Mawrginalia September 2011
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From the Headmistress
As our seniors begin to narrow their search for a college that will be a good fit, they try to assess the “school culture” on the various campuses they visit. “School culture” is a broad term that tends to include the atmosphere, the values that seem to be encouraged, the kind of social activities that students engage in, and the overall sense of the college’s purpose. Size, location and mission all have an impact on the school culture, and often one can discern the school’s values by what they celebrate and the language they reinforce.
I often recommend to prospective parents that they get a sense of the school culture by watching what the older girls do: what they talk about, how they spend their time outside of the classroom, and what they celebrate. If you are like me, you remember the names and accomplishments of the older students in your own high school, captains of teams and school leaders, the great actresses and musicians. Their accomplishments were celebrated, and they helped define what the school valued.
Ritual, too, helps to set the culture. Each year we begin our school year with an all-school assembly for grades 2-12, where we meet new teachers and students and hear from our Student Government Association (SGA) president. We recite our school prayer, sing “Joyous the Love,” and I share some (hopefully inspirational) words with the assembled group of students and faculty. Dayseye comes forward to sing “Jerusalem,” an honored and storied piece of music that is a signature piece for Bryn Mawr and often concludes important events such as our Commencement, Founders Day, and this opening assembly. Following “Jerusalem,” we recognize the seniors by dismissing them first, often to applause, especially from the faculty. Our school bell tolls as the seniors celebrate their “last first day,” which is always stated in the opening moments of the assembly.
In this one opening ritual, our values are presented and reinforced: that we believe in accomplishment and the importance of student voices, that we are truly a community that welcomes its new members, that we believe in reverence and music, and that we treasure our legacy as one of the most important girls’ schools in the country. While not without great, whooping enthusiasm, there is still a sense of importance, of our place in the school’s history, that settles down on us in the gym and sets the tone for the opening days of school.
I will leave you with some of the same thoughts that I shared that day:
One of the wonderful aspects of the first day of school is the realization that the days stretch ahead, full of promise.
I urge you to set ambitious goals for yourself, to consider the plan to become the girl you want to be. We all have a sense of “the ideal me,” a definition that seems impossible to achieve, but you can come closer to being the student, the artist, the athlete and the scholar you dream of by making choices that will ultimately define this passage in your young lives. Be tenacious about your goals. But, be resilient when you fall short of them, an inevitable reality when you set your sights so high. Your teachers are here to guide and encourage you. We will be with you when you accomplish great things as well as when you need us to help pick you up and get you back in the game. All seems possible at this moment, doesn’t it? Especially for our older students, I urge you to commit yourself to excellence, to reach a little higher and grow richer in wisdom, in confidence, and in your capacity to experience joy.
My wish for all of you is that you find Bryn Mawr to be a thrilling, challenging, wise, and very special place. Be worthy of Bryn Mawr, and Bryn Mawr will, in turn, serve you throughout your lives.
This is Bryn Mawr. We continue to celebrate and live the legacy.
Maureen E. Walsh
Each month we will be profiling 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.
Erin Munoz-US Spanish
Years at Bryn Mawr: 14
Years Teaching: 19
What is your teaching philosophy?
My teaching philosophy as a foreign language teacher is really about making what I’m teaching as relevant to the student as possible. I want to help them understand that this isn’t about learning grammar, or learning to read and write perfectly, it’s about actually being able to use it. This is something that has real world applicability. I also want my students to take responsibility for their own learning, while knowing that I will help them learn how to approach their own learning. Ultimately, my goal is to find ways to inspire my students to be passionate about what they are learning. I wouldn’t teach if I weren’t passionate about what I teach, so I really try to infuse my lessons with that.
What is your favorite thing about working at Bryn Mawr?
I live 45 minutes away, and people ask me why I do it. The reason that I come is for the girls, and my colleagues. I love teaching in a place where there is autonomy, where creativity can be brought in the classroom, and where my girls rise to the challenge every time. I also love working with the girls who are great kids, who want to learn, but who might have challenges—academically and socially—and might need a little bit more. That fuels me.
Helene Coccagna-MS Ancient History
Years at Bryn Mawr: 3
Years Teaching: 3
What brought you to Bryn Mawr?
I had been in Baltimore for about seven years—I came here to do my doctorate at Hopkins—and I was a graduate of Bryn Mawr College. So when I was searching the academic job market, I thought, “Well, I’ll just check and see,” and there was an ancient history position open. I hadn’t thought that I would teach outside of a university level, but I interviewed, and...the rest is history.
What is your teaching philosophy?
I want the kids to have fun in addition to learning, but I also want to challenge them and see them challenge themselves. I set a high standard for them, but I try to teach in a way that enables all different types of learners to have success.
What is your favorite thing about working at Bryn Mawr?
The students are great. I came straight out of grad school thinking this would be a one year position and that then I would do the academic track again. But I totally loved it, and said to myself, “I’m not going back!”
Steve Amann-US Science
Years at Bryn Mawr: 20
Years Teaching: 24
What brought you to Bryn Mawr?
I was in grad school at the University of Maryland, and I spent one year at College Park teaching some intro Physics classes, to about 500 - 600 kids in a lecture hall. I thought, “this isn’t teaching, this is just me talking at them,” and I got frustrated by it, so I started looking around for high school jobs. It turned out that Bryn Mawr was looking for a physics teacher, so I applied and got the position.
What is your teaching philosophy?
I really want my students to enjoy and appreciate science. I want to not just tell them things, but show them, get them to understand by doing. In science, that means lots of demonstrations, and connecting the concepts we are talking about in class to the real world, to things that they experience. I want them to become critical thinkers and problem-solvers, and maybe even problem recognizers, so that they don’t just solve the problems, but also understand what they are.
What is your favorite thing about working at Bryn Mawr?
The community, by far. The community here is amazing. The faculty, the kids, the parents—it’s all good.
More than 22% of Bryn Mawr Class of 2012 Recognized by National Merit Scholarship Program
Seventeen Bryn Mawr seniors have been recognized by the National Merit Scholarship Corporation (NMSC) as either National Merit Commended Scholars or National Merit Semifinalists, representing more than 22% of the Class of 2012.
Six girls—Julianna Drew, Amna Hashmi, Gina Hong, Ruby Nitzberg, Elizabeth Norman and Emily Rutherford—have been named National Merit Semifinalists, and will go on to compete for one of the 8,300 National Merit Scholarships available. Eleven others—Amelia Barnes, Rachel Brown, Nancy Dunbar, Nicole Gabarino, Annie Kolle, Cecily McIntyre, Gabriella Miller, Tess Moran, Bridget Morton, Victoria Norman and Yvette Schein—have been named Commended Scholars, reflecting their high achievement on the PSAT/NMSQT.
“We are very pleased to be part of a small but powerful group of independent schools across the country with notable results in the National Merit competition,” said Headmistress Maureen E. Walsh. “Bryn Mawr students are part of the most sought-after cohort of high school seniors by selective colleges.”
Approximately 1,500,000 students complete the PSAT/NMSQT each year, entering the competition for National Merit Program recognition. Of those students, the 50,000 highest scoring students—only 3% of all test-takers—qualify for National Merit Program acknowledgment. Sixty-eight percent of those students are subsequently named Commended Scholars, while the 16,000 highest-scoring students go on to compete for scholarships as National Merit Semifinalists. Finalists will be announced in February 2012, with awards following in March.
To achieve Commended Scholar or Semifinalist status, students must meet or exceed a selection index. While the Commended Scholar selection index is the same nationwide, Semifinalist indices vary state to state, in order to allow NMSC to provide a representative sample of students. Maryland’s selection index is one of the highest in the country—providing an even greater testament to the exceptional abilities of both Bryn Mawr’s Commended Scholars and Semifinalists. The high number of students acknowledged is also remarkable, representing one of the highest percentages of both graduating seniors and girls in the state. Bryn Mawr congratulates all of the recognized students on their achievements and looks forward to hearing about their future academic successes.
Bryn Mawr Students Win Prestigious Telluride Association Summer Program Scholarships
Two Bryn Mawr Upper School students were awarded full scholarships to participate in the 2011 Telluride Association Sophomore Seminar (TASS), a highly selective program that offers summer seminars to high school students of “exceptional promise.” Sophomores Liza Davis and Chinyere Amanze were two of only thirty-six students nationwide awarded the prestigious scholarships. Both completed college-level seminars this summer with TASS. Liza studied “Intergenerational Memory in US Literature” at the University of Michigan, while Chinyere took the “Blackness, Media, and Self-Concept” course at Indiana University.
“I found the idea of it really interesting, because it’s not something you see every day,” Chinyere said about the course that she enrolled in. “I got to have a college-level experience with a lot of other really good people.”
Liza also enjoyed the people that she met in the seminar, noting that “being there for six weeks made it a community.” Beyond making great friends, though, her course was a meaningful educational experience. “I feel like I think a lot differently than when I started, because we talked about hard topics,” she said. “It really changes your perspective to study something in-depth for six weeks.”
That type of shift in perception is one of the chief goals of the program. Founded in 1911 by Lucien L. Nunn, an entrepreneur who was passionate about educating young people, the non-profit Telluride Association aims to create educational opportunities through democratic participation and intellectual inquiry. Through courses like those Chinyere and Liza took part in, Telluride encourages students to explore public service while maturing their own leadership abilities.
Each summer since 1993, TASS has offered thirty-six “motivated and promising” sophomores the opportunity to participate in a college course taught by renowned professors from the host school. Students attend a three-hour seminar each weekday morning, complete written and oral assignments, and attend guest lectures on their topic. Outside of the classroom, TASS participants live in college housing together, and have the chance to explore their summer city while going to movies, plays, concerts and other cultural events.
Admission to TASS is very selective: each student must first be nominated by a teacher or guidance counselor, and then submit five essays, a recommendation and a transcript. Finalists are interviewed by the Telluride Association board, after which a central committee selects the scholarship recipients.
Both Liza and Chinyere said that despite all of the work required to both get into and complete the program, it was worth it, and that the experience motivated them to get more involved with their communities. “It made me want to do something different,” reflected Chinyere. She hopes to begin working with African-American girls in Baltimore public schools to address self-image and self-esteem issues. “I have a new point of view, a new perspective. I want to [use it to] make a difference…to raise self-confidence and decrease negativity.”
Two Bryn Mawr Faculty Members Receive Teaching Grants
Two Bryn Mawr faculty members have received grants to enhance their curricula this school year. Eric Elton, Upper School Science teacher, received a $500 grant from ASM International, The Materials Information Society, while fourth grade teacher Madeleine Keller received a $1000 “Teachers of the Future” grant from the National Association of Independent Schools (NAIS).
Mr. Elton will use his grant to purchase equipment that students will use to create jewelry from leftover silver. He came up with the idea after chemistry experiments in his classes yielded a large amount of excess metal. “I thought it would be nice to use it, to turn it into jewelry, instead of just throwing it away,” he said. However, after speaking with area jewelers, he realized that he did not have the proper equipment, and decided to apply for the ASM grant.
Designed “to help K-12 teachers bring the real world of materials science into their classrooms” and recognize teacher creativity, the ASM Materials Education Foundation awards only ten grants per year. To obtain the grant, Mr. Elton had to submit a detailed proposal of how he would use the money. First on his to-do list is purchasing equipment used to make wax casts. Students will design a pendant, carve it out of wax, and then use the casting kit to create a mold that will later be filled with silver to create the final product. “I really want the girls to be involved in every aspect of this project,” Mr. Elton said. To that end, he is currently working on scheduling a spring field trip to MICA, where the final pendants will be made.
Ms. Keller’s grant will also be used to provide new educational experiences for her students. In conjunction with the entire fourth grade team, Ms. Keller will execute a year-long project focused on helping students develop a global perspective and learn how to view a different culture. The NAIS “Teachers of the Future” Program focuses on environmentalism, globalism, technology, and equity and justice—areas that NAIS believes are hallmarks of a high-quality education for the 21st century. Ms. Keller was one of only 25 teachers nationwide chosen from a large pool of nominees for her expertise in globalism, her ability to inspire academic excellence in students, and her position as an opinion leader among colleagues and peers.
As part of the grant, Ms. Keller will maintain a teaching blog on the NAIS website, create and share video clips of her teaching units, and moderate the NAIS teachers’ forum. She is excited to use the funding to expand the globalization curriculum in the fourth grade.
Director of Arts Michael Robinson Opens Exhibition at Bryn Mawr
On Friday, September 16th, Michael Robin son, Director of Arts at Bryn Mawr, opened an exhibition of his personal art work in Centennial Hall.
Entitled “Stitch in Time,” the exhibition showcases Mr. Robinson’s visionary fiber art, created with extensive patterning, hand sewing and beading. “All of my work is defined by a use of pattern. There’s always handwork, but every piece begins with an interesting pattern,” Mr. Robinson says of his work.
In 2008, Mr. Robinson earned an MFA in Interdisciplinary Arts from Goddard College after working for many years as a costume designer and performing artist in New York City. His work draws inspiration from his background, but also from other sources. “Sometimes I’m inspired by literature, particularly young adult novels that I’ve thought about for theater pieces and have spent a lot of time adapting for a play,” he explained. A good example of this is his piece “The Singer’s Robe for the Song of Ruin” which was inspired by Lois Lowry’s book, “Gathering Blue.”
Mr. Robinson’s work has been shown in galleries and exhibitions nationwide. He was a semi-finalist for the 2010 Sondheim Prize, which recognizes exceptional regional talent in the arts through the awarding of a prestigious fellowship, and his work was exhibited in Artscape.
Bryn Mawr families are invited to view the art, which will remain on display in the Centennial Hall Lobby until October 14th.
A Very Bryn Mawr Summer
This summer, Bryn Mawr girls spent their time doing a little bit of everything, from foreign language immersion programs to college classes that involved building spaghetti bridges. While only some of these opportunities were school-sponsored, all were exciting and challenging—making them part of a very Bryn Mawr summer. Here, in their own words, are some of the girls’ experiences.
Casey Brumback ’12
This summer, I spent 8 weeks on an exchange to Chile through the American Field Service (AFS). I chose AFS because they do not pay their host families, meaning that the family that volunteered to host me did so only because they wanted to teach me about their culture and learn something about mine in return.
Before my departure to Chile I was excited but also extremely nervous. I was most worried about meeting my host family; however, I was really lucky and got a great host family. My host sister and parents became like my real family, and not a day goes by that I don’t miss them.
The hardest thing to get used to was the language. Chileans are known for speaking a very fast and unique version of Spanish, into which they insert words known as “Chilenismos,” or words that don’t exist in any other version of Spanish but Chile’s. My first week was a little frustrating because I rarely understood anything that anyone said. But I learned quickly and soon made friends with most of my grade. At the conclusion of my summer I felt that I was at least part Chilean, which is something that will always stick with me.
Participating in AFS was the best decision I ever made. For me, it was exciting to learn so much Spanish, but making new friends was the best part. I also gained greater independence and confidence in myself. I would definitely recommend an AFS program, but only to students who can be really flexible and who are up for the challenge of living with another family and speaking another language for an extended period of time.
Tess Moran ’12
This summer, I worked with Claudio Zanettini at the National Institute on Drug Abuse, in the Intramural Preclinical Pharmacology Branch. We were trying to see how any exposure to THC, the active ingredient in marijuana, even very far in the past, may effect the chances of becoming addicted to other drugs such as nicotine and heroin. There are no sure results yet, as the testing stage lasts about 6 months.
Most of my time was spent working with rats. They weren’t scary, except when they were hurt by the injections and squealed—they are more likely to bite when they squeal.
The best part of the experience was seeing a lot of monotonous work come to a big result that could potentially explain some addictions and shine light on the adverse effects of trying marijuana even once.
Sandra DiCataldo ’12
The summer before my junior year, I studied Arabic for six weeks in Amman, Jordan with the National Security Language Initiative for Youth program. NSLI-Y is a State Department study abroad program for high school students to study Arabic, Chinese, Hindi, Korean, Persian, Russian, and Turkish for either six weeks in the summer or for a full academic year. This program gives students the opportunity not only to learn a language, but also to be completely absorbed into the culture of the people who speak that language.
For the first three weeks of the program, I lived with other students in my group in an apartment, and for the second half, I lived with a Jordanian host family. We went to Arabic class four hours a day, five days a week, and learned both formal Arabic and the local dialect. During the six weeks we went to Roman ruins, met Jordanian teenagers who had studied abroad in the US, slept in the desert, swam in both the Dead Sea and the Red Sea, and visited Petra.
I learned so much about Jordanian culture, language, and religion, and the time that I spent in Jordan definitely had an impact on me. This program is one of the major reasons why I am doing an Edith Hamilton project on Muslim women and the veil this year. I would definitely recommend NSLI-Y to anyone interested in studying abroad, even if you don’t speak the language before you go. It was an amazing experience!
Sarah Yoo ’13
This summer, I went with the National Security Language Initiative for Youth (NSLI-Y) program, which is a scholarship program sponsored by the US Department of State. This program is designed to help high school students ages 15-18 learn languages that are less commonly taught in the United States. Students can study for six weeks in the summer or for an academic-year. NSLI-Y fully funds the program, so everything is totally free, including the airfare, living expenses, food, and schooling. On my program we were also given a cash stipend to help with personal expenses, a transportation card for getting around the city, and a pre-paid cell phone. The only money I needed was for souvenirs, food if I wanted to eat out, and shopping.
Through this program you get to live with a host family. I applied for and was accepted for the summer program to South Korea. I applied for this because although I am 100% Korean and speak Korean at home with my parents all the time, I always felt that my Korean wasn’t good enough, and that sometimes that led to misunderstandings with my parents. I also wanted to better understand my family’s culture, and I knew the best way to do that would be to travel to the country where my parents were born and raised.
While in Korea, I took classes at one of the universities for four hours a day, five days a week. I also had a lot of time to hang out with friends, eat, tour, and shop. One of parts of the program that I really liked was time we had with our “supporters.” “Supporters” are Korean college students who speak some English and are assigned to work with program participants every Tuesday and Thursday. On Tuesdays, they helped us with our homework, and on Thursdays, they took us sightseeing. We also got to go sightseeing with our friends and host families. Even though we had a curfew, we had a lot of freedom.
NSLI-Y is a great program. Through it, you get to fully understand another culture by learning what daily life there is like. I got to feel 100% Korean while I was there, fully immersed in the Korean culture and language. I learned a lot by participating in this study abroad program, but one thing stands out: I was able to understand better things that my parents had always done that bothered me or that I didn’t fully understand. I now know that they are traditional Korean behaviors. I would definitely recommend this program.
Katie Liu ’13
This summer, I attended a program called Engineering Innovation through Johns Hopkins University. It was for 3 college credits, and probably the hardest school course I have ever taken in my life. There were a total of 24 students that took the course, and only seven received a grade and college credit in the course. I felt very fortunate to be one of the seven.
I learned a lot about different types of engineering and definitely felt accomplished when the course was over. We learned about chemical, electrical, civil and mechanical engineering, just to name a few. We had lectures, an oral presentation, and also did a lot of hands-on labs and activities. The biggest project was a competition to see which group could design and build the best spaghetti bridge. We learned that it was not only important to have a good design, but also to have flawless execution when building your bridge. At the end of the course there was a very difficult exam that we had one week to complete. Each question took several hours, and we had to answer 10 questions in total.
I really enjoyed all of the people that were in my class. I liked learning more about different types of engineering, and I was able to discover that I am really interested in electrical engineering. My favorite moment was building an electrical car that was programmed to follow light. I was in a group that was one of the first to make this car successfully, and it was a lot of fun. Another fun thing that we did was build bridges out of spaghetti and epoxy. Our goal was to make the bridge support as much weight as possible. My group won the competition, with our bridge holding over 80 pounds without breaking. Overall, it was a pretty awesome experience.
Melda Gurakar ’13
I attended the Engineering Innovation Program of Johns Hopkins University. The program was a 4-week version of the 14-week Introduction to Engineering class that undergrad engineering students take. We used the same curriculum, and at the end of the course we also took a similar exam. The exam was one of the hardest challenges I’ve ever completed, as even though it was only 10 questions, each question took about 6 hours to solve.
We learned about all parts of engineering. My favorite topic was robotics, where we each programmed a robot to move towards a light flashing from different directions. I also enjoyed that it was really up to us as students to discover and learn. This could mean collaborating with other students, searching Google, or just sitting there puzzled for a few hours, until figuring out what we were working on.
Alumna Appointed Head of Michelle Obama’s “Let’s Move!” Program
Bryn Mawr alumna Dr. Judith S. Palfrey ’63 has been named the Executive Director of “Let’s Move!”, a program developed by First Lady Michelle Obama that is targeted at reducing childhood obesity. Palfrey, who earned her medical degree from Columbia University, has directed the Division of General Pediatrics at Children’s Hospital Boston for more than twenty years, in addition to serving as a professor of pediatrics at Harvard Medical School.
After earning her degree, Dr. Palfrey began working at Children’s as a fellow in the new field of community health medicine. Her work took her out into the greater Boston area, where she was struck by how apparent it was that childhood obesity was a community problem. In an interview with the Boston Globe, Palfrey recalled how stunned she was to realize “that there were no places for people to buy food. You could find liquor stores on every corner, but ... families literally were having to take three buses to go to a normal shopping market.”
Since her appointment began on September 6th, Dr. Palfrey has been focusing on the “Cities, Towns and Counties” initiative of the program, working with municipalities to promote outdoor exercise spaces. Moving forward, she hopes to get faith-based organizations involved, promoting them as places where families can get good information about the food they are eating, and exercise opportunities available near them.
Alumnae Organize Nationwide Community Service Project
This spring and summer the Bryn Mawr School Alumnae Board organized the first-ever nationwide community service project, called “Serve Where You Are, Bryn Mawr.” Alumnae in Washington, D.C., New York, Boston and San Francisco organized the events, which offered alumnae the chance to participate in various philanthropic activities.
In D.C., alumnae packaged meals and groceries for Food & Friends, an organization that fosters a community caring for men, women, and children living with HIV/AIDS, cancer, and other life-challenging illnesses. Food & Friends provides and delivers specialized meals and groceries to clients, in conjunction with nutrition counseling.
In New York, alumnae joined in the Lower East Side Girls Club Walkathon to raise awareness of female health issues that affect all age groups. Alumnae in Boston gathered in the kitchen of The Congregational Church of Weston to prepare a meal for Bristol Lodge, a soup kitchen in Waltham, MA. In the Bay area, alumnae spent the day working hard for Habitat for Humanity East Bay at the Kinsell Commons Development in Oakland.
Special thanks to Kindle Samuel Barkus ’94 (San Francisco), Rebekah Lord Gardiner ’82 (Boston), Ali Ordonez ’91 (New York), Lisa Brill ’91 (New York), and Tia Butler ’94 (DC) for organizing the events, and to all the alumnae who participated!
If you are interested in being a Serve Where You Are “ambassador” and organizing a Bryn Mawr community service event in your city, please contact Tia Butler ’94, at firstname.lastname@example.org.
Considered and Consequential Lives: Alumnae News in Brief
This summer, Lindsay Shapiro Conboy ’92 taught several cooking classes during Bryn Mawr’s popular Summer Program sessions. “Junior Chefs” and “Senior Chefs” camps were both huge hits. Lindsay, along with Ellen Herndon of Chefs Expressions, taught the kids to make yummy creations representing many cultures. The culinary extravaganza included cuisine from India, Asia, Italy, and the Middle East. Lindsay works at Meadowbrook teaching swimming and aqua jogging, but her real passion is being Head Coach for The Sharks, the Baltimore City Special Olympics swim team. Lindsay is also a USA swimming official, an avid gardener, and teaches the occasional cooking lesson. She has two children, ages 9 and 11, who enjoy cooking with her as well as eating all of the delicious treats that she prepares.
Cathy Cooper ’61 has been awarded a PhDin Geography & Geographic Education from Texas State University-San Marcos. Cathy took classes on the San Marcos campus and was able to complete her degree from her hometown of Easton, MD. Her dissertation is entitled “The Incorporation of Standards-Based Geography into the Classroom in Maryland Middle School Grades.” Congratulations to Cathy on her achievement!
Do you have alumnae news you’d like to see included in Mawrginalia? Please email Alumnae Coordinator Kathie Guben Wachs ’90 at email@example.com.
Annual Fund Celebration
On the balmy evening of September 13th, members of the 2010-2011 Founders Circle, Bryn Mawr’s Annual Fund leadership society, were recognized at a special reception hosted by Headmistress Maureen E. Walsh and the Board of Trustees. Donors of $1,500 or more to last year’s Annual Fund gathered under a tent in the 5th grade quad to be formally thanked for their generosity to the school. Headmistress Walsh said it best: “Your very special commitment to the School as donors cannot be overstated. We are so very grateful for your support of our students and teachers.” As a special surprise, Board Chair Julie Rubin ’91 presented Maureen with a gift on behalf of the Board of Trustees recognizing her 10th year as Bryn Mawr’s Headmistress.
To view all of the members of the Founders Circle last year, log into the Report on Giving here. Be sure to go to the Annual Fund > Founders Circle tab. All members of Bryn Mawr’s community are invited to click here to contribute to this year’s Annual Fund by May 31, 2012.
About Mawrginalia: Here at Bryn Mawr, we believe that feedback is an important part of learning. We’ve tried to redesign our newsletter (formerly eNews) with the comments in mind that parents were kind enough to share with us in June. We hope that you will enjoy the new format, and we welcome your feedback. Thank you for taking the time to read about all of the exciting things going on in the Bryn Mawr community!
Laurel M. O. Weijer
Assistant Director of Communications