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College Counseling

Harley’s Approach to College Counseling is highly individualized and student-centered. Students have direct access to college counselors throughout their Upper School experience, but really, each student is part of a team including faculty, administration, and staff. It’s our job to support each student and we want nothing more than to send students on to the next step of their journey at a right fit school for them. The student centered and driven process is wrapped in care, expertise, and professionalism.

We host college reps during times students are available (no need to miss a class) so they can make connections and learn more about potential schools. We also arrange campus visits for classes as field trips, host an alumni college day (where recent Upper School graduates return to share advice and answer questions), and help connect students with our international alumni network. In fact, representatives from schools all over the world actively seek opportunities to come to Harley and meet with our students!

Our college counselors are accredited and are part of national/global conversations on admission trends. They also attend and present at conferences across the country.

Beginning with our Grade 11 parent night, we offer informational sessions for parents, including one devoted just to financial aid. Our partnership with families is critical, as the college admissions world changes very quickly and having an expert to guide students and families through the process is essential.

View the downloadable College Counseling Guide

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Athletics

​Each and every year, students at The Harley School participate in HAC Athletics, and their success continues to be impressive, both as students and athletes. Our athletic program is an integral part of Harley, teaching student-athletes invaluable lessons about teamwork, time management, persistence, and competition.  Our program allows them to develop physically, mentally, socially, and emotionally as they represent their school on and off the field. They grow, mature, and work hard to be the best teammate they can, while creating lifelong memories with teammates who often remain friends for life. 

Helping our athletes to reach their potential are some of HAC’s best assets: our coaches. More often than not, they are drawn from the ranks of our faculty and  have a deep understanding of the personalities and abilities of the student-athletes on their teams.  

We strive to find the right balance of academics, exercise, and personal growth for everyone.  By offering a variety of sports at many different levels, all student-athletes find a sport they can be successful in. It is with great pride and pleasure that my team and I work to enrich the athletic lives of all our HAC student-athletes. Go Wolves! 

To learn more check out our athletics page.

Student Leadership

Our Upper School is filled with formal and informal opportunities for students to take on leadership roles. Whether following passions or learning new skills, student-driven opportunities take many shapes.

– Independent study: one trimester, full year, and multi-year projects have included automating our solar chimneys, coding handmade musical instruments, or developing a class on financial literacy for underserved high school students.

– Serving on student council

– STEM: Climate curriculum program, biomimicry program, NASA Hunch program

Clubs

“Club Rush” is an afternoon every fall in the Upper School when students have the chance to sign up for clubs for the year, and each year it is very different because new clubs are created based on student initiative and enthusiasm.

A few of this year’s choices: Sports Media, Social Action Club, Journalism Club, Feminism Club, Student of Color & Allies (SOCA), Gay-Straight Alliance, Tri M (music honor society), E-Sports Club, Euchre, Key Club (service), Animation Club, Dungeons & Dragons, Sustainability Club, Jewish Cultural Club, Astronomy Club, Biomimicry, and Beyond Soup (social justice/service).

Hospice

Unlike this class, death is not an elective. Although it is one of two universal human experiences, our culture often ignores, denies, or misconstrues the true nature of death and dying. What happens when we bear witness to this natural process in the cycle of life and develop our ability to be fully present with others when they need us more than ever? It has the potential to change us deeply and fundamentally while shining a brilliant light on the path of our own lives.

With the support of their classmates, teacher, and comfort care home communities, senior students are offered the chance to care for others who truly need their purposeful, non-judgmental attention. In the home-like setting of a comfort care home, opportunities for learning extend beyond a traditional classroom rubric and conventional methods of evaluation. In this course, students will certainly find tangible “learning outcomes” by studying the medical/physical processes associated with dying and the basic nursing assistant skills of comfort care. The ultimate goal, however, will always be rooted in true relationships and connection, which occurs only through empathy and compassion.

Learn more about the Hospice Program at Harley HERE.

Capstone/Independent Studies

This program utilizes environmentally-focused approaches to education and hands-on learning in order to foster the next generation of leaders through a lens of sustainability and problem-solving.

Food & Farm: These year-long and trimester-long classes are held outside as much as possible, allowing students to become leaders in our various growing spaces. They cover environmental justice issues as well as hands-on work such as planning and overseeing planting, harvesting, and preparation of the gardens.

Past year-long focus projects have included: Creating a native plant shade garden in the Wild Wood area, redesigning our hydroponic system, overhauling Harley’s high tunnel, and improving the irrigation system for the MicroFarm.

Culinary Arts: These classes have a two-fold purpose: to give students practical skills in cooking and the science behind different techniques in the kitchen, learning about food justice, food sourcing, labor topics, and sustainability.

Past topics have included: Examining a plant-based diet, looking at the carbon footprint of different meals and food preparation methods, proposing a low carbon footprint menu to the dining hall, links between food labeling and environmental issues of food production.

Beekeeping: This one trimester class provides hands-on training in beekeeping, how to be a beekeeper, and safety and other techniques for working with bees. Once trained students help with all aspects of Harley beekeeping such as hive inspections, honey collection and extraction, and teaching students in Lower School about our hives.

Students pick a research topic addressing honeybee health and the larger environmental picture.

Social Justice

At Harley, our students learn how to evaluate social systems in order to identify complex problems in society through a lens of social justice. They take a hands-on approach to working for a fair, equitable society by researching, exploring and evaluating different perspectives, and offering solutions—both theoretical and practical.

Our faculty integrate social justice into our broader curriculum to assist students in gaining a foundational knowledge about what makes a democracy function. By gaining skills in ideating supportive pathways they become more exposed and experienced to how communities can undergo healing and restorative actions.

 

Capstone/Independent Studies

Students may create independent studies with supervising teachers throughout their Upper School experience or, during Grade 12, they can design Capstone projects—intensive collaborations with Harley faculty and off-campus mentors—involving rigorous academic study and culminating in public presentations. They are empowered to create their own curriculum, set goals, and work on time management skills in order to accomplish their objectives.

Independent Studies run the gamut from The Psychology of Sports to Furniture Design to The Neuroimaging of Alzheimer’s Disease. Capstones, meanwhile, are as diverse as the students who pursue them: Fictional Rochester, Autobiographical Art, Biomimicry Education, Organic Fuel, and Rochester Refugees. 

Indicative of Upper School curiosity and creativity, pursuits such as these distinguish our graduates in college. Through deep dives of this sort, Harley students master more than speaking, writing, and computing: they learn to communicate, advocate, collaborate, organize, listen, and empathize. 

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In Every Issue

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From the Archives

What’s (Who’s) New at Harley

Divisional Highlights

Alumni Profile: Vandebroek

Alumni Profiles: Keller

HAC Athletics

2021 Lives of Great Purpose Awards

1000 Words

Commencement 2022

Reunion 2022

In Memoriam

Retirements and Fond Farewells

In Memoriam

Ann Hartman ’43
Phyllis Bentley ’45
Norman Alling ’48
Susan Pulsifer Colson ’48
Ginger Dreyfus Karren ’48
Margaret Kennedy ’48
Paul “Pete” Keller ’49
Jean MacLean McKelvey ’49
Gwyneth DePuy Hunting ’50
Jerry Coon ’53
Robert Gray ’56
Nonie Hartnett White ’56
Susanne Wilson Hershey ’63
Marc Dunthorn ’66 (July 2019)
John Davidson ’67
John Alsina ’68
Ann Parsons ’71
Brad Prozeller ’71
Ted Boucher ’73
Quondra Willis ’93
Peter Goodyear ’04

Diane Shrager
French, 1972 to 1978

Francis Laimbeer
Mathematics, 1960 to 1981

David Strasenburgh
Director of Development, 1974 to 1983

Leah Watson
Learning Diagnostician, 1976 to 1987 

Ann Hartman ’43
Phyllis Bentley ’45
Norman Alling ’48
Susan Pulsifer Colson ’48
Ginger Dreyfus Karren ’48
Margaret Kennedy ’48
Paul “Pete” Keller ’49
Jean MacLean McKelvey ’49
Gwyneth DePuy Hunting ’50
Jerry Coon ’53
Robert Gray ’56
Nonie Hartnett White ’56
Susanne Wilson Hershey ’63
Marc Dunthorn ’66 (July 2019)
John Davidson ’67
John Alsina ’68
Ann Parsons ’71
Brad Prozeller ’71
Ted Boucher ’73
Quondra Willis ’93
Peter Goodyear ’04

Diane Shrager
French, 1972 to 1978

Francis Laimbeer
Mathematics, 1960 to 1981

David Strasenburgh
Director of Development, 1974 to 1983

Leah Watson
Learning Diagnostician, 1976 to 1987 

In Memoriam

Phyllis Bentley ’45

Phyllis Bentley ’45, Ron Richardson (Art, 1975 to 1998), and Sarah Todd ’79 at the Centennial Celebration weekend

Phyllis Bentley ’45 was the daughter of Cogswell Bentley, the husband to one of The Harley School’s founders, Harriet Bentley. Phyllis had strong ties with Harley from her beginning. She had many family members attend the school: Charles Bentley ’46, Martha Bentley Hall ’46, Helen Bentley ’46, Constance Bentley Knobel ’41,Nancy Randall Lindsay ’42, James Randall ’41, John Randall ’69, Ruth and Robert Randall ’40, William Randall ’44, and Rolland Randall ’67.

Phyllis attended Harley from Grade 7 to Grade 12 and, although she did not want to leave her friends at Rochester City School No. 46, she quickly grew to love the atmosphere and said “Harley is responsible for the love of learning that I still have today.” She was quite active as a student. She participated in chorus, varsity field hockey, and basketball, served on the girls’ athletic committee, was secretary of the student body, and a member of student council.Following Harley, she went to Mt. Holyoke College where she received a bachelor’s degree, then on to Columbia University for a master’s degree in psychology, followed by a second master’s degree in social work from Boston University. She had a longstanding career at the Massachusetts Department of Mental Health as a psychiatric clinician and instructor. She lived in Cambridge and then Hingham, Massachusetts for many years.

She moved back to the Rochester area in 2003 after 50 years in Massachusetts. It was not long after her return that she joined the Harley Archives Committee. “Little did I know I would be returning to Harley. We meet monthly to organize mounds of pictures and other material accumulated through the years. It is a nostalgic journey which we all enjoy!” she told Anne Townsend, P ’98, ’01, GP ’32, ’33, a friend and former member of the Development staff (1991 to 2016). 

“Phyllis worked tirelessly, sorting through hundreds of pictures and yearbooks and Harley documents to identify people and events. Once that was done, she preserved decades of Harley history in the photo scrapbooks you may have enjoyed at Harley reunions,” said Anne.

In talking with Phyllis after she visited the school for the first time in almost 50 years, she said that she was “less concerned with the building than with the people and philosophies that inhabit it.” She said nothing looked the same, but that didn’t matter because “it was the style of the teaching I cared about,” and that seemed to be the same.

Phyllis was a huge Harley supporter, not only as a volunteer, but also philanthropically. She was an inaugural member of The Harley Circle in 2009, supporting the school annually with a gift of $1,000 or more, and was a huge supporter of the Commons. She said she admired the new addition because it supported the idea of more hands-on learning. “That’s the kind of learning we had when I was there.” She made a generous gift to create  the new Flag Hall which leads into the Commons from Beckerman Center. Phyllis liked the idea of a forward-thinking, environmentally friendly building. “We continue to find joy in learning as we progress!” Phyllis was awarded the Sands-Stern Award for Philanthropy in 2012.

Brad Prozeller ’71

Brad Prozeller ’71, age 68, died at home peacefully, with his loving wife at his side, on October 26, 2021. Brad was born and raised in Fairport, NY, the second youngest of six children. Following the path of his siblings, he was placed in kindergarten at The Harley School by his parents, taking advantage of the Headmaster’s “volume discount.”

Family members who attended and/or graduated from Harley:
Siblings: Sara Prozeller Hartman ’61, Randy Prozeller ’62 (d. 2019), Drew Prozeller ’74 Nephew: Chris Hartman ’93 (Harley faculty, 2007-2016, Social & Environmental Sustainability) and his children: Quinn Hartman ’22, Sawyer Hartman ’24, Niece: Mary Hartman ’90

Benefitting from Harley’s rigorous academic curriculum, Brad matriculated at New College and later transferred to Haverford College for a Bachelor’s Degree, followed by obtaining a degree in law at NYU Law School where he had the high honor of being on the Law Review.

Brad’s legal career began in NYC at a large Wall Street firm, then shifted to a boutique Rockefeller Center law firm, where he represented international banks in commercial transactions. His nine years in Manhattan characterized one of the great experiences of his life, but he was daunted by the prospect of utilizing his talents on behalf of large-money interests. At age 34, he packed up and moved to Geneva, NY. where the people and environment more closely aligned with his values and sensibilities. There he set up what became a very successful small town legal practice which represented a wide range of local businesses and individual clients. Brad was generous with his time and knowledge. One could get legal advice, often for free, or his strong opinion on the latest political news, which was rooted in non-debatable evidence and facts.

Geneva also had another benefit for a bachelor: he met and married Alaine Espenscheid, a lovely, gracious, talented, smart lawyer. Together, they loved the life they created in Geneva with its multitude of diversities, a pedestrian lifestyle, and daily interactions with local folks. There, Brad became active in community organizations. He served terms as President of the Smith Opera House, Vice Chair of the Geneva Human Rights Commission, Chair of the Geneva City Zoning Board of Appeals, and was a Docent at the Seward House Museum in nearby Auburn. He was also a strong supporter of the Boys and Girls Club and the Martin Luther King, Jr. Scholarship Fund, both located in Geneva.

Brad was a “Man For All Seasons.” He was an avid outdoorsman. He spent many summers of his youth at a camp in the Adirondacks as a camper, counselor, and trip leader. In time, he earned the ADK 46er badge for climbing all 46 high peaks; and, in his 20s, he fell in with a group of adventurers who shared his passion for canoeing. They spent part of their summers canoeing through remote regions of Canada. Transporting themselves and their canoes by mining trains to northern Quebec or flying into Northern Labrador or the James Bay region by sea plane with their canoes strapped to the pontoons, they would spend three weeks canoeing down wilderness white water rivers. He participated in the Adirondack Canoe Classic 90-mile races, Wild Water Derby races, and other similar adventures. While not the strongest or most technically skilled paddler, Brad had a knack for reading the rapids, seeing the dangers, understanding what the current was going to do to the canoe and how to use that to his advantage, discerning the safest or most exciting route through the rush of it all. He was eager to share this experience with others. Amazingly, for several successive years, he entered the Wild Water Derby on Canandaigua Outlet with Phil Hartman, a lifelong friend who was wheelchair bound and paralyzed from the waist down; and one year, the two actually won! Phil also earned a pilot’s license, and he and Brad bought a plane for their recreational enjoyment.

Brad and Alaine’s love of the ADKs led to the joint purchase of a lakeside, rundown Adirondack Camp built in the 1900s. The ownership was shared with two Harley alumni, Jim ’64 and Peter ’72 Davidson, and their wives. They spent thirty years restoring it and thoroughly enjoyed entertaining their extended families on the premises. Brad’s 10 nieces and nephews were frequent guests. They cherished the fact that Brad took the time to bridge the generation gap and to establish a meaningful and purposeful relationship with them. He was fueled by an innate desire to understand others’ experiences and perspectives and had a beautiful ability to appreciate and truly know people, even when there were differences in background and lifestyle. He hosted many conversations on topics across the human and political spectrum. He was a lifelong learner, willing to put in the effort to broaden his understanding of the past, present, and future so he could deepen his ongoing yearning to connect with others. The thoughtfulness he put into a relationship was a true gift.

For those who knew Brad at Harley, as summarized by the Headmaster at the time, Stephen Hinrichs, they recognized and appreciated that Brad “is, in fact, an idealist with a strong social conscience and—in a gentle way—a political activist… He can be a forceful and persuasive speaker in a one-to-one situation or where the group is small and familiar… He is sincerely concerned about economic and social inequities.” He earnestly engaged with local political and social organizations that leveraged his interests. These included the New Democratic Coalition, Metro Act, and the Council on Human Relations. At Harley, he was the chief organizer of the school’s program on Earth Day, a member of the Social Action Committee that supported community assistance projects, and a Big Brother to a young student in Rochester.

Throughout, Brad lived his life with integrity and an unerring moral compass that guided his path as true as the strokes that he applied while paddling his canoe in the wilderness. He took the time to identify and engage in what mattered most to him.