ACS Athens is a student-centered international school, embracing American educational philosophy, principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically - to thrive as responsible global citizens.
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Our Vision: Empowering Individuals to become Architects of their Own Learning to Thrive as Conscious Global Citizens and Improve Life and Living on the Planet.
Ethos is an annual publication showcasing the life and activity of ACS Athens.
Publisher: ACS Athens
Managing Editor: Demi Aroni
Art Director: Leda Tsoukia
Copy editor: Julie Crain
Contributors: ACS Athens Faculty, Staff, Students, Parents and Alumni, Web issue Editor: Maria Matakia
All rights reserved. No part of this magazine (text or images) may be reproduced without the consent of the publisher
ACS Athens (American Community Schools)
28 The ACS Athens Energy Bus: Working Together to Celebrate our Community
6
A Note from t he President
18 The Startup Experience: Getting A Head Start
14 Middle School: It’s All About The BASE!
Gardening In Early Childhood Is More Than A Fun Activity
40 The 1st International Media Literacy Festival of ACS Athens
48 Professional Development: Why It Matters
36 The Future is HereCareer Day & Alumni Insight Session 2024
Together We Thrive Empowering Connections Within our Community
A Νote from the President Dr. Peggy Pelonis
Our modern world experience seems increasingly fragmented; an experience that brings to the forefront the importance of community and social interest as essential components of living. More than just a collection of people, a community fundamentally is a living, breathing network of support, shared experiences, and collective growth. In community we find a sense of belonging and our voices highlight expressions of shared values and dreams. Joy is often amplified within the community, and it is that which carries us through difficult times, helping us survive, by reminding us that we are not alone.
Social interest, according to psychologist Alfred Adler, is an individual’s potential to cooperate with others and contribute to the well-being of society. Social interest is a measure of a person’s sense of belonging,
empathy, and engagement in community life, emphasizing the importance of social connectedness and mutual support in achieving a healthy, fulfilling life. Social interest is not automatic but needs to be nurtured through early social experiences. It is considered a key factor in mental health and personal growth, as people who develop strong social interest tend to be more resilient, optimistic, and capable of overcoming challenges. It fosters a shared responsibility for the greater good. When we engage with our communities—whether by lending a hand, listening to a neighbor, or advocating for change—we not only strengthen the fabric of society but also enrich our own lives in profound ways. These connections, no matter how small, have a ripple effect outward, converting individual efforts into collective action, and shaping a future where empathy, self-satisfaction, and unity prevail.
In life, community connections are fundamental to our well-being, especially in challenging times when uncertainty and hardship can feel overwhelming. Coming together in song and dance—age-old expressions of humanity—has the unique power to transcend language and barriers, providing a unifying force that uplifts the spirit and strengthens bonds. Whether celebrating joyful events or navigating adversity, gathering and moving reminds us that we are
part of something larger than ourselves. The shared experience of music and movement connects hearts, dissolves isolation, and instills a sense of belonging that helps individuals feel less alone in their struggles. In the face of an increasingly fast-paced, often disconnected world, these moments of unity are not just acts of expression but acts of survival. There is great power in people working in harmony and this experience can build a path toward resilience, showing us that, together, we can overcome what feels impossible when faced alone.
Though today there seems to be much emphasis on differences and divides, there is something profoundly beautiful about children and adults coming together in celebration and toward a common goal, united by a higher purpose. When people from different areas of life unite -whether they are teachers, doctors, business people, artists, or students -the barriers that typically separate us fade away. On stage, everyone is equal, exchanging in the collective energy of a shared mission, a vision larger than themselves. It is in these moments that the richness of diversity shines brightest, where each person’s unique background, skills, and perspective weave into a vibrant tapestry of collaboration and unity. As we stand side by side, performing, singing, or working toward that common goal, there is no longer any distinction between age,
profession, or status—only a unified group of individuals committed to a cause greater than any one of them alone could achieve.
This gathering of diverse voices, talents, and experiences that came together during the ACS Athens Energy Bus performance, created a beautiful rainbow of unity, where everyone played an essential role, and where the differences were not sources of division but strengths that fueled creativity and collective success. The beauty of such moments lies in the realization that regardless of where we come from or who we are, we are all capable of contributing something meaningful to something bigger than ourselves. Whether the common goal is to celebrate, to raise awareness, or to work toward a societal good, the act of coming together with open hearts and a shared commitment is a powerful reminder of the strength in unity—where the whole is truly greater than the sum of its parts. Through this collective effort, we reach new heights, embodying a sense of belonging, harmony, and unwavering dedication to the future we are building together. This type of community showcased at ACS Athens is the most effective empowerment of shaping young people to be architects of their own learning, positioning themselves to succeed and to improve life and living.
Elementary Adventures
by Dora Andrikopoulos, Elementary School Principal
ACSAthens’ Elementary School has successfully cultivated an enriching environment that prioritizes community and connection, enhancing the educational experience for all students. By emphasizing inclusivity and fostering strong ties with the broader community, it is ensured that our students grow into mindful global citizens.
The approach aligns with the Conscious Global Citizenship model, encouraging students to find their purpose, develop problem-solving skills, understand empathy, and become action-oriented. This holistic educational environment supports both physical health and emotional well-being, reflecting Albert Einstein’s philosophy that education nurtures the mind and body beyond mere knowledge acquisition.
In Early Childhood, the Conscious Cub mascot exemplifies the commitment to inclusivity, boosting students’ confidence and encouraging positive choices. Activities such as Brain Break Videos and the Dogs in Learning Program enhance social-emotional development, fostering empathy and reducing stress. These initiatives build a supportive community, making daily school life more enjoyable and inclusive.
Innovative programs like NAO the Robot introduce students to artificial intelligence through play-based learning, enhancing communication and cognitive skills. Gardening Cycles teach patience and responsibility, while the Surprise Readers Program strengthens parent-school connections, promoting literacy and excitement about reading. Guest authors like Kentrall Martin help students understand diversity and acceptance through engaging storytelling.
The curriculum integrates robust literacy and mathematics programs, supported by coaching and interventions to meet diverse learner needs. With initiatives like the Fountas and Pinnell Program and the Advanced Learners Program, the aim is to ensure all students reach their full potential. The math program, including DIMENSIONS Math Workbooks and Textbooks, has significantly improved student performance, with a notable increase in advanced learners.
Community involvement extends beyond academics. Our Guidance and Support programs, Positive Behavior Support Model, and comprehensive Code of Conduct ensure students learn from their mistakes in a supportive environment. School events such as Bonding Days, cultural celebrations, and fitness nights foster a sense of belonging and reflection.
Field experiences and recreational activities enrich the learning experience, promoting global thinking and empathy. Visits to museums, science centers, and historical sites expand students’ knowledge and inspire curiosity. Clubs and extracurricular activities like the Environmental Club and Help Club encourage community service and responsible citizenship.
Professional development for faculty is an ongoing priority, enhancing teaching practices and ensuring all educators are well-equipped to support diverse learning needs. Conferences and workshops on topics such as differentiation, inclusivity, and positive discipline help create optimal learning environments for all students.
By investing in sensory exploration, play, well-being, and healthy relationships, our children’s current experiences are not only enriched, but in addition, the stage is set for their lifelong success. ACS Athens’ Elementary School’s dedication to connection and community bridges the gap between the school and the wider community, enriching the educational experience and strengthening its role as a cornerstone of the community.
Halloween Carnival Day: All students dressed in costumes parading in the playground as their parents admire them and cherish this special moment.
Bonding Day Event: Students completing a Finger Painting demonstrating togetherness and belonging
Fitness Night: Families challenging themselves in our Elementary School gym through a variety of interesting and challenging activities organized by
Make A Wish Annual Thank You Night: where 6 of our students received recognition before an audience of 1500. The event attendees included our elementary school principal, Ms. Andrikopoulos, the Citizenship Coordinator, Ms. Patavou, the students’ families, children whose wishes had been fulfilled through donations, as well as other supporters of the organization and nationally recognized celebrities. Their initiative not only made a child’s wish come true but also inspired many with their kindness and determination.
Family
Ms. Karatopouzi and Mr. Polychronopoulos
Early Childhood Gardening In Early Childhood Is More Than A Fun Activity
by Sophia Moros Director of Early Childhood Education and Development (JK-Grade 2)
Gardening in early childhood (EC) education is more than a fun activity—it’s a dynamic learning experience that deeply enriches young minds. Integrating guided gardening activities, led by the program director and supported by the homeroom teachers, offers children the opportunity to connect with nature, develop essential skills, and contribute to global sustainability goals while developing conscious citizenship. This holistic experience nurtures children in multifaceted ways, fostering both personal growth and environmental stewardship.
At its core, gardening in early childhood is a sensory-rich experience. As children dig into the soil, plant seeds, and nurture plants to maturity, they engage their fine and gross motor skills. The physical act of gardening helps develop their strength, coordination, and dexterity. Moreover, the sensory exploration of different textures, scents, and colors of plants enriches their sensory experiences, helping them make sense of the world around them. The simple act of feeling the rough bark of a tree, smelling fragrant herbs, or watching vibrant flowers bloom engages multiple senses, laying the groundwork for cognitive and emotional development.
Beyond sensory and motor skills, gardening instills critical life lessons. As children observe the growth of their plants, they learn about ecosystems and the delicate balance necessary for life to flourish. This hands-on interaction with nature teaches them about the life cycle of plants, the importance of water and sunlight, and the impact of weather conditions. These lessons extend beyond the garden, fostering a deep appreciation for the environment and highlighting the importance of sustainability.
Gardening also teaches patience and responsibility. Children quickly learn that plants do not grow overnight; they require consistent care and attention. This understanding cultivates patience as they wait for seeds to sprout and flowers to bloom. It also teaches responsibility as they tend to their plants, understanding that their actions directly impact the growth and health of their garden. These experiences instill a sense of accomplishment and pride, boosting their confidence and self-esteem.
From a social perspective, gardening is a collaborative activity that strengthens bonds among peers. Working together to plant seeds, water plants, and harvest produce fosters teamwork and communication. Children learn to share tools, take turns, and cooperate, developing essential social skills. These interactions build a sense of community and belonging, which are crucial components of social development.
Furthermore, gardening supports several Sustainable Development Goals (SDGs), notably SDG 2: Zero Hunger and SDG 3: Good Health and Well-being. By learning about food production, children gain a fundamental understanding of where food comes from and the importance of nutritious foods. This knowledge can inspire lifelong habits of healthy eating, contributing to efforts to eliminate hunger or malnutrition. When children grow their fruits and vegetables, they appreciate the value of fresh, healthy foods, which can lead to healthier dietary choices.
SDG 3 emphasizes the importance of health and well-being, both of which are promoted through gardening. The physical activity involved in gardening—digging, planting, watering, and harvesting—provides essential exercise that supports children’s physical development. Time spent outdoors, surrounded by nature, also boosts mental and emotional well-being, reducing stress and fostering a sense of calm and relaxation. Exposure to fresh air and sunlight is crucial for overall health and immune function, making gardening an excellent way to support children’s well-being.
In summary, incorporating gardening activities into early childhood education programs offers a myriad of benefits. It nurtures children’s physical, sensory, cognitive, and social development while instilling valuable life lessons about patience, responsibility, and environmental stewardship. By aligning with Sustainable Development Goals, gardening also promotes sustainable food production and supports children’s health and well-being. As children engage with the natural world through gardening, they develop a lifelong appreciation for nature, a sense of responsibility towards the environment, and healthy habits that will benefit them for years to come.
Building Stronger Communities: How PΕ Teachers Can Foster Connections Through Family Wellness Programs After School
by Efi Karatopouzi, PE Faculty
In today’s fast-paced world, building a strong sense of community can be challenging. Schools, however, are unique environments that offer excellent opportunities to foster connections among students, parents, and teachers. One innovative approach to achieving this goal is through family wellness programs organized by Physical Education (PE) teachers. These programs not only promote physical well-being but also provide a platform for meaningful interactions and community building.
As PE teachers, we hold a crucial role in shaping students’ attitudes towards health and fitness. By extending our influence to include parents, we create a holistic approach to wellness that benefits the entire family. Organizing wellness programs that involve both students and their parents is a wonderful way to achieve this. Such initiatives can range from weekly fitness classes to fun runs, sports days, or even weekend wellness retreats. The key is to design activities that are inclusive, engaging, and enjoyable for all ages.
One of the primary benefits of these programs is the promotion of physical, emotional, and mental health. Regular physical activity is essential for maintaining a healthy lifestyle, and when parents and children participate together, it reinforces healthy habits at home. Children are more likely to adopt and sustain healthy behaviors when they see their parents actively involved. Additionally, these programs can help combat the sedentary lifestyle that is increasingly common in modern society, reducing the risk of various health issues such as obesity, heart disease, depression, and diabetes in both children and adults.
Beyond the physical benefits, family fitness programs offer significant social and emotional advantages. They provide a platform for parents and children to spend quality time together, away from the distractions of daily life. This shared experience can strengthen family bonds and create lasting memories. Moreover, participating in these activities can boost children’s self-esteem and confidence as they see their parents’ active support and involvement.
For the broader school community, such initiatives foster a sense of belonging and camaraderie. Parents get the opportunity to interact with each other and with teachers in a relaxed and informal setting. These interactions can lead to stronger relationships and a more supportive school environment. Teachers, on the other hand, gain a better understanding of their students’ family backgrounds, which can enhance their ability to support each child’s educational journey.
Implementing a family wellness program requires careful planning and collaboration. We, as PE teachers, should start by being aware of and ensuring that the program meets families’ needs and preferences. It’s also essential to consider the diversity of the school community and design activities that are culturally inclusive and accessible to all families.
Communication is another critical aspect. Promoting the program through various channels, such as school newsletters, social media, and parent-teacher meetings, can help generate enthusiasm and participation.
In conclusion, we as PE teachers have a unique opportunity to bridge the gap between school and home through family wellness programs. These initiatives promote physical health, strengthen family bonds, and foster a sense of community. By bringing parents and children together in a fun and supportive environment, schools can play a pivotal role in building stronger, healthier, and more connected communities.
We are proud that this wellness program was initiated by the PE teachers Ms. Efi Karatopouzi -Mr. Antonis Polychronopoulos from the ACS Athens Elementary School, with the approval and support of our Principal Ms. Andrikopoulos and the collaboration and support of our department chair of Physical Education, Mr. Angelos Dimitropoulos.
These initiatives provide a platform for parents and children to spend quality time together
Wellness programs involve both students and their parents
Middle School Adventures
It’s
All About The BASE!
by Mike Embrock, Middle School Principal
At ACS Athens Middle School, relationships are our foundation, or BASE, for creating a positive and vibrant school environment. All students thrive when they have caring adults who support their academic, behavioral, social, and emotional development. To emphasize this truth, we restructured our middle school advisory class period and called it BASE. The BASE acronym stands for the following: Bonding (or Building relationships), Academics, Service, and Excellence.
For the 2023-24 school year, and moving forward into the 2024-25 school year, each ACS Athens Middle School student is assigned to a BASE teacher. With the help of our ACS Athens Student Success and Counseling Department, the middle school planned and implemented valuable lessons and activities for our developing students. Our first year of implementing BASE was productive and effective. We helped our students with basic skills such as organization, time management, social interactions, and character development. We focused on and addressed important topics such bullying and harassment, substance abuse, digital citizenship, and conscious citizenship. Most importantly, we developed stronger bonds and relationships between our middle school students and our teachers and staff.
“Community” is a valuable component of the ACS Athens Institution and vision. We want our school culture to have a family vibe, where everyone feels wel-
come and proud to be part of this “Community.” BASE helped move our middle school forward in building and strengthening relationships across our school community, and I am proud of our dedication and work. At ACS Athens Middle School, it’s all about the BASE!
in designing, building, and racing small-scale Formula 1 cars. This competition provides an exciting platform for students to engage in a multidisciplinary project, fostering innovation, teamwork, and business acumen. Teams compete at regional, national, and international levels, demonstrating their ability to innovate and work together to achieve common goals.
Middle School Innovators In The F1 In Schools Competition
by Aristotelis Thymianos, Academy Faculty
At the American Community Schools of Athens, we believe in nurturing the innovative spirit of our students by providing them with opportunities to engage in hands-on, real-world applications of STEM concepts. This year, our middle school Lancers Racing Team participated in the globally recognized F1 in Schools competition, showcasing their skills and passion for technology, engineering, and teamwork.
The Lancers Racing Team consists of six enthusiastic 8th-grade students, each dedicated to their roles and responsibilities within the team. Guided by their team leader, Aristotelis Thymianos, they embarked on a journey to design, build, and race a miniature Formula 1 car. Their journey involved exploring various aspects of STEM, including engineering, marketing, data analysis, mechanical design, manufacturing, social media management, computational fluid dynamics (CFD) simulations, and research and development.
F1 in Schools is a prestigious STEM competition that challenges students to apply their knowledge and skills
The Lancers Racing Team began their project with initial sketches and designs of their F1 car. Utilizing TinkerCAD, a 3D design software, the team created detailed models of their car, focusing on aerodynamics and efficiency. These designs were crucial in the development phase, allowing the team to visualize and refine their ideas before moving on to the manufacturing stage. The team also kept abreast of the technical regulations for the competition, ensuring their car met all necessary specifications.
The success of the Lancers Racing Team was a result of the collaborative effort of its members, each contributing their unique skills and expertise: Engineering: Designing and optimizing the car’s structure for maximum performance. Marketing: Creating promotional materials and engaging with sponsors. Data Analysis:
The Lancers Racing Team showcasing their innovative F1 car design and engineering skills at the Athens Science Festival 2024, inspiring audiences with their passion for STEM.
Collecting and analyzing data to improve the car’s performance. Mechanical Design: Crafting the physical components of the car. Manufacturing: Assembling the car with precision and care. Social Media: Managing the team’s online presence and engaging with the community. Simulation (CFD): Running computational fluid dynamics simulations to test and improve the car’s aerodynamics. Research and Development: Investigating new materials and technologies to enhance the car’s design.
Participating in the F1 in Schools competition has been a transformative experience for the Lancers Racing Team. Under the guidance of Aristotelis Thymianos, the students not only learned valuable technical skills but also developed essential soft skills such as teamwork, problem-solving, and time management. This project has sparked a deeper interest in STEM fields among the team members and has provided them with a solid foundation for future academic and career pursuits.
The Lancers Racing Team’s participation in the F1 in Schools competition exemplifies the spirit of innovation and collaboration that we strive to cultivate at
ACS Athens. By empowering our students to engage in interdisciplinary projects, we help them build the confidence and skills needed to thrive in an ever-evolving world. We are incredibly proud of the Lancers Racing Team and look forward to seeing their continued growth and success in future endeavors.
The Lancers Racing Team’s meticulously designed F1 car fresh off the 3D printer, ready for the next phase of testing and refinement.
The Institute
The Startup Experience: Getting A Head Start
by Carla Tanas, Dean of the Institute
In today’s fast-paced, ever-changing world, fostering an entrepreneurial mindset is no longer just about starting a business—it’s about building resilience, adaptability, and creativity in facing challenges. The ACS Athens Open initiative (www.theinstitute.gr/acsopen) beautifully embodies this ethos, showing how the power of community and collaboration can create lasting impact, not only for students but for the larger school environment.
At the heart of this experience is the idea that together, we thrive. This theme of empowering connection within the community has been the driving force behind the initiative designed to equip students with the tools and mindset to lead in a world of constant change, while giving them the confidence needed to create solutions for themselves, their communities, and the planet.
The ACS Athens Open program enables students to turn creative ideas that improve the school’s learning environment, promote sustainability, or encourage conscious citizenship into real products that can be used both at school and beyond. The program guides students from the early stages of idea development through exploring if their ideas can succeed in the market. Each team is given an initial budget of 2,000 euros to cover costs like materials for creating prototypes, research tools, software, and other approved expenses. With ongoing support from successful entrepreneurs and experts, students follow a structured framework that encourages self-motivation and includes important milestones, required workshops,
and mentoring sessions to ensure steady progress. The program also helps connect students with potential customers, partners, and investors to bring their ideas to commercial potential.
By developing an entrepreneurial mindset, students are encouraged to harness their passions and pursue a sense of purpose that guides them through adversity. Learning to listen to their inner voice amidst distractions enables students to stay true to their values and identify opportunities where others may see only obstacles. This skill is invaluable across all walks of life, fostering a sense of curiosity and innovation in every endeavor.
Perseverance and adaptability are critical elements of this entrepreneurial outlook. Building something meaningful—whether a venture or a personal goal— requires consistent effort, and setbacks are inevitable. The ability to pivot and adjust plans without losing sight of the end goal is key not just to entrepreneurial success but to success in life. When students learn to face challenges head-on and view them as surmountable, they build resilience and the strength to keep moving forward.
Collaboration is a crucial part of this journey. Instead of relying only on their individual abilities, students discover the value of working together, combining their strengths like pieces of a puzzle, whether within teams or by using technology. As we move further into an AI society, collaboration becomes even more essential for success.
The ACS Athens Open program isn’t just about nurturing entrepreneurial skills—it’s about cultivating a mindset that helps students flourish in a dynamic, interconnected world. By fostering collaboration and empowering students to think critically and creatively, the initiative inspires them to become active, conscious citizens who drive meaningful change, both locally and globally. Through this collective effort, students are equipped to tackle real-world challenges, contribute to the well-being of their communities, and shape a better future for our planet. Together, they’re learning that their potential is limitless when guided by purpose and strengthened by connection.
Academy Creative Collaboration Across Divisions: The Success Of S.m.a.l.l. Sat In The Cansat Greece 2024 Competition
by Aristotelis Thymianos, Academy Faculty
At the American Community Schools of Athens, fostering collaboration between different academic divisions not only strengthens our school community but also empowers our students to achieve remarkable success. This was vividly demonstrated by the S.M.A.L.L. Sat team, which recently secured second place in the National CanSat in Greece 2024 competition.
The S.M.A.L.L. Satellite (Smart Magnetometer Active Location Landing Satellite) team is a group of 11 dedicated students from grades 9 to 11, each committed to fulfilling their roles under the guidance of their respective managers. Guided by their teacher leader, Aristotelis Thymianos, , the team’s mission was to design and build a miniature satellite, known as a CanSat, which simulates the functionalities of a real satellite within the volume of a soft drink can. This project required a seamless blend of skills from both the technology and science divisions.
A CanSat must incorporate major subsystems such as power, sensors, and communication systems into a compact space. It is then launched to a few hundred meters by a rocket or dropped from a height, where it begins its mission to conduct a scientific experiment
and achieve a safe landing. For the S.M.A.L.L. Sat team, this meant developing a sophisticated telemetry antenna, an advanced parachute recovery system, and a smartly designed structure to house the electronics.
The success of S.M.A.L.L. Sat is a testament to the power of interdisciplinary collaboration. The technology division contributed significantly with their expertise in Arduino programming, sensor integration, and 3D design. They developed a Uda Yagi antenna to ensure clear and reliable communication, allowing real-time data monitoring and analysis. The intricate design of the CanSat included an inner structure for electronics, an outer casing for airflow, and a RAM chute for precise steering during its descent.
In addition, the science division played a crucial role in defining the scientific objectives of the mission. The primary mission involved the study of specific astrophysical events, requiring precise data collection and analysis. The secondary mission focused on navigation and targeted landing, utilizing a single skin paraglider parachute designed with specialized software and crafted by the team members.
This project not only showcased the technical skills and scientific knowledge of our students but also highlighted the importance of teamwork and interdisciplinary collaboration. By working together, the technology and science divisions bridged their expertise to achieve a common goal, fostering a sense of unity and shared purpose within our school community.
The S.M.A.L.L. Sat team’s achievement in the CanSat Greece 2024 competition is a shining example of how empowering connections within our community can lead to extraordinary accomplishments. It demonstrates that when students from different disciplines come together, they can innovate, solve complex problems, and reach new heights.
As we celebrate this success, we are reminded of the value of fostering strong bonds between all members of our school. Together, we thrive and empower each other to reach our full potential.
The S.M.A.L.L. Sat team preparing for their final presentation, showcasing their hard work and innovative design to the judges.
The S.M.A.L.L. Sat team troubleshooting electronic issues on day one of the competition, demonstrating teamwork and problem-solving skills.
The S.M.A.L.L. Sat team ready at the launch field, moments before deploying their CanSat into the sky.
tary and middle school students), by blending it with the art of storytelling.
As the months passed, our rehearsals grew longer, frequently extending into other weekdays and weekends. The commitment of these young scientists was truly remarkable. They meticulously prepared for each experiment, knowing that live science demonstrations carried an element of unpredictability. The art director Shaya Ehteshamzad (11th grade), worked tirelessly to ensure that the visual elements of the performance were as impactful as the experiments themselves. And our talented narrators, Erin Sidereas (10th grade) and Markos Mavroleon (10th grade) practiced and fine-tuned their lines with the precision and the passion of experienced performers.
Curious Chemists Blend Science And Art To Address Climate Change
by Spyros Arsenikos, Academy Faculty
Last year, I embarked on one of the most fulfilling journeys of my teaching career. A journey blending chemistry, creativity, and environmental consciousness. Together with 18 passionate students from grades 9 through 11, we formed the “Curious Chemists” club, a space where science met art, and our shared goal was to ignite change in the minds of the younger members of our community through an unforgettable theatrical performance. This was no ordinary after-school club; it was a year-long odyssey of exploration, creativity, and dedication that culminated in a spectacular production titled “Igniting Change.”
Every Tuesday after school, the chemistry lab buzzed with energy as we gathered to experiment, plan, and rehearse. The students, each with their unique talents, assumed roles that ranged from scriptwriters and narrators to art directors and experimenters. It soon became the highlight of my week to see their ideas come to life and share their enthusiasm. To inspire and be inspired was the goal. The hours we spent together were full of moments of discovery, laughter, and shared purpose.
The challenge we set for ourselves was ambitious: to address the pressing issue of climate change through a series of mesmerizing chemical experiments that would captivate and educate our audience. The vision was clear - we wanted to make science accessible and inspiring, especially to younger audiences (elemen-
Prior to the performance, the Curious Chemists participated in the 10th Athens Science Festival on May 18, 2024, showcasing parts of their work and engaging the young audience in exploring aspects of chemical reactions and their intersections with critical environmental issues.
The big day finally arrived on May 15, 2024, when “Igniting Change,” took the stage at the ACS Athens Theatre. The two performances were hosted by the Institute of ACS Athens.
Erin and Marko led the audience through a series of experiments that were as educational as they were visually stunning. Each experiment was carefully chosen by the curious chemists to highlight a specific environmental issue, and the results were nothing short of remarkable.
The Lifting Ice experiment highlighted how saltwater accelerates ice melting, while Acetone and Styrofoam emphasized the lasting harm of plastic pollution. Through Magic Beakers, they illustrated the hidden dangers of chemical pollutants, and with Fire Stopper and Reigniter, they showcased the impact of greenhouse gasses on climate stability. The importance of fire safety was underscored in Burning Paper and Flash Paper, while Dancing Flames and Elements on Fire brought attention to air pollution and the need for sustainable energy. The Whoosh Bottle experiment symbolized noise pollution’s effect on marine life, and Hot Ice explored sustainable practices. Traffic Lights demonstrated the balance needed in resource consumption, as Dry Ice Experiments highlighted the effects of carbon emissions. The Silver Mirror experiment underscored the importance of sustainable production, while Iodine Clock emphasized the urgency of climate action. Magnesium Star addressed light pollution, and Elephant Toothpaste showed how chemical reactions can impact the environment. Genie in a Bottle symbolized the power of collaboration, Hydrogen Balloons highlighted air pollution, and Hands on Fire delivered a powerful visual reminder of the necessity of collective action against climate change.
As I reflect on the journey we took together, I am filled with pride and gratitude. The Curious Chemists not
only educated our community about climate change but also inspired them to take action. The numerous hours we spent rehearsing and experimenting were not just about creating a show. They were about shaping the minds of future scientists, artists, environmentalists and conscious-minded citizens. The experience was a testament to the profound impact that can be achieved when science and art come together with a common purpose.
The Curious Chemists Team:
Experimenters:
Aree Pibulnakarintr (9)
Charlotte Ma (9)
Eleni Floraki (10)
Fotini Vonatsou (10)
Giorgos Tselentis (9)
Haoming Lyu (9)
Katerina Logan (9)
Leonidas Lambrides (9)
Melina Andreaki (11)
Miqi Zhang (10)
Shiyao Zhang (10)
Sotiris Minogiannis (9)
Venia Vlachaki (10)
Yinwenjie Hu (10)
Script Narrators:
Erin Sidereas (10)
Markos Mavroleon (10)
Art Direction:
Shaya Ehteshamzad (11)
Genie:
Xinyang Cheng (10)
Team Leader / General Director:
Spyros Arsenikos
Special thanks to the Dean of the Institute, Ms. Carla Tanas, for her invaluable guidance and for enabling this performance, and Ms. Katerina Apostolaki for her dedicated support.
A special thanks to Dr. Elina Prodromidi, Chair of the Division of Science, and to all our colleagues who were understanding and supportive.
A big thank you to Mr. Stefanos Achilleos for his guidance as the theatrical advisor and the Theater Crew, Mr. Linos Meitanis, Ms. Varvara Voulgaraki and the entire team for their exceptional work in making this performance a smooth and enjoyable experience.
THIMUN Conference: January 22-26, 2024 “Peace,
Law, and Justice”
Chair in the Special Conference on Peace, Law, and Justice: Kathleen Morris, demonstrated exceptional leadership and earned the admiration of THIMUN’s Board of Directors, securing an invitation to return for the following year.
Special Forum on Ukraine: Nikephoros Gontzes, captivated audiences with his profound understanding and insights into the intricate issues, leaving a lasting impression on all attendees.
by Evelyn Pittas, Academy Vice Principal Angela Chamosfakidis, Division Chair, IB Psychology
Student participation in the THIMUN Conference from January 22-26, 2024, centered around the theme of “Peace, Law, and Justice,” is a powerful opportunity for young people to engage with global issues and develop critical thinking, diplomacy, and leadership skills. By simulating the workings of the United Nations, students gain a deeper understanding of the complexities of international relations and the importance of collaboration in addressing global challenges. This experience not only enhances their knowledge of global governance but also empowers them to become informed and active global citizens who can contribute to a more just and peaceful world. This year the ACS Athens THIMUN team consisted of 24 Delegates, 4 Student Leaders, and 2 Delegations:
Saudi Arabia & Cuba
Special Leadership roles were assigned to the following students:
Judge in the International Court of Justice: Dimitri Meintanas, received a special invitation to extend his journey to the ICJ sessions in Turkey and Portugal.
Judge in the International Criminal Court (ICC): Aristeidis Bakamitsos, seamlessly navigated complex legal proceedings.
Ambassador of Saudi Arabia in GA 2 (Economic and Financial): Bassam Boualwan and Ambassador of Cuba in GA 1 (Disarmament and International Security): Yiannis Solomos advocated for their respective nations’ interests within the General Assembly, contributing significantly to the discourse on critical global issues.
Main Submitter to the resolution in GA2 (Economic and Financial): Denis Romain’s pivotal role played a crucial part in shaping the conference’s outcomes.
Student testimonials are below:
“I would like to do THIMUN again because I had a very fun experience here this year as I debated a lot in my committee and also learned quite a bit from this trip.” Nikephoros G.
“THIMUN not only lets me be surrounded by the best of the best in my committees, but also it is a great opportunity to make friends and experience something new.” Aristides B.
“I want to keep learning the rules of procedure better, experience many different committees and hopefully chair at a conference someday, and possibly get into MUNITY press. I loved THIMUN 2024 and would love to go again next year, especially since I would have more MUN experience and could participate even more fully.” Karolina R.
“I learned a lot of new things regarding global issues and it was fun participating in an activity so serious and interesting” Ioanna P.
“I believe THIMUN contributes to the global identity of a student and a person and we all get to discover new perspectives and opinions as well as interact with new people from all over the world all on the basis of model united nations and global learning.” Maria-Eirini GM.
“All the people you meet through the conference from all over the world and the experiences you have both inside and outside THIMUN are immeasurable.” Ioanna L.
“It’s a great way to display leadership and enjoy healthy competition among worldwide colleagues of my age.” Savvas M.
“THIMUN is the single most entertaining, educational, and interesting school trip I have ever taken part in. In the days before and during the conference, students are able to spend significant time socializing with their peers, whether
it be in the hotel, in the conference, or at various locations throughout the Netherlands. Taking part in THIMUN also allows students to attain an in-depth understanding of major world issues addressed in their committee, learn about the policies of their own and/or other delegations, and embark on multiple educational excursions to several fascinating sites. Lastly, THIMUN offers a unique multicultural experience, allowing students the opportunity to connect with individuals from hundreds of different backgrounds.” Denis R.
Ethical Considerations in the Age of AI
Ethical concerns should be the pinnacle of AI education as AI tools are gradually becoming essential to learners’ educational experiences. Bias, privacy, and academic integrity are some of the many ethical concerns linked to AI technologies (Kamalov et al., 2023). For example, using AI applications like ChatGPT has sparked ethical concerns in the educational sector, especially with plagiarism (Kamalov et al., 2023). As much as these are valuable educational tools, they also facilitate cheating for students by using this tool to write content and submit it as their work. Students should be informed of the ethical issues so that they can come up with a critical attitude to counter the benefits of AI with the possible negative impacts. Integrating ethics in AI curricula not only aids in developing responsible use but also enables students to think of the more significant, broader impact of their technological decisions.
Being a Conscious Citizen in the Age of Artificial Intelligence
Artificial intelligence is now a part of the lives of 21st-century students due to its ability to influence their academic achievement. The idea of a conscious citizen in the age of AI is the ability to comprehend the strengths and weaknesses of AI and the commitment to the responsible use of these technologies. AI learning should be introduced to students as they are the future bearers of this revolutionary age.
The Significance of Responsible AI Learning in Students
Artificial intelligence is an essential computing system used in organizations to gather vast amounts of data from the environment and analyze them to address complex issues. Students are crucial users of AI technologies as these tools have been proven beneficial for personalized learning and assessment automation (Kamalov et al., 2023). As AI is being integrated into education and workplace settings, students are not only expected to be users of AI but also must understand its impact. Responsible AI learning entails educating the students on how to use this technology to be equipped with skills needed for the AI-dominated job market and the possibility of prejudice because they are trained on data sets that contain bias and other general ethical concerns related to the use of AI. Students need to be aware that AI is not perfect and must be able to question the suggestions made by the system. The critical thinking approach will enable students to challenge AI outputs, identify the presence of biases, and make the right decision, as they are rational beings, unlike AI tools.
Amplifying the Human Aspect
It becomes essential to amplify our human component in the face of the new emerging AI. While AI can handle large amounts of data and be highly productive, emotional intelligence and empathy are all human interactions that AI cannot replace (Bhattacharya, 2022). It is, therefore, incumbent upon conscious citizens to know the limitations of AI and see AI as an enabler of human potential. This can be done through education. Discussions on emotional intelligence, empathy, and social implications of AI in the curriculum will assist in developing a balanced perception of technology from the students. This fosters students’ perception that AI is an enabler that will augment human capacity rather than a substitute.
Becoming a conscious citizen in the age of AI involves employing and incorporating technical and ethical know-how alongside dedication toward enhancing humanity’s virtues. With a growing population of AI, education institutions should focus on responsible AI learning and the aspects of ethics to prepare students to face the challenges and opportunities accompanying AI. In this way, a positive and safe future will be built where artificial intelligence will benefit society, and human beings will still be on top of the decision-making process.
References
Bhattacharya, S. (2022). Artificial intelligence, human intelligence, and the future of public health. AIMS Public Health, 9(4), 644–650. https://doi.org/10.3934/publichealth.2022045
Kamalov, F., Calonge, D. S., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451. https://doi. org/10.3390/su151612451
future through unity and collective action. By seamlessly integrating well-known songs into the storyline, The ACS Athens Energy Bus united performers and audience members alike in a powerful celebration of community and the strength that comes from working together.
The audience embarked on a transformative journey with Harry, a disillusioned college student isolated by anger and frustration. His life takes a remarkable turn when he hitches a ride with a group of ACS Athens students, who, guided by their positive “bus rules,” introduce Harry to a world of compassion, inclusivity, and personal growth. Through the power of human connection, Harry learns to overcome his painful past and embrace a hopeful future, realizing that interdependence is the key to both personal and collective sustainability. The musical’s heartwarming finale underscored the enduring message that, even in a challenging world, it is our shared responsibility to work together for a better future.
The ACS Athens Energy Bus: Working Together to Celebrate our Community
by Sofia Thanopoulou, Academy Faculty & Evan Syropoulos, Academy Faculty and Division Chair, Academy Faculty
Aesthetically, the production fused elements of American variety entertainment—such as vaudeville and thematic revues—with the emotional intensity of melodrama, the innovative spirit of 1970s Broadway concept musicals, and the avant-garde energy of contemporary performance art. This eclectic blend created a multi-layered, multi-perspectival experience. The voice-over narration seamlessly interacted with song, dance, stage imagery, and projections, transforming what might have been a traditional talent show into a cohesive theatrical statement. Our aim was not to present a conventional play, but rather to create an immersive experience—a rollercoaster ride through the history of our school, where our core values were magically brought to life.
Our tagline best encapsulates the experience we sought to deliver: Join the ride, ignite the spirit, shape our legacy! On May 24th, that’s exactly what the incredibly talented students from all three schools, along with parents, teachers, administrators, and the enthusiastic audience, achieved. Together, they poured their hearts into creating an unforgettable experience—one that drew from our past and present to illuminate our community’s future.
2024 IB VISUAL ARTS EXHIBITIONS
Creative
Identity concepts
“Self-exploration and emotional expression”
(Yu WenChan)
Correlations between one’s mentality and physicality (Angelina Schmahl)
Dealing with issues of anxiety and isolation (Zahra Amiri)
Exploration of contradicting emotions in life translated into the opposing forces of light and dark (Semeli Papakosta)
Collaboration Of Ideas On Personal And Universal Concepts
by Sophia Soseilos, Academy Faculty and Division Chair
In 2024, we had two consecutive but equally exciting IB Visual Arts Exhibitions showcasing the works of fourteen talented young students. Both exhibitions took place in the Theatre Lobby. The first one was held between March 25-29, 2024, and the second one was from April 2-15, 2024. The opening dates were on March 26 and April 2, respectively. The HL students who participated in the exhibitions were: Cielo Chilani, Ismini Saranti, Lina Zhan, Maria Giannaki, Semeli Papakosta, Sevinch Ochilova, Vera Iliadi and Yu WenChan. The SL students who exhibited were: Angelina Schmahl, Danae McGowan, Kees Ottens, Laman Huseynli, Mia Bassatne and Zahra Amiri.
Diversity and plurality of concepts and areas of concerns were once again showcased among the different approaches, techniques and materials used by the students. As international young students they did not only face personal identity issues but they also showcased a socio-political awareness of an ever-changing unstable world. This led to a few having the need to reconnect with their own cultural origins. In more detail the areas of interests that the 2024 art students had, as seen from their curatorial rationale are the following:
Beauty Concepts
“Intricate interplay between ordered frameworks of human-made environments and the organic beauty seen in human bodies or nature.”
(Maria Giannaki)
“Slow process of carving revealing beauty within. (Kees Ottens)
Emotions showcased on close up movements of the body (Cielo Chilani)
Beauty within nature and people using cultural symbols (Laman Huseynli)
Socio Political issues
“Exploration of diversity in Gender behaviors” (Lina Zhan)
“Loss of childhood triggered by the oversexualization and exploitation of young girls by the media and current culture (Ismini Saranti)
“The ways in which society is affected by the various complications of war and politics”
(Vera Iliadi)
Exhibition of Semeli Papakosta
Exhibition of Maria Giannaki
“Cracks in our society. Global social problems that one can observe on the faces of everyday people” (Danae McGowan)
The plurality of concepts and approaches in their art was also shown in the different media they used that included drawings, paintings, etchings, monoprints, sculptures, fashion pieces, digital photography, videos, and installations. They used a plethora of materials such as charcoal, acrylic and oil paints, plaster strips, clay, wire, strings, wax, wood, cardboards, plexiglass, fabrics and ready-made objects. This reflected the professional direction they wanted to follow.
Cultural identity
Prejudices and misconceptions (Mia Bassatne)
“Rediscovery and reconnection to heritage (Sevinch Ochilovo)
Complying with the IB requirements all exhibitions managed to form coherent bodies of works, showing both technical competence and conceptual qualities. All exhibits included curatorial rationale and exhibition texts beneath all work that justified the selection, arrangement and exhibition of their artworks within the designated space and reflected on how the exhibition conveyed an understanding of the relationship between the artworks and the viewer.
Exhibition of Danae McGowan
Exhibition of Sevinch Ochilova
From the first exhibition - left to right [Dean Tokatlidou, Dr Pelonis, Ismini Saranti, Laman Huseynli, Zahra Amiri, Sophia Stella Soseilos, Sevinch Ochilovo, Maria Giannaki, Danae McGowan, Mark McGowan]
From the second exhibition - left to right [Angelina Schmahl, Lina Zhan, Yu WenChan, Sophia Soseilos, Mark McGowan (at the back), Vera Iliadi, Semeli Papakosta, Kees Ottens, Ismini Saranti]
Virtual Reality - Pilot Project - IB German B Language Class Integrating
Virtual Reality Into Language Learning - Why? And How?
Culture of Collaboration
Within an interdisciplinary team between myself as a language teacher, the ACS Innovation Lab, and an external IT & VR expert, I had the opportunity to experience an open-minded culture of collaboration based on mutual respect. Our team followed the specific innovation concept of a smooth and circular Design Thinking approach. Defining a specific curricular theme, exploring existing VR options, customizing our selected VR application, project realization with our students, and optimizing chosen VR applications determined the process that allowed me to best align Virtual Reality spaces with the needs of my IB language learners.
Teacher as Change Agent
Taking the role of a change agent within this new collaboration of educational innovation and transformation, I needed to leave the comfort zone of all my educational routines, habits, and perceptions. But at the same time, I had to believe in my educational expertise and professionalism as an IB Language teacher to apply this innovative class design to my IB German language class and to create the respective educational concepts and mandatory detailed lesson plans.
Curricular Needs as Conductor
by Heike Arnold, Academy Faculty
“Integrating VR into education is not just about embracing technology; it’s about empowering both students and teachers to navigate a rapidly changing world. We equip our students and ourselves with the skills and mindset needed to create positive change and prepare our students as conscious global citizens to make the right decisions for future generations.”
(H. Arnold - Empowering Educators and Students through Virtual Reality)
The above citation conveys the educational conviction that encouraged me as a teacher and my IB German B Language students to deeply plunge into the sphere of Virtual Reality. During a six-week pilot project executed in cooperation with our ACS Innovation Lab, my IB students and I had the chance to critically explore and experience this innovative educational approach to language learning. The following project report, divided into the five key themes Culture of Collaboration, Teacher as Change Agent, Curricular Needs as Conductor, Educational Impact on Students’ Profile and Teacher’s Voice Counts, seeks to outline the project outcomes from the teacher’s perspective through the educational lens of irrevocable IB curricular requirements.
The project was set up into two rounds, a virtual visit to the Anne Frank House of three instructional sessions and a virtual field trip project Ticket to Berlin of two instructional sessions in our ACS innovation lab. Both scenarios were aligned to German history, German culture, and human inventions and therefore directly connected to our IB B Language Curriculum (Theme 2 and 3). After an introductory face-to-face session, students were first encouraged to explore and experience the Anne Frank House, following the VR perception of Story Mode and Tour Mode. During our second-round students participated in creating our customized ACS virtual German classroom. Acting as a tourist guide students presented a sightseeing place from Berlin, based on their precedent research and recordings. Also, they joined a virtual field trip to Berlin using the VR Map Mode tool. After each session, students were asked to write down their reflections in a handwritten diary. In this way, students’ activities also supported language practice according to our subject needs.
Educational Impact on Students’ Profile
All students were able to actively participate in our VR scenarios according to their possibilities and despite technical hurdles and glitches that slowed down the process at some points. However, it has to be mentioned that students’ critical perception dominated their positive and innocent empathy. Guided by the statement “Mens sana in corpore sano” (a healthy
mind in a healthy body), my IB students were asked to brainstorm about challenges and chances that Virtual Reality brings into a foreign language class. Lack of orientation, loss of control, limited interaction with peers, alienated self-perception, and limited sensory perception versus the possibility of expanding our consciousness, traveling to places we cannot go to in real life were spontaneously mentioned. Whereas more advanced students envisioned a simultaneous perception of real and virtual environments.
Teacher’s Voice Counts
The pilot project demonstrates that it is possible to educationally integrate innovative learning spaces like VR into an IB language class, going beyond language practice but always respecting curricular requirements. The outcomes show though that implementing VR as an educational domain into language learning should be considered as a long-term process, necessitating technological training for both teachers and students. For this reason, the outlined pilot project followed an incremental innovation process that seems to be more realistic rather than a radically innovative approach as it guarantees a balanced educational approach of transformation, taking into account the individual needs of all participants.
Finally, the project results strengthen that the alignment to conventional teaching and learning methods in a face-to-face setting is still necessary, in particular for our students. Under the guidance of their teacher students should be given enough time to better understand and to deeper evaluate the what, why, and how to make the right decisions for a meaningful transition into future learning spaces like Virtual Reality.
Resources Terwilliger: https://www.creativerealities.com/ innovationist-blog/bid/49954/the-three-levels-of-innovation Rustler: https://medium.com/creaffective/ hierarchie-und-disruptive-innovation-e7730171ed47 Korhonen: https://www.bioss.com/blog/ levels-of-innovation-levers-of-value-add/ Stanford Design Thinking: https://makeiterate.com/ the-stanford-design-thinking-process/ An Introduction to Design Thinking: https://web.stanford. edu/~mshanks/MichaelShanks/files/509554.pdf European Parliament: https://www.europarl.europa.eu/topics/de/article/20200918STO87404/ kunstliche-intelligenz-chancen-und-risiken
ACS Athens Sports Banquet
by Annie Constantinides, Director of Athletics, Recreational Programs and Theater Operations
Every year, the Annual Sports Banquet takes place and it is a well anticipated event by our community because it is an evening of celebration for all our student athletes and their coaches. Taking the time to recognize individual and team effort is instrumental in developing a positive and productive environment. Involvement in sports fosters virtues such as discipline,
sportsmanship, effort, respect, motivation, and pride. These virtues are the core of the ACS Athens Athletics philosophy.
Every single athlete, whether involved in an individual or team sport, is part of a larger group with a common goal. Celebrations create a sense of shared success, reminding individuals that they are part of something bigger than themselves. Teamwork is essential in achieving collective goals. Each member brings different strengths, and by working together, teams can overcome challenges that would be insurmountable alone. Recognizing and celebrating the achievements of our student athletes – both big and small – is an opportunity to create strong bonds among all the participants, the student athletes, and the coaches. The ACS Athens Sports Banquet recognizes the participation effort as well as outstanding performances of all the athletes; on both occasions the importance of working together and appreciating each other’s contributions are at the forefront of this special event.
The ACS Athens Banquet evening is indeed a special one, where athletes, coaches, administrators and parents come together in an evening of pride for all.
The Future is HereCareer Day & Alumni Insight Session 2024
by Lydia Scampavia, Alumni Engagement and Development Officer & Anna Makris, K-12 Counseling Coordinator
The Student Success Center, Office of Development & Alumni Outreach, and ACS Athens Global joined forces to invite alumni and community members to share valuable wisdom and experience with our juniors and seniors.
The annual Alumni Insight Session and Career Day is a cornerstone in the preparation of ACS Athens Academy Students for the future, bringing together a diverse group of professionals to share their knowledge with the young minds poised to shape the world. This year’s theme, “The Future is Here,” underscored the rapid pace of change in the global job market and the increasing importance of adaptability, innovation and lifelong learning. This event is more than a glimpse into potential professional pathways; it is an opportunity for students to engage with real-world challenges, to ask questions and to envision their place in a future that is already unfolding before them.
The annual Alumni Insight Session for 12th grade students, as well as Junior IB and NHS council members, is an open discussion with keynote speakers who share stories of how ACS Athens empowered and influenced their life journey. When an alumnus asked “what are we?” students engaged in a philosophical conversation that concluded in an agreement that change and unpredictability are positive to expect and embrace in life. They discussed and reflected on learning from our failures, how to learn to ask for help and guidance, about finding your passion, and about discovering what makes you happy at any given time of your life.
Career Day 2024 for 11th grade students consisted of three panel discussions with professionals representing diverse fields such as Science, Technology, Enter-
tainment and Business. It provided juniors with the opportunity to engage in discussions in areas such as Communication, Media, Arts, Science, Engineering, International Law and Philanthropy and provided them with business networking possibilities and internships.
This day would not have been possible without our invaluable alumni and community members. Students left feeling inspired, informed and ready to take on the challenges of the future. ACS Athens Career Day and Alumni Insight prepares its students not just for the jobs of tomorrow, but for the responsibilities of global citizens and global leaders of our world. The future, indeed, is here and the students of ACS Athens are ready to meet it head-on.
by Lydia Scampavia, Alumni Engagement and Development Officer & Chris Perakis, Office of Development
In an era defined by the swift advance of technology and the rapid pace of global change, the concept of community remains as vital as ever. For ACS Athens, a school with a rich history of nurturing global citizens and future leaders, the connection between alumni is evolving into a powerful international business and social network.
The academic year 2023- 2024 was a bonding year for the ACS Athens Alumni Community that aimed to continue keeping everyone connected. The Office of Development and Alumni Outreach hosted gatherings throughout the world, where ACS Athens Alumni came together to share their stories and create new memories and new endeavors.
Starting with the Miami Gathering February 15, 2024, as being the first stop of our bonding journey. ACS Athens Alumni met together to reflect on the vision and mission of our beloved school. Dr. Pelonis, on behalf of the Board of Trustees and the entire ACS Athens Community, recognized the alumna Ann Lappas Stiles for her significant contribution in organizing gatherings in the United States.
The second stop was in London on April 27, 2024, with the help of our co-host alumna U.K. Ambassador Ariel White-Tsimikalis, where there was a wide range of graduates from the late 1980’s until 2023. The power of “Always Connected” of the ACS Athens DNA was so prominent, and although different age groups attended both gatherings, we became one and it was like we knew each other for years. Some of us met for the first time but there was a magical connection and we realized by supporting each other we can aim
for being Conscious Active Citizens and Leaders in our areas of expertise.
New friendships were formed at these gatherings that included the promise of all alumni to continue networking and supporting each other by expanding social and business networking in order to support our school and alumni community through the ACS Athens Global Alumni platform. ACS Athens Global is the Alumni Portal that serves as a portal for alumni to reconnect with old classmates, make new connections with other graduates, and explore opportunities for collaboration. It also provides resources for career advancement, it includes a business directory, and the Entrepreneurs and Art Collective group, offering alumni a chance to give back by mentoring younger graduates or by providing internships or job opportunities.
For many alumni, the memories forged within the walls of ACS Athens serve as a cornerstone of their identity. Whether they have moved on to big cities or settled in quiet corners of the world, the connection to ACS Athens remains strong. This shared history and experience are the threads that weave the alumni community together creating a network that spans continents and generations.
The ACS Athens Alumni Community is more than just maintaining friendships, it is about fostering a global community that supports and uplifts its members. In both gatherings, we all agreed that ACS Athens is our home base and no matter where we are in the world, we are Always Connected to ACS Athens, proud ACS Athens Alumni. We invite all ACS Athens Alumni for a Back to School Tour and as Dr. Pelonis says “continue sharing your ACS Athens stories wherever life takes you.”
Our next stops are Dubai in October 2024; as well as attending the all years ACS Athens alumni gathering in Maryland and the highlight, our 80th Anniversary ACS Athens Gala in Athens on February 14, 2025. We look forward to connecting with each one of you throughout this coming school year.
Be sure you sign up at ACS Athens Global https://acsathensglobal.org/ so you can keep in touch!
Empowering the Next Generation of Global Citizens The 1st International Media Literacy Festival of ACS Athens
by John Papadakis, Director of Enrollment Management & Technology
In today’s rapidly evolving world, the 1st International Media Literacy Festival, hosted by ACS Athens from March 26-28, 2024, championed the cause of media literacy. This festival was not just a gathering but a crucial platform that aimed to equip young people and the entire community with the essential skills of critical thinking, creativity, and conscious citizenship, enabling them to navigate the complexities of the modern media environment effectively.
Over the course of three days, the festival explored three critical themes in the Media: The News, Women Empowerment, and Entertainment. These themes formed the backbone of discussions and activities that brought together a diverse group of media and education experts from around the world. Their collective expert insights reinforced the festival’s mission to cultivate an analytical and creative mindset among the participants and attendees.
The festival kicked off with a deep dive into the role of the News Media in shaping public opinion and supporting democratic processes. This panel, featuring experienced journalists and media educators, tackled the growing concern of misinformation and the importance of developing discerning news consumers. Panelists emphasized the need to teach students how to critically evaluate sources, understand inherent biases, and comprehend the significant influence of news on societal perceptions. This dialogue was cru-
cial in preparing individuals to sift through the overwhelming amounts of information they encounter daily, ensuring they become informed citizens capable of deciphering the intended messages in a useful and productive way.
The second theme focused on the empowering potential of media literacy in advancing gender equality. Through discussions centered on Women Empowerment, the festival highlighted how media literacy can challenge stereotypes and encourage women to pursue a variety of careers. Panelists shared initiatives and personal stories that demonstrated the transformative power of media in reshaping perceptions and creating opportunities for women and girls globally. The discussions underscored the need for inclusive and accurate media representations that reflect the diverse experiences and aspirations of women, advocating for content that fosters equality and empowerment.
The festival also addressed the role of media literacy in the entertainment industry, emphasizing media’s dual capacity as both a reflection and a shaper of societal norms. This panel explored the responsibilities of content creators and consumers, particularly focusing on how the youth, as future media creators, must engage with media ethically. The dialogue stressed the importance of creating and consuming content that upholds societal values and promotes positive change.
A standout moment of the festival was the student production contest, which brought together the creative talents of students from international K-12 schools. This contest was more than a competition; it was a celebration of the profound learning outcomes achievable when media literacy is integrated into education. The exceptional work of students like Lincoln Burger, Josie Holmgren, and Shaya Ehteshamzad from ACS Athens, Derin Günsür from Hisar School in Istanbul, and the MIL Club from Pierce - ACG in Athens showcased how young people can transition from mere consumers to thoughtful creators of impactful media content.
The 1st International Media Literacy Festival concluded with a powerful call to action: to prioritize media literacy education as a cornerstone for building a more informed and equitable society. The insights and discussions from the festival serve as a guiding light for future initiatives aimed at enhancing public engagement with media. As the digital landscape continues to evolve, the legacy of this festival will inspire educators, students, and communities to uphold the cause of media literacy, ensuring a brighter future for all digital citizens.
The 2nd International Media Literacy Festival is coming up Spring 2025.
on Women Empowerment: Dr.
Discussion on Media Literacy and the
Panel
News: Dr. Julie Crain (moderator), Elinda Labropoulou, Alexia Tasouli, Thomas Alexopoulos, Fanis Papathanasiou
Panel Discussion on the Entertainment Industry: Dr. David Nelson (Moderator), Afroditi Panagiotakou, Michael Nickles, Tom Hiotis, George Makris, Mark Wolper
Panel Discussion
Yanna Darili (Moderator), Dr. Peggy Pelonis, Dora Panteli, Darine Abdel Samad, Steve Vranakis
Students attending a live audience panel on Media Literacy and Critical Thinking: Sophia Soseilos, Dr. Evan Syropoulos, Hercules Lianos, John Papadakis
Media Studio
ACS Athens Media Studio’s Initiation In “Bridging The Gap” Promoting Inclusivity
by Thanasis Palos,Media Studio Coordinator
Since 2018, we have been incorporating accessibility features into our student audiovisual projects. We have utilized AI technology to generate SDH (subtitles for the deaf and hard of hearing) to make our video productions more inclusive for both disabled and hearing individuals. We have also extended this accessibility initiative to our podcasts, and last year we introduced AD (audio description for the blind) in our videos. Our goal is to promote equal access and cultivate a more inclusive environment in the field of Media, while also pioneering creative and innovative production methods.
This use of AI technology benefits students with seamless, equal access to education. Accessibility ensures that students with disabilities have equal access to education, allowing them to participate fully in academic and extracurricular activities. The benefits are that it improves reading experience, increases flexibility, creates better understanding and retention, prepares the person for a diverse world, and develops soft skills.
Some examples of accessible book benefits include dyslexic-friendly fonts, audiobooks, e-books with adjustable font sizes, and multilingual support. The classroom impact and learning environment improvements could include increased student engagement,
differentiated instruction, an inclusive classroom environment, increased confidence for the student, improved academic performance, and an inclusive classroom environment with more social inclusion.
Audio descriptions and SDH subtitles into videos in picture books and videos benefit students of all ages, including non-elementary students, through accessibility for students with disabilities, pre-reading skills, increased empathy and understanding, development of critical thinking and analysis skills, enhanced comprehension, improved engagement, multimodal learning, inclusive classroom environment, preparation for future accessibility needs, development of critical thinking and analysis skills, preparation for future careers, social and economic benefits, breaking down stigmas, and support for English language learners.
Audio descriptions and SDH subtitles into videos in picture books and videos benefit teachers and the community in several ways through differentiated instruction, increased accessibility, enhanced teaching tools, preparation for inclusive classrooms, professional development, enhanced engagement, improved comprehension, increased accessibility, time-saving, data-driven instruction, compliance with laws and regulations, cost savings, and community engagement.
The Media Studio Committee unanimously decided to include videos in a category for our first ACS Athens International Media Literature Festival in March 2024. We look forward to using advances in media and technology to promote inclusivity because we see the long-term benefits of this in the preparation for future careers, social and economic benefits, and breaking down stigmas. By implementing accessibility in our schools, we can create a more inclusive and supportive environment that benefits everyone, regardless of ability.
Beyond The Classroom: Empowering Educators Through AΙ And Disruptive Technology Integration Professional development
by Aristotelis Thymianos, Academy Faculty
In an era characterized by rapid technological advancements, the integration of Artificial Intelligence (AI) and disruptive technologies in education is essential. Thymianos Aristotelis, a Greek physicist and educator at the American Community Schools of Athens, presented a transformative workshop at the NESA 2024 Learning Futures Summit in Athens. His workshop, titled Empowering Educators: Integrating AI, Disruptive Tech, and Ethical Tech Use in Math, Science, and STEAM for 9th-12th Graders, exemplified how bridging the gap between schools and the wider community can enrich the learning experience and fortify the school’s role in the community.
The workshop aimed to equip educators with the knowledge and tools to integrate AI and disruptive technologies into their teaching practices. By doing so, educators can better prepare students for a technology-driven future in math, science, and STEAM fields. The interdisciplinary nature of STEAM education fosters a holistic approach, enabling students to develop versatile skills crucial for innovation and problem-solving.
The Key Concepts and Activities of the presentation included Artificial Intelligence (AI) and disruptive technology, ethical tech use, interactive learning activities, and community connections. Mr. Thymianos introduced the fundamentals of AI, including its key characteristics such as learning, reasoning, problem-solving, perception, and language understanding. He provided practical examples like virtual personal assistants, image and speech recognition systems, and autonomous vehicles. In addition, a significant portion of the workshop was dedicated to discussing the ethical implications of integrating AI and disruptive tech in education. Educators were encouraged to consider the ethical dilemmas that may arise and strategies for promoting responsible tech use in the classroom.
Participants engaged in hands-on activities that demonstrated the practical application of AI tools. For instance, they used AI-powered platforms like ChatGPT and Classpoint for lesson planning, assignment creation, and providing feedback. These activities highlighted the potential of AI to enhance differentiated learning and support students’ individual needs.
The workshop not only empowered educators with innovative teaching strategies but also emphasized the importance of community connections in education. By integrating AI and disruptive tech, schools can enhance learning experiences, foster global connectivity, and prepare students for the future. AI tools facilitate personalized learning, allowing students to progress at their own pace and receive targeted support. This personalized approach can help bridge gaps in understanding and improve overall academic performance.
Technology enables students to connect with peers, educators, and experts worldwide. This global connectivity expands their horizons and exposes them to diverse perspectives and ideas, fostering a more inclusive and interconnected learning environment. By equipping students with technological proficiency, schools prepare them to contribute to the development of innovative solutions for complex challenges. This preparation is essential for nurturing the next generation of leaders in a technology-driven world.
Mr. Thymianos’ workshop at the NESA 2024 Learning Futures Summit exemplified the power of community connections in education. By integrating AI and disruptive technologies, educators can enrich the learning experience, foster global connectivity, and prepare students for a future where technology plays a pivotal role. This information presented not only bridges the gap between the school and the wider community but also reinforces the ACS Athens’ role as a leader in educational innovation.
For more insights and resources from the workshop, you can visit the NESA Center website: www.nesacenter.org
Aristotelis Thymianos engages with educators at the NESA 2024 Learning Futures Summit, sharing insights on integrating AI and disruptive technologies in the classroom to foster innovative and ethical teaching practices.
Strategic Planning Meeting: March 20, 2024
by MaryAnn Augoustatos, Internal Accreditation Coordinator Chair
Our Strategic Planning Meeting was held on Wednesday March 20, 2024, empowering a connection within our community by bringing together approximately 100 ACS Athens stakeholders, including board members, administrators, faculty, staff, parents, and members of our community at large. The internal coordinators Dr. Julie Crain, Ms. Stavi Dimas, Mr. Mark McGowan, and MaryAnn Augoustatos, Internal Accreditation Coordinator Chair shared and reviewed the importance of our accreditation process.
The qualitative data analytics of our Action Research and Evaluation Research findings were presented, along with multiple and diverse evidence/artifacts/data pertaining to our goals attainment, so as to ensure that we strive towards reaching our seven schoolwide goals. Additionally, our Conscious Global Citizenship Model was reviewed with examples of its application throughout our school. This meeting marked a significant step in our ongoing journey toward sustaining excellence through the Middle States Association’s accreditation process.
Accreditation, particularly under the MSA’s Sustaining Excellence Protocol, is a comprehensive process designed to ensure that educational institutions not only meet but exceed established standards. It’s about more than just maintaining a status quo; it’s about driving continuous improvement and adapting to the evolving educational landscape.
Accreditation is crucial for several reasons. It represents our commitment to high educational standards, and serves as a benchmark for our success. More than just a formal recognition, it plays a vital role in maintaining our institution’s credibility, supporting our mission, and building trust with students, parents, and the wider community. It also provides a structured framework for us to continuously enhance our educational offerings and operational practices.
During our strategic planning session, participants had the opportunity to dive deep into what accreditation means and how it impacts our school. The discussion highlighted that accreditation is not merely a procedural requirement, but a strategic tool that drives our goals and ensures alignment with best educational practices. Participants engaged in a gallery walk of multiple and diverse artifacts showcasing our Conscious Citizenship model as it connects to students’ work enhanced by Artificial Intelligence tools.
Our latest research findings, were also presented, in relation to our school wide goals in bold below:
Teaching Literacy through critical thinking and logical structure: improved reading and writing skills through targeted interventions; increased engagement with reading materials and literacy activities; tailored strategies for struggling readers, leading to better comprehension; enhanced teacher-student collaboration to address specific literacy needs.
Teaching Science through applications in engineering and technology, as well as understanding and applying Artificial Intelligence concepts: deeper understanding of scientific concepts through hands-on investigations; improved critical thinking and problem-solving skills; increased enthusiasm for science learning; and development of research and inquiry skills through practical experiences.
Teaching Mathematics through applications, connections, identifying patterns and reaching conjectures: enhanced mathematical proficiency through targeted interventions; improved problem-solving abilities; increased confidence in math-related tasks; and customized teaching methods to address individual math challenges.
Expanding support for students through OLP and the development of Advanced Learning Plans (ALPs) and the use of the inclusion models of instruction: personalized learning experiences tailored to individual learning styles; improved retention and understanding of subject matter; greater motivation and enthusiasm for learning; and enhanced self-regulation and study skills.
Best practices in mainstreaming ESL/EFL students through language development and content language integrated learning: improved English language proficiency through targeted language support; increased confidence in oral and written communication; greater integration into the English-speaking community; and customized language learning plans to address specific language barriers.
Identifying and Matching Students with “Best Fit” Higher Education Institutions: individualized education plans to meet the unique needs of each student; improved student-teacher relationships and communication; enhanced academic and emotional support for struggling students; and increased student engagement and satisfaction with their education.
Morphing Active Conscious Responsible Global Citizens: greater awareness of civic responsibilities and social issues; development of critical thinking skills related to societal matters; engagement in community-based projects and social justice initiatives; and fostering values of empathy, respect, and civic participation.
We are deeply grateful to everyone who participated in the strategic planning meeting. Everyone’s insights and enthusiasm were crucial as we strive towards a future of excellence for our school. Together, we are poised to achieve our goals and continue providing an exceptional educational experience for all our students. Together we thrive!
Participants walk through our artifact gallery focusing on our elliptical model of AI and CC.
Ms. MaryAnn Augoustatos reviews our Action Research qualitative research findings thus far.
The Internal Coordinators for Accreditation: MaryAnn Augoustatos, M.Ed., Internal Accreditation Coordinator Chair Julie Crain, Ph.D., Stavi Dimas, M.A. MSt., Doctoral Candidate, Mark McGowan, M.F.A
Professional Development: Why It Matters
by Andromachi Fragkou, Director of HR Services and Employee Development
Julia Tokatlidou, Dean of Academics, Interim IB/AP Director
Julie Crain, Communications Consultant
At ACS Athens, our mission is to empower individuals to become architects of their own learning, thriving as conscious global citizens who improve life and living on the planet. One key aspect of achieving this mission is through continuous professional development for our educators.
The Importance of Professional Development
Professional development is essential in the educational landscape for several reasons:
1. Enhancing Teaching Quality: Continuous learning helps educators stay updated with the latest teaching methodologies and educational technologies, ensuring that they can provide the best possible learning experiences for students. At ACS Athens, we believe in excellence in teaching, which can only be maintained through ongoing professional growth.
2. Adapting to Change: The world of education is constantly evolving, with new challenges and opportunities emerging regularly. Professional development equips teachers with the skills needed to adapt to these changes, ensuring they remain effective and relevant in their roles.
3. Fostering a Growth Mindset: Just as we encourage our students to be inquirers and lifelong learners, we expect the same from our educators. Professional development promotes a culture of continuous improvement and intellectual curiosity, which is at the heart of our educational philosophy.
4. Building a Collaborative Community: Through professional development, teachers can share best practices, learn from each other, and build a supportive network. This sense of community is crucial for fostering a positive and collaborative environment that benefits both educators and students.
5. Improving Student Outcomes: Ultimately, the goal of professional development is to enhance student learning. By equipping teachers with the latest knowledge and skills, we can ensure that our students receive the highest quality education, helping them to reach their full potential academically, intellectually, socially, and ethically.
ACS Athens’ Commitment to Professional Development
At ACS Athens, we offer a range of professional development opportunities tailored to the needs of our educators. These include workshops, seminars, conferences, and online courses, covering a variety of topics from innovative teaching strategies to the integration of technology in the classroom.
Recent data from our professional development initiatives highlights several key areas of focus:
1. Mental Health: Mental health training has been a significant focus. This training ensures that educators are equipped to support both their own well-being and that of their students, creating a healthier learning environment. The positive impact is evident in classrooms where teachers are more attuned to the emotional and psychological needs of their students, fostering a supportive and nurturing environment.
2. Differentiation: Differentiation training helps teachers meet the diverse needs of students by tailoring instruction to various learning styles and abilities. This approach enhances student engagement and achievement. Educators report that students are more engaged and perform better academically when instruction is personalized to their needs.
3. Positive Discipline and Restorative Justice: Positive discipline training promotes strategies for managing classrooms in a way that fosters mutual respect and encourages positive behavior. This training has led to more harmonious classroom environments where students feel respected and motivated to participate. Administrators use multiple restorative justice approaches and conscious citizenship to help students who have made poor choices get back on track.
4. Curriculum-related Math: Math-related professional development emphasizes improving instructional
techniques in mathematics. Teachers have found that new strategies and methodologies have significantly improved student understanding and performance in math.
5. Digital Skills: Digital skills training ensures that educators are proficient in using technology to enhance teaching and learning. The integration of digital tools has made lessons more interactive and engaging, preparing students for a technologically advanced world.
6. IB (International Baccalaureate): IB training prepares educators to deliver the rigorous and internationally recognized IB curriculum. This training fosters a global perspective in students, preparing them for international academic and career opportunities.
7. Child Protection: Training in child protection ensures that educators are aware of and can respond to issues related to student safety and well-being. This training has heightened awareness and responsive-
ness, ensuring a safer school environment.
8. NESA Conferences: Professional development through NESA conferences provides educators with access to a broad network of international teaching professionals and the latest educational research. These conferences have inspired new teaching approaches and methodologies.
9. New Labor Law: Training on new labor laws keeps professionals informed about legal changes affecting their profession, ensuring compliance and protecting the institution. This knowledge empowers professionals to navigate their professional responsibilities confidently.
10. International Teaching: International teaching training enhances educators’ ability to teach in diverse and multicultural environments, aligning with the global mission of ACS Athens. This training enriches the classroom experience, bringing diverse perspectives and fostering inclusivity.
Learning a new skill involves many behaviors and emotions, including trust. President Pelonis teaches about peer influence on trust as part of a PD workshop regarding “CHANGE in Organizations.”
Feedback from these professional development activities has been overwhelmingly positive. Participants consistently rate the quality of instruction highly and find the training relevant and practical. The emphasis on applicability ensures that the knowledge and skills gained directly enhance teaching capabilities and professional satisfaction.
In conclusion, professional development is a cornerstone of educational excellence at ACS Athens. By continually investing in our educators, we ensure that they are wellequipped to inspire and guide our students, preparing them to thrive in an ever-changing world. This commitment to lifelong learning and improvement aligns with our vision of empowering individuals to become architects of their own learning and conscious global citizens.
Group sessions are part of the NFOP schedule on important topics during the ACS Athens New Faculty and Staff Orientation Program.
Bonding time and discussion are important elements to the mentor and mentee relationship at ACS Athens.
Change, or Transformation, is embraced during the “CHANGE” PD workshop and projected in numerous ways by the group presentations.
Ms. Maratou and Dr. Stamati engage mentors and mentees in a sharing protocol during the PD Mentor Training.
Celebrating Staff Inclusion: Fostering Belonging And Connection At ACS Athens
by Andromachi Fragkou, Director of HR Services and Employee Development
At ACS Athens, the unwavering commitment to fostering a sense of belonging and inclusion is what makes our community and members unique. Insights from the recent “Why We Are Unique,” survey highlight how the inclusive practices resonate with staff, making ACS Athens a place where every member feels valued and connected.
How is a supportive and inclusive environment created at ACS Athens?
Inclusive Selection Process:
The inclusive selection process ensures that individuals who align with the ACS Athens’ values of diversity and inclusion are attracted and hired. Fair and transparent hiring practices are prioritized, ensuring that every candidate feels respected and valued from the very beginning.
Pre-Boarding, Onboarding, and Orientation Training:
The journey at ACS Athens begins even before the
first day of work. The pre-boarding process provides new hires with essential information and resources, helping them feel welcomed and prepared. The comprehensive onboarding program includes orientation training that covers the school’s culture, policies, and procedures. This thorough introduction ensures that new staff members feel supported and integrated into the ACS Athens’ community.
Mentorship Program:
The mentorship program pairs new employees with experienced staff members who provide guidance and support during their first school year at ACS Athens. This mentorship fosters strong relationships, encourages professional growth, and helps new staff feel connected and valued.
Professional Development Workshops:
Commitment to the continuous growth of our staff is paramount. Regular professional development workshops are organized to enhance skills, share best practices, and keep staff updated on the latest educational trends and methodologies. These workshops are vital for personal and professional development, ensuring that staff feel empowered and equipped to excel in their roles.
Bonding Activities and Celebrating Social Events:
At ACS Athens, fostering strong interpersonal relationships is important. Various bonding activities and social events throughout the year are organized, such as team-building exercises, cultural celebrations, and festive gatherings. These events create opportunities for staff to connect on a personal level, building a sense of community and belonging.
The impact of these initiatives is clearly reflected in the insights gathered from a recent survey:
1. Job Satisfaction and Community:
- Insight: An overwhelming percentage of respondents highlighted the school’s community and environment as the primary reason for staying at ACS Athens.
- Impact: This strong sense of community enhances job satisfaction and fosters long-term commitment among staff.
2. Collaboration and Team Spirit:
- Insight: A significant number of staff employees emphasized the importance of their colleagues and team dynamics.
- Impact: Collaborative projects and team-building activities strengthen bonds and create a cohesive work environment.
3. Opportunities for Growth:
- Insight: A high percentage of respondents believe that ACS Athens provides ample opportunities for personal and professional development.
- Impact: By investing in professional growth, it’s ensured that staff feel valued and motivated to advance in their careers.
4. Support and Resources:
- Insight: The majority of staff feel they have access to the resources and tools necessary for their roles.
- Impact: Adequate support and resources enable staff to perform effectively, contributing to overall job satisfaction.
5. Leadership Suppor t:
- Insight: High levels of satisfaction with principal and supervisor support.
- Impact: Strong leader-team member relationships
are critical for staff success and engagement.
6. Engagement and Loyalty:
- Insight: High engagement and strong loyalty, especially among elementary school faculty and long-tenured employees.
- Impact: Engaged staff are more likely to stay and contribute positively to the school community.
At ACS Athens, the commitment to inclusivity is more than just a policy; it’s a practice that defines the community. The high levels of job satisfaction and engagement reported in the annual survey demonstrate that staff feel a strong sense of belonging. By celebrating diversity and fostering an inclusive environment, a thriving community where everyone can contribute their best is created.
