ShadySideAcademywww.shadysideacademy.org MAGAZINE SPRING 2008 Celebrating Science In this issue: The Science of Teaching Science Science Olympiad — Enriching the Curriculum What’s Happinging in Science at the Junior School? 4
PRESIDENT’S MESSAGE
Dear Shady competing in team and individual state cham- Pennsylvania. Our 125th year will be a year of Side Academy pionships well into March. The second season celebration and reflection of what the Community: of the Hillman Performing Arts Series success- Academy has given to its students and com- Spring is here and fully concluded on May 9 at 7:30 PM with a munity. Stay tuned for more details about the exciting things are critically acclaimed performance by the upcoming celebrations of this historic year. bursting into bloom Pittsburgh Ballet Theatre. I think it is safe to In this issue of thehady S Side Academy across all three cam- say that it has been another year of stellar Magazine, please read about the remarkable puses. I am happy achievement and outstanding accomplishment things that our faculty, students and alumni to report that the here at Shady Side Academy. are doing in science. From the innovative way Class of 2008 had As the end of the school year draws near we our Senior School students are learning science 14 semifinalists in are heading toward a significant milestone in and the success and dedication of our Middle the National Merit Scholarship Program, the history of Shady Side Academy, the School Science Olympiad team to the daily ranking us #1 among all independent schools school’s 125th anniversary. The 2008-2009 excitement on the faces of Junior School stu- in Western PA. What a testament to the hard school year will mark the 125th consecutive dents when they enter the science lab, it is clear work of this year’s graduating class and their year that Shady Side Academy has been pro- that Shady Side Academy is a place where sci- outstanding faculty both now and in years viding an exceptional education for its stu- ence abounds with tremendous joy, creativity past. This winter’s athletic season was yet dents while serving as a significant partner in and excellence. Many of our alumni have another success with swimming and wrestling the ongoing success of Pittsburgh and Western taken their solid science foundation and made
2 Shady Side Academy Magazine In this issue…
2 President’s Message
4 The Science of Teaching Science
8 Science Olympiad: Enriching the Curriculum and Expanding Minds
10 What’s Happening in Science at the Junior School?
12 Alumni Profile: The Adventurous 14 Life of the Curious Mind 14 Alumni Profile: Protecting Our Troops — at 30,000 Feet
16 Alumni Profile: Creating a Better Pittsburgh
18 Sports Briefs
22 Alumni Events
28 125 Years Strong
30 Class Notes 18 38 In Memoriam
42 Important Dates to Remember
careers for themselves in the fields of medicine, marine biology, physics and research. I 28 encourage you to read about a few of these alumni on the pages ahead. As you may sense, spring at Shady Side
Academy is not about winding down the On the front cover: Dr. Anita Schuchardt instructs a student during a biology lab period. school year as graduation nears, but rather we Cover Photo by: Melinda Miller are gearing up for what’s on the horizon for Editor: Jamie Brush ’98 the next school year as we enjoy and celebrate Associate Editors: Lauren Gilchrist ’03 and Melinda Miller the successes of this year. Contributors: Bob Grandizio, Sr., Rick Munroe ’84, Tom Southard, Science Department Faculty Photography: Jamie Brush ’98, Tim Giel, Lauren Gilchrist ’03 and Melinda Miller With every good wish, I am, Class News photos are submitted by alumni and Class Correspondents. Design Consultant: Peggy Warnock Sincerely, Printed by: Herrmann Printing and Lithography If you are interested in becoming a contributor to the Shady Side Academy Magazine, please contact Jamie Brush ’98 at [email protected] for details. Shady Side Academy Magazineis published by Shady Side Academy for its alumni, parents, and friends of the school. Letters and suggestions are welcome and should be sent to Jamie Brush, Shady Side Academy, 423 Fox Chapel Road, Pittsburgh, Thomas N. Southard, President PA 15238. Address corrections should be sent to The Alumni Office, Shady Side Academy, 423 Fox Chapel Road, Pittsburgh, PA 15238. Shady Side Academy Junior School, 400 S. Braddock Avenue, Pittsburgh, PA 15221, 412-473-4400 Middle School, 500 Squaw Run Road East, Pittsburgh, PA 15238, 412-968-3100 Senior School, 423 Fox Chapel Road, Pittsburgh, PA 15238, 412-968-3000 www.shadysideacademy.org
Spring 2008 3 The Science of Teaching
s the United States struggles to remain globally competitive in the fields BEGIN WITH THE BUILDING BLOCKS of science, engineering and mathematics, educators have begun to A During the early 1990s, a new theory of rethink how they teach science to high school students. In this evolution, Shady teaching science emerged that suggested the Side Academy is emerging as a center of excellence in the teaching of high fundamentals of physical science be taught during the freshman high school year in school science. Beginning with Science Department Chair Dr. Kathy Malone order to lay the foundation for chemistry exploring the modeling technique for teaching physics and incorporating it into and biology, which had moved much more to a molecular science than the class, genus her classes, the Senior School Science Department recently moved to a physics- and species model prevalent throughout the first curriculum, ultimately resulting in a complete retooling of the science 20th Century. Because the concepts of physics are tangible and demonstrable, they curriculum at the Senior School. Shady Side Academy’s Senior School Science can be grasped easily by younger students, Faculty is now being looked to as innovators and experts who, last summer, usually requiring only basic algebra skills. began teaching teachers about incorporating some of Shady Side Academy’s In the fall of 2005, Shady Side Academy committed to reversing the traditional order initiatives into their own classrooms. of high school science classes from biology,
4 Shady Side Academy Magazine by Melinda Miller Science analyzing data. Students use computers and SMART Boards to help analyze and demonstrate their findings. “Younger stu- dents,” according to Tom Trigg, Associate President of Shady Side Academy, “are kinesthetic learners, so modeling is a good approach for them.” “We want our students to be able to fig- ure out how to connect information in their world and make sense of it,” explains Dr. Malone. “Using the modeling method has allowed us to begin teaching our students how to inquire, communicate and evalu- ate.” “I think this is a better way of teach- ing,” adds Dr. Schuchardt, “because stu- dents learn to solve problems and critically analyze data. They also learn to communi- cate with each other. It has been interesting to watch freshmen learn to really listen to each other without talking on top of one another. This year, our first biology model- ing students [who have now been learning via modeling for three years] really get it — they get how to collaborate, how to listen and how to reach a consensus.” Added Mr. Robert Reiland, Senior School science teacher, “David Hestenes, who developed the physics modeling workshop, explained it to me by saying: ‘Everything is a model!’”
INCORPORATING MODELING To demonstrate the effects of forces and motion, for example, a physics modeling class incorporates experiment design, data chemistry and physics to teaching all enter- “We all shadowed Kathy Malone during analysis and synthesis and class presentations ing freshman students physics first. To pre- our first year of physics modeling,” added to uncover the concepts behind these princi- pare for this change (and to have enough biology teacher Dr. Anita Schuchardt. “It ples. Students work in groups of two or three faculty trained in teaching physics), all was a new subject for me, Bill and our other with the teacher circulating throughout the Shady Side Academy Senior School Science colleagues. The entire Science Faculty met classroom, asking questions of the students Faculty trained during summer breaks at daily during the first year of physics-first to about the information they are logging and Arizona State’s Modeling Instruction in talk about how classes were going, trou- why it does or does not make sense. Teachers High School Physics program. bleshoot and learn tips and techniques from also ask students how they know what they “Learning physics was really different for each other.” are asserting and why they think something me,” said Mr. Bill Diehl, a biology teacher for Teaching physics at the freshman level is happened the way it did. After mapping and 37 years at the Academy who took the course conducive to promoting an inquiry-based analyzing their data using the computer, stu- in Arizona during the summer of 2005. “But method of learning like modeling. For dents document their work on white-boards it was helpful to learn a new discipline and to example, students might perform an exper- and make a group presentation to the class. keep my mind flexible about my own meth- iment to demonstrate the laws of gravity. Classmates pose questions, and presenters ods of teaching.” The Class of 2008 will be Modeling-based learning allows students to must explain their answers. the first class of “physics-first” students to approach learning as a scientist would by Research shows that students taught graduate from Shady Side Academy. performing experiments and tracking and physics using a modeling approach out-per-
Spring 2008 5 The Class of 2008 will be the first class of “physics-first”students to graduate from Shady Side Academy.
form their non-modeling peers on stan- dardized exams testing the students’ under- standing of physics concepts. Arizona State, a leader in developing the physics modeling program, conducted an internal evaluation of the effectiveness of teaching physics via modeling using a stan- dardized test. The exam evaluated teaching effectiveness by asking students to apply sci- entific concepts in physical situations. The test was given to approximately 10,000 stu- dents nationwide. Students who took a “traditional” physics class improved their scores 17%, while modeling instruction students improved their scores by 28% the first year a teacher implemented modeling and 45% when the teacher had two years of modeling experience. (From “Modeling Instruction in High School Physics Flyer,” Department of Physics and Astronomy, Arizona State). More than just benefiting from higher test scores, however, students learn skills that they can apply in college-level science cours- es and across disciplines. “It’s giving stu- dents the tools to solve problems by acting sorts of modeling analytics and problem writing Shady Side’s science curriculum in like scientists themselves,” says Malone. solving tools. No matter what your job chemistry and biology, setting in motion the “After taking modeling based physics at task, you still need to convince people of science curriculum’s evolution toward Shady Side, one recent graduate told me your case, you need to collect data to make becoming an entirely modeling-based pro- that his college physics class was a ‘slam the case and you need to be able to support gram. Biology and chemistry teachers not dunk’,” she adds. Besides the benefits stu- your conclusion. Our students are learning only observed physics classes but they also dents derive in their science courses from more than concepts, they are standing up in sat in on each other’s classes in order to learning through the modeling approach, front of their peers making a case that says ensure the continuity of skills students the skills students learn are applicable ‘Yes, I can do that.’” would need from one class to the next uti- across disciplines. Malone explains, lizing the modeling approach. In the fall of “People in any profession can apply these 2006, the first chemistry modeling class was PHYSICS MODELING SPURS launched, and the fall of 2007 marked the NEW APPROACH IN BIOLOGY beginning of biology modeling at Shady AND CHEMISTRY Side Academy. As Senior School Science Faculty went “As soon as I started my physics classes at through the Modeling Instruction in High Arizona State,” said Dr. Anita Schuchardt, School Physics program at Arizona State, Senior School biology teacher, “I began to chemistry and biology teachers not only think about ways to apply modeling in our learned about teaching physics but began to biology curriculum. My notebooks from get excited about applying the Arizona my time at Arizona State are full of ideas State modeling methodology to chemistry and scribbles about incorporating modeling and biology to create a more hands-on, in biology.” inquiry-based experience in the chemistry “We met every day,” said Bill Diehl of this and biology curriculums. With the support first year of teaching using modeling. “We and encouragement of the administration, relied on each other and learned from each Science Faculty spent their summers re- other. You really have to be on your toes
6 Shady Side Academy Magazine when you’re in a classroom helping stu- put together a study of how students per- dents develop experiments.” formed on comprehension and use of basic “I’ve really had to learn what sorts of concepts of physics before and after the questions to ask students,” explained change. Faculty developed concept tests for physics teacher Heather Fani, “to help them both chemistry and biology as well to begin explain their findings and help them identi- tracking results of teaching using the mod- fy the tools to get there.” eling technique. “We’re also tweaking as we go,” added The initial analysis of freshman students Dr. Schuchardt. “We spend a lot of time demonstrated that exiting students per- outside of our classrooms talking about formed better on physics concepts, mathe- what is working and sharing resources.” matical skills and science reasoning tests Summer 2008 Science Workshops when physics, rather than biology, is taught for Teachers freshman year. Student grasp of scientific con- • Modeling Instruction in Physics: Mechanics WHERE TO NEXT? cepts is now evolving into a larger study, con- July 7-11, 2008, 9 AM -4:30 PM daily Dr. Malone saw positive student results from ducted by Shady Side Academy Science the first year she incorporated modeling in Faculty. Dr. Malone and Dr. Schuchardt, with • Modeling Instruction in Physics: Electricity her physics classroom, but she couldn’t find other Science Faculty, have found that stu- and Magnetism any research that adequately explained why. dents’ grasp of concepts and problem solving July 14-18, 2008, 9 AM - 4:30 PM daily (Her interest in the success of teaching skills increased close to 20% — in line with • Modeling Instruction in Chemistry physics via modeling led her to pursue an the study conducted by Arizona State. June 23-27, 2008, 9 AM - 4:30 PM daily interdisciplinary Doctorate in Instruction Dr. Malone and Dr. Schuchardt have both • Modeling Instruction in Biology presented papers on their findings at con- June 23-27, 2008, 9 AM - 4:30 PM daily ferences this spring. • Physics First: Modeling Instruction for 9th “The interesting thing about teaching any Grade, Algebra-Based Physics discipline using a modeling method,” said June 30-July 3, 2008, 8 AM - 5 PM daily Dr. Schuchardt, “is that you can target mul- For more information, tiple intelligences and learning styles — visit www.shadysideacademy.org/discovery everyone will have an access point to the information, whether you’re a visual learner, one who learns by hearing or one who has to have your hands on stuff to learn.” how to incorporate modeling beyond One limitation to the new program is that physics. Last summer’s workshops drew the science lab space, built in the 1980s, mainly local teachers from the Pittsburgh doesn’t accommodate the collaborative region, and as the faculty continue to inno- learning and teaching that science modeling vate and present at conferences, teachers requires. “This space is great if you’re doing from further afield are coming to Shady cookbook demonstrations,” explains Dr. Side Academy this summer to learn tech- Malone, “but when you’re encouraging stu- niques in teaching not only physics but and Cognition at Carnegie Mellon dents to go back and take another look at chemistry and biology via modeling. University.) “While we could see the their experiment results, it’s just not feasible Dr. Schuchardt laughs as she acknowl- improvements in the standardized test to move them from classroom to lab and edges, “As a faculty we’ve spent a lot of time results, no one could tell me why,” explained back again in the space of a science period. during our summers and vacations to for- Malone. “Was it just the modeling tech- We can’t have students in the lab unsuper- ward our science modeling curriculum, and nique? Was it some combination of tech- vised for safety reasons. Our Science Faculty it hasn’t always been easy. But we’re excited niques?” It appears that how we learn what has to work a bit harder on how we manage at the results of our students thus far and we learn is not so very different from field to our classroom and lab time because we don’t we’re excited that we’re teaching not only field. Malone’s work demonstrating the use have combined classroom-labs where the science but also problem solving skills.” of modeling techniques resulted in a more teacher can supervise both areas at once.” Shady Side Academy’s Senior School expert-like ability to apply strategies to solve “It’s hard to have a modeling class in our Science Faculty will continue to evaluate problems. These strategies include diagram- big single lab at the same time as an students’ grasp of pre-defined concepts at ming the problem, referring to physical prin- advanced lab,” added Dr. Schuchardt the beginning and end of each year of ciples underlying the problem, evaluating the “when we may be counting fruit flies with physics, chemistry and biology. solution using more than one method, using lots of ‘eewwss!’ while the other class may “It’s exciting to be teaching not only sci- fewer equations to solve the problem and be viewing a demonstration.” ence,” concluded Malone, “but to also be solving the problem in less time. As the Shady Side Academy Senior School teaching students how to organize and To track the results of the Senior School Science Faculty delves further into teaching explain what’s happening in their worlds. department’s course sequence change, mem- science using modeling, it has begun to offer This sort of learning will serve them well bers of the Science Faculty collaborated to summer workshops to teach other teachers throughout their lives.”
Spring 2008 7 Science Olympiad:Enriching the
Senior School Science Olympiad Team members play the instruments they constructed for the event “Sounds of Music.”
he two week break from Science Olympiad is a nonprofit organiza- Regional, State and National Science Olympiad tion that was founded in 1983 by two edu- tournaments held in March and April. Tclasses at the end of March cators who wanted to bring the excitement On March 22, the Middle School Science seems to be most well known for of competition to science. The first tourna- Olympiad Team convened for their final ments were held in Michigan and Delaware practice before the Regional Competition on relaxing vacations, catching up on and were such successes that they drew March 26 at California University of interest from school districts and science Pennsylvania. The lab at the Middle School homework and sleep and maybe faculty from around the country. Today was buzzing with activity. Two students were even some last minute college vis- there are more than 14,000 participating practicing their “Write It, Do It” skills, which schools nationwide. is an event that involves one team member its, but it is also the height of the While their fellow students were enjoying writing directions on how to build a specific what was left of Spring Break, Middle and structure out of certain materials and the Science Olympiad season. Senior School Science Olympiad Teams and other team member executing the construc- Coaches were hard at work fine tuning their tion based on the directions alone. Another knowledge and skills in preparation for the student was using a college level textbook to
8 Shady Side Academy Magazine Curriculum and Expanding Minds by Jamie Brush ’98 choose from, affording each team member an opportunity to use their strengths. Ms. Maxwell and Mr. Matia estimate that they spend over 600 hours a year working on Science Olympiad-related activities, and their hard work seems to have paid off. For four of the past six years, Shady Side Academy has sent a Middle School Science Olympiad Team to the National Tournament. The top two teams in each state advance to Nationals every year. “We don’t emphasize winning, but we are there for the experience, and we just happen to do well most of the time, which is a testament Senior School Science Olympiad Team members to the hard work of our teams,” said Mr. make last minute adjustments to their glider Matia. At the 2008 State Tournament, the before a test run while Ms. Montemurro looks on. Middle School team finished in third place overall and came in first place in four events, including “Science Word,” “Amphibians and Reptiles,” “Anatomy” and “Scrambler.” The strength and success of the Middle School Science Olympiad Team has led to continued achievement at the Senior School level. “High schools who perform well in Science Olympiad tournaments have middle schools who traditionally perform well,” said Stephanie Montemurro, Senior School Science Olympiad Coach and science teacher. At the high school level, or C Division as it’s called, the events are similar but more advanced to build the skills and knowledge Middle School team members test of the competitors. “There isn’t time to their tower during competition. teach astronomy, oceanography and foren- sics during the school day, but Science Olympiad allows students to explore those subject areas and build problem solving skills as well,” said Sarah Cudney, Senior School Science Olympiad Coach and science teacher. Ms. Cudney recalls lending a stu- dent an advanced college textbook to pre- pare for the Oceanography event and hav- prepare for his event, “Crave the Wave,” “These students are all a part of a team, they ing it returned in a matter of days because where students demonstrate knowledge and all crave science and they all are happy to the student had read it. “They absorb every- skills needed to solve problems and answer spend their free time in the science lab on a thing they can get their hands on,” she said. questions regarding all types and areas of Saturday afternoon,” said Ms. Maxwell. On a Tuesday morning during Spring waves and wave motions. A seventh grader Missing were the moans and groans that you Break, Ms. Montemurro assembled the was adding to his resource binder which typically hear from Middle Schoolers when Senior School “Wright Stuff” event team in would be used in the “Amphibians and they are asked to do something over again. Curry Gymnasium to practice for an upcom- Reptiles” event, where students have to iden- These students were eager to improve and ing event in which they constructed a model tify North American species by scientific help make their team better. airplane that would hopefully remain in flight name. Bonnie Maxwell and John Matia, Each school’s team is made up of 15 stu- longer than the team’s competitors’ planes. Middle School Science Olympiad Coaches dents. The students compete in pairs in 23 dif- This practice time was set aside specifically and science teachers, move from pair to pair ferent events, and it’s the student’s choice what for the team to learn how to launch the plane. to present some new questions and offer sug- they want to participate in. “The kids get to gestions to the students. This is a typical learn about what they are interested in,” said Saturday Science Olympiad practice. Ms. Maxwell. There are a variety of events to Continued on page 11
Spring 2008 9 What’s Happening in Science at the
eleste Janosko, also known as Mrs. J’s geology unit wrapped up with a visit from “Geode” Jeff Smith, a local geologist CJ, teaches science at the Junior who recently returned from a trip to a School to some of the Academy’s youngest stu- Mexican geode mine. He showed a slideshow and short video of his trip and dents in kindergarten through second grade. also brought geodes along with him for the students to break open and reveal the crys- Every spring her students study a unit on tals inside. “Geode” Jeff answered several Geology. Some of the activities in the unit insightful questions from the students, rang- involve observing different characteristics ing from “How cold does the mine get?” to of rocks, weighing and recording weight of “Does the mine ever flood?” Mrs. J admits certain rocks, creating their own salt crys- that this is one of her students’ favorite days tals, exploring to find minerals on campus of the year in science, and one of her young and touring the Hillman Hall of Minerals “scientists” responded, “the best day ever.” and Gems at the Carnegie Museum. Mrs.
10 Shady Side Academy Magazine Junior School? Mr. Matia, Middle School Science Olympiad Coach, gives some input to students working on the “Write It, Do It” event.
Middle School Science Olympiad Team members observe the characteristics of rocks and minerals in order to identify them.
Science Olympiad continued from page 9
With Ms. Montemurro looking on, after just a few flights the team decided to head back to the lab for some last minute weight adjust- ments. “This is the ultimate teaching experi- ence,” said Ms. Montemurro. “There are no grades to worry about; their main concern is learning the science and understanding it.” The Senior School Science Olympiad Team has qualified for the State tournament every year since 1997, placing in the top 5 in the state in 2006 and in 2007. All four of the Science Olympiad Coaches at Jeff McCarroll teaches science to the older engineering behind building a structurally the Middle and Senior Schools acknowledge Junior School students, the third through sound bridge, and it’s the students’ job to that the program’s greatest accomplishment is fifth graders. Every spring, Mr. McCarroll’s build something strong, light-weight, cre- enriching the cutting edge science program students complete a unit on bridge building. ative, precise and within budget. At the end that already exists at Shady Side Academy. His students are divided into groups, which of the unit, all bridges are tested under “Most students wouldn’t be exposed to mate- act as project teams. Each team has a pro- weights, and the strongest bridge combined rial like this until their college level courses, ject manager, an architect and an accoun- with the bridge that best meets the above and Science Olympiad allows us to introduce tant. Roles are not assigned but rather listed criteria is the winner. “It’s truly an it to sixth graders,” said Ms. Maxwell. “Our determined by group members. The interdisciplinary unit,” said Mr. McCarroll. classes lay a strong foundation for science, and accountant from one team noted, “I love “I think the students enjoy it because they Science Olympiad allows for exceptional sci- math, so I’m the accountant,” as she added can use their individual strengths to work ence students to go beyond the classroom,” a debit to her balance sheet. The goal is to together and make something that works.” said Ms. Montemurro. “It’s a program for build a bridge with a budget of $1 million. students who just don’t get enough science Mr. McCarroll teaches the physics and homework,” she said with a smile.
Spring 2008 11 The adventurous life of the curious mind By Lauren Gilchrist ’03
ALUMNI PROFILE LAUREN SHUMAN FLOYD ’93
Photo: Lauren Shuman Floyd ’93 diving in the Florida Keys important for many reasons. Why protect our beaches and marine habitats? “Because they’re there,” Lauren explains. On a more personal note, “Because I can’t imagine my grandkids not being able to see these things when they dive,” she says. She also emphasizes the economic impor- tance of preservation. Tourism is an important tax base in coastal regions, support for protection comes from inter- est, and interest in vacationing at a particular coastal des- A Rock Beauty, also tination is in part driven by the quality of the beach. known as a “Steeler Fish” “I always knew science was my thing,” Lauren says of her according to Lauren. decision to become a scientist. As early as her days at the “Actually, I pronounce it Senior School she remembers having an aptitude for it. “I also ‘Stiller’ Fish, to be exact.” remember the passion of my teachers,” she explains, especial- ly Dr. Weill and Mr. Reiland. Reiland’s physics class particu- larly piqued her scientific inquiry: “Anything that caught our eye he would have us write down in our journals, and he would explain it in a scientific way.” Tracing even further back than her love of science, how- auren Shuman Floyd ’93 gets to do on a daily ever, is Lauren’s love of the water. “As a kid, my mom basis what most of us only dream of doing dur- couldn’t get me out the YMCA swimming pool.” Her Ling our yearly two weeks of vacation — she gets love of the ocean, however, developed at a later stage. “I to observe tropical fish and corals, go boating off the used to wear socks in the ocean so I wouldn’t step on any- coast of pristine beaches, and take in the brilliant sun- thing slimy,” she relates. Once over her fear of the slimy, sets of the Bahamas. though, Lauren developed a passion for SCUBA diving But for Lauren, the sun, sand and swimming isn’t all and realized she “needed to find a way to get paid to play. A marine biologist by training, Lauren works for dive.” Marine biology seemed a natural fit. Proof positive Coastal Planning and Engineering, Inc. (CPE), a Boca that you really can do what you love for a living, Lauren Raton, Florida based coastal engineering firm that engi- holds a B.A. from Middlebury College in Biology and neers shore protection projects and consults with clients, Environmental Science with a concentration in coastal communities and gov- ernmental agencies on topics such as coastal engineering, coastal planning, coastal/marine geology, coastal surveying (geo- matics), environmental science and regulatory permitting. In her role as Marine Biologist, Lauren specializes in beach renourishment projects. A vari- ety of factors cause beach deteri- oration, Lauren explains, includ- ing erosion due to real estate development that is occurring too close to the ocean, hurri- “Scenes like this are one of the perks of this job.” canes and even global warming. The consequences of such deterioration can be found Conservation Biology and also an M.S. from Nova even further than diminishing shorelines: coral reefs and Southeastern University’s Oceanographic Center in plant and animal life found off the coast are drastically Marine Biology and Coastal Zone Management. She is affected by beach destruction. To counteract the effects of an American Academy of Underwater Sciences Scientific beach degradation on the marine habitat to which beach- Diver with over 800 logged dives; Dry Suit, Nitrox, and es are integrally tied, Lauren and her team collect data Rescue and Advanced Diver certified; and also a from reefs before the beginning of human beachfront Divemaster-in-training. development projects occur, during development pro- One might think that diving would become routine for jects, and following their completion to help ensure CPE’s someone who gets to do it as frequently as Lauren. Quite clients have a minimal impact on the natural environ- the opposite seems to be true, however. “I can go out for a ment. On coastlines that are already damaged, CPE helps dive and spend over an hour on one part of a reef,” she to plan and execute dredging projects that use offshore says. Spoken in the words of a true scientist, “The closer sand to add volume to beaches. you look, the more you find.” Lauren believes her conservation work and research is
Spring 2008 13 ALUMNI PROFILE DR. BRIAN LEDDEN ’92 Protecting our troops — at 30,000 feet By Lauren Gilchrist ’03
ieutenant Brian Ledden’s path to medi- Pomona College in Claremont, California splendidly, and Dr. Ledden lived up to his L cine has been unconventional — almost after graduating with the Class of 1992. At end of the bargain, serving as Concertmaster as unconventional as the kind of medicine Pomona, he majored in political science, also of the Pomona College Orchestra during his he practices. completing requirements for the college’s senior year. As a Middle School student at Shady Side pre-law and pre-med programs. “Pomona With student loan payments short on the Academy, Dr. Ledden took part in an experi- was a serendipitous opportunity,” says Dr. horizon, Dr. Ledden made a “gut decision” ment to include Middle School students in Ledden. Attending Boston University for his and joined the Navy following his gradua- Senior School dorms. Says Jeff Miller, Senior freshman year, he transferred to Pomona tion from Pomona. “I decided to join the School English Faculty, “Brian Ledden basi- after visiting Ed Tsai ’92 during spring break. Navy because it seemed like a cool job. I con- cally lived with Karin and I starting in his “I fell in love with the place, if only for the sidered at the time a variety of corporate Middle School years. He was shy, young and fact that I could wear shorts during winter! I jobs, but the offers weren’t sufficiently weighed about 56 pounds. He played the vio- knew it would be tough applying as a trans- appealing at the time.” Working in Logistics lin and was a smart math/science boy. He was fer into Pomona, so I took the back-door aboard the USS Yorktown (CG-48) in one of our first ventures in child-rearing.” route and marketed my violin skills to the Pascagoula, Mississippi, Dr. Ledden was Dr. Ledden crossed the country to attend Music Department.” That strategy worked responsible for disbursing paychecks, food
14 Shady Side Academy Magazine want a profession helping people? Probably lace but also overall impressions of the the fact that most all my SSA friends’ parents United States and its armed forces. were doctors helped plant the seed as early as Currently in Flight Surgeon training, Dr. my Middle School days.” Returning to Ledden is learning the ins and outs of prima- school, Dr. Ledden attended Nova ry care and preventive medicine for Navy Southeastern University’s College of pilots. “‘Flight Surgeon’ is a bit of a mis- Osteopathic Medicine in Fort Lauderdale, nomer,” he says of his job title. Caring for Florida to pursue his Doctor of Osteopathy. some of the nation’s most elite pilots involves Upon completion of his D.O., Dr. Ledden an entirely different assessment and treat- returned to active duty in the Navy, complet- ment process than what a civilian, or even ing a psychiatry internship at the Naval ground-based military personnel, might Medical Center in San Diego, California. Dr. undergo. Dr. Ledden explains that if a fight- Ledden was then sent on a one year assign- er pilot develops even just a cold, he must ment to the Third Marine Logistics Group in “down” that pilot and determine when they Okinawa, Japan following his internship. can fly again. Because fighter planes are During this assignment he deployed to the unpressurized, there’s great risk that a pilot southern Philippine islands and also served could blow an eardrum or sinus if they were as the 31st Marine Expedition Unit Surgeon. to fly when sick. While in the Philippines, Dr. Ledden’s unit Dr. Ledden’s work isn’t all medicine, provided basic medical, dental and also vet- though. Currently serving at the Naval erinary care for locals. Aeromedical Institute in Pensacola, Florida, Although he’s “not a big fan of being out in his Flight Surgeon training also includes the field,” Dr. Ledden recognizes the impor- some basic pilot training. In one week alone tance of his and other medical missions to he has completed about six flights in a heli- war-torn parts of the world. Military medical copter with an instructor, learning how to missions are part of the “front line in the war hover and taxi. The next week he will com- on terrorism,” Dr. Ledden says. Because plete a T-34 flight. there are frequent clashes between rebels and Scheduled to begin a new tour of duty as the Philippine Army in this predominantly a Flight Surgeon upon completion of his Muslim area, military medical missions have training, Dr. Ledden will join a Naval or the opportunity to positively impact not only Marine aviation squadron beginning some the health and well-being of the local popu- time in June.
services and retail services aboard the USS Yorktown. He also briefly served along with Kyle Knapp ’92. “The experience was chal- lenging in that it was the first professional period where I was in charge of quite a few people,” he says. Dr. Ledden ensured the crew was appropriately paid and disbursed funds for the U.S. Government. “When we went on deployment, I had over $300,000 in cash in my safe along with a box of blank U.S. Treasury checks. [It] was tempting to disappear to Mexico!” Dr. Ledden was also responsible for keeping a crew of 350 sailors well-fed — no small task. Although he was a successful manager, Dr. Ledden decided to go back to school to pur- sue his medical degree because he still had an appetite for medicine and realized manage- ment wasn’t a passion of his. “I became a doctor since I always had an academic inter- est in medicine, and I felt my personality matched the profession well — who doesn’t
Spring 2008 15 provide a place for the dads or uncles or other mentors to get involved in workshop projects with the kids and young adults — to help foster self-reliance and self-confidence.” Dr. Bahnson has had an interest in science for as long as he can remember. Growing up during the 1950s and 60s, the launch of Sputnik and John F. Kennedy’s challenge to the United States to put a man on the moon, Dr. Bahnson participated in an accelerated elementary and secondary school curriculum in Baltimore that focused on science. As a child, his parents encouraged him to invent and explore on his own. He has fond mem- ories of launching rockets and creating explosions. “One time my parents had a din- ner party, and I had just finished preparing ALUMNI PROFILE an advanced chemistry experiment in the backyard. My parents brought the entire DR. ALFRED “BLAY” BAHNSON ’66 dinner party out onto the back patio to wit- ness the spectacle. I received a polite round of applause after the explosion, and they went back into the house to carry on with their Creating a better Pittsburgh evening.” By Lauren Gilchrist ’03 Although Dr. Bahnson graduated from Fox Chapel High School in 1965, he was only 16 cientist, entrepreneur and volunteer are volunteer and community leader. For the years old at the time, and he and his parents Sthree titles that might initially seem past six years he has been involved with an didn’t believe he was ready for college. “I mutually exclusive. Dr. Alfred “Blay” outreach effort in a public housing commu- graduated from high school twice,” Dr. Bahnson ’66, however, has melded these nity on Pittsburgh’s Northside that promotes Bahnson explains. He came to Shady Side diverse roles into a lifestyle that is commu- children’s safety and well-being by offering Academy for a year of enrichment and nity-conscious, scientifically-focused and families year-round after-school activities “maturing.” He feels he learned a lot from uniquely his own. and summer sessions that promote social, the experience. After a year at Shady Side, By day, Dr. Bahnson is a Co-Founder of emotional and academic well-being. The Dr. Bahnson continued on to Bowdoin Kairos Instruments, a start-up company spe- organization aims to strengthen communi- College, earning his B.S. in Chemistry and cializing in the development and sale of live ties by engaging families and enhancing the Physics. He would later complete M.S. and cell imaging microscopes. Kairos emerged skills and knowledge of the community to Ph.D. work at the University of Pittsburgh in out of a need Dr. Bahnson identified for a increase the safety of children. “When kids Human Genetics. His work experience is as microscope that could keep cells alive and get out of school, they get help with their varied as managing a gene therapy applica- observable for an extended period of time. homework, play games and get a meal,” Dr. tion lab, being a Quality Control Chemist for The majority of biomedical research today is Bahnson explains. Wishing to be more avail- the Allegheny County Health Department, conducted at the molecular level, looking at able to the children participating in the pro- and teaching and doing research at the DNA, RNA and protein, but imaging tech- gram, while thinking of renewing a past University of Pittsburgh. His latest complete nology enables the observer to examine the interest in metal work and sculpture as he research project, “Quantitation of Cellular behavior of the entire cell. Kairos’ live cell approaches retirement, Dr. Bahnson recently Protein Production in Real Time,” was a five imaging technology is able to create time- relocated to the community and is renovat- year project made possible by a $2.9 million lapsed video of cells over extended periods of ing a home nearby. “It’s a gated community,” grant from the National Institute of Health. time in order to examine growth and death, he says, “so that adds a degree of security for Where he is right now in his life and career or the reaction of the cells to external stimuli the kids and other residents that you don’t is a product of where he has lived, worked such as drugs and other cells. Although the always have in public housing.” and volunteered. “I feel there’s been a need cost of live cell imaging technology is cur- In the summer, Dr. Bahnson often finds for a change in priorities in my life, which is rently only within the reach of university himself corralled into repairing bikes on the why I’m spending so much time working level biomedical researchers who receive sub- sidewalk further up the street from where he with kids…and also playing music a lot,” Dr. stantial research grants, Dr. Bahnson and his now lives. “These kids don’t have many Bahnson says. In his spare time, he plays bass partners hope to cut the cost of producing opportunities to learn how to use tools, to fix with the Pittsburgh Philharmonic Orchestra the microscopes by about half in the next few things and do projects. And doing projects is and other amateur groups. Still on the cut- years, making the technology more accessi- where you learn the importance of fractions ting edge of his own academic work, Dr. ble to both researchers and students. and measurements, chemistry and math. I’d Bahnson is an exemplary Pittsburgh leader. By afternoon and evening, Dr. Bahnson is a like to try to work with the community to
16 Shady Side Academy Magazine Grandparents Day Junior SCHOOL EVENTS Winter Festival of theArts Lifers visittheJuniorSchool! Lynne Voelp ReedDay: Sports BRIEFS WINTER SEASON 2008