Friars rank number one in Illinois’ Academic Challenge in Engineering and Science (ACES) STEM competition among schools with less than 1,500 students.
For the second consecutive year, Fenwick High School has finished first in Illinois in the Academic Challenge in Engineering and Science (ACES) competition, formerly known as the Worldwide Youth in Science and Engineering (WYSE) program. “We are the top STEM school in a division that includes all high schools in the state with 1,500 students or fewer,” reported David Kleinhans, ACES moderator and chair of the Fenwick Physics/ Computer Science Department. “Twenty-four schools competed at the State competition in our division.
“We also finished second when looking at schools in our multi-state region,” Mr. Kleinhans continued, “to Clayton High School in Missouri by eight points out of 500 total points. Congratulations to their team and all the other competitors.” This year marks the tenth consecutive year that the Friars have reached the state finals. Since 2012, Fenwick is the only Illinois school to win a first, second or third place State trophy each year — and the only Catholic school to finish in the top three spots.
Approximately one year ago, Kleinhans shared that Fenwick won the IL State ACES science contest for the 2019-21 academic year. “In addition, Fenwick bested all the Missouri schools in attendance to finish first in the Midwest region,” he noted. “I was so proud of our students and their perseverance through the switch to eLearning and eTesting amid the onset of COVID-19.” Like last year, the Fenwick 2021 team was undeterred by the online coaching and test-taking, demonstrating tremendous focus, perseverance and “wild intelligence,” according to their proud coach, to capture another state title. The top five students in each subject area received medals. Fenwick’s individual winners are:
Math – 1stFinley Huggins (perfect score!) Math – 2ndLogan Maue Physics – 3rdAnna Dray Physics – 3rdDaniel Majcher Physics – 3rdDmytro Olyva Chemistry – 4thFinley Huggins English – 4thKaty Nairn
The 14-member team (by class year and in alphabetical order):
Anna Abuzatoaie ’21 (Melrose Park, IL, Grace Lutheran School) – either Carol Davila University of Medicine and Pharmacy, Bucharest, Romania, or University of Medicine and Pharmacy of Cluj-Napoca, Romania (TBD)
Anthony Battaglia ’21 (Melrose Park, IL, Grace Lutheran School) – University of Notre Dame
Katie Cahill ’21 (River Forest, IL, Roosevelt Middle School) – University of Michigan
Anna Dray ’21 (Elmhurst, IL, Immaculate Conception Grade School) – University of Notre Dame
Therese Giannini ’21 (Wood Dale, IL, Immaculate Conception Grade School, Elmhurst) – Loyola University Chicago
Jacob Korus ’21 (River Grove, IL, St. Cyprian Catholic School) – undecided
Daniel Majcher ’21 (Chicago, Keystone Montessori School, River Forest) – Northwestern University
Logan Maue ’21 (Oak Park, IL, St. Giles Catholic School) – University of Illinois
Mary Rose Nelligan ’21 (Oak Park, IL, Ascension Catholic School) – University of Notre Dame
Dmytro Olyva ’21 (Cicero, IL, St. Giles Catholic School, Oak Park) – University of Illinois
Vince Beltran ’22 (Berwyn, IL, Heritage Middle School)
Zach Dahhan ’22 (Elmwood Park, IL, Elm Middle School)
Finley Huggins ’22 (Oak Park, IL, Ascension Catholic School)
Katy Nairn ’22 (Lombard, IL, Glenn Westlake Middle School)
Catching up with recent college graduates and 2016 Fenwick classmates Bridget Corcoran and Brendan Jones.
Fenwick Graduation: 2016 Hometown: Elmhurst, IL Grade School: Visitation College: Saint Louis University Major: Investigative and Medical Sciences (IMS)
Internship: My sophomore year at SLU I accepted a position at St. Louis Children’s hospital as a phlebotomist and laboratory assistant. I had the opportunity to work with the greatest kids, exercise the diagnostic laboratory science I learned at SLU, and collaborate with some of the most prestigious pediatric medical professionals.
Career aspirations: I am applying to Physician Assistant (PA) schools all across the country. I have three interview offers already and cannot wait to see where I end up!
Fenwick achievements/activities: Some of my activities at Fenwick included: 4 years on the Poms team, 3 years on the soccer team, Banua, Write Place tutor, Friar Mentor, Latin Club, Illinois State Scholar and Student Council.
Fenwick teacher who had the most influence on you: Although it is almost impossible to pick just one, I would have to say Mr. Trankina. Taking Anatomy with Mr. Trankina my senior year was my first didactic medical experience and really got me excited about pursuing a career as a PA. He also went out of his way to help tutor me in AP Chemistry during my study hall, which really showed his dedication to his students and their success.
Fenwick class that had the most influence on you: Besides Anatomy, a close second in my most influential Fenwick classes would have to be AP Language and Composition (APLAC) with Mrs. Visteen and Mr. O’Connor. It was my first purely discussion-based class on such a wide variety of topics that it undoubtedly prepared me the best for college classes.
Best Fenwick experience/the one you would like to live again: I would easily choose to relive my Poms performances at the homecoming pep rallies every year. During these performances, I felt so much pride in being a Friar and loved every minute of energizing the crowd with a dance we put so much hard work into. I can definitely still remember the choreography for these dances four years later!
What Fenwick experience changed you the most: My four years participating as an Irish dancer in Banua taught me so much about supporting my classmates, appreciating our talent diversity, and working hard to put on the best show. The love and support I felt from the Fenwick community during Banua season was undeniable and showed me how lucky I was to attend a high school with such an uplifting environment.
Fenwick Graduation: 2016 Hometown: Riverside, IL Grade School: St. Mary’s College: Marquette University Major: Economics
Post-graduate plans: After graduating from Marquette University in May, I was fortunate enough to accept a position as an Operations Assistant at Guaranteed Rate in Chicago. I help mortgage brokers and their clients throughout the lending process. During these hard times, it is rewarding to help people make their dreams of buying a home come true.
At the Faculty & Staff Retreat earlier this month, a senior “mathlete” from Elmhurst shared a heartfelt reflection of his time at Fenwick.
By Nathan Crowell ’20
The four years of high school are some of the most influential years of our lives. Our lives change so much — from the things we learn about, to the friends we have, to our identities that we discover. High school molds us into the people we will be for the rest of our lives.
Good morning, everyone! For those of you who do not know me, my name is Nate Crowell. My story is all about finding my true identity and the role that I play in the Fenwick Community. I’m on the Math Team and the Scholastic Bowl Team. I play volleyball, I do TEAMS, WYSE, Friar Mentors and the Write Place. All the while being active in my church’s youth group. As you can probably tell, I’m what some would call “a nerd.” Now, I don’t think it is an insult at all because I love the activities that I do, and so what if I like math? It’s a part of my identity that I found here at Fenwick.
Who I am all begins with my family. I have two loving parents and two brothers: an older one named Ian and a younger one named Nolan. My family has had a big influence on the person I have become. Up until about my sophomore year of high school, I looked up to my brother for everything. From baseball to school, I always tried to do what he did. He batted lefty, so I had to bat lefty; he played the percussion, so I played percussion. He went to Fenwick, so I had to go to Fenwick. His influence on me has impacted my life more than I realize. I entered Fenwick trying to live up to the reputation he set before me. I tried my hardest to be as similar to Ian as I could.
Other than my brother’s influence, my mom has also impacted my life a lot. From when I was young and still today, my mom and I love to do jigsaw puzzles. We would sit in the family room for hours doing these 550-piece jigsaw puzzles. It was doing these puzzles that molded the way I think, and they developed my love for problem solving.
Family and Faith
Now, my parents have been bringing me to church for my entire life. But I never made my faith my own until middle school. It was the youth group that got me engaged in my faith, and to this day I’m very involved in my church. As my faith journey progressed and as I became more and more engaged at church, I grew to love the people in my youth group. As 7th grade began, I met one of my best friends and mentor. He was one of my small-group leaders then and, to this day, he is still my mentor, small-group leader and best friend. He has been there to guide me along my faith journey, helping me through my biggest times of doubt.
My mentor is one of the most influential people in my life, and having someone there for you, no matter when or where, is crucial for every high schooler. The best part is, you all get that opportunity here at Fenwick. Many of the students here are going through some very stressful situations, and if you are able to be there for them, it makes a world of difference. So I encourage you to always be there for the students, because you never know what they may be going through or how great of an impact you can have on their life.
When 8th grade rolled around, I had to decide what high school I was going to go to. I was choosing between here and York, and the thing that sealed the deal for Fenwick was the community. The students, and especially the teachers, are all so welcoming. When I shadowed here, I felt like a part of the family already. I could tell that the Fenwick Community is there for each other no matter what. The biggest thing that I noticed was how nice everyone in the faculty was. You all are the reason Fenwick is the way it is. Without you, our community would not be as tightly knit and our students would not see Fenwick almost as a second home. You all foster a warm feeling that reminds the students of home, no matter how much we may hate doing school work.
Starting freshman year was scary. I didn’t know what to expect, especially only knowing two other kids going into Fenwick. I didn’t know what the other people would think of me.
Now, I spent most of freshman year trying to find my place within the new school and getting to know all the new people. The only important things I remember from freshman year are being “invited”to join the Math Team (like I had a choice) and trying out for volleyball. However, the most impactful thing to happen to me freshman year was meeting THE Joe Zawacki. We met in Spanish class, where on the first day he got sniped with his phone out by Ms. Carraher. Later that day, we ended up sitting at the same lunch table. And, well, the rest is history.
When sophomore year rolled around, I found out that I had every class except two with Joe. We did everything together, and after all the time I spent with him, I thought I had to be like Joe. I “stole” Joe’s identity. I took it as my own and tried to be the person he is, not the person God made me to be. Besides adopting his identity as my own, I compared myself to him a lot, and I started to feel like I wasn’t special and that I didn’t have a place here in the Fenwick community. An emptiness started to grow inside of me. It quickly started to eat away at me. The emptiness got so bad that I almost transferred to York. I was strongly considering leaving this amazing community. I thought I didn’t have anything special that I could add to Fenwick.
But, preparing for junior year soon consumed my thoughts because I had a lot of decisions to make. What classes would I take? What activities would I do? How can I make myself look the best for colleges?
“Our culture today puts so much value in doing. “
As the school year began to pick up pace, I was bombarded with assignment after assignment. My day consisted of waking up, going to school, going to any after-school activity I had that day, going home, barely finishing my homework, then straight to sleep. My daily routine was jam-packed, and God slowly transitioned from being a part of my life to an afterthought, then to the point where I would go entire weeks without even thinking about Him. Our culture today puts so much value in doing. I especially felt that this year, as I wrote college apps. I had to do every after-school activity, be a part of every club I could; I never had time to slow down and connect with God. One thing I have learned is that we all need a break. We can do this by just spending time alone, without distractions. It can be as short as 10 minutes or as long as two hours.
On an annual trip my youth group would take, we would go to Arkansas and spend a week on houseboats, living on the lake. One thing that we did every year was, on the third morning, we would start the day in total silence. We woke up silently; we made breakfast silently; then we spent about another hour and a half in silence. We were supposed to just sit there and look out over the lake. Now, as a freshman and sophomore that task was DAUNTING. Being silent for two hours? I could barely stay quiet for a meal. Now, as a young freshman and sophomore, the challenge wasn’t being quiet for an hour and a half, it was staying awake for that hour and a half. I ended up asleep both times, but as successful as I was at being quiet, I totally missed the point of the activity.
Being vs. Doing
The whole point wasn’t to torture us but to refect on life, and take a MUCH needed break from the busy-ness of today’s society. When I went before junior year, instead of taking a nap, I was actually able to stay awake the whole time! I just sat on the back of the boat, looking out across the lake. It was after that hour and a half that I realized I feel most at peace in nature. I was able to forget about all of the stresses of everyday life and just breathe. Now, whenever I need a break from the world, I’ll go out into nature and just take a walk. I now know about the importance of just being. There is so much doing in our world, that we forget to just BE. We all just need to take a break from the constant hustle and bustle of our lives.
First semester of senior year was full of constantly filling out this application, writing that essay, and just stressing about my future. But a quote I read last year said to: “Never let fear decide your fate.” I had to put my trust in God and His plan for me and my future. God is always here with us, whether we feel His presence or not. As the great Mr. Mulcahy said, “Our oneness with God is realized not created.”
Throughout my journey at Fenwick, I have wanted to make a huge impact here. I thought that when the time came, I could do some great action. When I reflected on how foolish that thought was, I was reminded of a quote from Mother Teresa that my mom keeps on her desk at home. It says: “We can do no great things; only small things with great love.”
“I don’t want to go to anatomy class today,” a Fenwick junior was overheard last month, lamenting in one hallowed hallway of Fenwick. “Why not?” a staff member inquired. “Who’s your teacher?”
“Dr. Riggs,” the student replied. “Her class is so hard! She’s smarter than all of us.”
The 17-year-old has a valid point: Jennifer Riggs was a pediatrician before she embarked on a career change to become a teacher. Riggs earned her M.D. in 1995 from Rush Medical College at Rush University in Chicago. (Her B.S. in psychology came from Indiana University.) For three years, she served as a resident pediatrician at Rush Children’s Hospital on the Near West Side. For the next five years, she commuted northbound to Shriners Children Hospital on Oak Park Ave. In early 2004, Dr. Riggs left the field of medicine to don her “mom hat” and raise her four children.
“My career has transitioned from pediatrician to science teacher: my true calling,” Riggs explains. After deciding to enter the field of education, Riggs went back to school to pursue a master’s degree in teaching, which she earned locally at Dominican University in River Forest almost five years ago. “My decision stemmed from a desire to develop sustained relationships with young people that affords me the opportunity to have a significant impact on their lives.”
After completing her student-teaching assignment at Josephine Locke Elementary School (Chicago), Dr. Riggs taught math, science, technology and religion for one year at St. Edmund Parish School in Oak Park, then moved on to Visitation Catholic School in Elmhurst to teach junior-high life/physical science and religion classes for the next three years. As a sponsor of the Illinois Junior Academy of Science “Science Fair,” she guided more than 100 students in planning, researching and conducting their projects. She also served as the Science Olympiad Head Coach at Visitation.
Dr. Riggs joined the faculty at Fenwick, where she is teaching five classes this academic year: two sections of Accelerated Anatomy & Physiology and three sections of College Prep Anatomy & Physiology. “I am one of the faculty moderators for the Medical Club,” she adds.
A different kind of impact on young lives
As for her decision to become a teacher, “I could not be happier with my career,” Dr. Riggs reports. “Teaching has given me the opportunity to get to know my students on a much deeper level than I knew my patients when I was practicing as a pediatrician. I look forward to coming to school each day because of the energy and enthusiasm shown by the students.
“I see my current position teaching Anatomy and Physiology at Fenwick as the perfect fit for me,” the doctor adds. “From my perspective, the biggest drawback to practicing medicine was the lack of time to really get to know my patients. My appointments tended to be relatively short and I often did not see that child again for a significant period of time (some I never saw again at all). Through teaching at Fenwick, I am able to build meaningful relationships with students. What I find unique about my particular position is that I am able to form those relationships through focusing on a topic I am passionate about: the human body.
“Many of my students are planning careers in the medical field,” Dr. Riggs concludes. “I find nothing more satisfying than sharing my knowledge with them and seeing their enthusiasm about the workings of the human body.”
It should come as no surprise that lacrosse is one of
the fastest-growing sports in the United States. The sport’s participation
numbers have been on the rise for the better part a decade. Nationally, more
than 210,000 high school student-athletes now played organized lacrosse (as of
2018), according to statistics tracked by the National Federation of High
School Associations. Some 113,000 of those
participants were boys, while nearly 97,000 were girls. At the youth
level, more than 825,000 children age 13 and under now play “LAX,” reports US
People from the East Coast know lacrosse; most of us
from the Midwest, not so much. More than 30 years ago, some college boys were
playing catch — with nets on sticks — an hour north of Chicago. “What is that?” asked a local, curious observer
while his friends from Boston, New Jersey and New York looked on and laughed.
“Lacrosse is a great game,” attests new Fenwick Boys’ Head Coach Dan Applebaum, who grew up in Oak Park, IL, playing baseball as a kid since the age of six. Applebaum worked at New Wave Lacrosse in Naperville and assisted the staffs at Oak Park-River Forest (his alma mater) as well as Lyons Township high schools in La Grange. He was a Friars’ varsity assistant coach for several seasons before accepting the boys’ head coaching job at Northside College Prep in Chicago (2018-19). Athletic Director Scott Thies ’99 tapped Applebaum as the Fenwick boys’ head coach earlier this year.
Applebaum first picked up a lacrosse stick as a
freshman at OPRF in 2005-06. “I wasn’t good enough to play baseball in high
school,” he admits, adding that perhaps he had outgrown America’s so-called pastime,
which was beginning to bore him as a young teenager. What he liked most about
lacrosse is that it is “such a skill-based sport,” the coach explains. “You
don’t have to be the biggest, fastest or strongest [athlete].” The blend of
athleticism and physicality appeals to many boys. It may sound overly
simplistic, but “if you can pass and catch, you can be on the field,” he
Molly Welsh ’20, a senior leader on this coming season’s team who hails from Elmhurst, has been a member of East Ave. for the past two years. “I started lacrosse when I was in fourth grade but quit because I had other sports,” Welsh explains. She picked up a stick again as a freshman and has “loved it ever since. Lacrosse is very different from other sports,” she says. “It is one of the fastest and most competitive sports I have ever played.”
Junior teammate Maggie Chudik (Western Springs) had a similar experience. “I had tried lacrosse in elementary school, but it wasn’t until my freshman year at Fenwick that it became my main sport,” she says. “The Fenwick lacrosse team is such an amazing, supportive group of girls that I feel so lucky to be a part of. “
Fellow junior Declan Donnelly ’21 adds: “Lacrosse has been a large part of my life at Fenwick. My lacrosse experience started at a young age playing for the local lacrosse team,” says Donnelly, a two-sport student-athlete (he started at linebacker this season for the Friars’ varsity, playoff football team) who lives in Berwyn and attended St. Mary’s School in Riverside. “Not only has lacrosse helped me to make the transition into high school, but it has allowed for me to develop skills that would be helpful to me in other sports,” the defenseman points out. “Being a lacrosse player has allowed me to develop skills that have helped me greatly while being on the football field.
“The summer of seventh grade I decided to attend the Fenwick Lacrosse Camp because I was hoping to play for the Friars,” Donnelly recalls. At the end of the camp, Jerry Considine (then coaching at Fenwick) asked whether Declan might be interested in playing for the combined youth and high school lacrosse [U14] team that he was putting together. This was the start, in 2015, of the East Ave. program, which added a girls’ division two years later headed up by Tracy Bonaccorsi, who now is the new girls’ HC at Fenwick (see below). Donnelly plays for Fenwick and East Ave., the latter of which he describes as “a thriving program with teams of all ages, for both boys and girls hoping to play lacrosse for sport or fun. The best part about having an elite, club program in the local area, notes Coach Bonaccorsi, is that it gives kids “the opportunity to improve their game and play more than just the three-month high school season.”
Donnelly credits the East Ave.
program and coaches for most of his high-school lacrosse success. “When I came
to Fenwick I was nervous to play lacrosse,” he admits, “but once I met the team,
I never looked back. I was on varsity my freshman year when we made it to the
Super Sectional Round. To this day, I am friends and stay in contact with many
of the guys on that Super Sectional team. Fenwick lacrosse is a family and
always will be.”
“Lacrosse is fast-paced,” adds Coach Applebaum, who helps
to direct the East Ave. club program (he is one of three founders), now in its
fifth year. “There is a lot of running up and down the field. Guys [and gals] get
gassed, even in practice! The game is engaging and exhausting, which is partly
why parents love it,” he laughs.
All kidding aside, Applebaum notes that the sport’s creativity
was a lure for him. Lacrosse is “a very individual team sport.” What does he
mean by that paradox? “What I mean is that every person on the field has his or
her own style of play – but there still is a team around you.” He acknowledges
that much of the game’s strategy is similar to basketball. However, the skill
set is very different. “I didn’t need anyone else to go out with me to
practice,” he continues. “I figured out ways to make wall-ball fun.”
He expects to see as many as 45 Fenwick boys out for the two teams (varsity and junior varsity) this coming spring. The girls’ squad has even bigger numbers: “There are 70 [female] names on my list for JV and varsity,” reveals new Head Coach Tracy Bonnacorsi, who comes to the Friars by way of East Ave. and Trinity High School in River Forest, where she built up the Blazers’ program over the past three seasons. Five of her players have gone on to play collegiately.
The girls’ version of the game features more finesse and less body checking. (The boys wear helmets.) “We have 20 to 30 girls consistently showing up for [weight] lifting and open gyms,” Coach Bonaccorsi says. One of those players is junior Caroline Finn(Western Springs), who was an All-Conference selection last season as a sophomore.
“I have played with Coach ‘Bono’ [at East Ave.] since I was a sophomore,” Welsh notes. “She is a very encouraging and determined coach. I believe she will push us more than we have been in the past in order to go far in playoffs.” Teammate Chudik adds: “Coach Bono brings a positive energy to the field that I think drives my love and my teammates’ love for lacrosse.”
Bonaccorsi was a multi-sport athlete who graduated from Montini Catholic in Lombard. She became interested in lacrosse when her older sister, Annie, instituted the first-ever lacrosse team at the high school in 2005-06. After playing for the Broncos, the younger Bonaccorsi played and studied at Concordia University in Irvine, CA. Before returning to the Chicago area to take the job at Trinity, she coached at Beckman High in Irvine for two years (while still attending college) and with the Buku club team in Southern California. Her degree is in business administration with an emphasis in sports management. At Fenwick, Tracy’s full-time role is as an assistant to the athletic director.
As for Applebaum’s LAX “pedigree,” after his
All-Conference senior season at OPRF, he played junior-college lacrosse in
Pennsylvania — and then at Mars Hill University (NCAA Div. II) in North
Carolina. As a midfielder there, he garnered second team All-Conference
recognition. Applebaum also has played internationally at the Indoor World
Championships, coming in fifth place as a member of Team Israel.
Increased media visibility is aiding lacrosse’s popularity
among American youth, Applebaum believes. Fifteen years ago, “there were like
four games on TV all year,” he remembers. “Now, they broadcast college games
four to six times per week! You just have to know where to look for them.”
Like ice hockey, lacrosse has a reputation of being an expensive sport to play: Buying a new helmet, stick, gloves, elbow and shoulder pads can cost upwards of $500 per player. However, organizations such as US Lacrosse are making it more affordable, especially for rural as well as inner-city kids. (US Lacrosse is the national governing body of men and women’s lacrosse in the United States.) Its “First Stick Program” grants sticks and protective gear for up to 20 field players and one goalie. Heading into its ninth year, First Stick has leveraged the support of generous individual, foundation and corporate donors into $10 million worth of equipment to give more than 22,000 kids on 760+ teams (448 boys, 320 girls), in every region of the country, the opportunity to play lacrosse — many for the first time.
Locally, Coach Applebaum cites the OWLS sports-based, non-profit youth development organization, which creates opportunities for underserved youth in Chicago. With lacrosse as its foundation, OWLS provides impactful mentorship and access to scholarships, improving the academic and social outcomes of the youth it serves. Bonaccorsi serves on its executive board.
Did you know that lacrosse has its origins in a tribal game played by eastern Woodlands Native Americans and by some Plains Indians tribes in what is now the United States of America and Canada? European colonizers to North America extensively modified the game to create its current collegiate and professional form.
Friars in 2020
“I am excited for this upcoming lacrosse season and highly
recommend anyone who is considering playing, even in the slightest, to come out
and try it,” Donnelly encourages. “There is always room for new players, and
all are welcome. You won’t regret it, and I know this because I didn’t.”
Donnelly says he is eager to see how Applebaum
plans to take the Fenwick program to an even higher level. “I have now known Coach
Dan for many years,” Donnelly concludes. “He is a great coach who I know has
the skills and ability to lead us on the right path. I have great faith in him
and the coaching staff that he is bringing in to help him. Coach Dan … is
a large reason why I have become the player I am today.
“If you would like to play, don’t be shy, contact me or any
of my fellow teammates.”
Robust Advanced Placement (AP) instruction at Fenwick
High School in 2018-19 produced an astounding 121 AP Scholars last school year.
The private (Catholic) school in Oak Park, IL, administered 843 AP tests in 26
subject areas. Presently, there are 131 students enrolled in AP Psychology,
a new course offering, this school year.
“The AP program at Fenwick gives our students a clear advantage
when they reach college,” asserts Principal Peter Groom. “In some cases,
students benefit from the same type of rigor they will see in their college
classes. In other cases, students earn college credit, which enables them
to focus on upper-level classes at the collegiate level,” Mr. Groom
notes. “The wide range of options our students can explore while at Fenwick
clearly benefits them.”
Last school year, nearly one in 10 of Fenwick’s students was
recognized as an AP Scholar at one of these levels:
49 Friars were named AP Scholars, a distinction granted to students who receive scores of 3 or higher on three or more AP Exams.
17 students were named AP Scholars with Honors, which means they received an average score of at least 3.25 on all AP Exams taken and scores of 3 or higher on four or more of these exams.
44 students were named AP Scholars with Distinction. They received an average score of at least 3.5 on all AP Exams taken and scores of 3 or higher on five or more of these tests.
11 students were named National AP Scholars for receiving an average score of at least 4 on all AP Exams taken and scores of 4 or higher on eight or more exams.
“Our AP classes don’t just prepare students for the exam,”
explains Assistant Principal Laura Pendleton, who directs Fenwick’s Advanced
Placement Program. “They are true, college-level courses taught by some of our
most talented, dedicated and passionate teachers. Students in these classes consistently
attend top universities and then come back and tell us how well they were
prepared to work at that level.”
As a testament to Ms. Pendleton’s statement about
collegiate preparation, young alumnus Spencer
Gallagher ’19 proclaims: “The AP classes I took at Fenwick have been absolutely
essential to my success so far at the University of Illinois. The courses
prepared me a great amount for the AP tests, helping me to test out of many
classes, and helped me to develop study habits that have proven invaluable so
far,” notes the Illini freshman, who grew up in Elmhurst and attended
Visitation Catholic School. “Many of the classes I am taking right now are easy
compared to the challenges presented by classes like AP Physics C and AP
As a junior two years ago, Gallagher was one of seven Fenwick students to score the maximum of 36 on the American College Test (ACT); he is the Class of 2019’s salutatorian. “Fenwick really does have incredible teachers,” Gallagher adds, “who help their students through very difficult STEM classes and [help] prepare them for college. Even my classes not taught by AP teachers, especially my senior English class …, have helped me a ton with my writing and prepared me for the rigor of college.”
Freshmen in AP
Even students as young as 14 years old can get into the AP act at Fenwick. Right now, 31 freshmen are enrolled in AP Biology. That number represents more than 10% of the Class of 2023. Throughout the school year, these students are performing labs on plants that they have grown. “They are growing two types of plants: mung beans and black-eyed peas,” explains Science Teacher Amy Christophell ’06, who also also coaches Fenwick’s WYSE Biology Team. “They are responsible for caring for their plants throughout the year,” she explains.
The first lab that they performed was on the seeds before they were planted. “They massed out 100 beans to practice with calculating a mean, a standard deviation and standard error,” Ms. Christophell adds. “They also use the masses to determine whether their data formed a normal distribution. The second lab has students using artificial selection, planting the smallest beans and largest beans by mass. They then came up with their own procedures to determine how the growth was different between the two sized seeds, Christophell says.
Catholic high school’s spiritual leader does not take for granted the partnership
forged with the greater, local community over nine decades.
Fr. Richard Peddicord, O.P., President of Fenwick High School
Ninety years ago next week, the Dominican Order
established a college-preparatory secondary school on Washington Blvd.,
bordered by East Ave., Scoville Ave. and Madison St. When Fenwick High School
opened on September 9, 1929, some 200 boys ventured through its wooden,
church-like doors. Many of them walked to school from their homes in Oak Park
and on the West Side, while others coming from farther away in Chicago took
Over these many years, Fenwick has survived and
thrived, despite the Great Depression (which started six weeks after the school
opened!), world wars and changing times, including enrolling female students in
the early 1990s. However, the mission at the outset has stood the test of time:
Guided by Dominican Catholic values, our priests, instructors, coaches,
administrators and staff members inspire
excellence and educate each student to lead, achieve and serve.
Fenwick today has a co-educational enrollment of
nearly 1,150 students as well as two Golden Apple-winning teachers on its
esteemed faculty. Our school’s impressive list of alumni includes a Skylab
astronaut, Rhodes Scholars, Pulitzer Prize winners, a Heisman Trophy recipient and
other leaders making a positive influence locally and internationally.
From our beginning, Fenwick and Oak Park always have enjoyed a symbiotic relationship. “Fenwick and the Village of Oak Park have a long history of working together,” Mayor Anan Abu-Taleb has stated. “From its inception, our fortunes and our futures have been intertwined.”
As an investment in our future in Oak Park, last month we began construction on a six-story parking structure seeded with generous funding by former McDonald’s CEO and alumnus Michael R. Quinlan, Class of 1962. By next summer, some 325 cars will be taken off the streets, so to speak.
“With this new garage, Fenwick will be taking a major step toward reducing its impact on the neighborhood,” Mr. Abu-Talen noted at the August 13 garage groundbreaking ceremony. The private school “has always worked to be a great neighbor …,” and “also is a key partner in the development of the Madison corridor.
“Fenwick has been a great contributor to Oak Park in many ways,” the Mayor continued: “first, as an educational institution of national reputation; second, as a Catholic school filling the needs of a diverse and inclusive community.”
We are, indeed, proud of our racial and socio-economic diversity. More than 30% of our talented student body identifies as something other than Caucasian, and we provide nearly $2.5 million in need-based financial aid annually to our students through the generosity of many benefactors.
They come to Oak Park
As Mayor Abu-Taleb notes, “Fenwick always has been a reason why many families choose to live in Oak Park — and the reason many others visit the Village and support our local economy.” Last school year, our students came from more than 60 cities, towns and municipalities, including these top 20:
Fenwick instructors have honed developing minds of highly intelligent people over thecourse of 90 school years. From physics and politics to English and French, some of those students
took their passions for learning to the next level by pursuing research,
education and scholarship at some of the world’s most prestigious private and
Princeton, the Ivy League research school with New Jersey roots dating back to
1746, two Fenwick alumni-turned-professors can be found teaching on campus: Thomas Duffy ’78 (geophysics) and John Mulvey ’64 (operations
research/financial engineering). In Boston, Professor William Mayer ’74 has been a political-science guru at Northeastern
University (established in 1898) for the past 28 years. After Fenwick, Mayer
attended Harvard University in Cambridge, Massachusetts, from which he also earned
a Ph.D. (in 1989). “I don’t like to move,” he dead-pans, “plus my wife loves
the New England area.”
On the West Coast, one of Prof. Duffy’s
classmates, Larry Cahill ’78, is a
neuroscientist and professor in the Department of Neurobiology and Behavior at
the University of California at Irvine. And in the Midwest, Robert Lysak ’72 is professor of
physics and astronomy at the University of Minnesota in Minneapolis – Saint
Additionally, two members of the Class of 1961 were college professors and are now retired: Terrence Doody (English Literature) at Rice University in Houston and Thomas Kavanagh (French), most recently at Yale University in Connecticut. Another Professor Emeritus isJohn Wendt ’69, who taught Ethics and Business Law at the University of St. Thomas (Minnesota) for 30 years. (Read more about them.) Spread out geographically across the United States, Fenwick is the common denominator for these seven Ph.D.’s and college professors. Read on for a glimpse at their impressive works.
Computing Love Affair
John Mulvey is a professor within
Princeton’s Operations Research and Financial Engineering (ORFE) Department,
which he founded. He also is a founding member of the interdisciplinary Bendheim
Center for Finance as well as the Statistics and Machine Learning Center at the
university. Mulvey is captivated by the ongoing revolution in information and machine-learning.
The ORFE Department focuses on the foundations of data science, probabilistic
modeling and optimal decision-making under uncertainty. “Our world is a very
uncertain place,” he stresses.
The work Mulvey does has applications
throughout the service sector, including in communications, economics/finance,
energy/the environment, health-care management, physical and biological
sciences, and transportation. In the past, he has worked with
aerospace/defense-technology firm TRW (now part of Northrop Grumman) to help
solve military problems, including developing strategic models for the Joint
Chiefs of Staff (U.S. Department of Defense).
“Today we work with major firms, including
some of the largest investors in the world, which are interested in integrating
their risk,” Mulvey explains. For example, “hedge funds and private-equity
firms need to manage their portfolios over time to protect themselves. When the
crash occurred in 2008, people thought
they were diversified. The banking and finance world refers to systemic risk as
contagion,” which is the spread of market changes or disturbances from one
regional market to others.
Mulvey also analyzes data for supply-chain
management, which he calls a “transformative industry. Production and distribution
models were separate before,” he points out, “but we’ve brought it all together
now. Amazon has built its whole system based on this commerce model.”
Machines running algorithms and computer
optimization became passions for him at a relatively young age. At Fenwick, Mr.
Edward Ludwig helped mathematics to make sense for young John. “He was an
amazing math teacher,” Mulvey says of Ludwig. “His class was fantastic. I didn’t
necessarily want to be an engineer but felt I could go into a technical area.
“In the 1960s we were at the cusp of computing, and the University of Illinois had one of the world’s most powerful supercomputers at the time,” recalls Mulvey, who grew up on the West Side of Chicago and attended the old St. Catherine of Siena Parish. “That’s why I wanted to go there, and I fell in love with computing.”
He next ventured west to study business
administration at the University of Southern California (USC) and the
University of California (Cal), then earned a second master’s degree in management
science in ’72 from the University of California at Los Angeles (UCLA). Three years
later Mulvey completed his Ph.D. at UCLA’s Graduate School of Management. His dissertation
topic, “Special Structures in Large Scale Network Models and Associated Applications,”
won the 1976 American Institute of Decision Sciences Doctoral Dissertation Competition.
Mulvey taught for three years at the Harvard
Business School and, 41 years ago, came to Princeton “to have an impact at a
smaller school,” he says. (Princeton has some 5,200 under-grads.) “I came here
to grow the basic, general engineering program for undergraduates.” The 72-year-old
thoroughly enjoys his work: “If you had a job like mine, you wouldn’t want to