Lawrenceville Welcomes New Fellows to Campus

The Lawrenceville School welcomes new fellows to campus.

Holli Olson, Math Fellow

Holli Olson, the newest member of Lawrenceville’s Math Department and a duty master in Girls Lower, is a recent graduate from Colby College. Having majored in statistics and minored in Managerial Economics, she is currently teaching two sections of Math 3. Olson, originally from Plymouth, Vermont, has always “loved being in the outdoors;” specifically, she enjoys hiking and biking. Having been a part of the varsity field hockey team at Colby, she is currently an assistant coach for the Girls Varsity Field Hockey Team this term and looks forward to coaching Girls Junior Varsity Lacrosse in the spring. After hearing about the BSTR Program through a program she had previously worked with, she decided to apply to BSTR to pursue her interest in teaching and helping others. Afterwards, she was immediately drawn to Lawrenceville because of its “focus on community and its ability to really bring people together in its beautiful campus.” As a fellow, she hopes to be both “relatable to high school students” and to act as a good role model by spreading her values of having a positive attitude and working hard.

When Olson was young, she had always wanted to help people, and “medicine was how [she] saw that working out when [she] was younger.” Though she has always been interested in STEM and medicine, she soon switched from the pre-medical track to math after discovering her love for statistics while taking the course in college. From a young age, math “always came a little bit more naturally to [her] and was just something that [she] was more confident in.” As she grew up, it was even more interesting to be able to “break the stigma of women in STEM.”

At Colby, she was involved in many things that can translate to a private boarding school environment. For example, as part of the varsity field hockey team in college, she is glad to continue to be involved with athletics at Lawrenceville. In addition, she worked as a dormitory community advisor, which she continues to do as part of her job in Girls Lower.

In college, she mostly helped out with teaching at local public schools as a teaching or classroom assistant, but being fully responsible for a class is new to her, so she is “still finding [her] voice in the classroom.” She wants to make sure everyone feels welcome in her class by supporting her students in every possible way.

Though she is the only new faculty member of the math department this year, Olson has been “welcomed with open arms.” According to Olson, “[Lawrenceville] has been so lovely. Everyone is so nice here, even though I'm a new face walking around on campus.”

Sean Dory, Science Fellow

Sean Dory joined the Lawrenceville community as a Science Fellow and is the newest addition to the Dickinson House. Having majored in Chemistry and minored in Environmental Studies at Williams College, Dory has always been “interested in sharing the things [he has] learned with others” and is currently teaching Inquiries in Biological and Enviromental Sciences to II Formers. Aside from teaching, he enjoys spending time outside cycling, hiking, or playing soccer, and he is currently coaching the Boys Varsity Soccer team.

Though Dory has never pictured himself as a formal teacher, “different forms of education have always been a part of [his] life” through tutoring and working at a museum. He loves trying new things, and he first became interested in applying for the BSTR program because he saw that teaching at boarding schools would give him the opportunity to engage with the community in an all-encompassing way by connecting with students in all different aspects of life from science classrooms to soccer fields. He particularly enjoys Lawrenceville’s Harkness-style learning, which allows him to focus on “creating classroom spaces with more room for conversation rather than only lecture and information sessions.”

From a young age, Dory has always been interested in science and learning about how the world works. At Williams, he was involved in a variety of sustainability initiatives, one of which included “reaching out to local farms to try and get more local foods in [the school’s] dining halls.” His love for science eventually led him to complete his senior honors thesis on education and climate change. While at Williams, he also played for the varsity soccer team, and he looks forward to coaching soccer at Lawrenceville.

While in college, Dory tutored middle and elementary school students and worked as both a teaching assistant and research assistant, but being responsible for a whole class is still new to him. “I like the excitement and uncertainty of walking into a class and kind of knowing in my mind what my plan for the day is, but still leaving enough room for the class to take it in whatever directions they want to,” he said.

Dory loves the freedom of the teaching styles in the science department, where he is encouraged to “think of the bigger picture and expose students to larger systems and patterns rather than focusing on the really small details.” He particularly enjoys the freedom he gets to “try and match unique student interests” to topics in class which allows the classroom environment to become more engaging and welcoming for each student.

Although new to the community, Dory looks forward to getting to know everyone better, as one of his favorite parts of Lawrenceville is its “small and passionate community.” He really wants to “try new things and meet more new students to really feel a sense of place and purpose [at Lawrenceville.]”

Amethyst King, History Fellow

Amethyst King, a new fellow in the history department and a duty master in the Carter House, graduated from Columbia University with a degree in psychology and a concentration in Education Studies. She is currently teaching Forces That Shaped the Modern World and will teach U.S. History next term. Born in Topeka, Kansas, King went to high school near Atlanta, Georgia and moved to Denver, Colorado with her family. When she is not busy teaching, she enjoys doing yoga and watching Netflix.

King decided to come to Lawrenceville because she was impressed by the diversity of the student body and the House system. She also liked Lawrenceville’s location because she has many friends in New York. Her friends from college who graduated from Lawrenceville also “only had good things to say” about the School. She had worked at Phillips Exeter Academy during the summer, so she was already familiar with the Harkness method. According to her, Lawrenceville provides a unique education because it is “very similar to a college,” and being a teacher here is “like being a professor.”

In high school, King participated in community service by helping students at a local elementary school. This would be her first experience with teaching. In college, she was a member of her sorority and a residential advisor. She was also heavily involved in student teaching for her education coursework.

King was primarily focused on psychology in college for the first couple years because it “ties into [her] interests in history,” and how that influences “how people think, how people interact, and how those behaviors are shaped by context.” However, a summer job in the classroom made her realize that she loved teaching and connecting with students, and “ever since then [she] knew that [she] wanted to teach.” She loves making connections with students, hopes to be “the person that people come to in times of stress or trouble,” and wants to “help guide them the right way.” She is also excited to “see [students] in all their aspects of life,” such as watching athletic competitions and music and theater performances.

King describes Lawrenceville as a supportive community. People frequently approach her to make sure that she is adjusting well, so she feels that she has “a lot of people to go to.” She notes that fellows rely a lot on each other and that they are a great group. She finds Lawrenceville students’ eagerness to learn to be helpful to her teaching, as it allows her to focus on teaching the course rather than managing student behavior. Transitioning from being a student to a teacher and being “the adult in the room” has been challenging for her, but the experience has been overwhelmingly positive rather than stressful. She’s excited for the rest of her time here!


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