Bulletin Board Winter 2012-2013

bulletinboardWINTER 2012/2013

For Alumni, Famil ies, and Fr iends of Elmwood Frankl in School www.elmwoodfrankl in.org

AMAZINGDISCOVERIESA VISIT TO KALEIDA HEALTH’SGATES VASCULAR INSTITUTE

GOAL POST:CATCH UP WITHLUCAS WALSH ’08EXPLORINGCREATIVITYAT ELMWOOD FRANKLIN

Elmwood Franklin School is WesternNew York’s oldest pre-primarythrough eighth grade independentschool, emphasizing high academicachievement, good study skills, andpositive character development.Elmwood Franklin accepts qualifiedstudents without regard to race,color, religion, or national origin.

www.elmwoodfranklin.org

The Bulletin Board is published bythe Development Office for alumni,families, and friends of ElmwoodFranklin School.

D I R E C TO R O F D E V E LO P M E N TMonique Watts

E D I TO R / W R I T E RSally Jarzab, Communications Specialist

D E S I G N A N D L AYO U TRebecca Murak,Manager of Communications andAlumni Relations

F O R C H A N G E O F A D D R E S S

Please mail any address updates to:

Elmwood Franklin SchoolDevelopment Department104 New Amsterdam AvenueBuffalo, NY 14216

Call 716-877-5035 or [email protected]

TO S U B M I T C L A S S N E WS

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This magazine is printed on Garda silkcover and text which is certified by the Forest Stewardship Council (FSC).The FSC works to improve forestmanagement worldwide by upholding principles and criteriawhich bring the highest social andenvironmental benefits.

20Water, Water EverywhereCome along and learn with the fourth graders on a fascinating, inter-disciplinary fieldtrip exploring Buffalo’s waterways, as part of Buffalo Urban Outdoor Education’s“Science Afloat” program.

6Exploring Creativity atElmwood FranklinDiscover more aboutcreativity, its importance, andhow EFS is encouragingcreative thinking in children.

14The Drew MuseumA guided tour of just a fewof the wonders in historyteacher Dee Drew’sclassroom “museum.”

28The Art of ScienceCharlie Stube ’13 took acloser look at the medicalillustration profession.

bulletinboardWINTER 2012/2013

2012/2013 BOARD OF TRUSTEES

President Matthew Enstice

Co-Vice President Michele Trolli

Co-Vice President Robin Sadler

Treasurer Ludvik Karl

Secretary Kenneth Drake

Alice Strachan Barr ’70

George Bellows

Paula Ciprich

Cutler Greene ’88

Anthony Habib ’87

Barry Heneghan

Leslie Kellogg

William Mathias II

Donna Muscarella

William Rupp ’68

Scott Saperston ’86

Adnan Siddiqui

Shana Siegel ’90

2012/2013 ALUMNI COUNCIL

President Shana Siegel ’90

Amy Decillis Bard ’86

Gitti Barrell ’71

Tricia Barrett ’92

Kristin Schoellkopf Borowiak ’82

Jennifer Prince Bronstein ’74

Rob Drake ’96

Jessica Jacobs Enstice ’89

Daniel Heims ’91

Elizabeth Jacobs ’96

Jordan Jayson ’90

Susan Penney Kimball ’69

Susie Lenahan Kimberly ’64

Madeline Ambrus Lillie ’64

Elizabeth Duryea Maloney ’70

Matt Mariconda ’92

Samantha Friedman Olsen ’00

Eric Saldanha ’85

Mary Franklin Saperston ’60

Ben Sorgi ’04

24Amazing DiscoveriesKaleida Health’s Gates Vascular Institute, along with the adjoining UB Clinical Research Center,is all about discovery—for the professionals who work there, and for our eighth graders, too,who made breakthroughs of their own as they toured the facility in January.

Departments4 From the Head of School

Dr. Meg Keller-Cogan

17 Faculty ProfileHistory teachers Dee Drew and Jonathan Garra

18 Just for FunWho’s Who in History

34 Who Was ThereA look a recent alumni events

36 Spotted on Campus

38 Day to Day

44 News of Note

46 Class Notes

30Building onLearningCannon Designprofessionals discussinnovations ineducational design.

32Goal PostLucas Walsh ’08discusses what it takes tobe successful in sports.

4 E L M WO O D F RA N K L I N S C H O O L

F R O M T H E

HEADDR. MEGKELLER-COGAN

When asked to define creativity, people commonly

think that there are those who are creative (artists,

musicians, inventors) and then there is the rest of

us. That in fact, creative skills are something one is

born with and others are not. Sir Ken Robinson, one

of the world’s lead thinkers on creativity research,

defines creativity as “the process of having original

ideas that have value.” He asserts that measures of

creative abilities indicate that all children are born

with significant creative gifts and schools gradually

reduce those talents through curriculum and cultures

that demand conformity in thinking and behavior.

[ ]

5WINTER 2012/2013

In recent months, the Elmwood Franklin School faculty has

been exploring the research on creativity. We have devoted

full faculty meetings to Ken Robinson’s work, read research

on this topic, and participated in professional development

sessions led by Buffalo State assistant professor Dr. Cyndi

Burnett (also parent of a Prep I student). Dr. Burnett began

her work with the EFS Trustees in October. She subsequently

worked with the full faculty and returned to EFS in early

January and February for professional development sessions

with small groups of teachers to help them design lessons

that utilize creative approaches to learning.

Our interest in the topic of creativity has been fueled by the

growing recognition in the educational research and in the

workplace regarding the importance of the creative processes

as an element of problem solving, entrepreneurship and

success. Given that our youngest learners will retire in 2072,

we realize we are educating children for jobs that have not

been created, using rapidly changing technologies, for a

future that remains relatively unimagined. Educational

researchers therefore challenge practitioners to develop as

early on as possible the ability of children to solve multi-

dimensional problems that have no clear solution path.

Schools need to cultivate “out of the box” thinking, to work

with diverse thinkers and learners to create novel solutions,

and to develop the perseverance to persist through failure, as

failure can often be a better teacher than success.

In early January, the Elmwood Franklin faculty and staff visited

the Buffalo Niagara Medical Campus to listen to four of our

trustees speak about the changes each sees in their

respective professional fields and the experiences we need to

provide to our students so they are equipped to thrive in

their academic and professional work. In that session, four

panelists (Matthew Enstice, President and CEO of the Buffalo

Niagara Medical Campus, Inc.; Michele Trolli, Executive Vice

President/Chief Information Officer for M&T Bank; Paula

Ciprich, General Counsel and Secretary at National Fuel Gas

Company; and Adnan H. Siddiqui, MD, PhD, Associate

Professor of Neurosurgery, Associate Professor of Radiology

with UB and Director of Neuro and Vascular Research &

Stroke Service at the Gates Vascular Institute) engaged our

faculty in an insightful, hope-filled and relevant discussion

regarding the future of their fields and its implications for

student learning. While their professional expertise differed,

the themes of their messages were similar. They suggested

that workers are moving out of a culture in which knowledge

for work is separated into “silos” and where employees work

in job similar groups, toward a culture in which work has

taken on an interdisciplinary role, promoting the need for

employees to collaborate with individuals that possess

radically different knowledge bases.

As the work world changes and evolves, so too must the

schools where children are equipped with these habits of

mind. Elmwood Franklin is committed to supporting a culture

of innovation within our school to assure that we are

successful with this expectation.

“As the work world changes and evolves to keep pacewith evolving economies, so too must the schoolswhere children are equipped with these habits of mind.Elmwood Franklin is making a strategic commitmentto supporting a culture of innovation within our schoolto assure that we are successful with this expectation.”

7WINTER 2012/2013


CREATIVITY HAS ALWAYS BEEN VALUED WITHIN THE ARTS, BUT LATELY IT’S BEING RECOGNIZED AS AN ESSENTIALELEMENT IN SCIENCE, IN BUSINESS, IN EDUCATION, AND IN JUST ABOUT EVERY ASPECT OF LIFE. NOW THE

QUESTION IS: HOW CAN WE ENCOURAGE CREATIVE THINKING IN CHILDREN?

THECREATIVECLASS

Why is creativity important? Just ask the EFS fourth graders,and they’ll tell you why. “It gets your brain pumped up.” “Ithelps make the world a better place.” “Without it, everythingwould be boring.”

These students are on their way to becoming experts increativity, due in large part to a new weekly class they’retaking part in. Created by teacher Alyssa Charles, who holdsa master’s degree in creative studies, the class focuses oncreativity as a subject, as a process, and as a way of life.

“This class is like a kid-friendly version of my master’scurriculum,” says Alyssa, which is to say it’s not just aboutteaching creatively, it’s about teaching creativity. While bothare good approaches—because teaching creatively canenhance its impact—directly [teaching creativity allowschildren to internalize the very concepts and tools of creativethinking. That means that the students work to define exactlywhat creativity is (hint: it’s more than just coming up with acrazy idea) and they learn how to apply it in real-lifesituations. “I want them to understand that creativity,

especially in terms of problem-solving, is not just a nice thingto do or a fun thing to do. It’s the smart thing to do.”

For example, in math class (which Alyssa also teaches), students asked if they could choose their own seats. Insteadof just dictating yes or no, Alyssa led the kids through thecreative problem-solving process to determine for themselvesif they should do it. She encouraged them to think aboutwhat she calls “the plusses, the potentials, and theconcerns”—what’s good about an idea, the possible benefitsof the idea, and any related issues that will need morethought—before making a decision. And if the decisiondoesn’t work out the way they anticipated, they can juststart the process over again. “Creative problem-solving putsthe kids in charge and allows them to be more responsible intheir decision-making,” says Alyssa. “It also allows them tomake mistakes, which is an important part of learning.Mistakes, or ideas that need tweaking, help us get closer tothings that will work. If you aren’t willing to make mistakes,you’ll never come up with anything original.”

9WINTER 2012/2013

Fourth grader Kiki Greeley tests out aslinky during a class exercise which usesobjects and images to help generate ideasto solve a problem—in this case, what todo if you accidentally order 1,000 pingpong balls instead of 10.

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People sometimes equate creativity with great ideas or greataccomplishments, which is not a full and accurate depiction.Alyssa’s definition of creativity as the “inner advancing andenhancing agent people access to change and add value tothemselves and the world” casts creativity as an innatequality in all of us, one that can be honed through practice.The “Big C” notion of creativity—Einstein’s theories,Galileo’s discoveries, DaVinci’s inventions—shouldn’tintimidate people or discourage them from following theirown creative pursuits. Just as important is “small c” creativity,the kind we use (or neglect to use) to solve life’s littleproblems and enhance our day-to-day experiences. Theprocess behind it is a simple one of combining divergentthinking (generating ideas without judgment) and convergentthinking (evaluating and arranging ideas), and all it takes tomaster it is practice.

Research suggests that children tend to lose their naturalcreative ability as they grow. While 98 percent of childrenqualify as “highly creative” at age five, the study found, therate drops to 30 percent for ten-year-olds and 12 percent for15-year-olds. Creativity is like a muscle in the brain, and ifyou don’t use it, you lose it. What causes the drop-off? It’s

easy to point to any number of possible factors: schoolingdriven by standardized testing, a glut of television and videogames, social pressures to follow and fit in. The good news isthat the decline can be combatted with instruction andpractice and support, and that’s exactly the idea behindcreativity class.

Once a week the students report to the new class, wherethey don’t have quizzes or tests, or even right or wronganswers. Instead, they discuss the terms and definitions ofcreativity, as well as develop their own. They problem-solvehow to become better problem-solvers. They list their dailydilemmas and then generate ideas for possible fixes together.They ask and try to answer questions such as “How do youget a hippopotamus out of a bath tub?" or "What are all theways we can use 1,000,000 ping pongs balls?" Alyssa usesexercises like this as a warm-up for inclusive, open-endedthinking. “It can be so hard for people to suspend judgment,to ask ‘what if ’ and then really think through how to make anidea workable,” says Alyssa. “Hypercritical thinking is alearned habit, and it gets harder to break as we get older.Getting students to restate their problems in constructiveterms such as ‘in what ways might’ or ‘what are all the ways’

What’s behind the current emergence of creativity as animportant area of study?In the mid-20th century, psychologist J. P. Guilford published a call forresearch into creativity, a topic which previously had been all butneglected in the scientific community. Since then, says Dr. Burnett,numerous academic programs in creative studies have taken off (BuffaloState’s is the oldest), and there are now seven scholarly journalsdedicated to the field. Beyond academia, it’s now widely recognizedthat creative thinking is a critical asset for leaders in all professions.The old stereotype that creativity is merely “being artsy” is losing hold.“It’s not about arts and crafts,” says Dr. Burnett. “It’s about thinking innew and appropriate ways, and public perception of that is finallycoming around.”

Are creative people born that way, or must creativity be developed?The answer is yes to both questions—everyone has an innate capacityfor creative thinking, but it’s a skill set that must be nurtured andexercised to fully take root. “Creativity won’t develop unless there areteachers or others that help to enhance it,” says Dr. Burnett. “Creativitycan be hard work!” Much of the creative process can be made easier,

however, by helping children acquire certain habits of mind, such asexploring alternatives, embracing challenges, following their curiosities,indulging their imaginations, taking multiple perspectives, and askingquestions. “Young kids ask something like 200 questions a day, but asthey get older, that number declines dramatically,” she says. By activelyencouraging inquisitiveness, we can help to prevent a child’s naturalsense of wonder from diminishing.

What kinds of practices can classrooms adopt to foster creativity?“The current public education system was not developed with theenhancement of creative thinking as a priority,” says Dr. Burnett. Ahigh-stakes test-driven environment is not exactly conducive tofostering conditions such as experimentation, exchange, risk-taking,reflection, diversion, and play, which are the wellsprings of creativethought. By including these things as a regular part of classroomactivities, teachers can directly support the creative habits of theirstudents. And there’s something else: “The most important thing in aclassroom for setting a creative environment is to have trust andopenness. Students need to know they can ask questions and shareideas and opinions without being told they’re wrong.”

THE CREATIVITY PROFESSORDr. Cyndi Burnett is the Director of Distance Education Programs at the International Center for Studies in Creativity atBuffalo State and the co-author of the book My Sandwich Is a Spaceship: Creative Thinking for Parents and Young Children.She’s also an EFS parent, as well as a great resource to Elmwood Franklin administration and faculty, having led variouspresentations and workshops with them throughout the year.

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helps frame the problem as a solvable issue.” For example,instead of stating the problem as a complaint or somethingout of their own control—as in, My homework is takingforever!—Alyssa teaches them how to recast it in a moreapproachable way: How might I make homework take less time?After they form an initial problem statement, they might thenthink of ways to hone it to get to the real underlying issue.They might ask, How can I understand material better atschool? or How might I find a better place to do my homework?It’s an important step, because, as Alyssa points out, “Solvingthe wrong problem perfectly doesn’t do much good.”

The class comes at a critical point in the students’development, says Alyssa, when scholastic matters often takebackseat to social acceptance, a phenomenon known ineducation circles as the “fourth grade slump.” At this age,children are trying to define their own identities outside ofthe guidance and protection of adults. In this way, thecomponents of creative problem solving are really life skills,empowering them to make their own mark. Additionally,

fourth grade is a turning point in terms of the cognitiveaspects of creativity. Research shows that while youngchildren are adept at engaging their imaginations just for thesheer fun of it, by age 10, their creative thinking tends to bemore contextual, focused on problems and solutions. If theyaren’t given the chance to exercise that aptitude, theircreativity suffers, and so do they.

Alyssa hopes that the class—combined with all the manycreative opportunities that students have in their experiencesat Elmwood Franklin—will help the students become bettercitizens and advocates for themselves. They’ll be more apt to“do the right thing” when faced with choices both in schooland outside of school, because good problem-solvers aregood decision-makers. Multiple choice, after all, is more thanjust a kind of test you take in school—it’s life itself, and noone but you can determine what the answer is.

Watch a video of our students’ creativity inaction at www.youtube.com/elmwoodfranklin.

Head of School Dr. Meg Keller-Coganplaces a lot of emphasis on theimportance of creativity for teachers, forstudents, and for institutions overall. Hereshe reflects on Elmwood Franklin’screative strengths and opportunities.

What creative strengths do you see in place atElmwood Franklin School?

“Isee an abundance of evidence of thecreative talents of our students and staff.Teachers approach instruction with an

emphasis on applied learning where students arepresented with a context or problem and givenparameters to solve them. Teachers affordstudents opportunities to involve themselves inservice learning in our school and larger Buffalocommunity. Students create projects, debateproblems, define positions and write and read atvery high levels. All of our students are challengedmathematically to not just develop skills, butdissect the problem solving process so studentsunderstand why certain strategies are used andhow to approach problem-solving when thesolution path is unclear.”

How can EFS become a more creativeinstitution?

“Schools reflect the culture of learningavailable to adults. In a culture that isrich in professional development

opportunities, teachers are continually exposed to

new learning, ideas and possibilities. Creativeteachers continually seek out their own learningbased on needs identified by students or by thecurriculum being taught. Creative teachers have aninsatiable desire to learn more, apply newstrategies and think about one's practice in anobjective, analytical manner. We are working tomaximize the number of opportunities ourteachers have for new learning, or knowledge thatacts as a reinforcement for the excellent work thatis ongoing in our classrooms. Our goal is tomaximize the richness of our adult culture oflearning so in turn our students experienceongoing challenges and involvement in theireducational process.”

What do you see as the connection betweenleadership and creativity?

“Effective leadership is based on anumber of interdependent variables.Personally, principled leaders must

have the courage of their convictions, the tenacityto sustain challenges in the change process, theability to work with diverse personalities, complexchallenges and diminishing resources. They mustalso be able to demonstrate resiliency in facingfailure and challenges. In terms of change, leadersmust be able to respond to the changing culturalconditions, family priorities, economic challengesand student learning needs. It may be possible tomanage a situation without a high degree ofapplied creativity but inherent in the notion ofsuccessful leadership is the ability to applycreative strategies to small and large challenges.”


Faculty Profile

ONE HAS BEEN HERE FOR ALMOST THREE DECADES, AND ONE FOR FIVE YEARS. ONE REVELS IN STORIES, OBJECTS, FACTS, AND FIGURES; AND ONE WRESTLES WITHCONCEPTS LIKE TRUTH AND JUSTICE. ONE TEACHES STUDENTS ABOUT ANCIENTCULTURES AND MEDIEVAL HISTORY; AND THE OTHER ABOUT THE AMERICANEXPERIENCE AND CURRENT GLOBAL ISSUES. BUT DEE DREW (right) AND JONATHANGARRA (left) ALSO HAVE PLENTY IN COMMON—THEY BOTH LOVE THEIR SUBJECT, LOVETHEIR STUDENTS, AND LOVE THEIR PLACE HERE AT ELMWOOD FRANKLIN.

HISTORYthen&now

13WINTER 2012/2013

Faculty Profile

HISTORYthen&now

Jonathan Garra, Upper School history teacherBirthplace: BuffaloYears at EFS: 5Why he became a teacher: When he was young, Jonathan says hewanted to be Frank Lloyd Wright. When he was 17, he spent a day withan architect on the job and by lunch had decided it wasn’t the life forhim. “With my dream of being America’s greatest architect shattered, Ididn’t know what to do,” says Jonathan. “My mother mentioned that shethought I would make a great teacher. I took that and ran with it and Ihaven’t looked back.”On his attraction to history as a subject area: “Gandhi said it betterthan I can. He said, ‘When I despair, I remember that all through historythe ways of truth and love have always won. There have been tyrants,and murderers, and for a time they can seem invincible, but in the endthey always fall. Think of it—always.’ The human spirit is amazinglyresilient, and it is so inspirational to learn about.”Why EFS: “I heard about the job opening from Alyssa Charles. To beperfectly frank, I had never heard of EFS. By the end of the interviewprocess I already knew that it was where I wanted to spend my entirecareer. Douglass Adams may have said it best when he said, ‘I may nothave gone where I intended to go, but I ended up where I needed to be.’” Most enjoyable aspect of his job: “I have to say it’s the people. Mycolleagues are brilliant, funny, hard-working, motivated, professional,and they have been there for me through thick and thin. And the kidsare just awesome. They look out for each other, they have fun, and theywork hard. What more could you ask for from 12 to 14 year olds?”Most challenging aspect of his job: “The most challenging part of myjob also happens to be something that I truly value about my job, andthat is the ability to develop my own curriculum. My eighth grade worldcultures class is essentially a year-long current events class. Imagineplanning for and teaching that. It’s fun, it keeps me current, but it’s amajor challenge.” If he wasn’t a teacher: “I’ve always wanted to race Formula One cars,but I don’t know how or where to apply for that job, and I doubt I’mqualified, so I’ll go with stay-at-home dad.”A history-related book or film he recommends: Kosher Chinese byMichael Levy. “It’s fascinating, funny, and very well-written.”In a past life, he may have been: Abraham Lincoln’s speech writer. “Ihave such an affinity for Lincoln’s speeches. They were simple, brilliant,and inspiring. I get chills every time I read the Gettysburg Address withmy students.”Time and place in history he’d most like to travel back to: “I havealways wanted to be the first European to discover Niagara Falls. Canyou imagine how majestic it would be? No guardrails, no commercialdevelopment, just this incredible piece of nature surrounded by anunscathed landscape of centuries-old forest.”A few things you may not know about Jon: He got to see “HisAirness” Michael Jordan play in his final NBA season. He once,unknowingly, stood on the tomb of Anne Boleyn in the Tower ofLondon. And, closer to home, he loves to cook. “I love making simplethings from scratch. I make my own butter, yogurt, salad dressings, and apple cider, among other things.”

Dee Drew, Upper School history teacherBirthplace: SyracuseYears at EFS: 27Why she became a history teacher: “I have a love of history and aninterest in archaeology. I also love to tell stories, and history is basicallytelling stories about the past. My beloved grandmother Elizabeth ‘Betty’Williams would read stories to me about real heroes throughout history.She passed that love of history and archaeology on to my mother,Georgia Kells, who would take us on trips to faraway places like China,Japan, Africa, and Europe, and in each location our first visits would beto museums and historical sites. I was very fortunate to have suchwonderful opportunities!”Why EFS: “I didn't grow up in Buffalo, but my mother's family (and mymother herself) went to Elmwood Franklin, so when the opportunitycame to start teaching here, it was the chance of a lifetime to teach inone of the best schools in the country. I feel the connection to my ownfamily every day when I walk past those class pictures in the hallway!”Most enjoyable aspect of her job: “The friends I've made at thisschool continue to be my support when I need it! I also love to seeformer students come back to visit, particularly now that I have a fewstudents whose parents I taught long ago. I just missed teaching MargotVincent, but I did have Mark Saldanha and Sarah Mitchell Duddy asstudents. They were just as delightful back then as they are now!” Most challenging aspect of her job: Staying on top of newtechnologies requires a lot of effort. “I foresee a time when books maygo the way of the Dodo bird. I hope not; there is something verysatisfying about holding a book in your hand! I think there is room fortechnology as well as things worth keeping from the past.”If Dee wasn’t a teacher, she’d probably be: a veterinarian. That’s nosurprise to those who know that Dee owns six cats, a dog, a parrot, anda horse. She also volunteers at the City of Buffalo Animal Shelter andfosters orphan kittens in her home.A history-related book or film she recommends: Dee’s movies picksinclude Master and Commander, Elizabeth: The Golden Age, and The King’sSpeech. In books, she likes the Horatio Hornblower series and Wolf Halland Bringing Up the Bodies by Hilary Mantel.In a past life, Dee may have been: a lady-in-waiting for QueenElizabeth, or perhaps her personal Master of the Horse Time and place in history she’d most like to travel back to: The court of Queen Elizabeth I. “I also would love to visit ancient Greece during the Age of Pericles, or Rome during the time of EmperorMarcus Aurelius.” A few things you may not know about Dee: Get ready; there’s a lot!Dee has a private pilot's license for land and sea. She plays the Highlandbagpipes (at one point, competitively), as well as the banjo and guitar.She’s done carriage driving competitions with her now 30-year oldhorse. She’s scaled the Great Wall of China, climbed the Great Pyramidof Egypt, and once had dinner with the President of Liberia before hewas executed in a coup. “The only thing domestic about me is that I wasborn in the United States; I got a ‘D’ on my home economics apronproject in seventh grade.”


THE DREWmuseum

WINTER 2012/2013

THE DREWmuseum The knight’s suit of armor was a Christmas giftfrom Dee’s husband four years ago, deliveredright to her classroom. Representative of suitsworn by knights in the late 1400’s,Dee’s model is actually wearable, witharticulated feet and a removablehelmet that students can lift off to try on.

The mummy case , donated by a formerparent, is not an accurate replica (it’sactually made to store bar glasses), but atnearly six feet tall, it’s an impressive piece

nonetheless. It ties into the fifth graders’ studiesof ancient Egypt.

Dee’s sword collection contains replicas from differentplaces and time periods, including a gladius (thechoice of Roman soldiers), a katana (used by thesamurai class of feudal Japan), and a Viking sword,

designed from one found in a Viking grave.The swords are all unsharpened, so

the students can safely touchand hold them.

Stepping into history teacher Dee Drew’s room, you are immediately confronted by two veryformidable figures, standing at the doorway like security guards: a knight’s armor and amummy case. You wouldn’t expect to find these things in most fifth or sixth gradeclassrooms, nor would you expect to find, say, a sword collection, but that’s emblematic ofDee’s approach to teaching. History can be talked about in books—but history lives inobjects. Dee has a room full of treasures and artifacts, some dating back to 2000 B.C.,which she uses to enhance discussions with students. Here is your guided tour of just a fewof the wonders in the “Drew Museum.”

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Dee spent one month in Kenya in1992 and brought back avariety of authenticobjects, includingthis Masai arrow ,the same kind

still actually made and used byhunters of the Masaitribespeople. The metal bladeof this handmade knife wasconstructed of materialsobtained by trading cattle. This

hollow gourdhas a

curious purpose:It’s used tocollectblood.Cow’s milkand cow’sblood makeup a largepart of the

Masai dailydiet. For many

years, said Dee, thegourd retained the smoky

odor of its former life.

These Innuit snow goggles are made ofcaribou bone. They’re used to combat snowblindness by restricting the amount of lighthitting the eyes.

Dee picked upthese reproduction

Greek play tickets, smallclay discs with the comedy andtragedy emblems on either side,while traveling in Athens.

This genuineMesopotamian stamp,once used to mark a“signature” onto wet clay, iswell more than 4000 years old.

The real papyrus scroll (pictured on facingpage) depicts the story of the Hall of Osivisin ancient Egyptian beliefs. To qualify forthe afterlife, the deceased’s heart would beweighed by the god Anubis. If it was as lightas a feather, the spirit wouldenter the afterlife, but ifthe heart was heavywith misdeeds, itwould be eaten by amonster.

This replicaSpartan helmetwas purchased ina marketplace inAthens. Greekhelmets weredistinctive for theirlong stripe of spiky“hair” on top.

This modelship depictsthe Golden Hind,the flagship of SirFrancis Drake, the first

Englishman to sailaround the world.

This scale dates back to 1870and was used to weigh goldchips during the KlondikeGold Rush. It belonged toDee’s great-grandfather,who traversed theChilkoot Pass through theBoundary Ranges of theCoast Mountains in Alaskaand British Columbia as aprospector.

17WINTER 2012/2013


WHO’S WHO INHISTORYHISTORY CLASSES AT ELMWOOD FRANKLIN INTRODUCE ALL KINDS OF INTERESTINGCHARACTERS, FROM SOCRATES TO ABRAHAM LINCOLN TO GANDHI. PUT YOUR OWNHISTORICAL NETWORKING ABILITIES TO THE TEST WITH THIS QUIZ, FEATURINGJUST A FEW OF THE FIGURES THAT OUR STUDENTS LEARN ABOUT.

MATCH THE NAME WITH THE PROFILE:

Just for Fun

A ruler who played a critical role in the English Reformation

B reformist leader of the Communist Party of China who led Chinatoward a market economy

C political activist, political theorist, author and revolutionary

D notorious pirate better known as Blackbeard

E caricaturist and editorial cartoonist considered to be the"Father of the American Cartoon"

F general, statesman, orator, mathematician, and “perpetual dictator”

G military and political leader who led his nation'sCommunist revolution

H fifth and last monarch of the Tudor dynasty

I emperor executed in 1918 after abdicating the throne

J prince who ascended to his kingdom’s throne at the age of nine

1 King Henry VIII

2 Thomas Nast

3 Mao Zedong

4 Julius Caesar

5 Edward Teach

6 Queen Elizabeth I

7 Tsar Nicholas II

8 Deng Xiaoping

9 King Tutankhamen

10 Thomas Paine

answer key:1A 2E 3G 4F 5D6H 7I 8B 9J 10C

YOU. The Annual Fund is at the heart of everything Elmwood Franklinstudents do—and as a donor, so are you! Pease consider making agift to our school and our students. The kind-hearted support of ourdonors—parents, alumni, grandparents, and others—is what allowsElmwood Franklin students to succeed.

www.elmwoodfranklin.org/giving

Learning Along

water, watereverywhereScience meets history meets … boating!Come along and learn with the fourthgraders on a fascinating, inter-disciplinary field trip exploringBuffalo’s waterways.

Learning Along


Two different boats, two different bodiesof water, one group of fourth gradersready to learn all kinds of interesting facts.As part of Buffalo Urban OutdoorEducation’s “Science Afloat” program,students spent a day aboard the Spirit ofBuffalo, a 73-foot topsail schooner thatserves as a floating science classroom onLake Erie, and the Queen City Ferry, whichtakes passengers on a tour of the historicBuffalo River.

Here, in no particular order, are a few ofthe discoveries that really floated theirboats.

Grain elevatorsWhat should be done with them? It’s aquestion that a lot of people in Buffalo aredebating. The kids had their own ideas ofwhat they might be used for: a fish tank oraquarium, a hotel, a boathouse, anamusement park, a pet shop, a verticalplayground, and—just imagine this—agiant candy store.

PlanktonThe kids lowered nets into the lake waterto catch plankton and then observed theirtiny captives under microscopes. Thecreatures they saw moving around in a

droplet of water included different typesof animal-based zooplankton and plant-based phytoplankton.

Zebra musselsA type of freshwater mollusk native toEastern Europe, zebra mussels are just oneof the many invasive species that plaguethe Great Lakes. Others range from thetiny spiny water flea to the mighty sealamprey, which can grow up to 80 pounds!Plants can pose a problem, too, includingfast-growing purple loosestrife and typesof non-native cattails.

General Mills plantThe rich smell of Cheerios filled the air asthe boat drifted past the General Millsplant, which has been in operation by thecompany since the 1920s. “No, it smellslike Lucky Charms,” one student corrected.Another observed: “It’s like shoving yourface into a cereal box!”

Great blue heronsThe students kept a count of the numberof these large blue-gray birds they spottedalong the banks of the river—six in totalon one trip. The tour guide explained thatthese sightings are a good sign, indicatingan improving ecosystem.

Port vs. starboardStudents quickly got to know their wayaround the ship with this easy mnemonic:Portside is the left side of the vessel, andthe words “port” and “left” both have fourletters. That’s helpful to remember whenyour captain needs you to hoist themainsail and tack to starboard.

Pollution clean-upThe Buffalo River is part of an official “areaof concern” by the EnvironmentalProtection Agency. One major source ofpollution is hazardous waste chemicalsgenerated from former industrial sites. Aproject to dredge these bottom sedimentsand restore natural habitat is currentlyunderway.

Ocean-boundThough the students didn’t travel quitethat far on their field trip, they wereimpressed to learn that you could sail allthe way from Buffalo to the AtlanticOcean. As they cruised the restoredcommercial slip, they learned that the ErieCanal could take them, as it has for boatssince the 1820s, to the Hudson River tothe Atlantic—and then to just aboutanywhere in the world!

Learning Along

Learning Along

25WINTER 2012/2013

AMAZINGdiscoveries

Dr. Adnan Siddiqui, an internationally known neurosurgeon (and EFS dad), spent a morning leading the students though the labs and operating rooms of this center of innovation, along with Buffalo Niagara Medical Campus president Matt Enstice (also an EFS dad!).

Here we share just a few of their amazing discoveries.

KALEIDA HEALTH’S GATES VASCULAR INSTITUTE,ALONG WITH THE ADJOINING UB CLINICALRESEARCH CENTER, IS ALL ABOUT DISCOVERY—FORTHE PROFESSIONALS WHO WORK THERE DOINGCUTTING-EDGE RESEARCH AND CARE, AND FOR OUREIGHTH GRADERS, TOO, WHO MADEBREAKTHROUGHS OF THEIR OWN AS THEY TOUREDTHE FACILITY IN JANUARY.

Learning Along


You don’t have to be a doctor or nurse to workin the medical field.Students got a chance to talk to a host of different peopleon the job, from the engineers who design digital simulationsto test new procedures and devices and those that designand build those devices to the illustrator who createsdetailed depictions of the inner recesses of the brain andother body parts. The skill sets that these professionalsutilize range from mathematical to technological to artistic toverbal and beyond.

Collisions aren’t always bad things.The innovative facility was designed specifically to fostercollaboration among the professionals working there. For toolong, doctors have worked in what Dr. Siddiqui calls “silos,”isolated within their own specialties. The space encourages“collisions” that enable physicians and researchers from arange of disciplines to interact and work together.

Video games just may be educational after all.Vascular surgery involves doctors utilizing blood vessels toperform surgical procedures on just about any part of thebody. Tubes conveying the necessary instruments are guidedthrough the vessels and controlled by tiny cameras, whichproject their images onto a screen. “All that time on theWii—it helps,” said Dr. Siddiqui. “This technology is takingcues directly from video games.”

Failure is a part of growth.When asked why she chose her profession, an engineer in theToshiba Stroke Center, responded, “I like to solve problems.”But that doesn’t mean that’s all she ever does: someproblems are harder to solve than others and require multiple

attempts. Another engineer estimated that up to 95 percentof his efforts result in failure, but it’s that other five percentthat keeps him—and the progress of the world—going.

Surroundings matter.The students appreciated the building’s decidedly modernappearance, with its large, light-filled spaces, creative lighting,slick materials, and bright colors. The cool style isn’t just forlooks, however: the award-winning structure was designedspecifically to foster the exchange of ideas by attractingpeople to core areas.

Buffalo is where it’s at.The Gates Vascular Institute is part of a larger effort totransform Buffalo into a world-class health care destination.“This exact structure does not exist anywhere else on theplanet,” said Dr. Siddiqui of the unique model that deliversstate-of-the-art clinical care as well as major researchbreakthroughs on the causes and treatment of diseases. As one staff member told the students: “People around theworld are benefitting from what’s happening here.”

Wrinkles are good (at least on your brain).The highlight of the trip had to be when the students wereable to see and even touch actual brains—two human brains,three dog brains, and, for comparison, a rat brain. Besidesdifferences in size, the brain types also showed hugevariances in texture. The human brain’s wrinkled channels andclefts allow it to maximize its surface area within the limitedspace of the skull. And you know that claim about peopleusing only a small portion of their brains? Not true. “We useall of our brains,” said Dr. Siddiqui, “but it’s how we use themthat makes the difference.”

Learning Along

27WINTER 2012/2013

“We use all of our brains,” said Dr. Siddiqui, “but it’s how we use

them that makes the

difference.”

Learning Along


Student Perspective

THEart OF

SCIENCEIn addition to the physicians, scientists, and engineers that fill the halls, labs,and operating rooms of Kaleida Health’s Gates Vascular Institute, there isanother kind of professional with an important role: artist. Paul Dressel, directorof medical illustration and media for UB Neurosurgery, spoke to our visitingeighth graders about the integration of art and medicine, showing examplesof how the latest animation technologies are being used for educational andinvestigative purposes as well as to showcase new medical devices.

When he found out that one of our students, Charlie Stube ’13, was anaspiring artist, he invited him to come back for a closer look at the medicalillustration profession. Charlie spent an afternoon with Mr. Dressel learningsome of the fundamentals of the field.

“It was an amazingafternoon! Mr. Dresselintroduced me to a whole new sideof art I didn’trealize existed. I will never forgetthis experience.”

Charlie Stube ’13:

a person | a purpose | a plan | a gift | a result | a legacy

PLANNED GIVING AT ELMWOOD FRANKLIN

There’s a well-known quotation of the playwright George Bernard Shaw that argues the truejoy of life is being used for a greater purpose—a purpose directly tied to helping others. “Iam of the opinion that my life belongs to the whole community,” he wrote, “and it is myprivilege to do for it what I can.”

When you think of your life in terms of purpose, it gives greater meaning to everything youdo, from the big things to the little, everyday things. Planned giving in support of somethingyou value is one way of fulfilling your purposes.

Planned gifts to Elmwood Franklin School can be made with a specific purpose in mind—such as supporting the arts, technology, tuition assistance, capital improvements, or anyother objective—or they can simply provide unrestricted funding to the school’s endowmentor operations. Either way, planned giving supports and serves Elmwood Franklin and itscommunity. Planned gifts allow Elmwood Franklin School to carry out its own purpose: toprepare children for success in life. What better purpose could there be?

WE ASKED SOME OF OUR CONSTITUENTS WHAT PURPOSE GUIDES THEM IN THEIR LIVES. WE HOPE THEIR ANSWERSINSPIRE YOU TO THINK ABOUT YOUR OWN PURPOSE, AND PERHAPS ABOUT HOW A PLANNED GIFT TO ELMWOODFRANKLIN COULD BE A MEANINGFUL PART OF IT.

WHAT IS YOUR purpose… as a teacher? “To facilitate each student's growth and to preparestudents for what lies ahead of them in a way that isboth nurturing and rigorous.” Margot Vincent ’85faculty member, and parent of Jack ’16 and Charlie ’19

as a parent?“To raise children who will be better than me.Through hard work and good luck, I can offermy children a better environment to learn andgrow in than I had. My challenge is to helpthem appreciate their good fortune and wantto work hard to make the very most of it.” Wayne Robinsonparent of William ’14

as a planned gift donor? "To help the school that has played,and continues to play, an importantrole in the life of our family." George Bellowstrustee and parent of Alison ’05

as a grandparent?“To serve as a role model of honesty, respect,responsibility, kindness, and generosity; to impartthe value of having an excellent Elmwood Franklineducation; to share my lifelong experiences andknowledge; to celebrate the history and traditions ofour family; to spend quality time forming a positive,lasting relationship with each of my grandchildren;and to be their biggest fan.” Sybil McGennisformer EFS teacher, parent of Tracy McGennis Buni ’79and Peter McGennis, Jr. ’85, and grandparent of Peter ’11, William ’14, and Claire ’16 McGennis andGrace and Maeve Buni.

as a student?“To learn, try, and do the best I can.Joseph Victor ’16


All images © Steinkamp Photography / Cannon Design and The Third Teacher+

31WINTER 2012/2013

BUILDING ONLEARNINGCANON DESIGN PROFESSIONALS DISCUSS INNOVATIONS IN EDUCATIONAL DESIGN

Internationally acclaimed architect Trung Le andeducator Christian Long gave a talk at ElmwoodFranklin in January, sharing with an audience of parents,trustees, faculty, colleagues, and community members thedirections educational design is taking in the 21st century.

As partners in The Third Teacher+, an educational design consultancy within the global architecture firmCannon Design, Mr. Le and Mr. Long seek to transformteaching and learning through innovative, research-baseddesign principles. “The third teacher” is a concept takenfrom education pioneer Loris Malaguzzi, who declared,“There are three teachers of children: adults, otherchildren, and their physical environment.” It also served asthe title of an award-winning design sourcebook which Mr. Le co-authored.

In their presentation, they provided food for thoughtabout our changing, collective future and what schoolscan and should look like to best fit that evolving world. “In times of change, learners inherit the earth,” said Mr.Le, quoting the social philosopher Eric Hoffer, “while thelearned find themselves beautifully equipped to deal witha world that no longer exists.”

The presentation followed a meeting with Mr. Le inDecember, who visited Elmwood Franklin as the Board,administration, and faculty explore how the physicalenvironment impacts learning and the development of21st century skills—and the ways we can ensure that ourown spaces maximize this function for our students.

“We know the world is changing, and we think that education needs to be redesigned.”

—Trung Le, Cannon Design

All images © Steinkamp Photography / Cannon Design and The Third Teacher+


Alumni ProfileAlumni Profile

GOALpostlucas walsh ’08

Lucas Walsh is proof that success in sports takes more thanmuscle. It also requires other, more intangible qualities, suchas sensitivity, cooperation, discipline, and a positive attitude.

As a student at EFS, Lucas played soccer, basketball, andlacrosse in an athletics program that emphasized those veryqualities. As a high school student at Nichols, he playedsoccer, hockey, and lacrosse, getting much well-deservedrecognition for his sportsmanship.

As a senior, Lucas was a three-sport varsity captain. Insoccer, he was voted Team Offensive MVP and received theNational Senior Excellence Award (recognizing leadershipand academics). In hockey, he was part of the 2011 CISAA(Conference of Independent Schools Athletic Association)championship team as a junior and also won the Coaches'Award as a senior. In lacrosse, he was voted the 2011 All-Metro Most Improved Player of the Year Award as a juniorand Team MVP and 1st Team All-Metro as a senior. Hislacrosse career point total is 209 (121 goals, 88 assists),which is in the top-three point totals in school history. Thispast June, Lucas, along with fellow EFS alum CatherineWilliams, received the 2012 Alumni Cup, the mostprestigious sports award that Nichols offers.

Lucas is now enrolled at Deerfield Academy in Massachusettsfor his post-graduate year, where he continues to play soccer,hockey, and lacrosse. “Currently I'm starting on the varsitysoccer squad and it's been a great experience being the newguy on campus. I really enjoy my teachers and classes here.I've made a ton of friends, so the transition has been easy.”Next year, he’ll likely be off to Denison University. “Towardthe end of the summer, I verbally committed to play lacrosseat Denison University. I love the atmosphere at Denison and

I thought I would have more of an opportunity to thrive at asmall liberal arts college rather than a major university.Denison is also consistently a top eight Division 3 lacrosseprogram, so I'm extremely thrilled at the idea of competingfor a national championship. I plan to major in economicswith a minor or double major in Spanish.”

“Participating on the various sports teams has taught me tobe a good leader,” says Lucas. “I have played on teams with awide array of talent, and on these teams I have learned thatyou must carry a positive attitude towards every type ofsituation. Even when losing by a large margin, it’s importantto offer encouragement to fellow teammates rather than getdown on them. I really tried hard to reach out to everyoneon my teams, and by doing so I have made everlastingfriendships. … I believe that through sports, I have become abetter overall person.”

Remembering EFS“At EFS, I have to say that Tom Ryan had the biggest influenceon me. He served as my advisor in 6th grade and was thecoach for all of my soccer and basketball teams. I reallyappreciate all the support and guidance I received fromMr. Ryan. I will always cherish the memory of when he playedpickup basketball with my classmates and I. He was on theopposing team coming towards me on a fast break and as Iwent to block his shot, he threw a behind-the-back pass tohis teammate. I had no idea where the ball was and before Iknew it, it was in the hoop. He looked back at me and smiled.That is the classic Tom Ryan that I will always remember.”

33WINTER 2012/2013

Alumni Profile

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WHO WASTHEREPost-Thanksgiving Happy Hour, Buffalo, NY • November 2012

Standing from left to right: Head of Lower School Sarah Mitchell Duddy ’90, Josh Heims ’90,Shana Siegel ’90, Anthony Duddy, and Jordan Jayson ’90

Kevin Kaminski ’98 and Marisa Kaminski ’00 Dorian Rolston, Karen Lillie Rolsten ’01, Sarah Lillie ’96,and George Matthews ’97

Jordan Jayson ’90, Amy Decillis Bard ’86,and David Bard

AlumniAlumni

Top: Susie Lenahan Kimberly ’64 with Headof School Meg Keller-CoganBottom: Eric Saldanha ’85, Meg Keller-Cogan,Ted Clark ’89, and Kary Fronk Clark ’91

35WINTER 2012/2013

WHO WASTHEREPost-Thanksgiving Happy Hour, Buffalo, NY • November 2012 Buffalo Independent Schools Alumni Happy Hour, New York City, NY • February 2012

Alumni

Kayla Zemsky ’01 and EFS event hostess Sarah Marlette ’99

Kayle Zemsky ’01 and Anna Ellis ’01 with Nichols alum Kenton Muscato Sam Walsh ’01 with Nardin alumna Lindsey Hess

Dayle Hodge ’97 with Sem alumna Kathryn Steffan


SpottedON C AMPUS

Karen Lillie Rolston ’01stopped in with her mom,Alumni Council memberMadeline Ambrus Lillie ’64.

Gary Occhino ’90 haspartnered with athletic directorTom Ryan to launch a new golfprogram here at EFS.

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AlumniAlumni

Admissions Director Elaine Ackervisited with Scott Zachau ’07and his dad John.

Jamie Humiston ’10 caught upwith teachers while picking uphis sister Logan ’13.

Josh Bruzgul ’88 visited withHead of Lower School SarahDuddy ’90.

4

5

3 EFS classmates Ryan Tick ’08,Sarah Miller ’08, and HannahElsinghorst ’08.

Devin Friedlander ’06 (left)stopped in to visit sister Zoe ’04while Zoe was substituteteaching in fourth grade.

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37WINTER 2012/2013

Derek Brim ’05, a defensive backfor the UB Bulls, lent a handduring an afterschool basketballpractice.

Jon Celik ’98 paid a visit toFrench teacher Madame Papagni.

Jack Vance ’10 stopped in tosay hello to Elaine Acker andAnnette Kellogg

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Alumni

Brothers Mike ’05 and Dave ’04Szymkowiak can be seen mostdays at EFS working in theafterschool program or subbing ina classroom.

James Blackwell ’08 met Headof School Meg Keller-Coganwhile on a break from Ball State

John Loree ’08 dropped in whilehome from Vassar.

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Stacie Stone Greenfield ’90,who recently moved back to thearea, caught up with Head ofSchool Meg Keller-Cogan.

Frankie Jones ’12, Xavier Kyle ’12,and Will Smith ’12 stopped by tocatch up with teachers and posedin the lobby with their cover photofrom last year’s gradauation.

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D A Y T O

DAYThe man behind the maskPrep students enjoyed a visit from Buffalo firefighters in October, whogave them an up-close look at all their specialized gear, from the masksto the hoses to the big red truck.

I believe I can flyAn eighth grader takes a daring leap into the lake from a 20-foot divetower during the annual outdoor education trip in September to CampPathfinder in Ontario, Canada.

TAKE A LOOK AT WHAT OURSTUDENTS HAVE BEEN UP TOAROUND THE SCHOOL, THENEIGHBORHOOD, AND BEYOND.

39WINTER 2012/2013

Sock it to ‘emFifth and sixth grade girls played a spirited soccermatch against Nichols during the annual just-for-funplay date in October.

Warm hands, warm heartsA volunteer from St. Luke’s Mission of Mercy visitedPrep students in December to thank them for themitten drive they ran, collecting 221 pairs of warmmittens to be distributed to needy children.


Dig thisArcheologist, UB professor, and EFS dad Peter Biehltook time out from his fieldwork and teaching to sharesome of his discoveries with the EFS fifth graders inOctober as they pursue their own studies of ancientcultures this year.

Tiny dancersPrep II students performed a narrated, abridgedversion of Tchaikovsky’s Nutcracker in December. Thisis the 22nd annual performance led by teacher MollySanders Clauss ’74.

41WINTER 2012/2013

All booked upThird graders wrote and illustrated their ownstorybooks, which they shared with an eager audienceof Prep students in December.

A sticky issueEighth graders used corn starch to make models ofthe Earth’s mantle, which combines the properties ofsolids and liquids.


Alumni Profile

A worldy appetiteFifth, sixth, and seventh grade students prepared andshared more than one hundred different ethnic dishesfor the annual Multi-cultural Food Festival in February.Eighth grade students helped organize the event andalso set up booths selling crepes and nachos withproceeds donated to the Roswell Park Alliance.

String theoryThe newest instrument added to the Lower Schoolmusic department is the ukulele. Here, teacher ClareArcher helps two second graders find the rightfingering.

43WINTER 2012/2013

Close encountersSecond graders visited the Butterfly Conservatory inOctober. Here, two students get an up-close look atone of the 2,000 free-flying creatures.

Artist’s perspectiveDads and other special guests visited the Prepclassroom in February for a morning of fun activitiesand delicious donuts.


In March, we inducted 20 students into the National JuniorHonor Society: eighth graders Intisara Brittan-Karshud,Hannah Garis, Amanda Hausmann, and Antonio Lim; seventhgraders Anna Ange, Zachary Berzon, Spencer Frome, Sally Gibson, Kareem Haq, James Johnson, Jack Kellogg,Roy Lahood, Mackenzie Lenahan, Andrew Morris,Marie Nercessian, William Robinson, Tibor Setteducati,Maya Simmons, Jack Stephen, and Emily Yarbrough.

Ten EFS students participanted in the Erie County MusicEducators Association’s Solo Festival: Eric Bridges ’15, Emma Catipovic ’13, Kyra Fogg ’13, Joe Frank ’13, AmandaHausmann ’13, Roy Lahood ’14, Antonio Lim ’13, SamMiserendino ’15, William Robinson ’14, and Gianni Siddiqui ’13. The festival serves as the audition for the All-County Music Festival band and orchestra. As a result, AmandaHausmann and Antonio Lim were selected to participate in all-county ensembles, and Joe Frank was selected as an alternate.

Pushing Up the Sky awards were presented in November to fifth graders Jack Kinsman and Isabella Warner; sixth graders Julian Cunningham and Tatiana Ciprich-Migdal; seventhgraders Peter Said and Grace Obletz; and eighth gradersMorgan Awner and Elise Alexander.

Anna Ilecki ’17 (standing far right) and Hannah Rich ’18(standing center) were winners in the National Federation forJust Communities’ poster contest. The girls were honored atthe organization’s Community Leader Awards luncheon in January.

Spencer Frome ’14 played on the Buffalo Jr. Sabres 12U hockeyteam competing at the 53rd Quebec International Pee-WeeHockey Tournament at Pepsi Coliseum in Quebec in February.

Anne Najdzionek ’15 was named Canine Sports Complex’sJunior Handler of the Year in recognition of the agility trainingshe has done with her dogs Bella and Bullseye. Maris Conrad ’19 was recognized as a “Great Kid” by WGRZChannel 2 for requesting donations to the Niagara CountySPCA in lieu of birthday gifts.

Carlo Muscarella ’16 took first place in his division of the giantslolam race during the Kandahar Festival at Holiday Valley thisMarch. Carlo will move on to the state championship at SongMountain in Tully, New York.

NEWS of

NOTE

Heads for a Day: Emma Stephen ’17 (top) and Eric Rich ’17 (bottom) each served as Head for a Day this year,assisting Dr. Keller-Cogan with her busy schedule by handlingsuch pressing matters as deciding the dress code, choosing thelunch menu, and assisting with morning handshakes.

45WINTER 2012/2013

Annual Fund Cabinet Members put pen topaper to express their support of EFS during

our Annual Fund note-writing day. Pictured here (clockwise): former faculty

members Sue White and Sybil McGennis,grandparent Carol Kellogg, corporation

member and grandparent Stephen Kellogg ’51,and Alumni Council member and grandparent

Mary Franklin Saperston ’60.

Corporation Life Members joined Head of School Meg Keller-Cogan at their annual luncheon this fall. Pictured (standing from left to right):Frank Spitzmiller II, Holly Donaldson, David Strachan ’47, Cathy Wettlaufer ’62, Barbara Hourihan Downing, Chuck Kreiner, Annette Wilton ’48, Bill Mathias, Anne Saldanha, Amy Habib, Jane Banta ’61, Betsy Mitchell ’65, Madeline Lillie ’64, Leslie Zemsky,Stephen Kellogg ’51, Jack Hahn, Steven Biltekoff, and Susie Green ’62; seated, Head of School Meg Keller-Cogan.


1962Susie Barrett Green and fellow retiredElmwood Franklin School teachers (REFS)volunteered at the King Center CharterSchool to do one-on-one readingassessments of all the students. Theyattended a special training session withKCCS staff in January reuniting former EFSfaculty Cricket Gordon, Susie Green, MJWaltz, Christine Curtis, and Rose Gardonwith the KCCS founding middle schoolheadmaster and former EFS headmasterKeith Frome.

1965Betsy Swift Mitchell is the proudgrandmother of Grace Duddy (right) andJude Geisler (left). Grace’s mom SarahMitchell Duddy ’90 is currently the Head ofLower School for EFS, and Jude’s mom EvansMitchell Geisler ’95, an interior designer,recently relocated to New York City.

1977David Strachan, Jr. was promoted to seniorvice president and trust officer ofCambridge Trust Company inMassachusetts. David is a member of theBoston Estate Planning Council andTreasurer of the Essex County EstatePlanning Council. He is also President of theWellmet Project, Inc. and Chairman of theTopsfield (MA) Commissioners of TrustFunds. David currently lives in Topsfield withhis wife Susan and their three children.

1984Reed Anderson launched the Papa Objectwebsite chronicling his recent art project.Papa Object is an ongoing series of

paintings by Reed exploring art’srelationship to objecthood and context.Paintings are sent to people around theworld who live with it for thirty days. Duringthis period, the host photographs the artwithin its surroundings. The painting is thenreturned for exhibition and the photographcatalogued as research for future work. Toview images of this project, visitpapaobject.com.

1985Peter McGennis, Jr. premiered his third full-length film this past November in Buffalo."Queen City," which stars McGennis, VivicaA. Fox, Peter Jason, and Susan Tedeschi, isset in rustbelt Buffalo circa 1980 andfollows two detectives and a jazz singertrapped in a world of political corruption,urban decay and social dystopia.

1986Mona Fetouh has been living in Bangkok,Thailand for about two years working withInternational Rescue Committee. She workswith local partners to provide health andeducation services (pictured above) toapproximately 1 million refugees andmigrants from Burma/Myanmar, who livealong the Thailand-Burma border. Shewrites, “I love my work and the people wework with and for.”

1987Lewis Hudnell III and wife Melissawelcomed daughter Leyla on December 10.Lewis is a founder and partner of ColvinHudnell, a modern intellectual property lawfirm in New York City.

Adam Lippes, who is launching a newclothing line, was dubbed "the comebackkid" in an interview for the Standard'sculture blog and was also featured on theDYI Fashion blog. Adam was recently inBuffalo to preview his fall/winter 2013collection. Follow Adam online atwww.adamlippes.com.

1988Knight Kieffer writes, “I am so grateful formy experience at EFS. It has had, more thanany other experience, the most lastinginfluence on me."

1989Adrian Benjamin Burke, Esq. is a staffattorney and translator at Paul, Weiss,Rifkind, Wharton & Garrison, LLP, a largeinternational law firm headquartered in NewYork City. He writes in of his favoritememory at EFS, “Fifth grade history classwith Mrs. Drew—her beautiful coffee tablebooks with glossy pictures of antiquitiesand sights from around the ancient world alltabbed with yellow post-its (which were newback then I believe)—stimulated my love oftravel and history.”

Carolyn Sufrin is an assistant professor inthe Department of Obstetrics, Gynecologyand Reproductive Sciences at the Universityof California, San Francisco, as well as awomen's health specialist at the SanFrancisco County Jail and a PhD candidatein the joint medical anthropology programat UCSF/UC Berkeley.

1990Professional golf coach and speaker GaryOcchino has linked up with ElmwoodFranklin once again to develop a life-skills-through-sports program that will teach golfskills and more to EFS students. Gary is theowner of INDARE Golf and a PGA ofAmerica member since 2002. Visit hiswebsite at www.garyocchniogolf.com.

1992Christine Lillie received over a quartermillion dollar grant to continue her researchin neuroscience and law. Christine currentlyresides in Chapel Hill, North Carolina.

C L A S SNOTES

AlumniAlumni

Meg Swift Estoff ’93 with bridesmaids (fromleft to right) Evans Mitchell Geisler ’95,Sarah Swift, Sarah Mitchell Duddy ’90,Stephanie Swift Kroth ’90, and Liz Church.

47WINTER 2012/2013

1993Meg Swift Estoff (pictured above left) wasmarried to CW Estoff in August 2012. Theycurrently reside in Hingham, Massachussets.

Linsey Snyder Wachaltar is the founder ofFace Time Beauty Concierge. She is nowblogging for The Huffington Post sharing herexpertise on make-up and beauty:www.huffingtonpost.com/linsey-snyder-wachalter.

1996Emily Santilli Putas was married to MaxPutas in April 2011. She is now a licensed architect in Pennsylvania and working on thedesign of a Nano-Bio-Energy Technologiesbuilding at Carnegie Mellon University.

1997Dayle Hodge as Apollo Creed (picturedabove) earned the national title Man ofMovember after winning titles in Boston andNew York this past November. Dayle iscurrently enrolled in an MD/PhD program atAlbert Einstein College of Medicine in NewYork where he started a Movember teamthat has raised close to $20,000 since2010. During Movember, men sproutmoustaches throughout the month ofNovember to raise vital awareness and fundsfor men's health issues.

1998Sara Huckabone and Julia Drury,graduates of Cornell University, recentlypassed the board of veterinary medicineand are now licensed Doctors of VeterinaryMedicine.

Kerry Hannan Milton writes, “Dear EFS, asAct #5 of my 26 acts of kindness inmemory of Sandy Hook victims, I would liketo personally thank you for providing mewith such an amazing education andallowing me to grow up in a safeenvironment. I have always looked back atmy time at EFS fondly and appreciateeverything that you have done and continueto do for the kids in Buffalo, NY.”

2000Jewelry designer Heidi Gardner is gettingattention for her line of rings, earrings,bracelets, and pendants, and had piecesfeatured in New York Fashion Week. Checkout Heidi’s creations online atheidigardnernyc.com.

Andrew Simmons is completing his finalyear of his JD degree at Boston College.

2001Matt Connors, project manager withSinatra & Company Real Estate, was namedto Business First’s inaugural “30 Under 30”list of young professionals. Matt is agraduate of Cornell University’s School ofHotel Administration and playedprofessional hockey in Sweden. Afterworking as Director of Operations for thehospitality group Chosen Hospitality in LosAngeles, he recently moved back to Buffalo.Matt told Business First, “My passion isseeing my hometown develop into a placewe are proud to call home.”

2004Julia Friedman graduated from UnionCollege in Schenectady, New York in June2012. At Union, she earned a B.A. in Englishand minored in dance. Julia is currently livingin Manhattan, interning at Lucky Magazineand attending the Arthur L. CarterJournalism Institute at New York University,where she is a candidate for a master’sdegree in magazine journalism. Follow Julia’sblog at juliafriedman.org.

In June, Emily Simmons graduated fromBrown University with a B.A. in Englishliterature. Emily is now working in New YorkCity as an associate consultant for Bain andCompany.

2008Catherine Williams, a freshman at Colgatewhere she plays soccer, was named Rookieof the Year by the Patriot League.

2009Deception, a new drama on NBC, featuredEFS alumna Lizzy Cappuccino in asupporting role. Lizzy is signed with AbramsArtists Agency out of New York City andregularly flies there to audition forcommercials, television programs, and films.She spent a summer in Paris training as anactress with the Tisch summer high schoolprogram and spent seven weeks this pastsummer studying the Meisner technique atThe William Esper Studio in New York. Lizzy,currently a senior at Nichols, says she plansto attend NYU next year to study theatre atthe university’s Tisch School of the Arts.

2012Ballerina Adelaide Clauss had the role ofClara in the American Ballet Theater’sperformance of Alexei Ratmansky’sNutcracker at the Brooklyn Academy ofMusic in New York City. The New York Timesreview described Adelaide, who is afreshman at Dominican Academy inManhattan, as “especially lovely." Adelaide isalso one of the recipients of the AmericanBallet Theater's 2012-2013 NationalTraining Program Scholarship.

In Memoriam

Karin Bausenbach ’66 passed away inNovember 2012 after an eight-year battlewith cancer. She embraced life with apositive energy and a spirited drive thatforged caring and supportive connectionswith her patients, students, family, andcolleagues. A developmental behavioralpediatrician affiliated with KaiserPermanente Northwest and Portland’sNorthwest Early Childhood Institute (nowthe Children’s Developmental HealthInstitute of the Arts Center), "Dr. Karin"fused her scientific knowledge with the artof healing—medicine, for her, meanttreating for the whole person withcompetence and compassion. Throughouther battle with cancer, her enthusiasm,positivity, and love never faded.

Max Cohen ’02 passed away in January2013. His great smile will be missed byeveryone who loved him.

Alumni

Dayle Hodge ’97 as Apollo Creed at theBoston Man of Movember.

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FROM THE ARCHIVESGraduates of the Class of 1912.

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Bulletin Board Winter 2012-2013

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