Inaugural Cohort Chosen for McCartney Scholars Program
When beloved math teacher Dan McCartney passed away unexpectedly in 2020, community members and the McCartney family came together to determine how best to honor the legacy of a man who gave so much to Rivers. From those conversations was born the McCartney Scholars, an endowed program of distinction that provides extraordinary opportunities in math scholarship and mentorship for selected students.
An outpouring of community support quickly brought in the necessary funds to launch the program. Two years in the making, the McCartney Scholars program is now poised to take off. The inaugural group of six scholars was announced earlier this month, and the members of this special cohort are excited to be the first to hold the distinction of being McCartney Scholars. They were chosen from among 16 applicants and advanced through a rigorous selection process that included a written submission and an interview.
The six students are Grace Brosnan, Charlotte Diamond, Ian Keusch, Jacqueline Lee, Ava Palazzolo, and Jacob Sardinha, all members of the Class of ’23. The eventual goal is to choose about six rising juniors each year who will continue with the program through graduation, with each cohort mentoring the next in turn. This year’s group of McCartney Scholars, beginning part way through the year (future participants will be chosen prior to the start of their junior year), will also be part of the process of building the project and learning how best to deploy the program’s resources.
“I’m letting it be fluid, so it benefits the students in the most tailored way possible,” says Victoria Mizzi, the math faculty member who serves as coordinator for the program. “I want to get a sense of what they’re passionate about and build the work from there.”
Asked what drew them to apply for the program, the students provided a range of responses. Most had not had the opportunity to know Dan McCartney well, but they were all aware of his impact on Rivers (some through older siblings) and excited about carrying on his legacy.
“I was lucky enough to meet Mr. McCartney through my older sister,” says Diamond. “He was the reason she was able to persevere through the hard academics and stay at Rivers.” Says Keusch, “I feel like the McCartney Scholars program focuses on all the great qualities that Mr. McCartney had, so I wanted to try to be part of that.”
For many, it was the chance to share their own love of math with the greater community that motivated them to pursue the opportunity. “I hope, above all, to truly captivate the community,” says Brosnan. “The Scholars have the unique opportunity to present the multifaceted nature of math. This is a space for me to develop my connection to my community and, most important, my drive for learning.”
Said Sardinha, “I hope to spread an awareness of how math plays a role in our everyday lives.”
Several of the Scholars spoke of their wish to take their math knowledge beyond the standard curriculum. “We are given the opportunity to suggest topics that we want to focus on, which ultimately establishes a deeper passion for math, beyond what can be discovered in the classroom,” said Palazzolo.
And they are looking forward to bonding with their fellow Scholars. “The McCartney Scholars is a space to pursue our passions with a close-knit group of students who share our interests,” says Brosnan. Keusch voiced the hope that the experience would improve his group-work skills and build his capacity to appreciate each group member’s contribution.
Outside of math, the Scholars have a range of interests, from volunteer work to sports to music. Mizzi says she was pleased that the program attracted “really different types of kids—not just the really studious ones but athletes, activists, and musicians.”
But first and foremost, all the Scholars share a passion for math—and a passion for sharing that passion. “It may be idealistic for me to say I hope other students come to love math as much as I do,” says Palazzolo. “But that definitely is the goal.”
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The six students are Grace Brosnan, Charlotte Diamond, Ian Keusch, Jacqueline Lee, Ava Palazzolo, and Jacob Sardinha, all members of the Class of ’23. The eventual goal is to choose about six rising juniors each year who will continue with the program through graduation, with each cohort mentoring the next in turn. This year’s group of McCartney Scholars, beginning part way through the year (future participants will be chosen prior to the start of their junior year), will also be part of the process of building the project and learning how best to deploy the program’s resources.
“I’m letting it be fluid, so it benefits the students in the most tailored way possible,” says Victoria Mizzi, the math faculty member who serves as coordinator for the program. “I want to get a sense of what they’re passionate about and build the work from there.”
Asked what drew them to apply for the program, the students provided a range of responses. Most had not had the opportunity to know Dan McCartney well, but they were all aware of his impact on Rivers (some through older siblings) and excited about carrying on his legacy.
“I was lucky enough to meet Mr. McCartney through my older sister,” says Diamond. “He was the reason she was able to persevere through the hard academics and stay at Rivers.” Says Keusch, “I feel like the McCartney Scholars program focuses on all the great qualities that Mr. McCartney had, so I wanted to try to be part of that.”
For many, it was the chance to share their own love of math with the greater community that motivated them to pursue the opportunity. “I hope, above all, to truly captivate the community,” says Brosnan. “The Scholars have the unique opportunity to present the multifaceted nature of math. This is a space for me to develop my connection to my community and, most important, my drive for learning.”
Said Sardinha, “I hope to spread an awareness of how math plays a role in our everyday lives.”
Several of the Scholars spoke of their wish to take their math knowledge beyond the standard curriculum. “We are given the opportunity to suggest topics that we want to focus on, which ultimately establishes a deeper passion for math, beyond what can be discovered in the classroom,” said Palazzolo.
And they are looking forward to bonding with their fellow Scholars. “The McCartney Scholars is a space to pursue our passions with a close-knit group of students who share our interests,” says Brosnan. Keusch voiced the hope that the experience would improve his group-work skills and build his capacity to appreciate each group member’s contribution.
Outside of math, the Scholars have a range of interests, from volunteer work to sports to music. Mizzi says she was pleased that the program attracted “really different types of kids—not just the really studious ones but athletes, activists, and musicians.”
But first and foremost, all the Scholars share a passion for math—and a passion for sharing that passion. “It may be idealistic for me to say I hope other students come to love math as much as I do,” says Palazzolo. “But that definitely is the goal.”
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