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ALEXANDER HEITZMANN ‘02Alex is a Software Development Engineer atthe Microsoft headquarters in Redmond, WA.He attended Milton Academy ’06 and BrownUniversity ’10.What led you to computer science?A general interest in computers and the factthat both my parents work in the field led meto take my first computer science course atMilton. Once I began to explore the disciplineI realized that it seemed to combine the bestaspects of other subjects and hobbies that Ihave always enjoyed. For example, ever sincemy father introduced me to woodworking Ihave gotten great satisfaction from taking anabstract idea and bringing it to life.The creativity that goes into a woodworkingdesign, the problem solving required to overcomestructural and functional problems, andthe pleasure of seeing the finished piece areall present in computer science as well, withthe added benefit of the materials being muchmore malleable than wood.What is your role at Microsoft?I work with a team of around 80 people ona product called Silverlight, a platform forcreating rich internet applications and mediaexperiences. Our highest profile customer isprobably Netflix, which uses the Silverlightmedia player. My job is to design and implementnew features that expand the capabilitiesof the platform, and to fix issues that our testteam or customers have discovered.How did your Gordon experience prepare you?Gordon fostered an amazing sense of independenceand open-mindedness. I always feltencouraged to pursue interests that fell outsidethe typical curriculum, and my perspectives onall sorts of issues were frequently challenged.The Civil Rights Trip is a perfect example of thisculture. Having the opportunity at thirteen togo out into the world and meet the people andsee the places that we had been learning aboutin school was an eye-opening experience. Itshowed me the importance of being attunedto social issues and the many viewpoints thatsurround them, and played a large role ingiving me the confidence to make adventurousdecisions like attending Milton Academy as aboarding student and eventually moving acrossthe country to work for Microsoft.Are there any teachers from Gordon thatstand out for you?All of my Gordon teachers had an obviouspassion for being educators. They alwaysseemed willing to work with their students asindividuals, and several of them went aboveand beyond to help me with extracurricularprojects or weak areas. Some of my strongerrecollections are from Mr. Dorsey’s class.On one occasion I expressed an interest inthe quadratic formula; Mr. Dorsey brought ina book to give me about its history, and wentover the derivation with me after class. Laterthat year I was allowed to tackle the Rubik’sCube for credit on an open-ended project(which turned out to be a big win on thoselong bus rides on the Civil Rights Trip!).Ms. Bowman and Mr. Wallace were immenselyhelpful in showing me how to think criticallyand express my opinions and convictions withconfidence, skills without which I doubt Iwould have been successful at Milton. And ofcourse, I think everyone enjoyed Mr. Kravitz’sclass, which I remember as an engaging andunique experience, thanks to activities like ourexcursions to the Gordon pond and mock trialsheld over important issues.ReflectionsLooking back, it seems like there was anice, straight road leading me from Gordon,to Milton, to Brown, to my current job atMicrosoft. The reality, of course, is that everydecision point was filled with uncertainty.As students, we are constantly given the opportunityto change course, whether it be by takingnew classes, choosing an entirely new school,or reinventing ourselves and forming newrelationships. Personally, I have to thank myparents for being nothing but supportive, buteven if you are fortunate like me in that regard,when you are given these amazing opportunitiesthe pressure to always make the rightchoice can weigh heavily on you.Choosing a high school was the first major,life-changing decision that I had to make formyself, and along with my parents, the teachersat Gordon helped me to reflect honestly aboutwhere I had been, what I had accomplished,and what was important to me going forward.Throughout my academic career, that lessonabout the value of serious introspection hasguided me through big decisions and perhapsmore importantly, through the little ones: tospend lunch cramming for a test or to eat witha friend, to play intramural flag football or towork on a paper for a research group.These little compromises between pushing toprepare for the future and enjoyment of thepresent may be individually inconsequential,but in aggregate they can make all the difference.I feel extremely fortunate to have found a pathto a successful career without missing out ona whole host of amazing experiences alongthe way.Future PlansI hope to go back to school sometime in thenext few years for a graduate degree. I find thatI get restless doing one thing for an extendedperiod of time, and I think that going back toschool will be a nice change of pace. It mayalso give me the opportunity to focus on someskills that I may need to create a start-up, asI hope to do one day.12
CATHERINE MCCONNELL ’02Catherine is participating in the Teach forAmerica program and teaches special educationat the Thea Bowman Preparatory Academy,a Public Charter School in Washington, DC.She attended Moses Brown ’06 and BrandeisUniversity ’10.What led you to Teach for America?My passion for social justice and volunteerismwas fostered at Gordon. My service learningproject began my interest in studying educationalreform and inequality. I was placedin a Portuguese immersion classroom at theInternational Charter School in Pawtucket, RI.I realized how fortunate I was and learnedfirst-hand that not everyone has access to aGordon-like education. It was then that I felt aresponsibility to share the foundation I receivedat Gordon with others—particularly children.At Brandeis, I majored in Studio Art andminored in Environmental Studies and Peaceand Conflict and Coexistence Studies. I alsobecame active in the Student Peace Alliance,a student-run group that advocates for theU.S. Department of Peace. I eventually helpedto establish Girl Group, an organizationfocused on empowering teenage girls living ina women’s homeless shelter in Waltham, MA.The Teach for America program was alignedwith my personal experiences and professionalgoals. I signed onto a two year commitmentand right now I am teaching ninety specialeducation students in an inclusive seventhgrade classroom.How did your Gordon experience prepare you?My Civil Rights Trip defined my Gordonexperience. It helped me understand whatacademic excellence looks like—fun, engaging,hands-on and thought provoking. The conversationsI had with my Gordon classmates andteachers about race and inequality taught mehow to listen and value others perspectives.Meeting the people who were pivotal to thecivil rights movement and standing in the placeswhere history occurred was life changing.I distinctly remember the Without Sanctuary:Photographs and Postcards of Lynching inAmerica exhibit. This was an emotional displayof photographs and postcards taken as souvenirsof the lynching acts that occurred during thecivil rights movement. The minute I saw the firstphotograph, I was overcome by emotion andhad to leave.Ms. Bowman and Ms. Foley sat with me andjust listened; they didn’t question my emotionsor put my feelings into categories of right orwrong. Instead they challenged me to takethose emotions and focus them into makingpositive changes in the world around me.Are there any teachers from Gordon whostand out for you?My Gordon teachers had an enormousimpact on my life in particular, Ms. Bowman,Mrs. Chatellier, Mr. Kravitz, Mr. Dorsey, Ms.Foley and Mr. Finks. They collectively helpedshape how I feel and see the world. I’vealways wanted to emulate their teaching stylesespecially the genuine way they connectedwith their students.I try to channel them on a daily basis whenI’m teaching my students. I work hard to understandmy students as individuals and providethem with the instruction and care that theyeach need to be successful learners.What are you learning in your first year ofthe program?Overall I have had a challenging experiencewith Teach for America. Coming into thisprogram, I really wanted to make a differencein the achievement gap that exists fromeducational inequality.There are so many problems that my studentsface on a daily basis, such as homelessness,that as a teacher, I do not have the power to fix.It is very hard to teach well if your students’basic needs aren’t met. It has taken a lot toaccept that.I have learned to redefine my success as ateacher and am proud of the personal andgenuine relationships I have with my students.I love when my students sit next to me at recessand say things like “you would be a greatmom” or that they enjoy my class. I am gladthey feel safe and recognized in my classroom.I feel that is when I am making the most impact.But I still have a desire to go beyond thatrelationship and make more of a difference.Future PlansAs part of the Teach for America program, I ampursuing my Masters Degree in Special Educationat George Mason University. I am learninga great deal about behavioral strategies, differentiatedinstruction and assessment practicesfor students with special needs.I came into Teach for America with a plan thatI would teach for three years and then get anMFA in art education. After a year of teaching,my idea of what’s important and where mytime is best served has changed. Focusing mycareer solely on the arts doesn’t sound asimportant to me when I have students inseventh grade reading at a first grade level.Eventually I want to become more involvedwith educational policy. Teaching lets me seefirst hand that change is happening but I wantto add one more layer to that. I want to be apart of the larger picture and make a real differencein stopping the perpetuity of educationalinequality.13
Page 1 and 2: GORDON ALUMNI CONNECTION Spring 201
Page 7 and 8: Class of 2011Class of 20092OO4Johnn
Page 9 and 10: FACULTY SPOTLIGHT ERIC KRAVITZEric
Page 11 and 12: Speaking about stereotypes on amazo
Page 13: GENESIS CENTER VISITSGordon’s Mod
Page 17 and 18: S P R I N G 2 0 1 1Adam Freedman
Page 19 and 20: Tori Sgarro ’07 a senior at Ports

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