Advocating for the Education and Development of Girls

October 11 is the International Day of the Girl, a global celebration of youth advocates who advance the rights of and opportunities for girls everywhere.

Baldwin’s mission is to develop our girls into confident young women who have the vision, global understanding and the competency to make significant and enduring contributions to the world. We celebrate the power of being a girl every day and consider it our responsibility to advocate for girls in our community, regionally and globally.

In Lower School, students enthusiastically participate in the Educate a Girl campaign, an annual fundraiser that benefits girls’ education around the world. Unlike other fundraisers, faculty encourage students to find creative ways to raise money, instead of simply asking their parents for help, leading to a variety of unique entrepreneurial endeavors, including bake sales, selling handmade artistic creations and giving out hugs at Baldwin events. This program also opens the door to critical conversations at home, giving our girls the opportunity to talk to their parents about those who don’t have access to quality education.

Emelie Wilkes, one of our second grade teachers, has been leading this project for over 10 years. “In its first year my class raised more than $1,000 on its own for an orphanage in Kenya,” she says. “For the past two years, the Lower School has raised over $10,000! To me, there is nothing more valuable than teaching our amazing, bright and gifted girls the importance of giving back. So many girls around this world are held back by circumstances out of their control. If we can help one child, that’s a start.”

All of the funds raised this year will be donated to Women’s Campaign International to directly benefit girls’ education. Specializing in transitional states and post-conflict regions around the world, Women’s Campaign International equips women and girls with the skills and support needed to transform their lives and communities.

Compassion, respect and responsibility are three of Baldwin’s core values, and all are demonstrated by these efforts, as well as in our curriculum. Our priority is not only to advocate for girls around the world but to continue to find new ways to advocate for our own students. In the Middle School, there’s a targeted focus on social and emotional development through lessons on identity, building empathy, healthy relationships, mindfulness and digital citizenship.  

“While one of our goals is for our students to do well academically, it’s just as important to make sure they are prepared to navigate the ever-shifting social landscape in life by giving them the tools, the language and a safe space to learn and grow,” says Middle School Librarian Lauren Friedman-Way.

Middle School faculty focus on the five core competencies of CASEL (Collaborative for Academic, Social, and Emotional Learning): self-management (managing emotions); self-awareness (recognizing emotions, values, strengths and challenges); social awareness (developing empathy and understanding); relationship skills (developing healthy, positive relationships and team-building); and responsible decision-making. The goal is to give Baldwin students the support and skills they need to become women who make a positive impact in all parts of their lives – from the classroom and the playing fields to their homes and local communities.

A Final Opportunity to Say Goodbye

Director of Upper School Eric Benke addressed the Upper School in his newsletter one more time before the beginning of summer and the end of his tenure at The Baldwin School.

This is my last opportunity to say goodbye to you. Seniors, we’re in a similar situation – getting ready to leave a place that has been home to us for many years. Like you, I have mixed feelings – excitement about what the future holds yet a little nervousness as well. In any case, it’s the right time in our lives to move on to the next thing.

I have so many people to thank for the experience I’ve had here that I would be all day listing them. My colleagues have been a great part of my career here, and our mutual trust and respect have been vital to making these years so good.

I believe the coming century will be the time when women take their place in the world. We desperately need your leadership and creativity. There will be resistance to this new order, but this battle will be won in your lifetime. We need you to take on the great problems of the world, and my generation is putting its hopes in you to apply the solutions we already have to solve the great issues that face us: disease, hunger, poverty.

The biggest problem we face is hatred, which cannot be solved by technology. Instead, we must be strong in our love for others and demonstrate the power of love. Every day, you have the power by your words and actions to make a difference, whether it’s saying hello to a teacher at school or how you treat the guy behind the counter at the coffee shop. A few simple words can make someone’s day – don’t forget that power.

Usually I assign you homework over the summer, but I’m not going to this year. You’re getting a break. Instead, try to live with an awareness that your love and respect for others makes a difference. You can be an example of what the world needs even in your day-to-day lives.

So, it’s time to say goodbye; to quote Robert Frost: “I have promises to keep/ and miles to go before I sleep/ and miles to go before I sleep.”

For the last time, Seniors are dismissed.

Upper School Environmental Science Capstone Project: Our Students Become Teachers

Written by Maggie Epstein, Science Teacher

In honor of Earth Day, and as a capstone project for their senior elective, the Environmental Science class took on the challenge of becoming experts on an environmental issue and then educating and acting on that issue as well. Throughout the year, the class has focused on the depletion and sustainability of common resources. And while we span the breadth of the subject, there is rarely time to go as deep into specific issues as we may like. So, during the month of April each student chose a topic that they were personally motivated to address. In class and outside of school, they researched and found small solutions to the problem. Most excitedly, this was by far everyone’s favorite part of the project, they were tasked with teaching about their topic to a lower school class.

This was the first year I attempted this project (at this scale at least) and it was daunting. The seniors would have to budget their time and be on their own as “teachers” when it was their turn. However, as soon as the first lesson happened in mid-April, I knew it was going to be an amazing experience. Mary Rose Shields ‘18 and Haley Smith ’18 hadn’t just prepared lectures about deforestation and pollinators, they arrived in gardening clothes with soil and seeds, beaming with enthusiasm. Their lesson highlighted the importance of bees and trees within the ecosystem. They got their hands dirty with the Kindergartners, planting, teaching and being just amazing role models for the younger girls.

Similarly, Emma Bradley ‘18 and Gabbi Pettineo ’18 got the other Kindergarten class to rally behind polar bears. A visit from Winnie got the girls excited, but what really thrilled them was getting to experience how blubber insulates the bears and is vital for their survival. Learning about the importance of blubber was key to understanding how the bears are threatened when they have to travel further and further for food. Less food and more walking means less blubber and a very cold bear. The girls coated their hands in simulated “blubber” to test this theory. Their “blubber” covered hands stayed perfectly warm even in a bowl of ice water – some very fun hands-on science for sure!

Earth Day is a global day of awareness and Rhea Li ’18 was able to share her knowledge of Mandarin with the 1st grade – teaching them Earth themed vocabulary! The girls in her class were all joyful and eager participants leaning to say Earth, ocean, the highest mountain and more. Even the Pre-K was on board for an Earth day lesson. Kate Park ’18 and Dagny DeFratis-Benway ’18 taught them about the size and importance of the oceans. The girls had fun sorting aquatic animals and making their own watery “Earth” to take home. I know their lesson was a success as my own Pre-K daughter came home and told me how “litter is dangerous for all the ocean animals.”

Not all the lessons were quite as sunny though. Melia Hagino ’18 tackled water inequity with the 5th grade; Emily Thompson ’18 got 1st graders to consider their carbon footprints; Natalia Schafer ’18 and Julia Love ’18 warned about the dangers facing the coral reefs. Though these topics were complex, students were still engaged and excited for the experience. The seniors commented on the impressive level of intellectual curiosity from Lower School students and also on the incredible empathy they encountered on their visits.  Maya Hairston ’18 and Miyanni Stewart ’18 were concerned at first that Ms. Fitzpatrick’s 4th grade would be too young to understand the concept of environmental racism. They were confident though that the topic was one they wanted to address and they did so with incredible maturity and thoughtfulness. They had the girls participate in a roll play game that modeled the disparity among the environments of  some communities inhabited by people of color. They spoke to them about the causes and consequences of this injustice and allowed them to share their own thoughts as well. The experience was powerful for all involved. Maya reflected, “I was worried at first that this topic would be too much for fourth graders, but they handled it so well. I feel so honored to have presented in front of a class of such smart young thinking girls. I look forward to seeing them in the halls from now on!”

Beyond just learning and teaching, our class took action. In one month, the Environmental Science class, collectively,  raised money for the Natural Resource Defense council and the United Way, created an Instagram to promote reducing carbon emissions (you can follow it @iamparisca), signed numerous petitions, planted two trees, created a pollinator garden, reduced the flow on their toilets and more!

Watching students combine what they’ve learned with their myriad talents and skills was inspiring. I hope to not just continue this project but expand it to include even more of the Lower School and possibly the larger community in the future. As Haley noted in her reflection, “At the end when we were outside planting, a bee flew by and none of the girls flinched. They watched as it flew around and one girl said, ‘Don’t worry bee! My flower for you will be ready soon!’ This was an adorable moment that made me realize I had done my job.” I have to agree with her. As I saw all the photos of the girls from Pre-K on up to my class of 2018 smiling, learning and working together, I absolutely felt the same joy.

See more of our favorite photos on The Baldwin School’s Smugmug.

Girls on the Run is So Much Fun!

Written by Girls on the Run coaches Janice Tan, Erin Hesketh and Liz Tily.

You may have heard this cheer around the Lower School or maybe you have seen some girls and their coaches running up and down the hall or on the fields. Curious? What you have witnessed is the first Girls on the Run (or GOTR for short) team at Baldwin. Before the season even started, months of training and meetings went on behind the scenes – Coaches Erin Hesketh, Liz Tily, Janice Tan and Megan Rohricht were well prepared and excited for the first season to begin!

For those who are unfamiliar with the GOTR curriculum, it consists of 20 activity-based youth development lessons that are completed in 10 weeks. The mission? A world where every girl knows and activates her limitless potential and is free to boldly pursue her dreams. Girls on the Run is more than just a fitness club. Each week begins with an educational lesson designed to offer confidence, build relationships and teach life skills to young girls. At the end of the program, the girls participate in a 5k to celebrate their hard work. Every lesson builds upon a topic from the week before. The goal is to help girls be happy, healthy and confident.

A typical afternoon with GOTR starts with our girls “getting on board.” During this time, the girls transition from school to their run session. We introduce the theme of the day during a short activity. These themes include: balance, self-talk, emotions, empathy, friendship, teamwork and communication. Next, we incorporate some stretching and strengthening activities before we head off to the warm-up. The warm-up consists of movements like a game of freeze tag or a group relay. Soon after, the workout of the day begins. During this time, the girls make a lap goal, don the lap counter bracelet Coach Erin came up with and we get to work!

In between laps includes some type of journaling or communicating about our theme of the day. After laps we process our lesson and transcribe a picture, word or phrase about our day onto our “identity cards.” These cards have become very busy, demonstrating all the hard work and season’s accomplishments. At the end of each lesson, the girls give out a great big cheer and an energy award is given. An energy award is a super fun way to recognize a girl or group of girls who has given their all on that day. The girls have embraced the positivity and enjoyed celebrating their teammates throughout the season.

This past week, we completed our practice 5K and it went beautifully. After navigating some tricky spring weather, the team managed to get their laps in and build the fitness and confidence they needed to get the job done. The end of the season brings our community impact project so look around Baldwin’s campus for some GOTR personal touch!

The season finale ends on May 20th with our GOTR 5K at Montgomery County Community College. All are welcome – boys, girls, friends and family. It will give our girls a chance to share some of the positivity our season generated. If you want to join us for our season closing 5K, grab some sneakers and we’ll see you on May 20th!

As GOTR coaches, we were excited to be a part of a new program. We wanted to meet girls in other grades and get involved in a running program. The Girls on the Run program was much more than that! We were able to develop relationships and help build confidence in the girls to see that they are truly stronger than they believe! We were amazed by the responses and ideas generated by the girls during the group discussions. Many friendships were built through the GOTR program and we had so much fun interacting with the girls. The program even helped the coaches to reflect on and improve different aspects of their lives! We loved being Girls on the Run coaches!

Team Up Philly & Baldwin – Empowering Young Women

DSC_0002Torrie Smith ’20 talks about her experience with Team Up Philly and how she’s helping students at The Baldwin School partner with this organization to inspire and empower young women.

Team Up Philly is an organization designed to empower girls from underserved areas in Philadelphia. By promoting individualism and unity, they teach the girls to become independent while also working with one another.

I originally saw Team Up Philly at the tennis courts where I train every week. Next I saw them at Ludington library every Thursday afternoon for months while I was doing homework there. After seeing them many times, it seemed such a meaningful experience to bond with these girls. I eventually was introduced to their executive director, Marian Fischer Pearlman who helped me to become a tutor. During my freshman year, I attended Thursday sessions at the library from 4:00-5:15 whenever I could where I would help the girls complete homework, work on a special project, or play fun math games. As a very avid tennis player, I also wanted to help out with the tennis aspect. I talked with Marian and ended up volunteering as a coach at Team Up Philly’s tennis camp this past summer. I watched them progress over the course of the six week program.

After working very closely with Team Up Philly, I began to think about my time at Baldwin and realized that there were so many similarities between the two places. Team Up Philly is an organization that inspires girls to reach their full potential. Since Team Up Philly and Baldwin had many similarities, both designed to empower young women, I thought it would be a perfect fit to partner the two organizations.

The girls from Team Up Philly come to Baldwin once a month. Through this partnership, all of the girls are able to create long-lasting bonds with one another. We do fun activities like sports, arts and crafts, and games. During our first session, members of Baldwin’s tennis team instructed and played tennis with the girls. Some players were brand new to the game so they were taught the fundamentals, while others had played much more so they played games with one another and Baldwin girls. Overall it was an extremely fun and rewarding experience. Our second session was devoted to crafts and games. Some of the Team Up Philly girls decorated holiday cookies with the help of Baldwin girls and others played fun games like Jenga and Taboo. In the future, we plan to continue with games, sports and crafts to continue linking the two organizations.

Defining The Baldwin School’s Five Core Values

At the All-School Assembly to officially begin the 2017-2018 school year, our senior student leaders were asked to choose one of The Baldwin School’s five core values – Honesty, Compassion, Responsibility, Respect and Learning – and explain what that value means to them.

All School Assembly (39)Learning – Carly McIntosh ’18, Head of Senate

At Baldwin, our community centers around five core values, which determine how we carry ourselves and how we interact with our fellow community members.  Of the five, Learning often gets lost in the shuffle. While it can sometimes be a challenge to adhere to each of the core values, learning seems to be the easiest. In fact, it would require a much stronger effort NOT to learn anything while at Baldwin, than it would to take to learn. After all, every day we go to an assortment of classes where our teachers provide of us with the skills and information that we need to succeed.

But is it possible that we have overlooked the true message behind this simplistic core value? Are there more ways to learn than attending a class, and are there more people we can learn from than our teachers?

After asking myself these questions, I began to realize how many learning opportunities are offered outside of the classroom here at Baldwin. From our friends, we learn about different cultures, custom, and traditions. From coaches, we learn about teamwork, commitment, and grit. And if we step outside of our comfort zones and commit to new challenges, we can learn a great deal from ourselves as well. Whether on the field or on the court, in the dining hall, or on center stage, we must ask ourselves what we can learn from new experiences, and we must challenge ourselves to seek out these opportunities. We have all been afforded an amazing opportunity by receiving an education from Baldwin. Let’s make sure that for the 2017-2018 school year, we take advantage of this opportunity.

Respect – Natalia Schafer ’18, Senior Class President

Everyone says you have to give respect to get respect, but what does that mean? To me it means not only treating others the way you want to be treated, but acknowledging the differences between you and someone else and loving them regardless. I apologize in advance, but I’m about to bring some math into this. 6+3=9. That’s a fact I think we can all agree on. But, so does 5+4, 8+1, 2+7. The way you do things is not always the only way to do them. Just because 6+3=9, does that make 5+4 any less valid? Not at all.

One of the most sincere forms of respect is actually listening to what someone else has to say. Not only listening, but understanding their perspective. Understanding where they are coming from and why they believe what they believe. We are privileged enough to go to a school like Baldwin. A school that supports us, encourages us, and pushes us. From a young age we are taught to stand up for ourselves, for what we believe in. This means we all have opinions, strong opinions, and sometimes we don’t agree. Respect is acknowledging those differences, tolerating those disagreements, and still coming together and being kind to one another. I hope that as you walk through the halls and see the 5 core value signs, you think about respect and what it means to you.

Responsibility – Marissa McGarrey ’18, Head of AA

Responsibility is an extremely valuable and critical characteristic and helps in many aspects of our daily lives. Responsibility is defined as “the state or fact of being accountable for something within one’s power, control, or management.” This shows that as students, we have the obligation to be liable for our own actions. It is our duty to come to school each and every day with a positive attitude, eager to learn more and excited to better ourselves as students. Being responsible does not require doing all the big things, but it is rather the little and simple things that people notice most. Turning in your papers to Ms. Luttrell or even turning in your homework on time are little responsibilities that go a long way and don’t go unnoticed.

Being responsible and accountable for your actions is a way to gain trust from those who surround you, like your teachers, coaches, and even your fellow classmates. I like to think of responsibility as a cause and effect chain. If YOU set the precedent and are responsible, your classmates and teammates WILL follow your lead. This not only makes you a great leader, but it also shows that you are role model for others. Additionally, being a responsible individual not only allows people to trust and look up to, but it also creates more powerful and genuine relationships. Of course, being responsible is not an easy thing to do. Sometimes being responsible leaves you feeling uncomfortable, but in the end just remember that you are developing a skill and bettering yourself as a person and student. With this skill, an unlimited amount of opportunities will unravel and you will see how powerful being responsible can really be.

Compassion – Katie Mostek ’18, Head of Arts League

I thought the best way to define compassion was through an example. In the Baldwin community, compassion is very prevalent in my everyday life. Not only do I strive to be as compassionate as possible but I find the students, teachers, and staff harbor deep compassion in all of their actions. But one moment that has stuck with me occurred when I was in the seventh grade. I had just had the worst day of my life. I had two tests, a long swim practice, and was desperately trying to memorize lines for a play I was in at the time. I exited the locker room after swim team and somehow dropped all of my mortal possessions onto the floor of the athletic center. Now this incident is not all too important in the grand scheme of my life, but in that moment, it was all over. I just stood there, too exhausted to even comprehend the fact that I had to pick up my bags. In swooped my friend, Audrey Senior, who is still near and dear to my heart. She helped me pick up my things, but she also could somehow see how utterly bereft I was and paused to ask me about my day. We only talked for a couple minutes, but having someone actually take the time to listen to my venting turned my day around. Even though it did not seem like a huge grandiose act of kindness, I still remember it to this day.

This is what compassion is to me. It is not a huge commitment, nor is it an expression of blatant pity. It is the ability to recognize when others need help and to actually help them without expecting anything in return. At school and in life, I urge everyone to take time out of their day to not only acknowledge the feelings of others, but to take the time to assist and listen to your community as well. Even the smallest bit of compassion can go a long way.

Honesty – Kate Park ’18, Head of Service League

When you think about the importance of honesty, one of the first things you think of is probably telling the truth. I, personally, think about all the times I lied to my mom when I was younger about whether or not I ate the chocolate in the cupboard. I probably thought I was being very clever, but in hindsight, it was quite obvious. Lets just say if you’re trying to sneak chocolate, throw away the wrapper.

Of course telling the truth is a very important part of being honest, but telling the truth is only a small part of a much bigger picture. In order to be truly honest, you have to be honest with yourself. You have to know yourself. Know what you like, what you don’t, your strengths and weaknesses, what you value and what makes you get out of bed in the morning, and then, you have to be honest with those feelings, because you can only be honest with others if you’re first honest with yourself.

So I challenge everyone here today, and that includes myself, as you go through this year, lets all try to be honest with ourselves. Every one of us has our own perspectives and our own unique thoughts and feelings and we have to be understand all these things in both ourselves and others, because sometimes, the biggest step towards becoming your best self, is much, much closer to home than you might think.

Reflections from the Mid Atlantic Region Diversity Conference

mard_imageEarlier this fall, 10 Upper School students and three faculty members spent their Saturday at the Mid Atlantic Region Diversity Conference (MARD), hosted by Abington Friends School.  The conference consisted of randomized family-groups, race-based affinity groups, a silent movement activity centered around identity, a keynote address by renown speaker, Rodney Glasgow, and a closing Quaker Meeting, where students were able to express how they were feeling at the conclusion of the conference. What follows is a sampling of Baldwin students’ reflections upon the conference:

“My experience at MARD was amazing! It was way more impactful, uplifting and inspiring than I anticipated it would be. I especially enjoyed the Quaker Meeting. When Rodney said that you would feel a quivering sensation, I though ‘oh sure,’ but my heart actually started beating faster! It was such a great experience and I highly recommend it to others.” Alexis Mosley-McLemore ’17

“At MARD we did a silent activity where people stepped in and out of a circle if different things applied to them. We all stood around the perimeter of the gym, and when something applied to us, we stepped into the center of the circle. We were told to look at who joined us in the circle and to look who remained outside the circle. Some examples of things we stepped in for were race, religion, economic status, family structure and more. From this activity I learned the true meaning of not judging a book by its cover. Many people stepped in for things you would not expect, and their vulnerability was inspirational.”  – Haley Tavares ’18

“Although I’ve previously had the privilege of attending the Student Diversity Leadership Conference, of which Rodney is the director, MARD helped me gain new perspectives in my understanding of diversity. It was really great to see Rodney again because I always enjoy his meaningful messages. I was able to attend a student-led workshop called ‘For Colored Girls’ that combined my two biggest minority groups, being black and being female. This workshop gave me the opportunity to relate to my ‘sisters’ through meaningful discussions. I really enjoyed the Meeting for Worship at the end of the conference; it was a touching reflection and conclusion to an unforgettable day.”- Bria  Beauvais ’18

“Diversity and inclusion work, to me, is important and essential to every community. I learned first hand that education is key to understanding different cultures, race, religion and sexuality. I have been offended in my life because people haven’t been educated on certain diversity subjects. Therefore, they don’t know that some things can be offensive to a certain race/religion/culture, etc. This conference helped me learn more about other diversity subjects. Furthermore, this conference helped me to open up about my personal experiences. Finally, MARD helped me connect with different people, which betters my understanding of the crazy world we live in.” – Maya Hairston ’18

The group that I was in asked thought-provoking questions that I pondered about for the rest of the day. I wondered, ‘are some of my problems really that bad compared to other people’s situations?’ I learned that everyone comes from different backgrounds and has different opinions on certain topics (including the election). People should feel free to voice their opinion and share what they think. Many people could use advice and guidance from others. No situation is too small to be brought up and discussed, even if people are going through tougher times.

I think Baldwin should continue the diversity lunch discussions. Bringing up these important and controversial topics will spark an interest within people, and these people may have thought-provoking conversations about it with others.” – Anoushka Gidh ‘19

“For me, the most meaningful part of MARD was seeing the student leadership, and I hope that is something we can emulate at Baldwin. The entire conference was led by AFS and Perkiomen students who encouraged us to have an open dialogue with students who had gathered to enthusiastically and critically discuss important issues. We were divided into smaller “family groups,” which were led by students, we were able to choose workshops that were led by students, and the affinity groups were also led by students. This encouraging atmosphere allowed me to feel comfortable analyzing difficult situations and share my opinions with students who have a similar mindset as myself. I sincerely hope to have a diversity day/conference at Baldwin, modeled very similarly to MARD and have students take action in creating safe and dynamic spaces to have productive conversations about how to better our future.” – Nira Kotay ‘19

Women on the Rise: A Speaker Series

“What do you want to be when you grow up?” As soon as children can talk, it seems, they’re asked this question. At first, their ideas about a career might come from tv and movies. But eventually, they need more realistic ideas about what possibilities are out there. Where do students get ideas about careers? From parents, certainly, and from their Baldwin teachers, who often showcase women of achievement in a variety of fields. And, occasionally, from interactions with our accomplished alumnae. But most students have little idea of what career possibilities are out there, and what real jobs look like across a range of industries.

This year, we’re building on the ways we’re already exposing students to career possibilities by introducing a new speaker series, called “Women on the Rise: A Baldwin Speaker Series Supported by the Ruth Hochberger ‘68 Fund.” This series, launching Monday, December 5, will showcase women who are leaders in their professions. These women will talk about where they are, how they got there and what they’ve learned along the way.

Monday, December 5, renowned opera singer Monica Yunus will be joining us at 6:30 p.m. in the Simpson Center. Her concert and recital performances have taken her all over the world — in countries ranging from Spain to Bangladesh, Guatemala and Lebanon and in performances with legendary singers such as Plàcido Domingo, José Carreras and Andrea Bocelli. Ms. Yunus is a graduate of The Juilliard School and is the Co-Founding Director of the Sing for Hope charitable organization based in New York, whose mission is to make the arts available to all. Artists of all types volunteer their talent to communities in need and make art radically accessible.

For her contributions to the field of arts activism, Ms. Yunus has been honored to give special performances at The United Nations and the Fortune Most Powerful Women Summit, and received a 2009 DOHA 21st Century Leader Award in the category of Outstanding Humanitarian.  She will be speaking to us about her career and humanitarian work.

sUDfJ6fROn Wednesday, March 15, we’ll be joined by JiaJia Fei, Director of Digital at The Jewish Museum in New York City at 6:30 p.m. in the Simpson Center. JiaJia has more than eight years of experience working at the intersection of integrated marketing, branding, design, social media, web, e-mail, mobile and multimedia content strategy for modern and contemporary art — making museums and cultural organizations more accessible through technology. Fei has been written about in many art news venues for her unique style and approach to digital media and marketing strategy. Fei has a BA in History of Art from Bryn Mawr College. She has lectured on the growing importance of social media and digital marketing strategy at CultureGeek, Fundación Proa, College Art Association, Sotheby’s Art Institute, New York University, TEDx Martha’s Vineyard, MIT Media Lab and Museum Connections Paris. She sees social media as a way to connect people to contemporary art and takes her cues from organizations like NASA whose goal is to help people better understand space and makes use of social media to do so.

sarah_robb_ohagan_equinox_credit_aviva_klein_3Finally, we’ll round out the series on Wednesday, April 19 at 6:30 p.m. in the Assembly Room, with Sarah Robb O’Hagan, entrepreneur and businesswoman, currently CEO of ExtremeYou, a company dedicated to providing individuals, groups and companies the information and resources they need to achieve what she calls extreme success. Named among Forbes “Most Powerful Women in Sports” and recognized as one of Fast Company’s “Most Creative People in Business” Sarah is an internationally recognized re-inventor of brands, but if you ask Sarah, she’ll say she’s in business to help individuals and teams achieve their potential.  

Sarah is a passionate advocate for an active lifestyle and believes the lessons learned from sports and fitness can be applied to improve performance in the workplace. She has served on Hillary Clinton’s US State Department Council to Empower Women and Girls through Sports and is a trustee of the Women’s Sports Foundation. She is also an active member of the World Class New Zealand Network, as she remains committed to helping the country’s development, international competitiveness and economic growth.  

All three of these women have much to offer our Baldwin students, parents and the larger community as they share their successes and failures and range of experiences in the arts, technology and sports. We’re excited to be launching such a great initiative, aimed at showcasing female role models that our girls can emulate. We hope you will all join us.