know, not only are The Duffer Bro<strong>the</strong>rs<br />
Durham natives, but also <strong>Duke</strong> <strong>School</strong> alums!<br />
More than 80 people attended <strong>the</strong> event to catch up with<br />
old friends and teachers alike. During <strong>the</strong> game, Dr. Kenneth<br />
W. Chandler, Director of Development, spoke on behalf of<br />
<strong>Duke</strong> <strong>School</strong> in a featured radio interview where he talked<br />
about <strong>the</strong> school’s mission and <strong>the</strong> many accomplishments<br />
of <strong>Duke</strong> <strong>School</strong> graduates. Stranger Things merchandise and<br />
memorabilia, ranging from character figurines to collectable<br />
books and games, were raffled off at <strong>the</strong> end of <strong>the</strong> night. This<br />
ga<strong>the</strong>ring was <strong>Duke</strong> <strong>School</strong>’s largest alumni event to date.<br />
“We’d like to give a special shout out to everyone<br />
who came from <strong>Duke</strong> <strong>School</strong>. There’s so many Mr.<br />
Clarke level teachers at that school, it’s insane!<br />
Keep those curiosity doors open.”<br />
~ The Duffer Bro<strong>the</strong>rs, <strong>Duke</strong> <strong>School</strong> Class of 1999<br />
Photo Credit: Durham Bulls<br />
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29
STAYING CONNECTED<br />
Our community strives to stay connected with all alumni families.<br />
Throughout <strong>the</strong> last year, <strong>Duke</strong> <strong>School</strong> alumni have caught up with<br />
friends, former classmates, and teachers.<br />
Emma Wallace ’00, Candy Thompson,<br />
Jean Sartain, and Julia Fiore ’00.<br />
<strong>Duke</strong> <strong>School</strong> alumni at <strong>the</strong> 2018 Alumni Party.<br />
<strong>Duke</strong> <strong>School</strong><br />
Class of 2016<br />
alumni—Liana<br />
Bradley, Nina<br />
Wayne, and<br />
Lauren Taylor.<br />
Lorenzo Shaikewitz ’15 and<br />
Kenneth W. Chandler.<br />
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30
<strong>Duke</strong> <strong>School</strong><br />
Class of 2015<br />
alumni—<br />
Albert Yuan,<br />
Christopher<br />
DaSilva, Kevin<br />
Pignone, Justin<br />
Guilak, Cal<br />
Nightingale,<br />
and Lorenzo<br />
Shaikewitz.<br />
#AlwaysADragon<br />
Kaley Pignone<br />
‘18, Lucy<br />
Wooldridge ‘10,<br />
Phoebe<br />
Wooldridge ‘09,<br />
Jean Sartain,<br />
and John Eads.<br />
Nathaniel Tuner ’17 and Lauren West.<br />
Mollie Doyle ‘19, Sarah Tetterton<br />
‘19, and Bridget Stevenson ’19.<br />
Kenneth W.<br />
Chandler, Matt<br />
and Ross Duffer<br />
’99, and Dave<br />
Michelman.<br />
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31
A Special Message to <strong>Duke</strong> <strong>School</strong> Grads<br />
Speech by Erik H. Knelson, M.D., Ph.D. ‘99<br />
Looking back at my graduating class from 20 years<br />
ago, <strong>the</strong>re are nurses, doctors, professors, lawyers,<br />
a creative director at Google, <strong>the</strong> founder of a<br />
clean energy company, and a pair of Hollywood<br />
producers you may have heard of. And that’s just a<br />
few of my classmates from 1999 (That’s right—last<br />
millennium— I’m a fossil).<br />
Dr. Erik Knelson attended <strong>Duke</strong> <strong>School</strong> from<br />
first through eighth grade. He went to Durham<br />
Academy for high school, followed by Davidson<br />
College, where he graduated magna cum laude<br />
with high honors in neuroscience. He attended<br />
medical school and graduate school at <strong>Duke</strong><br />
University, earning his PhD for discoveries<br />
leading to novel differentiation <strong>the</strong>rapies in<br />
neuroblastoma. Erik is currently a senior fellow<br />
in thoracic oncology at <strong>the</strong> Dana Farber/Harvard<br />
Cancer Center. He is happily married to his college<br />
swee<strong>the</strong>art, Lauren, and <strong>the</strong>y have a joyful twoyear-old<br />
named Arthur and a nine-year-old dog<br />
named Ellie.<br />
The following is an abbreviation of Erik’s<br />
graduation message to <strong>the</strong> <strong>Duke</strong> <strong>School</strong> Class<br />
of <strong>2019</strong>:<br />
Kenneth W. Chandler, Erik Knelson, and<br />
Dave Michelman at <strong>Duke</strong> <strong>School</strong>’s<br />
Class of <strong>2019</strong> Graduation.<br />
When I visited in March I had <strong>the</strong> opportunity to<br />
hear about your amazing Eighth Grade Projects. I<br />
am beyond excited for <strong>the</strong> incredible things you<br />
will do when you leave this bubble.<br />
Returning to <strong>Duke</strong> <strong>School</strong>—seeing my childhood<br />
heroes like Bob, Lucia, Candy, Marki, and Laurie,<br />
hearing about your projects and witnessing your<br />
creativity—reminds me what a special place this<br />
is. I wanted to share a couple of anecdotes about<br />
life after <strong>Duke</strong> <strong>School</strong>—stories that might ease<br />
<strong>the</strong> transition or at least entertain you for a few<br />
minutes.<br />
When I graduated from <strong>Duke</strong> <strong>School</strong>, I went down<br />
<strong>the</strong> road to Durham Academy. My first assignment<br />
was in geometry. I had no idea about grades and<br />
was very intimidated about being evaluated.<br />
The assignment was to create a three-dimensional<br />
shape using computer software. Now, you can<br />
imagine how my <strong>Duke</strong> <strong>School</strong> creative fire was<br />
rekindled after smoldering over <strong>the</strong> summer, but<br />
I held back. I wanted to blend in. I crafted what<br />
I thought was a very modest castle. Just four<br />
turrets with conical caps, rectangular walls, and<br />
a dodecahedron keep. No drawbridge and no<br />
dragon (though I was tempted).<br />
When I arrived in class <strong>the</strong> day <strong>the</strong> assignment<br />
was due, carrying my castle on a tray, I instantly<br />
recognized my mistake. On <strong>the</strong> tables around<br />
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<strong>the</strong> room, my classmates had placed <strong>the</strong>ir cubes<br />
and prisms, all much smaller than my castle. My<br />
stomach sank. But <strong>the</strong>re was no turning back.<br />
I had revealed my <strong>Duke</strong> <strong>School</strong> creativity and<br />
created expectations for <strong>the</strong> future. And despite<br />
<strong>the</strong>ir jealousy, my classmates were impressed.<br />
I followed my curiosity from three-dimensional<br />
shapes to designing new cancer <strong>the</strong>rapies in <strong>the</strong><br />
lab—a career that feels like a never-ending eighth<br />
grade project. My advice to you for next year is<br />
to unleash your <strong>Duke</strong> <strong>School</strong> creativity and try to<br />
smile as <strong>the</strong> rest of <strong>the</strong> world adapts.<br />
The message of my second anecdote is to listen to<br />
people. You may take this for granted because of<br />
<strong>the</strong> culture and amazing teachers here. But amidst<br />
<strong>the</strong> pressures and constraints of <strong>the</strong> real world,<br />
this skill will serve you well.<br />
My first year as a doctor I was working long hours<br />
in <strong>the</strong> cardiac intensive care unit at <strong>the</strong> veteran’s<br />
hospital. A patient came in after a heart attack.<br />
It was too late to reverse <strong>the</strong> damage. Every day<br />
that first week <strong>the</strong>re was a code blue because his<br />
heart stopped; we shocked him back to life every<br />
time.<br />
He had a pump inserted in his heart called an<br />
impella. This man was on a medicine that made<br />
him confused and he started threatening to pull<br />
out <strong>the</strong> tube. This would have killed him. I spent<br />
hours with him trying to calm him down and<br />
though I was <strong>the</strong> most junior person on <strong>the</strong> team,<br />
he refused to listen to anyone else.<br />
One day I was called to his room in a panic. He had<br />
his hand around <strong>the</strong> tube and was about to pull.<br />
I asked what I could give him not to pull <strong>the</strong> tube<br />
and he said a cheeseburger. I ran to <strong>the</strong> cafeteria<br />
and bought a cheeseburger. He spat <strong>the</strong> first bite<br />
back at me saying, “This is disgusting.” I knew he<br />
was right; <strong>the</strong> cafeteria was not highly rated. For<br />
lunch we were ordering sandwiches from a deli<br />
and I got him a proper bacon cheeseburger and<br />
curly fries. “This is too much food!” he yelled. “Sit<br />
down and eat half for me.” I did as I was told—too<br />
exhausted and scared to argue.<br />
For <strong>the</strong> first time in <strong>the</strong> history of cardiac intensive<br />
care at <strong>the</strong> West Roxbury VA, a doctor and his<br />
patient shared a bacon cheeseburger.<br />
He told me stories about his service in Vietnam,<br />
where his job was to fly fuel helicopters into<br />
combat zones. The minutes passed, <strong>the</strong> fries<br />
dwindled, and I got to know my patient as more<br />
than his heart attack. Over <strong>the</strong> subsequent weeks<br />
his heart improved, and he eventually walked out<br />
of <strong>the</strong> hospital.<br />
In our over-connected world, it can be difficult<br />
to put down our phones and interact in analog<br />
mode. I hope my stories<br />
have made you excited<br />
to apply what you have<br />
learned at <strong>Duke</strong> <strong>School</strong> to<br />
a world that desperately<br />
needs you. Remember to<br />
think creatively and listen.<br />
Congratulations, <strong>Duke</strong><br />
<strong>School</strong> Class of <strong>2019</strong>,<br />
you’re amazing!<br />
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33
Alumni Connections:<br />
Barnard College<br />
Boston College<br />
Boston University<br />
California Institute of Technology<br />
Clemson University<br />
<strong>Duke</strong> University (2)<br />
Emory University<br />
Furman University<br />
Goucher College<br />
Louisburg College<br />
Middlebury College<br />
North Carolina State University<br />
Oberlin College<br />
Rice University<br />
Scripps College<br />
Tufts University<br />
University of Michigan<br />
University of Rochester<br />
University of South Carolina<br />
University of Sou<strong>the</strong>rn California<br />
University of North Carolina at Asheville<br />
University of North Carolina at Chapel Hill (7)<br />
University of North Carolina at Charlotte<br />
University of North Carolina at Greensboro<br />
University of North Carolina at Wilmington<br />
Virginia Polytechnic Institute and State University (2)<br />
<strong>Duke</strong> <strong>School</strong>’s Class of 2015 Reunion.<br />
34<br />
UNDER THE OAK
Alumni Connections:<br />
Cary Academy<br />
Cedar Ridge High <strong>School</strong> (4)<br />
Durham Academy (4)<br />
Durham <strong>School</strong> of <strong>the</strong> Arts (5)<br />
East Chapel Hill High <strong>School</strong> (6)<br />
Eno River Academy<br />
Jordan High <strong>School</strong> (6)<br />
Leesville Road High <strong>School</strong><br />
Research Triangle High <strong>School</strong> (3)<br />
Riverside High <strong>School</strong> (5)<br />
Trinity <strong>School</strong> of Durham and Chapel Hill<br />
Virginia Episcopal <strong>School</strong><br />
Woods Charter <strong>School</strong><br />
Join <strong>Duke</strong> <strong>School</strong>’s Alumni Facebook and<br />
LinkedIn Group – forums for reconnecting<br />
with former classmates while keeping in<br />
touch with <strong>Duke</strong> <strong>School</strong>.<br />
<strong>Duke</strong> <strong>School</strong>’s Class of <strong>2019</strong> sporting <strong>the</strong>ir class t-shirts.<br />
UNDER THE OAK<br />
35
DUKE SCHOOL<br />
ANNUAL REPORT<br />
2018-19<br />
INCOME<br />
EXPENSES<br />
Net Fund Raising<br />
4.6%<br />
Auxiliary Programs<br />
9.7%<br />
Net Tuition and Fees<br />
85.7%<br />
Classroom Resources<br />
and O<strong>the</strong>r Admin Costs<br />
17.5%<br />
Salaries and Benefits<br />
70.1%<br />
Debt Service<br />
1.7%<br />
Facilities<br />
4.9%<br />
Auxiliary Programs<br />
5.8%<br />
NET TUITION & FEES<br />
This income is derived from student tuition, The Learning Center<br />
and certain fee charges.<br />
AUXILLARY PROGRAMS<br />
This is income from all camps, after school programs and<br />
educator workshops.<br />
NET FUND RAISING<br />
This category embraces our fundraisers and<br />
SALARES & BENEFTS AND CLASSROOM &<br />
ADMINISTRATIVE COSTS<br />
These categories include all expenses related to instructional and<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 />
FACILITIES<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 />
and equipment.<br />
DEBT SERVICE<br />
This category represents <strong>the</strong> payment of interest and principal<br />
on outstanding tax-exempt revenue bonds. The bonds were used<br />
furnishing, and equipping <strong>the</strong> existing school.<br />
*Data is based on a June <strong>2019</strong> year-end forecast.<br />
If you have questions about this budgetary information, please contact Russell Rabinowitz,<br />
AUXILIARY SERVICES<br />
These are <strong>the</strong> expenses of auxiliary service functions such as after<br />
school, camps and similar operations.<br />
36<br />
UNDER THE OAK
37<br />
UNDER THE OAK
2018-19 DRAGON FUND HONOR ROLL OF DONORS<br />
Board of Trustees<br />
Ben Abram<br />
Lisa Andrews-Lanier<br />
Lawrence Baxter<br />
Garry Cutright<br />
Elise Dunzo<br />
Christopher D, Gergen<br />
Elizabeth Hays<br />
Trina Jones<br />
Corey McIntyre<br />
Beth Murgitroyd<br />
Florence Peacock<br />
M.C. Ragsdale<br />
Mark Scullion<br />
Bimal Shah<br />
Vicki Threlfall<br />
Jeff Welty<br />
Alison Windram<br />
Yousuf Zafar<br />
Advancement Committee<br />
Omar Bell<br />
Sarah Doran<br />
Florence Peacock<br />
Gary Pellom<br />
Kelly Robinson<br />
Mark Scullion<br />
Craig Spitzer<br />
Vicki Threlfall<br />
Alex Tolstykh<br />
Alison Windram<br />
1947 Society (Consecutive Giving)<br />
20 Years<br />
Kathy Bartelmay and Roger Perilstein<br />
<strong>Duke</strong> University Medical Center<br />
Harris Teeter<br />
Debbie Marshall<br />
Marya McNeish and Bob Robinson<br />
Jane Shears<br />
Candy and John Thompson<br />
Marki Watson<br />
15 Years<br />
Libby and Lee Buck<br />
Elaine Cameron<br />
Hui Li and Fan Yuan<br />
John Pinto<br />
Moira Smullen and Christopher Marshall<br />
Melanie and Lars Trost<br />
Becca and Julian Wooldridge<br />
10 Years<br />
Lisa and Elaine Andrews-Lanier<br />
Tamara Branca and Wolfgang Wagner<br />
Maria Cassinelli-Berstein and Fernando<br />
Berstein<br />
Tanya Chartrand and Gavan Fitzsimons<br />
Molly Cronenwett<br />
Keith DaSilva and Kay Kohring-DaSilva<br />
Rebecca Dexter<br />
Mr. and Mrs. Gene Doyle<br />
Melissa Ellis and Jeff Doyle<br />
Eman Elmahi and Husam Hasanin<br />
Emily Feldman-Kravitz and Richard Kravitz<br />
Jeanne Gatling<br />
Victor Gatling<br />
Jane and James Hales<br />
Leslie Hamilton<br />
Robin Hardie-Hood and Thomas Hood<br />
Beth and Jeff Harris<br />
Melanie Hatz-Levinson and Howie Levinson<br />
Elizabeth and David Hays<br />
Mary Beth Hes and Honza Hes<br />
Amy and Jamie Lau<br />
Carla Horta and James Leo<br />
Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />
Sheronda Jeffries<br />
Susan Sugarman and David Kirsch<br />
Carolynn Klein<br />
Lori Leggatt and Andrew Foster<br />
Joy Martin and Ben Philpot<br />
Dave and Claudia Michelman<br />
Miriam Ornstein and David Luks<br />
Russell Rabinowitz<br />
Michelle and Brian Reich<br />
Connie and Truman Semans<br />
Naz Siddiqui and Casey Jenkins<br />
Emily and Lee Taft<br />
Cassandra and Wayne Taylor<br />
Mary Townsend and Jon Stiber<br />
Alison and Soren Windram<br />
5 Years<br />
Love and Ian Anderson<br />
Stephanie and Vince Aurentz<br />
Meytal Barak and Micky Cohen-Wolkowiez<br />
Mr. and Mrs. Chuck Bausell<br />
India and Ryan Bayley<br />
Mr. and Mrs. William Bell<br />
Alisha and Eric Benner<br />
Geoff Berry<br />
Mr. and Mrs. Richard Betuker<br />
Tia and Martin Black<br />
Kristin and Steve Bradley-Bull<br />
38<br />
UNDER THE OAK
Lucy and Tom Bradshaw<br />
Dayna Brill<br />
Susan Cates and Scott Warren<br />
Dr. Kenneth W. Chandler<br />
Robyn and Jamie Claar<br />
Hea<strong>the</strong>r Clarkson and Sean Wilmer<br />
Heidi and Jason Cope<br />
Natalie and Emiliano Corral<br />
Lisa Criscione-Schreiber and Eric Schreiber<br />
Linda Cronenwett and Shirley Tuller<br />
Donna Culton and Arun Manikumar<br />
Rachel and Jonathon Cummings<br />
Kiersten and Clint Dart<br />
Mrs. Lynn Delicio<br />
Tania and Justin Desrosiers<br />
Mrs. Penny Dietz<br />
Elise Dunzo<br />
Maureen Dwyer<br />
Foley Dyson<br />
Alison and David Eagle<br />
Sarah Ellestad and Ron Przybycien<br />
Cleo Estrera and Mat<strong>the</strong>w E<strong>the</strong>rington<br />
Lori Etter and Jeff Welty<br />
Katie Garman and Tom Becker<br />
General Mills Box Tops for Education<br />
Annie and George Genti<strong>the</strong>s<br />
Victoria Goatley<br />
Cathy Gracey and Steve Smith<br />
Hea<strong>the</strong>r and Bret Greene<br />
Tery and Michael Gunter<br />
Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />
Jennifer Harris<br />
Kylie and Clint Harris<br />
Lea and Alan Hart<br />
Laurie Ann and Scott Harvey<br />
Wendy and Paul Henderson<br />
Sunshine and Joel Hillygus<br />
Kerry Holbrook<br />
Julie and Scott Hollenbeck<br />
Diane Hom and Chris Larson<br />
Beatrice Hong and Ziad Gellad<br />
Brian Horton<br />
Andrea Hussong and Patrick Curran<br />
Nancy and Timothy Joyce<br />
Lisa Kahan and Duncan Higgins<br />
Claire and Matt Koerner<br />
Sarah and Ryan Lamb<br />
T Land<br />
Jodie LaPoint and Chris Weymouth<br />
Ms. Ann Lawrence and Mr. Steve Leinwand<br />
Charlotte Lee and David Siegel<br />
Julie Marshall<br />
Kristi and Chris Martin<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 />
Kristin and Corum McNealy<br />
Beth and Tim Miller<br />
Catriona Moore and Kyle Lundby<br />
Meghan Morris<br />
Beth and Ed Murgitroyd<br />
Jenny and Craig Murray<br />
Willie Nicholson<br />
Sari Palmroth and Ram Oren<br />
Judy Panitch and Andrew Hart<br />
Kirstin and Gary Pellom<br />
Susie Post-Rust and Adam Rust<br />
Kelly and Jeff Powrie<br />
Ms. Kathleen Przybycien<br />
Linda Raftery and Phil Spiro<br />
M.C. Ragsdale and Karen Popp<br />
Fatima Rangwala and Yousuf Zafar<br />
Katie Ree<br />
Mr. and Mrs. Gerald Richards<br />
Charique and Johnathan Richardson<br />
Laura and Barak Richman<br />
Kelly Robinson and Lawrence DeGraaf<br />
Michelle Roy<br />
Whitney and John Sandor<br />
Erin and Todd Sarver<br />
Richard Scher<br />
Gita Schonfeld and Marvin Swartz<br />
Claire and Mark Scullion<br />
Mr. and Mrs. Robert Selder<br />
Julie Shermak and Steve Goodman<br />
Irecka Smith<br />
Renee and Joseph Francis Smith<br />
Kim Spancake and Drew Snider<br />
Karen Springer and Alex Herskowitz<br />
Jinda and Kevin Stoll<br />
Jessica and Albert Sun<br />
Nicole Thompson<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 />
Megan Whitted<br />
Kia Williams<br />
UNDER THE OAK UNDER THE PBOAK<br />
39
Jen Wu and Shane McSwain<br />
Mel York and Lake Lloyd<br />
3 Years<br />
Natalie and Chris Aho<br />
Amazon Smiles<br />
Mr. and Mrs. Robert Anderson<br />
Mr. and Ms. William Andrews<br />
Sharon and Lawrence Baxter<br />
Grace and Mattie Beason<br />
Dr. and Mrs. Dan Blazer, II<br />
Laurie Braun and John Taylor<br />
Joel and Beverly Brown<br />
Leslie Bryan<br />
Cathy Bryson and Kelly Bruce<br />
Mr. and Mrs. Vaughn Bryson<br />
Mara Buchbinder and Jesse Summers<br />
Natalie Cicero<br />
Jen Crawford Cook and Steve Cook<br />
Dr. and Mrs. Jack Cronenwett<br />
Keisha and Garry Cutright<br />
Kiersten and Clint Dart<br />
Mr. and Mrs. Richard Deason<br />
Tracie DeLoatch<br />
Dan Divis<br />
Linda and John Eads<br />
Dan Epperson<br />
Dr. Anabelle Estrera and Dr. Clemente Estrera<br />
Ben Felton<br />
Meghan Fitzpatrick<br />
Abigail Flynn and Kevin Walker<br />
Louise and Sean Flynn<br />
Jennifer and Dave Gardner<br />
Mr. and Mrs. John Gardner<br />
Katie Garman and Tom Becker<br />
Christopher Gergen and Hea<strong>the</strong>r Graham<br />
Mr. and Mrs. Barna Gibson<br />
Mrs. Gail A. Granek<br />
Brian Greene<br />
Mary and Stephen Harward<br />
Karen Heller and Colleen McLaughlin<br />
Daniel Heuser<br />
Lauren Hiner<br />
Jen and Peter Hoff<br />
Tonya Hunt<br />
Sandra and Peter Jacobi<br />
Pam Jarvis-Miller and Mike Miller<br />
Cara and Ravi Karra<br />
Phadej and Sachivalai Keopunna<br />
Jin Yi Kwon and Larry Moray<br />
Mr. and Mrs. Greg Lau<br />
Marin Levy and Joseph Blocher<br />
Ca<strong>the</strong>rine Linford<br />
Jian Liu and Jia Li<br />
Andrew Lovett<br />
Elizabeth and Michael Malinzak<br />
Mr. and Mrs. David Malinzak<br />
Lucia Marcus<br />
Octavia Mat<strong>the</strong>ws<br />
William K. Mat<strong>the</strong>ws<br />
Meg and Richard McCann<br />
Susanna Naggie and Chuck Gerardo<br />
Anne and Phil Napoli<br />
Dr. Pedi Neta and Mrs. Ruth Neta<br />
Ilana Osten and Jason Liss<br />
Shital and Nilay Patel<br />
Florence and James Peacock<br />
Tina and Mitch Prinstein<br />
Dr. and Mrs. Barry Reiter<br />
Hea<strong>the</strong>r and Patrick Ritchie<br />
Mr. and Mrs. John Rushing<br />
Grechen and Jonas Sahratian<br />
Sanchez-Tolstykh Family<br />
Leah Sansbury and Trip Boyer<br />
Lisa Simmons<br />
Stephanie Simon and Chuck Solomon<br />
Darryl Spancake<br />
Rona and Craig Spitzer<br />
Betsy Strauss<br />
Dr. and Mrs. Edward Sugarman<br />
Dr. and Mrs. Robert Sun<br />
Michael J. Szott<br />
Alex Tolstykh and Rick Sanchez<br />
Jill and Ben Weinberger<br />
Mr. and Mrs. Donald Weinberger<br />
Rachel Wer<strong>the</strong>imer<br />
Mr. and Mrs. Andrew Widmark<br />
Nancy Worsham<br />
Harriet Bogin Yogel<br />
Giving Clubs<br />
Anonymous (1)<br />
Cannon Family Fund<br />
<strong>Duke</strong> University Medical Center<br />
Christopher Gergen and Hea<strong>the</strong>r Graham<br />
Moray Family<br />
Florence and James Peacock<br />
M.C. Ragsdale and Karen Popp<br />
Sanchez-Tolstykh Family<br />
Students to Scholars, Org.<br />
40<br />
UNDER THE OAK
Anonymous (1)<br />
Bryson Foundation<br />
Cathy Bryson and Kelly Bruce<br />
Elizabeth and David Hays<br />
Julie Shermak and Steve Goodman<br />
Anonymous (1)<br />
Chuck and Judy Bausell<br />
Lawrence and Sharon Baxter<br />
Tanya Chartrand and Gavan Fitzsimons<br />
Sarah Doran and Amanda Patten<br />
Robin Hardie-Hood and Thomas Hood<br />
Kylie and Clint Harris<br />
Trina Jones<br />
Dave and Claudia Michelman<br />
Beth and Ed Murgitroyd<br />
NC State Education Assistance Authority<br />
Tina and Mitch Prinstein<br />
Vanessa and Jacob Schroder<br />
Mark and Claire Scullion<br />
Connie and Truman Semans<br />
Bimal and Rina Shah<br />
Naz Siddiqui and Casey Jenkins<br />
Rona and Craig Spitzer<br />
Melanie and Lars Trost<br />
Jeff Welty and Lori Etter<br />
Yousuf Zafar and Fatima Rangwala<br />
Anonymous (6)<br />
Susan and BIll Andrews<br />
Kathy Bartelmay and Roger Perilstein<br />
Joel and Beverly Brown<br />
Libby and Lee Buck<br />
Susan Cates and Scott Warren<br />
Dr. Kenneth W. Chandler<br />
Donna Culton and Arun Manikumar<br />
Garry and Keisha Cutright<br />
Mrs. Gail Daves<br />
Melissa Ellis and Jeff Doyle<br />
Carol Evans<br />
Katie Garman and Tom Becker<br />
Jeanne Gatling<br />
Mr. and Mrs. Barna Gibson<br />
Mrs. Carter T. Gunn<br />
Melanie Hatz-Levinson and Howie Levinson<br />
Diane Hom and Chris Larson<br />
Breitfeld Family<br />
Abby Lublin and Tolu Fashoro<br />
Mollie and Chad Ma<strong>the</strong>r<br />
Beth and Tim Miller<br />
Jenny and Craig Murray<br />
Susanna Naggie and Chuck Gerardo<br />
Shital and Nilay Patel<br />
Kirstin and Gary Pellom<br />
Russell Rabinowitz<br />
Moira Rynn and Al Caltabiano<br />
Mr. and Mrs. Robert Selder<br />
Candy and John Thompson<br />
Stephanie and Nathan Vandergrift<br />
Widmark Family Fund of<br />
Triangle Community Foundation<br />
Alison and Soren Windram<br />
Anonymous (6)<br />
Stephanie and Vince Aurentz<br />
Laurie Braun and John Taylor<br />
Robyn and Jamie Claar<br />
Tania and Justin Desrosiers<br />
Gene and Betty Doyle<br />
Mr. and Mrs. John Gardner<br />
Brian Greene<br />
Robyn Gunn and Will Dean<br />
Vasudha and Bhupender Gupta<br />
Laura Heyneman and Owen Astrachan<br />
Jen and Peter Hoff<br />
Ji-Yeon and Hun-Yong Jo<br />
Cara and Ravi Karra<br />
Susan Sugarman Sugarman Kirsch and<br />
David Kirsch<br />
Sarah and Ryan Lamb<br />
Judith Landrigan<br />
Jodie LaPoint and Chris Weymouth<br />
Ann Lawrence and Steve Leinwand<br />
Lori Leggatt and Andrew Foster<br />
Corey and Kelly McIntyre<br />
Kristin and Corum McNealy<br />
Dr. and Mrs. James Wayne<br />
Linda Raftery and Phil Spiro<br />
Shelby and Stephen Reed<br />
Rich Scher<br />
Smith Gardner, Inc<br />
Lipi and Sunil Suchindran<br />
Lewanda and Pierre Taybron<br />
Linda Vargas<br />
UNDER THE OAK UNDER THE PBOAK<br />
41
Anonymous (8)<br />
Natalie and Chris Aho<br />
Chandra and Taro Aikawa<br />
Mr. and Mrs. William Bell<br />
Benevity Community Impact Fund<br />
Alisha and Eric Benner<br />
Barsoba-Liton family<br />
Suzan and Mark Bumby<br />
Lisa and Eric Schreiber<br />
Molly Cronenwett<br />
Kay Kohring-DaSilva and Keith DaSilva<br />
Rick and Sharon Deason<br />
Penelope Dempsey Dietz<br />
Christina and Jeremiah Dodson<br />
Meghan Fitzpatrick<br />
Abigail Flynn and Kevin Walker<br />
Jing Fu and Wangming Ye<br />
Aggie and Patrick Gallagher<br />
Victor Gatling<br />
Lea and Alan Hart<br />
Susan and Larry Herst<br />
Julie and Scott Hollenbeck<br />
Beatrice Hong and Ziad Gellad<br />
The Houde Family<br />
Lisa Kahan and Duncan Higgins<br />
Mai and Craig Lowe<br />
Claudia and Steve Markey<br />
Moira Smullen and Christopher Marshall<br />
Debbie Marshall<br />
Octavia Mat<strong>the</strong>ws<br />
McKinney Matching Gift Program<br />
Tom and Nancy Metzloff<br />
The Moore-Lundby Family<br />
Marty and Sayed Nour<br />
Liss Family<br />
John Pinto<br />
Kelly and Jeff Powrie<br />
Elisandra Rangel and Marcos Rangel<br />
Helen and Barry Reiter<br />
Rosen Family<br />
Anna Rylova and Mike Kuznetsov<br />
Courtney and Don Smith<br />
Irecka Smith<br />
Moira Smullen and Chris Marshall<br />
Dr. and Mrs. Edward Sugarman<br />
Emily and Lee Taft<br />
Fabi and Ron Unger<br />
Nikita and R.J. Wirth<br />
Stacy Young and David Brown<br />
Anonymous (24)<br />
Timothy Adams<br />
Hiroko Aikawa<br />
Amazon Smiles<br />
AMH Goods LLC<br />
Kathleen and Robert Anderson<br />
Anderson Family<br />
Maribel Aristy<br />
Patricia Ashley and Chris Newgard<br />
Paola Baskin<br />
Grace and Mattie Beason<br />
Omar Bell<br />
Geoff Berry<br />
Tia and Martin Black<br />
Dr. and Mrs. Dan Blazer, II<br />
Kristin and Steve Bradley-Bull<br />
Lucy and Tom Bradshaw<br />
Mr. and Mrs. Leo Bratland<br />
Rachel Brewster and James Mulholland<br />
Bright Funds Foundation<br />
Dayna Brill<br />
Mrs. Patricia Brinkley and<br />
Dr. Thomas Neilson<br />
Eddie Broadie<br />
Holly Brown and Jim Maynard<br />
Jeannine Brown<br />
Leslie Bryan<br />
Mara Buchbinder and Jesse Summers<br />
Christine Caffarello<br />
Elaine Cameron<br />
Meihua Chen and Denis Kalenja<br />
Natalie Cicero<br />
Lisa Connelly and Charles Vance<br />
The Cope Family<br />
Natalie and Emiliano Corral<br />
Dr. and Mrs. Jack Cronenwett<br />
Linda Cronenwett and Shirley Tuller<br />
Mandy and Matt Cuskelly<br />
Jennifer Dalman<br />
Kiersten and Clint Dart<br />
Eddy Davis<br />
Mrs. Lynn Delicio<br />
Tracie DeLoatch<br />
Rebecca Dexter<br />
Dan Divis<br />
Dr. Marc and Patricia Dorio<br />
John and Elaine Druesedow<br />
Maureen Dwyer<br />
Foley Dyson<br />
Linda and John Eads<br />
42<br />
UNDER THE OAK
Mr. and Mrs. David Easterling<br />
Eman Elmahi and Husam Hasanin<br />
EmergeOrtho PA<br />
Dan Epperson<br />
Dr. Anabelle Estrera and Dr. Clemente Estrera<br />
Mat<strong>the</strong>w and Cleo E<strong>the</strong>rington<br />
Emily Feldman-Kravitz and Richard Kravitz<br />
Ben Felton<br />
Louise and Sean Flynn<br />
Jennifer and Dave Gardner<br />
General Mills Box Tops for Education<br />
Annie and George Genti<strong>the</strong>s<br />
Felicia Gibson and Christopher Langdon<br />
Natalie and Derek Gominger<br />
Cathy Gracey and Steve Smith<br />
Gail Aronoff Granek<br />
Emily Greene<br />
Hea<strong>the</strong>r and Bret Greene<br />
Elizabeth and Taylor Greganti<br />
Tery and Michael Gunter<br />
Westlund Gustafson Family<br />
Jane and James Hales<br />
Beth and Jeff Harris<br />
Jennifer Harris<br />
Harris Teeter<br />
Laurie Ann and Scott Harvey<br />
Mary and Stephen Harward<br />
Mr. and Mrs. Larry Hawley<br />
Karen and Colleen Heller-McLaughlin<br />
Wendy and Paul Henderson<br />
Mary Beth Hes and Honza Hes<br />
Amy and Jamie Lau<br />
Daniel Heuser<br />
Sunshine and Joel Hillygus<br />
Lauren Hiner<br />
Laura and Jason Hodgson<br />
Kerry Holbrook<br />
Carla Horta and James Leo<br />
Brian Horton<br />
Dana Howard<br />
Elizabeth Howell<br />
Ms. Diane Hundley<br />
Tonya Hunt<br />
IBM Corporation<br />
Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />
Sandra and Peter Jacobi<br />
Pam and Mike Jarvis-Miller<br />
Sheronda Jeffries<br />
Kenah Kennedy<br />
Phadej and Sachivalai Keopunna<br />
Ms. Jane Kirsch<br />
Carolynn Klein<br />
Janeia Knox<br />
Koerner Family<br />
T. Land<br />
Mr. and Mrs. Greg Lau<br />
Charlotte Lee and David Siegel<br />
Marin Levy and Joseph Blocher<br />
Hui Li and Fan Yuan<br />
Danielle Lindgren and Jeremiah Libby<br />
Ca<strong>the</strong>rine Linford<br />
Locopops<br />
Andrew Lovett<br />
The Luedkes<br />
Venetha Machock<br />
Caroline Mage and Josh Schoedler<br />
Elizabeth and Michael Malinzak<br />
Mr. and Mrs. David Malinzak<br />
Lucia Marcus<br />
Julie Marshall<br />
Kristi and Chris Martin<br />
Maria Mar Martinez Pastor and<br />
Jorge Marques Signes<br />
Mrs. Linda Ma<strong>the</strong>r<br />
Brenda G. Mat<strong>the</strong>ws<br />
Tiffany Mat<strong>the</strong>ws<br />
William K. Mat<strong>the</strong>ws<br />
Dr. and Mrs. Max Maxcey<br />
Jamaal and Michelle Mayo<br />
Margaret and Richard McCann<br />
Sandy McCay<br />
Chiara Melloni and Pierluigi Tricoci<br />
Lee Miller<br />
Jennifer Moore<br />
Ms. Peggy Moore<br />
Meghan Morris<br />
Mr. and Mrs. Hugh Mulholland<br />
Megan and Ben Neely<br />
Pedi and Ruth Neta<br />
Mrs. Mary Nguyen<br />
Willie Nicholson<br />
Burmi Oh<br />
Miriam Ornstein and David Luks<br />
Judy Panitch and Andy Hart<br />
Sirisha Perumandla and Gopinath Kotla<br />
Rust Family<br />
UNDER THE OAK UNDER THE PBOAK<br />
43
Kerrie and Rich Powell<br />
Tracy Proctor<br />
Ms. Kathleen Przybycien<br />
Mr. and Mrs. WIlliam Rand, Jr.<br />
Katie Ree<br />
Michelle and Brian Reich<br />
Eileen and Gerald Richards<br />
Charique and Johnathan Richardson<br />
Dr. Elizabeth Richman and<br />
Mr. Hershel Richman<br />
Laura and Barak Richman<br />
Hea<strong>the</strong>r and Patrick Ritchie<br />
Monica and Prince Rivers<br />
Kelly Robinson and Lawrence DeGraaf<br />
Marya McNeish and Bob Robinson<br />
Dillion Ross<br />
Michelle Roy<br />
Mr. and Mrs. John Rushing<br />
Grechen and Jonas Sahratian<br />
Whitney and John Sandor<br />
Boyer Family<br />
Corey Savage<br />
Paula Scatoloni and Andy Ovenden<br />
Gita Schonfeld and Marvin Swartz<br />
Schwab Charitable Fund<br />
Mrs. Jane Scocca<br />
Theresa and Dave Scocca<br />
Karen and Kevin Shaw<br />
Jane Shears<br />
Lisa Simmons<br />
Renee and Joseph Francis Smith<br />
Darryl Spancake<br />
Kim Spancake and Drew Snider<br />
Mr. and Mrs. John Spangler<br />
Karen Springer and Alex Herskowitz<br />
Eleanor and Mark Stevenson<br />
Jinda and Kevin Stoll<br />
Mr. and Mrs. Ted Strader<br />
Betsy Strauss<br />
Michael J. Szott<br />
Mr. and Mrs. Gilbert Tendler<br />
Christina and Clay Thomas<br />
Stacey and Eric Tisch<br />
Mary Townsend and Jon Stiber<br />
Dr. and Mrs. Prabhakar Vaidya<br />
Marki Watson<br />
Mr. and Mrs. Donald Weinberger<br />
Mr. and Mrs. David Weiss<br />
Bea and Bill Welty<br />
Rachel Wer<strong>the</strong>imer<br />
Lauren and Mike West<br />
Megan Whitted<br />
Kia Williams<br />
Sean Wilmer and Hea<strong>the</strong>r Clarkson<br />
Jane and John Winch<br />
Becca and Julian Wooldridge<br />
Laura and Duncan Work<br />
Nancy Worsham<br />
Jen Wu and Shane McSwain<br />
Christina and Shane Wyatt<br />
Mr. and Mrs. Daniel Yoder<br />
Harriet Bogin Yogel<br />
Gifts in Kind<br />
Dr. David and Claudia Attarian<br />
Dr. Kenneth W. Chandler<br />
The Durham Hotel<br />
Mr. and Mrs. Ralph Edwards<br />
Tery and Michael Gunter<br />
Indulge Catering<br />
Megan and Ben Neely<br />
Spiceworks<br />
Event and <strong>School</strong> Sponsors<br />
AHB Center for Behavioral Health and Wellness<br />
Batchelor, Tillery & Roberts, LLP<br />
Bull City Family Medicine and Pediatrics<br />
Favor Desserts<br />
Go Ape<br />
Gordon Asset Management<br />
Hilton Garden Inn<br />
Indulge Catering<br />
Lanier Law Group<br />
New Hope Animal Hospital<br />
SunTrust<br />
Terra Nova<br />
The Durham Hotel<br />
The Happy Tooth Foundation<br />
The Umstead Hotel and Spa<br />
44<br />
UNDER THE OAK
GIFTS WERE MADE IN HONOR OF DUKE SCHOOL FACULTY, STAFF, STUDENTS AND<br />
OVERALL DUKE SCHOOL COMMUNITY BY THE FOLLOWING:<br />
Natalie and Chris Aho<br />
Kathleen and Robert Anderson<br />
Susan and BIll Andrews<br />
Kathy Bartelmay and Roger Perilstein<br />
Mr. and Mrs. Richard Betuker<br />
Mr. and Mrs. Leo Bratland<br />
Keith DaSilva and Kay Kohring-DaSilva<br />
Mrs. Gail Daves<br />
Rick and Sharon Deason<br />
Penelope Dempsey Dietz<br />
Jeremiah and Christina Dodson<br />
Gene and Betty Doyle<br />
John and Elaine Druesedow<br />
Mr. and Mrs. David Easterling<br />
Fifth Grade Team<br />
Percy and Ethan Anderon<br />
Noah and Ariel Andrews<br />
our Amazing PSO reps<br />
Kara Joyce<br />
Gemma Weinberger<br />
Christopher DaSIlva and all of his <strong>Duke</strong> <strong>School</strong> teachers<br />
Caroline Greganti<br />
Cameron Deason and his teachers<br />
Alex and Tori House<br />
Wiliam Dodson<br />
Mollie Doyleand all of her teachers<br />
Muscial Megan<br />
Talulah Easterling<br />
Abigail Flynn and Kevin Walker<br />
Annie and George Genti<strong>the</strong>s<br />
Felicia Gibson and Christopher Langdon<br />
Pam and Russell Goin<br />
Gail Aronoff Granek<br />
Mrs. Carter T. Gunn<br />
Vasudha and Bhupender Gupta<br />
Westlund Gustafson Family<br />
Mary and Stephen Harward<br />
Dr. Timothy Harward and Dr. Mary Harward<br />
Mr. and Mrs. Larry Hawley<br />
Elizabeth and David Hays<br />
Susan and Larry Herst<br />
Elizabeth Howell<br />
Pam Jarvis-Miller and Mike Miller<br />
Kenah Kennedy<br />
Phadej and Sachivalai Keopunna<br />
Judith Landrigan<br />
Mr. and Mrs. Greg Lau<br />
Maria Mar Martinez Pastor and Jorge Marques Signes<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 />
Mr. and Mrs. Pat McNease<br />
Neeru and Prithu Mettu<br />
Ms. Peggy Moore<br />
Mr. and Mrs. Hugh Mulholland<br />
Susanna Naggie and Chuck Gerardo<br />
Rust Family<br />
Tracy Proctor<br />
Helen and Barry Reiter<br />
Eileen and Gerald Richards<br />
Wyatt and Sawyer Walker<br />
6th grade teaching team<br />
Carolynn Klein and Chrstine Caffarello<br />
Ella Goin<br />
Yair and Nadav Granek<br />
Wyatt and Everett Dean<br />
Neta Ariely<br />
The Amazing <strong>Duke</strong> <strong>School</strong> Teachers<br />
Julie Marshall and Lauren West<br />
Mary Rand Harward<br />
Aiden Bell<br />
Natalie Cicero<br />
Ben, Alex and Charles Herst<br />
Cameron, Jenny, and Elizabeth W. Howell<br />
Emmett Flynn<br />
Amir Grimes<br />
Kayla and Nora Stoll<br />
Ilaria and Hero Bayley<br />
Alexis and Natalie Lau<br />
John Marques Martinez<br />
Nia Stroud<br />
Nia Stroud<br />
Nia Stroud<br />
Nia Stroud<br />
Ada Ca<strong>the</strong>rine Hays<br />
Ramanrao and Jyothi Mettu, Nirbhay Kuman and Geetha Bansal<br />
Percy and Ethan Anderson<br />
Evelyn Grace Brewster Mulholland<br />
Kate Broderick<br />
Rosie Rust<br />
All of my <strong>Duke</strong> <strong>School</strong> Frields<br />
Alex and Lucy Reiter<br />
Walker Richards-Baker<br />
UNDER THE OAK UNDER THE PBOAK<br />
45
Dr. Elizabeth Richman and Mr. Hershel Richman Eden Richman<br />
Mr. and Mrs. John Rushing Lorelai and Kaeli Nguyen<br />
Paula Scatoloni and Andy Ovenden Grace Ovenden<br />
Eliana Schonberg and Jeremy Kohler Sarah Schonberg<br />
Gita Schonfeld and Marvin Swartz Jonas and Sam Swartz<br />
Mr. and Mrs. Robert Selder Lily and Chloe Glichrist<br />
Karen and Kevin Shaw MacKenzie Shaw<br />
Renee and Joseph Francis Smith Class of 2014 and Trent Smith<br />
Trent Smith Renee Smith<br />
Mr. and Mrs. John Spangler Avery Spangler<br />
Eleanor and Mark Stevenson Naomi Stevenson<br />
Betsy Strauss Cam and Carrly Strauss<br />
Shayela Suvarna and Shashi Rao Alisha Rao<br />
Mr. and Mrs. Gilbert Tendler Kara Tendler<br />
Candy and John Thompson Laura and Stephen Thompson<br />
Stephen Thompson Candy Thompson<br />
Dr. and Mrs. Prabhakar Vaidya Akshay Suchindran<br />
Mr. and Mrs. David Weiss Susan Weiss<br />
Alison and Soren Windram Class of 2021<br />
Nancy Worsham Lillian and Jane Boyer<br />
Christina and Shane Wyatt Kate Stansbury<br />
Harriet Bogin Yogel Simon Summers<br />
THE FOLLOWING DONATIONS HAVE BEEN MADE IN MEMORY OF LOVED ONES, SPECIAL FRIENDS AND FORMER DRAGONS:<br />
Melanie Hatz-Levinson and Howie Levinson Eugene Levinson<br />
Laura Heyneman and Owen Astrachan Oleg Moiseenko<br />
Emily and Lee Taft Mary Scott Hoyt<br />
100<br />
2018-19 Class Parent Participation<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
PS<br />
K<br />
1st<br />
2nd<br />
3rd<br />
4th<br />
5th<br />
6th<br />
7th<br />
8th<br />
Dragon Fund Is Accepting International Currency<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 />
46<br />
UNDER THE OAK
UNDER THE OAK<br />
47
Follow us on...<br />
<strong>Duke</strong> <strong>School</strong> alumnus Noah Andrews created this mural for his Eighth Grade Project.<br />
This wonderful addition to <strong>the</strong> school is displayed in <strong>the</strong> Middle <strong>School</strong> Gym.<br />
“For my Eighth Grade Project, I researched <strong>the</strong> history and evolution of graffiti. For my culminating<br />
piece, I [made] a graffiti mural to express what I’ve learned.<br />
This mural will be a way for me to make a mark and lasting image on a school that has made such a<br />
lasting impression on me.<br />
I chose <strong>the</strong> word Dragons for my mural. I chose this word because I want <strong>the</strong> mural to be about<br />
school spirit and a love for our school. The dragon is our school mascot and is a representation<br />
of our school. I want my mural to also [show] that <strong>Duke</strong> <strong>School</strong> appreciates and supports artistic<br />
expression and supports its students’ passions.”<br />
~ Noah Andrews, <strong>Duke</strong> <strong>School</strong> Class of <strong>2019</strong>