Duke School Under the Oak Magazine, Fall 2019

Under the Oak

FALL 2019

DESIGN THINKING &

SOCIAL JUSTICE MEET

ON THE GREEN

Students’ design selected for Bull

City Mini’s golf course

DRAGON

INNOVATORS GRANTS

An innovative approach to make

Duke School even better

2018-19 DRAGON

FUND HONOR REPORT

Celebration and recognition of

the Honor Roll of Donors

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Under the Oak

DUKE SCHOOL CORE VALUES

WHAT WE DO

Inspire learners to boldly and creatively shape their future.

IDEAS WE LIVE BY

LEARNER-CENTERED

Learners are the center of a dynamic and collaborative

learning, inquiry and discovery process.

ACTIVE INQUIRY

Intellectual curiosity through project-based learning

propels learners to explore multiple paths to creative solutions.

BOLD THINKERS

A deep love of learning and respect for our community

forms bold, critical thinkers for life.

WHY WE DO IT

To prepare the next generation of problem solvers

for our complex world.

EDITORS

WRITERS

MAGAZINE DIRECTOR

HEAD OF SCHOOL

DESIGNER

Sarah Dwyer

Candy Thompson

Lea Hart

Laura Thompson

Irecka Smith

Dave Michelman

Gina Lorsson

Duke School publishes Under the Oak annually for its

alumni, parents, grandparents and friends. If you would

like to add someone to our mailing list, please e-mail

communications@dukeschool.org. We also welcome

news about alumni for future publications; please e-mail

alumni@dukeschool.org with this information.

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INSIDE this issue

MESSAGE FROM HEAD OF SCHOOL ....... ........................ 4

Duke School prepares tomorrow’s entrepreneurs and innovators.

DESIGN THINKING & SOCIAL JUSTICE MEET ON THE GREEN. .. .......... 5-6

Alex Houde ‘21, Henry McLaughlin ’21, and Oliver Sun ’21

designed a golf hole—selected for Bull City Mini’s golf course.

CULTIVATING INNOVATION MINDSETS ........ ......... ............ 7

Jenny Murray shares how students are given opportunities to be innovative.

DRAGON INNOVATORS GRANTS ....... ......................... 8-11

An innovative approach to make Duke School even better.

THE UPSTANDERS IN ACTION SUMMIT ........ .......... ......... 12-13

Brooke Murgitroyd ’21 and Caroline Welty ’21 organized an

“Upstanders in Action Summit’ for middle schoolers.

EQUITY & JUSTICE: Q&A WITH EMILY CHÁVEZ ....... ............... 14-15

Duke School welcomes its first Director of Equity and Justice.

THINKING OUTSIDE THE POT ........ .......... ................ 16-17

Laurie Ann Harvey and Venetha Machock share their “Plant Project.”

INSIDE A CLASSROOM: DUKE SCHOOL’S ENGINEERING PROGRAM ....... 18-19

Kathy Bartelmay sheds light on Duke’s School’s engineering curriculum.

THE NATIONAL IDENTITY PROJECT ........ .......... ............ 20-21

Bob Robinson introduces “Our National Identity” project.

STUDENTS MAKING A DIFFERENCE ....... ............... .......... 22

Student agency in response to Hurricane Florence.

EDUCATING EDUCATORS ........ .......... .................... 23

Reflections from project work staff developers

Annie Gentithes, Heather Greene, and Claire Koerner.

PLAYING AROUND IN THE CLASSROOM ........ ......... ......... 24-25

Matthew Etherington describes how to get students thinking creatively.

FOES BECOME FRIENDS: EXPANDING ATHLETIC

COMPETITION THROUGH COOPERATION . . . ... ... ... ....... . . ..... 26

Duke School partners with peer schools for baseball and lacrosse.

YOU CAN VET ON IT ........ .......... ............. ......... 27-28

Emma Poole ’04 realizes dream of being a veterinarian.

DUKE SCHOOL THINGS: STRANGER THINGS NIGHT

AT THE DURHAM BULLS ATHLETIC PARK ....... ...................... 29

Duke School sponsors its first alumni event at the stadium.

STAYING CONNECTED . ...... .............. ................. 30-31

Our community strives to stay connected with all alumni families.

A SPECIAL MESSAGE TO DUKE SCHOOL GRADS ....... ............... 32-33

Erik H. Knelson, M.D., Ph.D. ’99 addresses Duke School’s Class of 2019.

ALUMNI CONNECTIONS: ALWAYS A DRAGON ....... ............... 34-25

Celebrating the destinations of 2015 and 2019 grads.

DUKE SCHOOL’S 2018-19 DRAGON FUND REPORT ........ ........ .... 36-46

Celebration and recognition of the Honor Roll of Donors.

SPECIAL THANKS TO DUKE SCHOOL’S 2018-19

FIRE & WIND DRAGON SPONSORS! ....... ......................... 47

Celebration and recognition of Duke School sponsors.

ON THE COVER:

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

INSIDE OF THE COVER:

Oak tree on Duke School’s campus. Students and faculty use the oak tree as a

regular meeting place and refer to it as U.T.O.T. (under the oak tree).

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Message from Dave Michelman, Head of School

When I was young, I remember a number of

predications about what the future would hold.

Specifically, electricity would be so cheap that it

would not need to be metered; cars would fly—

ending congestion; and robots would be doing

our housecleaning.

Well I do have a Roomba, so at least some

vacuuming happens without much personal

intervention. But, I pay my electricity bill every

month and my car fails to fly and

often hardly moves on Interstate

40 between Durham and Raleigh.

On the other hand, I do carry all

worlds’ knowledge in my pants

pocket, and I can listen to almost

any song ever produced by just

asking Alexa.

The future is notoriously difficult to

predict so it might seem difficult

to prepare students for it. However, no matter how

the future unfolds, the creative, innovative and

entrepreneurial will be best positioned for success.

This issue of Under the Oak talks about how Duke

School prepares tomorrow’s entrepreneurs and

innovators.

By reading in-depth, you will learn about the

creativity that our sixth graders applied in

designing miniature golf holes—one of which

element that celebrates one of Durham’s most

accomplished African Americans. You will learn

more about our inclusion initiatives while reading

the interview with Emily Chávez, our inaugural

Director of Equity and Justice.

You will be impressed when learning of our

students’ roles in applying for and awarding

innovation grants that help make Duke School even

better. We also feature the third grade’s inventive

and meaningful response as they

helped fellow North Carolinians

displaced by Hurricane Florence.

Our innovative work is valued

globally as evidenced by the

distance learning course three

of our teachers conducted

for Beijing Royal School. The

teachers in Beijing stayed past

6:00 p.m. for the professional

development, while our teachers

presented at 6:00 a.m.

Finally, we review Stranger Things Night at the

Durham Bulls stadium and the shout-out we

received from the Duffer Brothers, Duke School

Class of ’99, as they look back fondly on their

Duke School education.

If innovation is the future, Duke School has it

covered.

you could play downtown. That hole features an

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Design Thinking & Social Justice

Meet on the Green

When Alex Houde, Henry McLaughlin and Oliver

Sun embarked on a mini inquiry last year in sixth

grade to create a model of a mini-golf hole, they

didn’t know their idea would be on par with some

of the best in the Triangle.

The boys and their classmates submitted their

designs to Bull City Mini, a pop-up mini golf

course and bar that opened in May 2019 on the

American Tobacco Campus.

In all, three teams of

students from Duke

School had design

prototypes that were

chosen as finalists in

the contest. All of Bull

City Mini’s holes were

selected the three boys’ design, “Chapel Choice,”

to be constructed as one of the course’s eight

holes.

“Bull City Mini was a great way to reflect on

Durham’s values and what makes Durham,

Durham,” Alex said.

Each group of students began the project by

creating a model of a mini golf hole from scrap

products, according to Becca Wooldridge, sixth

grade social studies and

project teacher. In true

Duke School fashion,

the project incorporated

reading, writing, history,

math, physics, and social

justice.

to be designed by

community members—

from students to tech

professionals—and have

a Durham theme.

Bull City Mini founders

Duke School students Henry McLaughlin,

Alex Houde, and Oliver Sun visited their

Chapel Choice hole at the opening of the

Bull City Mini Golf & Bar.

Alex, Henry and Oliver,

for example, focused

on the contributions of

Julian F. Abele. Abele

was the African American

architect who designed

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Duke Chapel but received little recognition at the

time because he was African American, the boys

noted.

“We wanted to celebrate him and all African

Americans that really shaped Durham’s history,”

Alex said.

The boys saw their hole come to life in the

fabrication shop, and later played the course

when Bull City Mini opened.

“I really liked seeing how we could just imagine

what we love about Durham, and then turn it into

this really unique and loveable hole that represents

what it is we love about Durham,” Oliver said.

Students Oliver Sun, Henry McLaughlin, and Alex Houde joined teacher Becca Wooldridge and

Julie Bryce from Bull City Mini to view plans for their student-designed golf hole.

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Cultivating Innovation Mindsets

By Jenny Murray, Middle School Director

Innovation is essential if we are to educate our

students for the future—a big responsibility and

goal that takes so much more than materials and

equipment that we’re fortunate to have available.

At Duke School, students are given carefully

curated opportunities to develop the mindsets

necessary to innovate. But not all of these are

visible at a glance. How does Duke School foster

empathy, curiosity, and creativity? Why are our

students from preschool

through eighth grade

so ready to look at the

world, ask questions,

and propose ideas and

solutions? How do we

create problem solvers

for our complex world?

A lot of this development and work takes place

in projects. Duke School Project is different than

project-based learning at most schools in some

important ways. In Duke School Project, students

use design thinking and other creative problem

solving approaches to ask their own questions and

propose their own solutions. Students then make

decisions about how to present those solutions

to their audience. Project-based learning at other

schools and major professional development

entities puts these decisions solely in the hands of

the teacher. What a difference this makes! If adults

don’t give students the opportunity to make

decisions and choices in school, they will be less

able to make them in life. And they certainly won’t

develop this skill at a high level. At Duke School,

students practice asking questions and making

decisions, they reflect on their choices, and they

set goals for the future.

Project work is just one example of how Duke

School cultivates the

mindsets necessary to

innovate, and there are

so many more all around

campus. Students gain

necessary skills in reading,

writing, math, science,

and social studies in

workshops and classes. These workshops and

classes as well as morning meetings, advisory, PE,

music, and arts classes all foster independence,

decision-making, collaboration, and empathy.

Many schools talk about innovation and provide

some good surface-level opportunities. Duke

School is uniquely qualified and able to go

deeper. Our children deserve and benefit from

the richness of all that we do in project and

throughout every day!

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Dragons

Innovators Grant

The innovation grant that funded TerraCycling is still going strong this year.

Last spring, a painted dragon appeared outside

the Preschool building. Inspiring experts engaged

with students in an Upstanders Summit. Middle

schoolers spent Earth Day packing supplies to be

delivered to Durham’s Urban Ministry.

faculty/staff alter the school’s physical and

educational landscape. Since fall 2018, 11 grants

have been awarded to individuals and teams—

most of them students—with the goal of making

Duke School even better.

Across the Duke School campus,

Dragon

“We’re also really promoting innovation and

Innovators Grants are helping students and

creativity, and we want that to become part of our

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culture,” said Duke School Innovation Director

Katie Ree. “What this grant does is it not only

gives people an opportunity to do something,

but it also encourages students to have agency

so that they can try things.”

The Dragon Innovators Grants emerged from

a gift of $15,000 from an anonymous donor.

Students, faculty, and staff can apply for up to

$2,000 for projects, which are chosen based

on their creativity and innovation, community

reach, potential to catalyze additional ideas,

documentation plan, efficient use of resources,

and use of collaboration.

“It was a community effort to even create the

process,” said Katie.

thought of,” said Katie. “For me, it was really

about seeing what the students would think

would make our campus better.”

Students applying for grants must have a teacher

mentor and submit a detailed plan for the

materials and money needed, timeline, how they

expect the project to impact the school, and how

they will document their progress.

Students not submitting applications can

volunteer to review potential projects. During

the 2018-19 school year, several fourth through

eighth graders reviewed and scored applications

based on a rubric. Middle School students also

joined teachers and administrators on the panel

making the final selections.

Once school leaders settled on the idea of

offering innovation grants, the entire Duke

School community was invited to take part via

an all-school email. Katie visited second- through

Students helped design the review process,

including determining that applicants’ names

should be hidden so that their proposals were

scored anonymously.

eighth-grade classrooms to encourage students

to apply.

“What we were really hoping was for them to

come up with—in some ways—ideas we hadn’t

Students helped install the new water fountain

on the Lower School playground.

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The 11 projects funded so far range from restoring

campus facilities like the Lower School gazebo

and low ropes course to inspiring students to

be active and engaged citizens. Several projects

will add professional and student-designed

artwork to campus. Others, like those introducing

TerraCycling and CompostNow initiatives, “have

the impact on our school but also on the world,

which is nice,” said Katie.

An artist herself, Katie understands the value

of learning to market creative projects and

developing the grit to try again if the first

application isn’t successful. “That’s the part of it

that I’m most happy about, is the process,” she

said. “It encourages risk taking, it encourages

agency, and I think it sparks ideas in others.”

A third round of grant applications will open this

fall, with spring 2019 grantees presenting their

projects at a whole-school gathering. Additional

Grace Dunzo ’19 led middle schoolers in packing

supplies for the Urban Ministry in Durham.

Katie said she tries not to steer students or

faculty toward specific types of projects, instead

preferring to leave room for their ideas and

creativity. She said the grant projects are also

inspiring Duke School community members to

launch initiatives outside of the program that

don’t require money to complete.

“I think that it’s all been kind of surprising,” she

said. “I don’t know of any other schools doing

this kind of work with preschool through eighth

graders.”

grant rounds will be offered as long as funds are

available.

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• Creating new four-square courts on the Lower

School playground

• Installing a new water fountain on the Lower

School playground

• Introducing TerraCycling in the fifth- and

sixth-grade building with the potential to

expand to additional buildings

• Rehabilitating the low ropes course with help

from a consultant

• Creating designs on the sidewalks around

the second- and third-grade building to

encourage students to exercise

• Installing new floors in the Lower School

gazebo to solve mud and water issues

• Hiring an artist to work with students to create

a mural on the Preschool playground

• Hosting an Upstanders Summit at the Middle

School

• Purchasing and packing supplies for the

Urban Ministry in Durham

• Painting a mural in the Middle School gym

• Piloting a school-wide composting program

with CompostNow

“Today’s common problems are becoming increasingly

global and complex. Duke School enables children to glean

pertinent information from internal and external sources

and to then bring this information back to a collaborative

forum. Through discussion and testing, problems are

solved as a team. I feel this type of environment breeds

innovation and true collaboration—a path to a meaningful

and successful journey.”

~ Sean Wilmer, Duke School Parent & Head of Facilities

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IN ACTION

SUMMIT

When Duke School Innovation Director Katie

Ree introduced the Dragon Innovators Grant

and Caroline worked with Annie and Jenny

Murray, Middle School Director, to incorporate

a pplica tio n

process to the

the

they’d

feedback

received

sixth

grade,

and revised their

students

Brooke

proposal

for

Murgitroyd

and

r e s ubmission .

Caroline

Welty

Their

second

eyed one another

from across the

room, knowing

they wanted to

Teacher Annie Gentithes with students and

summit organizers, Brooke Murgitroyd and Caroline Welty.

s ubm i ssi o n

received approval

for a daylong

“Upstanders in

be involved. To

Action

Summit”

them, upstanding and kindness are inherently

interlocked, and are both things they want to see

more of in the world around them.

With the help of Annie Gentithes, their mentor and

Duke School social studies and project teacher,

Brooke and Caroline applied for the grant. After

the review committee, comprised of teachers and

students rejected their initial proposal, Brooke

to be paired with the schoolwide celebration of

Earth Day.

For the next few months leading up to the summit,

Brooke and Caroline spent many lunches and

recesses brainstorming lesson plans, emailing

Duke School faculty and community members

to ask for support, and collaborating with one

another to plan the summit. They wanted to make

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the whole event accessible to students like them,

to make it attractive for their peers to further

engage those around them in a meaningful way

focusing on the concept of upstander.

In April, the “Upstanders in Action Summit”

opened with a keynote address from Sara

Ahmed—literacy coach, international teacher,

and coauthor with Harvey “Smokey” Daniels

Following Duke School’s Earth Day activities,

middle schoolers attended a variety of sessions

ranging from discussions on upstanding in

the arts and voting rights, to the packaging of

bags for Durham community members who are

homeless (in collaboration with Grace Dunzo’s

Eighth Grade Project).

To Annie, this event served as a means to

of

Upstanders:

amplify a culture

How to Engage

already

present

Middle

School

at Duke School:

Hearts and Minds

with Inquiry. Sara

encouraged Duke

“It represents the

work that we do

every day—first of

School

students

all because of the

and teachers alike

to “get proximate

and get close to

Students opened the “Upstanders in Action Summit” with a

special keynote address from Sara Ahmed.

multiple iterations,

the involving

other people, the

people whose stories you don’t know, whose

stories aren’t like yours, who don’t look like

you…get proximate and close to their stories so

that your mind and your heart grow bigger.”

getting feedback, making it bigger in terms of

who they involved, and then also because we

honor kids voices every day, from the youngest

classrooms all the way up to eighth grade.”

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Equity

& Justice

An Interview by Nicole Thompson,

Lower School Director

This fall, we welcomed Emily Chávez

to Duke School as the first Director

of Equity & Justice!

Q. What conversations did you have at an early

age that helped shape who you are today?

A. First, I would say that my conversations with

my mom were important in shaping me into who I

am today. My mom encouraged me to talk about

my feelings. She always expressed that she loved

me unconditionally, even when I made mistakes.

She also listened to me. If I wanted to try a new

activity, she would try to give me the chance to

experience it if she could.

My conversations with my paternal grandmother,

my Mamá Geno, also influenced me to be

who I am. What was important about these

conversations is that they were beyond verbal

language. My Mamá Geno only spoke Spanish.

Growing up, I only spoke English (I learned

Spanish later). I met my Mamá Geno when I

was seven years old, and she lived with us for a

while. We communicated through hand gestures,

through laughter, and through the Peruvian food

she would cook for me that I ate and loved. She

would speak to me in Spanish, and even though I

didn’t understand her words, I felt them. So, while

I love words, I also learned that communication is

so much beyond words; it is tactile, it is sensory.

People communicate love in many ways beyond

what is spoken.

Q. Why is it important to engage young children

in conversations about equity and justice?

A. Young children are learning to name or

indicate what they feel, think and need. They are

learning to put language to the nuances of their

human experience. They experience and witness

equity and inequity, justice and injustice, and we

can help them to articulate what they observe and

know by engaging them in conversations about

privilege, unfairness, diversity, and their identities

and communities. Racism, heterosexism, classism

and other systems of oppression thrive on silence.

When we talk to kids about these topics—even

when it’s uncomfortable or awkward—we show

children that it is important to do so.

Children are also agents of change. By talking to

kids about issues related to equity and justice, we

can impart the importance of standing up and

doing what is right even if others do not stand up

with you.

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Q. What makes affinity groups powerful?

A. One of the most powerful things about

being a part of an affinity group is having others

understand parts of your experience or identity

without you having to explain them. It can

be a great gift to have someone understand

you beyond what you can express in words

because they have a similar experience or have

experienced the world in a similar way.

Secondly, affinity groups can also expand our ideas

of what it means to have a given identity. I believe

in expansive community. I believe in seeing affinity

communities for the full and rich groups that they

are. There is never one way to be a person with a

certain type of identity; yet through conversations

and media representations, certain identities

often become essentialized, or reduced to certain

features. Affinity groups can expand these ideas

of what it means to be someone or something.

For instance, queer kids can be immigrants,

Latina girls can be punk fans, and Black boys can

be ballet dancers. If we want to build authentic

community, we cannot limit ourselves and others

with whom we share an identity. We have to see

each other for the entirety of who we are. Affinity

groups can be a safe—or safer—space to do that.

Ultimately, by creating spaces for members of

historically marginalized groups to discuss their

experiences and voice their concerns, affinity

groups can strengthen the community at large.

Q. What would you say are three must-read

books for everyone?

A. The Color Purple by Alice Walker—This

book is a classic. It is about race, gender, power,

sisterhood, overcoming, family, queerness and

the beauty of being alive.

A Small Place by Jamaica Kincaid—This book is so

rich. It is written in second person and describes

white tourists in Antigua through the eyes of

Black Antiguans whose labor makes the tourists’

comfort and ignorance possible.

The Fire Next Time by James Baldwin—He was

such a beautiful crafter of language. In this book,

Baldwin articulates the realities and (seeming)

nuances of racism in a way that no one else can.

And here’s one more, a children’s book…

Two White Rabbits by Jairo Buitrago, illustrated

by Rafael Yockteng—I fell in love with this book

when I read it for the Américas Award Review

Committee. It describes the journey through

Mexico common to many Central American

migrants through the eyes of a child.

Q. What is your favorite quote?

A. “It always seems impossible until it’s done.”

~ Nelson Mandela

It’s true—you cannot see beyond the moment

how things will change and life will evolve. I think

the bridge between where we are now and where

we believe we can be is a strong vision and the

commitment to carry it out.

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THINKING OUTSIDE

THE POT

By Laurie Ann Harvey and Venetha Machock,

Duke School Teachers

Combining what we have

learned about growing plants

in our “Plant Project” with

our concerns about all the

single use containers hurting

the Earth, we decided to put

our design thinking skills to

work and create decorative

plant pots from “useful junk.”

Looking at a variety of plant pots, we compared

and discussed what attributes made these plant

pots usable. This helped us create a “Recycled

Plant Pot Design Checklist.”

We then selected our plant pot materials from a

large variety of single use trash items (useful junk).

With the help of useful junk, our kindergartners

designed their pots. They also made labeled

drawings to show how their plant pots would look

First, our kindergarten class had a conversation

about how plants help us and the Earth. We

talked about how people are hurting the Earth

with trash, especially single use plastic items. Our

class then decided to use a variety of thrown-out

items to create decorative plant pots with and for

our friends. We realized that we could help the

Earth in two ways: by “reusing” thrown-out items

AND by growing plants.

once assembled.

Next, we paired off in groups and explained how

we wanted our pots assembled and decorated.

Art materials, colors, and construction ideas

were included in our descriptions. The students

carefully listened to one another in order to make

the pots. Working together helped us discuss any

problems that arose and/or share new ideas and

suggestions as they came up.

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Our students presented their creations to the

class, explaining their design ideas, and how they

followed through with their classmates’ wishes.

They also shared any construction or decoration

problems, and how they worked together to

resolve them.

This project was completed by planting basil in

our beautiful, recycled “useful junk” plant pots,

decorated by our students who were then able to

test the usability of their pots.

Our class kept track of the days, with tally marks,

to see how long it would take for the basil to

sprout and we compared our findings to the

information on the seed packet.

We are so proud that, not only did

we help the Earth, but we practiced

listening to our friends, and helped

create something they will love, and

enjoy using, for many years.

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I NSIDE A CLASSROOM...

DUKE SCHOOLS’ ENGINEERING PROGRAM

By Kathy Bartelmay, Duke School Curriculum Director

Perhaps one of the best-kept secrets at Duke

School is our preschool–eighth grade engineering

program. When a parent asked me recently why

we didn’t have a “STEM” program, I was shocked.

No, students don’t leave their classes once a week

for a computer lab. That’s because purposeful

STEAM (Science, Technology, Engineering, Art

and Math) work happens right in their classrooms.

Here’s a peak into those rooms.

While visiting first graders during the “Bird

Project” last year, I spoke with students very

worried about a visiting chicken with an injured

foot. The poor bird was unable to stand and to

eat; so it would surely die! How could they help?

With coaching from teachers, students researched

solutions and decided to prototype a wheelchair

that would give the chicken the support necessary

to reach its food. After a few iterations, the

young engineers soon had the chicken eating

comfortably in its new chair. At the same time,

another group of first graders worked with Sergio,

a middle school student, to use our 3-D printer

for creating a prosthetic bird foot!

Meanwhile, fourth grade students used the

design process to create LEGO robots that

solved problems. Griffin wanted to help people

like his grandfather—a former pianist who could

no longer play due to an injury. Griffin and his

partner Ollie designed a robotic arm that played

the piano.

“It was kinda hard,” Griffin told me. “We wanted

to invent an arm with five fingers, but we didn’t

have enough motors. So, we designed an arm

with one big finger and programmed it to play

a song. Do you want to hear it?” Sure enough,

when the boys pressed a button on their robot,

the robotic arm moved along a keyboard and

played “Hot Cross Buns!”

The origins of Duke School’s engineering

curriculum date back to 2002 when we were

awarded a grant from Tufts Center for Engineering

Educational Outreach (CEEO) to launch an

elementary LEGO Robotics program. Tufts

provided ongoing professional development and

help purchasing materials; Duke School faculty

created engineering lessons for their website,

presented at their conference in Austin, and

published an article about our young engineers

in the National Science Teachers Association’s

(NSTA) journal Science and Children.

Over the years, the program expanded and we

now have a comprehensive preschool–eighth

grade engineering curriculum. Visitors might see

preschoolers constructing bridges or sixth graders

deciding which sensors to use so their robots can

traverse a plateau on a newly discovered planet to

locate a valuable green ore. Engineering happens

in project work, in science class, and throughout

the day.

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Tufts CEEO Professor Chris Rogers taught us that

teaching engineering in elementary and middle

school is important because the benefits go far

beyond engineering. Engineering is simply using

math, science, and creativity to design solutions

to problems. This work doesn’t happen in a STEM

lab. It happens in everyday life as kids learn to see

that problems are everywhere. They need to learn

to notice them and begin designing multiple

solutions at a young age to be prepared for the

future.

I was reminded of Dr. Rogers’ advice in a recent

chat with Duke School alumna Miranda Brown.

Miranda had just won the design competition at

Virginia Tech’s engineering camp. The challenge

was to use the Design Process to come up with

a solution that would help people in a natural

disaster. Miranda and her team developed an

inflatable, waterproof backpack with emergency

supplies for flood victims.

“It actually wasn’t hard,” Miranda told me.

“The challenge was to find a problem, generate

solutions and plans, build a prototype, test it, and

make it better. They emphasized that we would

be evaluated on our teamwork, as well as our

actual solution.”

When I congratulated her, Miranda just shrugged.

“Actually, Kathy, I kind of tuned out when they

explained the steps in design thinking and

teamwork. My teachers taught me that every

single year at Duke School. Duke School taught

me to power and challenge myself every year

instead of relying on grades.”

Perhaps, that is the most important outcome of

our engineering program. I feel confident that

Miranda and our other Class of 2015 alumni, who

are freshmen in college this fall, will have the

powers and the tools to solve whatever problems

they encounter.

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Duke School teacher Bob Robinson in action.

You may have seen some recent reporting about

how plantations and similar historic sites such

as Monticello and the McLeod Plantation in

Charleston, South Carolina have revised their

interpretations to include frank descriptions of

how responsible the enslaved African Americans

were for creating the wealth of the white owners.

Some sites draw the connection from enslavement

through Jim Crow and onward to today’s income/

wealth inequality and the mass incarceration of

African Americans. Now to a noticeable degree,

these sites are getting some pushback from

visitors, mostly white, who don’t want “political

correctness” to detract from their enjoyment of a

fine house and beautiful grounds.

This evolution in historic site narrative and the

subsequent backlash raise important questions

about our identity as a nation and who is in

charge of curating it: How do nations construct a

national identity? How have marginalized groups

made their voices/perspectives heard throughout

history? How have more diverse perspectives

been added to our national identity over time?

These questions drive Duke School’s Eighth

Grade Project, “Our National Identity.” Four

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years ago while reflecting on the annual

sojourn to Washington, DC and its connection

to the social studies curriculum, the eighth

grade team decided to design a project that

would incorporate the trip as field work, and

the “National Identity” project was born. We

were inspired by the work we did with Harvey

“Smokey” Daniels and Sara Ahmed during preplanning

days, and the project emerged from our

conversations.

The project affords field work in DC, but also here

in Durham, where the life, work, and identity of

Pauli Murray has been celebrated, and where

the community has wrestled with Confederate

commemoration both at the courthouse and

at the Duke University Chapel. This robust field

experience also creates an authentic environment

for students to discuss difficult topics with teacher

guidance.

Through the course of the project students come

to understand the many ways that our national

identity is developed—from the obvious, like

who’s on our money to whom substantial statues

depict, to the less visible, like who are the subjects

marginalized designer behind the white person

who got the credit. To culminate the project,

we coach students to cultivate connections to

stakeholders and propose their own additions to

the stories about who we are.

Over the course of a couple of years, students

have created a coloring book of the Loving

couple who successfully challenged Virginia’s

law banning interracial marriages, proposed

an art installation on New York City’s High Line

celebrating feminist leader Inez Milholland,

proposed additions to the Duke School calendar,

and designed a memorial to women for their roles

during the Civil War at Gettysburg to complement

the memorial for the men who died.

We especially celebrate when a student’s

proposal earns a reply, as happens with a small

number each year. Eden Richman was invited, for

example, to receive a personal tour of art on the

High Line!

Ultimately, you will see our eighth graders learning

to flex their upstander muscles and advocate for

a national identity that is as inclusive as possible.

of coloring books or who might have been the

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STUDENTS MAKING A DIFFERENCE

Student Agency in Response to Hurricane Florence

By Duke School Teachers Heather Greene, Mary Beth Hes, Grechen Sahratian, and Jane Shears

The morning of September 18, 2018, started with

third-grade students and teachers sharing our

crazy weather stories in the aftermath of Hurricane

Florence: “Where did you take shelter during the

tornado warnings? What flooding did you see

around town?” But our focus quickly turned to

the impacts we saw farther from home: “Did you

see the flooding at the beach? Are those families

safe? Where did they go when they couldn’t go

home?”

Our third graders kept landing on one critical

question, “What can we do to help?” Both

classrooms discussed what they as third graders

(without money, credit cards, or cars) could do

to help, and decided to embark on a weeklong

service project.

After researching the needs of those impacted,

the students came up with the idea of organizing

a supply drive at Duke School. The response from

the community was overwhelming—we collected

carloads of supplies including soap, canned

goods, books, toiletries, and coloring books. The

students also let other classes know that they

could help, too.

We took donations to the Friday Center in Chapel

Hill, which opened as a shelter to hurricane

evacuees. With the help of our Learning Center

Support Coordinator, T Land, we also teamed

up with Operation Air Drop, a group of pilots

at Raleigh Durham International Airport offering

their time and personal airplanes to fly donated

supplies to the survivors in need who were

otherwise unreachable due to coastal road

flooding.

In addition to sending supplies, the students

wanted to share words of encouragement and

care to those affected by the storm. After learning

from the pilots that even the added weight of

letters would affect plane fuel efficiency, we

decorated the supply boxes instead.

In the words of one of our third graders, “I have

learned that even if you think you can’t help, you

always can help.”

1 - Third graders talked to Josh Chapin, ABC11 WTVD

reporter, about why they felt compelled to help others.

2 - Students made cards of comfort to let victims of the

hurricane.

3 - One class decorated the outside of boxes that they filled

with supplies for Operation Airdrop with messages of love,

hope and courage.

4 - One of our student-made cards.

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Everyone knows that Duke School educators are passionate

about project work, but this summer teachers Annie

Gentithes, Heather Greene, and Claire Koerner surpassed

expectations. As project work staff developers, Annie,

Heather and Claire gathered at a studio in Chapel Hill to

conduct five sessions of distance learning with teachers at

Educating

Educators

the Beijing Royal School in China. In the course, An Introduction to Project Work and Inquiry, they actively

engaged participants in the inquiry project. Participants learned to help students ask “thick,” rather than

“thin” questions, collaborate in the research process, find field experiences and guest experts, and share

out their work with others. The distance course was so successful that the school has requested a more

advanced course as Beijing teachers continue on their journey toward an inquiry approach to teaching!

“Our work with Beijing Royal

School was stimulating because

Claire, Heather, and I were

able to collaborate with one

another in new and exciting

ways. We had a steep learning

curve as we navigated virtual

teaching, and our We Chat back

channel was a vital resource for

responding to questions and

supporting the real time work.

Perhaps most importantly, I

was reminded how important

building connections with

our participants was, and this

mirrors the work Duke School

teachers do to build classroom

community every day.”

~ Annie Gentithes

“As we collaborated this

summer, one of the most

important and eye-opening

aspects of the work was how

we had to break down project

work to its roots, its foundation.

Once we all had a strong

understanding of what it takes

to have a successful project,

we were better equipped to

teach teachers who had never

experienced or taught in a

progressive or collaborative

manner. We realized that at its

core, project work and inquiry

work provide students a safe

arena to question, research,

and explore together. As

educators, we can foster this

by allowing time to be spent

playing, observing, drawing,

and storytelling.”

“Building relationships with

others is so important in setting

the foundation for inquiry work,

and at first, I was uncertain

about how we were going to

do that when teaching a group

of educators on the other side

of the world via webcam. But

by building in opportunities for

collaboration, as well as time

for sharing questions, thoughts,

processes, and products, just

like we do every day with the

students we have right in front

of us, we developed a wonderful

rapport with teachers at Beijing

Royal School. And in true Duke

School fashion, I was learning

just as much as I was teaching

throughout the experience.”

~ Heather Greene

~ Claire Koerner

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Playing Around in the Classroom

By Matthew Etherington, Duke School Performing Arts Teacher

about playfulness, creativity and innovation

this year. As part of my two-year commitment

with the Triangle Heads Leadership Academy

(THLA), I am working with colleagues from

Amazingly, before creativity

determines everyone’s future

goals, here’s innovation! Just

keep learning math (Newtonian

or Pythagorean). “Question

righteously? Show truth?

Understanding?” valiantly

wonder xenial yawning zoologists.

If you’re at all confused by my opening

paragraph, then don’t worry—it was an example

of how to get students thinking creatively (also

known as the Alphabet Game). The idea is

that by engaging in a playful mindset, you can

generate more creative ideas.

I’ve been thinking and reading a great deal

several Triangle-area independent schools

to develop an action research project. With

experienced teachers bringing new ideas back

to their schools, it is an excellent opportunity for

institutional growth and change.

Through my literature review, I’ve learned that

play is an intrinsic expression and need for all

mammals (including humans) and that valuable

social-emotional, physical and intellectual

skills are developed through this practice in

childhood. Dr. Peter Gray of Boston College

points out that play has eroded in many schools

today and also at home, where children are

more likely to be enrolled in organized activities.

However, many of these activities are not play,

which by definition must be self-controlled and

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self-directed. Dr. Gray explains, “It’s the selfdirected

aspect of play that gives it its educative

power.”

problems with novel solutions. Creative thinking,

as it turns out, has a lot to do with the quantity

of ideas, not simply the quality of ideas. By

I’ve also learned that there are different types

of play. The National Institute for Play outlines

several forms including Body Play, Social Play,

Imaginative Play, and Creative Play. All of these

are important and necessary to successful

development into adulthood. I am glad that, at

Duke School, we value this need for play and

provide opportunities for self-controlled and

self-directed learning. I’m not just talking about

formal opportunities such as the school play and

musical, but also our middle school activities

program, the way we engage students with

project work, our innovators grants, Prime Time,

student leadership, and the way our creative

faculty works with students each day in the

engaging playfully, students are free to generate

numerous ideas without immediately labeling

them as “good” or “bad.”

Risk-taking in front of peers means putting

yourself out there, the potential for judgment,

and negative feedback. By working together

playfully, students and teachers can ease

the burden. Improvisational theater holds a

fundamental tenet called “Yes! And ...”—the

purpose being that we affirm and acknowledge

someone else’s idea, then we build upon it

further. So, next time someone delivers an idea

that sounds implausible, try approaching the

conversation with openness and a playful “Yes!

And…” You may be surprised at the outcome.

classroom.

For students to be excellent innovators, they

need to think creatively and address complex

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Foes Become Friends:

Expanding Athletic Competition Through Cooperation

As with Kevin Costner’s character in the classic

baseball film Field of Dreams, Duke School

Athletic Director Brian Greene has heard voices.

“Dating all the way back to probably the start of

my time here, there were echoes of interest in

both lacrosse and baseball,” Brian said.

Boys lacrosse became a reality in spring of 2017,

thanks in large part to a group of enthusiastic

and committed parents. Then last spring, the

opportunity for our boys to play baseball evolved

from an innovative partnership with a rival school.

“Carolina Friends School (CFS) reached out to

share the fact that they had interest from their

school but just not enough to create their own

full team,” Brian said. “And the reality became

that they had the facilities and the space that

was necessary and we had the players that they

lacked.”

After meeting with Duke School administrators

and working out the details, nine Duke School

students traveled to Carolina Friends School

for practices and participated as part the CFS

baseball team.

“My thought was, even if it wasn’t going to be

a Duke School team, we’re trying to provide as

many positive athletic experiences or options for

our students,” Brian said.

A similar collaboration occurred for our lacrosse

team. With a strong but smaller number of

returning players, the coaches felt a few more

players were needed in case of illnesses or

injuries. Trinity School, which did not have

enough interest to field a team of its own, came

through with six additional players to join the

Duke School team.

Brian sees the benefits of the partnerships

as being two-fold. First, they create new

opportunities for our students. Second, they

build strong relationships with the other schools.

“Ultimately it ended up being a very positive

experience for everyone,” Brian said.

As for those voices Brian has been hearing?

Here’s what some of the baseball players had to

say about the experience:

“It was great to finally have a chance to play

baseball for the school and with people I know

from school.”

~ Levent

“I felt connected with other people from CFS.”

~ Alex

“It was good to see the kids get better over the

season and the team get better as a whole.”

~ Nick

“It was very good that I got to see some old

friends playing baseball.”

~ CW

“It was good to get the opportunity to play

with people that are not in my age group—help

them grow.”

~ Brendan

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You Can Vet on It!

Emma Poole knew from an early age that

she wanted be a veterinarian.

“I could just never imagine doing anything else,

really,” the 2004 Duke School graduate said.

Photo Credit: Ted Fitzgerald/The Pilot

Today, Emma works with Foundation Equine

Clinic, a two-person veterinary practice in the

equestrian-heavy community of Southern Pines,

N.C. Her job keeps her busy providing what she

calls “the next level of care” to the region’s highperformance

equine athletes.

“I think horses are amazing and the things they

can do are amazing,” Emma said. “If I can help

them do that, then that’s usually a really good day

for me.”

Emma’s interest in working with horses began

in middle school when she started taking riding

lessons. She got her horse, Indy, at 14 and began

exploring careers in veterinary medicine through

seventh- and eighth-grade projects that included

visits to local clinics.

At Duke School, “I was always made to feel like

be able to do,” Emma said. “I just feel like it’s

such a positive place.”

After finishing her undergraduate degree at North

Carolina State University, Emma was admitted

to N.C. State’s College of Veterinary Medicine.

Admission to veterinary programs is highly

competitive and requires difficult undergraduate

coursework, some of which—like the chemistry

courses—Emma said did not come easily to her.

Even so, she said, “I couldn’t even really fathom

having a backup plan.”

In Southern Pines, Emma spends most of her

workdays seeing patients for routine vaccinations

and preventive care as well as for chiropractic

treatments, for which she became certified last

year. Although horse owners in Southern Pines

are generally very attentive to their animals’

[being a veterinarian] was something that I would

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care, Emma is on call evenings and weekends

every other week to respond to the inevitable

emergencies.

Emma said her work is challenging, particularly

when facing medical issues that she cannot

successfully treat. However,

graduate vet school, you just know everything,

and that’s really not true,” Emma said. “I can be

in practice 10 years from now and there’s always

going to be new information that’s coming out.”

Emma still rides and occasionally enters

eventing competitions with

she has noticed an emerging

emphasis on work-life balance

in the profession and a

recognition that veterinarians

need to safeguard their own

mental health to be effective.

“I think that’s just a nice

change in perspective

that I’ve gotten,” she said.

“Yes, you can kind of give

everything to the job, but

you need to make sure that

“At Duke School,

I was always

made to feel

like [being a

veterinarian] was

something that I

would be able to

do,” Emma said.

“I just feel like it’s

such a positive

place.”

a neighbor’s horse named

Ignition. Her first horse, Indy,

is now retired but lives with

her in Southern Pines. She

said being around horses

in her down time helps her

recharge and remember why

she became a veterinarian in

the first place.

“My favorite part is being able

to see the horses and riders

out having fun and doing

you’re OK and that your colleagues are OK

because if they’re not, you can’t do your job.”

Being a veterinarian also means constantly

well,” she said. “There’s nothing more fun from a

riding perspective than riding a horse that loves

their job.”

learning. “I think I sort of thought that once you

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Stranger Things Night

at the Durham Bulls Athletic Park

In July, Duke School alumni families and friends ventured into

the upside-down of the Durham Bulls Athletic Park’s “Stranger

Things Night.” Duke School sponsored its first alumni event at

the stadium. This event celebrated the success of Duke School

Candy Thompson, Allen Duffer, Reed Darsie ‘99,

Sandra Cook, Kathy Bartelmay, and Charles Darsie.

graduates and the release of Matt and Ross Duffer’s (The

Duffer Brothers) season three of the hit Netflix show, Stranger

Things. As you may know, not only are The Duffer Brothers

Durham natives, but also Duke School alums!

More than 80 people attended the event to catch up with

old friends and teachers alike. During the game, Dr. Kenneth

W. Chandler, Director of Development, spoke on behalf of

Duke School in a featured radio interview where he talked

about the school’s mission and the many accomplishments

of Duke School graduates. Stranger Things merchandise and

memorabilia, ranging from character figurines to collectable

books and games, were raffled off at the end of the night. This

gathering was Duke School’s largest alumni event to date.

“We’d like to give a special shout out to everyone

who came from Duke School. There’s so many Mr.

Clarke level teachers at that school, it’s insane!

Keep those curiosity doors open.”

~ The Duffer Brothers, Duke School Class of 1999

Photo Credit: Durham Bulls

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STAYING CONNECTED

Our community strives to stay connected with all alumni families.

Throughout the last year, Duke School alumni have caught up with

friends, former classmates, and teachers.

Emma Wallace ’00, Candy Thompson,

Jean Sartain, and Julia Fiore ’00.

Duke School alumni at the 2018 Alumni Party.

Duke School

Class of 2016

alumni—Liana

Bradley, Nina

Wayne, and

Lauren Taylor.

Lorenzo Shaikewitz ’15 and

Kenneth W. Chandler.

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30

Duke School

Class of 2015

alumni—

Albert Yuan,

Christopher

DaSilva, Kevin

Pignone, Justin

Guilak, Cal

Nightingale,

and Lorenzo

Shaikewitz.

#AlwaysADragon

Kaley Pignone

‘18, Lucy

Wooldridge ‘10,

Phoebe

Wooldridge ‘09,

Jean Sartain,

and John Eads.

Nathaniel Tuner ’17 and Lauren West.

Mollie Doyle ‘19, Sarah Tetterton

‘19, and Bridget Stevenson ’19.

Kenneth W.

Chandler, Matt

and Ross Duffer

’99, and Dave

Michelman.

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A Special Message to Duke School Grads

Speech by Erik H. Knelson, M.D., Ph.D. ‘99

Looking back at my graduating class from 20 years

ago, there are nurses, doctors, professors, lawyers,

a creative director at Google, the founder of a

clean energy company, and a pair of Hollywood

producers you may have heard of. And that’s just a

few of my classmates from 1999 (That’s right—last

millennium— I’m a fossil).

Dr. Erik Knelson attended Duke School from

first through eighth grade. He went to Durham

Academy for high school, followed by Davidson

College, where he graduated magna cum laude

with high honors in neuroscience. He attended

medical school and graduate school at Duke

University, earning his PhD for discoveries

leading to novel differentiation therapies in

neuroblastoma. Erik is currently a senior fellow

in thoracic oncology at the Dana Farber/Harvard

Cancer Center. He is happily married to his college

sweetheart, Lauren, and they have a joyful twoyear-old

named Arthur and a nine-year-old dog

named Ellie.

The following is an abbreviation of Erik’s

graduation message to the Duke School Class

of 2019:

Kenneth W. Chandler, Erik Knelson, and

Dave Michelman at Duke School’s

Class of 2019 Graduation.

When I visited in March I had the opportunity to

hear about your amazing Eighth Grade Projects. I

am beyond excited for the incredible things you

will do when you leave this bubble.

Returning to Duke School—seeing my childhood

heroes like Bob, Lucia, Candy, Marki, and Laurie,

hearing about your projects and witnessing your

creativity—reminds me what a special place this

is. I wanted to share a couple of anecdotes about

life after Duke School—stories that might ease

the transition or at least entertain you for a few

minutes.

When I graduated from Duke School, I went down

the road to Durham Academy. My first assignment

was in geometry. I had no idea about grades and

was very intimidated about being evaluated.

The assignment was to create a three-dimensional

shape using computer software. Now, you can

imagine how my Duke School creative fire was

rekindled after smoldering over the summer, but

I held back. I wanted to blend in. I crafted what

I thought was a very modest castle. Just four

turrets with conical caps, rectangular walls, and

a dodecahedron keep. No drawbridge and no

dragon (though I was tempted).

When I arrived in class the day the assignment

was due, carrying my castle on a tray, I instantly

recognized my mistake. On the tables around

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the room, my classmates had placed their cubes

and prisms, all much smaller than my castle. My

stomach sank. But there was no turning back.

I had revealed my Duke School creativity and

created expectations for the future. And despite

their jealousy, my classmates were impressed.

I followed my curiosity from three-dimensional

shapes to designing new cancer therapies in the

lab—a career that feels like a never-ending eighth

grade project. My advice to you for next year is

to unleash your Duke School creativity and try to

smile as the rest of the world adapts.

The message of my second anecdote is to listen to

people. You may take this for granted because of

the culture and amazing teachers here. But amidst

the pressures and constraints of the real world,

this skill will serve you well.

My first year as a doctor I was working long hours

in the cardiac intensive care unit at the veteran’s

hospital. A patient came in after a heart attack.

It was too late to reverse the damage. Every day

that first week there was a code blue because his

heart stopped; we shocked him back to life every

time.

He had a pump inserted in his heart called an

impella. This man was on a medicine that made

him confused and he started threatening to pull

out the tube. This would have killed him. I spent

hours with him trying to calm him down and

though I was the most junior person on the team,

he refused to listen to anyone else.

One day I was called to his room in a panic. He had

his hand around the tube and was about to pull.

I asked what I could give him not to pull the tube

and he said a cheeseburger. I ran to the cafeteria

and bought a cheeseburger. He spat the first bite

back at me saying, “This is disgusting.” I knew he

was right; the cafeteria was not highly rated. For

lunch we were ordering sandwiches from a deli

and I got him a proper bacon cheeseburger and

curly fries. “This is too much food!” he yelled. “Sit

down and eat half for me.” I did as I was told—too

exhausted and scared to argue.

For the first time in the history of cardiac intensive

care at the West Roxbury VA, a doctor and his

patient shared a bacon cheeseburger.

He told me stories about his service in Vietnam,

where his job was to fly fuel helicopters into

combat zones. The minutes passed, the fries

dwindled, and I got to know my patient as more

than his heart attack. Over the subsequent weeks

his heart improved, and he eventually walked out

of the hospital.

In our over-connected world, it can be difficult

to put down our phones and interact in analog

mode. I hope my stories

have made you excited

to apply what you have

learned at Duke School to

a world that desperately

needs you. Remember to

think creatively and listen.

Congratulations, Duke

School Class of 2019,

you’re amazing!

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Alumni Connections:

Barnard College

Boston College

Boston University

California Institute of Technology

Clemson University

Duke University (2)

Emory University

Furman University

Goucher College

Louisburg College

Middlebury College

North Carolina State University

Oberlin College

Rice University

Scripps College

Tufts University

University of Michigan

University of Rochester

University of South Carolina

University of Southern California

University of North Carolina at Asheville

University of North Carolina at Chapel Hill (7)

University of North Carolina at Charlotte

University of North Carolina at Greensboro

University of North Carolina at Wilmington

Virginia Polytechnic Institute and State University (2)

Duke School’s Class of 2015 Reunion.

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Alumni Connections:

Cary Academy

Cedar Ridge High School (4)

Durham Academy (4)

Durham School of the Arts (5)

East Chapel Hill High School (6)

Eno River Academy

Jordan High School (6)

Leesville Road High School

Research Triangle High School (3)

Riverside High School (5)

Trinity School of Durham and Chapel Hill

Virginia Episcopal School

Woods Charter School

Join Duke School’s Alumni Facebook and

LinkedIn Group – forums for reconnecting

with former classmates while keeping in

touch with Duke School.

Duke School’s Class of 2019 sporting their class t-shirts.

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DUKE SCHOOL

ANNUAL REPORT

2018-19

INCOME

EXPENSES

Net Fund Raising

4.6%

Auxiliary Programs

9.7%

Net Tuition and Fees

85.7%

Classroom Resources

and Other Admin Costs

17.5%

Salaries and Benefits

70.1%

Debt Service

1.7%

Facilities

4.9%

Auxiliary Programs

5.8%

NET TUITION & FEES

This income is derived from student tuition, The Learning Center

and certain fee charges.

AUXILLARY PROGRAMS

This is income from all camps, after school programs and

educator workshops.

NET FUND RAISING

This category embraces our fundraisers and

SALARES & BENEFTS AND CLASSROOM &

ADMINISTRATIVE COSTS

These categories include all expenses related to instructional and

programmatic expenses, student support services, classroom

materials and supplies, media centers, faculty development,

technology and laptops, and special programs. All included are

expenses related to Duke School Admissions, Marketing and

Communications, Human Resources, Business, and Development

FACILITIES

This category includes all costs related to operations and the

repair and maintenance of school-owned facilities and grounds. It

includes: utilities, waste removal, supplies, repair and maintenance

and equipment.

DEBT SERVICE

This category represents the payment of interest and principal

on outstanding tax-exempt revenue bonds. The bonds were used

furnishing, and equipping the existing school.

*Data is based on a June 2019 year-end forecast.

If you have questions about this budgetary information, please contact Russell Rabinowitz,

AUXILIARY SERVICES

These are the expenses of auxiliary service functions such as after

school, camps and similar operations.

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2018-19 DRAGON FUND HONOR ROLL OF DONORS

Board of Trustees

Ben Abram

Lisa Andrews-Lanier

Lawrence Baxter

Garry Cutright

Elise Dunzo

Christopher D, Gergen

Elizabeth Hays

Trina Jones

Corey McIntyre

Beth Murgitroyd

Florence Peacock

M.C. Ragsdale

Mark Scullion

Bimal Shah

Vicki Threlfall

Jeff Welty

Alison Windram

Yousuf Zafar

Advancement Committee

Omar Bell

Sarah Doran

Florence Peacock

Gary Pellom

Kelly Robinson

Mark Scullion

Craig Spitzer

Vicki Threlfall

Alex Tolstykh

Alison Windram

1947 Society (Consecutive Giving)

20 Years

Kathy Bartelmay and Roger Perilstein

Duke University Medical Center

Harris Teeter

Debbie Marshall

Marya McNeish and Bob Robinson

Jane Shears

Candy and John Thompson

Marki Watson

15 Years

Libby and Lee Buck

Elaine Cameron

Hui Li and Fan Yuan

John Pinto

Moira Smullen and Christopher Marshall

Melanie and Lars Trost

Becca and Julian Wooldridge

10 Years

Lisa and Elaine Andrews-Lanier

Tamara Branca and Wolfgang Wagner

Maria Cassinelli-Berstein and Fernando

Berstein

Tanya Chartrand and Gavan Fitzsimons

Molly Cronenwett

Keith DaSilva and Kay Kohring-DaSilva

Rebecca Dexter

Mr. and Mrs. Gene Doyle

Melissa Ellis and Jeff Doyle

Eman Elmahi and Husam Hasanin

Emily Feldman-Kravitz and Richard Kravitz

Jeanne Gatling

Victor Gatling

Jane and James Hales

Leslie Hamilton

Robin Hardie-Hood and Thomas Hood

Beth and Jeff Harris

Melanie Hatz-Levinson and Howie Levinson

Elizabeth and David Hays

Mary Beth Hes and Honza Hes

Amy and Jamie Lau

Carla Horta and James Leo

Tekla Jachimiak and Thomas Brothers

Sheronda Jeffries

Susan Sugarman and David Kirsch

Carolynn Klein

Lori Leggatt and Andrew Foster

Joy Martin and Ben Philpot

Dave and Claudia Michelman

Miriam Ornstein and David Luks

Russell Rabinowitz

Michelle and Brian Reich

Connie and Truman Semans

Naz Siddiqui and Casey Jenkins

Emily and Lee Taft

Cassandra and Wayne Taylor

Mary Townsend and Jon Stiber

Alison and Soren Windram

5 Years

Love and Ian Anderson

Stephanie and Vince Aurentz

Meytal Barak and Micky Cohen-Wolkowiez

Mr. and Mrs. Chuck Bausell

India and Ryan Bayley

Mr. and Mrs. William Bell

Alisha and Eric Benner

Geoff Berry

Mr. and Mrs. Richard Betuker

Tia and Martin Black

Kristin and Steve Bradley-Bull

38

UNDER THE OAK

Lucy and Tom Bradshaw

Dayna Brill

Susan Cates and Scott Warren

Dr. Kenneth W. Chandler

Robyn and Jamie Claar

Heather Clarkson and Sean Wilmer

Heidi and Jason Cope

Natalie and Emiliano Corral

Lisa Criscione-Schreiber and Eric Schreiber

Linda Cronenwett and Shirley Tuller

Donna Culton and Arun Manikumar

Rachel and Jonathon Cummings

Kiersten and Clint Dart

Mrs. Lynn Delicio

Tania and Justin Desrosiers

Mrs. Penny Dietz

Elise Dunzo

Maureen Dwyer

Foley Dyson

Alison and David Eagle

Sarah Ellestad and Ron Przybycien

Cleo Estrera and Matthew Etherington

Lori Etter and Jeff Welty

Katie Garman and Tom Becker

General Mills Box Tops for Education

Annie and George Gentithes

Victoria Goatley

Cathy Gracey and Steve Smith

Heather and Bret Greene

Tery and Michael Gunter

Dr. Vasudha Gupta and Dr. Bhupender Gupta

Jennifer Harris

Kylie and Clint Harris

Lea and Alan Hart

Laurie Ann and Scott Harvey

Wendy and Paul Henderson

Sunshine and Joel Hillygus

Kerry Holbrook

Julie and Scott Hollenbeck

Diane Hom and Chris Larson

Beatrice Hong and Ziad Gellad

Brian Horton

Andrea Hussong and Patrick Curran

Nancy and Timothy Joyce

Lisa Kahan and Duncan Higgins

Claire and Matt Koerner

Sarah and Ryan Lamb

T Land

Jodie LaPoint and Chris Weymouth

Ms. Ann Lawrence and Mr. Steve Leinwand

Charlotte Lee and David Siegel

Julie Marshall

Kristi and Chris Martin

Mollie and Chad Mather

Ms. Brenda Matthews

Tiffany Matthews

Kristin and Corum McNealy

Beth and Tim Miller

Catriona Moore and Kyle Lundby

Meghan Morris

Beth and Ed Murgitroyd

Jenny and Craig Murray

Willie Nicholson

Sari Palmroth and Ram Oren

Judy Panitch and Andrew Hart

Kirstin and Gary Pellom

Susie Post-Rust and Adam Rust

Kelly and Jeff Powrie

Ms. Kathleen Przybycien

Linda Raftery and Phil Spiro

M.C. Ragsdale and Karen Popp

Fatima Rangwala and Yousuf Zafar

Katie Ree

Mr. and Mrs. Gerald Richards

Charique and Johnathan Richardson

Laura and Barak Richman

Kelly Robinson and Lawrence DeGraaf

Michelle Roy

Whitney and John Sandor

Erin and Todd Sarver

Richard Scher

Gita Schonfeld and Marvin Swartz

Claire and Mark Scullion

Mr. and Mrs. Robert Selder

Julie Shermak and Steve Goodman

Irecka Smith

Renee and Joseph Francis Smith

Kim Spancake and Drew Snider

Karen Springer and Alex Herskowitz

Jinda and Kevin Stoll

Jessica and Albert Sun

Nicole Thompson

Stacey and Eric Tisch

Stephanie and Nathan Vandergrift

Linda Vargas

Danielle and Samuel Wellman

Mr. and Mrs. Bill Welty

Megan Whitted

Kia Williams

UNDER THE OAK UNDER THE PBOAK

39

Jen Wu and Shane McSwain

Mel York and Lake Lloyd

3 Years

Natalie and Chris Aho

Amazon Smiles

Mr. and Mrs. Robert Anderson

Mr. and Ms. William Andrews

Sharon and Lawrence Baxter

Grace and Mattie Beason

Dr. and Mrs. Dan Blazer, II

Laurie Braun and John Taylor

Joel and Beverly Brown

Leslie Bryan

Cathy Bryson and Kelly Bruce

Mr. and Mrs. Vaughn Bryson

Mara Buchbinder and Jesse Summers

Natalie Cicero

Jen Crawford Cook and Steve Cook

Dr. and Mrs. Jack Cronenwett

Keisha and Garry Cutright


Mr. and Mrs. Richard Deason

Tracie DeLoatch

Dan Divis

Linda and John Eads

Dan Epperson

Dr. Anabelle Estrera and Dr. Clemente Estrera

Ben Felton

Meghan Fitzpatrick

Abigail Flynn and Kevin Walker

Louise and Sean Flynn

Jennifer and Dave Gardner

Mr. and Mrs. John Gardner


Christopher Gergen and Heather Graham

Mr. and Mrs. Barna Gibson

Mrs. Gail A. Granek

Brian Greene

Mary and Stephen Harward

Karen Heller and Colleen McLaughlin

Daniel Heuser

Lauren Hiner

Jen and Peter Hoff

Tonya Hunt

Sandra and Peter Jacobi

Pam Jarvis-Miller and Mike Miller

Cara and Ravi Karra

Phadej and Sachivalai Keopunna

Jin Yi Kwon and Larry Moray

Mr. and Mrs. Greg Lau

Marin Levy and Joseph Blocher

Catherine Linford

Jian Liu and Jia Li

Andrew Lovett

Elizabeth and Michael Malinzak

Mr. and Mrs. David Malinzak

Lucia Marcus

Octavia Matthews

William K. Matthews

Meg and Richard McCann

Susanna Naggie and Chuck Gerardo

Anne and Phil Napoli

Dr. Pedi Neta and Mrs. Ruth Neta

Ilana Osten and Jason Liss

Shital and Nilay Patel

Florence and James Peacock

Tina and Mitch Prinstein

Dr. and Mrs. Barry Reiter

Heather and Patrick Ritchie

Mr. and Mrs. John Rushing

Grechen and Jonas Sahratian

Sanchez-Tolstykh Family

Leah Sansbury and Trip Boyer

Lisa Simmons

Stephanie Simon and Chuck Solomon

Darryl Spancake

Rona and Craig Spitzer

Betsy Strauss

Dr. and Mrs. Edward Sugarman

Dr. and Mrs. Robert Sun

Michael J. Szott

Alex Tolstykh and Rick Sanchez

Jill and Ben Weinberger

Mr. and Mrs. Donald Weinberger

Rachel Wertheimer

Mr. and Mrs. Andrew Widmark

Nancy Worsham

Harriet Bogin Yogel

Giving Clubs

Anonymous (1)

Cannon Family Fund

Duke University Medical Center

Christopher Gergen and Heather Graham

Moray Family

Florence and James Peacock

M.C. Ragsdale and Karen Popp

Sanchez-Tolstykh Family

Students to Scholars, Org.

40

UNDER THE OAK

Anonymous (1)

Bryson Foundation

Cathy Bryson and Kelly Bruce


Julie Shermak and Steve Goodman

Anonymous (1)

Chuck and Judy Bausell

Lawrence and Sharon Baxter

Tanya Chartrand and Gavan Fitzsimons

Sarah Doran and Amanda Patten

Robin Hardie-Hood and Thomas Hood

Kylie and Clint Harris

Trina Jones

Dave and Claudia Michelman

Beth and Ed Murgitroyd

NC State Education Assistance Authority

Tina and Mitch Prinstein

Vanessa and Jacob Schroder

Mark and Claire Scullion

Connie and Truman Semans

Bimal and Rina Shah

Naz Siddiqui and Casey Jenkins

Rona and Craig Spitzer

Melanie and Lars Trost

Jeff Welty and Lori Etter

Yousuf Zafar and Fatima Rangwala

Anonymous (6)

Susan and BIll Andrews


Joel and Beverly Brown

Libby and Lee Buck

Susan Cates and Scott Warren


Donna Culton and Arun Manikumar

Garry and Keisha Cutright

Mrs. Gail Daves

Melissa Ellis and Jeff Doyle

Carol Evans


Jeanne Gatling

Mr. and Mrs. Barna Gibson

Mrs. Carter T. Gunn

Melanie Hatz-Levinson and Howie Levinson

Diane Hom and Chris Larson

Breitfeld Family

Abby Lublin and Tolu Fashoro

Mollie and Chad Mather

Beth and Tim Miller

Jenny and Craig Murray


Shital and Nilay Patel

Kirstin and Gary Pellom

Russell Rabinowitz

Moira Rynn and Al Caltabiano

Mr. and Mrs. Robert Selder

Candy and John Thompson

Stephanie and Nathan Vandergrift

Widmark Family Fund of

Triangle Community Foundation

Alison and Soren Windram

Anonymous (6)

Stephanie and Vince Aurentz

Laurie Braun and John Taylor

Robyn and Jamie Claar

Tania and Justin Desrosiers

Gene and Betty Doyle

Mr. and Mrs. John Gardner

Brian Greene

Robyn Gunn and Will Dean

Vasudha and Bhupender Gupta

Laura Heyneman and Owen Astrachan

Jen and Peter Hoff

Ji-Yeon and Hun-Yong Jo

Cara and Ravi Karra

Susan Sugarman Sugarman Kirsch and

David Kirsch

Sarah and Ryan Lamb

Judith Landrigan

Jodie LaPoint and Chris Weymouth

Ann Lawrence and Steve Leinwand

Lori Leggatt and Andrew Foster

Corey and Kelly McIntyre

Kristin and Corum McNealy

Dr. and Mrs. James Wayne

Linda Raftery and Phil Spiro

Shelby and Stephen Reed

Rich Scher

Smith Gardner, Inc

Lipi and Sunil Suchindran

Lewanda and Pierre Taybron

Linda Vargas


41

Anonymous (8)


Chandra and Taro Aikawa

Mr. and Mrs. William Bell

Benevity Community Impact Fund

Alisha and Eric Benner

Barsoba-Liton family

Suzan and Mark Bumby

Lisa and Eric Schreiber

Molly Cronenwett

Kay Kohring-DaSilva and Keith DaSilva

Rick and Sharon Deason

Penelope Dempsey Dietz

Christina and Jeremiah Dodson

Meghan Fitzpatrick


Jing Fu and Wangming Ye

Aggie and Patrick Gallagher

Victor Gatling

Lea and Alan Hart

Susan and Larry Herst

Julie and Scott Hollenbeck

Beatrice Hong and Ziad Gellad

The Houde Family

Lisa Kahan and Duncan Higgins

Mai and Craig Lowe

Claudia and Steve Markey

Moira Smullen and Christopher Marshall

Debbie Marshall

Octavia Matthews

McKinney Matching Gift Program

Tom and Nancy Metzloff

The Moore-Lundby Family

Marty and Sayed Nour

Liss Family

John Pinto

Kelly and Jeff Powrie

Elisandra Rangel and Marcos Rangel

Helen and Barry Reiter

Rosen Family

Anna Rylova and Mike Kuznetsov

Courtney and Don Smith

Irecka Smith

Moira Smullen and Chris Marshall

Dr. and Mrs. Edward Sugarman

Emily and Lee Taft

Fabi and Ron Unger

Nikita and R.J. Wirth

Stacy Young and David Brown

Anonymous (24)

Timothy Adams

Hiroko Aikawa

Amazon Smiles

AMH Goods LLC

Kathleen and Robert Anderson

Anderson Family

Maribel Aristy

Patricia Ashley and Chris Newgard

Paola Baskin

Grace and Mattie Beason

Omar Bell

Geoff Berry

Tia and Martin Black

Dr. and Mrs. Dan Blazer, II

Kristin and Steve Bradley-Bull

Lucy and Tom Bradshaw

Mr. and Mrs. Leo Bratland

Rachel Brewster and James Mulholland

Bright Funds Foundation

Dayna Brill

Mrs. Patricia Brinkley and

Dr. Thomas Neilson

Eddie Broadie

Holly Brown and Jim Maynard

Jeannine Brown

Leslie Bryan

Mara Buchbinder and Jesse Summers

Christine Caffarello

Elaine Cameron

Meihua Chen and Denis Kalenja

Natalie Cicero

Lisa Connelly and Charles Vance

The Cope Family

Natalie and Emiliano Corral

Dr. and Mrs. Jack Cronenwett

Linda Cronenwett and Shirley Tuller

Mandy and Matt Cuskelly

Jennifer Dalman


Eddy Davis

Mrs. Lynn Delicio

Tracie DeLoatch

Rebecca Dexter

Dan Divis

Dr. Marc and Patricia Dorio

John and Elaine Druesedow

Maureen Dwyer

Foley Dyson

Linda and John Eads

42

UNDER THE OAK

Mr. and Mrs. David Easterling

Eman Elmahi and Husam Hasanin

EmergeOrtho PA

Dan Epperson

Dr. Anabelle Estrera and Dr. Clemente Estrera

Matthew and Cleo Etherington

Emily Feldman-Kravitz and Richard Kravitz

Ben Felton

Louise and Sean Flynn

Jennifer and Dave Gardner

General Mills Box Tops for Education


Felicia Gibson and Christopher Langdon

Natalie and Derek Gominger

Cathy Gracey and Steve Smith

Gail Aronoff Granek

Emily Greene

Heather and Bret Greene

Elizabeth and Taylor Greganti


Westlund Gustafson Family

Jane and James Hales

Beth and Jeff Harris

Jennifer Harris

Harris Teeter

Laurie Ann and Scott Harvey


Mr. and Mrs. Larry Hawley

Karen and Colleen Heller-McLaughlin

Wendy and Paul Henderson

Mary Beth Hes and Honza Hes

Amy and Jamie Lau

Daniel Heuser

Sunshine and Joel Hillygus

Lauren Hiner

Laura and Jason Hodgson

Kerry Holbrook

Carla Horta and James Leo

Brian Horton

Dana Howard

Elizabeth Howell

Ms. Diane Hundley

Tonya Hunt

IBM Corporation

Tekla Jachimiak and Thomas Brothers

Sandra and Peter Jacobi

Pam and Mike Jarvis-Miller

Sheronda Jeffries

Kenah Kennedy


Ms. Jane Kirsch

Carolynn Klein

Janeia Knox

Koerner Family

T. Land


Charlotte Lee and David Siegel

Marin Levy and Joseph Blocher

Hui Li and Fan Yuan

Danielle Lindgren and Jeremiah Libby

Catherine Linford

Locopops

Andrew Lovett

The Luedkes

Venetha Machock

Caroline Mage and Josh Schoedler

Elizabeth and Michael Malinzak

Mr. and Mrs. David Malinzak

Lucia Marcus

Julie Marshall

Kristi and Chris Martin

Maria Mar Martinez Pastor and

Jorge Marques Signes

Mrs. Linda Mather

Brenda G. Matthews

Tiffany Matthews

William K. Matthews

Dr. and Mrs. Max Maxcey

Jamaal and Michelle Mayo

Margaret and Richard McCann

Sandy McCay

Chiara Melloni and Pierluigi Tricoci

Lee Miller

Jennifer Moore

Ms. Peggy Moore

Meghan Morris

Mr. and Mrs. Hugh Mulholland

Megan and Ben Neely

Pedi and Ruth Neta

Mrs. Mary Nguyen

Willie Nicholson

Burmi Oh

Miriam Ornstein and David Luks

Judy Panitch and Andy Hart

Sirisha Perumandla and Gopinath Kotla

Rust Family


43

Kerrie and Rich Powell

Tracy Proctor

Ms. Kathleen Przybycien

Mr. and Mrs. WIlliam Rand, Jr.

Katie Ree

Michelle and Brian Reich

Eileen and Gerald Richards

Charique and Johnathan Richardson

Dr. Elizabeth Richman and

Mr. Hershel Richman

Laura and Barak Richman

Heather and Patrick Ritchie

Monica and Prince Rivers

Kelly Robinson and Lawrence DeGraaf

Marya McNeish and Bob Robinson

Dillion Ross

Michelle Roy

Mr. and Mrs. John Rushing

Grechen and Jonas Sahratian

Whitney and John Sandor

Boyer Family

Corey Savage

Paula Scatoloni and Andy Ovenden

Gita Schonfeld and Marvin Swartz

Schwab Charitable Fund

Mrs. Jane Scocca

Theresa and Dave Scocca

Karen and Kevin Shaw

Jane Shears

Lisa Simmons

Renee and Joseph Francis Smith

Darryl Spancake

Kim Spancake and Drew Snider

Mr. and Mrs. John Spangler

Karen Springer and Alex Herskowitz

Eleanor and Mark Stevenson

Jinda and Kevin Stoll

Mr. and Mrs. Ted Strader

Betsy Strauss

Michael J. Szott

Mr. and Mrs. Gilbert Tendler

Christina and Clay Thomas

Stacey and Eric Tisch

Mary Townsend and Jon Stiber

Dr. and Mrs. Prabhakar Vaidya

Marki Watson

Mr. and Mrs. Donald Weinberger

Mr. and Mrs. David Weiss

Bea and Bill Welty

Rachel Wertheimer

Lauren and Mike West

Megan Whitted

Kia Williams

Sean Wilmer and Heather Clarkson

Jane and John Winch

Becca and Julian Wooldridge

Laura and Duncan Work

Nancy Worsham

Jen Wu and Shane McSwain

Christina and Shane Wyatt

Mr. and Mrs. Daniel Yoder

Harriet Bogin Yogel

Gifts in Kind

Dr. David and Claudia Attarian


The Durham Hotel

Mr. and Mrs. Ralph Edwards


Indulge Catering

Megan and Ben Neely

Spiceworks

Event and School Sponsors

AHB Center for Behavioral Health and Wellness

Batchelor, Tillery & Roberts, LLP

Bull City Family Medicine and Pediatrics

Favor Desserts

Go Ape

Gordon Asset Management

Hilton Garden Inn

Indulge Catering

Lanier Law Group

New Hope Animal Hospital

SunTrust

Terra Nova

The Durham Hotel

The Happy Tooth Foundation

The Umstead Hotel and Spa

44

UNDER THE OAK

GIFTS WERE MADE IN HONOR OF DUKE SCHOOL FACULTY, STAFF, STUDENTS AND

OVERALL DUKE SCHOOL COMMUNITY BY THE FOLLOWING:


Kathleen and Robert Anderson

Susan and BIll Andrews


Mr. and Mrs. Richard Betuker

Mr. and Mrs. Leo Bratland

Keith DaSilva and Kay Kohring-DaSilva

Mrs. Gail Daves

Rick and Sharon Deason

Penelope Dempsey Dietz

Jeremiah and Christina Dodson

Gene and Betty Doyle

John and Elaine Druesedow

Mr. and Mrs. David Easterling

Fifth Grade Team

Percy and Ethan Anderon

Noah and Ariel Andrews

our Amazing PSO reps

Kara Joyce

Gemma Weinberger

Christopher DaSIlva and all of his Duke School teachers

Caroline Greganti

Cameron Deason and his teachers

Alex and Tori House

Wiliam Dodson

Mollie Doyleand all of her teachers

Muscial Megan

Talulah Easterling



Felicia Gibson and Christopher Langdon

Pam and Russell Goin

Gail Aronoff Granek

Mrs. Carter T. Gunn

Vasudha and Bhupender Gupta

Westlund Gustafson Family


Dr. Timothy Harward and Dr. Mary Harward

Mr. and Mrs. Larry Hawley


Susan and Larry Herst

Elizabeth Howell

Pam Jarvis-Miller and Mike Miller

Kenah Kennedy


Judith Landrigan


Maria Mar Martinez Pastor and Jorge Marques Signes

Brenda G. Matthews

Octavia Matthews

Tiffany Matthews

William K. Matthews

Mr. and Mrs. Pat McNease

Neeru and Prithu Mettu

Ms. Peggy Moore

Mr. and Mrs. Hugh Mulholland


Rust Family

Tracy Proctor

Helen and Barry Reiter

Eileen and Gerald Richards

Wyatt and Sawyer Walker

6th grade teaching team

Carolynn Klein and Chrstine Caffarello

Ella Goin

Yair and Nadav Granek

Wyatt and Everett Dean

Neta Ariely

The Amazing Duke School Teachers

Julie Marshall and Lauren West

Mary Rand Harward

Aiden Bell

Natalie Cicero

Ben, Alex and Charles Herst

Cameron, Jenny, and Elizabeth W. Howell

Emmett Flynn

Amir Grimes

Kayla and Nora Stoll

Ilaria and Hero Bayley

Alexis and Natalie Lau

John Marques Martinez

Nia Stroud

Nia Stroud

Nia Stroud

Nia Stroud

Ada Catherine Hays

Ramanrao and Jyothi Mettu, Nirbhay Kuman and Geetha Bansal

Percy and Ethan Anderson

Evelyn Grace Brewster Mulholland

Kate Broderick

Rosie Rust

All of my Duke School Frields

Alex and Lucy Reiter

Walker Richards-Baker


45

Dr. Elizabeth Richman and Mr. Hershel Richman Eden Richman

Mr. and Mrs. John Rushing Lorelai and Kaeli Nguyen

Paula Scatoloni and Andy Ovenden Grace Ovenden

Eliana Schonberg and Jeremy Kohler Sarah Schonberg

Gita Schonfeld and Marvin Swartz Jonas and Sam Swartz

Mr. and Mrs. Robert Selder Lily and Chloe Glichrist

Karen and Kevin Shaw MacKenzie Shaw

Renee and Joseph Francis Smith Class of 2014 and Trent Smith

Trent Smith Renee Smith

Mr. and Mrs. John Spangler Avery Spangler

Eleanor and Mark Stevenson Naomi Stevenson

Betsy Strauss Cam and Carrly Strauss

Shayela Suvarna and Shashi Rao Alisha Rao

Mr. and Mrs. Gilbert Tendler Kara Tendler

Candy and John Thompson Laura and Stephen Thompson

Stephen Thompson Candy Thompson

Dr. and Mrs. Prabhakar Vaidya Akshay Suchindran

Mr. and Mrs. David Weiss Susan Weiss

Alison and Soren Windram Class of 2021

Nancy Worsham Lillian and Jane Boyer

Christina and Shane Wyatt Kate Stansbury

Harriet Bogin Yogel Simon Summers

THE FOLLOWING DONATIONS HAVE BEEN MADE IN MEMORY OF LOVED ONES, SPECIAL FRIENDS AND FORMER DRAGONS:

Melanie Hatz-Levinson and Howie Levinson Eugene Levinson

Laura Heyneman and Owen Astrachan Oleg Moiseenko

Emily and Lee Taft Mary Scott Hoyt

100

2018-19 Class Parent Participation

90

80

70

60

50

40

30

20

10

0

PS

K

1st

2nd

3rd

4th

5th

6th

7th

8th

Dragon Fund Is Accepting International Currency

We make every effort to ensure the accuracy of information contained in the

annual Honor Roll of Donors. If you have a question about a listing, please

46

UNDER THE OAK

UNDER THE OAK

47

Follow us on...

Duke School alumnus Noah Andrews created this mural for his Eighth Grade Project.

This wonderful addition to the school is displayed in the Middle School Gym.

“For my Eighth Grade Project, I researched the history and evolution of graffiti. For my culminating

piece, I [made] a graffiti mural to express what I’ve learned.

This mural will be a way for me to make a mark and lasting image on a school that has made such a

lasting impression on me.

I chose the word Dragons for my mural. I chose this word because I want the mural to be about

school spirit and a love for our school. The dragon is our school mascot and is a representation

of our school. I want my mural to also [show] that Duke School appreciates and supports artistic

expression and supports its students’ passions.”

~ Noah Andrews, Duke School Class of 2019

Duke School Under the Oak Magazine, Fall 2019

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