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Thermo Scientific awards Kristin Qian '14 top scholarship

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Kristin, who will be a first year student at Princeton this fall, was selected from a pool of graduate and undergraduate students nationwide for this $10,000 scholarship. "This scholarship was created to help provide educational opportunities for the future generation of scientists."

Video: PLACE students impress at City Hall, Oregonian newspaper takes notice

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Students from Catlin Gabel's PLACE civic leadership program presented their plans in July 2014 to Portland's mayor and city council for improvements to SE Powell Blvd., a major Portland artery. Their plan was exceptionally well received! A reporter from the Oregonian newspaper took note and wrote this article about their presentation (pdf here and downloadable below).

PLACE program announces new public-private partnership

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Catlin Gabel's civic engagement program getting storefront space in North Portland

Catlin Gabel’s PLACE (Planning and Leadership Across City Environments) urban civic leadership program and One North, a Portland development and neighborhood project, have created an innovative new partnership. This partnership gives PLACE a storefront space in North Portland to continue operations and expand its mission of student and community engagement. The new location is set to open in the winter of 2015.

“Catlin Gabel is an integral part of this public-private endeavor,” said Catlin Gabel head Tim Bazemore. “Being part of this pilot project will create more experiential learning opportunities for our students, and PLACE will be a catalyst for local youth to engage and lead.”

The development group behind One North, Eric Lemelson and Ben Kaiser, generously donated storefront space to PLACE for five years. “Catlin Gabel aligns with One North’s commitment to community involvement, sustainability, and sharing resources. We are excited to create authentic partnerships in the neighborhood, and have a public purpose impact,” said development team member Owen Gabbert ’02.

This month, the unique nature of this public-private development was recognized by Metro, the regional governing body, which granted the project $420,000. The grant will support the development of the project’s outdoor courtyard, which will become an asset available for use by the community.

ABOUT PLACE
PLACE uses urban planning as a tool to teach students from Catlin Gabel and other schools in the region how to become active and engaged citizens working toward positive change in their communities and the world. For example, students have completed projects for clients such as Zenger Farm in outer southeast Portland and the Bureau of Planning and Sustainability in north Portland. For Zenger Farm, students surveyed nearly 900 youth in the David Douglas school district about food insecurity. Not only did Zenger Farm implement some of the PLACE student design recommendations, but its board of directors still uses that survey data to make organizational decisions.

Since its inception in 2008, PLACE has grown into a three-part program with an international following.

• PLACE courses are offered to Upper School students at Catlin Gabel and worldwide through the Global Online Academy during the school year.
• The PLACE summer program has enrolled students from 15 high schools in the Portland area. About 50 percent of summer students receive financial aid.
• In keeping with Catlin Gabel’s mission to model for others, the PLACE curriculum is offered for free to other schools, and is replicated by educators in 40 cities around the world.

PLACE director George Zaninovich shared his excitement about the increased opportunities provided through this public-private-educational partnership: “Expanding the PLACE program into a permanent home in the community provides more opportunities to use the city as a classroom. This will allow our students to develop closer working relationships with people of all ages, cultures, and backgrounds. This permanent home and authentic community partnerships in a vibrant urban and multicultural environment will better prepare PLACE students for collaborating in an increasingly global world.”

During the 2014-15 school year, George will continue teaching in the Upper School while also taking the lead on planning for the PLACE program’s expansion. He will work in consultation with two advisory committees—one made up of community stakeholders, civic leaders, and North/Northeast neighborhood advocates, and one composed of youth from North/Northeast Portland, PLACE, and Catlin Gabel.

ABOUT ONE NORTH
One North consists of three office/retail buildings opening up to a large courtyard that will serve as a place for sustainability education and for neighbors to meet formally and informally. The project developers are working to realize a vision focused on maximizing energy efficiency, reducing waste and consumption, and sharing resources with the community. Tenants include Instrument, a digital creative agency, and the Kartini Clinic for Children & Families. 



PLACE urban studies students presenting at City Hall

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You're invited!

PLACE students will present their recommendations for improving SE Powell Blvd. to the Portland City Council on Wednesday, July 16, at 9:30 a.m.

Come to City Hall to hear the presentation.

City Council Chambers
1221 SW 4th Ave
Portland, OR 97204

Link to Google Map


They are making the same presentation at the Portland Bureau of Planning and Sustainability on Thursday, Juy 17, at noon.

Portland Bureau of Planning and Sustainability
1900 SW 4th Ave
Portland, OR 97201

Link to Google Map


About the PLACE recommendations

PLACE students have created design concepts for the Oregon Department of Transportation parcels on Powell Boulevard between 50th and 82nd to assist with the implementation of high-capacity transit. Specifically, they hope to improve the aesthetics and functionality of the ODOT parcels on Powell, while prioritizing the needs and desires of the community.

Check out the PLACE blog for more information

Senior Alex Lam wins two bronze medals at the 2014 Fencing Summer Nationals

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We salute you!

Alex was 3rd out of 67 in the Division 1A Men's Saber and 3rd out of 262 in the Junior Men's Saber (U19) events in Columbus, Ohio.

His national ranking in the Junior Men's Saber (U19) category moved from 34th to 22nd in the country. He is currently in the top 10 of U19 high school fencers.

Alex was also named to the first team of the 2014 USA Fencing All-Academic Team.

Commencement 2014 photo gallery

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Congratulations to the newest members of the Alumni Association!

 

Catlin Gabel News, Spring 2014

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From the Spring 2014 Caller

NEWS FROM HONEY HOLLOW

Lark Palma was celebrated with the “Ovation for Lark,” a performance of the music and dance that she loves. “The talent and heart that came together warmed my soul,” she said. . . . Middle School head Barbara Ostos has been accepted to the National Association of Independent School’s Fellowship for Aspiring School Heads. . . . A Caller article by Lower School head Vicki Roscoe, “Grades Get a D–,” was reprinted in Independent School magazine. . . . Upper School history teacher Dave Whitson is the new director of the Palma Scholars Program. . . . Julia Cooke ’01 and Bosnian writer Ismet Prcic were this spring’s distinguished visiting writers. Julia read from her book about Cuban culture, The Other Side of Paradise. . . . PLACE director George Zaninovich facilitated a workshop at Punahou School’s Wo International Center in Honolulu focused on partnering classrooms and schools with surrounding communities. . . . U.S. Congressman Earl Blumenauer met with students from the CatlinSpeak newspaper and student government before speaking at an assembly.
 

OUR AMAZING STUDENTS

For the fifth consecutive year, Catlin Gabel sent a mock trial team to the state competition. . . . Catlin Gabel’s team won the Oregon History Bowl Competition. . . . Katie Zechnich ’14 is a National Merit Scholarship winner. . . . Ian Fyfield ’14 and Kallan Dana ’15 were solo finalists in the Oregon Thespians Northwest Regional Acting Competition. . . . An essay by Annika Holliday ’20 about the “uselessness of stuff” won the middle school section of the YES! National Student Writing Competition. . . . Emma Latendresse ’20 and Charlotte Speyer-Stocks ’19 tied for 2nd place in the Oregon Poetry Association contest for grades 6–8 . . .The New York Times ran a photo by Zulema Young- Toledo ’17 in a series about “light in the city.” . . . Valerie Ding ’15 won a gold medal and a $1,000 scholarship, and Kristin Qian ’14 won a silver medal, at the Vancouver Symphony Orchestra’s Young Artists Competition. They were also winners in the Van Buren Concerto Competition. . . . Kellie Takahashi ’15 won a silver key for science fiction and fantasy writing in the Alliance for Young Artists & Writers Scholastic Awards contest. . . . Grace Masback ’17 is one of 10 high school students nationwide to participate in the U.S. State Department-sponsored Iraqi Young Leaders Exchange Program. . . . Daniel Chiu ’17 won 1st place at the regional U.S. History Bee, and went on to national competition; he also won the Oregon History Bee Individual Championship, where Ian Hoyt ’17 came in 3rd. Ian also qualified for the U.S. Geography Olympiad.
 

SCIENCE AND MATH KUDOS

Daniel Chiu ’17 was one of fewer than 200 students nationwide to qualify for the USA Jr. Math Olympiad exam. . . .The Middle School Science Olympiad team placed 2nd in state, and the Upper School Science Olympiad team placed 3rd in state. . . . After winning regional fairs, Valerie Ding ’15 and Nikhil Murthy ’17 competed and won numerous awards at the Intel International Science & Engineering Fair. . . . The team of Evë Maquelin ’16, Gregor Peach ’16, Kellie Takahashi ’15, and Y Yen Gallup ’15 took 3rd place in a statewide computer programming contest sponsored by the Technology Association of Oregon Foundation. . . . Team Startstruck, a Middle School robotics team, won 1st place in the software category at state.
 

FLAMING CHICKENS FEED THE FIRE OF SUCCESS

Our robotics team won the Championship Innovations Controls award, which recognizes the team with the most creative software, at the FIRST world championships. That followed the district Chairman’s Award for increasing appreciation and expansion of STEM education.
 

KUDOS TO OUR ATHLETES

Several students won national recognition in their sports: Luke Selliken ’16, kart racing; Chloe Lewis ’18 and Logan Bye ’16, ice dance; Isabella Pozzi ’19, gymnastics; Alex Lam ’15, fencing; Anushka Gupta ’21, squash. Receiving state or regional recognition were Matthew Bernstein ’15, racquetball; Tristan Furnary ’16 and Adrienne Tam ’24, swimming; Mahala Lambert ’24, Sydney Slusher ’23, and Li Kamau Lambert ’20, taekwondo.  
 

Critically acclaimed author Miranda Beverly-Whittemore ’94 reading at Powell’s on July 1

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Alumna Miranda Beverly-Whittemore’s third novel, Bittersweet, is a suspenseful and cinematic beach read. Join her at Powell’s on Burnside for a reading on Tuesday, July 1, at 7:30 p.m.

About Bittersweet: Secrets unfold when a scholarship student at a prestigious East Coast college visits her roommate’s pedigreed New England family.

“A page-turner riddled with stubborn clues, a twisty plot and beguiling characters.” —Kirkus, starred review

“Beverly-Whittemore’s novel is suspenseful and intriguing… Her short chapters, with their cliff-hanger endings, will keep readers turning pages late into the night.” —Booklist

“The theme of Paradise Lost courses through this coming-of-age tale tinged with mystery.” —Publishers Weekly

“A suspenseful tale of corruption and bad behavior among wealthy New Englanders.” —Library Journal

“Evokes Gone Girl with its exploration of dark secrets and edge-of-your-seat twists.” —Entertainment Weekly, A- review

“Like a Downton-in-Vermont, Bittersweet takes swift, implausible plot turns, and its family secrets flow like a bottomless magnum of champagne, but Beverly¬Whittemore succeeds in shining a light into the dark, brutal flaws of the human heart.” —New York Times Book Review
 

Gabby Bishop '14 on her experiences as CatlinSpeak co-editor

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From the Spring 2014 Caller

I came to Catlin Gabel in my sophomore year from Grant HS. . . . I had never done any journalistic writing before.
 
One of the favorite stories I wrote came about because I heard that a friend was involved in a protest against austerity measures in November 2012 with the Portland Student Union. There was no permit to walk in the street, but they walked near Lloyd Center, and the police pepper-sprayed them. Researching it was a very long process of asking for and being denied access to public records. . . . It was a fun article to write, but I found the process to be the most interesting part.
 
Editors Simon McMurchie, Nico Hamacher, and I each lead groups of three to four people, and each group publishes every third week. It keeps the workload lower but allows for more in-depth articles. The editors lead the groups, create schedules, help students come up with ideas, and edit the articles.
 
Our advisers Pat Walsh and George Zaninovich review the ideas and content to see if we are on the right track with angles and help facilitate class discussions. We talk about current events and about possible articles. We talk about how to pump an article up or offer angles so a student can choose a direction if they are having trouble writing.
 
CatlinSpeak is a creative outlet for me. Catlin Gabel has an open curriculum, but CatlinSpeak is astronomically more open. Writing about what I’m interested in is very rewarding, especially when I think I’ve done a good job or learned from it. As editors, it’s gratifying to see other students fulfill their full potential. The education offered here is amazing, and students accomplish wonderful things. CatlinSpeak is just one way.
 
I guess I just have an open mind. I’m very determined about things and have opinions, but they’re not set, and I want to learn more. If people ask me for my opinion and I’m not educated enough, that drives me to find out more.
From an interview in March 2014

»Read about her co-editor Simon McMurchie '15

My Introduction to Journalism

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The CatlinSpeak newspaper provides an incredible learning opportunity

From the Spring 2014 Caller

By Simon McMurchie '15

I had little idea what to expect when I entered into CatlinSpeak, the student newspaper, in my sophomore year. I was aware that it had only just become an official class, moving beyond its traditional club status, and it was clear its presence in the community in the school community was growing from year to year. Still, I wasn’t quite sure how I would fit into it, especially as a feckless youngster in a class of accomplished juniors and seniors. Perhaps unsurprisingly, I was welcomed right away. My editor, Fiona Noonan, who graduated at the end of that year, was a phenomenal writer and leader in the class, and as much could be said of the rest of its members. What at first had been a typical course, consisting of semiimportant assignments that begged to be completed half-heartedly, quickly transformed into a wonderful opportunity to be ambitious and creative in a loosely structured system.
 
I wrote an article on the quirks of the electoral college, I attempted to tackle the complex and convoluted relationship between federal and state legislation, I submitted a 4,000- word piece that previewed each and every one of the 32 college football bowl games that was met with a smile and an editor’s critical eye (the final version was a tidy 1,500). I interviewed, among others, a member of college basketball’s March Madness selection committee, and gained the valuable experience of teasing out the words and phrases I needed for a quality piece.
 
With little instruction, and a healthy dose of freedom, I found I could research any topic I found interesting, learn how to synthesize it into something meaningful, and then publish and share it with the community. Suddenly the pieces I wrote for school extended beyond the essay process: my grandfather emailed me about a piece; I found myself speaking to friends and classmates about something I had written; Peter Shulman, a history teacher, approached me and said one of my articles had sparked an interesting debate between him and a friend.
 
In January of 2013, CatlinSpeak’s advisers, Upper School teachers George Zaninovich and Patrick Walsh, reached out to non-seniors working on the paper to feel out interest in filling the positions of the graduating editors. I leaped at the opportunity, sensing the chance to push further my role in the class, and was lucky enough to be selected along with Nico Hamacher, a fellow sophomore, and Gabby Bishop, then a junior.
 
Changes were proposed for the new year, including a switch to daily news updates in place of the traditional weekly editions. Most ideas were student-driven, and the structure of the class was largely left up to discussions between the editors-to-be and the advisers of the course. All of a sudden I found myself helping to design a curriculum, the type of responsibility I would never have expected of myself, but which presented a wonderful and exciting opportunity.
 
Summer came and went; with its departure came the arrival of a new crop of writers ready to forge a new identity for the class. Daily news began without a hitch, and even as new writing styles and heavier workloads were introduced, students produced an incredible number of quality pieces.
 
Lauren Fogelstrom, a current junior and a newly appointed editor-to-be, followed an interest in the issue of youth homelessness, writing a piece focused specifically on the issue in Washington County. While it would have been simple and easy to do the entirety of the research online, Lauren reached out to nonprofits in the area and directly interviewed kids on the streets. She wrote an article that felt authentic and relatable, going beyond the requirements to produce something with a greater level of meaning.
 
Trevor Tompkins, a senior fond of writing about basketball and hip-hop culture, visited De La Salle North Catholic High School for its Black History Month celebration and reacted so positively that he wrote an article both describing his visit and, to some degree, pointing out the lack of effort by the Catlin Gabel community to promote discussion on issues of racial diversity.
 
Trevor’s story is key to what makes CatlinSpeak important. This is one of the few opportunities for students to have a voice in the community, to speak up and, at the very least, start the discussions that need to happen. Often, Catlin Gabel’s biggest problems are student-driven, and thus the response needs to come from within the student body. CatlinSpeak provides both a forum and a firestarter for meaningful discussion and, hopefully, change.
 
Looking to next year, fewer students have signed up than in years past, but to look at the numbers as a negative would be a mistake. With the ability to scrap the class structure and start from scratch at our fingertips, CatlinSpeak’s future is thrillingly malleable. Perhaps we’ll be a monthly periodical, with students required to report on topics within the school community. Perhaps we’ll make each edition focused on a particular issue, ranging from climate change to election coverage and more.
 
What makes CatlinSpeak such an incredible and unique opportunity is its nature as a class that will give back however much a student puts in. All it takes is a few inspired kids to create something great, and with some effort, those kids can make a difference in a community they care for deeply.
 
Simon McMurchie will be a senior this fall at Catlin Gabel.  

Who Tells the Stories? Who Benefits from the Stories? Who is Missing from the Stories?

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From the Spring 2014 Caller

Ann Fyfield’s 6th grade humanities class centers on these three key questions as they explore the world from ancient civilizations through modern notions of gender. Eight of her students reflect here on their year of learning, posed with the selfies they took for their unit on gender studies.

Aarushi

I loved the unit on ancient India. You can see from the past how they made great advances and made us who we are. . . . We can change the course of history. If a woman doesn’t fit a stereotype, she’s not accepted into society and is put into a box. Men are in a box, too, but it’s bigger. When we put up this wall of selfies, we put girls under “strength” and boys under “beauty.” But if we separated it by gender, which is who you are in your mind and not your body, it would be turned around and look different.
 

Kean

I originally thought history was boring and bland. With Ann, I find it more fascinating. She lets you state your opinions, and brings in creativity and interactive activities. Our project with imaginary civilizations made me really understand that civilizations aren’t black and white and are not at all simple. Our gender groups are a great place to talk about sexism and LGBT people. We can talk a lot more when we’re with our own gender. Stereotypes do not define who we are.
 

 

Samma

I never thought before about the fact that we’ve had no woman president, although half the people in the U.S. are women. . . . . Learning about the people who lived before us and the stuff that isn’t here now interests me.
 

Eamon

We talk a lot in class about social justice and gender issues. There’s an ancient Greek ideal, arête. It combines beauty and strength. The Greeks didn’t care about gender equality, but they still thought women could be strong. I like the recitation I did from Socrates’ Apologia. The meaning was that no one knows anything until they realize they don’t know that much.
 

Emma

We watched a video about beauty and how you perceive yourself. It’s a problem that people try to look a certain way, and maybe not eat. If you change the way you think about yourself you can change everything. Ann’s class is the most creative of my Middle School classes. One of my favorite things in her class was at the beginning of the year, when we interviewed someone in class and learned something about them. It made us feel like people cared about us, and the new kids got to meet somebody. . . . Middle School is different from Lower School because everything has higher stakes. You can’t turn in something that isn’t good, and you have to put in 105 percent to do your best.
 

James and Britt

James: We studied gender stereotypes in Ann’s class to see if gender affects learning. We were separated into boys’ and girls’ groups. I learned that most legends and myths are written by men or based on ideas from men.
 
Britt: I was surprised by girls’ stereotypes about boys. . . . I also liked the ancient civilizations project. My group studied Egypt and had to write an essay and do research. I chose to research the kingdoms, and James did the dynasties.
 
James: We made a video, with a green screen and fancy lights, and wrote the scripts.
 
Britt: Right now we’re inviting people to an imaginary dinner. I researched and invited Black Elk, Cornel West, St. Marcella, and Pericles.
 
James: We wrote about why these people merited invitations, and some were famous and some we hadn’t heard of. I invited Demosthenes, Chief Seattle, Ralph Waldo Emerson, César Chávez, and Jimmy Carter.
 

Ramya

One of Ann’s projects that made me think was the creation of an imaginary culture: how would I want a civilization to be? My partner and I made it powered by women, and it intrigued me. . . . If women were treated as equally as men, what would the world be like? I hope we have a woman president soon. A parent named Jason Stevens came and talked to us about ancient Greece. We found out that their culture was similar to ours right now because men overpower women and have more rights. When I’m an adult I want to make a difference, even if a small one, to advance my community and make it better.