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Girls win state soccer championship!

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Congratulations!

The Eagles beat St. Mary's of Medford, 2-0, to win the 2010 title.

» Read the Oregonian story

Girls and boys soccer teams advance to state finals

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Go Eagles!

Both the boys and girls soccer teams play in the state finals on Saturday at Liberty High School! The occasion is made even more momentous because it marks Mike Davis’s final game as boys head coach. He retires in June after 23 years at Catlin Gabel. 

A strong showing of Catlin Gabel fans at the championship games would be awesome.

Come cheer on the mighty Eagles as they play back-to-back games for the state championships.

State Finals

Saturday, November 20

Girls vs. St. Mary's of Medford at 10:30 a.m.

Boys vs. St. Mary's of Medford at 1 p.m.

Google map link to Liberty High School in Hillsboro

You can watch both games with the same admission price of $8 for adults and $5 for students.


Can't make it to the games in person?
Watch the action streaming live or keep track of the stats online

Girls stats: http://w3.osaa.org/scorecenter/gsc/10-11/brackets/live/3A-2A-1A
Streaming video:
http://www.osaa.tv/events/13253

Boys stats:  http://w3.osaa.org/scorecenter/bsc/10-11/brackets/live/3A-2A-1A
Streaming video:
http://www.osaa.tv/events/13248 


» Link to highlight reel of Mike Davis's final home game. Thank you, Jennifer Davies, for taping, editing, and posting video.

Boys soccer win in the news

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East Oregonian article, November '10

Soccer semifinals on Tuesday.

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Go Eagles!

The boys and girls varsity soccer teams play in the state soccer semifinals on Tuesday, November 16.

The boys play at home against Boardman's Riverside School at 7 p.m. on our home field. This is Coach Mike Davis's final home game. He retires in June.

The girls play Rogue River High School at 3:30 p.m. The game will be played at Grants Pass High School.

OSAA admission fee $7 adults, $5 students.


Watch the Eagles score and soar

Thanks go to parent of alumni Jennifer Davies for posting exciting videos of Catlin Gabel goals made in the quarterfinal games.

Girls quarterfinals (final 2 goals v Blanchet)

Boys quarterfinals (winning goal v OES)
 

 

Service Corps @ Food Bank Photo Gallery

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More than 75 Catlin Gabel community members worked together to pack food at the Oregon Food Bank.

Images Seen 'Round the World

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Susan Hoffman '68 leads the creative team of the world's most famous ad agency
From the Fall 2010 Caller
Susan Hoffman ’68 may have the best job imaginable. As partner and executive creative director at Wieden +Kennedy—arguably the freshest and most successfully audacious advertising agency ever—Hoffman has overseen and added her flair to unforgettable worldwide ads for Nike, Target, Coca Cola, and many others. Her biggest claim to fame— so far—was the Nike Revolution TV commercial.
 
From her early days at Catlin Gabel Susan was inspired to make art, attending as many art classes as the school offered and always craving more. She excelled in sculpture and just kept on creating art. After graduation she attended the University of Arizona. At the time there were no art classes, only commercial art. “I took that course, and it was the beginning of advertising for me. One thing I’ve learned in life, you never know what’s going to make a mark on you and send you down a path, so try everything,” she says.
 
Susan’s training parlayed into increasingly responsible jobs, first in publishing companies and then in ad agencies. At the William Cain agency she worked with two creative directors who changed the direction of her life: Dan Wieden and David Kennedy. They left in 1983 to form Wieden+Kennedy, and hired Susan a year later—and she has just celebrated her 26th year there. Starting as an art director, Susan worked up to being a creative director, overseeing writers and art directors. Then she ran a few offices, including opening up W+K’s outposts in Amsterdam and London. Today she’s back in Portland, running W+K’s office. She lives with partner Fred Trullinger ’68 (son Edge ’06 graduated from Middlebury College and Hyde ’09 attends Chapman University).
 
She says work couldn’t be more fun for her. “It’s pretty full on every day. One day might be relatively normal, and the next total chaos. There’s never a dull moment,” says Susan. “Wieden people are amazing. You never want to leave at 5, because work is much too interesting.” Here’s just one tiny example. You know Isaiah Mustafa, the Old Spice guy? He showed up at her office and whipped off his shirt, and everyone, Susan too, snapped photos with him—another surprising day in the office at Wieden+Kennedy.
 
Susan loves fostering Wieden+ Kennedy’s culture and creative talent—mostly by granting autonomy to creative people. “Creatives will always surprise you if you give them challenging opportunities,” she says. She likes to quote another W+K partner and Catlin Gabel parent, John Jay, on the necessity of being radical to be unforgettable—a lesson she’s taken to heart. “It’s like going to a cocktail party: the interesting people are the ones you remember,” says Susan. “Life and advertising should be that way.”
 
Susan says her different paths through life and challenging times, as well as what she has learned from Dan Wieden, made her realize that great things can happen if you just believe in everyone’s potential—in both education and the workplace. “I’ve seen it in this agency for years and years, and it still excites me to see everyone’s potential,” she says. “I’ve seen managers give up on employees, when they really need to support them. Everyone can be successful, and everyone can shine.”   

 

A Man of Letters

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Historian & librarian William Peniston '77 is a detective of books & resources for research
From the Fall 2010 Caller
As librarian for the Newark Museum, William Peniston ’77 scouts out the resources curators and educators need to research the museum’s diverse collections in the arts and sciences. As a historian, he discovered an even rarer resource—one that led to his groundbreaking work uncovering the forgotten lives of ordinary people in 19th-century Paris.
 
William’s fascination with historical materials— indexes, atlases, encyclopedias—began when he studied history at Connecticut College and Lewis & Clark College. His continued interest led him to pursue master’s degrees in history and library science at the University of Maryland, then a PhD in French history at the University of Rochester. His love of books goes all the way back to his father, who filled their Cottage Grove home with books, and his love of French and history goes right back to Catlin Gabel.
 
“My French language education at Catlin Gabel, from Jean Claude Lachkar and Yves-Paul Barland, has been invaluable to me,” says William. “In my history classes, Gardiner Vinnedge and Dave Corkran emphasized the importance of reading original documents and writing coherent analyses of them.”
 
William credits CGS theater teacher Alan Greiner with helping him develop a sense of empathy through “the exploration of the thoughts and feelings of the characters we portrayed in our productions.” This empathy was an important component of his doctoral research in Paris, where he used police records to write a completely original social history that traced the lives of gay men, especially their relationships and behavior. Those records had never before been used as a historical source, and his dissertation and book, Pederasts and Others: Urban Culture and Sexual Identity in Nineteenth-Century Paris, is acknowledged as a significant look into a subculture that could have remain unexamined if not for William’s work.
 
William continued this personally and professionally satisfying work with Queer Lives: Men’s Autobiographies from Nineteenth-Century France, a collection of eight life stories, which he translated and edited with his colleague Nancy Erber. And this work continues today as they prepare their book for the French-speaking market.
 
“As the librarian here at the Newark Museum—a museum dedicated to the fine arts, the decorative arts, and the natural sciences with a very strong educational focus—I have had the pleasure of working with creative curators, inquisitive scientists, enthusiastic educators, talented designers, curious registrars, and professional administrators,” says William. “The nuts and bolts of librarianship might seem a bit lackluster, but the final product of the researcher’s work, whether it be an exhibition, a program, an article, or a book, is always gratifying to see, especially when the researcher acknowledges the help, however humble it might have been, that I have given him or her. Perhaps it is those short words of thanks about which I am most pleased.”  

 

Alumni News Fall 2010

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From the Fall 2010 Caller
Throughout the course of each year, the alumni relations office holds events across the nation. On campus, we welcome back alumni for sporting events, receptions, and, of course, Alumni Weekend and homecoming. Alumni from the classes ending in 0 and 5 reunited on June 18 and 19 for a lively Alumni Weekend. Friday’s featured events were the celebration of leadership and service, honoring our alumni award recipients, and an all-class party dinner in the Barn, featuring rocking music from members of the class of 2010. Saturday’s schedule was filled with a reunion brunch for the classes of 1940–60, our annual alumni soccer game, campus tours, and family gatherings. The weekend concluded with wonderful class parties all over campus and the city!
 
Coming up this year will be more regional events throughout the country hosted by our regional associations—alumni, parents of alumni, grandparents, former faculty, and other friends of Catlin Gabel in various geographic areas. Right now we have associations in Seattle, San Francisco, Los Angeles, and New York. These associations facilitate new and continuing connections for their members with the school and with each other. Programs may include social, cultural and educational events, community service projects, and networking opportunities. New energy and ideas are always welcome!
 
The alumni office and alumni board are committed to helping every member of our alumni community stay connected to the Catlin Gabel experience. Keeping you in contact with each other is very important to us, and we use several ways to reach out to you. We work to keep you informed of what is happening at Catlin Gabel, and with your former classmates, friends, and faculty members. Sources of Catlin Gabel alumni information include our e-newsletter Alumni Connects, Facebook, our school website, and this magazine.
 
The alumni office is here to help you however we can, and we invite you to use us as a resource and keep in touch often. We look forward to hearing from you, and hope to see you soon at one of the regional events or on campus!
 
—Markus Hutchins ’02, alumni board president
 —Lauren Dully Hubbard ’91, alumni and community relations program director
 

Catlin Gabel Alumni Board 2010–11

Markus Hutchins ’02, president
Eli Freedman ’11, CGSA vice president
Susie Greenebaum ’05, secretary and events chair
Lauren Dully Hubbard ’91, alumni relations director
Len Carr ’75, faculty liaison
Maril Davis ’90, regional association representative
Katey Jessen Flack ’97
Brian Jones ’88
Debbie Ehrman Kaye ’73
Adam Keefer ’98, regional association representative
Emilie Lavin ’96
Nadja Scott Lilly ’53
Duncan McDonnell ’99
 
 

Alumni Opportunities

 
Events
social, networking, reunions, awards
Service
join students and teachers with projects on campus or in the greater Portland area
Life of school
participate in classes, school archives, mentoring
Plan your reunion
class party gathering
Class liaison
correspond with classmates andgather class notes for the Caller
Regional associations
foster new and continuing connections
 
For complete information, visit www.catlin.edu/alumni.

 

 

The Class of 2010

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Our grads, and their college plans and awards
From the Fall 2010 Caller
Zanny Allport
Tufts University
 
Jasmine Bath
University of Chicago
 
Erica Berry
Bowdoin College
Nat’l Merit Finalist, English Award
 
Sam Bishop
Hamilton College
Athletics Award
 
Rohan Borkar
University of Oregon Honors College
 
Reed Brevig
Boston University
Technical Theater Award
 
Ted Case
University of Southern California
Nat’l Merit Finalist, Music Award
 
Koby Caster
Skidmore College
 
Brynmor Chapman
University of Oxford
Nat’l Merit Scholar, Awards in Mathematics & Science
 
Priyanka Chary
Scripps College, Nat’l Merit Finalist
 
Kalifa Clarke
Smith College
 
Margaret Clement
University of Puget Sound
Thespis Award
 
Abby Conyers
Williams College
 
Eli Coon
Claremont McKenna College
 
Catie Coonan
Wake Forest University
Media Arts Award
 
Becky Coulterpark
University of Oregon
 
Lauren Edelson
Stanford University
Nat’l Merit Finalist
 
Christopher Eden
Colby College
 
Kevin Ellis
Massachusetts Institute of Technology
Computer Science Award
 
Yale Fan
Harvard University
Nat’l Merit Finalist, Science Award
 
Lucy Feldman
Brown University
Theater Award
 
Eddie Friedman
Brown University
Nat’l Merit Finalist, School Ring, Outdoor Leadership Award
 
Sophie Fyfield
Mount Holyoke College
 
Oliver Garnier
University of Washington
 
Nauvin Ghorashian
University of Washington
 
Max Gideonse
Bridge year, Bennington College
 
Charlie Grant
Bates College
Pat Ehrman Award
 
Duncan Hay
University of St. Andrews, Scotland
 
Molly Hayes
Whitman College
Ceramics Award
 
Kent Hays
Oregon State University
Woodworking Award
 
Sara Hensel
Whitman College
Awards in Visual Arts & Modern Languages
 
Will Jackson
Bennington College
 
Keenan Jay
Rhode Island School of Design
Visual Arts Award
 
Donald Johnson
Evergreen State College
 
Joey Lubitz
Oberlin College
Visual Arts Award
 
Juliah Ma
Occidental College
 
Adam Maier
University of Southern California
Media Arts Award
 
Ian Maier
Pomona College
 
Matt McCarron
Williams College
Athletics Award
 
Carter McFarland
The University of Montana, Missoula
 
Matthew Meyers
Franklin College, Switzerland
 
Luke Mones
Occidental College
Japanese Award
 
Leslie Nelson
Pitzer College
Pat Ehrman Award
 
Rahee Nerurkar
Washington University, St. Louis
Photography Award
 
Maddy Odenborg
University of Washington
 
MK Otlhogile
Scripps College
 
Michelle Peretz
Emory University
 
Rose Perrone
Stanford University
Awards in Community Service & Science
 
Devyn Powell
Tufts University
Nat’l Merit Finalist
 
Jessica Ramírez
Macalester College
French Award
 
Emma Rickles
Williams College
Nat’l Merit Scholar, Mathematics Award
 
Luke Rodgers
Bridge year
 
Stephanie Schwartz
Santa Clara University
 
Samantha Selin
School of the Art Institute of Chicago
 
Alma Siulagi
Reed College
 
Olivia Siulagi
Kenyon College
 
Ben Streb
Rensselaer Polytechnic Institute
 
Kimmy Thorsell
University of Oregon
 
Jordan Treible
Davidson College
 
Matthew Trisic
McGill University
Chinese Award
 
Sam Tucker
University of Redlands
Athletics Award
 
Ingrid Van Valkenburg
Scripps College
 
Andy Vickory
Carnegie Mellon University
 
Maddy Weissman
University of Oregon Honors College
 
Leah Weitz
University of Puget Sound
Spanish Award
 
Christine Weston
Washington University, St. Louis
 
Andreas Wilson
Goucher College
Band Award
 
Yannie Wong
Pacific University
 
Tommy Young
Oregon State University
 
NOT PICTURED: Toby Alden, Whitman College; Irene Milsom, Oberlin College, Nat’l Merit Finalist, Creative Writing Award
 

 

Finding a Place to Stand

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Actor and playwright Vicente Guzmán-Orozco ’92 got through life’s tough spots with the help of a great teacher

By Nadine Fiedler

From the Fall 2010 Caller

Twelve-year-old Vicente Guzmán-Orozco loved growing up in Colima, a small and pretty city on Mexico’s southwest coast. Although his parents had moved to Oregon to work in the fields of Washington County, his strong, vibrant grandmother provided a haven for him. He had an innate talent for performance, nurtured in theater and dance classes. Vicente’s world was safe and comfortable, and then it burst apart.

It was time to rejoin his family, said his mother and father. Vicente came north and moved in with them—into a trailer in the middle of a berry field outside of Hillsboro. That reversal of fortune shook him and his sense of who he was, and it took years to overcome. He did finally succeed. The story of that success winds from rural Oregon through Catlin Gabel, to Portland’s stages and beyond as Vicente rediscovered himself and learned to take pride in his life.
 
Vicente came to Catlin Gabel in 9th grade, introduced by Spanish teacher and admissions staffer Ron Sobel. Vicente had been attending junior high school in Hillsboro and working summers in the district’s migrant education office, mostly translating letters for those who spoke only Spanish. He loved Catlin Gabel when he toured the school and was eager to attend: “My parents were always good at encouraging me to think for myself. After the tour Ron looked at them, and they looked at me, and I said yes right away.”
 
But when Vicente started going to classes, he felt like he really didn’t belong. “As far as I knew, everyone led a different life from mine. They didn’t live in a trailer,” he says. “It took me one to two hours to go to school and come back. I wrote a piece my freshman year, an uncomfortable conversation between the two different people I had to be: Vinnie at Catlin Gabel, and Vicente at home.” As a young gay man, he hid behind a façade of flamboyance that was not just about sexual identity: it was about the freakishness of feeling like an outsider, mostly in terms of class and color.
 
Vicente knew he was dealing badly with his situation. He finally confided in teacher Pru Twohy, who had often spoken up for him and expressed confidence in him. That conversation still resonates for Vicente. “Pru asked me to think about whether Catlin Gabel was a good opportunity for me or not. I admired her and Clint Darling, my English teachers, most of all. So I took her seriously and decided to deal with it,” he says. “Academics weren’t the hardest part of Catlin Gabel for me: it was getting a better understanding of certain forms of privilege. But I told myself that this is a good opportunity, and that Catlin Gabel will open doors for me.”
 
“I finally did get through it,” he says. “I love the school and am proud to be a Catlinite. Pru was right: it was not the torture I thought it was then. It was my own inner turmoil about moving quickly to a disadvantaged position in the States, and moving in a world that was not my own. That experience—finding a place to stand— this is where I am, this is who I am, this is who I need to be—and finding my strength taught me that I am as worthy of a Catlin Gabel education as those around me. And I learned to say why that was.”
 
One thing about Catlin Gabel that always connected for Vicente was the ethos of service, as expressed by the school chapter, 1 Corinthians 13 (“Though I speak with the tongues of men and of angels, and have not charity, I am become as sounding brass, or a tinkling cymbal.”). Back in Mexico, Vicente’s grandmother had found her unique place in the world through serving others. She was the center of her community: if people needed flowers for a funeral, she’d cut them from her garden. If people needed letters written or advice on life’s thorny issues, she was there for them. “She taught by example,” says Vicente. “The whole thread that runs through my family is dedication to the world around you. Enjoy yourself, but serve! The contents of the Corinthians verse spoke to me then, and they speak to me now. It’s why I do the things I do. I constantly use that angle in my projects.”
 
Vicente’s pursuits at Catlin Gabel built on his talents and prepared him for his eventual career as actor and writer. He wrote his first play in Pru Twohy’s “Hell in Literature” class, a takeoff of Dante’s Divine Comedy. He loved his theater classes, where Robert and Mary Medley provided great support for him. He eventually got his first shot at professional theatre when Portland’s Miracle Theatre asked him to join BRIDGES, its anti-racist teen theater group. Vicente’s skills were a perfect match, and he fell right in with Miracle. He started directing a year later, while still in high school, then after graduation worked in the office and wrote grants. “For commissioned plays I used a bilingual style so that you could understand the whole thing if you only spoke English or Spanish, but were not bored with repetitive dialogue if you understood both,” he says. Finally he was named resident playwright and guest performer in the dance ensemble.
 
In the three years he was resident playwright, Miracle Theatre produced eight of Vicente’s plays, including an HIV educational piece they performed in migrant camps. One of his plays opened in Mexico City, toured the West Coast, and was performed in Festival Cervantino, Mexico’s biggest performance event. He left Miracle to join CITE, a theater company that put on educational plays in schools on topics such as water conservation and energy efficiency. In the evenings Vicente would rehearse and perform for Artists Repertory Theater and other companies.
 
As an actor, Vicente has worked mostly with Miracle Theatre, appearing in about 25 of their productions over 20 years—twice as Pancho Villa. He has performed for many local companies, including Do Jump!, Stark Raving Theatre, and Theatre Vertigo. Between shows, he’s found time to present workshops in acting and improvisation, playwrighting, cultural sensitivity, environmental issues, and more. And he’s spent 20 years as an activist and counselor about sexually transmitted infections, to both English and Spanish-speaking people.
 
Since his time in Hillboro’s migrant education program, Vicente has been serving others through his knack for language and translation. That skill had an emotional cost for him when he translated for asylum hearings. “I had to speak in their words, in the first person, and say things like, ‘The soldiers came at midnight and took my wife away.’ But it was important that the person’s statement be totally clear to me,” he said. He’s translated three books, one of which is used to train seasonal agricultural workers to care for senior citizens. He’s spot-on when he mimics various Latin American accents in his acting roles; once when he played an Argentine radio announcer an audience member said to him, “I know you’re Mexican, but listening to you I was back on the streets of Buenos Aires.”
 
Today Vicente is back in Colima, Mexico, with his partner, Eric Widing. He moved there recently to concentrate on writing and researching a novel based on four generations of women in his family. He doesn’t see himself living in Colima forever, but while he’s there he hopes to connect with the local arts scene, and he enjoys the slow pace of life in the beautiful city of his childhood.
 
In looking back on his busy life, Vicente says, “My satisfaction has come from the hopeful messages of most of the work I’ve been able do. If you can do good work, you can lead by example.” And in a nod to his teachers at Catlin Gabel who helped him when he needed it most, he says that working with children and youth is deeply important to him. “If other people hadn’t taken the time with me when I was growing up,” he says, “I wouldn’t be this inspired.”
 
Nadine Fiedler is editor of the Caller and Catlin Gabel’s publications and public relations director.

Production photo at left: Vicente in "The Shrunken Head of Pancho Villa." Production photo at right: Vicente in "Te Llevo en la Sangre." Photo by Russell Young.

 

Congratulations to Our Alumni!

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Distinguished Alumni Awards and Volunteer Award
From the Fall 2010 Caller

Every year the alumni association recognizes former Catlin Gabel students for their life work and accomplishments. Through their unique contributions, these alumni embody the school philosophy in “qualities of character, intelligence, responsibility, and purpose.” The 2009–10 honorees were recognized during Alumni Weekend at the celebration of leadership and service event, along with this year's winner of the Joey Day Pope '54 Volunteer Award.

Volunteer award recipient Bob Noyes (second from left) and distinguished alumni Rachel Cohen ’90, Sally Bachman ’75, and Henry Dick ’65
 

Distinguished Alumni Achievement Award

Henry Dick ’65, marine geologist
For his significant accomplishment as an earth scientist at Woods Hole Oceanographic Institute
As a student Henry Dick was part of Catlin Gabel’s first soccer team that played year round, and he developed his passion for the sciences with guidance from teacher Lowell Herr. He received his BA in geology from the University of Pennsylvania, followed by an MPhil and PhD in geology from Yale University. Since 1976 he has worked at Woods Hole Oceanographic Institution in Cape Cod as a researcher, teacher, scientist, and director exploring the earth’s lower crust and mantle. As Lowell noted while presenting this award, Henry is an impressive alumnus: a dedicated scientist discovering the core of the earth, and a person committed to the well-being of his community and the world.
 
Henry’s work in earth science includes research on the formation of the oceanic lithosphere and crustal evolution at ocean ridges. He has received numerous honors, notably Yale University’s Ford Mineralogy Prize, the Woods Hole W. Van Allen Clark Chair for Excellence in Oceanography, accomplishment-based renewal from the National Science Foundation, fellowships in the Geological Society of America and the American Geophysical Union, and standing as a highly cited researcher from the Institute for Scientific Information.
 
Henry lives in Massachusetts with his wife, Winifred, and has three children. In addition to his family he devotes his time to Big Brothers & Big Sisters of Cape Cod, receiving the President’s Award in 1986 and Big Brother of the Year in 1994.
 
 

Distinguished Alumni Service Award

 
Sally Bachman ’75, child labor advocate
For her extraordinary service exploring and explaining global events and trends, and her advocacy for social change
 
Award-winning journalist Sally Bachman writes for popular media as well as academic and policy-oriented audiences. She began writing about child labor in 1995, after a visit to Bangladesh where she saw firsthand the horrid conditions under which children were forced to work in clothing sweatshops. “The solution implemented must make a positive difference for the child, or what has been solved? I continue to report and write because we need to know who child workers are to know how best to help them,” she says.
 
Sally’s writing has appeared in publications that include the Los Angeles Times, Long Island Newsday, the Far Eastern Economic Review, and U.S. News & World Report. She has won awards and grants from the Society of Professional Journalists, the Overseas Press Association of America, and InterAction, the largest coalition of United States-based non-governmental relief agencies. Sally has taught at the University of California-Berkeley, and conducted research at Stanford and Santa Clara Universities. She received her undergraduate degree from Yale University, a certificate in Asian studies from the University of Hawaii, where she was a Gannett Fellow, and a master’s degree from the Columbia University Graduate School of Journalism, where she was a Knight- Bagehot Fellow.
 
Sally is co-director of the Child Labor & the Global Village: Photography for Social Change, a team of 11 photographers documenting child workers around the globe. By photographing individual children in their worlds, the team hopes to see behind the child labor label. She lives in San Mateo County, California, with her husband, Ray Wells.  
 
 

Distinguished Younger Alumni Award

 
Rachel Cohen ’90, global health advocate and humanitarian
For her work with Doctors Without Borders/ Médecins Sans Frontières
 
Lifer Rachel Cohen has always been drawn to service in the developing world and tying that service to advocacy, speaking out for international policy change. Since 1999 she has been working for the international medical humanitarian organization Doctors Without Borders/ Médecins Sans Frontières (MSF). She worked for four years in southern Africa as field coordinator and then head of mission in Lesotho, where she launched and oversaw an HIV/AIDS treatment program in a rural health district. Subsequently as head of mission in South Africa, she managed numerous medical programs that focused on treatment for HIV/AIDS and tuberculosis, emergency care for survivors of sexual violence, and primary health care for Zimbabweans seeking refuge in South Africa. She now serves on the board of directors of MSF’s operational center in Brussels. Before working for MSF in the field, Rachel was the U.S. director for its Campaign for Access to Essential Medicines in New York, directing policy advocacy initiatives related to drug pricing, intellectual property, and medical innovation.
 
Rachel graduated from Bates College with a degree in women’s studies and a minor in Spanish. She recently completed a master’s in public policy at Princeton University’s Woodrow Wilson School of Public and International Affairs.
 
Rachel lives in Brooklyn, New York, with her partner, Sharonann Lynch, and visits Portland as often as she can to see family and friends. Upon receiving her award, Rachel spoke of Catlin Gabel’s influence in her life: “I am so grateful to Catlin Gabel for inspiring in all of us who have been fortunate enough to go here an inquisitive, open, and critical mind and for challenging us to put our incredibly privileged education to good use wherever in the world we find ourselves.”  
 

Joey Day Pope ’54 Volunteer Award

In honor of the service of Joey Day Pope ’54, this award has been given each year since 1992 to a Catlin Gabel community member who personifies volunteerism within our community. The honoree should bring longevity of service to the school as well as enthusiasm and commitment, act as an ambassador of Catlin Gabel, provide the gift of talent, and have admirable qualities of character and responsibility.
 
2010 honoree: Robert H. Noyes
Bob Noyes’s dedication to Catlin Gabel goes back to 1966, when he chaired the school’s board of trustees and focused on fundraising and investments. He is an original member of the Catlin Gabel Foundation and as its president established the school’s first endowment. “Bob has been one of Catlin Gabel’s most instrumental volunteers,” said Henry Wessinger II ’72 in presenting the award. “He was a mentor and a visionary who thoughtfully guided this school to where it is today.”
 
Catlin Gabel’s endowment has grown at a healthy rate and continues to provide the school with stability. Bob’s vision continues to thrive as Catlin Gabel focuses on increasing endowment to ensure long-term financial security.
 
Bob was born in Portland and educated at Williams College and Yale University. During his career he owned and managed various companies, the largest of which was Norwest Publishing Company. He has been an active community volunteer in Portland, serving on boards such as the Oregon Symphony, Portland Opera, Outward Bound, Reed College, and Catlin Gabel. He enjoys hunting, fishing, and tennis while traveling all over the world. He lives in Portland with his beloved wife, Libby Cronin Noyes.  

 

 

 

 

Phil and Penny Knight honor CG with largest gift in school's history

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Introducing the Knight Family Scholars Program

Q&A with Lark P. Palma, PhD, head of school

Interview by Karen Katz '74, communications director

Phil and Penny Knight have honored Catlin Gabel with the largest gift in the school’s history. Their multimillion-dollar gift for the new endowed Knight Family Scholars Program is a rare opportunity for Catlin Gabel to reach our full potential as a model school as outlined in Ruth Catlin’s philosophy. Phil and Penny Knight’s unprecedented generosity is a tremendous vote of confidence in our school from world leaders in philanthropy.

What is the Knight Family Scholars Program?
It is a pilot program for the Upper School faculty to explore a new model for high school education and attract outstanding new high school students. The gift funds an endowed faculty member to direct the program and teach in the Upper School. In the anticipated inaugural year, 2012-13, we hope to enroll about four Knight Family Scholars as fully integrated members of the Upper School student body who benefit from our exceptional curriculum. The Knight Family Scholars Program is similar in concept to the Rhodes Scholar program in terms of the caliber of students who will qualify.

What is your vision for how this program will affect Catlin Gabel?
The current generation of students is far more sophisticated than previous generations. Their educational needs are evolving quickly. Educators must ask, what more can we do to prepare them? How can we ensure that they have a great liberal arts and sciences foundation for success in college plus the experience and skills to thrive in a workforce and world that will change in ways we cannot imagine?

Catlin Gabel teachers have envisioned a high school that is more real world, project-based, experiential, and interdisciplinary — but limited resources have stymied our progress toward this goal. Now we can take some big steps in building on our curricular innovations and evolve more quickly. As a new Catlin Gabel faculty member, the Knight Family Scholars Program director will collaborate with our high school teachers and students to develop methods of teaching and learning that respond to the changing educational environment.

Where did the idea for the program originate?
The genesis for the program stems from the Imagine 2020 conference held in the spring of 2006. A lasting idea that emerged from the conference was to enrich Catlin Gabel’s educational offerings by taking advantage of what our great city and region have to offer— using Portland as a learning laboratory. Bringing students together with creative, analytical, medical, political, entrepreneurial, and science leaders would further our experiential and progressive education goals. The intent is to get our students “off the hill,” as one alumnus put it in 2006. Our global education and PLACE programs, and the urban studies class in the Upper School, also stem from the Imagine 2020 conference.

How did this gift come about?
As I got to know Phil, our shared interest in improving education emerged as a vitally important theme. Phil and Penny Knight are long-range visionaries and Oregon’s most generous individual education philanthropists, which is humbling and exciting. We talked about Ruth Catlin’s vision of modeling for others and how, because of our relatively small size, our success, and our focus on progressive education, we are the ideal school for innovation. I described some of the seminal ideas that emerged from the Imagine 2020 conference and how hard our teachers work to implement those ideas.

Can you give us an example of a program feature from Imagine 2020 that this gift allows us to implement?
The faculty and program director will have the opportunity to advance the exchange of ideas in seminars taught by a network of community experts, including some of our talented and notable parents, alumni, and grandparents. The seminars, both on and off campus, will examine topics that emerge from the shared interests of the students and the director as they move through the program together. The seminars will also respond to the availability of influential mentors, speakers, and guest instructors. Upper School students, not just Knight Family Scholars, will be able to attend seminars. It is vitally important that this is open and inclusive, and that we prevent any kind of “us and them” dynamic.

We also expect that as the program grows, it will include opportunities for the Knight Scholars to travel nationally and abroad for summer learning.

How else does the program benefit current students?
The research is clear: high caliber students raise the level of learning for everyone. The positive peer effect is evident throughout our school. Students in our supportive, non-competitive environment engage more deeply when their classmates are excited about the lab, discussion, problem solving, or literary analysis at hand. And, naturally, teachers are their best selves when their students are highly engaged.

What are the student qualifications for the program?
Prospective Knight Family Scholars Program will stand out in four key areas: academics, community service, athletics, and leadership. As Knight Scholars they will receive tuition assistance funded by the program’s endowment. The amount of assistance will depend on their family’s need. The program will attract well-rounded students who will inspire their peers, take advantage of everything Catlin Gabel has to offer, and go on to serve their communities.

Can current Catlin Gabel students apply for Knight scholarships?
Current and former Catlin Gabel students are ineligible to become Knight Scholars because one objective of the program is to attract new students and deepen our pool of admitted students. The Knight Scholars Program will raise the profile of our excellent Upper School and entice students who will be wonderful additions to our community.

Who determines who qualifies for the program?
The faculty, admission office, and a new program director will decide whom we accept.

Who is the Knight Family Scholars Program director and how is the position funded?
Typically, when donors make large gifts to institutions they fund a position to oversee the program. We will launch a national search for a Knight Family Scholars Program director to fully realize the vision of this program. The director will be Catlin Gabel’s first endowed faculty member. This turning point for Catlin Gabel could very well lead to additional endowed faculty positions.

What are the director’s responsibilities?
First and foremost, the director will find the right students for the program. A big part of the job is outreach and making a wide range of communities aware of the program and our school. As the program spokesperson, the director will bolster the Knight Family Scholars Program and our overall admission program. The director will also lead the scholars’ seminar and teach other Upper School classes so he or she is fully integrated into our faculty. We will hire a dynamic educator who becomes a vital member of our school community.

How will this historic gift change the school?
When we laid out strategic directions in 2003 one of our top three goals was to strengthen our identity and visibility in the community. We set out to identify and attract qualified, informed, and diverse applicants and to increase our applicant pool, particularly in the Upper School. The Knight Family Scholars Program will move us quickly and decisively towards these goals.

Has Catlin Gabel ever received a gift of this magnitude?
In 1987, the school received a $3.6 million bequest from the estate of Howard Vollum that allowed Catlin Gabel to establish an endowment fund. His foresight and generosity moved the school beyond a paycheck-to-paycheck lifestyle.

What other benefits does the Knights’ gift offer?
The Knight Family Scholars Program raises our visibility as one of the leading independent schools in the country.

On a purely financial and pragmatic level, the program releases financial aid dollars for students in all divisions.

On a more philosophical and curricular level, the Knight Family Scholars Program will stretch us to take some risks about how we teach. All Catlin Gabel students will benefit from the innovations we pilot through the program. On a grander scale, my dream is to model innovations that can benefit students nationwide.

We cannot underestimate the value of raising our profile, too. What’s good for Catlin Gabel’s reputation is good for Catlin Gabel’s students and teachers. As far as fundraising, this is the tip of the iceberg for all programs and needs of the school. I know Phil and Penny Knight’s generosity and confidence in Catlin Gabel will inspire others to give. In fact, two other donors are planning to give to this program.

We anticipate a positive overall effect on admissions and on our ability to attract phenomenal student applicants. Some great young people, who perhaps don’t qualify as Knight Family Scholars, will still apply to our Upper School when they learn about Catlin Gabel’s curriculum, meet our faculty and students, and hear about our generous financial assistance program.

Is this Phil and Penny Knight’s first gift to Catlin Gabel?
In the past three years, the Knights have quietly and generously funded other immediate needs that I identified. They were instrumental in our ability to provide financial aid for families who have struggled through the recession. I am so honored that they have put their trust in me and in Catlin Gabel.

“To maintain a school with the most enlightened ideals of education, content of work and methods of teaching. . . . To contribute to the community and its schools an educational laboratory, free to utilize the knowledge and wisdom of leading educators.” (excerpt from Ruth Catlin’s 1928 philosophy statement)

 

 

New challenge course emphasizes cooperation, ingenuity

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Catlin Gabel has recently installed a challenge course where students will have the opportunity to test themselves on a variety of high and low elements. The course is nestled in the woods below the Lower School Art Barn.

Safety issues have been thoroughly vetted and were our top priority in designing and building the course. Professional arborists assure us that the trees used to anchor the course are not at risk of damage.

The course is designed for students ages 10 and over. Use of the course is strictly limited to times when a trained facilitator is on site. Almost two dozen faculty-staff members have taken the extensive professional training sessions required to become facilitators. (See photo.) When a facilitator is not supervising the course, the ropes and cables are secured and inaccessible to passersby.

Every challenge course has its own personality. Catlin Gabel’s facility was constructed with an emphasis on group cooperation and overcoming obstacles. Under the guidance of trained facilitators, groups of students will tackle various challenges that require skill and ingenuity to resolve. The course contains four high elements and seven low elements. Some of the elements can be tailored for use by different age groups. Parent and alumni groups can arrange for challenge course events by e-mailing outdoor education teacher Erin Goodling ’99 at goodlinge@catlin.edu.

“We expect that sports teams, global education groups, departments, and classes will use the challenge course to help set the stage for their work together,” said Peter Green, outdoor education director.

We are very grateful to Andy and Becky Michaels, Oregon Mountain Community, Reed and Tina Wilson, and an anonymous donor for this exciting addition to our program. The challenge course fits right in with Catlin Gabel’s hands-on experiential approach to learning.

 

Paul Folkestad '82 talks about cooking classes

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Oregonian article, October 10