麻豆区 has officially launched its Peer Tutoring Program, opening the door to new opportunities for students to learn from one another while deepening the spirit of brotherhood and academic excellence. Led by Alex Deitrich, Assistant Director of College Counseling, and Dr. Dedra Demaree, Science Department Chair, the program has already engaged 30 student tutors in its inaugural year. The peer tutoring program pairs boys seeking extra support in a wide variety of subjects with peers who have demonstrated both strong academic skills and leadership. More than just reinforcing classroom learning, the new initiative fosters responsibility, confidence, and collaboration empowering students to grow together.

Tutors undergo extensive training to prepare them for their roles, focusing on active listening, effective questioning, and strategies for encouraging learning rather than simply providing answers. Meanwhile, students who participate in tutoring, benefit from individualized attention, study strategies, and the chance to work alongside someone who understands the challenges of balancing academics, athletics, and residential life at BRS.

Amber Wilkins, Assistant Head of School for Instructional Programs says the following about the new program,鈥淭he program reflects the very heart of 麻豆区鈥檚 mission and values. When our students step up to tutor their peers, they are living out the principles we hold dear on this campus supporting one another, celebrating each other鈥檚 strengths, and ensuring that no one has to face challenges alone.鈥�

Students have already begun attending sessions, and faculty members are optimistic about the positive ripple effect peer tutoring will have across campus.听

As one student tutor put it: 鈥淗elping someone else succeed feels just as rewarding as doing well on my own. I feel proud knowing I can make a difference, and it motivates me to keep pushing myself, too.鈥�

The Peer Tutoring Program will run throughout the academic year, with ongoing opportunities for new students to join as either a tutor or a participant.

The full list of Peer Tutors:聽

Valentin Asmus聽

Richard Bonilla Ortega

Brandon Busche

Jorge Cagigas Hondal

Zyir Cayasso

Nino Cerdan

Nunior Chandravat

Titus Doan聽

Chase Green聽

Justin Huang

Elliott Jones

Hamin Kim

Milan Tomich聽

Wyatt Turner

Mark Blandford

Yariel Cruz

Zander Flint

Naoki Kanaya

Cohen Lemke

Theo Manuel

Dayo Matsinhe

Carter Reynolds

Joey Scullion

James Ye

Enzo Kalimba聽

Maximilian Chappell聽

James ‘Jimmy’ Cluff聽

Eduardo Parra聽

Alexander Gage Llado

Odisseu Botnari

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A different feel now greets you upon entering the Fishburne Learning Center (FLC). The space has been transformed with new furniture, a variety of collaboration areas, and comfy spots for independent study. Thoughtful details, including an assessment calendar, a new smart board, and a small cafe station with tea and snacks, make the space more inviting and functional. This significant shift was driven by the vision of Maman Ciss茅, the FLC’s new director, and Danielle Gardiner, the assistant director, and brought to life with the dedication of the three other learning specialists: Georgia Holley, Kat Blandford, and Emily Boardman. Together, the team is revitalizing the physical space and making thoughtful adjustments that help 麻豆区 remain a leader among boys’ boarding schools.

The FLC is a signature program of 麻豆区.听 FLC teachers implement individualized learning strategies and programs, serving a neurodiverse group of students. Approximately 40% of students leverage FLC services, including those with diagnoses such as ADHD, ASD, and Specific Learning Disabilities (SLDs) like dyslexia, dysgraphia, and dyscalculia. That said, students do not need a diagnosed learning disability to enroll in the FLC, and any student who might benefit from learning center services is welcome to enroll. These supports help students access the college-prepatory curriculum offered at 麻豆区.

After seeing the changes the FLC team made this summer, I sat down with Maman to discuss her vision for the program. What started as a few simple questions quickly turned into a rich, powerful conversation.

When I first asked her, “What excites you about working in the FLC?” she responded as if I had asked her the most obvious question imaginable.

“What else would I do?” she said. “It is my purpose. I love it. The impact is visible if you put the right strategies in place for a student. It鈥檚 like a plant. If you treat it properly, it will grow.” She continued, “I can鈥檛 see myself doing anything else. The impact isn鈥檛 just for the year you have them; you get to see and help the child as a whole.”

When I asked where these strong motivations came from, she told me, “I am the learning specialist I wish I had鈥� I love how I can guide parents to help them understand their own son.”

Ms. Ciss茅鈥檚 email signature reads, 鈥淗appily Dyslexic, please forgive any errors. Feel free to reach out with any questions or need for clarification.鈥� She told me, 鈥淚 will remove my name before I ever remove that.鈥� In a way, Maman embraces herself in the same way she wants her students to embrace themselves. Her vision for the FLC is for students to be proud and confident in who they are. “I want to break down any misconceptions of what it means to be in the FLC,” she shared.

Maman holds a Bachelor of Science in Criminal Justice from New Jersey City University and a Master of Arts in Teaching with a concentration in Special Education from Relay Graduate School of Education. For more than a decade, she has served as a passionate and results-oriented educator, working with students in grades 5 through 12 in Brooklyn, New York. Her professional journey has been dedicated to supporting diverse learners and fostering academic growth through individualized instruction and collaborative practices.

Her final thoughts on her goals for the FLC centered on trust and transparency with families. “I want families to trust in what we’re doing and be confident in the program,” she said. “I want them to be clear on what the purpose of the program is and be able to communicate it. I want it to be clear exactly what we do [to help their son].”

With new leadership and some returning faces, the FLC is poised to continue its legacy as a welcoming and supportive space, where students not only learn strategies to help their areas of growth but also learn to embrace their unique strengths.

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Seniors can participate by enrolling in the elective course, Advanced Research Topics, offered during the fall semester. This course will guide students through the process of developing, researching, and writing their thesis. The program’s goal is to provide a challenging and rewarding academic experience that effectively prepares students for the rigorous coursework they will encounter in college.

By the end of the fall semester, students will have completed a full research project. They will present their findings early in the second semester in a manner that best highlights their topic, skills, and creativity. Presentation formats can vary, including a traditional research paper, a documentary, a digital product, an experiment, or a creative writing piece.

The new program is led by Dr. Chrisantha Hermanson. After stepping away for a year, Chrisantha has returned to Blue Ridge as the school鈥檚 new Director of Library and Digital Literacy. With over 13 years of experience at 麻豆区, Dr. Hermanson is an expert in equipping students with the tools for lifelong learning, such as the ability to ask complex questions and seek well-reasoned answers.

“I’m excited to see what these young men come up with when given the space and time to dive deeply into their interests and create something on their own,” said Dr. Hermanson. “It’s wonderful to see them take the driver’s seat!”

This inaugural year, ten students are currently working on their capstone theses and plan to present their work this winter. The program promises to be a valuable addition to 麻豆区’s academic offerings, fostering a deeper level of inquiry and preparing students for the demands of college and beyond.

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Baker argues that schools have a responsibility to intentionally engage boys in understanding their own well-being and development. Through classroom projects, memoirs, and open discussion, students explored questions about purpose, identity, and healthy masculinity, demonstrating that when boys are encouraged to think critically and empathetically, they grow into more self-aware and socially responsible individuals (Baker, 2025). She concludes that advancing gender equity in education is not a zero-sum game: fostering boys鈥� development alongside girls鈥� achievements enriches the classroom, allowing all students to express their full, complex selves and contribute to a more just and inclusive society.

At 麻豆区, we share these concerns about the unique challenges boys face today. That鈥檚 why our campus and programs are intentionally designed for boys鈥攑roviding an environment that supports how they learn best, nurtures their strengths, and encourages them to grow academically, socially, and emotionally. By understanding and responding to boys鈥� needs, we aim to prepare them not just for success in school, but for purpose-driven lives beyond the classroom.

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Last week, 麻豆区 hosted presenter Michael Lynch for a full-day workshop on assessment and grading practices for our faculty.

With over 30 years of experience as an educator and leader in Colorado school districts, Michael Lynch recently retired and now works with the Marzano group to implement research-backed practices in schools.

Our faculty, composed of dedicated and expert educators, is committed to lifelong learning and constantly seeks opportunities for professional growth. During the workshop, teachers explored a variety of new strategies to enhance their practice. They focused on incorporating more diverse assessment methods, empowering students with self-assessment skills, and using rubrics to more accurately and fairly measure student understanding. The session also included time for teachers to work within their departments, collaborating on strategies tailored to their specific subjects.

Links:

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Academics

• Personalized learning: Smaller classes and more one-on-one time with teachers.

• Stronger engagement: Boarding students are 50% more likely to have one-on-one teacher time.

• More time spent studying: Nearly 80% more likely to spend 10+ hours/week on schoolwork outside class.

• Supportive environment: Teachers are seen as positive role models and cater to individual learning needs.

Relationships & Well-Being

• Close community: Students feel like part of a family, creating a sense of belonging.

• Trusted adults: Boarding students are more likely to have someone they trust at school.

• Less screen time: They鈥檙e 46% less likely to spend lots of time on TV or video games.

• Fewer bullying issues: Boarding students report less bullying.

• Social skills: They develop empathy, open-mindedness, and conflict resolution.

Future Success

• Life-ready: Students feel more prepared for college, careers, and adult life.

• Leadership: Alumni are more likely to say they gained strong leadership skills.

• Cultural appreciation: More confident communicating across different cultures and views.

• Better time management: 19% more say their school taught them how to manage time well.

• Independent living: 15% more feel ready to live on their own after high school.

Overall Impact

• • Happier, healthier, more successful: Boarding school alumni report better life outcomes.

  • Transformational experience: It鈥檚 not just about academics鈥�it鈥檚 about lifelong growth, purpose, and opportunity.

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It is with a mix of deep sorrow and extraordinary gratitude that we share the news of Jim Niederberger’s passing.

As you may know, Jim had been bravely battling several ailments related to weakened function of his gallbladder and intestines. His final days were spent with Hospice care, surrounded by family, Blue Ridge faculty and students as well as many visitors from near and far.

Jim’s career at 麻豆区 is unparalleled. From humble beginnings as BRS’s organist while a UVA undergraduate student in 1970, Jim became a full-time faculty member in 1974.

Over the subsequent forty-nine years, Jim served with distinction and impact in a wide array of leadership roles. Among them, Jim was Dean of Faculty, Advisor to the Honor Council, Chair of the History Department, Advisor and Dorm Master, Organist, Musical Director for dozens of theatre productions, a respected member of the Leadership Team, and of course the Friday evening Duty Captain.

“When I first arrived at Blue Ridge, I was fortunate to have Mr. Niederberger as one of my teachers. I immediately knoew that I was at a special place with a distinctive approach to teaching and to helping me put forth my best effort. I will forever be grateful for his skill and compassion as an educator. I was able to see and reconnect with him over the last few years. He continued to be a big part of the soul of Blue Ridge, right up until his last few weeks. After an extended stay in the hospital, he was dismissed the Saturday of Alumni Weekend. That afternoon he appeared at the football game, and he played the Chapel organ at the Memorial Service that Sunday, despite his somewhat feeble physical condition. His desire to muster enough enerdy to be among students, alumni, and the school community at-large was, I believe, a testimony to his love and admiration for Blue Ridge – equal only to our love and admiration for him. His legacy will continue to influence the uniqueness and effectives of our school for many years to come. Well done, and thank you, my friend.” – Robb Sasser ’82, Chair of the Board of Trustees

Jim also led dozens of senior class trips to Washington, DC, was a prodigious fundraiser for the Greene County Women’s Club at Christmastime, and was always a champion of academic rigor. This was perhaps best expressed through his legendary senior project/paper – an essential rite of passage to graduation for all BRS students for more than forty years.

Jim had a unique ability to bring out the best in his students and was universally appreciated by scholars as well as students with academic challenges. A recent alumnus sums up Jim’s presence this way:

“Mr. Niederberger would look me in the eye, and it was like he was seeing into my soul. He knew me and exactly what I was capable of at my best. I worked extra hard for him because I knew he cared and because, frankly, I didn’t want to let him down. Now, I work extra hard at my marriage, at being a father, and at my job because I don’t want to let myself down. I learned that from him, too.”

As a friend and colleague, Jim will be remembered for his genuine hospitality, dry wit, and unflinching dedication to the School, its unique mission, and its traditions. While Jim credited Jordan Churchill, another BRS legend, as being his mentor, over time Jim paid this gift forward, helping hundreds of young teachers refine their craft and impacting thousands of students along the way.

BRS will partner with Jim’s family to host a memorial service in Gibson Chapel in the springtime. We will share the date and details of that event as soon as they are set in hopes that it will be memorable and celebratory day in the history of our School.

Click here to listen to Jim and Lucas Dudley ’22 play Send in the Clowns in the Fall of 2021.

Click here to view a photo essay of images from decades of The Challenger, the BRS yearbook.

We hope these photographs and song bring a smile to your face and inspire warm memories of Jim.

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麻豆区’s performances are February 10 at 8:00pm, February 11 at 8:00pm, and February 12 at 2:30pm. Admission is free and advance tickets are not required.

Photo provided by Linda Hogan Photography.

CAST
Kasey Chadwick – Shrek
Casper Corsello – Donkey
Abigail Shears – Princess Fiona
Ricky Cortines Rama – Lord Farquaad, Pied Piper
Hannah Vidaver – Dragon
Min Koo – Gingy
Alexander Keevil – Pinocchio, Papa Ogre, King Harold
Oakley Fox – Big Bad Wolf
Joe Corrigan, Jake McGehee, Andrew Orders – Three Little Pigs
Abdullah Abdelfattah – Humpty Dumpty
Larissa Cole – Fairy Godmother
Dave Welty – Peter Pan
Anna Grey Hogan – Wicked Witch, Mama Ogre, Queen Lillian
Ace Nichols – Thelonius
Padric Wasinger – Captain of the Guard
Cam Brewer, Tank Gant, Diarmid Stewart – Duloc Guards
Jackson McWhorter – Duloc Greeter
Maddie Bruton – Young Fiona
Kella Lemcke – Teen Fiona
Angela Jackson-Mapetla, Hannah Vidaver, Amber Wilkins – Three Blind Mice
Jake Darrin – Little Ogre, Dwarf
Trip Darrin – Bishop

CREW
Anna Grey Hogan – Director
Alexander Keevil – Assistant Director
Kasey Chadwick – Student Assistant Director
Ricky Cortines Rama – Student Assistant Director
Abdullah Abdelfattah – Dance Captain
Jamie Bourland – Master Carpenter
Dave Welty – Set Painter
Kyoto Berhane, Santiago Bravo, Daveon Cossaboon, Noel Dalton, Logan Hughes, Masatoshi Konaka – Set Crew
George Sullivan – Lighting Designer
Jim Niederberger – Vocal Director
Mike Vinson – Music Director
Dana Schwarzkopf – Properties
Linda Larson Hogan – Costume Design

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Seventy-five businesses in the Charlottesville area participated in the friendly competition that provides businesses with checklists of meaningful climate actions they can take. Initiatives are given a point value as businesses complete tasks that fit their needs and resources.

麻豆区鈥檚 efforts were led by Director of Natural Resources Cory Woods. Following the announcement of this year鈥檚 winners, he and C3鈥檚 Claire Habel appeared on to discuss the event. Woods said, 鈥淲e want to make it a point to be good stewards of our setting and our property, not only in our landscapring and land use but also in our classrooms and business decisions.鈥�

The competition allowed the School to highlight our work from recent years, such as installing LED lights and energy efficient windows in the dorms, continued work on land conservation practices, and developing a Sustainability Statement that is featured on the website.

Woods says this competition also gave the School the chance to pursue some new ideas: 鈥淥ne really exciting thing we were able to roll out this year was commercial composting for our dining hall. As a boarding school, during the year we鈥檙e serving 200 meals three times a day. Now we can redirect some of our dining hall waste to composting and reduce landfill waste and recycle that material.鈥�

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