Dean of Residential Life Biography

Dean of Residential Life Brian Daniell joined the Lawrenceville community in 1986 as an art master before becoming head of the Visual Art Department, holding the School’s Independence Foundation Chair for Distinguished Teaching. During his time at Lawrenceville, Daniell has been the Fifth Form Director and Second Form Program Coordinator as well as a Housemaster, athletics coach, and mentor teacher. He was a member of School committees on curriculum development and multiculturalism, and is former chair of Lawrenceville’s discipline committee. Daniell is a graduate of Phillips Exeter Academy and of Williams College, where he earned a bachelor’s degree in art. With support from a Lawrenceville Joukowsky Fellowship, Daniell has also studied in the M.F.A. program at the Pennsylvania Academy of the Fine Arts. He is an honorary member of the Lawrenceville Class of 2006.

Getting Personal with Brian Daniell

Let’s start with the basics: What is a residential curriculum and why is it important at Lawrenceville? How do day students fit in?

I think the term “Residential Life” connotes boarding life; this is a misperception, as the goals apply equally to all of our students.

Alumni/ae will confirm that their Lawrenceville experience was as much about those things learned outside the classroom as in it. The residential curriculum comprises those lessons that we want all students to learn that fall outside of the traditional classroom confines. In the same way that the academic curriculum redesign has focused on the intellectual skills and characteristics we want every Lawrentian to have acquired by the time s/he leaves, there are certain non-academic areas that we feel every student should be exposed to outside the classroom, as well. If the former can be called “habits of mind,” we might rightly call these “habits of character” or “habits of citizenship.” The residential curriculum also comprises health and wellness of our students, as well—the development of healthy habits. Obviously, character, citizenship, and health are concerns that apply to every one of our students, day and boarding.

Can you talk a little about how you developed the curriculum over the past few years?

The formalizing of this curriculum is a work in progress. Last year was not only my first year in the role of Dean of Residential Life, but the first that the role existed in its present form. My involvement in this kind of work, however, did begin a few years ago with the Second Form; I was the coordinator of an initiative to make the Second Form experience a more cohesive one, both academically and residentially. Head Master Duffy adjusted my responsibilities at that time to provide time to develop this pilot. Since then some initiatives, such as setting aside weekly time for the Form to meet as a whole class have been “rolled up” into the whole community. The priorities have in part been set by the long-term strategic plan developed by the senior staff. Examples of this include focusing on the House and advising systems.

I work closely with Dean of Students Nancy Thomas on residential matters. More important, she and I meet weekly with Housemasters to discuss residential issues and at times to set and review residential policy; this group operates much like the Department Chairs group does in the academic realm. The Housemasters are on the front lines and have great insights into how best to help our community run smoothly and to help our students lead fulfilling and balanced lives. Both Nancy and I work closely with students, particularly the student council, prefects, and the honor representatives from each House.

What are some of the most successful or important initiatives of the curriculum thus far?

As with all initiatives, some things work better than others, and we’ve had a few flops, of course along the way. Of those that have been successful, empowering the Housemasters as a decision-making body has been important. In addition, formalizing a time for bringing entire Forms together facilitates class unity and creates a greater shared experience. Although we live in many Houses we are, in the end, a single school and a Lawrenceville class as well as Housemates. A third initiative that seems well-received is that we come together three times per year as an entire school to devote an evening to discussion of an important topic. Last year’s discussions of personal honor and proposed changes to the School’s honor code, for example, were great moments for Lawrenceville. The discussions were earnest and honest; as such, they surfaced some great issues for us all and brought out the best in our community, both students and faculty.

Looking ahead, what are some of your priorities for the residential curriculum?

A top priority is to continue to strengthen the advising system, one goal of which is to ensure that every student connects substantially with at least one adult in the community. Another is to respect our students’ thoughtfulness and critical nature by allowing them to wrestle with important and complex issues is a way that is not too didactic. My goal for the program is as much about how to make good, informed decisions as it is to foster any one particular outcome.

What are some of the goals you’ve set for yourself?

I want to remain in contact with students even as I wear the scarlet letter “A” (for Administrator). I love working with young people—as do all of my colleagues—and can’t possibly be effective if I lose touch with students. I also want to remain open to suggestions and observations of students and colleagues about what needs to be addressed to prepare students for fulfilling lives after Lawrenceville.

What do you enjoy most about your job?

Of course, talking with students in and out of the classroom is what I love most. It’s all teaching, whether the subject is the Renaissance, personal character or the presidential election. Watching something that we have either presented or arranged presentation of “take hold” is rewarding. For instance, each week I send out some notes for advisors—mostly reminders and announcements, but I always add in some provocative questions and usually something entitled “Everyday Ethics.” It is especially gratifying to hear students wrestle with what the right action is to take in a difficult situation that seems to have two equally right (or wrong) responses.

Your academic background has been in the arts. How have you found that to be helpful in your current job?

It’s been very helpful. I have always seen teaching art as very much about teaching about the culture that gives rise to works of art, both current and past. Being in touch with contemporary culture, from the sublime to the ridiculous, is a great asset in working with students. You need to understand the world they live in—the pop culture as well as the family and national culture—in order to make any sense to them.