The Hive Magazine: Winter 2026

THE HIVE WINTER 2026

THEN

NOW II THE DCDS EXPERIENCE

FROM THE HEAD OF SCHOOL

Then & Now

There’s a particular kind of magic that happens when past and present converge—when the echo of what was meets the promise of what is. This issue of The Hive invites you into that intersection, where tradition and innovation dance together, where memory and momentum create something greater than either could alone.

In these pages, you’ll discover how the threads of our history weave into the fabric of today. You’ll see how lunch in the student center has evolved from white-jacketed student waiters serving a familystyle meal to the vibrant food options available to students today. You’ll explore how learning itself has transformed. You’ll meet families whose commitment to DCDS spans three generations, each bringing their own chapter to a story that continues to unfold. And you’ll reconnect with members of the Class of 2001, whose paths since graduation reflect the values and preparation that remain at our core.

This theme - Then & Now- asks us to hold two truths simultaneously: that we are shaped by our past, but that our future is constantly transforming. The traditions we celebrate aren’t set in stone; they’re living practices that evolve with each new class–all while retaining their essential spirit. The 125 state championships we’ve earned don’t just represent victories on fields, courts, tracks, and trails; they represent a culture of achievement, perseverance, and joy in the pursuit of excellence that has defined this school for decades.

But what matters most isn’t captured in headlines or history books. It’s found in the moments themselves - the ones that take your breath away or make you laugh until your sides hurt, the ones that challenge you to grow or remind you why you belong. These are the moments that become memories, and memories that become traditions, and traditions that become the heartbeat of who we are.

As you turn these pages, I hope you’ll recognize yourself in these stories—whether you walked these halls decades ago or your child skipped through the Lower School doors just this morning. Because at DCDS, then & now aren’t separate eras. They’re part of the same continuous thread, stitched together by moments like these.

This is the legacy we inherit. This is the experience we create. This is DCDS- Then, now, and always.

- Rich

Richard Dempsey, Head of School

ICONS THROUGH THE YEARS

A hidden game celebrating a sample of our visual history

From early designs to recent favorites, our DCDS icons tell a story. We’ve hidden them throughout this issue for you to find as you read. How many can you uncover? The complete answer key can be found on page 62.

WALKING THE SAME HALLS

A Legacy of Excellence Across Generations

The photograph sits on Ron Berman’s desk in Florida—seven faces, three generations, all gathered at Homecoming for his 50th reunion at Detroit Country Day School. His sons Tom ‘97 and Ryan ‘98 stand beside him. His granddaughters, Morgan ‘26, Sloane ‘25, Olivia ‘28, and Lexi ‘26 smile from the front row. It’s 2024, and they’re celebrating not just Ron’s milestone reunion, but a family tradition of Yellowjackets that spans more than half a century.

“Anytime you run into a DCDS alum, anywhere that may be, you feel an incredible sense of camaraderie, way beyond that felt from college or grad school,” Ron ‘74 reflects. “Due to the small size of this group that shared not only the same all-encompassing school culture as you, but the immensity of the lifeshaping experiences at the school.”

This isn’t just one family’s story. Across metro Detroit, a unique phenomenon unfolds each school day: grandparents watch their grandchildren walk the same hallways they once navigated, sit in the same classrooms, and instill the same values that shaped their own lives. The families you are about to meet–the Bermans, the Gilyards, and the Bormans–represent a growing constellation of multi-

generational families who have woven their lives into the fabric of DCDS, and found that the school has become family in return.

The Foundation

For Gary Gilyard ‘76, it started with his father’s foresight. “My parents are both teachers, and education was always of utmost importance,” Gary recalls. “My father brought me to Country Day in 1971, and I just fell in love with mens sana in corpore sano. I’m a very disciplined person, and I believe in academics, athletics, and activities to make you a well-rounded person.”

That appreciation became conviction when it came time to choose schools for his own daughters, and led to his desire to give back by serving on the school’s Board of Trustees and as team doctor. “I knew the kind of education that I had received,” he says simply. For Gary’s wife, Linda, who didn’t attend private school herself, the decision came from seeing the Lower School community. “As a mother with little ones at home, I never worried about our kids. I always felt like those teachers would care for our kids. They were part of your family.”

The Bormans also found their way to DCDS through the vision of a father who valued a strong education. Paul Borman’s decision to enroll his sons led to three generations of the family becoming deeply ingrained in the school’s history.

“My grandfather, Paul Borman, was on the Board of Trustees, and he handed me my diploma at graduation. That was a huge deal,” says Hannah Borman Crane ‘09. “Education was so important to him, and he valued what Country Day values so much that he gave up his time to be able to do that.”

Building Success

Tom Berman initially resisted attending his father’s alma mater but never looked back after his first year. “I didn’t fully appreciate DCDS when I was a student. It wasn’t until college, and later at law school, that I realized just how well DCDS had prepared me—not only for academics but for life.”

Hannah Borman Crane puts it even more bluntly: “I say this through and through—I went to U of M for my undergrad. I went to Oakland for my master’s, and Country Day was by far the most challenging. I’m not a genius, but I feel like Country Day really provides you with the tools and the structure to succeed in life.”

For Lexi Berman, now a senior and the third generation of her family at DCDS, this legacy of high expectations feels both challenging and empowering. “Many of the values that Country Day taught me are the same values my family stressed— discipline, commitment, structure, expectations, and excellence.”

The Common Threads

Much has changed since Ron Berman started at Country Day in 1968. “There weren’t any girls at DCDS until my junior year, and the first class in 1973 had two girls.” Today, the student body is evenly split between boys and girls, and graduating classes are four times as large as in Ron’s era.

Yet amid growth and change, some things remain constant—like the lasting impact of beloved teachers and the tight-knit community they create.

Mrs. Hannett, who began teaching in the early 1970s, has now instructed multiple generations of the same families. Gary Gilyard remembers her vividly: “Mrs. Hannett was the very best teacher that I’ve had at any level—high school, college, or medical school.”

Decades later, Gary’s daughter, Lauren Stewart ‘05,

experienced her own Mrs. Hannett moment. “I’ll never forget my first day of sophomore English when she called attendance. When she got to my name, she paused, had me stand up, and announced, ‘Oh my gosh—everyone, I also had your dad in class!’ That personal connection is exactly what makes Country Day so special.”

Hannah Borman Crane discovered an even deeper connection: “Mrs. Hannett was friends with my grandparents and lived down the street, so she would drive my dad and my uncles to school. I see her everywhere—at Stroh’s, at the Pancake House. I run into her, and my kids now know her. She’s been around for four generations of one family.”

Then there’s Mr. Corwin, who arrived as assistant wrestling coach in Ron Berman’s senior year. Now, his granddaughter has him for history. “I was the captain of the wrestling team and spent a lot of time with him,” Ron recalls. “He could be very tough and intimidating at times, but was a great guy who really cared about the students.”

Returning “Home”

Hannah Borman Crane is a “super lifer”, having started at DCDS in Pre-K3. She remembers the Lower School vividly: “Mrs. Wiz (Sally Wisnieski) did a kindergarten opera. When I think about it, I smile because I remember how fun it was. Mrs. Wiz actually went to visit the puppy pals last year, and she looked at my daughter, not knowing her name, and said, ‘That’s Hannah Borman’s kid. I know that kid—that is her.’”

Today, both her daughters, Claire ‘37 and Stella ‘39, are taught by some of the same teachers she had. “As an infant, Mrs. Pernick made me my baby blanket that I still have, and now she has taught both of my kids. The fact that Country Day retains faculty—that is huge.”

Lauren Stewart ‘05, Gary and Linda Gilyard’s daughter, initially didn’t imagine returning to Michigan, but when she and her husband moved from Chicago to be closer to family, perspectives shifted. “We wanted our children to be part of a community that emphasized character education, strong discipline,

leadership development, and athletics. Country Day checked all those boxes.”

Now, watching her daughter, Liv, in the Lower School brings some of the same feelings her mother experienced decades ago. “What I feel most of all is a sense of safety—and sometimes, emotion. I am so happy that my daughter gets to be part of a community from such a young age. She is confident, happy, and truly loves going to school. Leaving your child in this world can be scary, but knowing she is walking the same halls I once did gives me immense comfort.”

For Tom Berman, the nostalgia is palpable: “Sitting in the same classrooms during parent-teacher conferences is a surreal experience. It feels like just yesterday, so it’s hard to believe it’s been almost 30 years.”

The DCDS Network

The DCDS experience does not end at graduation.

Hannah Borman Crane says the DCDS alumni connection is priceless. “There is such a tight network. I know that if I’m ever in a bind, I can call someone from the alumni group, and they’ll have my back. I could call my friend and say, ‘Hey, do you know someone in this industry, or do you know the best doctor,’ and you’ll always have those people.”

“When we meet other DCDS alumni,” Tom Berman agrees, “whether they graduated decades before or after us, there’s an instant sense of camaraderie. It’s a shared experience that bonds you for life.”

Connections Across Generations

That camaraderie also provides a shared language across decades. Lexi Berman explains: “I think going to DCDS gives me something to bond with my family about. My grandpa lives in Florida now, and I don’t see him too often, but talking about Country Day just really brings us back together.”

Ron Berman agrees that DCDS remains a touchstone. “It makes me very proud and happy to have seen my children and to now see my

grandchildren walking the same halls of Country Day that I did over 50 years ago.” He’s already looking ahead to a fourth generation.

Gary Gilyard feels similar emotions watching his granddaughter, Liv ‘39, at the Lower School. “Just seeing her there, it’s a sense of completion. It just makes me feel thankful that my dad had the foresight to do it because there weren’t many Black students who went to Country Day back in 1970. I know that she will do extremely well.”

His daughter Lauren is grateful as well, “Being part of a multi-generational DCDS story is incredibly meaningful to our family. Country Day feels like all we’ve ever known. It creates a sense of continuity, linking past and present in a deeply personal way. It’s more than education—it’s about belonging, shared experiences, and carrying forward a legacy of character, support, and lifelong connections.”

For these families and others like them, Detroit Country Day School isn’t just a school their children attend—it’s the place where their family story unfolds, generation after generation.

125 AND COUNTING

Four More Championship Titles for DCDS

This year will be remembered as one of the most triumphant in our school’s athletic history. In a remarkable display of skill, dedication, and teamwork, four of our varsity programs claimed state championship titles: women’s tennis dominated the courts, women’s lacrosse conquered the field, men’s soccer mastered the field, and women’s volleyball

The Women’s Tennis Team secured its MHSAA Division 3 Women’s Tennis State Championship last spring, marking back-to-back championships and the 16th total title in program history. The 2025 squad suffered just one defeat this past season, which occurred at regionals. They secured impressive wins throughout the season, including victories over both D1 and D2 champions with grit, tenacity, and poise. The road from fall captains’ practices to regionals, and then to state finals, demanded patience, dedication, and hard work — and the Yellowjackets delivered. Coach Nick Fiaschetti also leads the school’s men’s tennis program and has guided his teams to four state championship appearances, winning three of them. The tennis players on this past year’s team were coached well, played hard, and finished on top.

repeated their state championship title for a second year in a row. All four programs share a common thread: athletes who committed fully to their craft and elevated their performance when it mattered most. These championships mark a significant milestone for our athletic program, showcasing the strength and capabilities of our athletes and coaches.

Men’s Soccer

Men’s Soccer at DCDS has a storied history of winning state championships. This fall, they won the Division 3 Boys Soccer State Championship, capturing their first title since 2018. This is the 16th overall state championship title in program history!

The team showed dedication and heart throughout the season, ending with a 22-2-1 game record. Throughout the season, this team was ranked at or near the top of the division in both record and strength of schedule. Head coach Steve Bossert, also a Middle School math teacher, celebrated his second state championship as head coach, having been part of seven other soccer state championships as an assistant coach. Bossert noted that this was the highest-scoring team under his leadership and was a beautiful passing and possession team.

Women’s Volleyball

Snagging a state championship title is a difficult feat, but doing it two years in a row? Talk about impressive! The Women’s Volleyball Team defended its Division 2 state title through some high-profile matchups leading to the final game. They persevered through difficult semi- and quarter-final rounds and controlled much of the championship game. The Lady Yellowjackets had a 29-9 season under Head Coach Kim Lockhart, also a second-grade teacher at the Lower School. Through the long hours of practice, the unwavering commitment of their coaches, and the grit and unity of every player, this team proved that they would do whatever it took to win another state championship. Over the past years, the Detroit Country Day School Volleyball Team has proven itself a standard-bearer for excellence, resilience, and championship pedigree.

Women’s Lacrosse

The 2025 Women’s Lacrosse program captured the MHSAA Division 2 Girls Lacrosse State Championship this past spring, securing the fourth state title in program history, the second since the sport became officially sanctioned in 2005. The Yellowjackets outscored their opponents 304 to 144, finishing with a 17–3 record against an exceptionally tough schedule that included challenging out-of-state competition. They went undefeated against every opponent in Michigan. Their roster featured seven All-State athletes, but what mattered even more was the leadership and unity they displayed—both student-athletes and coaches—throughout the season. In just her third season as head coach, Liz Nussbaum has led the Yellowjackets to a 34–7–1 record, two state finals appearances, multiple All-Americans and All-State players, and—most importantly—the 2025 State Championship. Beyond the accolades, she serves as a mentor, role model, and inspiration to her athletes. No one can stop the Lady Yellowjackets!

These four championships put Detroit Country Day School at an impressive 125 state championship titles!

Associate Director of Athletics Ross Cooper said of these four championships: “These teams are tremendous representatives of our school and our athletic program. Their accomplishments reflect the incredible talent, preparation, and pride of our student-athletes and

coaches. These teams also embody the Detroit Country Day School standard of excellence—where commitment, teamwork, and resilience define success both on and off the field.”

Through hard work and dedication, our athletes proved that excellence thrives year-round across our campus.

ART FROM THE HEART

A Collaboration Between Detroit Country Day School & Children’s Hospital of Michigan

Detroit Country Day School’s Celebrate the Arts event showcases over 1,000 pieces of student artwork each spring, but for some young artists, the real masterpiece is the act of giving. Representatives from the Children’s Hospital of Michigan walk through the galleries, carefully selecting pieces that will soon transform hospital halls into vibrant spaces filled with wonder and joy. It’s a tradition that began in 2002, and over two decades later, Art from the Heart continues to showcase one of the most beautiful aspects of the DCDS community: children giving to other children.

One of the service promises from Children’s Hospital of Michigan is to “Inspire with imagination - from creating playful moments in waiting rooms to cheering on patients’ wins, we strive to inject joy and hope into every care moment.” When DCDS kindergarten teacher Elizabeth (Mezzacappo) Leitao volunteered at the Children’s Hospital of Michigan, she discussed the idea of adding some art to the walls with the head of volunteers. Leitao says, “Why not fill the walls with art created by students? I brought the idea to the Friends of the Arts, and they jumped right on board. What started as a simple conversation has grown into a tradition close to my heart that fills the hospital with color and creativity, creating a positive environment that lifts the spirits of patients, family, and staff.” Friends of the Arts donates the frames

and hosts a gallery and reception for student artists and their families at the hospital each fall.

The numbers tell an impressive story: to date, 663 pieces of DCDS student artwork have found new homes at Children’s Hospital of Michigan over the years. But the real story is not in the count, it’s in the countless moments when a worried parent catches a glimpse of a student’s whimsical drawing and finds themselves smiling for the first time in days, or when a young patient discovers a piece that comforts them. The artwork brings the hospital hallways to life with an outpouring of color, vibrancy, and beauty, transforming clinical spaces into environments that nurture healing and hope.

The partnership between DCDS and Children’s Hospital of Michigan represents a beautiful alignment of values. The hospital’s mission to “help children and their families live happier, healthier lives by engaging our Children’s Hospital of Michigan family with theirs and by making every moment matter” finds perfect harmony with Detroit Country Day School’s commitment to developing students

who use their talents to serve others. Sarah Kitchen, Middle School Fine & Performing Arts Department Chair, shares: “I’m always in awe of our studentartists’ generosity. Many spend weeks, even months, pouring their ideas, passions, and identity into their work, yet when asked to donate these pieces to the hospital, they give without hesitation. Their willingness to share their art to bring joy to others is inspiring, and it’s one of my favorite events of the year. I couldn’t be prouder of them.”

What makes Art from the Heart so special isn’t just the artwork itself, but what it teaches both the givers and receivers. DCDS students learn that their

creativity has power beyond personal expression— it can comfort, inspire, and heal. Hospital patients and families discover that they’re part of a larger community that cares about their well-being.

Twenty-three years later, Art from the Heart continues to embody the best of what happens when young people are encouraged to share their gifts with the world. In hospital rooms where families wrestle with uncertainty, each piece of art becomes an unspoken conversation between one young heart and another—proof that creativity can bridge any distance, even the one between sickness and health.

Check it out!

Please scan (or click) the QR code to view photos from our most recent Art From the Heart event!

FROM SCRATCH WITH LOVE

Lunches at Detroit Country Day School Nourish the Body and Mind

Mens sana in corpore sano - a sound mind in a sound body - is not a motto Detroit Country Day School uses lightly; it is a defining way of life that helps students strive to be the best versions of themselves. Decades ago, the school’s food service team consisted of a few women in dresses and aprons who prepared all the food for the school. Upper School students sat in the tiered, theatre-in-the-round-style Student Center, and freshmen served a family-style meal to their classmates. Howard Longyear ‘75 recalls that the job of waiter “wasn’t considered formal. It was just considered work duty. You wore a white coat over your jacket and served a table of about eight people. You didn’t get to choose who you sat with, and there was always a faculty member at your table.”

Howard’s wife, Leah Longyear ‘76, adds on: “The food was good, but you ate what you were served. There was no selecting what food to eat.” Things look and feel a little different today, but are still grounded in the community feel of eating good food together.

Today, the school’s food choices are plentiful. Unlike typical institutional food service, DCDS partners with Plum Market Foodservice, which is rooted in natural, organic, and locally sourced ingredients. Each campus has its own scratch kitchen, where chefs and kitchen staff arrive early to chop vegetables, prepare proteins, and craft meals that rival those of any professional kitchen. There are no heat-andserve shortcuts and no mystery ingredients. Every

meal is prepared fresh daily for students, faculty, and staff, ensuring that what arrives on the plate is as close to homemade as possible while also meeting the diverse palates and dietary needs of our school community.

Recognizing that nutritional considerations and decision-making capabilities vary across age groups, our lunch program is carefully designed to meet students where they are. Lower School students receive balanced plates that take the guesswork out of nutrition. Plum Market’s Director of Food Service, Jennifer Montre, says that “at the Lower School, we serve students a plate with three to four ounces of protein, a starch, and a vegetable. We also offer pre-made sandwiches, a side salad, and a cup of soup. They come through the line and get a balanced meal.” She goes on to share that all their meats are hormone- and antibiotic-free, and that they don’t use any products with preservatives or artificial ingredients. Dietary requirements vary significantly across our student body. Families may follow vegetarian or vegan diets, observe religious dietary practices, or manage food allergies and sensitivities. Our partnership with Plum Market Foodservice addresses this diversity, ensuring each student has access to nutritious, appealing options. As Jennifer Montre says, “We prepare vegetarian and special diet meals using the same quality products and cooking techniques as we do with the regular meals. Just because someone can’t eat egg, milk, or gluten, removing those items from a recipe

doesn’t mean sacrificing flavor or texture. It means being creative with ingredients and techniques.” The breadth of daily selections means every student can participate fully in the lunch experience without feeling excluded.

As students mature, they gain greater independence in their food choices. Middle and Upper School students navigate our cafeteria’s diverse offerings, making positive decisions that help establish lifelong eating habits. Daily chef-prepared entrees rotate through the hot lunch station, while the salad bar offers a variety of fresh vegetables, greens, and toppings, along with a selection of dressings. Students can build their own sandwiches at the sandwich station or choose from one or two daily soup selections. This variety empowers students to make informed choices about the food they eat. Assistant Director of College Counseling Annie Gordon-Thomas ‘06 attended DCDS as a student

beginning in Junior Kindergarten, and returned as a professional to work at the school. She shares that lunches were okay when she attended school, but were pretty basic. Now, she enjoys the variety, especially the salad bar offerings. She laughs, sharing, “I’ve eaten lunch at DCDS more than any other place in my life. I love sitting with my colleagues and learning from all of the teachers. What stands out most to me is that no one eats lunch alone at the school. I appreciate that sense of community.”

Proper nutrition directly supports academic performance, sustained attention, and overall wellbeing. By establishing fresh, thoughtfully prepared meals as the standard, we help students uphold the school’s motto: a sound mind in a sound body. More importantly, our students eat with their friends, with faculty members nearby, further fostering the DCDS sense of community that is felt throughout the school buildings. Each meal becomes an opportunity to recharge, build relationships, and practice healthy habits that will last a lifetime - one delicious plate at a time.

PLUM MARKET FOODSERVICE’S GO-TO RECIPES

Roasted Cauliflower

Ingredients

• 4 heads of cauliflower, trimmed and cut into florets

• ½ C olive oil (about 2 tbsp per head)

• 2 tsp salt (adjust to taste)

• 1 tsp freshly ground black pepper

Method

1. Preheat oven to 425°F (220°C).

2. Prep Cauliflower: Wash and dry cauliflower thoroughly, cutting into evenly sized florets for uniform roasting.

3. Season: In a large bowl, toss florets with olive oil, salt, and pepper until well coated.

4. Arrange on Pan: Spread cauliflower in a single layer on two parchment-lined sheet pans (avoid overcrowding for crispness).

5. Roast: Roast for 25–30 minutes, turning halfway through, until golden brown and tender with caramelized edges.

6. Taste and adjust seasoning if needed. Serve hot as a side dish.

Tomato Basil Sauce

Yield: 8 Cups

Ingredients

• 2 28-oz. cans of tomato sauce

• ¼ C olive oil

• ½ C minced white or Spanish onion

• ¼ C minced carrot

• 1 T minced garlic

• ¼ C roughly chopped fresh basil

• 2 Tbsp. Kosher salt

• 2 tsp. ground black pepper

Method

1. Heat 3 tablespoons of oil in a large skillet over medium heat. Add the onions and cook until slightly softened.

2. Add the carrot and continue cooking until the carrots and onions are soft.

3. Add the tomatoes, stir to combine all ingredients.

4. Simmer, stir occasionally for 15 to 20 minutes.

5. Separately, heat 1 tablespoon of olive oil in a small skillet over low heat.

6. Add the garlic and cook until caramelized.

7. Add the garlic to the tomato mixture and stir.

8. Season with salt and pepper to taste.

9. Add fresh basil.

10. Stir and enjoy!

Chickpea Arugula Salad

Ingredients

for Salad

• 1 C provolone cheese, cut into ½” cubes

• 1 C golden raisins

• ¼ C scallions, finely cut on a bias

• 3 15-oz. cans of chickpeas, drained and rinsed

• 2 C arugula

Ingredients

for Dressing

• ¾ C white balsamic vinegar

• ½ C honey

• 2 ¼ C oil, blended

• 1 tsp. crushed red pepper flakes

• 1 T. fresh rosemary, finely chopped

• Salt & pepper, to taste

Method

1. For the salad: Rinse and drain the chickpeas thoroughly, then air-dry. Mix together all ingredients except the arugula.

2. For the dressing: Combine all ingredients and whisk until smooth.

3. Final assembly: Mix together the salad, arugula, and dressing right before serving.

TWO FROM ‘01

Two alumni forging their own paths within their fields

DANIEL DANESHVAR ‘01, MD, PHD

Dan Daneshvar is a neuroscientist, researcher, and professor at Harvard University. He serves as Chief of the Division of Brain Injury Rehabilitation, where he conducts research on the long-term effects of moderate to severe traumatic brain injury and concussion, and serves as a faculty member at Harvard Medical School. He also founded Team Up Against Concussions, the first concussion education program for children, and serves as the Director of the Institute for Brain Research and Innovations at TeachAids.

You’re doing remarkable work at the intersection of clinical care, research, and teaching. How have your Detroit roots and your experiences at Detroit Country Day School shaped your professional success?

I haven’t lived in Michigan since I was 18, but I love the state and I’m repping it at my office, where I’m in office 313. I believe that Detroit Country Day School helped foster my intellectual curiosity, and intellectual curiosity is foundational for any successful clinician-scientist. I remember reading How the Mind Works by Steven Pinker at the Upper School and being deeply moved by it. Teachers like Ms. Winter, Dr. Fremuth, Dr. Fried, and Dr. Morrow helped teach me the enthusiasm for knowledge, and that’s the type of enthusiasm I try to instill in my trainees, whether they’re undergraduate or medical students. I’m in an environment where I’m constantly learning and teaching, and I rely on the skills I picked up at DCDS to be a better learner

and teacher. The foundation I received at Country Day–that emphasis on intellectual curiosity, critical thinking, and a love of learning–continues to serve me every single day.

You wear many hats—clinician, researcher, and educator. How do you balance these different roles, and how do they inform each other?

They actually work together in a really beautiful way. Seeing patients provides unique insight into the struggles they face, which informs my research and approach. For example, when I’m treating NFL players or military veterans, I see firsthand how early interventions can potentially delay or even prevent neurodegenerative diseases. The clinical work informs the research, which then informs my clinical practice—it’s a continuous cycle. And then there’s teaching. I firmly believe that any knowledge gained without teaching is wasted.

The problem with the current medical infrastructure is that we often wait until somebody gets dementia before we start treating them, but at that point, 10 to 20% of their brain tissue is gone. However, if we catch them early, we have several effective interventions that can potentially prevent brain loss from occurring. In contrast, once it has happened, we have no reliable way to undo it and regrow brain cells. The bulk of my clinical work and research has focused on understanding the long-term effects of repeated injuries and repeated head impacts to athletes and military veterans. I know that based on the research, these individuals experience increased risk of neurodegenerative diseases, but not everybody gets it. It’s a subset of these individuals who are going to have problems later, and I don’t know necessarily who’s going to be on which path, and that made me realize the interventions that we have help push the possibility of disease down the road and may delay someone from getting dementia. So that’s where my clinic and seeing these patients inform my research. I return to my lab, and we’ve now started exploring ways to bend the curve and improve people’s lives by helping to prevent them from developing dementia in the first place. Or, if they do, it will happen much later in life.

What do you see as the next frontier in your field, and how do you hope your work will impact the next generation?

Right now, my work is entirely focused on understanding the late effects of health issues. My goal is to completely disrupt the way we provide medical care in this country by examining disease processes before we label them diseases, when they’re just beginning, and before they’ve established a foothold. Let’s uproot them and get rid of them then, instead of waiting until the horse is out of the barn. One of the beauties of being an educator at Harvard Medical School is that we have the best and brightest coming through, and they end up becoming faculty and teachers all around the world; as a result, we have an outsized impact on the

trajectory of medical education. We are constantly pushing the field forward, and that requires you to forge your own path.

What advice would you give to students who are interested in pursuing a career in medicine?

Medicine is an intense and long road, and so the most important thing for anyone who’s interested in pursuing medicine is to try it out. Shadow, rotate, and have opportunities in that environment where you’re talking to people who are living that life to make sure it’s a life you want. And if it isn’t your passion, there are plenty of other amazing fields out there.

If you could go back and give your 17-year-old self any advice, what would it be?

Buy Bitcoin. He laughs. In all honesty, I had a truly great experience in high school, college, medical school, and during my PhD. I’m happy with how things turned out; I don’t know that I would give myself advice to do things differently. I mean, I certainly had struggles, but there’s a graduation speech by Steve Jobs about how random things that don’t seem interconnected at the time form a straight line in retrospect. And as you think of the perceived struggles you have, they are hard, but they teach you things that make you the person you become.

DIARRA KILPATRICK ‘01

Diarra Kilpatrick is an actress, writer, and producer best known as the creator and star of the BET+ series Diarra from Detroit. She has worked extensively in television and film, producing, writing, and starring in the ABC web series American Koko, for which she received a Primetime Emmy Award nomination for Outstanding Actress in a Short Form Comedy or Drama Series. Her first love is theater, and most recently she has been creating, writing, acting, and producing.

What moment or experience from your time at DCDS shaped your path as an artist?

I had been bitten by the artist and acting bug before I got to Country Day. What cemented it for me was attending a school where the focus was so heavily on academics and athletics. I remember that first year going to Coach Keener to try to get out of playing a sport because I was in a rigorous theater company that met three times a week downtown. He said no. I was upset about it at the time! However, what it ultimately led to was me leaving the outside

theater program and investing more in the arts programs at the school. That was really the impetus for me to do everything I did. I founded the dance team, joined the choir, and was part of the forensics team, becoming the first person to advance to states in poetry interpretation. When I graduated and received the Headmaster’s Book Award for contributing to the school in non-athletic ways, I was shocked. It taught me that I was rewarded for being me. When the new Performing Arts Center was built and they featured my picture in the hallway, playing Helena in A Midsummer Night’s Dream, I felt like my presence made this place better for artists coming after me. Teachers recognized my artistic abilities and encouraged and supported me.

You’ve become a leader in the entertainment industry with your work as creator, producer, and star of your own series. What does “forging your own path” mean to you?

It means that your compass is internal. In any business, but particularly in the entertainment business, a lot of people are constantly reacting to what buyers want—what the networks and studios are saying they want. And oftentimes, by the time you’ve figured out how you fit into that, they want something else. That can be pretty frustrating. For me, forging my own path means I have to be really married to my compass and what it is I want to say and do as an artist, and then figure out ways to have that aligned with commerce—with what buyers are looking for—but always valuing my internal compass and what the muses are whispering to me.

Your show Diarra from Detroit is deeply connected to your Detroit roots. How does staying authentic to who you are shape your work?

Pretending to be someone else feels almost physically uncomfortable—it doesn’t work for me. Detroit has some of the best characters that I’ve ever met, and a lot of the work I make is really characterbased. The people I’ve met who have shaped me have been influential on the work I create, as my

stories often begin with them. When people are writing, they can approach it from all points of view, but I like to think about whose story I’m telling and who the characters are. The characters I know best are usually people from Detroit.

You wear multiple hats—writer, producer, actress. How do you balance these different roles, and why do you engage in all of them?

When I was at Bates Academy, even before I arrived at Country Day, they allowed me to write and perform in a play. I didn’t know that was special— that was just something I wanted to do. So, it wasn’t that I was just ambitious; these are the things I like to do, and I feel fulfilled by doing all of them.

The balancing part, I think, is a useless endeavor. I just wrapped up the second season of Diarra from Detroit a couple of weeks ago, and I didn’t tuck my son in as much as I would have liked during that time. I did not drink or eat sugar or flour—it was almost entirely about getting through that process. Now we’ll be in a season where my son will probably be like, “Get away from me,” because I’m all up in his face. When you look at it in the totality of your life, hopefully, there will be balance, but when you look at it on a daily or weekly basis, that’s just not my life right now. That’s something people who are incredibly passionate and driven just have to get used to: there’s a season for everything, and it’s not always going to look balanced to someone looking in from the outside.

What advice would you give to current students at Country Day who want to pursue paths that might not be traditional or clearly defined yet?

Let your passions be your guide. There are so many career paths that people are creating as they go. It’s not up to you necessarily to define it before you’re on the path. So follow your passions.

Another important thing to note is that your gifts don’t belong to you alone. There’s a tendency

sometimes to want to be afraid, to hold back your gifts, or to look the other way from your passions. But the thing that can sometimes help people unleash them is to remember that it’s not about you—what has been placed on the inside of you is for the world.

If you could go back and give your 17-year-old self any advice, what would it be?

When I was at Country Day, it was very selfsegregating—we were self-segregated by race. I was on the class board, and I did a lot of work; we were integrated within those activities. We were all really proud when the sports teams were doing well. But socially, I felt like we put our own sort of cap on how close we could be or how well we could get to know students of other races. I would tell my 17-yearold self to be more open to making friendships and relationships at school with all kinds of different people, not just the kids who were Black and also came from Detroit. At the time, there was a lot of diversity, and I don’t think we got to know each other deeply. I regret that.

I would also say: let go a little more. Stop trying to be in control of everything and just have more fun. I was very stressed. I don’t think people talk about how stressful it is to be in high school. I’ve been through the loss of a parent and so many things, and still, 11th grade of high school is just so stressful. I wish I had had a little bit more silly fun—just unabashed fun.

Diarra from Detroit is available to stream on BET+.

LIBRARIAN’S BOOKSHELF

From past favorites to today’s bestsellers, these book recommendations will have you reading!

Staying in line with the theme of Then & Now, our librarians have curated a list of book pairings that connect classic or well-known titles with contemporary alternatives for readers of all ages, from early elementary through adult. In each pairing, Upper School Librarian Cheri Dobbs, Middle School Librarian Alicia Madias, and Lower School Librarian Kelly Hincks highlight thematic similarities, shared elements, or comparable storytelling approaches between a then book and a now book, helping readers discover new titles that capture the spirit of beloved favorites. The recommendations span various genres and themes, including friendship, adventure, survival, social issues, and reimagined classics, offering readers fresh perspectives on familiar literary experiences.

EARLY ELEMENTARY & PICTURE BOOKS

Then: Little Blue Little Yellow by Leo Lionni

Now: Blue vs. Yellow by Tom Sullivan

Little Blue Little Yellow by Leo Lionni and Blue vs. Yellow by Tom Sullivan go beyond simply exploring the colors blue and yellow. These stories invite young readers to discover how working together can blend differences to create something new.

Then: Harold and the Purple Crayon by Crockett Johnson

Now: Another by Christian Robinson

Both stories invite readers into worlds of wonder, one through a magic crayon that brings imagination to life, the other through a magical portal that opens doors to unexpected adventures. Together, they celebrate the limitless possibilities of creativity.

Then: We’re Going on a Bear Hunt by Michael Wayne Rosen

Now: Hot Dog! by Doug Salati

Embark on a journey full of twists, obstacles, and playful adventures in these two stories, which demonstrate that every part of the journey is part of the fun. In the end, both celebrate the excitement of reaching one’s destination and returning home again.

Then: The Napping House by Audrey Wood

Now: Everybody in the Red Brick Building by Anne Wynter

Just like in The Napping House, the characters in Everybody in the Red Brick Building are peacefully asleep, only to be surprised when they are woken up. Both stories celebrate connections and the warmth of family and community.

Then: The Very Hungry Caterpillar by Eric Carle

Now: Carl and the Meaning of Life by Deborah Freedman

These two books guide readers through a clear sequence of events, using playful and engaging language, along with vivid illustrations, to build curiosity and anticipation. Both stories celebrate individuality and self-discovery, showing readers that being different is something to be proud of.

LOWER SCHOOL BOOKS

Then: Fantastic Mr. Fox by Roald Dahl

Now: The Great Pet Heist by Emily Ecton

Readers who loved Fantastic Mr. Fox by Roald Dahl will enjoy The Great Pet Heist by Emily Ecton, in which clever animals once again outsmart humans through teamwork and wit. Both stories celebrate quick thinking, friendship, and the thrill of a perfectly planned caper.

Then: Ramona the Pest by Beverly Cleary

Now: Quinny & Hopper by Adriana Brad Schanen

Both stories capture the ups and downs of childhood friendships. Each book highlights the humor, heart, and honesty found in learning how to get along with others while staying true to yourself.

Then: Frog & Toad by Arnold Lobel

Now: Narwhal & Jelly by Ben Clanton

Just like Frog & Toad by Arnold Lobel, Narwhal & Jelly by Ben Clanton explores true friendship with humor and heart. Both duos remind readers that even the simplest days can become extraordinary when shared with a good friend.

Then: Tales of a Fourth Grade Nothing by Judy Blume

Now: Link & Hud: Heroes by a Hair by Jarrett Pumphrey & Jerome Pumphrey

In both stories, sibling rivalry and family chaos take center stage. If you’re looking for stories full of laughter and family adventures, these books show that siblings can drive you crazy, and still be your best allies in the end.

Then: Junie B. Jones by Barbara Park

Now: Aven Green by Dusti Bowling

If you love the spunky personality of Junie B. Jones by Barbara Park, you’ll enjoy Aven Green by Dusti Bowling. Both books feature clever, lively heroines who navigate school, friendships, and everyday challenges with creativity and individuality.

MIDDLE SCHOOL BOOKS

Then: Anne of Green Gables by Lucy Maud Montgomery

Now: The Grace of Wild Things by Heather Fawcett

Anne of Green Gables by Lucy Maud Montgomery is a classic story about finding family, feeling a sense of belonging, and the power of a big imagination. The Grace of Wild Things by Heather Fawcett shares a similar feeling, but adds witches and magic, exploring loss and the strength of a girl’s imagination in a magical world.

Then: The Westing Game by Ellen Raskin

Now: Lemoncello’s Library by Christopher Grabenstein

Both novels follow a group of participants who competitively solve riddles generated by wealthy creators. Check out Lemoncello’s Library for a fast-paced approach that feels more like a game than a puzzle.

Then: How to Train Your Dragon by Cressida Cowell

Now: The Dragon’s Apprentice by James Riley and Linda McNabb

Hey, dragon fans! If you’ve enjoyed the How to Train Your Dragon books by Cressida Cowell, you’ll love The Dragon’s Apprentice. It’s about a new group of young dragon riders who go on exciting adventures, make surprising friends, and learn what it truly means to be brave in a world full of dragons.

Then: Wonder by R.J. Palacio

Now: Roll With It by Jamie Sumner

Both of these novels inspire readers to face challenges with bravery, acceptance, and adaptability. They also show how support from friends and family helps individuals grow stronger and embrace who they are.

Then: Hatchet by Gary Paulsen

Now: The Canyon’s Edge by Dusti Bowling

Both of these novels are exciting survival stories, featuring characters who encounter nature, face danger, and discover their true strength as they grow and overcome obstacles.

UPPER SCHOOL BOOKS

Then: The Hunger Games by Suzanne Collins

Now: Snowglobe by Soyoung Pak

The Hunger Games reality show was broadcast to everyone in Panem, and they had to watch the life-and-death battles whether they wanted to or not. Snowglobe brings readers to a frozen world where the only warm place is inside the globe, and everyone hopes for a chance to be chosen as an actor for the glittery 24/7 reality show broadcast from within. When Chobham makes it inside, she finds that reality is not all warm and fuzzy.

Then: Parable of the Sower by Octavia Butler

Now: Dry by Neal Shusterman

Classic writer Octavia Butler was ahead of her time in asking readers to consider the smallest moments that can turn a functioning society into a dysfunctional one. Shusterman brings us a modern twist on the theme by posing a what if: What if the taps suddenly ran dry in Los Angeles? After chaos ensues, will Alyssa and her brother be able to reunite with their parents, and what will become of their neighborhood?

Then: Ella Enchanted by Gail Carson Levine

Now: Stepsister by Jennifer Donnelly

The classic Cinderella tale, or even a beloved retelling like Ella Enchanted, focuses on Cinderella herself. But what about the stepsisters? What if what has made them “ugly” is the very thing that will save them from devastation after Cinderella takes off with the Prince?

Then: The Lightning Thief by Rick Riordan

Now: Legendborn by Tracy Deonn

In The Lightning Thief, Percy finds out that he is the son of the Greek god Poseidon, and he is thrust into an epic battle among the gods. When Bree discovers that she is connected to the Legendborn, descendants of King Arthur and his knights, she finds herself embroiled in a dangerous, magical war where allies and enemies are not always easy to distinguish, and her very culture is under threat.

Then: The Crossover by Kwame Alexander

Now: Dragon Hoops by Gene Luen Yang

Alexander’s hugely popular novel in verse celebrates basketball, family, and the complexities that make up our lives. For older readers, Yang’s substantial graphic novel sheds light on basketball players who are giving their all to help their team achieve a long-sought-after goal: a state championship.

ADULT BOOKS

Then: Pride and Prejudice by Jane Austen

Now: Ayesha at Last by Uzma Jalaluddin

Austen’s classic novel is beloved by generations of readers, but this modernized retelling is a worthy alternative. Ayesha has set aside her dreams to help pay off her family’s debt to a wealthy uncle, and though she is a dutiful Muslim daughter, she does not want an arranged marriage. When she meets Khalid, he instantly irritates her with his judgmental attitude and handsome good looks. Continuing Austen’s tradition of the enemies-to-romance trope, Jalaluddin writes a modern story for the ages.

Then: The Right Stuff by Tom Wolfe

Now: The Six: The Untold Story of America’s First Women Astronauts by Loren Grush Wolfe’s dramatic, behind-the-scenes stories of America’s first male astronauts captured the nation. Now decades later, America’s first female astronauts receive the same treatment in this fascinating look at the personal, social, and logistical barriers women faced in order to be considered for the astronaut program.

Then: The Things They Carried by Tim O’Brien

Now: The Women by Kristin Hannah

Coming to terms with the realities of the Vietnam War and the lives of those who served is handled masterfully in these two novels. Writing fictionalized accounts of real people and experiences, O’Brien focuses on infantry soldiers, and Hannah focuses on Army nurses. Engrossing, heartbreaking, and illuminating, you won’t be able to put either book down.

Then: The Iliad and The Odyssey by Homer

Now: Clytemnestra by Costanza Casati

Honor, betrayal, heroes, and villains are the hallmarks of the ancient epic poems of Homer, some of the world’s most influential works of literature. Clytemnestra, sister of Helen of Troy and wife of Agamemnon, is a minor character in Homer’s works, but she gains her own strong voice and backstory in this gritty new novel about love and revenge.

Then: A Man Called Ove by Fredrik Backman

Now: I See You’ve Called in Dead by John Kenney

When Bud, a miserable, downward-spiraling obituary writer, accidentally publishes his own obituary, he inadvertently sets himself on a new path towards healing, finding connections, and learning how to truly live. Fans of curmudgeonly Ove and the new lease on life he finds will also enjoy Bud’s rocky journey.

MAKING IT REAL

How Cross-Curricular Connections Create Lasting Impact

The excitement in eighth-grader Drew Kohen’s voice as she recounts the Water Walk activity in sixth grade is unmistakable. Kohen explains that the walk was eye-opening and continues, “I gained perspective because it’s really easy to read from a textbook and say, ‘This is what people have to go through. This is what happened.’ But, it’s so much more impactful when you actually do just a little bit of it yourself, and you’re able to see that this is what kids do every day, and you realize I’m tired after doing it one time.” This moment of recognition, where learning transcends traditional subject boundaries, captures exactly what Detroit Country Day School’s

sixth-grade program achieves daily. Sixth-grade students participate in cross-curricular lessons on water crises throughout the school year, including the Water Walk, in which students walk to collect water, mimicking the daily routine of children in various locations around the world.

At DCDS, teachers are studying the brain and how neuroscience affects teaching. Neuroplasticity, the notion that our brains have remarkable potential to grow and change as we learn new things, is something our educators are intently focused on. As a part of this understanding, our sixth-grade

educators are breaking down conventional subject silos to create an interconnected learning experience that not only engages students but transforms how they think, solve problems, and understand the world around them.

Cross-curricular connections involve linking different subjects or disciplines to create a more cohesive, holistic learning experience for students. These connections involve intentionality, combining elements from various disciplines to develop a study that spans the grade level. This is important on many levels and deeply aligns with the Mind, Brain, Education philosophy DCDS follows. Students connect the study of water in their English classroom, where they read stories about water scarcity and the immigrant experience, and then create a podcast

on a water-related topic, such as the Flint water crisis. In Science class, the sixth graders learn about water, especially as it relates to living in Michigan. Students test the water quality of the Rouge River, found steps outside the doors of the Middle School. Science teacher and dean of eighth-grade students Jen Gabrys says, “Global Studies and English frontload a lot of students’ knowledge with the works

they read. I love that students start Rouge River testing with a global perspective because they make more connections than just what’s in our backyard.” Gabrys continues, “What’s great is that kids have aha moments where they realize that’s just like what we were talking about in Global Studies with clean water in Africa. They then start to make the connection where they understand it’s not just a problem in Africa, it’s an us problem too.” Science focuses on the scientific processes of water and the environment, while the English class focuses on the human aspect, exploring people’s narratives and diverse experiences. The Global Studies class weaves these two together, where teacher Jen Geyman says, “We talk about the human experience, water quality, and the risks and obstacles, and build empathy.” Geyman works diligently to create handson experiences that help students stay engaged and connect with the real world.

One of the cornerstones of the sixth-grade curriculum is the Water Walk. Students embark on a lesson that fosters compassion and understanding. Walking roughly one to two miles to collect water, students become uncomfortable and empathize with how people across the world travel long distances for water. Geyman says that our access to clean water is “something we take for granted, and it’s a really hard thing for kids to understand without a tangible experience what it’s like not to have that access.” The water walk teaches students what it feels like to walk and carry around eight to twelve pounds of water on each arm. Students then reflect on their experiences and often share that this lesson imparts to them the ability to relate to others and their experiences. Geyman continues: “Empathy is the crux behind the water study. Empathy is a lifelong skill that people need and sometimes lack. Students recognize that different topics can be interdisciplinary, which activates various parts of their brains. If they’re writing a podcast and

performing, that’s different than having to plan and navigate a water walk, which is a different skill than testing water.” The most spectacular aspect of combining these disciplines in the study of water is that students are engaged and motivated to learn.

Research in cognitive science confirms what our educators observe daily: students retain and use information more effectively when it’s understood within a web of meaningful connections rather than as isolated facts.

The magic happens when faculty members collaborate across departments, identifying natural connection points where subjects intersect meaningfully. Teachers regularly meet to map out

these intersections. This collaborative planning ensures that connections feel organic rather than forced, creating authentic learning experiences where students naturally draw from multiple knowledge bases to solve complex problems. The transformation in student engagement when learning becomes interconnected is remarkable and immediate. Eighth grader Eva Woodard explains, “I learned the importance of learning about different places around the world and what hardships people might be going through. We have it really good at DCDS, and it’s important to have empathy for others and understand what they’re going through. If you’re not open-minded and can’t understand the struggles of people around the world, you can be ignorant, and it’s important to learn about empathy at a young age. There are still adults who don’t know a lot about water crises around the world, and we need to understand them to be better citizens.”

As students progress through their DCDS journey, the foundation built through cross-curricular learning becomes the bedrock for increasingly sophisticated interdisciplinary work. The habits of mind developed through integrated learning— the tendency to ask questions across disciplines, the ability to synthesize information from multiple sources, the confidence to tackle complex problems from various angles—serve students well not just in high school and college, but throughout their lives as engaged, thoughtful citizens of the world.

This commitment to breaking down artificial boundaries between subjects reflects Detroit Country Day School’s broader educational philosophy: that authentic learning happens when students engage deeply, authentically, and holistically with ideas. Through cross-curricular connections, DCDS educators create dynamic, engaging, and meaningful learning experiences that help students develop knowledge and an integrated understanding, allowing them to see clearly, think critically, and contribute meaningfully to their communities and the world beyond.

CLASS REUNIONS

Graduation years ending in 0 and 5 celebrated their milestone reunions in the Upper School Library. From reminiscing about study sessions to celebrating each other’s life milestones, the bonds forged at school proved as strong as ever.

CLASS OF ‘75 50TH REUNION

Alumni from the class of 1975 came back to campus to celebrate their 50th class reunion. These classmates reconnected over shared memories and laughter at this year’s reunion, picking up conversations as if no time had passed.

HOMECOMING

We welcomed alumni and their families back for an Alumni Brunch and the Homecoming Alumni Tent.

ALUMNAE FIELD HOCKEY

An annual tradition, alumnae field hockey players returned to face off against the current DCDS field hockey team. Players from the class of 1990 all the way through the class of 2025 came out to play!

ALUMNI SOCCER

The alumni soccer game had a spectacular turnout as they played against current DCDS soccer players, many of whom contributed to the 2025 Boys Soccer State Championship title.

ALUMNI GATHERING NYC

Held at The Splendid, the New York Regional Alumni Gathering was a huge success, with nearly 100 alumni in attendance! Hosted by Trustee Amit Doshi ‘96, the event featured networking and reminiscing as alumni from six decades of DCDS grads gathered.

Detroit Country Day School

ALUMNI GATHERING DETROIT

The annual Detroit Regional Gathering was held at the Detroit Athletic Club. Alumni spanning six decades mingled with current and former faculty & staff for an unforgettable evening.

ALUMNI GATHERING UP NORTH

Held in Summer 2025, the Up North Gathering provided alumni in Northern Michigan with an opportunity to reconnect with one another while enjoying the food and spirits at Gypsy Distillery in Petoskey.

ALUMNI GATHERING BOSTON

Hosted by Raj Senapati ‘99 & Gunjan Malik-Senapati ‘00, the Boston Regional Alumni Gathering at Nebo was a night full of connecting and reminiscing.

ALUMNI GATHERING COLORADO

DCDS and Charles S. Johnson ‘87 invited all Colorado alumni to gather for a weekend of alumni events. Starting with a reception in Denver where alumni watched Johnson broadcast live before the game, the event continued the next day to Boulder, where they cheered at the University of Colorado Boulder football game. An incredible time was had by all!

ALUMNI COLLEGE GATHERINGS

In October, a few DCDS teachers and Alumni Director Kim Otsuji Link ‘02 met with alumni at Pizza House on the University of Michigan’s campus and also visited Michigan State University’s campus.

Imami ‘25, Zayan Tariq ‘25, Siri Kondragunta ‘25, Farah Abdelhak

Zayan Tariq ‘25, Yusuf Imami ‘25, Thomas Bresson ‘25, Luca Nowinski ‘25, Sriram Nallapaneni ‘25, Siri Kondragunta ‘25, Ella Schueller ‘25, Sakina Vohra ‘25

DCDS PODCASTS

With the addition of The Studios, the Detroit Country Day School community has an incredible podcast studio that allows voices to be shared. The DCDS podcasts feature interviews with students and staff, cover athletics and the arts, and ultimately give an inside look into the school and its people. DCDS has several recurring podcast series you’ll want to give a listen to.

Listen now!

Please scan (or click) the QR code to check out the latest episodes of all DCDS podcasts!

Making School Matter

DCDS focuses on immersion in challenging, innovative learning environments, a comprehensive approach that combines academics, athletics, and the arts to maximize opportunities for self-discovery and growth, and a deep dedication to hard work, regardless of the pursuit. The school’s Creative Technologist, Michael Medvinsky, explores how schools should be a place of meaningful agency rather than something that happens to children. Medvinsky & guests explore best practices for engaging learners as they make meaning of content and connect it to neuroscience. Listen to these stories with Mr. Medvinsky and special guests!

Student Voices, Big Ideas

Hear the latest as recorded by our students. Student Voices, Big Ideas is a podcast written, produced, and hosted by our talented students. Each episode takes you behind the scenes of our clubs, arts, classrooms, and more, showcasing the diverse projects and fascinating topics our students are exploring. From artistic creations to historical analyses and even senior speeches, listen to young minds actively engaged in their learning journey. Tune in to experience education through the authentic voices of those who matter most –our students.

Jacket Journeys

Dive into the action with the ultimate inside look at Detroit Country Day School’s sports scene! Join us as Luca Nowinski ‘25 sits down with coaches and players throughout their seasons, uncovering game-winning strategies, standout moments, and the relentless pursuit of state championship victory. From behind-thescenes strategies to the intensity of the competition, Jacket Journeys is your front-row seat to all things DCDS athletics. Tune in and cheer on our teams throughout their competitive seasons.

Powerful Parenting

Hosted by Detroit Country Day Lower School Director Jennifer Pitcher, Powerful Parenting brings together parents and local experts to discuss the most pressing issues facing today’s families. With a focus on practical strategies, emotional insight, and child development, each episode provides valuable tools to support positive and effective parenting in an ever-changing world.

A Match to Be Made

College Conversations is a podcast hosted by Andrew Callery, a DCDS college counselor, that aims to demystify the college admissions process and transform it from a source of anxiety into an opportunity for self-discovery and growth. Through conversations with experts in college counseling and mental health, the podcast provides practical strategies for students and families to navigate the admissions landscape while maintaining healthy dynamics and focusing on finding the right college fit rather than succumbing to comparison culture and external pressures. Listeners will learn how to approach college applications with clarity, confidence, and a sense of purpose, ensuring the process becomes a manageable and enlightening experience centered on individual aspirations and values.

ALUMNI NEWS & NOTES

Courtney Vance ’78

Courtney B. Vance ‘78 was inducted into the Hollywood Walk of Fame with a star of his own on December 16, 2025. Mrs. Beverly Hannett-Price was there to support her student.

Petter Kolm ’85

Petter Kolm ‘85 was recently awarded Risk.net’s Buy-side Quant of the Year Award 2026: https://www.risk.net/awards/7962610/buy-side-quants-of-the-year-petter-kolm-andnicholas-westray https://www.risk.net/awards/7962647/risk-awards-2026-the-winners

Tom Weber ’85

Tom Weber ’85 has a new book: Cloud Warriors: Deadly Storms, Climate Chaos—and the Pioneers Creating a Revolution in Weather Forecasting. To research this nonfiction look at stopping the dangers of extreme weather, Tom drew on his experience as a columnist at The Wall Street Journal and as Executive Editor of TIME magazine. Cloud Warriors has been featured by The Wall Street Journal, The New York Times, CNBC, and others; Barnes & Noble named it a Best Science Book of 2025. A particularly special highlight: Tom was interviewed by classmate John Henry Smith ’85 on Connecticut Public Radio.

Elizabeth Hetzer (Lerner) ’86

Currently entering life as an empty nester. Both my kids are in college; daughter a freshman at Bucknell and son a Junior at Lehigh. My husband and I are enjoying this new phase in our lives and relish every moment when the kids are home. I am currently working in the pickleball industry as the Northeast sales manager for Selkirk Sport, one of the leading manufacturers of pickleball paddles in the world. I am lucky that my passion and love for the game is my profession. Pictured my brother Joel Lerner & I (both class of 1986 this NOV in Franklin )

Galen Ojala ’93

Celebrating 1 year stationed in Germany as Director of Operations for the U.S. Space Force. Now a Space Force colonel, I had the honor to commission a daughter in the Coast Guard. #2 of 7 kids with the love of my life, Tina.

Rob Reznick ’04

I’m excited to share that my startup, Beacon, was just announced! In today’s tough job market, referrals are more valuable than ever. By formalizing and rewarding them, Beacon is building “the referral marketplace where everyone benefits. Your network has value, and it’s time you get paid for it.” I’m especially proud to reflect on the network I began building at Country Day. Though I now live in Cleveland, home is where the heart is, and I’m deeply grateful for the DCDS community!

https://www.ohiotechnews.com/stories/beacon-launches-pay-for-referrals

Erica Dunlap ’05

Fellow alum Joe Bamberger (‘05) and I had the chance to work together this past year on a great project! I helped Joe relocate his office from Royal Oak to Troy, where he’s now set up his new headquarters. Fun fact — we’re both part of Crain’s 40 Under 40 Classes (Joe: 2024, myself: 2025). (I am Co-Founder of AERES Real Estate, a commercial brokerage firm: https://www.aeresrealestate.com / https://www.instagram.com/aeresrealestate/).

Taylor Hale ’13

Taylor Hale competed on CBS’ The Amazing Race, placing 2nd, making this her third reality show placing no lower than second place!

Matt Jenkins ’23

Proud to be a member of the Alabama Army National Guard. Thanks to my DCDS teammates and friends, Talon Garn ‘23 and Dylan Lepkowski ‘23, for attending my Infantry graduation in Fort Benning, GA.

Send us your news!

Do you have news or photos to share with your classmates?

Write to us about your latest travels, marriage or birth announcements, deaths, personal or professional achievements, or anything you want to share with our DCDS community.

Please note that depending on the submission date, class notes may not appear in the next issue of The Hive, as we publish the magazine twice a year.

ICONS THROUGH THE YEARS

Answer Key

1930s Shield Page Number 9

1947 Basketball Sketch Page Number 10

1940s DCDS Icon Page Number 26

1950s DCDS Icon Page Number 20

1960s Yellowjacket Page Number 25

1990s Icon Page Number 35