2013-14 Episcopal High School Viewbook

A grade nine through grade 12co-ed and 100 percent boarding school

Episcopal High School Since 1839

Over a Century of Honor and Tradition 5

Academic Life: Inspire and Engage 11

Our Faculty: Creative and Enduring 17

The Arts: Discover and Create 23

Athletics: Dedication and Pride 29

Campus Life: Connect and Grow 35

Choosing Episcopal: A Way of Life 45

Curriculum Guide 53

In my now over 40 years in the field of education, the last 16 as Headmaster of Episcopal High School, I have come to one very clear realization. When you thoughtfully consider all of the hopes that a school might fulfill, I believe you will find that EHS meets your ex-

pectations. A school is a meeting place of high expectations – for students and faculty alike. When it works, there is nothing more exciting or life-giving. We are able to share so many experiences in our 100 percent boarding community located just minutes from the educational and cultural resources of our nation’s capital! I invite you to come to our campus to see for yourself.

Episcopal very intentionally focuses on the core elements of our philosophy – academic excellence, personal integrity, athletic and artistic engagement, and spiritual development. You will find people at Episcopal High School who are devoted to these ideals, and it is the joint pursuit of these principles by students and faculty that energizes the daily life on campus. This has been the case for Episcopal High School for 175 years, during which time we have always taken a fresh look at our approach and the means of edu-cating, while not taking our eye off the fundamental values that serve as the foundation for the School.

Early in my tenure, I attended an EHS gathering during which a recent graduate spontane-ously offered the following insight to prospective students:

• Do not go to Episcopal because your parents want you to. Do not go to Episcopal because you think it is “cool.” Do not go to Episcopal because someone else you know has gone or is going.

• Go to Episcopal if you want to truly discover who you are. Go to Episcopal if you are willing to wake up each morning and explore who you want to be. Go to Episcopal if you want an experience where the most important question asked daily is, “What is the right thing to do?”

The unvarnished wisdom of these words says it all. We invite you to consider EHS so you can develop your interests, talents, and character, but even more importantly, so that you can discover who you are and how you connect to others in an educational community of purpose.

Sincerely,

F. Robertson HersheyHeadmaster

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F O U N D E D O N A T R A D I T I O N O F H O N O R A N D T H E P U R S U I T O F S E L F - D I S C O V E RY,

E P I S C O PA L H I G H S C H O O L E N G A G E S S T U D E N T S I N A C H A L L E N G I N G C O L L E G E

PREPARATORY EDUCATION. THE SCHOOL FOSTERS EMPATHY AND RESPONSIBILITY

F O R S E L F A N D O T H E R S T H R O U G H A C O M M I T M E N T T O S P I R I T U A L I N Q U I R Y

A N D G R O W T H I N A F U L LY R E S I D E N T I A L C O M M U N I T Y. S T U D E N T S A R E

E N C O U R A G E D T O T H I N K C R E AT I V E LY, W O R K C O L L A B O R AT I V E LY, D E V E L O P

I N D I V I D U A L PA S S I O N S , A N D C E L E B R AT E T H E TA L E N T S O F O T H E R S . S H A R I N G

D I V E R S E L I F E E X P E R I E N C E S , I D E A S , A N D VA L U E S , S T U D E N T S L E A R N

H U M I L I T Y, R E S I L I E N C E , A N D M U T U A L RESPECT. THROUGH ACCESS TO THE

EDUCATIONAL AND CULTURAL RESOURCES O F T H E N AT I O N ’ S C A P I TA L , S T U D E N T S

A R E I N S P I R E D T O U N D E R S TA N D A N D E M B R A C E A C H A N G I N G W O R L D .

T O G E T H E R , FA C U LT Y A N D S T U D E N T S TA K E I N I T I AT I V E A S I N F O R M E D

C I T I Z E N S A N D E N V I R O N M E N TA L S T E WA R D S . E P I S C O PA L S T R I V E S T O

P R E PA R E Y O U N G P E O P L E T O B E C O M E D I S C E R N I N G I N D I V I D U A L S W I T H T H E

I N T E L L E C T U A L A N D M O R A L C O U R A G E T O L E A D P R I N C I P L E D L I V E S O F

L E A D E R S H I P A N D S E R V I C E T O O T H E R S .

Our Mission

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AT E P I S C O PA L H I G H S C H O O L , C H A R A C T E R I S N U R T U R E D T H R O U G H T R A D I T I O N S O F

H O N O R A N D E X C E L L E N C E . O U R 1 3 0 - A C R E C A M P U S , J U S T O U T S I D E WA S H I N G T O N , D . C . ,

A F F O R D S A C C E S S T O A L L T H E A R T I S T I C , C U LT U R A L , A N D S C H O L A S T I C R E S O U R C E S O F

O U R N AT I O N ’ S C A P I TA L . E P I S C O PA L O F F E R S A N E X T R A O R D I N A R Y B O A R D I N G S C H O O L

E X P E R I E N C E A N D E X C E P T I O N A L C O L L E G E P R E PA R AT I O N T H AT E M P H A S I Z E S S E L F -

D I S C O V E R Y, I N D E P E N D E N C E , A N D P R O D U C T I V I T Y, P R E PA R I N G G R A D U AT E S T O S U C C E E D

AT S O M E O F T H E F I N E S T C O L L E G E S A N D U N I V E R S I T I E S I N T H E N AT I O N A N D T O L E A D

F U L L L I V E S W I T H H O N O R A N D P U R P O S E .

WELCOME TO EPISCOPAL

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Since 1839, Episcopal High School has attracted the finest students

and challenged them to grow through our time-honored college

preparatory education. We do this in small classes led by remarkable

teachers and in residential living with engaging peers and supportive

faculty. We’ve found strength of character grows quietly here – as

students risk contrary opinions, confide in an advisor, or guide a

team to victory against all odds. In visits throughout the Washington,

D.C., area, where our students interact with leaders and tour some

of our country’s greatest artistic and cultural treasures, they learn

that strength of character can even lead to greatness.

Over a Century of Honor and Tradition

Section I

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Strength of character also comes from the EHS Honor Code – one of the oldest among secondary schools and one of our most cherished tradi-tions. Each year, all students sign the Honor Code, demonstrating their commitment to live and learn in a respectful and truthful way. Through the tradition of the Honor Code, EHS seizes these formative years and guides students as they become discerning, self-reliant, and compassionate individuals. For generations, Episcopal students have learned to heed that

inner compass that leads them in the right direction. Our deep commitment to the Honor Code creates an atmosphere of trust, freeing students to pursue, undistracted, their intel-lectual, spiritual, and creative journeys.

The Honor Code applies to all aspects of student life at Episcopal – from classrooms to the student lounge, from dorm rooms to the ath letic fields.

Our Honor Code

I WILL NOT LIE. I WILL NOT CHEAT. I WILL NOT STEAL. I WILL REPORT THE STUDENT WHO DOES.

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I think there’s a real comfort for students to see ideas they know to be important articulated so clearly in an Honor Code

like ours, and to know that these four points are not commands, but simply reminders to be the morally strong individuals

they’ve been brought up to be. The group of seven peers that these same students elect each year serves as further evidence

of that communal desire to have in place, visibly and publicly, a body that stands for something.

TIM ROGERS ’79

FACULTY ADVISOR TO THE HONOR COMMITTEE

As students embrace the Honor Code, they come to understand that the first three points make them responsible for their own behav-ior: “I will not lie. I will not cheat. I will not steal.” The fourth, “I will report the student who does,” brings the full community into the picture and allows the Honor Code at Episcopal to be used primarily as an instructive tool, not a disciplinary measure. Here, in this supportive community, students learn that consequences can have impact beyond the individual. Indeed, alumni have long identified the Honor Code as one of the most significant aspects of their

EHS experience. As recent Honor Committee Chair Catherine Lambert ’11 says, “The Honor Code is unique because it is not merely a set of rules with disciplinary consequences for infrac-tions, but it is a set of educational principles that serves to stimulate moral development. Episcopal allows students the independence to make mistakes, yet challenges students to grow and emerge as stronger people afterwards.”

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T H E M O S T R E M A R K A B L E A S P E C T O F E P I S C O PA L H I G H S C H O O L I S I T S

C O M M U N I T Y, A N D T H E M O S T I M P O RTA N T A S P E C T O F T H I S C O M M U N I T Y

I S T H E H O N O R C O D E . I T I S A U N I Q U E O P P O RT U N I T Y T O B E A B L E T O

G R O W A N D L E A R N A B O U T Y O U R S E L F I N A N E N V I R O N M E N T W H E R E Y O U

C A N P L A C E C O M P L E T E T R U S T I N T H O S E A R O U N D Y O U , A N D T H E H O N O R

C O D E AT E P I S C O PA L L I E S AT T H E C O R E O F T H AT T R U S T. T H E H O N O R

C O D E F I N D S I T S S T R E N G T H I N E A C H I N D I V I D U A L S T U D E N T AT T H E H I G H

S C H O O L , A N D I N T H E R E S P O N S I B I L I T Y T H AT C O M E S F R O M R E P R E S E N T I N G

Y O U R S E L F T R U T H F U L LY T O Y O U R S E L F A N D T O Y O U R P E E R S , E N A B L I N G

E A C H M E M B E R O F E P I S C O PA L’ S C O M M U N I T Y T O L E A R N L E S S O N S T H AT

R E M A I N L O N G A F T E R T H E I R T I M E O N T H E H O LY H I L L .

WOODY DEWING ’12

HOUSTON, TEXAS

2011-12 HONOR COMMITTEE CHAIR

UNITED STATES NAVAL ACADEMY

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Academic Life:Inspire and Engage

Dedicated to providing a liberal arts education where students

learn to think independently, our teachers seek out student opin-

ions, ideas, and responses. To engage students in their subjects,

an Anatomy and Physiology class might observe surgery at the

Alexandria Animal Hospital, and an Advanced Latin Literature

class might go to the Library of Congress. The proximity of Wash-

ington, D.C., permits genuine field work instead of field trips. The

Washington Program, Senior Seminar, Study Abroad Programs,

and more than 40 Honors and Advanced courses equip our stu-

dents to excel in inquiry, research, and analysis.

Section II

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Episcopal’s academic program offers students myriad opportunities and challenges in a supportive

environment in which they love what they’re doing. They explore and create, experiment and

analyze, and thereby develop the resilience as well as the creative and critical thinking skills essential

to navigating successfully through and leading in a highly complex and connected world.

MARY FIELDER

ASSISTANT HEAD FOR ACADEMICS, THEOLOGY TEACHER

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Through the Episcopal academic program, stu-dents have the opportunity to truly delve into their studies in subjects that interest them and prepare them for college. Whether they are in an Advanced science class, or studying the classics, Episcopal supports them every step of the way through the use of state-of-the-art facilities and technology, as well as experi-ential learning opportunities outside of the classroom. Technology supports our students in the following ways:

• Faculty use software such as Geometer ’s Sketchpad in mathematics and recording soft-ware in language classes. They post syllabi, assignments, and course-related documents on the web-based Blackboard application.

• All classrooms and dorms have wired and wireless connections.

• The David H. March Library houses more than 64,000 print and digital items and provides access to 50 online databases.

• The LEED-certified Baker Science Center includes high-tech laboratories for all science courses, as well as a greenhouse, science library, and auditorium.

• A digital lab, 14 high-capacity computers, and digital recording studios are available for students’ use in the Ainslie Art Center.

Learning on the Hill

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When school is 10 minutes from the nation’s capi-tal, research is not a spectator sport. Episcopal’s faculty and students extend the borders of their campus and textbooks by using Washington, D.C., as a living laboratory.

• Tour Program: On recent Wednesday and weekend tours, students have discussed U.S.-Pakistani relations at the U.S. Department of State; participated in mock forensic trial analysis; and toured the Holocaust Museum, The Washington Post offices, and the White House.

• Cultural Connections: Episcopal invites tal-ented performers, artists, and speakers to campus, and our students take frequent trips to the city to explore the capital’s cultural resources, attending performances at the Kennedy Center, National Theatre, Ford’s Theatre, and Folger Theatre, to name a few.

• Senior Seminar: Seniors intern on Capitol Hill, within the federal government, and in schools, hospitals, museums, law firms, banks, news media, and other organizations. They keep journals, write final papers, and present to a faculty committee.

The Washington Program

SCIENTIFIC DISCOVERY, ART, POLITICS, REPORTING, AND THEATER HAPPEN LIVE, WITH REAL-WORLD ANSWERS TO THEORETICAL QUESTIONS.

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College Counseling

I think what sets Episcopal’s college counseling apart from others schools is the accessibility. During college application season, the College Counseling Office was like my second home, and I always felt comfortable going in to ask a question in between free periods. I even visited Mrs. Albers when she was on dorm duty. This convenient access eased a lot of my anxiety about the college process. Ultimately, I am most thankful for the way in which they allowed me to make a huge decision on my own, yet I felt supported throughout the entire experience.

ELLE WILSON ’13, DUKE UNIVERSITY

Where do students go from here? When our graduates leave Episcopal High School’s gates, without exception their journeys continue at colleges and universities that best complement their talents, ambitions, and learning styles. Our alumni attend many of the most highly selective institutions in the country, including honors colleges at state universities. Episcopal’s dedicated team of college counselors guides both students and parents through every aspect of the college admissions process. Informally,

the process can begin as early as freshman year when students are invited to attend college fairs and to meet with visiting admissions teams. Formal counseling begins junior year with individual meetings and an orientation session designed to help students understand the college application process. Please refer to our Curriculum Guide for a list of colleges attended by graduates over the most recent five-year period.

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At Episcopal, the quality of our curriculum is matched only by

the expertise of the people who deliver it: over 80 percent of the

faculty have advanced degrees from the nation’s most prestigious

universities, as well as significant experience in their chosen fields.

Episcopal’s 86-person faculty provide a 6:1 student-teacher ratio.

Furthermore, 85 percent of the faculty live on campus, where they

share their wisdom and friendship as advisors, coaches, dorm par-

ents, and club sponsors. Our teachers understand that learning is

a journey – traveled both within and outside of the classroom – and

it is more rewarding with a seasoned and compassionate mentor

as a guide.

Our Faculty: Creative and Enduring

Section III

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I T I S A P R I V I L E G E T O S E RV E O N T H E FA C U LT Y AT E P I S C O PA L A N D W O R K

A L O N G S I D E S U C H D E D I C AT E D A N D TA L E N T E D C O L L E A G U E S , W H O S E

COMMON GOAL IS TO HELP EACH STUDENT FIND THE “SCHOLAR WITHIN.”

I L O V E A L L A S P E C T S O F M Y W O R K H E R E AT E P I S C O PA L – W H E T H E R I N

T H E C L A S S R O O M , O N D O R M , O R O N A S C H O O L T R I P A B R O A D . T H E S T U -

DENTS ENERGIZE ME, AND I VALUE THE CONNECTIONS I HAVE MADE WITH

T H E M . A L O N G W I T H T H E R E S T O F T H E FA C U LT Y, I F E E L A T R E M E N D O U S

O B L I G AT I O N T O S E RV E A S A P O S I T I V E R O L E M O D E L F O R O U R S T U D E N T S

A N D T O H E L P T H E M D E V E L O P S T R O N G C H A R A C T E R A N D VA L U E S .

CATHERINE B . GOMEZ-GOODNOW

SPANISH TEACHER

M.A. MIDDLEBURY COLLEGE

B.A. COLLEGE OF MOUNT ST. VINCENT

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We are blessed at Episcopal to not only have friends and family who want to help us along the

way, but also faculty whose lives are dedicated to bettering us as students and also people. It is

a marvelous thing, and it is a key part of the spirit that drew me here all those years ago.

SUTTON ALFORD ’11

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Faculty as Advisors and Mentors

Episcopal advisors are guides, philosophers, and friends. Officially, advisors help students select classes and explore the opportunities Episcopal has to offer. Informally, they become like fam-ily to both students and parents. Advisors care about connecting, and students know they can turn to them for advice or support. Advisee groups are the same gender in 9th grade and mixed gender in grades 10 through 12. Advi-sors communicate regularly with parents about students’ academic progress, other activities, and overall experiences at EHS. Advisors make formal reports after the close of each grading period and will also call or email as needed.

Episcopal’s advisory system is integral to the EHS experience and helps to bridge the gap between “hometowns” and a student’s home at Episcopal. A few things that advisors will do include:

• Creating another home for students, having their advisees over for suppers or to roast marshmallows on the eve of important exams;

• Attending students’ extracurricular events, such as games, exhibits, and performances;

• Meeting with their advisory at least five times a week at meals and in chapel and weekly in Community Meeting; and

• Opening their homes to students, allowing them a place of respite, reflection, and discus-sion with a trusted adult and mentor.

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At Episcopal, we know that the arts feed creativity, and creativity

stimulates cognitive perception, awareness, and intellect. That’s

why we offer a comprehensive arts program through which stu-

dents have an extraordinary opportunity to excel in their chosen

art form or to explore newly discovered interests and talents. In

the state-of-the-art Ainslie Arts Center, students pursue all lev-

els of study and practice in the performing and visual arts. This

dynamic curriculum includes exposure to the rich artistic and

cultural treasures of Washington, D.C., and master workshops

with well-known performers and artists. EHS students have a

rare opportunity to work at what they love and experience the

challenges of creative practice – supported by adults who are

themselves accomplished professionals.

The Arts: Discover and Create

Section IV

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T H R O U G H E P I S C O PA L’ S A RT S P R O G R A M , I H AV E F I N A L LY F O U N D A P L A C E

W H E R E I C A N F R E E LY E X P R E S S M Y S E L F, K N O W I N G T H AT I ’ M N O T W O R K -

I N G TO C O M P E T E A G A I N S T A N Y O N E B U T R AT H E R C H A L L E N G I N G M Y S E L F

T O S T R I V E T O B E C O M E A B E T T E R A RT I S T.

CLARENCE CLANTON ’12

BRONX, NEW YORK

COLGATE UNIVERSITY

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Home to Episcopal’s Arts Department, the 42,000-square-foot Ainslie Arts Center is a favorite place for performers, visual artists, and those who thrive on simply taking it all in. The Ainslie Arts Center features:

• Ceramics, painting, drawing, recording, dance, and digital art studios;

• Photography studio, darkroom, and techno-logically enhanced lecture room;

• Choir room and orchestra room;

• Instrument practice rooms and piano studio;

• Pendleton Hall and Breeden Black Box Theater;

• Scene and costume shops; and

• The Angie Newman Johnson Gallery.

Whether taking a first picture with a pinhole camera or discovering the intricacies of a Mozart

Quintet, students at EHS have the chance to explore their creativity and further their

artistic abilities. The program provides a breadth of experiences for novice artists while preparing

those most advanced for training at the nation’s finest schools and conservatories.

DOUGLAS E. KEHLENBRINK

CHAIR OF THE ARTS, DIRECTOR OF CULTURAL EVENTS

The Ainslie Arts Center

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On the courts and playing fields, students learn to develop strat-

egy, work as part of a team, and lead as individuals. Our founders

recognized the importance of athletics: Episcopal was the first

school regionally to introduce baseball, football, and track. Today,

that tradition endures with 42 interscholastic teams – including

varsity, junior varsity, and junior levels – in 15 different sports;

non-interscholastic offerings such as aerobics, cross training, and

dance; and one of the oldest continuous football rivalries in the

country. With such a rich sports culture, EHS inspires students to

participate fully and strive for excellence. More than 375 students

play on teams each year, and most freshmen and sophomores

compete in interscholastic competitions during all three seasons.

Athletics: Dedication and Pride

Section V

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E P I S C O PA L H I G H S C H O O L I S D E D I C AT E D T O T H E S T U D E N T ’ S P U R S U I T O F E X C E L L E N C E

A N D T O T H E J O Y O F L E A R N I N G A N D S E L F - D I S C O V E R Y I N A C A R I N G A N D S U P P O R T I V E

C O M M U N I T Y. E P I S C O PA L B E L I E V E S T H AT P H Y S I C A L E X E R C I S E A N D C O N D I T I O N I N G A R E

K E Y T O T H E H E A LT H O F E V E RY T E E N A G E B O Y A N D G I R L A N D T H AT H A B I T S A N D R O U T I N E S

O F E X E R C I S E B E G U N AT A Y O U N G A G E P R O M O T E L I F E L O N G H E A LT H . E H S I S A L S O C O M M I T -

T E D T O T H E VA L U E S – S P O RT S M A N S H I P, S E L F - D I S C I P L I N E , A N D P E R S E V E R A N C E – T H AT A R E

O F T E N L E A R N E D T H R O U G H I N T E R S C H O L A S T I C S P O RT S . M O S T I M P O RTA N T LY, E P I S C O PA L’ S

AT H L E T I C T E A M S P R O V I D E A N O P P O RT U N I T Y F O R S T U D E N T S F R O M D I V E R S E B A C K G R O U N D S

T O L E A R N T H E VA L U E O F T E A M W O R K , C O O P E R AT I O N , A N D M U T U A L R E S P E C T.

OUR ATHLETICS PHILOSOPHY

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Our 130-acre campus includes:

• Eight playing fields, including three artificial turf fields, one Bermuda grass field, and Hummel Bowl with 2,800 spectator seats;

• Flippin Field House with three tennis courts, three basketball courts, a 200-meter track, and a batting cage;

• Centennial Gymnasium, housing the main basketball court;

• A fitness center with circuit and cardiovas-cular training;

• A weight room with six Olympic lift racks;

• Team locker rooms;

Our Athletics Facilities

• The Goodman Squash Center with nine in-ternational-size courts;

• The Cooper Dawson Baseball Diamond;

• A wrestling cage;

• Shuford Tennis Courts with 12 all-weather courts;

• An outdoor swimming pool;

• Hoxton Track, a six-lane, 400-meter outdoor track; and

• A dance studio.

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T H E AT H L E T I C S P R O G R A M AT E P I S C O PA L I S A G R E AT WAY T O G E T

I N V O LV E D I N A N D C O N T R I B U T E T O L I F E AT E H S . E V E N A S A F R E S H -

M A N , B E I N G I N V O LV E D I N T E A M S P O R T S G AV E M E A G R E AT O P P O R -

T U N I T Y T O P L AY A N D I N T E R A C T W I T H O T H E R S T U D E N T S O U T S I D E

O F T H E C L A S S R O O M S A N D D O R M S . P L AY I N G T E A M S P O R T S TA U G H T

M E T H E I M P O R TA N C E O F T I M E M A N A G E M E N T, C O M P E T I T I O N , A N D

C A M A R A D E R I E , P R O V I D I N G VA L U A B L E P R E PA R AT I O N F O R M Y F U T U R E

A C A D E M I C A N D P R O F E S S I O N A L E N D E AV O R S .

NANCY WALKER ’11

ALEXANDRIA, VIRGINIA

VARSITY SOFTBALL

ALL-ISL AND ALL-STATE

BOWDOIN COLLEGE

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The Episcopal experience is rooted in self-discovery. Our extraor-

dinary residential community provides the perfect opportunities

– both in and out of the classroom – for such discovery to occur.

Living on dorm with classmates and teachers as neighbors in-

spires formative, lifelong friendships. The experience starts with

academics and moves outward to the arts, athletics, community

service, school trips, and unstructured time for just hanging out.

The many choices – to participate on an athletic team, in a perfor-

mance, in a club, with a student publication, to play dodge ball

or laser tag – are joyous opportunities for students to determine

who they are and to work with others toward mutual goals.

Campus Life:Connect and Grow

Section VI

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Life on DormLIVING ON DORM IS AT THE HEART OF EPISCOPAL CULTURE.

The School’s eight dorms – four for boys and four for girls – quickly become “home,” where teachers and students celebrate birthdays, indulge in spontaneous midnight pancakes, and hold meaningful conversations around the kitchen table. Dormitories become communities where students support and champion one another, attending each other ’s theater performances and athletic contests and sharing the Episcopal experience. A faculty member lives on each floor of every dormitory, and Monitors – stu-dents selected by the faculty and student body – help to coordinate dorm life and activities. The

School’s Activities Committee helps to organize weekend and evening activities. Residential life activities include:

• Intra-dormitory games and competition;

• Performances at the National Theatre and Kennedy Center;

• Community service events;

• Professional sporting events;

• Bowling, ice skating, or going to the movies; and

• Cookouts, themed parties, dances, and pool parties.

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My favorite part of EHS daily life is living on dorm. It has been so rewarding to live with my best friends. We have become

like sisters. We spend a lot of time celebrating birthdays, watching movies in the common room, stressing over final

exams, baking in our dorm head’s apartment, doing homework late at night, and laughing and chatting in the hallways.

EMILY HUNT ’13

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I N E P I S C O PA L’ S G R A C I O U S L A I R D D I N I N G H A L L , E H S A D V I S O R S D I N E W I T H

T H E I R A D V I S O R Y G R O U P S T H R E E T I M E S A W E E K . T H E S E FA M I LY- S T Y L E M E A L S

F E E L A L O T L I K E T H O S E AT H O M E A N D H E L P F O S T E R L A S T I N G A N D D E E P R E -

L AT I O N S H I P S B E T W E E N S T U D E N T S A N D W I T H T H E I R A D V I S O R S . T H E M O R E

C O M F O R TA B L E S T U D E N T S B E C O M E W I T H A D V I S O R S , T H E M O R E C O M F O R TA B L E

T H E Y W I L L F E E L R E A C H I N G O U T W H E N T H E Y N E E D H E L P. T W I C E W E E K LY,

S T U D E N T S E AT FA M I LY- S T Y L E AT A S S I G N E D TA B L E S W I T H D I F F E R E N T S T U -

D E N T S A N D FA C U LT Y M E M B E R S , A N D T H E R E S T O F T H E T I M E , T H E Y D I N E

B U F F E T - S T Y L E W I T H W H O M E V E R T H E Y L I K E .

SEATED MEALS ARE A TRADITION

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Since its founding, Episcopal High School has celebrated the spirit and rich religious tradi-tions that its many students bring to the school community. Episcopal maintains a commitment to developing the spiritual life of each student through the following:

• Chapel services three times a week, permit-ting time for personal reflection and renewal;

• Transportation to students’ houses of worship, a broad range of which are located just minutes from campus;

Our Spiritual Growth

• The Vestry, a group of students who provide spiritual leadership to the School, organizing performances and chapel talks from EHS community members;

• Courses that explore Judeo-Christian-Islamic theology as underpinnings of western civi-lization; and

• Adults in the community willing to enter into quiet and important dialogues that help us define who we are, and what we are coming to believe.

I love our community and the feeling one cannot understand unless he or she lives it and breathes it every day:

breaking bread and laughing at seated meals, coming together three times a week to worship and reflect in silence,

song, and story. Friday chapels serve as a metaphor for why I teach: a celebration of students’ talents and gifts.

BRAD PARK

DEAN OF STUDENTS, ENGLISH TEACHER

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Despite their full schedules, many students believe that a vitally important part of life is the chance to serve those in need. Whether through feeding programs, gleaning, tutoring, advocacy, fundraising, or construction, many students find that work serving the community outside the Episcopal gates is an essential and balancing component of their EHS experience.

Opportunities to serve include events and organizations such as:

• The Service Council, which hosts fundraisers and arranges volunteer opportunities;

• Community service tours on Wednesdays;

• Annual spring break service trips to an orphanage in the Dominican Republic or to Haiti to work with the Haiti Micah Project;

• Summer service trips to Kenya to work with the Elewana Education Project;

• Volunteer opportunities at the Special Olympics track meet, held at EHS in the spring; and

• Student-inspired events to champion personal causes, such as clothing or fund drives, Serve for the Cure, and Mustache March.

Our Community Service

Though I do try to always be a little more selfless and positive than the day before, I fail a lot along the way. But that

is why the next day is right around the corner bearing new opportunities to make a difference. There is something

truly peaceful about doing service work, and it does help us grow into more kind and virtuous individuals.

CHRIS CINDRICH ’13

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The Episcopal community supports students in identifying, enjoying, exploring, and commit-ting to their personal interests and passions. EHS has a wide variety of clubs and activities designed for this purpose, and each of these clubs has leadership positions within it. Club and committee meetings typically occur for one hour after dinner four days a week, two hours after dinner on Friday, and as part of the afternoon program.

Clubs and Activities

As student activities have expanded, Episcopal has incorporated its emphasis on leadership skills into all of these areas, whether through planning a campus-wide event, or spearheading popular initiatives such as movie workshops, community clean-up days, and “coffee houses,” during which the student center is transformed into a place for student performances. Student leadership is a tradition at Episcopal that en-gages students at many levels.

We emphasize full engagement in the l i fe of the School beyond the classroom experience.

Whether through athletics, the arts, our leadership programs, or clubs, all students have an opportunity

to pursue a passion or develop a new interest. Since all students live on campus, ours

is an inclusive community in which each student travels a unique journey of self-discovery.

TIMOTHY C. JAEGER

ASSISTANT HEAD FOR STUDENT LIFE, ENGLISH TEACHER

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Getting Involved

Episcopal teaches its students how to work together and lead in daily life, in the classroom, and on the sports

fields. These are important skills that prepare us to succeed after high school.

WILL THOMAS ’13, HEAD MONITOR

In addition to the formal leadership roles in the Monitor System, the Honor Committee, and the Vestry, students have the opportunity to become involved in a number of different organizations on campus, for example:

• Cheerleaders• Dorm Council• Tour Guides• School publications• Activities Committee• Service Council• Outdoor Club

• Model U.N.• Two a cappella groups• Engineering Club• Environmental Club• Gay/Straight Alliance• Girls’ Christian Fellowship• Jazz Ensemble• Latin Certamen• Student Associations for Visual and

Performing Arts• Student Investment Group• Young Alumni Leadership Program (YALP)

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Episcopal High School, the only 100 percent boarding school in

a major U.S. metropolitan area, offers students the best of both

worlds: a serene campus and access to the myriad resources of

the nation’s capital. It is simply an ideal situation for teaching

and learning the liberal arts and sciences. At Episcopal, students

appreciate the boarding school difference: graduates feel more

independent, love to learn, and enjoy taking risks. One recent

alumna said, “Choose Episcopal if you are willing to wake up each morn-

ing and explore who you want to be. Choose Episcopal if you want an

experience where the most important question asked daily is, ‘What is the

right thing to do?’ ”

Choosing Episcopal:A Way of Life

Section VII

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H E A D M A S T E R R O B H E R S H E Y H A S D E D I C AT E D H I S E N T I R E C A R E E R

T O F U R T H E R I N G E X C E L L E N C E I N E D U C AT I O N . A N I N D E P E N D E N T

S C H O O L G R A D U AT E , H E AT T E N D E D W I L L I A M S C O L L E G E A N D E A R N E D

H I S M A S T E R ’ S D E G R E E I N E D U C AT I O N F R O M T H E U N I V E R S I T Y O F

V I R G I N I A . H E S E R V E D A S H E A D M A S T E R AT T H E D U R H A M A C A D E M Y

I N N O R T H C A R O L I N A A N D T H E C O L L E G I AT E S C H O O L I N R I C H M O N D ,

VA . , P R I O R T O C O M I N G T O E P I S C O PA L I N 1 9 9 8 . A R E C O G N I Z E D L E A D E R

I N H I S F I E L D , H E S E RV E D A S C H A I R O F T H E B O A R D O F D I R E C TO R S O F

T H E A S S O C I AT I O N O F B O A R D I N G S C H O O L S , P R E S I D E N T O F T H E V I R G I N I A

ASSOCIATION OF INDEPENDENT SCHOOLS, AND HAS S E RV E D ON THE BOARD

O F S C H O O L Y E A R A B R O A D .

F. ROBERTSON HERSHEY

HEADMASTER, SOCIAL STUDIES

M.ED. UNIVERSITY OF VIRGINIA

B.A. WILLIAMS COLLEGE

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How can you become part of this community?

• Episcopal welcomes applications from moti-vated and talented students of good character who are entering grades nine through 11.

• Visit us! During a visit to EHS, students and parents tour the campus with current students and meet with one of our admissions officers. There is an opportunity to observe classes, meet with teachers or coaches, attend chapel and lunch, and watch an athletic or performing arts practice.

• Appointments are best scheduled when school is in session, although we are happy to accom-modate families year round.

Applying to Episcopal

• Applications, due January 15, include an appli-cation form; academic transcript; personal interview with an EHS admissions officer; recommendations from an English teacher, mathematics teacher, and school principal or counselor; and standardized testing.

For more information, please visit: www.episcopalhighschool.org

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Episcopal seeks applications from talented students, regardless of family resources. The School makes financial assistance available to help close the gap between the costs of attend-ing EHS and a family’s ability to pay. Episcopal awards financial aid guided by School and Stu-dent Service for Financial Aid (SSS) principles. We have an overriding commitment to socio-economic diversity, which brings a variety of perspectives and enables students to debate, discover, and expand upon their knowledge of the world. We believe this greater understand-ing prepares students to succeed in all aspects of life. We urge families to apply even if there

is concern over the ability to pay tuition. For further financial aid and comprehensive fee information, see the Curriculum Guide.

Episcopal High School admits students of any race,

gender, color, sexual orientation, or national and

ethnic origin to all the rights, privileges, programs,

and activities generally accorded or made avail-

able to students. EHS does not discriminate in

the administration of its educational policies, ad-

missions policies, scholarship programs, or other

school-administered programs.

Affording Episcopal

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18

17

19

24

23

9

8

7

6

5

14

10

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21

20

16

15

3

2

13

14

12

22

OUR CAMPUS

1. Hoxton House (Administration) and Laird Dining Hall

2. Penick Hall (Admissions/ Alumni and Parent Programs/ Advancement)

3. Crosland Alumni Cottage 4. Blackford Hall 5. Dalrymple Dormitory 6. Henderson Hall

(Hummel/McGuire Dormitories)

7. Patrick Henry Callaway Chapel 8. Baker Science Center 9. Stewart Gymnasium (Student Center) 10. Hummel Learning Center/

David H. March Library 11. Bryan Library 12. Evans Dormitory 13. Robertson Hall (Anderson/

Harrison Dormitories) 14. Hoxton Dormitory 15. Ainslie Arts Center/Pendleton Hall

16. Berkeley Dormitory 17. McAllister Health Center 18. Wrestling Cage 19. Centennial Gymnasium 20. Goodman Squash Center 21. Flippin Field House 22. Hummel Bowl 23. Athletics Center 24. Townsend Hall

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EHS guides young people in pursuing excellence within a caring and

supportive community. Small classes invite lively discussion and

teach students to think independently, creatively, and critically.

Offerings include a wide range of courses in English, mathematics,

science, language, social studies, theology, and the arts. The seven-

period academic day allows ample time for an elective and study

period. Students must earn at least 23 credits in four years to

graduate, including credits for afternoon programs. EHS also offers

more than 40 Honors and Advanced courses in English, math, social

studies, science, languages, and many electives, including inter-

disciplinary studies.

CurriculumGuide

13-14

Section VIII

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Learning at its BestEpiscopal High School understands the needs and expectations of today’s students. The School fosters a pursuit of excellence in a caring and supportive community that promotes self-discovery and the joy of learning. Enriched by the educational and cultural resources of the nation’s capital, Episcopal’s challenging and dynamic academic program encourages students to develop individual talents and prepares them to attend highly selective colleges and universities.

EHS is firmly committed to providing a liberal arts education in which students can begin to think independently, analyze, and reason. Students learn in small classes and actively participate in all classroom discussions.

The School’s college preparatory curriculum requires that students take courses in English, mathematics, modern or classical language, social studies, science, theology, and the arts. To graduate, students must earn a minimum total of 23 credits in four years, including credits received for afternoon program activities. Course requirements are explained in more detail in the Class Offerings section.

Honors and Advanced CoursesFor those students seeking additional academic chal-lenges, EHS offers approximately 40 Honors and Ad-vanced courses. These more challenging academic opportunities are available in required courses such as English, math, science, social studies, modern and classical languages, as well as in many electives.

In courses termed Advanced, our most rigorous offerings, students are expected to do college-level work. Many of these courses prepare students to take a corresponding AP exam at the end of the school year. A number of other Advanced courses are unique, capstone courses for which there is no corresponding AP exam. All Advanced courses are identified by EHS and recognized by colleges and universities as equivalent in rigor to courses offered at institutions of higher learning.

Advanced Placement ExamsStudents enrolled in an Advanced course for which there is a corresponding AP exam will sit for that AP exam at the end of the school year.

Advanced CoursesThe following Advanced courses are offered to students who have met specific departmental criteria for excellence, including test scores and grades in prior courses:

Art HistoryBiologyCalculus ABCalculus BCChemistryChinese LanguageComputer Science Engineering IIEnglish 3English 4Environmental ScienceFrench LanguageGlobal EnergyHuman GeographyLinear AlgebraMacroeconomicsMicroeconomics Multivariable and Vector CalculusMusic TheoryPhysics BPhysics C: Electricity & Magnetism; Mechanics Spanish LanguageSpanish LiteratureStatisticsStudio Art: 2-D Design PortfolioStudio Art: 3-D Design PortfolioStudio Art: Drawing PortfolioTopics in Latin: Caesar and VergilTopics in Latin: Rare BooksUnited States History

Independent StudyFor those junior and senior students who would like to pursue a particular academic topic in even greater depth, Episcopal offers the opportunity for independent study.

Students, along with a faculty mentor and the assistant head for academics, can develop a course that covers any topic that the student would like to explore further. In the past, students have delved into their areas of interest by taking Advanced language courses and examining historical people and places,

55

theater, literature, or theology. A few recent examples include Survey of Journalism, The Role of Iconography in Religious Thought, Special Topics in Physics, and participation in the Folger Shakespeare Library High School Fellowship Program.

All independent study projects supplement the student’s regular course work and must be approved by the assistant head for academics. The student will meet with the faculty mentor outside of class time, and the course will not substitute for an afternoon option. The independent study, which is usually a semester-long endeavor, is graded, and students earn a half credit that is factored into their overall grade point average.

Interdisciplinary StudiesRecognizing that understanding our complex world often requires synthesis of knowledge from more than one discipline, EHS offers a number of interdisciplinary courses. Through such courses as Advanced Global Energy, Advanced Engineering, African-American Studies, and Ethics and Aesthetics, juniors and seniors have the opportunity to sharpen their problem-solving skills and thoughtfully investigate how information is integrated into a fuller understanding of a problem, issue, or concept.

Graduation RequirementsTo earn a diploma from EHS, students must earn 23 credits and meet the following minimum requirements:

Subject CreditsEnglish 4 Mathematics 3 or 3-1/2*Social Studies 2*Modern or Classical Language 2 or 3*Laboratory Science 2Fine Arts 1*Theology 1*Physical Education 2Health 1 semester

*See requirement descriptions in each subject section.

EnglishFour credits are required in English. Students must be enrolled in English every year at Episcopal and must pass grammar competency tests in English 1, 2, and 3. Either an Honors or Advanced English course is offered for levels 2 through 4.

MathematicsA minimum of three credits is required in mathematics including successful completion of trigonometry, either as part of the full-year Algebra 2 with Trigonometry course or in a one-semester course (Algebra 3 with Trigonometry). A junior is required to take a full year of math, and EHS strongly encourages students to take mathematics every semester they are enrolled.

Social StudiesStudents must complete two full years of social studies, which must include U.S. History and Global History 2.

Modern or Classical LanguagesStudents are required to study one language for three years and successfully complete at least the second level in that language. Students who have completed level two of a language in two years of study are required to pass the third level. The final credit in that language must be earned at Episcopal. Students who complete this requirement in their junior year are strongly urged to take the next level of that language.

ScienceStudents are required to earn two credits in laboratory science, the last of which must be earned at EHS. Episcopal encourages students to take more than two credits, as many colleges prefer students to have three or four science credits.

The ArtsThe Arts Department has a one-credit requirement for all students entering in the 9th grade. Entering 10th and 11th graders must earn one-half credit. All 9th graders, except those taking choir, orchestra, acting, or survey of dance, must take Introduction to the Arts. Another one-half credit in the performing or applied visual arts is required for graduation. Artistically talented 9th graders may take an additional arts course in their first year.

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TheologyEntering 9th and 10th graders must take Biblical Theology (one-half credit) by the end of their 10th grade year. During the 12th grade year, seniors select a semester elective (one-half credit) offered by the Theology Department to complete the full credit required. Exceptions may be given for students taking six yearlong academic courses and orchestra or choir. Biblical Theology may then be “bumped” to the 11th grade or first semester of the 12th grade. As seniors, those students may also take one of the following courses for theology credit: Ethics and Aesthetics, Southern Literature and Ethics, or Greek.

Computer StudiesTechnology 101 is a non-credit course that all new students must take during the first semester of their first year at EHS.

Physical EducationStudents must earn two physical education credits. One-third credit is granted for a successful season of participation in a school-sponsored athletic offering. Each year there are three seasons (fall, winter, and spring). Ninth graders are encouraged to participate in athletics all three seasons.

Health and WellnessEntering 9th and 10th graders must take Health and Wellness during the 10th grade. It is a half-year, non-credit, pass/fail course that meets twice a week.

Typical Program of Study by YearEach student’s course program is individually scheduled through the Registrar ’s Office with assistance from the appropriate department chairs and his or her advisor based upon standardized test scores, prior coursework, and specific placement tests (math and upper-level languages). Most courses offer Honors sections. Placement is determined by department heads.

Each semester, students must be enrolled in a minimum of five academic courses plus an afternoon athletic or activity option. Students may not enroll in seven academic courses unless approved by the assistant head for academics.

For illustration only, the following programs of study provide examples of some typical progressions through the curriculum.

Freshman YearEnglish 1Algebra 1, Geometry, or Algebra 2/Trigonometry Modern or Classical Language Level 1 or 2Conceptual PhysicsThemes in Global History 1Introduction to the Arts (1 semester) (Choir, dance, theater, or orchestra, if taken the full year, may replace Introduction to the Arts.)

Sophomore YearEnglish 2 Geometry, Algebra 2/Trigonometry, or Precalculus Modern or Classical Language Level 2 or 3 Themes in Global History 2 or Honors Global History 2: Documents Study Chemistry or Honors Chemistry Biblical Theology (1 semester) Health and Wellness Course* (1 semester)

Junior YearEnglish 3 Algebra 2/Trigonometry, Precalculus, or Advanced Calculus Modern or Classical Language Level 3 or 4 U.S. History or Advanced U.S. History Biology or Advanced Biology Elective

Senior YearEnglish 4 Precalculus, Advanced Calculus, Advanced Statistics, Advanced Multivariable and Vector Calculus, or

Advanced Linear Algebra Modern or Classical Language Level 4 or Elective Science or Elective Social Studies or Elective Theology (1 semester) Art (1 semester)

*All sophomores are required to take a one-semester, non-credit, pass/fail health course.

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The Grading SystemEpiscopal uses the following numerical grading system to assign grades for examinations, grading periods, semesters, and transcripts. In order to receive credit for a course, a student must receive a course-end grade of 65 or better and, in the case of a yearlong course, must earn a 65 or better for the second semester.

90-100 Honors 87-89 Above Average 80-86 Average 70-79 Below Average 65-69 Passing 60-64 Conditional Failure (no credit)Below 60 Failure (no credit)

Four times a year, parents receive a grade report electronically via a password-protected online grade-book called NetClassroom. In addition to grades, the report includes teachers’ written comments about the student’s performance and attitude. Students are assigned to study hall each quarter based on their grade point average.

As a matter of school policy, Episcopal does not rank students within the grade levels. A student’s yearly average of all courses is weighted by adding one point for each Advanced or Honors course taken.

NetClassroomNetClassroom allows parents to view their child’s academic schedule, historical grades, conduct information, and current report card through the Episcopal website, www.episcopalhighschool.org.

Recognizing Outstanding AchievementFour times a year EHS recognizes students whose grade point average is 90 or higher by naming them to the School’s academic honor roll, the High List. Students who maintain a High List average throughout the year receive special recognition at Commencement. Episcopal also participates in the Cum Laude Society, a national honor society that recognizes students for their outstanding academic performance. In addition, EHS presents more than 90 awards during the school year to recognize students for their individual achievements in academics, arts, and athletics.

The EHS DiplomaThe Episcopal High School diploma is unique. Signed by every member of the faculty, it is awarded to the graduate for successfully completing the Episcopal experience. To receive a diploma, students must be in good standing academically and must have met the requirements of the EHS community. The Episcopal diploma is widely recognized among leading colleges and universities as a symbol of superior preparation and aptitude.

Tuition and Other ExpensesThe comprehensive fee for the 2013-14 school year is $47,850. This amount includes tuition, room and board, basic health center expenses, and the cost of most school-sponsored academic, athletic, and recreational activities.

The telecommunications fee of $250 covers the availability of high-speed transmission lines in the classrooms, the computer lab, and the dormitory rooms. This is an annual fee.

The laptop program at Episcopal requires all entering students to purchase a laptop through our designated vendor. Laptops may be ordered online between May 1 and August 5 for the next school year. The cost is approximately $2,000. Laptops are delivered directly to EHS where they are distributed during new student orientation.

Textbooks and academic materials are approxi-mately $700 annually.

Personal expenses associated with attending Episcopal vary from student to student. For details about payment schedules or further assistance, please contact our Business Office at 703-933-4016.

Financial AidFinancial aid is awarded to those students who qualify based on the School’s assessment of family financial need using the principles of good practice of the National Association of Independent Schools’ (NAIS) School and Student Service for Financial Aid (SSS). Episcopal strives to accept students without regard to their family’s financial resources. In 2013-14, the School’s financial aid budget of over $5 million supported 30 percent of the student body. For further information, please contact the director of financial aid at 703-933-4017.

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Monday 7:15-8:45 Buffet Breakfast

8:30-9:15 Period 1

9:20-10:05 Period 2

10:10-10:55 Period 3

10:55-11:05 Break

11:05-11:50 Period 4

12:00-12:15 Chapel

12:30-1:00 Seated Lunch

1:05-1:50 Period 5

Tuesday 7:15-8:15 Buffet Breakfast

8:00-9:10 Period 1

9:20-10:30 Period 2

10:40-11:50 Period 3

12:00-12:20 Community Meeting


1:10-2:20 Period 4

Wednesday 7:15-8:15 Buffet Breakfast

8:00-9:10 Period 5

9:20-10:30 Period 6

10:40-11:50 Period 7

11:30-1:00 Buffet Lunch (If Tour/Tutorial)

11:50-12:50 Buffet Lunch (If Assembly)

1:00-2:00 Assembly Period

Thursday 7:15-8:15 Buffet Breakfast

8:00-8:45 Period 1

8:50-9:35 Period 2

9:40-10:25 Period 3

10:25-10:35 Break

10:35-11:20 Period 4

11:30-11:45 Chapel


12:35-1:20 Period 5

Friday 7:15-8:15 Buffet Breakfast

8:00-8:45 Period 1

8:50-9:35 Period 2

9:40-10:25 Period 3

10:25-10:35 Break

10:35-11:20 Period 4

11:30-11:45 Chapel


12:35-1:20 Period 5

Saturday 8:00-9:00 Breakfast

9:00-11:00 Work Program

11:00-1:00 Buffet Lunch

Sunday 11:00-1:00 Brunch

Weekly Schedule

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1:55-2:40 Period 6

2:45-3:30 Period 7

3:30-3:45 Tutorial

4:00-6:00 Athletics

6:45-7:30 Seated Dinner

7:30-8:00 Sign in on Dorm

8:00-10:00 Study Period

10:00 All in

10:45 Lights out 9th Grade

11:00 Lights out 10th Grade; 12th in Own Room


2:20-3:00 Tutorial

3:45-5:45 Athletics

5:45-7:00 Buffet Dinner



10:00 All in




3:45-5:45 Athletics




10:00 All in




1:25-2:10 Period 6

2:15-3:00 Period 7

3:00-3:25 Tutorial

3:45-5:45 Athletics




10:00 All in




1:25-2:10 Period 6

2:15-3:00 Period 7

3:00-3:25 Tutorial

3:45-5:45 Athletics


7:30 Restriction Sign in on Dorm

10:30 Sign in 9th & 10th Grades

11:00 Sign in 11th & 12th Grades

Midnight 9th, 10th, & 11th in Own Room

12:30 12th in Own Room

5:00-5:45 Check in on Dorm


7:30 Restriction Sign in on Dorm

11:00 All in

Midnight 9th, 10th, & 11th in a Dorm Room

12:30 12th in a Dorm Room


5:00 Voluntary Church



9:30 All in




1:15-3:30 Tour/ Tutorial Period

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The courses listed represent offerings from the past several years. Detailed course descriptions for 2013-14 are available in the academics section of the School’s website at www.episcopalhighschool.org.

EnglishJ. Mason New, Chair

Nathaniel A. Ebel; W. Perry Epes III ’65; Alison M. Holby; Timothy C. Jaeger; J. Whittelsey Morgan; Molly W. Pugh; Robert J. Rogers, Jr. ’79; Louis G. Smith; Kevin F. Soja; Emily C. Wilkinson

English courses at EHS seek to develop a lifelong love of reading and to foster the humane spirit, which can result from immersion in good literature. Students participate in class discussions to gain confidence in their own responses and make their own intellectual discoveries. They will graduate armed and graced with the writing and public speaking skills necessary for critical thinking and communication at the college level.

English teachers help each student cultivate a distinctive writing voice. Assignments focus on three aspects of composition: framing significant claim statements, developing logical organization, and incorporating concrete textual evidence. Written work is evaluated with specific rubrics helping students see both strengths and weaknesses, with multiple opportunities to revise their work. Each grade level provides experience in literary research, critical evaluation of secondary sources, and proper MLA citation procedure. Each year the department publishes the English Bays, featuring award-winning student writing in many genres, both critical and creative.

The study of literature at EHS combines traditions of the canon with contemporary innovation, examining lasting works that provide an essential understanding of what it means to be human and inspire students to discover what they themselves might contribute to that library of thought. The journey begins in English 1, pursuing thematic study, in a variety of literary genres, of the individual’s place in society. Students hone their writing and speaking skills in assignments that demand logic in argument and confidence in public address. During the year, students deliver several speeches and compete in the Shakespeare Monologue contest for freshmen. In English 2, courses continue to build students’ understanding of argumentative and analytical writing. Literary discussions relate authors’ decisions about language and technique to their purpose as writers.

Upper-level courses engage students with timeless cultural and ethical issues and encourage creative participation in the literary tradition. In junior year, students select an elective for the fall semester. These electives examine several themes surrounding American literature. These electives emphasize close reading of texts in several genres and analytical work to enhance understanding. One course, Writing Workshop, focuses primarily on enhancing writing skills for students to devote time and energy to the craft. Advanced English 3 is offered in the spring semester to prepare students for the AP Language exam. English 3 is offered in the spring semester for additional study of American literature. The English program culminates in the senior year with English 4, a one-semester course in British Literature (with Advanced sections preparing for the English Literature AP) that promotes serious critical inquiry into the intrinsic merit of literary experience. In the second semester, elective courses provide opportunities for focused study and creative expression in areas of particular interest.

The English Department upholds a tradition of appreciation for Shakespeare. Students read and attend a performance of at least one Shakespeare play at each grade level. As a senior English requirement, all students take an annual examination to compete for the William Barrett Gibb Medal in Shakespeare.

Class Offerings

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English 1English 2English 2 HonorsEnglish 3 ElectivesEnglish 3 (spring semester)English 3 Advanced (spring semester)English 4 (fall semester)English 4 Advanced (fall semester)English 4 Electives (spring semester)

English 3 Electives:American Protest LiteratureIndividualism in American LiteratureReading Nature and Writing PoetryThe Journey is the DestinationWriting Workshop: Technique and Style

English 4 Electives:Voices of the Harlem RenaissanceReadings in Literature and PhilosophyCreative WritingDystopian Fiction: A Walk on the Dark SideEthics and AestheticsHard-Boiled Detective FictionLeadership in LiteratureShakespeare: Page, Stage, and ScreenSouthern Literature and EthicsMemory, Place, Experience, and People in Non-Fiction WritingFolger Shakespeare Library High School Fellowship (fall semester)

MathematicsDavid W. Collins, Interim Chair

Thomas V. Berry, Jr.; Matthew T. Fitzgerald; Mimi E. Hobart; Jeffrey B. Hoisington; David M. Phillips, Jr.; Lionel L. Rauth; Richard M. Stubbs; Patrick W. Thompson; Stacie R. Williams

The Mathematics Department at Episcopal High School strives to offer each student both a challenge and an opportunity to succeed. Emphasis is placed on using applications of “real world” problems to provide a context for students to understand not only the traditional facts and techniques of mathematics, but also to develop the logical reasoning and problem-solving skills that will allow them to approach and

solve unfamiliar problems throughout their lives. The Mathematics Department believes strongly that students should use technology, such as computers and graphing calculators, as problem-solving tools, and it encourages students to pursue the study of mathematics throughout all four years of high school.

Algebra 1GeometryGeometry HonorsAlgebra 2Algebra 2 with TrigonometryAlgebra 2 with Trigonometry HonorsAlgebra 3 with TrigonometryPrecalculusPrecalculus HonorsAdvanced MathTopics in Applied Mathematics I, IICalculusAdvanced Calculus ABAdvanced Calculus BCAdvanced StatisticsAdvanced Multivariable and Vector CalculusAdvanced Linear Algebra

Social StudiesHeidi R. Huntley, Chair

Brendan J. Baran; Donald R. Babington; Richard S. Dixon, Jr.; Rachael A. Flores; Peter P. Goodnow; F. Robertson Hershey; Meghann O. Jones; J. Michael Miller; David M. Phillips, Jr.; Michael S. Reynolds; Julie Wang-Gempp; Robert C. Watts III

The Social Studies Department seeks to prepare students to be intelligent citizens by introducing them to the origins and workings of the societies – local, national, and international – to which they belong. The department embraces a historical core curriculum built on three foundational courses: Themes in Global History 1 for freshmen, Themes in Global History 2 for sophomores, and United States History for juniors. Each course is a survey of the human experience, combining traditional techniques with a departmental tradition of innovation in teaching. These courses and approaches form the foundation for senior-level classes in which students have the opportunity to

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pursue areas of interest and expand their perspectives in a variety of courses.

The goal of all social studies is to try to explain human behavior. At all levels, students are expected to learn to approach history by first asking “what happened,” then analyzing “why it happened.”

The first step in this process is for students to learn factual knowledge in such a way that they can use it, not just memorize it. Students should also develop an appreciation for and ability to use the special techniques of research common to all social studies, as well as those specific to the particular discipline they are studying.

The second step – determining why something happened – involves the higher-order thinking skills of organization, analysis, and synthesis of the information. The student is also expected to present his or her views in writing or orally. Students may go on to evaluate the course of events as being “beneficial” or “detrimental” for the society involved, and older students may begin to understand how values come from the narrative and also shape it.

Themes in Global History 1Themes in Global History 2Honors Global History 2: Documents StudyU.S. HistoryAdvanced Art HistoryAdvanced Global EnergyAdvanced U.S. HistoryAdvanced MacroeconomicsAdvanced MicroeconomicsAdvanced Human GeographyAdvanced Government SeminarLatin American HistoryRegional History: The American SouthIntroduction to EconomicsUnderstanding Modern ChinaModern Middle EastAfrican-American History

Modern and Classical LanguagesRichard S. Dixon, Jr., Chair

C. Bodhi Amos; Sonia Bertrand; Viviana R. Davila; Catherine B. Gomez-Goodnow; Kristelle A. Hicks; Meghann O. Jones; Rocío Mendizábal; Eleanor C. Moore; J. Mason New; Jeffrey A. Streed; Julie Wang-Gempp; Samuel R. Slack

Technology and modern life in general have transformed once isolated countries and continents into a truly global community. Given the nature of this development, the importance of the study of languages becomes clear, indeed. Language acquisition broadens our understanding of the cultures we encounter daily. Apart from this very practical aspect of language learning, the study of languages is itself a worthy intellectual pursuit. Not only does it afford the student a greater context for understanding other academic subjects such as classical and modern history, literature, and science, it also is a discipline that deepens the understanding of one’s own language and culture. Goethe wrote that, “lacking the knowledge of a foreign language, one could know little of one’s own language.” Certainly, this observation has taken on dimensions of significance in the 21st century that not even Goethe could have foreseen in his own time. The Modern and Classical Languages Department at Episcopal seeks to incorporate not only the more practical aspects of language learning; it stresses the intellectual and academic elements of that study as well.

Chinese Language and CultureChinese 1Chinese 2Chinese 3Chinese 4Advanced Chinese LanguageFrench 1French 2French 2 HonorsFrench 3French 3 HonorsFrench 4French 4 HonorsFrench 5

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Advanced French LanguageAdvanced French LiteratureGerman 1German 2German 3German 4 Advanced GermanSpanish 1Spanish 2Spanish 2 HonorsSpanish 3Spanish 3 HonorsSpanish 4Spanish 4 HonorsSpanish 5Advanced Spanish LanguageAdvanced Spanish LiteratureSpanish for Heritage SpeakersGreek 1Greek 2Greek 3Greek 4Latin 1Latin 2Latin 2 HonorsLatin 3Latin 3 HonorsAdvanced Topics in Latin: Caesar and VergilAdvanced Topics in Latin: Rare Books

Science Kimberly G. Olsen, Chair

Kathleen S. Caslow; Stephen R. Castle; James H. Chesson ’79; Joseph A. Halm; Bradley D. Kovach; Carolyn L. Lewis; Kevin C. McCullough; Ashley R. McDowell; Scott R. Pohjola

Episcopal believes that a comprehensive under-standing of the scientific process provides a basis for decision-making and more responsible citizenship in an increasingly complex and technical world. All students, regardless of background, are capable of learning and doing science. EHS believes a compre-hensive understanding of science is best achieved by introducing students to the fundamentals of physics in

the 9th grade, followed by chemistry in the 10th grade and biology in the 11th grade. Additionally, teachers incorporate skills, concepts, and problems that span a variety of scientific disciplines in their teaching. Episcopal students are expected to draw upon the skills, concepts, and content learned in prior science courses to further their understanding in subsequent courses. The laboratory component of each course is designed not as a supplement, but as an integral part of the program.

The department offers a wide variety of courses designed to meet the needs of all students. The core sequence of courses (physics, chemistry, and biology) serves the typical student. Advanced and Honors courses challenge our most able students. Finally, electives are designed to be accessible to all juniors and seniors. Episcopal is committed to maintaining a program that provides all students with a working knowledge of the scientific process, while at the same time preparing interested students for further pursuit of science or a related field in college.

Conceptual PhysicsPhysicsPhysics 1Advanced Physics BAdvanced Physics CChemistryChemistry HonorsAdvanced ChemistryBiologyAdvanced BiologyAdvanced Environmental ScienceAstronomyBiotechnology: Forensic ScienceEngineeringAdvanced EngineeringGeologyAnatomy and PhysiologyHuman GeneticsFreshwater EcologyTerrestrial EcologyAdvanced Global Energy

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The ArtsDouglas E. Kehlenbrink, Chair

Mark T. Carter; David A. Douglas; Nathaniel T. Duffield; Megan L. O’Connor; Frank P. Phillips; Brandon J. Straub; Elizabeth A. Vorlicek

The Arts Department instills in students a lifelong interest in the creative arts and the world of imagination and beauty. Through common arts courses in the curriculum, extracurricular opportunities for enhancing individual talents, and consistent exposure to the rich cultural resources of the nation’s capital, students work toward understanding and appreciating all the arts and toward approaching proficiency in at least one art form. Students who wish to focus their talents and energies toward serious training in the arts over four years are able to prepare for an arts major or studies at the college level. Knowing and understanding the arts, through active participation and experience, is vital to the development of curious minds and consistent values – inseparable from the rest of the Episcopal education.

Introduction to the ArtsActing 1Acting 2Concert ChoirChamber SingersSongwritingGuitar 1Guitar 2Music TheoryAdvanced Music Theory

Honors Orchestra: Chamber MusicOrchestra: StringsOrchestra: Winds and PercussionRecording 1Recording 2Survey of DanceCeramics 1Ceramics 2Photography 1Photography 2Drawing 1Drawing 2Painting 1Painting 2Portfolio: CeramicsPortfolio: DrawingPortfolio: PaintingPortfolio: PhotographyPortfolio: Studio ArtAdvanced Studio Art: 3-D DesignAdvanced Studio Art: 2-D DesignAdvanced Studio Art: Drawing PortfolioAdvanced Studio Art: PortfolioImage and Clay: Photography Meets CeramicsHistory of Contemporary ArtHistory of American Popular Music

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TheologyThomas C. Hummel, Chair

W. Perry Epes III ’65; Mary S. Fielder; Gideon L. K. Pollach

Theology at Episcopal is an academic discipline that exposes students to the Judeo-Christian heritage that undergirds Western civilization. It also teaches the analytic skills that allow one to wrestle with the human quest for meaning as a lifetime venture. Through exposure to classical as well as contemporary attempts to discern meaning in the midst of chaos, students find models for coping with the essential questions of life. In class discussions and papers, they practice thinking for themselves. Although various religious and philosophic traditions are empathetically studied and systematically analyzed (especially in the senior electives), the courses and faculty, for reasons of tradition as well as commitment, approach the material primarily from a Western Christian perspective.

Biblical TheologyComparative ReligionsReligious Thought in MusicAspects of Western Intellectual Thought: Science and

ReligionEthicsEthics and AestheticsEthics and Southern LiteratureSalvation, Judgment, and the End of the World: A Biblical

and Extra-Biblical StudyIntroduction to Western PhilosophyGreek 1Jesus Through the Centuries

Computer StudiesMarc A. Carter, Chair

Kevin C. McCullough; Robin E. Peralta

The Computer Studies Department emphasizes the development of problem-solving skills. The department wants its students to adopt an orderly thinking style so they may approach and solve problems in an efficient and replicable manner. Students are reminded that the problem-solving strategies they learn in computer studies can be applied across many other disciplines.

Technology 101Introduction to Computer ProgrammingAdvanced Computer ScienceLinux FundamentalsAdvanced Linux

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Academic Support

Students at Episcopal High School have a built-in network of academic support. Because most teachers live on campus, they are readily available to provide help outside the classroom. All teachers are available in person, by email, or by phone.

Episcopal wants to develop strong study skills and independent learning in all students. Students are expected to accept responsibility for their own academic progress and to develop the self-motivation and effective study habits that make this possible. Because students’ learning and study styles and abilities differ, Episcopal’s evaluation of effective study habits is based on the end result: academic performance.

Students’ grades are reviewed by their advisors each quarter. Any student receiving a grade below 75 is subject to assessment by the Academic Review Committee. This committee may make the following recommendations for a student: study hall assignment, tutoring, testing, counseling, change in course load, or any other appropriate interventions. Students of particular concern to this committee will be brought to the attention of the entire faculty for their input and/or awareness.

An evening study period is designated for all students Sunday through Thursday. Some students are assigned to a supervised study hall each quarter based on their academic needs and level of self-discipline.

Most students study in their dorm rooms. Occasionally, some students are assigned to faculty-supervised work areas on dorm until their work habits improve. In addition, daily tutorial periods provide time for students to meet with their teachers for extra help.

To help 9th and 10th grade students develop good study skills, teachers closely monitor their daily progress through frequent tests, quizzes, and graded homework assignments. Juniors and seniors are expected to know how to budget their time and assume more responsibility for their education. Their classes are structured more like college courses with fewer graded homework assignments and increased emphasis on major exams, projects, and papers.

In addition to the academic support outlined above, EHS provides:

• Learning specialist support for those students who are experiencing academic difficulty. The learning specialists are available to work with students as diagnostic teachers and to consult with teachers and parents about specific learning issues.

• Faculty and peer tutoring for students experiencing academic difficulties. Academic help is available daily during regularly scheduled periods and at such other times as faculty and student schedules allow. In addition to faculty, older students with exemplary academic achievement are offered the opportunity to help other students through the peer tutoring program.

• Professional tutoring for students needing special help beyond EHS resources. Acting as a referral service, the School can assist students in locating outside tutoring. Students and their families are responsible for scheduling and financial arrangements.

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The Advisor SystemThrough Episcopal’s formal advisor system, each student has one designated faculty member to turn to for help and advice. EHS advisors help students select classes, sports, and activities. They often provide suggestions for staying organized and will also help with personal challenges. Students can see their advisor any time and sit with them twice each week at family-style meals and four times in weekly chapel services and community meetings. Advisors and students meet formally at the end of each grading period to review student progress, grades, and comments from teachers and plan ways to improve performance when necessary.

In addition, advisors communicate regularly with parents about the student’s progress. A student’s advisor is one of the best resources at Episcopal to contact if parents have any questions or concerns about their child. Students entering EHS as 9th graders are assigned an advisor specific to that grade level. In the 10th grade, students choose an advisor to work with them their remaining years at EHS.

Beyond advisors, there are a number of additional faculty members to whom students can turn for advice. The assistant heads for student life and academics, college counselors, deans and assistant deans, and the counseling staff, as well as nurses and doctors, are all available to students and offer confidentiality when dealing with sensitive issues.

TechnologyEpiscopal’s technology vision is to nurture responsible citizenry, cultivate lifelong learning, and uphold the Episcopal community’s educational philosophy.

Episcopal High School has had a mandatory one-to-one laptop program for a remarkable 13 years. As one of the first schools to institute a one-to-one laptop program, Episcopal is proud to continue the tradition of being on the cutting edge of technology in the classroom. All students are required to have and maintain a school-provided tablet PC throughout their time at Episcopal.

Our Technology Department provides ongoing support for all required tablets and laptops. Support includes coordinating connectivity to the School’s network, access to Episcopal’s required software applications, repairs of warranty-covered damages, and protection against viruses and malware.

Every classroom is a smart classroom. Our networks rival those of large universities. The capacity of the campus network consists of a 10-gigabit core, a 100-megabit Internet connection, 45 physical servers, and 19 virtual servers. All academic, administrative, and residential buildings have access to both wired and wireless high-speed Internet connections. But this freedom isn’t unlimited: strongly enforced Internet safety and security policies ensure that all campus research and communication is part of an educationally enriching experience.

All classrooms are equipped with ceiling- or wall-mounted projectors. Teachers have course websites facilitated by the Blackboard learning management system, and parents have online access to grade reports that are posted by the registrar. In addition to the one-to-one program, students have access to approximately 100 additional PC and Mac computers for both convenience and specialized applications, and to dozens of printers in common spaces and every academic space on campus.

For additional information about the laptop program, please contact Laptop Program Director Robin Peralta at 703-933-4050 or via email at [email protected].

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Technology (continued)

Episcopal High School students have access to technology across the curriculum, and technology is applied in an integrated manner in every department:

English. On any given day, you will find the English faculty and students taking advantage of the one-to-one tablet program for a wide variety of writing projects. The English Department makes use of many advanced features of Microsoft Word, including reviewing functions to implement peer reviewing and editing. Classroom projectors are an important tool for English classes, as they focus on instruction in grammar, usage, composition, editing, and revision. Library databases support a wide range of research, and students use the School’s computers or their own laptops for research and writing. The English Department also uses online vocabulary acquisition sites such as Membean for attention-grabbing and engaging content that allows for differentiated and personal instruction.

Modern and Classical Languages. The Modern and Classical Languages Department uses PowerPoint for research-based multimedia presentations by teachers and students. The department also makes extensive use of online resources and the audio recording application Audacity. Overhead projectors and digital satellite access allow teachers to broadcast cultural events and important news from all over the world. Video cameras record special class events and presentations.

Social Studies. Social Studies faculty routinely use classroom projectors in their daily instruction to view interactive websites, display student work, view PowerPoint presentations, and watch DVDs. The Social Studies Department teaches media literacy and source credibility for effective research. Students use the online resource Turnitin to hone their citation skills and to verify the originality their work.

The Arts. All aspects of digital technology are fully integrated into the classroom across the visual arts curriculum. The Arts Department uses the latest version of Adobe Photoshop and the department’s digital cameras, scanners, and large-format color printers as tools to create art. Students learn to effectively research online sources and databases for visual and written projects. The department has a fully equipped lab dedicated to photography, digital design, and video activities. In addition, the recording studio enables students to compose and record their musical creations utilizing state-of-the-art equipment.

Mathematics. All EHS students learn to use graphing calculators, which are powerful tools capable of evaluating and graphing complex mathematical functions. The Mathematics Department is currently adopting the TI-Nspire laptop integrated graphing calculator. For projects across the mathematics curriculum, students and teachers connect the calculators to their tablet PCs to print graphs, transfer information and download programs. In addition, geometry teachers use the software program “Geometer’s Sketchpad” to enhance understanding of geometric and algebraic concepts. Students and faculty conduct online research and use presentation software to communicate information. OneNote is an important tool for effective note-taking, archiving, referencing, and sharing. The Mathematics Department also uses Excel for graphing and statistical analysis.

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Technology (continued)

Science. All EHS science courses employ cutting-edge technology such as Vernier LabQuest hand-held computers and laboratory sensors. Biology classrooms have digital video microscopes; our engineering course uses bridge and traffic simulators; and the physics classes use high-speed cameras to capture flight trajectories. Certain courses teach students to build spreadsheets and chart their data results with Excel. The geology class also makes use of a program called Geodynamics, a database of earthquake and volcano patterns that permits students to see trends and examine tectonic data over thousands of instances. The Science Department ensures that its instructional and laboratory equipment keeps pace with the best science programs in the country.

Library. Access to information and the skills to evaluate it are fundamental to success in academic research. The March Library staff prepares EHS students with effective information-gathering skills and the discernment to be digitally literate 21st-century learners. The staff also teaches the use of a citation generator called EasyBib for research projects. The library contains thousands of digital audio books and videos and circulates digital still and video cameras, along with other equipment. The library also maintains a digital catalog and a mobile app.

David H. March LibraryThe mission of March Library is to serve as a vital and dynamic intellectual center of the academic life at Episcopal High School and to inspire in the community a lifelong love of reading and learning. As educators, the library staff teaches effective information-gathering and evaluating skills necessary for college and beyond. To prepare our students to be digitally literate 21st-century learners, the library promotes ethical digital citizenship and responsible use of intellectual property. The library staff assists students and teachers alike in navigating the constantly changing world of technology and information trends. The collections of the library support both the EHS curriculum and the recreational lives of the EHS community. Located in Hummel Learning Center, the library was completely renovated in 2010, involving the addition of more than 2,000 square feet of library space and the inclusion of spaces for individual and group learning opportunities; accommodations for informal study and meetings with classmates and teachers; high-speed Internet access and expanded wireless laptop technology; and enhanced audio-visual capabilities.

The collection consists of approximately 25,000 items, supplemented by online databases via Internet access. An extensive music CD collection is available, as well as many DVDs with appropriate viewing facilities. The online databases, including JSTOR, ProQuest, Gale Group, Questia, and ABC-Clio, hold thousands of abstracts and full-text articles from journals, newspapers, and reference books. The library’s online catalog is available through the library website, http://ehslibrary.org.

The library holds a collection of unique works that were gifts from an alumnus, including the “Nuremberg Chronicle” of 1493, a page from a Gutenberg Bible, a 13th-century Bible, and a copy of “Canterbury Tales,” among others.

There are study carrels throughout the library, a library instruction classroom/computer lab, private group study rooms, and casual gathering areas. Wall monitors in all study rooms can connect to student laptops and have split-screen technology to facilitate collaborative work. Various technologies are available for circulation, including flipcams and high-definition videorecorders. Network and Internet access are available throughout the library.

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Afternoon Programs

Physical EducationJames J. Fitzpatrick, Director of Boys’ Athletics

Jennifer S. Fitzpatrick, Director of Girls’ Athletics

Damian C. Walsh, Assistant Director of Athletics

Episcopal believes that physical exercise and conditioning are very important to the health of every teenage boy and girl and that habits and routines of exercise begun at a young age are important to lifelong health. In addition to exercise for the sake of health, EHS is also committed to the values taught by athletic competition. Episcopal believes that the values of sportsmanship and the balance between competition and cooperation are learned through interscholastic sports.

Episcopal’s goal is for every student to experience interscholastic athletic competition, no matter what his or her ability and talent. Thus, physical education requirements are usually met through participation on an interscholastic team. This is the reason that the few intramural and conditioning programs offered are usually limited to older students.

Episcopal’s afternoon program is designed to provide each student with a quality structured experience that, through athletic and/or artistic pursuit , imbues values such as teamwork, sportsmanship, creativity, and competition, while encouraging students to develop and pursue special school-sponsored activities each afternoon during the school year. Students are expected to earn at least two athletic credits prior to graduation, with one-third athletic credit granted per season of athletic participation. Students with demonstrated artistic talent and interest are encouraged to submit proposals that modify the expectations outlined below to the assistant head for academics:

Suggested Athletic Participation by Grade:

9th gradersthree seasons of athletic participation

10th and 11th gradersat least two seasons of athletic participation

12th gradersat least one season of athletic participation

Arts, Services, and Other ProgramsMark Carter; David A. Douglas; Nat Duffield; W. Perry Epes ’65; Connie Fink; Thomas C. Hummel; Douglas E. Kehlenbrink; Kevin C. McCullough; Eleanor C. Moore; Megan L. O’Connor; Kimberly G. Olsen; Frank P. Phillips; Gideon L.K. Pollach; Elizabeth Vorlicek; and other faculty

EHS recognizes that arts and community service provide opportunities to learn teamwork, cooperation, and self-discipline. In addition, in-depth work in the arts often requires more time than is available in class. These afternoon programs provide that time.

Students may choose to participate in one of these programs for one season, and seniors may choose these programs for two seasons. Students electing these activities are required to participate in a fitness program under the supervision of a fitness trainer.

Applied Journalism. Students in this activity produce the School’s yearbook, “Whispers.” Students learn journalistic writing, photography, and layout, as well as other practical publishing techniques. Students also learn the responsibility of producing publications that inform, serve, and represent the whole community. (One-third non-academic elective credit)

Applied Theology. Community Service. Activities in the Community Service Program afternoon option vary each year depending on the schedules and needs of local organizations. In the past, students have worked as tutors in local elementary schools and as volunteers in day care centers and a homeless shelter. Students keep journals of their activities and discuss these and other issues weekly as a group with their on-campus supervisor. The goal of this program is to teach students that service is both personally rewarding and beneficial to the community. The course is offered in winter and spring. (One-third non-academic elective credit)

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Dance. Dance is taught as a performing art, and the program is administered by the Arts Department. However, because it certainly demands conditioning and exercise, Episcopal grants athletic credit for dance. Dance is open to boys and girls in any season. Dance styles are rotated seasonally, and may include ballet, modern, jazz, hip-hop, core work, and yoga. Performance options are based on the skills of the students. Entry into the dance program is by audition, as well as permission of the assistant head for academics. (One-third non-academic elective credit)

Theater. Students in this program are serious about theater and work to produce a play (or several smaller plays) each season for the school community. All students involved learn and develop skills in acting as well as stagecraft. Although no prior experience is necessary, all participants are expected to work collaboratively as part of an ensemble. Play selection varies by season and ranges from Shakespeare to musical theater to works by non-western playwrights. Participation is by audition and final approval by the assistant head for academics.

Art. This activity offers a chance for the serious art student to build an art portfolio under the direction of the Arts Department faculty. Most frequently, these students are in the Advanced art courses or have demonstrated strong interest in art through another course. Students receive one-third non-academic elective credit in the arts for this course, which is offered on request, but does not fulfill the academic arts requirement.

Music. This afternoon option offers serious musicians extra practice and rehearsal time. Students create a proposal describing their practice regimen and repertoire goals. Students of recording can develop recording projects for the season and pursue daily work in the recording studios. The season will conclude with a final public performance. The proposal must be endorsed by their private applied instructor. (One-third non-academic elective credit)

Science Olympiad. Students who choose this option perform experiments; create robotic, mechanical, ecological, and aeronautic competition entries that must perform specific tasks; and prepare for academic events in the Virginia State Science Olympiad. All areas of physical and biological science and engineering are included in the Science Olympiad events. This option is offered in the winter season. (One-third non-academic elective credit)

In addition, there are several other academic afternoon programs offered in the winter.

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Ellen E. AlbersAssociate Director of College CounselingM.S. Ed. University of PennsylvaniaB.A. Villanova University

C. Bodhi AmosFrench, Director of Curriculum TechnologyM.A. New York UniversityB.A. Williams College

Thomas D. Anderson, Jr.Chair of MathematicsM.S. Lehigh UniversityB.S. College of William and Mary

Donald R. BabingtonSocial StudiesM.A.T. James Madison UniversityB.A. James Madison University

Brendan J. BaranSocial StudiesM.A. Columbia UniversityA.B. Brown University

Thomas V. Berry, Jr. MathematicsM.Ed. Loyola CollegeM.A. University of VirginiaB.S. Wake Forest University

Sonia BertrandFrenchM.B. Institut Supérieur Du Commerce Baccalauréat, Maison D’Education

De La Legion D’Honneur

Karver S. BoltonAssistant Director of CounselingM.A. Wake Forest UniversityB.A. University of Virginia

Adrianna BravoMedical DirectorM.D. Dartmouth Medical SchoolA.B. Dartmouth College

Marc A. CarterChair of Computer Studies, Director of TechnologyM.S.I.S. The State University of New York - AlbanyM.S. The State University of New York - AlbanyB.A. Wagner College

Mark T. CarterInstrumental MusicM.A. and M.M. University of South FloridaB.M. James Madison University

Anne T. CarverAssistant Learning SpecialistM.H.S. Johns Hopkins UniversityM.A. and B.A. University of Virginia

Kathleen S. Caslow ScienceM.S. George Washington UniversityB.S. Dickinson College

Stephen R. CastleScience, MathematicsM.Ed. University of VirginiaB.S. Washington and Lee University

James H. Chesson ’79 ScienceM.A.T. New Mexico State UniversityM.A.R. Yale Divinity SchoolB.A. Wake Forest University

Anna H. CollinsDirector of March LibraryM.L.S. The State University of New York - BuffaloB.A. Nazareth College

David W. CollinsMathematicsM.S. Old Dominion UniversityB.S. Rutgers University

Scott R. ConklinDirector of Admissions M.A. Towson UniversityA.B. Princeton University

Viviana R. Davila SpanishM.A. George Mason UniversityB.A. Middlebury College

William H. deButts III ’76Chief Financial OfficerM.B.A. University of VirginiaA.B. Princeton University

Richard S. Dixon, Jr.Chair of Foreign Languages, German, Social StudiesPh.D. University of North Carolina at Chapel HillM.A. University of VirginiaB.A. Boston University

Faculty List

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David A. DouglasPhotographyM.F.A. James Madison UniversityB.F.A. Virginia Intermont College

Anita B. Doyle Learning SpecialistM.A. Northwestern UniversityB.A. University of Rochester

Nathaniel T. DuffieldCeramicsB.F.A. New York State College of Ceramics

at Alfred University

Nathaniel A. EbelEnglishM.A. University of VirginiaB.A. Baylor University

W. Perry Epes III ’65 English, TheologyM.F.A. George Mason UniversityM.A. University of ChicagoB.A. University of Virginia

Daphne A. FairAssistant Director of AdmissionsM.A.T. and B.A. University of Virginia

Caroline B. FarisCollege CounselorM.Ed. University of BuffaloB.A. Tulane University

Mary S. FielderAssistant Head for Academics, TheologyM.A. Catholic UniversityA.B. Princeton University

Sarah E. FiteInstructional LibrarianM.A. Fashion Institute of Technology - SUNYM.L.S. Queens College of CUNYB.A. University of North Carolina at Chapel Hill

Matthew T. FitzgeraldMathematicsM.A. Columbia UniversityA.B. Dartmouth College

James J. FitzpatrickDirector of Boys’ AthleticsB.A. Wake Forest University

Jennifer S. FitzpatrickDirector of Girls’ AthleticsM.S. University of MassachusettsB.A. University of Rochester

Rachael A. FloresSocial StudiesM.A. George Washington UniversityA.B. Princeton University

Madeline E. GobrechtAssistant Learning SpecialistB.A. Yale University

Catherine B. Gomez-Goodnow SpanishM.A. Middlebury CollegeB.A. College of Mount St. Vincent

Peter P. Goodnow Director of Academic Tours, Social StudiesM.A. George Washington UniversityB.A. Colby College

Joseph A. Halm ScienceM.A. Furman UniversityB.S. Lafayette College

Robert M. Hedrick Director of College CounselingM.Ed. University of GeorgiaA.B. Duke University

F. Robertson Hershey Headmaster, Social StudiesM.Ed. University of VirginiaB.A. Williams College

Kristelle A. HicksSpanishB.A. Bates College

Mimi E. HobartMathematicsM.Ed. University of VirginiaB.S. Davidson College

Vincent S. Hodge, Jr. ’89 Director of Financial Aid, Assistant Director of AdmissionsM.A. Princeton UniversityB.A. Stanford University

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Jeffrey B. Hoisington Director of Residential Life, Director of Student Activities, MathematicsM.Ed. Clark UniversityB.A. Hobart College

Alison M. HolbyEnglishM.A. Middlebury CollegeB.A. Davidson College

Christina M. HoltDirector of Institutional AdvancementB.S. Michigan State University

Kristin M. HosmerDirector of CounselingM.S.W. Boston CollegeB.A. Georgetown University

Thomas C. Hummel Chair of Theology, Assistant ChaplainPh.D. and M.A. Vanderbilt UniversityM.Div. Yale UniversityB.A. Upsala College

Heidi R. HuntleyChair of Social StudiesM.Ed. Keene State CollegeB.A. University of New Hampshire

Timothy C. Jaeger Assistant Head for Student Life, EnglishEd.M. Columbia UniversityM.S. University of MassachusettsB.A. Middlebury College

Meghann O. JonesSpanish, Social StudiesB.A. University of Virginia

Douglas E. Kehlenbrink Chair of the Arts, Director of Cultural ActivitiesM.M.Ed. James Madison UniversityB.S. Ball State University

Bradley D. KovachScienceM.A.T. University of MemphisB.S. Grove City College

Carolyn L. Lewis Dean of Multicultural Affairs, ScienceM.A. Howard UniversityB.A. Bennett College

Jaye G. LockeAssociate Director of AdmissionsB.A. Williams College

Kevin C. McCulloughDirector of SustainabilityM.S. and B.A. University of California - Berkeley

Ashley R. McDowellScienceA.B. Brown University

Rocío Mendizábal SpanishM.A., B.S., and B.A. Indiana University of Pennsylvania

J. Michael Miller Social StudiesPh.D. George Washington UniversityM.A. Georgetown UniversityA.B. Princeton University

Eleanor C. Moore FrenchM.A. University of South CarolinaB.A. Hollins University

J. Whittelsey Morgan EnglishM.A.L.A. St. John’s CollegeM.A.T. and B.A. University of North Carolina

at Chapel Hill

J. Mason NewChair of English, LatinM.A.L.A. St. John’s CollegeB.A. Washington and Lee University

Kate L. NewtonLibrarianM.A. and M.A. University of MissouriB.A. Arkansas State University

Megan L. O’ConnorDirector of Theater ArtsM.A. Roosevelt UniversityB.A. Wesleyan University

Kimberly G. OlsenChair of SciencePh.D. Indiana UniversityB.S. Rhodes College

David M. Phillips, Jr.Mathematics, Social StudiesM.B.A. Duke UniversityB.A. Bucknell University

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Frank P. PhillipsPhotography, Drawing, PaintingM.F.A. Maryland Institute College of ArtB.A. Hobart College

Scott R. PohjolaScienceM.A.T. Colorado CollegeB.S. Texas A&M University

Gideon L. K. PollachHead Chaplain, TheologyM.Div. The General Theological SeminaryB.A. Trinity College

Molly W. PughEnglishM.A. Middlebury CollegeA.B. Princeton University

Lionel L. RauthMathematicsB.A. University of Virginia

Michael S. ReynoldsSocial StudiesM.A. The Citadel-University of CharlestonB.A. Presbyterian College

Robert J. Rogers, Jr. ’79 EnglishM.F.A. University of VirginiaA.B. Princeton University

Samuel R. SlackSpanishB.A. University of RichmondM.A. Georgetown University

Louis G. SmithEnglishJ.D. University of California - HastingsB.A. Williams College

Kevin F. SojaDean of Students, EnglishM.A.Columbia UniversityB.A. Colby College

Brandon J. StraubDirector of Choral MusicM.M. University of MichiganB.M. Michigan State University

Jeffrey A. Streed Latin, GreekM.A. University of PennsylvaniaB.A. Stanford University

Richard M. StubbsMathematicsB.S. University of Massachusetts at Amherst

Patrick W. ThompsonDirector of Outdoor Leadership Program, MathematicsB.A. Davidson College

Sarah ThompsonCollege CounselorM.A. Syracuse UniversityB.A. Villanova University

Elizabeth A. VorlicekCeramicsM.F.A. and B.F.A. New York State College of Ceramics

at Alfred University

Panos VoulgarisAssistant Director of AdmissionsB.A. Merrimack College

Damian C. WalshAssistant Director of AthleticsM.Ed. and B.S. University of Tennessee-Chattanooga

Julie Wang-GemppChinese, Social StudiesM.A. Montclair State UniversityM.A. Sichuan UniversityB.A. Shanxi Teachers University

Robert C. Watts IIISocial StudiesM.A. George Mason UniversityM.Ed. University of VirginiaB.A. Virginia Military Institute

Frederick J. Wilcox IVSenior Gifts OfficerB.A. Randolph-Macon College

Emily C. WilkinsonEnglishPh.D. and B.A. Columbia University

Stacie R. WilliamsAssociate Dean of Students, MathematicsM.Ed. Harvard UniversityB.A. Colby College

Helen S. WoolworthAssistant Director of AdmissionsB.S. Davidson College

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Board of Trustees 2013-14

Chairman of the Board

Bailey W. Patrick ’79 Charlotte, N.C.

President

F. Robertson HersheyAlexandria, Va.

Secretary/Treasurer

William H. deButts III ’76Alexandria, Va.

Rector of the Board

The Rt. Rev. Shannon S. Johnston*Richmond, Va.

Attison L. Barnes III ’82Alexandria, Va.

Richard M. Berkeley ’70Baltimore, Md.

Elizabeth G. BlaineCharlottesville, Va.

Alexander H. Bocock ’86 Salt Lake City, Utah

Abney S. Boxley III ’76Roanoke, Va.

William R. Cox III ’71 Brooklyn, N.Y.

Craig A. A. Dixon ’93Richmond, Va.

N. Peryn H. Graham ’94Wilmington, N.C.

The Rt. Rev. Herman Hollerith IV*Williamsburg, Va.

H. Winston Holt IV ’82 Darien, Conn.

Michael M. Holt ’83Burlington, N.C.

Christopher B. HowardHampden-Sydney, Va.

Lisa G. HuffinesNew York, N.Y.

Alexander S. Jones ’64Cambridge, Mass.

S. John Kim ’91Englewood, N.J.

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Sarah A. Knutson ’96Alexandria, Va.

C. Elis Olsson ’82West Point, Va.

William R. Peelle, Jr. ’66West Hartford, Conn.

Howard W. Smith III ’76Washington, D.C.

Edward B. Walker ’85Roanoke, Va.

Nancy R. WallNew York, N.Y.

Donaldson G. Williams ’80 Charlotte, N.C.

Robert Wilson III ’80Mount Pleasant, S.C.

Toby S. Wilt, Jr. ’95Nashville, Tenn.

R. Halsey Wise ’83Ponte Vedra Beach, Fla.

*Ex Officio Member

Trustees Emeriti

John W. Burress III ’54Winston-Salem, N.C.

H. Gordon Leggett, Jr. ’50Philadelphia, Pa.

George W. Logan ’63 Earlysville, Va.

Hugh J. Morgan, Jr. ’46Birmingham, Ala.

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Episcopal graduates of the past five years have attended a broad range of selective colleges and universities, including:

American UniversityAmherst CollegeBabson College*Bard CollegeBates College*Bentley UniversityBoston College*Boston University*Bowdoin College*Brown University*Bucknell University*Carnegie-Mellon University*Case Western Reserve*The CitadelClemson University*Colby College*Colgate University*College of Charleston*College of William & Mary*Colorado College*Columbia UniversityCornell University*Davidson College*Denison University*DePauw UniversityDickinson College*Duke University*Elon University*Emory University*Fairfield UniversityFordham University*Franklin & Marshall CollegeFurman University*George Washington University*Georgetown University*Georgia TechGettysburg CollegeGrinnell College

Hamilton College*Hampden-Sydney College*Hampton UniversityHarvard UniversityHaverford College*Hobart & William Smith Colleges*Howard UniversityJames Madison University*Johns Hopkins University*Kenyon CollegeLafayette College*Lehigh University*Lewis & Clark College*Loyola College (Md.)Macalester CollegeMcDaniel College*McGill UniversityMiami University (Ohio)*Middlebury College*New York University*North Carolina State University*Northeastern UniversityNorthwestern University*Occidental CollegeParsons School of Design*Pitzer CollegePrinceton University*Purdue UniversityRandolph-Macon CollegeReed CollegeRenssalaer Polytechnic InstituteRhode Island School of Design*Rice University*Rider UniversityRollins College*Savannah College of Art and DesignSewanee: University of the South*Southern Methodist University*Spelman CollegeSt. John’s College (Md.)St. Mary’s College of MarylandStanford University*Swarthmore College*Syracuse University*Texas Christian University*Trinity College*Trinity University*

Tufts University*Tulane University*University of California - Berkeley*University of Chicago*University of Colorado - Boulder*University of Delaware*University of Denver*University of Florida University of Georgia*University of Illinois*University of KentuckyUniversity of Maryland*University of Miami*University of Mississippi*University of North Carolina -

Chapel Hill*University of North Carolina -

Greensboro*University of Notre Dame University of Pennsylvania*University of Richmond*University of RochesterUniversity of South Carolina*University of Southern California*University of Vermont*University of Virginia*U.S. Military Academy*U.S. Naval Academy*Vanderbilt University*Villanova UniversityVirginia Commonwealth University*Virginia Tech*Wake Forest University*Washington & Lee University*Washington UniversityWellesley College*Wesleyan UniversityWest Virginia University*Williams College*Wofford College*Yale University*

* more than one graduate attending

College Matriculations

2013-14 Episcopal High School Viewbook

Documents

Transcript of 2013-14 Episcopal High School Viewbook