Duke School Under the Oak Magazine, Fall 2019

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

FALL <strong>2019</strong><br />




Students’ design selected for Bull<br />

City Mini’s golf course<br />

DRAGON<br />


An innovative approach to make<br />

<strong>Duke</strong> <strong>School</strong> even better<br />

2018-19 DRAGON<br />


Celebration and recognition of<br />

<strong>the</strong> Honor Roll of Donors<br />

1<br />


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


WHAT WE DO<br />

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



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

learning, inquiry and discovery process.<br />


Intellectual curiosity through project-based learning<br />

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


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

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

WHY WE DO IT<br />

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

for our complex world.<br />






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 />


INSIDE this issue<br />

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

<strong>Duke</strong> <strong>School</strong> prepares tomorrow’s entrepreneurs and innovators.<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 />


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 />


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 />


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 />


FIRE & WIND DRAGON SPONSORS! ....... ......................... 47<br />

Celebration and recognition of <strong>Duke</strong> <strong>School</strong> sponsors.<br />


Bull City Mini Golf & Bar’s Chapel Choice golf hole—designed by <strong>Duke</strong> <strong>School</strong> students.<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 />


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 />


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 />



<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 />


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 />



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 />


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 />



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 />


• 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 />




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 />


<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 />



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 />


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 />




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 />


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 />





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 />


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 />



<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 />


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 />




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 />


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 />



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 />

24<br />


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 />



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 />

26<br />


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 />



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 />

28<br />


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 />




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 />

30<br />



<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 />



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 />

32<br />


<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 />



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 />


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 />





2018-19<br />

INCOME<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 />


This income is derived from student tuition, The Learning Center<br />

and certain fee charges.<br />


This is income from all camps, after school programs and<br />

educator workshops.<br />


This category embraces our fundraisers and<br />



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 />


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 />


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 />


These are <strong>the</strong> expenses of auxiliary service functions such as after<br />

school, camps and similar operations.<br />

36<br />


37<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 />


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 />



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 />


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 />



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 />


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 />



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 />




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 />



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 />


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 />

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80<br />

70<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

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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 />




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<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>

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