GFA Fall Magazine 2015

GFA Fall 2015

Bard College Bates College Belmont University Boston College (2) Boston University Bowdoin College (2) Brown UniversityBucknell University (2) Clemson University Colby College (2) College of the Holy Cross Columbia University Connecticut College Cornell University Dartmouth College Dickinson College Duke University Elon University (3) Georgetown University (3)

Hamilton College Hampshire College Howard University Johns Hopkins University Lehigh University Loyola University in Maryland Macalester College Middlebury College (3) New York University Occidental College Pennsylvania State University Princeton University (2) Rhodes College Santa Clara University (3) Skidmore College Southern Methodist University (3) Stanford University Suffolk University Syracuse University (2)

The Catholic University of America The George Washington University (2) Tufts University Tulane University (2) University of Alabama University of Connecticut (2) University of Miami University of Michigan University of Pennsylvania (1) University of Richmond (2) University of Sydney University of Virginia Vanderbilt University (2) Vassar College Villanova University Wake Forest University Wellesley College Wesleyan University

Greens Farms Academy salutes the members of the Class of 2015, who will be attending the following colleges and universities:

College matriculation

CLASS of 2015

Board of TrusteesShelley Goldsmith, Co-ChairTricia Vanacore, Co-ChairMichael Berman, Co-Vice ChairStephen Lawrence, Co-Vice ChairZac Zeitlin, TreasurerArlene Howard, Secretary

Henry A. Backe, Jr., MD.Vani BettegowdaCarolyn CohenRoger FerrisStephanie FosterMichael GreenbergJanet M. Hartwell, Ex OfficioRick HolzingerWard K. HortonDavid B. MurphyJeff NixonMichael Rintoul ’84Josh SamuelsonNan SoulePeter TauckJim Wolfe

Advisory CouncilMichael Berman, Tri-ChairMichael Greenberg, Tri-ChairJim Wolfe, Tri-Chair

Scott BalkanElizabeth Koldyke BoolbolLynne ByrneDavid DurkinClaire FoersterMeade FogelDavid FriezoJulie GentileJohn HumphreyMeredith HutchisonDavid MagroneMolly McGrathDavid McKaneTom MurphyVictor NesiClarence NunnKim Raveis ’88Dan Tishman

Greens Farms Academy Fall 2015 Volume 29

EditorAlison Freeland

Associate EditorFrances Moore

Editorial AssistantSara Glidden

Alumni EditorMary Warner McGrade

DesignPlaza Design, LLCplazadesign.com

Photo ContributorsDonna BeemanNaru PhotographyLindsay Russo

Greens Farms Academy35 Beachside Avenue PO Box 998 Greens Farms, CT 06838-0998(203) 256-0717www.gfacademy.org

Greens Farms Academy is dedicated to guiding students through a rigorous course of study encompassing academics, arts, and athletics.

editorial

Greens FarmsAcademy

In an effort to streamline our mailing list, we are sending one magazine per household. If you would like extra copies, please email [email protected].

Letters to the EditorLetters to the Editor are welcome and may be edited for clarity and space. Please send all correspondence to Alison Freeland ([email protected]).

Alumni NewsWe welcome news from alumni, parents, and friends of GFA. Please send your news and labeled photographs to Alumni News at GFA, or email them to [email protected].

printed on recycled paper with soy-based inks

Features

Travel to Cuba: Challenges in Global Studies . . . . . . . . . . . . . . . . . . . . . . . . . 15

The Making of a Political Philosopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

GFA: A Green Ribbon School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Departments

Editor’s Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Head’s Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

GFA News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

STEAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Athletics at GFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Summer Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Alumni & GFA Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

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GFAMAGAZINE FALL2015 | 1

Letter from the Editored

itor

Dear Readers,

It’s fun for us to catch glimpses of GFA in the wider world, and in the last few

months we’ve had some good sightings. It started with two of our science faculty,

Tamar Cunha and Jackie Tran, showing up on a stage in Washington, DC, to receive

an important award for GFA. The story on page 18 explains how the “Green Ribbon

School” banner came to hang at the entrance of our main courtyard.

Jeffrey Baykal-Rollins, Upper School Art Teacher, is an AP reader for the Studio Art

exam. Imagine his delight when at the AP board meeting this summer in Salt Lake

City, 20 portfolios were singled out representing the year’s best—and one of them

was from Greens Farms Academy. See page 12 for a sampling of senior Allie Carey’s

photographs that stood out from the pack of 53,000 submissions.

Ninety miles south of Miami, FL, is a world apart from the United States. Ward Abel,

World Perspectives and Spanish Teacher, traveled to Havana and the Cuban

countryside this summer on a GFA Faculty Travel Grant. A mother from one of

the small towns he visited got him thinking when she said to him, “Here in Cuba,

we’re all poor, but we’re poor with dignity.” How do you reconcile the achievements

of the country, Ward wondered, with the daily limitations on its citizens?

That question would be of great interest to political philosopher Thomas Mulligan ’97,

who moved this summer from Tulane University to Brown University to teach

philosophy and become part of the Political Theory Project on campus. On page 16

he also asks the important questions: What constitutes a good life? How can we

pursue happiness in a morally upstanding way?

These are just a few examples of GFA’s off-campus reach. We hope you enjoy this

issue of the magazine, and that you will visit us soon to see how the new construction

is transforming life on campus.

Kind regards,

Alison Freeland

Director of Communications

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Dear GFA Community,

Independent schools undergo an accreditation review every 10 years, and GFA has begun

the process. The New England Association of Schools and Colleges (NEASC) oversees the

standards and guides the study. Self-reflection and improvement are the ultimate goals

of the exercise, which is built on self-study and peer review.

Starting this month, all faculty and staff will meet in small groups to review GFA’s

programs. It’s a kind of structured self-analysis in which we shine a light on every nook

and cranny of school life to make sure we’re doing what we say we’re doing both inside

and outside the classroom. Each group writes up its findings, contributing to a massive

document that speaks to how GFA measures up to the standards set by NEASC. A committee of peers will spend

several days at GFA next fall, comparing what they see with what we say about ourselves. The result will be

commendations for what we’re doing right and recommendations for improvement.

A long and comprehensive process, the NEASC self-study ultimately involves the entire school community, as we

will be sending surveys to all our parents and alumni within the next few months. Thank you in advance for taking

the time to respond to the survey, as the more data we can gather, the better our self-analysis will be. In the long

run, the self-study helps an independent school hold itself to the highest educational standards. Even though it’s

an arduous process, we are excited for the opportunity to research, reflect, and move forward.

In other news, we can’t stop staring at the construction that has taken place over the summer and being glad for

what it means for our program and for student life. Also, we’re looking forward to welcoming our fifth grade into

the Middle School next fall and to the full launching of our STEAM program, especially with new courses in the

Upper School.

I also look forward to seeing many of your faces this year at our Homecoming, Reunion, and State of the School

events. It’s a great time to be part of the GFA community.

Kind regards,

Janet Hartwell

Head of School

head

From the Head of School

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CLASS of 2015

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2015 CommencementThursday morning, June 4, GFA Commencement brought us good weather and

more than 1,000 people on the front lawn to celebrate the 78 seniors of the Class of

2015. Families cheered, a drone buzzed in to take photos, and the guest speaker, FBI

Director James Comey, entertained his listeners with quotes from current pop songs.

Congratulations to the families and graduates, and we welcome a new class to the

ranks of GFA alumni.



Class Day Awards 2015College Book Awards: Brandeis: Samantha Furlong ’16 Brown: Celia Bottger ’16 Dartmouth: Jules Becker ’16 and Margaret Boudreau ’16 Denison: Julia McGonagle ’16 Harvard: Lauren Telesz ’16 Rochester Institute of Technology: Ryan Petschek ’16 and Nina Rodgers ’16 St. Lawrence University: Alberto Larraguibel ’16 University of Chicago: Samyukt Kumar ’16 University of Virginia: Ingrid Backe ’16 Wellesley: Avery Vanacore ’16 Williams College: Taiylor Nunn ’16 Yale: John Gartland ’16

Angela Van Acker Award: Rachel Garofoli ’15, Elizabeth McGonagle ’15, Madison Sweedler ’15

Jane Kentnor Dean ’52 Alumni Award: Lauren Telesz ’16

World Perspective Award: Crosbie Marine ’15

Wagner Award: Rui Aguiar ’15 and Christopher Glynn ’17

Cum Laude Society: 11th grade: Ingrid Backe, Jules Becker, Celia Bottger, Margaret Boudreau, John Gartland, Samyukt Kumar, Lauren Telesz, Avery Vanacore; 12th grade: Amalia Ebbesen, Isabel Furman, Elizabeth McGonagle, Nicholas Puljic, Jennifer Ross, Dugald Shannon, Henry Soule, Alexander Williams

Class Athletic Prize: 9th grade: Bennett Close and Katarina Flicker 10th grade: Alexander Burch and Olivia Sullivan 11th grade: Ingrid Backe and Jack Mackle

Edward J. Denes, Jr. Outstanding Athlete Award: Daniel Ross ’15 and Dugald Shannon ’15

Barbara Hellwig Rose Outstanding Athlete Award: Campbell Goldsmith ’15

Marijane Beltz Sportsmanship Award: Campbell Goldsmith ’15

David M. Perry Sportsmanship Award: Henry Soule ’15

Visual Arts Award: Annalisa Breakstone ’15

Visual Arts Purchase Prize: Katherine Buonanno ’15

Music Award: Jad Qaddourah ’15

Theatre Award: Isabella Ferrante ’15 Isabel Furman ’15

Susan Conlan Award: Nicholas Puljic ’15

GLaD Prize: Rui Aguiar ’15

Barbara Conlan Award: Trent Turner ’15

Roger B. True Science Award: Dugald Shannon ’15

Roger B. True Science Research Award: Matthew Lichtenberg ’16

Joan Loomis Award (French): Amalia Ebbesen ’15

Martha Laffaye Award (Spanish): Henry Soule ’15

The Mandarin Award: Adam Petno ’15

Whittle Award History: Juliet Fontana ’15 and Adam Petno ’15

Keller Award (Most Improved in English): Isabella Ferrante ’15

Upton Award for English: Isabel Furman ’15

Creative Writing Award: Julia McGonagle ’16

Commencement Awards 2015Lynne A. Laukhuf Citizenship Prize: 9th grade—Abby Comey; 10th grade—Kayla Hinkson-Grant; 11th grade—Taiylor Nunn

Class Prize: 9th grade—Mia Krishnamurthy; 10th grade—Christopher Glynn; 11th grade—Margaret Boudreau

Charles H. Dietrich Teaching Award: Victor Llanque ZontaGoldenheim Award for Excellence in Teaching Award: Mathieu Freeman

David K. King Scholarship Award: Dugald Shannon ’15Francis Burr Hardon Award: Claire Comey ’15

Lucie B. Warren Award: Campbell Goldsmith ’15Head of School Award: Isabel Furman ’15 and Page Soper ’15


Moving OnThe GFA community said goodbye to two beloved faculty

members in 2015: Connie Ennis, Head of the Lower School for

the last 15 years, and Paul Shapiro, Upper School Visual Arts

teacher for 15 years. The two, who are also husband-and-wife,

will spend their retirement on the West Coast, where they have

summered for many years.

To honor Ennis, the Lower School community organized the

school’s most successful fundraising NUT Day of all time,

creating the Connie Ennis Fund for Lower School Programs

and Professional Development.

GFA

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GFA Undergoes Self-StudyEvery 10 years, independent schools undergo a self-study to become accredited by

the National Association of Independent Schools. GFA began the process in the spring

of 2015 and will continue through the fall of 2016. Faculty and staff will form program

committees to review all major areas of the school. Through research and surveys, they

assemble a report evaluating every aspect of school life. A visiting committee from

NEASC (New England Association of Schools and Colleges) then spends time on campus

and makes recommendations for follow-up actions. Families and alumni will be asked to

fill out a survey, and the school will keep you posted on the process.

Fifth Grade TransitionStarting in the fall of 2016, GFA’s fifth graders will join the Middle School. Traditionally

a year of transition, fifth grade welcomes young students at the beginning of the year,

who grow into more independent and confident learners by year’s end. Fifth graders

already play competitive sports with sixth graders at GFA, and will now join them in

academics as well. The Middle School will be reconfigured to allow fifth graders their

own space, where they will meet in homerooms, but also experience department-

specific academic classes.

MILESTONESKathleen Raby 35 years

Neil Champagne 25 years

Rosa Esposito 25 years

The 2014-15 yearbook recognition went to Connie Ennis and Paul Shapiro, who are both retiring from GFA after 15 years.

On June 24, Horizons welcomed back to campus 152 Bridgeport students in grades PreK-8. The summer session helps students overcome the achievement gap by providing six weeks of intensive academics. This year Horizons implemented a new literacy curriculum. In addition, students were exposed to a variety of enrichment experiences designed to enhance intelligence, creativity, and social-emotional development. The 2015 Horizons summer staff includes two GFA faculty members, along with nine GFA graduates, and 12 current students.

We are grateful for the many years of service to the school from three retiring trustees: Kara Bohnsack, Martha Gates Lord, Ed.D. ’74, and Molly McGrath.

We welcome three new board members whose terms began this summer:

Vani Bettegowda, Stephanie Foster,

and Ward K. Horton.

Vani Bettegowda is a graduate of Northwestern University

and has a MHS from Johns Hopkins University School of

Hygiene and Public Health. She worked on maternal and

infant health issues for 15 years, most recently serving as

the Director of the Perinatal Data Center at the March of

Dimes. At GFA, Vani has served on the Advisory Council,

Education Policy Committee, as an Annual Giving Class

Captain, and co-chair of Grandparents Day and the Back-

to-School BBQ. Vani lives in Wilton with her husband,

Manu, and their two daughters.

Stephanie Foster is President and a Senior Macro Analyst

at Discovery Capital Management, a global investment

firm. Prior to Discovery, she worked at J.P. Morgan, holding

a number of senior leadership positions across the Global

Markets business. Stephanie is a graduate of Carnegie

Mellon University with a BS in business and mathematics

and an MSIA from the Business School. Stephanie currently

serves on the Alumni Board of Carnegie Mellon’s Tepper

School of Business and on the board of the Ovarian

Cancer Research Fund. She is also on the Advisory Board

of Yale University Discovery-To-Cure program, where she

co-chaired numerous fundraisers and has been involved in

the evolution of their outreach program to ovarian cancer

patients. She lives in Westport with her husband, Brian, and

their three daughters.

Ward K. Horton, a film and television actor, has worked

with studios and networks nationwide alongside some of

the industry’s leading directors. He earned his business

degree from Wake Forest University and subsequently

worked in finance at Smith Breeden Associates before

focusing full-time on his acting career. Ward has served on

the GFA Advisory Council and he and his wife, Alexa, live in

Fairfield with their two children.


GFA welcomes two new administrators.What excites you most about working at GFA?

I’m excited to work with such skilled and dedicated adults as well as students who are engaged and active participants in their own learning. Most

of all, I’m excited to work in a school whose philosophy so closely aligns with my own educational philosophy. The strong community, the forward-

thinking nature of school leadership, and the robust academic program make me eager to get the school year started.

What are some of your goals?

To come to know the GFA community and to speak with as many

people as possible about their experiences. I want to try to under-

stand—from every perspective—what our strengths are and also our

areas for improvement. Once I have a stronger sense of the commu-

nity, it will help me to determine the types of projects and programs

the Lower School could focus on in the future. In particular this year, I

will be working with the Lower School math coordinators and teachers

on the implementation of Singapore Math in third and fourth grades.

What are some of the toughest challenges facing kids today? Parents?

I believe that one of the biggest challenges students face today is

with technology use. Technological advances have made life more

convenient and our children are exposed to a wide range of topics.

They have social interactions and communicate differently in this era.

And most of this happens instantly. Students must learn appropriate

ways to communicate and how to navigate their technology usage so

that they are responsible digital citizens. We want them to be produc-

ers of technology as opposed to consumers. I’d like for us all to work

toward helping our students appreciate the conveniences, but also

enable them to write the coding and programming. Students should

be curious about how these devices and programs work and question

how they can improve upon them and what steps they need to take

to achieve the improvement.

As for the big picture, I often wonder: Are we making life too easy?

Are we giving children the opportunity to grapple with work, big

questions, situations they encounter? Do we allow them opportunities

to fail and start over so that they develop patience and grit? While

we don’t like to see children struggle, their ability to persevere and to

“stick-with-it” is one of the best indicators of future success.

What do you do to relax?

I love to travel! Traveling allows me time to sit with my thoughts and

experience new foods and cultures first hand.

What was the last book you read?

The last two books I read were Americanah, by Chimamanda Ngozi

Adichie, and A Tale Dark and Grimm, by Adam Gidwitz. I try to alter-

nate between reading adult and children’s books when I can.

Aléwa Cooper


The strong community, the forward-thinking nature of school leadership, and the robust academic program make me eager to get the

school year started.

Head of Lower School

What excites you most about working at GFA?

I was inspired by the leadership of Janet Hartwell and by the Signature Programs. People talk about the sense of community at GFA, and frankly

most independent schools use the same language. But that commitment to community and sense of joyful engagement was evident from the

minute I stepped on campus, and I wanted to be a part of that.

How will Admission be involved in the future of GFA?

I am excited to guide the Admission team’s (Sherry Rago, Kim

McElderry, and Peggy Harwood) role in moving the fifth grade from a

Lower to Middle School division. I am also excited to be a “newbie”

with Aléwa [Cooper, the new Head of the Lower School] and under-

stand more about admission work in the Lower School. Finally, I see

opportunities to expand our geographic reach and ensure the contin-

ued enrollment of mission-appropriate students.

What is a key piece of advice for parents who are engaging in the admission process? Kids?

I encourage parents to consider the admission process as the begin-

ning of the relationship with the school. I consider it a triangle: the

parent, the child, and the school. Each side of the triangle brings

something to the partnership. The parents should be transparent

about their wishes for their child, as well as their understanding of

their child as a learner. The student should relax, have fun, be proud

of who he or she is, and understand that this is a fantastic opportu-

nity. Oh, and don’t chew gum during the interview!

What are some of the challenges facing independent schools today?

I’d say it’s a lack of understanding of the advantages of an indepen-

dent school education. Many families move to an expensive com-

munity with a high tax base and strong public school, only to discover

that the schools do not meet their needs. I wish more families under-

stood the value-added of being a part of a strong independent school

from the very beginning, when the love of learning is developing in a

child. Families do not realize that independent schools have total con-

trol over setting the curriculum. They also do not appreciate the ben-

efit of fully funded arts and athletic programs available to students

from a very young age. Independent schools are able to integrate

character education at all levels, and the student-teacher ratio plays a

significant role in the student’s education.

What do you do to relax?

My husband and I just moved from McLean, VA, to our new house in

Wilton. We have been adjusting to home ownership after living on

the Madeira School campus for eight years. (I know I am not going to

miss weekend duty!) We love to walk on all the trails in the area as

well as to discover new restaurants and theaters. This fall we are look-

ing forward to exploring New England and then bracing for the snow,

which people say you get a lot of up here? Ironically, having grown up

in Worcester, MA, I find shoveling snow relaxing.

What was the last book you read?

I have just finished The App Generation, by Howard Gardner and

Katie Davis. I’m looking forward to the conversations at GFA about

this summer reading assignment. I’m also in the middle of Americanah,

by Chimamanda Ngozi Adichie—she writes with such grace.

Ann Miller


I look forward to the beginning of the school

year when the students and faculty will return. I hope that

you will stop by and introduce yourself.

I’m eager to meet you.

Director of Admission and Enrollment Management

By Allison Carey ’16

Human beings have distinct, detailed features that are unsurpassed by any other living being on this earth. I believe that this is what makes them so interesting to photograph: The fact that you can take a picture of one person in a myriad of ways—from different angles, capturing different details—and each shot will be different from the previous one. Finding these details has come to be one of my passions.

Portraiture has been my area of expertise—I have been taking photos seriously since eighth grade. My sister doubles as my personal model, and she appears a lot through my portfolio. Because I love portraiture so much I knew I wanted my AP concentration to reflect that. Yet I knew just taking portraits wasn’t good enough. Because of this, I started experimenting with portraits in which the details I usually look for merge into the background.

It was during this experimentation that the core idea for my concentration was created: portraits in which I attempted to make my subjects ambiguous or reflected within the scenery. I used shadows, motion, color, digital manipulation, texture, and a variety of tools in order to complete this.


C A P T U R I N G D E T A I L SAllie Carey’s AP Studio Art Reading portfolio was among 20 (out of 53,000 submitted) to be selected to represent the year’s best portfolios.

Connecting the disciplines of science, technology, engineering, arts, and mathematics, STEAM fosters students’ enthusiasm for using design to solve real-world problems, preparing them for college and beyond in a technology-driven world.

S T E A MSCIENCE TECHNOLOGY ENGINEERING ARTS MATHEMATICS

Students got hands-on experience putting the structure together.

Once the factory was constructed, PreK invited students, faculty, and staff to taste the product.

A PreK student shows Head of School Janet Hartwell some of the materials they used.

All GFA students have the opportunity to pursue their passions for STEAM in a rigorous and collaborative learning environment, exploring coursework across STEAM disciplines, and working with faculty members who share their passions. Students who complete the course requirements and a culminating, independent project from conception, to design, to realization, earn a Diploma with a Concentration in STEAM.


PreK Creates Snow Cones with STEAMIn the spring, the PreK completed a comprehensive STEAM project: a snow cone factory. Throughout the second half of the year, students studied the water cycle, along with systems of wells, pumps, and pipes. They applied this scientific knowledge, along with their skills in math, engineering, and visual art, to construct their snow cone factory. The process included drawing up plans and putting together a presentation to get the necessary building permits from the zoning official: Head of School Janet Hartwell. Finally, on a sunny afternoon in May, the GFA community was invited to taste the results.

One step in the creation of the PreK snow cone factory was to draft plans to present to stakeholders and decision-makers.

GFA HonorsTwo Scholar-AthletesLast spring, the Fairchester Athletic Association selected 13 Scholar-Athletes, two of whom were GFA seniors: Campbell Goldsmith and Trent Turner.

The Scholar-Athlete Award goes to high school seniors who display excellence and superior achievement in both athletics and academics. To qualify, a student must have a GPA of 91 percent or better during junior and senior year; take a minimum of three Advanced Placement classes; and rank in the top 10 percent of the class. In addition, the student must have played at least one varsity sport during junior year, and two during senior year. Finally, the student must have earned an FAA All-League designation during junior or senior year. A committee of Athletic Directors decides the final honorees.

Campbell Goldsmith

GFA Athletic Director Tauni Butterfield described Campbell as “a tenacious, fierce competitor, incredibly gentle, kind, inquisitive, and enthusiastic. She never backs down, and is always pushing herself to be the best she can be.”

Campbell was a three-season varsity athlete since her freshman year and was a captain for soccer, basketball, and lacrosse this year. “Her team-first attitude, work ethic, and unrelenting positive attitude—even in the face of adversity and injuries—is an example to all who cross her path,” Butterfield said.

One of the top scholars in her class, Campbell earned High Honors every semester, and 5s on every AP test. Additionally she earned Head of School Honors every semester of her high school career. Throughout her ath-letic career at GFA, she won many FAA All-League honors, and in spring 2015 was named Channel 12 Scholar-Athlete of the Week for lacrosse.

Campbell attends Middlebury College.

Trent Turner

Trent was a four-year varsity wrestler, and as a senior tried out for the varsity lacrosse team, earning a start-ing position on defense. In wrestling he received the Most Valuable Wrestler award, FAA All-League honors, All-WNEPSWA honors, All-New England honors, and was named the Norwalk Hour All-Area Wrestler of the Year.

Academically Trent received High Honors throughout his high school career, completing 11 honors classes and seven AP classes, the most difficult academic program in the GFA curriculum. He was this year’s only male recipient of the Fairchester Scholar-Athlete award.

According to Athletic Director Tauni Butterfield, “Trent has a natural ability to listen, understand, and synthesize information from a broad spectrum of disciplines. He is compassionate, supportive, and thoroughly enjoys making connections with his peers.”

Trent attends Tufts University.

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Travel to Cuba: Challenges in Global StudiesBy Ward Abel, Spanish teacher; Asst. Director World Perspectives—Global StudiesUntil recently, the island nation of Cuba, just 90 miles south of Miami, has remained somewhat of a mystery for many in the United States. Because of the U.S. trade embargo imposed against Cuba in 1960, travel to Cuba for most American citizens has been prohibited. However, students today have much to learn from the island.

Apart from the political and economic differences, the Cuban population shares much in common with that of the United States. Well-known for its creative art and music scene, Cuba is a multi-cultural society with a blend of colonial and African influences. Interestingly, Cubans continue to have important conversations around the role of race and ethnicity in their society and they too maintain efforts to establish a degree of cultural sensitivity that is not present in other parts of the world. I was fortunate enough to use the GFA faculty travel grant to visit Havana and several other communities in the central provinces of Cienfuegos, Sancti Spiritus, and Villa Clara.

Throughout my stay in Cuba, I was greeted with enthusiasm when people learned I was from the United States. In my experience, Cubans were hopeful and optimistic about the recent re-establishment of diplomatic relations. In speaking with Cubans about the United States, there was a clear distinction between the policies of the respective governments and the people of each nation. “The embargo,” they said, “was a conflict between the two governments, not the people.” I found this mindset to differ from the sometimes-heated political discourse of the United States.

As I traveled out to the smaller towns in Cienfuegos, I had fascinating conversations with families who were proud of their communities and eager to share their lifestyle with foreign visitors, especially from the United States. Indeed, Cuba has made significant achievements with limited resources. Cuba boasts strong indicators of public health

with a life expectancy of 79 years according to the World Health Organization. Similarly the Cuban population enjoys one of the world’s highest literacy rates. Additionally, many Cubans will say that, in spite of economic difficulties and limited resources, their country is extremely safe and virtually free of crime and drugs. One mother told me, “Here in Cuba, we’re all poor, but we’re poor with dignity.” This small quote stuck out and reminded me of a small piece of propaganda painted outside of a market in Havana promoting Ché Guevara and Camilo Cienfuegos as examples of “modesty, disinterest, altruism, solidarity, and heroism.”

On the other hand, I found myself trying to reconcile these benefits of Cuban society with some of the extreme limitations that many face on a daily basis. In the town of Santa Clara, famous for Ché Guevara and his role in the Cuban Revolution, I spoke with a university professor who was critical of the country’s policy toward international travel. We talked about New York City and she said that it was not possible for her to travel there because of the expense and because of the govern-ment’s strict travel policy. I also spoke with a 20-year-old university student who expressed deep frustration because he could not earn enough money to buy a bike that he needed to travel more efficiently to his classes and to his part-time job in a café.

Reconciling Cuba’s achievements with the daily limitations that people face poses a real philosophical and perhaps even moral challenge. Is it worth sacrificing what we consider many daily conveniences to live in a humble society where basic health and education needs are met? How will the renewed relations with the United States influence Cuba’s socialist economic policies? How will closer relations with the United States affect Cuba’s relations with its Latin American neighbors? These are just a few of the questions I hope to help students grapple with in the classroom at GFA this year.

Propaganda posters abound in Cuba. This one, outside a market in Havana, promotes Ché Guevara and Camilo Cienfuegos as examples of “modesty, disinterest, altruism, solidarity, and heroism.”

Havana’s distinctive Central Park. Markets on the streets of Havana.



THE MAKING OF A POLITICAL PHILOSOPHER

Thomas Mulligan ’97 thinks a lot about arguments—how people argue, how they listen, and how they can make the

most effective, rigorous case for their beliefs. He has made a career of the subject, and is currently a postdoctoral

researcher with the Political Theory Project at Brown University, which promotes vigorous and respectful debate

among people of different opinions. But that opportunity didn’t arise until he had already served in the Navy in the

Persian Gulf and completed a stint as an Operations Officer in the CIA. However far-reaching his route has been, he

argues that it started in his senior year at GFA, in Joe Roll’s Philosophy class.

“Sometimes I think about how an off-hand decision,” he says,

“such as, I think I’ll try this philosophy course, can affect so

much of my life.” In the class, he was immediately drawn to

the enduring questions of humankind. “I was introduced to the

philosophical method of confronting these big questions, not

using empirical evidence as a scientist might, but using pure

reason.” When Tom wrote his doctoral dissertation at Tulane

University, he dedicated it to Mr. Roll.

Tom went through Tulane as an undergrad, joining the ROTC

program to help pay expenses. He graduated with a B.A. in

Philosophy and went into naval training in Newport, RI. The 9/11

attacks happened while he was there. About the military, he

says it gave him perspective. “You don’t find a lot of wealthy

people going into the military these days. It’s unfortunate.

The wealthy wield a massively disproportionate amount of

political influence, yet they have little first-hand experience

with military life. The military is regarded detachedly, as a poli-

cy tool, rather than an integral part of civic life, as it once was.”

After four years in the Navy, Tom returned to Tulane to get

his master’s degree and then applied to the CIA. “There’s a

romance to espionage work. It’s a unique and intrinsically inter-

esting job.” Tom’s natural penchant for privacy and his comfort

working alone fit the profile of an operative. Of that time, he

will only say that he worked in Latin America, carrying out the

primary mission of the Agency: collecting information that our

elected leaders will find useful. He gives a wry smile, “Let’s just

say that I came away with a deeper appreciation for the

dangers out there.”



Then it was back to Tulane for a doctorate. “I was motivated by the

low quality of political discourse in our country, dominated by talking

heads giving uninformed and often nonsensical opinions about impor-

tant issues. I was also disturbed by how Americans often regard those

who disagree with them not just as mistaken, but stupid. So some of

my research concerns how we deal with reasonable disagreement in

a productive way, and how we can find an increased role for merit

in politics.”

And so he began to focus on what has become his core project:

developing a meritocratic theory of justice. “The distribution of

wealth in our country is strikingly unequal. What really worries me,

though, is that we were supposed to be about hard work and achieve-

ment in the United States, but we’ve lost that meritocratic structure.

Family wealth and connections often determine outcome rather than

talent and hard work.”

And he is off and running on his favorite topic, citing statistics and

taking exception to partisan views of all stripes. He advocates for high

inheritance taxes and high spending on children for health care and

education. “Shouldn’t we give all young people a fair opportunity to

compete? It’s hard to see those of low moral and intellectual charac-

ter thrive while good people suffer.”

Tom knows that in some ways he is a movement of one, but he is also

well positioned to test his theories on a wider stage. At Brown, he will

teach and conduct research, write, and participate in conferences.

A seminar on meritocracy is in the works as well as teaching core

philosophy classes.

When asked to describe the life of a political philosopher, he says, “I

spend most of my time reading and writing. I’ve found it best to get

an idea down on paper first—even if it’s half-baked—and then try to

work through it, consulting the relevant literature as I go.”

But he is enthusiastic about collaboration with his peers in the

Political Theory Project. “First, we’re mostly blind to our own mistakes

—that’s why we make them—so there’s a lot of value in just having a

fresh set of eyes on something. Second, I often have questions about

matters outside of my expertise—the economic ramifications of

some public policy, say—and in these cases there’s nothing better

than being able to walk down the hall, or across campus, to talk to

an expert.”

His time at Brown should prepare him for a permanent career in

academia, or perhaps not. “That part is still uncertain,” he says with

that same smile. Meanwhile he will bring his theories and ideas to

the student marketplace and see how they fare.

As GFA focuses on ways to instill ethics and character in our community, we asked Tom for his thoughts on the subject.

What is the study of ethics?

It’s about how we live together. Humans are intensely social creatures, and it seems plain that there are right and wrong ways for us to treat each other. We need to explain these systematically and resolve the tricky cases about which we disagree. Ethics isn’t about emotion. It’s thinking about issues rigorously, even if the issues themselves are emotionally charged. And it’s about asking the right questions: what constitutes a good life and how can we pursue happiness in a morally upstanding way?

Thoughts on how to instill character?

Two things. First, I would say that having a good sense of perspective helps build character. It’s easy to be overwhelmed by life and its complications. We need perspective on what is important and not. Varied experiences, being around people of varied backgrounds, and listening to varied points of view all help. Second, I think that our contemporary culture—of oversharing, complaining, and unjustified certitude—is noxious. Avoid it.

Tom Mulligan ’97 has had a diverse career path, including serving in the Navy during 9/11, and working as a CIA operative in South America. With a doctorate in philosophy, he is now a postdoctoral researcher with the Political Theory Project at Brown University.

THOMAS MULLIGAN ’97


In April of this year, GFA Sustainability Coordinators Tamar Cunha and Jackie Tran boarded a train to Washington, DC, to accept on the school’s behalf the U.S. Department of Education’s Green Ribbon School Award, recognizing GFA as a national leader in environmental responsibility. The commitment to becoming a greener Greens Farms Academy and to instilling a sense of environmental stewardship in its students was made possible by support of the entire community: from individual actions to group efforts; from curriculum to construction.

The movement started nearly a decade ago, when a group of GFA students became concerned about the amount of disposable materials used in the lunchroom every day. From that initial impulse was born the school’s growing attention to implementing greener practices wherever possible.

Those eco-minded students, who helped inspire the cafeteria changeover to reusable dishes, gave rise to a faculty/staff “Green Team,” which began really examining the school’s carbon footprint. Two years ago this group was streamlined to create a permanent, two-person Sustainability Coordinator team, currently helmed by Cunha and Tran.

The two have worked diligently to coordinate the sustainability efforts of the entire school, with the support of the business office, maintenance, technology, administration, Head of School Janet Hartwell, and, crucially, the students, faculty, and staff.

According to GFA Head of School Janet Hartwell, “Our mission, with respect to sustainability, is to investigate and implement solutions that lead to a more efficient and low-impact campus. Included in this is our effort to engage the entire community in events and education so that they understand how their decisions and actions can affect the environment.”

One big step for the school came from the parents, who donated the organic garden in 2009. There the students grow carrots, lettuce, and other produce items that can be used in the classroom and sometimes even in the cafeteria.

After that came the larger institutional changes, like replacing the original single-pane windows in the mansion to energy-efficient ones, upgrading heating and cooling systems, and installing solar panels. “Maintenance changes often have been because of Neil [Champagne, the school’s Director of Facilities and Maintenance]. He and Russ [Friedson, Chief Finance and Operations Officer] are really interested in efficiency. There has been a lot of buy-in from everyone because we can all agree that having things run more efficiently improves our bottom line and improves the impact that we have,” Cunha said.

The tech department has also been a huge help, Cunha said, in identifying wasteful habits and recommending greener products, like more efficient printers and recycled paper. “They identify things that we don’t necessarily think about.”

In April, these efforts paid off when GFA received its Green Ribbon School Award by U.S. Secretary of Education Arne Duncan. The award, given annually by the U.S. Department of Education, acknowledges schools that are reducing their environmental impact, improving the school’s health and wellness, and are providing an environmental education.

Greens Farms AcademyA Green Ribbon School


Hartwell credited the hard work of Tran and Cunha for this award. “These two passionate teachers might be found in the classroom, the salt marsh, the organic garden, or working with the recycling crews. They work tirelessly and with good humor to help the whole school become aware of how our actions impact our environment.”

Other sustainable practices in place at GFA are: composting organic matter from the cafeteria (which students then use in the organic garden); automatic shut-off lights with occupancy sensors; using environmentally friendly cleaning products and maintenance practices (see related article p.21), and hosting a variety of “eco events” both within the school and the community.

One of GFA’s signature sustainability programs, Seed to Table, was created to give students a meaningful connection to the world around them through the exploration of food. Through hands-on work in the organic garden and field trips to learn about what happens outside the school, students follow food from compost to cultivation; from planting to produce.

According to Tran, “Food serves as an excellent medium for learning as it permeates our everyday lives and opens itself to lessons on topics such as environmental literacy, culture, health and nutrition, history, and creativity.”

For Tran and Cunha, the classroom is just the beginning. They make it their daily mission to retrain the way the GFA community thinks about their impact on their environment. Some initiatives they have put in place are Vegetarian Local Lunch Day and doing away with the school’s disposable coffee cups—faculty and staff must bring their own reusable coffee mugs. And they continue to look for ways in which the school can improve as a whole.

“It’s hard to change people’s mentality,” Tran said. “We’re not doing this because it’s a fad. … I want people to do this because it’s the right thing to do and it’s what we should be doing now. If they do it, they’ll set a good example for their kids and future generations.”

From its motto (“Each for All”) to its eco-friendly maintenance, GFA is committed to incorporating sustainability into its daily life—even extending to the new Performing Arts Center and Global Studies Center, which were constructed from recycled building materials and will feature a “green roof.”

“I think it’s interesting to be here at this time to see the things that we’ve done and we’re still continuing,” Cunha said. “The new building, the elements of green design that were incorporated in that, and the solar panels that we’re adding, that’s exciting.”

Now recognized as a national leader in sustainable practices, the GFA community continues to seek ways to reduce its carbon footprint. Cunha said she would love to see a stronger involvement from Middle and Upper School students, not just through club participation, but through practical applications in the classroom.

“I love the idea of students having an active role in maintaining their school, so the more we can figure out how to make that happen, the better,” she said.

Tran agreed, saying, “I want the kids to know how they’re impacting the environment and give them the skills and knowledge to understand that everything is connected.”


Left: Sustainability Coordinators Jackie Tran, second from left, and Tamar Cunha, second from right, traveled to Washington, DC, to accept their 2015 Green Ribbon School Award from the U.S. Department of Education.

Above: Sustainability Coordinator Jackie Tran shows summer PreK students how to harvest carrots from the school’s organic garden.

Edible Schoolyard Concepts Can Apply to GFALower School Science Teacher Sofi Kurtz (left) attended the Edible Schoolyard Academy in Berkeley, CA, over the summer, providing her the opportunity to learn about curriculum integration and development, volunteer management, and rituals and routines of garden and kitchen classrooms, among other topics.

Each day of the conference was spent learning about how garden- and kitchen-based lessons can link to academic standards. It provided teachers with tools to develop programs and strategies for their schools, which Kurtz said will greatly enhance GFA’s existing Seed to Table signature program. She is looking forward to sharing her experiences with her peers at GFA.

“I already have ideas on implementing some of the curriculum during this coming school year,” Kurtz said. “One of the most useful parts of the conference was that GFA will now be a part of the Edible Schoolyard network of people all over the world who are engaged in bringing edible education programs to their communities. We now have access to the entire curriculum that is a part of this network.”


Woven through the Lower School curriculum, the Seed to Table program immerses students in the experience of following a seed. They plant and tend the soil in the organic garden. They harvest, cook, and consume their produce. Finally, they learn to preserve their crops for use during the winter months.

It’s also a study of contrasts: local vs. global, garden vs. grocery store, organic vs. mass produced, and what it all means.

If sustainable agriculture stands on three legs: economics, soil and air quality, and community, how do we best evaluate our impact on the process? Ask the Lower Schoolers. They are doing the research.

S E E DT O T A B L E

ENERGY

WASTE

WATER

EDUCATION

S U S T A I N A B I L I T Y

Sustainability from the Ground UpBy Tom Barry, Head Grounds Manager and Field Care Specialist

The 42 acres that make up Greens Farms Academy’s grounds are maintained with every effort not only to protect the various sensitive ecosystems we co-inhabit, but also to enhance them. The Grounds Department is always working toward achieving sustainability in our maintenance practices.

The entire campus is maintained without the use of synthetic pesticides. This is probably of greatest relevance on the athletic fields, where constant wear creates voids for weeds to fill in. In lieu of pesticides, we have increased our cultural practices like aeration and over-seeding to create a dense turf to shade out weeds. We also have had success with biological controls for insect pests—introducing parasitic nematodes to control white grubs, and ladybugs for aphids. Additionally, natural predators to pests are more likely to proliferate in a pesticide- free environment.

Most of the fertilization on campus is done using organic sources like composted poultry manure, kelp, seaweed extracts, and fish emulsion. These fertilizers help to build healthy soils which in turn create healthy plants. Organic fertilizers have less potential to leach into groundwater or runoff, which is essential considering our proximity to the Long Island Sound. Taking this approach also helps us to reduce our fertilizer input in the future.

Two other ways we are working to enhance our environment here at GFA are through increasing naturalized areas and planting more native plants around campus. Over the past two years we have planted a 7,500-square-foot butterfly meadow which recently became a Certified Monarch Butterfly Waystation.

This meadow contains more than 20 native plant species all of which attract various pollinators, including the Monarch butterfly. We have also moved toward planting primarily native plants around campus. This includes a native tree nursery planted by our Lower School students on Earth Day, as well as the new planting for the Performing Arts Center, which will feature blueberry bushes and native ornamental grasses.

We have worked to minimize our waste by looking at alternate maintenance practices, like mulching our leaves in the fall back into the soil. Rather than collecting our leaves and sending them off to a landfill, we use special mulching mower blades to chop fallen leaves very fine and then return them back to the soil. Not only does this recycle waste but it also acts as an organic fertilizer. Grass clippings are also returned when mowing and can be an additional source of nitrogen for the plants. We are currently working towards composting any additional green waste. The compost, once mature, could be used in planting beds or in the vegetable garden.

In addition to the obvious environmental benefits of these actions, they have also earned us recognition by the Northeast Organic Farmer’s association Organic Land Care Program in a recent article: http://www.organiclandcare.net/sites/default/files/going_organic_greens_farm_opt.pdf.

Future goals towards sustainability include expanding our native plantings, reducing our fertilizer and water input, and becoming a certified Audubon Cooperative Sanctuary. These accomplishments and goals are driven by our intrinsic motivation to be environmental stewards, aided by the culture here at GFA, and tremendous support from our community.


This year GFA was certified as a Monarch Butterfly Waystation. The campus has a 7,500-square-foot butterfly meadow with more than 20 native plant species.


Bermuda:

Six Upper School students with an interest in scientific research in marine biology had the

opportunity to work alongside professional scientists at the Bermuda Institute of Ocean

Sciences over the summer. The students took part in diving exercises, cleaned up beaches,

studied the natural history of the island, and learned about different native species.

Summer Trips


Iceland

Sixteen Middle School students traveled to Iceland to

experience the unique culture and landscape while gaining a

first-hand understanding of the physical science they learn about

at GFA. They were able to see the distinctive terrestrial ridge and

learn about Iceland’s quest to be energy independent by 2050.

Peru

GFA’s Spanish language immersion trip this summer brought

five Upper School students to Peru, where they lived with

host families in a rural village of the Sacred Valley. In addition

to language immersion, students worked at a local school and

studied the challenges of education in the developing world

through a two-week curriculum focusing on global leadership.

Visit www.gfacademy.org/alumni or call the Office of Alumni Relations at (203) 256-7523 for the most up-to-date calendar of events.

Please be sure we have your current email address! Send it to [email protected]

Connect with Classmates Through EverTrue

GFA is pleased to offer a way for alumni to stay connected: the GFA Alumni mobile app, powered by EverTrue!

No matter where you live or how busy your schedule is, you will be able to connect with other alums and keep up-to-date with the latest GFA school and alumni news.

To enroll, search for “EverTrue” in the Apple App store or the Google Play store. Once you have downloaded the app and opened it, you will be prompted to search for your community. Type in “GFA” and select the correct community.

Features include:

• Alumni directory searchable by name, class year, college, industry, or company.

• Integration with LinkedIn

• Alumni Events Calendar

• Facebook, Twitter, Vimeo, and Instagram

• Email verification

The GFA Alumni App for iPhone and Android uses email verification and is limited to use by confirmed alumni and non-graduates of GFA.

FAQPlease go to gfacademy.org/alumni for answers to frequently asked questions. If you don’t find the

answer, please contact us at [email protected] or call (203) 256-7523.

ALUMNI CALENDAR OF EVENTS

OCTOBER 16-17, 2015

ALUMNI WEEKEND, REUNION, AND HOMECOMING

OCTOBER 29, 2015

OJ BOOK CLUB, BOSTON

NOVEMBER 22, 2015

ALUMNI DIVERSITY DINNER

NOVEMBER 25, 2015

ALUMNI PUB NIGHT

DECEMBER 18, 2015

“COCOA & COOKIES” COLLEGE-AGE ALUMNI REUNION


Don’t just wait for the magazine—you can check in on us every day: www.gfacademy.org/social

Organelles went viral (digitally speaking) January 28, when we tweeted about our bio students conducting “cell wars” on Twitter, under the handle “#gfacellwars.” Students were trying to prove that their organelle was the most important part of the cell.

T O P H I T SI N SOCIAL MEDIA

Facebook followers flocked to see photos and video

from our Martin Luther King Day Assembly January 13. The popular video featured songs, personal essays, and speeches

performed and read by students and faculty. The post reached

more than 4,400 people.

Our photo of graduation speaker James B. Comey,

Director of the FBI, got a lot of Instagram love after it was

posted June 4.

Though still pretty new, our Pinterest page has been gaining traction throughout the year. The most popular

board by far is Alumni Athletics, which features a collection of stories and

photos of our graduates who have gone on to compete in

college and beyond.

This summer shot from Camp GFA got the most attention of our Flickr

photos this year, with the 2015 Commencement album

receiving the most hits in that category.

Greens Farms Academy35 Beachside Avenue, PO Box 998Greens Farms, CT 06838-0998T. 203.256.0717F. 203.256.7501

Email. [email protected]

www.gfacademy.org

Address Service Requested

December 3, 2015 | 7:00PM | Performing Arts CenterGFA will host its second annual State of the School on Thursday, December 3, 2015 at 7:00PM in the new Performing Arts Center.

The evening will include student performances, remarks from school leadership, and the opportunity to connect with other parents, faculty, administration, and trustees.

Please contact Greens Farms Academy to notify us of any change in address or if this issue is addressed to your son or daughter and they no longer maintain a permanent residence in your home.

INCLUDE OLD AND NEW ADDRESSES.

Connect with us on the webgfacademy.org

Documents

GFA Fall Magazine 2015