mawrginalia, march 2013

Mawrginalia

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

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

Contents

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 [email protected]

REGULARS4 | FROM THE HEADMISTRESS

5 | REMAWRKS

6 | PICTURES OF THE MONTH Fifth Grade Newbery Luncheon; Pioneer Picnic; Lower School Spring Concert; Snow Day; Whim ‘n Rhythm; National Foreign Language Week

9 | MAWRTIAN MINUTES Middle School Math-a-thon Raises $12,000; Upper

School Dance Company in Concert; Summer at Bryn Mawr; Reunion Giving Competition; Spring Open House

13 | TEACHERS’ CORNER

28 | SENIOR VOICES: THE CLASS OF 2013

PARENTS’ ASSOCIATION31 | DR. WENDY MOGEL PRESENTATION

31 | VOLUNTEER FOR THE BRYN MAWR BAZAAR!

ALUMNAE32 | FROM THE ARCHIVES

33 | ALUMNAE WEEKEND 2013

33 | ALUMNAE BOARD WELCOMES MEMBERS

33 | UPCOMING EVENTS

CONNECT WITH BRYN MAWR!

Want to be up-to-date on what’s happening at Bryn Mawr? Check us out on social media:

facebook.com/BrynMawrSchool

twitter.com/BrynMawrSchool

6 20

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FEATURES 14 | THE NEXT DIMENSION Nine Bryn Mawr students compete in a 3D printing challenge that puts their design and problem solving skills to the test.

19 | COACH TO CLASSROOM Assistant Athletic Director Tina Steck writes about her experience at an elite coaching clinic.

20 | BREAKING GROUND Bryn Mawr girls team up with boys from St. Paul’s School for a spring break of house building with Habitat for Humanity in New Orleans.

23 | LIVIN’ LA VIDA LAX Varsity Lacrosse Captain Ellie Knott ’13 recaps the lacrosse team’s spring break trip to Hilton Head, SC.

24 | MY CULTURE ‘TIS OF THEE A beloved fifth-grade tradition encourages each girl to take a turn defining what“culture” means to her family.

26 | MYTHS AND MUSEUMS A photo essay of the Lower School Greek Myth plays and the Upper School theater production “Museum.”

ON THE COVER

Second grade students wait excitedly to perform for parents and teachers at the annual Pioneer Picnic.

26

Regulars

FROM THE HEADMISTRESS

Maureen E. WalshHeadmistress

“We have an ‘intentional curriculum’

regarding leadership,

and our girls enter college

with great confidence.”

4 / Mawrginalia / March 2013

At a recent gathering of school heads, Shirley Tilghman, president of Princeton University, gave an interesting presentation about girls’ performance in college, specifically regarding their willingness to take on public leadership roles. During the presentation, I was glad to hear Tilghman emphasize what we believe are essential traits of Bryn Mawr girls intentionally developed by our faculty: confidence, self-possession, tenacity and intelligence.

However, Tilghman noted that there has been a change in women’s ambitions, at least from her vantage point, over the course of the last few decades. In the early to mid-1970s, women at Princeton—and, for that matter, at many previously all-male colleges and universities—were still bit of a novelty. But they were bright, talented and ambitious. By 1975, both the valedictorian and salutatorian at Princeton were women; by 1976, a female student won 12 varsity letters; and, by 1977, a female Princeton student was named a Rhodes Scholar.

Twenty-five years later, the landscape appears to have changed. Although 50% of Princeton’s undergraduates are women, only men were named Rhodes Scholars between 2005 and 2010. At many coed colleges women have higher GPAs, but they are underrepresented in the top percentile of the class. Female undergraduates are often reluctant to take on visible leadership roles, allowing the men to be the lead-ers while they participate in less visible— but highly useful—roles.

What happened to the “sisterhood is powerful” movement of the 1970s? This was Tilghman’s question.

She suggested that one of the core issues is often that young women lack con-fidence in crossing what is emerging as an important social norm—that the girls should not “put themselves out there.” Another factor is that they lack positive reinforcement from their peers.

At Bryn Mawr, we witness this emerging trend with alarm, but we also believe that we can help to combat it. Our girls enter college with great confidence and self-possession. By definition, they hold all the leadership roles at Bryn Mawr, and they have experienced all sorts of female leadership among their classmates and within the school’s administration. They are often brilliant at electing student leaders who are dynamic, selfless, and deeply committed to their class, team, or organization. We have what we call an “intentional curriculum” regarding school leadership, and we mentor and guide the girls through disappointments, failures, achievements and great accomplishments.

What we hear from our alumnae who are currently in college is that they continue with confidence and ambition to take on leadership roles after Bryn Mawr. More voices are joining the conversation on this topic—voices like Facebook COO Sheryl Sandberg, whose new book, “Lean In,” addresses the ongoing struggles for wom-en’s leadership. We welcome this national discussion, proud of what we’ve accom-plished with our girls and eager to continue the conversation.

REMAWRKS

Pat NothsteinLower School Director

March 2013 / Mawrginalia / 5

“Through the process of creation

girls develop strong

critical and creative

thinking skills.”

On a visit to the Lower School art studio this winter, I observed third graders engaged in an intriguing lesson entitled “Ancient Egypt Meets Op Art.” The objective of the lesson was for the students to create a drawing in the illusionary, or “Op Art,” style of the 1960s using patterns they discovered in ancient Egyptian art. The girls were quick to identify the orderly patterns the Egyptian artists used in the drawing of a pharaoh, on a sculpted vase and in the architecture of a tem-ple. As they studied the examples of illusionary art by English artist Bridget Riley, the teacher asked how the artist was able to fool the eye and create a design that appeared to be moving. Hands flew into the air as one girl responded excitedly, “I know—she used different brush strokes!”

The end product of this rather sophisticated lesson brought together two styles of art separated by thousands of years to create something new (creative teach-ing and learning at its best!). In the process of that creation, the girls developed strong critical and creative thinking skills to be used in all their academic studies, not to mention in their everyday life.

Similarly, as the fifth grade students prepare for their spring performance, their work in art and music has come together to inspire an original production based on the Japanese folktale “The Seven Gods of Luck.” The girls spent several music classes learning about the art and style of Japanese drumming, known as Taiko, from professional drumming group Taikoza. During art class they took a virtual field trip to the Victoria and Albert Museum in London and discovered the intrica-cies and precision of Japanese design. Inspired by what they saw, the girls created their own designs for a print-making project that will serve as the backdrop for the performance. The students were asked to consider how their design upheld two Japanese aesthetic ideals: maximum effect with minimal material, as well as the idea that “how you do something is as important as what you do.”

The girls were given the opportunity to reflect on how the work they were doing in art related to their work in music. They posted their reflections on Edmodo, a social learning platform that allows students to connect with their teacher and with one another. One student wrote, “My art connects with the music by the style. For my stamp making I picked a lightning bolt with a zig zag pattern…the fierceness of it reminds me of our class in music playing the drums…like a power-ful thunderbolt.” Another stated, “I think my design fits in with the music because my lines are short and long like the beat of the drums.” And another post: “I am thinking about maximum effect from minimum material because I did simple shapes but they turned into an amazing pattern with four of one design, then two, then one.”

The intrinsic pleasures and stimulation of these multi-disciplinary art experiences open our students up to new and deeper ways of thinking and connecting to the world around them. It is wonderful to see!

PICTURES OF THE MONTH


During the month of March, two of the Lower School’s most beloved traditions took place. In the second grade, students hosted the annual

Pioneer Picnic for their families, dressing in traditional garb and presenting songs and dances learned during their studies.

Meanwhile, the fifth grade concluded their study of Newbery Award-winning books with the annual Newbery Luncheon. This year’s guest

speaker was Augusta Scattergood, a former Lower School librarian and the author of “Glory Be.”

Visit our Facebook

page to see more

great photos!

http://www.facebook.com/BrynMawrSchool

http://www.facebook.com/BrynMawrSchool


In late March, the Lower School String Ensemble teamed up with Les Chanteuses and Dayseye to present a wonderful spring concert. Click the pictures to watch a video!

A surprise early spring snow storm draped campus in a beautiful blanket of white.

http://www.youtube.com/watch?v=ttHX0fXGNFM&list=UUsYtUHdQuB8eaK8bsaopnZw&index=2

http://www.youtube.com/watch?v=yBOUwoN_HWo&list=UUsYtUHdQuB8eaK8bsaopnZw


Top and right: Yale University’s all female, all senior a cappella

group, Whim ‘n Rhythm, spent a day on campus, giving

performances and workshops for both Middle and Upper School

students. The day ended with a workshop for Bryn Mawr’s

Dayseye, filled with beautiful music from both groups. Click

to watch a video of the two groups singing together!

Left and bottom: March 4-8 was National Foreign

Language Week, celebrated in both the

Middle and Upper Schools. Some of the many activities

that took place during the week included lunch language tables, where girls and faculty spoke in the target language

and shared international treats, and a poster

contest that addressed the official theme,“Foreign

Languages: They Nourish the Brain.”

https://www.facebook.com/photo.php?v=984168087130&set=vb.205081162837184&type=2&theater

For more than ten years, Bryn Mawr Middle School students have participated in the annual Math-a-thon, which raises money for St. Jude Children’s Research Hospital. This year, the girls raised an astonishing $12,162 in just over two weeks. The fundraiser, which is run as a competition between the grades, is a chance for girls to earn money for a worthwhile cause while also getting some extra practice at grade-appropriate math problems. Sixth-grade math teacher Courtney Jenkins Feldheim ’99, who heads the yearly effort, says that the girls are especially motivated by the idea that they are raising money for children. “They are driven by the fact that it’s kids that they’re helping,” Feldheim says. “Some of them have siblings, or cousins or friends that have had cancer, so they have personal motivation to contribute as much as they can. We’ve had girls share stories about this in class, and it is very emotional for everyone. But, it’s also a good driving force.”

This year, the sixth grade raised the most, bringing in a grand total of $5,655. Beyond the fundraising, though, Feldheim says that the Math-a-thon is a good learning experience for girls. “The girls that get the most out of it are the ones that put themselves out there, and are willing to ask as many people as they can to sponsor them,” she explains. “It’s wonderful to see how proud they are of themselves when they realize what they can accomplish.”

MAWRTIAN MINUTESNoteworthy news from around the school

Middle School Math-a-thon Raises $12,000


Summer at Bryn MawrWe’re excited to announce that in addition to the Upper and Middle School courses available this summer, the Lower School is also getting in on the action! Abbreviated course descriptions of programs available for students entering grades four through 12 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 geome-try 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 [Only 5 spots left!]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 is-sues 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 [Only 3 spots left!]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 [Only 5 spots left!]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.

Lower School Courses

Kitchen Chemistry: A Hands-On Exploration of Chemical ReactionsTaught by Elizabeth GrayHave you ever marveled at a lava lamp, written a message in invisible ink, or used soda to set off a bottle rocket? All of these are made possible through chemical reactions. Become a scientist and discover how these and many more amazing reactions work in this hands-on chemistry lab course.

Writing PoetryTaught by Elizabeth GrayPoetry comes in many forms and is a wonderful way to express yourself. In this course, students will learn how to create poetry by studying poems from some of the world’s greatest poets and discovering many different poetry styles. Using inspiration from the world around us, students will compile a collection of original poems and create a printed book.

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

www.brynmawrschool.org/summer

This year’s reunion classes—the 3s and 8s—are vying for reunion giving prizes, presented each year on Alumnae Weekend. Many thanks to those of you who have already given. If you have not yet given, there is still time to contribute and put your class on top! Click here to give now. If you are not sure if you have participated in your class gift effort, please email Suzy Feldman Rosen-thal ’72 ([email protected]) Thank you for your support!

Standings as of March 22, 2013:


Competition Is Heating Up for Reunion Giving Awards!

The top three contenders for the Reunion Gift Award, which goes to the class that raises the most money for the Annual Fund in its reunion year:

Class Reunion Dollars raised (to date)

1988 25th $46,7611958 55th $12,2251938 75th $10,300

The Reunion Gift Participation Prize goes to the reunion class with the best Annual Fund participation in its reunion year. These are the class percentages so far:

A contribution of any size will boost your class percentage. Don’t delay—join your classmates and give now!

Class Reunion Particpation (to date)

1948 65th 76%1958 55th 69%1953 60th 62%1963 50th 60%1973 40th 50%1938 75th 50%2003 10th 44%

Class Reunion Particpation (to date)

1993 20th 41%1968 45th 39%1988 25th 39%1983 30th 34%1978 35th 31%1943 60th 29%1998 15th 27%2008 5th 25%

The Class of 1962 received both the Reunion Gift Participation Prize and the Reunion Gift Award at Alumnae Weekend 2012.

https://www.brynmawrschool.org/sslpage.aspx?pid=196



Spring Open HouseThe Admissions Office is excited to announce Breakfast at Bryn Mawr, a spring open house event. We encour-age members of our community to pass the invitation below to friends, relatives, colleagues and neighbors with school-aged daughters. Breakfast at Bryn Mawr is the perfect time for families who are beginning to think about school options to get a first look at all that Bryn Mawr has to offer their daughters.

Prospective parents will be invited to enjoy a continental breakfast at the Gordon Building while meeting with current parents, alumnae and administrators. Students and parents will lead tours around campus, giving visi-tors an opportunity to see our girls at work and at play.

As active and involved members of our community, you are Bryn Mawr’s best ambassadors. Your enthusiastic endorsement of our school speaks volumes to prospective families. Thank you for spreading the word and for helping us welcome other wonderful families to Bryn Mawr!

http://www.brynmawrschool.org/openhouse

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.

Renuka HinesFirst Grade

Years at Bryn Mawr: 1Years Teaching: 6

What brought you to Bryn Mawr?

I went to an independent school that made a huge difference in my life, so when I was looking for a place to teach, I knew that I wanted to be in an independent school. With Bryn Mawr, it feels like the philosophy of teaching is so in line with my own, and I love that it’s an all-girls environment.

What is your teaching philosophy?

My teaching philosophy, especially at this age, is that it should be as real to them as possible, as hands-on as possible. I also believe in diversity within the curriculum, so that we can weave different areas and different ideas together. For example, in math we are talking about money, and Sacagawea is someone we just studied for Women’s History Month, so we talk about the Sacagawea dollar.

What is your favorite thing about working at Bryn Mawr?

Definitely the students. This is my first class of Bryn Mawr girls, and I’m amazed by them. They come to school every day excited to learn, literally jumping into the room, and their curiosity is incredible. I love working with them.


Rebeccah WishMiddle School Spanish

Years at Bryn Mawr: 6 Years Teaching: 12


I was looking for an independent school, and I was intrigued by single-sex education. When I visited campus, I immediately fell in love with the environment and the girls. I was impressed by the experiences that the girls get to have on a daily basis, and I was really excited to be a part of it.


I want the girls to have fun with what they are learning. As a language teacher, I want them to enjoy language and appreciate different cultures. I encourage the girls to take risks and to push themselves, and I strive to create a comfortable learning environment where they can do that.


There are so many things I love about Bryn Mawr. I truly love coming to work each day. The students are just amazing—they’re eager and enthusiastic learners. It’s such a pleasure to work with students who are so self-motivated and who love coming to school and who love learning. I feel lucky to be here.

Jennifer ArroganciaUpper School Math

Years at Bryn Mawr: 11Years Teaching: 20


When I interviewed, I was drawn to the challenging academic curriculum. I enjoyed the girls and found them engaged and receptive. The department was also really friendly and it felt like a place where I could grow.


Students will often come into my class from one of two perspectives: either they love math or they hate math. If they love math, I want them to continue to feel challenged and excited. If they think they don’t like math, I want to help them gain confidence in their mathematical abilities and problem-solving skills. I think that teaching is not just about the curriculum, but about helping students to gain confidence in areas of both strength and weakness.


I enjoy the relationships with the students. I like their independence and how they interact with the faculty. I enjoy the all-girls environment—more than I expected, coming from a coed school. I also enjoy the colleagues and the challenging conversations we have about education. We are always inspiring each other to do more and to do it better.

THE NEXT DIMENSION

Features

Headphones designed and 3D printed by Bryn Mawr’s Team Nirvana provide a stylish look as well as functional storage for earbuds. When not in use, they can be coiled neatly around the curved earpiece.

THE NEXT DIMENSION


Nine Bryn Mawr students

compete in a 3D printing challenge that puts their

design and problem solving skills to the test.


t’s Tuesday morning, and she’s running late. Her headphones have gone missing—again—and she doesn’t have time to search through the chaos of her

apartment to find them. Instead, she wakes her computer. A few minutes later she’s out the door, a freshly printed pair of stylish headphones draped around her neck.

IIf this little vignette sounds like science fiction, that’s because it is—but just barely. The field of additive manufacturing, known more popularly as 3D printing, has grown by leaps and bounds over the past de-cade, and with each year that passes, the incredible technology becomes easier, faster and more widely available. For eight weeks at the beginning of 2013, nine Bryn Mawr students had the exciting oppor-tunity to learn more about 3D printing by taking part in the Fabrication Challenge from the Digital Har-

bor Foundation, a Baltimore non-profit that provides STEM education opportunities. Their mission was to design and produce a wearable accessory using 3D printing technology. The girls split into two groups, Team Gryffinclaw and Team Nirvana, to design their cre-ations. They were competing not only with each other but with groups from several other local high schools. Fortunately, they had excellent mentors in Towson University Profes-sor Jan Baum and two of her students, Monica and Jess. For four hours per week over the course of two months, the teams learned not only about the ins and outs of designing and printing an object in three dimensions, but invaluable les-sons about teamwork, creative thinking and problem solving.

*****The problem solving started on the first day of the challenge. As they began to experiment with the 123D Design software used in the Towson University fabrication lab, the girls noticed that the program had an alarming propensity to quit unexpectedly. This bug quickly proved to be one of their biggest roadblocks.

The 3D printing contingent: (back, l-r): Towson mentor Monica, Anika Rutah ’14, Lindsay Hexter ’14, Maggie Oros ’14, Bryn Mawr mentor Mrs. Letras, Towson mentor Jess, Irina

Randrianarivelo ’15, Tori Gumtow ’14, and Hala Bailey’14. Front, l-r: Sarah Alvi ’15, Annie Im ’16 and Sharon Chen ’14.


Top: Lindsay Hexter ’14 experiments with DJ equipment using her team’s 3D printed headphones as teammate Anika Rutah ’14 watches. Bottom: Maggie Oros ‘14 and Hexter explain their team’s design process during the fabrication competi-tion presentation.

“It was so frustrating,” recalls Hala Bailey ’ 14, a member of Team Gryf-finclaw. “Every time we would get something finished and save our design, the program would crash and we would have to go back to the beginning.”

To compensate for this problem, they learned to work very quickly, and became adept at remembering exactly what they had done previ-ously that had worked well. In some ways, though, the students also saw this as an opportunity. “There were times when we lost some-thing, and then we actually made it better the second time around,” explains Lindsay Hexter ’14, a member of Team Nirvana.

Indeed, the design process for both teams involved a good deal of trial and error. They started with the criteria specified by the challenge: the accessory had to be able to be worn by someone on their body or clothing. From there, they thought about what kinds of accessories they would find useful. “For our team, we all know that we’re really attached to our phones,” says Bailey with a smile. “So we wanted to create something that we could put a phone in where it would be pro-tected but also easy to access.”

“There were other problems that we wanted to solve too,” notes Irina Randrianarivelo ’14, Bailey’s teammate. “For example, some people have trouble finding their keys in their pockets or bag, and there’s also the problem of tangled earbuds.”

To mitigate these issues, Gryffinclaw set about designing an iPhone case that featured a hook to keep earbuds neatly coiled as well as a place to clip a key ring. After hours of brainstorming, sketching and designing, they printed their first prototype. “That was sort of my in-spirational ‘a-ha’ moment,” says Bailey. “Once we had our first proto-type printed, we saw what else we could do with it.”

That “what else” turned out to be a clip on the back of the case to secure it to a belt or waistband if the user was without pockets or a purse, as well as a few slots for credit cards and cash. With these ad-ditions, what had once been simply an iPhone case became a handy wallet, capable of keeping necessities organized and close at hand.

The design process for sister team Nirvana was quite similar. “While we were brainstorming, we started problem solving the issue that when you put earbuds in your pocket, they get tangled,” relates Hexter.

Their solution was to create headphones that earbuds could clip in to, and that, when not in use, could be used to keep the earbuds neatly coiled. “Seeing the fruits of our labor was really neat, and they looked so cool,” says Anika Rutah ’14, a member of Team Nirvana.

“We didn’t get to do as many prototypes as we would have liked to, especially with the headband part,” adds Annie Im ’16. “We were all hoping that it would turn out well, and fortunately it did.”

“Oncewehadourfirstprototypeprinted,we

sawwhatelsewecoulddowithit.”

new technology that we wanted the students to be able to learn more about.”

Aside from the obvious benefit of exploring a new technology, Letras says that the challenge gave the girls who participated an invaluable experi-ence. “They got more out of it than I could have ever hoped,” Letras says with a smile. “They learned about problem solving, communication, working as a team and resilience. The program crashed on them all the time, and they worked through it. If something printed in a way that they

weren’t expecting, they would regroup and try again. I also feel that the students who participated had a chance to shine, and to gain confidence and pride about their ideas.”

The culmination of the challenge came on Febru-ary 28, when the two teams presented their projects to a panel of judges at the Digital Harbor Foundation. They spoke about the gen-esis of their accessories, the design process, the challenges they faced, and how they would improve their creations. Although neither Bryn Mawr team took home the top prize, both were invited to pitch

their ideas to a local business that specializes in accessories like those the girls created. With any luck, their prototypes could be headed for mass production at some point in the future.

In the meantime, both teams are looking forward to the next printing challenge, slated to begin in April. “It’s a really unique opportunity,” says Rutah. “I want to get more involved with STEM in college too, so this is a good place to start.”

As for what their next creation might be, the girls won’t say just yet. But they’re sure of one thing, which they agree on emphatically: they will save early and save often!

For the uninitiated, 3D printing seems a little bit like magic: a computer program is used to design a blueprint of an object, specifying measure-ments, colors and the like for different areas of an object. Then, all a user has to do is press print. Once that happens, a 3D printer, like the Mak-erbot model that the Bryn Mawr teams worked with, springs into action, laying down succes-sive layers of a given material—in this case, a particular type of plastic. The layers fuse to one another, and products are thus built progressively, a single layer at a time. The magic of 3D printing is that, in theory at least, a user can print anything. In practice, 3D printers currently only work with certain materials—plas-tics, resins and metals, for the most part. But as with computing, which evolved from a massively expen-sive niche technology to something so affordable and indispensable that we can’t imagine life without out, 3D printing is on the rise. As the technology improves and costs fall, 3D printers are becoming more common, cheaper, and easier to use. In fact, a basic 3D printer, or “fab-ricator,” costs less today than a laser printer did in 1985. As the technology continues to advance, it may not be too far in the future that it will be cheap and fast enough for a user to print custom-ized headphones or a smartphone case at home in a matter of minutes.

The rapid advances in 3D printing are what en-abled Bryn Mawr and other schools to take part in the fabrication competition, with the help of the Digital Harbor Foundation and Towson University. “They reached out to us when they came up with the idea of a fabrication challenge,” explains Bryn Mawr technology teacher and faculty mentor Em-ily Letras. “It was really well timed because we had just been talking about how 3D printing is a cool


Team Gryffinclaw’s final creation featured a pocket for the iPhone, a hook for earbuds to coil around, a place to clip keys, and pockets for credit cards and cash.


COACH TO CLASSROOMWho says an old dog can’t learn new tricks?by Tina Steck, Assistant Athletic Director

Applying knowledge and skills gained from a good professional development program enhanc-

es knowledge and skill sets, increases the utilization of innovative strategies, and improves performance.

Professional development opportunities help shape phi-losophies, increase motivation to perform, and provide tools

to improve a program and prevent stagnant environments. Seeking to attain these benefits in order to gain a greater understanding of my craft and offer better coaching to my players, I was lucky to have the opportunity recently to attend the United States Soccer Federation National “C” License Coaching Course in Lakeland, Florida.

Led by members of the U.S. National Instructional Staff, the course focused on getting coaches to think about, discuss, and recognize the recurring concepts and themes that exist in soccer. We were chal-lenged to find ways to offer constructive guidance to players while also allowing them to experience the game for themselves. The course was an intense eight-day schedule of 45 hours of field sessions and 25 hours of classroom sessions. Additionally, I was required to complete several pre-course assignments, including a U-17 US Women’s National Team match analysis, lesson plans, and pre-course reading assign-ments. Through lectures, practice field sessions, and challenging oral, written, and practical field exams, I was evaluated on my ability to relate technique and tactics using sound methods of coaching.

In order to be awarded the National “C” License, candidates must receive a grade of “pass” in all theo-retical and field testing. I am proud to have fulfilled this requirement, and I hope to return at some point to complete the “B” and “A” courses as well.

The experience that I had during the course left an indelible impression on me. I am grateful for the sup-port and opportunity Bryn Mawr provided to advance my profession. I anticipated returning as a better coach; however, I found that the course not only refined my coaching methods, but that I was also able to relate and implement much of what I acquired in both my physical education classes and my role as As-sistant Athletic Director. I was reminded of the significance and relevance that visual cues play in helping athletes to recognize situations; how motor, cognitive, and psycho-social developmental stages should guide our expectations for our girls; and that improving the evaluation process for our coaches and ath-letic programs at Bryn Mawr will provide coaches with a better opportunity to reflect upon and fine-tune their methods. I am looking forward to building on the expertise acquired at the course as I continue to evolve and broaden my philosophies and methods and, most importantly, help the Athletic Department provide an elite learning environment for our girls.

ince the spring of 2007, a group of Bryn Mawr students and faculty have joined with

other area schools to build homes for Habitat for Humanity in differ-ent parts of the country during Bryn Mawr’s spring break. This year, 17 Mawrtians joined seven St. Paul’s School students and their chaplain and headed to New Orleans, a city still reeling from Hurricane Katrina. The group built homes in Slidell, just north of the city, where storm victims are relo-cating. In addition to working on several houses, the group tasted Cajun cooking, met students from Michigan also on a service trip, and forged deeper friendships. Bryn Mawr faculty leader Jerry Brown says, “It was a wonderful week. We lived the command of the Indigo Girls: ‘Gotta get out of bed get a hammer and a nail/Learn how to use my hands,’ and ultimately discovered the truth they sing about: ‘If I have a care in the world I have a gift to bring.’”

Hab

itat

for

Hum

anit

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BY NAT RAUM ’14

When I arrived in Louisiana, I didn’t have any set expectations, other than that it would be hot and humid and there would be jazz music playing everywhere. After visiting famous cultural sites like Bourbon Street, our group buckled down and got ready to work on houses in nearby Abita Springs. It wasn’t until the third day of our trip, when we drove through the Lower Ninth Ward, that I saw the true contrast between the party-loving New Orleans ev-eryone pictures and the underlying reality of how hard Hurricane Katrina hit this city. See-ing swath after swath of empty, overgrown lots and houses that had been looted, boarded up, and painted with the FEMA X-code was sobering, and I felt a pang of guilt as we drove through these devastated neighborhoods, remembering that just the previous day, we had done no small amount of complaining about trivial things like what we had for dinner. Seeing the destruction showed me how privileged I am to live the life I was given, and it also gave my work at the job site more meaning. Days after I returned from Louisiana, I was still rumi-nating on the destruction in the Lower Ninth Ward. I looked at pictures, read testimonies and

Breaking

GROUND


articles, and did research on what was being done to restore the area. Overall, visiting this area of the city not only encouraged me to volunteer with organizations like Habitat, which are working to make a difference there, but also significantly con-tributed to a very meaningful community service experience for me.

New

Orlean

s, Louisian

aTop: A fallen tree rests on a dilapidated and abandoned property marred by graffiti. Bottom: Boarded up houses marked with the FEMA X-code line block after block in the Lower Ninth Ward.

BY NAT RAUM ’14

When I arrived in Louisiana, I didn’t have any set expectations, other than that it would be hot and humid and there would be jazz music playing everywhere. After visiting famous cultural sites like Bourbon Street, our group buckled down and got ready to work on houses in nearby Abita Springs. It wasn’t until the third day of our trip, when we drove through the Lower Ninth Ward, that I saw the true contrast between the party-loving New Orleans ev-eryone pictures and the underlying reality of how hard Hurricane Katrina hit this city. See-ing swath after swath of empty, overgrown lots and houses that had been looted, boarded up, and painted with the FEMA X-code was sobering, and I felt a pang of guilt as we drove through these devastated neighborhoods, remembering that just the previous day, we had done no small amount of complaining about trivial things like what we had for dinner. Seeing the destruction showed me how privileged I am to live the life I was given, and it also gave my work at the job site more meaning. Days after I returned from Louisiana, I was still rumi-nating on the destruction in the Lower Ninth Ward. I looked at pictures, read testimonies and

BY ALEXA CORSE ’15

The hot Louisiana sun beat down on my face. It was just minutes since I had picked up a hammer for the first time, and now I was expected to help build a house. In a way, it seemed a little crazy.

Thankfully, the walls of the house on which I worked—not to mention my thumbs—sur-vived the week unscathed. In return for step-ping far outside of my comfort zone to test my carpentry skills, I had one of the most fulfilling experiences of my life. Spending my spring break volunteering with Habitat for Humanity gave me the opportunity to build new relationships with many amazing people, most of whom I would never have met otherwise. Our group of Bryn Mawr girls

and St. Paul’s School boys got used to 6:30 a.m. wake-up calls and eight-hour work days, and enjoyed adventures in the French Quarter and evenings spent around a campfire. These times provided many memorable, and hilarious, opportunities to get to know each other. The experience also transcended generational and geographical barriers, connecting me with a diverse group of people bonding around a common goal of giving back to the society of which we are a part. Whether I was being soundly defeated in chess by a competitive chess player from Kentucky, receiving tips about hammering from Michigan Tech college students or learning what had first brought a local woman’s family to New Orleans genera-tions ago, my world view was expanded by this trip. Hearing the stories of people whose life experiences differ so vastly from my own gave me a deeper appreciation for volunteerism, teamwork, empathy, and the critical importance of a having a place to call “home.” As I continue to explore the world, the les-sons I learned on this trip, as well as the memories of the people who taught them to me, will provide last-ing benefits that will hopefully prove as durable as the walls that we built.

Far right: a Bryn Mawr volunteer

sweeps the con-crete foundation

at the building site. Near right:

Bryn Mawr and St. Paul’s leave a little memento of their

work on the frame of the house.



Livin’ La Vida Lax

On March 9, the first day of Spring Break, the 18 members of the varsity lacrosse team boarded a bus to embark on a 12 hour trip to Hilton Head, South Carolina. There, we spent the next four days preparing for the start of lacrosse season. We departed from the Northern Parkway Circle at 6:30 a.m. sharp, equipped with sticks, gear, and snacks (plenty of them!). We passed the time during the drive with long naps and movies, and enjoyed each other’s com-pany. We took a small detour to visit the legendary “South of the Border,” where we laughed at the souvenirs, drank milkshakes, and stretched our legs. Then, before we knew it we had arrived in Hil-ton Head, where both our mental and physical stamina were tested during our intense two-a-day practices.

As a team, we learned several important lessons over the course of our trip. While we had to support each other on the field, we also learned to work together off the field. In between perfecting our double teams and learning plays, we made assembly lines to wash our dishes and rode bikes as a team. We soon began to realize that the way in which we carry ourselves and address our responsibilities off the field helps to ensure our success when it is time to play. Each and every one of us worked hard during practice, pushing ourselves and our teammates to be our best 110% of the time. We left feeling satisfied with our progress and ready to tackle the season ahead of us. This year’s spring break trip was filled with lots of hard work and laughter. We are so lucky to have been able to enjoy this won-derful experience together.

—Ellie Knott ’13, Varsity Lacrosse Captain


MY Culture‘TIS OF THEE

or many Americans past a certain age, it is an unforgettable moment: the Challenger space shut-tle blasting off from the Kennedy Space Station into a clear blue sky on January 28, 1986. Seventy-

three seconds later, with a captive audience watching in horror, the shuttle explodes, disintegrating into pieces and killing all seven astronauts aboard.

Bryn Mawr fifth grader Jenna Resnik, born more than a decade after the Challenger explosion, certainly doesn’t remember that fateful day. But she knows that it left an indelible mark on her family—her aunt, Judith Resnik, was one of the astronauts who died aboard the shuttle. The disaster inspired her family, along with the families of the other astronauts, to found the Challenger Center for Space Science Educa-tion, a non-profit organization that offers students opportunities to learn about space exploration. The Center has become a central part of what Resnik considers her family’s culture, which is why she chose to share this work with her classmates when it was her turn to complete the cultural sharing activity that all Bryn Mawr fifth graders take part in.

Teacher Katherine Gilbert, who oversees the cultural sharing program, isn’t quite sure when it became a fifth grade tradition at Bryn Mawr. But, she says, the experience is a wonderful one for the students. “It’s sort of a rite of passage that all fifth graders go through. They look forward to it, and they take it very seri-ously.” To complete the requirement, each girl gives a five- to seven-minute oral presentation, accompa-nied by a visual aid of her choice.

The project—which is not graded—has two main goals. First, it gives girls their first taste of public speak-ing, a skill they will practice later in both the Middle and Upper Schools. Second, the activity helps the

F

students get to know one another better. “This is a stage where girls are becoming more aware of their differences, and it’s a good opportunity for them to become knowledgeable about each other’s back-grounds,” Gilbert explains. “Often what will happen is that girls who may not necessarily be good friends with the girl who is speaking will ask questions and want to know more about her topic, her background.”

The definition of “culture” for the project is a somewhat nebulous one—and intentionally so. “It’s really about what they feel defines their family, what makes their family unique,” Gilbert says. Giving students this latitude has resulted in a range of interesting topics, from the tale of a Polish grandmother who survived World War II to a presentation on a family history of Mardi Gras royalty to a demonstration of Irish dance. Each of the stories sheds light not only on a girl’s public speaking ability, but the aspects that make her family unique.

For fifth grader Lauren Fried, having the chance to share information about her Jewish heritage with her classmates was both exciting and meaningful. “My whole family is Jewish, and it was big honor to be part of my brother’s Bar Mitzvah, so that’s what I wanted to talk about,” she says. Before coming to Bryn Mawr, Fried attended a Jewish day school, where, she explains, “everyone pretty much had the same back-ground.” At Bryn Mawr, “it’s really fascinating to hear the presentations, because everyone has a different culture,” she observes. “It’s cool to learn about my classmates—their cultures and their religions.”

Katie Koster, Fried’s classmate, says that her favorite part of the cultural sharing project was learning more about her own background. Koster’s family is Polish, and her grandmother lived there through World War II. While doing research for her cultural sharing presentation, Koster learned about the hardships that her grandmother faced. “She was arrested, and she lost her son. She eventually got him back, but it was re-ally hard for her,” Koster says. “[Before the project] I didn’t know a lot about her, and it was really cool to find out that she and her sister were part of the Polish resistance.”

Jenna Resnik agrees that the project gave her an opportunity to find out more about a topic that is very meaningful to her. “I learned so much about my family and the Challenger when I was doing this project,” Resnik asserts. “I interviewed a lot of people for my presentation and it was interesting to learn about my aunt, and why my family and the other families wanted to start this program [after she died].”

However, putting the presentation together was not all smooth sailing for Resnik. “I don’t really like to talk about my aunt, because I never met her and it was such a tragedy what happened to her,” she says. “It was hard to present and write all about her, so I had to make sure that I was calm.” To accomplish this, “I just told myself that I was going to do a good job, and I think that I did.”

So, what advice would they offer to fourth grad-ers who will be tackling the cultural sharing activity next year? “Make sure you get the right poster board!” Koster says emphatically. Fried nods, add-ing, “if you do a PowerPoint, make sure that you put the information in bullet points but that you read it as a paragraph. It’s a lot easier for people to understand the information when it’s in bullets.” She pauses, tilting her head to the side. “You defi-nitely want them to understand the information, so they see what your culture is about.”

Good advice, indeed.

Opposite page: A fifth grade student presents her cultural sharing on Mardi Gras, holding the scepter that her mother carried as a Mardi Gras queen.

Below: A girl displays her mother’s Irish charm bracelet, com-plete with a clover and a claddagh ring.


andThe crowd cheers as Melanion beats Atalanta in a foot race, winning her heart.

An annoyed Zeus takes a pleading call.

Two of the maenads ponder a despon-dent Orpheus.

Orpheus pleads with Charon to help him cross the river Styx.

Orpheus, renowned for his musical abilities, receives a lyre from his mother, Calliope. In “Orpheus and Eurydice,” girls portrayed the tragic tale of Orpheus, who loses his love Eurydice to Hades, god of the underworld.

Flamboyant artist Stephanie Williams makes an entrance.


A photo essay of Lower and Upper School

theater productions in March

In “Atalanta’s Race,” girls told the tale of huntress At-alanta and her love, Melanion. Every year in March, third graders perform plays based on Greek myths. This favorite tradition is a great opportunity for girls to bring a new twist to very old stories!

In collaboration with Gilman, the Upper School presented “Museum,” a comedy by Tina Howe that takes place on the last day of an art show at a major museum.

The museum guard answers questions from a confused French couple.

The guard

repeats a central

tenet of the

exhibit: “don’t

touch the artwork!”

An eccentric museum visitor is entranced by the artwork.

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.

As humans, it is natural for us to want to exist within strong and set communities. We help to build our communities, and in turn they build us. Many of us feel comfortable in a community of people with the same ethnicity, culture or heritage. This is completely understandable, as relating to those we have common ground with is easy and enjoyable. For me, however, it’s a bit more difficult. I have been both privileged and challenged to live within two distinct communities. Technically, I am half white, half Korean and fully Jewish. My father is a Jewish New Yorker and my mother is a first generation Asian American and a converted Jew. My father’s side of the family is Jewish while my mom’s is Christian. But to make things easy, you can just call me an Asian Jew.

This mixed ethnicity means that while growing up I experienced two distinct cultures. Not only did I learn to love bagels and lox at a very young age, but I also learned how to use chopsticks. In December, I would celebrate Hanukkah with my immediate family, but soon after we would also celebrate Christmas with my mother’s side of the family. In the spring, during the Jewish holiday of Passover when we are forbidden from eating leavened bread, I chose not to eat the traditional Matzah but instead survived on a diet of rice and sushi.

I’ve also been lucky enough to have my milestones celebrated by both cultures in unique ways. In Korea, the first birthday of a child is extremely significant. An elaborate ceremony takes place, during which a child is dressed in traditional Korean clothing and seated in front of a table with objects such as rice, string and money. Koreans believe that the object the child chooses will decide her destiny (my choice of a pencil sealed my fate as a scholar). While I don’t remember my first birthday specifically,

JULIA LEFF

Regulars


witnessing my younger sister’s first birthday, and the first birthdays of my cousins, were some very special moments for me.

A milestone celebrated by my Judaism was my entrance into adulthood at the age of thirteen, otherwise known as a Bat Mitzvah. During the ceremony, I chanted from the Torah and gave a speech. As a child, managing two different cultures seemed normal and effortless to me. Yet as I grew up, I learned that bridging the gap between these cultures meant encountering some bumps in the road along the way.

In the Jewish community, I stick out like a sore thumb. Even at my reform synagogue, which boasts more diversity than most, my physical differences are obvious. Maybe it was just me being a self-conscious middle schooler, but I definitely felt like an outsider in a place where I was supposed to feel a strong sense of community. This feeling also manifested itself outside my synagogue. The few times I went to BBYO (a network of Jewish youth groups in Baltimore) people immediately noticed and made comments about my looks. Many of these comments were nice and well intentioned. “You’re Asian? That’s so cool!” But, ultimately, they highlighted all of my differences when I just wanted to blend in. At these gatherings, the girls seemed at ease and comfortable with one another, while I felt awkward and desperate to fit in. During a Jewish Students Association meeting at Bryn Mawr my freshman year, we discussed stereotypes associated with Jews. In particular, the topic turned to what people think Jews look like. The leader of the club prompted us, asking, “What would you say to someone who told you that you don’t look Jewish?” One girl said she would ask “Why not?” in an attempt to engage in a discussion about stereotypes. Another girl insisted that she would be offended that anyone would say that and would not

talk further with the person. I was the only person in the entire room who would have responded to the statement with a calm and firm, “I know.”

It seems like it would be easier to fit in with the Asian crowd, considering I look more like them. But that isn’t always the case. This is particularly true due to my inability to speak any Korean whatsoever. When I go to Korean restaurants with my grandparents, the waiter, seeing that I look Korean, will usually try to make small talk before he takes my order. Occasionally, I’ll cut him off by gesturing clumsily to my desired meal on the menu. But most of the time, I

just sit there silently, waiting for my grandparents to order for me as if I’m a toddler. And my woes are not over once the ordering has been completed. I have mastered the art of strategically stuffing food in my mouth when any waiter approaches so that I won’t have to speak to him. Another complication is that I usually don’t know what my grandparents have ordered for me. Once, after chewing on a piece of questionable meat for a few minutes with a puzzled expression, I finally asked my what it was.

The answer? A thick slab of cow tongue.

My identity crisis not only plagues me at places of worship or restaurants, but also on standardized tests. The College Board has often demanded that I fill in one oval for my ethnicity. In these moments, I battle between the choices of Asian American, Caucasian and Other. Now, the sensible choice would probably be “Other,” and most times I do end up picking it. But “Other” just sounds so...other. It sounds like a last minute addition to their list, different and unwanted. “Other” in blue ink on a white page does not mean Asian Jew or unique or special, it just means I’m the outlier.

Happily, these instances in synagogue, Korean restaurants and on standardized tests are only

”“WHILE MY HERITAGE EXPLAINS A LOT ABOUT ME, IT IS FAR FROM THE WHOLE PICTURE. MY IDENTITY IS THE PERSON THAT I CHOOSE TO BE.


world up for you. Every day, I am grateful to be in an environment where I can gain a better understanding of the world around me with the help of interesting books, engaged peers and knowledgeable teachers. I see learning as a process of harnessing the past to help move us forward, towards a brighter and more knowledgeable future.

My love of progress is not simply limited to education. Rather, in the Jewish religion, new year, or Rosh Hashanah, is one of the most important days. Korea is no different; there, the Lunar New Year is the most important day of the year. I’ve always liked the idea that both of my cultures value new beginnings and fresh starts. I take it as a sign that my cultures are optimistic about the future and what is still to come.

One way that I justify my haphazard cutting and pasting of these different cultures together is by believing that my cultures also embrace change. While I look to my parents and grandparents for guidance, I also put my own twist on things. I am a bit new and refreshing, and I believe that is okay.

Ultimately, while my heritage explains a lot about me, it is far from the whole picture. My ethnicity is simply a jumping off point. It influences me in many ways, some of which are difficult to quantify or articulate. But my identity is the person that I choose to be. To understand me completely, someone would have to know all of my qualities and quirks. This is why the College Board’s insistence that I fill in just one oval to describe myself annoys me so much. This is also why I hesitate to define myself solely as an Asian Jew. Instead, this is me: a competitive fencer since I was seven and a Bryn Mawr student since kindergarten. A nerd and a feminist, and proud to be both. An older sister (and with that a chauffeur, a manicurist and an expert advisor). I have eaten a peanut butter and jelly sandwich every day for lunch since I was five. I’d much rather explore a concrete jungle than an actual one. I binge watch TV shows. I collect quotations from lyrics, poems, books or movies and hang them on my bedroom walls. I value compassion and intelligence more than anything. Above all else, I am ready—ready for the next day, the next hurdle, the next disappointment and the next success.

I am Julia Kim Leff, and I am proud of who I am.

instances. I am fortunate to live in a community where these moments are nothing more than awkward or uncomfortable for me. Neither the Jewish nor the Korean communities have ostracized me because I am mixed or different, and for that I am very grateful. Overall, most people who inquire about my ethnic background are just being friendly or want to get to know me a bit better.

One thing that I want to explain to these people who ask about my ethnicity is that because I exist within both communities, I also exist within neither. For all the ethnicity that I can brag about on paper, it doesn’t always translate in real life. I don’t speak Korean and I’ve never been to Korea. If I ever go, I know that it will be as if I am visiting an entirely foreign country, not returning to a homeland. Most of the Korean history that I know comes from my grandparents’ stories about emigrating from Korea. And regrettably, my knowledge of Korean pop culture begins and ends at “Gangnam Style.”

Really, the same can be said for my Jewish heritage. While Sunday school lessons were a constant in my childhood, these stopped soon after my Bat Mitzvah. Since then, my trips to synagogue are only on the High Holy Days. I have forgotten many prayers, and the temple does not feel as familiar as it once did.

Some might say that this all could be remedied if put in some effort. I could go back to my roots, if I just tried hard enough. “Learn Korean,” they might say, or, “Go to temple more often.” I resist these messages. For the most part, I worry that by diving into one culture completely, I will abandon the other. But I also like existing within a gray area that some others might find uncomfortable. I’m okay with not entirely fitting into one group. By existing simultaneously within both cultures and without either culture, I am able to blend what I have left to make something unique—to make me.

What I really enjoy about my mixed heritage is being able to choose the aspects of both cultures that I like and create my own blend. For instance, both the Korean and Jewish sides of my family strongly value education, and this is a value that I hold dearly as well. I can attribute a lot of my motivation to succeed to my deep belief that education has the power to open the

JULIA LEFF, CON’T.



Parents’ Association

The annual Bryn Mawr Bazaar will take place on May 4 from 10 a.m. - 2 p.m. Please visit www.brynmawrschool.org/bazaar to find out about the many ways that you can help make this year’s event our most successful one yet!

VOLUNTEER FOR THE BRYN MAWR BAZAAR!

www.brynmawrschool.org/bazaar

www.brynmawrschool.org/bazaar

Alumnae

Members of the 1963 Bryn Mawr lacrosse team pose on the Lower Field.

UPCOMING EVENTS


Alumnae Family Play DateSaturday, April 6, 11:30 a.m. - 1:00 p.m.

Bring your kids (grandkids too!) to the Little School playground (or Old Gym in case of rain) for a fun Saturday playdate with other alumnae! Bring your own picnic lunch and we’ll provide drinks and dessert.

RSVP: [email protected]

Bryn Mawr Lacrosse vs. RPCSThursday, April 18, 4:00 p.m.

Come cheer on your team at the Sinclair Upper Field!

Serve Where You Are, Bryn Mawr: D.C.Saturday, May 11, 8 a.m. - 12:30 p.m.Rachael’s Women’s Center1222 11th Street, N.W., Washington, D.C. 20001

Join other D.C.-area Bryn Mawr alumnae to serve lunch to the clients of Rachael’s Women’s Center.

RSVP: Kaleena Black ’05

kaleenablack@gmail. com

Clean Up with Parks and PeopleSaturday, May 25, 8 a.m. - 12:30 p.m.

Join Bryn Mawr students to clean up a local park (Druid Hill or Clifton, TBD). Lunch will be provided. This is a great way to get outside in the spring air and do something good for our environment and community!

RSVP: [email protected]

ALUMNAE BOARD WELCOMES MEMBERSCongratulations to our newly nominated Alumnae Board members! The following alumnae will begin their two year term on Bryn Mawr’s Alumnae Board beginning June 2013, after being officially nomi-nated at the May 4 alumnae luncheon, meeting and awards ceremony:

Carol Siegrist Caballero ‘81Sandy Cho ‘92Elizabeth Himelfarb Hurwitz ‘93Sarah Fowlkes Mumford ‘96Meg Athey Lawrence ‘95Jennifer M. Sullam ‘99Meg Arnold Standing ‘00

Service Opportunity for Project PLASE

The Alumnae Board needs your help collecting toiletries to donate to homeless adults served by Project PLASE. Hygiene products—specifically deodorant, soap, toothpaste, toothbrushes, and washcloths—are needed (unopened and unused). The Alumnae Board will collect toiletries through the summer and assemble them in kits for Project PLASE clients in the fall. Please drop off your donations to the Gordon Building, second floor. Questions? Contact Alumnae Coordinator Kathie Guben Wachs ’90 at [email protected].

ALUMNAE WEEKEND: MAY 3-4, 2013CLICK TO REGISTER NOW!


THE BRYN MAWR SCHOOL109 W. Melrose Ave

Baltimore, MD 21210410-323-8800

www.brynmawrschool.org

http://www.brynmawrschool.org

mawrginalia, march 2013

Documents

bryn mawr school

bryn mawr students

bryn mawr reunion

bryn mawr bazaar

mawrginalia mawrjuh

pauls school

lower school greek myth

upper school dance company