Under the Oak Fall Magazine
Duke School's annual magazine featuring classroom highlights, alumni news, and the 2020-21 annual report.
Duke School's annual magazine featuring classroom highlights, alumni news, and the 2020-21 annual report.
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<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />
FALL 2021<br />
From Project to Protest<br />
Kindergarten Bike Project sparks a<br />
class-wide advocacy movement.<br />
A Special Message from Lisa<br />
Duke School’s Head of School reflects on<br />
her first year at Duke School and looks<br />
forward to a bright future.<br />
2020-21 Dragon Fund Report<br />
Celebrating and recognizing <strong>the</strong><br />
Honor Roll of Donors
Our Mission & Core Values<br />
WHAT WE DO<br />
Inspire learners to boldly and creatively shape<br />
<strong>the</strong>ir future.<br />
IDEAS WE LIVE BY<br />
Learner-Centered<br />
Learners are <strong>the</strong> center of a dynamic and<br />
collaborative learning, inquiry and discovery<br />
process.<br />
Active Inquiry<br />
Intellectual curiosity through project-based<br />
learning propels learners to explore multiple<br />
paths to creative solutions.<br />
Bold Thinkers<br />
A deep love of learning and respect for our<br />
community forms bold, critical thinkers for life.<br />
WHY WE DO IT<br />
To prepare <strong>the</strong> next generation of problem<br />
solvers for our complex world.<br />
<strong>Under</strong> <strong>the</strong> <strong>Oak</strong><br />
WRITERS<br />
DESIGNER<br />
EDITOR<br />
HEAD OF SCHOOL<br />
DIRECTOR OF<br />
ADVANCEMENT<br />
Michaela Dwyer<br />
Candy Thompson<br />
Laura Thompson<br />
Sarah Dwyer<br />
Nancy Joyce<br />
Lisa Nagel<br />
Dr. Kenneth W. Chandler<br />
Duke School publishes <strong>Under</strong> <strong>the</strong> <strong>Oak</strong> annually for<br />
its alumni, parents, grandparents and friends. If<br />
you would like to add someone to our mailing list,<br />
please email communications@dukeschool.org.<br />
We also welcome news about alumni for future<br />
publications; please email alumni@dukeschool.org<br />
with this information.<br />
ON THE COVER: A Duke School kindergarten<br />
class advocates for equity in <strong>the</strong> sport of professional<br />
cycling during <strong>the</strong>ir Bike Project. More on page 8.
In this Issue<br />
6<br />
A MESSAGE FROM LISA NAGEL,<br />
HEAD OF SCHOOL<br />
Lisa Refelcts on her first year at Duke<br />
School and looks forward to a bright<br />
future.<br />
38<br />
40<br />
STAYING CONNECTED: DUKE<br />
SCHOOL ALUMNI NEWS<br />
Marisa Rauwald ‘12 reflects on her<br />
career in sports broadcast journalism<br />
and <strong>the</strong> foundations she built at<br />
Duke School.<br />
CELEBRATING THE CLASS OF 2021<br />
Congratulations and high school<br />
destinations of Duke School’s Class<br />
of 2021<br />
8<br />
CLASSROOM SPOTLIGHTS<br />
Advocacy, collaboration and innovation<br />
highlight classroom work in <strong>the</strong> 2020-21<br />
school year.<br />
40<br />
A SPECIAL MESSAGE TO DUKE<br />
SCHOOL GRADS<br />
Rebecca Feinglos Planchard ’03<br />
addresses Duke School’s Class of 2021.<br />
31<br />
THROUGH A COUNSELOR’S EYE:<br />
WELLNESS AT DUKE SCHOOL<br />
Duke School counselors respond to<br />
changing student and curriculum needs.<br />
43<br />
ALWAYS A DRAGON<br />
Celebrating <strong>the</strong> post-high school<br />
destinations of Duke School’s Class<br />
of 2017.<br />
33<br />
THE ART OF PROCESS, CREATIVITY,<br />
AND INNOVATION<br />
Faculty and staff showcase art in a local<br />
exhibit at Hearth Studios in Durham.<br />
45<br />
DUKE SCHOOL’S 2020-21 ANNUAL<br />
FUND REPORT<br />
A closer look into Duke School’s<br />
incomes and expenses<br />
35<br />
TWENTY-FIVE YEARS AND COUNTING<br />
Teachers Marki Watson and Beth Harris<br />
look back on <strong>the</strong>ir respective careers at<br />
Duke School.<br />
46<br />
DUKE SCHOOL’S 2020-21 DRAGON<br />
FUND REPORT<br />
Celebration and recognition of <strong>the</strong><br />
Honor Roll of Donors.
Class Spotlights<br />
8<br />
11<br />
15<br />
18<br />
20<br />
21<br />
24<br />
27<br />
29<br />
FROM PROJECT TO PROTEST<br />
Kindergarten Bike Project sparks a class-wide<br />
advocacy movement.<br />
RE-ENGINEERING ENGINEERING PROJECTS<br />
Third and fourth grade teachers and students<br />
problem solve and adapt <strong>the</strong>ir projects in real time.<br />
TRAILS BY DESIGN<br />
Sixth graders enhance <strong>the</strong>ir school and home<br />
environments with innovative trails.<br />
COVID-19 SURVEILLANCE STUDY<br />
Curriculum and Educators Institute Director Kathy<br />
Bartelmay reflects on eighth grade’s infectious<br />
disease research collaboration with Duke University.<br />
GUEST EXPERTS NEAR AND FAR<br />
First grade finds Bird Project experts in new and<br />
unexpected places.<br />
PUTTING A STAMP ON SCIENCE<br />
Seventh graders collaborate to advocate and<br />
commemorate citizen science for a wider audience.<br />
THE BUSINESS OF CREATIVITY: THE SHOW<br />
MUST GO ON<br />
Second grade’s Theater Business Project is a<br />
“virtual” success.<br />
NEW COLLABORATION LEADS TO INNOVATION<br />
Preschool teachers implement a coordinated approach<br />
to project work.<br />
CURRICULUM CONNECTIONS AND<br />
PROJECT WORK<br />
Fifth grade teachers and students discover and<br />
explore finer connections between projects.
10
A Special Message from Lisa Nagel<br />
Lisa reflects on her first year as Duke School’s Head of School and looks forward to a bright future.<br />
As <strong>the</strong> Duke School Dragons<br />
volleyball team took to <strong>the</strong><br />
court for <strong>the</strong> first time in over<br />
a year, excitement rippled<br />
through <strong>the</strong> crowd. A parent,<br />
sitting masked and three feet<br />
from me, said, “I never thought<br />
seeing <strong>the</strong> scoreboard light up<br />
and taking a seat near a fellow DS parent could bring<br />
such joy!” I thought about all that<br />
was wrapped up in this instance of<br />
<strong>the</strong> girls’ team practicing pre-game<br />
drills. This seemingly simple moment<br />
was <strong>the</strong> result—an example among<br />
many—of a community working<br />
bravely toge<strong>the</strong>r, caring for one<br />
ano<strong>the</strong>r, and creatively addressing<br />
<strong>the</strong> complex problem of conducting<br />
school in a pandemic.<br />
Arriving on campus last summer, I<br />
met with faculty and staff on <strong>the</strong> art<br />
patio, where we discussed toge<strong>the</strong>r<br />
<strong>the</strong> year ahead. Their courage,<br />
compassion, and candor resounded<br />
in <strong>the</strong>se conversations. They made a<br />
commitment to serve our students in<br />
<strong>the</strong> face of innumerable unknowns,<br />
offering creative solutions to worrisome problems.<br />
They shared <strong>the</strong>ir concern for <strong>the</strong> well-being of <strong>the</strong>ir<br />
students, <strong>the</strong>ir colleagues, and <strong>the</strong> school’s families,<br />
providing ideas of ways to infuse hope and laughter<br />
into daily life. They brought honesty and deep inquiry<br />
to <strong>the</strong> quandaries we were facing.<br />
The faculty and staff modeled Duke School’s core<br />
values to <strong>the</strong>ir fullest, and our school was alive with<br />
joy, curiosity, and engagement throughout <strong>the</strong> year.<br />
6<br />
“<br />
Faculty and staff modeled<br />
Duke School’s core values to<br />
<strong>the</strong>ir fullest, and our school<br />
was alive with joy, curiosity,<br />
and engagement throughout<br />
<strong>the</strong> year. In this environment,<br />
our students persevered and<br />
thrived, <strong>the</strong>ir work marked by<br />
bold thinking and innovation.<br />
In this environment, our students persevered and<br />
thrived, <strong>the</strong>ir work marked by bold thinking and<br />
innovation. <strong>Under</strong> tents outside, our eighth graders<br />
shared projects focused on topics like gender equity<br />
in <strong>the</strong> entertainment industry, music production<br />
in <strong>the</strong> digital age, and hacking and cybersecurity.<br />
Culminations throughout <strong>the</strong> school pivoted to<br />
online modes, incorporating QR codes, videos, and<br />
live online sharing. Our students, faculty, and staff<br />
adapted, donning PPE and carefully<br />
following <strong>the</strong> guidance that allowed<br />
<strong>the</strong> school to remain open every<br />
day, all year long.<br />
Duke School’s participation in a<br />
surveillance study designed to<br />
assess <strong>the</strong> feasibility of a noninvasive<br />
surveillance and detection<br />
method of COVID-19 offered<br />
a unique chance to live out our<br />
mission to prepare students to be<br />
upstanders in our community. After<br />
a guest expert provided students<br />
with an introduction to infectious<br />
diseases, eighth-graders conducted<br />
experiments to detect germs on<br />
surfaces and ways handwashing can<br />
eliminate <strong>the</strong>m.<br />
Then, student volunteers collected surface samples<br />
in classrooms and sent <strong>the</strong>m to Duke University<br />
for analysis. The students were delighted to learn<br />
that information gained from this study might help<br />
influence o<strong>the</strong>r school’s decisions to open, as Duke<br />
School did.<br />
When I first became acquainted with Duke School,<br />
families told me time and time again about <strong>the</strong> caring
nature of our community—many referred to Duke<br />
School as <strong>the</strong>ir “second home!” While safety measures<br />
prevented visitors on campus last year, our families’<br />
understanding, empathy, and school spirit connected<br />
and buoyed all in innumerable—and novel—ways.<br />
LIFE committee events, including a book group<br />
discussion on “The Color of Law” and a Zoom cooking<br />
class with guest chef Zwelibanzi Williams, kept spirits<br />
high. Maintaining flexibility with our school schedule,<br />
<strong>the</strong> PSO’s appreciation gift baskets and supportive<br />
notes to faculty and staff just skim <strong>the</strong> surface of <strong>the</strong><br />
ways our community held one ano<strong>the</strong>r up.<br />
What our community accomplished toge<strong>the</strong>r was<br />
remarkable. The common bond we formed in <strong>the</strong><br />
most extraordinary circumstances fortifies us as we<br />
begin this year. It’s “game on,” and Duke School is<br />
ready to tackle <strong>the</strong> year ahead!<br />
7
Some of <strong>the</strong> class pictured with Lou Gibson.<br />
From Project to Protest<br />
Kindergarten Bike Project sparks advocacy.<br />
“It’s Not Fair!”<br />
When uttered by a 5- or 6-year-old, this refrain often<br />
may be <strong>the</strong> result of some deeply felt personal<br />
injustice, like a too-early bedtime or having to share a<br />
precious toy with someone else. For students in Abby<br />
and Dayna’s kindergarten class, <strong>the</strong> message was far<br />
more global in scope.<br />
During <strong>the</strong>ir spring bicycle project, <strong>the</strong> students<br />
learned that <strong>the</strong>re is no Tour de France— perhaps <strong>the</strong><br />
most famous bicycle race in <strong>the</strong> world—for women.<br />
“There was just a huge reaction,” said Abby. “They<br />
were really upset.”<br />
The students had been learning about people<br />
responding to injustices and making a difference<br />
during Black History Month in February and Women’s<br />
History Month in March.<br />
“We talked a lot about making things right when you<br />
see something that’s wrong and just talking about<br />
how one person can make a difference,” said Abby.<br />
Yet, <strong>the</strong> students still had a hard time comprehending<br />
that this type of inequality exists today.<br />
Dayna said, “They didn’t fully believe us because<br />
<strong>the</strong>y said, ‘Oh, like <strong>the</strong>y can now, right?’ Every o<strong>the</strong>r<br />
thing we had read about, like women voting, women<br />
wearing pants, women riding bikes in <strong>the</strong> first place,<br />
had been fixed. I think <strong>the</strong>y thought all <strong>the</strong> work had<br />
been done and that <strong>the</strong>re was nothing left to do.”<br />
As <strong>the</strong> project progressed, <strong>the</strong> students continued to<br />
bring up <strong>the</strong> perceived injustice during discussions in<br />
<strong>the</strong> classroom. Abby and Dayna felt that <strong>the</strong>y needed<br />
to help <strong>the</strong> students find an outlet for <strong>the</strong>ir passion<br />
and energy.<br />
“When you teach ‘when you see something wrong,<br />
you should do something,’ we cannot say we’re not<br />
going to do something,” said Abby. “We had to show<br />
<strong>the</strong>m that we were going to make a difference—or<br />
else we’re hypocrites.”<br />
8
Anger to Activism<br />
But how could <strong>the</strong> students register <strong>the</strong>ir concerns with<br />
a huge organization in a foreign land— particularly<br />
during a pandemic?<br />
They considered writing letters, but<br />
<strong>the</strong> logistics of sending those to race<br />
organizers in France seemed somewhat<br />
impractical to <strong>the</strong> class.<br />
Creating protest signs, as <strong>the</strong> students<br />
had seen in books and videos, seemed<br />
more doable. However, sending <strong>the</strong><br />
signs to France was not an option, and<br />
COVID-19 restrictions on ga<strong>the</strong>rings<br />
would prevent large numbers of people<br />
from seeing <strong>the</strong>m at school and in <strong>the</strong><br />
wider community.<br />
“<br />
Just like <strong>the</strong> way<br />
adults feel angry about<br />
inequities and injustice,<br />
[kindergarteners]<br />
definitely care, too. And<br />
<strong>the</strong>y’re not too young to<br />
talk about it.<br />
messages in a video to share with <strong>the</strong> parents and <strong>the</strong><br />
larger Duke School community.<br />
“We showed <strong>the</strong>m signs from history and how <strong>the</strong>y’re<br />
short and how <strong>the</strong>y’re to <strong>the</strong> point,” said Dayna. “We<br />
had each kid come up with <strong>the</strong>ir own slogan. I think<br />
<strong>the</strong>y felt really empowered.”<br />
The completed video was posted to <strong>the</strong><br />
Duke School Facebook page, where it<br />
was extremely successful with thousands<br />
of views.<br />
Additionally, Sarah Dwyer, Duke<br />
School’s marketing and communications<br />
associate, suggested sharing <strong>the</strong><br />
video with several international<br />
women’s cycling groups and advocacy<br />
organizations.<br />
“Normally, we may have just taken those posters, hung<br />
<strong>the</strong>m in a place (at school) and <strong>the</strong>n we would have<br />
had a culmination,” said Dayna. The parents could<br />
<strong>the</strong>n view <strong>the</strong> posters while <strong>the</strong> students explained<br />
<strong>the</strong>ir messages.<br />
Then, it occurred to Abby and Dayna that <strong>the</strong> students<br />
could make <strong>the</strong> protest signs and record short<br />
The InternationElles, a group of 10 women cyclists<br />
from around <strong>the</strong> world, responded immediately,<br />
posting <strong>the</strong> video on its own website. British team<br />
member Lou Gibson even sent <strong>the</strong> students a thank<br />
you video.<br />
“She was really excited to see that someone else<br />
cared,” said Abby. “Their whole organization …<br />
The InternationElles shared a<br />
video on <strong>the</strong>ir website featuring<br />
a message from <strong>the</strong> class.
this is what <strong>the</strong>y’re fighting for. For <strong>the</strong>m to see that<br />
kindergarteners in a totally different country cared, <strong>the</strong>y<br />
really loved it.”<br />
Local television news channel ABC11 was next to pick<br />
up <strong>the</strong> story and featured excerpts from <strong>the</strong> video on its<br />
evening news broadcasts. The students were seeing that<br />
<strong>the</strong>ir message had, indeed, made an impact.<br />
Reflections<br />
No one imagined that a bicycle project would lead to an<br />
experience in social activism. Dayna and Abby are quick<br />
to credit <strong>the</strong>ir students as <strong>the</strong> driving force.<br />
“Listen to your kids. You might have a plan in mind, but<br />
for us, it went in a totally different direction,” said Abby.<br />
“And it just kept unfolding. It was magical to watch it.”<br />
The flexibility of Duke School’s project approach was also<br />
a key factor.<br />
“Duke School allows you <strong>the</strong> freedom to take <strong>the</strong> learning<br />
where it needs to go—where it organically is moving<br />
towards,” said Dayna.<br />
“I think people underestimate 5- and 6-year-olds and<br />
what <strong>the</strong>y are feeling and how big those feelings are,”<br />
said Abby. “Just like <strong>the</strong> way adults feel angry about<br />
inequities and injustice, <strong>the</strong>y definitely care, too. And<br />
<strong>the</strong>y’re not too young to talk about it.”<br />
Dayna added, “It wasn’t just that <strong>the</strong>y realized it wasn’t<br />
fair. There’s still work to be done. And I don’t think you’re<br />
ever too young to realize that.”<br />
*It was announced in June that <strong>the</strong>re will be an eight-stage Tour de France for women, starting on July 24, 2022.<br />
10
Re-Engineering Engineering Projects<br />
Third- and fourth-grade teachers and students problem solve and adapt <strong>the</strong>ir projects in real time.<br />
Fourth Grade<br />
Engineering Project<br />
Switches Gears<br />
Engineering is problem solving. The Duke School<br />
community collectively engineered many solutions<br />
so that students could attend school both on campus<br />
and virtually throughout <strong>the</strong> 2020-21 school year.<br />
Modifications happened on a daily, if not hourly, basis.<br />
Fourth grade, for example, re-engineered <strong>the</strong>ir<br />
engineering project to make it more accessible to all<br />
<strong>the</strong>ir students. In past years, students worked with<br />
partners or small groups to design and construct<br />
programmable robotic machines using LEGO®<br />
Mindstorms kits. This year, COVID-19 safety protocols<br />
restricted sharing <strong>the</strong>se materials among groups of<br />
students.<br />
“At <strong>the</strong> beginning of <strong>the</strong> year, we found out we weren’t<br />
going to be able to share [<strong>the</strong>se particular] LEGO sets<br />
and we knew for sure that we didn’t have enough kits<br />
for everyone to be able to do it—at least not at <strong>the</strong><br />
same time,” said fourth-grade teacher Beth Harris.<br />
Each student began by taking an engineering<br />
personality test as well as writing about a past<br />
experience where <strong>the</strong>y engineered a solution to a<br />
problem.<br />
In <strong>the</strong> first construction challenge, each student<br />
devised a tool for moving a ball from <strong>the</strong> floor to a<br />
table. This was followed by an exercise in materials<br />
engineering, where <strong>the</strong>y dissected an unused<br />
disposable diaper and repurposed <strong>the</strong> materials to<br />
create something else.<br />
Building a bridge with an 11-inch minimum span that<br />
could pass three stability tests was <strong>the</strong> next challenge.<br />
When compared to <strong>the</strong> LEGO bridges of previous<br />
years, <strong>the</strong> results were surprising.<br />
“Our bridges were super sturdy,” said teacher Geoff<br />
Berry. “In <strong>the</strong> typical tests we did—which are a wind<br />
test, an earthquake test and a weight test—we had<br />
like a 90 percent pass rate, which never happens. That<br />
was interesting.”<br />
Those limited resources combined with <strong>the</strong> rollout of<br />
new LEGO Mindstorms software led <strong>the</strong> fourth-grade<br />
teachers to look for an alternative approach.<br />
“In <strong>the</strong> past, we had done some things—little<br />
challenges that didn’t involve LEGO sets. And we<br />
thought, well, maybe we can just do <strong>the</strong> whole thing<br />
without <strong>the</strong>m,” said Beth.<br />
Essentially, <strong>the</strong> only change was in <strong>the</strong> materials.<br />
“We used <strong>the</strong> whole design process—all of that was<br />
<strong>the</strong> same,” said Beth. “But we just didn’t use LEGO<br />
(Mindstorms) or computers for it.”<br />
Students ran earthquake simulations to test <strong>the</strong>ir bridges.<br />
11
A new challenge this year proved<br />
to be more difficult than expected.<br />
The task was to build a cardboard<br />
shelter for a toy pet that had three<br />
sides, a floor, and a roof with cuts<br />
in <strong>the</strong> cardboard and one foot of<br />
duct tape holding it all toge<strong>the</strong>r.<br />
As student frustrations grew,<br />
<strong>the</strong> teachers found <strong>the</strong>mselves<br />
problem solving as well—<br />
eventually allowing students to<br />
use more tape and, in some cases,<br />
even staples.<br />
“When it was over, we were like,<br />
‘OK, we really have to revamp<br />
that because it was so hard,’” said<br />
Geoff. “The kids said in <strong>the</strong> end,<br />
‘Don’t ever ask anybody to do that again, please!’”<br />
For <strong>the</strong>ir final projects, students looked around for<br />
real problems that needed solving. Maintenance<br />
supervisor Sean Wilmer provided some inspiration by<br />
taking <strong>the</strong> students on a tour and pointing out some<br />
problem areas around campus. Bridged Distance<br />
Learning (BDL) students searched <strong>the</strong>ir homes and<br />
neighborhoods and asked grownups for help as well.<br />
“We wanted <strong>the</strong>m to have a real problem that<br />
impacted <strong>the</strong>m,” said teacher Tori Morton.<br />
“<br />
Their projects this past<br />
year were almost a<br />
little more ‘out of <strong>the</strong><br />
box’ because <strong>the</strong>y were<br />
just freer with what<br />
<strong>the</strong>y could use to build.<br />
I felt like that pushed<br />
<strong>the</strong>ir imaginations<br />
a bit more.<br />
The project culmination featured<br />
many digital elements—as has<br />
become <strong>the</strong> norm during <strong>the</strong><br />
pandemic. Students used iMovie,<br />
Google, and Padlet to create<br />
videos and share photos and<br />
journal entries with parents.<br />
“Students kept a running journal<br />
and digital video portfolio of all<br />
of <strong>the</strong>ir work, chronicling all <strong>the</strong><br />
phases and all <strong>the</strong> work that <strong>the</strong>y<br />
did along <strong>the</strong> way,” said Beth.<br />
“And <strong>the</strong>n we had <strong>the</strong>m set up <strong>the</strong><br />
share <strong>the</strong> week of <strong>the</strong> culmination.<br />
It obviously wasn’t <strong>the</strong> same, but<br />
it had a little bit of <strong>the</strong> same feel<br />
of getting to see <strong>the</strong> process and<br />
showcase what <strong>the</strong>y did and <strong>the</strong> opportunity to see<br />
o<strong>the</strong>r kids’ work as well.”<br />
Some students even created “Shark Tank”–style<br />
marketing videos to generate interest in <strong>the</strong>ir<br />
inventions.<br />
Solving drainage issues and cleaning up wildlife<br />
droppings on playing fields inspired several invention<br />
prototypes. O<strong>the</strong>r inventions included a LEGO piece<br />
organizer, a pet umbrella, a gravity-assisted cereal<br />
dispenser, and a magnetic levitating hover scooter.<br />
LEGO bricks, motors and sensors were replaced with<br />
cardboard, paper tubes, popsicle sticks, wooden<br />
dowels, string, rubber bands and tape. If someone<br />
needed more specialized materials, <strong>the</strong>y were<br />
purchased by <strong>the</strong> teachers or even fabricated in <strong>the</strong><br />
Duke School shop by Sean.<br />
Though much of <strong>the</strong> work was done individually, <strong>the</strong><br />
teachers continued to emphasize and encourage<br />
collaboration with o<strong>the</strong>r students. Students completed<br />
surveys and offered feedback and suggestions to <strong>the</strong>ir<br />
classmates throughout <strong>the</strong> project.<br />
12
Although LEGO Mindstorms will continue to be a<br />
mainstay of <strong>the</strong> fourth-grade engineering project, <strong>the</strong><br />
2020-21 adaptation had its merits.<br />
“Overall, I feel like LEGO (Mindstorms) are very<br />
exciting and cool, but also limiting in a way,” said Tori.<br />
“Their projects this past year were almost a little more<br />
‘out of <strong>the</strong> box’ because <strong>the</strong>y were just freer with what<br />
<strong>the</strong>y could use to build. I felt like that pushed <strong>the</strong>ir<br />
imaginations a bit more.”<br />
Third Graders<br />
Design Solutions to<br />
Real World Problems<br />
While fourth graders at Duke School navigated building<br />
with various materials due to safety protocols’ impact<br />
on LEGO® Mindstorms kits usage, <strong>the</strong> re-engineering<br />
of third grade LEGO inquiries created new space for<br />
innovative and imaginative solutions.<br />
“Usually we have <strong>the</strong>m in partners and it’s a<br />
communication exercise,” third grade teacher<br />
Hea<strong>the</strong>r Greene said. However, to adapt to COVID-19<br />
protocols, logistics had to be re-worked while still<br />
maintaining key aspects of <strong>the</strong> activities.<br />
At <strong>the</strong> beginning of each design challenge, <strong>the</strong><br />
students were presented with scenarios to solve or<br />
construction prompts to respond to, all grounded in<br />
potential real-life situations: What would you build to<br />
move a large object into a house? How about when<br />
constructing a safe and entertaining space for a baby<br />
to sit in while dinner is being made?<br />
Third graders used five steps of design thinking as a<br />
framework for navigating solution building: empathize,<br />
define, ideate, prototype, and test.<br />
Students share represenations of <strong>the</strong>ir inventions.
Following this initial information ga<strong>the</strong>ring session,<br />
third graders <strong>the</strong>n syn<strong>the</strong>sized this information to<br />
understand and define what components needed to<br />
be included in each design. From here, each designer<br />
brainstormed imaginative solutions and built LEGO<br />
prototypes to represent <strong>the</strong>ir ideas.<br />
After hearing each challenge prompt, students had<br />
<strong>the</strong> opportunity to interview <strong>the</strong>ir teachers to learn<br />
more about <strong>the</strong>ir audience and what matters most to<br />
<strong>the</strong>m.<br />
In response to <strong>the</strong> prompt of making something to<br />
occupy a baby while dinner is prepared, students<br />
asked what <strong>the</strong> baby likes to do and whe<strong>the</strong>r or not<br />
<strong>the</strong> baby can crawl to see how high <strong>the</strong> structure<br />
should be. Upon hearing that <strong>the</strong> baby likes to make<br />
loud noises, one student asked if Hea<strong>the</strong>r minded <strong>the</strong><br />
sounds or if she prefers quiet while cooking.<br />
On pitch day, Hea<strong>the</strong>r said “<strong>the</strong>y recorded a video<br />
on <strong>the</strong>ir iPad documenting what <strong>the</strong>y had done and<br />
how it was safe and entertaining because that was<br />
<strong>the</strong> main objective.” Teachers and students alike<br />
provided feedback on what worked and what didn’t<br />
go as planned to provide guidance for a second<br />
round of prototyping. Students on campus and those<br />
participating in Bridged Distance Learning were able<br />
to bridge safety protocol distance by watching each<br />
o<strong>the</strong>r’s videos. Through this communication step, one<br />
student discovered <strong>the</strong> possibility of adding a classical<br />
music speaker to help calm <strong>the</strong> baby.<br />
Hea<strong>the</strong>r noted that each challenged informed <strong>the</strong><br />
next: “from <strong>the</strong> first one, <strong>the</strong>y learned that <strong>the</strong>y need to<br />
ask lots of questions, or more focused questions in <strong>the</strong><br />
empathize stage so that <strong>the</strong>y have all <strong>the</strong> information<br />
that <strong>the</strong>y need” to help solve <strong>the</strong> problems. By<br />
grounding each challenge in real-world scenarios,<br />
third graders practiced and streng<strong>the</strong>ned solution<br />
finding skills that can translate well to environments<br />
outside of LEGO building.<br />
14
Trails by Design<br />
Sixth graders enhance <strong>the</strong>ir school and home environments with innovative trails.<br />
For <strong>the</strong>ir final project of <strong>the</strong> 2020-2021 school year,<br />
Duke School sixth graders gave <strong>the</strong> school community<br />
even more reason to go outside. Over several weeks,<br />
<strong>the</strong>y transformed parts of <strong>the</strong> campus into <strong>the</strong>med<br />
trails guiding visitors through natural scenery, fantasy<br />
adventures, inspiring art, and engaging exercises.<br />
The spring trails project was new to <strong>the</strong> sixth-grade<br />
curriculum, but it built on <strong>the</strong>mes of environmental<br />
awareness and project design that have been staples<br />
in years past.<br />
“I think our main goal was to get <strong>the</strong> kids outside,” said<br />
sixth-grade teacher Becca Wooldridge. In addition to<br />
limiting indoor class time during <strong>the</strong> pandemic, <strong>the</strong><br />
teachers wanted to help students “reinforce <strong>the</strong> design<br />
process, to learn to work in groups cooperatively and<br />
help <strong>the</strong> environment through design.”<br />
The trails project kicked off during spring break, when<br />
teachers asked students to explore trails around<br />
<strong>the</strong>ir homes or vacation destinations. “We wanted<br />
<strong>the</strong>m to go out and see as many different kinds of<br />
trails as possible so that when <strong>the</strong>y came back, <strong>the</strong>y<br />
could brainstorm different trails that <strong>the</strong>y might be<br />
interested in designing,” said Becca.<br />
Back at school, <strong>the</strong> students discussed and settled on<br />
several trail types to design: a nature trail, a sound<br />
and meditation trail, fitness and sensory trails, two<br />
trails of miniatures depicting fairies and gnomes as<br />
well as scenes from The Hobbit, an art trail, and chalk<br />
trails with mazes and o<strong>the</strong>r sidewalk activities.<br />
Becca and fellow teachers Ben Felton, Michelle Reich<br />
and Dillon Ross advised <strong>the</strong> student teams, as did art<br />
teacher Lucia Marcus and middle school counselor
Rachel Wer<strong>the</strong>imer. Media specialists, additional staff<br />
members and outside experts also lent <strong>the</strong>ir time and<br />
knowledge.<br />
The students formed teams according to <strong>the</strong> trails<br />
that interested <strong>the</strong>m most. Each team considered<br />
<strong>the</strong> tools that <strong>the</strong>y would need, who <strong>the</strong>y could ask<br />
for expert advice, and who <strong>the</strong>ir trail’s primary users<br />
would be. Maps in hand, <strong>the</strong>y toured <strong>the</strong> campus to<br />
find promising trail sites.<br />
Before beginning <strong>the</strong>ir designs, <strong>the</strong> teams consulted<br />
prospective stakeholders to learn how <strong>the</strong>y might<br />
use each type of trail. For <strong>the</strong> fairies and gnomes<br />
miniatures trail, students asked for input from <strong>the</strong><br />
kindergarten, first-, and second-grade classes that<br />
would use it. O<strong>the</strong>r trail teams surveyed <strong>the</strong>ir peers,<br />
school administrators, and o<strong>the</strong>r grade levels to glean<br />
ideas and priorities. This feedback helped determine<br />
each trail’s location, length, and features.<br />
16<br />
During <strong>the</strong> final, two-week design phase of <strong>the</strong> project,<br />
<strong>the</strong> teams created maps or models of <strong>the</strong>ir trails as<br />
prototypes. Many teams <strong>the</strong>n built <strong>the</strong>ir trails along<br />
sidewalks and wooded areas surrounding <strong>the</strong> campus.<br />
O<strong>the</strong>rs presented <strong>the</strong>ir prototypes as potential future<br />
campus projects. Sixth graders involved in distance<br />
learning created trails in <strong>the</strong>ir own neighborhoods<br />
and communities.<br />
Students drew on a variety of skills, talents, and new<br />
experiences to create <strong>the</strong>ir trails. The miniatures<br />
teams modeled fantasy scenes and creatures from<br />
clay, popsicle sticks and o<strong>the</strong>r found materials. For<br />
<strong>the</strong> sound and meditation trail, students assembled<br />
a playlist of music and nature sounds to complement<br />
visits to <strong>the</strong> proposed space. Students designing<br />
fitness trails considered exercises that could be<br />
mapped in chalk as well as those requiring specialized<br />
equipment. The art team built installations inspired by<br />
artist Andy Goldsworthy into a wooded landscape.
For <strong>the</strong> nature trail, which is designed to be a<br />
permanent feature at <strong>the</strong> edge of <strong>the</strong> Duke School<br />
campus, students cleared paths, removed invasive<br />
plants, and posted interpretive signs highlighting <strong>the</strong><br />
native vegetation and creatures that visitors might<br />
encounter along <strong>the</strong> trail.<br />
“It’s always nice to have one project a year where<br />
you just try something new and see how it goes,”<br />
Becca said. Launching <strong>the</strong> trail project at <strong>the</strong> end of a<br />
pandemic-transformed school year seemed especially<br />
appropriate.<br />
“We knew <strong>the</strong>y’d be excited about it. We knew <strong>the</strong>y’d<br />
come up with creative ideas,” she said. “I guess <strong>the</strong><br />
one surprise is that, at <strong>the</strong> end of a long, grueling<br />
year, <strong>the</strong>ir energy was still super high. They were very<br />
excited, and <strong>the</strong>y worked really hard.”<br />
Photos courtesy of <strong>the</strong> Sixth Grade Team Teachers
COVID-19 Surveillance Study<br />
Reflections by Kathy Bartelmay, Duke School’s Curriculum and Educators Institute Director<br />
At <strong>the</strong> beginning of <strong>the</strong> 2021-22 school year, I had a<br />
wonderful session with new teachers as I introduced<br />
<strong>the</strong>m to project work at Duke School. I began by<br />
asking <strong>the</strong>m to brainstorm <strong>the</strong> skills <strong>the</strong>y want<br />
<strong>the</strong>ir kids to have when <strong>the</strong>y send <strong>the</strong>m off to high<br />
school. “Problem-solving. Empathy. Collaboration.<br />
Persistence. The ability to help o<strong>the</strong>rs,” <strong>the</strong>y offered.<br />
“At Duke School,” I told <strong>the</strong>m, “These are <strong>the</strong> skills<br />
we intentionally cultivate as we strive to create <strong>the</strong><br />
next generation of Upstanders.”<br />
And <strong>the</strong>y’re <strong>the</strong> qualities that personify a group of 8th<br />
graders that worked with me on a very special project<br />
last year.<br />
When we returned to campus in August 2020,<br />
Infectious Disease physicians and Duke School<br />
parents Micky Cohen-Wolkowiez and Susanna Naggie<br />
saw a wonderful opportunity to involve Duke School<br />
students in an important real-world project. Duke<br />
University was about to conduct a Surveillance Study<br />
to assess <strong>the</strong> feasibility of a non-invasive, low-cost<br />
method of surveillance for COVID-19, and thus find<br />
a way to detect <strong>the</strong> virus, minimize transmission, and<br />
allow schools to stay open. Duke School could be<br />
one of <strong>the</strong> test sites, and doctors could work with our<br />
8th graders to help conduct <strong>the</strong> study.<br />
We jumped at <strong>the</strong> opportunity and <strong>the</strong> study was<br />
launched as part of <strong>the</strong> 8th grade unit on cell biology.<br />
After introductory work in science class, Dr. Nick<br />
Turner, <strong>the</strong> lead investigator on <strong>the</strong> Surveillance<br />
Study, gave students an introduction to Infectious<br />
Diseases. Science teacher Cara Karra followed up<br />
by having students design and conduct experiments<br />
for detecting and eliminating germs in <strong>the</strong>ir classes.<br />
Finally, Dr. Nick taught Cara, <strong>the</strong> kids and me how<br />
18<br />
to safely don personal<br />
protective equipment.<br />
From that point forward,<br />
Tuesdays and Thursdays<br />
became <strong>the</strong> highlight of<br />
my week. At morning<br />
carline, little ones declared<br />
<strong>the</strong>y were learning to<br />
“get more spit” as <strong>the</strong>y<br />
dropped saliva samples<br />
into our collection box.<br />
And at 2:45, 8th graders,<br />
Cara, and I sanitized our hands, donned gloves and<br />
face shields, prepared swabbing packets, and headed<br />
to 12 randomly selected pods and bathrooms to test<br />
surfaces for signs of <strong>the</strong> coronavirus.<br />
Many 8th graders enjoyed <strong>the</strong> experience, but a few<br />
dedicated researchers stuck with <strong>the</strong> project until<br />
<strong>the</strong> end. As we walked past a group of boys playing<br />
ball one afternoon, I thanked Genaro Hood for his<br />
dedication. “It’s okay. I like doing this, Kathy. I think<br />
it’s important.”<br />
“I love doing this study,” Addie Snider added. “When<br />
<strong>the</strong> permission letter came out, my mom told me that<br />
I could decide if I should participate or not, but that<br />
it would be a real missed opportunity if I didn’t. She<br />
was really right.”<br />
For years, I’ve spoken to educators across <strong>the</strong> country<br />
about <strong>the</strong> importance of teaching students <strong>the</strong> skills<br />
that matter most—noticing problems in <strong>the</strong> world,<br />
designing ways to solve <strong>the</strong>m, and persisting through<br />
<strong>the</strong> hard parts and failures that lead to solutions. I<br />
never imagined a world, however, in which middle<br />
schoolers would spend <strong>the</strong>ir last year at Duke School
in masks and gloves, carefully swabbing surfaces to<br />
send to a lab at Duke to test for a deadly virus.<br />
Most of my young friends started high school this<br />
school year. I’ve seen back-to-school photos of<br />
<strong>the</strong>m on Instagram, <strong>the</strong>ir smiling faces showing an<br />
eagerness to start this new chapter. Their resilience,<br />
humor, empathy, and steadfastness continue to inspire<br />
me. And I have no doubt that <strong>the</strong>se qualities will serve<br />
<strong>the</strong>m well as <strong>the</strong>y go on to do great things as former<br />
Duke School Upstanders.<br />
With sincere gratitude to Dr. Ethan Bausch, Dr. Micky<br />
Cohen-Wolkowiez, Dr. Sarah Lewis, Dr. Susanna<br />
Naggie, and Dr. Bimal Shah for <strong>the</strong>ir guidance<br />
throughout <strong>the</strong> pandemic and to Dr. Nick Turner for<br />
all of his help and for teaching us how much fun it is<br />
to be researchers.<br />
*At <strong>the</strong> conclusion of <strong>the</strong> Surveillance Study, <strong>the</strong>re<br />
were no traces of COVID-19 detected on <strong>the</strong> surfaces<br />
tested nor any transmissions on campus. Duke School’s<br />
on-campus program remained open to students <strong>the</strong><br />
entire school year.<br />
What We Learned: Reflections<br />
from 8th Grade Researchers<br />
“Covid has taught me that struggles<br />
are hard to overcome. I hate to say it,<br />
but it took a worldwide pandemic for<br />
me to become empathic enough to truly<br />
understand this.”<br />
“Some people are really brave. And kind.<br />
Both! Honestly, I think that kindness<br />
is part of what keeps us swabbers<br />
and frontline workers going. It’s nice<br />
feeling appreciated, but it’s even nicer<br />
knowing that you’re making an important<br />
difference in people’s lives.”<br />
19
Guest Experts<br />
Near and Far<br />
First grade finds guest experts in unexpected places.<br />
Guest experts are a cornerstone of project work<br />
at Duke School, visiting classrooms to offer realworld<br />
perspectives that help students research a<br />
topic. Parents, family, friends, and o<strong>the</strong>r community<br />
members are typically recruited to provide this crucial<br />
element. Last year’s COVID-19 protocols prohibited<br />
most in-person appearances by<br />
guest experts. Surprisingly, this<br />
restriction resulted in opening a<br />
few doors—or Zoom windows—<br />
that o<strong>the</strong>rwise might not have<br />
been considered.<br />
First-grade classes, for example,<br />
were able to tap resources from<br />
both near and far during <strong>the</strong>ir bird<br />
project last spring. In May, <strong>the</strong>y<br />
had a Zoom visit with renowned<br />
author and bird photographer<br />
Ralph Fletcher. They also found<br />
a great resource much closer to<br />
home—first- grade student Jane<br />
Boyer.<br />
Based in Durham, New Hampshire,<br />
Ralph Fletcher has written close to<br />
50 books including picture books,<br />
fiction, non-fiction, and poetry. He<br />
has also authored numerous texts<br />
for writing teachers.<br />
“He is like a writing teacher guru,” said firstgrade<br />
teacher Carolynn Klein. “Kathy Bartelmay<br />
and I remembered when we heard him speak at<br />
Teachers College that he had a hobby of doing bird<br />
photography and writing poetry, as well. We reached<br />
out to him in hopes that he would share some of his<br />
bird photography.”<br />
He accepted <strong>the</strong> invitation and shared some of his bird<br />
photographs with <strong>the</strong> students as well as answering<br />
<strong>the</strong>ir questions.<br />
20<br />
“The images are just striking,” said Carolynn. “And he<br />
talked to <strong>the</strong> kids about <strong>the</strong> process and <strong>the</strong> patience<br />
behind it, how he gets his shots, and where he travels<br />
to get <strong>the</strong>m.” Because <strong>the</strong> students were studying<br />
poetry at <strong>the</strong> same time, Fletcher also spoke to <strong>the</strong>m<br />
about <strong>the</strong> beauty of poetry and how his photographs<br />
also inspire his poetry writing.<br />
“He was a really amazing guest expert,” said Carolynn.<br />
“To have one of my heroes that I studied come in and<br />
talk to <strong>the</strong> kids from educator, photographer and<br />
writing perspectives was really cool.”<br />
Photo courtesy of<br />
Ralph Fletcher<br />
Student Jane Boyer’s<br />
presentation was <strong>the</strong> only<br />
in-person guest expert<br />
visit during <strong>the</strong> project.<br />
Jane raises chickens and<br />
brought a hen to show her<br />
classmates.<br />
“She shared how she cared<br />
for <strong>the</strong> chicken—things<br />
that <strong>the</strong> chicken ate, how<br />
big <strong>the</strong>y can get how long<br />
<strong>the</strong>y can live, how <strong>the</strong>y lay<br />
eggs, as well as how to<br />
tell a male from a female,”<br />
said Jane’s teacher Janeia<br />
Knox. The students were<br />
also able to touch and pet<br />
<strong>the</strong> hen.<br />
Having students as guest<br />
experts has many benefits,<br />
Janeia said. Often students<br />
can connect and relay<br />
information to each o<strong>the</strong>r<br />
in interesting ways, and classmates respect seeing<br />
<strong>the</strong>ir peers in that role.<br />
It is also a great experience for <strong>the</strong> presenter. “It<br />
involves planning, organizing, and also thinking<br />
critically about what’s important to share,” said Janeia.<br />
“She (Jane) had her note cards <strong>the</strong>re … to refer to<br />
things that she wanted to hit in case children didn’t<br />
ask about it. She had her whole teacher voice going<br />
on and was fully answering questions. She had <strong>the</strong><br />
class fully engaged.”
Putting A Stamp on Science<br />
Seventh graders collaborate to advocate and commemorate citizen science for a wider audience.<br />
Sometimes what is on <strong>the</strong> outside of an envelope may<br />
be as important as <strong>the</strong> message inside. At least that’s<br />
what a group of seventh graders hoped as <strong>the</strong>y asked<br />
<strong>the</strong> United States Postal Service (USPS) to produce a<br />
postage stamp commemorating citizen science.<br />
Never heard of citizen science? That’s <strong>the</strong> point!<br />
Citizen science is essentially crowdsourcing for<br />
scientific research—inviting <strong>the</strong> public to take part in<br />
collecting data and observations for scientific studies.<br />
Citizen scientists, primarily volunteers, can provide<br />
more and broader scientific data without, for example,<br />
having to increase project funding.<br />
“How can citizen science, which is a form of open<br />
science, prepare us to create a better world and<br />
place to live in <strong>the</strong> future?” was <strong>the</strong> question posed<br />
by seventh grade science and project teacher Juliana<br />
Thomas. She <strong>the</strong>n led <strong>the</strong> class in a study of shark<br />
tooth forensics. The students found fossil shark teeth,<br />
measured <strong>the</strong>m, created graphs, analyzed data,<br />
drew conclusions, and shared <strong>the</strong>ir results with North<br />
Carolina State University paleontologist Dr. Terry<br />
“Bucky” Gates.<br />
Next, in typical Duke School fashion, Juliana challenged<br />
<strong>the</strong> students to participate in citizen science projects<br />
of <strong>the</strong>ir own. “I gave <strong>the</strong>m <strong>the</strong> opportunity to ei<strong>the</strong>r<br />
choose a citizen science project that’s out <strong>the</strong>re—here<br />
in North Carolina, or in United States, or around <strong>the</strong><br />
world—to be part of, or to create <strong>the</strong>ir own citizen<br />
science project,” said Juliana.<br />
A number of varied and interesting project topics<br />
emerged including:<br />
• What animals appear in our local ecosystem?<br />
• What do insects do in winter?<br />
• How does flour type affect a sourdough bread<br />
starter?<br />
• What types of mosses can be found in <strong>the</strong> Durham<br />
area?<br />
• How has <strong>the</strong> use of personal protective equipment<br />
during <strong>the</strong> pandemic affected <strong>the</strong> amount of waste<br />
generated?<br />
Ano<strong>the</strong>r topic idea came from <strong>the</strong> Citizen Science<br />
Association (CSA) itself, of which Juliana is a member.<br />
The organization was requesting that someone<br />
propose a postage stamp to <strong>the</strong> USPS that would<br />
increase awareness of and promote participation in<br />
citizen science. A similar project had recently been<br />
successful in Australia, so Juliana suggested that as<br />
an option for her students.<br />
Enter Ananya, Erika, Gaby, Reegan, and Navya.<br />
“I liked <strong>the</strong>ir enthusiasm,” said Juliana. “When I threw<br />
<strong>the</strong> (stamp) project out to <strong>the</strong> whole class, <strong>the</strong>y were<br />
very eager to get started with it!”<br />
The opportunity to creatively blend art and science in<br />
<strong>the</strong> stamp project was very appealing to <strong>the</strong> girls. “It<br />
combined a lot of things that I love, and it’s totally a<br />
great way to get <strong>the</strong> word out about citizen science<br />
and bring more attention to it,” said Gaby.<br />
21
“We had to do a lot of research in <strong>the</strong> beginning to<br />
figure out what was <strong>the</strong> process for submitting <strong>the</strong><br />
idea, what should be on a stamp, <strong>the</strong> artwork, and also<br />
how to write a good proposal,” said Ananya. “We had<br />
to write a strong proposal that would really convince<br />
<strong>the</strong>m to accept citizen science as a stamp idea.”<br />
All that research led to a ra<strong>the</strong>r unforeseen challenge—<br />
too much information!<br />
“I was noticing how much evidence that we had, and<br />
how it’s definitely hard to get it all into one proposal,”<br />
said Navya. “It’s all strong evidence.”<br />
They encountered ano<strong>the</strong>r complication when <strong>the</strong>y<br />
learned that <strong>the</strong> USPS rarely uses <strong>the</strong> artwork that is<br />
submitted with stamp proposals. “We found out that<br />
<strong>the</strong>y would choose an artist to design stamps for a<br />
topic that was proposed … so you couldn’t actually<br />
submit <strong>the</strong> stamp designs,” said Ananya. “So that was<br />
one of <strong>the</strong> challenges … trying to figure out how to<br />
work around it.”<br />
Never<strong>the</strong>less, <strong>the</strong> girls found <strong>the</strong> experience to be<br />
rewarding and worthwhile.<br />
“(Citizen science) is a very useful thing for scientists<br />
who want to ga<strong>the</strong>r a large amount of data from many<br />
different places. It’s hard to do that when you don’t<br />
have many people participating,” said Navya. “I<br />
learned how under-appreciated it was and how not<br />
many people knew about it.”<br />
Gaby had ano<strong>the</strong>r take on <strong>the</strong> project. “This is going<br />
to sound very corny, but how amazing it is to be able<br />
to work in a group with people that you know, you’re<br />
on <strong>the</strong> same page … you want to do <strong>the</strong> same thing,<br />
and <strong>the</strong>n you just create this beautiful, amazing thing<br />
out of just a few words and a drawing. It’s really great!”<br />
The girls ultimately decided to create <strong>the</strong>ir own designs<br />
and portfolios to fur<strong>the</strong>r illustrate and represent <strong>the</strong><br />
project. After analyzing components of <strong>the</strong> Australian<br />
citizen science stamps, <strong>the</strong> students created <strong>the</strong>ir own<br />
artwork using both traditional and digital techniques.<br />
Nature and wildlife combined with <strong>the</strong> human element<br />
were recurring <strong>the</strong>mes in <strong>the</strong>ir designs.<br />
“For one of mine, I drew a bee in a flower with<br />
someone holding it,” said Erika. “The bee and flower<br />
represent <strong>the</strong> nature that we’re learning about. And<br />
<strong>the</strong>n for <strong>the</strong> citizen part, that’s where <strong>the</strong> hands come<br />
in, so it can show how people can help save bees.”<br />
Reegan added, “One (of mine) was a picture of a<br />
chipmunk with a camera next to it like someone taking<br />
a picture of it. That showed <strong>the</strong> process of collecting<br />
data for it.”<br />
The girls submitted a proposal and a proposal letter<br />
to <strong>the</strong> Citizen Stamp Advisory Committee (CSAC) in<br />
late February. A supporting letter from <strong>the</strong> Citizen<br />
Science Association was also included in <strong>the</strong> package.<br />
Unfortunately, <strong>the</strong> students learned in April that<br />
<strong>the</strong>ir stamp proposal was not accepted by <strong>the</strong> USPS.<br />
22
“This stamp is meant to get people<br />
interested in citizen science [which] has<br />
made a significant impact on <strong>the</strong> world of<br />
science in <strong>the</strong> United States, and it will<br />
continue to do so as more people recognize it.”<br />
Duke School<br />
Teacher Juliana<br />
Presents on<br />
Citizen Science<br />
Because of her extensive work and promotion<br />
of Citizen Science, Duke School teacher Juliana<br />
Thomas was selected to speak at <strong>the</strong> National<br />
Science Foundation’s Distinguished Lecture titled<br />
“You Can be a Citizen Scientist Too: Celebrating<br />
Earth Day with NSF” on April 22, 2021.<br />
“I talked about <strong>the</strong> various citizens science<br />
projects I have worked with or initiated, including<br />
successes and challenges,” said Juliana. “I<br />
enjoyed sharing information about citizen<br />
science so that o<strong>the</strong>r educators get excited about<br />
including it in <strong>the</strong>ir school lessons. Students can<br />
be real scientists too.”
The Business of Creativity: The Show Must Go<br />
Second grade’s Theater Business Project is a “virtual” success, attracting new audiences and creating room for innovation.<br />
Before 2020, <strong>the</strong> chances of hearing <strong>the</strong> phrase “Zoom<br />
play” over <strong>the</strong> course of an average conversation<br />
were slim to none. But as COVID shut down live<br />
onstage performance as we know it, artists and arts<br />
organizations were tasked with thinking creatively —<br />
and quickly — about how to sustain <strong>the</strong>ir craft and<br />
livelihoods. For many, ranging from international<br />
professional <strong>the</strong>ater companies to regional<br />
independent artists, video became <strong>the</strong> most useful,<br />
and COVID-safe, tool.<br />
Add to those ranks <strong>the</strong> second graders at Duke School,<br />
who — split between four pods during <strong>the</strong> 2020-<br />
21 school year — fully adapted <strong>the</strong>ir annual <strong>the</strong>ater<br />
business project to a video format, with multiple<br />
<strong>the</strong>atrical productions made and filmed in-person and<br />
one created for and performed entirely on Zoom, <strong>the</strong><br />
video conferencing platform that became a popular<br />
communication vehicle early in <strong>the</strong> pandemic.<br />
For <strong>the</strong> second-grade teaching team, made up of<br />
Tery Gunter, Cynthia Coward, Dan Heuser, and Dawn<br />
Amin-Arsala, adapting <strong>the</strong> project — which engages<br />
<strong>the</strong> students in every aspect of play production, from<br />
creating and naming a <strong>the</strong>ater business to auditioning<br />
and performing to budgeting and marketing —<br />
required a combination of weighing which aspects<br />
could remain <strong>the</strong> same as in previous years and which<br />
would have to change.<br />
As with all project work at Duke School, <strong>the</strong> <strong>the</strong>ater<br />
business project takes an interdisciplinary approach<br />
to help students think through, as Tery said, “what it<br />
takes to run a business.” The teachers led students<br />
24
“<br />
Students and teachers alike<br />
came away from <strong>the</strong> experience<br />
focused on <strong>the</strong> advantages of<br />
virtual performance... non-local<br />
friends and family members could<br />
finally see, and share, <strong>the</strong> students’<br />
efforts to create truly original<br />
<strong>the</strong>atrical performances.<br />
size to practice dramatic expression and read-aloud<br />
techniques. Student favorites, year after year, include<br />
The Three Little Pigs and Anansi and <strong>the</strong> Moss-<br />
Covered Rock.<br />
On<br />
through exercises to “reawaken” <strong>the</strong>ir existing<br />
knowledge about <strong>the</strong> topic: getting <strong>the</strong>m to think<br />
about “<strong>the</strong>ir world, <strong>the</strong>ir local community.” In previous<br />
years, this would typically involve a field trip to <strong>the</strong><br />
Carolina Theatre to see a performance geared toward<br />
younger audiences. Within <strong>the</strong> constraints of this<br />
past year, students thought more creatively about<br />
how performance and <strong>the</strong> concept of an audience<br />
have shown up in <strong>the</strong>ir life. Of course, <strong>the</strong>re’s seeing<br />
a production of The Nutcracker — but what about<br />
watching or playing in a baseball game? Ga<strong>the</strong>ring<br />
with family for movie night?<br />
Sharing <strong>the</strong>se anecdotal experiences prepared<br />
students to study existing plays, seeing how authors<br />
from around <strong>the</strong> world spin everyday events into<br />
fables and fairytales and trying <strong>the</strong> stories on for<br />
One of Dan and Cynthia’s pods ended up choosing<br />
The Lion and <strong>the</strong> Mouse, and thus began <strong>the</strong> task of<br />
adapting a production entirely to Zoom — or, as Dan<br />
described it, “<strong>the</strong> technological leap.” Puzzling through<br />
this leap for <strong>the</strong> first time, students and teachers were<br />
on <strong>the</strong> same level, so, as Cynthia said, “it wasn’t just<br />
<strong>the</strong> teachers coming up with ideas.” What did this<br />
look like when it came to <strong>the</strong> performance? Against a<br />
virtual rainforest backdrop, <strong>the</strong> student-actors would<br />
pass an object from one Zoom “window” to ano<strong>the</strong>r;<br />
in one scene, a student playing a hunter literally<br />
throws <strong>the</strong> net down onto <strong>the</strong> computer camera lens,<br />
creating an immersive effect. Students and teachers<br />
alike came away from <strong>the</strong> experience focused on<br />
<strong>the</strong> advantages of virtual performance. For Cynthia,<br />
who began teaching at Duke School this past school<br />
year, <strong>the</strong>re was, advantageously, no preexisting idea<br />
of what <strong>the</strong> play “should” look like. “I think that’s<br />
probably a good thing,” she reflected, “because I was<br />
like, ‘Okay, let’s try it!’ It really opened my mind to <strong>the</strong><br />
possibilities.”<br />
On-campus, as teachers and students figured out<br />
how to block onstage actions and rehearse while<br />
abiding by COVID safety protocols, new in-person<br />
partnerships bolstered <strong>the</strong> overall production<br />
experience. Embedded in Tery’s pod, Duke School’s<br />
25
Top left: Students<br />
present <strong>the</strong>ir donation<br />
to Book Harvest.<br />
Lower School Art Teacher Marki Watson offered<br />
expertise in set design. Collaborating with Marki,<br />
Tery said, meant she could “integrate a lot of her art<br />
lessons” into <strong>the</strong> <strong>the</strong>ater business project in a more<br />
au<strong>the</strong>ntic way than usual because Marki “was seeing<br />
[in real-time, firsthand] what we were doing in all our<br />
subjects, and we could ping-pong different ideas.”<br />
While none of <strong>the</strong> plays were performed and seen<br />
“live,” each was filmed — by retired Duke School<br />
teacher Candy Thompson — and distributed widely<br />
to students’ family members. Ticket fees collected<br />
were donated to <strong>the</strong> local literacy nonprofit Book<br />
Harvest. The video format also provided <strong>the</strong> benefit<br />
of expanded accessibility beyond <strong>the</strong> performance.<br />
Instead of having guest experts come to class inperson,<br />
<strong>the</strong> second graders Zoomed with far-flung<br />
<strong>the</strong>ater workers living through <strong>the</strong> professional<br />
realities students were studying and simulating.<br />
Perhaps this has been <strong>the</strong> biggest benefit of performing<br />
artists pivoting to video formats: increasing public<br />
access to artwork that would previously have limited<br />
audiences. For <strong>the</strong> Duke School second grade, nonlocal<br />
friends and family members could finally see,<br />
and share, <strong>the</strong> students’ efforts to create truly original<br />
<strong>the</strong>atrical performances. After all, running a business<br />
successfully takes a little creativity under constraint.<br />
26
New Collaboration<br />
Leads to Innovation<br />
Preschool teachers implement a coordinated approach<br />
to project work.<br />
Whe<strong>the</strong>r learning in <strong>the</strong> classroom or online, all Duke<br />
School preschoolers explored <strong>the</strong> world of trees,<br />
clo<strong>the</strong>s and wheels in 2020-2021.<br />
The coordinated curriculum departed from <strong>the</strong><br />
preschool classes’ usual approach to projects, where<br />
each class tackles different topics according to<br />
teachers’ and students’ interests.<br />
“That was so we could collaborate toge<strong>the</strong>r and kind<br />
of work smarter and not harder, since we were kind<br />
of reinventing an entire school year and how we do<br />
things,” said teacher Ca<strong>the</strong>rine Linford.<br />
With all six on-campus preschool pods and two<br />
distance learning groups focusing on <strong>the</strong> same subject<br />
at once, teachers hoped to minimize disruptions for<br />
students who had to move between in-person and<br />
remote learning during <strong>the</strong> school year.<br />
Teachers met weekly to share ideas and establish a<br />
planning template to keep each unit on a common<br />
track and timeline. Within that structure, <strong>the</strong> project<br />
plan “gave us <strong>the</strong> leeway to do our own activities with<br />
our pods that were specific to our kids’ abilities or<br />
interests,” said Ca<strong>the</strong>rine.<br />
While studying clothing, for example, Ca<strong>the</strong>rine’s pod<br />
of eight students became fascinated with garment tags<br />
and learning more about where <strong>the</strong>ir clo<strong>the</strong>s came<br />
from. Maureen Dwyer’s distance learning pod wanted<br />
to learn more about how <strong>the</strong> logos and designs <strong>the</strong>y<br />
could see on <strong>the</strong>ir classmates’ shirts through Zoom<br />
were printed.<br />
“We know when we choose a project topic, it needs<br />
to be something that kids can get <strong>the</strong>ir hands on,<br />
something <strong>the</strong>y can investigate in <strong>the</strong> classroom,”<br />
Maureen said. With <strong>the</strong> addition of distance learning,<br />
“we had to be really thoughtful about things that <strong>the</strong><br />
kids would be able to access in <strong>the</strong>ir homes.”<br />
27
“<br />
The project plan ‘gave us <strong>the</strong> leeway<br />
to do our own activities with our pods<br />
that were specific to our kids’ abilities or<br />
interests.’ [This] adapted teaching plan<br />
spurred innovations that will carry into<br />
future school years...tight connections<br />
among <strong>the</strong> preschool team and <strong>the</strong> grace<br />
and cooperation of families helped make<br />
<strong>the</strong> unusual year successful.<br />
The coordinated curriculum caused some challenges,<br />
such as sharing library books and resources across all<br />
pods ra<strong>the</strong>r than a single classroom. But in o<strong>the</strong>r ways,<br />
<strong>the</strong> adapted teaching plan spurred innovations that<br />
will carry into future school years.<br />
Unable to invite family members to in-person<br />
culmination celebrations, Ca<strong>the</strong>rine printed photos<br />
of her students’ project work in a keepsake book.<br />
Maureen held culmination events on Zoom, where her<br />
distance learning students talked through a website<br />
of project photos and information with <strong>the</strong>ir family<br />
members. Posting culmination materials and video<br />
recordings of guest experts online helped broaden<br />
<strong>the</strong> reach of preschool classes’ work in new ways.<br />
“I think <strong>the</strong> key to making it work is building<br />
relationships,” said Maureen. When her students had<br />
a chance to meet in person for <strong>the</strong> first time in May,<br />
visiting campus to see a parent’s Lamborghini as part<br />
of <strong>the</strong> wheels project, “it took about a minute for <strong>the</strong>se<br />
kids arriving to just be so excited to see one ano<strong>the</strong>r.”<br />
Ca<strong>the</strong>rine agreed that tight connections among <strong>the</strong><br />
preschool team and <strong>the</strong> grace and cooperation of<br />
families helped make <strong>the</strong> unusual year successful.<br />
“As hard of a year as it was in many ways, it was also<br />
this wonderful year when we each got to have a smaller<br />
group and build those relationships in a different way<br />
than we have before,” she said.<br />
Photos courtesy of <strong>the</strong> Preschool Team Teachers.<br />
28
Curriculum Connections and Project Work<br />
Fifth grade teachers and students discover and explore finer connections between projects.<br />
Naming and interrogating connections between<br />
past, present, and possible futures have always been<br />
central aims of <strong>the</strong> annual fifth-grade Work, Land, and<br />
Power in Colonial America project. Guided by <strong>the</strong><br />
essential question, “Who built <strong>the</strong> United States?”,<br />
<strong>the</strong> project delves into <strong>the</strong> period between 1607 and<br />
1687, tasking students with syn<strong>the</strong>sizing fieldwork<br />
and deep reading to think through how power is<br />
created and maintained in <strong>the</strong> United States through<br />
systems and institutions, how work shapes <strong>the</strong> lives of<br />
all people, and how community survival is dependent<br />
upon access to land and material resources.<br />
But this past 2020-2021 school year — <strong>the</strong> “COVID<br />
year,” as fifth-grade Science and Project teacher<br />
Meghan Morris termed it — put a finer point on <strong>the</strong><br />
project’s contemporary relevance. The pandemic<br />
highlighted, and exacerbated, several overlapping<br />
crises across <strong>the</strong> country that felt crucial to address<br />
inside <strong>the</strong> classroom.<br />
The summer of 2020 saw widespread protests in<br />
response to George Floyd’s murder by police in<br />
Minneapolis and <strong>the</strong> corresponding mainstreaming<br />
of <strong>the</strong> Black Lives Matter movement. Instances of<br />
hate and violence against Asian-Americans increased<br />
in response to racist extrapolations of COVID’s<br />
geographic origins. A presidential election and<br />
violent pre-inauguration insurrection at <strong>the</strong> Capitol<br />
fur<strong>the</strong>r exposed <strong>the</strong> fractured state of <strong>the</strong> country’s<br />
political infrastructure. On top of it all, COVID, as<br />
fifth-grade Social Studies teacher Annie Genti<strong>the</strong>s<br />
said, required us all to think about “who is essential”<br />
— in o<strong>the</strong>r words, how <strong>the</strong> virus compounded public<br />
health disparities, especially in terms of race and<br />
socioeconomic status.<br />
How, <strong>the</strong>n, to draw <strong>the</strong> historical throughline, to<br />
acknowledge <strong>the</strong> urgency of <strong>the</strong> present while<br />
drawing connections to a specific period in <strong>the</strong> past?<br />
The fifth-grade team — including Meghan, Annie, and<br />
Language Arts teacher Claire Koerner — used that<br />
particular year’s sequence of project work to lean in.<br />
“There is no getting it right,” Annie said. “The only<br />
way to get it wrong is to not give our kids space to<br />
talk about it.”<br />
In previous years, <strong>the</strong> fifth-grade project team would<br />
begin <strong>the</strong> Work, Land, and Power Project with a twoday<br />
field trip to Williamsburg and Jamestown, during<br />
10<br />
Photos courtesy of <strong>the</strong> Fifth Grade Team Teachers.
which students completed fieldwork noting how <strong>the</strong><br />
two sites present <strong>the</strong>ir respective roles in American<br />
history. Barred from traveling due to pandemic<br />
restrictions, Annie, Claire, and Meghan decided to try<br />
something new by explicitly connecting <strong>the</strong> concept<br />
of Work, Land, and Power to <strong>the</strong>ir preceding project,<br />
Visible Values, which looked at <strong>the</strong> role of public art<br />
and how it represents a community’s values.<br />
During Visible Values, <strong>the</strong> teachers “asked <strong>the</strong><br />
students to take walking tours of downtown Durham,”<br />
Claire recalled, “and because of <strong>the</strong> Black Lives Matter<br />
movement [protests] that happened just a few months<br />
prior, <strong>the</strong>re was so much public art<br />
around Black Lives Matter,” largely<br />
created on boarded-up downtown<br />
storefronts as part of Durham’s Pay<br />
Black Artists initiative. “[It helped]<br />
students connect to <strong>the</strong> idea that<br />
art helps us express our feelings<br />
and emotions. One of <strong>the</strong> things<br />
that our community here in Durham<br />
values is that Black lives matter and<br />
that Black history matters.”<br />
In transitioning from <strong>the</strong> Visible<br />
Values Project to <strong>the</strong> Work, Land,<br />
and Power Project, <strong>the</strong> teaching<br />
team piggybacked on <strong>the</strong> present<br />
moment, asking <strong>the</strong> students<br />
to think about <strong>the</strong> cultural and<br />
political circumstances that<br />
necessitated <strong>the</strong> Black Lives Matter<br />
movement. To move from <strong>the</strong>re<br />
back in time, <strong>the</strong>y leaned into <strong>the</strong> reading repertoire<br />
<strong>the</strong>y’ve developed over <strong>the</strong> past several years: one<br />
that selectively engages older historical writing<br />
with, as Annie described, “newer, more balanced<br />
perspectives and stories,” including The New York<br />
Times’ “The 1619 Project,” which argues for placing<br />
<strong>the</strong> consequences of slavery at <strong>the</strong> center of American<br />
history, and Kwame Alexander Bell’s longform poem<br />
“The Undefeated,” which details <strong>the</strong> struggles and<br />
celebrates <strong>the</strong> triumphs of Black Americans across<br />
history. (One important priority of <strong>the</strong> fifth-grade<br />
teaching team, Claire shared, is to focus on <strong>the</strong> “<strong>the</strong><br />
joy, <strong>the</strong> strengths, <strong>the</strong> heroes, <strong>the</strong> resistance, and<br />
perseverance” of Black history.)<br />
“<br />
These are<br />
all conversations that<br />
we have with our<br />
students, modeling how<br />
we have transformed<br />
our own thinking...<br />
<strong>the</strong> only way to get<br />
it wrong is to not give<br />
our kids space to talk<br />
about it.<br />
This past year, <strong>the</strong> students combined this “reading<br />
frenzy,” as <strong>the</strong> teachers called it, with a simulated oncampus<br />
“field trip” to Williamsburg and Jamestown<br />
to exercise <strong>the</strong>ir critical reading and historical analysis<br />
skills. They wrote letters to colonial history book<br />
publishers, articulating ways to better balance <strong>the</strong><br />
historical narrative.<br />
Having moved through <strong>the</strong>se new, connective<br />
curricular approaches with <strong>the</strong> fifth-grade students<br />
during an unprecedented school year, Meghan,<br />
Claire, and Annie continue to think through fresh ways<br />
to draw <strong>the</strong> line between past and present. Is it most<br />
productive, for instance, to begin<br />
<strong>the</strong> Work, Land, and Power project<br />
with Jamestown and Williamsburg,<br />
or is starting with its contemporary<br />
links more suited for underlining<br />
<strong>the</strong> colonial period’s contemporary<br />
resonance? How can <strong>the</strong>y continue<br />
to build <strong>the</strong>matic connections<br />
between projects?<br />
“These are all conversations that we<br />
have with our students, modeling<br />
how we have transformed our own<br />
thinking,” Claire said, about race<br />
and representation in historical and<br />
cultural narratives in <strong>the</strong> United<br />
States. This transparency helps<br />
students “make strong connections<br />
between <strong>the</strong> institutions that were<br />
developed during <strong>the</strong> colonial<br />
times and how those have an<br />
impact on us still today.”<br />
History, after all, is made in <strong>the</strong> right-now. The fifthgrade<br />
project pedagogy, always responsive to <strong>the</strong><br />
times, prepares students to read history’s past with<br />
an eye toward changing its present and future for <strong>the</strong><br />
better for all.<br />
Students tune in to<br />
a Zoom field trip.<br />
30
Through A Counselor’s Eye: Wellness at Duke School<br />
Counselors Victoria and Rachel reflect on how student needs and <strong>the</strong>ir curriculum changed over <strong>the</strong> last year.<br />
As <strong>the</strong> Duke School community adapted to masking,<br />
small class pods and distance learning for <strong>the</strong> 2020-<br />
2021 school year, counselors Victoria Goatley and<br />
Rachel Wer<strong>the</strong>imer also helped students manage <strong>the</strong><br />
emotional challenges of a year unlike any o<strong>the</strong>r.<br />
“Every human on <strong>the</strong> planet was under an increased<br />
level of stress over <strong>the</strong> last year,” said Rachel, <strong>the</strong><br />
middle school counselor. On top of worrying about<br />
<strong>the</strong>mselves or family members catching COVID-19,<br />
she said students expressed “a real anger and<br />
grief” around losing experiences like athletics and<br />
extracurriculars.<br />
For lower school students, concern about <strong>the</strong> virus<br />
often came with feelings of frustration toward<br />
those not following masking and social distancing<br />
guidelines, said Victoria. Small classroom pods of<br />
about 12 students also led to more interpersonal<br />
irritations than usual. “I would see that start to happen<br />
with some kids where, <strong>the</strong>y were really good friends,<br />
but <strong>the</strong>re was something happening and <strong>the</strong>y were<br />
starting to kind of wear on each o<strong>the</strong>r,” she said.<br />
To help navigate <strong>the</strong>se challenges, both counselors<br />
held regular virtual meetings on Zoom with classroom<br />
pods in <strong>the</strong>ir respective divisions. On campus,<br />
Victoria met with lower school students individually<br />
in a makeshift outdoor office that offered privacy.<br />
Rachel used Google Classroom to share resources<br />
with middle school classes, including “Wellness<br />
Wednesday” lessons on topics like getting adequate<br />
31
sleep, managing wellness, and coping with sudden<br />
spikes in fear or worry.<br />
The unusual circumstances had a few unexpected<br />
benefits. Rachel said she found that virtual meetings<br />
sometimes “provided a little bit of a sense of safety”<br />
for students to communicate more freely than at<br />
school. Because Victoria’s lessons with kindergarten<br />
pods met outdoors, “I could incorporate nature more<br />
into our meditative practices,” she said. “What sounds<br />
do you hear when we’re sitting out here? What do<br />
you feel?”<br />
Facing ano<strong>the</strong>r school year shaped by pandemic<br />
concerns, Victoria said she expects <strong>the</strong> counselors to<br />
continue working with students to manage<br />
anxiety proactively.<br />
“Something I say a lot to <strong>the</strong> kids is, ‘You can do hard<br />
things,’” she said. “Just because it’s hard doesn’t<br />
mean that you can’t do it, or that you shouldn’t do it.”<br />
Rachel’s Counselor Corner<br />
Tips for handling stress and anxiety from Victoria and Rachel<br />
Take a breath. Pause for a few moments to brea<strong>the</strong> deeply and recognize what you are feeling,<br />
advises Victoria. Whe<strong>the</strong>r <strong>the</strong> feelings are good or bad, understand that <strong>the</strong>y are valid and not<br />
permanent. “Know that those feelings will come and go, and however you’re feeling right now is<br />
fine for now.”<br />
Lend an ear. When helping a child or loved one cope with anxiety, resist <strong>the</strong> urge to jump straight<br />
to solving <strong>the</strong> problem. Reassurance and problem solving are helpful, said Rachel, but sometimes<br />
simply validating someone else’s feelings is <strong>the</strong> most valuable way to help. “A phrase I encourage<br />
folks to use with tweens and teens, in particular, is ‘Do you need me to help you figure this out, or<br />
would it be better if I just listened right now?’”<br />
32
The Art of Process, Creativity, and Innovation<br />
Duke School faculty and staff Lucia, Katie, and Brian create and share work in a community virtual art show.<br />
During <strong>the</strong> spring of 2021, three Duke School<br />
community members had art accepted at Hearth<br />
Studio’s virtual “Art of Process” show. Middle School<br />
Art Teacher Lucia Marcus, Director of Innovation<br />
Katie Ree, and Director of Technology Brian Horton<br />
created work that reflected on and responded to <strong>the</strong><br />
prompt of “<strong>the</strong> process of process.” The show was<br />
presented virtually, consisting of <strong>the</strong> work of over 50<br />
artists. Working in various mediums and styles, Lucia,<br />
Katie, and Brian are continuing to live out our values<br />
of innovation and creativity both inside and outside of<br />
Duke School. Reflections are by each artist.<br />
Beneath Your Feet, Shale Song, & May You<br />
Embrace <strong>the</strong> Unknown, by Katie Ree, Director<br />
of Innovation<br />
Upcycled paper, ink, thread, 26” x 21” x 2”; Sticks,<br />
twine, yarn, upcycled fabric, 19” x 26” x 4.5”; Upcycled<br />
paper, ink, thread, wood, 26.5” x 27.5” x 4”<br />
My artwork has helped me process and understand <strong>the</strong>se<br />
times. It has also transformed. Two new bodies of work have<br />
evolved - Tapestry and Interwoven | Interbeing. Both of <strong>the</strong>se<br />
are about connection; connection to ourselves, each o<strong>the</strong>r,<br />
and nature. I felt <strong>the</strong> need to put down my paintbrush and<br />
make, construct, and feel <strong>the</strong> materials going into <strong>the</strong> work.<br />
As always, I hope my work inspires o<strong>the</strong>rs to connect more<br />
deeply and explore <strong>the</strong>se connections we have.<br />
33
Cedar Heart & Hickory Gem<br />
by Brian Horton, Director<br />
of Technology<br />
Eastern Red Cedar, 115mm x<br />
113mm x 35 mm - 117g, 2020 &<br />
Hickory, 102mm x 82 mm x<br />
41 mm - 203g, 2020<br />
Wea<strong>the</strong>r Report by Lucia Marcus,<br />
Middle School Art Teacher<br />
Acrylic on Canvas, 2021, 30”x24”<br />
These faceted wooden gems juxtapose<br />
<strong>the</strong> angular beauty of crystal with <strong>the</strong><br />
warmth of wood. They are meant to be<br />
held and provide a focal point for visual,<br />
tactile and olfactory senses. When held,<br />
<strong>the</strong>y warm from your body heat and<br />
provide a calm meditative focus on <strong>the</strong><br />
natural fragrance, complexity of <strong>the</strong> ring<br />
structure, and <strong>the</strong> velvet smooth texture<br />
of <strong>the</strong> micro lapped facets. They change<br />
with use as friction and natural body oils<br />
interact with <strong>the</strong> wood.<br />
Katie Ree told me about this show, and I submitted two<br />
pieces that I have worked on over past few months. This<br />
was a good show for me since my art is so much about<br />
process, about responding to what <strong>the</strong> materials are doing<br />
and letting <strong>the</strong> painting evolve. These paintings are kind of<br />
a dance between <strong>the</strong> organic nature of <strong>the</strong> materials, my<br />
personal design motifs and <strong>the</strong> geometry of <strong>the</strong> whole.<br />
Painting and designing is a cathartic game that involves<br />
discovering and creating my voice through shapes, colors<br />
and symbols. Through <strong>the</strong> process of personalizing and<br />
creating design motifs I am developing a visual language<br />
to record my experiences and emotions. This process<br />
is also about responding. Not only am I responding to<br />
outside stimulation, but I am also responding <strong>the</strong> evolving<br />
geometry of <strong>the</strong> composition.<br />
Making art is like a game because of <strong>the</strong> rules or limits that<br />
influence <strong>the</strong> outcome. In this piece, I was responding to a<br />
broader range of ideas but was limiting my design choices<br />
by being influenced by <strong>the</strong> ink dripped grid that I initially<br />
laid down. Confidence in <strong>the</strong> process of unfolding is key<br />
to arriving at <strong>the</strong> end of <strong>the</strong> game with a painting that is a<br />
harmonious whole.<br />
34
25<br />
Twenty-Five Years and Counting<br />
A Q&A with Marki Watson, Lower School Art Teacher, and Beth Harris, Fourth Grade Teacher<br />
Marki<br />
Q. Marki, congratulations on your 25 year milestone!<br />
Can you tell us a little about <strong>the</strong> varied roles that<br />
led you to your current position as lower school art<br />
teacher?<br />
A. It all began as a part-time job in <strong>the</strong> afterschool<br />
program. At <strong>the</strong> time, I was actually enrolled in a<br />
program to become a Montessori school teacher.<br />
When I saw what was going on at Duke School, I quickly<br />
realized that <strong>the</strong> project approach is such a natural<br />
way for kids to learn. What I was seeing fit me better<br />
because of <strong>the</strong> way kids learn through exploration and<br />
documenting what <strong>the</strong>y were learning. I withdrew from<br />
<strong>the</strong> o<strong>the</strong>r program and looked for every opportunity<br />
to be in <strong>the</strong> classroom so that I could learn more and<br />
more about project work. That led me to a couple of<br />
years of heavy-duty substitute teaching. By year three,<br />
I was teaching full time in a fourth-grade classroom.<br />
I enjoyed teaching fourth grade that one year, but<br />
I realized that I didn’t enjoy <strong>the</strong> full spectrum in <strong>the</strong><br />
classroom as much as I enjoyed <strong>the</strong> art aspect. That’s<br />
when I enrolled in North Carolina Central University’s<br />
art education program. The middle school campus<br />
on Erwin Road was also opening at that time, and I<br />
worked in middle school afterschool and summer<br />
camp. After finishing my art education work, Duke<br />
School art teacher Lucia Marcus asked me to be<br />
her assistant. She had been teaching art on both<br />
campuses. We taught toge<strong>the</strong>r for a couple of years<br />
and <strong>the</strong>n decided it might work better if we each<br />
took a campus. That brought me to lower school art.<br />
I continued to do afterschool at <strong>the</strong> lower school until<br />
just a few years ago.<br />
Q. You do an amazing job integrating art with<br />
classroom projects. How are you able to do that work<br />
so successfully?<br />
A. Honestly, <strong>the</strong> real truth in all of this is<br />
that Lucia is an amazing mentor. I wanted<br />
to become an art teacher because that<br />
was my favorite part of <strong>the</strong> curriculum.<br />
I loved watching Lucia teach art, and I<br />
loved seeing what <strong>the</strong> kids could make<br />
that was integrated into <strong>the</strong> project<br />
work in <strong>the</strong> classrooms. The time I spent<br />
getting to work directly with Lucia built<br />
<strong>the</strong> foundation for my knowledge and<br />
understanding of project work and<br />
how to include art in a—hopefully—<br />
meaningful way.<br />
Also, once you’ve been doing it long<br />
enough, going to conferences, doing art<br />
35
at home, and looking on <strong>the</strong> internet and seeing what<br />
o<strong>the</strong>r people are doing, <strong>the</strong>n you come up with new<br />
ways to use materials and you see connections that<br />
seem natural to do in project work. Over time, you<br />
start seeing art everywhere and can <strong>the</strong>n integrate it<br />
into <strong>the</strong> curriculum.<br />
Q. As a specialist, you teach all <strong>the</strong> students in<br />
preschool through fourth grade. What are <strong>the</strong><br />
challenges and rewards of that position?<br />
A. In my opinion, it’s a matter of keeping it age<br />
appropriate and remembering <strong>the</strong> audience. Perhaps<br />
<strong>the</strong> biggest challenge is switching gears. For example,<br />
preschoolers are just starting to know materials. Often<br />
<strong>the</strong> stuff that we show <strong>the</strong>m, <strong>the</strong>y’ve never put <strong>the</strong>ir<br />
hands on, so remembering that for <strong>the</strong>m it’s more<br />
about exploration than it is about creating a product.<br />
You also need to keep <strong>the</strong> kids challenged. Our kids<br />
are incredible! Many already know a lot and have<br />
already done a lot. To keep <strong>the</strong>ir attention and to<br />
build <strong>the</strong>ir art skills, you really have to stay on top of<br />
materials—new materials, ideas, and find new ways to<br />
use old materials so that you’re keeping things fresh<br />
in <strong>the</strong> classroom.<br />
Q. There are many things that happen on and off<br />
campus that exemplify <strong>the</strong> uniqueness of Duke<br />
School and its community. Please tell us your favorite<br />
#OnlyAtDukeSchool moments.<br />
A. There are a trillion, billion, 240 million of <strong>the</strong>m!<br />
I always say my favorite event in <strong>the</strong> entire year is<br />
Durham’s Pride Parade and Festival. It’s because Duke<br />
School always has a huge contingency of people who<br />
go out and have a good time and wear <strong>the</strong>ir rainbows<br />
and support all people, which I love. It just makes me<br />
proud that I am part of <strong>the</strong> Duke School community.<br />
Ano<strong>the</strong>r thing—I’m having dinner tonight with a<br />
former student. We’re making pasta. That, to me, is<br />
uniquely Duke School. Some of <strong>the</strong> people that I still<br />
hang out with are students who have been gone for a<br />
long time. I feel like because <strong>the</strong> school is small and<br />
we’re allowed to be who we are and real with <strong>the</strong> kids,<br />
we make <strong>the</strong> kind of connections and relationships<br />
that last a lifetime. I love it.<br />
Finally, we also have kids who are so proud of <strong>the</strong>ir<br />
art. There are many students that leave here, and art<br />
continues to sustain <strong>the</strong>m—maybe not professionally,<br />
but certainly sustains <strong>the</strong>ir souls in some way because<br />
<strong>the</strong>y keep wanting to do art and look at art and be a<br />
part of art. I think that’s <strong>the</strong> best of Duke School—for<br />
me, anyway.<br />
Beth<br />
Q. Beth, congratulations on your 25-year milestone!<br />
You hold <strong>the</strong> distinction of having taught every grade<br />
in Lower School! Would you tell us about your varied<br />
roles and what led you to your current position?<br />
A. When I was getting my teaching certificate I worked<br />
with kids of different ages. I especially enjoyed 9- and<br />
10-year-old kids so I wanted to teach fourth grade.<br />
When I applied to Duke School, <strong>the</strong>re was a secondgrade<br />
position available, and I decided to take it. I<br />
LOVED second grade and taught that for 10 years. My<br />
very first group here was a bulge year so I looped up<br />
with those kids and did third grade for a year.<br />
36<br />
Then I took some time off to stay home with my<br />
kids. After that I worked in after school, mornings in<br />
preschool, and afternoons in <strong>the</strong> office for a bit until<br />
I came back full-time. When I came back, I worked in<br />
kindergarten for several years and loved that.<br />
My next move was to first grade where I spent four<br />
years working with Carolynn. I also loved first grade.<br />
I finally got word that a fourth-grade position was<br />
opening up and I leapt at <strong>the</strong> chance. I have loved<br />
all <strong>the</strong> positions I’ve held at Duke School for different<br />
reasons. I have also loved teaching with so many<br />
talented and wonderful partners, but fourth grade
feels like home for sure. It only took 20 years<br />
to make it!<br />
I’ve also worked before school and many<br />
summer camps here. Working so many different<br />
positions and grade levels and having two kids<br />
that went all <strong>the</strong> way through eighth grade here<br />
has allowed me to see Duke School through<br />
multiple lenses. I love that.<br />
Q. Duke School’s project approach relies<br />
heavily on <strong>the</strong> creativity and collaboration of<br />
its teachers. What would you say are <strong>the</strong> keys<br />
to success for innovation and teamwork in <strong>the</strong><br />
classroom?<br />
A. I would say keys to success are keeping an open<br />
mind and allowing yourself to ask questions and<br />
learn from your co-workers. I learned so much from<br />
all <strong>the</strong> master teachers I worked with at every level.<br />
Just knowing that I’m never done learning keeps me<br />
interested, engaged, and growing. I am consistently<br />
amazed with <strong>the</strong> level of skill, creativity, and motivation<br />
that I am surrounded by in this place. This is an<br />
outstanding group of people to work with every day. I<br />
am very fortunate.<br />
Q. As a mo<strong>the</strong>r of two Duke School graduates—<br />
James (Class of 2016) and Ainsley (Class of 2018),<br />
what have you appreciated most about <strong>the</strong> education<br />
<strong>the</strong>y received at Duke School?<br />
A. I appreciate everything. They were so well prepared<br />
academically in every area for high school which was<br />
obviously wonderful. But I would say that even more<br />
important to me was how well prepared <strong>the</strong>y were<br />
to meet <strong>the</strong> social demands of high school. They<br />
went into <strong>the</strong>ir new environments poised, and ready<br />
to meet all challenges. They were able to advocate<br />
for <strong>the</strong>mselves and saw teachers as partners in <strong>the</strong>ir<br />
learning. They were comfortable with group projects<br />
and presentations (<strong>the</strong>y were always sought-after<br />
partners!). They are also both very good friends and<br />
willing to stand up for injustices <strong>the</strong>y see.<br />
Q. There are many things that happen on and off<br />
campus that exemplify <strong>the</strong> uniqueness of Duke<br />
School and its community. Please tell us your favorite<br />
#OnlyAtDukeSchool moments?<br />
A: I will start with a couple of things that happened<br />
with my own kids.<br />
One day when Ainsley was in middle school, we were<br />
in <strong>the</strong> car, and I was getting frustrated in traffic. She<br />
guided me through a mindfulness exercise that she<br />
had been doing at school saying, “Mom, label your<br />
feeling. How does it feel in your body?” It was just<br />
funny and helpful, and definitely a very Duke School<br />
moment.<br />
One Saturday night when James David was in fifth or<br />
sixth grade, he was in <strong>the</strong> office on <strong>the</strong> computer. I<br />
hear him laughing and I’m trying to figure out what<br />
he’s doing. It turns out he’s playing a game with friends<br />
in his class where <strong>the</strong>y’re asking each o<strong>the</strong>r questions<br />
and <strong>the</strong>y’re not allowed use certain words like “a” and<br />
“<strong>the</strong>”— words that are difficult to have a conversation<br />
without using. He spent a couple hours on a Saturday<br />
night doing that kind of nerdy Duke School thing.<br />
For me, I feel teaching at Duke School has made me<br />
more aware of social justice issues. It helps me to be<br />
mindful about things that are going on in <strong>the</strong> world<br />
and question, “Is that okay? Why is this happening?<br />
What can I do to make this better?” I would like to<br />
think that those are things I would still think about,<br />
but what I appreciate about teaching here is that it’s<br />
always <strong>the</strong>re. We’re always thinking about it for <strong>the</strong><br />
kids. We’re always thinking about it as faculty and<br />
staff—how can we keep moving forward in a<br />
good way.<br />
37
STAYING CONNECTED: ALUMNI NEWS<br />
Marisa (far right) alongside her<br />
team of fellow researchers.<br />
Pursuing Her Dreams<br />
Marisa Rauwald ‘12 reflects on her career in sports broadcast jouralism and foundations built at Duke School<br />
When legendary U.S. Olympic gymnast and gold<br />
medal favorite Simone Biles made <strong>the</strong> unexpected<br />
announcement that she would step back from <strong>the</strong><br />
team gymnastics finals during this past summer’s<br />
Tokyo Olympics, Marisa Rauwald’s (Duke School<br />
Class of 2012) research team at NBC Sports was on<br />
<strong>the</strong> clock, working one of <strong>the</strong>ir typical 2AM-2PM days<br />
from headquarters in Stamford, Connecticut.<br />
“All <strong>the</strong>se news sources were reporting that [Biles] was<br />
pulling out for [physical] injury,” Marisa remembers.<br />
“We had to be quick to jump on that, to fact-check<br />
and correct,” she says, to clarify that Biles’s early<br />
exit was instead borne from <strong>the</strong> athlete’s decision to<br />
prioritize her mental health. Once <strong>the</strong> true narrative<br />
began to circulate in <strong>the</strong> media, <strong>the</strong> moment became<br />
monumental: ano<strong>the</strong>r leap forward — following tennis<br />
star Naomi Osaka’s similar decision to withdraw from<br />
2021’s Wimbledon and French Open tournaments —<br />
for mainstream awareness of and advocacy for athlete<br />
mental health.<br />
Course-correcting <strong>the</strong> story of Biles’s exit was just one<br />
of <strong>the</strong> assignments Marisa’s team puzzled through<br />
during her time working on <strong>the</strong> Olympics; o<strong>the</strong>r<br />
duties included compiling anecdotal information<br />
about athletes for primetime announcers to read on<br />
live television during <strong>the</strong> Parade of Nations. Though<br />
small kernels of a much larger puzzle, <strong>the</strong>se forms of<br />
research work are crucial for doing justice to <strong>the</strong> full<br />
story of sport.<br />
“My dream job is to tell <strong>the</strong> stories of athletes, in<br />
whatever form,” Marisa says. She alludes to two<br />
popular long-form documentary series, ESPN’s 30 for<br />
30 and Netflix’s Untold, as examples of popular sports<br />
38
media platforms that make space for <strong>the</strong> big picture,<br />
delving into <strong>the</strong> full personal and political resonance<br />
of moments in sports history.<br />
While Marisa has come a long way from preschool<br />
through eighth grade years at Duke School, her present<br />
work and longer-term career goals make perfect sense<br />
considering <strong>the</strong> ways she was able to flex her creative<br />
muscles as a Dragon. (Marisa was also a prolific athlete<br />
at Duke School, playing volleyball, basketball and<br />
soccer, <strong>the</strong> latter she also pursued in competitive club<br />
leagues.) Her first foray into documentary production<br />
was in eighth grade, when for her culminating solo<br />
project Marisa made a film about American parents<br />
who had adopted children from China. She learned<br />
professional film editing techniques and received<br />
mentorship from videographer Rick Allen. Having <strong>the</strong><br />
ability to “hone in on visual learning” through project<br />
work at Duke School was formative for Marisa’s<br />
burgeoning interests in media.<br />
After attending high school at Carolina Friends<br />
School, Marisa pursued a degree in journalism and<br />
mass communication at UNC-Chapel Hill. Knowing<br />
she wanted to continue developing her documentary<br />
media expertise, she found a home in Sports Xtra, an<br />
ESPN-like sportscast specifically focused on athletics<br />
stories at UNC. A standout project for her was,<br />
fittingly, an examination of how athlete mental health<br />
is affected by outsize performance expectations and<br />
corresponding social media criticism.<br />
Back on a regular work schedule, and having switched<br />
out of Olympics-mode, Marisa is reintegrating into<br />
<strong>the</strong> NBC Sports marketing team — coordinating<br />
between editors, directors, and producers to make<br />
sure promotional material runs smoothly — while<br />
staying focused on her longer-term career goals in<br />
sports storytelling. Right now she’s busy working on<br />
<strong>the</strong> NFL season, preparing to return from her family’s<br />
home in Chapel Hill to Stamford, and raising her two<br />
foster kitttens. In o<strong>the</strong>r words: doing her best to stay<br />
grounded in <strong>the</strong> present.<br />
Asked what advice she’d give to current students,<br />
particularly given <strong>the</strong> unconventional student life<br />
necessitated by COVID, Marisa clearly speaks from<br />
<strong>the</strong> sense of equilibrium she’s had to develop from<br />
working in an always-changing field.<br />
“Dream big, and try to enjoy <strong>the</strong> process. Everything’s<br />
a process, and everything’s going to work itself out.”<br />
As an undergraduate, Marisa leveraged her growing<br />
production skills to earn internships at NBC Sports<br />
Philadelphia, NBC Entertainment in Los Angeles, and<br />
<strong>the</strong> Tonight Show Starring Jimmy <strong>Fall</strong>on in New York<br />
before coming to NBC Sports, where she landed after<br />
graduating mid-pandemic.<br />
She’s sensitive to how COVID has shifted <strong>the</strong> realities of<br />
her field. As someone “interested in going on remote<br />
shoots, being on set, and shooting with talent,”<br />
Marisa has seen production companies cut budgets<br />
and travel and eliminate roles along <strong>the</strong> way, instead<br />
shipping camera packages to talent and arranging for<br />
remote shoot instructions led by media professionals.<br />
She has a hunch, though, that opportunities will shift<br />
back to a more normal flow as <strong>the</strong> pandemic continues<br />
to abate.<br />
Photos courtesy of Marisa (center).<br />
39
Class of 2021 High School Destinations: Cary Academy, Cedar Ridge, Carolina Friends School, Chapel Hill High School, Christ School, Durham<br />
Academy, East Chapel Hill High School, Fuquay Varina, Jordan, Riverside, Research Triangle, Seaforth, Trinity School, Voyager Academy<br />
Congratulations, Duke School Class of 2021!<br />
A special (excerpted) message to <strong>the</strong> Duke School Class of 2021 by Rebecca Feinglos Planchard ‘03<br />
It is such an honor to be<br />
here today, back at Duke<br />
School, though it looks a lot<br />
different today than in 2003<br />
when I graduated in <strong>the</strong><br />
middle school gym.<br />
Duke School is so important<br />
to me. I started here in Pre-K<br />
when I was just three<br />
years old.<br />
One of my favorite Duke<br />
School memories was being<br />
<strong>the</strong> chief lyricist in writing our<br />
4th grade class graduation<br />
song that we performed for<br />
<strong>the</strong> whole school. It was to <strong>the</strong> tune of <strong>the</strong> classic hit,<br />
TLC’s “No Scrubs” – which was topping <strong>the</strong> charts at<br />
<strong>the</strong> time in 1999. For those of you who might not be<br />
familiar, imagine <strong>the</strong> equivalent of writing a graduation<br />
song to <strong>the</strong> tune of <strong>the</strong> brilliant singer songwriter<br />
Olivia Rodrigo’s hit “Driver’s License.” That’s how cool<br />
we were.<br />
Now, I know what you’re all wondering: Do I still<br />
remember all of <strong>the</strong> lyrics to our 4th grade graduation<br />
song? Of course I do.<br />
I remember our China unit in 8th grade when I made<br />
detailed models of silk worms and learned to play<br />
mah jong. I remember secretly ducking out of sight<br />
while running laps on <strong>the</strong> big field during PE when it<br />
got really hot outside.<br />
40<br />
STAYING CONNECTED
In 2001, my 7th grade year, <strong>the</strong> September 11th<br />
attacks shocked <strong>the</strong> world. I remember my teachers,<br />
Mary and Kate, ga<strong>the</strong>ring <strong>the</strong> class to tell us about<br />
it. I remember it was a Tuesday because my Hebrew<br />
school was cancelled later that afternoon. Everyone in<br />
<strong>the</strong> US felt unsettled, fearful of <strong>the</strong> unknown threats of<br />
more terrorism.<br />
And, sadly, by <strong>the</strong> time I was sitting in your seats,<br />
my mo<strong>the</strong>r had passed away after a long battle with<br />
brain cancer. My mom died <strong>the</strong> summer between<br />
my 7th and 8th grade years at Duke School, and she<br />
had been sick since she was diagnosed when I was<br />
in kindergarten. Her illness defined so much of my<br />
childhood and I can’t think about or talk about Duke<br />
School without thinking about my mom.<br />
By 8th grade, I had already lived through a lifedefining<br />
tragedy in losing my mom, and a national<br />
tragedy – a worldwide tragedy – in September 11th.<br />
And throughout all of it, Duke School was my escape<br />
– a place where I knew I was safe.<br />
I was recently looking through some of my old diaries<br />
from elementary and middle school, and in between<br />
page after page after page of details of which boys<br />
I had crushes on and who liked me back, I found a<br />
striking sentence: “It feels like I’m living a double life.”<br />
I went on to describe how no one really knew how<br />
hard things were at home with my mom so sick, my<br />
fa<strong>the</strong>r stressed with work and taking care of her…I just<br />
came to school, and tried to look and do my best every<br />
day. I didn’t want anyone to think I could possibly be<br />
struggling at home.<br />
Those were <strong>the</strong> very beginning days of what ultimately<br />
developed into my very worst habits by high school,<br />
college, and my professional career– unhealthy<br />
obsessions over my weight and appearance, diving<br />
deeply into work to <strong>the</strong> detriment of my physical and<br />
mental wellbeing.<br />
I truly hope none of you can relate directly to my Duke<br />
School experience of having a sick loved one at home,<br />
but maybe you can. Maybe, sadly, you can even relate<br />
to having lost someone you love already by your 8th<br />
grade year. There are things you have been through<br />
that only you and your families know. Or maybe only<br />
you know how hard things have been sometimes.<br />
But each of you has persevered through this school<br />
year. I know <strong>the</strong>re were times you were scared because<br />
we knew so little about COVID in 2020. We were all<br />
scared. But here. You. Are.<br />
You have survived unpredictability and instability.<br />
As you move into high school, I want to let you in<br />
on <strong>the</strong> secret to a happy life. Yes, I, Rebecca Feinglos<br />
Planchard, have figured it out. The hard way.<br />
The secret to this whole thing called life is BALANCE.<br />
Balance. A balance between work and rest. Between<br />
resisting and surrender. Between stretching yourself<br />
and relaxing.<br />
I want to tell you a story to illustrate my point. This is<br />
a story of my 2020:<br />
I had started to learn some of my worst habits by 8th<br />
grade. By high school, <strong>the</strong>y were like second nature<br />
to me. My anxiety was as persistent as my heart beat,<br />
and I didn’t even recognize it was a problem.<br />
Quite <strong>the</strong> opposite, I got rewarded for it. In high<br />
school, I got accolades and awards for all of my hard<br />
work, and I even got into Duke.<br />
So, I kept up this “productive Becki (I was known as<br />
Becki Feinglos, <strong>the</strong>n)” through college – Productive<br />
Becki was working so well for me, it didn’t matter<br />
that I felt awful all <strong>the</strong> time. Productive Becki pushed<br />
me through Teach For America in Dallas-Fort Worth,<br />
through graduate school at <strong>the</strong> University of Chicago,<br />
through my first 5 years of marriage, through working<br />
for <strong>the</strong> Mayor of Chicago, and through my first two<br />
and a half years coming home to work for Secretary<br />
Mandy Cohen at <strong>the</strong> North Carolina Department of<br />
Health and Human Services.<br />
Productive Becki was a rock star!<br />
And <strong>the</strong>n on March 14th, 2020, everything started to<br />
change for me. Everything changed for all of us.<br />
I was asked to come in to work that day, a Saturday, by<br />
our state leaders.<br />
The Governor was announcing that afternoon that we<br />
were shutting down schools because of COVID.<br />
41<br />
ALUMNI NEWS
And on that very same day, while I was with my<br />
colleagues coming up with our game plan, I got a<br />
phone call that changed my life. My fa<strong>the</strong>r had died<br />
very suddenly, and completely unexpectedly.<br />
I’m sure you can imagine that my fa<strong>the</strong>r and I were<br />
extremely close, since we had lost my mom. Honestly,<br />
I felt like I didn’t know how to be me without him.<br />
a mystery, but in short it can be triggered by severe<br />
stress. My doctors said: “You HAVE to rest. You HAVE<br />
to recover from this virus.” My boss said “You should<br />
take time off.”<br />
But all I heard in my head, was, “You’re not good<br />
enough. You’re not strong enough. You couldn’t<br />
do enough.”<br />
This was <strong>the</strong> beginning of <strong>the</strong> end of <strong>the</strong> Productive<br />
Becki I had been building up since 8th grade.<br />
At <strong>the</strong> urging of my colleagues, I took <strong>the</strong> next month<br />
off work. And I didn’t even want to do that! We were<br />
in <strong>the</strong> middle of a crisis! I knew I could help!<br />
No. Take this time to rest and heal, I<br />
was told by literally everyone.<br />
It was <strong>the</strong> first time in my life that I<br />
wasn’t working, I wasn’t in school.<br />
I didn’t have my fa<strong>the</strong>r. I felt<br />
absolutely worthless. I had always<br />
defined myself by my achievements,<br />
I had always been praised for my<br />
incredible work ethic. Who was I if<br />
I wasn’t doing....anything?<br />
I fell back into my old habits by April<br />
when I came back to work. I dove in<br />
head first to Covid school projectseven<br />
though my colleagues were<br />
cautious at first to load me up with<br />
things to do. But I was insistent that<br />
I was ready to lead our school reopening efforts for<br />
<strong>the</strong> state.<br />
So I did. Every single person on our team at DHHS<br />
was working around <strong>the</strong> clock. I slept for maybe 4 - 5<br />
hours a night, in fits, from April through December<br />
2020.<br />
Somewhere along <strong>the</strong> way, my anxiety and stress<br />
overcame me. All of that mixed toge<strong>the</strong>r with my<br />
grief for my fa<strong>the</strong>r during quarantine...it all felt<br />
unbearable. I was giving every ounce of energy I had<br />
and I still didn’t feel like I was doing enough, like I was<br />
productive enough.<br />
I got <strong>the</strong> shingles virus in November—that shouldn’t<br />
happen when you’re 31. The shingles virus is a bit of<br />
42<br />
STAYING CONNECTED<br />
“<br />
For every single<br />
one of you...allow<br />
yourself peace, and<br />
stillness. Finding<br />
balance isn’t a privilege<br />
– it’s essential to being<br />
human in this<br />
crazy world.<br />
So, feeling defeated, I took this past January off on<br />
family medical leave. I spent that time doing two<br />
things: (1) sleeping, and (2) in <strong>the</strong>rapy. And I started<br />
to realize that <strong>the</strong> way I was living my life wasn’t<br />
sustainable for me. I can’t ignore my own wellness in<br />
order to achieve outcomes.<br />
In January, my <strong>the</strong>rapist told me:<br />
Your worth is not just what you<br />
produce.<br />
Let me say that again. Your worth is<br />
not just what you produce.<br />
Today, I am trying to remember that<br />
every single day. The person you<br />
see standing here is still struggling.<br />
But I’m learning how to be<br />
balanced. What it looks like, what it<br />
feels like, to prioritize rest, stillness,<br />
being grounded in my own worth,<br />
and also being proud of <strong>the</strong> work<br />
that I do. This is a whole new way<br />
of being for someone who used to<br />
drink three diet cokes a day.<br />
So. I bring this all back full circle, to each of you,<br />
graduating today from middle school.<br />
You are going to continue to be challenged emotionally<br />
just like you were this year – because of COVID, and<br />
because of whatever else has been going on in<br />
your life.<br />
You are going to go to a different school where <strong>the</strong>y<br />
may not provide you with <strong>the</strong> same type of love and<br />
support that you’ve had here at Duke School.<br />
I want you to remember, in those moments where<br />
you might be tempted just to put your head down<br />
and keep working, to push feelings aside…you might
elieve that your happiness doesn’t matter, isn’t as<br />
valuable as finishing a project, getting an A, getting a<br />
job…I want you to remember in those moments that<br />
you have value just for being you.<br />
Graduating today has taken an incredible amount<br />
of work and effort from you, your families, and your<br />
educators at Duke School, this incredible community,<br />
and each and everyone one of you should be<br />
so proud.<br />
And - I hope each of you can build <strong>the</strong> habits<br />
now – today- of balance as you move into high school.<br />
For every single one of you, beyond just our graduates,<br />
I hope you can all be gentle with yourselves this<br />
summer– you have survived so much this year. Allow<br />
yourself peace, and stillness. Finding balance isn’t a<br />
privilege – it’s essential to being human in this<br />
crazy world.<br />
As you go off to wherever is next for you, I want you to<br />
remember that you matter, you are worthy, you have<br />
value, you deserve balance, you deserve rest, and you<br />
deserve to love yourself, no matter what.<br />
Congratulations, Duke School Class of 2021.<br />
Congratulations, Duke<br />
School Class of 2017!<br />
Class of 2021 Destinations: University of North Carolina at Chapel<br />
Hill (7), Wesleyan University (2), Scripps College, Duke University<br />
(4), University of Michigan, University of Arizona, Dartmouth<br />
College (2), Pepperdine University, University of Pennsylvania,<br />
UNC Greensboro, Tulane University, University of Rochester,<br />
Virginia Tech, Washington University, Elon University, Amherst<br />
College, Appalachian State University (2)<br />
STAY CONNECTED:<br />
Join Duke School’s Alumni Facebook and LinkedIn<br />
Group—forums for reconnection with former<br />
classmates while keeping in touch with Duke School.<br />
43<br />
ALUMNI NEWS
44
Duke School 2020-21<br />
Annual Report<br />
Tuition/Fees<br />
94.8%<br />
INCOMES<br />
Net Tuition & Fees<br />
This income is derived from student tuition, The Learning<br />
Center and certain fee charges.<br />
Net Fund Raising<br />
3.6%<br />
Auxiliary Programs<br />
1.5%<br />
O<strong>the</strong>r<br />
0.1%<br />
Auxiliary Programs<br />
This is income from all camps, after school programs and<br />
educator workshops.<br />
Net Fund Raising<br />
This category embraces our fund-raisers and Dragon fund net<br />
figures.<br />
Salaries/Benefits<br />
79.0%<br />
EXPENSES<br />
Classroom Resources<br />
and O<strong>the</strong>r Admin Costs<br />
14.2%<br />
2020-21 Campaign Highlight:<br />
$339,028 Total Giving<br />
(including <strong>the</strong> Dragon Fund<br />
and fundraising events)<br />
Auxiliary Programs<br />
1.4%<br />
Facilities<br />
4%<br />
Debt<br />
1.4%<br />
*Data is based on a June 2021 year-end forecast.<br />
Duke School’s distribution of income and expenses<br />
were impacted due to COVID-19. If you have any<br />
questions about this budgetary information, please<br />
contact Russell Rabinowitz, director of finance and<br />
operations, at russell.rabinowitz@dukeschool.org.<br />
Salaries & Benefits and Classroom &<br />
Administrative Costs<br />
These categories include all expenses related to instructional<br />
and academic activity, including faculty and staff salaries and<br />
benefits, programmatic expenses, student support services,<br />
classroom materials and supplies, media centers, professional<br />
development, technology and laptops, and special programs.<br />
All included are expenses related to Duke School Admissions,<br />
Marketing and Communications, Human Resources, Business,<br />
and Development Offices, etc.<br />
Facilities<br />
This category includes all costs related to operations and <strong>the</strong><br />
repair and maintenance of school-owned facilities and grounds.<br />
It includes: utilities, waste removal, supplies, repair and<br />
maintenance of campus buildings, grounds, streets, fields and<br />
related machinery and equipment.<br />
Debt Service<br />
This category represents <strong>the</strong> payment of interest and principle<br />
on outstanding tax-exempt revenue bonds. The bonds are used<br />
to finance <strong>the</strong> costs of construction, improvement, renovation,<br />
furnishing, and equipping <strong>the</strong> existing school.<br />
Auxiliary Programs<br />
This is income from all camps, after school programs, and The<br />
Educators Institute at Duke School.<br />
45
2020-21 Honor Roll of Donors<br />
Ben Abram<br />
Lawrence Baxter<br />
Laurie Braun<br />
Cathy Bryson<br />
Garry Cutright<br />
Sarah Doran<br />
Christopher Gergen<br />
Board of Trustees<br />
Clint Harris<br />
Trina Jones<br />
Corey McIntyre<br />
Florence Peacock<br />
Gary Pellom<br />
Monica Rivers<br />
Bimal Shah<br />
Julie Shermak<br />
Craig Spitzer<br />
Vicki Threlfall<br />
Alex Tolstykh<br />
Alison Windram<br />
Yousuf Zafar<br />
Advancement Committee<br />
Patricia Ashley<br />
Omar Bell<br />
Robin Hardie-Hood<br />
Bill Miller<br />
Florence Peacock<br />
Gary Pellom<br />
Tisha Powell-Wayne<br />
Vicki Threlfall<br />
Alison Windram<br />
20 Years+<br />
Kathy Bartelmay and Roger Perilstein<br />
Libby and Lee Buck<br />
Duke University Medical Center<br />
Elaine Cameron<br />
Harris Teeter<br />
Hui Li and Fan Yuan<br />
Sue Kreissman and Philip Breitfeld<br />
Bob Robinson and Marya McNeish<br />
Jane Shears<br />
Candy and John Thompson<br />
Marki Watson<br />
Becca and Julian Wooldridge<br />
15 Years<br />
Keith DaSilva and Kay Kohring-DaSilva<br />
Jane and James Hales<br />
Leslie Hamilton<br />
Carolynn Klein<br />
Chris Marshall and Moira Smullen<br />
Dave and Claudia Michelman<br />
Jenny and Craig Murray<br />
Russell Rabinowitz<br />
Emily and Lee Taft<br />
10 Years<br />
Geoff Berry<br />
Elise Dunzo<br />
Maureen Dwyer<br />
Eman Elmahi and Husam Hasanin<br />
46<br />
1947 Society<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 />
Lisa Kern Griffin and Richard Griffin<br />
Robin Hardie-Hood and Thomas Hood<br />
Beth and Jeff Harris<br />
Clint and Kylie Harris<br />
Jennifer Harris<br />
Melanie Hatz-Levinson and<br />
Howie Levinson<br />
Elizabeth and David Hays<br />
Mary Beth Hes and Honza Hes<br />
Amy and Jamie Lau<br />
Kerry Holbrook<br />
Carla Horta and James Leo<br />
Brian Horton<br />
Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />
Nancy and Timothy Joyce<br />
Joy Martin and Ben Philpot<br />
Beth and Ed Murgitroyd<br />
Miriam Ornstein and David Luks<br />
Gary and Kirstin Pellom<br />
M.C. Ragsdale and Karen Popp<br />
Katie Ree<br />
Michelle and Brian Reich<br />
Connie and Truman Semans<br />
Naz Siddiqui and Casey Jenkins<br />
Renee and Joseph Francis Smith<br />
Nicole Thompson<br />
Mary Townsend and Jonathan Stiber<br />
Alison and Soren Windram<br />
5 Years<br />
Natalie and Chris Aho<br />
Amazon Smiles<br />
Love and Ian Anderson<br />
Meytal Barak and Micky<br />
Cohen-Wolkowiez<br />
Lawrence and Sharon Baxter<br />
India and Ryan Bayley<br />
Grace and Mattie Beason<br />
Dr. and Mrs. Dan Blazer, II<br />
Lucy and Tom Bradshaw<br />
Laurie Braun and John Taylor<br />
Dayna Brill<br />
Joel and Beverly Brown<br />
Leslie Bryan<br />
Cathy Bryson and Kelly Bruce<br />
Mara Buchbinder and Jesse Summers<br />
Natalie Cappadona<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 />
Jen Crawford Cook and Steve Cook<br />
Linda Cronenwett and Shirley Tuller<br />
Garry and Keisha Cutright<br />
Kiersten and Clint Dart<br />
Tracie DeLoatch<br />
Mrs. Penny Dietz<br />
Dan Divis
Foley Dyson<br />
Dan Epperson<br />
Dr. Anabelle Estrera and Dr.<br />
Clemente Estrera<br />
Mat<strong>the</strong>w and Cleo E<strong>the</strong>rington<br />
Ben Felton<br />
Meghan Fitzpatrick<br />
Christopher Gergen and<br />
Hea<strong>the</strong>r Graham<br />
Victoria Goatley<br />
Brian and Elizabeth Greene<br />
Hea<strong>the</strong>r and Bret Greene<br />
Tery and Michael Gunter<br />
Dr. Vasudha Gupta and Dr.<br />
Bhupender Gupta<br />
Mary and Stephen Harward<br />
Wendy and Paul Henderson<br />
Daniel Heuser<br />
Sunshine and Joel Hillygus<br />
Lauren Hiner<br />
Diane Hom and Chris Larson<br />
Beatrice Hong and Ziad Gellad<br />
Tonya Hunt<br />
Sandra and Peter Jacobi<br />
Lisa Kahan and Duncan Higgins<br />
Cara and Ravi Karra<br />
Claire and Matt Koerner<br />
Jin Yi Kwon and Larry Moray<br />
Jodie LaPoint and Chris Weymouth<br />
Mr. and Mrs. Greg Lau<br />
Charlotte Lee and David Siegel<br />
Marin Levy and Joseph Blocher<br />
Lucia Marcus<br />
Mr. Steve Markey<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 />
William K. Mat<strong>the</strong>ws<br />
Colleen McLaughlin<br />
Kristin and Corum McNealy<br />
Beth and Tim Miller<br />
Meghan Morris<br />
Susanna Naggie and Chuck Gerardo<br />
Anne and Phil Napoli<br />
Ilana Osten and Jason Liss<br />
Sari Palmroth and Ram Oren<br />
Shital and Nilay Patel<br />
Florence and James Peacock<br />
Natalie and Emiliano Corral<br />
Tina and Mitch Prinstein<br />
Linda Raftery and Phil Spiro<br />
Grechen and Jonas Sahratian<br />
Richard Scher<br />
Gita Schonfeld and Marvin Swartz<br />
Julie Shermak and Steve Goodman<br />
Lisa Simmons<br />
Irecka Smith<br />
Darryl Spancake<br />
Craig and Rona Spitzer<br />
Jinda and Kevin Stoll<br />
Jessica and Albert Sun<br />
Dr. and Mrs. Robert Sun<br />
Alex Tolstykh and Rick Sanchez<br />
Stephanie and Nathan Vandergrift<br />
Linda Vargas<br />
Jill and Ben Weinberger<br />
Mr. and Mrs. Donald Weinberger<br />
Rachel Wer<strong>the</strong>imer<br />
Megan Whitted<br />
Mr. and Mrs. Andrew Widmark<br />
Kia Williams<br />
Jen Wu and Shane McSwain<br />
Yousuf Zafar and Fatima Rangwala<br />
3 Years<br />
Ben (‘99) and Sophia Abram<br />
Amazon Smiles<br />
Maribel Aristy<br />
Patricia Ashley and Chris Newgard<br />
Stacy Bailey and Matt Russell<br />
Grace Bell<br />
Omar Bell<br />
Rachel Brewster and James Mulholland<br />
Jeannine and Joseph Brown<br />
Christine Caffarello<br />
Meihua Chen and Denis Kalenja<br />
Mrs. Gail Daves<br />
Eddy Davis<br />
Dan Divis<br />
Jeremiah and Christina Dodson<br />
Sarah Doran and Amanda Patten<br />
Dr. and Mrs. Marc Dorio<br />
Mr. and Mrs. David Easterling<br />
Melissa and Josh Eggleston<br />
Pam and Russell Goin<br />
Emily Greene<br />
Elizabeth and Taylor Greganti<br />
Robyn Gunn and Will Dean<br />
Dr. Timothy Harward and Dr.<br />
Mary Harward<br />
Leah and Joe Houde<br />
Dana Howard<br />
Elizabeth Howell<br />
Ms. Diane Hundley<br />
Trina Jones<br />
Judith Landrigan<br />
Ca<strong>the</strong>rine and Matt Luedke<br />
Venetha Machock<br />
Caroline Mage and Josh Schoedler<br />
Maria Mar Martinez Pastor and Jorge<br />
Marques Signes<br />
Corey and Kelly McIntyre<br />
Jennifer Moore<br />
Mr. and Mrs. Hugh Mulholland<br />
Will Newman (‘07)<br />
Mariana Olvera and Albert Whangbo<br />
Molly O’Neill and Vicki Threlfall<br />
Tisha Powell-Wayne and James Wayne<br />
Monica and Prince Rivers<br />
Moira Rynn and Al Caltabiano<br />
Corey Savage<br />
Paula Scatoloni and Andy Ovenden<br />
Vanessa and Jacob Schroder<br />
Theresa and Dave Scocca<br />
Bimal and Rina Shah<br />
Karen and Kevin Shaw<br />
Trent Smith (‘14)<br />
Mr. and Mrs. Ted Strader<br />
Lipi and Sunil Suchindran<br />
Christina and Clay Thomas<br />
Fabi and Ron Unger<br />
Dr. and Mrs. Prabhakar Vaidya<br />
Dani Weiss and Jeff Weiss<br />
Nikita and R.J. Wirth<br />
Laura and Duncan Work<br />
Stacy Young and David Brown<br />
47
Giving Clubs<br />
Founder’s Club<br />
($10,000+)<br />
<strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Club<br />
($5,000-$9,999)<br />
Hull Avenue Club<br />
($2,500-$4,999)<br />
Erwin Road Club<br />
($1,000-$2,499)<br />
Dragon’s Club<br />
($500-$999)<br />
Maroon Club<br />
($250-$499)<br />
Donor’s Club<br />
(Up to $249)
Giving Clubs<br />
Founder's Club<br />
Anonymous (2)<br />
Duke University Medical Center<br />
Christopher Gergen and<br />
Hea<strong>the</strong>r Graham<br />
Vanessa and Jacob Schroder<br />
Sanchez-Tolstykh Family<br />
<strong>Under</strong> <strong>the</strong> <strong>Oak</strong> Club<br />
Anonymous<br />
Ben (‘99) and Sophia Abram<br />
Regi and Michael Bradley<br />
Cathy Bryson and Kelly Bruce<br />
Sarah Doran and Amanda Patten<br />
The Happy Tooth Foundation<br />
Elizabeth and David Hays<br />
Josh Parker<br />
M.C. Ragsdale and Karen Popp<br />
Julie Shermak and Steve Goodman<br />
Hull Avenue Club<br />
Kathy Bartelmay and Roger Perilstein<br />
Lawrence and Sharon Baxter<br />
Laurie Braun and John Taylor<br />
Joel and Beverly Brown<br />
Karen and Chris Carmody<br />
Susan Cates and Scott Warren<br />
Lorinda Coombs and Brad Lewis<br />
Robin Hardie-Hood and Thomas Hood<br />
Diane Hom and Chris Larson<br />
Jeanine and Bill Miller<br />
Beth and Ed Murgitroyd<br />
Lisa Nagel and Emily Garvin<br />
Susanna Naggie and Chuck Gerardo<br />
Mariana Olvera and Albert Whangbo<br />
Kirstin and Gary Pellom<br />
Fatima Rangwala and Yousuf Zafar<br />
Bimal and Rina Shah<br />
Martha and Blair Sheppard<br />
Katie and JD Simpson<br />
Craig and Rona Spitzer<br />
Erwin Road Club<br />
Anonymous (10)<br />
Patricia Ashley and Chris Newgard<br />
Stephanie and Vince Aurentz<br />
Casey and Neil Bagchi<br />
Mrs. Placide Barada<br />
Omar Bell<br />
Travis Brady and David Grose<br />
Breitfeld Family<br />
Chylack/Postal Family<br />
Jenny and Jonathan Cude<br />
Keisha and Garry Cutright<br />
Mrs. Gail Daves<br />
Elise Dunzo<br />
Jackie Dzau<br />
Dr. and Mrs. Victor Dzau<br />
Julie Edell<br />
Nita Farahany and Thede Loder<br />
Katie Garman and Tom Becker<br />
Joy Goodwin and Ethan Basch<br />
Richard Griffin and Lisa Kern Griffin<br />
Kylie and Clint Harris<br />
Christine Herman and Angie Pridgen<br />
Susan and Larry Herst<br />
Hugh Hobbs, Jr., and Elaine Hobbs<br />
The Houde Family<br />
Mr. and Mrs. Joel Huber<br />
Ms. Diane Hundley<br />
Kristin E Ito and Charles K Gayer<br />
Lindsey and Drew James<br />
Cara and Ravi Karra<br />
Judith Landrigan<br />
Mollie and Chad Ma<strong>the</strong>r<br />
Mr. and Mrs. John McClure<br />
Dave and Claudia Michelman<br />
Beth and Tim Miller<br />
Gary and Carelyn Monroe<br />
Molly O’Neill and Vicki Threlfall<br />
Shital and Nilay Patel<br />
Florence and James Peacock<br />
Tina and Mitch Prinstein<br />
Russell Rabinowitz<br />
Moira Rynn and Al Caltabiano<br />
Connie and Truman Semans<br />
Naz Siddiqui and Casey Jenkins<br />
Kathryn and Ramsey Smith<br />
Candy and John Thompson<br />
Triangle Ecycling<br />
The Vandergrift Family<br />
Widmark Family Fund of Triangle<br />
Community Foundation<br />
Nikita and R.J. Wirth<br />
Dragon’s Club<br />
Anonymous (10)<br />
Emily and Brandon Anderson<br />
Chuck and Judy Bausell<br />
Rachel Brewster and James Mulholland<br />
Libby and Lee Buck<br />
Dr. Kenneth W. Chandler<br />
Robyn and Jamie Claar<br />
Leslie and Brad Clark<br />
Dr. and Mrs. Jack Cronenwett<br />
Tania and Justin Desrosiers<br />
Gail Aronoff Granek<br />
Brian and Elizabeth Greene<br />
Abby and William Jeck (‘97)<br />
Trina Jones<br />
Lisa Kahan and Duncan Higgins<br />
Denise Kassab and Rafael Dix Carneiro<br />
Kash Family<br />
Romina and Amir Khandani<br />
Bridget and Jason Koontz<br />
Dr. Russ Langdon and Dr. Gloria Lewis<br />
Jodie LaPoint and Chris Weymouth<br />
Goldis Malek and Boris Reidel<br />
Shannon and Sam Mallery<br />
Maxon Family Foundation<br />
Levinson Family<br />
Liss Family<br />
Corey and Kelly McIntyre<br />
Kristin and Corum McNealy<br />
Hetal and Abhi Mehrotra<br />
Jenny and Craig Murray<br />
Cindy and Gregg Pacchiana<br />
Penzer Family<br />
John J. Pinto<br />
Linda Raftery and Phil Spiro<br />
Jinda and Kevin Stoll<br />
Mr. and Mrs. Ted Strader<br />
Lipi and Sunil Suchindran<br />
Emily and Lee Taft<br />
Janet Tcheung and David Ming<br />
Linda Vargas<br />
Dr. and Mrs. James Wayne<br />
Ann Winter-Vann and Robin Vann<br />
Christina and Shane Wyatt<br />
Maroon Club<br />
Anonymous (4)<br />
Natalie and Chris Aho<br />
Amazon Smiles<br />
Karen and Tom Baker<br />
Dr. and Mrs. Dan Blazer, II<br />
Meihua Chen and Denis Kalenja<br />
49
Hea<strong>the</strong>r Clarkson and Sean Wilmer<br />
Kay Kohring-DaSilva and Keith DaSilva<br />
Penelope Dempsey Dietz<br />
Jeremiah and Christina Dodson<br />
Elizabeth and Mark Donahue<br />
Dr. Marc and Patricia Dorio<br />
Durning Family<br />
Dr. Anabelle Estrera and<br />
Dr. Clemente Estrera<br />
Jordan Etkin and Jonah Berger<br />
Erin and Bill Faley<br />
Meghan Fitzpatrick<br />
Mrs. Renee Floyd<br />
Elizabeth and Taylor Greganti<br />
Sheila Smith Griffin<br />
Erin, Paul and Genenieve Haley<br />
Harris Teeter<br />
Karen and Colleen Heller-McLaughlin<br />
Benay Hicks and Leith Rankine<br />
Beatrice Hong and Ziad Gellad<br />
Mr. and Mrs. De D Hsu<br />
Mr. and Mrs. G. F. Jonas<br />
Kralic Family<br />
Sarah and John Lewis<br />
Emily and Arch McClure<br />
Joyce Miller<br />
Modest Family<br />
Victoria and Chris Moody<br />
Roger and Geraldine Moore<br />
Mr. and Mrs. Hank Newman<br />
Victoria Parente and Ben<br />
Wildman-Tobriner<br />
Josh and Julie Penzner<br />
Mr. and Mrs. James Pridgen Sr.<br />
Erin and Jerry Reiter<br />
Monica and Prince Rivers<br />
Gita Schonfeld and Marvin Swartz<br />
Moira Smullen and Chris Marshall<br />
Elizabeth Strauss<br />
Fabi and Ron Unger<br />
Dr. and Mrs. Prabhakar Vaidya<br />
Kate and Hunter Walton<br />
Ryanne and Samson Wu<br />
Mel York and Lake Lloyd<br />
Donor<br />
Anonymous (23)<br />
Mr. and Mrs. Richard Abrams<br />
Hiroko Aikawa<br />
Nicky Allen<br />
Dawn Amin-Arsala<br />
Anderson Family<br />
David Antoine<br />
Maribel Aristy<br />
Mr. and Mrs. Biagio Azzarelli<br />
Emily Bahna and Ram Neta<br />
Grace and Mattie Beason<br />
Grace Barada Bell<br />
Ulysses Bell<br />
Geoff Berry<br />
Mr. Ed Blocher and Ms. Sandy Powers<br />
Jennifer and Lee Bollinger<br />
Mr. and Mrs. Val Boudreau<br />
Lucy and Tom Bradshaw<br />
Mr. and Mrs. Leo Bratland<br />
Dayna Brill<br />
Joseph Brown<br />
Sonya and David Brown<br />
Leslie Bryan<br />
Mara Buchbinder, Jesse Summers,<br />
and Siimon Summers<br />
Bullock Family<br />
Christine Caffarello<br />
Elaine Cameron<br />
Natalie Cappadona<br />
Maryssa Cappelletti (‘99)<br />
Maria Cassinelli-Bernstein and<br />
Fernando Bernstein<br />
Mr. and Mrs. Dick Claar<br />
The Cope Family<br />
Bob and Allyn Kay Cornwell<br />
Creech Family<br />
Emma Cromwell<br />
Linda Cronenwett and Shirley Tuller<br />
Molly Cronenwett<br />
Mr. and Ms. Bill Culton<br />
Kiersten and Clint Dart<br />
Melissa Daubert and Rob Ma<strong>the</strong>ws<br />
Eddy Davis<br />
Tracie DeLoatch<br />
Anna and Damjan Denoble<br />
Damjan and Anna Denoble<br />
Dan Divis<br />
Julie and Tim Dodge<br />
Crista and Neil Donewar<br />
Mr. and Mrs. John Donewar<br />
Mr. and Mrs. Peter Durning<br />
Maureen Dwyer<br />
Sarah Dwyer<br />
Foley and Blake Dyson<br />
Mr. and Mrs. David Easterling<br />
Jamie and Ben Edell (‘95)<br />
Eman Elmahi and Husam Hasanin<br />
Dan Epperson<br />
Mat<strong>the</strong>w and Cleo E<strong>the</strong>rington<br />
Ben Felton<br />
Elizabeth and David Finley<br />
Mr. and Mrs. Joe Fly<strong>the</strong><br />
Mr. and Mrs. Rogers Freedlund, Sr.<br />
Lisa and Frederick Freeman<br />
Dr. Judy Fritz and Dr. Richard Fritz<br />
Kate and Marat Fudim<br />
John Gaddy<br />
Mr. and Mrs. Alan Gayer<br />
General Mills Box Tops for Education<br />
Annie and George Genti<strong>the</strong>s<br />
Natalie and Derek Gominger<br />
Cathy Gracey and Steve Smith<br />
Emily Greene<br />
Hea<strong>the</strong>r and Bret Greene<br />
Sara and Daniel Greene<br />
Sara Nour (‘03) and Holland Greer<br />
Ms. Patricia Grose<br />
Robyn Gunn and Will Dean<br />
Tery and Michael Gunter<br />
Vasudha and Bhupender Gupta<br />
Mr. and Mrs. Tony Guzman<br />
Jane and James Hales<br />
Waka and Yohei Harada<br />
Beth and Jeff Harris<br />
Jennifer Harris<br />
Laurie Ann and Scott Harvey<br />
Mary and Stephen Harward<br />
Mac Hays (‘16)<br />
Wendy and Paul Henderson<br />
Mary Beth Hes and Honza Hes<br />
Daniel Heuser<br />
Alison Hill and Tandy Jones<br />
Sunshine and Joel Hillygus<br />
Lauren Hiner<br />
Kerry Holbrook<br />
Carla Horta and James Leo<br />
Dana Howard<br />
Neva Howard and Shahar Link<br />
Elizabeth Howell<br />
Jenny and Cameron Howell<br />
Tonya Hunt<br />
Indulge Catering, LLC<br />
Tekla Jachimiak and Thomas Bro<strong>the</strong>rs<br />
Sandra and Peter Jacobi<br />
Mr. and Mrs. Perry James<br />
SangHee Jeong and Mattia Bonsignori<br />
Hea<strong>the</strong>r and Jordan Karp<br />
Donna King and Kevin McClain<br />
Hélène and Alexander Kirshner<br />
Carolynn Klein<br />
50
Erik H. Knelson (‘99)<br />
Janeia Knox<br />
Koerner Family<br />
Millie and Clark Lamb<br />
Ms. Paula LaPoint<br />
Amy and Jamie Lau<br />
Mr. and Mrs. Greg Lau<br />
Nicoleta Lazar<br />
Charlotte Lee and David Siegel<br />
Pat and Kathi Lee<br />
Marin Levy and Joseph Blocher<br />
Hui Li and Fan Yuan<br />
Stacy Lubov and Jeffrey Bryan<br />
The Luedkes<br />
Abby Lyon<br />
Venetha Machock<br />
Caroline Mage and Josh Schoedler<br />
Elizabeth and Michael Malinzak<br />
Mr. and Mrs. David Malinzak<br />
Lucia Marcus<br />
Mr. Steve Markey<br />
Mr. and Mrs. David Martak<br />
Marques Martinez Family<br />
Brenda G. Mat<strong>the</strong>ws<br />
Tiffany Mat<strong>the</strong>ws<br />
William K. Mat<strong>the</strong>ws<br />
Margaret and Richard McCann<br />
Mr. Don McKinney<br />
Dr. Paula Mitchell and Dr. Ed Haynes<br />
Mr. and Mrs. Luis Molina<br />
Meghan Morris<br />
Tori Morton and Zak Loring<br />
Mr. and Mrs. Hugh Mulholland<br />
Will Newman (‘07)<br />
James and Tobi Nguyen<br />
Miriam Ornstein and David Luks<br />
Judy Panitch and Andy Hart<br />
Natalie and Emiliano Corral<br />
Melody Peaks<br />
Emily Perlman<br />
Mr. and Mrs. Alexander Phocas<br />
Ms. Kathleen Przybycien<br />
Robyn and Richard Putnam<br />
Elisandra Rangel and Marcos Rangel<br />
Alisha Rao (‘15)<br />
Michelle and Brian Reich<br />
Bill and Helen Reifenberger<br />
Mr. and Mrs. Ron Ritschel<br />
Davian Roberts<br />
Bob Robinson and Marya McNeish<br />
Kara and Andy Rudd<br />
Mr. and Mrs. John Rushing<br />
Grechen and Jonas Sahratian<br />
Mike Strauss and Harmony Salzler<br />
Laura and Chris Sample<br />
Paula Scatoloni and Andy Ovenden<br />
Richard Scher<br />
Roxanne Schoedler and Kiel Person<br />
Barb and Don Schoene<br />
Theresa and Dave Scocca<br />
Mr. and Mrs. Ramesh Shah<br />
The Shaw Family<br />
Jane Shears<br />
Lisa Simmons<br />
Ann Skye and Jami Norris<br />
Irecka Smith<br />
Renee and Joseph Francis Smith<br />
Trent Smith (‘14)<br />
Darryl Spancake<br />
Karen Springer and Alex Herskowitz<br />
Mr. Steve Stephenson and<br />
Ms. Regina Hugo<br />
Stiles Family<br />
Maryellen and Bill Stone<br />
Bernie and Justin Strader<br />
Swinney Family<br />
April Tate and Renee Knight-Tate<br />
Taybron Family<br />
Emily and John Templeton<br />
Megan and Jason Theiling<br />
Christina and Clay Thomas<br />
Juliana Thomas<br />
Patti and Holden Thorp<br />
Michelle Torian<br />
Mary Townsend and Jonathan Stiber<br />
Tina Valdecanas and Doug Aitkin<br />
Tori and Victor Velazquez<br />
Judith and Richard Voorhees<br />
Mr. and Mrs. Sigurd Wagner<br />
Rebecca Walsh and Jim Shah<br />
Sharia Warren<br />
Mr. and Mrs. Donald Weinberger<br />
Mr. and Mrs. David Weiss<br />
Jeff Welty and Lori Etter<br />
Rachel Wer<strong>the</strong>imer<br />
Westlund Gustafson Family<br />
Megan Whitted<br />
Kia Williams<br />
Kourtney and Jefferson Williams<br />
Alison and Soren Windram<br />
Becca and Julian Wooldridge<br />
Laura and Duncan Work<br />
Nancy Worsham<br />
Yarbrough Family<br />
Harriet Bogin Yogel<br />
Gift In Kind<br />
Linda and John Eads
Gifts were made in honor of Duke School Faculty, Staff, Students and <strong>the</strong><br />
Duke School Community by <strong>the</strong> following:<br />
Anonymous<br />
Mr. and Mrs. Richard Abrams<br />
Natalie and Chris Aho<br />
Love and Ian Anderson<br />
Grace and Mattie Beason<br />
Mr. and Mrs. Val Boudreau<br />
Mr. and Mrs. David Bowers<br />
Mr. and Mrs. Leo Bratland<br />
Mara Buchbinder and Jesse Summers<br />
CDM Foundation<br />
Dr. Kenneth W. Chandler<br />
Dr. Kenneth W. Chandler<br />
Meihua Chen and Denis Kalenja<br />
Mr. and Mrs. Dick Claar<br />
Mr. and Mrs. Robert Cornwell<br />
Dr. and Mrs. Jack Cronenwett<br />
Linda Cronenwett and Shirley Tuller<br />
Mr. and Ms. Bill Culton<br />
Mrs. Gail Daves<br />
Mrs. Penny Dietz<br />
Mr. and Mrs. John Donewar<br />
Ms. Brooking DuPriest<br />
Mr. and Mrs. Peter Durning<br />
Dr. and Mrs. Victor Dzau<br />
Meghan Fitzpatrick<br />
Mrs. Renee Floyd<br />
Mr. and Mrs. Joe Fly<strong>the</strong><br />
Mr. and Mrs. Rogers Freedlund, Sr.<br />
Dr. Judy Fritz and Dr. Richard Fritz<br />
John Gaddy<br />
Annie and George Genti<strong>the</strong>s<br />
Christopher Gergen and Hea<strong>the</strong>r Graham<br />
Mrs. Gail A. Granek<br />
Elizabeth and Taylor Greganti<br />
Sheila Smith Griffin<br />
Ms. Patricia Grose<br />
Dr. Vasudha Gupta and Dr. Bhupender Gupta<br />
Katie Gustafson and Ron Westlund<br />
Mr. and Mrs. Tony Guzman<br />
Mary and Stephen Harward<br />
Mary and Stephen Harward<br />
Benay Hicks and Leith Rankine<br />
Elizabeth Howell<br />
Mr. and Mrs. De D Hsu<br />
Lindsey and Drew James<br />
Mr. and Mrs. Perry James<br />
SangHee Jeong and Mattia Bonsignori<br />
Mr. and Mrs. Jerry Jonas<br />
Cara and Ravi Karra<br />
Kay Kohring-DaSilva and Keith DaSilva<br />
Leslie Hamilton<br />
Alex and Zack Abrams-Garrett<br />
Cam and Finn Aho<br />
Ethan and Percy Anderson<br />
Court and Than Beason<br />
Jude and Lola Creech<br />
Annie and Ruby Gen<strong>the</strong>sis<br />
Gemma Weinberger<br />
Simon Summers<br />
Archilbald McClure<br />
Emma Heller and Colleen McLaughlin<br />
Facilities and Housekeeping Staff<br />
Dave Michelman<br />
Max Claar<br />
Ellie, Chase and Mollie Ma<strong>the</strong>r<br />
Elena and Taylor Mills<br />
Elena and Taylor Mills<br />
DS teachers and staff<br />
Jack Greganti<br />
Alex and Tori Houde<br />
Rory Donewar<br />
Graham Campbell Lea<strong>the</strong>rland<br />
John Durning<br />
Renee Smith and Dave Michelman<br />
Kathy Bartlemay<br />
Brayden and Cameron Ross<br />
Emerson Fly<strong>the</strong><br />
Emily and Josh Rajerison<br />
Josie Gratian<br />
Jim Shorts Fitness Guru<br />
8th Grade Teachers<br />
DS Teachers and Staff<br />
Yair and Nadav Granek<br />
Jack Greganti<br />
Richard Griffin’s birthday<br />
Julia Grose<br />
Neta and Amit Ariely<br />
All <strong>the</strong> great DS teachers past and present<br />
Owen Kirby<br />
Beth Harris, Ca<strong>the</strong>rine Lindford, and Geoff Berry<br />
Tim Adams & Team and Sean Wilmer & Team<br />
Shariah Warren<br />
Jenny and Elizabeth Howell<br />
Ben and Everett Petersen<br />
Carolynn Klein and Christine Caffarello<br />
Ella James<br />
Lia Bonsignori<br />
Landen and Kaden Rudd<br />
DS Faculty and Staff<br />
All DS teachers past and present<br />
52
Sue Kreissman and Philip Breitfeld<br />
Judith Landrigan<br />
Ms. Paula LaPoint<br />
Marin Levy and Joseph Blocher<br />
Stacy Lubov and Jeffrey Bryan<br />
Ca<strong>the</strong>rine and Matt Luedke<br />
Ms. Brenda Mat<strong>the</strong>ws<br />
Tiffany Mat<strong>the</strong>ws<br />
William K. Mat<strong>the</strong>ws<br />
Beth and Tim Miller<br />
Mr. and Mrs. R. Leonard Moore<br />
Jennifer Moore<br />
Mr. and Mrs. Hugh Mulholland<br />
Beth and Ed Murgitroyd<br />
Mr. and Mrs. Hank Newman<br />
Ilana Osten and Jason Liss<br />
Cindy and Gregg Pacchiana<br />
Mr. and Mrs. Alexander Phocas<br />
Mr. and Mrs. James Pridgen Sr.<br />
Robyn and Richard Putnam<br />
Linda Raftery and Phil Spiro<br />
Bill and Helen Reifenberger<br />
Mr. and Mrs. Ron Ritschel<br />
Kara and Andy Rudd<br />
Mr. and Mrs. John Rushing<br />
Paula Scatoloni and Andy Ovenden<br />
Roxanne Schoedler and Kiel Person<br />
Mr. and Mrs. Donald Schoene<br />
Gita Schonfeld and Marvin Swartz<br />
Connie and Truman Semans<br />
Mr. and Mrs. Ramesh Shah<br />
Martha and Blair Sheppard<br />
Ann Schoene Skye and\ Jami Norris<br />
Trent Smith<br />
Darryl Spancake<br />
Mr. Steve Stephenson and Ms. Regina Hugo<br />
Maryellen and Bill Stone<br />
Mr. and Mrs. Ted Strader<br />
Betsy Strauss<br />
Lewanda and Pierre Taybron<br />
Mr. and Mrs. John Templeton<br />
Dr. and Mrs. Prabhakar Vaidya<br />
Tina Valdecanas and Doug Aitkin<br />
Mr. and Mrs. David Weiss<br />
Nancy Worsham<br />
Ryanne and Samson Wu<br />
Harriet Bogin Yogel<br />
All <strong>the</strong> wonderful DS teachers<br />
Ilaria, Hero and Petra Bailey<br />
Norah Weymouth<br />
Debbie Marshall<br />
Rudy Lubov<br />
Samuel and Elise Luedke<br />
Nia Stroud<br />
Nia Antoinette Stroud<br />
Nia Stroud<br />
DS Amazing faculty and staff<br />
Vaughn Moore<br />
DS Faculty and <strong>the</strong>ir outstanding performance<br />
Evie Brewster-Mulholland<br />
DS Teachers and Staff<br />
David Grose Family<br />
DS Day of GIving<br />
Dave Michelman<br />
Alex and Josie Desrosiers<br />
Esme Herman-Pridgen<br />
Taft family<br />
Adriane and Claire Spiro<br />
Elizabeth Howell<br />
Ellery and Leighton Sheppherd<br />
Kaden and Landen Rudd<br />
Lorelai Nguyen<br />
Barry Harwood<br />
Nora and Lucas Schroedler<br />
Haley Skye<br />
Jonas and Sam Swartz<br />
Wilder, Annabel and Tucker Semans<br />
Aarrna Shah<br />
Ellery and Leighton<br />
Grandma NeNe and Grandma Schoene<br />
Renee Smith<br />
Addie Snider and <strong>the</strong> amazing teachers at DS<br />
Regina Hugo<br />
Lucas Dodge<br />
Ava and Aly Strader<br />
Cam and Carly Strauss<br />
Diane Bailey<br />
Liam and Maura Templeton<br />
Aksay Suchindrian<br />
DS Teachers and DS Community<br />
Serena and Gus Weiss<br />
Lillian and Jane Boyer<br />
William Horn<br />
Tery Gunter<br />
Kathy Bartelmay and Roger Perilstein<br />
For <strong>the</strong>ir upstanders work on <strong>the</strong> Surveillance Project<br />
Ruby Genti<strong>the</strong>s, Caroline Welty, Genaro Hood,<br />
Addie Snider, Lucy Linh Murphy, Emerson Windram,<br />
Elyse Gellad, Toby Rangel, Tucker Semans, Andrew<br />
Schreiber, Nick Thomas<br />
53
The following donations have been made in memory of<br />
loved ones, special friends and former Dragons:<br />
Grace Bell<br />
Dr. and Mrs. Dan Blazer, II<br />
Rachel Brewster and James Mulholland<br />
Mara Buchbinder and Jesse Summers<br />
Dr. Kenneth W. Chandler<br />
Julie Edell<br />
Elise Dunzo<br />
Dan Epperson<br />
Jenny Fly<strong>the</strong> and Robert Stankavish<br />
Elizabeth Howell<br />
Millie and Clark Lamb<br />
Mr. Steve Markey<br />
Ilana Osten and Jason Liss<br />
Emily Perlman<br />
Tisha Powell-Wayne and James Wayne<br />
Paula Scatoloni and Andy Ovenden<br />
Ann Schoene Skye and\ Jami Norris<br />
Emily and Lee Taft<br />
Juliana Thomas<br />
Judith and Richard Voorhees<br />
Laura and Duncan Work<br />
Dr. Andy Barada<br />
Karen (KC) Heller<br />
Karen (KC) Heller<br />
Karen (KC) Heller<br />
Karen (KC) Heller<br />
Alan Edell<br />
Mark Dunzo<br />
Tom Epperson<br />
Karen (KC) Heller<br />
Cameron Howell<br />
Karen (KC) Heller<br />
Claudia Markey<br />
Karen (KC) Heller<br />
Karen (KC) Heller<br />
Brenda Reed Powell<br />
Barry Harwood<br />
Papa Jim and Papa Schoene<br />
Mary Scott Hoyt<br />
Fabio Arciniegas<br />
Karen (KC) Heller<br />
Karen (KC) Heller<br />
54
100<br />
90<br />
2020-21 Class Parent Participation<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
PS K 1st 2nd 3rd 4th 5th 6th 7th 8th<br />
The Dragon Fund is accepting international currency! Duke School’s Development Office encourages<br />
families to donate unused foreign currency (paper) and apply it to <strong>the</strong> school’s Dragon Fund. Please contact<br />
us at (919) 493-9968 for more information and to give!<br />
We make every effort to ensure <strong>the</strong> accuracy of information contained in <strong>the</strong> annual Honor Roll of Donors. If you<br />
have a question about a listing, please contact a member of <strong>the</strong> Development Office at (919) 493-9968.
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