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Catherine Orders '23 and Greta Lawler '23 < Back On this episode of law and order Catherine Orders '23 and Greta Lawler '23 Dec 9, 2022 To learn more about the Conduct Review Committee (CRC), the Mercersburg News sat down with the committee’s chair, Justine O’Connell, director of global initiatives and Spanish teacher. Mercersburg News: What does a typical CRC look like? What are the proceedings and who is involved? Justine O’Connell: The student in question sits down with Ms. Wrzesinsky and Mr. Weibley to talk about what happened and be informed that they will be going in front of the CRC. Ms. Wrzesinsky tells me what happened, and I choose three students and three adults from our committee to hear the case. The student can bring their adviser and an extra person for support, usually a captain, prefect, or close friend. To open proceedings, I ask the student: Do you understand that the CRC can recommend warning, final warning, and required withdrawal, and do you understand what those mean? Then, Ms. Wrzesinsky reads the narrative, which is what happened and why the student is at the CRC. She'll also read behavior points to see if there are patterns in the student’s behavior. Next, members of the committee ask questions: talk to me about what was going through your head at that moment. What has been the hardest part about this for you? Do you feel there are any relationships that have been damaged because of this incident? If you could go back, what would you do differently? These questions help the student process what happened and also allow us to see that sometimes students have committed infractions because there was a lot going on in their lives. We are not meant to be a committee that punishes a student. We fully believe the purpose of the committee is to help a student understand their mistake and move on from it. There’s going to be a consequence, sure, but we don’t want them to feel that one mistake will define them as a human being. They can move on from it, learn from it, and grow from it. After the questions, the adviser and support person can say something on behalf of the student. The student is the last person to talk. Finally, the committee discusses what we heard and makes an appropriate recommendation. If we recommend warning, it is because we think the infraction affected only the student. If we recommend final warning, it’s because a student did something that also affected, in a negative way, other members of our community, for example, harassment. Required withdrawal is a really serious recommendation that is not often put forth. MN: What are the different types of CRCs and how are they determined for each case? JO: Cases that are egregious in nature, like sexual harassment, are dealt with by Mr. McDowell, Ms. Wrzesinsky, the student, and the adviser. A CRC may not be held in front of students if an infraction happens in the last week before the end of a term. In that case, there would be an administrative CRC conducted by Ms. Wrzesinsky, Ms. Craig, Dr. Maurer, Mr. McDowell, and me. In regular cases, a student chooses whether or not they want their case to be heard in front of a full committee or just adults. MN: How are student and faculty representatives chosen for each case? Can representatives be disqualified from hearing a case? JO: My role as the chair is to choose three faculty members and two students to hear each case. Our student chair participates in every case. I try to give everyone an even number of cases and make sure that someone doesn't always see the same type of case. I also try to balance the students by grade level. Faculty and students can recuse themselves from a case. For example, if someone cheats in my Spanish class, I would recuse myself because I was the one that turned them in. Sometimes people automatically abdicate because they feel too close to the person to be able to deliberate without bias. MN: How does the whole committee stay up-to-date and consistent with recent cases and consequences? JO: On weeks when we don't have a case, we still meet, usually to debrief a case from the week before, allowing members who weren’t there to ask questions about the case and its outcomes. All members of the committee, both students and faculty, are held to strict confidentiality. The purpose of confidentiality is to maintain the dignity of the students, knowing that this is not part of the highlight reel of their time at Mercersburg. We also hold mock CRCs to train new members. We’re hoping to meet with each grade this year to talk about the differences between warning and final warning and do a mock case so that more students understand what happens. MN: What are the benefits of having a discussion-based disciplinary system over a more objective set of consequences? JO: I believe it's important that students know they can make mistakes. We've all made mistakes in our lives and sometimes you are in a situation where you break a big rule and you need to own up to it and process it. Students need to know that there are consequences that come with breaking rules, but it doesn't define who you are as a person or make or break you and the rest of your life. MN: Is there anything you would like to see changed or improved about the CRC process? JO: We’ve had a record number of cases this term and I've been thinking about what in our community is causing more students to be breaking major school rules. I don’t have an answer to that. I think what could make the CRC process better is figuring out if it’s our systems in our institution or if there’s something deeper going on. I think that getting to a place with fewer cases starts with our community and our culture. As Mr. McDowell was talking about at our school meeting, the culture of our community is what we are willing to tolerate. I think that there is some conversation and reflection that we need to do as a whole community. Previous Previous Next Next

< Back AI takes the wheel January 17, 2025 at 5:00:00 PM Mingyu Lee '28 Have you ever seen a self-driving car? Would you trust one to drive you through a busy city? As AI rapidly advances, self-driving cars have improved in tandem. Whether you’ve been inside such a car or simply observed one at a distance, it is impressive to imagine that cars can drive themselves. Currently, self-driving systems are primarily used to assist drivers. However, in less than 30 years, I believe we will be able to take our hands off the steering wheel entirely. In the future, everyone may have their own personal car driver. Recently, new cars often include self-driving systems. Most of these are level-one vehicles and do not demonstrate the full self-driving capabilities we might imagine. A level-one autonomous driving system serves only as an assistant. However, level-two vehicles, such as Tesla’s Autopilot system and Ford’s BlueCruise, allow hands-free driving on highways while still requiring drivers to monitor the road. These systems include features like cruise control and self-parking, which provide convenience to drivers. Hands-free driving reduces stress and enables longer driving durations. While not yet fully autonomous, these systems offer significant benefits. In addition, Mercedes has introduced level-three vehicles. The key difference between level-three and level-two systems is that level-three vehicles are categorized as “eyes off, hands off.” Drivers are not required to monitor the road or keep their hands on the steering wheel. Although currently restricted to specific areas, level-three vehicles provide unparalleled freedom of movement while driving. Self-driving technology has advanced significantly in less than thirty years, and its development is progressing at an extraordinary pace. I believe the global adoption of level-three cars, as well as the creation of level-four and beyond is not far off. The widespread adoption of self-driving vehicles will take time, and public bias and distrust of AI could hinder further commercialization. Nonetheless, many governments have begun implementing self-driving public transportation. Companies are also leveraging self-driving technology for efficiency and cost savings, such as using autonomous drones for deliveries. The development of self-driving vehicles represents a major innovation in the automobile market, offering substantial benefits for drivers. While there are challenges, most disadvantages will diminish as technology continues to improve. With consistent advancements and investments, I believe we will soon witness fully autonomous cars becoming ubiquitously present. Previous Next

Gigi Devlin '24 < Back Colleges flock to the 'burg Gigi Devlin '24 Oct 14, 2022 Fall is the season of college visits. However, due to Mercersburg’s location, many colleges are faraway and difficult to travel to. While sometimes it is possible for students to visit schools during breaks and long weekends, it is not always a realistic option. For students looking outside of this region, it would be quite difficult to fly all the way to California over a long weekend just to see a school. Because of this, throughout the fall the college counseling department is organizing college admission officers’ visits to campus in order to make looking into colleges more accessible. Mike Conklin, Director of College Counseling, said, “In a boarding school environment where students have fewer opportunities to visit the colleges they are most interested in, these visits can be a valuable opportunity to gather important information.” The opportunity is not only useful to learn more about the colleges, but also for the colleges to learn more about Mercersburg. Conklin believes that such visits allow Mercersburg to “demonstrate an interest in the college and meet the individual who is likely to read applications submitted by students from Mercersburg Academy. We also hope the admission representative has an opportunity to learn about our distinct programs—like MAPS and Springboard—so they have the necessary context when reviewing our students' applications.” College admissions officers feel the same way about the opportunity. “What I love most about visiting is really getting to know where students are coming from. That’s why we visit - to be able to see your school, see your community, see your resources. We can imagine it from what you write but nothing will ever beat seeing the real thing,” says Paola Franco, Pomona college admissions officer. One of the college visits this year from Trinity University in Texas was specifically designed to help international students with their college process. Lewis Pieyre ‘23 from Switzerland said, “I gained a lot of insight concerning the thoughts of different colleges concerning international students. It really helped because I had the opportunity to ask some questions concerning the early decision process and its implications.” Jasmine Zhu ‘23 was grateful for the efforts of the college counseling office: “I do appreciate very much that our college counselors at Mercersburg are making all the efforts to make as many in-person college visits as possible for us!” The visits are intended specifically for the needs of the senior class, “Many of our students are well informed by the fall term of the senior year, so we hope the information provided will focus most of all on these students' academic, co-curricular, and extracurricular interests, rather than serve as an introduction to the college or university,” says Conklin. This is a wonderful, unique opportunity being granted to students. “My biggest advice is to ask the questions that matter to you, this is the time to ask where we encourage students to be a bit selfish. It is about you, it is about your goals, your education. There are no silly questions, if it’s important to you, it matters,” Conklin advises. Previous Previous Next Next

Simon Brennan ’26 < Back A living tradition: Family Weekend Simon Brennan ’26 Mercersburg Academy's campus welcomed families and alumni last weekend. They shared cherished traditions, attended classes, and celebrated the community that defines the school. From Step Songs echoing off the mountains to the glow of the bonfire on Tippetts Beach, the weekend offered students a chance to share their Mercersburg experience with those who matter most. Family and Alumni Weekend are deeply rooted in Mercersburg history, serving a vital purpose beyond simple visitation. "They are particularly important traditions at schools that are predominately boarding, as they create the opportunity to build more community among parents, allow families to experience a taste of their children's lives at school, and, along with our alumni, celebrate traditions and attend athletic or performing arts events to cheer on our students," explained Quentin McDowell. He noted that throughout the weekend, the school also offered programming for college counseling, student life, and other key areas. Because the weekend has been running smoothly in recent years, McDowell said there were no major changes this fall. For students, the weekend offered a break from routine and an opportunity to showcase their daily lives. "I definitely look forward to Family and Alumni Weekend. I like the break from our usual routine, and I love how the campus feels extra lively and connected as a community," said Kiran Innis '27. Revant Jear '28 echoed this sentiment, noting the excitement of having parents on campus and the chance for them to meet his friends and witness everyday student life. Jack Pollinger '26 described it as "one of the best events of the year," explaining that the weekend embodies Mercersburg's motto "Define yourself here." For Pollinger, the weekend held personal significance as the chance to share his experience with his younger brother, who is not at Mercersburg. "Whether it is going out to dinner with your parents and friends, competing on such a large stage in front of a large crowd, or losing your voice during step songs while they all watch, I think it is a weekend that shows what Mercersburg and its motto are all about," he said. The weekend's signature event, Step Songs, gathered the community in a display of school spirit and tradition. Band director Shami Beni explained the careful preparation that goes into the musical for the weekend. "At the first band practice of the year, we played through each Step Song to introduce them, then broke things down by individual pieces, starting with M-E-R, followed by Old Mercersburg, and finally the Alma Mater," Beni said. He worked separately with percussionists to fix the cadence, ensuring everyone felt confident with their parts, including veterans with new parts this year. Beni views Step Songs as more than just a musical performance. "Honestly, I see it as the public school's version of a pep rally, where students and faculty come together to build excitement for upcoming games and welcome families," he said. "It plays an important role in showcasing school spirit and identity, not only for the students but also for families and alumni." The bonfire on Friday night provided another memorable opportunity, though the logistics behind the tradition required a lot of preparation. Dean of Students Andy Brown explained that the grounds team saves materials throughout the summer and fall, building the fire structure on Wednesday or Thursday before the event. "On Friday, either students or myself will go out and start putting up newspaper and other stuff that will light easily to aid in lighting the fire," Brown said. When he is notified that students are on their way with torches, he's already at Tippetts Beach. The local fire department stood by during the event, if the fire was difficult to start, Director of Technology John Chepren would arrive with a blowtorch to help. For students, the bonfire photos became a chaotic but memorable part of the experience. Noah Park '29 noted the challenge of getting big group photos but said it "truly adds to the experience." While Park mentioned that closing campus entrances caused his DoorDash driver some trouble, he appreciated the opportunity to watch various sporting events throughout the weekend. Parents and alumni found a variety of ways to connect with the Mercersburg experience. Pollinger's father, Alex ‘89, attended classes to get a sense of the rigor his son had talked about, while also participating in college counseling meetings and attending the Blue/White swim meet, and, as Jack reported, "cheering on kids he didn't even know, but students and members of the community, nonetheless." Pollinger's final Family and Alumni Weekend as a student carried emotional weight for his parents. " In a bittersweet moment of this weekend coming to a close, I found joy in creating these memories with my family and best friends that will last a lifetime," he said. Alumni returned to campus for many different reasons, many driven by their lasting connection to the school. Tearl Bradley '91, a founding member of the Black Student Union, explained his motivation: "I came back because of my commitment to the Mercersburg community, specifically with one of those communities being the Black Student Union that I was a part of." He also wanted to see former teachers including Jim Malone, Dave Holzwarth, Allison Stephens, and Andy Schroer. "It's a love for this school. It's a love for what this institution meant to me as a student, what it means to me as an alum, and for future generations of Mercersburg Academy," Bradley said. Douglas Brennan '83 attended with his wife Anabela, parents of Simon ’26 and Matthew ’28, both happy to see their sons. "I enjoyed the classes at Mercersburg. They have certainly changed a lot over 40 years!" Brennan said. The couple attended a range of classes, particularly enjoying economics, math, and physics, the hands-on lab work in particular. The weekend demonstrated how Mercersburg's traditions serve to strengthen the bonds between students, families, alumni, and the institution itself. Whether through the voices raised in Step Songs, the warmth of the bonfire, or attending a class together, Family and Alumni Weekend creates moments that stay long after the visitors depart. As the campus returns to normal, the memories made during these few days become part of the ongoing story that connects generations of the long blue line. Previous Next

< Back Sacked! January 17, 2025 at 5:00:00 PM Max Friedman '25 On Monday, December 9, members of the school administration sat the football team down, gave us pizza, and told us that the 131-year-long run of football at Mercersburg Academy was over. The message that was delivered to us was loud and clear: when the going gets tough, quit. At least, this is how we as a team perceived the news, feeling a sense of betrayal from the school for its lack of transparency. Questions about the decision and how and why exactly it was reached have gone mostly unanswered. Was the program in trouble and were there any efforts at all to save it? Were there benchmarks set in terms of participation or wins and losses? Was the program short of funds and was any effort made to raise those funds? Were our distinguished alumni, including NFL owners, GMs, and former players, consulted? Did anyone fight for us, and did anyone imagine what Mercersburg Academy would be without football? It matters not, as the decision is final and I don’t expect we’ll ever know the full story. Therefore, I would like to share my personal experience with Mercersburg football—the program that Dr. William Mann Irvine founded in 1894, the sport that was his true passion—and honor my coaches, teammates, and every alumnus who’s worn the jersey over our 131-year history. I didn’t expect to play football at Mercersburg, yet when choosing a boarding school, the presence of a football team was a requirement for me. I couldn’t fathom attending a school without a football program, its absence a sign that something tangible was missing. Football is synonymous with school spirit; it is the greatest representation of the pride and grit of a community. It pains me a great deal to say this, but I can state with certainty that if I were a current high school applicant, I would not apply to Mercersburg today. I joined the team as a sophomore, full of nerves and insecurities yet wanting to be a part of the brotherhood that was obvious from the stands. What I found in our team was life-changing. Mercersburg football gave me a sense of purpose, confidence, and pride. Together, my brothers and I found routine, direction, and the value of determination. We learned to trust each other in a way that no other experience in my life has allowed, and with it, we all found a place where we truly belonged. I’ve watched many of my teammates enter with the same nerves and doubts in themselves as I had and leave changed people—humble yet strong, honest, and resilient. As a multi-sport athlete, I know that there is something profoundly special about football. Football is a metaphor for life; each and every play you’re knocked down and you have to get back up. Sometimes you get up on your own, other times a teammate lends you a hand. Often, the hand that is extended belongs to your opponent, who, just a second before, you were wrestling to the ground with every ounce of your being. Football is honor; there is simply no other sport which breeds individuals of strength, intelligence, leadership, empathy, and character like it. The memories of playing this game are irreplaceable to me; no amount of money or academic pride will ever replace the value of football in a young man’s life. We, those who have worn this proud uniform, are better students, better friends, better humans, and we will be more successful in life because of the values bestowed upon us by this game. Dr. William Mann Irvine founded this institution to rear young people suited to be admirable members and leaders of society. Without football, our community has lost a part of its history, its tradition, and its mission that cannot be replaced. Previous Next

Ben Pham ‘27 < Back Squashing competition at Flanagan Ben Pham ‘27 Dec 13, 2024 Last week, the boys and girls varsity squash teams were busy. The boys played Haverford School, ranked third nationally, on Wednesday, losing 1-6, and convincingly beat Wakefield School 7-0 the following day. The girls team faced 14th-ranked Baldwin School, losing 2-5. Head coach Dominic Benacquista cited the skill disparity locally as a challenge the team faces, “I think the team is in a difficult situation where we’re way too strong for anyone nearby. This means lower players who are making progress have to make a huge jump in skill as they don’t get much exposure to higher level play, so it takes a little longer for improvement.” Heading into the annual Flanagan Tournament, the squash teams were training diligently. Ana Botello Gaytan ’25 said, “We’ve been going to the weight room, so it's an hour training on the court and an hour in the gym.” Gilberto Aceves Moreno ’25 added, “We also trained mentally a little bit to not get nervous for the matches.” In addition to strength training and mental toughening, the team stuck to the basics inside the court. Sarah Howley ’26 stated, “In practice, we keep it routine, not switching it up as that could mess with your performance in the tournament.” To many players, the Flanagan Tournament was a proving ground. Avallina Orfield ’25 stated, “I know I can beat these players, so it's really about pushing myself and seeing how far I can go.” Dior Mitchell ’26 echoed, “I just wanted to show I am what I am and to dominate every opponent I played.” The boys went on to win the tournament, notably sweeping The Hill School 7-0. There were many spectacular performances in the tournament. Benacquista said, “Finn Mauro [’27] played two matches and did what he was asked to do from a coaching standpoint: beating a Hill player ranked roughly around the same or higher than him.” The girls team, although they did not claim the win, had several outstanding performances. Benacquista mentioned, “Gaytan was never going to lose a game in the tournament, giving the girls a guaranteed match every time. Orfield did fantastic, Hisano Enomoto [’25] has been really good, and Sarah Howley does well in the middle of the lineup.” As the prestigious US Junior Open looms, the squash team will keep on refining their skills and improving their game. “With the US Junior Open next weekend, we have 4–5 players playing, so their training will taper this week in preparation for that,” Benacquista noted. “The points of focus are matchups against the Lawrenceville School, Episcopal Academy, and other MAPL schools. The boys team is aiming for top 16 in the nation, which demands us to really step up to the task against the top eight teams that we’ll be eventually facing.” Previous Next

Prin Sairungsri '27 < Back Simon says Prin Sairungsri '27 Oct 18, 2024 On Mercersburg Academy’s inaugural Founder’s Day, the school welcomed esteemed alumna Deborah Simon ’74. The school’s most generous benefactor, Simon gave an address to the school to kickstart the special day. Though we hear the name Simon all over our campus, whether it be the Simon Theatre or the Simon Student Center, many don’t know her true significance to the school. Head of School Quentin McDowell stated, “ Founder’s Day was designed as an opportunity to honor our history and the truly transformational people responsible for making Mercersburg Academy what it is today. Given Ms. Simon's singular impact on Mercersburg Academy as the biggest donor in school history, and one of the biggest in the history of all independent schools, it seemed only fitting that she be invited to speak at our inaugural Founder's Day.” School minister Will Whitmore added, “The goal was to bring back alumni who have remained involved and invested and done some pretty amazing things both here at the school and out in life. To show what that looks like to you all, to hear those stories and learn more about those people so I think it was a really good things that occurred in that way.” Students were drawn to the speech, with many referencing Simon’s influence on the school. Grant Kurmakov ’25 stated, “I hear the Simon name everywhere around campus, but I never really knew where exactly it came from. That’s why I thought it was cool seeing Ms. Simon speak in person as it made me appreciate not only her, but others who have helped our school in such great ways” Regarding the unique start to the speech, Ben Samuels ’25 stated, “I thought some of the things she talked about were a bit unexpected and as a result, some students got caught off guard. I think it got taken out of context, and considering the overall message of the speech, her point made sense.” Faculty also shared similar sentiments. Whitmore stated “I really appreciated her wedding in the Jewish time of the year with Rosh Hashanah, and I really appreciate her desire to touch on all these different ways things were founded, and how this idea of a founding is not something that just happens once, it happens throughout our entire lives.” McDowell said, “I always enjoy hearing Ms. Simon speak about her Mercersburg experience and her deep love for the school. She is an inspirational and impactful person who actively invests her time, talent, and treasure in the things that she cares about the most.” Whitmore added, “Her commitment both in terms of financial giving but also the amount of time and energy she’s given shows a continued commitment to this school and what it means to care about a place and want it to be a place where others can flourish.” Simon’s sentiments apply to the Mercersburg community as well as to life overall. Her address represented a very special moment not only as a speech from a very special person, but also as the start of a new school tradition. Previous Previous Next Next

Selena Feng ‘24 < Back A killer production Selena Feng ‘24 Feb 14, 2023 Heathers is a dark-humor musical about Westerburg (OH) High students in 1989 and covers heavy topics including suicide, bodyshaming, murder, bullying, school violence, and sexual assault. Before stepping into the Burgin Center, I had the 1988 movie and the 2014 cast recording in mind. Stony Batter’s Heathers was not identical, but nonetheless, it was amazing and hilarious. There were a few changes to make the show more appropriate for the audience. Most changes were necessary, as the humor was suited for the ‘80s, and would’ve joked about inappropriate topics. The language in iconic songs like “Candy Store” were PG’ed, which is understandable, but it was sad not being able to hear some of the most famous lines. My favorite part was how the actors superbly represented the characters. Tyerra Rooffener ’23 sang Veronica’s lines beautifully. Grace Chi ’25’s voice conveyed the crazed passion of JD. Keri-Ann Dennis ’25’s Heather McNamara perfectly characterized Heather’s personality and confidence throughout the first act with just her strut and her sass. All the Heathers heathered fashionably in heels, a very impressive feat. Kali Tembo ’23 and Margaux D’Arabian ’25 embodied Kurt and Ram’s toxically masculine energy splendidly through their saunters and chortles. The entire ensemble came together so well for “My Dead Gay Son,” and the matching suit pieces were spectacular. It was surprising by how clearly the audience enjoyed Heathers . All around me, I heard the sadness after William Tutt ’25’s betrayal during “Big Fun”; I heard the support for Rooffener’s rapping; I heard the cheers when the summer in ’83 was revealed; I heard the “oohs” when a character was dissed. The fight scenes, the lighting, the live music, the set, the cues, the singing, the choreography, and the acting all took so much practice and planning from Stony Batter, and it deserved its standing ovation. Previous Next

Carrie Yang ‘27 < Back SDL(See) the diversity Carrie Yang ‘27 Dec 13, 2024 On December 4, a group of students and faculty from Mercersburg Academy attended the Student Diversity Leadership Conference (SDLC) and People of Color Conference (POCC) in Denver, Colorado. Jamar Galbreath ‘05 of the Office of Diversity, Equity, and Inclusion organized and led the trip, accompanied by Yonatan Weldeberuk, first-year teaching fellow in the history department, and Katie Shank, manager of donor relations at Mercersburg Academy. The workshops and activities provided Mercersburg’s participants with a transformative experience focused on diversity, identity, and belonging. Galbreath outlined the conference’s main purpose: “SDLC brings students from independent schools from all over the country, all over the world to come together to talk about issues like identity, social justice, belonging, and inclusion. The goal is to take an awesome group of students out to do some great learning and have a good experience.” Weldeberuk agreed, stating, “This conference is to give the students the best experience possible, to make sure it’s safe, and that they are connecting with people who have the same stories as them, people that might see things differently; where they can learn from each other.” A diverse group of students represented Mercersburg at the conference, including Talaina Jarrett ‘25, Ava Jones ‘25, Jessica Dang ‘26, Ellie Yang ‘27, Jazlyn Garnett ‘27, and Shubhlean Kaur ‘27. Jarrett, who attended the conference for the second time, said, “Last year, I was just absorbing the experience. This year, I wanted to dive deeper and find a greater appreciation for the activities we were learning about.” One of the highlights for Jarrett was an activity that involved designing an ideal school. “We talked about issues of justice and fairness. It made me realize that some issues at Mercersburg are not being handled in the best way, and I want to return and help address them.” The conference’s Black Affinity Space was a standout experience for several Mercersburg attendees. Jones, a leader of the Black Student Union (BSU), said, “Being in such a diverse environment and surrounded by people who have similar experiences to me was really powerful. The Black Affinity Space allowed me to feel truly at home. We shared our experiences of being African American in America, danced, and just connected with each other in a way I can’t do at school.” Jarrett shared the sentiment, saying, “I feel like the BSU community at Mercersburg is inclusive but not the same as being at SDLC. Being a part of a minority sometimes means we have to uphold a certain image, but here there's no judgment. There’s freedom to act the way we want, talk, dance, and sing the way we want.” Similarly, Dang and Kaur were equally moved by the conference and reflected on their connections to identity and inclusion. “I’m a part of the Gender and Sexuality Union (GSU), and the Asian Student Union (ASU) at school, and I wanted to learn more about diversity and how I can bring that knowledge back to Mercersburg,” Dang said. “One of the most meaningful activities was the silent movement, which taught me the power of silence in understanding and reflecting on others’ experiences.” Kaur added, “Mercersburg doesn’t have many South Asian students, so being around that community at SDLC was a really overwhelming but positive experience. I’m excited to bring what I’ve learned back to school and make our community even more inclusive.” Ellie Yang ‘27 emphasized her exploration of the word “sonder” - the realization that everyone has unique depths in their lives. “I think my goal now is to know people at those depths,” she said. SDLC also offered other benefits. Jones said, “I wanted to meet people from all over and I wanted to network because I am a senior and it’s always good to know people in different states and places.” Yang added, “I connected with people from boarding schools all over the country, and now we all feel like family.” Faculty members also found the conference to be valuable. “The POCC experience was eye-opening for me,” Shank said. “It highlighted how students can support each other and how faculty can better mentor them. One of the key takeaways for me was the importance of encouraging students to be their authentic selves, even if that feels uncomfortable at times.” Weldeberuk concluded, “Making changes in the independent school industry is a long road, but there are great people who are working every day to make that change happen. From DEI directors to faculty, heads of schools, students, and financial officers. Everyone is trying to make a change but it takes time. Every little step matters, the little things help amplify bigger steps.” Previous Previous Next Next

Gigi Devlin '24 < Back HOS Purchase Need Title Gigi Devlin '24 Sep 30, 2022 When Quentin McDowell assumed his role as Interim Head of School last year, one of his duties included purchasing a piece from the senior art show for the Head of School Collection. He chose two: “TEENAGE 10+8” by Shin Miyamichi ‘22 and a piece by Joyce Cui ‘22. It is tradition that the Head of School will purchase only one, but in his own words, he “couldn’t help himself.” When deciding which pieces to select, McDowell said he wanted to choose not only pieces that were aesthetically appealing but also pieces whose artists had made significant contributions to the arts department at Mercersburg. “Art is different for anyone who looks at it, so the artist is an important consideration,” said McDowell who interviewed Cui and had been following her art and her career during her years at Mercersburg. Miyamichi’s piece earned a gold medal and American vision’s medal in the Scholastic Arts and Writing Awards. In particular, Miyamichi’s piece spoke to McDowell because he believes it reflects where we are as a society, and the style reminded him of his brother’s art. For Cui’s piece, he was really drawn by the composition of the piece and how it was made. McDowell noted the purpose of having a Head of School purchase prize. “We ask our students to put a lot of themselves in what they create. It only seems fitting that we would want to retain some of that for the school for future generations to see and be inspired. It’s wonderful to have art by famous artists, but as a school, our art collections should really be student-focused.” When McDowell worked in admission, his office showcased an art piece by a student who attended the school before McDowell even arrived. He said can’t even count how many families have asked about the piece. This is one of his favorite aspects of holding the collection – being able to walk around the buildings on campus and see the various pieces. In his tenure, he hopes that he can curate a collection that is a reflection of how he views himself and the school, making sure the two stay aligned. “I hope that we could look at Shin’s painting and be able to see that it is so reflective of where we are in this moment in time with COVID and mental health and be able to look at the life of a teenager as something poetic.” “Art reflects where we are as a community, [and] that needs to be preserved,” said McDowell. When people look back over time, they will see art that not only represents the artist but the school, the times, and the thin blue line. Previous Next

Kate Sui ’29 < Back Catya Bookhammer Kate Sui ’29 Oct 3, 2025 Catya Bookhammer has joined the counseling department. Bookhammer brings experience working in community health centers with both children and adults. After initiating a public school mental health clinic, she “fell in love working with children and students.” Bookhammer has previously worked in government programs. Bookhammer has found the school community especially welcoming: “I really appreciate the friendliness and warmth from both students and faculty, which makes the community feel so pleasant and welcoming.” Looking ahead, she is eager to collaborate with fellow counselors and strengthen relationships with students. “I want students to feel comfortable and willing to come for help.” Outside of counseling, Bookhammer enjoys spending time outdoors: “I love hiking, gardening, and spending time in nature.” Having lived in the Mercersburg area for many years, she already feels a strong sense of home: ”I’m happy to be part of a school that cares about both academics and well-being. I look forward to bringing warmth and dedication to my role.” Previous Previous Next Next

Maria Akaras ‘24 and Erika Tso Sowah ‘24 < Back "It's only three points if I skip." --- Everyone Maria Akaras ‘24 and Erika Tso Sowah ‘24 Dec 9, 2022 In order to enforce expectations set in the Blue Book, the student handbook, Mercersburg Academy utilizes a behavior point feedback system. When a student violates one of the expectations, they are alerted by the faculty member who witnessed the violation and then later by Veracross with a notification of the points they received and why. Associate Dean of Students, Coleman Weibley, said, “Prior to the behavior point feedback system, there would be more immediate consequences for behavior issues. We felt that the system felt more punitive than we wanted it to be, so instead we decided on a point-value system so students would face consequences once they reached a certain threshold.” This change resulted from the Office of Student Life’s regular review of the feedback system and its effectiveness. “I believe that the student life team has given a lot of thought to the behavior point system and has revised it this year in response to feedback from last year. The behaviors are clearly defined and it is up to the faculty to trust in the system and log behaviors when they see them. My concern about the system is that I feel that immediate feedback is most valuable when trying to change behavior, so a log that might not get formally addressed for a day or two loses some of its meaning. However, I do understand the underlying rationale of supporting students' agency and choice and giving space to make mistakes and to then learn from them,” Jackie Sweeney, Main Hall Dorm Dean, said. The intention behind the behavior point system is crucial to understand in discussions about system’s design. Ideally, the system is a way to encourage students to adhere to the school's policies, by recognizing the patterns of a student struggling to meet the Academy’s expectations. Weibley said, “A lot of the time the Office of Student Life is seen as being more disciplinary, but we genuinely want to help students feel like they are being treated fairly.” Regarding fairness of the system, Fowle Hall dorm dean, Haley Tyree, explained, “There are multiple checks and balances to try and make the behavior point system as fair as possible. First, students are notified about the behavior point by the faculty member giving it and via email through Veracross. In that email it states that the student has 24 hours to address this point if they think it was given incorrectly. In the dorm specifically, we meet as a dorm faculty to try and set norms and expectations. I ask all of my faculty to add in a note when entering behaviors so that I can review why different things were logged and make sure we have clear documentation. At the beginning of the year, we go over rules and expectations with dorm residents and give many reminders throughout the year in dorm meetings, wing meetings and emails. Dorm faculty communicate with advisers and address students individually when we see that someone is struggling. Finally, all of the dorm deans meet regularly and have consistency checks to try and ensure that we are enforcing rules and expectations in a similar manner.” Weibley added that the consistency check is designed “to address the narrative that certain dorms are more relaxed than others to make sure that every faculty member is held to the same expectations.” The perception that some dorms are more relaxed than others is one that many students hold. Weibley said, “I know that this narrative is not the case, but being aware of the student perspective helps us address that and ensure that we are trying our best to be as consistent as possible.” Sheri Mahoney, Keil Hall Dorm Dean, adds, “What we should always be doing is working towards fairness, and I know that the residential life team is doing that. We look at the data and we talk with our faculty and show them the data. We touch base with our residents and use all of that information to make policy changes when necessary.” “If students are feeling like they are being treated unfairly in any situation for any reason, they are willing to have a conversation with the Office of Student Life or the DEI office to help find a solution. We don’t want any students to feel like they are being treated differently; we want everyone to be treated fairly. We are really big on having that egalitarian spirit and finding solutions to these perceptions,” Weibley concluded. Previous Previous Next Next