OLP MAGAZINE
Innovative Learning Practices at San Diego’s Oldest Catholic High School
OUR MISSION STATEMENT
Founded and rooted in the Gospel values of the Catholic church and the charism of the Sisters of St. Joseph of Carondelet, the Academy of Our Lady of Peace empowers young women in an innovative learning environment that honors the individual while fostering community, and develops faith-filled leaders dedicated to the “love of God and the dear neighbor without distinction.”
Head of School
Lauren Lek, Ed.D.
Assistant Head of School
Peter Harris
Leadership Team
Aaron Wilker
Christine Wilson ’04
David Ritzmann
Jennifer Meza
Jamie Flannery
Jessica Occhialini
Ryan Martin-Spencer
Tiffany Rajski ’07
Yordana Simpson
Contributors
Ashley McNulty
Daniela Bonaccorsi ‘25
Jessica Helwig ‘08
Nicole Rubio ‘24
Sadie Schwerdtfeger ‘25
Siobhan MacManus
Christine
Emily
’04
Board of Trustees
Alana Wong Robinson, ‘81
Cara Beauvais ’06
Chair Timothy Truxaw
Chris Herrera Deacon Lane Litke
Dr. Lauren Lek
Dr. Seanna Thompson ’93
Dr. Steven Jones
Francesca Castagnola
German Andrade Bustamante
Joel Tubao
Michele Schiele ’85
Monsignor Richard Duncanson
Paul Baribault
Sister Ann Bernard O’Shea, CSJ
Dear OLP Pilot Community,
With the arrival of autumn’s vibrant colors at the Academy of Our Lady of Peace, we embrace this season of change with gratitude and anticipation for all that the new year holds. We welcome the Class of 2028 here at Villa Montemar and cherish the legacy of those who came before, including this year’s Alumna of the Year, Kaseba Chibweth, Class of 2019. Kaseba embodies our mission and the spirit of the Sisters of St. Joseph of Carondelet, demonstrating how service, faith, and compassion can transform lives and impact our world.
Our campus has also reached a remarkable milestone with the opening of the St. Thérèse Library and Performing Arts Center. This beautiful space, completed in May 2024, is more than a building; it is a symbol of our shared values and provides a sanctuary for creativity, learning, sisterhood, and reflection. Anchored by the statue and mosaic of St. Thérèse of Lisieux near the entrance of the Tubao Family Library, this space inspires students to find joy despite life’s challenges and embrace faith in times of adversity.
At a time when many schools have moved away from on-site libraries, OLP remains committed to fostering research and literacy skills under the guidance of Head Librarian and alumna Siobhan MacManus, Class of 2001. This commitment to excellence was reflected in OLP’s recognition as an AP Honor Roll Platinum School, one of only 886 nationwide. A key component of this honor is the AP Capstone Program, including AP Seminar and AP Research, which has produced five AP Capstone recipients in the past year.
Thanks to your generosity, the OLP Annual Report for 2023-2024 showcases another year of growth. Community contributions have supported the expansion of student programming, enhanced our diversity of clubs, supported the growth in athletics, increased scholarships, and grown the Endowment, directly supporting families through tuition assistance. Every gift toward All in for OLP transforms lives, helping each student find her voice, pursue her passions, and lead with faith.
In addition to these achievements, this fall magazine celebrates innovative teaching across campus—from entrepreneurship in Mrs. Hanley’s economics classes to storytelling in Mr. Moreno’s Video Production course and the interdisciplinary learnings available in robotics with Mr. Cooney. Students also gain real-world experience through the TrustThink STEM Internship, the work-study partnership with The French Gourmet, and the OLP Marketing and Communications Internship.
As we move forward this year, I am inspired by each of you—our students, employees, alumnae, parents, and the entire OLP community. Together, we’re paving the way for our young women to build their dreams and shape the future.
Wishing you a season filled with warmth, love, and blessings.
Lauren Lek, Ed.D. HEAD OF SCHOOL
Thank You Donors!
Each year, parents, alumnae, faculty, staff, and the greater OLP community generously contribute their time, talent and treasures to invest in OLP and our incredible students. These contributions go beyond tuition, providing vital support that strengthens OLP and creates immediate, transformative impact.
Thanks to your generosity, the 2023-2024 school year marked the final phase of the Boundless Capital Campaign, including the opening of the St. Thérèse Library and Performing Arts Center. Additionally, we launched the St. Joseph’s Scholars Program to provide an inclusive Catholic high school education for young women with moderate to severe cognitive learning disabilities. We welcomed our first St. Joseph’s Scholars students in the fall of 2024.
Donors, your support has allowed us to enrich academic, athletic and cocurricular programs, upgrade and preserve our historic campus, provide scholarships and financial aid, and build our endowment to ensure OLP’s long-term stability. We couldn’t have achieved this without you! The collective annual support of OLP alumnae, parents and friends is very powerful and has an immediate impact on our students’ experience at OLP. We continue to be humbled by your generosity. Thank you for making a lasting impact on OLP!
With gratitude,
Dr. Lauren Lek Head of School
Tuition keeps an institution running. Philanthropy transforms it.
REPORT ON Giving July 1, 2023 – June 30, 2024
OLP has 100%
Faculty and Staff
Participation in giving
Total amount raised during the fiscal year 2023-2024: $789,000
Why We Give
CARA BEAUVAIS ’06
Tuition keeps an institution running.
While Catholic high school education excels at mind, body, and soul whole person education, OLP steps it up a notch in fostering “EVERY GIRL IS A LEADER”. And with the Endowment Program, we are proud early funders to provide this opportunity to every girl regardless of their financial situation. It has been our pleasure to make a significant donation to help OLP’s quest to make every girl a confident leader! We strongly believe in giving our time as well. Carlos Persichetti and Cara Beauvais, as Father and Daughter team, actively continue our legacy of advancing the Pilot’s Robotics Team. Through Partnering with Carlos’ company, Forward Slope, Inc (FSI) and Cara’s employer, Raytheon, we are excited to mentor and empower OLP Leaders in STEM. Cara Beauvais Persichetti ’06 joined as a Board of Trustee member in 2024 as well as a team mentor for FIRST Robotics Competitions for the past two years. The FSI team hosts and mentors the girls in coding workshops to help advance their skills and competitiveness in this program. The Persichetti Family continues to give to ensure our OLP’s Catholic all girls legacy continues for generations to come!
The Pardee Family generously gave a 5-figure gift to support Facilities and the VAPA Program
SCHIELE FAMILY
“When you speak with OLP students and recent alumni, and witness the vibrancy on campus whether it is at the annual women’s symposium, the hackathon, or watching the cheer and dance teams perform, it is hard not to be motivated by all that OLP is doing to prepare these young adults for lives filled with meaning and service. It is an honor to continue our support for generations of OLP alums.”
OLP established it’s first 6-figure partnership with TrustThink and the Russell Family sponsoring our STEM Certificate
Ways to Give
OLP is a vibrant community rooted in cherished traditions, guided by a dedicated faculty, staff and Board of Trustees who are committed to preparing young women for the future. Through fostering intellectual curiosity, a passion for learning, and a strong sense of faith, OLP shapes leaders who live by the CSJ spirit of “love of God and the dear neighbor without distinction.”
To continue enhancing our programs and opportunities for students, the board and administration are strategically investing in OLP’s future. These include specific initiatives or projects that enhance the student experience.
As OLP is in an Independent Catholic High School, it relies on tuition, fees, and the generous support of OLP families, alumnae, past parents, grandparents and friends. Philanthropy plays a vital role in sustaining the school and ensuring long-term success.
Here are ways you can invest in OLP students and their future:
1
CASH or CREDIT CARD GIFTS:
Making a cash contribution is one of the easiest ways to support OLP. Donations can be made by check, credit card or electronic transfer.
By Check: Make checks payable to the Academy of Our Lady of Peace and mail to:
Office of Institutional Advancement Academy of Our Lady of Peace 4860 Oregon St. San Diego, CA 92116
By Credit Card: Visit www.aolp.org to make a secure online donation, or call (619) 725-9168 to give by phone.
LIFE INSURANCE
You may name the Academy of Our Lady of Peace as the beneficiary of an existing life insurance policy that you no longer need, or you may choose to purchase a new policy with OLP as the owner and beneficiary. Please consult with your insurance agent or financial advisor to explore this option. 4
2
STOCKS OR SECURITIES
Donating stocks or securities can be a tax-savvy way to support OLP, allowing you to maximize tax benefits and minimize capital gains. You’ll receive the fair market value of the stock on the day it is transferred. The most efficient way to donated appreciated securities is through a direct DTC transfer from your brokerage account to OLP’s account. Please consult your tax advisor or broker for more details on the benefits, or to assist with the process.
If you have questions or would like to make a stock donation, please contact the Institutional Advancement Department at (619) 725-9188 or email advancement@aolp.org . Be sure to include the name and quantity of share you plan to donate, as well as the fund designation.
5
PLANNED GIVING
The Heritage Circle honors donors who include OLP in their estate plans. A planned gift is a meaningful way to support OLP and its mission, while fulfilling your personal estate-planning and charitable goals. You can designate a specific amount, a percentage of your estate, or the remainder of your estate to benefit the school.
DONOR-ADVISED FUND (DAF):
A Donor-Advised Fund (DAF) is a charitable investment account that allows you to contribute money or assets to a public charity, with the benefit of an immediate tax deduction for contributions up to 60% of your adjusted gross income (AGI). The funds grow tax-free, and you can recommend grants from the DAF to support OLP at any time. 3
For documentation, please use the school’s legal title: Academy of Our Lady of Peace. Financial advisors can assist with estate planning options suited to your situation. Consult your attorney or financial advisor to understand the tax and estate implications of your gift.
Academy of Our Lady of Peace is a qualified 501(c)3 organization, tax ID #95-2113807. Donations are deductible to the full extent of the law.
The Educator Series Inspiring Minds
By: Nicole Rubio ‘24
The Classroom Shark Tank
How Mrs. Hanley Inspires Future Entrepreneurs
When you step into Mrs. Hanley’s Honors Economics classroom, you immediately sense the buzz of creativity and entrepreneurship. It’s not your typical high school project setting. Here, students are transforming into entrepreneurs, pitching their innovative ideas in a Shark Tank-style program. Mrs. Hanley has designed this program to blend economics, innovation, and hands-on learning. When asked what motivated her to create this program, Mrs. Hanley explained, “I was looking for a project that would encompass not only economic concepts the students had learned during the semester, but also something that would be creative and involve collaborative learning.”
The program challenges students to apply the economics theories they’ve learned while encouraging them to think and work as a team. Before launching into the project, students had listened to guest speakers—entrepreneurs who shared their journeys, inspiring the students with real-world examples. Mrs. Hanley also ties in a previous budgeting project where students simulate life after college, managing rent, loans, and other expenses. “They use the skills they learned in the budget project to ‘budget’ for how much it would cost to produce their toy or game, from design and production to shipping,” she said.
Mrs. Hanley’s program doesn’t just drop students into the deep end; it takes them through a well-thought-out process that helps them develop innovative business ideas. The first step? A trip down memory lane. Students are asked to reflect on their favorite childhood toy or game and think about how they could reinvent it.
“They then must decide how this toy or game will be marketed—in brickand-mortar stores, online, or both,” she said. “They also need to decide on their target audience, make sure the product meets safety standards, and
ensure it’s gender-neutral, eco-friendly, and includes a STEM element.” This structured yet open-ended approach allows students to explore different angles of product development, making the project both comprehensive and enjoyable.
While the project may seem daunting at first, Mrs. Hanley has seen students transform from hesitant learners into confident entrepreneurs. “A metamorphosis of sorts happens,” she said with a smile. “These students turn into real entrepreneurs, and their enthusiasm shines through.”
One of her favorite aspects of the project is how the best pitches fully engage the “Sharks”—the panel of judges who evaluate the students’ presentations. “Some groups make up songs to start their pitch, some give out samples, and others dress up in company uniforms,” she explained. The best pitches come from groups that are well-prepared and confident in their product.”
Despite the success of her program, Mrs. Hanley expressed concerns about the limited role entrepreneurship education plays in the broader high school curriculum. “Students usually only hear about it in their economics classes and possibly in clubs that focus on finance,” she said.
As a teacher at an all girls school, Mrs. Hanley feels a special responsibility to introduce young women to entrepreneurship, especially in light of current statistics. “Only 16% of businesses are owned by women, yet women reinvest 90% of their income back into their families and communities, compared to 40% of men.”
She believes it is essential to empower young women with the knowledge and skills to succeed as entrepreneurs. “The internet has opened up so many opportunities for younger people, and I want my students to understand they can be part of that,” she added.
The impact of Mrs. Hanley’s Shark Tank program goes beyond the classroom. She shared a story of one student who initially struggled with self-confidence and academic success. “She felt like she couldn’t achieve better grades because she struggled in other classes,” Mrs. Hanley recalled.
But after graduating and attending university, the student reached out with a surprising revelation. “She told me she had just taken an economics class, and when they discussed entrepreneurs, she knew all the answers. She said, ‘It was the first time I ever felt smart in a class.’”
For Mrs. Hanley, these moments reaffirm why programs like Shark Tank are so important. By combining economic theory with real-world application, she’s helping her students see their potential—and sometimes, even surprise themselves.
Mrs. Hanley’s innovative Shark Tank program proves that entrepreneurship education can be an exciting and transformative experience for high school students. Through hands-on learning and collaboration, students are not only mastering economic concepts but also gaining the confidence to take risks, think critically, and perhaps one day, become the entrepreneurs of tomorrow.
Telling Stories That Matter
Mr. Moreno’s Vision for Student Filmmakers
In Mr. Moreno’s video production classes, students aren’t just learning how to use cameras and editing software; they’re learning how to tell stories that can change lives. Over the years, Mr. Moreno has guided his students through a variety of impactful projects. One in particular stands out as both a learning experience and a profoundly moving journey. In a recent interview, he shared insights into this memorable project, his teaching philosophy, and the vital role creativity and collaboration play in video production.
When asked to recall the most memorable project his students have worked on, Mr. Moreno immediately pointed to a documentary on human trafficking, produced by his advanced-level class. The students
spent an entire year creating a 45-minute documentary, telling the story of a woman trafficked out of Southern India when she was young and her journey to San Diego.
The depth of research and involvement required for this project went far beyond the classroom. The students didn’t just rely on textbooks or online articles. They immersed themselves in the topic by attending talks, joining advocacy groups, and conducting interviews with experts—including university faculty, a federal judge, and a deputy district attorney. Reflecting on the dedication of his students, Mr. Moreno noted, “They worked tirelessly. They learned, they cried, and they grew through the process. That project changed everyone involved in a positive way.”
For Mr. Moreno, the heart of his teaching philosophy is rooted in hands-on learning. He believes that students learn best when they are actively engaged, experimenting with the tools and techniques of video production. He emphasizes that there is no better teacher than practice—whether it’s adjusting cameras, setting up audio, or experimenting with editing techniques. “Learning by doing and by attempting and failing are the best ways to understand the technology around video production,” he explained.
This practical approach allows students to progress more quickly up the learning curve. Rather than focusing too much on theory, Mr. Moreno encourages his students to dive in, make mistakes, and learn from them. This combination of creativity and technical skill provides his students with a strong foundation in both storytelling and production.
Mr. Moreno’s program also emphasizes the importance of teamwork. “All that we do in the video production program is done in teams,” he said. “You have to learn to use the talents of each member of any given team to your advantage. The more diverse the group, the more texture you get in a project.”
Learning to collaborate effectively, according to Mr. Moreno, is one of the key skills his students take with them into their professional careers. Working in teams not only strengthens the final product but also prepares students for the real world of production, where
collaboration is often essential to success.
By mastering these tools, students are able to bring their visions to life. “We strive to help students understand that technical skills expand their potential,” he said. Mr. Moreno encourages students to explore new ideas, knowing that the technical skills they acquire will allow them to realize those ideas fully.
Mr. Moreno’s video production program transcends traditional classroom instruction, functioning as a dynamic environment where students cultivate storytelling abilities, collaborate on meaningful narratives, and refine technical and artistic competencies. Engaging in projects ranging from social issue documentaries to experimental storytelling, students advance through hands-on learning and cooperative efforts that challenge their creative limits.
Contact the Institutional Advancement Team at advancement@aolp.org to support amazing programs like these, and others.
Mr. Moreno’s experiential approach not only prepares students for careers in video production but also fosters critical thinking about their roles as storytellers. By equipping students with tools and encouraging reflective learning from mistakes, he enables them to produce work with enduring impact.
Tackling STEM One Robot at a Time Mr. Cooney’s Journey in Robotics and Education
Mr. Cooney, a dedicated math and science teacher, is not only shaping minds at OLP but also guiding students as the coach of our award-winning all girls robotics team. His work extends far beyond just the technical aspects of robotics; he fosters leadership, teamwork, and problem-solving skills that prepare his students for a future in STEM and beyond. In a recent interview, Mr. Cooney shared his experience integrating robotics into his curriculum, the challenges and rewards of coaching, and the broader impact his team has on students’ academic and personal growth.
Mr. Cooney integrates robotics into his math and science curriculum as an ideal platform for students to develop critical thinking and practical skills. He enjoys helping students develop problem-solving and leadership abilities. Many team members start their freshman year having never used power tools or engaged in the design process to plan, develop, and reimagine something like a robot. “When they leave, they’ve developed these skills, along with networking, grant writing, and many other abilities,”
One of the most rewarding aspects of coaching is witnessing his students’ personal and technical growth. A particularly inspiring moment occurred during the world championships in Houston, where the team’s robot had been damaged in a previous match. The girls were hard at work repairing it when a competitor from another team approached them. Upon learning that Mr. Cooney’s team was composed entirely of girls—and that no boys ever worked on their robot—the girl burst into tears. “All she wanted to do was work on a robot,” Cooney said, “but on
her team, only boys were allowed to touch it.” This moment highlighted the importance of inclusivity in STEM and the unique empowerment an all girls team can provide.
Beyond building robots, Mr. Cooney emphasizes that his program teaches much more than just technical skills. “You may think that robotics teams are just about the robot, but that is not true,” he said. “Robotics is more about relationships.” At competitions, success often depends on networking and developing strategies with other teams. During the offseason, students are trained not only in how to safely use tools, create CAD models, and program, but also in project management and grant writing. “We need money to compete,” Mr. Cooney pointed out, “so students learn to write grants to fund our program.” The skills gained from these experiences—time management, strategic thinking, and collaboration—are as critical as the technical know-how they acquire.
Mr. Cooney has also observed that students involved in robotics see tangible connections between their academic studies and real-world applications. “Students need to use physics to determine the load on a motor or the angular velocity of an object,” he explained. Additionally, their English class skills come in handy when writing persuasive, targeted grants. When paired with teams from Spanish-speaking countries, students benefit from their knowledge of Spanish. The soft skills learned in other classes, such as communication and teamwork, are vital when working with people from different parts of the world.
His passion for education was ignited during his college years when a volunteer opportunity in a classroom gave him a taste of teaching. “I had so much fun,” he recalled. “The teacher let me teach a lesson on tessellations, and I was hooked.” His second reason for entering education stemmed from personal experience: growing up, Mr. Cooney had several math teachers who weren’t particularly passionate about the subject, and he believed he
could do better. “I thought I could bring passion and a love for math to help people enjoy it like I do,” he said. That same enthusiasm has kept him motivated throughout his teaching career. “There’s always more to learn. I don’t think I’ll ever feel stagnant or bored.”
Creating a classroom environment that encourages both academic achievement and personal growth is central to Mr. Cooney’s teaching philosophy. “Teaching is all about communication,” he said. “It’s about showing your students that you care about them and that they are important. If students feel safe, they’ll take more risks, which leads to growth.” By fostering a
supportive atmosphere, Mr. Cooney helps his students challenge themselves and achieve more than they thought possible.
One of the most reaffirming moments of Mr. Cooney’s teaching career occurred when he ran into a former student who shared that she was now studying statistics, in part because of how much she enjoyed his class. For Mr. Cooney, this feedback serves as a powerful reminder of the impact he has as both a teacher and a mentor.
Whether in the classroom or leading his robotics team, Cooney’s commitment to nurturing his students’ potential is clear. Through hands-on learning, teamwork, and a focus on relationships, he not only equips them with the technical skills necessary for success in STEM but also empowers them to become confident, capable leaders.
Building Bright Futures:
Internship Opportunities for OLP Students
Internships in high school are transformative experiences that provide students with more than just practical skills—they help shape career aspirations and build critical competencies like collaboration, problem-solving, and leadership. Studies show that hands-on experience during these formative years boosts student confidence and clarifies future academic and career pathways.
According to the International Coalition of Girls’ Schools, 90% of girls’ school graduates report feeling more prepared for college and careers, highlighting the powerful role that experiential learning opportunities like internships play in their development.
At the Academy of Our Lady of Peace, students are given unique opportunities to engage in professional environments across various fields. Through partnerships with local businesses, such as TrustThink for STEM, Marketing and Communications Internship, and Cafe Malecot for service and hospitality, these internships allow students to apply classroom knowledge in real-world settings. Whether they’re working with cutting-edge technology, crafting social media campaigns, or managing a student-run café, OLP students gain meaningful experience and insights that will serve them long after graduation. Each of the following articles sheds light on how these internships empower young women to innovate, lead, and pursue their dreams with purpose, passion, and resilience.
Behind the Scenes of Marketing at OLP:
My Experience as a MarComm Intern
By: Daniela Bonaccorsi ‘25
As a senior at the Academy of Our Lady of Peace, I’m always on the lookout for opportunities that will help me in my
directly from Mrs Wilson ‘04, the Director of Marketing and Communications at OLP. We get hands-on experience in areas like content creation, social media management, and school-wide project development. It’s the ultimate behindthe-scenes look at how the academy’s marketing works.
During the internship, I’ve had the chance to extend my creative thinking, collaborate with fellow interns, and contribute to school projects. My favorite part? Creating content for the academy’s Instagram page! I’ve even been given the opportunity to write for the student magazine, like this article you’re reading right now.
Christine Wilson, highlights the value of the MarComm internship, stating, “It gives students a unique opportunity to gain in-depth insights into the behind-the-scenes workings of the school and see how projects come to life.” She adds that watching interns take on new challenges, apply their creativity, and use the skills they’ve acquired is one of her favorite aspects, as these experiences will benefit them well beyond graduation.
In fact, past interns who showed strong interest during the program are now paid interns at OLP, demonstrating just how much students gain from the experience and how quickly job opportunities can arise after graduation.
As graduation approaches, I can confidently say that this internship has given me a glimpse of what I’ll be pursuing in college. It’s provided me with hands-on experience that will not only prepare me for my future studies but also set me apart in my career path.
To all future Pilots, I highly recommend taking advantage of this opportunity! What’s better than gaining internship experience, and doing it right here at school?
Behind the Counter at Café Malecot: A Student-Run Success
By: Daniela Bonaccorsi ‘25
Nestled right by the new library and student commons, lies arguably the most popular spot on campus, Cafe Malecot. Whether grabbing a warm hot chocolate before class, indulging in a fresh pastry at break, or satisfying a sweet tooth with their famous chocolate chip cookie, students flock to the café all day long. The café serves everything from grilled cheese to salads and a wide variety of drinks, there is something for everyone!
While students enjoy their favorite treats, many don’t realize the effort that goes on behind the scenes to keep Café Malecot running smoothly. What makes this café even more special? It’s run by students, for students. Each day, students who intern at the café clock in, managing everything from baking pastries to brewing iced coffee, all while learning valuable skills that will serve them long after graduation.
Rylie Sandler, a senior intern at Cafe Malecot tells us about her experience at the internship, “I’ve always been shy, but working at Café Malecot helped me develop my communication skills” She explains that at first handling the demands of customer service was challenging, but over time she grew more confident and is now better prepared for the future.
Joycelyn Dang, a senior at the Academy, shares her thoughts on working in the internship program: “As someone who wants to pursue a career in business hospitality, this internship has provided me experience in customer service.” She expresses her gratitude for the chance to gain valuable work experience while still being in the comfort of the school’s campus and community. Joycelyn also hints she loves the teamwork involved in bringing smiles to fellow students with every interaction.
Christian, operator of the internship, emphasizes the dedication of the students. While the work can be challenging, he notes, it is a valuable learning experience that prepares students for life beyond graduation. “This opportunity is open to all students, and I encourage everyone interested to take advantage of the valuable real-world skills it offers.,” he says. The internship offers insight into what happens behind the counter and builds skills to benefit students in any future career
Café Malecot is more than just a place for students to grab a bite—it’s a unique learning environment that fosters growth, confidence, and real-world skills, all while serving up some of the best treats on campus.
TrustThink and OLP Join Forces to Elevate STEM Education for Young Women
By: Ashley McNulty
In an exciting leap forward for STEM education, The Academy of Our Lady of Peace has partnered with TrustThink, a San Diego-based leader in cybersecurity and technology innovation, to provide young women with career-defining experiences in the tech world. Through this collaboration, OLP students gain invaluable opportunities to participate in hands-on STEM (Science, Technology, Engineering, and Math) activities, including mentorship and internships.
CEO and COO of TrustThink, Brian and Charmae Russell, are current parents of OLP sophomore Trinity Russell, and they are deeply committed to building a strong foundation of real-world learning for their daughter and her peers.
As both parents and business leaders, they understand the importance of equipping OLP students—our future STEM leaders—with the skills and knowledge necessary to excel in an increasingly technology-driven world.
Watching how eager OLP students are for challenges like this one, Brian and Charmae see firsthand the value of providing students with cutting edge work and the determination these young women have to succeed. Together, OLP and TrustThink are paving the way for the next generation of young women to thrive in careers that will shape tomorrow’s technology landscape.
interconnectivity of today’s world and the impact of technologies such as artificial intelligence, and automation. Students should be able to use their understanding of these concepts and technologies as leverage to help grow their careers.”
TrustThink’s dedication to OLP is evident through its handson internship program, which offers juniors and seniors unique opportunities to work on cutting-edge projects, including development of AI models and cybersecurity solutions. The current cohort’s students are developing fundamental engineering skills. These students are being exposed to complex concepts - such as data science, AI model development and even training AI models on adversarial examples, with the goal of increasing model robustness. Since the program’s inception, the number of OLP interns has grown from four to nine, showcasing the increasing interest and success among students.
“When I started TrustThink, I wanted to continue with the traditions of giving-back to the local community that had been established at my larger firms—sponsoring and mentoring students. Supporting OLP’s Hackathon was just the beginning. It’s important for students to understand the interconnectivity of today’s world and the impact of technologies such as artificial intelligence, and automation. Students should be able to use their understanding of these concepts and technologies as leverage to help grow their careers.”
Reflecting on the partnership’s success, Brian Russell, CEO of TrustThink, shared, “When I started TrustThink,
Charmae Russell, COO of TrustThink emphasized the significance of providing these opportunities to young women. “Coming from a female perspective, in a career that could be male-dominated, it’s important to give these girls a foundation in cybersecurity and STEM,” she explained. TrustThink’s internship program not only equips students with practical skills but also prepares them for real-world challenges. “Brian has now paired the OLP interns with engineering interns from University of California San Diego (UCSD), providing an avenue for OLP students to work hand-in-hand with students from a world-class STEM school. Brian and the UCSD students are now meeting with the girls weekly. They’re learning how to collaborate, brainstorm, and meet deadlines—all skills that are essential in the workplace,” Charmae added. One student, Sofia Leftridge, a member of the first intern cohort noted,”The fast-paced nature of the internship made it both stimulating and rewarding. I could feel myself growing as a professional with each task I completed.” Sofia’s experience extended beyond the classroom as she attended industry conferences including the Association for Uncrewed Vehicle Systems International (AUVSI)- the leading industry organization for drones and self-guided maritime vessels in the world, learning about the latest trends and innovations in cybersecurity, and
even had the opportunity to contribute to developing cybersecurity solutions for a TrustThink client.
One year into a planned four-year partnership, TrustThink’s commitment to the program ’ s success is already evident. With hopes of extending the collaboration beyond the initial timeline, they have quickly become invested in shaping the future of OLP students through meaningful, real-world learning experiences. OLP graduates who have participated in the internship program have gone on to pursue STEM degrees at top universities, with one former intern, Kelly Rickwa, working for TrustThink after her internship was completed. “Kelly is a great role model for the girls. If she can do it, they can too,” Charmae proudly stated. Kelly’s work on deepfake technology during her internship demonstrated the potential of OLP students to tackle complex issues. Her research is currently published and available for review on TrustThink’s website under ‘News and Insights.’ “Kelly’s report on deep fakes was comprehensive—she explored how they’re made, their societal impact, and even the legislative response. It showed us that these students can handle the same challenges as college interns,” said Brian. Student research activities, were some of the ambitious aims of this partnership when initially imagined. Seeing students achieve such great successes in the very for what the future holds.
Looking ahead, both Brian and Charmae Russell see even greater potential for the TrustThink partnership with OLP “As new cohorts come in, we want to expand the program,” Brian explained. “We’re exploring ideas like setting up a dedicated research lab at OLP and partnering with other companies to provide even more opportunities for the students.” W ith a strong foundation in STEM education and a framework for partnership, OLP and TrustThink invite other community partners to join this transformative journey Together, TrustThink and OLP are shaping a brighter future for young women, equipping evolving technological landscape.
Samantha Chavez-Araiza Class of 2025
Mila Halvorson Class of 2026
Katelyn Hunter Class of 2025
Chavez-Araiza ‘25, Charmae
Isabella Lemus Class of 2026
Bryn Marsh Class of 2026
Kathleen Michalowski Class of 2026
Sofia Nechita Class of 2026
Katie Nguyen Class of 2026
Anabelle Rojas-Morgan Class of 2026
A special thank you again to the Russell Family, the UCSD college interns and OLP Faculty Moderator, Mrs. Jessica Gooding, for each of their enthusiastic support in the development and implementation of this ambitious program, TrustThink STEM Scholars. If you are interested in supporting our girls by building a unique partnership between your business and OLP, please contact the Institutional Advancement Team at advancement@aolp.org
Samantha
Russell (COO of TrustThink), Katie Nguyen ‘26, Kathleen Michalowski ‘26, Allison Lane (UCSD TrustThink Intern/ Advisor to OLP Intern Development Team), Katelyn Hunter ‘25, Anabelle Rojas-Morgan ‘26, Isabella Lemus ‘26, and Mila Halvorson ‘26 (Not pictured Brian Russell (CEO of TrustThink), Sofia Nechita ‘26 and Bryn Marsh ‘26).
Spring 2024 OLP Interns attend the Association for Uncrewed Vehicle Systems International (April 2024)
OLP TrustThink Interns network with accomplished professionals in the cybersecurity field.
The first cohort of OLP TrustThink Interns receive special recognition at Evening of Excellence from Dr Lauren Lek and Mrs. Jen Meza. (May 2024)
Lighting the Path:
OLP’s Role in Shaping Women of Heart, Faith Courage and Excellence
By: Jessica Helwig
From the first moment a young woman steps onto the campus of the Academy of Our Lady of Peace, they are welcomed by and become part of a community that encourages them to discover their voice and cultivate their purpose. It is here, amid the nurturing guidance of the Sisters of St. Joseph (CSJ) and their charism of “serving the dear neighbor without distinction,” that young women at OLP can truly begin to understand what it means to be an advocate— for themselves, for others, and for the causes that resonate deeply with them. While on OLP’s beautiful campus, students are safe to develop their identity and their passions, which will guide them through their high school years and beyond, walking through the green gates of Villa Montemar towards their future with the conviction to lead with heart and courage.
To further reflect on the power and impact of the CSJ charism, various OLP Alumnae of the Year were asked about their experiences at OLP and how they were shaped into the women they are today. These alumnae have been honored as women whose values and accomplishments are consistent with the OLP mission, core
values, and spirit of the Sisters of St. Joseph of Carondelet and OLP. They are individuals whose lives demonstrate a commitment to live in service to the dear neighbor and exhibit “all of which woman is capable.
Interview with 2024 Alumna of the Year, Kaseba Chibweth
Kaseba Chibweth ’19 is OLP’s newest Alumna of the Year for 2024, joining her fellow alumnae sisters in a 38-year tradition. Below, we ask Kaseba a few questions about the person she has become and how OLP played a significant role in the trajectory of her life.
Kaseba interviewing Darlene Marcos Shiley
How do you feel your time at OLP has shaped you into the person you are today? How did OLP help shape your sense of identity or purpose?
One of the most crucial things that I learned at OLP was how necessary it is to be a confident advocate for yourself and for others. There have been times when I could not take no for an answer and there were times when I had to stand up for people whose voices were not being heard. When those times came, I was ready to use my voice. I was ready to use my voice to protect my dreams and all the desires of my heart and the people around me. Advocacy is a vital part of being a changemaker and a leader. I lead from the heart confidently and am not afraid to take risks when necessary. It is because of all of the incredible support and resources that have shaped me into the leader and advocate that I am today.
Do you feel that your OLP experience, steeped in the CSJ charism of loving the dear neighbor without distinction, has shaped your commitment to social justice and service? How so?
I absolutely do feel that the experience at OLP has shaped my commitment to social justice and service. I have had the great honor of being able to contribute my gifts and talents to a variety of different social justice issues. One of them is juvenile justice reform. Juvenile justice reform focuses on holding the youth accountable in a more holistic approach while treating them equally to prevent them from reoffending. Being the co-founder of a nonprofit organization that prioritizes reform in the juvenile justice system has been a huge blessing. Through my role, I have been able to shed light on the issues that incarcerated youth are faced with in San Diego and beyond. I had the honor of interning at a law firm that specializes in the rehabilitation of incarcerated youth during my undergraduate studies at Loyola University, Chicago. Incarcerated youth were one of the groups of people that were neglected at the start of COVID-19. Regardless of the mistakes that some of these individuals have made, it is important that they are treated with dignity and respect. The individuals who are genuinely seeking change should have the opportunity to change their lives for the better and contribute to making society and the world a better place.
The Tubao Family Library
A Hub for Innovation, Learning, and Community
By: Siobhan MacManus ‘01
School libraries have come a long way from the quiet, book-filled rooms they once were. Today, they’re dynamic spaces where learning goes beyond the page, blending technology, ingenuity, and collaboration. Yet, surprisingly, many schools are phasing out their libraries, opting to go fully digital or repurpose the space. At OLP, the story is entirely different. With a stunning new facility that spans the entire top floor of the St. Therese building, OLP demonstrates its unwavering commitment to providing a vibrant and thriving library.
OLP’s Tubao Family Library is the beating heart of campus life, buzzing with energy and studentled innovation. Inside, you’ll find a mix of activities designed to spark curiosity. This month, students are diving into the National History Day project, immersing themselves in deep historical research and creating presentations for the wider San Diego community, with the chance to win scholarships and accolades. For poetry lovers, there’s the annual Poetry Out Loud contest, a national program where students bring poems to life through powerful recitations and advance to regional competitions. At various points throughout the year, you will see the Literary & Arts magazine’s editors assemble the annual publication. For hands-on fun, the monthly DIY
stations provide creative outlets—this month, students are exploring Hojalata art-making. On Film Fridays, students can hang out, catch a movie, finish homework, or simply unwind before the weekend. Other popular activities include the Question-of-the-Week on the moveable whiteboard, puzzles, and coloring pages, offering brain breaks between classes.
In a world overflowing with information, the library’s mission to develop students’ information literacy skills is more crucial than ever. During class visits, students learn to evaluate the credibility of sources, identify misinformation in media, conduct advanced searches in academic databases, and correctly cite their work. The AP Seminar and AP Research programs exemplify how the library nurtures college-level research skills. These programs challenge students to tackle real-world issues through deep research, critical thinking, and advanced analysis. The library is a cornerstone of this experience, providing access to a vast array of resources and offering guidance in research methods that help students navigate complex topics. With the library’s support, students are empowered to produce high-level academic work, honing skills that will serve them well in college and beyond.
Peter Harris and Dr. Lauren Lek in The Tubao Family Library
While the library remains steadfast in its evolution to meet student needs, it wouldn’t be a library without striving to foster a deep love of reading. The library constantly refreshes its shelves with exciting new titles, always welcoming student recommendations. With no overdue fines and no limit on checkouts, students can keep their TBR (to-be-read) lists endlessly growing! In partnership with the English Department, the library hosts “book tastings,” where students rotate through tables of carefully curated books for their independent reading projects, all set to bistro music and flameless candles. The student-led Book Club meets twice a month and hosts book discussions along with craft sessions and treats based on the theme of their latest book.
The library’s physical space is just as vibrant. Whether you’re seeking a cozy spot for solo study in a high-back chair or a collaborative space in study rooms equipped with Apple TVs and whiteboards, there’s a perfect nook for everyone. The two balconies invite students to soak up San Diego sunshine while working or relaxing. And when one needs a quick pick-me-up, a joyful ride down the library slide adds a touch of lightheartedness to any hardworking day!
At OLP, the library is more than just a space—it is a symbol of the school’s dedication to holistic education. It champions creativity, collaboration, and personal growth. By maintaining a vibrant and well-resourced library on campus, OLP reinforces that learning is about more than screens and textbooks—it’s about thriving in all aspects of student life.
Students enjoying the slide
Unfair Outcome
By Dr. Judith Locke
In September, the Academy of Our Lady of Peace welcomed Dr. Judith Locke, esteemed Australian child psychologist and author of The Bonsai Child and The Bonsai Student, to our campus. During her visit, Dr. Locke engaged with faculty, staff, and parents, offering her unique insights on essential topics for family and child development, from managing screen time to fostering resilience. Her perspective empowers families to navigate modern parenting challenges with empathy and practical strategies, aligning well with OLP’s commitment to nurturing faith-filled, resilient leaders. We are pleased to share one of her thoughtprovoking articles with you, filled with valuable advice on handling the concept of “unfair” results in education.
I’m going to say something quite controversial in this column. Here goes… When it comes to your child’s school or university results, there’s rarely such a thing as an unfair result. It’s a challenging opinion, I know, but hear me out.
The idea that a result is unfair stems from some false ideas. The first furphy is that the quantity of work always equals outcomes, and that hard work equals a great result. That concept applies to a lot of things, such as exercising more to get more fit or reading more to improve your vocabulary. More effort in those endeavors pretty much guarantees a better outcome.
But with assessment work, this idea doesn’t always apply. Unfortunately, when doing an assignment, or essay question, your child’s extreme labor toward an answer might not match what the teacher is looking for. Or a child doesn’t hasn’t yet developed the skills. If this is the case, then regardless of how much work they do, they are not necessarily going to do well.
There’s even a level of extreme effort that can sometimes backfire when doing assessment or performance work. For example, preparing enough to feel confident when doing a speech might result in a great payoff. But if they continually polish their talk, then they’ll come off sounding unnatural.
The second reason ‘unfair’ is the wrong term for a result on an assessment piece is that the person who set the assignment is marking the work. They know what they are looking for and they have the education and experience to know what a good piece of work is and is not. To question the result given by the teacher is to suggest that you or your child knows better.
And even if you are a nuclear physicist, your child’s science assignment might still not be perfectly on the right track. Indeed, often when parents help their children too much, they take them down the wrong, highly convoluted path. Your child might not do well, regardless of how much information you inserted or how many A’s you got back
Results aren’t randomly generated. There is no school or university assessment done without a criteria sheet that dictates
exactly what benchmarks are needed to do well. It’s a highly transparent process of telling students what they need to do if they want to do well.
Teachers aren’t trying to be mean. Most times, they work very hard to be fair. I recall having piles of essays – the A pile, the A- pile, the B+ pile, etc. – and continually re-jigging them as I marked. Often, I’d think, ‘Emma’s essay is as good as Justin’s, but Sam’s is better than them both, so Sam goes into an A’.
The only reason that a mark would be unfair is if the child did not have an equal opportunity to do as well as their peers. Examples might include not being given as much time as their peers or not allowing for their disabilities. That’s unfair.
I understand that your child working hard but not getting the result they wanted is a challenging experience. But rather than saying the result is ‘unfair’, the term I’d prefer you use is ‘disappointing’. Because that’s what happened. Your child worked hard, but their effort was misplaced, and they didn’t quite hit the mark.
That’s a much more positive way of looking at it than suggesting that the teacher has deliberately been mean to your child.
So, allow your child to feel upset, and empathise with their situation. But then move on to more positive actions, such as helping them improve their result the next time. Some tips are below.
Takeaway for parents
What you can do.
• Listen and empathize with their situation. Offer a personal anecdote, such as the time you worked hard but didn’t get the job or promotion. This will normalize the experience.
• Don’t ring and explode at the teacher or ask for an ‘apology’ for disappointing your child.
• Instead, coach your child on ways to approach their teacher to get feedback on how to improve next time.
• It might be helpful for them to really understand how to read a criteria sheet and know what is required.
• Remind your child that future success comes from getting up and getting on with it, not wallowing.
© Judith Locke Dr Judith Locke is a Clinical Psychologist and child wellbeing specialist who presents sessions for parents and teachers at schools around Australia and internationally. For more of Judith’s work read her parenting books, The Bonsai Child or The Bonsai Student. The Bonsai Child is also available in Mandarin. You can also follow her Facebook page Confident and Capable.
A Lifelong Commitment to Service:
An OLP Journey
By: Sadie Schwerdtfeger ‘25
Mrs. Colleen Prantil has been a dedicated member of the Academy of Our Lady of Peace community, having first set foot on campus 45 years ago, originally to support her four daughters’ tuition. While she only officially joined the payroll in 1984, her heart has been with OLP from the beginning. Mrs. Prantil grew up in Indiana as one of nine children, and was fortunate enough to attend Catholic school all her life. As a young girl, she was torn between becoming a nun or going into the medical field to give back to those in less fortunate areas, both of which were calls to service for others. When she was 18 she met her husband and soon moved to San Diego.
Her connection to the school runs deep, as her family has long ties to both OLP and Saints, as her son-in-laws and daughters all attended. Working at an all-girls school feels natural to her as she has four daughters. Mrs. Prantil, although not having attended OLP herself, lives nearby in North Park which helps her feel even more connected. Her favorite part of the job is simple but profound: helping others. Whether it’s assisting staff, students, or the larger community, her passion for service has guided her through her career. One of her most cherished memories from her time at OLP
is the honor of crowning the Blessed Mother during May Crowning, a sacred OLP tradition which was powerful for her as she acknowledges Mary as the “best friend of all her life”. Originally starting in the office and establishing an attendance system, the May Crowning meant a lot to her as she hadn’t been able to attend masses regularly. Additionally it was powerful as she had been hoping for years that May Crownings would become a tradition.
Mrs. Prantil became the official Commissioner of Care after being asked by Dr Lek. Although hesitant at first to take the role, she was reminded that it was something she’s done all these years and she might as well have the title. Colleen describes her role as Commissioner of Care as staying aware of the needs of the community on a personal level and reaching out to others, helping in any way she can. A legacy she wishes to leave behind is for people to remember that although she has been strict about following policies and respecting authority, she wants people to know she is also very caring and will be there to help anybody. A piece of advice Colleen wishes to give to graduating students reflects her philosophy on life: have respect for yourself and others, and stay active, both physically and mentally.
Mrs Prantil with her daughter on her wedding day
Mrs Prantil with her first grandchild Teaching a friend how to stretch
Mrs Prantil with her grandson
Five Hearts, One Purpose
Empowering students, one conversation at a time—our counselors nurture growth, resilience, and self-discovery, guiding each individual toward a brighter future.
Mrs. Hildebrand ‘15
Each day as a counselor brings new challenges for Mrs. Hildebrand ‘15, from managing emails and drop-ins to professional development and moderating the Esports club. Passionate about the ever-changing college admissions landscape, she values conferences and college visits that support her work. She prioritizes listening to students’ unique needs to create personalized plans, and graduation is a cherished moment, symbolizing their growth. Inspired by former OLP counselors and Dr. Lauren Lek, she finds her role teaches patience, empathy, and resilience. Known for her welcoming office, love of Disneyland, and music knowledge from her dad’s record shop, she surprises many with these passions. While counselors may not have all the answers, Mrs. Hildebrand ‘15 is dedicated to finding the right resources for each student.
Mrs. Heveron ‘00
Mrs. Heveron ‘00 exemplifies dedication and compassion as a counselor, seamlessly balancing the complexities of her role at OLP. Her approach is rooted in genuine care, ensuring each student feels seen and supported. From guiding class selections and monitoring academic progress to offering a calm and reassuring presence during unexpected crises, she adapts her plans to meet the moment. What sets Mrs. Heveron ‘00 apart is her unwavering commitment to understanding each student’s unique story, starting from their freshman year and growing alongside them into their senior journey. Drawing from her own experience of not having a trusted adult during her teenage years, she provides a sense of safety and trust that students deeply appreciate. Mrs. Heron’s holistic approach and empathetic nature make her an invaluable source of support and inspiration for the OLP community.
Mrs. Hicke
Since joining OLP in 2011, Mrs. Hicke has been a dedicated counselor committed to guiding students through their academic, personal, and college journeys. Each day brings different challenges, especially in October, when she balances welcoming new freshmen with assisting seniors in the college application process. She fosters growth by encouraging students to use tools like Scoir to explore careers aligned with their interests, reflecting her belief that every student has unique strengths to contribute. Drawing from her experience as a psychiatric social worker, she brings deep insight and empathy to her role, helping students find solutions and build resilience. Known for her optimism, humor, and touch of New York sarcasm, Mrs. Hicke creates a supportive environment rooted in warmth and faith, inspired daily by student resilience and grounded by her commitment to the Serenity Prayer.
Class of 2024 senior chalk day with Mrs. Heveron and Mrs. Lugn
Mrs. Brooker
Mrs. Jamie Brooker’s role as a school counselor is dynamic and rewarding, as she helps students explore their futures by guiding them in course selection and utilizing career assessments to open up new possibilities. Mrs. Brooker recognizes the evolving role of counselors, with an increasing focus on mental health and well-being, alongside academic and personal support. She is passionate about helping students realize their potential, creating personalized plans for their success, and providing a safe, welcoming environment where students feel heard. Drawing from her experience as a first-generation college student, she emphasizes the importance of finding one’s unique path and is committed to fostering resilience and growth. Known for her patience, compassion, and sense of humor, Mrs. Brooker stays motivated through collaboration with colleagues, ongoing professional development, and the small joys that help her through challenging days. Ultimately, she is driven by the desire to help students navigate their journeys with confidence and the skills they need to thrive.
Mrs. Lugn
Mrs. Lugn’s role as a counselor is dynamic, a range of collegefocused responsibilities such as coordinating representative visits, leading parent workshops, and conducting one-on-one college meetings. She believes in starting college and career discussions early, encouraging students to align their passions with meaningful choices rather than simply following trends. With the increasing importance of mental health and learning support, Mrs. Lugn has expanded her role to meet these critical needs. Her greatest fulfillment comes from being present for students, particularly those in programs like Sisters and Scholars and the St. Joseph Scholars. Inspired by her family’s tradition of helping professions, she brings empathy, attentive listening, and a strong sense of accountability to her work. Despite the challenges of the job, her passion keeps her anchored, as she takes pride in fostering self-awareness and providing a safe, supportive space. Mrs. Lugn values the collaboration within her department, balancing compassion with responsibility, always focused on guiding each student’s unique journey.
In 2024, the Academy of Our Lady of Peace earned the prestigious Platinum recognition from the College Board. This honor is awarded to schools whose AP programs are delivering outstanding results for students while also broadening access to advanced coursework.
Mrs. Hildebrand and other local counselors attending a NYU dinner
Mrs Hildebrand and Mrs. Meza at the CSSJ Conference last year in Cleveland visiting our partner school, St. Joseph Academy
Top Row: Mrs. Lugn, Mrs. Rajski, Mrs. Hicke
Bottom Row Mrs. Hildebrand, Mrs. Brooker, Mrs. Hevron
OLP faculty and staff at last year’s ICGS Conference in Los Angeles
Get Ready for a Summer of Fun, Discovery & Friendship!
New Activities in 2025: STEAM workshops, special events, and thrilling field trips!
Variety for Everyone: Sports, arts, science, robotics, dance, and outdoor adventures.
Faith-Based Devotionals: Daily, young women-specific faith-based reflections on relevant topics.
Teaching fellows: All courses led by OLP seniors and recent graduates in collaboration with OLP faculty
Details:
Camp Dates: June 16 – July 18, 2025
Camp Hours: 8:30 am – 3:30 pm
Location: Academy of Our Lady of Peace
NEW Age Range: Rising 2nd through 7th graders
Note from the Director:
“Our holistic camp program is designed to create a balanced experience in science, art, and personal growth. We can’t wait to see your camper join the Pilot Summer Academy community!”
– Abby Cota Director of Pilot Summer Academy
“When I began my time as a counselor, I didn’t expect to build so many relationships with other campers and counselors and meet so many people who could become lifelong friends.” OR ““Some of my most cherished memories include spending time with the campers, visiting the zoo, enjoying the waterslides, making new friends, and seeing the campers have so much fun!”
- Camp Counselor
“She loved it ALL! From creating movies in PTV to slime in Science and even her awe at falling in love with building things in robotics, she enjoyed getting messy in art, learning dance routines… all of it!”
- Fourth Grade Parent
MARCH 21 st