In the fall ’21 Friar Reporter(page 16), we reported that alumnus Dr. Tord Alden ’85 was hired into informatics at Ann & Robert H. Lurie Children’s Hospital (Chicago) by fellow Fenwick Friar Dr. Michael Kelleher ’75, a pediatrician who spent 17 years at Lurie (Children’s Memorial).
In 2020, Dr. Kelleher became the chief medical officer of Amita Health (Mercy Medical Center, Aurora, IL). For 11 months he chaired the COVID-19 Vaccine Steering Committee, which administered more than 50,000 doses to area health-care workers, first responders and patients.
“I had Roger Finnell for four years,” remembers Dr. Kelleher. “Roger [Fenwick Class of ’59] was a young man when I was at Fenwick. He is a wonderful math teacher and a great human being! I still remember what ‘e to the pi I’ equals.” [Euler’s formula: e^(i pi) = -1]
Kelleher also ran track and cross country for Coach John Polka for four years. “Mr. Polka was my biology teacher, too. These two men had a formative influence over me,” he notes, adding that, in the early 1970s, he was taking “regular and honors classes, which they now call AP [advanced placement], I think.”
Sneezing into med school
Graduating in three years from Northwestern University (Evanston) with a B.A. in biology, Kelleher went on to the University of Minnesota to earn a master’s degree in ecology. His study emphasis was on population genetics and statistics, but severe allergic reactions forced him to change his mind. “I had terrible allergies and couldn’t do the field work,” the doctor recalls.
Kelleher had thought about pursuing medicine in the past, and he received his M.D. in 1986 from the University of Illinois College of Medicine (Urbana and Rockford, IL). His post-graduate training took place at Wyler Children’s Hospital at the University of Chicago, where he competed a residency, became chief resident and was a Pediatric Critical Care Fellow (1990-93). He also served for five years on U of C’s faculty.
Before coming home to Chicago, Dr. Kelleher spent five years in Iowa City as the head of Pediatric Critical Care Medicine at University of Iowa Hospitals and Clinics. Once at Lurie (Children’s Memorial), he progressed up the ranks, first handling electronic medical record implementation and ascending to chief medical officer from 2003-19.
“My values were formed at Fenwick High School,” Dr. Kelleher insists, citing the service ‘mission’ of Catholic education as being integral to his experience. “There, our teachers inculcated us to provide service to others. They said that it should be a goal in life.” It’s no coincidence, he says, that several of his ’75 Friar classmates also went into the medical field.
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.
Catching up with 2019 classmates Laura Durkin and Samuel Saunders at the University of Illinois and Syracuse University, respectively.
Fenwick Graduation: 2019 Hometown: Riverside, IL Grade School: St. Mary’s Current School: University of Illinois (Gies College of Business) Major: Finance and Information Systems
Internship: A summer internship I am currently
pursuing is branching off of the Venture Capital Association club that I
participated in my freshman year at U of I. This internship involves working
with private equity firms across the United States to provide financial
analytics and exit-strategy consulting. This summer I will be continuing
research and performing quantitative due diligence to identify potential target
investments for a private equity firm that I have been on a project with since
the beginning of my second semester. This internship will be paired with an
internship through COVID-19 Business Fellowship Program where I will help small
businesses throughout the Chicago area to reimagine and redefine how they reach customers,
achieve business objectives, and help them to adapt to the new normal by mobilizing in the face of
aspirations: I will be a sophomore in the Gies College
of Business, still mainly exploring my career options and aspirations. I am
looking into a career potentially involving computer science and finance.
Fenwick achievements/ activities: National Honors Society, Latin Club Dictator, Cross Country 4 years, Track 3 years, Cross Country and Track captain 2019, Freshman soccer; Varsity soccer sophomore year, Girls Bowling record holder, Kairos Leader November 2019.
Fenwick teacher who had the most influence on you: I was taught AP physics by Mr. Kleinhans and AP Econ by Mr. Gallo. A mixture of both the enthusiastic, heartfelt, and informational lessons I learned that apply both in and out of the classroom by these two teachers is what has been guiding me to find my interests and career aspirations so far in college. I was also blessed to be taught by Mr. Rodde, Mr. Roche and many more influential teachers while at Fenwick High School.
Fenwick class that had the most influence on you: Moral Theology my junior year with Mr. Slajchert and Dominican Spirituality my senior year with Fr. Peddicord. I was lucky enough to have Mr. Slajchert my freshman and junior year. By the time I had him for moral theology my junior, I was very comfortable with his teaching style, and I was able to explore the material of moral theology with his guidance and see the importance of the theology class at Fenwick first hand. My senior Dominican Spirituality class, led by Fenwick President Fr. Peddicord was influential because it was a perfect conclusion to my time at Fenwick learning of the history, pillars, and virtues of what living as a Dominican truly means.
Fenwick experience/the one you would like to live again: I was recently reflecting on this answer
this past weekend as I was updated with my one year memories on snapchat of my
senior track state and senior prom weekend. I would relive this Fenwick
experience in an instant surrounded by teammates, coaches, friends, and family
celebrating the culmination of my four years of training and closing out my
highschool experience with a sunny weekend out of a fairytale book.
What Fenwick experience changed you the most: My participation on the cross country team changed me the most through my four years at Fenwick. I had never run before high school, but before my first day of classes even began I had already met a group of driven, talented, compassionate, beautiful girls that would be my best friends even after graduation. I learned innumerable hard lessons and built a strong character and culminated my highschool running career by qualifying for state individually. I am now taking the love for the sport that was formed and developed through highschool and currently training for the Chicago Marathon in the fall.
Fenwick Graduation: 2019 Hometown: Wheaton, IL Grade School: St. Petronille Current School: Syracuse University (Syracuse, NY) DoubleMajor: Finance & Entrepreneurship
Involvement on campus: I’m currently a member of the Sigma Phi Epsilon Fraternity, NYA chapter where I’m on the Finance Committee. This is a great experience because I get the opportunity to manage a $100,000 budget. Last year, I was elected to be the RHA (BBB) Director of Administration and Finance where my role was to govern student life for the 730 students in my hall and oversee Syracuse’s housing budget. I’m also an active member in Cuse’s Entrepreneurship Club where we bring in prosperous entrepreneurs such as Kenneth Langone Sr. — investor, philanthropist, and co-founder of Home Depot — to guest speak at our business school.
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.
Fenwick High School has ushered in
its 91st academic year with a new Engineering & Innovation Laboratory.
At the Open House in late September, prospective students and their families
had an opportunity to see the modular classroom (Room 57), which features 25
new drafting and programming laptop computers, six 3D printers and five interactive,
“smart” monitors. These technology equipment upgrades are a major part of the
more than $70,000 investment in the refurbished lab space.
“We are teaching in the lab to packed computer-science classes,” Science Dept. Co-chair Dave Kleinhans reports. In an effort to prepare students for business and STEM (science/technology/engineering/math) degrees in college, he adds, many of these courses were co-developed with a University of Illinois, student-run consulting organization. At professional-development sessions in mid-September, faculty members received training on the three-dimensional (additive-manufacturing) printers.
Principal Peter Groom adds, “The
development of our Computer Science curriculum has been a collaborative
effort. We put a lot of faith in our faculty, and they really ran with
it. In some cases, our teachers took existing courses and tailored them to
the 21st-century world,” Mr. Groom explains. “In other cases, we
started brand new courses. The opening of the new lab is just the
beginning of a facilities transformation that will allow our excellent
CS/Physics faculty to maximize the student experience.”
Fenwick’s Engineering &
Innovation Lab “is what software labs look like at some of the companies I
still communicate with in the private sector,” notes Kleinhans, who started up
three software firms over two decades before embarking on a career change to become
a teacher. IBM
(Cognos) acquired one of his companies, but Kleinhans insists that teaching and
mentoring young people bring him far more satisfaction and joy “than any bonus
check for selling a company or being a CEO.”
Joining the Fenwick faculty for this
school year is Donald Nelson, who is “taking over a lot of our CS [computer
science] classes,” according to Kleinhans. “Principal Groom made a great,
strategic new hire in Nelson,” Kleinhans believes. “Don is a 30-year business
person/nuclear engineer who wants to be involved with students as a second
career.” Nelson, who previously has taught at the Illinois Institute of
Technology and DePaul Prep, holds a B.S. in engineering from the University of
Illinois at Urbana-Champaign and an M.S. in computer science engineering
from the University of Wisconsin at Madison.
Student input and involvement
“It was inspiring to watch Dave Kleinhans empower recent graduates and current Friars to be project managers for the new lab,” adds Math Teacher and alumnus Kevin Roche ’05. “Kevin Brosnan ’20, Spencer Gallagher ’19 and Jack Vomacka ’18 [helped] make it all happen. They met with architects, researched the best equipment, presented to the Board and even were present for the painting and carpeting subcontractors to ensure the job got done. That was my favorite part of it all: those three gain valuable project-management experience thanks to Dave.
As basketball season
draws nearer, Fenwick alumnus John Giannini ’80 gets antsy. He hears the
echo of his whistle and the orange, leather balls bouncing in the gym, but
those sounds now are memories thumping in his head. It’s only natural because
this past year marked the first time in 30 seasons that he was not coaching a
college basketball team.
For 14 years (2004-18), Giannini, who was raised in Elmwood Park, IL, was head coach of the La Salle University men’s basketball team, an NCAA Division I program in Philadelphia. Giannini quickly turned the program around when, in his second year, the 2005-06 Explorers set a school record for Atlantic 10 Conference wins and tallied their first winning season in 13 years. Coach G. was named as a candidate for the National Coach of the Year. In 2011-12, La Salle won 21 games and was asked to participate in the National Invitational Tournament (NIT).
A year later, the Explorers punched a ticket to the lauded NCAA Tournament, where they were seeded 13th in their region. They defeated Boise State in the opening round, and then beat Kansas State and Ole Miss. The run ended in the Sweet 16, where La Salle fell to Wichita State. The team finished with a No. 24 national ranking in the USA Today Coaches Poll.
Before La Salle, Coach Giannini built up the program at Rowan University in New Jersey. He led the team to a pair of Division III Final Four appearances, in 1993 and 1995, before the “Profs,” as they are known, won the small-college national championship in ’96. Coach G. came to the NJ school in 1989 by way of the University of Illinois, where he served for two seasons as a graduate assistant on Lou Henson’s coaching staff. (The 1988-89 Fighting Illini (31-5) danced their way through the NCAA Tournament, past Syracuse and all the way to the Final 4 in Seattle.)
Following his success at Rowan, Giannini accepted the head coaching position at the University of Maine, where he stayed for eight years. Under him on the hardwood, the Black Bears enjoyed a 20-win season, which never had before happened, and then another. Giannini achieved the best career winning percentage in school history. Over the course of his 29-year collegiate head coaching career, he compiled an overall record of 508 victories and 375 defeats.
Coach and his wife, Donna, have two daughters, but Giannini grew up with boys. The oldest of four brothers, he is a “Double Friar,” playing football and basketball at St. Vincent Ferrer in River Forest before enrolling at Fenwick in 1976. “I looked up to Fenwick’s coaches and athletes,” Giannini recalls. As a 13-year-old, the late coach “George Badke met with me, and I felt like I was meeting George Halas.” (“Papa Bear” was, of course, coach/owner of the Chicago Bears.)
“People thought Fenwick was the best school academically in the area, but I was not a motivated student at all in grade school,” Giannini admits. Even in high school, he says, he was “clearly in the bottom half of my class. But I was far more prepared for college and life after than I ever realized.” Why? The coach points to two primary factors:
“I had wonderful, passionate teachers at Fenwick.”
“I also had really motivated, smart classmates, so I had to keep up!”
Most importantly, though, he believes, “Fenwick taught me how to live. We were encouraged to leave Fenwick with a philosophy of life at age 18. I knew what was important to me.”
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
Fenwick Fact: Highly acclaimed Defensive Line Coach John Teerlinck ’69 is the only Friars’ alumnus with three Super Bowl rings from the National Football League (NFL). Teerlinck knows how to creatively apply pressure — in a football context, that is.
Teaching elite athletes the proper techniques needed to effectively rush the passer is his specialty, and the coach excelled at the collegiate and highest professional level. Teerlinck has coached in 32 NFL playoff games, including six AFC Championship Games and four Super Bowls.
He is one of only 23 coaches to win a Super Bowl with more than one team: two back to back with the Denver Broncos (1997 and 1998) in the John Elway era and one with the Indianapolis Colts (2006) in the Peyton Manning era. (“Sorry, Bears fans,” jokes Teerlinck, whose family moved when he was eight years old from upstate New York to suburban LaGrange Park, IL.)
In recognition of his sideline accomplishments, this evening the Chicago Catholic League (CCL) will induct Teerlinck, its native son, into the 2019 Coaches Association HALL OF FAME class. Many football observers refer to Coach “Link” as the GOAT: the greatest defensive line coach of all time. The “John Teerlinck Award” is given annually to the best defensive line coach in the NFL.
“Coach Teerlinck has coached many former teammates of mine, and we have friends in common from throughout our professional careers,” says Gene Nudo, Fenwick’s present Head Coach, who was a coach and executive in the Arena Football League before joining the Friars in 2012. “It surprised me to learn that this great coach was an alum of Fenwick. He, like so many others, has done the ‘Shield’ proud with his many professional achievements,” which is what led Nudo to nominate Teerlinck for the CCL HOF honor.
When he played defensive line for Fenwick in the 1967 and ’68 seasons, the Fighting Friars’ varsity went a combined 10-5. After a 7-2 junior campaign, a 3-5 record as a senior was disappointing. The defensive unit gave up a respectable 15.5 points per game (ppg) in the autumn of 1968. However, an anemic offense could muster only nine touchdowns all year for a paltry average of 7.25 ppg. Teerlinck was an All-Conference selection and went on to become an All-American for the Western Illinois University (Macomb, IL) Leathernecks. “We used to get New York Giants games at Western and I’d watch No. 89, Fred Dryer, and copy his moves,” Teerlinck told Chicago Tribune writer Don Pierson in a 1992 article.
A member of Western Illinois University’s Hall of Fame (inducted in 2000), Teerlinck was a team co-captain and defensive MVP as a senior in 1973. He was the first WIU player ever to record four sacks in a single game and still remains one of only four Leathernecks to ever accomplish that feat.
Teaching the Art of the Sack
In 1974 he was drafted by the San Diego Chargers (fifth round, 101st overall pick) and started as a rookie. Teerlinck played four seasons, on the other side of ball from an offense led by future Pro Hall of Fame QB Dan Fouts, until a severe knee injury led to his early retirement as a player. “When I played for the Chargers, I’d get updates on Fenwick and Chicago three to four times a year from referee Jerry Markbreit, who coached in the Catholic League,” Teerlinck said. (Markbreit is a fellow CCL Hall of Famer.)
Some of football’s best quarterbacks feared many of the defensive linemen who trained under Teerlinck’s tutelage during nearly four decades spent coaching college and pro football. With four pro teams – the Cleveland Browns, Minnesota Vikings, Broncos and Colts — his players either set the record or came in second in total sacks.
Coach Teerlinck, who now is retired and recently celebrated his 68th birthday, stands 6’5” but many of his star speed rushers over the years were not quite as tall (see below). He coached 31 Pro Bowl (All-Star) players, including four defensive MVPs:
Michael Dean Perry, AFC Defensive Player of the Year (’89), Cleveland Browns. Out of Clemson, the Fridge’s younger, “little” brother, who is 6’1” and weighed 285 pounds, tallied 61 career sacks.
Chris Doleman, NFC Defensive POY (’92), Minnesota Vikings. At 6’5” 290 lbs., he was a tall one. Doleman played collegiately at Pittsburgh, then registered 150.5 sacks during his NFL career.
John Randle, Minnesota Vikings; NFL sack leader in ’97; 137.5 career sacks. Randle stood only 6’1” and struggled to get his weight up to 275 lbs. College(s): Trinity Valley Community College and Texas A&M University – Kingsville (Div. II).
Dwight Freeney, Indianapolis Colts; 125.5 career sacks and a “patented” spin move. At 6’1” 270 lbs., he sprinted 120 feet in 4.48 seconds at the NFL Combine in 2002. The freakish athlete also could leap up to 40 inches vertically. College: Syracuse. (Freeney was a four-sport athlete in high school, playing football, basketball, baseball and soccer!)
During his tenure, Teerlinck coached seven players (Bubba Baker, Doleman, Freeney, Kevin Greene, Robert Mathis, Randle and Neil Smith) to reach 100 career sacks: the ultimate benchmark for a defensive lineman. Both Doleman and Randle have been enshrined in the Pro Football Hall of Fame (HOF). Teerlinck became only the ninth assistant coach selected to present a player at a HOF induction when he presented Randle in 2010.
His players remember their coach as an unconventional teacher who believed in their abilities and who also helped to motivate them to reach their potential. “John Teerlinck is kind of like Mr. Miyagi [the character in the ‘Karate Kid’ movies],” John Randle has said. “He’s very unorthodox: a different breed; rough around the edges. He tells you things that are funny, but they register if you just listen. That’s why he’s the guru.”
Here’s how Randle began his HOF acceptance speech in 2010: “First of all, I want to thank John Teerlinck for presenting me, motivating me, focusing me on the game that I love. I also want to say, John, thank you for saying I could excel and play in the National Football League, even though I wasn’t drafted, didn’t play for a major school. Also thank you for showing me what sometimes I didn’t see in myself.”
Before coaching in college and the pros, however, Teerlinck was just proud to be a Fenwick Friar. “Going to Fenwick was a big deal,” he recalled last week from his home in Indiana. Literally thousands of boys would take the admissions test in those days, he said. “Only three of nine [boys] from my school got in,” remembers the straight-A student from St. Louise de Marillac. “About 150 guys would try out for football in those days.” Youthful John is pictured among the 47 new Friars in his freshman Blackfriars yearbook (1965-66) photograph. (The team finished 3-2-1.)