Disciplines

Head of School Joy McGrath ’92 announced and welcomed the new faculty who will join St. Andrew’s in the 2025-26 school year. She expressed gratitude to Dean of Faculty Wilson Everhart ’95 and the many students, department chairs, and faculty members who participated in the faculty hiring process this year.

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Jannely Alamonte Ortiz will serve St. Andrew’s in various roles: as a Spanish teacher, dorm parent, and coach, as well as a part-time addition to the academic and college counseling office. A proud Bronx native, Jannely has dedicated her career to independent school education. While she briefly explored corporate human resources, her true calling lies in working with young people. She returned to her alma mater boarding school, where she spent 10 years as a Spanish teacher, coach, international service trip coordinator, and dorm supervisor, building a strong foundation for her approach to education.

Wanting to be closer to family, Jannely continued her work at an independent day school In New York City for another 10 years. There, she taught Spanish, advised students, coached, mentored faculty, led international trips, and served as a class dean. As an educator, Jannely is deeply committed to helping students recognize their strengths and inherent value in all aspects of their lives.

Jannely joins the St. Andrew’s community alongside her husband and two high school-aged children, who are themselves thriving in boarding school environments. Outside of her professional life, she cherishes time with her family and enjoys running, hiking, and enriching her mind through nonfiction literature.

Chaz Brackeen, who will join the school’s wellness department, is a dedicated and compassionate licensed master’s level social worker with over 15 years of experience supporting youth and families across healthcare, education, and community-based settings. With specialized expertise in adolescent mental health, she brings a trauma-informed, student-centered approach to her new role at St. Andrew’s. Chaz most recently served as a pediatric social worker in the emergency department at Nemours Children’s Hospital in Wilmington, Del. In this role, she provided crisis intervention, emergency psychiatric support, and care coordination for children and families navigating acute mental health challenges. Her ability to remain calm, compassionate, and resourceful in high-pressure situations has further deepened her expertise in trauma-informed care and adolescent crisis response.

Prior, Chaz spent 12 years with the State of Connecticut Department of Children and Families, where she worked in Child Protection Services. There, she conducted investigations into abuse and neglect, developed service plans, and advocated for the safety and well-being of children and teens across diverse communities in the state of Connecticut.

Her background also includes work as a clinical therapist, and as a professor in residence at the University of New Haven, where she taught courses in adolescent development psychology, clinical counseling, forensic psychology, health psychology, and abnormal psychology. Chaz is well-versed in cognitive behavioral therapy, dialectical behavior therapy, psychosocial assessment, and collaborative treatment planning.

Chaz is deeply committed to fostering emotionally safe, inclusive environments where students can thrive socially, emotionally, and academically. She is an active member of Alpha Kappa Alpha Sorority and Jack and Jill of America, and brings with her a strong foundation in leadership, service, and community engagement.

Steve Cacciavillano joins St. Andrew’s as director of auxiliary programs, assistant athletic director, assistant football coach, and head wrestling coach. Born and raised in South Jersey, he graduated cum laude from Ursinus College with a bachelor’s degree in biology and earned a master’s degree in biological sciences from Clemson University.

Steve has worked in education for 13 years in boarding, public, and independent day schools. He began his career at Northfield Mount Hermon School as a biology teacher, assistant football, wrestling, and lacrosse coach, and dormitory head. Steve most recently worked at Tower Hill School where he served as an upper school science teacher, assistant football and wrestling coach, assistant athletic director, and interim science department chair during the first half of his tenure before becoming the director of athletics in the spring of 2021. He firmly believes in the power of servant leadership and the importance of meticulous attention to detail, and has prioritized both throughout his career. 

Outside of school, Steve enjoys spending time with his wife, Hannah, and their three kids, Shaelyn, Stephen, and Hadley. He is a loyal Philadelphia and Penn State sports fan, and continues to torture himself on the golf course whenever time permits. Steve and his family are excited to join the St. Andrew’s community!

New English instructor Mia Franz grew up the daughter of an independent school English teacher and loved writing and reading, especially poetry and mysteries, and was frequently published in her school’s literary magazine. Despite this, she went off to college determined to stay “undecided” in her major for as long as possible, which lasted all of one semester. She graduated with honors with an English degree, a minor in religious studies, and as a proud member of the first poetry writing concentration class at the University of Virginia. After a year of travel and work, she earned her MFA in creative writing/poetry at Indiana University. Like her father before her, she chose the path that allowed for the joy of connection through relationships: she became an independent school English teacher.

While teaching, coaching, and mentoring at Foxcroft School, Mia met Robert, and when they married in 2010, one of the strong threads that bound them was their love of teaching. In 2015, the family, now including Owen and Gareth, moved to Tampa, Fla. An on-again/off-again runner, Mia decided she needed to find a hobby that she could pursue indoors during the eight months of Florida’s summer weather, so she started practicing yoga, and two years later, earned her 200-hour teaching certification. The family took advantage of summer breaks to travel, visiting family and friends up and down the East Coast as well as several national parks and the rainforests and beaches of Costa Rica.

Now, Mia, Robert, Owen (13), and Gareth (11), cats KK and Yeti and dogs Artemis and Astrid, are excited for the next adventure at St. Andrew’s. In her free time, Mia can be found reading; walking/jogging; practicing and teaching yoga, meditation, and breathwork; and baking sourdough and sweets.

Robert Franz brings nearly three decades of experience in independent schools to his new role in the history department St. Andrew’s, combining a deep passion for teaching with strategic leadership and curricular innovation. Robert served as the head of upper school at Tampa Preparatory School, overseeing the academic and daily life of 500 students and 60 faculty members. His work centered on fostering instructional excellence, building student-centered programs, and supporting faculty development. While at Tampa Prep, he also led initiatives in equitable assessment reform, AP placement, the integration of generative AI, and designed experiential learning programs including a Civil Rights trip and a curriculum on hate speech and antisemitism.

Before joining Tampa Prep, Robert taught history and ethics at Berkeley Preparatory School, where he co-directed the Berkeley Speaker Series and restructured the U.S. History curriculum to focus on contemporary issues. He also served as head of middle school at Fredericksburg Academy, where he developed leadership programs, service-learning initiatives, and sustainability education.

A hallmark of Robert’s career has been his leadership in curriculum design and interdisciplinary learning. As history department chair at both Highland School and Hampton Roads Academy, he advanced global studies initiatives, launched school-wide leadership programming, and created pathways that emphasized 21st-century skills. He has also contributed nationally through his work with the Gardner Carney Leadership Institute, serving as faculty, mentor, and symposium organizer.

Robert holds extensive experience in faculty evaluation, accreditation, and program design. He has presented at NAIS, FCIS, and VAIS conferences. 

Whether in the classroom or through institutional leadership, Robert remains committed to student growth, civil discourse, and educational equity. He believes in schools as communities of inquiry, belonging, and character, and brings this ethos to every role he holds.

Kate Hardwick ’07 returns to St. Andrew’s as a history teacher, bringing nearly 15 years of experience in public and independent schools. She most recently served as history department chair at St. Stephen’s and St. Agnes School in Alexandria, Virginia, where she taught a range of courses including World and American History, research seminars, and electives on human rights and global issues. In addition to her teaching, she served as an advisor and global travel chaperone and contributed to several committees, including admissions and professional growth.

Kate holds a master’s in independent school leadership from Vanderbilt University and a bachelor’s in history from The George Washington University, where she graduated summa cum laude and Phi Beta Kappa. 

Having grown up on a boarding school campus, Kate is excited to return to boarding school life. She loves working closely with students and helping them engage meaningfully with the past and present. In her free time, she enjoys spending time with her family, reading, cheering on the Washington Nationals, and exploring the world through travel.

Devondra McMillan joins St. Andrew’s as a classics instructor. An accomplished educator with a deep passion for classical languages and student development, Devondra has engaged in the full life of her residential school communities for the past two decades. She joins SAS from The Webb School, where she served as a Latin teacher, dorm parent, and assistant coach for cross-country and track. Her experience includes leadership positions like dean of students at The Lawrenceville School (2021-2023) and assistant head of the upper school at The Walker School (2020-2021), where she was instrumental in guiding student life, residential programs, and faculty development. Prior to these roles, Devondra dedicated many years to The Lawrenceville School as language department chair (2016-2020), II Form level director (2014-2020), and classics master, teaching various levels of Latin, designing electives, and leading international travel programs. Her early career also includes teaching positions at Middlesex School and SEED Public Charter School. Academically, Devondra pursued coursework toward an M.A. in Classical Languages at the University of Georgia (2012-2014) and earned her B.A. in Classics with a concentration in Latin from Yale University (1996-2000), following her diploma from Saint George’s School (1992-1996). Her commitment to education is further evidenced by numerous professional development certifications, grants, and awards, including a Fulbright Grant and two distinguished teaching chairs. Devondra is also an active member of several professional organizations, including the American Classical League and the Society for Classical Studies.

Originally from the Eastern Shore of Maryland, new arts instructor Charlese Phillips graduated from Salisbury University in 2011 with a bachelor’s degree in fine arts. There she focused her studies on ceramics and wheel-thrown pottery. In 2019, she earned her master’s degree in elementary education studies from Wilmington University.

Charlese’s experience in teaching expands from substitute teaching, to managing a public school digital photography classroom for four years. During that time, she also became the advisor for the school’s yearbook, an assistant coach for the track and field team, and head coach for one season of outdoor track. Her coaching tenure included helping two athletes earn state championship titles in high jump and set new school records. She has also taught workshops at multiple art institutions, and served as a Resident Teaching Artist across the state for the Delaware Institute for Arts in Education. 

A 2023 Delaware Division of the Arts Individual Artist Fellowship Grant recipient, Charlese has taken the past few years to develop her artistry and grow her creative reach as a practicing artist. Her personal art focuses on the themes of identity, color, texture, and nature. She pulls a variety of mediums together in her work, which often includes an element of fiber or weaving. Since receiving her fellowship, Charlese has received multiple awards for her art, including “Best in Show” in 2024 at the Rehoboth Art League’s 11th Regional Juried Biennial Exhibition.

Noah Rickolt ’14 joins St. Andrew’s as a math teacher, crew coach, and squash coach. Originally from Landenberg, Pa., Noah graduated with a BS in physics and a minor in applied mathematics from Davidson College where he also taught the college’s sailing and water skiing PE classes. While attending St. Andrew’s and Davidson, he spent four summers as a counselor at a large overnight camp where he wore various hats including sailing instructor, medical assistant, and kitchen staff.

Prior to returning to St. Andrew’s, Noah worked in finance, first as an investment banking analyst in Charlotte, N.C., and then as a real estate acquisitions professional at private equity firms in Los Angeles and Washington, D.C. During his time in private equity, he closed over $1.4B in new investments across nine U.S. metros. While living in Charlotte, he volunteered at Heart Math Tutoring, which supports students at local public elementary schools.

In his free time, Noah enjoys adventuring outdoors as much as possible and is an avid runner, hiker, cyclist, and skier. His favorite book series is A Song of Ice and Fire, and he once won a Game of Thrones trivia competition while touring the film locations in Northern Ireland. A former member of the St. Andrew’s Pipes & Drums, Noah is excited to bring bagpipes back to campus.

Will Scully joins St. Andrew’s as a physics instructor and head boys crew coach. Originally from West Simsbury, Conn., Will graduated from Trinity College in 2014 with a bachelor's degree in physics and German. While at Trinity, Will was a four-year member of the rowing team, where he won two New England Rowing Championships and served as the team captain his senior year. Will was also a member of the Trinity Accidentals, an all-male acapella group.

After graduating, Will continued his rowing career at Penn AC in Philadelphia, where he represented the club at U23 Trials and Canadian Henley, and then at Mosman Rowing Club in Sydney, Australia, where he trained with members of the Australian U23 and Senior National teams and competed with the club at the Sydney International Rowing Regatta.

Prior to joining St. Andrew’s, Will spent nine years at The Hill School in Pottstown, Pennsylvania, where he taught math and physics, lived in a dorm of 72 upper-form boys, and served as the head boys coach for Hill’s upstart rowing program. Under Will, the Hill boys secured multiple Stotesbury Cup finals appearances, including a win in the Junior 4+ in 2018. During his summers, Will serves as the head boys coach for Penn AC Gold on Boathouse Row in Philadelphia, where he has coached multiple summer national championship winning crews and has led the team to two consecutive Independence Day Regatta team points trophies and most recently, the USRowing Colgan Cup Team points trophy. Will also dedicates a few weeks of his summers to coaching sculling camps at the Craftsbury Outdoor Center in Craftsbury, Vermont.

Will is looking forward to moving to campus with his wife, Samantha, and their Australian shepherd, Cortado. Will enjoys playing music and likes to spend his free time cycling or hiking.

 

Campus gets quiet when our community scatters for summertime pursuits, but we’ve got a great way to stay connected: summer reading.

“While reading may initially feel like a solitary venture, as you know—or will soon come to know—from your English classes at St. Andrew’s, one of the great joys reading makes possible is having a lively conversation with others about stories and ideas,” says Emily Pressman, Dean of Teaching and Learning. “In this sense, reading is a way to build connection.”

We’re inviting students, faculty, and staff; students’ loved ones; alumni; and others to connect through reading this summer. For SAS underformers, that looks like reading one book assigned to their entire form (more on that below!) and (at least) one book from suggestions by adults on campus. 

The latter list saw recommended reads from adults across our varied, vibrant community—from faculty members, to staff in our Health Center, Athletics leadership, and beyond. With books on topics from coming of age, to surviving war, to living creatively, to the history of tuberculosis, and much more, there’s something on the list to engage even a reluctant reader.

“It’s a wonderfully wide-ranging list: fiction and nonfiction, brand new works and longstanding classics, lifetime favorites and books that are on the top of the adults’ ‘to be read’ pile, which they’re excited to discover alongside you,” Pressman says. “All of these adults will be eager to connect with you in the fall to discuss the book(s) you’ve chosen.”

Also connecting underformers, their peers, and adults are these assigned texts: All rising III formers are required to read Gather by Kenneth M. Cadow; rising IV formers required reading is Station Eleven by Emily St. John Mandel; and the rising V formers are required to read The White Tiger by Aravind Adiga.

Finally, all rising VI formers are required to read two texts from the Senior Exhibition list, which includes: By Night in Chile by Roberto Bolano, The Sense of an Ending by Julian Barnes, Quicksand by Nella Larsen, Giovanni's Room by James Baldwin, and The Awakening by Kate Chopin. 

For the VI Formers that have elected to take AS Humanities, the exhibition list is as follows: Giovanni's Room, Quicksand, Angels in America by Tony Kushner, Death of a Salesman by Arthur Miller along with Fences by August Wilson.

Regardless of their form year, students looking to read beyond what they’ve been assigned have a bounty of books from which to choose. We’re excited to see what ideas, themes, and lessons they’ll bring from their summer reading to book discussions, to coursework within and beyond the humanities, and to campus life and culture.

Read Emily Pressman’s full letter to families on summer reading here.

On Sunday, May 25, the largest graduating class in St. Andrew’s nearly 100-year history was celebrated on the Front Lawn under blue skies and sunshine. Commencement was the capstone to a week of senior traditions that included the class tree planting, which brought beloved former ceramics instructor Marjike Van Buchem P’89 to campus to help prep the ground for a tree honoring her husband, former classics instructor Evert van Buchem P’89; Senior Awards Night, in which Saints were recognized for their dedication, contributions, and passion across arts, academics, and athletics; the senior wall carving in Founders Hall, and much more.

The Class of 2025 will enter the history books not only for its size, but also for its parallel relationship to the arrival of Head of School Joy McGrath ’92.

“We arrived together here with a blank slate,” McGrath said in her opening remarks of the Class of 2025, who were III formers when she began her headship. “I was a new head of school standing outside Sipprelle Field House shaking the hands of the new III formers and families who were also arriving that day. Many times that morning I wondered how you would turn out. And although it was my third reincarnation here—I had already been a student and a faculty member earlier in life—I wondered how I would turn out, too. This morning, I think it’s fair to say that we have settled in and found our footing. I am grateful for all you have done, Class of 2025, to help and support [my husband] Ty [Jones ’92] and me in these years.”

The Commencement address was delivered by an alumnus whose connections to St. Andrew’s run deep. A professor of radiology and medicine at the Alpert Medical School of Brown University, Dr. Michael Atalay ’84 has sent three children to St. Andrew’s: Amelia ’17, Xander ’19, and Zach ’23. His father, Dr. Bulent Atalay, is also a St. Andrew’s graduate of the Class of 1958.

“My chief and recurring message is this: be a life-long learner, adapt, and strive to keep getting better,” said Atalay. “There is no rush to get to your final destination and it’s OK to be uncertain. You’ve heard it before: it’s the journey, not the destination. But in your journey keep learning, keep adapting, and getting better. Be curious. Read books. Attend lectures that aren’t assigned. Lose yourself in museums and galleries. Learn about other cultures and then go visit them.”

He advised Saints to live in “perpetual beta,” a phrase computer scientists use to describe a system that remains in a constant state of testing, development, and improvement—for these smart, inspired, curious, gritty and prepared young people, it was a timely reminder that we are all a work in progress.

“‘Perpetual beta.’ This is a perfect description of how you and I should live our lives,” he said. “Always getting better and never finished.”

Student body class president Leah Horgan ’25 reflected on her time at St. Andrew’s, the culture of her class, and stories yet to be written, while offering parents a detailed glimpse of something they might find difficult to envision: what an actual day in the life of a St. Andrew’s student looks like. After detailing a “random Tuesday” in the life of a Saint, Horgan said, “Our shared experience of St. Andrew’s allows us to thrive in a routine, and yet create such a unique perspective from everything in between. Within common ritual, we find our most incredible memories, friendships, and sense of belonging. That is what I find most magical about this place. … Our senior class has preserved and built upon a culture that is worth protecting. Our aim was to foster a welcoming home, which is defined in different ways by each of us. Our class is grateful to take the many memories and stories we have created here, but our greatest impact will be measured by the culture we leave behind and how we have inspired the younger students to follow. To the class of 2025, I cannot wait to see every story and memory we have not yet created.”

You can watch the entirety of Commencement 2025 here, and access a full gallery of Commencement and other Senior Week photos here.

During Commencement, members of the Class of 2025 and underformers were recognized with a number of time-honored St. Andrew’s awards, which are listed below: 

Commencement Awards

Christopher Wilson ’99 Award & Scholarship - Grayson Friedli ’25, Lillian Rand ’25

Given by his parents in memory of Christopher Edward Wilson '99, the award recognizes seniors who best embody Chris' virtues and personal qualities: a love of St. Andrew’s, a quiet and authentic appreciation of life, friendship, and community; a devotion to service and to children; and a kind and generous spirit.

Cristin C. Duprey ’04 Diversity & Inclusivity Award - Ashley McIntosh ’25, Amanda Meng ’25, Gloria Oladejo ’25

Given in memory of Cristin C. Duprey ’04 to the VI Form student/students who have provided exceptional service in the cultivation of a diverse and inclusive St. Andrew’s School community.

John McGiff Fine Arts Award - Brandon Blake ’25, Ember Theeke ’25

Awarded to the student who has made the greatest contribution in the fine arts and demonstrated a depth and quality of talent that demands our recognition.

Henry Prize - Leah Horgan ’25, Jack Myers ’25

Awarded to a VI Form boy and girl who have been of the greatest service to athletics. It recognizes not only personal athletic skill, but also service to the teams of which the students were members.

Jonathan B. O’Brien Head of School Award - Ember Theeke ’25, Emma Hunter ’25, Ray Quiñones ’25

The Jonathan B. O’Brien Head of School Award celebrates the brilliant and courageous leadership and vision of St. Andrew’s third headmaster, Jon O’Brien, who led the school from 1977 to 1997. The Award recognizes seniors who contribute to the ethos of the school with integrity, humanity, generosity, and love.

King Prize - Eleni Anastasia Murphy ’25

Awarded to the leading scholar during the VI Form year.

Founders Medal - Eleni Anastasia Murphy ’25

Awarded to the scholar in the graduating class who, during his or her career at St. Andrew’s, has achieved the best academic record in the form.

William H. Cameron Award - Lindy Black ’25, A'zir Carey ’25, Grey Durham ’25

Given to VI Form students who have performed outstanding service to the school.

St. Andrew’s Cross - Leah Horgan ’25

Given in honor of the late Bishop Cook of Delaware, who was associated with the founding of the School, in recognition of the student whose contribution to the school has been distinguished by Christian qualities of concern for others, humility, and high principle.

Robert T. Jordan Award - John Kim ’27, Charlotte Green ’27

Given by his classmates and former teachers at St. Andrew’s in memory of Robert T. Jordan, Class of 1986, who died September 11, 2001 in the World Trade Center attack, to the IV Form boy and girl who display the qualities that made Robert so memorable and distinctive: a love of humanity, an appreciation of friendship, a willful perseverance and resolve amidst adversity and opportunity, a unique and refreshing perspective on life and all its possibilities.

Prior to Commencement, seniors delivered speeches about academics, athletics, arts, student life, and community service at Awards Night, which you can watch here. Members of the faculty bestowed awards onto VI formers, as well several underformers, for their significant contributions to the St. Andrew’s community across disciplines and aspects of campus life.

Awards Night Awards

Cresson Prize – Peter Bird ’25, Katherine Meers ’25

Awarded to the VI Form students who have demonstrated the greatest improvement in athletic skill, sportsmanship, and leadership.

Larry L. Walker Music Prize for Orchestral Music – Daisy Wang ’25

Awarded to the students who have made outstanding contributions to the Orchestra.

Larry L. Walker Music Prize for Jazz Ensemble – Brandon Blake ’25

Awarded to the students who have made outstanding contributions to the Jazz Ensemble.

Choir Prize – Isabela Hernandez ’25, Ethan Kim ’25

Awarded to the student who has contributed the most to the success and development of the choral program.

Drama Prize - Yiru Wang ’25, Grayson Friedli ’25, Ashley McIntosh ’25

Awarded in memory of John Fletcher Hinnant, Jr., Class of 1953, to the students who have made the most significant contribution to the Theatre Program, and have shown exceptional growth as actors.

Hoover C. Sutton Drama Prize (Tech) - Isaac Cheung ’25

Awarded in honor of Hoover C. Sutton, drama teacher at St. Andrew’s School from 1980 to 1993, for the greatest contribution to the Theatre Program in technical work.

Dance Prize - Nelle McVey’25, Eleni Murphy ’25

Awarded to the students who have shown exceptional leadership, dedication, and artistry in dance.

Keri J. Advocat Photography Prize - Elijah Proctor-Moore ’25

Given by the Class of 1991 in memory of Keri J. Advocat, whose love and passion for the arts will always be remembered by her classmates. Awarded to the student of photography who has shown a strong mastery of technical skills and presented a portfolio of creative images.

Film Prize - Yiru Wang ’25

Awarded to the student who has shown extraordinary creativity, technical skills, and dedication to the study of the moving picture in all of its forms.

Art Prize - Quinn Ferguson ’25, Catherine Foster ’25

Awarded to the student who has contributed the most to the Art Program in effort, originality, and technique in various art forms.

Purchase Prize - Emma Hunter ’25

Awarded to the student who has created an outstanding piece of artwork in either a minor or major plastic arts course. This work is chosen by the school to enter its permanent collection.

Chester E. Baum Prize for English - Quinn Ferguson ’25, Sophie Forbes ’25, Yiru Wang ’25

Given by the members of the English Department in honor of Chester Earl Baum, for 29 years an outstanding teacher of English at St. Andrew’s School, to the VI Form students who have excelled in English scholarship.

Charles H. Welling, Jr. Prize for Writing - Erik Liu ’25, Eleni Murphy ’25

Given by members of his class in honor of Charlie Welling ’45, writer and raconteur, to the student who has produced exemplary non-fiction writing in all disciplines throughout his or her career at St. Andrew’s.

Amanda Leyon Prize for Creative Writing - Lindy Black ’25

Given in memory of Amanda Leyon ’95 by her classmates, to the student who has excelled in creative writing.

Louis C. Mandes Library Prize -  Gloria Oladejo ’25

Given in memory of Louis C. Mandes, Jr., school librarian, to the student who has demonstrated a love of books and a deep appreciation for the library.

Sherman Webb Prize for History - Erik Liu ’25, Eleni Murphy ’25

For outstanding work in history.

W. Lewis Fleming Prize for French - Saskia Hood ’25

Given by the alumni in memory of W. Lewis Fleming to the student of French who is most deserving in interest, effort, and achievement.

The Nancy K. Hargrove Prize for Spanish - Sofia Golab ’25, Frankie Elliott-Ozug ’25

Given by Joe Hargrove, Class of 1967, in memory of his wife, who was a great admirer of St. Andrew’s. Awarded to the student doing outstanding work in Spanish.

Chinese Prize - Alex Triantafillou ’25, Sophie Forbes ’25

Awarded to the student doing outstanding work in Chinese.

G. Coerte Voorhees Prize for Classical Languages - Peter Bird ’25, Grey Durham ’25

Given by his children in memory of their father, G. Coerte Voorhees, Latin teacher at St. Andrew’s School from 1935 to 1962. Awarded to the student who has done outstanding work in Latin and/or Greek.

Walter L. Harrison Prize for Mathematics - Eleni Murphy ’25, Daisy Wang ’25

Given in memory of his mother by Walter L. Harrison, Class of 1966, to a student of high achievement, whose work in mathematics is distinguished for its depth of interest, imagination, and creative thinking.

John Anthony Higgins Award - Yiru Wang ’25

The John Anthony Higgins Award is given by members of the Math Department in honor of John Higgins, beloved and legendary Math teacher at St. Andrew’s from 1980 to 2012. Awarded to a student who shares John’s joy for learning, who appreciates the beauty, precision, and utility of mathematics, and who seeks to infuse this passion in others.

The Computer Science Prize - Lillian Rand ’25

Awarded to the student of Computer Science who has demonstrated exceptional skill, understanding, and depth of interest in the field.

William Day Scott Prize for Science - Daisy Wang ’25, Amanda Meng ’25

Awarded to the student who has taken at least two science courses and, through performance in these courses, has demonstrated real promise in the field of science.

William H. Amos Prize for the Life Sciences - Grey Dugdale ’25

Given by William H. Amos, member of the faculty from 1947 to 1985, to the students who have demonstrated exceptional interest and ability in the life sciences.

Virginia Layton Orr Prize - Grey Dugdale ’25

In recognition of Virginia Layton Orr’s efforts to preserve Cape Henlopen State Park and other natural areas, this award is given to a student who has made significant contributions to the environment.

Walden Pell Prize for Religious Studies - Peter Bird ’25, Yiru Wang ’25, Amanda Meng ’25

Given to VI Form students whose work in Religious Studies is distinguished by their understanding of the relationship between faith and learning.

Francis L. Spalding Award - Kadence Sun ’27, Bo Vaughn ’27

Awarded to IV Form students who have achieved a commendable academic record by distinctive effort.

Harry C. Parker Prize - Ember Theeke ’25, Juliet Klecan ’25

Given by Harry M. Parker ’64 in memory of his father, Harry C. Parker, to the VI Former who has achieved the greatest academic improvement in their St. Andrew’s career.

DyAnn Miller Community Service Award - Emma DeRamel ’25, Porter Read ’25

Named in honor of DyAnn Miller, exuberant teacher and counselor at St. Andrew’s from 1984-2005, who helped build and develop the community service program, and then by her example dedicated her energies and spirit to the service of others.

Calder Prize - Alexi Onsomu ’28, Beau Taylor ’28

Given in honor of Dr. Joseph R. Calder and Virginia Calder and awarded to two III Form students who combine the qualities of good scholarship and a commitment to the service of others.

J. Thompson Brown Award - Liam Robinson ’26

Given to the students below the VI Form who have made the greatest contribution to community life.

Malcolm Ford Award - Sol Bean Lee ’25, Toby Nix ’25

In memory of Malcolm Ford, given to the boy and girl below the VI Form who best combine the qualities of leadership, good sportsmanship, and a cheerful spirit.

Robert H. Stegeman, Jr. Award - Andrew Merriman ’26, Margaret Gilheany ’26

Given in honor of Bob Stegeman, inspirational history teacher, academic dean, assistant headmaster, and dean of faculty at St. Andrew’s from 1978 to 1999, awarded to students in the top academic ranks of their class who have demonstrated intellectual leadership and who have made exceptional contributions to the life of the school and community.

For Saints, environmental education can be a day at the beach—that is to say, students can learn about the natural world while camping under the stars, walking waterways and forest trails, wading in the surf, and following in the hoofprints of wild horses.

St. Andrew’s 2025 Environmental Science camping trip took four adults and about two dozen VI Form science students to Assateague Island National Seashore, a 48,000-acre barrier island that stretches between Virginia and Maryland. Saints made camp in Assateague’s Maryland district and spent a little more than 24 hours exploring its beaches and salt marshes, and walking trails lined by a wide array of hardy plants.

Will Rehrig ’11, Associate Dean of Students and a chemistry and engineering instructor, helped lead the 2025 outing. He says the camping trip has two core goals—the first, to help students enjoy time in nature; the second, to help them apply classroom knowledge to the real world with a short field study.

“The trip continues a long tradition of cultivating in students a love of the outdoors, which has been a fundamental part of the St. Andrew’s science experience,” Rehrig says. “That effort began with teaching legends like Bill Amos and Peter McLean—Bill even wrote the national park guide to Assateague.”

Rehrig co-led the trip with III Form Dean and environmental science and biology instructor Alex Horgan ’18. The teachers guided students as they surveyed and learned more about Assateague’s vital environmental role and its ecological variety.

“On the island, students are able to explore a unique and diverse barrier island ecosystem, looking at the life of the dunes, forest, and marsh along with the island's famous wild ponies,” Rehrig says. 

Barrier islands form and are then constantly reformed by waves coming to shore, and the islands protect coastlines—and coastal communities and ecosystems–from extreme weather. Plant and animal species across the island have to adapt to harsh conditions for continued survival.

Assateague is best known as a home to wild horses. Their presence is a ripple effect from 1600s colonists’ decision to graze livestock on the island—domesticated horses are a far-back branch on the family trees of Assateague’s wild ponies.

The horses are beautiful, and they are biology lessons in motion. Fieldwork on Assateague is a valuable change of pace, offering memorable real-world examples of classroom concepts that can’t be found on our home turf. Biology courses at St. Andrew’s often take students into the field—but on Noxontown Pond’s freshwater ecosystem, into inland rather than coastal woods, into the habitats of very different flora and fauna.

Of course, Saints brought a little St. Andrew’s style to their seaside campsite: taking time in nature for quiet reflection, and sharing stories, jokes, and community around a campfire. Over the years, Rehrig has seen environmental science campouts become core memories for students.

“Students make their own dinner, enjoy a campfire, and sleep right among the beach dunes,” Rehrig says. “While students might be a bit sleep deprived after their trip to the island, many comment that it is a highlight of their senior year and St. Andrew's science experience.”

Thank you to Technology Coordinator Christopher Lewis for helping guide students on the trip, and for taking the beautiful pictures included in this story and on our Instagram page.

For 2025 McLean Science Lecture Competition winner Kevin Jin ’26, the contest was a milestone in a longer scientific process, one that married his core goals: produce impactful research, and share it with peers. The annual lecture competition exists for students with that kind of drive—it’s an opportunity to chase answers to a major question outside of the St. Andrew’s curriculum, and develop the expertise and public speaking acumen to share findings in the style of a TED Talk.

Though Science Department Chair Dr. Ashley Hyde first encountered this kind of competition in a prior teaching position, she said the contest has been a bigger hit at St. Andrew’s. Saints filled Engelhard Hall in March to watch McLean finalists—Jin, as well as Abigail Delvalle ’26, Beau Taylor ’28, and Enid Appiah ’26—present their findings to students and faculty in attendance, including 2024 finalist Daisy Wang ’25 and other panel judges who selected the contest’s overall winner.

As part of the judging panel, Hyde delights in the conversational style of the presentations, and the opportunity to learn from students’ passion projects.

“The whole point is you’re bringing others into the joy of science and sharing that with others … science is such a large field and always developing, so every year I learn new things from each student’s talk,” she says. “This is something that deliberately is outside of class and outside of the syllabus, so every topic that you hear is something the student has handpicked because it spoke to them.”

Year after year, Hyde watches students build their project and their subject-matter expertise—and their scientific self-confidence, too. While Hyde and her colleagues are available to students who have their eyes on the McLean prize—helping them confirm their understanding of a concept or prepare to explain their work, for example—the students’ projects are independent research endeavors. 

For Jin, the 2025 McLean winner, the competition was a chance to discuss his research with the community on Noxontown Pond, though the work began an ocean away. Home in Shenzhen, China for the 2024 summer break, Jin was one of three Chinese National Lab of Guangzhou summer camp participants awarded scholarship funding, lab resources, and scientists’ mentorship for an individual project. Jin’s work built on a cutting-edge concept from camp—microfluidics—and would become his McLean project.

His presentation, “Rapid Testing of Antibiotics Employing Droplet Microfluidic Chip,” sought to introduce a portable, affordable, and accurate test to improve diagnosis and treatment of bacterial infections for people living in rural areas, far from major hospitals—whether they’re checking for illness with a medical clinic visit or an at-home test kit.

Microfluidics allows scientists to increase the density of bacteria in the solution. Bacteria can reproduce faster at greater density, reaching a testable volume more quickly. In the field, this would allow health professionals to identify and treat specific bacterial infections faster and more effectively—a driving concept behind Jin’s microfluidic chip, the vehicle for accurate, on-the-go testing.

“When you get a viral infection like the flu, you go to a health center or hospital and they collect samples from your nose, then you wait for 10 minutes and you have a result whether you have the flu or not,” Jin says. “My aim is to make this bacterial diagnosis more similar to a flu test, which is accessible and portable, because bacterial diagnosis is often as deadly as the flu.”

Jin finished 60 to 70 percent of his research at the National Lab. Once his junior year at St. Andrew’s was underway, he balanced a full course load and extracurricular activities with check-in meetings with Lab mentors, and crafted project proposals and poster presentations. 

During winter break, Jin used National Lab resources to start prototyping the palm-sized chip at the center of his research. Bacteria introduced to the chip are identifiable in about three hours, a major difference from the 24- to 48-hour turnaround of a typical pathology lab.

After hours in the National Lab and in St. Andrew’s library, dorms, and Amos Hall; on airplanes and in cars, Jin completed his project and prototype during spring break in March. It was easy for the emerging scientist to pinpoint the twin passions that made his work worthwhile: a desire to help improve rural communities’ health outcomes, and a love of peer-to-peer science communication.

These ideas have driven Jin academically long before his first day at St. Andrew’s. Jin’s parents grew up in rural areas of China, in communities that had worse health outcomes and less access to fast, reliable healthcare than people living in urban areas.

“Those stories gave me an attachment to this idea that improving testing in remote areas was important,” Jin says. “Then as I moved to middle school, I realized, ‘This issue exists all around the world.’ That gave me the biggest push to think of a way to not necessarily solve the issue completely, but to make it less serious.”

Jin’s drive to help solve a problem went hand in hand with another goal: producing valuable scientific work and taking it to science fairs, expos, and other competitions—not to compete with other STEM students, but to share ideas and inspiration. 

Jin was first able to present the microfluidics project at the Biomedical Engineering Society Annual Meeting’s high school expo in Baltimore in fall 2024. Last month, he scored among the top five contestants and earned an Honorable Mention after competing in a field of about two dozen medicine- and health-related projects at the Delaware Valley Science Fairs tri-state competition, which brought together young scientists from Delaware, New Jersey, and Pennsylvania.

In between these competitions, Jin shared his work in the McLean contest—an exercise in public speaking and communication that he said helped him in the later contest. Communicating scientific concepts clearly to an everyday audience is a core piece of the McLean experience, Hyde says.

“It’s showing that they’re not just competent scientists, but they’re also skilled public communicators, which is such a huge and important skill set in science that is perhaps underrepresented,” Hyde says. “We talk a lot at St. Andrew’s about how students do the work of the professionals of the discipline—of historians, of writers, of artists, of mathematicians, of scientists. This is a chance to literally give them the microphone to stand on stage and do their thing.”

Names that come to mind when speaking about the Civil Rights movement include Dr. Martin Luther King Jr., Malcolm X, or Rosa Parks. On Friday, January 17th, Dr. Keisha Blain, a professor at Brown University, visited St. Andrew’s to deliver the Levinson History Lecture on a lesser-known but important woman who was also instrumental in advancing the cause of civil rights: Fannie Lou Hamer. 

Hamer was the subject of Blain’s Until I Am Free, the part social commentary, part biography, part history book Blain wrote in 2021 about the life of voting and women’s rights advocate Hamer. Earlier in the day, students in Dean of Teaching & Learning Emily Pressman’s AS American Social Reform class wrapped up their discourse on Until I Am Free in preparation for Blain’s visit. 

Blain, a best-selling author and award-winning historian, is an MSNBC columnist, received the Guggenheim Fellowship and was an Andrew Carnegie Fellow, both in 2022. Prior to the talk, Blain signed books and visited with Saints at a dinner in the Warner Gallery. 

In addition to offering students an in-depth, intimate look into Hamer’s life, Blain spoke to the relevance of Hamer’s story today. Blain shared her experience in what it looks like to do the work of a historian, both the challenges and the work’s importance. 

Blain began her talk by telling students the story of  Hamer’s upbringing. She was the youngest of 20 kids growing up poor and malnourished on a plantation. As an adult, as she underwent the process of having a tumor removed, her doctor sterilized her without her consent. Her upbringing and this medical crisis would both inform her life’s work. 

In 1962, Hamer went to a Student Nonviolent Coordinating Committee (SNCC) lecture. There, she was not only inspired to opt into the fight for equality, but she also learned about her right to vote, a right that, in the state of Mississippi, was infringed via literacy tests and physical violence. Blain said this meeting inspired Hamer to “devote her life to bettering society.” Hamer often focused her message on empowering young people by visiting college campuses. “None of us are free until all of us are free” was Hamer’s rallying cry.

Hamer led protests, helped people register to vote, raised awareness about sterilization and medical malpractice, and uplifted the voices of others. She started the Freedom Farm in 1969, an agricultural co-op founded as a rural economic development and political organizing project that worked to combat hunger those in her county encountered; she said that “hunger has no color line.” Freedom Farm ended up serving more than 1,600 families. She advocated for the “American Dream” that America promised. After attending the Democratic National Convention in 1964, Hamer reflected, “We went there because we believed that America was what it said. It was the land of the free.” Hamer demanded that America start living up to the ideals which were promised in the Constitution.

Blain argued that Hamer is an example of someone with no formal education making a huge difference. She said that everyone has the power to contribute to the fight for equity and inclusion. “Hamer’s words offer guidance and direction,” Blain said. “We often wait for others to offer bold solutions and answers to the nation’s most pressing problems, but have we considered that the answer lies within us?”

At the conclusion of the talk, Blain sat down with Pressman and History Department Chair Matt Edmonds for prepared questions. They asked about the relationship between narrative and taking action. Blain responded that while one story is not reflective of others, it allows people to empathize. She said that Hamer got people interested by sharing her story, and then she would make her larger argument. By sharing narratives, people then are “co-owners of the trauma” and must become part of the solution.

When asked how to construct a narrative, Blain advised students to “let the sources lead” them. She says that the work of a historian or researcher can make you uncomfortable, particularly when you encounter sources that complicate your message. “There are times when you are confronted with these dilemmas … I also knew that if I was committed to telling the story, I couldn’t just tell what I liked,” she said.“I needed to tell the full story, even if it made me uncomfortable.” 

That discomfort, she noted, is also important for learning and being a part of a democracy. “Of course, yes, yes, you shake your head and everyone feels comfortable [when you speak with people who agree with you]. But is that really discourse?” Dr. Blain asked students. “If you’re just kind of saying something and everyone’s shaking their head, there isn’t too much back and forth, no one’s learning anything because you all agree … it’s very dangerous to be in a position in your life where you’re resistant to listening and potentially growing.” Grappling with this complexity will help the historian grow, she said. 

Later in the evening, the student section was opened up to questions. One student asked what young people could be doing currently in the fight for equity and inclusion. “You don’t have to start yourself from scratch,” Blain said, adding that change doesn’t have to be astronomical but small things that build up over time. “You can really connect yourself to people who are already doing that work and figure out how you can use your gifts and abilities to support that work.” 

David N. Levinson ’53 and his family endowed the Levinson History Lecture series so St. Andrew’s students could engage with experts in history, politics, economics, or related social-science fields.