The Power of Outdoor Education
Cover photo captured during the 8th-grade Costa Rica trip.
On this page: Lower School students enjoy our annual Field Day festivities!
From the Head of School
Dear Dawson Families,
We are ready to embark upon the 2024-2025 school year, with Dawson’s 25th year as a center of academic excellence on the horizon. It’s a year that is sure to be full of boundless opportunities for growth and discovery, one that will shine the spotlight on a fundamental aspect of our educational philosophy: the profound significance of outdoor education.
In our incredibly fast-paced and interconnected world, it’s easy for us to lose sight of the simple joys and lessons offered to us by nature. But as a Challenge Success school, Dawson finds value in cultivating balanced living and delivering on our commitment to a personalized education that extends beyond the confines of a classroom. When our students step outside their comfort zone, they are met with meaningful opportunities for resilience, teamwork, and a deep appreciation for the environment. Whether through our Middle School traveling field trips, a lesson taught in the Ruffin Organic Garden, or digging in the playground sandbox during recess, the great outdoors can inspire values in our students that will last a lifetime.
Outdoor education is more than just a leisurely escape; it’s a powerful tool for shaping well-rounded individuals. The natural world allows students the time to learn to navigate challenges, overcome obstacles, and forge connections with peers and the world around them. They discover the importance of empathy, responsibility, and stewardship for the planet. The outdoors is a sanctuary for reflection, relaxation, and rejuvenation. It’s where we develop a deeper understanding and appreciation for the delicate balance that sustains life, a lesson that transcends textbooks and enriches our lives in transformative ways.
As you explore this edition of Dawson’s Petroglyph magazine, I encourage you to delve into the stories and experiences that highlight the power of outdoor education. Join me in looking forward to a new year filled with exploration, excitement, and harmony from balanced living.
Warm regards,
Roxanne Stansbury, Head of School
The Alexander Dawson School
The Petroglyph is the magazine of The Alexander Dawson School at Rainbow Mountain. Its Mission is to celebrate Dawson’s growth and the achievements of its students, alumni, and faculty.
HEAD OF SCHOOL
Roxanne Stansbury
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Dr. Brandon Wiley
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The Power of Outdoor Education
By Roxanne Stansbury, Head of School, and Krista Jacobsen, Head of Early Childhood & Admissions
Something happens when we step outdoors. The fresh air, change of scenery, and refreshing activity shifts and rejuvenates our mindsets. While we see an increase in camper van purchases and the social media stories of people choosing to live or vacation off the grid, something about exploring the outdoors is good for the soul. The same transformation happens to students when learning is extended into the natural world: Engagement and curiosity increase and creativity, wonder, and discovery emerge. Research shows – to no surprise to educators who use the outdoors as an intentional learning tool – that exposing students to nature enhances mental health, interpersonal interactions, depth of learning, retention of knowledge, and stewardship of the environment. According to author Cheryl Charles with the Children & Nature Network, studies have proven that students who learn outdoors develop a sense of self, independence, confidence, creativity, decision-making and problem-solving skills, empathy towards others, motor skills, self-discipline, and initiative. As a modern learning institute, Dawson is committed to equipping our students with these essential world-readiness skills, and we value outdoor education as a catalyst for competency development. When our students engage in open-air learning, they deepen their understanding of how the world works.
Living The Legacy Of Our Founder
Our founder, Girard B. Henderson, leveraged the power of outdoor learning when he designed an alternative school experience for students failing in their mainstream high schools. In 1967, he established the Colorado Junior Republic (CJR) school at Stapps Lake, Colorado. The school relocated to Lafayette, Colorado, in 1970 and was renamed Alexander Dawson School in 1980.
The school aligned academic high school coursework with a mini-society model in which skills application focused on the collective efforts of creating a sustainable community. Mr. Henderson witnessed firsthand how the rugged Colorado terrain could be used as an experiential classroom for students disengaged from the traditional school setting. Students, or “citizens” as they were called, learned by doing, working the farm, dairy, ranch, greenhouses, and print shop. High-achieving students were allowed to take flying lessons at the school’s airstrip. With its twin mottos, “Love of the Land” and “Nothing Without Labor”, this outdoor education program taught its citizens self-reliance, self-respect, and hard work. The first school’s defining characteristics emphasized building character and selfsufficiency, developing values, graduating students who would contribute to local and global society, and a promise for the future built on being encouraged and challenged to discover their talents and potential. As usual, Mr. Henderson was ahead of his time in recognizing the transformative powers of outdoor learning.
Mr. Henderson changed the trajectory of students’ lives with his understanding of outdoor, experiential learning. Today, we continue his legacy by harnessing opportunities for our students to discover the world around them – both on our campus and beyond. Dawson teachers view all 33 acres of our campus as their classroom. On recent walks, I was struck by the utilization of the outdoors within our school walls. In a matter of one week, I documented student interactions and behaviors across our campus: I observed Middle School photography students capturing photos of budding flowers in our rose garden, I watched Farmer Stella explain the elements of optimal gardening to a group of secondgrade students up to their elbows in soil, I came across an eighth-grade science class researching the organisms that develop in a desert ecosystem near our sand volleyball courts, I
joined EC students studying ladybugs in their butterfly garden through magnifying glasses, and I cheered on fourth-graders who made up a new version of tag on the Lower School field. In every situation, students were fully engaging and participating in the activity. Teachers allowed students the flexibility to shape their learning and use their natural surroundings to create, investigate, and construct meaning.
Our teachers also capitalize on the benefits of our Las Vegas landscape when educating students, which is essential for enhancing their connection to our larger local community and environment. This provides a real-world context for learning, enriches our academic program by making the curriculum more relevant and impactful, and motivates students to be aware of and accountable for preserving their surroundings. Recognizing the interconnectedness of people and places has multiple benefits, including the health and sustainability of natural resources, social responsibility for better quality of life, and support of personal well-being and mindful, balanced living. A few examples of the local opportunities provided to students include:
• Walking field trips to Gardens Park for an afternoon of free play outdoors
• Science class field trips to Red Rock Canyon and Valley of Fire
• Capstone visits to area nonprofits that widen students’ lens of the issues and complexities plaguing our city and those living within our larger community
• Service-learning and advocacy projects in collaboration with neighborhood organizations such as Foster Kinship, Three Square, Relay for Life of Southern Nevada, Project 150, and Booker Elementary School
Future Focused: Inspiring Growth & Change
Dawson’s strategic direction goals are the School’s guiding beacon. This dynamic framework provides alignment throughout our institution to ensure that all levels work toward a common objective, helps us prioritize our educational efforts and resources, and allows us to remain versatile and relevant by adjusting the strategies and tactics anchored to our work. Our strategic direction is the roadmap referenced when driving the School forward with new initiatives. Specifically, our Commitment to Innovation goal involves establishing Dawson as a leader in real-world engagement and unique programs that are responsive and adaptive to the evolving needs of students and society. This lane is where we find the inspiration for our outdoor education program. Tactics that allow us to achieve this strategic direction goal – and which you can read about throughout the pages of this magazine – include:
Design an Early Childhood through eighthgrade gardening and sustainability curriculum for all students:
• Engage students and teachers in a curriculum that supports connections with nature and garden care across multiple disciplines such as art, science, literacy, humanities, and math. This provides a real-world context for learning and makes abstract concepts more concrete and applicable
• Provide a living laboratory where students engage in hands-on experiences in connection with the natural world, a powerful tool for lifelong impact and learning
• Enhance valuable skills such as responsibility, patience, and problemsolving by caring for living organisms and developing an understanding of the impact one’s actions have on the natural world
Create a curriculum for a place-based, experiential program through our Middle School traveling field trips:
• Create a space outside school and away from habitual patterns of interaction and perception to allow for novel, transformative, and shared group experiences
• Provide opportunities for student leadership and interactions through methods and spaces not readily available on campus. This often means students and teachers are seen in a new light and recognize value in one another not previously perceived
• Deliver opportunities for deeper and more extended exploration of themes, locations, and topics not suited to a classroom environment but tied to particular places beyond Dawson
Design a modern learning curriculum to drive outdoor learning initiatives during the Early Childhood years:
• Inspire the innate curiosity, creativity, and agency of young students and allow children to learn in different ways and at different paces for an individualized and equitable experience
• Provide multisensory experiences incorporating sight, smell, touch, taste, and sound to enhance learning and the retention of information through various pathways for information processing
• Teach important social-emotional skills such as adaptability, collaboration, communication, and cooperation. A sense of community and belonging is fostered when students work toward common goals and share in the joys of successes
Establishing an Early Childhood outdoor learning program is a top priority for Dawson. It forms the building blocks for our students’ later years, shaping their developmental skills and academic opportunities. Mastering these concepts at a young age is the foundation for deeper and more reflective understanding when they progress through their educational journeys. Cultivating a passion for learning, wonder, joy, and curiosity early on can lead to greater achievements later in life, contributing to future fulfillment and overall well-being.
Fostering Growth & Connections in Early Childhood
In the dynamic realm of early childhood education, one often underappreciated aspect is the sheer delight and adventure of outdoor play. This form of play is not just about fun; it profoundly impacts the holistic development of young children. By delving into the significance of outdoor play, we uncover its unique physical benefits, its role in fostering social connections and resilience, and the bonds it deepens between families and the school community. In a world where young children are increasingly overscheduled and spend less time outdoors, we must focus on the importance of outdoor play. Stanford University’s Challenge Success model reminds us that success is not merely about academic achievements; it advocates for children to live a balanced life with plenty of sleep, quality time with family and friends, and distance from screens. Providing children with ample opportunities to be outside is the first step in helping them learn to redefine what their success looks like.
Benefits Of Outdoor Play
Outdoor play isn’t merely a pastime; it’s a vital component of holistic child development. Research shows that outdoor play – simple pleasures such as building sandcastles, playing tag, or exploring nature trails – promotes better sleep: Exposure to natural sunlight and fresh air during outdoor playtime improves sleep patterns, enhancing overall well-being and cognitive function. Physical health is also improved. The American Academy of Pediatrics advocates for a “prescription of play”, a term that emphasizes the importance of play in children’s physical and mental
health. It recommends 60 minutes of daily outdoor play to support cardiovascular health, bone development, and healthy body weight. This can be implemented by scheduling dedicated outdoor playtime, ensuring the availability of safe and stimulating outdoor play areas, and incorporating outdoor play into the school curriculum. We also see benefits in the classroom: Academic research underscores the link between outdoor play and cognitive development, and outdoor environments stimulate focus and attention and relieve anxiety, resulting in better learning outcomes.
Outdoor play offers more than physical benefits; it also cultivates essential life skills. Our school recognizes the importance of “risky play”, which is not about danger but about encouraging children to take calculated risks in a secure, stable environment. Through outdoor play, children learn to navigate challenges, assess risks, and develop resilience, aligning with our BEAR Core Values. Developmentally, “risky play” helps children become adept at problem-solving, decisionmaking, and emotional regulation, laying a foundation for resilience in adversity. Children need uninterrupted time to climb, jump, balance, fall, build, and make a mess. When they climb up slides, jump over equipment, and chase each other, children learn to assess risk, devise a plan, and take action. They make decisions by problem-solving when faced with a challenging moment and learn to process and navigate their feelings and emotions. These actions build resilience because children experience and learn from successes or challenges.
Under the guidance of adults, these opportunities can provide authentic learning opportunities to integrate future skills. Outdoor play naturally incorporates the soft skills identified by the World Economic Forum as critical for the future, including cooperation, communication, flexibility, and conflict resolution. All experiences outside allow children to push boundaries, try new things, find joy, and uncover passions. As adults, we have a crucial role in creating and maintaining these opportunities for our children.
Redesigning Our Early Childhood
Outdoor Play Spaces
When envisioning the future of outdoor education at Dawson, we embrace a holistic approach. Our teachers utilize outdoor spaces
to their fullest potential, fostering exploration, creativity, and learning. However, we need more space. Looking ahead, we aspire to transform our outdoor play spaces into vibrant learning environments, integrating STEM opportunities, natural resources, and community gathering spots. This vision aligns with our goal of promoting outdoor play by providing children with diverse and stimulating environments that encourage exploration, learning, and connection. Extending bike paths provides children more opportunities to develop their physical skills and confidence in a safe and supportive environment. Events such as Bike Day and walking field trips promote outdoor play and strengthen the bond between families and the school community. We encourage families to foster outdoor play at home, participate in school-organized outdoor play events, and discuss their children’s outdoor play experiences with their teachers. This active involvement embodies our shared philosophies and values. Together, we can make this vision a reality.
Outdoor play is not merely a recreational activity; it’s a cornerstone of early childhood development. When students are given opportunities to examine and study life outside our classroom walls, neural pathways are stimulated and developed. These connections can only be formed when children interact with an ever-changing natural landscape. By embracing outdoor play and involving families in the journey, we create a nurturing environment where children can thrive physically, socially, and emotionally. Together, we must champion outdoor play as an essential pathway to growth, connection, and lifelong learning. We want our Dawson learners to be stewards of the outdoor environment and lifelong learners of the complexities and wonders of the natural world.
Rooted in Learning
Rooted in Learning: Cultivating Student Growth in the Garden
By Jill Moschella, Lower School Program Coordinator
Since 2016, The Alexander Dawson School has been home to the largest organic school garden in the Las Vegas Valley. With approximately 2,200 square feet of vegetable, fruit, and herb growing space, the Richard & Malena Ruffin Organic Garden is an inspirational hands-on learning zone where students investigate the importance of garden-based nutrition, the science behind planting and farming, and environmental stewardship and sustainability. The Garden’s modern learning program is based upon a three-fold philosophy:
NOURISHMENT:
Growing organic food on a scale large enough to incorporate into the Dawson Dining Hall
COMMUNITY ACTIVATION:
Partnering with local non-profits to grow and harvest garden items
CLASSROOM ACTIVATION:
Engaging students and teachers in a curriculum that supports connections with nature and garden care across multiple disciplines such as art, science, literacy, humanities, and math
An employee of the School since 2003, Garden & Sustainability Coordinator Stella Maceri-Finfrock took a new position tending Dawson’s Organic Garden for the 2023-2024 school year. Stella has
a Bachelor of Science in Geological Sciences from Rutgers University, a Secondary Science Teaching Certification from the University of Colorado, a Master of Education in Educational Psychology/ School Counseling from the University of Nevada, Las Vegas, and a certificate in Garden Education from LifeLab. Her previous experience includes teaching high school science with Teach for America and earth/space science and chemistry at Crossroads School for Arts & Sciences, as well as working with the Hawaiian Volcano Observatory and the Monterey Bay Aquarium Research Institute.
A natural hub for inquiry and connection, Dawson’s Organic Garden has grown to become a major centerpiece of campus that speaks to the interconnectedness of our entire community and is essential to the larger ecosystem of the School.
Farmer Stella is a pure delight to spend time with in the Ruffin Organic Garden, where she verbally pours out an unmatched passion for the soil, the plants, the students, the Dawson community, and the community beyond. Her passion is contagious and it is incredibly clear why: During the one hour we sat for this interview, we were visited by a teacher who gifted her with an in-kind donation, a learning specialist with a student enjoying a nature brain break, a mom who spontaneously began singing Farmer Stella’s praises at how beautiful and healthy the flourishing garden is, and Sage Dining on the hunt for fresh cilantro for the day’s lunch.
Jill: How did you become passionate about gardening?
Stella: I love details and things that emerge slowly and change just a little each day, like plants and children. Plants are beautiful and they make sense. For example, I could show you a calendula plant to see the entire cycle of the plant’s life in one spot, from bud to flower to seed to seedling (even seedlings with part of the seed still stuck to it!). It is fascinating. It just makes sense, and sometimes in a world where not everything around us makes sense, it is comforting to see sense in nature. I think this makes people feel safer, and it is certainly a time when we could use that feeling in our lives.
Jill: What drew you to becoming the Garden teacher at Dawson?
Stella: Getting back to my roots. Growing up in New Jersey, our tiny backyard was a full garden. My parents grew up in Italy and almost everything they ate, they grew. Fresh produce from the garden was part of my upbringing and is familiar to me. Not only am I passionate about growing the plants themselves, but I’m fascinated by how much of each plant we can utilize for so many different things. There’s a holism to each plant, and various cultures use plants and parts of plants for many different purposes. I also wanted the opportunity to leave the office environment to reconnect with students and allow them to connect with the soil, plants, and trees.
Jill: What are some of your favorite moments from the Garden?
Stella: One of my favorite lessons was with the first-grade students. We did an awesome color lesson where I picked up paint chips from Lowe’s and talked about which colors and shades of colors could be found in nature and the Garden. Then I let the kids choose a color chip and told them to seek that shade in the Garden, allowing them to pick a little piece of a plant. We laid them all out with the plant pieces and took a photo. It’s probably my all-time favorite photo!
Another favorite is the tastings! Kids love tasting stuff. They are hilarious. For example, our EC students love eating peas and Lower School students enjoy the stevia plant. Middle School students, as part of their Dig In elective, can regularly be found eating lettuce before class begins. I also love it when teachers come out to harvest for their dinner—garden items such as dill, cilantro, hot peppers, parsley, lavender, and red mustard.
I also love partnering with Chef Susan and SAGE Dining. Susan is 100 percent supportive and always open to showcasing new items in the Dining Hall. For example, we ate sunchokes for lunch this year for the first time in Dawson history!
Jill: Are there any challenges or learning experiences for you as a farmer?
Stella: Heck yes! Everything! When I started this new role on July 1, 2023, it was a baptism by fire. Summer brought with it pests, difficult soil, and 115-degree-plus heat, so you lose plants and that just happens. Learning is a series of mistakes with some successes. When reviewing my Garden log from the summer, I would arrive at school at 5:15 a.m. and it would be 87 degrees. By 10:30 a.m., I’d have to go inside because it was well over 100 degrees. Las Vegas also has a unique growing cycle with seasons that run together, so one plant begins while another is growing and another is finishing its life cycle. It is a bit chaotic. There isn’t a point when you simply have an empty bed to leave fallow or easily amend soil. You are always working around something living.
Stella: A great example of this was our fourthgrade Three Sisters Garden. The students began in the fall by studying native Nevadans as part of their state and regional history unit. I then partnered with the fourth-grade teaching team to design a series of lessons across the spring
semester in which students learned about the Native American practice of companion planting with beans, corn, and squash. Not only did this connect with students’ humanities studies, but we also connected it to their math lessons. Students mapped their garden beds using knowledge from seed packets and the partnership between the three crops. They measured and sowed seeds and eventually planted their beds in the Garden. This means a fourth-grader could experience pushing a corn seed into the soil, watching it emerge, transplanting it outside, and now we have corn growing!
Jill: What are some examples of how Dawson’s academic content aligns with your Garden activities?
We also partnered with Lighthouse Charities, a local non-profit organization that supports refugees new to the Las Vegas Valley, for our Garden Market during Grandparent’s Day. What many people don’t realize is that refugees struggle with dental health because they’re unaccustomed to the processed food found in the United States. Our Garden Market raised $3,500 for them to buy
land and grow fresh produce for the individuals they assist. Our students also volunteered with Lighthouse Charities to plant seeds for their indoor hydroponics.
Jill: What are some partnerships you’ve formed or outreach you’ve done during the first year in support of the Garden?
Stella: Learning never ends in the Garden, and collaboration is important. I’m grateful for our community partnership with NV Extension Youth Horticulture Program; they came out on a Saturday to work with our Dawson families and the surrounding community to teach pruning grapevines on our vineyard. NV Extension also taught two fruit tree pruning classes with my Dig In elective students. Our trees have never been healthier!
The School’s partnership with Stephanie McDonough – Farmer Steph – is also incredibly beneficial. Farmer Steph runs Farm to Table
Kids in Freeport, Maine, whose mission is to help children find what lights their heart in nature through organic gardening, farm-to-table cooking, and nature crafting. I learned a ton when she visited campus twice this past school year. The things that help me the most are that she is eternally optimistic and encouraging, and it is just such a relief and so comforting to have another farmer on campus. One of the best things I could ask for is to have a partner, even if just for a few days, and Farmer Steph is such a teammate.
Jill: What feedback have you received from students?
Stella: The best feedback I received is a drawing from one of our Early Childhood students, Aria. As part of a “What is your favorite special?” writing prompt, she wrote, “Going to the Garden with Farmer Stella.” Also, a few of my Dig In elective kids have told their families that mine is their favorite class! I also have a few
regulars who visit me in the Garden after lunch or on their way to school in the morning. These are my favorite visits with students who have also caught the gardening bug.
Jill: What plants and trees were added to the Garden this school year?
Stella: Our first new guests were a couple of caper bushes I propagated at home and planted. We harvested capers throughout the early summer. In my Dig In elective class, students planted citrus, mandarin, lemon, lime, and Buddha’s hand. Another favorite photo is of them all holding their garden tools and looking so accomplished! We also tried kale, garlic, onions, Swiss chard, and fennel. I’m excited for summer when we try loofah and also because my Dig In students all chose a few varieties of tomatoes they want to see grow in the Garden. They did their research, sowed, repotted, and planted their seedlings, and I can’t wait to see what thrives!
Farmer Stella has mastered the art of adding value to all living things in her presence. When you next have the chance to explore Dawson’s Ruffin Organic Garden, leave yourself enough time to visit with her. Your life will be richer for it!
Dawson’s grocery list of just some of the Garden’s abundance this school year, most of which made its way to the Dining Hall for incorporation into lunches!
200 lbs. of tomatoes
32 lbs. of cucumbers
42 lbs. of zucchini
48 lbs. of watermelon
39 lbs. of cauliflower
37 lbs. of lettuce
32 lbs. of peppers
25 lbs. of sunchokes
Dawson as an Early Childhood PBL Pioneer
By Sara Greenspan, Dawson Faculty
Aren’t your students too young for this? I didn’t know young kids did projects.
I heard these words time and again when I attended the annual PBL World Conference last summer. I eagerly showed up for the first day of the conference, excited to meet educators from around the world and to further hone my skills in planning PBL projects for my students. However, as the conference unfolded, it became evident that the primary audience was teachers of students in secondary grade levels; the content being taught was not going to meet my unique needs as an early childhood educator. If I wanted to continue to grow my skills in early childhood project-based learning, I would have to think creatively and approach professional development from a new angle.
Co-hosting the first-ever Early Childhood ProjectBased Learning Conference in February of 2024 right on our Dawson campus allowed our faculty members to share a space with others who understood how young students are often underestimated. Over two days, educators from
around the country learned from each other and expanded their knowledge of best practices in early childhood project-based learning. I left this conference not only more knowledgeable about how to implement high-quality PBL projects but also with a better understanding of why they can be so impactful. Learn more about the first-ever EC PBL Conference on Dawson’s campus during a two-part podcast series available on Apple Podcasts, Spotify, or adsrm.org/ podcast.
Experiencing PBL at a young age first and foremost creates students who are excited to learn and who believe in their ability to tackle real-world challenges. It allows students to demonstrate resilience while reaching a tangible solution to a problem. Intentionally designed PBL experiences provide opportunities for students to develop executive functioning skills alongside learning academic content. As students get older, their ability to manage time, self-reflect, and engage in perspective-taking becomes key to their success in school. By using PBL to scaffold these skills beginning at a young age, I am helping to set my students up for success as they grow.
Educators from across the nation visited Dawson in February 2024 for the first-ever ECPBL Conference
Photo credit: Canico Media
Our 2022-2023 kindergarten students pitch their designs for a sandbox on the Lower School playground
Our 2023-2024 kindergarten students plan their campus geocaching project in class
When I design a project, I look for areas where I can add authentic collaboration, communication, and problem-solving. Projects are most impactful when teachers serve as facilitators and encourage productive struggle. Sometimes, a student’s first attempt at solving a problem doesn’t work. Maybe they might need to ask for help from others. Intentionally allowing students to experience the “messy” parts of PBL helps them develop these critical skills. I believe the best learning happens in classrooms where the culture celebrates risk-taking and failure.
I saw the power of putting PBL in the hands of my kindergarten students firsthand last year. What began as a persuasive writing lesson quickly turned into much more when my students found purpose in advocating for a Lower School digging area. Unlike other projects I typically plan before launching, this one evolved more naturally and was driven in equal parts by student interest and academic content goals. As I stood back and watched, my students confidently spoke to students and staff, passing around a petition and presenting their ideas to Head of School Roxanne Stansbury and then-Assistant Head of School Andrew Bishop.
and they would become better writers.
With the support of Dawson’s administrators and facilities teams, my students saw their ideas come to fruition at the start of the 2023-2024 school year when they entered first grade. Today, every time I walk by the Lower School playground and see students across these grade levels using our new sandboxes, I’m reminded of the power of authentic, engaging learning experiences. I truly believe this project would not have been possible had my students not already participated in PBL projects and felt the empowerment they inspired.
This project allowed my students to get their hands dirty, literally! In small groups, students worked together to create and later revise models as a part of their proposal. They scouted potential locations for their digging area and discussed the pros and cons of each. They considered the hot Vegas temperatures and weighed the benefits of selecting an area near shady trees against the potential risks of being near large roots and sprinkler systems. The students learned about the benefits of using their hands to dig in the dirt, such as boosting immunity and fine motor development. They used this research in their persuasive arguments, claiming that if they had a sandbox to dig in, their hands would grow stronger
Sometimes project ideas come from my own experiences. After a day of geocaching on a recent vacation, I realized creating a similar experience for my students could be a great way to move their learning beyond the classroom. The goal of this PBL project was to introduce key geography skills while encouraging an appreciation for the desert environment our students call home. Students collaborated to create a map of the area behind the Lower School building and wrote clues leading to each geocache location. They spent time exploring the desert landscape on Dawson’s campus as they made e-books and filmed videos to teach others about the desert plants located near each geocache’s location.
Students practiced how to give constructive feedback with kindness and how to receive it without taking it personally. An unintentional outcome of this project was that students experienced disappointment and demonstrated flexibility after a storm washed their geocaches away. This led to unplanned conversations about flash floods and the importance of revision in the design process.
Even though this project concluded months ago, the students still enjoy checking their geocaches and seeing the names of other students and faculty members they recognize. I have heard from Dawson families that they have also started exploring new areas by geocaching together on the weekends.
A meaningful thread connecting these two projects is woven from all children’s innate curiosity and wonder about the natural world. When kids spend time outdoors, they are exposed to a variety of sensory stimuli. What many adults may not realize is that bringing learning outside also places students in a uniquely language-rich environment. When they take in the sights, sounds, smells, and textures around them, students naturally learn to describe their experiences in more descriptive
and vocabulary-rich ways. By exploring their environment, they form ideas about how things work, laying the foundation for later scientific inquiry. Spending time outdoors also helps children develop a sense of responsibility for the natural environment in which they live.
When I picture Dawson students of the future, I envision strong individuals with the confidence to take on real-world challenges. I see students who are equipped with the skills necessary to adapt to an ever-changing world and are empathetic toward others. I hope more Dawson faculty and students continue to grow as leaders in project-based learning. I hope we continue to use these important projects as a way to not only teach our students but also as a way to inspire our community.
A student-designed digging area
Beyond the Classroom: How Traveling Field Trips Unlock Deeper Learning
By Chris Estrella, Director of Development
G.B. Henderson, the founder of the Alexander Dawson Schools, believed that learning should move seamlessly from the classroom to the outside world. Throughout his life, Mr. Henderson was passionate about the outdoors and adventure. He was one of the nation’s earliest pilots, earning his license in 1926. He was also one of the nation’s oldest helicopter pilots, earning his helicopter pilot’s license in his 70s. In the 1950s, he bought a 350-acre ranch at Stapps Lake, abutting the Roosevelt National Forest 10,000 feet high in the Colorado Rockies on the Continental Divide. A former chairman of the Alexander Dawson Foundation wrote, “The ranch had a lodge, several cabins, a couple of trout lakes, dirt roads, beaver ponds, snow banks
that never melt, and acres of evergreens. Mr. Henderson spent his summers at the ranch. He built his first underground house there and he rode horseback, fished, and boated, but he never hunted, believing it to be too cruel a sport.” We invite you to read more about Girard B. Henderson and his family at http:// hendersonfamilytree.com/Jerry/Jerry.html.
In honor of Mr. Henderson and our strategic goal of establishing Dawson as a leader in real-world engagement and unique programs responsive and adaptive to the evolving needs of students and society, we believe that the most powerful learning happens in the real world. In the realm of education, the quest to engage young minds and foster meaningful
learning experiences is a perennial one. In this pursuit, Dawson increasingly turns our attention to experiential learning opportunities, a dynamic approach that emphasizes hands-on activities, real-world problem-solving, and immersive experiences. Particularly for middle school-aged students, this approach has shown remarkable power and impact, transforming traditional classrooms into vibrant hubs of discovery and growth. Experiential learning operates on the premise that students learn best when actively engaged with concepts and ideas rather than passively receiving information. At Dawson, this encompasses service learning, global studies, outdoor and adventure education, community engagement, Challenge Success principles, and our Core Values.
Our traveling field trips serve as a powerful vehicle for enabling students to develop the skills, attitudes, and dispositions needed to thrive academically, socially, and ethically in an ever-changing world. These trips take our curriculum outside the classroom and provide circumstances for navigating change and the unknown. Each grade is a progressive step toward independence. Our students collaborate in Yosemite Valley, investigate types of leadership in Insights, and hike through the Grand Canyon, Zion, and Bryce National Parks. They perform as a choir and orchestra ensemble in Anaheim and travel internationally and domestically for academic enrichment and service learning. The intention behind the gradual addition of days and nights away from home is to build resilience and self-determination, as students
connect to the world in which we live. One Dawson alum shared, “When I came to Dawson, it was this whole new world. There was so much to do and see, so many people to meet, and different opportunities to take hold of. I learned how to branch out into the different directions that Dawson offered.”
In the sixth grade, chaperones travel with students to Grand Canyon, Zion, and Bryce National Parks; this is one of many trips that places students in the driver’s seat of their learning journey, which cultivates critical-thinking skills, enhances creativity and adaptability, and fosters a deeper understanding of Dawson’s Core Values of Belonging, Engagement, and Resilience. Additionally, the sixth-grade trip creates lasting memories that students cherish for
a lifetime. Experiencing the parks’ iconic landmarks, witnessing wildlife in their natural habitat, and bonding with classmates and teachers over shared experiences like a fireside cowboy dinner creates powerful connections. It inspires a lifelong love of nature and exploration. Sixth-grade student Hunter D. explained, “The class trip taught me that the world is my classroom. Whether I’m exploring nature, sliding down sand dunes, or hanging out with my classmates and
teachers, every moment is an opportunity to learn and grow.”
One of the key pillars of experiential learning is its ability to bridge the gap between theory and practice. Rather than solely relying on textbooks, social media, and lectures, students are encouraged to apply their knowledge in real-world contexts. Take for instance the seventh-grade trip to Washington D.C.: Instead of relying solely on teacher-led
instruction in history and civics, Dawson’s seventh-graders visit the Capitol and meet with elected officials to understand bills impacting Nevada and the United States in areas including education, mental health, jobs, and healthcare. They experience the Holocaust through the eyes of a child in “Daniel’s Story” at a living memorial for the victims of Nazi Germany. Students visit Arlington National Cemetery and pay their respects to the hundreds of thousands of brave individuals who sacrificed their lives. Graduating eighth-grader Ikaika G. said after the trip to our nation’s capital, “Realizing that there is a lot of ambiguity — there isn’t one solution or just one approach — is important if you are going to take on the work of serving your community, which is what I hope to be
doing.” The lasting benefits of field trips don’t necessarily register in students’ consciousness at the moment of the visit. However, these experiential outings have been proven to increase student interest in, knowledge about, and motivation to study the subject matter to which they’re exposed.
Moreover, Stanford’s Challenge Success program connects to Dawson’s traveling trips by advocating for a holistic approach to education that prioritizes student wellbeing, engagement, and social-emotional learning. The fifth-grade trip to Yosemite National Park or Camp Stevens provides an ideal outdoor classroom for teaching students about ecology, geology, sustainability, and environmental science. Guided nature walks,
ranger-led programs, and investigating Crane Flat and Tuolumne Grove of Giant Sequoias offer opportunities for students to learn about diverse ecosystems, geological processes, and conservation efforts. Whether engaging in gardening and composting workshops or outdoor activities like hiking, archery, and conquering a climbing wall, students gain a deeper understanding of the soft skills needed to work with others such as communication, teamwork, and resilience. Similarly, these overnight trips prioritize the importance of fostering self-awareness, self-management, and relationship-building. By integrating socialemotional learning into the curriculum and school culture, both Challenge Success and Dawson’s Commitment to Innovation strategic direction goal support the holistic development of students for high school, university/college, and beyond. At the end of the fifth-grade trip, seventh-grader A.J. B. wrote, “Camp Stevens transformed my understanding of teamwork. It’s not just about working together; it’s about leveraging each other’s strengths to achieve something greater than what any individual could accomplish alone.”
This year marked the first time we took a group of students abroad for a class trip, and it was life-changing for several reasons. Costa Rica is renowned for its incredible biodiversity, with lush rainforests, diverse ecosystems, and a wide array of plant and animal species. Our eighthgraders had the opportunity to observe and study exotic wildlife at Arenal and Monteverde, providing hands-on lessons in biology, ecology, and environmental science. Students also stayed at eco-friendly lodges in Manuel Antonio, contributed to conservation projects in San Jose, and learned about sustainable practices and the importance of protecting natural resources for future generations. The trip offered students and chaperones the chance to immerse themselves in the traditions, customs, and languages of the local communities. Whether participating in traditional dance workshops, learning to cook Costa Rican cuisine, playing futbol and other
games with a local middle and high school, or creating signs for a local elementary school to help the kids learn Spanish and English, students gained a deeper appreciation for cultural diversity and global citizenship. The outdoor adventures of zip-lining through the canopy, snorkeling, whitewater rafting down scenic rivers, and hiking to breathtaking waterfalls provided opportunities for students to challenge themselves, build confidence, and develop teamwork and leadership skills. It was a transformative learning experience that combined service learning, cultural immersion, outdoor adventure, and personal growth. By connecting Dawson’s Core Values to real-world experiences, the trip inspired curiosity, fostered empathy, and further developed a lifelong love of learning and exploration.
The confidence that our eighth-graders showed when they embarked on their 10-day trip to Costa Rica exemplifies the value of intentional, incremental steps toward independence. During the trip, eighth-grader Payton B. told me at dinner, “Dawson taught me that failure is not the end, but rather a stepping stone on the path to success. It taught me resilience and the importance of perseverance.” Through hands-on experiences that promote Belonging, Engagement, Advocacy, and Resilience, students emerge as responsible and analytical leaders committed to making a positive impact on their communities and beyond. Through reasoning and collaborating locally and with communities abroad, students identify real-world problems and construct innovative solutions — while seeing, hearing, and feeling how seemingly abstract principles actually work.
I am grateful to our Board of Trustees, Head of School Roxanne Stansbury, Dawson’s leadership team, and our families for supporting a program that encourages students to develop strong skill sets to make a positive difference for themselves, the community, and nature. As I transition from Director of Middle School to my new role of Director of Development in
July 2024, visiting Costa Rica in the summer months to scout new possibilities for our students and witnessing the trip occur will always be a high point. Pura Vida!
For Heraclitus, change was the fundamental principle of life. Machiavelli referred to it as fortuna: The events that shape us and determine our well-being are sometimes beyond our reason and control. Though we can attempt to plan for change, we cannot always predict the precise nature and time it will occur. Surrounded by peers, teachers, mentors, and families who share their boundless curiosity, students take risks bravely and judiciously, viewing setbacks as opportunities to learn and grow. And when they achieve the goal they’ve set — or create something even better than they had previously imagined — we all share their pride and delight.
7TH GRADE - WASHINGTON, D.C.
8TH GRADE - COSTA RICA
In April, Dawson’s eighth-grade students and faculty traveled to Costa Rica for the first time. They participated in local volunteer service projects, visited a Costa Rican school, hiked through national parks, and immersed themselves in the country’s culture. Experiential field trips like this enable our middle schoolers to actively investigate, experiment, problem-solve, assume responsibility, be creative, and construct meaning beyond the classroom. These trips foster healthy risk-taking and deepen connections with peers and teachers, aligning with the themes and throughlines of the eighth-grade curriculum across various disciplines. Continue reading for a special student reflection on the Costa Rica experience.
When I first heard we were going to Costa Rica for almost 10 days, I was so shocked! I was very surprised that we would be traveling so far for such a long time in such a large group. Then, after accepting the fact that I would be away from home for that long, I started to worry. I was very concerned about traveling so far without my parents, but I was also worried about other things, too. I was worried about the bugs, the temperature change, and becoming homesick. In the end, it turns out I had nothing to worry about, and this trip was everything I could have hoped for!
Pura Vida Perspective:
A Student’s Reflection from Costa Rica
By Sawyer Coulthard, Class of 2024
Just like everything we do at Dawson, this trip was very connected to our Core Values. While on this trip, I especially felt connected to our Engagement and Advocacy values. Because this was a service-learning trip, we did lots of volunteering. We volunteered at schools, gardens, and international parks. While volunteering at the garden, we helped to nurture all kinds of new plants and clean out the remains of old ones. After we were done doing that, we walked around and learned all about sustainability and nature in Costa Rica. The specific place where we volunteered at had previously been a factory, so it was really cool to see how big of a difference they had made. While volunteering at the school, we painted messages in Spanish for the kids there to see and read. I thought that it was a very unique experience to volunteer in a different country because we got to greatly change the lives of the people living there. Although we did not spend our whole trip volunteering, it was very clear how much of a difference we made. While in Costa Rica, we also learned a lot about how much they have to advocate for the level of Earthhealthiness they have achieved.
Traveling to another country was not a new experience for me, but an international field trip was uncharted territory! Going into this trip, I knew that Costa Rica is a very tropical, and beautiful place, but I had no idea just how amazing it truly is! While on the trip, we got to go on a few nature hikes, even in the dark where we saw many native animals. We also got to spend some time on a beautiful beach, where the water was the perfect temperature and clear! Not only did we see some stunning nature, but we also saw so many animals! At one point on the trip, we were surrounded by animals
trying to steal our food! Even driving around from place to place was fun because of all of the beautiful sights we saw.
Not only did I get to travel internationally, but I also got to do so with some of my closest friends. Throughout the trip, my roommates and I became very close, and I got to spend so much time having fun with them. We spent every night sharing snacks, laughing, watching funny videos, and creating memories that will last a lifetime! I even created new friendships and memories with people I didn’t have relationships with before this trip.
This trip helped me to become more independent and prepared me for high school. Learning to take care of my belongings and manage some of my own time made me feel a lot more responsible and independent. Because we were given some choices in what we wanted to do, it was enjoyable and we got to make our own decisions.
DAWSON BEARS
STUDENT LIFE
Middle School Challenge Success Day
As Nevada’s first Challenge Success school, Dawson strives to create a more balanced and academically fulfilling life for kids by helping our students strengthen their sense of self, increase their motivation and criticalthinking skills, and learn how to deal effectively with life’s inevitable challenges. This year, our fifth through eighth-grade students participated in reflective activities surrounding how our Student Voice Groups support Dawson’s Core Value of Belonging within our community.
Global Day of Play
As a Challenge Success School, we believe that kids of all ages benefit from play – unstructured time for social interactions and playing informal sports, games, and other activities for fun –every day for healthy development. The purpose of Global School Play Day each February is to offer students opportunities to interact with each other, take time away from technology, use their imagination, cooperate, and resolve conflicts.
“Bears on Wheels” Bike Day
Dawson’s first annual Bike Day was a fun adventure across campus that promoted health and well-being through physical activity, a love of the outdoors, and community joy. Whether it was navigating the courses or strengthening the bonds between our Bears, Bike Day was a fun way to boost school spirit.
G.B. Henderson Founder’s Day
G.B. Henderson was a philanthropist and entrepreneur fascinated by technology, education, and innovation. He founded the Alexander Dawson Foundation in 1957 to provide students with access to the highest quality of education, which then led to the opening of our Alexander Dawson School in 2000. In March, students celebrated Mr. Henderson’s legacy of lifelong learning and deep belief in “Love of the Land” and “Nothing Without Labor”.
STEAM Career Expo
In February, Dawson hosted its second annual STEAM-based career exhibition by inviting practicing professionals to campus to speak with students about potential job paths. This real-world exposure to STEAM allowed students to see value in using their creativity, explore diverse social elements through partnerships, and develop the intrinsic motivation to succeed.
World Language Awards
Every year, our sixth, seventh, and eighth-grade students in French and Spanish take the National French Contest and the National Spanish Exam, a great opportunity for our students to show what they learned during the school year. Nineteen students earned an award in French, and 11 of those students also earned a bronze, silver, or gold medal. Thirty-seven students earned an award in Spanish, and of those students, there were 19 honorable mentions, and eight bronze, four silver, and six gold medals. Two gold-medal winners also received a Perfect Score Medal for the Spanish exam. Congratulations to our students!
Field Day & Community Picnic
Dawson was excited to host its annual EC-8 Field Day and our beloved community picnic for one fabulous day in April! Field Day was a campus-wide day of excitement complete with inflatables, relay races, and games galore. Despite the rainy weather, the community picnic in the Gym created even more fun and was a wonderful way to welcome a long weekend.
Alumni Event
Dawson continues to build its alumni network, and we were excited to welcome graduates from 2018 to 2023 to campus for a special event in March. A dedicated group of alums planned the event, which included classroom stops to visit with beloved teachers, games in the Gym, and dinner in the Dining Hall. It was a great chance for our former students to reconnect with friends and faculty to share stories, memories, and fun. Forever Dawson Bears, it is an honor to celebrate our alumni and their accomplishments each year.
Dawson Family Dance
The Dawson Family Dance is a spring favorite of everyone on our campus! Thank you to the Dawson Parent Association for hosting this event and partnering with the School for its raffle and auction. The DPA’s ongoing efforts are a thriving part of the Dawson experience and a wonderful way to engage, connect, and build our remarkable School community!
EC Week of the Young Child
Every April, our youngest Dawson Bears celebrate Week of the Young Child (WOYC), an annual event hosted by the National Association for the Education of Young Children (NAEYC). Students spent a fun-filled week Rooted in Kindness! They enjoyed a waffle breakfast and musical showcase with their families, a walking field trip to Gardens Park, an advocacy parade, and a bike day with a fun ride around campus! EC also partnered with The Animal Foundation, a local animal shelter and vet clinic, to collect blankets for animals and create personalized bandanas for dogs to wear during adoption events.
Vocabulary Parade
Our families loved watching words come to life during our annual Vocabulary Parade! Students from Early Childhood through fourth grade start by picking a word that is new and interesting to them and then using common materials and items found in their homes, they design costumes and accessories that represent their chosen word of study. Teachers embed vocabulary lessons and books into daily instruction, and this creative event heightens students’ understanding of the importance of word knowledge.
PERFORMING & VISUAL ARTS
2nd-Grade Musical Performance
In alignment with our Core Value of Engagement, our second-graders performed Journey Into Outer Space , all about the space race and how the entire world engaged with the quest to land on the moon. Students studied the written musical notation for each song and were encouraged to think more about the amazing challenges and limitless possibilities of space travel and exploration.
3rd-Grade Musical Performance
All four of our BEAR Core Values were brought to life through our third-grade musical, Sing From Your Heart . Students learned about the necessity of connecting with music, connecting with others, and singing from a place of understanding. They also received a writing assignment to choose one song from class that had meaning for them, identify a related Core Value, find the most meaningful lyrics, and make a personal connection. Their writing helped create the introductions to each song during the performance.
4th-Grade Musical Performance
In alignment with our Core Value of Resilience, our fourth-graders performed On the Shoulders of Giants . It was about the important impact of inventors, explorers, advocates, and more on the world. The performance highlighted Albert Einstein, George Washington Carver, Alexander Graham Bell, Thomas Edison, Amelia Earheart, Nelson Mandela, Malala, Anne Frank, and others.
Community Sing-Along
This all-school event celebrated Dawson’s commitment to our BEAR Core Values through different genres and styles of music selected by students. Songs included “You’ve Got a Friend in Me” by Randy Newman, “Firework” by Katy Perry, “Together” by Songs for School, and “Baby” by Justin Bieber. Students also enjoyed a special performance by our Bears Band, an ensemble of musically talented faculty and staff.
Anaheim Heritage Festival
Our seventh and eighth-grade advanced vocal ensemble and advanced orchestra students spent a weekend in Anaheim, California, in April to gain inspiration through musical performance. This festival experience provided both an educational and competitive focus for our dedicated students and included a workshop with esteemed music professionals, the chance to see middle and high school students from across the country perform, and fun visits to Disneyland and the Santa Monica Pier. Dawson’s orchestra won the Bronze Award and the vocal ensemble won the Superior Gold Award!
Arts in Motion
This celebration of Dawson’s artists welcomed families to campus to enjoy displays of student, faculty, and staff work from Early Childhood through the eighth grade, plus live musical performances from our Middle School choir and orchestra students.
Early Childhood Spring Showcases
All five Early Childhood classes participated in developmentally appropriate spring musical showcases that fostered self-esteem, creative thinking, and teamwork. They learned new songs to perform in front of a live audience. Additionally, students each chose their roles for the performances, and the classes were involved in the preparation for the shows, including the design and creation of their costumes, save-the-dates, backdrops, and programs.
Trailblazers: Middle School Choir & Orchestra Concert
Our Middle School students showcased their talents during a special spring celebration of music and collaboration. Building upon the skills they learned during the first semester, our fifth through eighth-grade students continued to perfect their work as individuals and as an ensemble. Our students find a lot of reward through public performances of culminating concerts that allow them to express their passion for music, singing, instruments, and community.
5th & 6th-Grade Acting Showcases
Our fifth and sixth-grade acting students demonstrated their knowledge of theater and performance in our spring acting showcases. Our fifth-grade actors performed a hilarious play called The 9 Worst Breakups of All Time . Our sixth-grade actors explored the murder mystery genre with their entertaining take on Employees Must Wash Hands…Before Murder . These one-act comedies allowed students to showcase their passion for the arts and storytelling skills on stage.
7th & 8th-Grade Perform Shrek The Musical
This stage adaptation of the beloved kids’ movie was a fun opportunity for our musical theater students! The musical is based on the 2001 film Shrek and incorporates elements from its sequels Shrek 2 and Shrek Forever After and the book Shrek ! The timeless cast of characters were exciting roles for our seventh and eighth-grade students. The musical was complete with beautiful stage and prop designs, courtesy of our tech theater students.
DAWSON ATHLETICS
Dawson teaches its student-athletes to develop a flexible and healthy mindset toward competitive activities and important life skills such as teamwork, collaboration, time management, leadership, risk-taking, and goal-setting. Our student-athletes represent the School’s Mission and Core Values with pride. With knowledgeable coaches and mentors, we continue to enhance an athletics program that is inclusive, dynamic, and beneficial to all of our students.
Dawson Athletics is a center of excellence, and 2023-2024 was our most successful year for team awards and accomplishments. We congratulate each student-athlete for their incredible strength, skill, and trust in one another, and here’s a recap of our winter and spring sports seasons with the Red Rock Athletic Conference (RRAC) and the National Choice Schools Athletic Association (NCSAA).
7th & 8th-Grade Team
BOYS’ BASKETBALL
Coached by Noah Nobert and Dawson faculty and staff Malcolm Hodge, Wayne Pittman, and Marco Mercado, our boys’ basketball teams showed tenacity through big wins, tough losses, hard work, and numerous learning opportunities. Our 7th-grade boys’ team made it to the NCSAA semifinals round of the playoffs, and the 7th/8th-grade boys’ team had a stellar season, winning the RRAC Championship. This was the 7th/8th team’s third championship in the last three years, an incredible accomplishment for the team.
7th & 8thGrade Team
7th-Grade Team
BOYS’ BASKETBALL
5th-Grade Team
5th & 6thGrade Team
GIRLS’ BASKETBALL
5th-Grade Team
6th-Grade Team
7th & 8th-Grade Team
Coached by Dawson faculty Cal Govang and Director of Safety & Security Chris Hendrickson, our girls’ teams had inspiring seasons that allowed them to master the fundamentals and grow their abilities through resilience, dedication, and fun. The two 5th/6th teams and our 7th/8th team made the playoffs, and our 6th-grade team was the RRAC runner-up. It was a thrilling season for all athletes, offering exciting wins, difficult losses, dedication, and numerous team learning opportunities.
CHEER
The cheer team, coached by Dawson faculty Jessica Abel and former VGK Vegas Vivas cheerleader Sara McDaniel, supports our Athletics program throughout the year and keeps school spirit high on game days and during important school events. The squad competed in the JAMZ Youth Nationals competition in January and achieved National Champions status, finishing in first place out of seven teams. Dawson’s Red team competed at the NCSAA Cheer Competition in February and won first place out of 10 teams to become overall champs of the entire competition. Both of the individual stunt groups also won first and second place. At the team’s final competition in April, it placed first overall in the intermediate division, first place in the stunt group for the intermediate division, and first and second place in stunt groups in the novice division.
GOLF
Coached by Kyle Dawson with Red Rock Country Club, Dawson parent Tommy Bell, Dean of Athletics Mike Buchmiller, and faculty Anamika Phukan, the golf team had a stellar season on the course. The team won several matches, defeating many other local schools to finish second in its flight. Four of our Middle School golfers qualified for the final golf match in May and brought home a back-to-back championship. Two of these golfers had notable finishes, one achieving the lowest score and earning first place overall, and a second earning individual first place in the 5th/6th-grade division.
TENNIS
Coached by Dean of Athletics Mike Buchmiller, faculty Nancy Myster, and Dawson alum Payton Buchmiller (‘18), both the boys’ and girls’ teams played hard all season long. The boys’ team finished fifth in the conference during the regular season. The girls’ team finished third during the regular season, qualifying for the league playoffs and finishing in third place, the highest girls’ team finish in Southern Nevada Tennis League history.
TRACK & FIELD
Coached by Dawson faculty Jess Balzano, Mady Conway, Corey Drummond, Stella Finfrock, Cal Govang, and Katrina Stachowski, Dawson’s track & field team trained all season in sprints, distance running, long jump, and shot put, securing consistent top finishes in several competitive track meets. They had an exciting 21 participants qualify for multiple events in the championship meet in May, where they had several podium winners and medalists. The team took second place overall in the girls’ and boys’ 5th & 6th-grade divisions out of 32 schools. This is the first-ever boys’ team track trophy and the second for the girls’ team in the NCSAA City Championship.
Coached by former Dawson faculty David DeLia, Dawson’s soccer team hustled all season long and learned so much as a team. Their resilience and unwavering spirit on the field showcased the true essence of sportsmanship, fostering bonds and memories that transcend wins and losses. It will be exciting to see what this team does in the years ahead.
Dawson’s Class of 2024: Where Are They Going?
Bishop Gorman
High School
Lilia Atamian
Ethan Azous
Payton Borsari
Valentina Breitling
James Camarota
Sadie Crafton
Anabelle Craythorne
Caterina De Micheli
Karlee Demirjian
Riley Fegert
Julia Freestone
Amelia Giger
Isabelle Giger
Shaanveer Gill
Olivia Joe
Riley Kelly
Rylin Kohl
Boden Levasseur
Jasmine Liu
Victoria Mercado
Benny Nelson
Kennedy Nelson
Keanu Phukan
Richard Ruffin
Giselle Ruisanchez
Claire Slanker
Anthony Stallings
Samantha Stern
Kai Stryker
Ryan Tannoury
Ethan Tavakoli
Savannah Teems
Alexander Trummer
Addison Velardi
Leah Ventura
Boarding Schools
Asher Alexander, Dunn School
Ikaika Gardner, The Thacher School
Melanie Weyrich, The Webb Schools
Clark County Public & CTA/Magnet Schools
Isabelle Anton, Arbor View High School
Justin Cofield, Las Vegas Academy of the Arts
Sawyer Coulthard, West Career & Technical Academy
Ian Kasten, West Career & Technical Academy
Emma Miller, Coronado High School
Norah Musgrave, Northwest Career & Technical Academy
Faith Lutheran High School
Addison Cicchetti
Nixin Lone
Sarah Nimer
Nash Nisi
Kinnley Stevens
Local Private Schools
Kai Eclavea, Word of Life Christian Academy
Out of State
Halle Choate, Colorado
Henry Stachowski, New York
The Adelson Educational Campus
Caden Miller-Amend
Ziamora Sanidad
The Meadows School
Mateo Fernandez
The G.B. Henderson Award Winners
Each year, a small number of graduating eighth-grade students are selected to receive The G.B. Henderson Award. This award is named for the business executive and philanthropist Girard B. Henderson, whose generosity – coupled with his belief in the power of education – made the founding of The Alexander Dawson School possible. The award, which recognizes outstanding achievement in academics, athletics, and citizenship, is a reflection of our Mission and Vision. From left, the students who received The G.B. Henderson Award for the 2023-2024 school year are Amelia Giger, Payton Borsari, and Isabelle Giger.
Additionally, the Alexander Dawson Foundation honored two Dawson employees with The G.B. Henderson Award at our eighth-grade graduation ceremony. This acknowledgment is awarded to employees who have gone above and beyond to live Dawson’s Core Values through founder Girard B. Henderson’s legacy of innovation, hard work, and a lifelong learning mindset. The award recognizes Dawson employees who are stellar performers committed to the cause of creating a community of national excellence. The G.B. Henderson Award is the highest honor an employee at The Alexander Dawson School can receive, and the two 2023-2024 employee recipients are Matsuko Freeman and Sara Greenspan.
Photo credit: Chelsa Christensen
Matsuko Freeman, 2023-2024 employee recipient
Sara Greenspan, 2023-2024 employee recipient
Photo credit: Chelsa Christensen
Photo credit: Chelsa Christensen
Amelia Giger Class of 2024
Graduation Essay
In the first grade, somebody had the brilliant idea to dig a hole during recess. The logic was this: If we dug far enough, we would reach magma, and the hole would turn into a volcano. Naturally. Said volcano would erupt, destroying the entire school campus, consequently ending the school year about six months early. For first-graders who weren’t exactly interested in school, this was the perfect incentive to give up recess time for digging next to the soccer field. We had no shovels so we relied on our hands. Now, as evidenced by the fact that we are graduating from Dawson seven years later, the volcano plan didn’t exactly work. The main reasons were that: a) the whole idea was ridiculous, b) even if it were possible, first-grade kids aren’t that dedicated, and c) we soon found a better way to spend our time.
One day, while digging, something amazing happened. We found…a rock. A groundbreaking discovery, really. But this wasn’t any rock; it was a big one. From the perspective of tiny first-graders, it was practically a boulder. Because we couldn’t lift it very far, somebody had another brilliant idea, perhaps even better than the volcano plan: smash it into pieces with another rock. A group of girls nearby was interested, and they decided to set up a shop. The idea was simple:
Photo credit: Chelsa Christensen
trade several regular rocks for the specialty ones they offered. Being the creative first-graders we were, we named the game “Rock Shop”. Soon, there was a whole assembly line as business thrived. There was even a rivalry between the two largest sellers. We were doing well until one store stole and hid the prize rock of the other and then conveniently forgot where they buried it. Considering the resulting drama and the multiple injuries from rock production, the teachers decided to shut down Rock Shop.
In the weeks after our game was ruined, the students in my class moaned that it was over. Personally, I was surprised that the teachers had let it go on so long. They knew it was happening; didn’t they figure out our ulterior motives for digging? Did they just humor us? Years later, I finally understood what our teachers wanted. They could see that we were learning, even if it seemed insignificant. Even during a game where we seemingly wouldn’t have learned anything, we learned how to efficiently use assembly lines and maximize profits with marketing strategies. We didn’t know it then, but from the very beginning, Dawson has been preparing us for what we’ll need to know in the real world. Teachers at Dawson find a way for us to learn something no matter what we’re doing. They did this by not only giving us information but also giving us the tools needed to find
information for ourselves. Looking back, this happened countless times throughout my Dawson journey.
Here’s another story: Just a year after the whole Rock Shop… fiasco… our grade was in the prime of our professional kickball careers. Every day, we would gather on the kickball diamond to assign team captains. The only problem? The boys in our grade believed girls shouldn’t be captains. Once this escalated into a large boy-versus-girl argument, our teachers stepped in to place a ban on kickball. However, rather than just taking our fun away, they saw this as a learning opportunity to teach us about gender equality and advocacy. We were even allowed to play again – after we defended our kickball rights in argumentative essays.
During the time I have attended Dawson, the teachers have always been guiding us along and helping us learn things for ourselves. Even when we were in the classroom, the lessons always went a step further. As William Arthur Ward, an American author once said, “Teaching is more than imparting knowledge, it is inspiring a change. Learning is more than absorbing facts, it is acquiring understanding.” Rather than just telling us, Dawson’s teachers showed us. Last year in math for example, instead of telling us how to graph lines, Mr. Reynolds gave us an online game on Desmos,
a graphing calculator. The idea was that you wrote the equations for lines of a marble slide so you could collect all the stars. While initially frustrating, it was incredibly gratifying when we figured out the pattern on our own. And this is what I will take away from Dawson: how to learn, not how to memorize.
Thank you, teachers. Without you, we wouldn’t be where we are today. Thank you, administrators, for making sure Dawson runs smoothly. Thank you, parents, for supporting us every step of our journey. And last but not least, thank you, students. We never would have been able to learn this much if you hadn’t all been so creative and thoughtful. From playing tag on the Lower School playground to attacking each other with snowballs on the single day it snowed to sprinting through the airport because we were late for our flight to D.C., I’ve made memories I will keep forever. Everyone here has changed and grown in these halls, no matter if you’ve been here for a decade or just one year. Whether you have realized it or not, Dawson has equipped us with the tools we need for high school and beyond. They’ve given us the key to the gate of success; it’s just up to you to open it. So when we leave here today, Class of 2024, I hope that each and every one of you will take what you learned at this school and create something wonderful.
Ever since I could remember, Dawson has had a tradition of eighth-graders and kindergarteners shaking hands. To others, this might seem a little absurd, but to people who experienced it, it means so much. When I was five years old and in kindergarten, we shook the hands of the eighth-graders. The second our hands touched, I realized that is who I aspire to be. In my eyes, I saw such a passionate, courageous, successful person. And this was my goal by the time I was in the eighth grade: to be just like them. This year, we shook the hands of the kindergartners, and I saw my younger self in them. It felt so odd being on the other side of the handshake, and I was who they were looking up to. It didn’t hit me until I began writing this speech that this is the last time I will be seeing and talking to some of my classmates. This is the last time I will ever see the same group of students again. This is the end of what I started 11 years ago. Dawson will be nothing but a memory by the time we leave this gymnasium tonight.
I’m what you would call a “lifer”. I have been here since I was three years old. In other words, this is the only school I’ve ever known. I’ve experienced so much, and for some reason, the little memories that seem like nothing mean the most to me. Like playing in the sandbox in EC or running around the playground to learn perimeter in third grade, the pioneer project in fourth, our spring plays, and especially the Vocabulary Parade. That might not seem so memorable to some, but for the past few weeks, my classmates and I have been reminiscing on these
core memories. Every one of us has a “first day at Dawson” memory; whether it was when you were three, eight, or even fourteen, we’ve all been through it. For me, I remember being so apprehensive for the first day of school. I could barely fall asleep the night before because my brain was running at 1,000 miles per hour. I knew not a single person there and walking into that class with bright fluorescent lights and cold tiled floors terrified me. I eventually found a best friend, and we stuck together. I clung to her like I would a stuffed animal. We did everything together, whether it was playing, eating, working – everything. Next year, we’ll all be attending different schools, whether it’s Gorman, Faith, Aldelson, boarding school, and much more. As we move on to high school, we will all experience another first day of school. However, this time we have a voice that Dawson gave us. We have the courage that Dawson gave us, and we have the support that Dawson gave us.
This school transformed me from a shy three-year-old to a confident eighth-grader. As I look behind me and see all of my fellow classmates, I see what beautiful, amazing people they’ve become. Now I have so many resources to help me through my first day and even for the next four years of school. As I look into this audience, well over 50 percent of the staff I see has personally helped me become who I am today. Every teacher has given me overwhelming support, helped me get up when I fall, and helped me surmount obstacles and establish my confidence. At the time, I didn’t put the puzzle together that the icebreakers we
did in ECEC and when we read our stories to the class in second and eighth-grade capstone –which horrified me – are the reasons I am here, standing in front of you reading this today. Even when I didn’t want to do something or I was too scared, Dawson pushed me past my comfort zone, and for that, I am eternally grateful.
We all have different visions for our lives: some want to be doctors, others teachers, and even engineers. Our lives will all be so different, but one thing that we all have in common is that we went to The Alexander Dawson School. We can look back and realize Dawson is a big part of the reason why we have those occupations and why we are who we are. They say your brain doesn’t stop developing until your early-tomid 20s. Dawson has filled our brains with goals, creativity, and amazing ideas. It is so extremely necessary to have a solid academic foundation because everything builds from that, and that is exactly what we received from Dawson. They’ve lent us everything we need to be successful, and all we had to do was take it and roll with it. As I moved through the years from ECEC to fourth grade and seventh grade, being in eighth grade seemed too cool. It was our culminating year at Dawson, and we had so many fun opportunities like park day, Costa Rica, getting to graduate two days early and so much more. But now that I’m here, I wish I wasn’t. I wish I was still a seventh-grader eager to grow up and move on. I wish I was still a fourth-grader excited to switch rooms every class. But most of all, I wish I was still on the opposite side of the handshake.
Graduation Essay
Riley Kelly Class of 2024
Photo credit: Chelsa Christensen
Middle School students in Dawson’s fine art photography elective spent the semester exploring the world of dynamic imagery and visual communication. This powerful medium of self-expression and creative composition allows students to share their vision of profound ideas, messages, or emotions.
Dominic K., 7th grade
Matias T., 7th grade
Ella B., 7th grade
Camryn B., 6th grade
Julia F., 8th grade
Ayaan P., 6th grade
Zach O., 6th grade
Benny N., 8th grade
Carson B., 5th grade
Makayla F., 6th grade
Brian T., 5th grade
Connor D., 6th grade
Valentina B., 8th grade
Sofia M., 7th grade
Jaxton D., 6th grade
Victoria M., 8th grade
Brooks K., 6th grade
Ian K., 8th grade
Boston B., 6th grade
Emma C., 6th grade
Zoe E., 7th grade
Adelaine W., 5th Grade
Ava T., 5th grade
Beckett F., 6th grade
Noah L., 6th grade
Alexis D., 6th grade
