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)
Quartet joins more than 15 other Friars, now enrolled at universities around the country, who are fellow recipients of the golf-related, four-year full scholarship.
The Western Golf Association (WGA) and its Evans Scholars Foundation have released the names of four Fenwick High School seniors (in alphabetical order) who will receive the Chick Evans Caddie Scholarship for the 2021-25 school years:
Jason Cruz (left) of Chicago/Chicago Academy Elementary School(Sunset Ridge Country Club, Northfield) – Marquette University (Milwaukee, Wisconsin)
Cristian Garcia (right) of Chicago/George Rogers Clark Elementary School(Briarwood Country Club, Deerfield) – University of Illinois (Urbana/ Champaign)
Rafal Sieklucki (left) of Chicago/St. Constance (Ridgemoor Country Club, Harwood Heights) – Miami University (Oxford, Ohio)
Alessandra Zuleta (below) of Cicero, IL/Saint Frances of Rome School(Glen View Club, Golf, IL) – Northwestern University (Evanston, Illinois), probable
The four soon-to-be graduates will join more than 15 other former Fenwick students presently enrolled in universities as Evans Scholars, including six from the Class of 2020. (Recent alumnus Gabriel Ruggie ’20, of River Forest, IL/St. Luke Parish School and Oak Park Country Club, was awarded the scholarship after completing his first semester of studies at the University of Wisconsin – Madison.) Each award covers full tuition and housing for four years. An additional 256 Evans Scholarships are being awarded to other Class of ’21 caddies from around the United States.
“The Evans Scholarship Program has provided a truly exceptional opportunity to our students over the years,” said Emily Anderson, one of two college counselors at Fenwick. “Again this year, the selection committee has granted full scholarships to these four seniors. We are proud and grateful.”
Legendary amateur golfer Charles “Chick” Evans (left, 1890-1979) aspired to send deserving caddies to college. Sponsoring country clubs can nominate a young man or woman possessing “a strong caddie record, excellent grades, outstanding character and demonstrated financial need,” according to the WGA.
Evans Scholarship Facts
Since they were first awarded to NU students in 1930, more than 11,000 young men and women have been awarded Evans Scholarships to some of the nation’s top universities. Presently, 965 students receive the award. On campus, they live together in a Scholarship House owned by the WGA’s Evans Scholars Foundation. Four additional statistics:
The average value of an Evans Scholarship is $100,000
The college graduation rate for Evans Scholars is 95%
Evans Scholars’ collective, cumulative GPA is 3.3
The program’s scholarship costs exceed $20 million annually
The Fenwick administration and faculty are excited to offer several new courses to students this coming school year. A series of four Advanced Computer Topics (ACT) classes as well as a new World Language course (Mandarin), an Advanced Theatre class and a new Physical-education class (yoga).
In discussing the new Advanced Computer courses, “Close to 30% of Fenwick’s graduates pursue a degree in STEM [science, technology, engineering or mathematics],” reports Computer Science & Physics Dept. Co-chair Dave Kleinhans. “Our investment in courses and physical spaces must match this interest.” The school’s new Computer Science Engineering & 3D Printing Lab, which debuted in the fall of 2019, will support four new advanced Computer Science (CS) classes: Data Structures & Algorithms, Introduction to Robotics, 3D Printing and IT Fundamentals forCybersecurity.
The four, half-credit “ACT” classes are designed for students interested in diving deeper into the so-called computer sciences. They will have the opportunity to explore specific topics beyond the College Board’s AP Curriculum in an online format during scheduled CS class time. Each course has a programming or computer-aided design (CAD) requirement and is taught via an online, education-software platform.
“These topics represent areas that provide valuable preparation to students interested in pursuing technical disciplines — and those that are hot in today’s computing market,” adds CS/Physics Teacher Don Nelson. He should know. Mr. Nelson spent 30 years as a business person/nuclear engineer before embarking on a second career in education. (Prior to coming to Fenwick in 2019, Nelson taught at the Illinois Institute of Technology and DePaul Prep, formerly Gordon Tech.)
“Each of the classes offers students with experience and advanced knowledge of CS through two primary activities,” Nelson explains:
The online format is offered through Coursera and more than 100 partner universities (e.g., University of Illinois, Northwestern) and private corporations (e.g., IBM).
A capstone project complements the online format with a hands-on application of the concepts presented.
Upon successful completion, the student will receive a digital certificate and hands-on experience valued by universities and prospective employers. “With Don and our five other engineers serving as teachers here, combined with our recent physical space and course investments,” Mr. Kleinhans continues, “Fenwick is uniquely positioned in the high-school arena to serve students interested in STEM.” (See sidebar for additional course details.)
“If you want to talk to someone, speak in your language. But if you want to connect with someone, speak in theirs.”
– Nelson Mandela
Mandarin I (1.0 credit)
“The sixth language offered by Fenwick will be Mandarin [Chinese],” reports Principal Peter Groom. It is the language of government and education of the Chinese mainland and Taiwan (with the notable exceptions of Hong Kong and Macau, where a local dialect of Chinese called Cantonese is more often used.) Mandarin is one of five major regional languages of China.
At admissions-sponsored events over the past two years or so, “we have heard repeatedly from families that this is an area we needed to seriously consider,” Mr. Groom continues. “We have a current freshman student with some background in Mandarin.” He adds that the language fits within the wheelhouse of faculty member Shana Wang, who offered to teach it as a pilot program this school year.
Last year, incoming Friar prospect Dylan Zorovich ’23 “was looking for a language but could not find it at Fenwick,” recounts Ms. Wang, who describes the free-thinking freshman from Elmhurst, IL, as both “diligent and delightful.” In true Dominican fashion, mentor and student set out on a journey this past August. “Our quest? To find a common language,” says Wang, who has taught in China.
The full-fledged course next school year seeks to provide a lively and challenging introduction to the basics of reading, writing, speaking and listening in Mandarin. Students will aim to identify at least 300 Chinese characters by the end of the year and write at least 150 Chinese characters using the correct stroke order. These characters are used to construct simple sentences while employing the proper grammatical conventions. In addition to learning Chinese characters, students will partake in continuous speaking and listening practice. They will watch videos, listen to dialogues and make presentations about important historical figures and events in China, Taiwan and Singapore. There will also be a focus on various Chinese cultures and their specific contributions to the global society.
Theatre II (0.5 credit)
This course is geared toward musical theatre, performance and design, building on the student experiences learned in Theatre I (which is a prerequisite). Students will engage in activities including music and text analysis, staging, scene analysis, choreography, theatre tech, lighting design, stage management and production. The course will culminate with a musical revue including solo and group numbers. The skills learned will not only enhance students’ musical theatre experience but also expose them to careers off the stage.
“Theatre I is for students with no theatre background,” Mr. Groom notes. “This second-level addition will attract those who do have some background in theatre.” Therefore, previous experience is required, as is approval from Theatre Teacher Mr. Caleb Faille, whose responsibilities within Fenwick’s Expressive Arts Dept. gradually have been increasing. “Mr. Faille now is in charge of our spring musicals,” Groom reports. An additional benefit is that Blackfriars Guild members can study their craft during the school day, he adds.
“Yoga is like music; the rhythm of the body, the melody of the mind and the harmony of the soul create the symphony of life.”
– B.K.S. Iyengar
Yoga (0.5 credit)
Also coming to the Fenwick curriculum in 2020-21 is a yoga course, “which can fulfill the P.E. [physical education] requirement, for sophomores,” Groom says. Expressive Arts Chairperson Rizelle Capito will teach the course. She has conducted yoga instruction for Fenwick faculty as well as for the varsity football team.
Ms. Capito says, “Studies and research have shown that yoga and mindfulness exercises not only promote physical health, but also mental health. Our students are under a lot of pressure and stress and we need to provide them with healthy ways of dealing with their stress. The class will include the physical practice of yoga to build physical strength and flexibility, meditation and mindfulness exercises. The hope is that the students will take these tools and incorporate them into their daily lives as a means of staying both physically and mentally healthy.”
Sophomores have the option to choose a regular PE class or yoga as their physical-education credit. (Placement is not guaranteed and is dependent on period availability and scheduling.) The course is designed to introduce students, safely and accessibly, to the basic postures, breathing techniques, and relaxation methods of yoga. Areas of focus will be on low-impact activities to improve overall flexibility, strength, core and cardiovascular endurance.
Cortney Hall remembers feeling nervous – again. The Fenwick alumna (’99), now an Emmy-nominated TV journalist, was back among Friars, preparing to deliver the commencement address to the Class of 2016. The problem: She was sitting near Andy Arellano, her old speech teacher. Twenty years earlier, Mr. Arellano had seemed “so scary,” not just to Ms. Hall but to generations of Fenwick sophomores. Contrary to her on-air vivaciousness on NBC-TV’s “Chicago Today” show (Channel 5), Hall insists she was a shy 15-year-old.
“We looked at speech class as a ‘gateway to graduation,’” she recalls, adding that she felt prepared four years ago. “That’s what Andy does. He prepares his students and makes them feel confident about getting up and talking in front of other people. Speech class was tough at the time, but he also made it entertaining. He taught skills that I have carried with me throughout my life and career.”
Hall grew up in the south/western suburbs of Downers Grove and Oak Brook. Comparatively, “Fenwick was diverse – and I don’t mean just racially or ethnically,” she explains. “The school pulls people from all over the Chicago area, with different life experiences.”
But no matter where Fenwick’s student live, physically, their families all seem to have one thing in common: “They all care and have similar core values,” she believes. “Going in [to Fenwick], you know you’re among like-minded people whose parents want structure and discipline for them; who want their children to learn and have morals.”
It takes time and “some distance” to appreciate many aspects of what makes Fenwick such a special place, admits Hall. “Is it strict? Yeah. We weren’t allowed to hang out in the hallways like kids at other schools,” she continues. “As a teenager, you worry about things like wearing the Catholic-school uniform. However, as an adult, you look back and understand that there was a different purpose. We weren’t caught up in the brand of jeans our classmates were buying. We heard about bullying incidents at other schools, but I don’t remember stuff like that happening at Fenwick when I was there. We were a different group of kids.”
The stress of Mr. Arellano’s speech classes is not Hall’s only faculty memory of Fenwick. “Fr. Joe [Ekpo] was a character, with his chants of ‘Up, up, Jesus! Down, down, Satan!’” she remembers. Hall played tennis, and Mr. Bostock was her soccer coach. “I was mildly terrible,” she self-assesses. “And Dr. Lordan [retired in 2019] was a Fenwick staple, of course.” She remembers (fondly?) getting JUG on her very first day as a freshman student — for a skirt infraction. “There were two tricks for shortening our skirts: We’d either roll them at the top or staple them at the hem,” she laughs.
Hall adds that she had fun as a Blackfriars yearbook staffer (she was student life editor) and
wrote a “column” her senior year. “It was a parody on uniforms: shirt colors
(blue!) and shoe options.” She also was active in Campus Ministry, NHS, SADD
and The Wick.
Hall’s absolute favorite memory as a Friar? Hands down, it was “going downstate for boys’ basketball in 1998,” she exclaims of her junior-year experience in Peoria, IL. “I went with friends to cheer them on!”
Life after Fenwick
From Fenwick, Hall moved on to Georgetown University (Washington, D.C.), where she majored in marketing at the McDonough School of Business. “Georgetown was my first choice,” she notes. “I’ve always been a big basketball fan, and the Hoyas were really cool in the ’90s.”
Being from Chicago, she wanted a school in a big city and was accepted at Columbia and NYU in New York. “Applying to colleges was a great experience,” she shares. “I received a lot of great guidance. Fenwick put me in a good position to get into my ‘reach’ schools.” A visit to Georgetown’s campus sealed her fate.
As an under-grad at Georgetown, she says she really
didn’t know what she wanted to do. After graduating, “I worked at the World
Bank in D.C. for a while but decided that wasn’t for me. I didn’t want to sit
in front of a computer all day long.”
Her game-changer turned out to be media coverage of the terrorist attacks on September 11, 2001. Like many Americans, “the powerful images coming out of New York captivated me,” she says. “I was in college when it happened, glued to my TV set and the news [reports].”
A Forty-Niner alumnus and former Fenwick teacher
reflects on the heels of his 70th class reunion.
By Jack Spatafora, PhD. ’49
Everyone agrees that a good education is good for the nation. It gets thornier when it comes to defining a ‘good education.’ For 90 years, Fenwick High School has been addressing this issue the best way it knows how: by graduating hundreds of students each year equipped with both the academic and moral gifts needed to become the kind of citizens our complex times’ need.
From Aristotle to Aquinas to Jefferson, the ideal citizen is one who knows not only what to think but also how to think: clearly, logically, passionately. I experienced this at Fenwick, first as a student and then as a teacher. The day General MacArthur was accepting the surrender of Japan in September 1945, I was entering the old Scoville Avenue entrance as a freshman. Seven years later, I returned to teach U.S. History. That is experiencing Fenwick from both ends of the classroom!
Fenwick was much smaller and less equipped during the 1950s, and yet it was already sending some of the best and brightest into post-World War II America. Young men equipped and motivated with three of the academic tools most required for good citizenship: 1) facts, 2) ideas and 3) values:
As a faculty, we had this funny notion that there were facts, not alternative facts, be it science, math or history. Facts are stubborn, objective things that the student needs to confront, process and use in reaching conclusions.
When properly assessed and connected, facts become the essence of ideas. Eleanor Roosevelt famously said, “Great minds discuss ideas, average minds discuss events, small minds discuss people.”
There is a third feature to good citizenship: values. If facts and ideas are essential as a foundation, values are the super-structure to the edifice — including respect for truth, honor, country and God. The ideal citizen embraces each, both profoundly and efficaciously. For as Alexander Hamilton put it: “If you don’t stand for something, you’ll fall for anything.”
Gazing back over these last 70 years, this is some of what I proudly remember. Both as a member of the Fenwick student body and later the Fenwick faculty. You might say I was twice blessed. Frankly, I say it all the time.
Friar alumnus Steve
Twomey ’69 is busy researching and writing, again — this time, for another
book about World War II. And, he’s thinking. Twomey thinks a lot about, well,
thought. Blame all that insight and thoughtfulness on Fenwick, he says.
“I took a course in high school that I loved. I think it was a religion class. Its premise was logic and explaining the rational processes by which we think,” recalls Twomey, a retired reporter/journalist and present author/freelance writer who has taught journalism at New York University. “At Fenwick we discussed the fallacies of logic and the traps that people get into with their thinking,” he relates. “This information was imparted on my brain forever.” (He also remembers classmates throwing fetal pigs on Scoville Ave. from the top window of a science classroom, while young Biology Teacher John Polka tried to remain calm. However, that’s a story for another article!)
Twomey began his career
in journalism as a weekend copyboy at the Chicago Tribune as a
16-year-old kid. An uncle worked in the business office there and helped him
land the summer job. “I loved being in a newsroom where people were finding out
things,” he admits. Young Steve was hooked.
“I’ve distributed words
for 30 years,” Twomey declared 15 years ago, upon occasion of Fenwick’s 75th
anniversary. “You might not like journalism — so many folks don’t, be they of
the political Left or Right,” he added then, somewhat prophetically. “But ever
since Fenwick, being a newspaper guy has seemed the perfect way to sate a lust
to know stuff, to see my name in black-and-white and to get paid for
Over the course of a
27-year media career Twomey traveled extensively and:
shook hands with Queen Elizabeth II aboard her yacht;
drank tea with Polish labor activist/politician Lech Walesa in his Warsaw apartment;
took cover in the Sahara Desert from shellfire from Polisario rebels.
A sweet 16 years have passed since Fenwick inducted Twomey into the its Hall of Fame. His prestigious Pulitzer recognition in journalism (feature writing/reporting category for the Philadelphia Inquirer while in Paris, France) came in 1987 for his illuminating profile of life aboard the aircraft carrier U.S.S. America, which had launched planes that took part in a United States’ attack on Libya in mid-1986. Twomey, who was 35 years old when he won his Pulitzer Prize, wrote about daily life for the mega ship’s personnel. He also questioned the strategic value of the U.S. military/government spending $500,000 a day (at the time, 32 years ago) to operate the massive vessel.
Renaissance Man: Clevelander, Golden Apple winner and Fenwick Theology/Film Teacher for the past 12 years, Mr. Paulett also is a writer, musician and theater aficionado.
What is your educational background?
JP: My undergraduate degree was in Linguistics and Classical Languages from Georgetown University. I have a Master’s degree in Theology from Felician University and an MFA in Creative Writing from Antioch University. During my Golden Apple Sabbatical, I began a doctoral program in religious studies at Northwestern University.
What did you do prior to becoming a teacher at Fenwick?
JP: I taught for 10 years while I was in my twenties — at Lake Catholic High School in Cleveland and then at Kent State University, where I was doing doctoral work in theater and film. I then left teaching for family reasons and went into business. I had planned to work in business for two years but it turned into 25 years. I had always planned to return to teaching. When my daughter was through college, I had my opportunity and joined Fenwick.
What are you currently reading for enjoyment?
JP: I always have several books going at the same time. Right now, I am reading David Brooks’ new book The Second Mountain: The Quest for a Moral Life. I am also reading a history of the Second World War in the Aleutian Islands. Rounding that out is Wasn’t That a Time? — the story of the folk singing group The Weavers.
What interests do you pursue outside of the classroom?
JP: I am a theater fanatic. In most weeks, I attend two or three performances. I love opera and subscribe to the Lyric Opera. I also subscribe to the Chicago Symphony, the Music of the Baroque and three theater companies. I fill in the other nights with smaller theaters and films at the Gene Siskel Center. I am a writer (I have four books published) and am active writing almost every day. I have a new book in progress that I hope to finish by fall. I play music (guitar, banjo, mandolin) and usually pick up an instrument for a few minutes every day.
To what teams and/or clubs did you belong as a student?
JP: When I was in high school [at St. Ignatius in Cleveland], I was a member of the Debate Team and was fortunate to have some success. I was also in the theater. I acted in several plays and, during my senior year, wrote and directed a play. I sang in the choir and played in a rock band. I was a dreadful athlete and got cut from every sport I attempted. I wrote for the school newspaper and, for a while, published an underground newspaper. The teachers caught me running this off on the mimeograph machine and the paper was ended.
Which clubs/sports/activities do you run at Fenwick?
JP: I have moderated a variety of groups at Fenwick. I was the chess coach and the moderator of Touchstone [the student literary magazine] for several years. I directed the spring musical and was music director for Banua. I have been the moderator of the Photography Club for the last few years. Next year, I will guide the new Film Club.
What quality/characteristic marks a Fenwick student?
JP: Fenwick students generally have a seriousness of purpose that sets them apart. I teach Moral Theology. In that class, we study philosophers such as Kant, Bentham and John Stuart Mill. Most students will not encounter these thinkers until junior year of college. Fenwick students deal with this advanced content with thoughtfulness and diligence.
When did you decide to become a teacher, and why did you choose this field?
JP: I was deeply affected by several teachers in high school, probably none more than my speech teacher Mr. William Murphy. He was an intense, rigorous and sometimes difficult man who drove, excited, demanded and inspired his students. I suppose that my desire to become a teacher started with a hope to be like Murph. I have been very blessed in my life, and I think I have an obligation to give back. Teaching has been the best way I have found to return what I have been given.
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
19 of Coach Hogan’s boys are running the bases at the next level.
FENWICK FACT: 19 Friars’ alumni student-athletes are playing baseball collegiately this spring. Ian Crowell ’16 (not pictured) is a pitcher from Elmhurst who plays for the Boston University Terriers’ Club Team. Three others also are not pictured:
Oak Parker Zack Pacer ’17, an outfielder for the Illinois Institute of Technology’s Scarlet Hawks.
Owen Wauun ’18, a catcher from Western Springs who plays for the DePauw University Tigers out of Greencastle, Indiana.
KJ Slepicka ’18 (River Forest), is a pitcher/outfielder for the Rose-Hulman Institute of Technology’s Fightin’ Engineers in Terre Haute, Indiana.Here are the other former Friars players still playing: