Beyond King's (Vol. II, No. I, Spring 2014)

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Vol. 2, No. 1, Spring 2014

BEYONDKING’S

T H E

M A G A Z I N E

O F

K I N G ' S

A C A D E M Y

T H E

M A G A Z I N E

O F

K I N G ' S

A C A D E M Y

The boys are back: King’s alumni return to teach Message in a bottle makes wish come true Living the artist’s dream

We’ve made giving back easier than ever. Support King’s Academy online at www.kingsacademy.edu.jo/support-kings

TA B L E O F C O N T E N T S Spring 2014 Volume 2 Number 1 Editor in Chief Vera Azar

Editor Hanan Abdallah

Designer Shadi Hasweh

© 2014 King’s Academy, Madaba-Manja, Jordan. All rights reserved. No part of this publication may be reproduced or transmitted without express written consent from the publisher. Beyond King’s is published by the Department of Communications and Publications at King’s Academy, P.O. Box 9, Madaba-Manja 16188, Jordan.

King’s Academy website: www.kingsacademy.edu.jo

For contributions and corrections Tel: +962 6 430 0230 ext. 1005 Email: beyondkings@kingsacademy.edu.jo

Front cover photo credit: Zeina Rehani

Letter from the headmaster

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When there’s a will: Farah Matalqah ’11 proves there’s a way

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Coming full circle: Two Class of 2010 alumni return to King’s as faculty

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The ultimate global experience: GOA puts King’s at the forefront of 21st century learning

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Hope floats: Aviselle Diaz ’15 shares her extraordinary story

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Why Aramco loves King’s

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Infographic: Did you know?

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Nadine Zaza ’12 builds her dreams at RISD

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2013 alumni reunion

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King’s resident poet makes waves in South Africa

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Q&A: Alumni! Got questions? Ms. Alia’s got answers

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Social media at King’s

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New at King’s this year

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Remembering Peter Greer

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Faculty notes

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Alumni photos

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Beyond King’s aims to keep the greater King’s Academy community – including alumni, families, donors and friends – abreast of significant developments and noteworthy achievements at the school. It also serves as a forum for alumni to stay connected with King’s and with each other by sharing news about developments in their lives. Beyond King’s strives to foster and support a strong school community, especially among those who are not or are no longer involved in day-to-day campus life.

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Dear alumni, Over the past few years, many of you have asked about ways in which you can give back to King’s Academy, and it is in this light that I am pleased to

" ` + ( z 9 @ ( ! an annual gift to the fund, you will help establish an important tradition > + 9 { of the greatest gifts you can make to King’s; no matter the amount you can afford to give – whether it is US $5, $25, $100 or $500 – your contribution " ' ( 9 ( (' ( ( 9 Moreover, you will set an example for your peers and for current students ! + ( (

9 Each year that you give, your name will be listed in our Honor Roll of > ( '

" ' ` 9 { ( ! ' ( ? ` + ( " ' ‚"""9! ( 9 9I ƒ E! „9 ( > ` (

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9 " ` " ! ( ! " ( ( ' 9 I am tremendously proud of what you have all been accomplishing since leaving campus, and of how you – and the school – have grown in the " 9

> ` acting as ambassadors for King’s, Jordan and the Middle East, I encourage ! (

8 I + ' King’s Academy and for you: to become leaders in the world, promoting 9 R ! > " ! "

9

John Austin

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When there’s a

WILL

“King’s Academy opened my eyes to the real world, it was my bridge to reality.�

W

hen Farah Matalqah ’11 applied to Wheaton College, she already had a clear vision of what she wanted to do after graduating: return to her hometown of Amman to help improve the socio-economic conditions of “poor and disenfranchised� members of society, especially refugees. But when it came to putting this plan into action, Farah faced a major obstacle: Wheaton didn’t offer a major she could sink her teeth into. She knew she needed to get the ball rolling and settling for a major that was only partially related to what she wanted to do wasn’t an option, so she opted to start from scratch and create her own independent major – economic sociology. Of course this didn’t come easy. Farah had to write a convincing proposal to justify why Wheaton should offer economic sociology as an independent major. She also had to create a plan by designating the appropriate classes for this new option of study, and she had to maintain a minimum 3.5 average to be eligible to develop her own major. Luckily, her hard work paid off. “As I prepare for a career applying economic insights to real-world situations . . . the ability to combine ( ( ' ` >‰ z > " Š ‰ in Jordan and the region. This semester Farah is doing an independent study in Brazil, where she is learning about the country’s diversity, social justice system and sustainability, and relating that information to the world, particularly in Jordan. “With everything that is happening in Jordan now, we're suffering from severe [social] inequality,� she said. “In addition, there are refugees from all around. So my question is, how can Jordan maintain its sustainability?� Come graduation time, Farah will be recognized for taking this initiative and – as the only student to be studying economic sociology at the university – will receive the honor of Wheaton Scholar. “King’s Academy opened my eyes to the real world, it was my bridge to reality,� she said. “My experience there made me look at the world through a different lens . . . and put all my ideas into action because they always told us to believe in ourselves no matter what we do.�

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COMING FULL CIRCLE

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t seems like just yesterday that Ghassan Gammoh ’10 and James (aka Nick) Lee ’10, went off to college as part of King‘s Academy’s inaugural graduating class. Fast forward four years to the present and it’s that bittersweet time again: graduation. But for these two soon-to-be-college graduates, another exciting chapter of their lives already awaits on the heels of this milestone Soon after they toss their graduation caps into the air this spring, and armed with their bachelor’s degrees, both 6

Q ( ' ! Q ` I ' + ( " Ghassan will be teaching history while Nick will be teaching SAT Prep. “I wouldn’t be where I am today without King’s,� Ghassan said about the school he credits with teaching him independence and responsibility. “I want to give back to the institution that gave me so much.� Nick agreed, adding that “King’s shaped me more into who I am today than any other experience I’ve had, and it ( ` ! ( 9‰

“The passion and skill I saw at King’s made me want to come back.�

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While both young men knew from the outset that they wanted to show their gratitude to King’s by “returning the favor� once they graduated from college, what they hadn’t expected was to end up actually working for their high school. Coming from a family of doctors, Ghassan didn’t have to think twice about studying pre-medicine when he got accepted at Harvard University. ( Š" " "‰ what seemed like the next natural step in his life. But with each passing year, he felt more and more that his heart lay elsewhere.

“Hopefully I can inspire students to achieve their dreams like my teachers at King’s did for me.� Ever since his years at King’s, Ghassan had been fascinated by history, and he made sure to pursue that passion at Harvard. There he began exploring different disciplines in the humanities only to realize that he was ultimately tracking history – the “common thread� among all these disciplines. “It all starts with history,� he said. “When we know our history, we have stepping stones to stand on and an ability to look forward . . . to see where we’ve come from and where we can go.� @ I > > 6

( ( school behind and become a history major. With the full support of his family not only has he excelled; he’s never felt happier. Ghassan’s own teaching history includes tutoring at his school in Aramco, participating in SEP at King’s, serving on the Harvard Bureau Study Council and working with underprivileged kids at Mission Hill public schools in Boston. “The passion and skill I saw at King’s made me want to come back,� he said. “I want to show students how the history of the Middle East is rich, diverse and beautiful, and that it can lead to new hope – everything His Majesty has said about King’s – to bring about change.� Fellow classmate Nick experienced a similar albeit less dramatic change in plans when he began his studies at Brown University, where he went in “anticipating to concentrate in chemistry� but ended up majoring in 9 I ! ` > " 9 Š+ ( > " 8 ˆ > ` ' >‰ 9 Š8 + " ( ( ( @ " 9 students achieve their dreams like my teachers at King’s did for me.�

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THE ULTIMATE GLOBAL EXPERIENCE GOA puts King’s at the forefront of 21st century learning

“We are our schools, which are the best schools in the world, and they are us.”

In 2011, King’s Academy joined a consortium of leading independent schools across America as the founding members of the Global Online Academy (GOA). Of the 10 institutions to launch the GOA, King’s was the only international member. Back then, the GOA served 120 students in 10 inaugural classes. As of spring 2014, the GOA includes students and teachers from four continents, eight countries, 21 statesand 12 time zones. Over 900 students have taken GOA courses and in 2014-2015, over 1,000 students are registered in 57 classes! The number of GOA member schools has shot up to 50. This past winter, GOA director Michael Nachbar visited King’s Academy to give a special presentation about online education. Before heading back to GOA headquarters in Seattle, Nachbar spoke to the Department of Communications and Publications about 21st century learning and what it means to have a truly “global” education. How did you know there was a need for online learning? During a conference in San Francisco, [award-winning author and educator] Michael Horn discussed the role of online education and its impact on schools. It was clear just by listening to him that this was going to have an impact not just on public schools but on independent schools as well. The promise of it was great and there was an opportunity for it to impact the way teachers taught and how students learned, and how to prepare them for college and beyond. How are schools selected to join GOA? We look for schools that have strong academic programs and are forward-thinking – ones that recognize the importance and necessity of engaging our kids in this space…ones that are committed to teacher professional development and are looking to improve their programs.

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Can schools apply on their own or do you look for them yourselves? We do a mix of both. We reach out to schools, especially internationally, and we also get contacted by different places but we have certain standards. The school has to be accredited and English-speaking. It has to have a commitment to diversity and have a strong academic program as well as a strong professional development program for its faculty. How do you control the quality and standards of teaching in the various courses? GOA builds the infrastructure that provides teacher training and support to make sure the quality of the classes is commensurate with the quality of classes at our member schools. We train [teachers] in a rigorous professional development program of over 70 hours before they teach their class. This year [the online professional development course] is going to be six weeks long in addition to a week-long in-person workshop of building coursework and sharing ideas. We also meet with the teachers on an on-going basis and provide constant feedback in a very supportive way. On what basis do you determine the success of a class? We get feedback from students three times a semester, gather that information and pull it apart to give it to teachers so they can talk about their needs – what works well and what they’d like to change. There are also “active research� faculty meetings where teachers are encouraged to think of questions and gather data from their courses to make observations and changes. It’s an amazing process compared to what happens in a regular classroom. How has GOA managed to dispel any misconceptions about online learning and turn it around so that it’s actually perceived as prestigious to participate? One way is by coming to schools and presenting to faculty. The only way to convey that this is different is by showing people. We try to reframe it; we aren’t a company or a course provider. We are our schools, which are the best schools in the world, and they are us. We ask teachers what they would want to retain in an online course they were teaching – the same values and ideals, the emphasis on knowing their students and building relationships, challenging and inspiring kids. We help teachers think about how to do that in an online environment because it’s completely possible.

Michael Nachbar joined Arabic students for dinner at King’s Academy

The normal advantages of traditional learning (human interaction, idea exchange, etc.) are often missing in online learning. How do you overcome this? It’s important to acknowledge that there are advantages to both methods. It isn’t one versus the other; they complement one another. There are things you can do in a classroom that you can’t do online and vice versa. But online you have 100 percent participation in discussions. You have the ability for students to process what they’re learning over a long period of time and you can be more thoughtful about how they’re engaging in a topic. Each environment offers kids the chance to develop skills they wouldn’t otherwise be able to. GOA recognizes that we need to be doing both for our kids. We want to add more schools and we want more kids from different places. There are great schools with great student bodies and amazing teaching faculty, and we want to work with those schools. We also want to engage the current membership more deeply and add more students from our current schools. To learn more about GOA, visit www.globalonlineacademy.org.

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Hope floats C

uban-American Aviselle Diaz ’15 came to Jordan from Miami as an Arabic Year (AY) at King’s Academy student with her mind set on a twofold goal: to learn Arabic and to receive a global education at one of the most diverse institutions in the region. Growing up knowing she wanted to pursue a career in diplomacy, Aviselle soon realized that a school such as King’s Academy, where students from over 30 countries study and reside together in a close-knit community that fosters tolerance and coexistence, was the perfect place for her. There was one problem, however. Aviselle’s family couldn’t afford King’s Academy tuition.

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Determined not to let money hold her back, Aviselle – with the help of her father – got creative. Together they artistically decorated 100 bottles, each containing a heartfelt plea for the “dear reader� to help make her dream of attending a school halfway across the globe become a reality. After launching the mosaic-adorned bottles into South Florida’s rushing waterways, Aviselle and her father, Pedro A. Diaz, waited anxiously and hoped for a miracle. In a matter of weeks, Aviselle Diaz became a household name after the Miami Herald newspaper published her story thanks to a news tip from an enthusiastic bottle recipient. Next thing she knew, Aviselle suddenly found herself with enough funding to cover the tuition needed to attend King’s Academy. The main source of her ffunding came from Qatar Foundation International. One year after completing the AY program at King’s, O Aviselle – who is a junior – is still around, and she’s not A rready to return home just yet. The Department of Communications and Publications T rrecently caught up with the diplomat in training, who ttalked about the extraordinary journey of following her

Why did you want to attend King’s Academy? Ever since I was a little girl, I wanted to become a diplomat in order to create negotiations between different nations and promote peace, tolerance and

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You knew you wanted to attend King’s but you also knew you couldn’t afford it. How did you manage to come up with the tuition? % $

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You came to King’s in 2012 as an AY student. What was that like? It absolutely exceeded my expectations. I came to King’s knowing no Arabic whatsoever, and this year I’m able to handle a conversation with people in town and can socialize with people in Arabic. I can read, write and understand – all this in just one year! It was really such a wonderful experience and I’m really grateful for that.

The AY program at King’s exceeded Aviselle’s expectations

Why did you choose to return to King’s after completing your AY year? I was able to learn so much about Jordan – about the language and culture of the region. It was such a wonderful experience and I thought to myself if I continue on and, inshallah, graduate from King’s Academy, I’m going to have such a different #

continue my Arabic because you can always learn it in a classroom, but when you’re one with the people, that’s when it really counts.

supporting the school? A lot of the time people ask about the pricing of schools and the one thing I always tell them is that so much money goes to supporting war and weapons. But investing in the education of a child doesn’t have negative consequences;

Yes, last summer I spoke to sick children about never giving up on a dream no matter what your circumstances are. After telling them my story – how my dream of attending this school came true – they were all so excited and started talking about what they wanted to do when they grow up. I even showed them where Jordan was on a map and one kid wanted me to teach him Arabic! So we got miniature bottles for the kids, which they decorated and wrote their own messages in. Some of them said they just wanted to get better. There was

# What has your journey taught you? That you can never lose hope. You have to keep on trying until the very end. That’s what I wanted to do with hospitalized children [at the Dreams Come True event at Miami Childrens Hospital]. What do you have planned for the future? I’m working with international organizations to sponsor an initiative called Education in a Bottle. The ultimate goal is to have youth from across the globe design bottles and place a vow inside to give to their leaders to sign. It will serve as a promise stating they will do all they can to provide education within their respective countries and around the world. Basically, we want to spread the message that through the limitless power of education we can achieve peace, coexistence, tolerance and understanding in our world today. I think it’s time we really focus on giving our children a better future, and when we do that not just as one community but really unite around the world, we can really make a difference.

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Why Aramco loves King’s G

hassan Gammoh ’10 can remember the precise moment he learned about King’s Academy. It was 2006 and he was the only 9th grade student at Udhailiyah School, at the smallest and most remote compound in the Saudi Aramco* company network of communities in Saudi Arabia. “I remember Dr. Eric [Widmer] driving all the way up here from Dhahran – driving 200 kilometers just to see me,� he said, recalling one of the initial efforts at student recruitment at King’s, prior to the opening of the school. The headmaster’s personal pitch to Ghassan was effective. While his older siblings had both gone to R * * *" > 6

' ( ` ( student to enroll at King’s. Seven years later, more than 40 Aramcons have followed in his footsteps, and next year King’s will have 25 Aramco students enrolled in grades nine to 12. There ` > ' ' + will soon be home to more Aramco students than any school outside of the Gulf. Sarah Gammoh checks out King’s with her father

Š+ ` ( >‰ ž > " ' ( Dhahran Middle School since 2007. “It’s a place where super high achievers can excel, but the program also is broad enough that other kids can do well, too.� She noted that the warm and supportive school community at King’s also makes it appealing, along with, of course, a location only two hours from Aramco. Although the transition from home to boarding school can be a challenge for any student, Aramco students generally fare well at King’s from the moment they step on campus. The curriculum and classroom environment at Aramco are good preparation for King’s, and the active athletic, service and community life at Aramco schools matches up well with the King’s co-curricular program. “Aramco students are very involved when they come to King’s. They add a lot to the school community and tend to be involved in all aspects of school life,� said King’s Dean of Residential Life Ryuji Yamaguchi. Moreover, Aramco students enrich the diversity and global awareness at King’s. Students from Sri Lanka, Pakistan, Indonesia, Venezuela, Malaysia and Colombia have brought their cultures to the King’s community.

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! but it is a safe bet that King’s will soon be home to more Aramco students than any school outside of the Gulf.�

According to Sabal Almadi ’14, even though Aramcons at King’s come from many different backgrounds, they share a common experience and therefore have established a tradition and special community within King’s. “When I came, there were older Aramco girls here, so I turned to them for everything,� Sabal explained. She said ! ` ' ` " 9 King’s proximity to Aramco was a deciding factor for Nicole Alfonzo ’16, a native of Venezuela who moved to Aramco at age nine. She was admitted to boarding schools in Texas and Florida, both places where she has extended family, but was attracted to King’s because of its strong program and location close to her Aramco home. Next year, Ghassan’s sister Sarah will be the youngest of the family and last to go off to boarding school. Although she was admitted to eight boarding schools in Europe and the United States, King’s was the easy choice for her and her family, said her father, Dr. Sultan Gammoh. “This school is academically so impressive and the college counseling is wonderful. My son had an easy transition to Harvard after three years at King’s. We are so lucky to have such a great school so close to us at Aramco.� *Aramco is the Saudi Arabian national petroleum and natural gas company based in Dhahran, Saudi Arabia.

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DID YOU KNOW...? King’s Academy is currently home to students from over 30 countries worldwide. The below map illustrates the top six nationalities, by number of students, represented at King’s in 2013-2014...other than Jordanian, of course. Talk about diversity on campus!

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14

16 7

American

Saudi Arabian

Korean

28

33

Iraqi

Chinese

Nigerian

The girls are gaining ground! This year, the male to female ratio at King’s is 263 to 219. Watch out, boys!

63% 37%

62% 38%

2007-2008

2008-2009

58% 42%

54% 46%

2012-2013

Boy

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2010-2011

2009-2010

58% 42%

2011-2012

59% 41%

61% 39%

2013-2014

Girl

King’s Academy students rule at taking AP Exams! The below data shows the percentage of total AP students who have earned a score of 3 or more during the last five years. Go Lions!

2009

2010 82%

72%

61%

2011

83%

76%

60%

80%

78%

61%

2012 84%

80%

60%

2013 82%

79%

61%

Jordanians are still the lion’s share of our student body. But close to half our lions hail from outside the kingdom. 100% 90%

84% 77%

80%

73%

72%

71%

70%

64%

60%

58%

50% 40% 30% 20% 10% 0%

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

Jordanian students

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Nadine Zaza ’12

builds her dreams at RISD N

adine Zaza ’12 is only in her second year at the Rhode Island School of Design (RISD) in Providence, but her excitement about design and her passion for art are rapidly growing with each stroke of her brush. The architecture major is loving every bit of the rigorous ( ) * > ( ` E

to liberal arts classes to community service opportunities outside the classroom. “I’ve always wanted to go to RISD, ever since the eighth grade,� she said. “Art school is different. You’re held to a higher standard . . . you’re pushed to think more conceptually.�

“I’m living my dream and I couldn’t have done it without King’s.�

Ink drawings from Nadine’s abraj series

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But for Nadine, there’s more to design school than just learning " ' ¥ ( address social and political issues through art. Inspired by the artists who have emerged from the Middle East during its most turbulent times and the impact they’ve made –

` ˆ ' * > ; ( ; E effect of media and photography are just a few examples – Nadine hopes to represent the Arab world with her own creations someday.

Nadine studied still life and recreated its phenomena in a physical model and a 3D model using computer programs

Nadine N di represents an artistic i i ““statistic� i i � on olive li trees iin P Palestine l i b burned d and d ill illegally ll removed db by the h IIsraeli li government to create settlements l

“Art can change people’s minds,� said Nadine, who also serves as an executive member of Global Initiatives, a cultural club recently established at RISD aimed at bringing awareness on issues outside “the bubble of the studio.� Nadine helps run the Middle Eastern part of the club in which students engage in intercultural dialogue while enjoying traditional Arab cuisine, an experience that tantalizes both taste buds and minds. While she has kept busy immersing herself in new experiences – a collection of her artwork was recently selected to be showcased at RISD’s accreditation exhibition (for its architecture program) and she has plans to cross-register at Brown University – Nadine has also remained faithful to activities near and dear to her heart, (( 9 “At King’s I was very involved in community service, and I knew I wouldn’t be able to function in any university without doing community service there as well,� she said. In addition to working at a local children’s museum as an exhibit educator, Nadine tutors the daughter of a local Jordanian family in Arabic and spent her spring break working with incarcerated youth in New York City. She will also be returning to Jordan this summer to participate, once again, in King’s Summer Enrichment Program (SEP). Nadine, who is minoring in Nature-Culture-Sustainability Studies, also credits King’s for inspiring her to use her ' ` > " ! " ( community. “Sustainability is the way of the future, and I really want to take advantage of that,� she said. “I don’t know if I’ll ever make a skyscraper but ask me to build a refugee camp . . . I’d rather do that.� As every artist has a muse, for Nadine memories of home (Jordan) are what help her forge ahead. “I’ve created about 100 drawings of the abraj (towers) in Amman all from memory,� she said. “[The towers] are ( " ! ' ( ` 9 R ( ( " ( " ! > I ' 9 " ' ` 9‰ Art school for Nadine is as challenging as it is rewarding and while there’s still a long way to go, she looks forward to continuing the journey she’s embarked on and she thanks King’s for helping pave the way. “King’s isn’t an art school but I had the keys to the art room. That trust they gave me, letting me do whatever I wanted . . . I’m living my dream and I couldn’t have done it without King’s.�

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2013 ALUMNI REUNION

From left: Zain El-Jazara ’12, Ms. Linda Bouziane, Yasmine Abu Zeid ’12, Nadine Massad ’12 and Nairuz Al Ajlouni ’10

From left: Omar Habaybeh ’12, Mohammad Oran ’11, Karim Ayyad ’12 and Talal Abu-Ghazaleh ‘11

Jude Dajani ‘11

Hamza Zaidan ’10 with HE Karim Kawar

From left: Omar Al-Darwish ’11, Faisal Kabariti ’11 and Karim Habbab ‘11

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Majd Masannat ’12 with Adel Nesheiwat ‘11

Suhayb Al-Jawhari ’11 (left) and Amr Farouki ’12 (right)

Alumni holding up the inaugural issue of Beyond King’s

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KING’S RESIDENT POET MAKES WAVES IN SOUTH AFRICA During the Round Square Regional Conference held at the Oprah Winfrey Leadership Academy in Gauteng, South Africa this past spring, King’s Academy student delegates read the poem “Suns of Tomorrow” written by King’s resident poet Ward Wakileh ’14. In addition to reading the original Arabic-language poem, they also recited English and Chinese translations. Amazed by the intense emotion and pure passion of Ward’s poetry, South African teacher and conference attendee Ms. Leandri Fick wrote our resident poet a heartfelt letter in which she expressed her admiration for his talent and asked for his permission to teach the poem in her classroom at Cornwall Hill College in Pretoria, South Africa.

Good day Ward, I want to congratulate you on the amazing way in which you write poetry! I am Mrs Leandri Fick, I teach at Cornwall Hill College in Pretoria, South Africa; I attended the Round Square Conference with some of your peers and two of your educators. They presented your poem in the talent show for the conference and I was immediately intrigued and amazed. The first reading of your poem was done in Arabic, which was recited with intense emotion and pure passion. Your poem was then reread in Chinese and finally, so that we all could understand, in English. After the talent show I approached your teacher and asked whether she would mind if I have a copy of your poem, she then gave me a copy and as I read through it, I was again astounded at your talent. I want to ask your permission to use your poem in my classroom environment, I want to read it to the pupils that I teach and I want to put it up in my classroom to show them what a talented 17 year old boy you are. I will add your name, age and King’s Academy, Jordan to the poem. It is my sincere wish that you become the best that you can be and I hope that poetry will always be a part of that; embrace your talent and may you only experience freedom and life through it. My best wishes, Leandri Fick 18

Suns of Tomorrow We are the youth Suns of tomorrow The volcano of change The defenders of our homeland The foundation of the nation Like promising branches anches Embracing the roots ts Baptized with lovee Crowned with light ht And against the wild ild reality We rebel, yell and revolt We stand humbly as wheat spikes sp pik pikes Proud as olive trees es With the green promising omising dream dre eam We paint our eyes ž (

And upon the gloryy of those ose who have left We crown ourselves vines es with w ne And march Carrying in our young ung hearts The lamps of promise mise In our young handss The branches of pledge edgee In our homeland.. Uniqueness, pride and generosity Art.. creativity Youth leaving a mark Reviving the pride of our ancestors Coloring our days Perfuming our dreams And planting our lands Creativity.. liberty.. and resistance And ingraining in our vision Humbleness, love of others and generosity

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19

Alumni! Got questions? Ms. Alia’s got answers , ( ` ' ( ƒ 9 ž ( # #

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Q: I have guests who would like to visit King’s. Whom should I contact? A: Guests are always welcome! Just send an email to alumni@kingsacademy.edu.jo.

, " ` ( ` ƒ` # A: We can help put you in touch with King’s ( 9 Q ! " " ƒ` are inquiring about. Q: How can I get in touch with a previous faculty member at King’s?

* ( ( (' you would like to contact and we will try our best to get you in touch. Q: What are the dates for the next reunion?

z ( ' > can check out the reunion homepage on the King’s website or the events calendar. You can also send an email to alumni@kingsacademy.edu.jo if you prefer. , " = (( ( # " can I get an invitation card? A: All King’s Academy alumni are welcome to = (( ( > ' invitation cards must be picked up from the school in advance. Q: I want to visit King’s during my break. Whom should I contact? A: We’d love to see you! Just send an email to alumni@kingsacademy.edu.jo before you visit and note that it is advisable to visit King’s ( >

disrupted. Also remember that alumni are not allowed in the dorms. , = ( " # A: King’s alumni can stay on campus by invitation only. Faculty members may host you at their apartments too.

Q: I’m looking for a summer internship. Who can help me? A: Lots of internships are posted on our alumni Facebook page so make sure to check that out. ` ( > please email alumni@kingsacademy.edu.jo. Q: Are there summer work opportunities at King’s?

{ > 5 * ( summeratkings@kingsacademy.edu.jo for more information and to apply. , ( > ` I '9 = ( ( ( #

? 5 * ( alumni@kingsacademy.edu.jo and let us know " ! 9 > ! U ' " =

&X X graduates returning to King’s to teach! Q: I’d like to make a gift to King’s. How do I do that? A: King’s Academy accepts gifts through wire > !> 9 6 * + " ' ! $ " ' ` " ( " > ` check or make a contribution through credit 9 = ( ? ` ( 9 Q: How much should I give?

ˆ > ( 5 8 small gifts make a big difference when (' > ( ( > supporting new projects and enriching the educational experience. Each donor ( " > " ¢* ÂŚ > ÂŚ XX ( ( 9

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SOCIAL MEDIA

AT KING’S

Since joining Facebook on September 25, 2011, King’s Academy has gotten over 6,300 likes (and is growing daily!). Today, we also have pages for Arabic Year at King’s Academy and SUMMER at KING’S ACADEMY, and a Twitter account where you can follow (and tweet!) us at @KingsAcademyJOR. Get a glimpse of how we much we have grown in the digital world!

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23

New Dining Hall

Eco Flag

This new dining hall for faculty and staff is an open and airy space, with herb gardens lining the walk.

In recognition of its commitment to environmental protection and sustainability, King’s Academy earned the environmentally acclaimed Green Flag award this year!

The Orange Courtyard One of the earliest supporters of King’s, Orange Jordan provided a generous contribution during the founding years of the school, helping pave the way for King’s growth and development. This year, the courtyard outside of the Lecture Hall was named in honor of Orange Jordan.

35

Remembering

Peter Greer R + (( ( (' " E > "

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“A wonderful, kind man and an inspiration to us all in so many ways.� E ( + > > ( ; ‡ *

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37

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s. Emily is now teaching an introductory freshman course as well as AP World History at Taipei American School (TAS), a K-12 day school in Taiwan. She has been exploring the delicious cuisine there, and has enjoyed being able to share her experiences in the Middle East with her current students to help them gain a perspective on the region. ' " 8 9 ˆ( " students on issues relating to politics and identity – just as political discussions blossomed in Jordan while she was there after the Arab * > * " ; ! " " in Taiwan, raising a lot of interest in the state’s democratic future. 8 9 ˆ( " 6 ! ) ( course next year and continues to be involved in community service projects, as she was at King's. She is the sponsor for the Amnesty International Club at TAS and chaperoned a service trip to Cambodia last fall.

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t was not easy for Mr. Carlos to leave Jordan after almost “six wonderful years in the region� and move to Chile, where he and his family have since settled in Iquique, but the change has presented new opportunities for his daughters, particularly in outdoor activities and sports. In addition to sailing and bicycle touring, the Abellanosas have even tried volcano climbing! They have also visited different parts of the country and hope to do some more travelling throughout Latin America and explore its spectacular culture. 8 9 = ' " ! ' ( ‚ (' ( „ ! environmental awareness, an experience that has proven to be as rewarding as it is challenging.

38

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fter spending 10 years in the Middle East – six in * Q £ 8 9 @ 8 9 * decided that it was time for a new culture and climate. They have certainly found that by moving to the heart of tropical Africa, where they now make their home in Yaounde, the capital city of Cameroon, " ! ( * 9 ž (

King’s Academy greatly, both agree the move has ' 9 8 9 * is enjoying the challenge of that position and Mr. Barry is the athletic director, teaching physical education to students from kindergarten to grade 12, and coaching almost every day after school. @ 8 9 @ 8 9 * I Š ‰ of working with elementary school students, but miss the intellectual stimulation of calculus and economics, and hope to return to classroom teaching at some point in the future. Their beloved dog Kennie misses his King’s canine friends, but has adjusted well to life in Africa. The entire family would love to host any two- or four-legged King’s community members should they wish to visit!

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The Paytons have been able to see quite a number of King’s folks in " > @ ' 6 ( &> Q * Jin ’13, Hamza Alsarhan ’13 and Mansoor Ghoto ’11. They have also had the chance to catch up with Mr. Bowman Dickson and 8 9 ) ! 8 9 Q * " > ! " Mr. Arthur Clement.

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r. Mark and Ms. Carolyn left King’s Academy primarily to be closer to their children and growing number of grandchildren, the newest of which arrived last October. Mr. Mark misses King’s greatly but is enjoying his job as R ž ` * * 9 Louis, Missouri and living there, getting home whenever he can. He is also enjoying being able to ride his motorcycle and watching tons of ' ž ` 9 Ms. Carolyn has devoted much of her time and energy to reconnecting with family and friends, and investing in the 9 * New Hampshire to tend to her home and to be closer to her children. In addition,

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! > quilting and ministering to women at a local church.

39

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ince leaving King's last spring, Mr. Bowman has been reminded of what it is like to be a student, as he works on a Master's degree in private school leadership at Columbia University. Additionally, he has been able to see many King's folks at Columbia including Mr. Tristan Chirico, Swara Salih ’10, Talal R ! V> 8 ˆ ' & ?( " &9

` 8 > 8 9 @ "( " I * 9 Andrew's School in Delaware, following in the footsteps of Dr. John Austin! He will be teaching mathematics, but on the side he plans on collecting as many stories about Dr. John and Ms. Monica as possible (which he promises to share!). This past summer, Mr. Bowman also got to work with Mr. Dan Dudley at his summer camp in Arizona for middle school students from China. It was fun to spend time with Mr. Dan, Ms. Gertrude, Wendy and Tiamike, and see what their life in Arizona is like. As Mr. Bowman put it, they moved from one very dry, beautiful desert to another!

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Mr. Bowman leaves us with the following message: “It's amazing how strong the King's community is, even if we are scattered across the world. When my little brother passed away in the fall, I received beautiful notes of encouragement and phone calls from around 100 different members of the community – students, faculty, staff and administrators alike. Feeling the love of the community made me miss King's so dearly, but also reminded me that the connection that we all feel with the school will always be there. What a privilege it is to be a part of something so inspiring.�

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fter leaving King’s in June 2013, Mr. Matt moved back to Washington, D.C. Since August, he has been working on the corporate affairs team at Edelman, a ' ` (9 ? " ! > tour guide for groups of international visitors and in his free time he plays tennis and squash. In addition, he has continued in his role as editor for Global Risk Insights, a political risk analysis website. Last summer, Mr. Matt reconnected with Isabel Nassief and Huoi Trieu, both of whom were working at King’s when he spent a gap year there during the 2007-2008 academic year. He has also recently spoken with John Gwin and Davis Shaver, who were also members of his junior fellow cohort.

40

Mr. Matt maintains his Arabic through participation in a conversation group and is an active member of the Alliance Française of Washington, D.C. He keeps up with the King’s community via regular correspondence with Mr. Matt Westman, Mr. Andrew Poulin and the members of the Department of Communications and Publications.

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en Romano: Since leaving King’s, Ms. Jen has settled into life in Savannah, Georgia, where she lives in a cozy converted carriage house in the historic downtown area and works at Savannah Country Day School. She’s currently teaching 9th grade English and 11th grade AP Language and Composition, and next year she will take on the exciting new challenge of freshman class dean (a role she feels ready for thanks to the training she got as house head of Murzim and Alnilam). Ms. Jen returned to King’s for her spring break this year in order to catch up with good friends and colleagues, old advisees and former students. Jordan – and the Arabic language and culture – holds a special place in her heart, and she tries to share that appreciation with her new students in Savannah. They’re already familiar with “yalla!�, “khalas� and “inshallah�. Ms. Jen also became acquainted with the Jordanian owner of a local Middle Eastern deli who kindly cooked enough falafel for the entire upper school to savor at a morning assembly! Ms. Jen wishes all the best to the graduating Class of 2014 and to all the faculty and parents whose tireless efforts helped guide the students to this wonderful moment.

A

rthur Clement: When Mr. Arthur returned to King’s this past March for his spring holiday it felt like “coming home�. Despite being away for three years, he was still able to recognize plenty of familiar faces of students and friends alike and enjoyed catching up with them during their free time. In the United States, Mr. Arthur spent a year teaching science to middle school boys at The Fessenden School in Massachusetts before realizing he missed working with high school students. This led him to move to the Groton School just outside of Boston, where he is currently a faculty member in the science department and runs a dorm on campus – a “way of life� he thoroughly enjoys. Mr. Arthur has taken graduate courses at Harvard University for the past two summers and has plans to continue down this path. What he misses most about King’s is the sense of community and family life, which is something that “hasn’t been replicated� since his move. He also misses the warmth of the Jordanian people and how “they make time for each other.�

C

harlie Hopkins: Mr. Charlie also chose King’s Academy as his destination for spring break when he stopped by in March for a week. In addition to catching up with old friends, he even managed to drive down to Wadi Feynan to enjoy some hiking and relive some of the delightful memories of the walks and shops he knows so well in Jordan. Mr. Charlie currently teaches history at Choate Rosemary Hall, a college-preparatory boarding school located in Connecticut. The biggest change he has experienced there is the size of the school – nearly double the size of the student body at King’s – and he misses the diversity and close-knit community life at King’s. He also misses Haret Jdoudna in Madaba, which he still maintains is the “best restaurant in Jordan!�

41

Jinseul Jun ’13 and Hamza Alsarhan ’13 put on a dabkeh at Middlebury College

Lorin El Kurdi ’13 passionately singing her song “Amman”

Jeris Abuhouran ’10 (top right) at an Embrace Kids Foundation charity event

From left: Nour Alhasanat ’13, Zain Abdelrazeq ’13 and Andrea Toomey AY ’13 reconnect at Mount Holyoke College

42

Emran Lallow ’13 hanging out on Broadway

From left: Muhannad Jawamis ’11, Nagham Qanadilo ’11, Dunia Rabadi ’11 and Barik Mahadin ’11 catch up in Amman

Shurouq Hijazi ’12 and Mutasem Dmour ’12 have bonding time

Clockwise from left: Burhan Aldroubi ’11, Faher Elfayez ’12, Hamza Zaidan ’10, Moayad Aldehayyat ’10, Mohammad Quraan ’10 and Faisal Husry ’10 enjoy a dinner at Ms. Alia Wakileh’s house

Ja’afar Al Tal ’13 gets reacquainted with Mr. Bowman Dickson

8 { ! V ` ¢* Naval Academy

43

From left: Abdel-Aziz Bawab ’13, Tamara Nassar ’13 and Talal Toukan ’13 reunite during winter break in Jordan

Renee Underhill AY ’13 and Mohammad Abu Dalhoum ’13 hang out near the Washington Monument

Abdullatef Al Bunnia ’13 enjoys his father’s company in California

From left: Rnad Salaita ’10, Ms. Wendy Bradley, Leen Hajjar ’11 and Sima Shabaneh ’10 have girl time at a coffee shop near Mount Holyoke College

44

jIfFaG* T

Looking for some King’s goodies?

Al Dukkaneh

Our branded merchandise has moved to

Al Dukkaneh in the HRH Jabir Al-Ahmad Al-Sabah Administration Center

ing

ch laun w w w. k i n g s a c a d e m y. e d u . j o

s

er m um

P.O. Box 9 Madaba - Manja 16188 Jordan tel +962 6 430 0230 fax+962 6 430 0259 7 8 $ $

BEYONDKING’S T H E

A L U M N I

M A G A Z I N E

O F

K I N G ' S

A C A D E M Y

w w w . k i n g s a c a d e m y . e d u . j o

email beyondkings@kingsacademy.edu.jo

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