Mawrginalia

• January 2013 •Mawrginalia [mawr-juh-ney-lee-uh]: Latin, plural noun. Notes, commentary

and similar material about or relating to The Bryn Mawr School.

Contents

REGULARS4 | FROM THE HEADMISTRESS

5 | REMAWRKS

6 | THIS MONTH IN PICTURES Purple Fridays; Walking in a Bryn Mawr Wonderland; Varsity Basketball “Pink Out;” Winter Arts Showcase

9 | TEACHERS’ CORNER

10 | MAWRTIAN MINUTES Talia Titus, Director of Admission & Financial Aid, Named to AIMS Board; Bryn Mawr to Hire STEM Director; Middle School Fan Fiction Contest; Summer Programs; Bryn Mawr Annual Fund

24 | SENIOR VOICES: THE CLASS OF 2013

PARENTS’ ASSOCIATION27 | STATE OF THE SCHOOL

ALUMNAE29 | COLLEGE CONFIDENTIAL

29 | ALUMNAE CHALLENGE

29 | UPCOMING EVENTS

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Editor’s Note: Your feedback is important to us. If you have any comments, or if there is a story you’d like to see in Mawrginalia, please email me!

Laurel M-O Weijer Assistant Director of Communications weijerl@brynmawrschool.org

FEATURES 13 | NO OBJECTIONS Board of Trustees Chair Julie R. Rubin ’91 has been appointed a Baltimore City circuit court judge.

14 | CHANGING OF THE GUARD Associate Headmistress Peggy Bessent will conclude her role at Bryn Mawr at the end of the year; Upper School Director Jennifer Galambos and Academic Dean Elaine Swyryn earn promotions.

16 | GETTING IN The Bryn Mawr College Counseling staff guide seniors through the exhausting and exhilarating process of college applications.

20 | GREAT APPLICATIONS Want to write the next great iPhone app, like Angry Birds? There’s a class for that!

ON THE COVER

Teresa ‘15 prepares materials for an experiment in her chemistry class. Bryn Mawr is hiring a STEM director to help increase opportunities available to girls in science, technology, engineering and math.

20

Earlier this month, the Parents’ Association hosted the annual State of the School address. This event gives us an opportunity to let parents know about the prog-ress we have made on Bryn Mawr’s institutional goals and to share how that progress impacts our students. You can find a link to a video of the presentation on page 27.

During the address, I spoke about the work that our faculty has undertaken in the Upper School as we look to integrate the disciplines and provide opportunities for students in math and science—two of the STEM fields. As the Chronicle of Higher Education noted, there is currently a significant gender gap in the STEM disciplines, with girls earning just 18 percent of bachelor’s, 22 percent of master’s and 23 percent of doctoral degrees in these fields. At Bryn Mawr, we realize that for girls to succeed in these areas, they must have opportunities early and often to engage in the different disciplines. And, as we have heard from the college admis-sions representatives, the timing is perfect for us to focus on 21st century skills that have relevance beyond the classroom.

With this in mind, Bryn Mawr recently announced a search for a STEM director, a new position on our faculty. The STEM director will be responsible for implement-ing and overseeing a STEM program for girls in our Lower, Middle and Upper Schools. By taking this step, we hope not only to expand the personal capabili-ties and preparedness of our students in these disciplines, but also increase their desire to pursue them.

Our faculty is already making terrific progress across several of the STEM fields. We offer unique classes like the iPhone Apps course profiled on page 20. From the moment they set foot in the wonderful Lower School Science Center, through the A.P. course offerings in the Upper School, we encourage girls to explore, dis-cover, and challenge themselves. We are proud to have smart, capable students and a rigorous, confidence-building curriculum. I have no doubt that with the ex-panded opportunities an integrated STEM curriculum will bring, our girls will have the tools and resources they need to become leaders and pioneers in the STEM fields. This is truly a “natural fit” for Bryn Mawr and our students.

New approaches to teaching and learning go hand in hand with upgrading the science and math facilities. It has become clear that our students want and de-serve opportunities for independent research and, eventually, the facilities re-quired to enhance those projects. So many members of the Bryn Mawr community are leaders in the areas of math, science, engineering, and technology. We are tremendously grateful to all of you who have encouraged us on this path and we look forward to deepening our partnership moving forward.

As we say so often, the education of your daughter is a journey. And we are on that journey together!

Regulars

FROM THE HEADMISTRESS

Maureen E. WalshHeadmistress

“The timing is perfect for us to focus on twenty-first

century skills that have relevance

beyond the classroom.”

4 / Mawrginalia / January 2013

REMAWRKS

Pat SheridanLittle School Director

January 2013 / Mawrginalia / 5

“Grit and other related

traits are a better

predictor of academic

success than grades and test scores.”

In the past year or so a lot has been written in popular media and educational publications about “grit.” Some researchers have found that grit and other related traits are a better predictor of academic success than grades and test scores. Traits such as self-control, social intelligence, gratitude, zest, optimism and curiosity are referred to as “soft skills,” or non-cognitive skills. Research claims that children who demonstrate these character traits early on tend to go on to accomplish more in all areas of their life, and to experience a greater level of self satisfaction.

In his book “How Children Succeed” Paul Tough describes his observations at a small pre-school in New York where a curriculum called “Tools of the Mind” teaches students to control their impulses, stay focused on a task, avoid dis-tractions and manage their emotions. The program includes daily planning, a time when each child records what they will accomplish during the day. Much of the day is spent in extended dramatic play where children practice following rules of social interaction and learn to control their impulses.

As an early childhood educator, I was interested to read about the value of non-cognitive skills. Many of the traits and skills discussed in Tough’s book are demonstrated in the classrooms at Little School each day. Our program is designed to provide opportunities for children to learn and practice skills such as curiosity, optimism, social interplay, risk-taking, focus and self-control. We guide children to become self-regulated and resilient, as well as to be able to cope with failure, delay gratification and follow through with a plan.

One day I watched as two children, both four years old, worked together for more than 30 minutes to tie their shoelaces. One child demonstrated the rab-bit ears approach, but had no luck in actually getting it done. Her friend tried a different technique, again with no success. They tried sitting on the floor, sitting next to each other on a bench and lying down on their backs with their feet in the air. They laughed as they did it, and one child said, “It’s okay, you just have to keep trying!”

Every day, teachers at Little School have the opportunity to watch children per-sist at tasks that are challenging. The most important accomplishment at this time is the process of trying. When children get this message early, it becomes part of their approach to learning. Recently, I watched as two boys in our infant class carefully walked the length of the hallway, arms out to maintain their balance. They had huge smiles on their faces! So how can we help children de-velop qualities like focus, self-discipline and “grit”? I believe that we can teach them about optimism, determination and self-responsibility. Believe me, no one has more grit than a toddler who wants to stand on his own two feet and walk all the way down the hallway.

PICTURES OF THE MONTH

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The color of the month was definitely purple as Bryn Mawr students, faculty and staff

celebrated the Ravens’ march to the Super Bowl. Each Friday was a purple blowout,

culminating in an entire Purple Week the last week of the month. Go Ravens!

Clockwise from top right: Receptionist Merry Krumpholz and Upper School Administrative

Assistant Barb Weber; the girls of Ms. Budzik’s advisory; our smallest Ravens fans, the Little

School students, proudly don their purple; Upper School girls hang out in the Howell

Building Commons Room.

Visit our Facebook

page to see more

great photos!

Top: January brought winter to Bryn Mawr, complete with snow and freezing temperatures. Campus looks beautiful no matter what the season.

Bottom: The Varsity Basketball team hosted a “Pink Out” against Indian Creek to raise money for breast cancer research. Check out their colorful laces!

January 2013 / Mawrginalia / 7

Walking in a Bryn Mawr wonderland...

Early in January, Bryn Mawr hosted the first-ever Winter Arts Showcase, featuring music and dance performances from Lower through Upper School.

Clockwise from top right: Jahaan ‘13 performs to a master mix of Kanye West’s “Power” (click the

picture for a video!); the Lower and Middle School String Ensemble with teacher Matt Horwitz-Lee;

Christine ’14 performs with the combined choirs; Les Chanteuses sing “The President’s Tea.”

Winter Arts shoWcAse

8 / Mawrginalia / January 2013

TEACHERS’ CORNEREach month we profile three teachers to give them a chance to share, in their own words, what brought them to Bryn Mawr, what their teaching philosophy is, and why they love working here.

Mimi WaltersLower School Physical Education

Years at Bryn Mawr: 7Years Teaching: 25

Patti Gerhardt Wit ’94Middle School English

Years at Bryn Mawr: 13Years Teaching: 14

Tina SteckAsst. Athletic Director

Years at Bryn Mawr: 6Years Teaching: 12

What brought you to Bryn Mawr?

Prior to moving to Baltimore from Connecticut, I sent an email to Wendy Kridel asking about opportunities and she brought me on as a basketball and lacrosse coach. I got to know more about Bryn Mawr, and very much wanted to be here. So, when a position in the Lower School P.E. department opened up, I was thrilled to get it.

What is your teaching philosophy?

I want to help girls feel good about themselves. I am very much a believer in the importance of being active, and of enjoying that experience. From a coaching perspective, I want to help girls understand what it means to be part of a team, and work with them to help them be the best they can—and also enjoy doing it. Finally, I want to help the younger girls develop a life-long love of moving.

What is your favorite thing about working at Bryn Mawr?

I don’t have a favorite thing—I love all that I do! There’s nothing that I would want to give up. I coach both Middle and Upper School teams, and during the main part of the day, I teach the younger girls in the Lower School. I’ve enjoyed everything that I’ve done here.

What brought you to Bryn Mawr?

When I returned from teaching English overseas, I wanted to come back to Bryn Mawr, where I had a very positive experience as a student. It felt like it was a very good fit for teaching, and I’ve been here ever since. It’s a great community. I’ve had great mentors here.

What is your teaching philosophy?

I believe in being a life-long learner, and I want to inspire that in others. I think that is very much the influence that Bryn Mawr had on me. Also, in terms of working with Middle Schoolers, I want to help them understand that they can make progress, even if it’s slow. We are there to support them as a community, and it’s okay to make mistakes.

What is your favorite thing about working at Bryn Mawr?

The intellectual curiosity from both the students and the faculty is really what has kept me here. The girls have a great enthusiasm for learning new material. Also, there is a spirit of collaboration here—you can always find someone to team up with and try something new.

What brought you to Bryn Mawr?

I wanted an opportunity to teach and coach in a more relaxed environment. Coaching in college, there were a lot of time demands and we had to put a lot of pressure on the kids. The opportunity to teach at Bryn Mawr allowed me to still coach soccer, a sport I am passionate about, without having to live with the demands of college coaching.

What is your teaching philosophy?

Everyone has the capacity to learn and get better. As a teacher and a coach, I want to find ways to help my students and players perform at their optimal level.

What is your favorite thing about working at Bryn Mawr?

There are really two things. The first is the students—they are respectful and they want to learn. I don’t have to spend a lot of time with class management, so we can get a good deal accomplished. Second, the support I receive from the school, my colleagues, and even the parents is great, and there are many opportunities for professional development. Bryn Mawr is a really nice community.

January 2013 / Mawrginalia / 9

We are excited to announce a new position recently created in anticipation of the 2013-14 school year. Bryn Mawr is seeking an innovative educator to serve as the Science, Technology, Engineering and Math-ematics (STEM) Director. This faculty member will be responsible for curriculum development and peda-gogy as he or she implements and integrates a multi-dimensional program for girls in all divisions.

As indicated by the Chronicle of Higher Education, “Perhaps nowhere has the gender gap been more pronounced than in science, technology, engineering, and mathematics—the STEM fields. Women are still a minority in those fields despite more than a decade of outreach.”

Less than one percent of girls arrive at college with the intention of majoring in computer science. In engi-neering, women earn just 18 percent of undergraduate, 22 percent of master’s, and 23 percent of doctoral degrees.

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MAWRTIAN MINUTESNoteworthy news from around the school

Talia Titus, Director of Admission & Financial Aid, Named to AIMS Board

Bryn Mawr Announces Search for STEM Director

Talia Titus, Bryn Mawr’s director of admission and financial aid, has been named to the board of the Association of Independent Maryland Schools (AIMS). Titus will join a select group of administrators and fac-ulty who are tasked with assuring the financial integrity of the associa-tion, overseeing the implementation of the association’s mission, and thinking strategically about the future of the association and member schools. She will also sit on the AIMS accreditation committee.

AIMS is a vibrant association of about 120 independent schools in Maryland and the District of Columbia. Together, these schools serve more than 45,000 students in grades PK-12. Each year, AIMS supports its member schools by providing professional development opportuni-ties, rigorous and effective accreditation services and public advocacy to protect schools’ independence from governmental regulation.

To help address this gender gap, Bryn Mawr created the “Hardy Program Group,” which worked to ex-amine our program and that of other schools and universities. Building on the group’s recommendation, Bryn Mawr’s Director of STEM will lead the development of a K-12 curriculum that not only expands the personal capabilities and preparedness of our students to succeed in higher education, but also increases their desire to pursue science, technology, engineering and math-related disciplines. Ultimately, the goal is to increase our students’ interest, confidence, and sense of belonging in the STEM fields.

January 2013 / Mawrginalia / 11

Summer Programs at Bryn MawrIt’s not too early to start thinking about summer! Once again this year Bryn Mawr will offer four summer enrichments courses for students enter-ing grades eight through 12. In addition, two new courses have been added for students entering grades six and seven. Abbreviated course descrip-tions are below. For full details and to register, visit www.brynmawrschool.org/summer.

Upper School Courses

Art and Gender Taught by Helene CoccagnaThis class will provide students with foundational background in the fields of both gender theory and the history of art, and allow them to develop the skills of critical analysis of a wide variety of images from both the ancient and contemporary world.

Explorations in Geometry Taught by David AlexanderIn this course, students will investigate areas of ge-ometry not included in Bryn Mawr’s standard Geom-etry course, such as the mathematics of spiral growth, networks, fractals, tessellations, and transformations.

Nature’s Lab: Mapping the Local Ecosystem Taught by Eric EltonThe primary goal of this course is to teach students the natural history of the area surrounding The Bryn Mawr School, using skills employed by biologists and environmental scientists. The culmination will be the development of an online field guide for the greater Roland Park area.

Struggles for Supremacy: The President, Congress, and the Courts Taught by Karen CullenThis course will examine the often contentious interaction of the executive, legislative and judicial

branches that has resulted from an evolution of the federal government. Students will examine these issues through discussion and debate, hands-on proj-ects, readings, films, guest speakers, and field trips.

Middle School Courses

CSI Bryn Mawr: Exploration of Forensic Science Taught by Kate BrendlerIn this course, students will learn the vocabulary and techniques associated with crime scene analysis and testimonial evidence. Students will explore all as-pects of forensic science through hands-on activities, field trips, and exposure to guest experts.

Page to Stage Taught by Shannon MontagueA lot of effort goes into turning a written work into a full-scale production. In this course, students will explore the many aspects required to present a dramatic work to an audience. Our time together will conclude with a showcase for family and friends of our work from the session.

Participants in the summer 2012 Nature’s Lab class on a field trip.

12 / Mawrginalia / January 2013

Annual Fund Update

The Annual Fund is a vital pool of resources that donors contribute to support Bryn Mawr students and their teachers. The Bryn Mawr School is grate-ful to many donors who have committed to this year’s Annual Fund between July 1 – December 31. To view the alphabetical list of donors, please click here.

There is plenty of time for you to join the esprit de corps before the end of the Annual Fund year onMay 31! Please consider contributing now. There is no better or more direct way to make a difference for Bryn Mawr students and their teachers. Raise your hand in support by donating now!

To view last year’s Report on Giving, which includes all Bryn Mawr donors, click here and enter the username “community” and the password “owl-gate.”

Have questions or want more information? Contact Assistant Director of Development Ann Kangas at kangasa@brynmawrschool.org or by calling 410.323.1118 x. 1280.

Middle School Fanfiction Contest

What’s the best way to get girls to start writing? Give them material that they are excited about! This was the idea behind the first Middle School fanfiction contest, held earlier this month. Fanfiction is a broadly-defined term for stories written about characters by fans. Middle School teacher Patti Gerhardt Wit ’94 says that the idea was first brought to her by a group of girls who had been writing some of their own fan-fiction already. “They asked if we could have a contest, and I said, absolutely!” Wit says. “It’s a great way to encourage them to write more.”

The contest generated a good deal of interest, with a large group of girls submitting entries covering ground from Dante to Lewis Carroll to J.K. Rowling. Stories were shared among the contestants, and win-ners were chosen by their peers.

The top prize went to Zhenee Brown ‘17 for a prologue to S.E. Hinton’s “The Outsiders,” which she read in English class. In second place was Charlotte Simpson ‘17 with “The Greatest Adventure,” based on the Harry Potter series. Third place went to Sefa Santos-Powell ‘17 for “The Slow Times of a Soon-to-be Slytherin,” also based on the Harry Potter books. To check out the girls’ stories, click here!

Bryn Mawr is excited to congratulate Julie R. Rubin, Class of 1991, on her recent appointment to the Cir-

cuit Court for Baltimore City. Rubin, a business litiga-tion attorney, currently serves as the chair of Bryn Mawr’s

Board of Trustees. She was appointed to the Circuit Court by Governor Martin O’Malley on Friday, December 28, 2012.

“Julie Rubin is a brilliant, thoughtful leader, deeply committed to our school community as well as to the City of Baltimore,” said Headmistress Maureen E. Walsh. “We could not be happier for her.”

After graduating from Bryn Mawr, Rubin received her undergraduate degree cum laude from Mount Holy-oke College before earning her juris doctorate with honors from the University of Maryland School of Law. While in law school, Rubin was awarded the Joseph Bernstein Prize for writing and served as an Asper Fellow to Judge Marvin J. Garbis of the United States District Court of Maryland. She joined the law firm Astrachan Gunst Thomas Rubin, P.C. in 2000; she was a named partner and served as Vice President of the firm.

Rubin has received several awards and honors during her career, including, among others, being named an American Bar Fellow, a recognition reserved for 1/3 of 1% of the attorneys in each state. In 2012, she was named one of Maryland’s top 50 women lawyers by SuperLawyers. The Maryland Daily Record also honored her as one of its 50 professionals “Successful by 40” in 2011 as well as one of the “Top 50 Women in Maryland Under 40” in 2010. She is AV Peer Review rated, the highest available, by Martindale-Hubbell, signifying the “highest level of professional excellence” in legal ability and ethical standards.

Prior to her appointment, Rubin worked as an Adjunct Professor at the University of Maryland School of Law. She also co-hosted the twice monthly radio program “Midday on the Law with Dan Rodricks,” broadcast on WYPR, Baltimore’s National Public Radio station, and was a frequent guest legal commenta-tor on WBFF FOX 45.

Bryn Mawr was honored to have Rubin deliver the keynote speech at Graduation in June 2011. To view a video of her remarks, please click here.

NO OBJECTIONSBoard of Trustees Chair Julie R. Rubin ’91 Appointed Baltimore City Circuit Court Judge

Features

January 2013 / Mawrginalia / 13

14 / Mawrginalia / January 2013

Changing of the Guard

It is with mixed emotions and sincere appreciation that we announce that Peggy Bessent will conclude her role as associate headmistress at the end of this academic year. Bessent began her career at Bryn Mawr in 1981, and has since served as director of the Lower School and director of Lower School admis-sion, prior to her appointment as associate headmistress.

In a letter to parents, faculty and staff, Headmistress Maureen E. Walsh wrote, “In the course of her career at Bryn Mawr, Peggy has been a steady, thoughtful and important leader and has capably and naturally filled her roles as teacher, administrator, and mentor. An absolute champion for Bryn Mawr, Peggy is a model of kindness and respect for students, faculty, and all who know her. A real love of learning and devotion to each of the worthy principles of the school’s mission permeate her life. Whether she is teaching, advising, mentoring new faculty, meeting with parents, honoring Bryn Mawr traditions, or bal-ancing the myriad responsibilities of a school administrator, Peggy has handled it all with confidence and grace.”

These qualities, along with her deep love for Bryn Mawr and her strong leadership, inspired donors Anne and Toby Broadus to name the Lower School Library in Bessent’s honor. At the dedication of the library, the Broadus fam-ily remarked, “Peggy has taught, mentored, guided, and supported countless students, families, faculty, and staff members. She has an amazing way of making one feel heard, val-ued, and comfortable, as if she has all the time in the world just for you. She is truly dedicated to Bryn Mawr and the people in its community.”

Though she will no longer serve as associate headmistress, Bessent will continue to play a role in the future of the school, and is sure to be seen around campus. As Walsh noted aptly, “Peggy is, and always will be, a part of the fabric of the Bryn Mawr community.”

The Next Chapter

As Bryn Mawr looks to the future, we are happy to announce the promotions of two faculty members. Effective July 1, 2013, Elaine L. Swyryn will become the dean of the faculty, transitioning from her current position as the academic dean of the Upper School. In her new position, Swyryn’s primary responsibilities will include hiring, evaluating and mentoring faculty, and overseeing faculty professional development opportunities.

Associate Headmistress Peggy Bessent, Academic Dean of the Upper School Elaine L. Swyryn and Upper School Director Jennifer C. Galambos.

Born and raised in New England, Swyryn attended Boston College and Harvard University, where she graduated with an undergraduate degree in mathematics and a Master’s in Mathematics Education, respectively. She joined the Upper School faculty in 1996 as a mathematics teacher. In 2006, she became the academic dean of the Upper School. During the course of her tenure she has helped to lead Bryn Mawr’s faculty in numerous ways, including through her roles as chair of the Math and Science Program Committee, chair of the Upper School Technology Task Force, chair of the Broadus Award Committee, and a member of the Faculty Salary Task Force. Announcing Swyryn’s promotion, Walsh noted that, “in

addition to being a phenomenal teach-er and mentor, Elaine is a collaborative, confident and thoughtful leader and colleague.”

We are also pleased to announce the appointment of Jennifer C. Galambos to the position of assistant head of school and Upper School director, ef-fective July 1, 2013. Galambos currently serves as Bryn Mawr’s Upper School director, a position she entered at the start of the current school year after serving as the Middle School director for four years. In her newly expanded role Galambos will, together with Assistant Head Sharon Wolford, aid Walsh in lead-ing the school.

Galambos is a native Baltimorean whograduated from Friends School and attended Franklin & Marshall College, graduating with a degree in sociology.

She went on to earn a Master’s in Educational Leadership at Loyola College of Maryland and a doctorate in Organization and Leadership at Teachers College of Columbia University. Since her start in education, Galambos has been deeply involved with young people as a history teacher, athletics coach, and, for the last twenty years, as an administrator.

Previously in leadership roles at The Bullis School in Potomac, Maryland, and Greens Farms Academy in Westport, Connecticut, Galambos brings a wide range of experience as an educator to her next as-signment as assistant head of school and Upper School director. Experienced, energetic, and creative, she has become influential in many areas, including academics, technology, admission, financial aid, and marketing. Said Walsh, “Jennifer is an extraordinarily talented educational leader and faculty mentor. We look forward to her continued contributions to Bryn Mawr.”

Associate Headmistress Peggy Bessent, Academic Dean of the Upper School Elaine L. Swyryn and Upper School Director Jennifer C. Galambos.

January 2013 / Mawrginalia / 15

Getting InNavigating the exhausting, exhilarating

world of college applications

January 2013 / Mawrginalia / 17

t’s late afternoon on a mid-December day, though the mild temperatures make it feel

more like October. Outside the Howell Center, a group of girls perch on the low

wall that surrounds the courtyard, Macbooks cra-dled in laps, legs dangling against the brick. In that moment, all is tranquil. Then, a shriek: “SHE GOT IN!”

For Bryn Mawr seniors, those three little words rep-resent the culmination of years of hard work, hours of toiling over applications and weeks of waiting. The college admission process can easily produce the amount of work equivalent to an extra class—replete with essays to write and plenty of “home-work”—all in anticipation of a single email.

I Director of College Counseling Patti Whalen has guided Bryn Mawr girls through this process for 12 years. She leads a team of three—College Counselors Jerry Brown and Bill Waters, and Administrative Assistant Courtney Watkins—and together they work to help girls figure out what they value in an education and what kind of school would fit them best. “We know they are all going to get into college,” Whalen says. “That’s a given. What we want to help them do is figure out who they are, what their values are, and how to articulate that to the world.”

The college counseling process at Bryn Mawr starts in the middle of junior year with a one-on-one meeting between each student and one

of the three counselors. This initial conversation is designed to help the counselors get to know the girls: their likes and dislikes, both in and out of the classroom; their values; their family histories. “We want to see them in a wider context, not just as students,” Whalen says.

From there, counselors meet with girls and their families, to give parents a chance to ask their own questions, as well as to make sure that everyone involved in the process is on the same page. Then, after a summer break that flies by too quickly, the admissions cycle be-gins in earnest.

For this year’s seniors, the college application process looks quite different than it did for their parents, or even for many older siblings—due in large part to ever-increasing selectiv-ity and changing demographics. Add to that accelerated cycles and deadlines from col-leges looking for ways to gain an edge over their competition, and it’s easy to see why early applications have jumped by a huge margin. In fact, nearly all members of the Class of 2013 applied early to at least one school. Happily, they have had great success. “A lot of girls applied early action or early decision to their first-choice school, and got in,” Whalen notes with a smile.

But, she emphasizes, college applications are a process, “and we are very much in the middle of it right now.” For those who have not heard, or who received a deferral or rejec-tion in the first round, this is a tense waiting period. Whalen tries to prepare them for this possibility, warning girls at the beginning of the process that they may experience rejection. The point of this is not to discourage them, but rather to help cushion the blow. “We want

Bryn Mawr graduates attend a range of

colleges and universi-ties across the United States and around the world. Hear from three members of the Class of 2013, in their own

words, about their time at Bryn Mawr, what the

college application process was like, and why each chose the

school she will attend.

“My most influential class at Bryn Mawr was pre-calculus with Mr. Alexander. He was such a good teacher, and

[since I’m] considering be-ing an education major, seeing his style was really interesting. I feel like even if you’re not too keen on math, you can learn a lot from his class.” - Abby Del Guercio ’13

Click here to hear Abby’s story.

18 / Mawrginalia / January 2013

to build them up and help them believe in themselves,” Whalen explains. “Then, if that rejection comes, they will be able to see that it is not a judgment on them as individuals.”

Whalen also confesses that she has a rep-utation for being something of a “mother hen” in the admissions community. “I’m known for saying, ‘What were you thinking?!’” she admits, laughing. “I want [admission officers] to understand how wonderful these girls are, and I will fight for that.”

Once the roller coaster ride of admissions season is over, Whalen is confident that each girl will have found a college that is both challenging and fulfilling, as many generations of Bryn Mawr girls before her have. That, in a nutshell, is the goal of the college coun-seling process: to find the right fit for each stu-dent. “It’s an extension of the way we approach education at Bryn Mawr,” Whalen reflects. “We want to understand them and have them feel comfortable opening up to us. We care deeply about the girls, the process and the outcome. What I love most about this job is having the chance to get to know each student so well. It’s an enormous privilege.”

“Ms. Whalen, my college counselor, was so helpful throughout the process. She made the applica-tion process very dy-

namic, and let me know that I had so

many different choices and op-tions. She also

made sure that I was doing what

I thought was best for me.”

- Melda Gurakar ‘13

Click to hear Melda’s story.

Nearly all members of the Class of 2013

applied early to at least one college;

many applied to their first-choice

school and got in.

January 2013 / Mawrginalia / 19

“I’m going to miss my friends the most at Bryn Mawr. This community really nurtures you, and it gets you pre-pared for college, but it also lets you take people with you.”

-Liza Davis ‘13

Click here to hear Liza’s story.

January 2013 / Mawrginalia / 21

Great

Applications

Want to learn how to write the next Angry Birds?There’s a class for that.

Somewhere in the more than 150 lines of code that make up her iPhone app there is a “bug”—a typo that renders the entire program useless. She scans the computer screen intently, brow furrowed, absently tucking back a lock of blond hair.

“Ah,” she mutters. It’s a pesky lowercase ‘m’ hang-ing out where a capital letter needs to be. With a single quick keystroke, the whole project is back on track.

Knott is one of several Bryn Mawr girls participat-ing in Programming iPhone Apps, an Upper School elective open to students from Bryn Mawr, Roland Park Country School and Gilman School. Now in its second year, iPhone Apps challenges students to develop both computer science and graphic de-sign skills, framed in the context of technology that nearly every high schooler is familiar with.

But, as Knott is quick to point out, being familiar with iPhone applications—or “apps”—is a far cry from knowing how to write one. “I had no idea what I was getting myself into,” she confesses. For-tunately, “it turned out to be a great experience.”

Melda Gurakar ’13 was looking for something “different” when she decided to sign up for the course. She says that the class has been a good exercise in thinking cleverly. “We don’t have the skill sets to do everything, so we have to think creatively about how to accomplish the things we want to,” she explains.

Justin Curtis, who teaches the course, says that this kind of sentiment is just what he hoped for when he came up with the idea for the class. As Bryn Mawr’s resident web developer, Curtis—who holds a master’s degree in computer science from Johns Hopkins—is very familiar with the skills required to manage modern technology like websites and

Ellie Knott ’13 has a bug problem.

apps. He began teaching A.P. Computer Science in the Upper School six years ago. Soon after, he came up with the idea of offering a class called Programming Dynamic Websites as an introduc-tion to the A.P. class. However, Curtis says, “There wasn’t a whole lot of interest in websites. I wanted to get more girls into computer science, so I de-cided to try something different.” And so the apps class was born.

The Problem With Bugs

The first thing that Curtis tells his students is that writing an app is not as easy as they might think. “A lot of them come in with very low expectations about how difficult this will be, thinking that they can write an app in a couple of hours,” he remarks. “I think that, over the course of the semester, they gain an enormous appreciation for how difficult the development process can be, and why there are teams of 20 people working on apps like Angry Birds.”

Gurakar says that the most difficult part of pro-gramming the app was figuring out how to avoid bugs in the code. “The program we were working in was very particular, so if there was an extra dash somewhere, or something wasn’t capitalized, the entire code would fail,” she explains.

In order to ensure the accuracy of her code, Knott, Gurakar’s classmate, developed a very deliberate process. “Mr. Curtis would put the code up on the board, and I would literally look down, type one letter, look back up, then type another letter,” she says, laughing. “I started off trying to type the whole string of code, but then I’d just mess it up and have to redo it.”

To ease the stress of debugging, Curtis teaches students a few different methods to check their

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under the guise of a homework to-do list; an ex-pansion of the game Paper, Rock, Scissors based on the popular television show “Big Bang Theory;” and a movie guide linked directly to Wikipedia and IMDB.

For Curtis, the best part of the final project is that it gets students thinking about what kind of open-

ings there are in the apps market. “The first step is coming up with a fantastic idea,” Curtis says. “I tell them that once you understand the programming as-pects, that’s the easy part. The hard part is coming up with a really good idea. And if you have a good idea, you have to capitalize on it.”To that end, Curtis spends some of their class time walking students through the business of app de-velopment, including profit sharing, advertis-ing, and other ways to make money from their

creations, as well as how to become a licensed Apple developer. Currently, two students are readying their apps for the market. Curtis won’t say what the functions of the apps are, allowing only that “they are really good ideas, so if they publish them, it will be awesome.”

Ultimately, whether students take their apps to the next level or not, Curtis says that it is very rewarding to see how much they progress over the course of the semester. “I like seeing the students come in with no idea of what they are getting into, and by the end, they feel like they can do this,” he explains animatedly. “They see apps now and know how they work. It’s a tangible, feasible thing that they can continue, if they choose to.”

January 2013 / Mawrginalia / 23

programs. Arguably the most useful way involves producing results from different segments of the code. By narrowing down the possible source of the error, Curtis says, “it is easier to figure out where the problem is. This, he points out, is certainly a better solution than painfully picking through the numerous lines of code.

Curtis also makes sure that students understand how to problem solve on their own, and where to find re-sources on the In-ternet to aid them in figuring out dif-ferent techniques or solutions for debugging. This is a very impor-tant skill to have when designing apps or web-sites, he notes. Plus, “now they know where to go if they want to continue this in the future.”

Is There An App For That?

When Knott received the final project assignment to design and build a unique app from scratch, she had no idea what she wanted to create. So, she considered what kind of app would be most useful to her. “I’m always asking what day of the [school] cycle it is, so I thought, what if there was an app that had the 10-day cycle?” she explains. “I wanted to create something that had all the information an Upper School student needs.”

Knott’s idea became the “BMS Survival Guide.” From the app, one can call Ms. Weber, the Upper School administrative assistant, directly; see lunch menus; check the athletics schedule, and more.

Other final projects included Gurakar’s “Procrasti-NATION,” which provides a host of distractions

SENIOR VOICES: THE CLASS OF 2013Each year, seniors have the opportunity to present issues that matter to them to their classmates. Most do this in the form of a Senior Convocation—a twenty-minute speech that can be on any topic. In every issue, we highlight excerpts from convocations given that month. Occasionally, we will also highlight other senior speeches given at special occasions, letting members of the Class of 2013 share, in their own words, what matters to them.

Sixteen. By the time June 11 comes around, I will have spent 16 of the 18 years I’ve been alive at The Bryn Mawr School. That is roughly 88.9% of my life, right here at 109 West Melrose Avenue. I think it is safe to say that Bryn Mawr has become my home-away-from-home. I have shared many experiences with my classmates, and I would not want it any other way.

I came to the Little School when I was two years old. My parents were deciding between Bryn Mawr and Friends School, and chose to enroll me here. If I had had it my way, I would have picked Bryn Mawr too, but for different reasons. They looked at the great education; I looked at the abundance of toys. They liked the uniforms; I liked the pretty daisies. My “interview” consisted of my parents signing the enrollment contract.

Although I don’t remember a whole lot from the ages of two to four, I do know that my time at the Little School was the start of a great friendship. I met Jordan Bayer within the first couple of days at school, and we have been friends ever since. Jordan and I can say that we experienced “classes” and life with boys before junior year; therefore, we haven’t always attended an all-girls school! That’s just one of the many perks of going to the Little School.

Soon, though, it was time to say “See ya later, boys,” and head off to kindergarten. I was blessed to be in Ms. Martin’s class; go blue hearts! One of our favorite things to do was to go to the cherry tree that used to be in what is now the North Building quad and have Ms. Martin read us a book. We would climb the tree, lodging ourselves on any branch that we could reach, and listen to the story. It was heaven.

ANABELLE BACON

Regulars

24 / Mawrginalia / January 2013

Next was first grade, where students were allowed to take home the animals in the science room over the breaks. I volunteered to take care of Snickers, the guinea pig. Snickers was getting rather old, so Ms. Miyasaki told my parents that it would be alright if he died while he was at my house. Poor Snickers. My mom was really afraid that he was going to pass on, and wouldn’t have had any idea what to tell me. I can imagine my parents waking up before me, prodding Snickers to make sure he was still breathing. I wonder if they would have done CPR on the little guy…Fortunately, extreme measures weren’t required, as Snickers decided he wasn’t done living yet, and was safely returned to the science room when school started again.

Second grade was known for Pioneer Day—a time to reflect back on our founders and their lives. We could sign up to knit, cook, make potpourri or participate in other old-time activities. Another requirement was to dress as a pioneer, which meant, basically, that the whole class came to school wearing frumpy dresses, skirts, and shirts. We looked like miniature grandmas going to second grade.

Third grade was full of playing Zoombinis and Oregon Trail in the computer lab. It was also the year of the Greek Myth plays. My class put on “Persephone and Demeter,” which told the story of Persephone’s abduction by Hades, and Demeter’s quest to get her back. I was certainly not the girl who ever wanted to be the star, but each of us had to have a part in the play. My classmate Claire and I, the quieter girls in the class, were cast as trees. We each said one line: “Look, there’s Persephone! Why is she with Hades?” I will say that it was an Oscar-worthy performance on our parts. I can see it now: “Best Supporting Actress in Landscape” goes to… Anabelle and Claire!”

Unfortunately, not every year is filled with fun, happy memories; some years also included hardships. For the class of 2013, fourth grade was one of those tough

years. Halfway through the year, one of our teachers, Ms. Baker, went on maternity leave, and a substitute came to fill in for her. One day, we were all brought to the common room between the classrooms. We were told the devastating news that Mrs. Baker had passed away during childbirth; neither she nor the baby made it. The room was completely silent as each of us tried to fathom what this meant. I can only imagine how tough it must have been for her colleagues to tell their little fourth grade students what had happened. I remember my mom coming to pick up me and Jordan, and handing us teddy bears. We both decided to name ours after Ms. Baker. It was the first time that our class had collectively experienced

loss, but we helped each other get through it, making us even stronger as a class than we already were. Although Ms. Baker was not my homeroom teacher, she impacted all of us with her bright smile and great sense of humor. Whenever she was finished teaching, she would ask, “Are there any questions, comments, concerns, drama, and all that good stuff?” I know that her memory will live on with those students of hers who are in the Class of 2013.

In fifth grade we moved up to the big leagues, the “seniors” of Lower School. I had Ms. Wang, who came and went in one year. She was pregnant at the beginning of the year, and when she finally had her baby girl, she told us that she named her...wait for it…”Anabelle,” spelled exactly the same way. I would like to think that she wanted her child to be just like me, perfect child that I was. But really, I think that she probably just liked the name. As far as I’m concerned, though, the baby was named after me.

Oh Middle School, that glorious time when I didn’t have to spend the entire summer looking for a pair of all-white tennis shoes! The entirety of it felt like one long, blurred year, filled with mixers where we all dressed in jean skirts and Ugg boots. How about those rendezvous at the Hunt Valley Mall? Yes, the ones where you were dropped off by your parents

”“THIS YEAR IS OUR YEAR OF LASTS: LAST FIRST DAY, LAST GYM DRILL... BUT REALLY, THIS IS JUST THE BEGINNING.

January 2013 / Mawrginalia / 25

the rest of my day smelling like Bisquick mix and Pam cooking spray. Girls in other grades would comment on how rich our grade was, and that was fine by me! It was quite flattering, actually. All of the money went into putting on Ring Dance. When making the invitations, Melda and I, overachievers that we were, went above and beyond, deciding to create 80 handmade pocket watches that went with our “Alice in Wonderland” theme. We stayed at school until 9:30 p.m. making those darn invitations. On the plus side, we are among the few students who have been able to set foot in the faculty lounge. We needed it for the paper cutter.

Dreaded junior year was up next. Yes, school was hard, and missing Bazaar for SATs was a real downer. But our memes and inside jokes—like Success Kid: Stromboli Day, Forever Alone: Prom 2012, Technologically Impaired Duck: Call in the Letrae, and Blame Ross: Senioritis since Freshman Year—made it a little bit better. Junior year was also the year that I finally passed the driving test and got my license. Third time was the charm!

And finally, senior year. There are the not-so-long-ago memories of the senior room and painting cars in the senior lot. It has also been a pleasure to see my classmates getting into college. Even though some of us have not heard yet, or didn’t get the result we were hoping for, I whole-heartedly know that we will all find the school where we are meant to be. I am so proud of all that we have accomplished together thus far. This year is our year of lasts: last first day, last Gym Drill, last day in uniform, and so on...but really, this is just the beginning. We all have great futures ahead of us, and all I can say is that I am so honored to have spent my time at Bryn Mawr with all of you. My classmates, teachers, and advisors have truly made it a great 15 and a half years, and I definitely look forward to the final months ahead. What they say is true: we are the lucky class of 2013!

and would have to wait around for your friends to get there while attempting to hold a conversation with a 12-year-old boy. Basically, Middle School embodied every awkward moment that you can imagine. At the Winter Concert, our entire grade forgot the words to one of the Christmas songs, resulting in complete silence up on stage. Awkward!

That was also the Halloween that Claire and I dressed up as Britney Spears and Kevin Federline, right after he gained custody of their two kids. Claire wore jeans, a cut-off t-shirt, and walked around with a baby doll, while I dressed up as Brit. I am proud to say that we took the prize for best group costume. I will also never forget the eighth grade retreat at Camp Letts. We all participated in Cross the Line, an activity used to help us learn more about ourselves and our classmates. The teacher would read a sentence such as, “Cross the line if you have a pet,” and if it applied, you would walk across the line. One of the statements was, “cross the line if you have eight or more members in your family.” I thought this meant extended family too, not just parents and siblings. I started counting all of my cousins, aunts and uncles in my head, and knew that I had more than eight. So, I crossed the line. Then, I noticed that the only other person doing so was a girl with several siblings. I was mortified by my misunderstanding because I am an only child.

I finally made it to Upper School and ninth grade! The end of freshman year was the time that I ran for Student Government Association. Instead of giving a normal speech, I decided to create a rap in a bid to grab everyone’s undivided attention. It went a little something like this: “My name is Anabelle Bacon, you all know me, vice prezzie nominee for the SGA, gonna need your vote in this election, can I get a what what from everyone in your section. I got style, I got cheer, you better be ready for Ring Dance next year, cause when it comes, I’ll be ready and all the leaders of this school gonna finally meet me.”

I was indeed elected sophomore class vice president, and some of my big duties were fundraising and planning the Ring Dance. We put on many waffle sales during the year, and each time I would spend

ANABELLE BACON, CON’T.

26 / Mawrginalia / January 2013

January 2013 / Mawrginalia / 27

Parents’ Association

THE STATE OF THE SCHOOLHEADMISTRESS MAUREEN E. WALSH AND MEMBERS OF THE BOARD OF

TRUSTEES GIVE ANNUAL ADDRESS TO PARENTS

On January 18, Headmistress Maureen Walsh, together with members of the Board of Trustees and the Parents’ Association, presented the annual State of the School address to parents. She touched on a range of important topics, including security, college admissions, the Technology Task Forces for each division, and important improvements that the school is looking ahead to (see sidebar).

For those who were not able to attend the event, a full video recording of the address is available on the Bryn Mawr website (log in required). Please click here or on the video above to view the remarks.

KEY TOPICS• It has been a wonderful year for college

admissions. Many seniors applied early to their first-choice school and were admitted.

• Security of the Bryn Mawr campus has been an important topic of discussions since the December shootings in Newtown, CT. Bryn Mawr has recently taken a number of steps to increase security, including:

• Decreasing the number of doors unlocked during the school day

• Requiring security and operations personnel to wear uniforms

• Hiring an additional security guard during the school day

• Other security steps currently being considered include installing an intercom system in all buildings, installing interior locks on classroom and office doors, and providing an alert system at the bridges that connect Bryn Mawr to Roland Park and Gilman.

• The 1:1 technology program in the Middle and Upper Schools is going well. Bryn Mawr will continue to evaluate the best ways to integrate technology into our curriculum.

• Bryn Mawr is working with Gilman and the city of Baltimore to install a traffic light at our Northern Parkway entrance.

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Alumnae

The Gordon Building wears a blanket of white after a snowfall in 2004.

UPCOMING EVENTS

COLLEGE CONFIDENTIALYOUNG ALUMNAE RETURN FOR ANNUAL ALUMNAE COLLEGE FORUM

Share Your Class Notes!

Want to know what your fellow alumnae are up to? They want to hear from you too! Submit and read Class Notes online: www.brynmawrschool.org/alumnae.

January 2013 / Mawrginalia / 29

Four Schools: One Happy HourThursday, February 28th, 5:30 - 8:00 p.m.

For the Classes of 1970 – 1995. Join us in the Sky Bar and Pimlico Room of The Mt. Washington Tav-ern to mingle with alumni/ae from Bryn Mawr, Boys Latin, Roland Park Country School and Gilman School. Cash bar with draft beer and wine specials. Appetizers provided.

RSVP: alumnae@brynmawrschool.org

Thanks to all of our recent gradu-ates in the Classes of 2009-2012 who returned to campus on January 4 to share their college experiences with 11th and 12th grade advisories. Afterward, alumnae enjoyed lunch with Upper School faculty in Cen-tennial Hall Lobby. It was great to see so many familiar faces around campus! Check out more photos here.

Bryn Mawr girls love a good challenge, which is why we are excited to announce the first-ever Alumnae Challenge for recent grads!

Join in a bit of friendly competition for a great cause: Bryn Mawr. From January 22 to February 15, recent graduates are encouraged to make a gift of any amount to the Annual Fund. Every gift will boost your class’s participation.

When the challenge ends on Friday, February 15, the class with the highest participation will win the cup. Check the Alumnae Challenge web page for participation stats and keep an eye out for email updates. Good luck, and thank you for your dedication to Bryn Mawr!

ALUMNAE CHALLENGE

THE BRYN MAWR SCHOOL109 W. Melrose Ave

Baltimore, MD 21210410-323-8800

www.brynmawrschool.org