LOWER CANADA COLLEGE
Spring 2022
LIVING
THE IB LEARNER PROFILE
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HEAD OF SCHOOL Christopher Shannon (Pre-U ’76)
LION EDITOR
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Dawn Levy
ASSISTANT EDITOR Dana Kobernick
COPY EDITORS Mark Boghen Nancy Essebag-Christie Jane Martin
ARCHIVES, RESEARCH & DATABASE Jane Martin Adrianna Zerebecky
TRANSLATION
CORE Beliefs
12 Coding & Robotics: The Way of the Future
Ekaterina Huerta Nathalie Lampron
CONTRIBUTORS Tommy Bérubé Mark Boghen Ryan Bowles Marjolaine Cayouette Nancy Essebag-Christie CORE Students & Staff Leaders Connor Girouard Line Grandchamp Kristine Jones (Pre-U ’93) Dana Kobernick Veronica Kost ’09 Ray Lawson (Pre-U ’91) Sarah-Jeanne Martineau Alec Mathewson ’95 Jean-François Maurice Alexandra Mazzella ’04 Fiona Nanson Michele Owen Marie-France Perron Gillian Shadley Christopher Shannon (Pre-U ’76) Noël Tremblay Filip Vanjaka Chris Viau Rose Wangechi Alison Wearing Lindsey Whitelaw Priscilla Yoyotte Ettore Zuccheroso
PHOTO CREDITS & CONTRIBUTORS Atlanta Braves Chris Auclair Anabela Cordeiro Susan Ferguson LCC Archives Christinne Muschi Kyle Williams
DESIGN Origami
THE LION is published by Lower Canada College 4090, avenue Royal Montréal, Québec H4A 2M5
Tel 514 482 9916 @ communications@lcc.ca Website www.lcc.ca FRONT COVER: ADITYA GOEL ’23, ATHENA NGO ’26 BACK COVER: MAREIKE HOFSTEE ’21 (PRE-U ’22), SAMUEL MALCA ’30
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The Human Impact on the Natural Environment
Students Get Wise to Lies
UN , BO B VO IT TO UT A CO UP NS UN GR AN D DA ON RC GA T PE TI DE RC ET FI LL E ! AR BR E AU PA ER VE UT LE SA UV
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L’ E A U
The Theory of Knowledge: How We Know What We Claim to Know
28 Les superhéros du profil de l’apprenant!
Contents 2 Headlines 4 International Baccalaureate Learner Profile
30 Class Acts 34 Miller Rink 36 Branching Out
39 Alumni News 44 In Memoriam
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Headlines Profiles Profils in Success de réussite
Students participate in Duke of Edinburgh Winter Trip
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f we look back a decade or so, LCC was a well-regarded and widely recognized school featuring first-rate programs in the classroom and beyond. Never content to rest on our laurels, we aspired to even higher standards. With a renewed commitment to a high quality, challenging, international education, what followed was the adoption and integration of the renowned International Baccalaureate Diploma Programme for grade 11 and Pre-University in 2013, and the Middle Years Programme for grades 7–10 in 2020. These globally-recognized IB programmes “[aim] to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect,” as expressed in the IB mission statement. They employ common approaches to teaching and learning that are supported by current research and best practices, allow students to direct their own learning and cultivate lifelong learners. Within the IB framework, students are encouraged to ask many questions, inquire and reflect, rather than merely focus on memorization of material, an approach that sometimes dominates more traditional educational models. They are driven by a consistent focus on broadening both personal and global perspectives in all courses. Informed by the IB mission, the programmes foster a distinctive set of human attributes that go beyond academic success. Each IB teacher and student aspires to embody these 10 traits known as the IB learner profile. The learner profile has been foundational in enabling students to gain greater confidence and take more ownership of their intellectual growth and development. At LCC, the IB learner profile is woven through our curriculum — both inside and outside the classroom. In this issue of the LION, we present a sampling of the initiatives that our students are engaged in, each of which speaks to some or all of the IB learner profile attributes. Research has shown that IB graduates experience notable engagement and success at university and in life. Our commitment to the IB approach has been a tangible and positive contribution to LCC’s evolution as a leading K–12 school committed to preparing students for success and leadership in a sustainable global society.
l y a une décennie, le Lower Canada College était une école réputée et reconnue pour les programmes de qualité qu’elle offrait tant en classe qu’à l’extérieur. Néanmoins, refusant de nous asseoir sur nos lauriers et aspirant à atteindre des normes toujours plus élevées, nous avons renouvelé notre engagement à offrir une éducation internationale de qualité et stimulante. Nous avons ajouté le Programme du diplôme du Baccalauréat International (IB) pour les élèves de la 11e année et de niveau préuniversitaire en 2013, et le Programme d’éducation intermédiaire pour les élèves de la 7e à la 10e année en 2020. Par l’entremise de ces programmes de calibre mondial, « l’IB a pour but de développer chez les jeunes la curiosité intellectuelle, les connaissances et la sensibilité nécessaires pour contribuer à bâtir un monde meilleur et plus paisible, dans un esprit d’entente mutuelle et de respect interculturel », comme l’indique l’énoncé de mission de l’IB. Ces programmes font appel à des méthodes communes d’enseignement et d’apprentissage, soutenues par la recherche et les pratiques exemplaires, afin de permettre aux élèves de diriger leur propre apprentissage et de devenir des apprenants pour la vie. Les élèves qui évoluent dans le cadre de l’IB sont encouragés à poser de nombreuses questions, à se renseigner et à réfléchir plutôt qu’à mémoriser la matière, approche qui domine parfois dans les modèles pédagogiques plus classiques. Ils sont motivés par un souci constant d’élargir leurs horizons personnels et leurs points de vue sur le monde dans tous leurs cours. Les programmes, inspirés par la mission de l’IB, incitent les élèves à acquérir un ensemble distinctif de qualités humaines qui leur seront utiles au-delà de la sphère scolaire. Chaque enseignant et élève de l’IB aspire à incarner les dix qualités mentionnées dans le profil de l’apprenant de l’IB. Le profil de l’apprenant joue un rôle fondamental puisqu’il permet aux élèves de renforcer leur confiance en eux et de s’approprier davantage leur croissance et leur maturation intellectuelles. Au Lower Canada College, le profil de l’apprenant de l’IB est intégré au programme d’études, tant en classe qu’à l’extérieur. Dans ce numéro de la revue LION, nous vous présentons quelques exemples d’initiatives auxquelles participent nos élèves. Chaque initiative met l’accent sur une partie ou la totalité des qualités du profil de l’apprenant de l’IB. D’après les études scientifiques, les diplômés de l’IB deviennent des citoyens très engagés qui connaissent beaucoup de succès tant à l’université que dans la vie. Notre détermination à adopter l’approche de l’IB s’est traduite par une contribution tangible et positive à l’évolution de notre école, de la maternelle à la 12e année, et a fait de notre établissement un chef de file qui a à cœur de préparer les élèves à réussir et à faire preuve de leadership dans une société planétaire durable.
Non Nobis Solum, CHRISTOPHER SHANNON (Pre-U ’76) Head of School / Directeur général WWW.LCC.CA
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INTERNATIONAL BACCALAUREATE
Learner Profile BY MARK BOGHEN, WRITER
No one accustomed to walking the corridors of LCC will be surprised to see the many images of the school’s stately symbol, the lion, gazing down on them. Lions in various guises adorn posters and sports banners everywhere. Sharp-eyed observers, however, will note that one of these icons differs from the rest: it is composed purely of words. This clever cat is the IB learner profile word-cloud lion (pictured opposite), and those words describe the traits that represent the very core of LCC’s philosophy. Among the most highly regarded and successful educational systems in the world, the International Baccalaureate has distilled more than 50 years of best practices into the 10 traits, or attributes, that define it. These traits that encompass the goals, methods and characteristics of an exceptional learner and citizen have been incorporated into all parts of LCC’s curriculum. Indeed, LCC is the only English high school in Quebec that offers both the IB Middle Years (IB MYP) and Diploma Programmes (IBDP). Connor Girouard, LCC social science teacher and coordinator of the Creativity, Activity and Service (CAS) element of the IBDP, sees how the IB traits play out on a day-to-day basis. “These attributes aren’t just tacked on,” he says, “they are the IB programme. From being risk-takers to consistently reflecting and focusing on communication, the attributes give every student a clear framework to guide them through pretty much everything they do.” These well-delineated and clearly defined attributes are also a boon to teachers. Not only do LCC teachers share a common pedagogic language with their in-school colleagues, they are part of a worldwide network of
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educators and can share in countless IB resources with the click of a mouse. LCC’s director of academics, Constance McGuire, notes that being guided by the IB attributes creates students who not only learn, but learn how to learn. “If you consider the ‘inquirers’ attribute for instance: a student in, say, a science class isn’t just passively receiving material to be able to spit it back out afterwards. That student is actually encouraged to become a practitioner of the subject: a scientist perhaps, or an historian, or an artist.” The past decade or so of integrating the traits of the IB learner profile into both LCC’s academic and co-curricular culture has been exceptionally valuable to graduating students, and the adaptation to IB methods is only growing over time. Constance McGuire says that feedback from CEGEPs and universities has consistently been positive: “One McGill professor who spoke to the LCC academic advising office said she can always spot an LCC student in a lecture — they are confident speakers who know their stuff and engage fully, whether in a small discussion group or a large class.” This issue of the LION explores some of the many ways, large and small, that the IB learner traits are helping to guide students to success at school and beyond. You will meet fledgling poets, internet fraud detectives and shoe designers. You will hear about how students work towards better mental health, stress management and wellness, and how they participate in social outreach and the fight against systemic racism. It is safe to say that in exemplifying these traits, our students will leave LCC as balanced, principled and caring thinkers, fully prepared for whatever challenges life has to offer.
open-minded
thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
reflective
knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
inquirers
balanced We understand the importance of balancing different aspects of our lives— intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
communicators
caring
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
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inquirers knowledgeable risk-takers
MIDDLE SCHOOL SHOE DESIGN
Students Put their Best Foot Forward
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hile acknowledging that the end products might not hold up too well in the snow and slush of our Montreal winters, grade 8 students demonstrated impressive research, design and analytical skills in their shoe design project. Tasked with creating shoes representing a particular culture, they followed the four steps of the IB design cycle, a model of thinking that encourages students to create and evaluate solutions in response to challenges. Here’s a summary of what they had to do: + Research the culture (Inquiring and analysing) + Sketch shoe ideas (Developing ideas) + Create shoes out of cardboard or recycled materials (Creating the solution) + Interview classmates about their final product, reflect on the process and document it in a journal, including what worked, what didn’t, and what was learned (Evaluating)
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Theodore Etheridge-Dlamini ’25, Keifer Zhou ’25 and Olivier Nassiry ’25 chose to represent Japanese culture in their project, with depictions of the Tokyo skyline, Mount Fuji, the bullet train, and other Japan-related elements. In their final reflection, the students said: “We learned a lot about Japan, as well as how to design a cardboard shoe. But the biggest thing that we learned was how to work well as a team.
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1 A HANDS-ON APPROACH TO LEARNING
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2 DISCUSSING THE ITERATION OF THE CARDBOARD SHOE
3 A FINISHED PRODUCT DISPLAYING AMERICAN CULTURE
4 A STILETTO PROTOTYPE HIGHLIGHTING FRENCH CULTURE THROUGH ARCHITECTURE AND ART
“We said that our design would be successful if we could walk, jump, and stand for 10 minutes without damaging the shoe. We also wanted at least 80% of those interviewed to be able to tell which culture the shoe represented. All of our criteria were met.” NOËL TREMBLAY SOCIAL STUDIES TEACHER IB DESIGN TEACHER
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balanced
Juvenile Boys Soccer
The Mind and Body in Balance
85% OVER
OF LCC STUDENTS PARTICIPATE IN THE ATHLETICS PROGRAM
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LIFELONG WELL-BEING IS THE RESULT OF A MYRIAD OF FACTORS, AND PHYSICAL ACTIVITY AND ATHLETICS ARE SIGNIFICANT CONTRIBUTORS. AT LCC, WE PROMOTE AN ETHOS OF FITNESS, ALLOWING STUDENTS TO REAP THE PHYSIOLOGICAL, SOCIAL AND EMOTIONAL BENEFITS IN AN ENVIRONMENT OUTSIDE THE CLASSROOM.
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Over 85% of LCC students participate in the athletics program, including personal fitness, and our students learn how to meet their academic demands while managing their athletics schedules. Over the past two years, when gathering for athletics events was impossible, we continued to make physical fitness a priority by restructuring our program and timetable to ensure that students would have access to the resources they needed. Not only do these activities enable students to maintain balance in their lives, they also nurture friendships with peers and mentorships with teachers and coaches.
1 JUVENILE GIRLS SOCCER
2 GRADE 5 & 6 HOCKEY INVITATIONAL
3 MIDGET GIRLS VOLLEYBALL
4 JUVENILE BOYS BASKETBALL
CHRIS VIAU DIRECTOR OF ATHLETICS
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caring
THE POWER OF KINDNESS
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s a regular part of the school experience, and in keeping with the school motto Non Nobis Solum, throughout the year students launch awareness and fundraising campaigns to support worthy causes. Through these efforts, students in all school divisions learn about the role they play in a global society and come to realize that they can and should reach out to help others. Just this past year, LCC students have supported Share the Warmth, The Stephen Lewis Foundation, Water First, Operation Veteran, the NDG Food Depot, Splash ‘N Dash, and the Terry Fox Foundation, among others. In fact, the school was recently recognized by Terry Fox’s brother, Fred Fox, for having raised over $750K since LCC first started participating in the Terry Fox Run in the early 1980s. “I believe that working with grassroots movements on a local scale allows us to truly interact with people and systems and see the change occur first-hand,” says Grace Chen ’22, Round Square head. “Service not only enables us to give back to the community, it is also the vehicle through which one can attain a greater awareness of the social, political, and economic environment that surrounds us.” In addition, students participate in initiatives — such as Pink Shirt Day and Orange Shirt Day — to raise awareness around many topical issues. This commitment is a true demonstration of the school’s core values of kindness and respect.
DANA KOBERNICK COMMUNICATIONS MANAGER
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Pink Shirt Day
inquirers thinkers risk-takers
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BUDDING BYRONS AND GIFTED GORMANS
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ven the very young are not averse to verse. Our grade 4 students began their exploration of poetry by discussing creative expression: what does it mean and how can it be used to communicate ideas and emotions? They then delved into an exploration of poetry in both English and French. It didn’t take them long to realize that many of the songs that they listen to are poetry in a way. Following this exciting discovery, they were motivated to explore different forms of poetry, learning new figurative language and analyzing presentation techniques. This voyage into the world of the poem really started to rouse students’ enthusiasm. They soon started coming to school with suggestions of new songs or poems to study and posted their ideas on the class whiteboard. They demonstrated their new learning in a variety of ways: some wrote songs and books, while others created poems and posters. It all culminated with a celebration at the Café Poésie, a 1960s-style poetry recital held in French in the Junior School Library.
1, 2 & 3 CAFÉ POÉSIE
FILIP VANJAKA GRADE 4 ENGLISH AND SOCIAL STUDIES TEACHER MARJOLAINE CAYOUETTE ENSEIGNANTE DE FRANÇAIS EN 4E ANNÉE ET COORDONNATRICE DU FRANÇAIS AU PRIMAIRE
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risk-takers communicators thinkers inquirers
DING & O C R
O
BO T IC S
:
The Way of the Future
Grade 7 students code with a spherical robot
CODING AND ROBOTICS ARE FUN AND PLAYFUL WAYS FOR CURIOUS STUDENTS TO LEARN ABOUT THE WORLD AROUND THEM. CREATIVE ENGAGEMENT WITH TECHNOLOGY FORCES THEM TO THINK CRITICALLY, PROBLEM SOLVE, AND APPROACH THINGS FROM DIFFERENT ANGLES.
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AT LCC, LEARNERS OF ALL AGES ARE INVOLVED IN THESE ACTIVITIES—BOTH IN THE CLASSROOM AND THROUGH COCURRICULARS—WORKING COLLABORATIVELY WITH THEIR CLASSMATES.
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In grade 2, Dash and its sidekick Dot are now permanent guests in the classroom! Presented with a real-life problem, students are engineering and coding solutions using these small mobile robots. Currently, they have been given the challenge of cleaning up the schoolyard and must build a mechanism for Dash to move the recyclable materials toward the recycling bin while avoiding the trees. As a co-curricular activity, grade 7 students are using MicroBitsTM, pocket-sized computers, to build
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and code a tool for cryptography. Using Caesar Ciphers, an encryption technique, and JavaScript and Python coding languages, they have been gaining a greater understanding of the importance of cyber security. They are writing algorithms and programs to create a strong password generator. They are also using JavaScript to animate drawings as the precursor to a video game design.
No matter the age, working in groups to solve novel problems allows students to take risks and consider the impact these problems have on the greater world. FIONA NANSON TECHNOLOGY INTEGRATION COORDINATOR
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principled open-minded knowledgeable reflective
CORE BELIEFS DEVASTATED BY THE MURDER OF GEORGE FLOYD IN THE SPRING OF 2020, A GROUP OF LCC STUDENTS FELT COMPELLED TO BECOME MORE VOCAL AND ACTIVE IN THE FIGHT AGAINST SYSTEMIC RACISM. IN THE WAKE OF THAT EVENT, AND WITH GUIDANCE AND SUPPORT FROM SEVERAL STAFF MEMBERS, THEY FORMED THE COALITION OF RACIAL EQUALITY (CORE).
Students tie orange ribbons to the field fence honouring and remembering residential school survivors and victims
In this safe space where inquiry, collaboration, and development of leadership and listening skills are fostered, students from grade 7 to Pre-University meet weekly to discuss issues of local and global inequality and inequity. From leading discussions on racism and discrimination with Junior School students, to helping facilitate schoolwide initiatives, such as Orange Shirt Day and Black History Month, the members of the CORE group find ways to initiate meaningful dialogue. Students are empowered to raise their voices in a constructive way and focus on what matters to them in an ever-evolving conversation. “It’s a safe haven, where your opinion is respected by others,” says Josh Lynch ’22. “It is also a place to be challenged and to learn about new perspectives.” CORE STUDENTS & STAFF LEADERS (LEFT) STUDENTS LEARN ABOUT THE CORE GROUP DURING THE ANNUAL ACTIVITIES FAIR
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chercheurs réfléchis sensés
DES ENFANTS CHERCHEURS QUI DEVIENNENT CRÉATEURS
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n science, les nombreux projets mis à la disposition des enfants leur permettent de tester, de fabriquer et d’analyser différents concepts. En début d’année scolaire, les élèves de la 3e année ont commencé l’apprentissage de la pyramide écologique et du règne animal. Ces deux concepts leur apparaissaient très abstraits, c’est alors que l’idée de créer un jeu de cartes m’est venue.
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1 TEMPÊTE D’IDÉES POUR L’ÉTABLISSEMENT DES RÈGLES DU JEU DE CARTE
2 CLASSEMENT DES ÊTRES VIVANTS
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Je me suis dit qu’il serait plutôt facile de créer des cartes avec les caractéristiques des producteurs, des herbivores, des carnivores et des décomposeurs et de les faire s’affronter afin de comprendre comment le règne animal fonctionne. Ainsi, en s’inspirant de jeux existants et en analysant leur fonctionnement, les élèves ont créé des règles pour leur propre jeu, dont ils ont testé les limites lors de joutes de pratique. Dans le but de le commercialiser, nous avons établi que les cartes devaient être embellies et retravaillées dans le cours d’art. Par la suite, nous avons rédigé une chanson pour la campagne publicitaire, et les élèves y ont ajouté une mélodie dans le cours de musique. Ce projet intitulé Survie 100 suit la structure simplifiée du Design Thinking où les élèves sont placés au cœur de leur apprentissage afin de créer des solutions aux problèmes qu’ils rencontrent. Soyez prêts pour la sortie du jeu! TOMMY BÉRUBÉ ENSEIGNANT DE SCIENCE ET D’ÉTHIQUE AU PRIMAIRE
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inquirers risk-takers thinkers
Creativity can run wild, but good design ideas are built on existing research in science, emerging technologies and patterns in society.
FUTURE HUMANS:
Can You Predict a Future 1,000 Years From Now? INNOVATIVE THINKERS REGULARLY STRETCH THEIR IMAGINATIONS AND THINK CRITICALLY ABOUT HOW WE MOVE, STRUCTURE, AND DESIGN THE WORLD AROUND US. The grade 10 Future Humans project asks students to envisage and draw a new species of human that could exist 1,000 years from now. Using CAD (computer-aided design) techniques that fuse geometry into new shapes, students learn to make detailed silhouette drawings of these future humans. Creativity can run wild, but good design ideas are built on existing research in science, emerging technologies and patterns in society. Students are given a series of design constraints that must be considered when determining how their future humans might look and behave.
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For example, one student had to develop a concept around this situational prompt: a barren world where bioengineering has extended lives and money no longer exists. Although this scenario may seem implausible, it encourages critical and lateral thinking. In this example, the student came up with an idea for the Aquidili, a new species of underwater dwelling humans, featuring hooklike hands and wearable technology designed to refilter their sweat into water for survival! Drawing upon conceptual, critical and technical skills, the Future Humans project forces the students to practice creative problem solving in order to fabricate sustainable products and generate innovative solutions in a Fab Lab environment. ALEC MATHEWSON ’95 TECHNOLOGY & DESIGN INTEGRATION SPECIALIST, FAB LAB COORDINATOR
“AXOTURSAPIEN” Gasexchanging antennae for underwater living
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risk-takers thinkers principled (LEFT TO RIGHT) SCREENSHOTS FROM A STUDENT VIDEO DEPICTING A FRAUD-RELATED SCENARIO
STUDENTS GET WISE TO LIES
EVEN BY THE RIPE OLD AGE OF NINE, CHILDREN HAVE ALREADY BEEN EXPOSED TO FRAUD, SCAMS, AND OTHER ONLINE THREATS.
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hile participating in our digital citizenship unit on private and personal information, grade 4 students had a slew of unsavoury stories to share in the classroom. Some reported that scammers tried to lure them into providing personal information while they were playing video games, while others spoke about supposedly trustworthy companies requesting private information from their parents. They came to school every morning eager to share new examples about compromised accounts, false credit card charges, long-lost cousins asking for money, or great prizes that were just “one click away!” We did a detailed study of the structure and technical aspects of fraudulent emails — including their introductory greeting and salutations, the body of the message, and hyperlinks — after which students created phishing schemes of their own. We are confident that they will use this newfound knowledge for good! They also created instructional videos, books and posters, outlining how to avoid falling victim to scams. Our young fraud experts were particularly proud and eager to share their work with their grandparents, having learned that seniors are more likely to be targeted.
FILIP VANJAKA GRADE 4 ENGLISH AND SOCIAL STUDIES TEACHER
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reflective knowledgeable thinkers open-minded
Historical Perspectives in the Classroom Primary historical accounts are often influenced by both the people who write them and the era in which they are written. They are always subjective: it is the role of the historian to examine their values and limitations.
1&2 STUDENTS COMPARE HISTORIOGRAPHY AND NARRATIVE CONSTRUCTION USING SOURCES PRODUCED BY INDIGENOUS AUTHORS
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Because historians must make choices about how to recount and frame events of the past, challenging dominant narratives is an important exercise. In grade 9 and 10 history classes, we analyze different historical accounts from multiple perspectives. In particular, we devote a lot of time to researching Indigenous accounts to ensure that students are exposed to Canada’s diverse and complex history. By studying multiple historical perspectives from several different Indigenous communities, students come to understand how knowledge is approached and valued. To support this process, we consulted extensively with Konwatsitsawi M. Meloche, whose organization, Vista Seminars, provides workshops aimed at examining the rich and vibrant traditions of North America’s Indigenous peoples. Working with her, Thomas Deer, and the Kahnawà:ke Cultural Center has allowed us to gather a collection of primary and secondary accounts that supplements the Quebec History and Citizenship curriculum. The resource is also used in other classes throughout the school in an age-appropriate manner. Creating and utilizing this resource has helped foster a better understanding for both teachers and students of the diverse experiences of people in North America.
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RYAN BOWLES PRE-UNIVERSITY COORDINATOR HEAD, SOCIAL SCIENCE DEPARTMENT CONNOR GIROUARD SOCIAL SCIENCE TEACHER
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open-minded reflective inquirers knowledgeable thinkers
THE IB MYP PERSONAL PROJECT:
A PRACTICAL EXPLORATION OF LEARNING
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he IB Middle Years Programme culminates in the Personal Project at the end of the grade 10 year, a unique opportunity in the students’ academic journey that allows them the freedom to focus on an area of their choosing. Designed to be an individual learning experience, students consolidate the knowledge and skills they have developed throughout their high school years to complete a project that is significant to them, in fields ranging from coding to carpentry. As open-minded and reflective inquirers, they conduct research to acquire new knowledge, and then use their critical thinking skills to create their product. The variety of topics and diversity of student interests have led to the production of some exciting and creative projects. One student crocheted a skirt, while another renovated and redecorated a room in her house. Many students take risks by tackling challenging
ROOM RENOVATION WITH SEWING STATION
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projects as complex as programming a video game. Students communicate with their Personal Project supervisor throughout the process and write a report outlining their process. They present their work at a showcase at the end of the school year. Ultimately, the Personal Project serves to foster the development of students as lifelong learners. “The Personal Project was an opportunity to learn something completely new, and was an enjoyable experience because I was given a lot of freedom,” says Julie Lavigne ’23. “I created a website about mental health and discovered that this is a topic we still do not talk about enough today. I take great pride in knowing that my website is contributing to spreading awareness and that I am making an impact.” MARIE-FRANCE PERRON FRENCH AND SPANISH TEACHER IB MYP PERSONAL PROJECT COORDINATOR
MENTAL HEALTH WEBSITE
CODING A CHESS GAME
reflective balanced
HAPPINESS IS… FEELING GOOD & DOING GOOD “NAME THREE THINGS FOR WHICH YOU WERE GRATEFUL IN THE PAST WEEK.” THIS WAS THE VERY FIRST DIRECTIVE GIVEN DURING PRESENTATIONS TO STUDENTS AND STAFF ON THE CONCEPT OF POSITIVE EDUCATION. “What positive words can you use to describe yourself ? What are three things that you have overcome?” While the notion of well-being is complex and composed of a variety of elements related to human needs, the act of completing these exercises has an immediate and simple effect: you feel better. At LCC we have shifted how we reinforce student wellness by adopting Dr. Michael Seligman’s PERMA-V model. Guided by his theory, which identifies a series
of factors that influence well-being and happiness (see graphic), we encourage our students to reflect on what enables them to flourish and thrive, rather than fix what is wrong. We support them in reframing negative thoughts and viewing situations through a different lens. We help our students to become aware of their own strengths and recognize them in others. And finally, we embrace stress as something that is not necessarily bad, but rather something that can be managed better. This model has become a transformative approach to promoting positive mental health within the school community. MICHELE OWEN DIRECTOR OF STUDENT LIFE GILLIAN SHADLEY COORDINATOR OF WELLNESS AND OUTREACH PROGRAMS
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thinkers principled
S SAMPLE OF T STUDEN TS C E J O R P
FUSING DESIGN WITH LANGUAGE & LITERATURE
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uring the grade 7 novel unit on The Hunger Games, a series of young adult dystopian novels and a pop culture phenomenon, students explored symbolism, the idea of perspective, and the role that power and privilege plays in our society. They also discussed how life experience changes our perceptions of the world around us. From a suggested list of well-known personalities and groups, such as Malala Yousafzai, Malcolm X, Anne Frank and Harvey Milk, among others, students were tasked with writing a first-person narrative from their point of view, as a first step, and from the point of view of the selected person/group as a second step. They then took
their creative spirit into the Fab Lab to create an item or symbol that would advocate for the rights of the person or group. “I wrote a narrative from the point of view of Ruth Bader Ginsberg that explored gender discrimination in school and in the workplace,” says Olivia Hughes ’25. “I then created a tote bag (see top left) that included some of RBG’s iconic fashion choices, including her lace collar, eyeglasses, and large earrings. Even though outdated stereotypes continue to hold women back in society, I am thankful to my teacher for being an empowering influence for female students at LCC.” ALEXANDRA MAZZELLA ’04 LANGUAGE & LITERATURE TEACHER
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inquirers knowledgeable thinkers
The Human Impact on the Natural Environment Every year, students in the Environmental Systems and Societies (ESS) class head out to Montreal’s Mount Royal Park for some hands-on science investigations, an ideal opportunity for inquiry-based learning and exploration of the environment. Through guided walks and sampling of plant and animal species, students learn how human interaction with the environment impacts our social structure and fragile ecosystem. They explore water and soil pollution, and use monitoring techniques and sampling methods to measure the diversity and abundance of species in a community. So, what did they discover? Their findings suggest that there is a statistically significant decrease in biodiversity in areas where there is a lot of traffic, as compared to the less travelled forest trails. This fieldwork encourages students to evaluate and recommend improvements to our strategies that aim to reduce the harmful effects that humans have on the environment. ETTORE ZUCCHEROSO SCIENCE TEACHER
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caring
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themselves and answer questions about LCC, and virtual meetings are organized to facilitate making connections before the new school year starts. In August, new students attend an orientation session, participate in icebreaker activities with their mentors, and are given a guided campus tour. Once school starts, the mentors continue to support the newcomers by introducing them to peers, helping them navigate the campus, explaining school routines and procedures, and recommending cocurriculars for them to join. New students eagerly point out that they feel welcomed into the community and supported in their integration into student life. “I was able to make friends quickly thanks to this program. My mentors
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FOR NEW CLASSMATES
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tarting at a new school can be intimidating, but what if you knew that you already had a friend before you even entered the building? The new student mentor program pairs incoming grade 8-11 students with one or two current student mentors. In the spring, these mentors contact new students to introduce
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STUDENT MENTOR FINALLY MEETS HIS MENTEE FROM GHANA
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3 NEW STUDENTS AND THEIR MENTORS MEET FOR LUNCH
answered my questions and encouraged me to get involved with the school,” says Angelina Chevrier ’23. Riya Sood ’24, who came to LCC from India, also found the program helpful. “I was reassured because there was at least one person I knew before starting school. My mentor introduced me to the many clubs she was a part of, and I eventually participated as well. She is now one of my closest friends at school.” LINDSEY WHITELAW COMMUNITY LIAISON OFFICER VERONICA KOST ’09 SCHOOL COUNSELLOR
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chercheurs sensés
LES SALADES VERTES REMPLIES DE MICROPOUSSES
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epuis le début de l’année scolaire, les élèves du Middle School participent à un nouveau club qui s’appelle : Les salades vertes. Cette activité qui est basée sur le développement durable et sur l’éthique environnementale se déroule une fois par semaine après le repas. Elle s’aligne sur les grands principes de l’IB qui a pour but de développer les liens entre les humains qui sont soucieux de la responsabilité de chacun envers la planète et désireux de contribuer à l’édification d’un monde meilleur. Tout comme les apprenants de l’IB, les participants des Salades vertes sont des penseurs et des chercheurs. En posant des questions, en consultant des sources variées et en prenant plaisir à apprendre par l’action, les étudiants comprennent le cycle de production des micropousses et comment celui-ci est bénéfique pour l’environnement. De plus, ils sont capables de prendre des décisions créatives et d’examiner l’effet de leurs actions quand ils voient semaine après semaine les
résultats de leurs efforts. Tous repartent chez eux avec un sac de micropousses et le déguste chez eux. Le club des Salades vertes s’inscrit bel et bien dans la philosophie de l’IB. JEAN-FRANÇOIS MAURICE ENSEIGNANT DE SCIENCES SOCIALES & FRANÇAIS
1 DES MICROPOUSSES POUR EMPORTER
SARAH-JEANNE MARTINEAU
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ENSEIGNANTE DE FRANÇAIS
LA RÉCOLTE
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thinkers reflective open-minded
THE THEORY OF KNOWLEDGE:
How We Know What We Claim to Know A
t the “Core” of the Diploma Programme (DP), the Theory of Knowledge (TOK) course pushes students to reflect on knowledge — its production, transmission, and value — across the disciplines they study. Students survey knowledge-related matters and issues that in the sometime rush to cover content in their other courses might otherwise be overlooked. Such comparative study could focus on how a natural scientist’s methodology in obtaining evidence differs from that of an historian, or on the role of language in a social scientist’s attempt to test a hypothesis. Some years ago, my Theory of Knowledge students aired their impatience with the steady diet of jargon fed to them in the course, some noting the dizzying array of acronyms in the DP at large. At the time, TOK proposed language as one of several “ways of knowing.” In their refreshing suspicion, students were embodying some
of the learner profile’s attributes (e.g., thinkers, reflective). Their reaction steered us toward a brief look at the ways in which language is sometimes used to deliberately obstruct knowledge, including a look at the case of a physicist’s bewildering foray into cultural studies — hardly social science’s finest hour! The physicist’s line of thought — and hoax — confirmed their instincts. We went on, however, to consider situations where a specialized language might, after all, prove desirable, even indispensable, such as surgical theatres or air-traffic control centres. Students were driven to second-guess their first impressions and, later, we discussed confirmation bias. The TOK course takes an interest in all these foregoing matters (i.e., skepticism, language, truth, academic disciplines). In doing so, the course promotes the learner profile. RAY LAWSON (PRE-U ’91) ENGLISH & THEORY OF KNOWLEDGE TEACHER
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ouverts d'esprit audacieux altruistes communicatifs
LES SUPERHÉROS DU PROFIL DE L’APPRENANT!
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ors du cours de français de 8e année, les élèves ont utilisé leur pensée créative afin d’inventer un superhéros qui devait avoir au moins deux caractéristiques du profil de l’apprenant. À la suite de l’écriture d’un texte descriptif, les élèves et leurs superhéros ont travaillé en équipe pour accomplir une mission de leur choix! Chaque superhéros a ses pouvoirs spéciaux comme le superhéros d’Helen Hofstee ’25: « Écho est quelqu’un qui est très ouvert d’esprit ». Ils démontrent aussi beaucoup d’audace, comme les héros de Stefania Messercola ’25 et Sadie Rosenblum ’25: « Tout à coup, Bob voit un petit garçon dans un grand arbre au parc et Fille de l’eau veut le sauver ». De plus, les superhéros sont altruistes, tout comme Noah et
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Lexy qui « veulent aider le propriétaire du magasin en arrêtant les voleurs et en les emmenant en prison ». Les élèves de 8e sont d’excellents communicateurs. Ils ont su suivre la structure d’un texte narratif et ils ont appris de nouveaux mots de vocabulaire. MARIE-FRANCE PERRON ENSEIGNANTE DE FRANÇAIS ET ESPAGNOL LINE GRANDCHAMP ENSEIGNANTE DE FRANÇAIS PRISCILLA YOYOTTE ENSEIGNANTE DE FRANÇAIS
balanced
JUNIOR SCHOOL UMBRELLA PROJECT
PREPARING FOR THOSE RAINY DAYS
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t any age, the figurative rain can fall down hard, with life’s challenges often sending us running for cover. As part of the Umbrella Project, Junior School students have been focusing on a variety of skills to help them develop the tools they need to cope with and manage daily stresses. In October students worked on building higher levels of empathy, which tends to result in less conflict and better problem solving, allowing them to make new friends and develop stronger social networks. Students worked on their growth mindset in November, cultivating the belief that, with effort, they could develop their talents and create a love of learning and an excitement around facing new challenges. In January we kicked off the year with a focus on authenticity, helping students to feel good about who they are, boost their confidence and stand up for their beliefs.
We focused on kindness, a core value of LCC, in February and March, and highlighted that doing good benefits both the giver and the receiver. In April students learned about self-efficacy, nurturing a belief in themselves and their ability to succeed. The children concluded the year with a look on the bright side. As it turns out, optimism can improve mental and physical health. Empowering students to reframe their challenges and strengthen their skills ultimately serves to maintain balance and well-being.
JUNIOR SCHOOL COUNSELLOR TEACHES LESSON ON KINDNESS
ALISON WEARING JUNIOR SCHOOL DIRECTOR
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Alex Anthopoulos ’94 Ashley Cukier ’04 (Pre-U ’05)
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“The quality of the teaching, the connections, and the many options beyond the classroom, all made me feel like I was positioned for success.”
Alex Anthopoulos ’94
At the Top of his Game BY DANA KOBERNICK, COMMUNICATIONS MANAGER
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lex Anthopoulos ’94 has never been one to opt for the path of least resistance. Throughout his career, he has invariably chosen to travel the riskier, less certain road. This path has led him to cities in both Canada and the US, where he has served in a variety of roles for several major league baseball teams. Ultimately, it led him to the very pinnacle of the sport, winning the 2021 World Series as general manager of the Atlanta Braves. In 1998, after having studied economics at McMaster University, Alex had committed to working at his father’s heating and ventilation company, when a tragic event altered his plans. “I never really considered whether this job was something I liked,” he says. “I felt a sense of obligation to my dad, but he passed away not long after I joined him, and this was the unfortunate catalyst for reassessing my professional goals.” Though working in an established business would have been the safer option, in 2000, at
the age of 23, Alex chose to pursue his love of baseball. He contacted various clubs and secured an internship in community affairs with the Florida Marlins. The excitement of having landed this coveted position was shortlived, however, when the offer was revoked due to visa complications. Not one to be easily deterred, Alex reached out to his hometown Montreal Expos, while also applying to Fidelity Investments in Toronto in case his dream job didn’t materialize. Just at the time that he received an offer from Fidelity, the Expos called with an opportunity for an unpaid internship. True to himself, Alex chose passion over security and picked the Expos, working on media relations during the week and players’ fan mail on weekends. He also leveraged his time with the team to learn more about scouting, the area that interested him most. To help pay the bills, Alex worked part-time for RBC, which led to an offer of a full-time position in commercial banking. The Expos were reluctant to let him go. At the end of the baseball season in 2000, he turned down RBC and headed to Florida for spring training. He was finally given a paid position as scouting coordinator only a year and a half later. From there, Alex’s career in baseball skyrocketed. Following the 2003 season, the Expos promoted him to assistant director of scouting. With rumblings that the team might be moving from Montreal to Washington, he seized an opportunity to join the Toronto Blue Jays as scouting coordinator, even though it meant turning down a promotion and accepting a cut in salary. He served in that position for two years and, in 2005, was offered the position of assistant general manager, a role he filled for four years before being promoted again to general manager. At the end of 2015, Alex and his family moved to the West Coast, where he served as vice president of baseball operations for the Los Angeles Dodgers. Three years later he was named general manager of the Atlanta Braves. Alex has been the Braves’ GM for the past four years, and he was at the helm when they won the World Series last fall for the first time in 26 years.
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(Alex Anthopoulos ’94 continued)
“In the moment, I felt really proud,” he said. “But I was more excited for the city and thrilled that this event brought joy to the community.” Alex admits that there were times when he wavered in his convictions, and that many detractors along the way tried to discourage him from a pursuit that they saw as unrealistic. But he persevered, and stands by the belief that passion fuels success and happiness. Still, he is quick to add that success cannot only be measured in terms of one’s professional accomplishments, and maintains that his family life with his wife and children is actually his greatest achievement. Alex was a sports fan during his LCC days as well, participating in rugby, basketball and football. Throughout his high school years, he also took part in the music program where he played the bass. “LCC was the best educational experience I had,” he says. “The quality of the teaching, the connections, and the many options beyond the classroom, all made me feel like I was positioned for success. It was a great environment where it was cool to be smart and where every student was challenged to raise their game. To today’s graduates starting on their journey, I suggest they maintain their humility, integrity and passion. Those are the pillars for success.”
Ashley Cukier ’04 (Pre-U ’05)
BELOW ALEX ANTHOPOULOS
Expressing Herself BY NANCY ESSEBAG-CHRISTIE, COMMUNICATIONS & DIGITAL MARKETING SPECIALIST
CREDIT: ATLANTA BRAVES
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ife after LCC has been a journey of self-discovery for Ashley Cukier ’04 (Pre-U ’05), one that has led her to explore new countries, cultures, and disciplines, all shaping her successful career as a speech language pathologist. Immediately after graduating from LCC’s Pre-University program, Ashley spent the summer in Italy, teaching English to children in the mornings and learning how to sculpt in the Tuscan hills in the afternoons. It was a memorable experience leading up to her university years. Ashley’s first semester at Boston’s Brandeis University was spent on exchange in Paris. She returned to the US and began preparing for her next big adventure: a semester in Australia.
“LCC helped me develop a strong foundation, and I wanted to give back to the community that shaped me.”
“I took a variety of courses in sciences and arts. It was great living on my own, travelling to different countries, meeting new people, and being exposed to unfamiliar perspectives and cultures. My experiences abroad helped me come out of my shell,” she says. Ashley’s LCC science classes were excellent preparation for her BSc in Health: Science, Society, and Policy (HSSP) from Brandeis. During her time in Boston, she tutored, mentored and volunteered as a big sister in the community. In her final year, she worked in a lab, which sparked a new interest in cognitive and language development. Post-graduation, she did research, took some courses and realized that improving communication and working with children were areas that she was passionate about. She devoted the next two years to studying speech language pathology at Syracuse University and, since 2012, has been working in this field in Montreal. Today, Ashley works with toddlers, preschoolers and school-age children with a wide variety of speech and language needs, including expressive and receptive language difficulties, speech sound difficulties, pragmatic language difficulties and stuttering. Ashley has also supported students at LCC’s Learning Enrichment and Development
(LEAD) Centre since 2015. “It’s amazing to see how much the school has changed over the years. LCC helped me develop a strong foundation, and I wanted to give back to the community that shaped me,” she says. As well as seeing clients and mentoring interns, Ashley volunteers for a friendly phone program that checks in on the elderly. She continues to follow the school’s motto, Non Nobis Solum, two decades after graduating. Balancing priorities, in both her work and personal life, is a skill that she says she acquired at LCC. To stay grounded, Ashley works out daily, meditates, journals and makes a point to “start each day with an active and clear mind.” An athlete at heart, Ashley joined as many sports teams as she could at LCC, so it is not surprising that she continues to run, ski, play hockey and soccer, and has recently taken up alpine touring. Her participation in sports at LCC, whether team or individual, taught her about hard work and the value of time management, problem-solving, communication and teamwork. She developed close friendships which she has maintained for more than 15 years. Ashley was a pioneer, coming to the school when she entered grade 3 in 1995, the first year that girls were admitted. Her time at LCC taught her to think creatively, be confident, and set goals. As she reflects on her school years, Ashley is quick to acknowledge the exceptional teachers who showed her lots of persistence, patience, kindness and dedication. Ashley’s piece of advice for students is to not be afraid to explore. “Remember that you are not born with all the knowledge and skills. You acquire them through effort and time. Be present, create habits, continue to learn, trust yourself and you will find something you are passionate about!”
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“
It is a welcoming space for all students to play and be physically active in a fun outdoor environment. Personally, the rink has given me more ice time, which allows me to work on my skills and develop as a player.” — NICHOLAS TSATAS ’22
MILLER RINK:
CHANGING THE LANDSCAPE OF THE LCC CAMPUS 34
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Playing on the new Miller Rink brought me back to my high school days on the old LCC rink. With cold toes and rosy cheeks, the only things missing were instructions hollered by Coaches Wightman & Bower.” — GEOFF KALIL ’92 (PRE-U ’93), LCC Chief Operating Officer
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eading outdoors for some fresh air and physical activity is always important for our health and well-being. This past winter, in particular, after months of imposed restrictive measures due to the pandemic, LCC was delighted to inaugurate the Miller Rink, a refrigerated, outdoor, NHL-size ice surface. Located on the Saputo Field, the Miller Rink is the result of the extraordinary generosity of Lisa and Farrel Miller, parents of Max ‘20 (Pre-U ‘21), Sophie ‘23, and Harry ‘26. “We were happy to give back to a school community that has provided so many opportunities to our children,” Lisa says. “And we loved that the rink was something fun that everyone could enjoy.” When approached to fund an outdoor rink, the Millers were particularly excited. “We liked the fact that this was an inclusive initiative,” Farrel says. “The rink is something
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INAUGURATION WITH THE MILLER FAMILY & GUESTS
GRADE 5 & 6 GAME, LCC VS. ST. ANNE ELEMENTARY
FREE SKATE
U15 MAJOR HOCKEY GAME, LCC VS. JOHN RENNIE HIGH SCHOOL
that can be used by all students, faculty, staff, and even the extended neighbouring community. Plus, there is something about it that is so typically Canadian.” Chris Viau, LCC’s director of athletics, is thrilled that the Miller Rink will open the door to many possibilities. “Among the numerous benefits, it will enhance the Junior School ice activities program, allow for earlier practices, additional teams and more tournament options, enable the expansion of our girls’ hockey program, create opportunities for alumni pond hockey tournaments, and allow for more family skate time on weekends.” Director of Advancment Nancy Smith adds, “It has been a privilege to work in partnership with the Millers. Their commitment to bringing this project to life for the enjoyment of all has been a true demonstration of their dedication to the school and its community.”
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JOIN US! CHECK ONLINE FOR EVENTS NEAR YOU. LCC.CA/ALUMNI
Branching Out ALUMNI GATHERINGS FAR & WIDE ASK AN ALUM SPEAKERS SERIES
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Our online Ask an Alum speakers series delivers inspiring conversations covering a variety of topics. The presentations offer learning opportunities for the community, celebrate and showcase the success and diversity of our alumni, and spark discussions to connect people and bring the community together.
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OUR MOST RECENT SPEAKERS INCLUDE: (Photo 1) Michael Cullen ‘78, Michael Cullen Coaching, Professional Coach and CPD Facilitator: Navigating Change & Transition from Career to Vocation; (Photo 2) Emily Litvack ‘03 (Pre-U ‘04), Genvironment, Co-Founder and Chief Education Officer: An Intersectional Approach to Environmental Education; (Photo 3) Soufi Esmailzadeh ’00 (Pre-U ’01), Google, Senior Product Manager: Product Management — How to Build for Millions and Billions of Users; (Photo 4) Toby Lyle ‘94, Burgundy Lion Group, Entrepreneur: The Process of Entrepreneurship & the Restaurant Industry; (Photo 5) Eric Macramalla ‘91, Gowlings, Partner and TSN Sports Legal Analyst: The Business & Law of Sports
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Be sure to join us on Zoom to hear from our accomplished alumni!
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WHISKY NIGHT NOVEMBER 24, 2021 Our first in-person event since the start of the pandemic was a huge success. Once again, we thank Toby Lyle ‘94 for hosting the evening at The Burgundy Lion and guiding us through the tastings. It was wonderful to see everyone in person!
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NON NOBIS SOLUM LUNCH DECEMBER 8, 2021 The Non Nobis Solum monthly lunch is a long-standing tradition of Montreal area alumni. A lovely gathering of graduates from the Classes of 1950 through 1975 was held at Le Manoir.
VIRTUAL PAINT NIGHT JANUARY 18, 2022 A cold January night was made a little cozier with the help of artist Jennifer Harris ‘00. LCC families and alumni participated in the paint night and enjoyed tapping into their artistic talents. Beautiful work by all!
YOUNG ALUMNI MENTORING EVENT:
THINGS YOU WISH YOU KNEW BEFORE UNIVERSITY & THE IMPORTANCE OF MAKING MEANINGFUL CONNECTIONS FEBRUARY 15, 2022 During our first-of-its-kind event, several young alumni shared their university experiences and answered questions from our grade 11 and Pre-U students. Thank you to panelists Savina Camalleri ’18 (Pre-U ’19), Edouard Des Parois-Perrault ’21, Jackson Labell Nevard ’18 (Pre-U ’19), Thomas Novak ’18, Sheri Subawalla ’18 and Adam Vandenbussche ’17 (Pre-U ’18) for an engaging and informative discussion.
(Continued on next page)
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Branching Out CONTINUED...
WINE TASTING MARCH 31, 2022 As always, our annual wine tasting event in Montreal was a spirited success. After a twoyear hiatus, alumni were thrilled to be together to enjoy this amazing evening. We thank former parents Leo Rabinovitch of Leanto Wines, and Pino Forgione of Beatrice Restaurant.
LIONFEST
CLASS OF 2003 ZOOM REUNION JANUARY 26, 2022 Since getting together in person was not possible at the time, the Class of 2003 organized their own mini-reunion. Thirtyfive people attended from Canada and the US. What a great turnout! If you would like to organize a gathering for your class, please let us know and we would be happy to help.
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SEPTEMBER 23–24, 2022 Save the date and stay tuned for more information about our LIONfest Reunion Weekend. We have a lot to celebrate! We are welcoming all classes (ending in 2 and 7) that are marking their milestone reunions this year. Graduating classes ending with 0, 1, 5 and 6 are also invited to celebrate their reunions that were missed due to the pandemic. It will be great to have you all back on Royal Avenue.
For more photos and information about reunions and events: lcc.ca/alumni
KEEP YOUR NEWS COMING! Send your photos & news updates to: communications@lcc.ca
Alumni News STORIES FROM YOUR LCC FAMILY
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50s
DAVID LANK ’55 moved
to the Laurentians two years ago and is pleased to be living in the country. As part of his COVID project, David wrote and illustrated Birds of Harrington and Montcalm. Thanks to Zoom, he stays in touch with LCC classmates and friends from long ago.
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DAVE COBBETT ’61
retired from Raymond James on September 30, 2021, after 53 years in the investment business. He now spends his days staying active: sailing, walking his dog and keeping his property in Hudson in good order.
FRASER LASCHINGER ’64
ALAN PAVILANIS ’65
participated with other dignitaries in the official opening of the new Prescott Museum on December 4, 2021. It was the culmination of a year’s work in moving the museum collection to its new quarters in the heart of downtown Prescott, ON. He designed the interior layout and played a major role in installing the artifacts, which illustrate the history of one of Ontario’s most historic towns, dating back to the United Empire Loyalists’ arrival in 1784.
continued to work as a family physician during the pandemic but decided that he needed to be more involved with the climate crisis. He stood for election as town councillor in Sutton, QC, and won. Now he says the workload has doubled in importance.
(PHOTO 1) MILITARY EXHIBIT AT THE NEW PRESCOTT MUSEUM
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(PHOTO 2) SWEARING-IN CEREMONY
ALASTAIR SHEPHARD ’66 (PRE-U ’67) retired from
his position as professor in the Faculty of Commerce of Fukuoka University, Japan, where he worked for 16 years. He speaks Japanese, Burmese, and can get by in spoken Hindi.
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DONALD WATT ’73
currently lives in Toronto and has three children: an environmental science graduate, an engineer, and a veterinarian. BRIAN FETHERSTONHAUGH ’74
launched his own company, The Long View Talent Group, after a lengthy career as a CEO in the marketing world. The firm provides executive coaching, leadership training and talent strategy consulting to companies of all sizes, from Fortune 100 enterprises to ambitious start-ups. Brian’s award-winning book on career strategy, The Long View, has been published internationally and featured in two Harvard Business Review books. Brian still plays hockey on Sunday nights. (PHOTO 3)
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JEFFREY HARPER ’75
is pleased to announce that his two novels Please Cooperate — A Comedy of Bad Manners, and Thy Will Be Done, a psychological thriller, as well as A Few Thoughts From A Small Life, a book of reflections, are now available on Amazon.
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80s
JON WEAVER ’80 pulled
up stakes and moved from Montreal to St. Andrews bythe-Sea, NB. He and his wife, Beth, bought the Salty Towers Inn (saltytowers.ca) and took over in March as innkeepers. GRAHAM COVINGTON ’81
ANDREW KAVCHAK ’79 (PRE-U ’80) wrote a book
titled A Guide to 75 Selected Holocaust History Books, which provides an overview of the history of the Holocaust and its phases, along with annotations of 75 books that elaborate on the various chapter topics. It is his hope that it will be a useful introduction and resource for history students — young and old — who wish to learn about the Holocaust. The book is available on Amazon. (PHOTO 4)
reached the summit of Mount Vinson, the highest peak in Antarctica, on December 5, 2021. It is one of the world’s Seven Summits. (PHOTO 5)
BRUCE GORDON ’84
published his first novel, a mock-autobiography called Dissatisfied Me: A Love Story, available via online bookstores. It’s the first of a three-part series.
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slopes in Whistler, BC. They said: “Truly fantastic to have such long-time friends. It’s been over 40 years that we have known each other. Amazing ties were made at LCC.” (PHOTO 7)
2000s
MARGARET GALES ’02
MENGO MCCALL ’84, ERIC ROSEN ’84, NEAL STEINMAN ’84, MARC JAVET ’84, and DAVID BERKOWITZ ’84 enjoyed
and her husband, Matt, welcomed Grace Katherine Mullin in October. Her big sister, Rose, couldn’t be more thrilled and is very tolerant of getting her hair pulled — for now.
some time together on the
(PHOTO 8)
(PHOTO 6)
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PAUL STARR ’03 and
his wife, Erin, welcomed Lawrence on January 10, 2022. (PHOTO 1)
SAMUEL YAFFE ’03 and
his wife, Dana, welcomed Gracie Summer on July 9, 2021. (PHOTO 2)
LAUREN GUAY ’03 (PRE-U ’04) and her
husband, Peter, welcomed Graham John Riddell on December 27, 2021. His big sister, Mia Susan, was born on September 24, 2018.
MICHAEL RAKOWSKI ’03 (PRE-U ’04) recently
travelled to BC to support the reconstruction effort for Highway 5. Due to the atmospheric river, the area received 278 mm of rain in two days and 615 mm in November. Many bridges were washed away and the highway was completely shut down. He performed the initial structural assessments and on-the-ground planning. The project was completed before Christmas, only four weeks after the collapse. (PHOTO 4)
(PHOTO 3)
DANIEL BRENHOUSE ’04 5
and his wife, Anais, welcomed Brodie Howard on January 4, 2022, in NYC. (PHOTO 5)
MATTHEW KENNERKNECHT ’07 and CAROLINE BALLARD ’12
were married in Montreal on October 9, 2021, surrounded by family and close friends. They live and work in finance in Montreal and enjoy spending time on the golf course and ski slopes. They are excited to embark on this new chapter, together. (PHOTO 6)
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KELLY AISEN ’09 and MATTHEW ADES ’09
EVAN SCHRYVER ’15
is in the final year of his Bachelor of Civil Law and Juris Doctor degrees at McGill University. During the most recent wave of the pandemic, he put his studies on pause to deploy with the Canadian Armed Forces to assist in the vaccination efforts. His platoon was attached to a vaccination clinic in Montreal, and supported the civilian agencies in their various tasks. For 2022–2023, he has been appointed judicial clerk to the chief justice of the Court Martial Appeal Court of Canada, the highest military court in Canada. Following that, he intends to write the Quebec bar exam and will
welcomed Chloe Emma on December 12, 2021. (PHOTO 7)
JEREMY KERTZER ’10 and LAUREN PICCOLI ’10
welcomed Luca on November 2, 2021. His mom writes: “We can’t wait to send Luca to the best school ever where his mom and dad met!” (PHOTO 8)
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be commencing his legal practice in corporate law with a national firm in their Montreal office. (PHOTO 9) SERVING WITH THE CANADIAN GRENADIER GUARDS
NOAH WOU ’16 was
admitted to the world’s top automotive design program at the ArtCenter College of Design in Pasadena, CA. This singular program is responsible for the alums behind more than half of all cars designed and produced since the 1940s. Noah says
that this was a dream that took root at LCC in grade 8 and finally materialized in 2020 after constructing an extensive portfolio over the course of two years. (PHOTO 10) FINAL PROJECT PRESENTATION: A SUPERCAR TO LURE YOUNGER CUSTOMERS TO THE BRAND
COLE WALKER ’17 (PRE-U ’18) returned from
his mission in Leeds, England, and started back at the University of Utah. He is researching the production of low-cost titanium powders using a new hydrogenassisted magnesiothermic reduction method, and has been on the dean’s list for every semester.
+STAY CONNECTED Keep track of what is happening with LCC alumni by visiting
lcc.ca/alumni WWW.LCC.CA
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IN MEMORIAM
It is with deep sadness that we announce the passing of the following members of the LCC community: ALUMNI DR. RICHARD B. GOLDBLOOM ’41 on
November 19, 2021, in Halifax, NS. He was predeceased by his brother Dr. Victor Goldbloom ’39, and is survived by his sons Dr. Alan Goldbloom ’65 and Dr. David Goldbloom ’70. DR. R. STORRS MCCALL ’47 on
on October 19, 2021, in Toronto, ON. LESLIE W. VAN HEMERT ’60 on
September 9, 2021, in Halifax, NS.
PETER R. STANGER ’53
on October 6, 2021, in Vancouver, BC.
COLIN M. SUTHERLAND ’72
HARTLAND W. GEE ’55
on February 12, 2022, in Utah. He was predeceased by his father Hector ’44.
on March 10, 2022, in Ottawa, ON.
DR. SOHRAB R. LUTCHMEDIAL ’85 on
ROBERT M. DE FOUGEROLLES ’57
DOUGLAS PASHLEIGH ’47 on June 2,
COLIN A. GRAVENOR ’58
GREGOR CAMPBELL
2021, in Montreal, QC.
on January 19, 2022, in Montreal, QC.
JOHN B. STIRLING ’47
WILSON MCLEAN ’58
on November 18, 2021, in Oakville, ON.
on March 15, 2022, of Montreal and Knowlton, QC. Wilson was a former member of the LCC Board of Governors and LCC Foundation. He is survived by his son David ’84.
on February 19, 2022, in Cornwall, ON. Gregor was a member of the Junior School staff from 1969 – 1973. He is survived by his brothers David ’55 and Colin ’56.
RITCHIE BELL ’53
LION SPRING 2022
PAUL D. BIGRAS ’59
November 7, 2021, in Lachute, QC. He was predeceased by his father Dr. G. Ronald McCall (1916), his uncle Alan (1920), and is survived by his son Mengo ’84.
on April 4, 2022, in Cowansville, QC.
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NEIL SADLER ’53
on February 21, 2022, in Montreal, QC. He is predeceased by his brother Norman ’59 and survived by his brother Stephen ’56.
on April 20, 2022, in Canterbury, England. He is survived by his son Dr. Antonin (Tony) de Fougerolles ’82.
November 8, 2021, in St. John, NB. He is survived by his brother Faisal ’92.
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WWW.LCC.CA
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LION SPRING 2022
