University Liggett School Announces Recipient of Memorial Scholarship

University Liggett School pic

University Liggett School
Image: uls.org

As vice chair of investment banking for Wells Fargo Securities in New York City, Eric Fornell offers strategic and financial advice to clients who primarily work in the utility and energy industries. A charitable individual, Eric Fornell has served on the board of several schools including the University Liggett School found in Grosse Pointe Woods, Michigan.

Established by Reverend James D. Liggett and six members of his family, the University Liggett School is the oldest independent coeducational school in the state. The school offers instruction for students from pre-kindergarten through grade 12. Its more than 600 students come from more than 50 different zip codes, mainly found in Detroit and its suburbs. Known as one of the top educational institutions in the country, University Liggett School sits on 50 acres in Grosse Pointe Woods.

In June 2016, the University Liggett School announced the recipient of the Nicole Marie Shammas Memorial Scholarship. Sixth grader Summer Orlowski of Macomb Township received the 2016-17 scholarship, which is a $1,000 award given for three years of middle school. Recipients must show an interest in the arts and academics. The scholarship is a gift from the Shammas family of Grosse Pointe Woods in honor of Nicole who passed away while in middle school 30 years ago. In the previous two years, eighth grader Harisen Davis and seventh grader Kendall Spivey won the award.

The Academic Research Project at University Liggett School

 

University Liggett School pic

University Liggett School
Image: uls.org

Eric Fornell serves as vice chairman of investment banking and capital markets at Wells Fargo Securities. Actively involved in educational initiatives, Eric Fornell has previously served on the board of trustees for the University Liggett School in Gross Pointe, Michigan.

The University Liggett School is driven by a curriculum which allows students to become active participants in their academic growth. This idea comes to fruition through the upper school’s four-year academic research program. In 9th and 10th grades, students develop skills that enable them to become critical thinkers, ask provocative questions, and perform research using modern methods. Over the next two years, students learn to make complex research inquiries.

Towards the end of their upper school experience, students put the skills and practices they’ve learned to use through the academic research project, in which they pose a question based on their unique passions and interests. In finding answers to their questions, students often work with local universities, health systems, and other organizations. The academic research project culminates in the Celebration of Research, where students share their findings through presentations.