FEATURE
Like the mighty oaks scattering their shade throughout campus, Menlo’s roots run deep. A recent refreshing of the School’s values statement underscores the permanence of its guiding principles—curiosity, engagement, joy, kindness, care, connection, integrity, and empathy—revealing that our evolution over the years has been inspired by what matters most.
“It’s like visiting ancient Greece to come back here,” said an alum from the Class of 1957. “The surroundings have changed, but the core is the same.”
Few are better suited to see the throughlines between Menlo’s past and present than alumni who return to campus well after graduation in a whole new capacity: as teachers, coaches, board members, and parents. Another uniquely longitudinal perspective comes from faculty and staff whose enduring commitment to Menlo’s purpose, people, and pedagogy drives them to dedicate their life’s work to it.
VIDEO: MENLO THEN & NOW | Multiple Generations of Menlo Alumni Reflect on the Through Lines Connecting Their Experiences
A FOUNDATION OF SUPPORT
JACQUELINE STARK
CLASS OF ’04
Sixth grade science teacher Jacqueline Stark ’04 has spent 15 of the past 25 years on Menlo School soil. At a picnic table under a towering redwood, Jacqueline reflects on her days as a Menlo student. She remembers admiring the same tree outside the window of what was then Ms. Mauser-Bain’s art room, a safe haven from the hustle and bustle of high school life. At the time, the campus was under construction, and was a maze of 16 portables, a tiny grass area, and a sport court. It’s no wonder the giant redwood is one of the only visual landmarks she recognizes.
Staring up at its branches evokes nostalgia for her AP Art days, as her recollections flood past the physical and more closely resemble present-day Menlo. “I felt like I could explore my curiosities as a high schooler because there were so many opportunities and mentors: the canvas was open, but I wasn’t by myself,” she shares.
Support is a prominent theme in Jacqueline’s Menlo memory bank. She recalls feeling empowered by longtime English teacher Marcia Wolf, who encouraged her to combine science and perspective-based writing to explore issues of equity and fairness in extra time accommodations for students with learning differences. “With Ms. Wolf’s guidance, I learned how to use writing as a tool to give voice to less-heard experiences.”
I felt like I could explore my curiosities as a high schooler because there were so many opportunities and mentors: the canvas was open, but I wasn’t by myself.”
Jacqueline Stark ’04
2006
Yearbook signing
2024
Yearbook signing
Jacqueline’s own Menlo journey was an integral part of her decision to return years later as an educator. “Menlo instilled in me the trust to follow my curiosities—from persuasive writing and the art and science of memory to a real-world biotechnology internship—and I feel like that’s a really special thing that still happens here,” she says. To this day, Jacqueline encourages her students to organize their learning in a science notebook complete with drawings and reflections to help make connections between ideas, just as she did in freshman year physics labs. And like Marcia Wolf, she is empowering students to pursue their unique passions—letting them decide which underrepresented scientist to research for their “scientist trading card project,” and choose an action they love to model how the human body systems collaborate in accomplishing that action. She even supports student interests outside of school, like mentoring a sixth grader who is entering a SCUBA communication device into a local science fair. “It’s about allowing kids to really drive their learning,” she said.
1989
Marcia Wolf’s English Class on the Quad
2024
Whitney Newton’s English Class on the Quad
ENGAGING HEARTS AND MINDS
JOHN MALETIS
CLASS OF ’95
John Maletis ’95 graduated nearly three decades ago, but this inquiry-based, intrinsically motivated education style resonates with both his Menlo experience and those of his children, current eighth and tenth graders. “Time and time again, teachers see that you’re really interested in something that may be tangential to the curriculum and just embrace that,” he said. Like when his physics teacher Ms. McIntyre noticed that his group was mesmerized by the mousetrap-powered car they had built, and she pulled them aside to teach them how car engines actually work. “Always above and beyond,” he added. “Constantly understanding where kids’ interests are, where their ceilings are, and when and how to raise them.”
Bruce Burkard ’86 cites this “cultural focus on encouraging a thirst for knowledge and learning” as the impetus for his decision to join and serve on the Board for the past five years. He appreciates that, then as now, “achievement is important, but not as important as being curious and always learning.”
BRUCE BURKARD
CLASS OF ’86
1991
Physics Class
2023
Physics Class
KATIE DISSMEYER DODD
CLASS OF ’94
Alumni Relations Director Katie Dissmeyer Dodd ’94 remembers the “spirit of exploration” her Menlo teachers embodied—recognizing that learning extended beyond the classroom and encouraging her to try everything from athletics to the arts to leadership roles. “Those experiences shaped me just as much as any lesson plan, and that approach is still a defining part of Menlo today,” she shared. Now, as a freshman parent, Katie values how invested Menlo teachers are in her son, both academically and personally. “That kind of support and encouragement creates a foundation for lifelong learning and confidence.”
As an alum, alumni parent, and current grandparent, Len Edwards ’59 is living proof of this paradigm. “Menlo has been a significant part of my life for over 70 years,” he remarks. “It has stood the test of time, having benefitted all three generations of our family with its excellent teachers, joyful learning environment, and caring community.”
LEN EDWARDS
CLASS OF ’59
1950 vs 2024
Commencement
GUIDING TRANSFORMATIVE JOURNEYS
TANYA BUXTON
When she arrived on campus in 1990, Upper School science teacher Tanya Buxton was a pioneer in Menlo’s move away from APs toward a more experiential, hands-on science curriculum. “Even though we teach a few more techniques now because the field has progressed, the basic premise of our Biotech class has not changed,” she shares. As a result, Menlo’s relevant and responsive approach—mastering techniques in the first semester and embarking on a novel independent research project in the second—more closely resembles a college or university’s than a high school’s.
1995
DNA fingerprinting lab in Tanya (Buxton) Bauriedel’s science class
2024
DNA sequencing lab in Tanya Buxton’s science class, 30 years later
Similarly, Dr. Charles Hanson’s goals for teaching Econ haven’t changed much since he came to Menlo in 1999, though the course material has shifted dramatically. “I still want to get them ready for college,” he explains. “I still want them to be educated about economics when they vote.” But without the restrictions imposed by APs, Charles has the flexibility to devote entire semesters to the areas his classes are most interested in—such as Economic Theory and Environmental and Development Economics—creating a much more engaging and interactive learning experience for his students.
DR. CHARLES HANSON
ANNETTE FABRIS
Assistant Librarian Annette Fabris has had a front-row seat to student study habits for over 17 years. But it wasn’t until her son came to Menlo in 2004 that she realized the significance of student-teacher relationships. “A key defining characteristic of Menlo for our family was its focus on helping our son succeed academically and reinforcing his potential,” she says. His teachers and advocates went out of their way to offer personalized assistance, “while always believing in his ability to grow.” Annette has only seen an increase in the integration of learning resources for students over her years here, celebrating each student’s strengths while offering the support they need to thrive.
1997 vs 2024
Homecoming Parade
PRIORITIZING JOY
LIZ BONGIORNO
When she was first hired nearly a quarter century ago, Middle School music teacher Liz Bongiorno remembers thinking she should design elaborate lesson plans and structured activities around listening to and analyzing music. But, from day one, she realized that what kids want most at this stage is to get their hands on the instruments: to play, explore, and have fun. She pivoted her entire curriculum to reflect this priority, striking a balance between challenging and supporting her students, “while making sure the joy is always there.”
“A sense of humor has always been a staple of the relationships and camaraderie at Menlo,” says Janet Tennyson, who came on board as an Upper School Spanish teacher in 1993. As the parent of a current freshman and sixth grader, she has a whole new appreciation for the joy on campus. “Through humor, Menlo students embrace both the fun and meaning of their time here, making every day more memorable.”
JANET TENNYSON
1999
Peter Brown teaching history
2024
Peter Brown teaching history 25 years later
PETER BROWN
When Menlo Lower School became Menlo Middle School in 1993, adding both a sixth grade and girls to the mix, fun was at the foundation from day one. Seventh graders welcomed the new sixth graders with decorated lockers covered in notes and candy “in recognition that getting one’s own locker was a big deal, and that the experience of coming to middle school could be quite intimidating for new students,” recalls history teacher and Global Programs Director Peter Brown, who began his Menlo tenure the year prior. After more than three decades, the tradition continues, embellished by a cowbell and “We Love You, Sixth Grade” chant.
2000 vs 2024
Senior Retreat
GROWING RESILIENCE
Back under the redwood, Jacqueline jokingly laments her own lack of a decorated locker, since she didn’t arrive at Menlo until high school. But now, as an educator and advocate, the tradition is one of her favorites. “It’s an example of kindness that always brings a smile to the sixth graders’ faces,” she says, musing on the importance of a caring community.
“Being an adolescent is hard, because so much is changing. But it can also be this metamorphosis, and seeds get planted, and you don’t know what the germination rate is,” she says in her trademark science speak. For Jacqueline, these seeds have bloomed into more than a decade at Menlo’s Middle School, as a beloved teacher, sixth grade advocacy coordinator, and Garden Club co-supervisor.
“I feel so lucky to be back here,” she says, contemplating the somewhat serendipitous nature of her return. After graduating from UCLA with a degree in neuroscience, she was teaching art at museums in the city, considering what to do next. Her mom encouraged her to reach out to then-Academic Dean John Schafer for advice. John put her in touch with former Head of School Norm Colb, who happened to be looking for an extra set of hands in Middle School Science, and the rest—as they say—is history. When she called her mom to share the happy news of her hire, her mom exclaimed, “Menlo! The gift that keeps on giving!”
Being an adolescent is hard, because so much is changing. But it can also be this metamorphosis, and seeds get planted, and you don’t know what the germination rate is.”
Jacqueline Stark ’04
1986 vs 2024
Spirit Week Traditions
MENLO THROUGH AND THROUGH
JOHN SCHAFER
When it comes to reflecting on Menlo over time, John Schafer has had more vantage points than most, having spent more than 25 years in roles ranging from college counselor and academic dean to Upper School Director, history teacher, and Menlo parent.
1997
Norm Colb in costume for the Homecoming Parade
2023
Than Healy, John Schafer, Adam Gelb, and Justin Carunchia in costume for Camp Menlo
Asked about what he feels are the throughlines between then and now, he pauses, closes his laptop, and gazes out onto the Upper School Quad. “The buildings are different, the facilities have been upgraded, for sure,” he says. “But if what alumni remember about their Menlo experience is that they made good friends, had intellectually stimulating classes, and were engaged in their learning in a small-class setting with a caring adult—that they were able to make a deep commitment to their sport, or art, or club with other like-minded people and caring coaches or drama directors, all of that is absolutely still the case; none of that has changed.” He smiles proudly. “Those remain the hallmarks of the School.”
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